Test Review Sheet

Test Review

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Get your projects!

There is a massive stack of projects and props in my classroom under the clock. Anything left behind on Friday at 3pm will be moved to the lost and found (clothing and props) or thrown out.

HW due 4/30

Please read pages 294-298.
Answer the following questions:
1. What was "the most important economic development in the South of the mid-nineteenth century?" What caused this, and what was its economic impact?
2. What were the agricultural regions of the South, and what crops were grown in each?
3. How did cotton become "king" in the South? What did this mean for the development of the region?
4. What role did the "business class" in the South play in the region's economic development? What elements was most important in this group, and why?
5. What is meant by the antebellum South had a "colonial" economy?

Project Reminder

Please remember that your projects are due for presentation tomorrow. In addition, if you have any technology needs, you must email me that request by 5pm TODAY (Thursday), or you will not be able to use the technology.
If you have a powerpoint or other presentation, that must also be emailed to me by that time.

HW: Due Monday

Please read pages 234-246.
Answer the following questions, in your own words.

1. What were the general characteristics of "Jacksonian Democracy" [its philosophy, practice, etc.]?
2. How did the spoils system fit into Jackson's "democratic" plans? What other means did he use to bring more people into the political process?
3. What groups were excluded from this widening of political opportunity? Why?
4. What was the effect of this growth of democracy? How did it change, or not change, the American political system?
5. Why did South Carolinians refer to the Tariff of 1828 as the "Tariff of Abomination?"
6. What was John C. Calhoun's theory of nullification?
7. What was the "Kitchen Cabinet?" Who were its members? How did it come into existence?
8. What were the origins of the Calhoun-Jackson split? How did the Eaton Affair contribute to this division?
9. What was the major point of disagreement between Webster and Hayne? What arguments were advanced on either side?
10. What was the compromise passed in 1833? What role did the force bill play in this? What actions did South Carolina take in response to these two laws?
    
11. What were the whites' attitudes toward Native American tribes? How did they contribution to the decision in favor of their removal westward?
12. What was the program (inherited by Jackson) designed to deal with the Indians who lived east of the Mississippi? What happened when this program was applied to the Cherokee in Georgia?
13. Explain the Supreme Court's decisions regarding the Indian tribes and Jackson's response. Be sure to name each case mentioned.
    
14. How did Jackson's action in the matter of the Cherokee removal correspond to his views on the role of the president and on the issue of states' rights?
15. How were Jackson's views concerning the Indians "little different" from those of most white Americans? What was the meaning of "removal?"

Scholarship Opportunity

Don't Let Your Students Miss an Opportunity to Earn College Credit while Studying in Washington, D.C.!

***Scholarships Available!***

Constitutional Academy 2009
July 19-25 & July 26-August 1
A Collegiate Experience That Starts at Home and Ends in Washington, D.C.

"I have a much better understanding of the Constitution and a
better appreciation of our Founding."
- 2008 Constitutional Academy Participant



The application deadline is April 17, 2009
ONLY 2 WEEKS LEFT TO APPLY!

Encourage your outstanding high school students to apply to the Constitutional Academy which will challenge them academically as they read works written by and about the leading minds of the American Founding era. The six week program culminates in a week in Washington, D.C., with students receiving three hours of college credit upon successful completion of course requirements.

Constitutional Academy participants will:

- Engage in weekly online reading discussions
- Work with historical documents at the National Archives
- Visit landmark sites in and around Washington, D.C.
- Discuss contemporary issues with their peers and university scholars
- Earn three college credits from Ashland University

Encourage your students to visit www.BillofRightsInstitute.org/DBAcademy for more information including application and scholarship information.

Project Due Dates

Project is due on April 24.
Works Cited is due on April 24.
Quiz questions due on April 20.
Rubric rough draft due on April 20.

Test Review Sheet

Review Sheet

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