1. 15-1: A New Kind of Politics
Ch15: Age of Jackson ( )
15-1: A New Kind of Politics

2. I CAN… 1.) Define Missouri Compromise
2.) Describe how the Missouri Compromise led to the addition of new states.
3.) Analyze how the Missouri Compromise impacted the balance of power in Congress.

3. The Missouri Compromise
Divisions began in the US that reflected the very different economies of the country= Sectionalism, began to replace nationalism!
The Missouri Compromise
Sectionalism stood out when Missouri applied for statehood…
People in the state wanted slavery.
At this time, US had 11 free and 11 slave states, and a new slave state would tilt the balance of power in Congress (pg.380).

4. Also, Maine applies for statehood
Henry Clay suggests that Maine enter as a free state and Missouri enter as a slave state to keep the balance!
Also, slavery would be banned in the Louisiana Territory north of the 36th parallel.
Congress accepts this plan:
Missouri Compromise of 1820

5. Andrew Jackson as President
Won election of 1828 ( )
Jacksonian Democracy: Everyday people began gaining more political power.
(read aloud page 383 “New Political Era” – today?)

6. 15-2: Jackson’s Harsh Indian Policy
Ch15: Age of Jackson ( )
15-2: Jackson’s
Harsh Indian Policy

7. (Cherokee attempts pg. 384)
INDIAN REMOVAL ACT
1830 Jackson’s Indian Removal Act: Indians must move to public lands west of the Miss. River to reservations.
(today OK state)
Since the War of 1812 the US gov’t pushed Indians west of the Mississippi River.
No matter how the Indians behaved whites wanted their land.
(Cherokee attempts pg. 384)

8. INDIAN RESISTANCE 2 violent examples
1832 Black Hawk War: Indians try to return to homeland from Iowa reservation; stopped by Illinois militia!
1835 Seminole Wars: Indians fought for 7 years to stay in Florida homeland; most died, others fled.
1 peaceful example
1832 Cherokee appealed to Supreme Court Justice John Marshall who ruled in favor of the Cherokee that GA had no right to overrule a federal gov’t treaty with the Indians that protected their land.

9. TRAIL OF TEARS
1838: Jackson sent troops to physically move 15,000 Cherokee to reservations.
The Trail of Tears
Cherokees refused to obey the Indian Removal Act, the US govt sent 7,000 troops, who forced them out of their homes. The Cherokees didn't even get a chance to gather their belongings, which were soon looted by the white settlers that came to claim their land. This started the Trail of Tears, called such because over 4,000 Cherokee died from the cold and harsh conditions of the trail. Hunger and disease also claimed quite a few before they had reached their allotted western lands.

11. Section 3: Sectional and Financial Controversies
I CAN…
1.) Define states’ rights
2.) Explain how states’ rights continued to divide the country
3.) Explain the purpose and effects of tariffs enacted before the Civil War

12. The Doctrine of Nullification
VP John Calhoun proposed the doctrine of nullification
Congress had no authority to pass laws that favored one section of the nation over the others
When it did, a state had the right to declare that law null and void w/in the state
Another version of states’ rights

13. The Hayne-Webster Debates
Hayne’s views:
1.) Rights of the states came before the unity of the nation
2.) State could nullify any federal law it judged to be unfair
Webster’s views:
1.) Laws made by Congress were not subject to the approval of each state
2.) Laws represented the will of the people as a whole
Southern states lost the backing of the western states and looked to Pres. Jackson for help
Did not get it

14. South Carolina’s Threat
Jackson asked Congress to lower the tariff and they did
SC still thought it was too high and voted to nullify it
SC said they would secede from the Union if Congress tried to enforce it
Jackson mad but VP Calhoun said each state chose to join and they could choose to leave
Jackson announces that he will enforce tariffs and send troops to SC if needed
Clay steps in w/ a compromise to gradually lower tariffs over next 10 yrs
Jackson signs it into law and SC stays in Union

15. Ch15: Age of Jackson
15-4 PROSPERITY & PANIC

16. POLITICAL PARTIES
Dem.Rep. for Jackson a.k.a. DEMOCRATS (Jackson is considered the ‘father’)
Low tariffs
States rights
South/Western support
Dem.Rep. who opposed Jackson a.k.a. National REPUBLICANS or WHIGS
High tariffs
Strong nat’l gov’t
Northeast

17. Panic of 1837 – next Presidents
Jackson left office under US prosperity.
By year end, under Van Buren, economic crisis or Panic of 1837:
Paper money value
Supply of gold and silver
Factories and Jobs
Dem. Van Buren
Whig W.H.Harrison 1841
Whig Tyler … ??
Dem. Polk
Whig Taylor interesting, huh!
Effect

18. Chapter 16: Changes in American Life (1820-1860)
Section 1: The Impact of Immigration

19. (I Believe) I CAN (Fly)…
1.) Define IMMIGRATION
2.) Define NATIVISTS
3.) Explain how the diverse peoples of the US developed a common nat’l identify
4.) Explain how immigration changed geographic patterns in the US

20. Germans in America One of the largest immigrant groups
Did not speak English, but were educated and came w/ money and skills
Settled along Erie Canal and Great Lakes
Brought a large community of German Jews who settled in the West
Opposed slavery

21. Scandinavian Immigrants
Moved to the West and the North
Brought deep religious faith and strong sense of community

22. The Irish Experience
1845- Irish potato famine caused 1,000’s to leave the country
Most stayed in NY, Boston, and Philly
Took jobs that they could get
Lived in crowded shacks and tenements
Banded together and joined Democrat Party
Became local political leaders
Heavily involved in Roman Catholic Church

23. The Nativist Reaction
Some native-born Americans saw the newcomers as a threat
Worried that immigrants would take jobs from Americans (sound familiar??)
Some refused to hire immigrants, some got violent, and some formed secret societies
Supreme Order of the Star-Spangled Banner-> “Know-Nothings”-> American Party
Gained support on East Coast w/ anti-immigration platform
Nativism continues today… so does immigration!

