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•Delegates of seven colonies met in New York to discuss plans for collective defense
•Pennsylvanian delegate, Benjamin Franklin, proposed a plan for an intercolonial government; the plan was later rejected by the colonial legislatures as demanding too great a surrender of power
•While the other colonies showed no support for the idea, it was an important precedent for the concept of uniting in the face of a common enemy |
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•An internal tax, the sole purpose of which was to raise revenue
•Require Americans to use “stamped” paper for legal documents, newspapers, and playing cards, among other goods
•Revenue from this tax was to be used solely for the support of the British soldiers protecting the colonies |
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•American novelist born in Burlington, New Jersey
•His writing was influenced by the American frontier and America’s landscapes
•His works include The Last of the Mohicans (1826), The Water-Witch (1830), and The American Democrat (1838) |
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•Romantic-era artist
•Member of the Hudson River School, a group of landscape painters
•Demonstrated the emotion of nature, especially birds and animals
•In 1886, a nature organization took his name |
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| “Corrupt Bargain” of 1824 |
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•Four presidential candidates-Henry Clay, John Quincy Adams, Andrew Jackson, and William Crawford
•Jackson won the popular vote but did not win the majority of the electoral vote; as a result, the election went to the House of Representatives
•Henry Clay, in the House of Representatives vote, threw his support to John Quincy Adams
•In exchange for Adams winning the presidency over Jackson, Adams gave Clay the post of Secretary of State
•Accusations of a “corrupt bargain” were made by Jackson, but are considered to be largely untrue |
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•Sixth President
•Supporters called themselves National Republicans; Jackson supporters called themselves Democratic-Republicans
•Led an active federal government in areas like internal improvements and Native American affairs
•Policies proved unpopular amidst increasing sectional interest and conflicts over states’ rights
•After his presidency, he served in the House of Representatives, where he was forced debates against slavery and against the removal of certain Native American tribes, a Jacksonian policy |
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•Tariff bill with higher import duties for many goods brought by Southern planters
•John C. Calhoun, John Q. Adams’ Vice President, anonymously protested his own leadership’s bill, suggesting that a federal law leaharmful to an individual state could be declared void within that state
•This suggestion of nullification would be utilized by other states and would escalate hostilities, ding to the Civil War |
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•Vice Pres. To both John Q. Adams and to his political rival, Andrew Jackson, who defeated Adams in 1828
•Champion of states’ rights
•Author of the essay, “The South Carolina Exposition and Protest,” advocating nullification of Tariff of 1828 and asserting the right of the states to nullify federal laws
•Later, as a senator, he engaged Senator Daniel Webster in a debate over slavery and states’ rights, digging deeply into the ideas that would drive the country to Civil War |
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•Seventh President
•20 Dollar Bill… |
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•Called for a strong executive who liberally used veto
•Relied on the party system
•Emphasized states’ rights |
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•Andrew Jackson’s method of exchanging government officials with new civil servants
•“Rotation in office” was supposed to democratize government and lead to reform by allowing common folk to run the government
•This system had been in place long before Jackson, but his name is tied to it because he endorsed its usage
•Over the span of several presidential terms, the system led to corruption and inefficiency; it was ended with the passage of the Pendleton Act |
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•French civil servant who traveled to and wrote about the United states
•Wrote Democracy in America, reflecting his interest in the American democratic process
•Assessed the American attempt to have both liberty and equality
•Provided an outsider’s objective view of the age of Jackson |
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| The Second Great Awakening and Protestant Revivalism |
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•A wave of religious fervor spread through a series of camp meeting revivals
•The “Burnt Over District” was an area in Upstate New York that was the center of the movement
•Protestant Revivalism was a reaction to rationalism, emphasizing personal salvation, strong nationalism, and the improvement of society through social reform
•Created diversity in American religious sects and some anti-Catholic sentiment |
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•Religion founded by Joseph Smith. Jr.
•Smith claimed to have received sacred writings; he organized the church of Jesus Christ of Latter Day Saints
•Smith described a vision from God in which God declared specific tenets of Christianity to be abominations
•Because of these claims and unusual practices such as polygamy, Mormons were shunned
•Settlement became the state of Utah |
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•Debate in the senate between Daniel Webster (MA) and Robert Hayne (SC) that focused on sectionalism and nullification
•Came after the “Tariff of Abominations” incident
•At issue was the source of constitutional authority- was the Union derived from an agreement between states or from the people who had sought a guarantee of freedom?
