Download Unit 2 - Chapter 12

As you enter . . .
• . . . please take out your copy of the sample AP Exam.
• Look through the entire exam and familiarize yourself with the layout
of the exam:
• Section 1
• Part A: 55 Multiple Choice Questions (55 Minutes)
• Part B: 4 Short-Answer Questions (50 Minutes)
• Section 2
• Part A: 1 Document-based Question (55 Minutes)
• Part B: 1 Long Essay Question (35 Minutes)
Monday
October 26, 2015
AP Exam: Short Answers
• Turn to page 31 – Short Answer Questions.
• Look at all four sample questions.
• What observations can you make?
AP Exam: Short Answers
• Short-answer questions will directly address one or more of the
thematic learning objectives for the course.
• At least two of the four questions will have elements of internal
choice, providing opportunities for students to demonstrate what
they know best.
• All of the short-answer questions will require students to use
historical thinking skills to respond to a primary source, a historian’s
argument, nontextual sources such as data or maps, or general
propositions about U.S. history. Each question will ask students to
identify and analyze examples of historical evidence relevant to the
source or question.
AP Exam: Short Answers
• You will respond to 4 short answer questions in 50 minutes.
• Each short answer is worth 3 total points –1 point for each aspect of the
question.
• The short answer section of the exam does not require a thesis statement.
• As long as you give one accurate, well-defined example, everything else
you write doesn’t matter.
• Short answer questions will NOT focus on just one chapter. Be ready for
this going forward.
• Get to the point! Do not turn these responses into essays. Answer the
question clearly and complete –then move on!
Practice Question – Work With a Partner
1. Answer a, b, and c.
A. Briefly explain ONE example of how contact between Native Americans and
Europeans brought changes to Native American societies in the period
1492 to 1700.
B. Briefly explain a SECOND example of how contact between Native
Americans and Europeans brought changes to Native American societies in
the same period.
C. Briefly explain ONE example of how Native American societies resisted
change brought by contact with Europeans in the same period.
• AP Skill: Patterns of Continuity and Change over Time
• Part A: A good response will describe one of several possible examples of how
contact with Europeans changed Native American societies between 1492 and
1700:
• Native American population declined as a result of disease and warfare.
• Natives fought “mourning wars” amongst themselves.
• Many Native Americans were enslaved and/or subjected to forced labor (the encomienda
system)
• Traditional tribal economies changed as a result of increased trade with Europeans.
• Native Americans and Europeans began to intermarry in Spanish and French colonies,
producing racially mixed populations and social structures.
• Some Native Americans converted to Christianity.
• New crops and livestock changed native settlement patterns.
• Views on gender roles, family, and property changed as a result of European influence.
• The introduction of new weapons and alcohol stimulated cultural and demographic changes
in some native societies.
• Alliances with European nations changed politics and policies within and among tribes.
• Part B: A good response would describe one additional example from the same
time period, as described previously.
Part C: A good response would provide a brief explanation of one
example of Native American resistance, such as:
• Tribes sometimes worked to preserve their traditional tribal culture, beliefs,
language, and worldviews rather than accept or adapt to European ways and
beliefs.
• Some Native American people responded to European contact with violence
and warfare, as in Metacom’s Rebellion and the Pueblo Revolt.
• Some natives maintained their traditional religions rather than converting to
Christianity.
• Natives sometimes chose to flee rather than accept enslavement.
• Tribes sometimes formed alliances with one another, such as Metacom’s
alliance in New England, in order to resist encroaching European society.
• Some tribes formed alliances with some Europeans to resist and wage war on
other Europeans (or to play one European nation against another.)
Seminar Reflection, Quiz & Unit 2 Essay
• Please turn in your Socratic Seminar Reflection.
• Take the Chapter 12 Quiz
• We’ll then quickly go over the Unit 2 Essay prompt.
