APUSH Review: Key Concept 4.1

Everything You Need To Know About Key Concept 4.1 To Succeed In APUSH

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Period 4: 1800 – 1848

The New Curriculum• Key Concept 4.1 “The United States developed the

world’s first modern mass democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and to reform its institutions to match them.”o Page 38 of the Curriculum Framework

• Big ideas: o How did the relationship between the federal and state

governments change during this time?o How did various reform movements change society?o How did slaves adapt to their circumstances and create a

new culture?

Key Concept 4.1 • “The nation’s transformation to a more participatory democracy was accompanied by

continued debates over federal power, the relationship between the federal government and the states, the authority of different branches of the federal government, and the rights and responsibilities of individual citizens.” – page 38 of the curriculum framework

• Development of the 1st and 2nd Political Party System:o Federalists: favored stronger central government, supported by upper-class,

merchants and bankers, and Pro-British, loose interpretation of the Constitutiono Democratic-Republicans: states-rights, supporter by lower and middle classes,

farmers, Pro-French, strict interpretation of the Constitution• Both parties developed out of Hamilton’s Financial Plan and the French

Revolutiono 2nd Political Party System:

• Democrats: Led by Andrew Jackson, the “Common Man”: against BUS and other “Elite” organizations

• Whigs: Anti-Andrew Jackson; favored stronger federal government, internal improvements, BUS

• The Supreme Court strengthened the power of the federal government, often at the expense of state governments:o Marbury v. Madison – established the principle of judicial reviewo McCulloch v. Maryland – upheld constitutionality of 2nd BUS, federal government

given more power of stateso Gibbons v. Ogden – Congress, NOT states can control interstate commerce

Key Concept 4.1• With a growing economy, Americans debated the role

of government in the economy:o Hartford Convention – New England delegates were upset with embargos and

War of 1812 (cut off trade to Britain – major trading partner); proposed several amendments including tougher restrictions for declaring war and passing embargos

o Internal improvements – debates over the role of federal government in intrastate improvements

• Regional political and economic loyalties overshadowed national concerns:• Nullification Crisis (1833)– South Carolina and other southern states opposed the

Tariffs of 1828 and 1832; South Carolina even nullified those tariffs• South Carolina threatened to secede if Jackson collected the tariff by force• Webster’s 2nd Reply to Hayne – Webster promoted nationalism over sectionalism

• Why did many whites in the South associate their regional identity through pride in slavery?o Wealthy whites saw themselves as “aristocrats;” owning slaves was a symbol of

wealtho Many poor whites favored slavery since they (poor whites) were higher on the

social order in society

Key Concept 4.1• “Concurrent with an increasing international exchange of goods and ideas,

larger numbers of Americans began struggling with how to match democratic political ideals to political institutions and social realities.” – page 39 of the curriculum framework

• The 2nd G.A. and social ideas from abroad helped inspire humans to achieve perfection:o Charles G. Finney – massive sermons to convert individualso Seneca Falls (1848) – women’s rights convention in NY - Elizabeth Cady Stanton

and Lucretia Motto Utopian Societies – social experiments that hoped to achieve perfection in

communities – Oneidas, Brooke Farm, etc.

• African Americans’ citizenship possibilities continued to be restricted even though:o International slave trade was outlawed in 1808o An increasing number of free African Americans in the North AND the South:

• Eventually, many states made it illegal for slave owner to manumit (free) their slaves

o Discussions of emancipation plans:• William Lloyd Garrison, The Liberator – called for the immediate and

uncompensated end to slavery• American Colonization Society – advocated free slaves be sent to Africa

Key Concept 4.1• Resistance to initiatives for democracy:

o Proslavery arguments: increased drastically after Nat Turner’s Rebellion (1831)• John C. Calhoun’s Slavery as a Positive Good – argued that slaves

worked under better conditions than industrial workers in the North• Some advocates used the bible to justify slavery

o Xenophobia:• Fear of foreigners (Nativism – pro Native-born Americans and hostility

to foreign-born individuals)o Immigrants were accused of “stealing” jobs by working for less

money• Irish were heavily discriminated against – belief that they “stole”

elections• “Know-Nothing Party” (American Party) – hoped to pass immigration

restriction laws; became a powerful political party in the 1850so Similar to the American Protective Association of late 19th century

o Restrictive anti-Indian policies:• Indian Removal Act (1830) – required Native tribes in Georgia to move

west of the Mississippi River, Jackson ignored the Supreme Court’s ruling in Worcester v. Georgia and Native Americans were forced to move -> Trail of Tears

Key Concept 4.1• “While Americans celebrated their nation’s progress toward a unified new

national culture that blended Old World forms with New World ideas, various groups of the nation’s inhabitants developed distinctive cultures of their own.” – page 39 of the curriculum framework

• The emergence of a new national cultureo Was a combination of European and local cultureo New American Art, literature, and architectural ideas emerged

• Examples: John James Audubon – made significant contributions to the study of birds – prints of birds

• The Hudson River School – focused on landscape paintings; believed nature was a great source of wisdom and inspiration

