Antebellum America Project Topic Assignments

Here are your topic assignments. Most people got either their 1st or 2nd choice:

• Religious revival - Brad
• Utopian comunities - Nick; Federico
• Social reforms - Megan
• Educational reform - Clara; Costa
• Abolition in the North - Jonathan; Nate
• Pro-slavery movement in the South - Katie; Dakota
• Women abolitionists - Emily; Barak
• Temperance movement - Richie
• Women's education - Erica; Joey
• Women's rights/suffrage movement - Tori; Adele
• Immigrant workers - Allen; Tommy
• Trades' unions - Daniel
• Industrial & Market Revolution - Lisa; Shannon
• Native American conflicts - Brandon
• Westward trails - Jessica

Jackson and Second National Bank

The Second National Bank's 20 year charter wasn't due to expire until 1836, but its supporters were eager to renew its charter early. They knew of Jackson's personal hatred for the Bank of the United States (BUS) and predicted that he would veto a renewal bill. However, by doing so, Jackson would lose favor with the public and thus lose the next presidential reelection.

Unfortunately for the National Bank supporters, they miscalculated the public's loyalty to Jackson and dislike of the bank itself. In 1832, Jackson--as predicted--vetoed a bill from Congress to renew the charter of the Second National Bank. However, he waged a very personal and public war against the BUS. He convinced the public to think of the BUS as a "privileged institution" that supported the "rich fat cats" in business. He argued that federal taxes were deposited into the BUS, but the private stockholders of the bank earned all the interest, not the average American taxpayers.

Jackson won the reelection of 1832. From the presidential mansion, Jackson undermined the BUS and had the secretary of the treasury move all of the federal funds to state banks that became known as Jackson's "pet banks." When desperate businessmen requested loans from Jackson's banks, he refused them. Pressure mounted, but in the Jackson won: the BUS' charter expired and 5 years later, it went out of business.

During the banking debate, many accused Jackson of being vindictive, stubborn, and actually causing an economic crisis. Some members of his own party believed Jackson was misusing the power of the presidency. Why do you think Jackson waged such a war against the BUS? Do you believe his motives and actions to be "appropriate" for the presidency?

The Nullification Crisis

Ever since the War of 1812, Congress tried to protect American industries by raising the tariff on foreign goods. However, the South despised the tariffs because it favored northern businesses and forced southerners to purchase expensive American goods.

Jackson's vice-president, John Calhoun, represented South Carolina, and he called the newly-increased Tariff of 1828 an abomination, giving voice to the belief in the South that they "paid for the wealth of New England." So Calhoun boldly developed a nullification theory. He argued that because the U.S. Constitution was based on a contract with the states, each state had the right to nullify (reject) a federal law that it believed to be unconstitutional.

The theory sparked an intense debate in the Senate, but everyone wanted to know what President Jackson had to say. On April 13, 1830, Jackson gave a telling toast at a dinner party: "Our Union--it must be preserved." Calhoun quietly resigned, and the issue was laid to rest... for a short while.

In 1832, Congress increased the tariff yet again, and this time, South Carolina didn't wait to debate. They claimed that the tariff acts of 1828 and 1832 were unconstitutional and declared it "null, void, and no law!" Then they threatened to secede (leave) the Union!

Jackson didn't hold back this time. He pushed Congress to pass the Force Bill, which allowed the federal government to use military force against a state that resisted paying proper duties. With violence about to erupt, Congressional leader Henry Clay stepped in and proposed a compromise that would gradually lower the tariff over the next decade.

For now, the storm subsided...

Why do you think Jackson responded the way he did the FIRST time the nullification issue arose? Why do you think he responded differently in 1832? Put yourself in Jackson's shoes: would you have done the same? Why or why not?

Removal of Native Americans

Since the 1600s, the conflict between Native American tribes and European settlers had long been a problem. Settlers either wanted to convert and absorb the native population into white society or displace (remove) them altogether.

Jackson was in favor of displacement when it came to the Native American issue. In 1830, he pushed for Congress to pass the Indian Removal Act. Under this law, the national government would pay and negotiate treaties that would dispossess the southern tribes and move them west. While Jackson called this policy "not only liberal, but generous," few native tribes thought so. For instance, the Choctaw of Mississippi were forced into treaty negotiations while the Sauk, Fox, and the Chickasaw were militarily removed from Illinois, Missouri, and Alabama.

When the Cherokee nation decided to take the U.S. government to court, they were undermined by federal agents who worked out a deal with a minority Cherokee group. 8 million acres of Cherokee land was signed over for $5 million. The final blow arrived when Jackson's predecessor, President Van Buren, forcibly removed 20,000 Cherokee and sent them on a brutal 800-mile journey. The natives made most of the trip on foot in the middle of winter, and many died on the walk that is remembered in history as "The Trail of Tears."

Even the people during Jackson's presidency were torn about the Indian Removal Act. Some believed it to be "a terrible injustice" while others argued that it was "unfortunate but necessary." What do you think, and why?

