Period 4: 1800-1848, Jeffersonian and Jacksonian Democracy

The “Revolution of 1800”

• It was not really a revolution, but more of a shift of power from the Federalists to the Democratic Republicans

• Jefferson's Presidency ends the federalists’ decade of power.

• The Federalists gave up power peacefully & the smooth transition is referred to as the Revolution of 1800.

Key Principles of Jeffersonian Democracy.

• Yeoman farmers  (small independent family farmers) were virtuous citizens, the backbone of America, and formed the basis for republican values since they weren’t corrupted by the greed of industry, they just worked purely to live.

• State's rights vs a strong central government: Kentucky and Virginia Resolution (1798): Response to the Alien & Sedition Act, saying that States have the right and duty to declare unconstitutional any acts of Congress that were not authorized by the Constitution

• Freedom of Speech and Press were essential. Alien & Sedition Acts (1798): signed by John Adams, during the Quasi War, violated these principals. The goal of these acts was to suppress voters who disagreed with Federalists.

• Jefferson believed that federal government activities should be reduced, believing that the president should practice republican simplicity.

The Louisiana Purchase, 1803

• The Haitian slave revolt motivated Napoleon to sell land in America and cut his losses.

• Jefferson thought the purchase violated the strict interpretation of the Constitution (As buying land from another power wasn’t in the constitution), but he also wanted to promote Agrarian Society, and this purchase would make land available for future generations.

• This was the largest land acquisition in U.S. History.

• The U.S. acquired the Port of New Orleans, an economic hub.

Belief in a Strong Central Government (Marshall Court)

The Marshall Court opposed states’ rights.

Marbury vs. Madison, 1803

• Madison, in hopes of keeping Federalists in power, appointed judgeships to Federalists. However Madison, Jefferson’s secretary of state refused to issue these commissions. The Marshall decision declared that the part of the  Judiciary Act of 1789 saying courts could order executive officials to deliver judges' commissions was unconstitutional as it exceeded the power of Congress.

• Established judicial review: The Supreme Court can look at acts of Congress to see if they are constitutional.

Opposition to States’ Rights (Marshall Court)

• Federal legislation trumps state legislation.

• Dartmouth College v. Woodward: States cannot encroach on contract, it can only be altered by the original signers.

Economic Nationalism (Marshall Court)

• Promoted business enterprises.

• McCulloch v. Maryland (Maryland believed that Banks could tax the national bank): struck down a Maryland law taxing the Baltimore branch of the National Bank.

Causes of the War of 1812

• British Impressment: The British captured American trade ships and used the sailors as their own.

• British interfered with American Commerce because of the above reason

• British aided Natives on the frontier (Tecumseh revolting against American government)

Consequences of the War of 1812

• Demise of Federalist Party (Hartford Convention). The Federalists wanted trade ties with Britain, so the Federalists were planning to break ties with the Union to keep ties with Britain. However, they were found out and looked like traitors.

• Intensified Nationalist feelings. Winning this war promoted U.S. identity.

• Promoted Industrialization: Ship building, armaments, etc. increased during the war.

• Andrew Jackson becomes a war hero because of the Battle of New Orleans.

Clay’s American plan

• This plan created infrastructure made by the U.S.

• Internal improvements were made such as roads and canals

• These transport links promoted trade and linked various parts of the U.S. together (Ex. The Erie Canal)

• Called for tariffs to protect American Business and to fund internal improvements.

• The South was dependent on Agriculture and slave labor least benefited from Clay’s American System.

An Era of Good Feeling or Rising Tensions

• Democratic Republicans controlled Congress and the PResidency, they had no opposition.

• Issues: Protective tariffs, federal aid for internal improvements, and the expansion of slavery.

The Missouri Compromise, 1820

• The 1st major 19th Century Conflict

• Maine would enter the union as a free state, while Missouri would enter the union as a slave state.

• “36* 30' or die” called for no more slavery above the Mason-Dixon line, the Southern border of Missouri

The Monroe Doctrine

• Asserted America's Independence from Europe’s foreign policy

• Said that the Western Hemisphere is different and separate from Europe.

• Warned Europe to stay out of Western Hemisphere

• Said that the U.S. would stay out of Europe's affairs,

• Was successful because of power of the British Navy

Belief in the Common Man

• Believed in common sense and the ability of common man.

