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SSUSH 5
•The student will explain specific events and <=
/span>key
ideas that brought about the adoption and implementation of the
United States Constitution.
SSUSH 5a
•Explain how weaknesses in the Article of Confederation
and Daniel Shay’s Rebellion led to call for a stronger
central government.
The Articles of
Confederation
Weaknesses
Weaknesses
•The Articles of
Confederation
•=
Consisted of =
only one
branch
of government: the legislative branch, or Congress. =
3;
<=
span
style=3D'font-size:71%'>•Congress carr=
ied out
the duties of both the legislative and executive branches.=
3;
<=
span
style=3D'font-size:71%'>•No national c=
ourt
system existed.
<=
span
style=3D'font-size:71%'>•Congress could
declare war and borrow money, but lacked the po=
wer to
tax.
Americans
generally agreed that their new nation should be a democracy, a=
=
government
by the people. Specifically,=
they
desired a republic,<=
/span>
a government run by the people through the=
ir
elected representatives.
Opposition to the Articles
![](3D"slide0031_image001.gif")
Econo=
mic
Problems
Huge amounts of public and private debt were
creating economic chaos in the=
new
republic. Many upper-class <=
/b>critics
of the Articles felt that this problem was due to citizens
having too much power in their state legislatures.
![](3D"slide0031_image002.gif")
Concerns About Weak Government
A group called the Nationalists felt that a we=
ak
national government could not =
keep
order. They argued that =
European
history had demonstrated that people were not naturally
wise enough to have so much power over their own
affairs.
Shays’ Rebellion
Causes of Shays’ Rebellion<=
/div>
•In order to h=
elp pay
off its large debts, Massachusetts passed the heaviest <=
span
style=3D'position:absolute;top:35.75%;left:9.73%;width:46.25%;height:3.5%'=
>direct tax ev=
er. This tax had to be paid in specie, gold or silver coin, rather than paper money.
=
•A group of fa=
rmers
led by Daniel Shays rebelled against these taxes in a crisis whic=
h came
to be known as Shays’
Rebellion.
•<=
span
lang=3DEN-US style=3D'font-size:57%;mso-ansi-language:EN-US'>Farmers drove=
off tax
collectors and forced courts to close when their <=
span
style=3D'position:absolute;top:69.25%;left:9.73%;width:42.69%;height:3.5%'=
>petitions were
rejected. Soon, open =
conflict rage=
d as
angry crowds rioted.
Effects of Shays’ Rebellion<=
/div>
•Congress had =
no money
to raise an army to counter Shays’ Rebellion. It also could no=
t force
states to pay for one.
•<=
span
lang=3DEN-US style=3D'font-size:57%;mso-ansi-language:EN-US'>The Massachus=
etts
state government raised an army that quieted the rebellion.
•However, Shay=
s’
Rebellion demonstrated to many prominent Americans that a stronger
national government was needed to avoid civil unrest.
SSUSH 5b
•Evaluate the major arguments of the a=
nti-Federalists
and Federalists during the debate on ratification of the
Constitution as put forth in the Federalist concerning form of
government, factions, check and balances, and the power of =
the
executive, inducing the roles of Alexander Hamilton and
James Madison.
The Federalist View
•For the Const=
itution
to become law, 9 out of the 13 states had to ratify, or approve, it. Spec=
ial
conventions called in each state would decide whether or not to r=
atify
the Constitution.
•Those who fav=
ored the
Constitution were called Federalists. The =
Federalists i=
ncluded
many Nationalists, such as George Washington, James Madison,=
and
Alexander Hamilton, who favored a strong national
government.
•To make their=
case
for the Constitution, the Federalists wrote a =
series of 85 =
essays,
collectively known as The Federalist. On=
e =
issue address=
ed in
these essays was that one powerful faction, or =
group concern=
ed only
with its own interests, could not control the =
government un=
der the
Constitution.
The Anti-Federalist View
•Those who opp=
osed the
Constitution were called anti-Federalists.=
Anti-Federalists b=
elieved
that the Federalists’ plan threatened state governments and the right=
s of
individuals.
•The anti-Fede=
ralists
included older revolutionary figures such as Patrick =
Henry, people=
in
isolated areas who had less need for a strong national =
government, a=
nd some
former Nationalists who wanted a national =
government bu=
t were
unhappy with the Constitution.
•According to =
the
anti-Federalists, a President would be too similar to a king, a figure whose
control American patriots had fought to escape. Anti-=
Federalists a=
lso
objected to the proposed federal court system.
•While the Fed=
eralists
feared the people more than government, the anti-Federalists f=
eared
government more than the people.
Why the Federalists Won
•The Federalists had several advantages over the
anti-Federalists. These included:
•=
•(3) The Federalists had an actual =
document and =
plan <=
span
lang=3DEN-US style=3D'font-size:57%;mso-ansi-language:EN-US'>which they co=
uld <=
span
lang=3DEN-US style=3D'font-size:57%;mso-ansi-language:EN-US'>defend. The a=
nti-=
Federalists h=
ad no <=
span
lang=3DEN-US style=3D'font-size:57%;mso-ansi-language:EN-US'>constructive =
plan of =
their own to =
offer.
