AP®︎ US History: Unit 4 Flashcards

Master key terms and definitions for Unit 4 of AP US History – Period 4 (1800–1848) to help you prep for quizzes and the AP exam.


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Term

Election of 1800 / Revolution of 1800

Definition

Jefferson’s victory over Adams, resolved after an electoral tie with Burr, produced a peaceful transfer of executive power between rival parties

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Election of 1800 / Revolution of 1800
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Jefferson’s victory over Adams, resolved after an electoral tie with Burr, produced a peaceful transfer of executive power between rival parties

Unit 4: Learning Objective BKC-4.1.I.A
Democratic-Republican Party / Jeffersonian Republican Party
Not Started

Jefferson and Madison’s party, favoring strict construction, states’ rights, low taxes, an agrarian republic, and sympathy for France

Unit 4: Learning Objective BKC-4.1.I.A
Loose Construction vs. Strict Construction
Not Started

Loose construction permits implied federal powers; strict construction limits the federal government to powers explicitly delegated by the Constitution

Unit 4: Learning Objective BKC-4.1.I.A
Louisiana Purchase
Not Started

The 1803 acquisition from France of about 828,000 square miles for $15 million, doubling U.S. claims and broadening presidential power

Unit 4: Learning Objective BKC-4.3.I.A.i
Lewis and Clark Expedition / Corps of Discovery
Not Started

The 1804–1806 federal expedition led by Meriwether Lewis and William Clark that mapped western lands, studied resources, contacted Native nations, and reached the Pacific

Unit 4: Learning Objective BKC-4.3.I.A.i
Marbury v. Madison
Not Started

1803 decision denying Marbury’s requested writ while declaring part of a federal law unconstitutional and establishing judicial review

Unit 4: Learning Objective BKC-4.1.I.B
Judicial Review
Not Started

The authority of courts, especially the Supreme Court, to invalidate laws or government actions that conflict with the Constitution

Unit 4: Learning Objective BKC-4.1.I.B
John Marshall and the Marshall Court
Not Started

Federalist chief justice John Marshall led a Supreme Court whose decisions strengthened judicial review, implied federal powers, interstate commerce authority, and federal supremacy

Unit 4: Learning Objective BKC-4.1.I.B
Dartmouth College v. Woodward
Not Started

1819 decision holding that New Hampshire could not alter Dartmouth’s private charter because the Contract Clause protected it

Unit 4: Learning Objective BKC-4.1.I.B
McCulloch v. Maryland
Not Started

1819 decision upholding Congress’s implied power to charter a national bank and denying Maryland authority to tax the federal institution

Unit 4: Learning Objective BKC-4.1.I.B
Gibbons v. Ogden
Not Started

1824 decision broadly defining interstate commerce to include navigation and holding that federal regulation overrode a conflicting state monopoly

Unit 4: Learning Objective BKC-4.1.I.B
Era of Good Feelings
Not Started

Period beginning under Monroe when Federalist decline reduced formal party competition, although disputes over banks, tariffs, slavery, and regional power continued

Unit 4: Learning Objective BKC-4.1.I.A
Sectionalism
Not Started

Loyalty to a particular region and its economic and political interests rather than to the nation as a whole

American System
Not Started

Henry Clay’s plan to unify the economy through a protective tariff, the Second Bank, and federally supported roads and canals

Unit 4: Learning Objective CKC-4.2.III.D
Tariff of 1816
Not Started

First federal tariff primarily intended to protect U.S. industry by raising selected import prices; support shifted toward the manufacturing Northeast and opposition toward the agricultural South

Unit 4: Learning Objective CKC-4.2.III.D
Second Bank of the United States
Not Started

National bank chartered in 1816 to stabilize currency and credit; supporters valued financial order, while critics viewed it as serving wealthy eastern interests

Unit 4: Learning Objective CKC-4.2.III.D
Panic of 1819
Not Started

First major post-Constitution depression; credit contraction caused failures, foreclosures, and unemployment and intensified western hostility toward the Second Bank

Unit 4: Learning Objective CKC-4.2.III.D
Missouri Compromise of 1820
Not Started

Admitted Maine free and Missouri slave while banning slavery north of 36°30′ in the Louisiana Purchase except Missouri, temporarily preserving sectional balance