• Cultures developed based on interests and experiences of specific groupso American Indians: throughout most of the early 19th century, Indians were

relocated further and further west – Indian Removal Act• In the 1840s, the reservation developed as a way living for Indians

o Women: more women began to attend higher education• “Cult of Domesticity”• Seneca Falls Convention – 1848

o Declaration of Sentiments

Key Concept 4.1• Cultures developed based on interests and experiences

of specific groups • Religious followers: Shakers and Mormons

• Shakers: practiced celibacy,; believed in sexual equality• Mormons: after years of turbulence, they moved to Utah where they could

freely practice their religion

• Enslaved African Americans created communities and sought to protect their family structures and dignityo African Americans developed “surrogate” familieso When families were separated via slavery, others would look after family

members o Slave music – used to help pass the time while working

• Instrumental part of religious services

• Others played important roles in the abolitionist and reform movements and sought to change their status:o Example: David Walker – An Appeal to Colored Citizens of the World (1829)

• Sought for African Americans to openly resist their oppression • Two years later, Nat Turner’s Rebellion occurred (1831), which helped

strengthen the desire to silence abolitionism in the South

Test Tips• Multiple-Choice and Short Answer

Questions:o Native American interactions under the New Nationo Reasons for the development of political partieso Republican Motherhood – how were women viewed?

• Essay Questions:o Issues that led to the creation of political partieso Impact of the 2nd Great Awakening on American society

APUSH Review: Key Concept 4.2

Everything You Need To Know About Key Concept 4.2 To Succeed In APUSH

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Period 4: 1800 – 1848

• Key Concept 4.2 “Developments in technology, agriculture, and commerce precipitated profound changes in U.S. settlement patterns, regional identities, gender and family relations, political power, and distribution of consumer goods.”o Page 40 of the Curriculum Framework

• Big ideas: o What were the social and economic impacts of the Market

Revolution on immigrants, men, women, Natives, and African Americans?

o Why did the South develop a separate identity from other regions?

o Why did sectionalism develop during this time? Was the government successful at reducing sectional tensions? Why?

The New Curriculum

• “A global market and communications revolution, influencing and influenced by technological innovations, led to dramatic shifts in the nature of agriculture and manufacturing.” – pg 40 of the curriculum framework

• Technological innovations that increased efficiency and extended markets o Textile machines – made production faster – Spinning Jennyo Steam engines – Allowed boats to go against the currento Interchangeable parts – Eli Whitney – increased productiono Canals – shipping goods farther – Erie Canalo Railroads – increased drastically o Telegraph – information spread more rapidly o Samuel Slater – father of the factory system

• More and more Americans shifted from subsistence farming to producing goods; some entrepreneurs focused on financingo Lowell System – factory system in MA; farmers daughters worked in factories in

8 hour shifts; boarding houses and dormitories

Key Concept 4.2

• “Regional economic specialization, especially the demands of cultivating southern cotton, shaped settlement patterns and the national and international economy.” – page 40 of the curriculum framework

• Impacts of cotton:o Raw material used in textile production in the Northeast o Economic ties increased (specialization for each region)o Trade with European countries (Britain and France) shaped international

economyo The internal slave trade increased as demand for slaves increased (especially

post 1808 – why?)

• Efforts to create a unified national economy never fully came to fruition:o The North and Midwest were linked together more than with the South

• Henry Clay’s American System:o Focused on three parts:

1. Internal improvements – roads, canals, etc.2. Tariffs – (1816) goal was to use to fund internal improvements3. Bank of the United States

o The American System had its critics: inter vs. intra state trade

Key Concept 4.2 II

• Impacts of seeking natural resources:o Free migration of people – as the population grew, and threats were

removed (War of 1812), more Americans expanded West• Infrastructure (roads, canals – Erie) helped encourage westward

expansiono Forced migration of people:

• Slavery expanded further and further west – cause of Civil War• Native Americans – Indian Removal Act and the Trail of Tears

• New labor systems:o Unions – Commonwealth v. Hunt – MA State Supreme Court decision

ruling that labor unions were legal• Labor unions became more common and influential in later years

Key Concept 4.2

• “The economic changes caused by the market revolution had significant effects on migration patterns, gender and family relations, and the distribution of political power.” – page 41 of the curriculum framework

• Canals (Erie!) and roads increased American migration westward:o Easier for westward expansion and shipment of goodso New community systems developed that replaced old family and

local relationships• Examples: churches, schools, taverns, etc. develop• Religion played an instrumental role – gatherings for bible

readings

• Immigrants from Europe tended to settle in the East and Midwest:o Increased interdependence between Northeast and Old Northwest

• Germans – Ohio as farmers• Irish – cities as urban workers (Potato famine – 1840s and 1850s)

Key Concept 4.2 III

• “The economic changes caused by the market revolution had significant effects on migration patterns, gender and family relations, and the distribution of political power.” – page 41 of the curriculum framework

• The South remained distinct compared to other regions:o Culturally: plantations helped define the region – so economically

profitable• Many wealthy whites viewed themselves as “aristocrats”

o Politically: Plantation owners had significant power; laws protected and reinforced slavery

o Ideologically: Honor in the South was different than North; dueling persisted• George Fitzhugh – defender of slavery; said of women, “Women,

like children, have but one right, and that is the right of protection. The right to protection involves the obligation to obey.”

