He Brought the People with Him

Preface The Unfinished Nation addresses America s history to Reconstruction (1877). It begins with the migration of the earliest inhabitants, traces the arrival of explorers seeking riches and land for themselves and their homelands, and details the flight of the colonists and later immigrants to the new land in search of freedom and opportunity. From the Lost Colony to the Oregon Trail; from the Erie canal to the assembly line; from the slave trade to emancipation, the events and personalities that shaped the young nation are put into political, social, and cultural context. Re-enactments, readings from historical texts, interviews with leading scholars, and visits to significant locales bring history to life in the 26 episodes that are the first semester of The Unfinished Nation. This guide is one part of the total package available to you when you embark upon the 26 half-hour videos that make up the first part (to 1877) of The Unfinished Nation. These video episodes, in conjunction with the guidance of your campus instructor, are closely integrated with Alan Brinkley s texts, American History: A Survey, Volume I, and The Unfinished Nation: A Concise History of the American People, Volume I. These texts provide a comprehensive account of the American past. The newest editions of these books place American history into a global context, making connections for life in an ever-expanding world. An interactive web component enhances independent learning. Each of the half-hour video episodes is accompanied by a complementary lesson containing the following features to help you master your study of American history: Assignments that link the video lesson with related sections of the text. An Overview summarizes each lesson s main topics. Learning Objectives identify the major concepts, ideas, and factual data that you should recall and understand after viewing the video and reading the required selections from the text. Many test bank questions are derived from these objectives. Key Terms and Concepts help you to focus on the words and ideas important to understanding the language of government and politics as you work through each lesson. Text Focus Points are intended to guide your reading of the selections for each assignment. Video Focus Points help you follow and analyze information in the video and integrate the information with your readings. Critical Analysis activities provide opportunities for further examination of the issues raised by the video and readings in the text. A Practice Test enables you to check your understanding of the material in the video and text assignments. v

Lesson 14 He Brought the People with Him Assignments This lesson is based on information in the following text selections and video. Read the text carefully, watch the video, and study all the material. Text: The chapter number and section title of reading assignments are the same in both books: A. Brinkley, American History: A Survey, Volume 1, 12th edition, and A. Brinkley, The Unfinished Nation, Volume 1, 5th edition The following sections from Chapter 9 of the text are covered in this lesson: The Rise of Mass Politics and Our Federal Union Video: Episode 14, He Brought the People with Him Overview By the end of the era of good feelings, party discipline was gone. In 1824, four candidates ran for 71 the presidency: William Crawford, Henry Clay, Andrew Jackson, John Quincy Adams, and John C. Calhoun (who later dropped out). Jackson, hero of the Battle of New Orleans, won the popular vote but did not receive enough electoral votes to win the presidency. The House decided the election, selecting John Quincy Adams when Henry Clay, following the directions of his Kentucky constituency, cast his support for Adams. The Jacksonians protested that a corrupt bargain had been made when Adams appointed Clay as his Secretary of State. Although Adams worked toward national improvement, calling for national universities and a national transportation system, his administration was doomed from the start. In 1828, Jackson was ready to run again. After a vicious personal campaign, he won the election. By 1828, the practice of limiting voting rights to a small group of wealthy property owners was changing, especially in the West. Jackson s inauguration signaled the rise of the common man when ordinary citizens went to the White House to celebrate. Ironically, the new voters had very little impact on existing voting patterns. While in office, Jackson leveled the playing field by giving out jobs to political followers. Some wondered about this man who settled disputes through duels with such individuals as Charles Dickinson. But Jackson was more adept than peo-