Unit 4: Learning Objective CKC-4.3.II.C
Election of 1824 / Corrupt Bargain
Not Started

Jackson won pluralities but no electoral majority in 1824, so the House chose John Quincy Adams after Henry Clay supported him and then became secretary of state, prompting an unproven corrupt-bargain charge

Unit 4: Learning Objective GKC-4.1.I
First Barbary War
Not Started

1801–1805 conflict in which Jefferson sent the Navy and Marines against Tripoli to protect shipping and resist tribute demands

Unit 4: Learning Objective DKC-4.3.I
Impressment
Not Started

British removal of sailors from American ships for Royal Navy service, violating American maritime rights and helping cause the War of 1812

Unit 4: Learning Objective DKC-4.3.I
Chesapeake-Leopard Affair
Not Started

The 1807 British attack on USS Chesapeake and removal of four sailors, provoking outrage over impressment and American sovereignty

Unit 4: Learning Objective DKC-4.3.I
Embargo Act of 1807
Not Started

Jefferson’s ban on American ships sailing to foreign ports; it failed to change British or French policy and badly harmed the American economy

Unit 4: Learning Objective DKC-4.3.I
Non-Intercourse Act
Not Started

The 1809 law that reopened most foreign trade after the embargo but continued prohibiting commerce with Britain and France

Unit 4: Learning Objective DKC-4.3.I
Macon’s Bill No. 2
Not Started

The 1810 law reopening trade with Britain and France and promising restrictions against one if the other stopped violating American neutral rights

Unit 4: Learning Objective DKC-4.3.I
War Hawks
Not Started

Mostly young southern and western Democratic-Republicans, including Henry Clay and John C. Calhoun, who demanded war with Britain for honor, rights, and expansion

Unit 4: Learning Objective DKC-4.3.I
Tecumseh
Not Started

Shawnee leader who organized a Native confederacy against American expansion and later allied with Britain during the War of 1812

Unit 4: Learning Objective DKC-4.3.I.A. ii
Battle of Tippecanoe
Not Started

The 1811 battle between Harrison’s forces and Tenskwatawa’s followers that failed to destroy Tecumseh’s confederacy but intensified American suspicions of Britain

Unit 4: Learning Objective DKC-4.3.I.A. ii
War of 1812
Not Started

Inconclusive U.S.-British war over impressment, neutral trade, British-Native ties, sovereignty, and expansion; it strengthened nationalism and weakened Native resistance

Unit 4: Learning Objective DKC-4.3.I
Hartford Convention
Not Started

The 1814 Federalist meeting that protested the war and proposed constitutional amendments; its timing made the party appear disloyal and hastened its decline

Unit 4: Learning Objective DKC-4.3.I
Treaty of Ghent
Not Started

The December 1814 treaty ending the War of 1812 and restoring prewar boundaries without resolving impressment or neutral shipping rights

Unit 4: Learning Objective DKC-4.3.I
Battle of New Orleans
Not Started

Andrew Jackson’s January 1815 victory after Ghent was signed; it created an impression of decisive American victory and made Jackson a hero

Unit 4: Learning Objective DKC-4.3.I
Rush-Bagot Agreement
Not Started

The 1817 U.S.-British agreement limiting naval armaments on the Great Lakes and beginning demilitarization of the Canadian border

Unit 4: Learning Objective DKC-4.3.I
Convention of 1818
Not Started

Agreement setting the U.S.-British boundary at the 49th parallel to the Rocky Mountains and establishing joint occupation of Oregon Country

Unit 4: Learning Objective DKC-4.3.I
Adams-Onís Treaty (Transcontinental Treaty)
Not Started

The 1819 treaty giving Florida to the United States, renouncing the U.S. claim to Texas, and drawing a boundary to the Pacific

Unit 4: Learning Objective DKC-4.3.I.A. ii
Monroe Doctrine
Not Started

The 1823 declaration opposing new European colonization or intervention in the Americas while promising U.S. noninterference in Europe and existing colonies

Unit 4: Learning Objective DKC-4.3.I.A. ii
Market Revolution
Not Started

Early-1800s shift from local exchange and household production toward commercial farming, factories, wage labor, and regional, national, and international markets

