Links from Your Instructor for Chapter 10

Tips: What Helps Learning?   and What is self-testing and how can it help you?

Seeing How History Changes – Repeated for Chapters 7, 8, 9, and 10

Most links place historical facts in a table so you can easily compare them. You are not memorizing all of the facts placed in these tables. Instead, you are using those facts to notice changes and patterns. To help you, most links provide tips on what to notice. These things are placed together because it is very difficult for students to notice change over time.

 

Things to notice in general:

The new sections:

·         The North = the North East (mainly New England) +  the  rise of the Northwest (west of the Appalachians)

·         The South = The Southeast (sometimes called the upper South) + the rise of the Southwest (sometimes called the deep South)

The general changes:

-       How are new technologies for transportation changing geographic relationships?

-       How is the productivity of new and old land changing geographic relationships?

-       What is capital doing?

-       What populations are becoming surplus (as in not able to earn a living in the North and not worth their overhead as slaves in the South)?

 

Seeing Change Over Time from 1800 to about the Election of 1840

·         A brief version of the elections and the changes from 1800 to the election of 1840
You can see a more detailed version of Jackson’s and Van Buren’s presidencies and the financial destruction of the Panic of 1837 at the bottom of this webpage

·         The transformation of the nation between circa 1800 to circa 1820 (a midpoint) to circa 1840 – a chart that lets you see all of major changes from 1800 to 1840. (This opens in a New Window.)

Purpose:

-       The shifts in major issues such as revolution and support for or rejection of slavery

-       Slavery and the interconnection with land and who will control the new territories (slaveholders with plantations or free farmers)

-       Slavery and land and voting - Click here for the changes in who votes (This link stays on this webpage.)  Notice how the Constitution and slavery and voting are interconnected in Political Realities of Status of Slave and Free State Balance at the time of the Missouri Compromise (This opens in a New Window.)

-       Voting , universal manhood suffrage, and how presidential candidates are selected, including the appeal of military heroes in this era

-       Native Americans and military heroes and pushing the Native Americans west of the Mississippi

-       The Supreme Court and what it does and what happens to it - Click here for the two chief justices. Notice how there is more power to the national government, to the Supreme Court, and to corporations and contracts (This opens in a New Window.)

-       Financial policies of Hamilton and what happens to them in the coming 40 years – including the financial destruction of the Panic of 1837 (Notice the blue arrows--► and ▼—revealing this Panic in Study Tool: Jackson to Tyler  (1828 to 1840) (This opens in a New Window.)

 

 

Who Were the Chief Justices of the Supreme Court:

·         1800-1835 - Chief Justice John Marshall, the Chief Justice appointed by the last Federalist President, John Adams in 1800 during the lame duck period

·         1835-1864 - Chief Justice Roger Taney, the jurist with a different view from Marshall who was appointed by Andrew Jackson at Marshall’s death.

 

What Are the Shifts in Who Votes (Suffrage), How Candidates Are Chosen, and How Campaigning Works

Your textbook covers several shifts in suffrage (voting) and in politics:

  1. The evolution from property requirements to vote to white universal manhood suffrage about 1828.
  2. The shift in how candidates were chosen:
    • From about 1800 to the 1820s, candidates were chosen by a caucus (a talk within a group) of political party members who had been elected to office (as in member of the House of Representatives or a Senator). At that time, Being Secretary of State was considered necessary preparation to run for President because of its responsibilities for foreign policy.
    • The Jacksonian period brought a rejection of what they called “King Caucus” (with King being a dirty word because of its association with King George III). The political party convention replaced it—at that time a very volatile meeting of delegates who choose the candidate for President.
  1. The Jacksonian era use of the “spoils system” meant that federal workers chosen by their political party did campaigning for their party as part of their jobs on the federal payroll.

 

Other things are going on as well to alter voting that your book does not cover. Examples:

  • States determine who votes. The NEW western states offered:
    • Not only more opportunities for men to get land (with property being traditionally a voter requirement)
    • But also more liberal voting rules in hopes of getting settlers.
  • By the Jacksonian era, citizens in the eastern states began to demand the same voting opportunities as those in the west.
  • State laws change, and voters (not the state legislatures) are deciding the electoral college results.

 

 

Copyright C. J. Bibus, Ed.D. 2003-2015

 

WCJC Department:

History – Dr. Bibus

Contact Information:

281.239.1577 or bibusc@wcjc.edu

Last Updated:

2015

WCJC Home:

http://www.wcjc.edu/