APUSH Unit 4 Test PDF

Chapter 11 Study Guide: Jacksonian Democracy I. Democracy Spreads A. Democracy (rule by the people) increased substantially from 1800 to 1830 1. Most states removed property and taxpayer qualifications for voting 2. People given a greater incentive to participate in pol...

Chapter 11 Study Guide: Jacksonian Democracy I. Democracy Spreads A. Democracy (rule by the people) increased substantially from 1800 to 1830 1. Most states removed property and taxpayer qualifications for voting 2. People given a greater incentive to participate in politics and elections a. State political parties given power to choose presidential candidates b. Voters directly elect Presidential Electors c. Political campaigns develop to reach out to average voters d. Spoils system begins 1) Those elected reward those who supported them with jobs 2) Provides an incentive to participate in campaigns 3. Overall, there is increased confidence in the abilities of the “Common Man” B. By 1830 voting rights are extended to virtually all white males II. Election of Andrew Jackson A. Personal Background 1. Grew up as poor orphan 2. Became national hero after Battle of New Orleans 3. Battled Indians in Southeast as head of Tennessee militia B. Election of 1824 1. Jackson received most popular and electoral votes, but not a majority 2. House decided election and gave it to JQ Adams after Clay threw his support to Adams 3. Jackson and supporters called it the “Corrupt Bargain” 4. Jackson almost immediately begins campaigning for 1828 election C. Election of 1828 1. Jackson runs highly energized and modern campaign—rallies, songs, slogans, etc. 2. Portrays himself as “Common Man” 3. Jackson’s personality very appealing to people when compared to JQ Adams 4. “All Creation Going To The White House”—painting that captures the spirit of Jackson as the champion of the common man D. Jackson’s Philosophy 1. The President was the protector of common people against the influence of the elite 2. The President should use veto power against anything he felt was wrong (not just unconstitutional) 3. Career government officials should be thrown out and replaced by president’s own men (spoils system) 4. Anything that helped the privileged and hurt the common man (like the National Bank) should be destroyed 5. Personal loyalty was absolutely essential 6. The Union was sacred III. Jackson vs. the Bank of the United States II A. History and Purpose of the Bank of the United States (BUS) 1. Established in 1791 by Alexander Hamilton; charter renewed in 1816 2. Printed paper money and gave out loans; managed the credit system for the country [it is important to have an appropriate amount of money/credit in circulation; too much = inflation; too little = recession]  B. Opposition to BUS 1. Bank had extended too much credit for buying land; resulted in Panic of 1819 2. After Panic of 1819 many people began to distrust the Bank 3. Bank president Nicholas Biddle came from elite, wealthy family; distrusted by common people 4. Many people felt the bank only benefitted the rich at the expense of everyone else 5. Jackson hated it for this reason, and because it was a semi-private institution beyond the control of the government C. Re-Chartering the Bank and the Election of 1832 1. Henry Clay proposed re-chartering the bank early in order to make it an election issue 2. Jackson vetoed the bank re-chartering bill 3. Jackson’s veto message was reprinted, and he was hailed as hero of common man 4. Jackson crushed Clay in the election of 1832 D. Jackson vs. Biddle 1. Biddle caused financial crisis to show need for BUS 2. Jackson decided to kill BUS early by withdrawing all U.S. gov. funds 3. Jackson deposited these funds in state banks, which were mocked as his ‘pet banks’ E. Panic of 1837 1. Pet Banks began printing huge amounts of paper money, causing massive inflation 2. Jackson issued Specie Circular—all land had to be purchased with gold or silver (specie) 3. Panic of 1837 (depression) resulted; luckily for Jackson his term ended in 1836 4. It was left to President van Buren to clean up Jackson’s economic mess IV. Indian Removal A. Background 1. Tribes of Southeast (Georgia, Alabama, Mississippi, Tennessee) under enormous pressure to give up land 2. War of 1812 fueled in part by desire eliminate Indians from frontier 3. U.S. victory in War of 1812 cleared way for Indian removal 4. Jackson was committed to Indian removal a. Had spent much of his life fighting Indians b. Believed strongly that Indians and whites could not co-exist B. Cherokees 1. Had extensive land claims, mostly in Georgia 2. Were one of the “civilized” tribes—had their own written language C. The Legal Battle 1. Georgia passed a law that all Cherokee land was open for white settlement 2. Cherokees sued Georgia in Worcester v. Georgia a. Marshall court ruled that Georgia had no authority over the Cherokee b. Jackson refused to enforce Supreme Court ruling 3. Indian Removal Act a. U.S. Government gave tribes land in west in exchange for land in east b. Was supposed to be voluntary, but with Jackson’s re-election in 1832 it became mandatory D. Trail of Tears  1. 1838—the Cherokees forced to walk 800 miles to new home in Oklahoma 2. 