14.3 “Era of Good Feelings” and “Age of Jackson” Review Standards • 8.4.2 Explain the policy significance of famous speeches (e.g., Washington’s Farewell Address, Jefferson’s Inaugural Address, and John Q. Adams’s Fourth of July 1821 Address). • 8.4.3 Analyze the rise of capitalism and the economic problems and conflicts that accompanied it. (e.g., Jackson’s opposition to the National Bank; early decisions of the U.S. Supreme Court that reinforced the sanctity of contracts and a capitalist economic system of law). Standards cont. • 8.5.2 Know the changing boundaries of the United States and describe the relationships the country had with its neighbors (current Mexico and Canada) and Europe, including the influence of the Monroe Doctrine, and how those relationships influenced westward expansion and the Mexican-American War. • 8.6.2 Outline the physical obstacles to and the economic and political factors involved in building a network of roads, canals, and railroads (e.g., Henry Clay’s American System). Standards cont. • 8.8.1 Discuss the election of Andrew Jackson as president in 1828, the importance of Jacksonian democracy, and his actions as president (e.g., the spoils system, veto of the National Bank, policy of Indian removal, and opposition to the Supreme Court). • 8.8.2 Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees’ “Trail of Tears” settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades. Essential Questions 1. How was the power of the federal government strengthened during the Era of Good Feeling? 2. How did U.S. foreign affairs reflect new national confidence? 3. How did the people gain more power during the Age of Jackson? 4. Why did Jackson use force to remove Indians from the Southeast? 5. How did old issues take a new shape in the conflict over a national bank and tariffs? Video Review • Pay attention while watching the video and keep in mind these key words: -Nationalism -Monroe Doctrine -Suffrage -Second Bank of the US -State’s Rights -Nullification Video Questions 1. How does the Monroe Doctrine reflect the feeling of optimism present in the 1820’s? Answer: • Greater sense of nationalism and patriotism led to the U.S. to declare the Monroe Doctrine to the European powers. • Monroe Doctrine warned European power to not interfere with Latin America. 2. What policies showed Andrew Jackson’s concern for ordinary people? Answer: • Increased suffrage (right to vote) and the veto of the Second Bank of the U.S., which he felt favored the wealthy. 2nd Video Review • Pay attention while watching the videos and keep in mind these key words: -Cherokee Nation -Indian Removal Act -Trail of Tears Video Questions • 1. How did the Cherokees change their lives and society to try to adapt to the ways of White Americans? Answers: • They began to farm and live in log cabins, and they form a government similar to the U.S. with a constitution. 2. Is the name “Trail of Tears” appropriate for the Cherokees’ journey west? Why or Why not? Answer: Most would say yes. The Cherokee were force to leave their ancestral lands and many died on the trip to the Indian Territory (Oklahoma). Primary Source and Questions • Read the primary source on textbook pg. 627 and answer questions pertaining to the reading. It reviews an outsider’s view of American democracy during the Age of Jackson. • Before you start to read: -Review the questions. -Review the vocabulary builder. -Read the background information. -Read the primary source. -Answer the questions. Questions and Answers 1. According to Tocqueville, who controls the American government? Answer: The people control the government in the USA. “the people…make the law…form the jury…name their representatives…who direct…” 2. How does Tocqueville’s view of American government fit what you have learned about the Jackson era? Answer: Increased suffrage increased involvement of everyday people in government, from voting and holding office. “…citizens who, either by taste or by interest, sincerely desire the good of the country.” 3. How does Tocqueville describe what he sees as the typical American? What people today might fit Tocqueville’s description? Answer: The typical American is an innovator (someone who sees and creates in new ways). Anyone who is successful in any field, for example in business or economics, the arts, and politics. Pop Quiz • Number your notebook 1-5. • After viewing a political cartoon, name the main concept it is representing. • I want to improve the economic of the United States by doing these three things. -Support the National Bank. -Have a protective tariff. -Improve infrastructure. Answers 1. Henry Clay’s American System 2. Supreme Court case, Gibbons v. Ogden, Which stated that only the federal government can regulate interstate trade. 3. Monroe Doctrine, warned European power not to reestablish colonies in Latin America. 4. Spoils System. 5. Indian Removal Act or Trail of Tears. Comic Strips (Score of 4) • Main Heading • Four Frames, each frame must be: -Labeled -Outlined in pen. -Colored illustration. -Bubble writing or description. • Heading in the back. -Full Name -Period -Date Comic Strip Topics • Supreme Court Cases -Dartmouth v. Woodward -McCulloch v. Maryland -Gibbons v. Ogden -Worcester v. Georgia • Andrew Jackson’s Presidency -Increased Suffrage -Spoils System -Veto of the National Bank -Nullification • Indian Removal -Cherokee Nation -Seqouyah -Indian Removal Act 1830 -Trail of Tears • Henry Clay’s American System -Dumping -Protective Tariff -National Bank -Infrastructure • Monroe Doctrine -Adams-Onis Treaty -Adams July 4, 1821 speech -Independence of Mexico, Central, and South America -Monroe Doctrine Study Guide pg. 108 • Copy down and complete the study guide on page 108. The study guide reviews the main concepts of the unit. • Use your notebooks starting on pg. 11.1 or textbook pages 214241. Test Review Questions • For your test review: • To receive full credit for the test review, create 18 test questions with answers. • Use the standards and notes (starts on page 11.1 in your notebook) to create your questions. • You need to have at least three questions for each standard. • It is due the same day of the test which is scheduled for Oct. 31, 2012. • Good Luck.