Regents Review Quiz #1

Regents Review Quiz #1 Score:______Directions: Answer the questions below. When we go over the questions, place your score (1-3) on the line at the top of the page. Be truthful so you can see your own progress over time!

_____1. In writing the Declaration of Independence, Thomas Jefferson was most influenced by John Locke’s idea of (1) due process of law (2) natural rights (3) the rights of the accused (4) the right to privacy

_____2. Which governmental action illustrates the system of checks and balances? (1) a senator helping a governor solve a state problem (2) the president negotiating a trade agreement with foreign diplomats (3) the Senate ratifying a peace treaty (4) Congress raising taxes to pay for federal programs

_____3. Which feature must a nation have to be considered a democracy? (1) a strong president (2) citizen participation in government (3) elected judges to conduct trials (4) a set of laws

NOTES TO SELF:______

1 2 THE FIRST GOVERNMENT Directions: Using the information on page 29 of your notes, place the descriptions below into the proper box in the organizer.

Protected the rights of the people against abuse by the Federal Government. Elected by their state legislatures. Henry Knox headed the Department of War, which managed the military. Elected by the people, they welcomed the public and the press. Ratified by the states and added to the Constitution in 1791. Originally an advisory body to the President. Judiciary Act of 1789 set up the Supreme Court and the lower Federal Courts. Took the lead in legislative matters, especially matters of finance. More formal with less debate. Washington appointed 3 judges from the north and 3 from the south. Thomas Jefferson, the first Secretary of State, handled foreign affairs. More informal with very loud debate. Alexander Hamilton, first Secretary of the Treasury, handled the nation’s finances.

THE SENATE THE HOUSE OF REPRESENTATIVES

EXECUTIVE DEPARTMENTS

THE JUDICIARY THE BILL OF RIGHTS

3 Washington’s Precedents

THINK – PAIR – SHARE

What is a precedent? My Definition:______Our Definition:______Class Definition:______

Think of precedents set by President George Washington. My Ideas:______Our Ideas:______Class Ideas: 1.______2.______3.______4.______5.______

CLOSURE: Answer the following questions. 1. Identify the Judiciary Act of 1789.

2. Define the term Cabinet.

3. Describe three precedents set by Washington that are still practiced by Presidents today.

4 Regents Review Quiz #2 Score:______Directions: Answer the questions below. When we go over the questions, place your score (1-3) on the line at the top of the page. Be truthful so you can see your own progress over time!

_____1. A major criticism of the electoral college system has been that (1) party loyalty is weakened after a presidential election (2) electors frequently fail to vote for a candidate (3) members of the electoral college are appointed for life terms (4) a president may be elected without receiving the majority of the popular vote

_____2. The Supreme Court has the power to (1) interpret the Constitution (2) control the federal budget (3) vote to end a tie in the Senate (4) approve presidential appointments

_____3. Which United States governmental principle includes the concepts of reserved powers, delegated powers, and concurrent powers? (1) the amending process (2) judicial review (3) federalism (4) the unwritten constitution

5 Controversy over Hamilton’s Financial Plan

What were the five components of Hamilton’s Financial Plan? (You may refer to page 30 of your notes for assistance.) 1. 2. 3. 4. 5. Directions: As you read/hear the debate between Hamilton and Jefferson, complete the chart below describing each man’s view.

HAMILTON JEFFERSON How to Handle the Nation’s Debt?

How to Handle State Debts?

National Bank?

Excise Tax?

Tariff on Imports?

Loose/Strict Construction?

Power of the Government

CLOSURE: Jefferson and Hamilton seemed to disagree on what basic governmental ideas? 6 Regents Review Quiz #3 Score:______Directions: Answer the questions below. When we go over the questions, place your score (1-3) on the line at the top of the page. Be truthful so you can see your own progress over time!

_____1. Which idea had a major influence on the authors of the Articles of Confederation? (1) A strong central government threatens the rights of the people and the states (2) All of the people must be granted the right to vote (3) Three branches of government are needed to protect liberty (4) The central government must have the power to levy taxes and to control trade

Base your answers to questions 2 and 3 on the discussion below and on your knowledge of Social Studies. Speaker A: States must be represented in the national government solely on the basis of population. It is indeed the only fair solution. Speaker B: The national legislature must be based on equal representation of the states to protect the interests of the small states. Speaker C: States must accept the supremacy of the national government on all issues; otherwise, the system will fail. Speaker D: The national Congress should consist of two houses; one in which representation is based on population, and one in which states are equally represented.

_____2. Which document was being written when this discussion most likely occurred? (1) Declaration of Independence (3) United States Constitution (2) Covenant of the League of Nations (4) Charter of the United Nations

_____3. Which speaker’s ideas about representation was actually included in the document that was written? (1) A (3) C (2) B (4) D

7 Washington’s Foreign Policy Letter Group______

Directions: You will be getting into 5 groups. Each group will answer one set of questions below. As you are working, you will each be given a letter; write it down on the line above. When time is called, you will get up and move into your letter group and teach each other your information. Please refer to pages 32-33 in your notes.

Neutrality Class Definition:______

Group Number One: French Revolution 1. Why did many Americans turn against supporting the French Revolution?

2. Explain why the United States should have aided France in their war against Britain that began in 1793.

3. Explain why the United States should have aided Britain in their war against France that began in 1793.

Group Number Two: Genet Affair 1. Who was Citizen Edmund Genet and what did he do that caused Washington to become angry with him?

2. What was the result of Genet’s actions?

3. Describe Washington’s Neutrality Proclamation.

Group Number Three: Jay’s Treaty 1. Why did President Washington send John Jay to Britain in 1794?

2. Explain what was in the treaty. Explain what was NOT mentioned in the treaty.

3. Explain how Jay’s Treaty was both a failure and a success.

8 Group Number Four: Pinckney’s Treaty 1. Why did Spain come forward and ask the US to sign a treaty with them?

2. Describe what the US gained as a result of Pinckney’s Treaty.

3. Think: how is this treaty an example of Washington’s policy of neutrality???

Group Number Five: Washington’s Farewell Address 1. In his Farewell Address, Washington urged America to DO what with other countries?

2. What part of Washington’s Farewell Address is an example of the policy of neutrality?

3. What else did Washington warn against in his Farewell Address?

CLOSURE: Give examples that prove that the Washington Administration was successful in following a policy of neutrality.

_____1. According to the original United States Constitution, which federal official was to be directly elected by the voters? (1) the President (2) a United States Senator (3) a Justice of the Supreme Court (4) a member of the House of Representatives

_____2. The elastic clause was included in the United States Constitution to (1) allow Congress to make laws to reflect changing conditions (2) govern the District of Columbia (3) restrict the power of the Supreme Court (4) permit the creation of a national army

_____3. A federal system of government must be based upon (1) citizen participation in free election (2) the election of a President (3) the supremacy of state governments (4) a division of power between state and national governments

10 Formation of Political Parties 1. 2.

11 3. NEXT…………

Formation of Political Parties

Think – Pair – Share What do you think caused the rise of political parties in America?

What does your partner think?

What does the class think?