Tuesday
October 27, 2015
Unit 2: Building the Nation
1776-1860
• Chapter 9: The Confederation and the Constitution, 1776-1790
• Chapter 10: Launching the New Ship of State, 1789-1800
• Chapter 11: The Triumphs and Travails of the Jeffersonian Republic, 18001812
• Chapter 12: The Second War for Independence and the Upsurge of
Nationalism, 1812-1824
• Chapter 13: The Rise of a Mass Democracy, 1824-1840
• Chapter 14: Forging a National Economy, 1790-1860
• Chapter 15: The Ferment of Reform and Culture, 1790-1860
• Unit Exam: Politics & Power
Chapter 12
The Second War for
Independence and the Upsurge
of Nationalism, 1812-1824
“The American continents . . . are henceforth not to be considered as
subjects for future colonization by any European powers.”
President James Monroe, December 2, 1823
I. On to Canada over Land and Lakes
• When the War of 1812 broke out, the army/militias were
not ready.
• American Focus: Canada, where British were weakest.
• Americans should have focused on commercial centers
(Montreal), but instead focused on failed three-pronged
invasion – easily defeated.
• American navy had more success.
• American ships were better than British ships – EX: USS
Constitution
• Control of Great Lakes was vital, so Oliver Hazard Perry (U.S.)
built a fleet, which defeated the British on Lake Erie.
• American army then defeated British at Battle of Thames
(October 1813) under William Henry Harrison.
• British refocused on New York and headed south via NY
waterways.
• American fleet, under Thomas Macdonough, defeated British at
Battle of Plattsburgh (September 1814).
Constitution and Guerrière, 1812
Battles in the War of 1812
II. Washington Burned and New Orleans
Defended
• A second British force landed in Chesapeake Bay area in
August 1814 and headed for Washington D.C.
• Set buildings on fire, incl. Capitol & White House.
• Americans stopped British advance at Baltimore (Fort
McHenry).
• Francis Scott Key inspired to write “The Star-Spangled Banner”
• A third British assault in 1814 aimed at New Orleans.
• Andrew Jackson, hero of the Seminole Wars (FL) stopped the
British frontal assault.
• Jackson became a national hero.
• Treaty of Ghent (Belgium)
• Ended war two weeks before Battle of New Orleans
• U.S.A. fought for honor while the British blockaded the
American coast.
Andrew Jackson
Hero of New Orleans and later
President of the United States
III. The Treaty of Ghent
• John Quincy Adams (JQA) led American
delegation to Ghent.
• British were confident from early successes in war,
so they demanded a native buffer state along
Great Lakes – Americans rejected this idea.
• Great Britain’s point of view then changed.
• Plattsburgh and Baltimore changed all that in
favor of the Americans.
• England was also pre-occupied with redrawing the
map of Europe now that Napoleon was on his way
out.
• Treaty of Ghent was signed in December, 1814
– two weeks before the Battle of New
Orleans.
John Quincy Adams – much later in
life
IV. Federalist Grievances and the Hartford
Convention
• New England extremists were furious with
outcome of War of 1812.
• Hartford Convention: some NE states discussed
secession/grievances
• Hartford Convention wasn’t really that radical.
• Demands reflected Federalist fears that New
England was becoming subservient to South &
West
• Demanded financial assistance from Washington to
compensate for lost trade
• Proposed constitutional amendments requiring 2/3
vote in Congress before an embargo could be
imposed, new states admitted, or war declared
• Sought to abolish 3/5 clause
• To limit presidents to single term – fear of “Virginia
dynasty”
• Federalist demands made it to D.C. just as news
of New Orleans reached the city – Federalists
looked unpatriotic.
Massachusetts, Connecticut, and Rhode Island
Contemplate Abandoning the Union, engraving by
William Charles, 1814
This anti-Federalist cartoon shows Great Britain
welcoming back its “Yankee boys” with open arms,
promising them “plenty molasses and codfish, plenty
of goods to smuggle, honours, titles, and nobility into
the bargain.”
V. The Second War for American
Independence
• Globally, the war was not significant.
• Locally, the war had major consequences for the U.S.
•
•
•
•
•
•
•
Americans earned respect of foreign nations.
