APUSH Review: The Election of 1844

APUSH Review: Key Concept 4.1

Everything You Need To Know About Key Concept 4.1 To Succeed In APUSHwww.Apushreview.comPeriod 4: 1800 1848 The New CurriculumKey Concept 4.1 The United States developed the worlds first modern mass democracy and celebrated a new national culture, while Americans sought to define the nations democratic ideals and to reform its institutions to match them.Page 38 of the Curriculum FrameworkBig ideas: How did the relationship between the federal and state governments change during this time?How did various reform movements change society?How did slaves adapt to their circumstances and create a new culture?

Key Concept 4.1 IThe nations transformation to a more participatory democracy was accompanied by continued debates over federal power, the relationship between the federal government and the states, the authority of different branches of the federal government, and the rights and responsibilities of individual citizens. page 38 of the curriculum frameworkDevelopment of the 1st and 2nd Political Party System:Federalists: favored stronger central government, supported by upper-class, merchants and bankers, and Pro-British, loose interpretation of the ConstitutionDemocratic-Republicans: states-rights, supporter by lower and middle classes, farmers, Pro-French, strict interpretation of the ConstitutionBoth parties developed out of Hamiltons Financial Plan and the French Revolution2nd Political Party System:Democrats: Led by Andrew Jackson, the Common Man: against BUS and other Elite organizationsWhigs: Anti-Andrew Jackson; favored stronger federal government, internal improvements, BUSThe Supreme Court strengthened the power of the federal government, often at the expense of state governments:Marbury v. Madison established the principle of judicial reviewMcCulloch v. Maryland upheld constitutionality of 2nd BUS, federal government given more power of statesGibbons v. Ogden Congress, NOT states can control interstate commerce

Key Concept 4.1 I Cont.With a growing economy, Americans debated the role of government in the economy:Hartford Convention New England delegates were upset with embargos and War of 1812 (cut off trade to Britain major trading partner); proposed several amendments including tougher restrictions for declaring war and passing embargos Internal improvements debates over the role of federal government in intrastate improvements Mayesville Road veto (1830) Jackson vetoed a bill for the road which would only be in KYRegional political and economic loyalties overshadowed national concerns:Nullification Crisis (1833) South Carolina and other southern states opposed the Tariffs of 1828 and 1832; South Carolina even nullified those tariffsSouth Carolina threatened to secede if Jackson collected the tariff by forceWebsters 2nd Reply to Hayne Webster promoted nationalism over sectionalismWhy did many whites in the South associate their regional identity through pride in slavery?Wealthy whites saw themselves as aristocrats; owning slaves was a symbol of wealthMany poor whites favored slavery since they (poor whites) were higher on the social order in society

Key Concept 4.1 IIConcurrent with an increasing international exchange of goods and ideas, larger numbers of Americans began struggling with how to match democratic political ideals to political institutions and social realities. page 39 of the curriculum frameworkThe 2nd G.A. and social ideas from abroad helped inspire humans to achieve perfection:Charles G. Finney massive sermons to convert individualsSeneca Falls (1848) womens rights convention in NY - Elizabeth Cady Stanton and Lucretia MottUtopian Societies social experiments that hoped to achieve perfection in communities Oneidas, Brooke Farm, etc. African Americans citizenship possibilities continued to be restricted even though:International slave trade was outlawed in 1808An increasing number of free African Americans in the North AND the South:Eventually, many states made it illegal for slave owner to manumit (free) their slavesDiscussions of emancipation plans:William Lloyd Garrison, The Liberator called for the immediate and uncompensated end to slaveryAmerican Colonization Society advocated free slaves be sent to Africa

Key Concept 4.1 II Cont.Resistance to initiatives for democracy:Proslavery arguments: increased drastically after Nat Turners Rebellion (1831)John C. Calhouns Slavery as a Positive Good argued that slaves worked under better conditions than industrial workers in the NorthSome advocates used the bible to justify slavery George Fitzhugh used similar argumentsXenophobia:Fear of foreigners (Nativism pro Native-born Americans and hostility to foreign-born individuals)Immigrants were accused of stealing jobs by working for less moneyIrish were heavily discriminated against belief that they stole electionsKnow-Nothing Party (American Party) hoped to pass immigration restriction laws; became a powerful political party in the 1850sSimilar to the American Protective Association of late 19th centuryAnti-black sentiments in political and popular culture:Minstrel Shows variety shows using blackface Restrictive anti-Indian policies:Indian Removal Act (1830) required Native tribes in Georgia to move west of the Mississippi River, Jackson ignored the Supreme Courts ruling in Worcester v. Georgia and Native Americans were forced to move -> Trail of Tears

Key Concept 4.1 IIIWhile Americans celebrated their nations progress toward a unified new national culture that blended Old World forms with New World ideas, various groups of the nations inhabitants developed distinctive cultures of their own. page 39 of the curriculum frameworkThe emergence of a new national cultureWas a combination of European and local cultureNew American Art, literature, and architectural ideas emergedExamples: John James Audubon made significant contributions to the study of birds prints of birdsThe Hudson River School focused on landscape paintings; believed nature was a great source of wisdom and inspirationCultures developed based on interests and experiences of specific groupsAmerican Indians: throughout most of the early 19th century, Indians were relocated further and further west Indian Removal ActIn the 1840s, the reservation developed as a way living for IndiansWomen: more women began to attend higher educationCult of DomesticitySeneca Falls Convention 1848Declaration of Sentiments

Key Concept 4.1 III Cont.Cultures developed based on interests and experiences of specific groups (Continued)Religious followers: Shakers and MormonsShakers: practiced celibacy,; believed in sexual equalityMormons: after years of turbulence, they moved to Utah where they could freely practice their religionUrban middle class: more and more Americans were owning shops and businesses, and became professionalsLived in large houses that they ownedBought new inventions cast-iron stoveEnslaved African Americans created communities and sought to protect their family structures and dignityAfrican Americans developed surrogate familiesWhen families were separated via slavery, others would look after family members Slave music used to help pass the time while workingInstrumental part of religious servicesOthers played important roles in the abolitionist and reform movements and sought to change their status:Example: David Walker An Appeal to Colored Citizens of the World (1829)Sought for African Americans to openly resist their oppression Two years later, Nat Turners Rebellion occurred (1831), which helped strengthen the desire to silence abolitionism in the South

Test TipsMultiple-Choice and Short Answer Questions:Native American interactions under the New NationReasons for the development of political partiesRepublican Motherhood how were women viewed?

Essay Questions:Issues that led to the creation of political partiesImpact of the 2nd Great Awakening on American society

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