Unit 2: From Making a Revolution to Making a Nation - 1763 to 1830s


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What is self-testing and how can it help you?


Possible Essay Questions

Click here for the possible essay questions for the exam that ends Unit 2.

3 Parts of the Unit and Resources and Reading Quizzes D, E, and F

Topic and Chapter #s

Links to the Reading Quiz for the Topic, Resources to Help You See the Facts As Part of the Whole, and Optional References

Path to Revolution and War


Chapter 5 + Declaration of Independence


Click here for what we will cover in class. r

·         Reading Quiz D  - printable for back-to-back use with the version with answers – Form to use to record your answers or handwritten if looks exactly like this

·         The American Revolution as Management 101 (PDF) (Covers the revolution and shows how British actions serve as a model for how not to manage any organization.)
What are you looking for?

-          Notice how the events prior to 1763 could be signs that no revolution would occur or that one would occur.

-          Why did boycotting British products get Parliament to change?

-          How did boycotting build an infrastructure for revolution?

·         Major Issues on the War and Peace (PDF) (With the ending pages being in this link on the strengths and weakness of the two)
What are you looking for?

-          Notice the vulnerability and assets of the new United States.

-          Notice the two major battles of Saratoga and Yorktown.

-          Notice Washington’s approach to the war.



Revolution in Action – Source for Major Issues on the War and Peace – Tip: You only need the whole thing if you are interesting at looking at the larger issues and specific battles or if you want to think about why people like the Patriots win wars.

A New Government of Small-r republicanism and The Federalist Republic  


Chapters 6 and 7 + Constitution


Click here for what we will cover in class. r

Resources and Reading Quiz

·         Reading Quiz E  - printable for back-to-back use with the version with answers – Form to use to record your answers or handwritten if looks exactly like this
Click here for the four clauses initially about slavery in the Constitution that will help you answer one of these questions.

·         Major Issues in Development of the Constitution, including additional information on the Constitution 
What are you looking for?

-          What caused the Constitution to cover what it covers?

-          What are the major issues in its design?


·         Study Tool: Chronological Events of the New Republic
What are you looking for?

-          How was the course of the nation set by early financial policies? by the initial organization of government? by foreign policy external to the United States?


Reference That Applies to All of the Remaining Content in the Module:


Essential Transformations: What Changed from 1800 to 1840


Chapters 8, 9, and 10


Click here for what we will cover in class. r

Resources and Reading Quiz

·         Reading Quiz F - printable for back-to-back use with the version with answers – Form to use to record your answers or handwritten if looks exactly like this
Note: You do not read
those pages that begin with the heading “The Expanding Role of Religion.”

·         Sketch of the Transformation of the Sections – North East (mainly New England) and the  rise of the Northwest (west of the Appalachians); Southeast (sometimes called the upper South) and the rise of the Southwest (sometimes called the deep South)
What are you looking for?

-          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)?

Reference if you need it, with some sections shown in class:
Comparison of the Sections from about 1800 to about 1820


·         Seeing Change Over Time from 1800 to about the Election of 1840
What are you looking for? In each case below, notice the terms being covered and notice with care what is different about the issue:

-          in the Jeffersonian Republic (1800 to about 1820)

-          in the Jacksonian Republic (about 1828 to about 1836).
Study Tool as a PDF file you can download  (The second page contains additional information on the Barbary Wars.)


The examples below are handwritten on the PDF above. They download slowly but they are helpful.

1.  DO IN CLASS -Slavery and Revolution
What are you looking for?

-          Notice how we begin like Great Britain in ending the slave trade, but notice how we end

-          Notice the differences between the United States supporting revolution in general but not a revolution of slaves in the South

2.  DO IN CLASS - Land and Slavery and the Republic
What are you looking for?

-          Notice how land was nationalistic, but land with slavery was sectionalistic

-          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

3.  DO IN CLASS - Land and Indians and Military Heroes  

What are you looking for?

-          Notice what happened to the Indians in the Northeast in the time of Jefferson and in the Southeast in the time of Jackson

-          Notice the military heroes (For example, William Henry Harrison becoming a hero in Jefferson’s time and becoming a President in 1840; Andrew Jackson becoming a hero in Monroe’s time and becoming a President in 1828 and 1832.)

-          Ask yourself why would this happen?


5. PATTERN SUMMARIZED IN CLASS - Land and Suffrage Plus  - Click here to go background information to help you understand how voting worked and led to universal white male suffrage (all white males vote) by about 1828.

What are you looking for?

-          Notice how does universal white male suffrage intersect with land and with military heroes?



6. PATTERN SUMMARIZED IN CLASS -  Supreme Court, Central Government Power, and the Shift from Marshall to Taney

What are you looking for?
Notice the relationship between the Supreme Court and the National Government:

-          How Marbury v. Madison established judicial review (in part because the executive branch was ordered to do what it planned to do anyway)

-          How review by the court was handled by the executive regarding the Cherokee:  “Two Supreme Court decisions in favor of the Cherokees, in 1830 and 1832, Cherokee Nation v. Georgia and Worcester v. Georgia, proved to be without effect, since they depended on the federal government to implement them and Jackson had no intention of doing anything of the sort.”


Reference: Major Supreme Court Cases and What They Reveal

What are you looking for?
The Supreme Court decisions of the Marshall Court led to:

-          More power to national/central government

-          More power to the Supreme Court

-          More power to corporations and to contracts

It also shows one case by Taney and how different is his reasoning.


Background on 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.



Political Parties and Multiple Shifts

What are you looking for?

-          Notice the way the parties shift back and forth, with D-R (Democratic Republic) lasting many years until 1824.

-          DO IN CLASS -Notice how candidates are chosen in the Jeffersonian Republic and the Jacksonian one.

8. PATTERN SUMMARIZED IN CLASS - Secession, Nullification, and the End of Economic Nationalism

What are you looking for?

-          Notice the ending of secession by the end of Jefferson’s republic and its reemergence in Jackson’s


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:

o         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.

o         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.

3.       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:

o         Not only more opportunities for men to get land (with property being traditionally a voter requirement)

o         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.


TEMPORARY link of questions with answers for the current quiz  – Test yourself with the quiz without answers at the top. Grade yourself with these answers. Read what you do not know.




Copyright C. J. Bibus, Ed.D. 2003-2013


WCJC Department:

History – Dr. Bibus

Contact Information:

281.239.1577 or bibusc@wcjc.edu

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