•(4) The
Federalists had the support of =
George Washin=
gton, =
a respected <=
/span>=
Revolutionary=
War <=
span
lang=3DEN-US style=3D'font-size:57%;mso-ansi-language:EN-US'>hero.<=
/span>
•Delaware, New Jersey, and Connecticut quickly ratified the
Constitution. In June 1788, New Hampshire became the ninth and final st=
ate
needed to ratify the Constitution.
•(2) The Federalists were a united, well-<=
span
lang=3DEN-US style=3D'font-size:57%;mso-ansi-language:EN-US'>organized nat=
ional <=
span
lang=3DEN-US style=3D'font-size:57%;mso-ansi-language:EN-US'>group, while =
the <=
span
lang=3DEN-US style=3D'font-size:57%;mso-ansi-language:EN-US'>anti-Federali=
sts <=
span
lang=3DEN-US style=3D'font-size:57%;mso-ansi-language:EN-US'>tended to con=
sist of <=
span
lang=3DEN-US style=3D'font-size:57%;mso-ansi-language:EN-US'>local politic=
ians who
did
not coordinate their activities on a <=
span
lang=3DEN-US style=3D'font-size:57%;mso-ansi-language:EN-US'>national leve=
l.
•(1) The Federalists drew on the =
<=
span
lang=3DEN-US style=3D'font-size:57%;mso-ansi-language:EN-US'>widespread fe=
eling =
that the Arti=
cles of =
Confederation=
had <=
span
lang=3DEN-US style=3D'font-size:57%;mso-ansi-language:EN-US'>serious flaws=
.
SSUSH 5c
•Explain the key features of the
Constitution, specifically the Great Compromise, separation
of powers, limited government, and the issues of slavery=
.
Divisions at the Convention
The conventio=
n in
Philadelphia had been empowered only to amend, or =
revise, the A=
rticles
of Confederation, not to replace them.&nb=
sp;
However, two plans for a new national government emerged at the
convention.
•The Virginia Plan=
•<=
span
lang=3DEN-US style=3D'font-size:57%;mso-ansi-language:EN-US'>Proposed a bi=
cameral,
or two-house, =
national
legislature
•=
Each state wo=
uld send
representatives
in proportion to the number of its citizens.
<=
span
style=3D'font-size:57%;visibility:hidden'>•
•The New Jersey Pl=
an
•Proposed a
unicameral, or one- house, national legislature, and the creation of e=
xecutive
and judicial branches
<=
span
style=3D'font-size:57%'>•Each state wo=
uld send
the same number of representatives to the legislature.
Reaching Agreements
•In the Great Compromise, delegates agreed to create a legislative =
branch made u=
p of two
houses. One house, the Senat=
e,
would have the same number of representatives from each state. In the other house, =
the
House of Representatives, representation would be =
based on state
population.
•Another diffi=
cult
issue was whether or not to include enslaved persons when
determining a state’s population and therefore its representatio=
n. According to the Three-Fifths Compromise, three fifths of a state’s =
slave
population would be counted when determining representation=
.
=
•After further=
debate,
the convention approved the final draft of the United States
Constitution on September 17, 1787.
The strengths of the Constitution have help=
ed it
endure for more than 200 years.
Government Structure
Federal and State Powers
•The Constitution created a federal
system of government, in which =
power is shar=
ed among
state and national authorities.
•In a federal system of =
government, p=
owers
are divided into three categories:
–Some powers are reserved f=
or the states on=
ly.
–Others are delegated to th=
e federal gover=
nment
only.
–Still others, called concu=
rrent powers, are h=
eld by
both the federal government and state governments.
Separation of Federal Powers
•Within the fe=
deral
government, a separation of pow=
ers was created =
to prevent any o=
ne of
the three branches of government from acquiring too much power.&=
#13;•Each branch h=
as its
own area of authority, but no one branch has complete power over the government.&#=
13;•The Constitut=
ion also
set up a system of checks and balanc=
es, in which each branch h=
as the
power to check, or stop, the other branches in certain ways. This sy=
stem
prevents the misuse of power by any one branch.<=
/div>
Congress, the President, a=
nd the
Federal Courts
Federal Courts
Congress
<=
span
style=3D'font-size:57%'>•“Mak=
es the
law”
•Each of the t=
wo
houses of Congress was granted different powers. Each =
was also desi=
gned
with different methods of election and different =
term lengths,=
making
the House more receptive to public opinion and the Senate more
stable.
<=
span
style=3D'font-size:57%;visibility:hidden'>•
<=
span
style=3D'font-size:71%;color:#009999;mso-color-index:6;visibility:hidden'>=
•=
The President
=
•“Carries ou=
t the
law”
•The President=
would
be chosen by a group of electors from each state. The candidate =
with =
the majority =
of votes
in the electoral college, or group of =
=
electors, wou=
ld
become President. The President was granted enormous powers, <=
/span>including the=
power
to veto acts of Congress and to appoint judges for the
federal courts.