Directions: Based on what you now know about Hamilton and Jefferson, place each description below in the proper circle in the Venn Diagram. You may refer to page 34 of your notes for assistance.

Led by Alexander Hamilton Wanted protective tariffs Led by Thomas Jefferson Despised protective tariffs Wanted rule by the educated masses Pro-French Wanted rule by the “best people” Pro-British Did not trust the common people Wanted national debt paid off quickly Favored a weak central government Wanted national debt to be paid off slowly Favored a strong central government Favored a larger government Believed in a loose interpretation of the Constitution Favored a small central government Believed in a strict interpretation of the Constitution Wanted restrictions on free speech and press Encouraged State Banks Believed in relatively free speech and press Wanted a National Bank Most lived in the South 12 Wanted a strong Navy to protect US shippers Most lived in seacoast areas and in the Northeast Wanted a minimal Navy for coastal defense

Federalists Democratic-Republicans

Which Political Party?

Directions: The followers of Hamilton and Jefferson grouped together to form the new nation’s first political parties – the Federalists and the Republicans (first called the Democratic- Republicans). Based on what you have learned about both parties, imagine you are the people described below. Which party might you join? Why?

1. You are an aristocratic South Carolina plantation owner.

2. You are a well-to-do New York merchant.

3. You are building a homestead for your family in Kentucky.

4. You distill whiskey on your farm in western Pennsylvania.

5. You are a banker in Philadelphia.

6. You are a Connecticut veteran of the Revolutionary War, and you haven’t lost your revolutionary fervor.

13 7. You’re a small merchant in debt to creditors. You’ve had to sell your Confederation securities for very little to a speculator.

8. You are a prominent Virginia lawyer.

Thomas Jefferson Alexander Hamilton

_____1. The right of the people to overthrow a tyrannical government is a main theme of which document? (1) Articles of Confederation (3) United States Constitution (2) Declaration of Independence (4) Emancipation Proclamation

_____2. The most serious weakness of the Articles of Confederation was brought about by the author’s (1) fear of concentration of power in national government (2) distrust of representative government (3) disregard of the principles of states’ rights (4) inability to provide for regional differences

_____3. At the Constitutional Convention of 1787, the Three-Fifths Compromise and the Great Compromise dealt with the issue of (1) amendments to the Constitution (2) women’s rights (3) representation in Congress (4) the rights of the accused

14 NOTES TO SELF:______

Presidency of John Adams

Directions: Read about the problems with foreign affairs Federalist President John Adams had (page 35 of your notes) and summarize them, in your own words, below.

Tensions With France:______

In the space provided, compare and contrast the Federalist and Republican positions on issues facing the nation during the Adams’ administration.

ISSUE FEDERALIST POSITION REPUBLICAN POSITION

1. Role of the Federal Government

2. XYZ Affair

15 3. Naturalization Act

4. Alien Act

5. Sedition Act

6. Kentucky and Virginia Resolutions

Finding the Main Ideas: Growth of Political Parties

Directions: Use the information you have learned about the growth of political parties and the presidency of John Adams and answer the questions about the events appearing on the time line. 1789

1. What did Washington warn against in his 1796 Farewell Address? Washington’s Farewell Address

2. What affect did this have on US-French 1798 relations? XYZ Affair

16 3. What measures were contained in these 1798 acts? Alien and Sedition Acts

4. What did these resolutions declare? 1798 Kentucky and Virginia Resolutions

Thomas Jefferson’s Domestic Affairs

Concept: Constitutional Interpretation The “Revolution of 1800” peacefully brought about the transfer of political power to the Jeffersonian Republicans. Although Republicans favored a strict interpretation of the Constitution, their actions when in office, sometimes contradicted their principles.

17 Hmmm….. What was the controversy surrounding the purchase of Louisiana? How did Jefferson go about the purchase?

In what way did Jefferson’s actions contradict his beliefs in a weaker central government and limited government power?

Growth of Political Parties

Historical Context: During the late 1700s and early 1800s, two political parties emerged: the Federalists and the Democratic-Republicans. Alexander Hamilton emerged as the leader of the Federalists, while Thomas Jefferson emerged as the leader of the Democratic-Republicans.

Task: Read the following documents and answer the questions that follow. In a well-developed essay, respond to the question: Over which major issues did the Federalists and Democratic- Republicans disagree? ************ Document 1 Source: A letter written by Alexander Hamilton to a friend in 1792

…Mr. Madison, co-operating with Mr. Jefferson, is at the head of a faction, decidedly hostile to me, and my administration; and actuated [motivated] by views…subversive of the principles of good government, and dangerous to the Union…Mr. Jefferson…[displays] his dislike of…funding [the] debt…In respect to our foreign politics, the views of these gentlemen [Jefferson and his supporters] are…unsound and dangerous. They have a womanish attachment to France, and a womanish resentment against Great Britain.

1. Based on the document which part of Hamilton’s financial plan did Jefferson dislike?

18 ______

2. Why did Hamilton feel that Jefferson’s foreign policy ideas were unsound and dangerous?

______

Document 2 Source: A letter written by Thomas Jefferson in December of 1794

The excise tax is an infernal [hellish] one…[the public’s] detestation [hatred] of the excise tax is universal, and has now associated to it a detestation [hatred] of the government…

1. What did Jefferson think of Hamilton’s excise tax?______

Document 3 Source: Thomas Jefferson, speaking on the Constitutionality of a National Bank, 1791.

The second general phrase is, "to make all laws necessary and proper for carrying into execution the enumerated powers." But they can all be carried into execution without a bank. A bank therefore is not necessary, and consequently not authorized by this phrase.

1. Based on the document, what is Jefferson’s view of the National Bank? ______

Document 4 Source: Taken from the Sedition Act of July 14, 1789.

Sec. 2. That if any person shall write, print, utter, or publish…any false, scandalous and malicious writing or writings against the government of the United States, either house of Congress of the United States, or the President of the United States…shall be punished by a fine not exceeding two thousand dollars, and by imprisonment not exceeding two years. 19 1. What civil liberties does the Sedition Act place limits upon?______

Document 5 Source: The Virginia Resolution, 1789

That the General Assembly doth particularly protest against the palpable and alarming infractions of the Constitution, in the two late cases of the "Alien and Sedition Acts" passed at the last session of Congress; the first of which exercises a power no where delegated to the federal government, and which by uniting legislative and judicial powers to those of executive, subverts the general principles of free government; as well as the particular organization, and positive provisions of the federal constitution; and the other of which acts, exercises in like manner, a power not delegated by the constitution, but on the contrary, expressly and positively forbidden by one of the amendments thererto; a power, which more than any other, ought to produce universal alarm, because it is levelled against that right of freely examining public characters and measures, and of free communication among the people thereon, which has ever been justly deemed, the only effectual guardian of every other right.

