Ch15: Age of Jackson (1820-1840)

1. Ch15: Age of Jackson(1820-1840) 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. 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 (1829-1837) Jacksonian Democracy: Everyday people began gaining more political power. (read aloud page 383 “New Political Era” – today?)

6. Ch15: Age of Jackson(1820-1840) 15-2: Jackson’s Harsh Indian Policy

7. 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 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. 1838: Jackson sent troops to physically move 15,000 Cherokee to reservations.

10. 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

11. 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

12. 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

13. 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

14. Ch15: Age of Jackson1829-1837 15-4 PROSPERITY & PANIC

15. 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 POLITICAL PARTIES

16. 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 1837-1841 Whig W.H.Harrison 1841 Whig Tyler 1841-1845… ?? Dem. Polk 1845-1849 Whig Taylor 1849- interesting, huh! Effect

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

18. (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

19. 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

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

21. 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

22. 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!

23. 16-2 SPIRIT OF REFORM 1820-1860 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.

24. 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.

25. Work Conditions: Early labor mvmt got a few health and safety laws – Pres. Van Buren backed a 10 hour work day. 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. American Reform 1820-1860 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. 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. American Reform 1820-1860 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.

27. 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

28. 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

29. 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

30. 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

31. 16-4 A New American Culture I Can explain how the diverse peoples of the US developed a common nat’l identity!

32. 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.

33. 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!

34. 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.

35. 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