4,000 Cherokees died along the way V. Growing Sectionalism A. Slavery 1. Spread of cotton production meant spread of slavery 2. Balance between slave and free states is constant issue with westward expansion a. Northerners increasingly critical of slavery’s spread b. Southerners increasingly defensive of slavery’s necessity B. Tariff 1. Tax on imports 2. Before 1816 tariffs were used primarily for revenue purposes; after 1816 they are increasingly used to protect northern manufacturing from foreign competition 3. Debate a. Northerners supported tariff because it protected their new industries b. Southerners opposed tariffs because it made their purchases more expensive and hurt cotton exports VII. The Nullification Crisis A. Cause 1. In 1828 Congress passed the highest tariff ever 2. Southerners called it the Tariff of Abominations B. John C. Calhoun: The South Carolina Exposition and Protest (paper) 1. Tariff was illegal because it was designed to help one section of the country, not raise revenue 2. South had no way to defend itself against tyranny of North 3. If federal government abused its power, the state must intervene a) called Theory of Interposition (state would interpose itself between citizens and abusive national government) b) same argument as in Kentucky and Virginia Resolutions C. Hayne/Webster Debate 1. Most famous debate over the nature of the Union 2. Hayne—Union was compact among states 3. Webster—Union as a compact among the people D. South Carolina Takes Action 1. 1832--Order of Nullification passed by South Carolina legislature 2. Tariff was null and void in state of South Carolina E. Jackson Takes Action 1. Jackson despised Calhoun so South Carolina’s actions were personal 2. Jackson had allowed Georgia to defy federal law (in the case of Worcester v. Georgia) but that was because he approved of Georgia’s actions; that was not the case with South Carolina 2. Jackson passed Force Bill—gave him power to collect tariff with army F. Compromise 1. Engineered by Henry Clay 2. Tariff would be reduced to acceptable level VIII. Rise of a New Two Party System A. Whig Party  1. Common characteristic—all hated Jackson 2. Took their name from the British party that opposed the power of a tyrant king 3. Members a. National Republicans 1) wanted strong federal government 2) supported Henry Clay’s “American System” a. national road and canal building b. protective tariff c. national bank 3) came mostly from New England/northern manufacturers b. States’ Rights Southerners 1) opposed a stronger national government 2) wanted lower tariffs and protections for slavery c. Northern Abolitionists 1) opposed the spread of slavery in the territories 4. Diversity of members was a huge problem for party unity; once Jackson is out of office Whigs have nothing to unite them B. Democratic Party 1. Wanted a weak federal government and strong state governments 2. Believed country had strayed too far from Jefferson’s original ideal 3. Took their name from ‘democracy’—rule by the people 4. Platform a. Democracy expanded to all white men b. Power of the president should be expanded (more vetos) c. Manifest destiny—Americans should settle the West d. Strict interpretation of the Constitution e. no government intervention in the economy (no National Bank) IX. Mid-Century Elections A. 1836 1. Whigs a. Candidates: 1) West—William Henry Harrison 2) South—Hugh Lawson White 3) New England—Daniel Webster 4) South Carolina—Willie Mangum b. Platform—divide the Democrats by running regional candidates 2. Democrats a. Candidate: Martin van Buren (had been Jackson’s VP) b. Platform-- continue Jackson’s policies 3. Van Buren won, mostly because of his association with the still popular Jackson B. 1840 1. Whigs a. Candidate: William Henry Harrison  b. Platform 1) Harrison was common man 2) Harrison was military hero 3) Clay’s “American System” 2. Democrats a. Candidate: Martin van Buren b. Platform-- continue Jackson’s policies 3. This election was the first in which both candidates used modern campaign techniques 4. Harrison won, because the Panic of 1837 had turned many against the economic policies of Jackson/van Buren X. The Strange Presidency of John Tyler A. Harrison died only 31 days after taking office B. Tyler was a Whig, but vetoed the legislation passed by the Whig Congress, including for Clay’s ‘National System’ and for a new National Bank C. The Whigs kicked the president out of their party Chapter 12 Study Guide: Reforming America I. Religious Inspiration For Reform A. Second Great Awakening--religious revivals among Protestants. 1. Rejection of Calvinism in that salvation was open to all and a matter of choice. People could control their own destiny. 2. Swept America as with same fervor of First Great Awakening 3. Need to reform individual behavior as path to reform society. 4. Biggest impact among women. Improvement of society’s wrongs gave women more status and purpose. 5. Frontier revivals featured emotional appeals and provided social meetings for settlers. Burnt Over Region of western New York State was birthplace. B. New religious groups formed as instruments of reform 1. Utopian/Perfectionist societies created in reaction to urban growth and industrialization. Emphasis on community, withdrawal from traditional society and need to create a new society. 