How can you study for your unit three The Dividing Nation Unit Exam?

Answer 1

I spent a long time on this, and got a great grade on my exam. But i think i spent to much time on it, i want other people to use it too. This will have all the information you need for your roads.advancedacademics.comUnit 3: The Dividing Nation 1808 - 1850 Unit Exam.

Sections:- Divisions within the nation that were based on geographic, economic, and cultural differences.

Urban:- Locations that were comprised of two or more cites.

Population Density:- The number of people living in one specific area.

Industrialization:- Refers to the growth of business and industry.

Tenements:- Small cramped apartments that were considered unsafe and unsanitary.

Strike:- A group of workers that stop working in order to have list of needs met, such as higher pay or better working conditions.

Labor Union:- An organization made up of workers that protect workers rights, especially during labor negotiations and stries.

Rural Area:- An area made up of mostly farms and countrside.

Denmark Vessey:- A freed slave who went on to work as a minister and in 1822 led a revolt against slavery in Charles town, South Carolina.

Nat turner:- African American preacher who led a revolt in Virginia in 1831.

Francis Cabot Lowell:- Credited with building the first centralized textile mill in walthm, Massachusetts in 1813.

Eli Whitney:- Built a factory in Handem, Connecticut in 1797 to produce munitions.

Cholera:- An intestial disease that stems from contaminated water.

McCulloch vs. Maryland:- Case in 1819 in which the supreme corut ruled that the congress hasd the athority to charter a national nack, even thought such matters were not presented in the constittution.

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Dartmouth College vs. Woodward:- Case in 1891 which the supreme court ruled that the tsate did not have the right to interfere with the charter for the school or original contract to serve as a private institution.

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Gibbons vs. Ogden:- Case in 1824 in which the superme court rules that it was the responsibility of the federal governemnt to maintain interstae business.

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Nationalism:- A sense of patriotism or loyalty to the country a person lives in.

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Monroe Doctrine:- Decree issued in 1823 that stated the US would not toerate any attempts made by a foreign power to control a nation within the Western Hemisphere.

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James Monroe:- The fifth President of the US, He served in office from 18-1825, durinf the acquisition of Florida from Spain. He was beast know for his doctrine regarding foreign policy.

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John C. Calhoun:- Politicain from South Carolina who served in the House as Secretart of War under Monroe, as Vice President under Adams and Jackson, and as Secretary of State under Polk. He aslo held AA seat in the Senate and made a bid for Presidency in 1824. Jackson accused him of corrupt barhain during the 1824 election.

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Henry Clay:- Known as a passinate speacker, he made a bid for the Presidency during the 1824 election. This politician who hailed from Kentucky made attemps to do away with slavery in his home state.

Andrew Jackson:- Earned a reputation as a miltary leader from his service durinf the war of 1812 and his attacks in Florida during the Seminole uprisings. The Tennessee native made a bid for the Presidency during the 1824 elcection; however, he was defeated then, but elected in 1828.

John Marshall:- Cheif Justice of the supreme court from 1801 until 1835, he set many presedents with his rulings on variuos cases throughtout his career.

John Quincy Amams:- Son of John Adams, he served as the sixth President of the US from 1825-1829. His Presidency was marked with great internal improvements.

Rush-Bagot Agreement:- Agreement signed by both the US and Great Britain in 1817, in which both sides agreed to reduce the number of warship in the Great Lakes region.

Patronage:- Term used for hiring political supporters for government jobs.

Force Bill:- Issued in 1833, granted President Andrew Jackson theright to do whatever he deemed necessarty to hold South Carolina accountable in paying funds from the Tariff of 1828.

Spoils system:- Term used to describe President Andrew Jacksons system of rewarding political supporters that helped in getting him elected as pPresident, with government jobs and\or positions.

Tariff of 1828:- Also referred to as the Tariff of Abominations, it was a tax placed on manufactured goods that seemed to reward the northern region and penalize the southern region.

Secede:- o breack away or dissolve a membership from a group or organization.

Indian Removal Act:- Issued in 1830, this law called for the forced removal of Native Americans to west of the Mississppi River.

Trail of Tears:- The forced removal of the Cherokee tribe in 1838 through 1839 to lands west of the Mississppi.