=
<=
span
lang=3DEN-US style=3D'font-size:57%;color:#009999;mso-color-index:6;mso-an=
si-language:
EN-US;mso-special-format:lastCR;display:none'>
•The Federal Court=
s
•=
“Int=
erpret
the law”
•=
The Constitut=
ion
calls for one Supreme Court and several <=
/span>lesser courts,
although the details of the federal court system were intentio=
nally
left vague. Supreme Court justices would be <=
/span>appointed for=
life by
the President with the consent of the Senate.
=
=
SSUSH 5d
•Analyze how the Bill of Rights serves=
as
a protector of individual and states’ rights.
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For and Against the Bill of Rights
For the Bill of Rights
•Many American=
s
believed that the national Constitution, like most state constitutions=
, should
include a clear declaration of the rights of the people.
=
•In September =
1789,
Congress proposed twelve constitutional amendments, largely drafte=
d by
James Madison and designed to protect citizens’ rights.=
3;=
•Ten of these
amendments were ratified by the states. These ten amendments be=
came
known as the Bill of Rights.Against the Bill of Rights
•Most Federali=
sts saw
no need for these amendments.
•These Federal=
ists
claimed that under the Constitution, the people and the
government were the same. Theref=
ore,
the people needed no additional statements to protect thei=
r rights.The Bill of Rights
![](3D"slide0016_image004.jpg")
![](3D"slide0016_image006.jpg")
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SSUSH 5e
•Explain the importance of the
Presidencies of George Washington and John Adams; include
the Whiskey Rebellion, non-intervention in Europe, and the development
of political parties (Alexander Hamilton).
Washington’s Government
•Washington kn=
ew that
during his first administration, or term of o=
ffice,
he and his officials were establishing precedents for how to
govern. A precedent is =
an act
or statement that becomes an example, rule, or tradition to =
be
followed.
•Washington wo=
rked to
establish a tone of dignity in his administration. The President held
regular receptions for government officials and was escorted by s=
oldiers
when he traveled. Although h=
e felt
that such pomp was necessary to command respect, others saw these
activities as reminiscent of a king and his court.
<=
/span>
John Adams as President
The XYZ Affair
•At the beginn=
ing of
the Adams administration, the United States was =
drifting towa=
rd war
with France.
•<=
span
lang=3DEN-US style=3D'font-size:64%;mso-ansi-language:EN-US'>The United St=
ates
sent officials to France to negotiate. These officials =
were met by t=
hree
secret agents: X, Y, and Z, who demanded a bribe and =
a loan to
France.
•<=
span
lang=3DEN-US style=3D'font-size:64%;mso-ansi-language:EN-US'>The U.S. offi=
cials
refused to pay the bribe and were met with public acclaim for t=
heir
patriotism upon their return home.
=
•This <=
span
lang=3DEN-US style=3D'font-size:64%;color:#333399;mso-color-index:5;mso-an=
si-language:
EN-US'>XYZ affair infuriated Americans, resulting in what amounted=
to an
undeclared
naval war with France.The Alien and Sedition Acts
•The Federalis=
ts took
advantage of the war crisis to push important new measures through
Congress. These included the =
Alien and Sedition Acts of 1798.
=
;•Under the Ali=
en Act,
the President could imprison or deport citizens of other <=
/span>countries liv=
ing in
the United States.
•<=
span
lang=3DEN-US style=3D'font-size:64%;mso-ansi-language:EN-US'>Under the Sed=
ition
Act, persons who wrote, published, or said anything
“false, scandalous, and malicious” against t=
he
American government could be fined or jailed.
Adams Loses Federalist Support
•Adams angered=
many
Federalists when he sought a peaceful solution to the undeclared na=
val war
with France. Federalists suc=
h as
Alexander Hamilton were in favor of a harsher policy toward France,
including a declaration of war.
=
•Adams entered=
the
election of 1800 with several disadvantages. First, =
when the Unit=
ed
States made peace with France, the Jeffersonian =
Republicans&#=
8217;
support for France became less of a rallying point for the <=
span
style=3D'position:absolute;top:53.0%;left:9.73%;width:99.81%;height:4.0%'>=
Federalists.<=
span
style=3D'mso-spacerun:yes'> Also, the unpopular Alien and Sed=
ition
Acts became even less justified without the threat of imminent war.
=
;=
•Adams’s=
bid for
re-election was further damaged when Aaron Burr, the Jeffersonian
Republican nominee for Vice President, obtained and printed a =
damaging pamp=
hlet
against Adams written by Hamilton.
<=
span
style=3D'font-size:56%;visibility:hidden'>•
The Whiskey Rebellion
•In western
Pennsylvania and other frontier areas, many people refused to pa=
y the
new tax on whiskey. In addit=
ion to
being a popular beverage, whiskey was one of the only products made out of corn that =
farmers
could transport to market without having it spoil.
