US History - U.S. Nationalism & Sectionalism

EQ: How does history define and evaluate The Era of Good Feeling in U.S. History?

Do Now: Think-Pair-Share, Make a prediction, what do you believe is meant by the term; the Era of Good Feeling?

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Lesson Overview
Utilized	Activity	Time Allocated	Mode of Activity
____	Do Now	_________ / 2-5 Min	(Individual / Think-Pair-Share / Pair / Group #____)
____	Mini Lesson	_________/ 15-20 Min	(Individual / Think-Pair-Share / Pair / Group #____)
____	Activity	_________ / 20-30 Min	(Individual / Think-Pair-Share / Pair / Group #_____)
____	Discussion/Exit Ticket	_________ / 5-10 Min	(Individual / Think-Pair-Share / Pair / Group #____)
____	Assessment	_________ / 10-40 Min	(Individual / Think-Pair-Share / Pair / Group #____)
____	Conferencing	_________ Min	(Individual / Pair / Group #____ / Throughout Class Period)


Danielson Framework
Domain 1: Planning and Preparation	Domain 2: Classroom Environment
1a Demonstrating Knowledge of Content and Pedagogy 1b Demonstrating Knowledge of Students 1c Setting Instructional Outcomes 1d Demonstrating Knowledge of Resources 1e Designing Coherent Instruction 1f Designing Student Assessments Rubric: Domain 1	2a Creating an Environment of Respect and Rapport 2b Establishing a Culture for Learning 2c Managing Classroom Procedures 2d Managing Student Behavior 2e Organizing Physical Space
Domain 3: Instruction	Domain 4: Professional Responsibilities
3a Communicating With Students 3b Using Questioning and Discussion Techniques 3c Engaging Students in Learning 3d Using Assessment in Instruction 3e Demonstrating Flexibility and Responsiveness	4a Reflecting on Teaching 4b Maintaining Accurate Records 4c Communicating with Families 4d Participating in the Professional Community 4e Growing and Developing Professionally 4f Showing Professionalism Rubric: Domain 4

Era of Good Feeling

The demise of the Federalist Party was confirmed in the 1816 presidential election, which James Monroe won easily. Monroe was the first clear representative of the one-party system under the Republicans. His term in office became known as the Era of Good Feelings, in part because of the political cooperation stemming from one-party politics, and because of America’s high morale after the War of 1812. This unifying nationalist spirit peaked in the election of 1820, which Monroe won in a landslide: 231 votes to his opponent John Quincy Adams’s one.

Nationalism

Many historians have concluded that the war was a foolish move--it was carried out poorly & the peace treaty was inconclusive (the peace treaty preserved the status quo and there was no mention of any of the grievances that had led to war). But it had other value. But it was important for national pride--we had won our first war and with the world's most powerful navy! (Mostly because Britain couldn't fight U.S. & Napoleon at same time)

The war produced many symbols of U.S. nationalism.

The President’s residence was white -washed to remove smoke damage caused when the British invaded and set Washington, D.C. on fire—now it was the White House
British attack on Ft. McHenry prompted Francis Scott Key to write The Star Spangled Banner
The Battle of New Orleans raised Andrew Jackson to hero status & produced myths about superior U.S. military prowess.
- Although in retrospect it seems Jackson only won because the British advanced to within rifle range

& then they paused & became sitting ducks for American troops

American came together in a time of war as "One Nation"

Sectionalism

With the Early Industrial Revolution, America starting following the visions of both Alexander Hamilton with factories and cities, and as a farming nation, as described by Thomas Jefferson.

North - Factories - Cities
South - Farms/Plantations - Rural (Countryside)

Presidency of James Monroe

At his inauguration, James Madison, a small, wizened man, appeared old and worn; Washington Irving described him as "but a withered little apple-John." But whatever his deficiencies in charm, Madison's buxom wife Dolley compensated for them with her warmth and gaiety. She was the toast of Washington.

Born in 1751, Madison was brought up in Orange County, Virginia, and attended Princeton (then called the College of New Jersey). A student of history and government, well-read in law, he participated in the framing of the Virginia Constitution in 1776, served in the Continental Congress, and was a leader in the Virginia Assembly.

When delegates to the Constitutional Convention assembled at Philadelphia, the 36-year-old Madison took frequent and emphatic part in the debates.

Madison made a major contribution to the ratification of the Constitution by writing, with Alexander Hamilton and John Jay, the Federalist essays. In later years, when he was referred to as the "Father of the Constitution," Madison protested that the document was not "the off-spring of a single brain," but "the work of many heads and many hands."

In Congress, he helped frame the Bill of Rights and enact the first revenue legislation. Out of his leadership in opposition to Hamilton's financial proposals, which he felt would unduly bestow wealth and power upon northern financiers, came the development of the Republican, or Jeffersonian, Party.

As President Jefferson's Secretary of State, Madison protested to warring France and Britain that their seizure of American ships was contrary to international law. The protests, John Randolph acidly commented, had the effect of "a shilling pamphlet hurled against eight hundred ships of war."

Despite the unpopular Embargo Act of 1807, which did not make the belligerent nations change their ways but did cause a depression in the United States, Madison was elected President in 1808. Before he took office the Embargo Act was repealed.

During the first year of Madison's Administration, the United States prohibited trade with both Britain and France; then in May, 1810, Congress authorized trade with both, directing the President, if either would accept America's view of neutral rights, to forbid trade with the other nation.