Worcester vs. Georgia:- Case brought before the Supreme Court in 1832 in which the Cherokee tribe sought protection from the state of Georiga in taking theri land.

Five Civilized tribes: consisted of the five native American nations living in the southeastern region of the United States: the Cherokee, Creek, Choctaw, Chickasaw, and Seminole tribes.

Compromise Tariff: Introduced by Henry Clay in 1833, this bill lowered the duty or tax overa a period of time.

John Marshall: Chief Justice of the Supreme Court

Samuel Worcester: Missionary from Vermont that assisted Native Americans during forced removal from their lands.

Daniel Webster: Senator from Massachusetts that argued in favor of the Tariff of 1828

Robert Hayne: Senator from South Carolina that argued against the Tariff of 1828

Henry Clay: Politician from Kentucky that lost the 1832 election to Andrew Jackson

Martin Van Buren: Elected as the eighth Pres. of the United States and served from 1837-1841

Panic of 1837: Period in Am. History that was characterized by unemployment and poverty brought on by economic disparity.

John Tyler: Tenth Pres. of the U.S., he served in office from 1841-1845, taking over for Pres. Harrison. He was viewed as unsuccessful due to discontent between political parties.

William Henry Harrison: Ninth Pres. of the U.S, he served in office for only one month before dying.

Temperance Movement:- Efforts made during the 1800s to do away with the production and consumption of alcohol.

Segregate:- The act of sepertation based on the race of individuals.

Abolitionists:- Individuals seeking to do awya with slavery during the 1800s.

Empanacipantion:- The act of freeing those who are enslaved.

Underground Railroad:- The network of escape routes used by fugitive slaves during theri questi for freedom during the 1800s.

Gag Rule:- Passed by the US House of Representatives in 1836, which declared that no petitions regardin slavery could be read or acknowledged.

Seneca Falls convention:- First major womens rights event that took place in New York in 1848.

Suffrage:- The right to vote.

Horeace Mann:- Educational reformer from Msssachusetts, he established a mmodel public schools system for other states to follow.

Dorothea Dix:- A school teacher from Boston who devoted herself to prison reform and assistiong the mentally ill.

American Coloniztion Society:- Formed in 1816, this organization assisted in the founding of Liberia.

Mennonites:- A Christian sect whose members emigrated from Germany, were the first group in the US to seek the abolition of slavery. They began their efforts in 1688.

William Lloyd Garrison:- Abolitionit from Boston who founded the liberator in 1831.

Frederick Douglass:- Abolitionist known for his prominent writing and oratory skills regarding the suject.

Harriet Tubman:- She was a leader in the Underground Rail Road.

Catherine Beecher:- Author an educator who worked to helped women make reforms in the home.

Harriet Beecher Stowe:- In 1852, she who wrote the novel Uncle Toms Cabin.

Lydia Child:- She became editor for the Natioal Anti-Slavery Standard in 1841.

Elizabeth Cady Stanton:- Advocate of womens right, she organized the first womens convention in 1848.

Divisions Among the Nation

You should be familiar with the following topics for your exam:

Economic divisions between the northern and southern regions of the United States during the 1800s. And The regional differences between the North and the South during the 1800s

The Northern Territories

During the early 1800s, as the nation was growing and expanding, it was also dividing. Although they would later become a nation divided on political issues, these early separations were due to the differences within their lifestyles. As a result, it became obvious that the country began forming sections, or distinct economic, geographic, and cultural differences. The two main divisions, or sections, that formed were seen in the northern and southern territories, where vast differences were evident.

The Northern region of the United States was actually comprised of two sections: the Northeast and the Northwest. The Northeast included the New England territories, New York, New Jersey, and Pennsylvania. The Northwest section was comprised of Ohio, Indiana, Illinois, Michigan, Wisconsin, and part of Minnesota.

The development of cities during the 1800s. And Social and economic issues that affected the South during the 1800s

Industrialization:

During the 1800s, many people living in the Northwest were living on farms; however, there was a growing number of people who were attracted to urban areas. Urban areas were places made up of two or more cities. These new urban areas were characterized by their close proximity to various businesses and a growing number of factories that were forming in the area. Urban areas provided an alternative to rural living as well as additional job opportunities.