Jackson's Spoils System

Andrew Jackson has often been called the "'common man's" President because he seemed to understand the problems and concerns of everyday citizens. Jackson and his followers believed that an ordinary person could serve well as a leader. The "common sense" of the "'common man"' was all that was needed to be a good leader.

During the 1828 election campaign, Jackson categorized his opponent as an "intellectual elitist" who could not relate to the plight of the "common man." With that message, he won a landslide victory and became the 7th president of America.

However, when he entered the presidency, Jackson was faced with a problem. Many of the appointed government positions were filled with those loyal to the previous president: Adams. Thus, Jackson put into place a "spoils system," following the motto: To the victor belong the spoils of the enemy. New officials replaced the previous Adams-supporters. Nearly 10% of federal employees were fired and replaced by Jackson's friends. These later became known as Jackson's "kitchen cabinet" because they slid in through the back door.

As a new president, you have the power to appoint many people to government jobs. You also face the threat of previous employees undermining your administrative work as the president. Would you have done what Jackson did? Why or why not?

The 1824 Election

In 1824, 1812 war hero Andrew Jackson won the popular vote but did not gain the majority electoral college vote. In fact, none of the presidential candidates had the majority in the E.C.! So the House decided the outcome instead.

Henry Clay, himself an 1812 war veteran, personally hated Jackson. John Adams, on the other hand, agreed with Clay's political agendas (i.e. American System, nationalism, etc). So Clay swung the House's votes away from Jackson, and Adams became the 6th president of America.

Jackson and his followers became outraged and accused Adams of "striking a deal" with Clay. They formed the Democratic-Republic Party (the forerunner to today's Democratic Party) and sabotaged Adams' presidency at every turn. Jackson vigorously campaigned against Adams, and in 1828, won a landslide victory with three times the voting turnout (mostly by poor, working-class white males who supported Jackson) than the 1824 election.

In the end, Jackson had the last laugh.

Do you sympathize with Jackson? If you were in his shoes in 1824, how would you have responded? 

I really love U.S. History.

As a a lot of people have already said, I'll continue to be bland and un-original by saying that the short clips and such a quite helpful. Visual learning is key to my way of learning and I suppose it is the same with others. I enjoyed watching the reenactments of the battles instead of just reading them and trying to visualize my own version in my head.

-Brandon AkA Yumyumcult

September 15th, 2011

We went over the Lexington battle, and we were shown a video of Sarah Palin getting history facts wrong. It was pretty funny, and Mrs. Ilie told us that we needed to learn history so that that wouldn't happen to us if we were in that situation. We talked about what led up to the colonies fighting against the British, and we watched a video on it. The video we watched was really interesting, because it gave us a visual of how the battle went down. It was also intriguing and thought-provoking. Something that could be improved is more partner activities or class activities, and maybe some class discussions. I think it would be helpful to the understanding of the theories behind the wars.

Tuesday, September 13

On Tuesday, September. 13, we started the class up by getting back our graded homework. Now since some of the homework not exactly what was expected, we spent a long time going over the homework, and making sure that everyone understands what happened (in the book). Also after we were done we watched a clip from the movie "Last of the Mohicans" and answered some questions about it. I really enjoyed watching the movie in class, and the only thing i have to suggest is that we do more things like it (watching videos). I think visual learning is just a great way to understand the subject.

Sept 9, 2011

On Friday, September 9th we started off class looking at some facts about 9/11. Then, we took notes on the colonies, mostly the northern colonies. After that we watched a movie about what life would be like in a northern colony. The 9/11 information was all interesting to me. I really like learning about that historical event in our history. The only thing I thought that could have improved class is if we watched a movie on 9/11 or something of that magnitude.


-Jonathan Gauger

Friday September 2, 2011: Early English Settlements

During class on Friday September 2, we learned further about the colonies of early America. Continued from the previous class on August 31, we received more information about Jamestown, New England and the middle colonies which consist of New Netherlands and Pennsylvania. Though these colonies may be alike, they also had many differences. I found it interesting to hear how each colony had to learn how to survive though many unfortunately learned the hard way. For example, Jamestown was a colony that lost many of their people due to famine and diseases that were brought over from Europe. Due the harsh conditions and starvation it lead to a population of 150 to be reduced to 38 people. After learning more about the early English settlements, there were very few aspects that I didn't enjoy during the class time. I think one area of improvement could be the way that notes are spread. I know that I had a problem as well as other classmates with how to give the information that we read into a short summary without using many words. Besides that little problem, I enjoyed the class lesson and would like to learn as much as I can about these settlements.

Class Scribe format

As a class scribe, you should do the following in your blog post:

1. Summarize the day's lesson in 2-3 sentences. (More is ok, less is not.)

2. Share what was interesting to you from the day's lesson.

3. Suggest what could be improved, was unclear, not interesting, etc.

The class can also comment to the scribe's notes. You do not have to comment on every blog. However, I expect you to have commented at least ONCE for EACH unit.

Welcome!

Welcome to the 2011-2012 school year! I can't wait to meet all of you and learn about the development of the United States together. It's going to be a great year~