1. Based on the document, why did the Virginia legislature object to the Alien and Sedition Acts? ______

Name______United States History and Government Quiz: Marshall Court Cases

_____1. The decision of the United States Supreme Court in Marbury v. Madison (1803) established the power of the (1) House of Representatives to impeach the president (2) Congress to override a presidential veto (3) President to veto congressional legislation (4) Supreme Court to determine the constitutionality of laws

_____2. When John Marshall was Chief Justice, the United States Supreme Court decisions tended to strengthen the power of (1) the national government (2) state and local governments (3) labor unions (4) trusts and monopolies

20 _____3. The power of the Supreme Court to decide whether or not a law violates the Constitution is known as (1) constitutional limitation (2) original jurisdiction (3) judicial review (4) appellate jurisdiction

_____4. The Supreme Court decision in Gibbons v. Ogden stated that (1) state laws are always superior to federal laws when there is a conflict (2) the national government has no right to interfere with contracts (3) states have the right to regulate interstate commerce (4) national laws are always superior to state laws when there is a conflict

_____5. One important result of McCulloch v. Maryland was the (1) decision that a charter was a contract (2) finding that the National Bank was constitutional (3) Congress has control over all interstate trade (4) Supreme Court’s ability to issue writs

_____1. The United States Government is considered a federal system because (1) the people elect national officials (2) both national and state governments exist within the nation (3) foreign policy is handled by state governments (4) each state has equal representation in the United States

_____2. The flexibility of the original United States Constitution is due mainly to (1) its provision for the amending process and judicial interpretation (2) its guarantees of freedom and justice for all (3) the extensive powers delegated to the executive branch (4) the willingness o the states to accept Federal control

_____3. Anti-Federalists criticized the United States Constitution primarily because governing power was concentrated in the

21 (1) state legislatures (2) President’s Cabinet (3) delegates to the Constitutional Convention (4) National Government

Steps Leading to the War of 1812

Overview: Renewal of warfare between England and France posed serious problems for the Jefferson and Madison administrations. Various efforts at avoiding involvement yet affirming neutral rights at sea ended in failure and a second war with Britain began in 1812.

Directions: You will be assigned to fill in one box on the concept map below using your notes on pages 40-41. Be prepared to share your answers with the class.

Britain and France Disregard American Neutrality

Berlin and Milan Decrees British Orders in Council Policy of Impressment and Sinking of the Chesapeake

22 America Attempts to Remain Neutral

Embargo Act Non-Intercourse Act Macon’s Bill No. 2

War Cannot Be Avoided

US Ship Attacks British Warship War Hawks Demand War

The Embargo Act of 1807

Interpreting Political Cartoons By 1807 the United States found itself right in the middle of the French-British dispute. France would not allow the United States to trade with Britain, and Britain would not allow the United States to trade with France. US ships bound for Europe were often stopped by the British and the French. Sometimes they were stopped by both. Thomas Jefferson hoped to preserve US neutrality. He pushed Congress to pass the Embargo Act of 1807, which made it illegal for United States merchants to import or export goods. While the embargo hurt Britain and France, it hurt the United States more. The region of the country that felt the greatest blow was New England, where economic survival depended on trading with foreign countries. In this environment, the Embargo Act became the subject of many cartoons, both pro and con.

The cartoon on this page takes a strong stand on the act. Study the cartoon, then answer the questions that follow.

1. What is the meaning of the statement, “Oh! this cursed Ograbme!”?

2. The snapping turtle in this cartoon represents the Embargo Act of 1807. Who does the man with the barrel represent? What is he trying to do?

3. Is the cartoonist in favor or against the Embargo Act? Explain.

_____1. Which phrase from the Declaration of Independence most clearly reflects the idea that the people are the source of the government? (1) “…that all men are created equal…” (2) “…all men are…endowed by their Creator with certain unalienable rights…” (3) “…deriving their just powers from the consent of the governed…” (4) “…governments long established should not be changed for light and transient causes…”

_____2. One way in which the United States Constitution differed from the Articles of

24 Confederation was that the Constitution (1) created a national government having three branches (2) provided for the direct election of the President by the voters (3) made the amendment process more difficult (4) increased the power of the states

_____3. At the constitutional convention of 1787, delegates from the small states most strongly supported the idea of (1) establishing a strong national executive (2) levying taxes on imports (3) popular election of Senators (4) equal representation for the states in the national legislature

The War of 1812

Directions: You will each be assigned to one of the questions below. When instructed, find someone in the room who can answer each question. Have them initial your sheet. You must find a different source for each question.

QUESTION ANSWER INITIALS 1. What were three examples of British actions that caused many Americans to seek war with Britain?

2. How did Jefferson attempt to avoid war? What were the effects of his actions? 25 3. Who were “War Hawks?” What did they want? Who were their leaders?

4. List 3 American failures during the War.

5. List 3 American successes during the War.

6. What was the importance of the Battle of Baltimore?

7. What was the Hartford Convention? Who was there? What did they want? What did they do? Results?

8. What was the importance of the Battle of New Orleans?

9. What were the provisions of the Treaty of Ghent?

10. What were five important results of the war for America?

_____1. The main purpose for granting life tenure to Federal judges is to (1) help bring about impartiality in their decision making (2) permit them to obtain judicial experience (3) assure that they will follow the President’s wishes (4) reward them for their political party loyalties

_____2. “The Constitution is what the Supreme Court says it is!”

This statement refers to the idea that 26 (1) the original Constitution was framed by judges and lawyers (2) the Supreme Court interprets the meaning of the Constitution (3) amendments must receive the Supreme Court’s approval before they are enacted (4) decisions of the Supreme Court cannot be reversed

_____3. Which Presidential activity has been created by practice rather than by the Constitution? (1) acting as Commander in Chief of the Armed Forces (2) acting as the leader of his political party (3) appointing ambassadors and consuls (4) acting upon bills passed by Congress

The Era of “Good Feelings”: Henry Clay’s American System

Directions: Read the introduction to Clay’s “American System” on page 45 of your outline notes. Below, describe what the “American System” was, and what its components were.

WHAT IT WAS:______27 COMPONENTS OF THE AMERICAN SYSTEM:______

Directions: With a partner, come up with reasons why the following were considered economically necessary after the War of 1812:

a) Protective Tariffs:

b) A National Bank:

c) Construction of roads, canals, and other transportation needs:

Henry Clay

Directions: Using the information on page 45 of your notes, one partner will discuss the Northern point of view of the components of Henry Clay’s American System, while the other partner will discuss the Southern point of view. When both are done, share your ideas.

TARIFFS NORTHERN VIEW SOUTHERN VIEW

28 NATIONAL BANK NORTHERN VIEW SOUTHERN VIEW

INTERNAL IMPROVEMENTS NORTHERN VIEW SOUTHERN VIEW

CLOSURE: Why do you think this period was called the “Era of Good Feelings?”