=
•The resulting=
Whiskey Rebellion followed in the tradition of Shays’ Rebellion and
protests against the Stamp Act.
Rebels closed courts and attacked tax
collectors.
•President Was=
hington
and Secretary Hamilton saw the Whiskey Rebellion as an opportunit=
y to
demonstrate the power of the United States government. An army sent to the Pittsburgh ar=
ea
soon dissolved the rebellion, demonstrating the United States’ =
commitment to
enforcing its laws.
Political Parties Emerge
The Jeffersonian Republicans
•Two Assessment
A strong Federalist would have MOST LIKELY support=
ed
which of the follow=
ing?
<=
span
style=3D'font-size:63%'>A.The
Jeffersonian-Republicans
<=
span
style=3D'font-size:63%'>B.The
Article of Confederation
<=
span
style=3D'font-size:63%'>C.The
Bill of Rights
<=
span
style=3D'font-size:63%;color:red'>D.The Constitution prior to any amendments
Which of the original 13 colonies would have Most =
Likely
been supportive of the
Virginian Plan (large population state plan)?
<=
span
style=3D'font-size:63%'>A.Delaware
<=
span
style=3D'font-size:63%'>B.Rhode
Island
<=
span
style=3D'font-size:63%'>C.New
Hampshire
<=
span
style=3D'font-size:63%;color:red'>D.New York
Assessment
Use the quotation below to answer the following
question.
“Gentle=
men, I
believe, that this compromise presents the best possible solution <=
/span>to this dilemma. Since those in the North feel str=
ongly
that slaves are not citize=
ns and
therefore should not be counted in the population, while our Southern representatives feel just as adamantly th=
at
they should be, I see no ot=
her
solution.”
<=
/div>
The above quote is referring to which of the
following?
<=
span
style=3D'font-size:75%;color:red'>A.The Three-fifths compromise
<=
span
style=3D'font-size:75%'>B.The
Connecticut Plan
<=
span
style=3D'font-size:75%'>C.The
Slave Trade Compromise
<=
span
style=3D'font-size:75%'>D.The
Virginia Plan
SSUSH 6
•The student will analyze the nature o=
f =
territorial
and population growth and the impact of this growth in t=
he
early decades of the new nation.
SSUSH 6a
•Explain the Northwest Ordinance’=
;s importance
in the westward migration of Americans, and on slavery, public education,
and the addition of new states.
Northwest Ordinance
•<=
/span>The Northw=
est
Ordinance (formally An Ordinance for the Government of the =
Territory of the United States, North-West of t=
he
River Ohio, and also known as the Freedom
Ordinance) was an act of the United St=
ates . The Ordinance unanimously passed on
•<=
/span>Arguably the single most important piece of legisl=
ation
passed by members of the earlier
Continental Congresses other than the established the precedent by which the United Stat=
es
would expand westward across existing states.
•<=
/span>The banning of =
slavery in t=
he
territory had the effect of establishing the Ohio River as <=
span
style=3D'position:absolute;top:67.75%;left:9.73%;width:100.0%;height:3.5%'=
>the boundary between free and slave territory in t=
he
region between the
Education
Education
•Some American=
s began
to see education as a way to develop a rich and uniquely Americ=
an =
culture.
=
•Although some=
state constitutions=
called
for free public schools, few state governments provided them,=
=
and private a=
cademies
filled <=
span
style=3D'position:absolute;top:70.5%;left:9.73%;width:38.57%;height:4.5%'>=
the gap.SSUSH 6b
•Describe Jefferson’s diplomacy =
in
obtaining the Louisiana Purchase form France and <=
span
style=3D'position:absolute;top:38.5%;left:9.73%;width:91.01%;height:6.75%'=
>the
territory’s exploration by Lewis and Clark.
Jefferson’s Program in the West
Napoleon and the French
•
<=
span
style=3D'mso-special-format:nobullet;display:none'>•Jefferson sen=
t <=
span
lang=3DEN-US style=3D'font-size:56%;mso-ansi-language:EN-US'>James Monroe =
<=
span
lang=3DEN-US style=3D'font-size:56%;mso-ansi-language:EN-US'>and Robert <=
span
lang=3DEN-US style=3D'font-size:56%;mso-ansi-language:EN-US'>Livingston to=
<=
span
lang=3DEN-US style=3D'font-size:56%;mso-ansi-language:EN-US'>France to buy=
the <=
span
lang=3DEN-US style=3D'font-size:56%;mso-ansi-language:EN-US'>city of New <=
/span><=
span
lang=3DEN-US style=3D'font-size:56%;mso-ansi-language:EN-US'>Orleans.