• Exports to Europe fueled economic growth (King Cotton)

Key Concept 4.2

• “The economic changes caused by the market revolution had significant effects on migration patterns, gender and family relations, and the distribution of political power.” – page 41 of the curriculum framework

• As a result of the Market Revolution:o Gap between rich and poor increasedo A new, emerging middle class developedo Home and workplace became more separated

• People worked outside the home more ofteno Gender and family roles and expectations changed drastically

• Cult of Domesticity – Separate Spheres for women; expectation was to be subordinate to men and raise children

• Sectionalism, not nationalism, was a major focus for many political leaders stances on several issues:o Slavery – increasing tensions between the North and South as the 19th century

went on (Fugitive Slave Law)o National Bank – Northeast tended to favor the BUS, South was against o Internal Improvements – many in the west (Henry Clay) favored; the West was

not as developed as other areaso Tariffs – favored by Northern manufacturers; disliked by Southerners

Key Concept 4.2 III Cont.

• Multiple-Choice and Short Answer Questions:o Impact of technology on industry and agricultureo Reasons for immigration and westward expansiono Impact of Market Revolutiono American System!

• Essay Questions:o Reasons for sectional tensions/emergence of unique regional identitieso Impact of Market Revolution

Test Tips

APUSH Review: Key Concept 4.3

Everything You Need To Know About Key Concept 4.3 To Succeed In APUSH

www.Apushreview.com

Period 4: 1800 – 1848

The New Curriculum• Key Concept 4.3 “US interest in increasing foreign

trade, expanding its national borders, and isolating itself from European conflicts shaped the nation’s foreign policy and spurred government and private initiatives.”o Page 42 of the Curriculum Framework

• Big ideas: o How did the US increase its control of North America?o How did both the North and South oppose the power of the

federal government?o How was slavery seen as a divisive issue during this time?

Key Concept 4.3 I• “Struggling to create an independent global presence, US

policymakers sought to dominate the North American continent and to promote its foreign trade.” – pg 42 of the curriculum framework

• After the Louisiana Purchase, the US began to expand trade and contact beyond its borders:o Oregon border: US and Canada eventually settled on the

49th parallel o Annexing Texas: After Texas declared independence, the US

added Texas in 1845 (debates over slavery)o Trading with China: Treaty of Wanghia (1844) improved

trading rights for US in China

• US sought to dominate North America through military, judicial actions, and diplomatic efforts:o Monroe Doctrine: Warned Europe to stay out of Latin

America, in return US would stay out of European affairso Webster-Ashburton Treaty: helped resolve the

Maine/Canada boundary dispute (Aroostook War)

Key Concept 4.3 II• “Various American groups and individuals initiated, championed, and/or resisted the expansion of territory and/or

government powers.” – pg 42 of the curriculum framework

• Debates raised over expansion and incorporation of new territorieso Slave vs. non-slave areas (Missouri Compromise – desire to

balance the number of slave and free states)• Northern and Southern States resisted the authority of the federal

governmento Hartford Convention: New England reaction to the War of 1812

and embargoes against Britain (Federalists)o Nullification Crisis: Southern reaction to high tariffs (South

Carolina Exposition and Protest)• Those living on the frontier advocated expansion

o Warhawks during War of 1812 – Henry Clayo After War of 1812, Natives on the frontier were less of a threat ->

pushed further west• Native American conflicts and federal efforts to control Natives

o Indian Removal Act – supported by Southerners, pushed Natives west of the Mississippi River• Trail of Tears (1837) – forced removal west of Mississippi

o Seminole Wars – series of wars with Natives in Florida

Key Concept 4.3 III• “The American acquisition of lands in the West

gave rise to a contest over the extension of slavery into the western territories as well as a series of attempts at national compromise.” – pg 43 of the curriculum framework

• Missouri Compromise had short term success, but eventually broke downo 3 parts – ME = free, MO = slave, 36º30’o Thomas Jefferson warned of the effectso MO Compromise was later overturned by

KS-NB Act -> “Bleeding Kansas”

• Slavery expanded to the Southwest -> increased tensions and debates over national goals, priorities, and strategies

Source: Thomas Jefferson to John Randolph, April 22, 1820

[T]his momentous question, like a firebell in the night, awakened and filled me with terror. I considered it, at once as the [death] knell of the Union. It is hushed, indeed, for the moment. But this is a reprieve only, not a final sentence. A geographical line, coinciding with a marked principle, moral and political, once conceived and held up to the angry passions of men, will never be obliterated; and every new irritation will mark it deeper and deeper.

Test Tips• Multiple-Choice and Short Answer

Questions:o States vs. federal government tensions o US increasing its power in North Americao Expansion and Native Americanso Missouri Compromise

• Essay Questions:o Ways that regions resisted the power of the federal

governmento Impacts of expansion (politically, socially,

economically) on America and various groups (Natives)o Missouri Compromise (as part of other compromises leading to Civil War)

• Good luck in May!