Unit+5

Unit 5: Jacksonian Democracy 1820-1845


 * Chapter 13

Andrew Jackson: America's 17th President who lost election of 1824, won election on 1828, "Old Hickory,". He was supportive of states rights and the spoils system. William Crawford: ran for presidency in 1824, American politician and judge Peggy Eaton: wife of John Henry Eaton (US Senator), Cause of the Petticoat Affair, or "Peggy Eaton Affair" John Quincy Adams: Sixth President who was a diplomat that shaped American's foreign policy. Daniel Webster: Senator of Masachussets, leader of the Whig party, leading opposition to Andrew Jackson and democrat party. Denmark Vessy: Lead a slave rebellion in America Robert Hayne: Member of the House of Representatives, Webster-Haynes debate about principals of constitution and states rights. New Democracy: Jackson's new idea of the age of the Common man; Power to the people. Nullification Crisis: South Carolina's ordinance of nullification declared the tariffs of 1828 and 1832 to be unconstitutional. Spoils system: Jackson elected his friends into the cabinet. Rotation in office: Limits on a term King Caucus: A closed door-door meeting of a political party's leaders in congress. Democratic-Republicans: Founded by Thomas Jefferson, opposed the federalists. Anti-Masonic Party: Opposed freemasonry, founded as a single issued party aspiring to become a major issued party. Revolution of 1828: Was the election of 1828 but called revolution because of increased amount of voters. Corrupt Bargain: Nobody got the majority vote which had to be decided in the House of Representatitves. Kitchen Cabinet: Jackson's friends in office. Tariff of Abominations: Tariff of 1828 which was designed to protect industry in the Northern United States. Eaton Affair: Peggy Eaton married after husband died; considered unmoral. South Carolina Exposition: Protest against Tariff of 1828. Maysville Road: Jackson vetoed a bill. Twelfth Amendment: New procedure of electing President and Vice President.


 * Chapter 14

Nicholas Biddle: President of the second band of the United States. Osceola: Billy Powell. Martin Van Buren: 8th president of the United States who was a democrat. Stephen Austin: "Father of Texas" William Henry Harrison: 9th President of the United States who died in office after a month. Henry Clay: A lawyer, politician, and skilled orator, represented Kentucky in Senate and House of Representatives. Sam Houston: Brought Texas into the United States. John Tyler: 10th President of the United States, seceded Harrison after he died. John C. Calhoun: Defended slavery as something positive and leading politician for South Carolina. Black Hawk: Leader and warrior of the Sauk Indian tribe. William Travis: Lt. Colonel in Texas army; died at battle of Alamo in texas revolution. Annexation: Omitting territory. Antislavery: Opposed slavery. “favorite son”: political term. Tariff of 1832: Reduced tariffs from 45% to 35% Specie Circular: Required payment of government land with gold or silver. Slavocracy: A ruling group of slave holders or advocates of slavery. Tariff of 1833: Brought tariffs down to 20%. Panic of 1837: Afinancial crisis or market correction in the United States built on a speculative fever Force Bill: Authorized President Jackson to use whatever necessary to enforce tariffs. Seminole Indians: Indian Tribe. Divorce Bill: It created the Independent Treasury thus "// divorcing //" the federal government from banking. Bank of United States: Central Bank chartered for a term of 20 years by Alexander Hamilton. Lone Star State: Texas Independent Treasury: retaining government funds in the United States treasury separate from the national bank and financial systems Pet Banks: Banks within the states. Whig Party: A political party


 * Chapter 15

Samuel Slater: "Father of the Industrial Revolution" invented textile mills Cyrus McCormick: invented mechanical reaper Eli Whitney: invented the cotton gin Robert Fulton: invented the steam boat Industrial Revolution: period from 1750 to 1850 where changes in agriculture, manufacturing, mining, transportation, and technology had a profound effect on the social, economic and cultural conditions of the times Limited Liability: concept whereby a person's financial liability is limited to a fixed sum, most commonly the value of a person's investment in a company or partnership with limited liability Boston Associates: a loosely linked group of investors Clipper ships:new kind of merchant vessel with 3 sails General Incorporation Law: allows corporations to be formed without a charter Pony Express: fastest mailing service


 * Chapter 16

Carl Shurz: german revolutionary, union general in Civil War Horace Mann: education reformer, member of senate Peter Cartwright: leader of second great awakening Noah Webster: made textbooks and dictionaries Joseph Smith: religious leader, gave rise to Mormonism Brigham Young: led the mormons to utah Catharine Beecher: American educator known for her forthright opinions on female education Phineas T. Barnum: performer, founded Ringling Bros. and Barnum & Bailey's Circus Nativism: the political position of demanding a favored status for certain established inhabitants of a nation as compared to claims of newcomers or immigrants Cult of Domesticity: value system for women of the upper class Unitarianism: christian belief in one god Tammany Hall: Democratic Party headquarters Burned-over district: refers to the religious sene in New York Dorthea Dix: created mental asylums Stephen Foster: "Father of American Music" James Russell Lowell: poet, critic, editor, and diplomat Neal Dow: sponsored a bill to prohibit the manufacturing of alcohol Washington Irving: author and historian Oliver Wendell Homes: supreme court judge Lucretia Mott: abolitionist, women's rights activist, and social reformer