Solidified American independence from Great Britain.
Sectionalism was dampened – temporarily.
Federalists Party’s days were numbered.
Jackson and Harrison became nationally known.
British no longer instigated native uprisings.
War, as usual, stimulated industry.
• Canadians were upset by the outcome of the war.
• Rush-Bagot Agreement (1817) between Britain & U.S. limited naval armament on
Great Lakes
VI. Nascent Nationalism
• Nationalism was on the rise as well
following the war.
• American culture finally gained
international recognition.
• Washington Irving and James Fenimore
Cooper were well-known American writers.
• Second Bank of United States was
approved by Congress in 1816.
• New national capital began to rise in D.C.
• Military continued a slow expansion.
A REALLY REALLY REALLY REALLY
REALLY good movie based on a
novel by James Fenimore Cooper
VII. “The American System”
• Manufacturing also received a boost from
nationalism.
• British tried to crush U.S. factories in the global
marketplace.
• Congress passed its first protective tariff: Tariff of
1816
• High protective debate would continue for decades.
• Nationalism also boosted Henry Clay’s American
System.
• GOAL: support American market for American
products
• Supported a strong banking system to provide easy
credit.
• Supported protective tariff for eastern manufacturing.
• Supported improved infrastructure (roads, canals, etc.)
• PROBLEM: Jeffersonian-Republicans rejected direct
federal support for intrastate internal improvements
Henry Clay complaining to his wife
about how she keeps leaving his
favorite globe “just laying
around.”
VII. “The American System”
• Manufacturing also received a boost from
nationalism.
• British tried to crush U.S. factories in the global
marketplace.
• Congress passed its first protective tariff: Tariff of 1816
• High protective debate would continue for decades.
• Nationalism also boosted Henry Clay’s American
System.
• GOAL: support American market for American products
• Supported a strong banking system to provide easy credit.
• Supported protective tariff for eastern manufacturing.
• Supported improved infrastructure (roads, canals, etc.)
• PROBLEM: Jeffersonian-Republicans rejected direct federal
support for intrastate internal improvements
Wednesday
through Thursday
October 28, 2015
October 29, 2015
Henry Clay complaining to his wife
about how she keeps leaving his
favorite globe “just laying
around.”
VIII. The So-Called Era of Good Feelings
• James Monroe was nominated for presidency in
1816: www.270towin.com
• Last time a Federalist would run.
• Monroe was an experienced, level-headed candidate
who had the support of most of the nation.
• Boston newspaper announced “Era of Good Feelings”
• “Era of Good Feelings” also had its troubles.
• Major Debates: tariffs, national bank, internal
improvements, slavery
• Underneath nationalism, sectionalism still existed.
President James Monroe
IX. The Panic of 1819 and the Curse of Hard
Times
• Economic Panic of 1819
• Deflation, bankruptcies, bank failures,
unemployment, & overcrowded debtor's
prisons (which were outlawed in most states
as a result)
• Hit poorer classes hard, which would later
help “commoners” become president –
Andrew Jackson & William Henry Harrison
• Factors contributing to catastrophe
• Over-speculation of frontier land
• West hard hit when Bank of United States forced
western banks to foreclose on farm mortgages
X. Growing Pains of the West
• 9 states joined union between 1791 & 1819.
• To keep balance between North & South, states were
admitted alternately, free and slave.
• People continued moving west in large numbers.
•
•
•
•
•
Land was cheap – Ohio Fever.
European immigrants sought opportunity.
Tobacco exhausted land in South.
Embargo years forced many people west.
Native Americans had been destroyed by Harrison &
Jackson.
• Improved transpo (highways, steam boats) allowed for
easier movement.
• West was still weak in population and influence.
• Land Act of 1820 helped with access to land.
• West demanded that the government fund
transportation and slowly received it.
• West also frustrated by Bank of U.S. resistance to easy
credit.
Building the Erie Canal
XI. Slavery and the Sectional Balance
• Tensions over slavery rose to surface in 1819 when
Missouri petitioned for statehood.