=
•
The Louisiana Purchase
•
Napoleon offe=
red not just New =
Orleans, but =
the entire French=
claim of Louisiana =
instead. Monr=
oe and Livingsto=
n quickly offer=
ed $15 million for t=
he Louisiana Purchase.<=
span
lang=3DEN-US style=3D'font-size:56%;mso-ansi-language:EN-US'> The <=
/span>purchase dramatically =
increased the=
size of the United=
States and its natio=
nal debt. <=
/span>
The Lewis and Clark Expedition<=
/span>
•
<=
span
style=3D'mso-special-format:nobullet;display:none'>•Congress agre=
ed to fund an <=
span
lang=3DEN-US style=3D'font-size:56%;mso-ansi-language:EN-US'>expedition to=
explore the <=
/span> <=
span
lang=3DEN-US style=3D'font-size:56%;mso-ansi-language:EN-US'>Louisiana Purchase. The=
<=
span
lang=3DEN-US style=3D'font-size:56%;mso-ansi-language:EN-US'>two-year-long=
Lewis and Clark expedition was <=
/span>successful in=
<=
span
lang=3DEN-US style=3D'font-size:56%;mso-ansi-language:EN-US'>filling in ma=
ny of <=
span
lang=3DEN-US style=3D'font-size:56%;mso-ansi-language:EN-US'>the details o=
f <=
span
lang=3DEN-US style=3D'font-size:56%;mso-ansi-language:EN-US'>these vast la=
nds.
•The Land Act
=
;
•of 1800
•
<=
span
style=3D'mso-special-format:nobullet;display:none'>•Under the Lan=
d <=
span
lang=3DEN-US style=3D'font-size:56%;mso-ansi-language:EN-US'>Act of 1800, =
<=
span
lang=3DEN-US style=3D'font-size:56%;mso-ansi-language:EN-US'>Americans wer=
e <=
span
lang=3DEN-US style=3D'font-size:56%;mso-ansi-language:EN-US'>able to buy l=
and in the western <=
/span> territories i=
n small <=
span
lang=3DEN-US style=3D'font-size:56%;mso-ansi-language:EN-US'>parcels and o=
n <=
span
lang=3DEN-US style=3D'font-size:56%;mso-ansi-language:EN-US'>credit. This =
<=
span
lang=3DEN-US style=3D'font-size:56%;mso-ansi-language:EN-US'>encouraged th=
e <=
span
lang=3DEN-US style=3D'font-size:56%;mso-ansi-language:EN-US'>development o=
f the frontier.
SSUSH 6c
•Explain major reasons for the War of =
1812
and the war’s significance on the development
of a national identity.
War of 1812
•Many American=
s,
including members of Congress, blamed the =
British for o=
ngoing
frontier violence between Native Americans and white America=
ns.
=
•Anger toward =
Britain
increased due to the British practice of impressment, the act of f=
orcing
people into military service.
British ships regularly stopped American ships at sea and
removed men to serve in the British navy.
•President Jam=
es
Madison called for war with Britain, which <=
span
lang=3DEN-US style=3D'font-size:63%;mso-ansi-language:EN-US'>Congress
approved. The war that follo=
wed
became known as the War of 1812.
The War Ends
•New Englanders
suffered tremendous losses in trade during the war. In December 1814, they called a m=
eeting
known as the Hartford Convention to consider leaving the
nation. Instead, the =
=
convention ca=
lled for
constitutional amendments to increase New =
England’=
;s
political power.
•The War of 18=
12
officially ended on December 24, 1814, with the signing of th=
e Treaty of Ghent, which restored all old boundaries =
between the U=
nited
States and British territory in North America. The treaty did not, howeve=
r,
resolve many of the issues that had caused the war, such as the
British practice of impressment.
•Before news o=
f the
treaty reached the United States, General =
Andrew Jackso=
n won a
spectacular American victory against the British at the Battle of New Orleans. The victory raised morale and allowed Ameri=
cans to
end an unhappy war on a positive note.
SSUSH 6 d
•Describe the construction of the Eric
Canal, the rise of New York City, and the development
of the nation’s infrastructure.
Erie Canal
The Erie C=
anal (currently part of the canal in , River=
to Ocean=
. Although the canal was first proposed in 1699, i=
t was
not until 1798 that the
Niagara Canal Company was incorporated and commenced preparations for building. The first sec=
tion
of canal was comple=
ted in
1819, and the entire canal was opened on canal-boat displacement was 75 tons (68 tonnes). The Erie Canal was the first
transportation route f=
aster
than carts pulled by draft animals between the Eastern Seaboard of the wildernes=
s by about 95%. The Canal resulted in a massive population surge in we=
stern New York =
City as a port of trade.
Transportation and Communication=
Improvements in Transportation and Communicati=
on
Early- to Mid- 1800s
![](3D"slide0060_image023.gif")
Roads were needed for travel as well as to
transport goods, deliver the mail, and herd animals. Although many roads were poorly b=
uilt
or built by private companies, the Cumberland Road, today known as
U.S. Route 40, was built to last by the federal government.
