NA Senior High School

***Begin work on the map study project.  These assignments are due at the beginning of the second day of Unit V***

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.                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?

III.             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?

IV.                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?

     V.         The 2^nd War for American Independence

                  War of 1812 internet “scavenger hunt” activity (in-class)

VI.             The War of 1812 and the Treaty of Ghent

Text 252-255

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 (2^nd column)-265 (1^st column)

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 in promoting national power?  Is the current Supreme Court of similar thinking?

VIII.       Westward Movement and the Shadow of Slavery

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

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?

     IX.  The Rise of the Common Man

Text, 272-277 (first paragraph); Spirit 305-306 (Cooper), 306-308 (de Tocqueville)

How did the politics of the 1820’s foreshadow a government and a political style much more subject to public opinion?  What view of the role of the federal government is expressed by Adams?

     XI. Of Spoils, Abominations, Nullies, and “The Great Father”

Text 277, 280-286 (first paragraph), Spirit 301-302 (Jackson), 304-305 (Ross)

Are the actions of the Jackson administration consistent with the “Common Man” reputation of the time period?  Elaborate.

    XII. John C. Calhoun

APT, chapter IV (in class)

    XIII.            The Bank War:  Jackson Versus Biddle

Text 286-290 (first section); Spirit 297-299 (Jackson), 299 (Boston Daily Atlas)

Would you agree that “the permanent results of the Bank War were negative rather than positive?”  Why or why not?

XIV.    The Little Magician, Tippecanoe, and Tyler Too

MODERATION

Text 290 (2^nd ½ of 1^st column)-293 (top of 2^nd column), 298-301, 396 (Accession of Tyler Too)-398 (top sentence)

What factors account for the rise of the second two-party system?    

XV.     Women in Ante-Bellum America

Text 351-352, 354 (first section only), Spirit 348-351 (Seneca Falls Manifesto), 351-352 (editorial – New York Herald), 352-353 (Stone)

Is a discussion of this topic better suited for the previous unit on culture, or the current one on the expansion of the impact of the common “man”?  Explain.