Unit 4: Learning Objective EKC-4.2.I.A
Factory System
Not Started

Production system concentrating workers, machinery, power, and raw materials in one location under an owner's control

Unit 4: Learning Objective EKC-4.2.I.A
Samuel Slater and the Rhode Island System
Not Started

Samuel Slater established a water-powered textile mill in Rhode Island and developed a factory system employing entire families, including children, in company villages

Lowell System
Not Started

Integrated water-powered textile system combining spinning and weaving under one roof and initially employing young unmarried women housed in company boardinghouses

Unit 4: Learning Objective EKC-4.2.I.A
Lowell Mill Girls
Not Started

Young unmarried New England women who earned wages in Lowell textile mills, gaining limited independence while facing long hours and strict company discipline

Unit 4: Learning Objective FKC-4.2.II.A
Cotton Gin
Not Started

Eli Whitney's 1793 machine for separating cotton fiber from seeds, which made short-staple cotton profitable and encouraged plantation expansion and slavery

Unit 4: Learning Objective EKC-4.2.I.B
Interchangeable Parts
Not Started

Uniform components that could replace one another without custom fitting, simplifying assembly and repair and preparing the way for mass production

Unit 4: Learning Objective EKC-4.2.I.B
Robert Fulton
Not Started

Entrepreneur whose Clermont demonstrated commercially successful steam navigation on the Hudson River in 1807

Unit 4: Learning Objective EKC-4.2.I.B
Samuel Morse
Not Started

Inventor who, with associates, developed an effective electrical telegraph and Morse code and demonstrated them between Washington and Baltimore in 1844

Unit 4: Learning Objective EKC-4.2.I.B
Cyrus McCormick
Not Started

Inventor who patented the mechanical reaper in 1834, making grain harvesting faster and supporting Midwestern commercial agriculture

Unit 4: Learning Objective EKC-4.2.I.B
John Deere
Not Started

Inventor who developed a successful steel plow in 1837 for cultivating the heavy prairie soils of the Midwest

Unit 4: Learning Objective EKC-4.2.I.B
Internal Improvements
Not Started

Government-supported transportation projects such as roads, canals, river improvements, and railroads intended to promote commerce and national integration

Unit 4: Learning Objective EKC-4.2.I.C
National Road / Cumberland Road
Not Started

First major federally funded highway, connecting the East with the Ohio River and facilitating migration, mail, travel, and trade

Unit 4: Learning Objective EKC-4.2.I.C
Erie Canal
Not Started

New York canal completed in 1825 linking the Hudson River with Lake Erie, sharply reducing freight costs and connecting the Midwest to New York City

Unit 4: Learning Objective EKC-4.2.I.C
Railroads
Not Started

Fast, increasingly year-round transportation lines that reached places without navigable waterways and linked the Northeast and Midwest especially closely

Unit 4: Learning Objective EKC-4.2.I.C
Commercial Agriculture / Commercial Farming
Not Started

Farming organized to produce crops and livestock for sale in distant markets rather than primarily for household use

Unit 4: Learning Objective EKC-4.2.I.A
King Cotton
Not Started

Expression describing cotton’s economic dominance and Southerners’ belief that foreign and Northern dependence gave the South great influence

Unit 4: Learning Objective MKC-4.2.III.C
Regional Interdependence
Not Started

Mutual reliance as the Northeast supplied manufacturing and finance, the Midwest supplied food, and the South supplied cotton

Unit 4: Learning Objective EKC-4.2.I.C
Wage Labor
Not Started

Economic arrangement in which workers sell their labor for pay rather than owning the productive property themselves

Unit 4: Learning Objective EKC-4.2.I.A
Labor Unions
Not Started

Organizations of wage earners formed to bargain collectively and campaign for higher pay, shorter hours, safer conditions, and other shared workplace goals

Commonwealth v. Hunt
Not Started

An 1842 Massachusetts ruling that unions were not inherently criminal conspiracies and could peacefully pursue lawful goals

Unit 4: Learning Objective FKC-4.2.II.A
Irish Immigration
Not Started

Migration intensified by the Great Famine; many poor Irish settled in Northern port cities and entered low-wage construction, domestic, transportation, and factory work