Roads
![](3D"slide0060_image024.gif")
Rivers provided the country’s main
transportation. Robert
Fulton’s devel=
opment
of a commercially successful steamboat soon led to hundreds of =
steamboats transporting goods up and down Amer=
ican
rivers such as the Mississippi.
River Travel
![](3D"slide0060_image025.gif")
Since water was the cheapest way to transport
goods, American innovators built artificial waterways, or canals. The Erie Canal increased the sett=
lement
and
development of the Great Lakes region.
Canals
![](3D"slide0060_image026.gif")
Railroads, using the new steam locomotive, bec=
ame
even more efficient than canals.
The first American railroad, known as the Baltimore and Ohio (B&=
;O) line, was followed by thousands more miles of =
rail
track.
Railroads<=
/span>
![](3D"slide0060_image027.gif")
Improvements in the federal postal service,
combined with an increasing number of newspapers and magazines, provided a
national network of information exchange which helped tie together
different parts of the country.
Communication<=
/b>
![](3D"slide0060_image029.gif")
![](3D"slide0060_image031.jpg")
=
![](3D"slide0060_image033.jpg")
=
![](3D"slide0060_image035.jpg")
=
![](3D"slide0060_image037.gif")
=
Chapter 8, Section 1
The Growth of Cities
The Growth of Cities
•Many young pe=
ople
sought work in the cities, as the American population outgre=
w =
the available
farmland.
•<=
span
lang=3DEN-US style=3D'font-size:71%;mso-ansi-language:EN-US'>Population in=
large
cities such as New York City, Boston, and Philadelphia
skyrocketed. <=
span
style=3D'position:absolute;top:61.5%;left:9.73%;width:38.57%;height:4.5%'>=
Smaller citie=
s such
as Baltimore also saw a dramatic rise in population.=
SSUSH 6 e
•Describe the reasons for and importan=
ce
of the Monroe Doctrine.
Nationalism Abroad
•President Mon=
roe,
together with Secretary of State John Quincy Adams, began =
a new
approach to American foreign policy.
•One of Monroe=
’s
main goals was to ease tensions with Great Britain, =
which remaine=
d high
after the War of 1812.
=
•In 1817, the =
United
States and Great Britain signed the Rush-Bagot Agreement, wh=
ich
called on both nations to reduce the number of =
warships in t=
he Great
Lakes region. The following =
year,
the two countries set the northern border of the United States at 49˚
North latitude.
•Monroe was al=
so
concerned that other European countries, recovering from several ye=
ars of
warfare, would resume their efforts to colonize the Western
Hemisphere.
The Monroe Doctrine
In a speech on December 2, 1823, President Mon=
roe
established a policy that every President has since followed to some degree. The Monroe Doctrine
had four main =
=
parts:
The United States =
would not become =
involved in the =
internal affairs of European nations, =
nor would it take =
sides in wars =
among them.
The United States recognized the existing colonies and states in the Western <=
span
lang=3DEN-US style=3D'font-family:Arial;mso-ascii-font-family:Arial;mso-bi=
di-font-family:
Times;mso-hansi-font-family:Arial;font-size:89%;layout-flow:vertical;
mso-ansi-language:EN-US'>Hemisphere and would not interfere with them.
Any attempt by a European power to <=
span
lang=3DEN-US style=3D'font-family:Arial;mso-ascii-font-family:Arial;mso-bi=
di-font-family:
Times;mso-hansi-font-family:Arial;font-size:89%;layout-flow:vertical;
mso-ansi-language:EN-US'>take control of any <=
span
lang=3DEN-US style=3D'font-family:Arial;mso-ascii-font-family:Arial;mso-bi=
di-font-family:
Times;mso-hansi-font-family:Arial;font-size:89%;layout-flow:vertical;
mso-ansi-language:EN-US'>nation in the <=
span
lang=3DEN-US style=3D'font-family:Arial;mso-ascii-font-family:Arial;mso-bi=
di-font-family:
Times;mso-hansi-font-family:Arial;font-size:89%;layout-flow:vertical;
mso-ansi-language:EN-US'>Western Hemisphere would <=
span
lang=3DEN-US style=3D'font-family:Arial;mso-ascii-font-family:Arial;mso-bi=
di-font-family:
Times;mso-hansi-font-family:Arial;font-size:89%;layout-flow:vertical;
mso-ansi-language:EN-US'>be viewed as a <=
span
lang=3DEN-US style=3D'font-family:Arial;mso-ascii-font-family:Arial;mso-bi=
di-font-family:
Times;mso-hansi-font-family:Arial;font-size:89%;layout-flow:vertical;
mso-ansi-language:EN-US'>hostile action <=
span
lang=3DEN-US style=3D'font-family:Arial;mso-ascii-font-family:Arial;mso-bi=
di-font-family:
Times;mso-hansi-font-family:Arial;font-size:89%;layout-flow:vertical;
mso-ansi-language:EN-US'>toward the United <=
span
lang=3DEN-US style=3D'font-family:Arial;mso-ascii-font-family:Arial;mso-bi=
di-font-family:
Times;mso-hansi-font-family:Arial;font-size:89%;layout-flow:vertical;
mso-ansi-language:EN-US'>States.
