The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes.

If someone says it better, let them say it… Crash Course US History #10Crash Course US History #10 While watching, complete the fill-in notes!

“Crises” During the Era of Jeffersonian Democracy 1.“John Marshall and the Supreme Court” Summary – Significance- 2. “The Louisiana Purchase” Summary – Significance- 3. “The Issue of Sailors’ Rights” Summary – Significance- 4. “The Resort to Economic Coercion” Summary – Significance - 5. “Launching the Monroe Doctrine” Summary – Aftermath –

#1 Read “John Marshall and the Supreme Court” [pgs. 216 – 220] Summarize the Described Situation Answer Did John Marshall’s decisions strengthen or weaken nationalism? #2 Read “The Louisiana Purchase” [pgs. 221 – 227] Summarize the Described Situation Answer Did it take more courage on Jefferson’s part to accept Louisiana than to reject it? #3 Read “The Issue of Sailors’ Rights” [pgs. 227 – 230] Summarize the Described Situation Answer Why were the British so unwilling to give up the practice of impressment? #4 Read “The Resort to Economic Coercion” [pgs. 230 – 233] Summarize the Described Situation Answer Was it inconsistent for the Americans, dedicated to the principle of freedoms of the seas to abandon their right to sail the high seas as a way of keeping out of war?

If someone says it better, let them say it… Crash Course US History #11Crash Course US History #11 While watching, complete the fill-in notes!

“The U.S. will not interfere in European affairs, but will not let Europe interfere in the Americas” James Monroe, 1823 Think about… 1. What do you see? 2. What does it mean?

“The U.S. will not interfere in European affairs, but will not let Europe interfere in the Americas” James Monroe, 1823 While viewing, think about the following… Why did the American public react so favorably to the Monroe Doctrine, and why did the European governments, then and later, never show much enthusiasm for it?

If someone says it better, let them say it… Crash Course US History #12Crash Course US History #12 While watching, complete the fill-in notes!

Complete the analysis sheet in relation to the given documents Think about not only what you see/read but what it means!

1. Compile a list of factors that contributed to the development of the early Industrial Revolution in the United States 2. Rank the factors based on their importance in promoting the Industrial Revolution 3. Write a thesis statement to account for the early development of manufacturing in the United States

If someone says it better, let them say it… Crash Course US History #14Crash Course US History #14 While watching, complete the fill-in notes!

Democracy is a process rather than a conclusion Progress was made toward democracy (with many defects) from Jefferson’s election in 1800 until Jackson’s handpicked successor, Martin Van Burn, left office after the election of 1840

With a partner—decide whether Thomas Jefferson (T.J.) or Andrew Jackson (A.J.) were more likely to support the expressed viewpoint on the given question Use the Crash Course notes and/or textbook for support Individually—answer each of the questions in a well- developed paragraph: Set a clear thesis. Support it with clear, “to-the-point”, and accurate points. Use the Crash Course notes and/or textbook for support

For each paragraph complete the following questions for the writer… Does the paragraph answer the given prompt? Is their a clear thesis? Is their supportive reasoning for the thesis? Does it contain any grammatical/spelling errors? Are the sentence structures varied? 1 thing that worked… 1 thing that could be improved…

What does dem0cracy mean to you? Democracy is a form of government in which all eligible citizens are meant to participate equally – either directly or, through elected representatives, indirectly – in the proposal, development and establishment of the laws by which their society is run.form of government eligible citizenslaws

Analyze the documents… Remember, think about not only what you see/read but what it means! AND HOW IT CAN SUPPORT YOUR DEVELOPING ARGUMENT!!!

Follow the rubric for guidance to answer the following question using documental support AND outside knowledge… To what extent did Andrew Jackson represent the ideals of democracy?

What is the thesis of the paper? What are you proving? Can the thesis be stated more clearly? More effectively? More directly? How? How is the paper trying to prove the thesis? What specific factual information is incorporated into the narrative? What is the strongest argument? Why? Is the strongest argument the first argument presented in the paper? What (other) evidence can the author use to support/prove the thesis? Does the essay need more solid facts? How sophisticated does the argument sound? How can the argument sound more sophisticated? How can the author structure the essay to make the argument stronger? Clearer? More prominent? How effective is each paragraph analytical summary(last sentence or two)? What arguments can be made against the thesis? How can the author demonstrate the thesis/argument in a stronger manner? Does the conclusion not restate the thesis but address the question “so what?” Make a judgment call – does the essay seem too long?

Give your peer adequate feedback on their essay Complete the “rubric” for their essay Describe one thing that is done well in the essay Describe one that could be improved