Unit 4: Learning Objective FKC-4.2.III.A
German Immigration
Not Started

Migration by Germans of varied backgrounds; some settled in Northern cities, while others with sufficient resources established farms or businesses in Pennsylvania and the Old Northwest

Unit 4: Learning Objective FKC-4.2.III.A
Nativism
Not Started

The belief that native-born Americans deserved preference over immigrants, often expressed through anti-immigrant and anti-Catholic prejudice

Unit 4: Learning Objective FKC-4.2.III.A
Middle Class
Not Started

Merchants, managers, clerks, professionals, prosperous farmers, and some skilled artisans who emphasized thrift, education, respectability, self-discipline, and consumption

Unit 4: Learning Objective FKC-4.2.II.B
Separate Spheres / Cult of Domesticity / Cult of True Womanhood
Not Started

The middle-class ideal assigning men to the public world of work and politics and women to the private home, where they were expected to embody piety, purity, submissiveness, and domesticity

Unit 4: Learning Objective FKC-4.2.II.C
White Manhood Suffrage / Universal White Male Suffrage
Not Started

Voting rights for nearly all adult white male citizens regardless of property ownership, while women and most nonwhite people remained excluded

Unit 4: Learning Objective GKC-4.1.I
Jacksonian Democracy
Not Started

Expansion of mass politics and participation for white men while women, most African Americans, and American Indians remained excluded

Unit 4: Learning Objective HKC-4.1.I.C
Election of 1828 / Revolution of 1828
Not Started

Jackson defeated Adams through a disciplined national campaign appealing directly to an enlarged white male electorate

Unit 4: Learning Objective GKC-4.1.I
Patronage / Spoils System
Not Started

The practice of a victorious party rewarding loyal supporters with government offices, strengthening party organization while encouraging favoritism and corruption

Unit 4: Learning Objective GKC-4.1.I
National Nominating Convention
Not Started

A party gathering of delegates from multiple states that selected presidential candidates and helped create national tickets, platforms, and campaign organizations

Unit 4: Learning Objective GKC-4.1.I
Democratic Party
Not Started

Mass party formed around Jackson and Van Buren that appealed strongly to farmers, workers, immigrants, and frontier settlers while opposing concentrated privilege

Unit 4: Learning Objective GKC-4.1.I
Whig Party
Not Started

Broad anti-Jackson party that opposed arbitrary executive power and attracted many merchants, manufacturers, commercial farmers, professionals, reformers, and middle-class voters

Unit 4: Learning Objective GKC-4.1.I
Tariff of 1828 / Tariff of Abominations
Not Started

High protective tariff fiercely opposed in South Carolina that helped produce Calhoun’s nullification doctrine and the Nullification Crisis

Unit 4: Learning Objective HKC-4.1.I.C
Nullification Crisis
Not Started

1832–1833 confrontation in which South Carolina nullified federal tariffs and Jackson defended federal supremacy while Clay arranged a tariff compromise

Unit 4: Learning Objective HKC-4.1.I.C
South Carolina Exposition and Protest
Not Started

Calhoun’s anonymously written argument that a state convention could nullify an unconstitutional federal law

Unit 4: Learning Objective HKC-4.1.I.C
Webster–Hayne Debate
Not Started

1830 Senate debate in which Hayne defended states’ rights and compact theory while Webster defended a perpetual Union created by the people

Unit 4: Learning Objective HKC-4.1.I.C
Force Bill
Not Started

1833 law authorizing Jackson to use military force if necessary to collect federal customs duties in South Carolina

Unit 4: Learning Objective HKC-4.1.I.C
Compromise Tariff of 1833
Not Started

Clay’s settlement gradually reducing tariff rates, leading South Carolina to repeal its nullification ordinance

Unit 4: Learning Objective HKC-4.1.I.C
Bank War
Not Started

Political struggle in which Jackson vetoed the Bank’s recharter and removed federal deposits, ending the Second Bank and expanding presidential power

Unit 4: Learning Objective HKC-4.1.I.C
Pet Banks
Not Started

Selected state banks that received new federal revenues after Jackson ordered deposits removed from the Second Bank

Unit 4: Learning Objective HKC-4.1.I.C
Specie Circular
Not Started

Jackson’s 1836 order requiring most federal land purchases to be paid in gold or silver, intended to restrain speculation but also tightening credit