The United States =
would not permit =
any further =
colonization of =
the Western =
Hemisphere.
Assessment
Read the quote below and answer the following
question.
•“ The position of the United States if quiet
clear. If any foreign power attempts
to claim territory in the Americas, this nation will view such action as an act of aggression. No longer is =
this
hemisphere a land to be conqu=
ered
by European tyrants?
=
; &n=
bsp; =
; &n=
bsp; =
; &n=
bsp;
US Public Official, 1820
The above quote is MOST LIKELY referring to
<=
span
style=3D'font-size:63%'>A.The
Declaration of Independence
<=
span
style=3D'font-size:63%'>B.The
Missouri Compromise
<=
span
style=3D'font-size:63%;color:red'>C.The Monroe Doctrine
<=
span
style=3D'font-size:63%'>D. Manifest Destiny
<=
span
style=3D'font-size:63%;visibility:hidden'>E.
Assessment
Look at at the chart and answer= the following question.
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Slide 1
• Whitney used =
his idea
to manufacture guns. Oth=
er inventors lat=
er
perfected the strategy, bringing the concept of interchang=
eable
parts to other industries.
• In 1794, Whit=
ney
gained a patent on the cotton=
gin, a
license from the government giving him the sole right to=
make,
use, and sell an invention for a period of time.
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Slide 1
Look at at the chart and answer= the following question.
Louis and Clark Expedition =
;
led to the rapid migration of settlers to
=
; &n=
bsp; =
; &n=
bsp; =
;
the Pacific Northwest
War of 1812 =
; &n=
bsp; =
;
X
Louisiana Purchase =
; &n=
bsp;
turning point for the US as it began
=
; &n=
bsp; =
; &n=
bsp; =
;
pursue prosperity within its own
=
; &n=
bsp; =
; &n=
bsp; =
;
borders
Monroe Doctrine =
; &n=
bsp; =
;
the US declared no tolerance for
=
; &n=
bsp; =
; &n=
bsp; =
;
European Intervention
What goes where the X is?
<=
span
style=3D'font-size:50%'>A.Allowed
Native Americans to have their land black
<=
span
style=3D'font-size:50%'>B.Gave
more control of the United States to Britain
<=
span
style=3D'font-size:50%;color:red'>C.Helped the US produce a stronger sense of national identity
=
;
<=
span
style=3D'font-size:50%'>D.Great
Britain defeated the US at Fort McHenry
Assessment
•By roug=
hly
doubling the size of the United States, it opened the way to western expansion and meant that the US=
did not have to depend as heavily on imports from =
other nations. What was it?
A.The Gadsden Purchase
B.The Northwest Ordinance of 1785
=
C.The Louisiana Purchase
D.The Missouri Compromise
SSUSH 7
•Student will explain the process of
economic growth, its regional. And national impact in <=
/span>=
the
first half of the 19th century, and the different
responses to it.
SSUSH 7a
•Explain the impact of the Industrial =
Revolution
as see in Eli Whitney’s invention of the cotton gin
and his development of interchangeable parts for =
muskets.
Eli Whitney’s Inventions
•Interchangeable
Parts
•New England i=
nventor
Eli Whitney implemented the idea of manufacturing interchangeable parts, in which all parts needed to make a=
product are m=
ade to
an exact standard.
•The Cotton Gin=
3;
<=
span
style=3D'font-size:64%'>•Whitney also =
devised
the cotton gin, a machine th=
at
separates the seeds from raw cotton.
<=
span
style=3D'font-size:64%'>•The cotton gin
increased the amount of cotton that farmers could produce=
, with
many far-ranging effects. Farm=
ers
sought new land to farm as well as more enslaved Africans to work =
on these lands.<=
/span>
SSUSH 7b
•Describe the westward growth of the
United States; include the emerging concept of Manifest
Destiny.
Bound for the Pacific
•Some Americans
believed that it was their nation’s manifest destiny=
,
or obvious or undeniable fate, to extend its reach from the Atlantic to
the Pacific.
•Several Native
American groups had lived in the Oregon Country, the area =
that stretche=
d from
northern California to the southern border of Alaska, for =
centuries. White settlers known as mountain men began trading with these Native Americans in the la=
te
1700s.
•The United States, Great
Britain, Russia, and Spain all claimed rights to the =
Oregon Countr=
y. Russia and Spain soon gave up the=
ir
claims, and the United States and Great Britain agreed to joint
occupation of the area.
•Wagon trains =
brought
thousands of pioneers along the Oregon Trail, the <=
/span>main route ac=
ross the
central plains and the Rocky Mountains. The Oregon Trail took se=
ttlers
through mountain passes, low spots that allow trav=
elers
to cross over to the other side of a mountain range.
• Traders trave=
led
along the Santa Fe Trail to Santa Fe, New Mexico.
