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Unit 4 – The Rise of America

Unit 4 – The Rise of America. 12/4/12 – 12/14/12. Unit 4 Lesson 1: 12/4/12. Warm-Up : Answer the prompt below in your binder Promp t: After the conclusion of the War of 1812, what major challenges do you believe America’s government might face as the nation grew? - Foreign Relations

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Unit 4 – The Rise of America

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  1. Unit 4 – The Rise of America 12/4/12 – 12/14/12

  2. Unit 4 Lesson 1: 12/4/12 • Warm-Up: Answer the prompt below in your binder Prompt: After the conclusion of the War of 1812, what major challenges do you believe America’s government might face as the nation grew? - Foreign Relations - Migration (West) / Land - New Political Parties - Population Growth - Slavery - Expansion of Government

  3. Notes: Monroe and the “Era of Good Feelings” • Objective: Unit 4 Lesson 1 - SWBAT evaluate whether Monroe’s presidency marked a true “era of good feelings” or simply delayed inevitable conflicts in America.

  4. Notes: Monroe and the “Era of Good Feelings” • Madison’s Second Term (1813 – 1817) • Treaty of Ghent ends War of 1812 • American manufacturing becomes self-sufficient • Henry Clay’s American System • National Road built • National Bank re-chartered • Protective tariffs on imports help American industry grow

  5. Notes: Monroe and the “Era of Good Feelings” II. James Monroe and the “Era of Good Feelings” (1817 – 1825) a. Limited political opposition b. Calm responses to: i. Economic turmoil, Panic of 1819 ii. Europe barred from American imperialism by Monroe Doctrine iii. Debate over slavery, Missouri Compromise

  6. Evaluating the “Era of Good Feelings” • Use pages 207 to 217 in their American Nation texts to evaluate the appropriateness of the label “Era of Good Feelings” for the Monroe Presidency. Answer the questions below based on the text and then complete the paragraph question.

  7. Unit 4 Lesson 2: 12/5/12 • Warm-Up: 10 minutes! (1) Copy the objective below onto a new page of loose-leaf Objective: Unit 4 Lesson 2. SWBAT judge whether Jacksonian Democracy was a positive development for America or merely a testament to threats posed by “mobocracy.” (2) Work on your “Era of Good Feelings” worksheet. If you do not finish in class you must complete at home. DUE TOMORROW.

  8. Notes: Jacksonian Democracy I. Election of 1824 a. End of Caucus system where party leaders choose electors i. Voters themselves pick electors b. No majority winner i. Henry Clay supports John Quincy Adams ii. Adams wins and nominates Clay for Secretary of State iii. Called “Corrupt Bargain” c. John Quincy Adams is ineffective as president i. Opposed by Jackson supporters in Congress

  9. Notes: Jacksonian Democracy II. Mass Democracy • Creates support network of political organizations, newspapers, and community groups • Became present-day Democratic Party b. Widespread popular support leads to easy victory in Election of 1828 i. Known as “dirtiest” campaign yet ii. Gives government positions to political supporters ii. Called “Spoils System” c. Jacksonian Democracy based on support from all voters i. Universal male suffrage granted

  10. Expanding the Voting Base and Jacksonian Democracy • Read the primary sources on “Expanding the Voting Base” • Underline/highlight the changes made to voting requirements. • Homework: • Finish “Evaluating Era of Good Feelings” • Literal and Analytical Notes, p. 272 – 280 • **ADD on to Class Notes • Use links on Class Website to complete worksheets “Analyzing the Results of Jacksonian Democracy”

  11. Unit 4 Lesson 2.2: 12/6/12 • Warm-Up: 8 minutes! • Follow our Index Card Paragraph protocol in response to the question below (NO USING NOTES) Did the positives of America’s new mass democracy (Jacksonian Democracy) system outweigh the negative consequences that came with it? Explain your answer 4-5 Pieces of outside information in bullets on the back (specific facts and details only!) TEAS Paragraph on the front! Limited to 1 index card!

  12. Notes: Jackson’s Native Policies Objective: Unit 4 Lesson 2.2 SWBAT assess whether Jacksonian policies regarding Indian Removal were justified in light of America’s national growth.