• Jackson was seen as a common man looking out for the interest of the people, which made it easier to connect with him.

Expanded Suffrage (Jacksonian Era)

• Expanded for white males

• Changed the legislative caucus with nominating conventions (Gave more power to the people)

Patronage (Jacksonian Era)

• The policy of placing political supporters in office. Aka the spoils system, which is the inverse of the Pendleton Civil Service Act implemented later on.

• Felt supporters of victors should be rewarded and opponents should be punished.

Opposition to Privileged Elites (Jacksonian era)

• Jackson’s followers despised the special privileges of the Eastern Elite (Middle-men make a lot of money while doing little work.)

• THey believed that special privileges were hypocritical to the government.

The Tariff of Abominations, 1828

• Passed between 1816-1828 in order to protect American industries.

• This tariff mainly benefited the North as it protected their industries from foreign competition, while harming the South as they relied heavily on imported goods since they were mainly agrarian society, so they didn’t have as many industries as compared to the North.

• John C. Calhoun's responded with the doctrine of nullification.

The Doctrine of Nullification

• John C. Calhoun used the Virginia and Kentucky Resolution to justify nullification, or nullifying the tariff of abominations.

• Calhoun argued that states can refuse to recognize an act of Congress that it considered unconstitutional.

Opposition to Nullification

• Webster-Hayne Debates: Daniel Webster rejected nullification, he said that "Life and Union, now and forever, one & inseparable."

• Jackson also opposed nullification, claiming that nullification was equivalent to treason and threatened to use military force to enforce the tariff.

Jackson’s Veto

• Jackson opposed the rechartering of the Bank of the U.S.

• Jackson believed that the Bank was a bastion of special privileges.

• The Bank of the U.S. advocated for soft money (Paper), which was opposite of the common people who wanted hard money (Silver/gold since it was more stable, had a set value and didn’t fluctuate)

Consequences of Jackson’s Veto

• Andrew Jackson supported the removal of federal deposits from the Bank of the U.S.

• The Attack on the Bank of the U.S. caused the expansion of credit and speculation.

• This led to the creation of two party systems, the Whigs who supported Henry Clay and the American System (Federal Power) and Democrats who supported Jackson (State Power)

Worcester vs Georgia, 1821

• The Cherokee tried to use the Courts to challenge Indian removal.

• The Supreme Court upheld the rights of the Cherokee tribes to their tribal lands.

• Jackson responded by saying "Marshall made his decision, now let him enforce it!", and doing little to enforce the Court’s decision

The Trail of Tears

• The Cherokee were forced to lands east of the Mississippi River.

• This was the path taken by Cherokees to the Indian territory of Oklahoma

• 25% of the Cherokee died en route to these new lands.

King Cotton

• Factors that helped cotton become South's most important cash crop: 1) The cotton gin, which made short staple cotton profitable. 2) Rich new farm land in the Deep South (Alabama, Mississippi, Tennessee) allowed for the southern and western expansion of slavery. 3) Textile industry in England created enormous demand for cotton.

Southern Society (Antebellum)

• Most adult males were small farmers, not wealthy planters.

• Most adult males didn't own slaves

• There were only a small number of planters with 20 or more slaves, they dominated the Antebellum South

• Slave labor increased sharply from 1800-1860.

Slave Society (Antebellum)

• Slaves maintained social networks among family and friends.

• The natural population of slaves increased as African Americans were born into slavery.

• In the antebellum South, freed slaves could accumulate property, but they were still discriminated against.

• Slaves were generally able to marry, this was common in Southern plantations.

• African American Culture developed in response to oppressive conditions (Ex. Singing/Music)

• Slave revolts were infrequent, most slaves partook in silent retaliation such as faking illnesses or working slowly.

New Developments (Transportation)

• Erie Canal was completed in 1825

• Canals and steamboats were made in the 1820s and dominated transportation in the 1830s.

• RxR began in 1828 and within 30 years the U.S. had 30,000 miles of trade after, leading to an economic boom in 1840.

Consequences of the Transportation Revolution

• The Erie Canal connected New York with the Great Lakes Region.

• Canals helped open the west to settlement and trade.