Napoleon pretended to comply. Late in 1810, Madison proclaimed non-intercourse with Great Britain. In Congress a young group including Henry Clay and John C. Calhoun, the "War Hawks," pressed the President for a more militant policy.

The British impressment of American seamen and the seizure of cargoes impelled Madison to give in to the pressure. On June 1, 1812, he asked Congress to declare war.

The young Nation was not prepared to fight; its forces took a severe trouncing. The British entered Washington and set fire to the White House and the Capitol.

But a few notable naval and military victories, climaxed by Gen. Andrew Jackson's triumph at New Orleans, convinced Americans that the War of 1812 had been gloriously successful. An upsurge of nationalism resulted. The New England Federalists who had opposed the war--and who had even talked secession--were so thoroughly repudiated that Federalism disappeared as a national party.

In retirement at Montpelier, his estate in Orange County, Virginia, Madison spoke out against the disruptive states' rights influences that by the 1830's threatened to shatter the Federal Union. In a note opened after his death in 1836, he stated, "The advice nearest to my heart and deepest in my convictions is that the Union of the States be cherished and perpetuated."

Presidency of John Quincy Adams

The first President who was the son of a President, John Quincy Adams in many respects paralleled the career as well as the temperament and viewpoints of his illustrious father. Born in Braintree, Massachusetts, in 1767, he watched the Battle of Bunker Hill from the top of Penn's Hill above the family farm. As secretary to his father in Europe, he became an accomplished linguist and assiduous diarist.

After graduating from Harvard College, he became a lawyer. At age 26 he was appointed Minister to the Netherlands, then promoted to the Berlin Legation. In 1802 he was elected to the United States Senate. Six years later President Madison appointed him Minister to Russia.

Serving under President Monroe, Adams was one of America's great Secretaries of State, arranging with England for the joint occupation of the Oregon country, obtaining from Spain the cession of the Floridas, and formulating with the President the Monroe Doctrine.

In the political tradition of the early 19th century, Adams as Secretary of State was considered the political heir to the Presidency. But the old ways of choosing a President were giving way in 1824 before the clamor for a popular choice.

Within the one and only party--the Republican--sectionalism and factionalism were developing, and each section put up its own candidate for the Presidency. Adams, the candidate of the North, fell behind Gen. Andrew Jackson in both popular and electoral votes, but received more than William H. Crawford and Henry Clay. Since no candidate had a majority of electoral votes, the election was decided among the top three by the House of Representatives. Clay, who favored a program similar to that of Adams, threw his crucial support in the House to the New Englander.

Upon becoming President, Adams appointed Clay as Secretary of State. Jackson and his angry followers charged that a "corrupt bargain" had taken place and immediately began their campaign to wrest the Presidency from Adams in 1828.

Well aware that he would face hostility in Congress, Adams nevertheless proclaimed in his first Annual Message a spectacular national program. He proposed that the Federal Government bring the sections together with a network of highways and canals, and that it develop and conserve the public domain, using funds from the sale of public lands. In 1828, he broke ground for the 185-mile C & 0 Canal.

Adams also urged the United States to take a lead in the development of the arts and sciences through the establishment of a national university, the financing of scientific expeditions, and the erection of an observatory. His critics declared such measures transcended constitutional limitations.

The campaign of 1828, in which his Jacksonian opponents charged him with corruption and public plunder, was an ordeal Adams did not easily bear. After his defeat he returned to Massachusetts, expecting to spend the remainder of his life enjoying his farm and his books.

Unexpectedly, in 1830, the Plymouth district elected him to the House of Representatives, and there for the remainder of his life he served as a powerful leader. Above all, he fought against circumscription of civil liberties.

In 1836 southern Congressmen passed a "gag rule" providing that the House automatically table petitions against slavery. Adams tirelessly fought the rule for eight years until finally he obtained its repeal.

In 1848, he collapsed on the floor of the House from a stroke and was carried to the Speaker's Room, where two days later he died. He was buried--as were his father, mother, and wife--at First Parish Church in Quincy. To the end, "Old Man Eloquent" had fought for what he considered right.

Classwork & Homework

Lesson Notes: The Era of Good Feelings

Lesson Video: The Era of Good Feelings

Lesson Activity: Era of Good Feelings Writing Assignment

Exit Ticket

Exit Ticket

Homework

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Special Education Modifications

Teaching Model: Co-Teaching (Alternative teaching) / 1 teach 1 assist / Parallel teaching /Station teaching/ One teach, one observe
Specific Type: / pull-out / push-in / small group / whole class /individuals within classroom setting
- SWD Students (as needed):
  - Teacher(s) will use Bloom's Taxonomy Levels (Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation) to achieve critical thinking (all may not be completely visible, all the time)
  - Teacher(s) will read-aloud to students or have students read aloud.
  - Teacher(s) will break down assignments into smaller tasks.
  - Teacher(s) will work with students on vocabulary acquisition by breaking down words into prefixes/suffixes and etymology.
  - Teacher(s) will group students according to learning style inventory, skill-based, homogeneous, heterogeneous, small group, pairs, or triads.
  - Teacher(s) will keep students on-task by managing distractions and on-task behavior.
  - Teacher(s) will modify note-taking by modeling notes
  - Teacher(s) will differentiate lessons by using; verbal cues for auditory learners, graphic organizers for visual learners, and hands-on cues for tactile learners.
  - Teacher(s) will individually conference with students.
  - Teacher(s) will provide sentence starters for writing assignments.