_____1. “The most stringent protection of free speech would not protect a man in falsely shouting fire in a theater and causing a panic.” -Justice Oliver Wendell Holmes Which interpretation of the Bill of Rights does this statement illustrate? (1) The needs of the government are more important than civil liberties (2) Constitutional protections of liberty are not absolute 29 (3) The Supreme Court can eliminate freedoms listed in the Bill of Rights (4) The Bill of Rights does not safeguard individual liberties

_____2. “Congress shall have power…to make all laws which shall be necessary and proper for carrying into execution the foregoing powers…”

This section of the United States Constitution is used to (1) justify a loose interpretation of the Constitution (2) protect States’ rights (3) start the amendment process (4) limit the authority given to Congress

_____3. What is the primary constitutional principle exemplified by the United States Senate’s rejection of a treaty? (1) federalism (3) states’ rights (2) checks and balances (4) executive privilege

Tying the Nation Together Letter______Directions: You will be getting into small groups to answer one set of the questions below. While you are working, you will be assigned a letter. Please write that letter in the space on the top of this page. When given instructions to, you will get into your letter groups, and will begin to teach each other the information you learned. You will be referring to page 46 in your notes.

Group One: Transportation by Road 1. How did Congress pay for the building of the National Road?

30 2. In what way did states try to improve travel?

3. Describe several problems with traveling by road.

Group Two: Steamboats 1. What was Robert Fulton’s role in establishing steamboat travel in the US?

2. List three positives of steamboats.

3. List three negatives of steamboats.

Group Three: Canals 1. Discuss three contributions of the Erie Canal.

2. Who completed much of the work on the Erie Canal?

3. What were several problems associated with using the Erie Canal?

Group Four: Transportation by Rail 1. Why was the railroad the most practical form of transportation?

2. Discuss the importance of the railroad for the west.

3. Describe several problems associated with traveling by railroad.

-more- Group Five: Effects of Improved Transportation 1. In what ways did improved transportation benefit Americans in the 1800s?

2. How did improved transportation improve American culture?

31 3. Describe several ways improvements in transportation effected women in the 1800s.

Closure: What do you feel was the most influential/important advancement in transportation in the early 1800s? Give evidence to support your opinion.

_____1. Which quotation taken from the United States Constitution provides for limiting the power of government? (1) “All persons born or naturalized in the United States…are citizens of the United States…”

32 (2) “This Constitution…shall be the supreme law of the land…” (3) “The President shall be commander in chief of the army and navy…” (4) “Congress shall make no law respecting an establishment of religion…or abridging the freedom of speech, or of the press…”

_____2. In deciding to purchase the Louisiana Territory, President Thomas Jefferson had to overcome the problem of (1) obtaining the support of western farmers (2) passing the constitutional amendment necessary to authorize the purchase (3) contradicting his belief in a strict interpretation of the Constitution (4) avoiding a possible war with England over the purchase

_____3. The authors of the Articles of Confederation established a decentralized political system mainly to (1) cancel state debts incurred during the Revolutionary War (2) assist the southern states in their efforts to gain a manufacturing base (3) promote the common goal of national sovereignty (4) prevent the abuses of power that had existed under British rule

Presidency of James Monroe

Directions: During the Presidency of James Monroe, the United States faced several problems with other nations. Using page 48 of your notes, find and describe the problems listed below and how the problems were solved.

Problems With Britain Solution 33 Problems With Spain Solution

Problems With Latin America Solution

The Monroe Doctrine

WHAT______

34 ______

WHY______

IMPACT______

President James Monroe

_____1. One way in which the United States Constitution differed from the Articles of Confederation was that the Constitution (1) created a national government having three branches (2) provided for the direct election of the President by the voters (3) made the amendment process more difficult (4) increased the powers of the states

_____2. During the debates over the ratification of the United States Constitution, Federalists and Anti-Federalists disagreed most strongly over the (1) division of powers between the national and state governments (2) provision for admitting new states to the Union (3) distribution of powers between the Senate and the House of Representatives (4) method of amending the Constitution

_____3. The decision of President George Washington to use the state militia to put down the Whiskey Rebellion in 1794 demonstrated that the (1) states were still the dominant power in the new nation (2) President was becoming a military dictator (3) new National Government intended to enforce Federal laws (4) Federal Government had no authority to impose an excise tax

36 Growth of Industry in the North

Directions: Using the information from page 49 of your notes, explain, using your own words, how the Industrial Revolution changed life in the north. Be prepared to share your thoughts.

Went From to This

Who Was Samuel Slater?

______

Directions: Use the information on page 49 of your notes to complete the following diagram.

Factors Encouraging Industrial Growth

37 Growth of Industry in the North

Directions: Use the information on page 49 of your notes to describe the changes brought to the Northeast by the Industrial Revolution.

Changes in the Northeast 1. ______2. ______3. ______4. ______

What were trade societies?______

Why were they more successful at forming unions?______

Directions: Use the information on page 50 of your notes and list failures by early labor unions and successes.

UNION FAILURES UNION SUCCESSES 1. 1.

38 3. 3.

Patterns of Southern Development

Directions: Examine the pie chart below and answer the questions that follow.

1. What percentage of white southerners owned no slaves at all?______

2. Of those southerners who owned slaves, what percentage owned the largest number of slaves? ______

3. What was the total percentage of slave-owning southerners?______

4. What conclusions can you make about life in the south based on this information?______5. What do you already know about slavery in the south?______6. Was there any information revealed by this pie chart that surprised you?______7. What questions do you still have about slavery in the south?______

39 ______

Patterns of Southern and Western Development Directions: Based on what you know, and the information on pages 51 and 52 of your notes, read the statements in the boxes below and decide whether the statement is describing development in the North, South, or West. Write each statement in the appropriate circle.

NORTH SOUTH

Movement to cities to find jobs. WEST Cotton gin made slavery necessary. Cotton spreads (MS, AL, etc). Shift from handmade to machine made. Poor working conditions Shift from agriculture to industry. Geographic conditions caused growth in slavery. Towns grew to supply farmers. 40 Cities and manufacturing started to develop. Few factories; cotton is shipped to Britain. Wealthy planters thrive. Impoverished whites. Slaves are lowest class. Immigrants work cheaply in factories. Few immigrants. Demand for skilled labor existed. Women had more rights. Attempts to unionize.

Patterns of Southern and Western Development

Directions: Using the information from pages 51 and 52 of your notes, answer the following questions.

1. Using your own words describe the horrible conditions suffered by slaves in the 1800s.

2. Why do you think southern states passed laws prohibiting teaching slaves how to read and write?

3. In many parts of the Deep South slaves outnumbered white people. Given that fact, how do you explain why there were so few slave rebellions?

4. Based on the graphs below, what conclusions can you draw about the relationship between cotton and slavery? Explain!

_____1. “The only representatives of the people of these colonies are persons chosen therein by themselves; and that no taxes ever have been, or can be constitutionally imposed on them but by their respective legislatures.” -Statement by the Stamp Act Congress, 1765

What is a valid conclusion that can be drawn from this quotation? (1) The colonial legislatures should be appointed by the English King with the consent of Parliament. (2) Only the colonists’ elected representatives should have the power to levy taxes. (3) The English King should have the right to tax the colonists. (4) The colonists should be opposed to all taxation.

_____2. Senate ratification of treaties negotiated by the President is required by the United States Constitution as a way of (1) maintaining United States prestige in international affairs (2) preventing Federal abuse of State power (3) implementing the principle of checks and balances (4) expanding the authority of the executive branch

_____3. Actions and policies of the Government under President George Washington generally resulted in the (1) establishment of strong political ties with other nations (2) liberation of many enslaved persons (3) failure to create a sound financial program for the country (4) strengthening of the federal government 42 NOTES TO SELF:______

Sectionalism

What is sectionalism?

