AP/IB US HISTORY - Mr. Ludlam

ASSIGNMENT SHEET #5: Jeffersonian Democracy, 1800-1824

AMERICAN PAGEANT: Chap. 11-12 Read pp. 204-247

READ, THINK, and PARTICIPATE DAILY:

History Disciplinary Practices and Reasoning Skills (HDPRS) and Thematic Learning Objectives (TLO) - Daily

Identify and explain how one of the HDPRS’s applies to the information from your reading.

Identify and explain how one of the seven TLO’s applies to the information from your reading.

Connect a HDPRS and TLO based on the information from your reading.

Beginning of each chapter - Must Know and Must Understand

End of each chapter – Chronology and/or Varying Viewpoint (If VV read first before reading chapter)

QUESTIONS: think about and answer

  1. What are the main characteristics of Jeffersonian Democracy?
  2. Why was the Election of 1800 considered by some to be a “revolution”?
  3. How did Jefferson change the Hamiltonian system?
  4. What problems did Jefferson have with the judiciary?
  5. How did Jefferson handle the pirates of Tripoli?
  6. Why did the U.S. and Jefferson desire the Louisiana Territory?
  7. Why would Federalists be against acquiring Louisiana?
  8. How did Jefferson react to both England and France seizing American ships?
  9. Describe the Chesapeake incident. Why could this have been grounds for war?
  10. How did the Embargo Act benefit the New England states? Contending Voices p. 219.
  11. What does the vote to go to war in 1812 reveal about the United States at that time? P. 231
  12. What were the key results of the War of 1812 on American diplomacy, economics, and unity?
  13. How did Clay’s American System propose to strengthen the US? Was he successful? Explain
  14. What was the purpose of President Monroe’s tour of the US?
  15. Why might Monroe’s presidency be referred to as the “Era of Good Feelings”?
  16. What was the unwritten rule regarding the admission of new states to the union?
  17. How did the Tallmadge Amendment reveal the split between the House and the Senate?
  18. What did the various Marshall Supreme Court decisions have in common?
  19. What were two goals of American foreign policy during Monroe’s administration?
  20. Ask and Answer your own question.

IDENTIFICATIONS: What or who is it and why is it important - THINK SIGNIFICANCE - connect to others

All Students are responsible for presenting at least two of the following terms in class – first come, first served for choices

  1. Election of 1800
  2. Election map p. 206
  3. Judiciary Act of 1801
  4. Midnight judges
  5. John Marshall
  6. Marbury v. Madison
  7. Judicial review
  8. Barbary pirates
  9. Louisiana Purchase
  10. Toussaint L'Ouverture
  11. New Orleans
  12. Lewis and Clark
  13. Aaron Burr
  14. Impressment
  15. Orders in Council
  16. French Decrees
  17. Chesapeake incident
  18. Embargo Act
  19. Non-Intercourse Act
  20. Macon's Bill #2
  21. War Hawks
  22. Tecumseh and The Prophet
  23. Battle of Tippecanoe
  24. War of 1812

  1. Oliver Perry/Lake Erie
  2. Battle of Plattsburg
  3. Battle of New Orleans
  4. Treaty of Ghent
  5. Hartford Convention
  6. Rush-Bagot Agreement
  7. Nationalism
  8. Erie Canal
  9. Election of 1816
  10. American System
  11. Panic of 1819
  12. Wildcat banks
  13. Land Act of 1820
  14. Tallmadge Amendment
  15. Missouri Compromise
  16. McCulloch v. Maryland
  17. Cohens v. Virginia
  18. Dartmouth College v. Woodward
  19. Gibbons v. Ogden
  20. Fletcher v. Peck
  21. Treaty of 1818
  22. Florida Purchase Treaty, 1819
  23. Monroe Doctrine
  24. Russo-American Treaty of 1824

IDEAS

  • Compare Jefferson the theorist with Jefferson the realist
  • Analyze the impact of the expansion of Jeffersonian Democracy and Jefferson's legacy on the nation.
  • How did both the Federalists and Democrat-Republicans adopt the views of each other during this time period and to what degree were they successful?
  • How were both nationalism and sectionalism increased during this time period?

Student Preparedness Assignment on back

Student Preparedness for Class Discussion

Participation and assessments are used to measure if students are prepared for class and keeping up with the reading. But participation scores, classroom observations, and student scores on assessments indicate that students are either unprepared, have not done the reading, have little understanding of the information, and/or are reluctant to participate regularly in class. In order to give every student the chance to succeed, the following work will be required.

Complete the following assignments. All work must be your own. Any work copied/borrowed from another source (person, internet, book, etc.) and passed as one’s own without properly giving credit or a proper citation is committing plagiarism and will be punished to the full extent of classroom, school, honor code, and district rules. Work may be typed or written in blue/black pen.

If you believe you should be exempt from these written assignments, then you must convince me directly that these written assignments do not apply to you. This must be done daily with clear evidence that you are prepared for class.

Day 2- ID’s 1-13Questions 2,3,5,6,7

Day 3 – ID’s 14-29Questions 8,10,11

Day 4– ID’s 31-34, 40-44Questions 13, 14, 18

Day 5– ID’s 35-39Questions 16, 17

Day 6– ID’s 30, 45-48Question 19

For each day you must also - Identify and explain how one of the HDPRS’s applies to the information from your reading.

Identify and explain how one of the seven TLO’s applies to the information from your reading.

Connect a HDPRS and TLO based on the information from your reading.

Notes

1 Thomas Jefferson and the Rise of Jeffersonian Democracy, 1800-1824 -- grave marker

TJ background and interests, pragmatists v. theorist

Jeffersonian Democracy - rise of nationalism, development of American democracy

2 Jefferson’s Presidency - The Country Takes Power -- “all Republicans” quote

Election of 1800 - Hamilton and Burr

Jefferson’s philosophy of government - still kept Hamilton’s economic program - Why?

Taxes, power, states, military

Judiciary - John Marshall, midnight judges - Marbury v Madison

Pirates of Tripoli - navy

Louisiana Purchase, Napoleon’s interests

3 The Folly of War - The War of 1812 -- what could go wrong did

Problems with England and France - seizing ships, impressment

Orders in Council, French Decrees Embargo Act, Non-Intercourse Act, Macon’s Bill #2

War Hawks, strategy and goals - Canada

division in the country for support of war - New England against

Key battles - Lake Erie, Plattsburg, Washington D.C.

Treaty of Ghent, Battle of New Orleans

4 The Era of Good Feelings, 1816-1824

Mood in country following war of 1812

Rise of Nationalism (define) - geographic, judicial, economic, political

James Monroe and Democrats, Marshall’s judicial decisions

Clay’s American System - BUS, Tariff, internal transportation

5 The Era of Not So Good Feelings, 1816-1824

Problems in the country - rise of sectionalism - N, W, S

Panic of 1819, wildcat banks, value of specie and paper

Sectionalism, slavery, Tallmadge Amendment, Missouri Compromise

6 The Americas for America - Foreign Policy 1816-1824

Status of U.S. and foreign relations - post War of 1812 - goals

Great Lakes and Canada, Rush-Bagot Treaty, 49th parallel settled, Oregon boundary

Florida - problems with Spain and Indians, Florida Purchase (Adams-Onis) Treaty

Central and South America - Monroe Doctrine, non-colonization, non-intervention