2. Shakers--socially radical. Abolished families, practiced celibacy, full equality between sexes. Founded by Anne Lee, who was convinced she was the second coming of Christ. 3. Mormons--Organized by Joseph Smith in 1830 as a cooperative theocracy with himself as the Prophet. Because of persecution, Smith and his followers moved from New York to Ohio to Missouri to Illinois, where he was murdered. Succeeded by Brigham Young, who led migration to Utah. 4. Millennialism – Millerites. Believed that Bible indicated that the world was coming to an end soon (October, 1844). Focus on Second Coming of Christ. 5. Oneida Community - John Humphrey Noyes. Belief in complex marriage. Sharing of family and economic tasks shared equally between men and women. Children raised communally. 6. Unitarianism based on combination of Bible and reason to find truth.  Universalism based on belief that human nature was innately good and that truth was combination of Bible and scientific inquiry. II. Non-Religious Utopian Communities A. New Harmony, Indiana. 1825. Socialist center founded by Robert Owen to be self- sufficient and existing without currency. Failed after several years. Purpose of labor was to produce leisure time for self-improvement. B. Brook Farm. Based on Transcendentalism, rejecting society's standards and Enlightenment thought, emphasizing individualism and the role of nature in determining truth and morality rather than human institutions. Famous contributors: Emerson, Thoreau, Hawthorne, Melville. III. Other Areas of Early Social Reform A. Temperance—abolition of alcohol. Was the most successful of all the reform movements. Women’s Christian Temperance Union Movement was leading advocate of reform. Often argued in terms of need to protect family from alcoholism by men. Led by women but supported by factory owners who had massive absenteeism on Mondays. Maine Law created first state prohibition of the manufacture and distribution of alcohol. “Take-the Pledge” Movement prompted families to pledge sobriety. B. Education--compulsory education in every state by 1860. Education was the great equalizer. Led by Horace Mann who secularized the curriculum and made it more practical to train citizens. State effort rather than national government. Samuel Gridley Howe instituted reform of education for blind Thomas Gallaudet for deaf. C. Women's Rights--women were considered inferior to men and not allowed to obtain higher education, vote, or control their own property. Attacked “Cult of Domesticity” or Cult of True Womanhood (“Separate Spheres”). Women’s rights movement grew out of abolition movement. 1) Grimke Sisters (1838) began with abolitionism, then turned to attacking the subordinate position of women. Similarities to position of slaves noted. 2. Susan B. Anthony, Lucretia Mott, Elizabeth Cady Stanton—all leading advocates of women’s rights 3. Seneca Falls Convention and Declaration of Sentiments (1848) — Meeting of women activists that led to a statement of women's mistreatment by men and goals for reform. 4. Margaret Fuller. Women in the Nineteenth Century. The concept of the Great Radical Dualism held that gender roles were cultural more than biological. 5. Improvement made possible by: a) Democratic spirit of Jacksonian period, which caused reformers to call for women's suffrage b) Industrial revolution demonstrated to women that they could enter occupations c) Reform movements, where women could crusade equally with men. D. Abolitionism 1. American Colonization Society formed (1816) to gradually emancipate blacks and settle them in Africa. 2. Abolitionism rose in the 1830s with an emphasis on racial equality. Intent on freeing, and then educating blacks.  a) William Lloyd Garrison editor of The Liberator demanded immediate, uncompensated abolition. Helped found New England (later American) Anti-Slavery Society. b) Theodore Weld worked for gradual emancipation through religious conversion. Used Oberlin College as training ground for abolitionists. Organized abolitionists smuggled 2,000 slaves a year out of the South to Canada (using Underground Railroad) and deluged Congress with petitions despite the gag rule (1836) which forbid the discussion of slavery in Congress. c) Liberty Party formed (first anti-slavery political party in America) d) Leading black abolitionists: David Walker (first prominent black abolitionist, Frederick Douglas (escaped slave who wrote autobiography), Harriet Tubman (conductor on Underground Railroad) E. Humane Treatment of Individuals 1) Dorothea Dix investigated and reported treatment of insane and led to creation of asylum system. 