 * Chapter 17

James F. Cooper: popular novelist William Gilmore Simms: poet and novelist from the south Elizabeth Cady Stanton: women's rights activist William Cullen Bryant: poet, journalist, editor of New York Evening Post Edgar Allan Poe: novelist Susan B. Anthony: civil rights and women's rights activist Nathanial Hawthorne: novelist Robert Owen: social reformer, attempted to form utopian society Henry David Thoreau: poet, abolitionist, associated with transcendentalism Herman Melville: writer Louis Agassiz: studied and taught Earth's Natural History Walt Whitman: poet, transcendentalism John J. Audubon: studied birds, found 25 new species Henry Wadsworth Longfellow: poet and educator William H. Prescott: first scientific historian Gilbert Stuart: painter and portraitist John Geenleaf Whittier: influential quaker poet American Temperance Society: group attempted to promote prohibition of alcohol, also fought for women's right and abolition of slavery Hudson River School: transcendental painting school Transcendentalism: philosophical movement, rejected all established institutions, especially religion


 * Chapter 18

John Tyler: tenth president of the United States Mr. Ito, are you even reading this? John Slidell: politician, lawyer, and business man Winfield Scott: US army General, member of whig party Lord Ashburton:british politician and financier Zachary Taylor: twelfth president of the US Nicholas P. Trist: diplomat, private secretary to Andrew Jackson David Wilmot: sponsor of Wilmot Proviso Wilmot Proviso: aimed to ban slavery in land gained from Mexico in the Mexican- American War Stephen Kearny: US officer in Mexi-American war Manfest Destiny: idea that westward expansion is a god-given right John C. Fremont: anti-slavery republican, fought is Mexi-American War Joint Resolution: a legislative measure that requires approval by the Senate and the House and is presented to the President for his/her approval or disapproval The Tariff of 1842: lowered tariffs to 20% Bear Flag Revolt: a period of revolt against Mexico Webster-Ashburton Treaty: solved border disputes between US colonies and British colonies Spot Resolutions: required Prezzy Polk to tell congress exact "spot" where blood was first shed Treaty of Guadalupe Hidalgo: ended Mexican American War, gave land to US Aroostook War: an undeclared nonviolent confrontation in 1838/1839 between the United States and the United Kingdom over the international boundary between British North America (Canada) and Maine Walker Tariff: reduced tariffs from 32% to 25%

10 primary sources: (APPARTS/Political cartoons)
 * Document 1 **

Source: George Henry Evans, "The Working Men's Declaration of Independence" (December 1829)[1] "We hold these truths to be self evident, that all men are __created equal__; that they are endowed by their creator with certain unalienable rights; that among these are __life__, __liberty__, and __the pursuit of happiness__; that to secure these rights" against the undue influence of other classes of society, prudence, as well as the claims of self defense, dictates the necessity of the organization of a party, who shall, by their representatives, prevent dangerous combinations to subvert these indefeasible and fundamental privileges. "All experience hath shown, that mankind" in general, and __we as a class in particular__, "are more disposed to suffer, while evils are sufferable, than to right themselves," by an opposition which the pride and self interest of unprincipled political aspirants, with more unprincipled zeal or religious bigotry, will willfully misrepresent. "But when a long train of abuses and usurpations" take place, all invariably tending to the oppression and degradation of one class of society, and to the unnatural and iniquitous exaltation of another by political leaders, "it is their right, it is their duty," to use every constitutional means to __reform__ the abuses of such a government, and to provide new guards for their future security.

A: George Henry Evans P: December 1829, Philadelphia P: Evans is Working Men's Party--> labor union for free public education as a way out of poverty A: members of the Working Men's Party R: to provide financial support to journeymen striking against their masters T: made the point that the working class had inalienable rights just as any other class in society did. S: Colonists were tired of being pushed around by big bosses, wanted new social order with equal rights for common class also


 * Document 2 **

Source: Daniel Webster's reply to Jackson's veto message (July 11, 1832)

[This message] extends the grasp of executive pretension over every power of the government. . . . It appeals to every prejudice which may betray men into a mistaken view of their own interests, and to every passion which may lead them to disobey the impulses of their understanding. It urges all the specious topics of State rights and national encroachment against that which a great majority of the States have affirmed to be rightful and in which all of them have acquiesced. It sows, in an unsparing manner, the seeds of jealousy and ill-will against that government of which its author is the official head. It raises a cry that liberty is in danger, at the very moment when it puts forth claims to powers heretofore unknown and unheard of. It effects alarm for the public freedom, when nothing endangers that freedom so much as its own unparalleled pretenses. This even, is not all. It manifestly seeks to inflame the poor against the rich; it wantonly attacks whole classes of the people, for the purpose of turning against them the prejudices and the resentments of the other classes. It is a state paper which finds no topic too exciting for its use, no passion too inflammable for its address and its solicitation.