72 THE UNFINISHED NATION (TO 1877) ple thought. He used the patronage system as a distributive tool as well as a way of regulating and disciplining his followers. Soon after taking office, Jackson and Calhoun squared off over the issue of the tariff. A good representative of his constituency, Calhoun openly opposed the tariff of 1828, even devising his famous nullification theory to justify state action. Calhoun s problems intensified as Martin Van Buren, a member of Jackson s Kitchen Cabinet, became the voice behind the throne of Andrew Jackson. The scandalous Eaton affair only furthered Jackson s troubles with Calhoun, as societal gossip began to intrude on the political sphere. In the meantime, the South Carolina nullification issue reached the crisis point with Congress passing the Force Act. Daniel Webster and Robert Hayne debated the issue in Congress while Jackson and Calhoun publicly disagreed at the Jefferson Day Dinner. Fortunately, at this critical moment Henry Clay offered a compromise whereby the tariff would be lowered over the next ten years if South Carolina rescinded its nullification ordinances. South Carolina agreed, but then nullified the Force Act as a face saving gesture. Jackson was triumphant, although he later remarked that the one thing he regretted about his presidency was not shooting Clay and hanging Calhoun. Focus Points Learning Objectives After reading the assigned pages in the text and watching the video, you should be able to: Compare and contrast the elections of 1824 and 1828. Discuss John Q. Adams as president. Explain why voting rights expanded during the 1820s to 1830s and how the development of political parties escalated. Analyze Jackson s relationships with John C. Calhoun and Martin Van Buren. Discuss the nullification crisis, the Eaton affair, and what the South learned from the South Carolina episode. Key Terms and Concepts After reading the assigned pages in your text and watching the video, you should be able to identify and explain the significance of the following: John Quincy Adams Age of the Common Man Bucktails John C. Calhoun Henry Clay corrupt bargain William Crawford Charles Dickinson Dorr Rebellion Eaton Affair Force Act Robert Hayne Andrew Jackson Jefferson Day Dinner King Mob Kitchen Cabinet nullification theory party politics patronage spoils system 1828 tariff of abominations Martin Van Buren Voting Expansion Daniel Webster Text Focus Points These text focus points are the main ideas presented in this section of the textbook. Read these points carefully before reading the text. You may want to take notes for future reference and study. The Age of Jackson, sometimes called the Era of the Common Man, coincided with the expansion of voting rights throughout the states as qualifications were removed. Property and wealth were no longer necessary for voting privileges. This change provoked some resistance in Massachusetts and New York, and in Rhode Island the Dorr Rebellion took place. For all practical purposes, party politics intensified in the 1820s and 1830s. In New York, Martin Van Buren led his dissident Bucktails against the aristocratic governor, DeWitt Clinton. By the time of the 1828 election, parties were spreading rapidly.

LESSON 14: HE BROUGHT THE PEOPLE WITH HIM 73 Jackson saw his election as a means to uproot and replace eastern aristocracy and extend opportunity to the South and the West. This, however, did not include women, blacks, or Native Americans. Determined to give all capable men a chance, Jackson implemented his version of the spoils system. While Jackson wanted to reduce the functions of the federal government, Calhoun s championing of South Carolina s protest against the tariff of 1828 resulted in his defending the central government. With Van Buren and the Kitchen Cabinet advising him, and his relationship with Calhoun deteriorating as a result of the Eaton affair, Jackson faced a national crisis. As Webster and Hayne debated in Congress, South Carolina called a convention and nullified the tariffs. Jackson and Calhoun squared off at the Jefferson Day Dinner. It was in this atmosphere that Henry Clay proposed a compromise to end the crisis wherein the tariff would be lowered over time and South Carolina would rescind its nullification ordinances. Video Focus Points These video focus points are designed to help you understand and get the most out of the video for this section. Read these points carefully before watching the video. You may want to take notes for future reference and study. By the 1820s, party politics grew as the election of 1824 saw four candidates vie for the presidency Clay, Jackson, Crawford, and Adams. Jackson won more popular votes than the others, but he did not get a majority of the electoral votes. The House then decided, with Clay s influence, to support Adams. A sign of his ineptitude as a politician, Adams appointed Clay as his Secretary of State. The Jacksonians claimed a corrupt bargain had been made. For all practical purposes, the event undermined Adams presidency. Even Calhoun, Adams Vice President, worked with the Jacksonians. In 1828, Jackson won the election, but his victory was essentially a sectional one. As western states like Ohio entered the Union, the vote was extended. There is little doubt that the Jacksonian movement benefited from this development. Upon becoming president, Jackson was seen as an enigma. Known as the hero of the Battle of New Orleans, he was identified with dueling. Jackson was committed to making jobs in the government so simple that anyone could do them. He implemented his version of the spoils system and used patronage to reward followers, but also to regulate and discipline them. Jackson soon became embroiled in a national crisis involving John C. Calhoun. True to his constituents, Calhoun condemned the tariff of 1828 and developed his theory of nullification. To makes matters worse, Martin Van Buren grew close to Jackson and became quite influential in policy. With the Eaton affair adding fuel to the fire, it was inevitable that Jackson and Calhoun would split publicly. Appearing at the Jefferson Day Dinner, Jackson and Calhoun toasted what they believed in while Webster and Hayne debated the issues in Congress. In this situation, Clay offered a compromise that both sides accepted. The South Carolina crisis ended peacefully, although Jackson later said he regretted not shooting Clay and hanging Calhoun. Critical Analysis These activities are designed to help you examine the material in this lesson in greater depth. It may be necessary for you to conduct some additional research (the Internet is an excellent resource). Armed with what you have learned in this lesson and your own research, carefully respond to each of the following activities. 1. Apply Calhoun s theory of nullification to a current issue that is controversial, such as abortion or the Iraqi war. What do you think the outcome would be? 2. Consider the expansion of voting rights that occured during the 1820s and 1830s. Apply that kind of occurrence to a current issue and theorize about the changes it might produce in the United States today. Would America be ready for an African American president or a woman president?