•Webster stated, “Liberty and Union, now and forever, one and insoparable” |
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•Slave who led insurrection in Southampton, Virginia, in 1831
•Influential among local slaves as a preacher
•Belived it was his destiny to lead slaves to freedom
•Led approximately sixty in revolt, killing the family of his owner and running rampant through the nearby neighborhood, killing fify-five whites
•The revolt was put down and Turner, some of his conspirators, and several free blacks were executed
•Led to stricter slave laws in the south |
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| Tariff of 1832 and the order of Nullification |
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•The tariff favored Northern interests at the expense of the Southern ones
•Calhoun led a state convention calling for Order of Nullification, which declar4ed the tariff laws void; South Carolina would resist by force any attempt to collect the tariffs
•Jackson, though a supporter of states rights, defended the union above all, and asked Congress to issue a new bill to give him authority to collect tariffs by force
•Henry Clay presented this compromise tariff of 1833 and South Carolina withdrew the Order, but tensions between the federal government and state governments grew |
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| Texas, Leading to the Battle of the Alamo |
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•Mexico refused to sell Texas to the United States, which had given up its claims to Texas in the Adams-onis treaty
•Texas had been a state in the republic of me3xico since 1822, following a revolution against Spain |
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•During Texas’s revolution against Mexico, Ft. Alamo was attacked by the Mexican Army and 187 members of the Texas garrison were killed
•Antonio Lopez de Santa Anna, a Mexican military and political leader, was victorious
•“Remember the Alamo” was the garrison’s cry in its fight for independence |
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•Leader of Texas independence
•Defeated Santa Anna at the Battle of San Jacinto and Claimed independence
Houston requested both President Jackson and President Van Buren to recognize Texas as a state, which was denied out of fear that a new slave state |
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•Forbade discussion of the slavery question in the house of Representatives
•Stemmed from Southern members’ fear of slave emancipation
•Led to increased discussion by Southern conventions of ways to escape Northern economic and political hegemony |
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| The Panic of 1837 and Specie Circular |
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•Recession caused by President Jackson’s drastic movement of federal bank deposits to state and local banks
•Led to relaxed credit policies
•Jackson demanded a Specie Circular, stating that land must be paid for in hard money, not paper or credit |
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| The Charles River Bridge Case |
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•Demonstrated that a contract could be broken to benefit the general welfare
•Jackson’s chief justice, Roger Taney, suggested that a state could cancel grant money if the grant ceased to be in the interests of the community
•Served as a reversal of Dartmouth College v. Woodward |
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•Cherokees in Georgia claimed to be a sovereign political entity
•Native Americans were supported by the Supreme Court; Andrew Jackson refused to enforce the court’s decision
•Still, Cherokees were forced to give up lands to the east of the Mississippi and travel to an area in present-day Oklahoma |
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•American educator who was the first secretary of the Massachusetts Board of Education
•Suggested reforms in education
•Made available high-quality, no-cost, nondenominational public schooling; the public school system has lasted to present day |
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•Cultivated commercial and industrial development
•Encouraged banks and corporations
•Cautious approach to westward expansion
•Included Calhoun, Clay, and Webster |
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•Transcendental essayist and lecturer
•Self-Reliance (1841), one of his essays, promoted independence
•Through the themes in his writing and through the independent life he lived, Emerson strongly influenced American thought and culture |
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•Began with the idea of purchasing and transporting slaves to free African states, which had little success
•Anti-slavery societies founded; some faced violent opposition
•Movement split in two- radical followers and those who petitioned Congress |
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•His newspaper, The Liberator, espoused his views that slaves should be immediately emancipated
•Many other anti-slavery advocates of the 1830s and 1840s recommended a gradualist approach
•Garrison also advocated an unpopular position in favor of equal rights for women |
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•An escaped slave and outspoken abolitionist
•Favored the use of political methods of reform
•Known as the father of the American civil rights movement |
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