  13. Notes: Jackson’s Native Policies I. Influences on Native Policy a. Democrats committed to Westward expansion b. Americans believe in “Christianizing” natives • Assimilation – Natives adopt culture of white Americans • Cherokee nation accepts assimilation A. Among “Five Civilized Tribes” c. Georgia regulates native affairs • Supreme Court supports Cherokee A. Cherokee Nation v. Georgia (1831) B. Worcester v. Georgia (1832)

  14. Notes: Jackson’s Native Policies II. Jackson’s Native Policies a. Indian Removal Act (1830) – Forced movement of all natives east of the Mississippi River to Oklahoma Indian Territory • Results in the Trail of Tears • Thousands die during move b. Black Hawk War (1832) – Resistance against white expansion • Brutally crushed by US Army c. Jackson authorizes use of force to remove Seminole tribe from Florida

  15. Notes: Jackson’s Native Policies

  16. Analyzing Perspectives on Native Removal and Assimilation Use the CIA method to analyze the documents below and then answer the questions in complete sentences. CIA Method Circle the source Interpret the document • Highlight key quotations • Summarize meaning in the margin Analyze the document • Under your summary, analyze the consequences of the document on the group being discussed *For images students should comment on key information in the picture

  17. Letter to Jackson Homework: Literal / analytical notes on p. 283 - 286 Use the documents and your literal / analytical notes to complete the Letter to Jackson assignment. Requirements: • Must be typed, printed, and submitted on Monday at the start of class • Must cite minimum of 5 documents • Develop historically accurate back story of your character

  18. Unit 4 Lesson 2.3: 12/10/12 • Warm-Up: 8 minutes! • Answer ALL MC questions! • We will review the answers at 11:16 • Online discussion volunteer needed (sorry for the delay in bringing this back!)

  19. Notes: Jackson’s Native Policies Objective: Unit 4 Lesson 2.3 SWBAT analyze how economic and social policies during Jackson’s presidency added to tensions that would lead to conflict in America.

  20. Notes: Controversies of the Jacksonian Era • Controversies of Jackson’s Presidency (1829 – 1837) • Tariff of Abominations (1828) • “Nullies” vs Jackson’s Force Bill • Jackson vs. VP John C. Calhoun • “Bank War” • Jackson vetoesSecond National Bank, supports “Pet Banks” • Nat’s Rebellion further divides North and South • Southern states pass Black Codes • Jackson as hero of American democracy or authoritarian tyrant?

  21. Notes: Controversies of the Jacksonian Era

  22. Evaluating Jacksonian Controversies Directions: Use your American Nation textbook to fill in the chart on Jacksonian Era controversies. - When you finish the chart answer the prompt in a TEAS paragraph with 4-5 pieces of outside information and analysis of reasoning and consequences **Lazy work will receive a 0! **A TEAS paragraph is 6-8 sentences, anything less will receive a 0!

  23. Jackson: Savior of Democracy or Tyrant? Homework: Follow the CIA steps to analyze each of the documents. We will use these documents again tomorrow for homework so they will be checked at the start of class. Requirements: • Circle the Source • Interpret the Document (highlight key quotes or information and summarize document in the margin) • Analyze the Document (write analysis of consequences in the margin)

  24. Unit 4 Lesson 3.1: 12/11/12 • Warm-Up: 4 minutes! • Answer ALL MC questions! • Copy Objective: Unit 4 Lesson 3.1 SWBAT analyze how major technological and transportation developments transformed America from a subsistence to a market economy.

  25. Notes: Rise of the Whigs I. Rise of the Whig Party • Whigs form in opposition to Jackson i. Censure Jackson for “Bank War” b. Democrat Martin Van Buren wins election of 1836 • Commitment to Specie Circular, “hard” currency, furthers Panic of 1837 b. William Henry Harrison becomes first Whig president in 1840 i. Log Cabin and Hard Cider Campaign ii. Replaced by John Tyler after dying in office iii. Tyler becomes “President without a party”

  26. Notes: Growth of America’s Market Economy II. Development of Market Economy a. People trade labor or goods for currency, used to buy other labor or goods. b. Shift from subsistence economy where people produce all goods needed for their own survival

  27. (1) On back of your notes write the heading: “Causes of America’s Market Revolution” (2) Tape your document underneath your heading (3) Use the CIA method to analyze your document CIA Method Circle the source Interpret the document • Highlight key quotations (circle/comment for image or graph) • Summarize meaning in the margin Analyze the document • Under your summary, analyze the consequences of the document on the group being discussed

  28. America’s Market Revolution Causes of America’s Market Revolution • Westward expansion to provide for families • Canal system helps to expand trade • Immigration levels increase • Public and private investments • Support of the National Bank • Regulation of industries • Government protects patent rights Examine the list of causes above and rank them in order 1 – 10 with 1 being the primary cause and 10 being the least important cause

  29. Homework Homework: (1) Read p. 290 – 293, 298 - 301 (2) Literal and Analytical Notes on p. 315 – 337 (yep!) **Make sure you are prepared tomorrow to analyze the different causes of America’s Market Revolution

  30. America’s Market Revolution Causes of America’s Market Revolution Continued from yesterday • Tariffs protect domestic trade while war of 1812 forces internal markets to develop • Development of corporations leads to business growth • Commercial Agriculture helps feed growing population • Inventions speed up production • Eli Whitney – Cotton Gin, Interchangeable parts • Samuel Slater – Mill (Textile Factory System) • Oliver Evans – Steam Engine • Railroad and Steamship networks

  31. America’s Market Revolution Causes of America’s Market Revolution Examine the list of causes above and rank them in order 1 – 10 with 1 being the primary cause and 10 being the least important cause

  32. America’s Market Revolution Using your list and your notes… Respond to the question below in an Index Card paragraph: • Which factor do you believe was most important in helping America transition from a Subsistence Economy to a Market Economy? **Make sure you respond in a full TEAS paragraph with 4-5 pieces of outside information and analysis of the consequences of the factor you selected on America’s economy and the lives of Americans.