74 THE UNFINISHED NATION (TO 1877) 3. Andrew Jackson, Henry Clay, Martin Van Buren, and John C. Calhoun all played prominent roles in the 1820s and 1830s. Based on what you already know, can you draw parallels between any of these men and a current politician? Conduct additional research on the two people you have selected and compare them in greater depth. Detail the similarities you see in their personalities, their political style and leanings, their position in the governmental heirarchy, and the issues upon which they focus. Practice Quiz This quiz is designed to give you an idea of how well you understand the material. Choose the correct answers for each question and review any question that you missed. Matching Match options a through d with items 1 through 4 below. 1. John C. Calhoun 2. Henry Clay 3. Andrew Jackson 4. King Mob a. Speaker of the House b. Charles Dickinson c. Adams Vice President d. Jackson s inauguration True/False Determine whether each of the following statements is true or false: 5. The admittance of Ohio to the Union was one of the factors in extending the voting privilege. 6. People in 1828 saw Jackson as a Washington outsider. 7. Andrew Jackson used patronage as a way to create a meritocracy. 8. South Carolina supported the tariffs of 1828 and 1830. Fill in the Blank Complete the following sentences with the missing word, concept, or person. 9. headed the Bucktails. 10. was John Eaton s wife maiden name. 11. called for the West and the South to unite on the tariff issue. 12. took place in Rhode Island. 13. At the Jefferson Day dinner, Calhoun said while Jackson said. Multiple Choice Select the correct answer. 14. In the nullification crisis, South Carolina nullified the a. Force Act b. Tariff of 1828 c. Tariff of 1820 d. Whiskey Tax 15. Who was not included in the voting extensions of the 1820s and 1830s? a. Blacks b. Women c. Native Americans d. All of the above Essay These questions are designed to help you think about all you have learned. Consider them carefully and then write your responses. 16. Explain the development of party politics in the 1820s and 1830s. Why did it happen? What impact did voting extensions have? Did the United States benefit from these changes? How? 17. Discuss and evaluate the Nullification Crisis of 1830 1832. What caused it? Who was involved? What actually happened? What were the long-term consequences for the South and the United States? 18. Analyze the importance of the following individuals in history: Henry Clay, Martin Van Buren, John Q. Adams, John Eaton

Answer Key for the Practice Test Lesson 1 From Days Before Time 1. c used numerical system and calendar 2. e used human sacrifice in religion 3. a Chickasaws, Choctaws, Creeks, Seminoles 4. b Bubonic Plague 5. d Prince Henry 6. False Text and Video 7. True Text and Video 8. True Text 9. True Text 10. Pueblo Revolt; Text and Video 11. Pigs, new livestock, or horse; Text and Video 12. Mestizo; Text 13. Matrilineal; Text 14. Francisco Coronado; Text 15. e Text and Video 16. e Text and Video Lesson 2 Turbulent Virginia: Pirate Base... Royal Colony 1. d Sir George Grenville 2. c Predestination 3. a Ireland 4. b fur trade 5. e New Amsterdam 6. False Text and Video 7. True Text and Video 8. False Text and Video 9. True Text and Video 10. Starving Time ; Text 11. Lord De La Warr; Text 12. John Rolfe; Text 13. Headright system; Text and Video 14. George Calvert; Text 15. b Text 16. a Text Lesson 3 Saints and Strangers 1. e Sir William Berkeley 2. c Pilgrims 3. a Massachusetts Bay Company 4. b Rhode Island 5. d King Philip s War 6. True Text 7. False Text 8. True Text 9. True Text 10. Puritans; Text and Video 11. Massachusetts Bay Company; Video 12. Town Meeting; Video 13. Anne Hutchinson; Text and Video 14. a Text and Video 15. a Text Lesson 4 The Lure of Land 1. c Maryland 2. a Cromwell 3. d Diversity 4. e Quakers 5. b Pennsylvania 147