24. 16-2 SPIRIT OF REFORM
I Can… explain how diverse peoples of the US developed a common nat’l ID.
I Can… describe historical limitations on participation of women in US society and their efforts to gain equal rights.

25. Second Great Awakening
A revival of religious faith in the early 1800s – inspired by worries about the future, Americans felt a need to solve new issues/changes and religious preaching’s led to a spirit of reform… it would help solve society’s problems.
[1740, First Great Awakening]
This movement was led by women within the church.
I Can… explain how diverse peoples of the US developed a common nat’l ID.
I Can… describe historical limitations on participation of women in US society and their efforts to gain equal rights.

26. American Reform 1820-1860 School:
I Can… explain how diverse peoples of the US developed a common nat’l ID.
I Can… describe historical limitations on participation of women in US society and their efforts to gain equal rights.
School:
Children- a demand for free and good public education for all children.
Women- at first banned from HS and college, some started going to schools for females.
AA- North; elementary schools for blacks, few going to college. South; illegal to school blacks.
Work Conditions:
Early labor mvmt got a few health and safety laws – Pres. Van Buren backed a 10 hour work day.

27. The women were protesting the sale of alcoholic beverages.
American Reform
                                                                   
A large group of women and some men gathered outside of Family Groceries
in Waynesville, Ohio during the Women's Temperance Crusade of
The women were protesting the sale of alcoholic beverages.
I Can… explain how diverse peoples of the US developed a common nat’l ID.
I Can… describe historical limitations on participation of women in US society and their efforts to gain equal rights.
Rehabilitation:
Prisoners- organize prisons to separate types of criminals & men, women and children.
Mentally ill- improve their hospital conditions and care to include specialized institutes.
Temperance: giving up alcohol to improve quality of life.
From sermons to pledges to state laws being passed and then repealed, this mvmt. had power.

28. Section 3: Call for Equality
I CAN…
1.) Define the abolitionist movement
2.) Explain how the abolitionist movement continued to divide the country
3.) Identify Fredrick Douglass and his role in the abolitionist movement
4.) Identify Elizabeth Cady Stanton and her role in the fight for women’s rights

29. Expanding Democracy At this point, most white men can vote
Specifically in direct elections for gov’t officials
Also in nat’l conventions to choose party delegates for Pres. and VP
This gave ordinary people a stronger voice in the party nominations

30. Equality vs. Slavery
Abolitionists: wanted to abolish, or put an end to, slavery
Fredrick Douglass:
Born a slave
Escaped to Massachusetts
He spoke about his life and against slavery in his newspaper, “The North Star”
Sojourner Truth:
Freed slave
One of the first AA women to speak against slavery
Underground RR:
Informal system moving runaway slaves north with help from “conductors” through hiding places called “stations”
Harriet Tubman:
Escaped slave
Most famous conductor who risked over 19 trips to the South to help free over 300 slaves

31. Women’s Rights
Elizabeth Cady Stanton and other women attended int’l conference against slavery yet were silenced by men
Most state laws kept married women as property of the husband
Seneca Falls Convention:
1848 NY meeting of men and women about women’s rights
Stanton’s speech “Declaration of Sentiments” declared all men and women were created equal
The Convention called for women’s equality at work, school, church, plus before the law
Susan B. Anthony:
Active in Temperance, an Abolitionist, and women’s rights movement
Most influential leader for women’s suffrage

32. 16-4 A New American Culture
I Can explain how the diverse peoples of the US developed a common nat’l identity!

33. AMERICAN LIT AND ART
A spirit of democracy and equality swept through the country changing attitudes & American life.
By mid 1840’s, American writers were taking pride in their country’s culture. They were creating a unique American philosophy and style. This helped create a common national identity – a New American Culture.

34. AMERICAN LIT AND ART
Ralph Waldo Emerson: lectures and writings based on Jacksonian ideals and realities of American life.
Emerson taught it was important for people to truly understand themselves to be self-reliant and be able to survive.
His teachings led to a new American philosophy known as Transcendentalism
(a belief or way of life emphasizing human thought and spirituality
over science and material things)
He urged Americans to develop their own way of thinking – no longer based on European influence!

36. AMERICAN LIT AND ART
Henry David Thoreau: a student of Emerson, he believed in simplicity and living in harmony with nature. He influenced many future world leaders through a practice of passive resistance in refusing to obey unfair laws, peacefully.

37. Transcendentalism & Slavery
I Can explain how the diverse peoples of the US developed a common national identity!
1800’s American Literature and Art
R.W.Emerson’s teachings & writings
Transcendentalism
H.D.Thoreau
                                                                         
Transcendentalism & Slavery
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