My definition:______Our definition:______Class definition:______

ISSUE NORTH SOUTH WEST Tariffs

Internal Improvements at Federal Expense

43 National Bank

Westward Expansion

Slavery

Sectionalism

The Louisiana Purchase more than doubled the size of the existing United States in 1803. One question that arose with the settlement of the Louisiana Territory was whether the territories that entered the Union would enter as free states or slave states.

Directions: Answer the following based on your knowledge of United States history. You may refer to page 52 of your notes for assistance.

1. Why was there a conflict when Missouri asked to join the Union as a slave state?

2. Explain the three parts of the Missouri Compromise of 1820.

3. Based on your knowledge of sectional issues that existed in the 1820s, explain how the North and South would have reacted to the three parts of the Missouri Compromise.

_____1. What statement regarding the United States Supreme Court is valid? (1) The power of the Supreme Court has lessened over the last 100 years. (2) Supreme Court rulings usually reflect the attitudes of the times in which they are made. (3) Presidential programs has consistently received favorable rulings from the Supreme Court. (4) All bills must be approved by the Supreme Court before they become laws.

_____2. Which official of the Federal Government is elected directly by the people? (1) a Cabinet member (2) the President (3) a member of the House of Representatives (4) a Justice of the Supreme Court

Base your answer to question 3 on the table below and on your knowledge of social studies.

POPULATION DATA – 1790

TOTAL NUMBER OF STATE POPULATION ENSLAVED PERSONS Massachusetts 378,787 0 New Jersey 184,139 7,557 New York 340,120 10,088

45 Virginia 747,610 425,353

_____3. In terms of representation in the United States Congress, which state benefited most from the three-fifths compromise reached at the Constitutional Convention of 1787? (1) Massachusetts (3) New York (2) New Jersey (4) Virginia

Jacksonian Democracy

After Andrew Jackson’s election as President in 1828, the country experienced an expansion of democracy, and the “common man” began to play a more prominent role in government. Many call this the age of Jacksonian Democracy. However, there were a number of groups in America who made few, if any, gains toward achieving rights during this period.

Directions: You will be assigned to a group, which will examine either the expansion of democracy during Jackson’s Presidency, or the denial of democracy during this period. Use the information on pages 55 and 56 of your notes to complete one of the topics below.

Voting Rights Voting Rights

Women Women

46 African Americans African Americans

Native Americans Native Americans

Closure: Although Andrew Jackson claimed to be a “man of the people,” could you make the case that during his presidency, only a small percentage of the American population truly benefited from “Jacksonian Democracy?” Use at least 3 facts to prove your point of view.

_____1. Which is an important reason that the American colonists rebelled against England in the 1770s? (1) The colonists desired the right to control the basic aspects of their economy. (2) An overwhelming majority of the colonists favored rebellion. (3) England had reduced the number of colonial representatives in Parliament. (4) England did not adequately protect America from attack by other European nations.

_____2. Which action is the best example of checks and balances? (1) the 26th Amendment giving 18-year-old citizens the right to vote (2) President Ronald Reagan ordering a military attack on Libya (3) the House of Representatives voting to censure one of its members (4) the Supreme Court ruling that President Richard Nixon must surrender the Watergate tapes

_____3. A major criticism directed against the Articles of Confederation was that power was allocated primarily to (1) an electoral college (2) the national government (3) state governments (4) military leaders

Native Americans and the Westward Movement

Directions: You will be broken up into groups of 5. Each person in the group will be responsible for answering one section of questions below. Refer to pages 57 and 58 in your notes to find answers to the questions. When everyone in the group is done you will teach each other your information.

Group Member 1: Status as Independent Nations 1. What did it mean when the Federal Government stated that Native Americans “possessed the right of the soil they occupied and could not be dispossessed without their consent?”

2. Originally, what was the government’s thinking concerning whether or not Native Americans were protected by the US Constitution?

Group Member 2: Native American Cultures 3. Describe how the Cherokees adopted the policy of assimilation.

4. Explain what factors led to the destruction of many Native American societies.

48 Group Member 3: President Jackson’s Indian Removal Policy 5. Explain why Congress, in 1830, granted Jackson the power to exchange land west of the Mississippi for land in the southeast.

6. Describe several results of Jackson’s Indian Removal Policy.

Group Member 4: The Supreme Court and Native Americans 7. When the Cherokee went to the Supreme Court to stop the government of Georgia from taking their land, what were the Supreme Court’s decisions?

8. As Judicial Enforcer, in what way(s) did Jackson violate the Constitution, with regard to the Cherokee?

Group Member 5: First Concentration, Then Reservations 1. What was the government’s policy regarding Native Americans in 1830?

2. What was the government’s policy regarding Native Americans by 1880? Why did their policy change?

------Directions: Read the two Supreme Court cases below and answer the questions that follow.

Cherokee Nation v. Georgia (1831) Facts: In 1791, a federal treaty granted the Cherokee Indians land within the boundaries of Georgia. When gold was discovered on Cherokee tribal land in1829, thousands of white settlers went there. The state of Georgia refused to protect tribal claims and passed a law forbidding Cherokee from mining gold. The state began to enforce other strict laws, which were meant to assert control over the Indians and their land. The Cherokee Nation filed suit requesting the Supreme Court of the United States to order the state of Georgia to stop enforcing these laws.

Issue: Whether the state of Georgia could enforce its state laws upon the Cherokee Nation and deny the constitutional jurisdiction of the Supreme Court.

Decision: Chief Justice John Marshall ruled that the Court lacked jurisdiction in this case because the Cherokee were a “domestic dependent nation” rather than a foreign state. He said that as a dependent nation, the Cherokee were not subject to state jurisdiction.

49 Importance: The Supreme Court set a precedent. Marshall was acknowledging the legitimacy of the Cherokee Tribal Nation. This ruling also declared that Native Americans were not subject to state laws and control.

Worcester v. Georgia (1832) Facts: A Georgia law required all whites living in Cherokee Indian Territory to obtain a state license. Two missionaries refused to obey the state law, were arrested, convicted, and sentenced to four years of hard labor for violating the state law. They appealed their case to the Supreme Court arguing that the laws they had been convicted under were unconstitutional because states had no power or authority to pass laws concerning the sovereign (independent) Indian Nations.

Issue: Whether the states have the reserve power to pass laws concerning the Indian Nations.

Decision: The Court ruled that the state of Georgia had no power to pass any laws affecting the Cherokee because federal jurisdiction over the Cherokee was supreme. Chief Justice John Marshall also expanded on the Cherokee nation’s autonomy. The nation, he wrote, was a distinct political unit with the right to administer its own affairs. The missionaries’ convictions were reversed.

Importance: This case led to much disagreement within the three branches of government. The President, Andrew Jackson, was rumored to have said, “The Chief Justice has made his decision, now let him enforce it!” Jackson, an advocate of Indian removal to pave the way for white settlement, refused to support the Court’s decision and instead ordered federal troops to go to Georgia and help the state remove the Cherokee by force.

