AP US HISTORY
FALL 2006
                        UNIT FOUR: THE AGE OF JACKSON

        Some historians contend that Andrew Jackson was the most important
president in US history prior to the 20th Century. One could certainly dispute this
claim on the grounds that Washington, Jefferson, and Lincoln have all garnished
more historical attention and public acclaim, including national monuments in our
nation's capital and their faces on Mount Rushmore. Nevertheless, it is difficult to dispute
Jackson's economic, political, and social contributions to the development of the United States.
While overseeing and, in some ways promoting, the rapid economic growth and development of
the US, Jackson epitomized the new American ethic. As the first "frontier" president, Jackson
symbolized the unbounded optimism of those who continued to push westward in their search
for a better life. As a self-proclaimed commoner who rose to the most powerful office in the
country, Jackson came to symbolize the rags-to-riches social mobility inherent in the concept of
the “American Dream.” As an "Indian fighter" and a hero of the War of 1812, Jackson also came
to symbolize the spirit and toughness in which Americans take such great pride. More than any
other president, Jackson embodied the spirit of an era: an era of optimism, expansion, reform,
growth, and change. Yet it was also an era that would set the stage for the looming conflict
between the north and the south that would culminate in a few years in the Civil War.
        Nowhere was Jackson’s impact felt more profoundly than the political development of
the United States government. Jackson's presidency marked the beginning of mass participation
by the American electorate in American political life. He was the founder of and inspiration for,
the modern Democratic Party. He also significantly strengthened the powers of the institution of
the presidency through his battles with Calhoun over nullification and Biddle the Bank of the
United States. His policies toward the Native Americans contributed not only to the territorial
expansion of the United States, but he also contributed to the creation of the unique political,
legal, and social status of Native Americans in the United States. While it is still uncertain
whether or not Jackson was the most important president of our country's early years, it is
difficult to dispute the fact that few presidents have overseen and symbolized as great a
transformation in the economic, political, and social life of our country as Jackson.

EXAM DATE: Tuesday, November 7th (100 points)

QUIZZES: Tuesday, October 24th: Chapter 9 (25 points)
         Wednesday, November 1st: Chapter 10 & 11 (35 points)

READING ASSIGNMENTS: Brinkley, Ch. 9, 10, & 11
                           ATF, Ch. 4
                           Unit Planner

    1. Document-Based Questions
    2. Political Cartoons
    3. The Role of Theory in the Study of History
    4. Understanding Social and Economic Changes
    5. The Role of the Individual in History

1. Advent of Mass Politics
2. The Jackson Presidency
3. Calhoun and the Nullification Crisis
4. Jackson and the Bank of the United States
5. Jackson and the Trail of Tears
6. The Growth of American Industry
7. The Transportation Revolution
8. Changing Patterns of Society
9. Sectional Patterns of Development
10. The Rise of King Cotton
11. Southern Society
12. The Life of a Slave


1. ATF Chapter Five Worksheet: Due Friday, October 27th (25 pts)

       Complete the Worksheet at the back of this Unit Planner

2. Primary Source Analysis Worksheet: Due Monday, October 30th (30 points)

       Using the attached worksheet, complete a primary source analysis relating to a primary
       source that you have found for your NHD project. You must attach a copy of the primary
       source to this worksheet. Consult Mr. Elmore if there is a problem with this.

3. NHD WORKSHOP EXTRA CREDIT: Saturday, November 4th (10 pts)

       National History Day Workshop at Truman Library from 9 AM to Noon. This is strongly
       recommended for students who are doing documentaries, exhibits, performances,
       websites, or local topics. Students must write a short one-page paper summarizing what
       they learned from attending the workshop and turn it on Monday, November 6th to
       receive credit. In order to registers, students must send an email to Mr. Elmore by
       Wednesday, November 1st at celmore@rockhursths.edu Students who register and do not
       attend and fail to inform Mr. Elmore by Friday, November 3rd that they will not be
       attending will have 5 points deducted from their Unit Four Exam.

