• UNIT V– JEFFERSONIAN REPUBLICANISM AND THE ERA OF GOOD FEELING

    ***Begin work on the map study project that has been distributed in class.  These assignments are due at the beginning of the second day of Unit VI***

     

     

                  I.                   Thomas Jefferson as President

     

    Text 229 – 238

     

    Did Federalist hysteria about the election of Jefferson prove justified? 

     

    (Beginning with Marbury v Madison in this reading, be sure to include important Supreme Court decisions in your notes)

      

               II.                Jefferson the Man

     

    APT, chapter II (in class)

     

    What is Hofstadter’s interpretation of Jefferson’s democratic principles and practice?  Do the facts support his claims?

     

                    III.             Interlude: Evaluating the American Presidency

     

    On a separate paper, prepare for class discussion a list of what you consider to be the most important attributes of an effective president, and why each belongs on the list. What separates outstanding presidents from mediocre ones?

     

                       IV.             The Hazardous Waters of Neutrality

    Text 238-243; Spirit 250-251 (Key), 251-252 (Giles)

    MODERATION

     

    Was the embargo a sensible policy to pursue considering the nature of the times?  Why did it fail?  Was there an alternative?
     
     V.               Tecumseh, the Prophet, and Mr. Madison’s Declaration

     

    Text 243-246; Spirit 257-258 (cartoons), 259-260 (Madison)

     

    Why did the US declare was in 1812?  Would Madison have been wiser to pursue a different course of action between 1809 and 1812?

     

      

    VI.            The War of 1812 and the Treaty of Ghent

     

    Text 248-255

     

    How did sectional attitudes affect the course of the struggle for the United States?  How did events abroad affect it?  Did the United States “win”?

     

      

    VII.          Nationalism and the American System

    Text 255-258, 263 (2nd column)-265 (1stcolumn)

     

    Was the compromise of differing sectional interests through national politics an inevitable consequence of the American constitutional system?  Was the role of the Supreme Court inpromoting national power?  Is the current Supreme Court of similar thinking?

     

      

    VIII.       Westward Movement and the Shadow of Slavery

     MODERATION

    Text 258-259 (all), 262-263 (1st

     

    Was the Missouri Compromise a flawed precedent? Explain.  

     

      

     IX.Formulation of a Hemispheric Foreign Policy
                       Text 265-270; Spirit 274-275 (Adams), 275-276 (Monroe)
     
                       What precipitated the formulation of the Monroe Doctrine? What commitments does it promise for US action in the future?

     

     

    UNIT VI - ANTEBELLUM AMERICAN CULTURE

     

                   I - II.       Map Study

       Complete this assignment with care and accuracy.  Study what you have prepared. Does it have meaning for you?  Could it be understood by others?

                - IN-CLASS PROJECT QUIZ AND DISCUSSION -

     

     

                   III.       Hibernians and Forty-Eighters

       Text 308-311(all),314-315 (first two paragraphs)

       What differences are there between the Irish and the Germanswho arrive at this time?  Are these differences reflected in how they are received?

     

                   IV.       American Invention and Ingenuity

    Text 315, 318-322,324 (top of 2nd column); Spirit 324-326 (Brownson), 326(Regulations)

    What factors are responsible for American inventiveness?  Is it part of our“national character”, or is there something else at work?

     

                   V.        The Transportation Revolution

                Text328-337

    What transportation developments can you predict will leadto sectional strife over time?  Explain your observations.

     

                   VI.       Utopian Societies and the 2nd Great Awakening

                Text340 – 345 (top paragraph), 354 (Wilderness Utopias), 337-339 (Spalding, 343-344(Channing), 358-359 (Brook Farm)

    What is the relationship between the Second Great Awakening and the major movements of abolition, temperance, and women’s rights?

     

                   VII.     Higher Learning, Reform,  and Demon Rum

                Text345-351(1/2 of 1st column), 368; Spirit 345-346 (Dix), 346-348(Arthur)

    MODERATION

    What opposition existed to the concept of public education?  What factors overcame thisopposition? Explain.

     

                    VIII.    The Flowering of American Culture

                Text 354-355, 358-366
          
                   It has been said that America could not truly be independent of Britain until it developed its own fine arts.  Do you agree?  Why or why not?

     

    ----------------------------------------EXAMUNITS V AND VI----------------------------------
Last Modified on November 1, 2013