148 THE UNFINISHED NATION (TO 1877) 7. True Text 8. False Text 9. True Video and Text 10. Oliver Cromwell; Video 11. Charles II; Video 12. New York, New Jersey, Pennsylvania, Carolina; Video 13. Women; Video 14. Puritans; Video 15. a Video 16. c Video and Text Lesson 5 Coming to America: A Portrait of Colonial Life 1. d Slave ship 2. c Galen 3. a Colonial doctors 4. b German Palatinates 5. False Video 9. Edwin Morgan; Video 10. Africans; Video 11. Benjamin Franklin; Video 12. Scotch-Irish; Text 13. Slave Codes; Text 14. d Video 15. a Video Lesson 6 Divergent Paths 1. c Charles Town 2. d Salem Witch 3. a Town Meeting 4. b Colonial Court 5. e Great Awakening 9. True Video 10. George Whitefield; Video and Text 11. Peter Hasenclever; Text 12. Axe; Text 13. Stono Rebellion; Text 14. Dame Schools; Text 15. a Text 16. b Text Lesson 7 Strained Relations 1. c Immigrants of French descent 2. d Confederation of five Indian tribes 3. b Commander of the British garrison in Boston 4. a Called for action against the Stamp Act 9. False Video 10. Paxton Boys; Text 11. Spain; Video 12. molasses; Video 13. East India Company; Text 14. Massachusetts Government; Video 15. d Video 16. b Video Lesson 8 Not Much of a War 1. d Common Sense 2. a Tories 3. b Declaration of Independence 4. c Home rule 5. e Green Mountain Boys 9. False Video 10. Sally Bache; Video 11. The Battle of Saratoga; Text 12. France; Text 13. Benedict Arnold; Text 14. Count Jean Baptiste de Rochambeau; Text 15. c Text 16. c Text Lesson 9 A Precarious Experiment 1. c Led a rebellion in New England

ANSWER KEY FOR THE PRACTICE TEST 149 2. d Basis of the post-revolution government 3. b Established the grid system 4. a Proposed a continental impost 5. False Video 6. False Text 7. False Vdeo 9. True Video 10. Connecticut; Text 11. western lands; text 12. Statute of Religious Liberty; Text 13. Fallen Timbers; Video 14. New Orleans; Video 15. a Text 16. c Video Lesson 10 Vision for a Nation 1. d Virginia plan 2. a New Jersey plan 3. b Slavery 4. c All power rests in the people 6. True Text and Video 9. James Wilson; Video 10. states; Text and Video 11. Anti-Federalists, Federalists; Text and Video 12. Hamilton, Madison, Jay; Text and Video 13. Rhode Island; Video 14. d Text 15. c Text Lesson 11 Rivals and Friends 1. c Federalist appointed Chief Justice by John Adams at the end of his presidency 2. d Vice presidential candidate in 1800 3. b United States minister to France 4. a Chief justice of the Supreme Court 5. True Text 9. False Video 10. Pinckney s; Text 11. Alexander Hamilton; Text 12. Quasi War; Video 13. Alien and Sedition; Video 14. Tammany Society; Text 15. c Video 16. a Video Lesson 12 Best Laid Plans... 1. c Louisiana Territory 2. d Berlin and Milan decrees 3. b Prophet 4. a Second Great Awakening 5. False Video 9. Spain; Video 10. $15 million; Video and Text 11. Sacagawea; Video and Text 12. Dolly Madison; Video 13. Andrew Jackson; Video and Text 14. c Text 15. d Text Lesson 13 Pressures from Within 1. d Proponent of the American System 2. c Commander in the Seminole War 3. a Monroe s secretary of state 4. b Proposed an anti-slavery amendment 5. False Text 9. Black Belt; Text 10. John Jacob Astor; Video 11. Great American Desert; Text 12. Virginia Dynasty; Video 13. Panic of 1819; Video 14. a Text 15. c Video Lesson 14: He Brought the People With Him 1. c Adams Vice President 2. a Speaker of the House

