Study Guide - Unit Four:
Jackson and the Age of Reform
|
Due Date |
Assignment |
|
Weds., Oct. 5 |
1.
Read p. 198 – 208 2.
Answer questions 1 - 7 |
|
Thurs., Oct. 6 |
1.
Read p. 209 – 213 2.
Answer questions 7 - 8 |
|
Fri.,
Oct. 7 |
1.
Read p. 214 – 219 2.
Read Jackson’s Veto Message 3.
Answer questions 9 - 10 |
|
Mon.,
Oct. 10 |
1.
Read p. 224 – 228 2.
Read the handout on Perfectionism 3.
Answer questions 11 and 12 |
|
Tues.,
Oct. 11 |
1.
Read p. 229 – 234 2.
Read the handout on Pro-Slavery Arguments 3.
Answer questions 13 - 15 |
|
Mon.,
Oct. 17 |
1.
Read p. 235 – 239 2.
Read the handout on women’s issues 3.
Answer questions 16- 19 |
|
Tues., Oct. 18 |
1.
Read p. 240 – 245 2.
Answer question 20 |
|
Weds., Oct. 19 |
Reformers
Roundtable |
|
Thurs., Oct. 20 |
Review
for the test |
|
Fri., Oct. 21 |
Test |
Answer
the following.
|
1. |
Identify
the roles of Eli Whitney, Samuel Slater, and the Lowell factory in the
Industrial Revolution in America.. |
|
2. |
How did the agricultural
systems develop differently in the North and the South? |
|
3. |
What were the main goals
of the American System and how were the elements of Clay’s plan (tariff,
Second National Bank, and Internal improvements) intended to help the U.S.
achieve those goals? |
|
4. |
Summarize the rulings in
the four Supreme Court cases discussed on pages 204 –205. How did these cases
increase national power? |
|
5. |
Identify the following:
Adams-Onis Treaty, Monroe Doctrine, and Missouri Compromise. |
|
6. |
What
changes occurred in the voting population and voting patterns between the
presidential elections of 1824 and 1828? |
|
7. |
What examples does the
book give of how politics changed in the 1820s and how Jackson’s style was
also new? |
|
8. |
Make a timeline of the
events that led up to the Trail of Tears. |
|
9. |
Make timelines of key
events in both the Nullification conflict and the Bank of the U.S. conflict |
|
10. |
Using Jackson’s Veto
Message, make a list of Jackson’s objections to the renewing the National
Bank. |
|
11. |
What ideas and practices
did each of the following promote? The Second Great Awakening, Unitarian
movement, African Methodist Episcopal Church, and Transcendentalism. |
|
12. |
Using the handout on
perfectionism, summarize the assumptions about individuals and institutions
entailed in the drive for perfectionism in the 1830s. |
|
13. |
Describe the plan of
action for the abolition of slavery favored by each of the following
abolitionists: William Lloyd Garrison, David Walker, and Frederick Douglass. |
|
14. |
Compare how the lives of
the following groups of blacks differed: rural slaves, urban slaves, and free
blacks. |
|
15. |
Using the handout from
James Henry Hammond, summarize the arguments in favor of slavery |
|
16. |
In what ways were women’s
options limited in the early 19th century? |
|
17. |
Make a chart for the
following movements listing the key women involved in each and the efforts
made on behalf of the movement: abolitionism, temperance, women’s education,
health reform for women, women’s rights |
|
18. |
What arguments does
Angelina Grimké use about why women should break
out of their sphere? |
|
19. |
Using the Seneca Falls
Declaration, list the worst accusations against men in the Declaration. Do you think that these sentiments are more
revolutionary than those in the Declaration of Independence? Why? |
|
20. |
List the effects of the
new manufacturing techniques on workers and industry. |
|
21. |
Describe the working
conditions at the Lowell Mills |
|
22. |
How did the influx of new
immigrants affect circumstances in the workplace? |
Identifications: You should be familiar with all of these items by the time we finish the unit.
