Unit 2: From Making a Revolution to Making a Nation -
1763 to 1830s |
Reminder: You will have an easier time with
links if you open them in a New Window.
If you do not know how to do this, click here for tips. (This includes how to save these
files from the Internet.) If you need help, just ask. What is self-testing and how can it help you? |
Click here for the possible essay questions for the exam that ends Unit 2.
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. |
·
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.) -
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) -
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. Reference: 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 ·
Major Issues in Development of the Constitution, including additional
information on the Constitution Or here for completed
tables or here for
a reference. -
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 -
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 ·
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) -
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 -
in the Jeffersonian Republic
(1800 to about 1820) -
in the
Jacksonian Republic (about 1828 to about 1836). The examples below are handwritten on the PDF above. They download slowly but they are helpful. 1. DO IN
CLASS -Slavery
and Revolution -
Notice how we begin like -
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 - 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 -
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? -
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.” Major
Supreme Court Cases and What They Reveal What are you looking for? - 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. Chief Justices of the Supreme Court: - 1801-1835 - 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 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. |
TEMPORARY link of questions with answers for the three quizzes for this Unit (I will remove all but Quiz F’s Monday): 1301_quiz_D_withanswers_Printable.pdf, 1301_Quiz_E_withanswers_printable.pdf 1301_Quiz_F_Printable_OC_WITHAnswers – 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 |
Last Updated: |
3/16/2013 |
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