Unit 4: Learning Objective HKC-4.1.I.C
Panic of 1837
Not Started

Severe depression caused by unstable banking, speculation, falling cotton prices, British credit changes, and policies including the Bank War and Specie Circular

Unit 4: Learning Objective HKC-4.1.I.C
Indian Removal Act
Not Started

1830 law authorizing the president to arrange and fund exchanges of eastern Native lands for territory west of the Mississippi

Unit 4: Learning Objective HKC-4.3.I.B
Worcester v. Georgia
Not Started

1832 decision holding that Georgia law had no force in Cherokee territory and that Native relations belonged to federal authority

Unit 4: Learning Objective HKC-4.3.I.B
Trail of Tears
Not Started

Forced Cherokee removal to Indian Territory in 1838–1839 during which exposure, hunger, and disease killed roughly 4,000 people

Unit 4: Learning Objective HKC-4.3.I.B
Black Hawk War
Not Started

1832 conflict ending in the defeat of a group of Sauk and Meskwaki led by Black Hawk who attempted to return to lands east of the Mississippi

Unit 4: Learning Objective HKC-4.3.I.B
Seminole Wars
Not Started

Conflicts in Florida in which U.S. forces invaded Spanish territory and later fought Seminoles, Black Seminoles, and escaped enslaved people resisting removal, forcing many Seminoles west while some remained

Unit 4: Learning Objective DKC-4.3.I.A. ii
Romanticism
Not Started

Movement emphasizing emotion, imagination, intuition, individual experience, the past, and nature’s spiritual power

Unit 4: Learning Objective IKC-4.1.II.C
Hudson River School
Not Started

First major American school of landscape painting, using Romantic conventions to present American scenery as sublime and nationally meaningful

Unit 4: Learning Objective IKC-4.1.II.C
Transcendentalism
Not Started

New England movement teaching that intuition and direct experience of nature reveal spiritual truth and support conscience, self-reliance, and nonconformity

Unit 4: Learning Objective IKC-4.1.II.C
Ralph Waldo Emerson
Not Started

Leading Transcendentalist who taught that individuals should find spiritual truth in nature and trust conscience over conformity

Unit 4: Learning Objective IKC-4.1.II.C
Henry David Thoreau
Not Started

Transcendentalist who practiced simple living at Walden Pond and resisted government policies supporting slavery and the Mexican–American War

Unit 4: Learning Objective IKC-4.1.II.C
Washington Irving
Not Started

Early internationally successful American author who adapted European folklore to American settings in “Rip Van Winkle” and “The Legend of Sleepy Hollow.”

Unit 4: Learning Objective IKC-4.1.II.B
James Fenimore Cooper
Not Started

Author of the Leatherstocking Tales who made the frontier, Natty Bumppo, American Indians, and wilderness major American literary subjects

Unit 4: Learning Objective IKC-4.1.II.B
Greek Revival Architecture
Not Started

Popular 1820s–1840s style using temple-like façades and large columns to associate American institutions with ancient democracy and republicanism

Unit 4: Learning Objective IKC-4.1.II.C
Second Great Awakening
Not Started

Protestant revival movement beginning in the 1790s and peaking in the 1820s and 1830s that emphasized emotional conversion, free will, popular participation, and moral improvement

Unit 4: Learning Objective JKC-4.1.II.A. i
Revivalism
Not Started

Use of emotional preaching, public conversion, itinerant ministers, and mass religious meetings to awaken faith and attract converts

Charles Grandison Finney
Not Started

Leading revivalist who taught that sin was voluntary, conversion was an immediate choice, and deliberate methods could persuade people to repent

Unit 4: Learning Objective JKC-4.1.II.A. i
Burned-over District
Not Started

Upstate and western New York region repeatedly swept by revivals and known for numerous religious experiments and reform organizations

Unit 4: Learning Objective JKC-4.1.II.A. i
Camp Meetings
Not Started

Multiday outdoor frontier gatherings where itinerant ministers used preaching, prayer, and song to seek emotional public conversions

Unit 4: Learning Objective JKC-4.1.II.A. i
Perfectionism
Not Started

Belief associated with Finney that individuals and society could make extraordinary moral progress and, in some versions, overcome voluntary sin