<=
span
style=3D'font-size:56%;visibility:hidden'>•
SSUSH 7c
•Describe reform movements, specifical=
ly =
temperance,
abolitionism, and public school.
The Temperance Movement
•The most wide=
spread
social reform movement during the early 1800s was the tem=
perance
movement, an organized campaign to eliminate alc=
ohol
consumption.
•Temperance re=
formers
opposed alcohol consumption, arguing that it <=
span
lang=3DEN-US style=3D'font-size:63%;mso-ansi-language:EN-US'>threatened fa=
mily
life and caused employee absenteeism.
•Members of the
movement encouraged people to take pledges of abstinence, or refraining from doing something, in this case drinking <=
/span>alcohol. They also worked for political ch=
ange
to ban the sale of alcohol.
•Some states,
beginning with Maine in 1851, passed laws banning the manufactu=
re and
sale of alcoholic beverages.
However, protests soon led to the lax enforcement or the
repeal of most of these laws.
Public Education
Desire for Pub=
lic
Education
Beginning in the 1820s, many working-class and
middle-class Americans demanded tax-supported public schools. They felt that a democracy requir=
ed
citizens who were literate, informed, and morally upright.
Emergence
of Public Education
Opposition Vie=
ws
Others did not want their tax money to support
schools. Many rural families
depended on their child=
ren’s
labor and did not want them to be required to attend school.
Horace Mann
Horace Mann helped Massachusetts pioneer school
reform, encouraging other states to do the same.
He also established the grade level system, consistent curricula, a=
nd
teacher training progr=
ams.
Moral Educatio=
n
Early public education was designed to teach
Protestant moral values as well as reading and =
other skills.=
Students learned thrift, obedience, honesty, and temperance from bo=
oks
such as Mc=
Guffey’s
Readers.
The Limits to
Reform
African Americans and girls often did not have=
the
same opportunity to attend school that white <=
span
lang=3DEN-US style=3D'font-family:Arial;mso-ascii-font-family:Arial;mso-bi=
di-font-family:
Times;mso-hansi-font-family:Arial;font-size:78%;layout-flow:vertical;
mso-ansi-language:EN-US'>boys did.&nbs=
p;
When African Americans did attend schools, they were often segregated, or separated =
according to their race.
SSUSH 7d
•Explain
women’s effort to gain suffrage; include Elizabeth Cady Stanton and the Seneca Falls Conference.
A Women’s Rights Movement
•American women delegates to the first World Anti-Slavery Conventi=
on in
London, England,
in 1840 were outraged when the convention voted to prohibit women from =
participating.
<=
/span>•Two of these women, Lucretia Mott and Elizabeth Cady St=
anton, turned their anger into action. In 1848, they organized their own convention on womenR=
17;s
rights.
The Seneca Falls Convention
•The womenR=
17;s
rights convention that Mott and Stanton organized, called the Sen=
eca
Falls Convention, was the first of its kind=
in
United States history.
•At the conven=
tion,
Stanton read her Declaration of Sentiments, a document =
which echoed =
the
language of the Declaration of Independence.
=
•The conventio=
n passed
12 resolutions, including a controversial one calling <=
span
lang=3DEN-US style=3D'font-size:56%;mso-ansi-language:EN-US'>for suffrage, or the right to vote, for women.&=
nbsp;
Women opposed to suffrage argued that women should u=
se
their influence only within their homes.
•No African Am=
erican
woman attended the convention.
Although many found the abolitionist movement to be a more pres=
sing
concern, some, including Sojourner Truth, were active in the
women’s movement as well.
SSHSH 7e
•Explain the Jacksonian Democracy, expanding
suffrage, the rise of popular political culture, and the
development of American nationalism.
Two New Parties Face Off
•The American Syst=
em
and the National Republicans
<=
span
style=3D'position:absolute;top:34.0%;left:9.73%;width:44.0%;height:4.0%'><=
span
style=3D'font-size:75%'>•Adams and Clay pushed for laws =
authorizing t=
he
federal construction of roads, canals, bridges, and other public =
=
improvements.=
<=
span
style=3D'position:absolute;top:54.75%;left:9.73%;width:44.19%;height:4.0%'=
>•Supporters of Andrew Jackson in Congress bloc=
ked such
plans at every turn.
<=
span
style=3D'position:absolute;top:67.5%;left:9.73%;width:41.01%;height:4.0%'>=
•Supporters of Adams and Clay =
began calling
themselves the Adams Party or National =
Republicans, =
later to
be known as Whigs.
Jackson and the Election of 1828
•Supporters of=
Andrew
Jackson called themselves Jacksonians or Democratic Republicans.=
Historians now call them <=
/span>Jacksonian
Democrats.
•<=
span
lang=3DEN-US style=3D'font-size:71%;mso-ansi-language:EN-US'>Jackson won t=
he
presidential election of 1828 by a large margin.
•Many men who did not own =
pro=
perty
were allowed to vote for the first time. These voters