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Chapter 5: 1800-1828 Inquiry Organizer

πŸ“Ž Inquiry Organizer Summary of chapter objectives and resources
πŸ“– Chapter Introductory Essay In-depth overview of significant events in the time period
πŸ”Ž Narratives Shorter essays on a dramatic story or individual
πŸ“ Decision Points Narratives that describe a pivotal decision in history
πŸ’¬ Point-Counterpoints Differing sides of an argument presented by scholars or historical figures
βœ’οΈ Primary Sources Firsthand accounts from the time period
πŸ“ Lessons Instructions and handouts to engage students in the classroom
✏️ Unit Essay Activity Culminating essay based on AP LEQs to assess chapter objectives
Unit 3: Chapter 5 (1800-1828)
Compelling Question: Was the early republic truly an Era of Good Feelings?
Chapter Objectives:

  • Students will be able to explain the causes of the expansion of slavery and its influence on national politics and sectionalism.
  • Students will be able to evaluate national politics during the so-called Era of Good Feelings to determine if that title is valid.
  • Students will be able to analyze the effects of the Monroe Doctrine on domestic and international politics during this period.
Supporting Question 1: What were the major political and economic developments of the early republic and how did they affect different groups of Americans? Resources:

  • Was the Election of 1800 a Revolution?Point-Counterpoint
  • The Hartford ConventionDecision Point
  • The Corrupt BargainNarrative
  • The Building of the Erie CanalNarrative
  • Marbury v. MadisonDecision Point
  • John Marshall’s Landmark Cases DBQLesson
  • Cartoon Analysis: The Presidential Election of 1824Primary Source
  • Henry Clay, Speech on American Industry, 1824Primary Source
Supporting Question 2: How did the debates over slavery influence politics and society during the early republic? Resources:

  • Did the Missouri Compromise Merely Delay War?Point-Counterpoint
  • The Missouri CompromiseDecision Point
  • Changing Views of Slavery Mini-DBQLesson
Supporting Question 3: How did American culture and social values develop in the early republic? Resources:

  • Tecumseh and the ProphetNarrative
  • Mountain MenNarrative
  • Washington IrvingNarrative
Supporting Question 4: How did U.S. involvement with foreign and domestic nations evolve in the early republic? Resources:

  • The Lewis and Clark ExpeditionNarrative
  • Fort McHenry and the War of 1812Narrative
  • Old Hickory: Andrew Jackson and the Battle of New OrleansNarrative
  • The Monroe Doctrine, 1823Primary Source
  • The Journals of Lewis and Clark, 1805Primary Source
Additional Resources:

  • BRI Homework Help Video: National Identity in the Early 1800s
  • BRI Homework Help Video: Early 1800s U.S. Foreign Policy
  • BRI Homework Help:Marbury v. Madison
  • Chapter 5 Introductory Essay: 1800-1828
Unit 3 Essay Activity Was the early republic truly an Era of Good Feelings? Option A: Evaluate the extent to which the Era of Good Feelings was a change from the founding spirit of the United States. In your response, consider the concepts of nationalism and sectionalism. Through this inquiry, students will evaluate primary and secondary sources to evaluate the title traditionally given to the period of 1816 to 1824, the Era of Good Feelings. Students will evaluate this title through the lenses of various groups of Americans, political and social growth and conflict, and the U.S. role in the world. Assess students’ progress in understanding the compelling question for this chapter by assigning the Unit 3 Essay Activity.

Some components of this resource may contain terminology that is no longer used because the terms are recognized to be offensive or derogatory, and some components may contain images that would be considered offensive or derogatory today. These terms and images have been retained in their original usage in order to present them accurately in their historical context for student learning, including understanding why these are not acceptable today.