Unit 4: Learning Objective JKC-4.1.II.A. i
Benevolent Empire
Not Started

Interconnected network of Protestant missionary, temperance, educational, and moral-reform societies

Unit 4: Learning Objective KKC-4.1.III.A
Voluntary Associations
Not Started

Privately organized groups that used dues, publications, lectures, petitions, and local chapters to pursue reform

Unit 4: Learning Objective KKC-4.1.III.A
Temperance Movement
Not Started

Campaign against alcohol consumption that increasingly demanded total abstinence and linked drinking to poverty, violence, and disorder

Unit 4: Learning Objective KKC-4.1.III.A
American Temperance Society
Not Started

Organization founded in 1826 that built a national temperance movement through local societies, publications, meetings, and abstinence pledges

Unit 4: Learning Objective KKC-4.1.III.A
Dorothea Dix
Not Started

Reformer who documented abuse of people with mental illness and persuaded states to fund specialized, humane hospitals

Unit 4: Learning Objective KKC-4.1.III.A
Horace Mann and the Common School Movement
Not Started

Horace Mann led the campaign for free, tax-supported elementary schools and promoted longer terms, graded instruction, improved buildings, and professionally trained teachers

Unit 4: Learning Objective KKC-4.1.III.A
Antislavery vs. Abolitionism
Not Started

Antislavery meant opposition to slavery in some form; abolitionism specifically sought slavery’s elimination

Unit 4: Learning Objective KKC-4.3.II.B. i
American Colonization Society
Not Started

Organization founded in 1816 to send free African Americans to Africa, helping establish Liberia but drawing strong Black opposition

Unit 4: Learning Objective KKC-4.3.II.B. i
Liberia
Not Started

West African republic established with support from the American Colonization Society as a destination for free African Americans resettled from the United States

William Lloyd Garrison and the Liberator
Not Started

William Lloyd Garrison was an immediate abolitionist who began publishing The Liberator in Boston in 1831 and denounced slavery as a moral sin

Unit 4: Learning Objective KKC-4.3.II.B. i
American Anti-Slavery Society
Not Started

Organization founded in 1833 that promoted immediate abolition through lecturers, petitions, local chapters, and mass publication

Unit 4: Learning Objective KKC-4.3.II.B. i
Frederick Douglass
Not Started

Formerly enslaved abolitionist lecturer, author, and editor whose testimony exposed slavery and refuted claims of Black inferiority

Unit 4: Learning Objective KKC-4.3.II.B. i
Sarah and Angelina Grimké
Not Started

South Carolina sisters who became abolitionist lecturers and connected opposition to slavery with criticism of women’s subordination

Unit 4: Learning Objective KKC-4.3.II.B. i
Underground Railroad
Not Started

Decentralized network of routes, homes, churches, guides, and antislavery groups that assisted people escaping slavery

Unit 4: Learning Objective KKC-4.3.II.B. i
Women’s Rights Movement
Not Started

Reform movement that grew from women’s religious, temperance, and abolitionist work and sought legal, educational, economic, and political equality

Unit 4: Learning Objective KKC-4.1.III.A
Seneca Falls Convention
Not Started

First widely recognized public women’s rights convention, held in New York in 1848, which adopted the Declaration of Sentiments

Unit 4: Learning Objective KKC-4.1.III.A
Declaration of Sentiments
Not Started

Seneca Falls document declaring that all men and women are created equal and demanding reforms including woman suffrage

Unit 4: Learning Objective KKC-4.1.III.A
Elizabeth Cady Stanton
Not Started

Women’s rights leader who helped organize Seneca Falls and draft its Declaration of Sentiments

Unit 4: Learning Objective KKC-4.1.III.A
Lucretia Mott
Not Started

Quaker abolitionist and women’s rights leader who helped organize the Seneca Falls Convention after facing exclusion in abolitionism

Unit 4: Learning Objective KKC-4.1.III.A
Shakers / United Society of Believers in Christ’s Second Appearing
Not Started

Religious communities practicing communal property, celibacy, disciplined labor, simple living, and unusual spiritual equality for women

Unit 4: Learning Objective KKC-4.1.II.A. ii
New Harmony
Not Started

Robert Owen’s 1825 Indiana community based on communal property, cooperative labor, and education; it soon collapsed from conflict and economic problems