Native Americans and the Supreme Court

1. Explain how the Supreme Court defined Native American tribes in both Cherokee Nation v. Georgia (1831) and Worcester v. Georgia (1832).

2. What did the Supreme Court have to say about states passing laws concerning the Native American tribes?

3. In its decisions, what did the Supreme Court have to say about federal authority over the Native American tribes?

4. Explain how President Jackson ignored the Constitution when it came to Native American policy.

5. As a group, decide if Jackson should have been impeached for his actions toward the

50 Cherokee in Georgia. Why/Why not? Justify your response.

Native American Responses to White Settlement

Directions: Read the quotes below and answer the questions that follow.

Tecumseh a powerful Shawnee chief. He organized many of the Native American tribes east of the Mississippi River in a great confederation to drive the whites off their lands.

Accursed be the race that has seized on our country and made women of our warriors…Let the white race perish. They seize your land, they corrupt your women, they trample on the ashes of your dead! Back whence they came, upon a trail of blood, they must be driven!

Black Hawk led the Sauk and Fox against the white settlers who had taken over their Illinois lands in what was called the Black Hawk War of 1832.

There were no deer in the forest. The opossum and beaver were fled; the springs were drying up; our women and children were without food to keep them from starving. The spirit of our fathers arose and spoke to us to avenge our wrongs or die.

Shabonee was a peace chief of the Potawatomi who refused to join in Indian wars against white settlers.

In my youthful days, I have seen large herds of buffalo on these prairies, and elk were found in every grove, but they are here no more, having gone towards the setting sun…The red man must leave the land of his youth and find a new home in the far west. The armies of the whites are without number, like the sands of the sea, and ruin will follow all tribes that go to war with them.

Osceola led his Seminole people in the Second Seminole War in Florida. They fought against being removed to the Indian Territory west of the Mississippi.

51 My Brothers! The white people got some of our chiefs to sign a paper to give our lands to them, but our chiefs did not do as we told them to do; they did wrong; we must do right…My Brothers! When the Great Spirit tells me to go with the white man, I go; but he tells me not to go. The white man says I shall go, and he will send people to make me go; but I have a rifle, and I have some powder and some lead. I say, we must not leave our homes and lands.

1. Which leader(s) counseled armed resistance to white plans?

2. Summarize their positions.

3. Which leader(s) agreed to give in to white plans?

4. Summarize their positions.

Sectional Tensions Increased Directions: During Jackson’s presidency, differing economic interests helped push North and South apart. Below are listed six pieces of legislation considered controversial during this period. First give a description of the legislation. Then tell whether a New England manufacturer and a southern plantation owner would probably have favored or opposed each piece of legislation. Include the reasons for their positions in your answers.

Legislation Description New England Manufacturer Southern Plantation Owner

1. Mayville Road Bill

2. Tariff of 1828

3. Tariff of 1832

52 4. Ordinance of Nullification

5. Tariff of 1833

6. Force Bill

_____1. Which action best illustrates the system of checks and balances in the United States government? (1) The President fires a member of the Cabinet (2) The House and the Senate pass different versions of a bill (3) The Supreme Court reverses an earlier decision (4) Congress overrides a veto by the President

_____2. The writ of habeas corpus is intended to prevent (1) the use of force by the police (2) an illegal search or seizure (3) a person from being held in jail without just cause (4) a conviction by secret trial

_____3. During the Age of Jackson, the Native Americans (1) moved to urban areas in large numbers (2) sought to form alliances with other minority groups (3) were forced to move westward (4) chose to adopt the culture of European settlers

The End of Jacksonian Democracy

After winning the Election of 1832, Andrew Jackson believed that he had received a mandate from the people to get rid of the powerful Bank of the United States. Feeling that this would benefit the common people, Jackson promptly “killed” the National Bank. This had a negative impact on the economy of the United States. Complete the concept map below using the information on pages 60 and 61 of your notes.

Jackson Opposed the BUS Jackson “Killed” the BUS ●He was a “hard money” man who distrusted banks ● and paper money. ● ● ● ●

Causes of Panic of 1837 Farmers Suffer Also ●With BUS closed, state banks could loan money ● without limit. ● ● ● ● ●

Effects of Panic of 1837 Van Buren Tries to Help 54 ●Banks failed. ● ●Tried to establish a more stable banking system ● ● ● ● ●

William Henry Harrison Won 1840 Election John Tyler, an Ineffective President ●Won because Van Buren, called “Van Ruin” by ● the public, is blamed for the 1837 Panic. ●Harrison dies of pneumonia 1 month after his ● inauguration. ● ●

Thoughts to Consider: 1. Was Jackson acting for the best of the country when he killed the Bank of the United States?

2. Should Jackson be blamed for causing the Panic of 1837? Why? Why not?

3. Why should political parties give great thought to whom they pick as a Vice Presidential candidate before a presidential election?

PROJECT: Early Reformers of the Mid-1800s

Project Objectives:  Using Power-Point slides, you will discuss and illustrate the work of an early reformer in United States history. You are expected to address the following in no fewer than three slides.

Your Slides Must: 1. Identify the reformer. 2. Describe the area of society that needed improvement. 3. Explain the methods used by the reformer to improve the particular problem of society. 4. Evaluate the degree of success the reformer had in achieving his/her goals.

You Must Remember to Include: 1. At least one corresponding visual for each category listed in 1-4 above. 2. The required text from 1-4 below.

****************************************************************************** Project Information Sheet Date Due:______

1. Name of Reformer:______2. Problem of Society:______3. Explain the methods used by the reformer to improve the particular problem: ______55 ______

______e v l 4. Evaluateo the degree of success that the reformer had in achieving his/her goal: S

______

s ______U

d ______o h

e ______M

______

You may refer to pages 62-65 of your notes for information. You may also refer to http://home.nycap.rr.com/hawleyhome/mid1800reform.htm for links to various reformers’ websites.

SLIDES MUST BE COMPLETED BY:______y t e l i a c o o S G

n i m v e e l i b h o c r A

s s e c c u S

e e r n g o e i t D a c u l d l I E

t y c n l i l e l r a e b t m e u n m v r e P

o o l f M s a e M

56 s f R m r

e l d r e v b o n i r f o a n a

R P U C REFORM IN THE MID-1800S 57 Reform Movement Problem of Society Methods Used Degree of Success and Reformer to Solve Problems in Achieving Goal

Peace Movement

Temperance 58 Reform Movement Problem of Society Methods Used Degree of Success and Reformer to Solve Problems in Achieving Goal

Women’s Rights

Abolition 59 Reform Movement Problem of Society Methods Used Degree of Success and Reformer to Solve Problems in Achieving Goal

Literature

Science 60 Reform Movement Problem of Society Methods Used Degree of Success and Reformer to Solve Problems in Achieving Goal

Arts and Architecture

Socialism and Utopianism 61 Reform Movement Problem of Society Methods Used Degree of Success and Reformer to Solve Problems in Achieving Goal

Religious Movements The Rights of Women The Seneca Falls Convention of 1848 was the first women’s rights meeting. Its Declaration of Sentiments used the Declaration of Independence as a model. The Declaration of Sentiments, like the Declaration of Independence, lists grievances – complaints – American women had against American men. Here is part of the list.