2) Legal code reforms a) Reduction in crimes punishable by death b) Abolishing of public hangings in many states c) Abandoning flogging and other cruel punishments 3) Prison reform--rehabilitation of criminals attempted to counter the tendency of prisons to create more hardened criminals. Auburn/Philadelphia System created Penitentiary System based on New facilities Work/Teaching of skill or trade Solitary Confinement Religion I. The Economics of Slavery A. Slavery in the North 1. Had been abolished everywhere by about 1800 2. Was forbidden in Old Northwest (today’s Midwest) by Northwest Ordinance of 1787 3. Reasons for demise a. Geographic 1) region not suited for large-scale plantation agriculture 2) region not suited for cotton or tobacco production b. Economic 1) ports, large cities, transportation network, rivers (for power and shipping), available capital, immigrant population all made northern industry grow tremendously 2) slavery was incompatible with industry c. Philosophic 1) Northern abolition movement (started by Quakers) growing 2) Slavery increasingly viewed as a moral wrong B. The Expansion of Slavery in the South and West 1. Slavery Expands With America a. Louisiana Purchase 1) Slavery forbidden in territory North of 36/30 line by Missouri Compromise (1820)  2) Compromise thrown out by Dred Scott decision 3) Eventually produced the slave states of Louisiana, Arkansas, Missouri, and Kansas b. Pinkney’s Treaty with Spain 1) Secured areas of Georgia, Alabama, and Mississippi 2) These would become prime cotton lands and have large slave populations c. War of 1812 and Indian Removal Act of 1830 1) Allowed the U.S. to wage war against southeastern tribes 2) Tribal lands were used for cotton production d. Adams-Onis Treaty 1) Gave U.S. Florida and southern Alabama and Mississippi 2) new territory was well-suited for cotton production 2. King Cotton a. Eli Whitney’s cotton gin made greenseed (upland) cotton profitable in most of the South b. Cotton Belt extended from North Carolina to Texas c. Since there was rich soil that was optimal for cotton production, this area also known as ‘Black Belt’ d. By 1840 cotton accounted for over half of all U.S. exports II. Life for Slaves A. Ownership Patterns 1. Most southerners did not own slaves 2. Southerners who did own slaves typically owned five or less (there were few significantly large plantations with over 50 slaves) 3. Highest percentage of slaves lived in Deep South B. Daily Life 1. Most slaves worked in export agriculture, primarily cotton (and to a lesser extent tobacco and rice) 2. Field work was backbreaking and tedious, and was generally done from sun-up to sun-down 3. Marriages had no legal standing, and families could be separated at any time 4. Masters had almost complete control over slaves’ lives D. Forms of Resistance 1. Refusing to work 2. Breaking equipment 3. Running away a. Underground Railroad was route to freedom in the North b. Only an infinitely small percentage of slaves escaped to freedom 4. Rebelling a. Gabriel Prosser (1800: Richmond, VA)—no actual revolt, but many slaves executed b. Denmark Vessy (1822: Charleston, SC)—no actual revolt, but many slaves executed c. Nat Turner (1831: Virginia)—about 60 whites killed before slave uprising was crushed III. The Hardening of the Slave System A. Southern Defense of Slavery  1. Transformation of the Southern Defense a. Jefferson had called it a ‘necessary evil’ b. By the mid-19th century it was viewed as a ‘positive good’ c. As abolitionist critics became more vocal, Southerners became more defensive that slavery was good for both master and slave 2. Economic Arguments a. Slaves were treated better than northern industrial workers b. Southerners mocked northern working men as ‘wage slaves’ 3. Religious Arguments a. Slavery existed in Bible and Jesus did not condemn it b. Cited passages like ‘servants obey your master’ 4. Legal Arguments a. Slaves were property; citizens could not have property taken without due process (5th Amendment) b. Slavery recognized by Constitution in 3/5ths compromise and Fugitive Slave Law c. Dred Scott decision—masters could take slaves anywhere d. 10th amendment—powers not granted to federal government are reserved for the states; federal gov. not given power to restrict slavery 5. Civilizing Argument a. Slaves were better off in America because they became Christianized and civilized B. Southern Reaction to Slave Rebellions 1. Manumission was made illegal in most states 2. Many states expelled their free black populations 3. Educating slaves became illegal 4. Slave freedoms curtailed 5. Slave codes were toughened 6. Overall, slave revolts created a persistent hysteria about the potential for more slave revolts; this was used as a justification for hardening the slave system IV. Increasing Economic Sectionalism A. North 1. Industrialization--The North has the necessary resources to industrialize a. available capital (money) for investment b. available workers (many through immigration) c. good ports to ship products d. developed transportation network 1) first canals 2) then railroads e. source of power (initially fast flowing rivers) f. lack of export-based agriculture 2. Urbanization—big cities rising rapidly with growth of industry 3. Immigration—millions of immigrants flock to North a. Factory jobs are lure for immigrants b. Immigrants often live and work in awful conditions B. Transportation 1. By mid-century the railroad was beginning to surpass the canal in importance 2. Most transportation ties North to West; very little connection between North and South 3. Development of RR system fulfilled dreams of Henry Clay and “American System” C. South 1. Remained dependent upon export agriculture, particularly cotton 2. Relatively unconnected to rest of the country 3. Lacked both industrialization and significant immigrant population