As a result, the population density, or the number of people living within an area, dramatically increased. For example, in 1797, Eli Whitney, the inventor of the cotton gin, built a factory in Hamden, Connecticut to manufacture munitions. Whitney's factory in Connecticut aided in industrialization, or the growth of industry within the area. Additional factories sprang up in the area because of the nearby water sources that helped generate power for manufacturing. As a result, the area saw a huge influx in population as people flocked to Connecticut in search of jobs.Young women were not the only ones looking towards the cities for work. As rural areas became crowded and land was scarce, the city provided a new venue of possibilities and more opportunities than farming. New York City became an ideal location during the early 1800s. Cities did not just provide alternatives for jobs, but a change in lifestyle as well. In rural areas, we saw large extended families all living together under one roof as well as working together. Families took care of one another and each had specific jobs to do. Everyone was responsible in some capacity for tending to the farm, including mothers and children. Additionally, women often cared for elderly relatives or educated their children, since in some cases there were no schools.

Issues that plagued cities within the United States during the 1800s

Water got contaminated and killed many people.

Nationalism:

America After the War of 1812

After the War of 1812, Americans had a new view of themselves and of their nation. A sense of patriotism engulfed the country. Although they had economic issues to deal with, the war left the nation more unified. They no longer viewed themselves as hailing from their individual states and territories, but rather as Americans. There appeared to be a greater sense of nationalism, or loyalty, towards their country. Such ideals held true in terms of the federal government. New leaders emerged during this time with the sole purpose of using the federal government as a means of unifying the nation.

Second Bank of the United States

The country was very weary of involvement in another war. They tried to avoid any foreign entanglements. Instead the country tried to strengthen its own domestic policies and issues. Playing a key role in the process was Chief Justice John Marshall. For example, the nation was still wrestling with the concept of the national bank. There were still leaders that felt the Constitution did not give the right for the federal government to charter a bank. As a result, in 1819 a case ensued all the way to the Supreme Court involving the existence of the national bank. Specifically, the state of Maryland attempted to put a halt on operations at the Second Bank of the United States. Their plan was to put a tax on all notes of banks that were not chartered or licensed through the state of Maryland. Basically, they were taxing the bank because it was run by the federal government instead of the local government.

Second Bank of the United States (continued)

The state further decreed that the bank needed to pay $15,000 annually to Maryland or face closure. James McCulloch, one of the tellers working at the National Bank, refused to pay the money. The state argued that because the Constitution did not mention or address the concept of the bank, there was no basis for such an operation, further stating that the practice was unconstitutional.

Marshall ruled in favor of the National Bank. He stated that although the Constitution did not mention a bank, the Constitution did give power to Congress, who in return had the right to create the bank and do what is necessary to uphold the operations of such an institution. Marshall went on to declare that because the national government created the bank, no state had the right to implement a tax on it.

Keeping Dartmouth College a Private Institution

Another pivotal case involving the government also occurred in 1819, but this time the focus was on Dartmouth College. The issues surrounding the case involved the origins of the institution. In 1815, the state of New Hampshire tried to revoke the charter of Dartmouth in an attempt to convert the status of the college from private to public.

William H. Woodward, who served as the state approved secretary for the newly inducted board of trustees, assisted in the process. In an effort to maintain their status as a private college, the schools retained the legal services of Daniel Webster, alumni of the school. The courts ruled in favor of the school keeping its original status as a private institution. Chief Justice John Marshall also presided on this case.

Controversy in the Waterways

In 1824, Chief Justice John Marshall set another precedent in the case of Gibbons vs. Ogden. In this suit, Aaron Ogden purchased a state license in New York to operate exclusively a steamboat line that would run from New York to New Jersey. Issues erupted when Thomas Gibbons attempted to start a similar business running along the same route. Ogden in return sued Gibbons, who declared he was operating under a federal license. The controversy surrounding this case was, in essence, who had the right to regulate navigation---the states or federal government. Marshall ruled in favor of the federal government, stating that the federal government had the authority regarding all types of interstate business.

