Students develop a foundation on which to understand the basic disagreements between North and South.
This lesson involves a detailed analysis of Alexander Hamilton’s and James Madison’s arguments in favor of the extended republic in The Federalist Nos. 9, 10 and 51. Students consider and understand in greater depth the problem of faction in a free republic and the difficulty of establishing a government that has enough power to fulfill its responsibilities, but which will not abuse that power and infringe on liberties of citizens.
What was life like for women in the first half of the 19th century in America? What influence did women have in shaping the attitudes towards slavery? Towards women's suffrage?
This lesson will help students develop a better understanding of the election of 1824 and its significance.
Ask students where the President lives. Ask where the President does most of his work. Working at home is quite common now, but Presidents have worked and lived in the White House since November 1, 1800.
Call up each student group in chronological order. Students should describe their image, briefly tell the class about what their research revealed, read their caption, and post the image on your History of the White House Timeline. If desired, challenge students to find other events appropriate for the timeline.
What actions are necessary in order to start a new government? What would one of the major concerns be in preserving the new government and country? What would be the role of the leader or president of the country?
How did conditions in Europe relate to the independence movements in South America? What reasons did President Monroe give for recognizing the independence movements in South America?
What provisions in the U.S. Constitution are relevant to the debate over the Sedition Act? For this lesson, students will read brief excerpts from actual debates in the House of Representatives as the legislators attempted to work with the version of the bill "Punishment of Crime" (later known as the Sedition Act) already passed by the Senate.
How were party politics reflected in the campaign of 1828? What were the positions of the fledgling Democratic Party and its opposition?