150 THE UNFINISHED NATION (TO 1877) 3. b Charles Dickinson 4. d Jackson s inauguration and Text 9. Martin Van Buren; Text 10. Margaret Timberlake; Video 11. Robert Hayne; Text 12. Dorr Rebellion; Text 13. Our Union, next to our liberty, most dear Our Federal Union, It must be preserved ; Text 14. b Text 15. d Text and Video Lesson 15 Legacy of an Autocratic Ruler 1. c President of the Bank of the United States 2. d Chief justice of the Supreme Court 3. a Radical Democrats from the Northeast 4. b Sought to capitalize on Anti-Mason sentiment 7. False Text 8. True Text 9. Removal Act; Video 10. Trail of Tears; Video 11. Henry Clay; Video 12. King Andrew I; Video 13. Panic of 1837; Text 14. a Text 15. d Video Lesson 16: A Revolution of a Different Sort 1. c Population growth 2. d Canals 3. a Erie Canal 4. b Penny Press 5. False Text and Video 6. False Text and Video 7. False Text and Video 8. False Text and Video 9. Railroads; Video 10. Factory; Video 11. Cincinnati, St. Louis, Chicago; Video 12. Moses Brown; Video 13. small workshops; Video 14. a Text 15. a Text Lesson 17: Worlds Apart 1. b Godey s Lady s Book 2. c the American Museum 3. d steel plows 4. a Mount Holyoke College 5. False Video 6. True Text 9. True Text 10. Irish, free blacks; Text 11. Catherine Beecher; Video 12. Oberlin; Text 13. minstrel show; Text 14. a Video 15. c Video Lesson 18: Master and Slave 1. d Mrs. Benjamin Perry 2. c legalized slavery 3. a Maryland, Delaware, Virginia 4. b slave rebellion 8. True Text 9. Slave women; Video 10. Slave auction; Video 11. Christianity; Video 12. Factor; True 13. Northern states; Video 14. d Text 15. a Text Lesson 19: Voices of Reform 1. d published the Liberator

ANSWER KEY FOR THE PRACTICE TEST 151 2. c escaped from slavery 3. b black anti-slavery activist and feminist 4. a prison reformer 5. True Text 7. True Text 9. Hudson River School; Video 10. Brook Farm; Text 11. Joseph Smith; Text 12. temperance; Video 13. phrenology; Text 14. a Text 15. c Video Lesson 20: Manifest Destiny? 1. c To govern is to populate 2. b First legal settlement in Texas 3. a Alamo 4. d Spot Resolution 5. False Video 9. Californios; Video 10. slavery; Text and Video 11. Zachary Taylor; Text, Video 12. Popular Sovereignty; Text 13. Gold, John Sutter s; Text and Video 14. c Text 15. b Text Lesson 21: Decade of Discord 1. a divided Clay s compromise bill into individual parts 2. d supported the Young America movement 3. a assaulted a Massachusetts senator 4. b defeated Fillmore and Frémont in 1856 5. False; Video 6. True; Video 7. True; Text 8. False; Text 9. False; Video 10. benevolent diffusion; Video 11. Personal liberty laws; Text 12. Ostend Manifesto; Text 13. Gadsden Purchase; Video 14. c Text 15. a Video Lesson 22: House Divided 1. d Abraham Lincoln 2. c CSA 3. a Fort Sumter 4. b Anaconda Plan 5. True; Video 6. True; Video and Text 7. False; Video 8. False; Video 9. Benjamin Butler; Video 10. G. McClellan; Video and Text 11. R.E. Lee; Video and Text 12. Line item; Video 13. 90,000 100,000 men; Video 14. c Video and Text 15. c Video and Text Lesson 23: Battle Cry 1. d Last Confederate general to surrender 2. e Often reluctant to commit troops to battle 3. b United States secretary of state 4. a Killed at Shiloh 5. c American minister to London 7. True Text 9. False Video 10. True Video 11. Monitor, Merrimac; Text 12. Peninsular Campaign; Text 13. Antietam; Video 14. Fredericksburg; Video 15. b Text 16. c Video Lesson 24: Final Stages 1. d Vicksburg 2. a Replaced Joseph Hooker 3. c Gettysburg 4. b Chickamauga

152 THE UNFINISHED NATION (TO 1877) 5. False Video and Text 8. False Text 9. Grease ; Video 10. Jeb Stuart; Video and Text 11. P.G.T. Beauregard; Video 12. Cold Harbor syndrome; Video 13. G. McClellan; Video and Text 14. c Text 15. b Video Lesson 25: What Price Freedom 1. d scandal during the Grant administration 2. c refers to the purchase of Alaska 3. e required an Ironclad Oath 4. b response to the Black Codes 5. a opposed the gold standard 6. True Text 8. True Text 9. True Text 10. reuniting the country, emancipation and freedom; Video 11. Freedmen s Bureau; Video 12. Fifteenth; Video 13. sharecropping; Text 14. Grantism; Text 15. a Video 16. d Text Lesson 26: Tattered Remains 1. d Republican Party 2. c Perpetual debt 3. a Atlanta compromise 4. b Enforcement Acts 9. Landowners or merchants; Video and Text 10. leave in the middle of the night; Video 11. black women; Video 12. KKK; Video and Text 13. Samuel Tilden; Text 14. c Text 15. b Video