  33. Notes: Early Industrialization and Regional Development Unit 4 Lesson 3.2 SWBAT compare and contrast how life was transformed by America’s Market and early Industrial Revolutions in different American regions.

  34. Notes: Early Industrialization and Regional Development Consequences of the Market and Early Industrial Revolutions: I. “Boom and Bust Cycles” • Economy can quickly be sent into a “Panic” • Vulnerable to speculation II. Emphasis on profit breeds abuse

  35. Regional Development Brochure

  36. Brochure Region Assignments

  37. Unit 4 Lesson 3.3: 12/13/12 • Warm-Up: 10 minutes! • Use the documents to identify arguments for and against Westward Expansion • Fill in the T-Chart on the back • Make sure to cite your sources

  38. Notes: Westward Expansion I. Westward Ho! • Fueled by Manifest Destiny – God given right to expand • James K. Polk wins election of 1844 on “destiny” promise b. Gold Rush attracts thousands to California c. Challenges of expansion • Difficult terrain and climate 1. Oregon Territory took six months to reach ii. Conflict with Natives / Mexicans

  39. Notes: Westward Expansion II. Fighting over Texas a. Mexican government invites settlement b. Settlers ignore Mexican laws, bring slaves • Declare independence from Mexico • Battle at the Alamo • “Republic of Texas” independent until 1845, statehood delayed by slavery c. Sets stage for Mexican-American War

  40. Enlarging the National State Directions: • Research each territorial acquisition (use index of American Nation text) • Fill in the chart for each acquisition • Complete map including key for each acquisition Homework: • Finish Brochure • Complete Territorial Acquisitions Handout

  41. Unit 4 Lesson 3.4: 12/14/12 • Warm-Up: 10 minutes! • Move into peer groups and share the key ideas from your brochure • As you share out, fill in the chart below in notes

  42. Notes: Polk and the Mexican War Objective: Unit 4 Lesson 3.4 SWBAT compare and contrast life in Northern cities, the rural South, and the Western Frontier. I. Polk’s Presidency a. Polk defeats Clay in 1844 b. Goals: i. Lower tariffs ii. Independent, not government, banks iii. Acquisition of California and Oregon • Almost war with Britain over Oregon • “Fifty Four Forty or Fight!”

  43. Notes: Polk and the Mexican War II. Mexican American War A. Disagreement over boundaries and repayment for damages B. Sends General Zachary Taylor to “provoke” conflict i. Mexican troops attack Americans ii. Becomes hero in war iii. Abraham Lincoln pushes spot resolution C. War ends with Treaty of Guadalupe Hidalgo i. America acquires area west to California ii. None are happy with the terms! A. Wilmot Proviso – No slavery in territories gained from Mexico

  44. Growing Sectionalism Activity Directions: • Highlight the key positions held by Americans in each section and each character • Fill in the chart based on how each character would respond • Answer the questions on the back Homework: • Finish Developing Sectional Issues Handout • Constitution Project Workday on Monday: MUST BRING IN 10 COMPLETED PAGES!

  45. Project Work Day: 12/17/12 • Warm-Up: • Take out your materials to work on the project: • Articles (10 completed) • Paper used in binder • Independent Work: • Work by yourself on the project • If you do not have your materials for this project you will receive a 0 and MUST work on missing work for this class

  46. Unit 4 – The Rise of AmericaLesson 4: Social Developments of the 1800’s 12/18/2012

  47. Unit 4 Lesson 4: 12/18/12 Objective 4.1 SWBAT assess the impact of religious and social reform movements in the mid-1800’s on the rights and roles of American citizens.

  48. Notes: Transforming Social Norms in Different American Regions • Industrializing North

  49. Notes: Transforming Social Norms in Different American Regions II. CULTURAL VALUES IN THE NORTH • GREATER DISTRIBUTION OF WEALTH IN CITIES • MAJORITY OF DECISIONS MADE BY ELITE UPPER CLASS AMERICANS • GROWING MIDDLE CLASS • ECONOMIC STABILITY LEADS TO CULT OF DOMESTICITY • WOMEN PRAISED SOCIALLY FOR THEIR CONTRIBUTIONS TO HOMELIFE • GLORIFIED IN MAGAZINES AND NOVELS • WORKING-CLASS HOVER BETWEEN STABILITY AND POVERTY

  50. Notes: Transforming Social Norms in Different American Regions

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