• Since steamboat traffic increased, the cost of Railroad transportation decreased.

• Canals and RxR opened Eastern markets to Midwest farmers.

• Canals, steamboats, and RxR had less of an impact on the South

The Cult of Domesticity/Republican Motherhood

• Women weren’t able to vote, they didn’t have jury duty, and they had no civic duties.

• Republican Motherhood women played vital role as wives and mothers. They believed they should be educated so that they could fulfill the role of educating their children to become virtuous citizens.

• The cult of domesticity believed that women should be concerned with domestic, familial, and religious affairs.

Factory Workers in Lowell

• 1800 Lowell, Massachusetts. This was a textile industry which used women and children as a workforce.

• To get these groups to work in their factories, Lowell and Waltham factories provided food, housing, and education to their workers.

• 1820s-1830s, mostly women worked in the Lowell factories, they tended to be young and unmarried.

• Before the Civil War, Irish immigrants replaced New England farm girls as providing these services to women and children ended up costing too much too much.

Characteristics of the Women’s Movement (Antebellum)

• This was led by middle-class women

• They promoted legal and educational rights.

• They had a convention held in New England and Massachusetts, but they didn’t have any in the South.

• The biggest convention was the Seneca Falls convention

Seneca Falls Convention, 1848

• Organized by Elizabeth Cady Stanton and Lucretia Mott

• They created a "Declaration of Sentiments and Resolutions" which demanded more rights for women. This was similar to the Declaration of Independence, for example, the Sentiments and Resolutions stated " We hold these truths

• to be self-evident: that all men and women are created equal."

• The Seneca Falls Convention called for women's rights in the following areas: 1) Women's suffrage. 2) Rights to keep property after marriage. 3) Greater divorce and child custody rights. 4) Equal educational opportunities.

Dorothea Dix

• She pushed for reforms concerning the treatment of people with mental and emotional disabilities. She also pushed for prison reforms.

• She was not involved with women's rights.

The Second Great Awakening (1790-1840s)

• This took place because of a decrease in church attendance caused by the increase in industrialization.

• Religious revival led by Charles Finney and Lyman Beecher.

• Central and Western NY became "burned over districts" or areas in which large street prayers took place.

• This event opened eyes to the moral dilemma of Slavery.

American Colonization Society

• Work to return freed slaves to Western Africa.

• Included the movement of middle-class men and women

• This idea was also held by Jefferson and Garvey.

William Lloyd Garrison

He was a radical abolitionist who wrote "The Liberator" and was the founder of the American Anti-Slavery Society.

• The Liberator called for the "immediate and uncompensated emancipation of slaves."

• The 1st issue of this book was published Jan 1st, 1831.

• Garrison supported women’s rights, causing the Anti-Slavery Society to split into factions. This was because some felt that women shouldn’t be a part of the abolitionist movement.

Frederick Douglas

• He was the most prominent black abolitionist during this time.

• He also fought for women’s/Native Americans’ rights. He said "I would unite with anybody to do right and with nobody to do wrong."

Sarah Moore Grimke

• She fought for abolition and women’s rights

• She said “l ask no favor for my sex. I surrender not our claim of equality. All I ask for of our brethren is that they will take their feet off our necks.”

Transcendentalism

• This was a literary and philosophical movement in the 1800s, it encouraged people to live simply and celebrate the truth in nature and in personal emotion and imagination.

• Thoreau believed in civil disobedience. Emerson promoted individuality, believing the universe is composed of nature and soul.

Utopian Communities

• Perfectionists. These groups believed that  humans have the capacity to achieve a better life through conscious acts of will.

• Brook Farm, New Harmony, and Oneida Communities are examples of this.

• THese groups wanted to escape competitiveness, regulate moral behavior & create cooperative lifestyles.

Education (Antebellum Social Movements)

• McGuffey or eclectic Readers. They were the most widely used school books, stories, poems, essays promoting patriotism & moral values.

• Newspapers flourished in early half of the 1880s

• Reformers passed compulsory school laws (Mandatory to attend school) and funded teacher training, They used state & local taxes to finance education.

The Hudson River School

• A group of artists who emphasized landscapes & America's Natural Beauty.

• This was the 1st school of art.