Unit 4: Learning Objective KKC-4.1.II.A. ii
Oneida Community
Not Started

Noyes’s 1848 New York community practicing communal ownership and regulated complex marriage instead of conventional monogamy

Unit 4: Learning Objective KKC-4.1.II.A. ii
Brook Farm
Not Started

Transcendentalist community combining intellectual development with cooperative labor; financial problems and a fire helped end it in 1847

Unit 4: Learning Objective KKC-4.1.II.A. ii
Joseph Smith and Mormonism
Not Started

Joseph Smith published the Book of Mormon and organized the Church of Jesus Christ of Latter-day Saints in 1830, forming close religious communities whose beliefs and political influence provoked hostility

Unit 4: Learning Objective KKC-4.1.II.A. ii
Gradual Emancipation
Not Started

Northern policies that ended slavery slowly, often freeing children born after a set date only after lengthy periods of service

Unit 4: Learning Objective L
Free African American Communities
Not Started

Free African Americans built independent communities through mutual-aid societies, churches such as Richard Allen’s AME Church, schools, relief organizations, and political activism despite severe legal and racial discrimination

Unit 4: Learning Objective L
Richard Allen and the African Methodist Episcopal Church
Not Started

Richard Allen helped found Philadelphia’s Free African Society and Bethel Church and became the first bishop of the independent African Methodist Episcopal Church, which supported worship, education, relief, abolition, and Black community organizing

Unit 4: Learning Objective LKC-4.1.II.D
Gabriel’s Conspiracy
Not Started

Gabriel, an enslaved Virginia blacksmith, planned an 1800 seizure of Richmond inspired by revolutionary ideals, but informants exposed it and he was executed

Unit 4: Learning Objective LKC-4.1.III.B.ii
Denmark Vesey’s Alleged Conspiracy
Not Started

An alleged 1822 Charleston uprising that authorities accused free Black carpenter Denmark Vesey of organizing; officials executed Vesey and 34 others and tightened restrictions on Black life

Unit 4: Learning Objective LKC-4.1.III.B.ii
Nat Turner’s Rebellion
Not Started

The deadliest U.S. revolt by enslaved people, led by enslaved preacher Nat Turner in Virginia in 1831; it killed about 55 white people and prompted violent reprisals and tighter controls on Black preaching, assembly, movement, and literacy

Unit 4: Learning Objective LKC-4.1.III.B.ii
Appeal to the Coloured Citizens of the World
Not Started

David Walker’s 1829 pamphlet denouncing slavery and racism, asserting Black equality, and warning that continued oppression would provoke resistance

Unit 4: Learning Objective LKC-4.1.II.D
Slave Codes
Not Started

Southern laws controlling enslaved people through restrictions on movement, assembly, literacy, legal rights, and other activities

Unit 4: Learning Objective L
Domestic Slave Trade
Not Started

Forced sale and movement of enslaved people from the Upper South to expanding cotton plantations in the Deep South

Unit 4: Learning Objective MKC-4.3.II.A
Plantation System
Not Started

System of producing staple crops on large estates with enslaved labor that concentrated wealth and political power among planters

Unit 4: Learning Objective MKC-4.2.III.C
Southern Social Hierarchy
Not Started

Southern society placed a small planter elite above yeoman and poorer whites, subordinated free African Americans, and held enslaved people as inheritable property within a patriarchal racial order dominated by elite white men

Unit 4: Learning Objective L
Paternalism
Not Started

Proslavery claim that enslavers were protective guardians caring for dependent enslaved people, concealing the system’s coercion and violence

Unit 4: Learning Objective MKC-4.3.II.B. ii
Proslavery Argument / Positive Good
Not Started

Proslavery ideology defended slavery through paternalism, property and states’ rights, biblical claims, white supremacy, and the argument that slavery was a positive good superior to Northern wage labor

Unit 4: Learning Objective MKC-4.3.II.B. ii
Westward Expansion of Slavery
Not Started

Soil depletion and profitable short-staple cotton drove plantations west across the Deep South, while the domestic slave trade forcibly moved enslaved people from the Upper South into the expanding Cotton Belt

Unit 4: Learning Objective MKC-4.3.II.A