Jacksonian Democracy and Beyond: Introduction

1828--1840

In this section, you will focus on the background and Presidency of Andrew Jackson. Significant to this unit will be an analysis of his character and how his ideals filtered into his political policies. Additionally, you will asses the various domestic issues of this period. The unit will conclude by briefly examining Jackson's successors and the impact of his Presidency on their terms in office.

Andrew Jacksons background

In 1828, Andrew Jackson became the nation's seventh President to take office. The former military general and plantation owner was a man of strong opinion and even stronger at defending them. His personality was more rustic than the Presidents before him. He embodied the true sense of the frontier---adventurous and strong. His victory in the 1828 election exemplified the growing power and voice of the frontier. America's views seemed to be changing, which was evident in the course that politics was starting to take. Jackson was the first President to be elected that hailed west of the Appalachian Mountains.

Additionally, he was the first to break the barrier of political parties, winning his election based on his widespread popularity. Today, he would be considered more mainstream, appealing to working-class voters. This election was also unique in that state laws requiring voters to own land had been repealed in recent years.

New laws in some states simply required voters to be adult, white males. Also, some states were now allowing voters to decide the fate of the election, instead of state legislatures. Such changes in the election process led to an increase in voter participation.

Jackson and the Economy

Jackson did not only believe in limiting the federal government regarding internal improvements, but he also held such convictions regarding the economy. Before Jackson took over in office, Congress passed the Tariff of 1828. The tariff, which called for a heavy tax on imports, which was implemented as a means of discouraging the purchasing of foreign goods and as a stimulus for American manufacturing of products.

The tariff favored the northern section of the nation, since they were considered the manufacturing center of the country. Additionally, the tariff forced southern territories to pay higher prices for such manufactured goods. As a result, the southern region of the country referred to the tariff as the "Tariff of Abominations."

As a result, the state of South Carolina decided to take action and declare that the states had the right to decide if the actions of the federal government went beyond appropriate. Furthermore, the states had the right to then reject federal laws that were deemed by the state as unconstitutional.

Causes for Reform

The 1800s was a period of change for the United States. The nation was overwhelmed with a sense of nationalism. Additionally, we saw the advent of industrialization, the election of a pioneer for President, and vast influxes in the economy. The 1800s were also characterized as a period of change, or reform. Many groups and individuals set out to help those less fortunate, or to champion a specific cause, such as the abolition of slavery or equal rights for women.

Many members of specific religious groups or churches were advocates of reform during the century. There seemed to be a moral connection to their advocacy. Protestants led the surge to help. Many ministers of the faith included such calls to service in their sermons. They felt an obligation to help redeem those less fortunate. Many believed their faith gave them the direction and foundation needed to make change.

Another reason for reform came with the rapid development of cities and urban centers during the early 1800s. Due to the surge in population and overcrowding, cities dealt with tenements, crime, and dysentery issues, which made these areas in desperate need of assistance from both religious and political reformers.

The Temperance Movement

The temperance movement was of particular interest to reformers during the 1800s. The temperance movement was an organization geared towards eliminating alcohol consumption. During the 1800s, many people saw alcohol as a deterrent from leading a productive life. They blamed the ills of society on its consumption. Alcohol consumption during the century was considered one of the highest in the nation's history. As a result, during the early 1800s, thousands of local temperance societies formed. The basis of these groups was centered around abstinence, or not to drink. Temperance groups worked effortlessly promoting abstinence in restaurants, hotels, and work environments. They only endorsed political candidates who shared their ideals---and their movement was gaining clout.

In 1851, Maine became the first state to ban the manufacturing and sales of alcohol. Their lead in the temperance movement led to other states adopting similar legislation.

The Reform Movement for Women's Rights

Slaves were not the only group in the United States that dealt with oppression during the 1800s. Women also desired their own emancipation and equality.

As the Industrial Revolution swept through cities and urban centers of America, women of middle-class stock found they had more free time on their hands. They no longer had to make or do everything within their homes. They could now purchase manufactured products to assist them with their housework, thus, providing them with additional free time. New to this situation, most did not know what to do with their time. As a result, we saw many women of this era turn to assist their churches, the less fortunate, and their own rights as a cause.