4. Preliminary Annotated Bibliography: Due Thursday, November 9th: (50 pts)

       Students should submit a Preliminary Annotated Bibliography with a minimum total of
       10 sources, five of these sources must be primary sources and five must be secondary
       sources. Secondary sources must include a minimum of three books and may not include
       websites. Students who use websites must have at least five secondary sources that are
       NOT websites. Students should annotate THREE of these ten sources. At least one of
       these annotated sources should be a primary source and at least one should be a
       secondary source.
      The project should be titled Preliminary Annotated Bibliography. You must type out
      your research question at the top of the bibliography. Sources should be divided into
      these two clearly labeled categories: Primary Sources and Secondary Sources
      Bibliographies should follow the standard MLA format for bibliographies with one
      notable exception. You should consult your St. Martin’s Guide, the Bud’s Easy Research
      Manual, or the Rockhurst High School library website for further instructions on the
      MLA format. The notable exception to the MLA format is as follows: For each source,
      you will need to write a five to ten sentence summary of that source and how it applies to
      your project. These summaries can be single spaced or double spaced but should be
      block indented underneath the sources.

      For secondary sources, annotations should attempt to answer the following questions:
      Describe the content of the source. What is the primary focus or thesis of the book?
      What are the most important topics discussed in the book? Who is the author? What are
      his or her qualifications? When was the book written or source created? What specific
      information in this source relates to your research project? Describe how this source will
      be used in your project. What element of this research project does this source help you
       For primary sources, annotations should attempt to answer the following questions:
      Describe the content of the source. Describe the sources (Is it a letter, a newspaper
      article, etc.?). Provide information about the date of the source and the significance of
      the date to your project. Provide information about what person, group or organization
      created the source and any significance that this source might have to your project.
      Explain how the source will be used in your project. To what aspect of your project does
      this source relate?

      The more specifically and comprehensively that you answer these questions, the better
      your projects will be.

      Even though you have not completed your final project, you should write your
      annotations in the past tense. In other words, describe how you have used these
      sources as opposed to how you will use them.

      Your final project will require an Annotated Bibliography. The better that you do this
      now, the less work that you will have later. BE SURE NOT TO WAIT TO START THIS

5. DBQ ESSAY ASSIGNMENT: Due Wednesday, November 15th: (75 points)

      Following the standard format for this course, write an essay on the changing ideals of
      womanhood DBQ topic from your unit planner.

 6. Preliminary Research Outline: Due Monday, December 4th (75 points)

             Each student should create a preliminary outline for their research project. For
             those using the Bud’s Easy Research Manual, you should use the Harvard,
             sentence outline approach described in Task 9 of the research manual. Outlines
             should meet the following criteria:
              a. Research Topics should be clearly labeled at the top of the outline. The
                      assignment should be titled: “Research Outline for ___________”
              b. The THESIS STATEMENT should be typed and clearly labeled at the top of
                      the page, beneath the title.
              c. The outline should be divided into 3- 4 main sections. These will constitute
                      your Roman Numerals.
              d. Each section should be further subdivided into A, B, C sub-points with further
                      sub-divisions into 1, 2, 3 sub-points, each reflecting a greater degree of
              e. Outlines should be in complete sentences.
              f. Outlines should include specific details and references to quotes, evidence,
                      examples that will be used to illustrate points that will be made in your
                      final project.
              g. Outlines should be 2-3 pages in length.
              h. An updated annotated bibliography, which DOES NOT toward the page limit
                      should be attached.