|
1. |
Eli
Whitney |
26. |
The
Eaton Affair |
52. |
Abolitionism |
|
2. |
Industrial
Revolution |
27. |
Tariff
of Abominations |
53. |
William Lloyd
Garrison |
|
3. |
Samuel
Slater |
28. |
John
C. Calhoun |
54. |
The Liberator |
|
4. |
Waltham
Plan/Lowell factory |
29. |
Nullification |
55. |
American
Anti-Slavery Society |
|
5. |
Henry
Clay |
30. |
The
compact theory |
56. |
David Walker |
|
6. |
American
System |
31. |
Webster-Hayne
debate |
57. |
Frederick
Douglass |
|
7. |
Tariff
of 1816 |
32. |
Compromise
tariff |
58. |
Nat Turner’s
Rebellion |
|
8. |
National
Road |
33. |
Force
Bill |
59. |
Slave codes |
|
9. |
Erie
Canal |
34. |
Second
National Bank |
60. |
Gag rule |
|
10. |
Era
of Good Feelings |
35. |
Nicholas
Biddle |
61. |
Cult of
domesticity |
|
11. |
Gibbons v. Ogden |
36. |
Pet banks
|
62. |
Sarah and
Angelina Grimke |
|
12. |
McCulloch v. Marylane |
37. |
Second
Great Awakening |
63. |
Temperance
Movement |
|
13. |
Fletcher v. Peck |
38. |
Charles
Grandison Finney |
64. |
Mary C. Vaughan |
|
14. |
Dartmouth College v.
Woodward |
39. |
Unitarians |
65. |
Emma Willard |
|
15. |
Adams-Onis Treaty |
40. |
William
Ellery Channing |
66. |
Elizabeth
Blackwell |
|
16. |
Monroe Doctrine |
41. |
African Methodist Episcopal Church |
67. |
Catherine
Beecher |
|
17. |
Missouri Compromise |
42. |
Transcendentalism |
68. |
Elizabeth Cady
Stanton |
|
18. |
Election of 1824 |
43 |
Ralph Waldo Emerson |
69. |
Lucretia Mott |
|
19. |
“The Corrupt Bargain” |
44. |
Henry David Thoreau |
70. |
Seneca Falls
Convention |
|
20. |
Election of 1828 |
45. |
Horace Mann |
71. |
Sojourner Truth |
|
21. |
Spoils System |
46. |
Dorothea Dix |
72. |
Putting-out
system |
|
22. |
Sequoya |
47. |
New Harmony |
73. |
Lowell factory
system |
|
23. |
Indian Removal Act of 1830 |
48. |
Brook Farm |
74. |
Irish potato
famine |
|
24. |
Worcester v. Georgia |
49. |
Utopian
Movements |
75. |
National Trades’
Union |
|
25. |
Trail
of Tears |
50. |
Oneida Community |
76. |
Commonwealth v. Hunt |
|
|
|
51. |
The Shakers |
77. |
Hudson River School
|
Themes
The Jackson Presidency
o
How was democracy broadened during this period? Who benefited and who didn’t?
o
Was this truly the ‘Age of the Common Man?’ Why or why not?
o
What were the crises during this period? How were each resolved?
o
How did Jackson extend the power of the presidency?
o
What signs are there of developing sectionalism
during this period?
o
What was the status of minorities during this
period?
o
What issues divided the Whigs and Democrats?
The Age of Reform
o
How did the philosophy of the Transcendentalists
encourage people to reform their own society?
o
To what extent did religious and reform movements of
the period extend democratic ideals?
o
How did these early 19th century reform
movements for abolition and women’s rights illustrate strengths and weaknesses
of democracy in America?
o
What is similar and different in the various
religious movements of the time? What
accounts for the increasing interest in religious experiences and expression?
o
To what extent did a truly American culture develop
in this period?
Economic Changes
o
What elements contributed to the economic growth of
the U.S. during this period?
o
What was the impact of economic change and
urbanization during the first half of the 19th century on the family
and the role of women?
o
What was the impact of increased immigration on
American society and politics?
o
What technological advances were made in this period
and how did those advances alter American society?
o
How and why did the life of the working class change
in this period?