• Tallmadge Amendment
• No more slaves could be brought into Missouri
• Gradual emancipation of children born to slaves already
there
• Slaveholding Southerners saw Tallmadge
Amendment as threat to sectional balance and
whole future of slavery.
• If Congress abolished peculiar institution in Missouri, it
might do so in older states of South.
• As time went on, more and more Northerners
became more and more adamant that slavery
should end – Abolition Movement.
XII. The Uneasy Missouri Compromise
• Henry Clay broke deadlock with three compromises.
• Congress:
• Admitted Missouri as slave state
• Admitted Maine as free state
• Kept balance between North and South
• Prohibited slavery north of 36 30' line —southern boundary of
Missouri (see Map 12.3).
• Missouri Compromise lasted 34 years.
• Allowed the republic to continue its growth without facing off on
the slavery issue.
• The West would become the major stage for future battles on
this issue.
• Missouri Compromise and Panic of 1819 should have hurt
Monroe's reelection in 1820, but there was no opposition
party: www.270towin.com
Henry Clay again reminding
his wife that he had “just
cleaned up in here.”
The Missouri
Compromise and
Slavery, 1820–1821
XIII. John Marshall and Judicial Nationalism
• Supreme Court, under the leadership of John Marshall, bolstered
nationalism.
• McCulloch v. Maryland (1819) strengthened U.S. government.
• Maryland attempted to destroy branch of Bank of United States by imposing tax on
its notes.
• Marshall declared bank constitutional using doctrine of elastic clause.
• Cohens v. Virginia (1821) gave U.S. government power to review decisions
of state courts involving questions on federal government powers.
• Cohen brothers convicted by Virginia courts of illegally selling lottery tickets.
• They appealed conviction to Supreme Court, but Marshall upheld the state
conviction.
XIII. John Marshall and Judicial Nationalism
(cont.)
• Gibbons v. Ogden (1824) reinforced Congress’ right to control
interstate commerce
• New York state granted monopoly of waterborne commerce between NY & NJ
to a private group, but Marshall reserved that right to Congress.
• Fletcher v. Peck (1810) enabled Court to assert right to void state laws
conflicting with federal Constitution.
• Dartmouth College v. Woodward (1819) reinforced the idea that the
Constitution protected contracts (even between states and
businesses)
XV. Sharing Oregon and Acquiring Florida
• Anglo-American Convention (1818) – Improving Relations?
• Permitted U.S. to share Newfoundland fisheries with Canada.
• Fixed vague northern limits of Louisiana along 49th parallel from
Lake of the Woods (Minn.) to Rocky Mountains.
• Provided for 10-year joint occupation of Oregon Country, without
surrender of rights or claims of either America or Britain.
• Spanish Florida
• Uprisings in South America forced Spain to remove troops from
Florida.
• Andrew Jackson secured commission to enter Spanish territory,
but went overboard.
• President Monroe wanted to discipline Jackson, but was stopped
by Sec. of State JQA
• JQA then negotiated Adams-Onis Treaty (1819) in which
Spain ceded Florida & claims to Oregon in exchange for claim
to Texas.
U.S.-British
Boundary
Settlement, 1818
XVI. The Menace of Monarchy in America
• Autocrats of Europe tried to contain “disease”
of democracy.
• Smothered rebellions in Italy (1821) & Spain
(1823).
• Americans were worried.
• If Europeans interfered in New World, the U.S.,
republicanism could be destroyed.
• Russia’s push for territory in Alaska, Oregon, etc.
• England wanted U.S. to issue a joint pledge to stop
expansion in New World – NO!
• Monroe Doctrine (1823) in annual message to
Congress, Monroe issued stern warning to
Europe:
• (1) noncolonization and (2) nonintervention
President Monroe Thinking Globally
The West and Northwest, 1818–1824
Exam: Chapter 11/12
• 36 multiple choice questions
• 1 short answer question
Friday
October 30, 2015
NOTE: The following slides have
not yet been organized for the
current school year.