AP US HISTORY
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
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 email@example.com 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
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
PROJECT UNTIL THE LAST MINUTE. IT IS TIME CONSUMING.
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
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
UNIT ESSAY QUESTIONS
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
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