A: Daniel Webster P: July 11, 1832 P: Jackson vetoed something and made webster mad A: Lower class R: To state the injustices of the government upon the lower class T: The lower class needs to get their rights S: social order is not right, president protects upper class only


 * Document 3 **

A: unknown P: unknown P: Andrew Jackson: King or common man? A: public R: show jackson as a monarchy T: Jackson rules for upper class only, unfair and biased S: outraged lower classes, created discomfort in working class, felt unheard


 * Document 4 **

Harriet Martineau,a British author, reporting on her 1834 visit to the United States in //Society in America// (New York, 1837)

I had been less than three weeks in the country and was in a state of something like awe at the prevalence of not only external competence but intellectual ability. The striking effect upon a stranger of witnessing, for the first time, the absence of poverty, of gross ignorance, of all servility, of all insolence of manner cannot be exaggerated in description. I had seen every man in the towns an independent citizen; every man in the country a landowner. I had seen that the villages had their newspapers, the factory girls their libraries. I had witnessed the controversies between candidates for office on some difficult subjects, of which the people were to be the judges.

With all these things in my mind, and with evidence of prosperity about me in the comfortable homesteads which every turn in the road and every reach of the lake brought into view, I was thrown into painful amazement by being told that the grand question of the time was "whether the people should be encouraged to govern themselves, or whether the wise should save them from themselves."

A: Harriet Martineau P: New York, 1837 P: none A: Labor unions R: fight for your rights! T: There are too many controversies between officials and the lower class S: social classes are corrupt


 * Document 5 **

Woolaroc Museum, Bartlesville, Oklahoma.

A: unknown P: Woolaroc Museum P: oregon trail, westward movement, migration A: public R: illustrate how farmers moved west T: people moved west S: westward movement during this time period shaped our nation

Document 6



A: unknown P: unknown P: manifest destiny A: puritans R: Shows idea of "Manifest Destiny" T: to justify the puritans westward movement S: Manifest destiny justified their actions in invading the natives land and taking over, although it couldn't be proven in writing. only a "god-given right"

Document 7



A: unknown P: unknown P: Jackson- common man or king? A: public, voting people R: show jackson as a tyrant T:Jackson is corrupt and tyrannical S: presidential order needs to be restored

Document 8:



A: unknown P: unknown P: debate over territorial lines A: people in museums, students R: show differing territories and invasions T: Polk wrongly invaded mexican territory S: polk provoked the war and deserved to be attacked

Document 9:

"There is, perhaps, no one of the powers conferred on the federal government so liable to abuse as the taxing power. The most productive and convenient sources of revenue were necessarily given to it, that it might be able to perform the important duties imposed upon it; and the taxes which it lays upon commerce being concealed from the real payer in the price of the article, they do not so readily attract the attention of the people as smaller sums demanded from them directly by the tax gatherer. But the tax imposed on goods enhances by so much the price of the commodity to the consumer; and, as many of these duties are imposed on articles of necessity which are daily used by the great body of the people, the money raised by these imposts is drawn from their pockets.

Congress has no right, under the Constitution, to take money from the people unless it is required to execute some one of the specific powers entrusted to the government; and if they raise more than is necessary for such purposes, it is an abuse of the power of taxation and unjust and oppressive. It may, indeed, happen that the revenue will sometimes exceed the amount anticipated when the taxes were laid. When, however, this is ascertained, it is easy to reduce them; and, in such a case, it is unquestionably the duty of the government to reduce them, for no circumstances can justify it in assuming a power not given to it by the Constitution nor in taking away the money of the people when it is not needed for the legitimate wants of the government."

A: Andrew Jackson P: Farewell address P: King or common man? put many taxes in place A: everyone R: farewell speech, close presidency T: taxes are unjust- irony S: Jackson's presidency was over

Document 10 A: unknown P: unknown P: jackson was a good speecher A: the public people R: shows jackson as a common man T: jackson connected with public S: lower social class was represented

5 credible sites:


 * http://www.historyguy.com/Mexican-American_War.html#.T9Pzg-Xj6PQ


 * http://www.ushistory.org/us/23f.asp


 * http://www.pbs.org/wnet/ihas/icon/hudson.html


 * http://www.history.com/topics/industrial-revolution


 * http://www.u-s-history.com/pages/h279.html

3 FRQ's: >
 * The Jacksonian Period (1824-1848) has been celebrated as the era of the "common man" To what degree did this period live up to this characteristic? Consider Two of the following in your response: Economic Developtment, Politics, and Reform Movements.
 * How did the society transform into a Jacksonian democracy in 1830s-1840s?
 * Although the power of the national government increased during the early republic, this development often faced serious opposition. Compare the motives and effectiveness of those opposed to the growing power of the national government in TWO of the following:
 * Whiskey Rebellion, 1794
 * Virginia and Kentucky Resolutions, 1798-1799
 * Hartford Convention, 1814-15
 * Nullification Crisis, 1832-1833

2 Video clips:

http://www.youtube.com/watch?v=4jx67e8MWMM&feature=youtube_gdata_player

http://www.youtube.com/watch?v=XJEiAHEhqKQ&feature=youtube_gdata_player