Seneca Falls List of Grievances

The history of mankind is a history of repeated injuries and usurpations (to seize and hold by force or without right) on the part of man toward woman, having in direct object the establishment of an absolute tyranny over her. To prove this, let facts be submitted to a candid world.  He has never permitted her to exercise her inalienable right to the elective franchise [vote].  He has compelled her to submit to laws, in the formation of which she had no voice.  He has withheld from her rights which are given to the most ignorant and degraded men – both native and foreigners.  He has made her, if married, in the eye of the law, civilly dead.  He has taken from her all rights in property, even to the wages she earns.  In the covenant of marriage, she is compelled to promise obedience to her husband, he becoming, to all intents and purposes, her master – the law giving him power to deprive her of her liberty, and to administer chastisement.  After depriving her of all rights as a married woman, if single, and the owner of property, he has taxed her to support a government which recognizes her only when her property can be made profitable to it.  He has monopolized nearly all the profitable employments, and from those she is permitted to follow, she receives but a scanty remuneration [wages]…As a teacher of theology, medicine, or law, she is not known. 62  He has denied her the facilities for obtaining a thorough education, all colleges being closed against her.  He has created a false public sentiment by giving to the world a different code of morals for men and women, by which moral delinquencies which exclude women from society, are not only tolerated, but deemed of little account in man.  He had endeavored, in every way that he could, to destroy her confidence in her own powers, to lessen her self-respect and to make her willing to lead a dependent and abject life. Now, in view of the entire disfranchisement of one-half the people of this country, their social and religious degradation – in view of the unjust laws above mentioned, and because women do feel themselves aggrieved, oppressed, and fraudulently deprived of their most sacred rights, we insist that they have immediate admission to all the rights and privileges which belong to them as citizens of the United States.

Directions: Explain here what specific situations are being protested in the Declaration of Sentiments. Political Wrongs: Social Wrongs: ______Legal Wrongs: Economic Wrongs: ______Expansion and Manifest Destiny

White settlers in North America had, from the beginning, a strong desire to push ever westward. US Senators talked about this urge when they debated whether or not to accept the Louisiana Purchase. In 1854, a New York newspaperman named John O’Sullivan, gave the westward urge/push a name: manifest destiny.

John O’Sullivan, newspaperman (1854) [Those who oppose the annexation of Texas by the United States have an] avowed object of thwarting our policy and hampering our power, limiting our greatness and checking the fulfillment of our manifest destiny to overspread the continent allotted by Providence for the free development of our yearly multiplying millions. …Texas has been absorbed into the Union in the inevitable fulfillment of the general law which is rolling our population westward;…[it] is too evident to leave us in doubt of the manifest design of Providence in regard to the occupation of this continent. …In the case of California…the Anglo-Saxon foot is already on its borders. Already the advance guard of the irresistible army of Anglo-Saxon emigration has begun to pour down upon it, armed with the plough and the rifle, and marking its trail with schools and colleges, courts and representative halls, mills and meeting-houses. A population will soon be in actual occupation of California, over which it will be idle for Mexico to dream of domination. They will necessarily become independent.

John Breckinridge, Senator from Kentucky (1803) Why not acquire territory on the west as well as on the east side of the Mississippi? Is the goddess of Liberty restrained by water courses? Is she governed by geographical limits? Is her dominion on this continent confirmed to the east side of the Mississippi? So far from believing in the doctrine that 63 a republic out to be confined within narrow limits, I believe, on the contrary, that the more extensive its dominion, the more safe and more durable it will be.

Directions: After reading the two quotes, answer the following questions.

1. What does the term “manifest destiny” mean?______2. What popularly held reasons do O’Sullivan and Breckinridge state for expansion across the entire continent? ______

Expansion and Manifest Destiny Directions: Using the information from pages 66-67, in chronological order, account for the geographic growth of the United States from 1783 to 1853.

1. Land Area Name: United States of America Date Acquired: Method of Acquisition:

2. Land Area Name: Louisiana Purchase Date Acquired: Method of Acquisition:

3. Land Area Name: Spanish Florida Date Acquired: Method of Acquisition:

4. Land Area Name: Texas Date Acquired: Method of Acquisition:

64 5. Land Area Name: Oregon Country Date Acquired: 1846 Method of Acquisition:

6. Land Area Name: Mexican Cession Date Acquired: Method of Acquisition:

7. Land Area Name: Gadsden Purchase Date Acquired: 1853 Method of Acquisition:

Directions: Use the map on page 76 of your notes to label the territories acquired by the United States from 1783 to 1853.

65 Interpreting Political Cartoons 66 Like those of today, cartoonists of the 1800s made sharp points about people and politics in their drawings. Here is an example of a political cartoon about President Andrew Jackson. Study the cartoon and answer the questions that follow.

Interpreting Political Cartoons

67 1. Who is the figure represented in the cartoon? How do you know this?

2. What do you notice about the way the figure is represented?

3. What is the man holding in his left hand? Why?

4. What is the man standing on top of? Why?

5. Why did his opponents call him “King Andrew?”

6. What symbols are used to make this point?

7. What would Jackson’s supporters say is unfair about this cartoon?

Global Interests 68 By the mid-1800s, the United States had nearly completed its manifest destiny – the belief in the right to expand the territory of the United States from one coast to the other. There were many in America who wondered what would happen next. People began to consider expanding into other parts of the world. These ideas would lead the United States to consider expanding into parts of the Caribbean and Central America as well as China and Japan.

Directions: Using the information from page 68 of your notes, complete the following Network Tree showing how the United States attempted to or did expand into other parts of the world.

Caribbean How:

Central America How:

Continued Global Interests 69 China How:

Japan How:

Regents Review Quiz #16 Score:______70 Directions: Answer the questions below. When we go over the questions, place your score (1-3) on the line at the top of the page. Be truthful so you can see your own progress over time!

_____1. The government that was created under the Articles of Confederation lasted only a few years because the government (1) lacked the ability to enforce its authority (2) circulated a uniform paper currency (3) compelled the states to abide by its treaties (4) supported the extension of slavery into the Northwest Territory

_____2. In the United States, which action would represent a “clear and present danger” in regard to the First Amendment right of freedom of speech? (1) publishing newspaper ads that call for the impeachment of the President (2) using the Postal Service to request donations for a new political party advocating socialism (3) using the mass media to urge citizens to assassinate public officials (4) printing the facts by a newspaper that indicate a state governor may have committed a crime

_____3. The significance of the case Marbury v. Madison (1803) is that it (1) attempted to place the judiciary outside the impeachment power of the House of Representatives (2) established the principle of judicial review (3) declared the Alien and Sedition Acts to be legitimate laws (4) demonstrated the supremacy of the National Government over the states

_____1. Which characteristic of the United States Government is part of the unwritten constitution? (1) the power to coin money (2) Senate approval of Supreme Court nominees (3) the two-year term for members of the House of Representatives (4) the development of a two-party system

_____2. Under the provisions of the original United States Constitution, the most democratically selected body was the (1) Senate (3) Supreme Court (2) Cabinet (4) House of Representatives

_____3. The Preamble of the United States Constitution was written to (1) provide for ways to amend the Constitution (2) describe the purposes of the government (3) outline the organization of the government (4) protect the people from abuses of the Federal Government

72 The Union In Danger: Compromise and Conflict

From 1850 to 1860, the nation became increasingly embroiled in a political conflict between North and South. This conflict led to confrontations in Congress, in the Supreme Court, and on the campaign trail, over the issue of slavery. You will be working in groups of four. Each member of the group will answer one set of the questions below. When each member is done, you will teach each other your information. Use pages 72- 73 of your notes.