Era of the Common Man              Election of 1828               Daniel Webster
universal male suffrage            Thomas Dorr                    James Kent
Martin Van Buren                   two party system               Democratic Party
spoils system                      rotation in office             kitchen cabinet
Whigs                              Anti-Masons                    political conventions
The South Carolina Exposition and Protest                         John C. Calhoun
Second Bank of the United States   Andrew Jackson                 doctrine of nullification
Peggy Eaton Affair                 Thomas Hart Benton             Robert Y. Hayne
Webster-Hayne Debate               tariff of abominations         Force Bill
Noble savages                      Black Hawk War                 Cherokee Nation
Five Civilized Tribes              General Winfield Scott         Trail of Tears
Indian Removal Act                 Cherokee Nation v Georgia Worcester v. Georgia
Great American Desert              Indian Territory               Seminoles
Osceola                            Maysville Road Bill            Henry Clay `
Nicholas Biddle                    soft money faction             hard money faction
National Republicans               Roger Taney                    state banks (pet banks)
Society of Freemasons              Anti-Masons                    Great Triumvirate
Panic of 1837                      specie circular                King Andrew I
John Tyler                         independent treasury           Log Cabin Campaign
William Henry Harrison             Election of 1840               Caroline
Aroostook War                      Creole                         penny press
Webster-Ashburton Treaty           immigration                    urban growth
Irish potato famine                Irish and German immigration nativism
Know-Nothing Party/ Native American Party           “alien menace” canal age
Erie Canal                         turnpike era                   steamboats
Dewitt Clinton                     Great Lakes                    railroads
Baltimore and Ohio Railroad        trunk lines                    triumph of the rails
land grants/ rights of way         telegraph                      Samuel Morse
rotary press                       Horace Greeley                 Associated Press
retail distribution                limited liability corporation investment
factory system                        machine tools                 interchangeable parts
Eli Whitney                           skilled artisans              labor unions
National Trade Unions                 Commonwealth v. Hunt          income inequality
Charles Goodyear                      Howe-Singer                   Lowell System
express contract                      free blacks                   social mobility
middle class                          household inventions          commercial agriculture
birth rates                           safety valve                  Frederick Jackson Turner
cult of domesticity                   Oberlin College               separate spheres
holidays                              minstrel shows                P.T. Barnum
Old Northwest                         industrialization             religion
Cyrus McCormick                       John Deere                    King Cotton
Eli Whitney                           Cotton Gin                    deep/lower south
Tredegar Iron Works                   James DeBow                   plantations
cavalier                              chivalry                      planter aristocracy
southern lady                         gender roles in the south     plain folk
hill people                           poor white trash              paternalism
peculiar institution                  black codes/slave codes       head drivers
gang system                           slave importation             sexual abuse
urban slavery                         free blacks                   slave markets
Sambo                                 Gabriel Prosser               Denmark Vesey
Nat Turner                            underground railroad          Harriet Tubman
slave patrols                         slave culture                 pidgin
slave spirituals                      slave religion                slave family life
slave marriages                       slave kinship ties


1. In what ways did developments in transportation bring about economic and social
       change in the United States in the period 1820-1860?

2. "In the early 19th Century, there was widespread discrimination in the US against people who
        were different from the white Protestant majority." Assess the validity of this statement
        with reference to: a) free African Americans; b) Native Americans; c) Irish and German

3. Jacksonian Democrats are often viewed as promoting political democracy, equal opportunity,
       and personal liberty. Based on your knowledge of the 1820s, to what extent do you agree
       with this view?

4. Explain how THREE of the following political reforms of the Jacksonian era promoted a
      more democratic political process: a) nominating conventions; b) rotation in office and
      the spoils system; c) rise of third parties; d) public campaigns for office; e) election of
      the president

5. "The bank, Mr. Van Buren, is trying to kill me, but I will kill it."
      Explain the meaning of this famous 1832 statement of President Andrew
      Jackson and evaluate Jackson's position with regard to "the bank".
6. The Jacksonian Period (1824-1848) has been celebrated as the era of the “common man.” To
       what extent did the period live up to its characterization? Consider TWO of the
       following in your response: a) economic development; b) politics; c) reform

7. Compare and contrast the North and the South in terms of both economic and political
      characteristics in the pre-Civil War era.

8. “Instead of uniting the country, economic changes brought about by the developments in
       industry, agriculture, and transportation from 1820-1860 produced more sectional
       conflicts and divisions.” Assess this statement, using the development of railroads as one
       of your examples.

9. To what extent did the roles of women change in American society between 1790 and 1860?
       Respond with reference to TWO of the following: Domestic, Economic, Political, Social

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