Group Member 1: What to do With the Mexican Cession and the Free Soil Party 1. What was the Wilmot Proviso and why did it anger southerners?

2. Describe the southerners’ argument against the Wilmot Proviso.

3. Who were the members of the new Free Soil Party (1848)?

4. Describe the platform of the Free Soil Party.

Group Member 2: California Question and the Compromise of 1850 5. Why did California’s application for statehood cause such a problem?

6. List the four provisions of Henry Clay’s Compromise of 1850 that ended the uproar. a) b) c) d)

7. Define the term popular sovereignty.

-more- 73 Group Member 3: Opposition in the North and the Kansas-Nebraska Act 8. Explain why many northerners were opposed to the new Fugitive Slave Law.

9. How did many northern states get around the new Federal Fugitive Slave Law?

10. Describe the provisions of the Kansas-Nebraska Act.

11. Why were northerners furious about the Kansas-Nebraska Act?

Group Member 4: Bleeding Kansas and Dred Scott v. Sanford (1857) 12. What was “Bleeding Kansas?”

13. Who was Dred Scott? What happened to him? What did he do about it?

14. Describe the three parts of the Supreme Court’s decision in Dred Scott v. Sanford. a)

15. Explain why the north was outraged by the Supreme Court’s decision in Dred Scott v. Sanford.

Closure: By 1857, after the Dred Scott decision, was the relationship between the north and the south beyond repair? Explain using facts to back up your points.

74 Abraham Lincoln’s “House Divided” Speech

One June 16, 1858, at the Illinois Republican State Convention, Abraham Lincoln kicked off his bid for the US Senate with a speech that would come to be known as the “House Divided” speech. Read the excerpt below and answer the questions that follow.

“A house divided against itself cannot stand.” I believe this government cannot endure permanently half slave and half free. I do not expect the Union to be dissolved; I do not expect the house to fall; but I do expect it will cease to be divided. It will become all one thing, or all the other. Either the opponents of slavery will arrest the further spread of it, and place it where the public mind shall rest in the belief that it is in the course of ultimate extinction, or its advocates will push it forward till it shall become alike lawful in all the States, old as well as new, North as well as South.

1. The “divided house” referred to in this speech was caused primarily by what issue?

2. What does Lincoln believe will NOT happen because of this issue?

3. What does Lincoln feel will happen in the United States because of this issue?

4. Lincoln was a “Free Soiler” in his beliefs. Based on what you have learned, what did Lincoln feel about slavery? Was he truly the abolitionist his opponents made him out to be? Explain.

75 76 Drifting Toward War

On the timeline below are a series of events that led up to the beginning of the Civil War. You are to use the information on pages 74 and 75 of your notes to describe the events listed on the timeline. You may do this any way you wish.

Lincoln-Douglas John Brown’s Election of Firing On Debates Raid 1860 Fort Sumter

1858 1859 1860 1861

Closure: Why did Lincoln reject the Crittenden Compromise, which may have avoided Civil War?

What was Lincoln’s view of secession? Why didn’t he send troops into the south to bring the Southern states back into the Union? Geography

Directions: Examine the maps on page 76 of your notes and answer the questions below.

1. According to the map, which was the last territory acquired by the US?

2. Which territory was obtained from France?

3. Which territory was obtained after the US won the Mexican War?

4. The Oregon Territory was made up on which present-day states?

5. The Mexican Cession was made up of which present-day states?

6. Where was the capital of the Confederate States of America?

7. Washington, D.C. was surrounded by states known as the ______states.

8. The Border States were southern states that owned slaves, but chose to remain loyal to the Union. Given their location, why do you think President Lincoln would go to great lengths to keep the Border States in the Union?

77 Test Review

Directions: Use your notes and your knowledge of United States history to complete the definitions below. Once you are done, answer the main idea questions.

Definitions Alexander Hamilton [p. 30] Compromise of 1850 [p. 72] Declaration of Sentiments [p. 63] Dorothea Dix [p. 62] Dred Scott v. Sanford [p. 73] Elastic Clause [p. 31] Judicial Review [p. 37] Kansas-Nebraska Act [p. 73] Manifest Destiny [p. 66] Marbury v. Madison [p. 37] Missouri Compromise of 1820 [p. 52] Monroe Doctrine (1823) [p. 48] Popular Sovereignty [p. 72] Sectionalism [p. 53] Seneca Falls Convention [p. 63] Strict Constructionism [p. 34] Tariff of Abominations (1828) [p. 59] Temperance Movement [p. 62] Underground Railroad [p. 63] Unwritten Constitution [p. 29] Wilmot Proviso [p. 72] Brigham Young [p. 65] Main Ideas 1. List examples of the unwritten constitution. [p. 29]

2. How did Hamilton’s financial plan help establish the credit of the US Government? [p. 30]

3. List two precedents established by George Washington. [p. 29]

4. Explain how the first political parties developed. [p. 34] 78 5. What geographic advantage did the US gain by purchasing the Louisiana Territory from France? [p. 36]

6. Describe Jefferson’s controversy over the purchase of Louisiana. [p. 36]

7. In what part of America was the plantation system prevalent? [p. 51]

8. Why did the US place few restrictions on immigration in the early 1800s? [p. 49]

9. What was the primary concern at the Seneca Falls Convention? [p. 63]

10. What argument did Hamilton use to justify Congress creating a National Bank? [p. 31]

11. The power of judicial review involves the Supreme Court doing what? [p. 37]

12. Describe Washington’s foreign policy advice. [p. 32]

13. What was a major reason for the growth of sectionalism during the 1820s? [p. 53]

14. Why did the south object to the 1828 Tariff of Abominations? [p. 59]

15. How did the growth of the population affect the lives of Native Americans? [p. 56]

16. Why did slavery NOT become a lasting institution in the north? [p. 53]

17. Describe the arguments of southern defenders of slavery. [p. 53]

18. What did the 1840s women’s rights movement accomplish? [p. 63]

19. What was the result of Supreme Court decisions under Chief Justice John Marshall? [p. 37]

20. Controversy over territory acquired between 1803 and 1850 focused on what issue? [p. 66]

79 21. Why was the Monroe Doctrine issued in 1823? [p. 48]

22. Why did Brigham Young lead the Mormons to the Great Salt Lake? [p. 65]

23. Why did California’s application for statehood cause bitter debate in Congress? [p. 72]