General Information

This toolkit will be analyzing the Webster-Hayne debate and the nature of the United States. This debate would emphasize two divergent ways of thinking – sovereignty of the states versus national policies as part of the American System.   Using primary and secondary resources the major issues surrounding the debate will be explored, researched, and discussed.  These ideas will be incorporated into the “ larger picture “ of what policies should be followed for the development of America.

Standards Tapestry

We will be looking at the Webster-Hayne debate in the context of Jacksonian democracy.  To do so we will look at many key individuals such as Henry Clay, Daniel Webster, Robert Hayne, Andrew Jackson, John Quincy Adams, and John C. Calhoun.  We also will look at many ideas and events.  Some of these will be the Nullification crisis, the Tariff of Abominations, the American system, and the debate itself.  To accomplish these tasks we will use primary resources, the textbook, and some charts, graphs, and maps.  Also the students will be involved in small group and individual work and class discussion and written evaluation.

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Assessment Rationale

Humanities-rich Resources

Type (book link, etc.)	Name	URL (if any)	Annotation (can include description and notes on how to use.
Link	Our Documents	http://ourdocuments.gov/index.php
Link		http://www.ihc4u.org/
Link	Hayne-Webster Debate	http://www.constitution.org/hwdebate/
Link		http://www.grazian-archive.com/
Link		http://schools.guilford.k12.nc.us/s
Link		http://www2.bc.cc.ca.us/drosales/

Instructional Day	Description
Day 1  (S.S. 5.1.2 & 5.3.1)	Start with background reading of the time period.  The readings for background come from Call to Freedom: Beginnings to 1877 by Holt company.  Jigsaw the reading by dividing the class into 8 groups or two per section.  The students are to read Chapter12, section 2 and 3 and Chapter 14, section 1 and 2.  These chapters deal with Jacksonian democracy and the southern way of life.  Have the students do the main idea activities over their material. Each student can do a daily quiz over their material also.  Next have the students divide into 2 groups for Think-Pair-Share over the material.  Finally do the End of period questions as a summary.
Day 2	The students will do a number of chart, graph and map exercises for background and discussion linking to the material of Day 1.  The students will start off by doing individually Worksheet 1 and Worksheet 2 on the Tariffs and on Population growth and the Role of Cotton on the southern economy.  Next the students will link up with a partner for Think-Pair-Share using the remaining resources.  They will take the material and graphic organize it for Cause-Effect or Problem-Solution or Main Topic-Description.  The materials will include Page 370 of Holt on the American System, Page 391 on Analyzing Primary Sources by Calhoun, Page 421 on Interpreting Charts on the southern economy, Page 426 on the map on the Cotton Kingdom, Page 430 on a graphic organizer on Crop Production, Page 428-432 on the Southern Economy, and Page 446-449 on Contrasting the Northern and Southern Economies.  For Page 428-432 a Guided Reading Strategies sheet may be used.  Also for Page 446-449 a Geography and History Quiz is available.
Day 3  (S.S. 5.1.9)	Through a series of application, analysis, synthesis, and evaluation questions using the data from Day 1 and Day 2 have the students divide into 4 corners and analyze the data provided on tariffs.  Use 4 quotes from a Nationalist view, a Northern view, a Western view, and a Southern view.  Using these quotes what would be the view of Henry Clay?  Daniel Webster?  John Q. Adams?  John C. Calhoun?  Robert Hayne?  Which views would accept or reject the Tariff of Abominations?  Possible questions to ask to link the data would be-   Why did the south, in general, oppose the American System?  Why did the south, in general, oppose higher tariffs?  How do you explain the inconsistent vote on tariffs by the south?  ( such as the Tariff of  1816, 1828, 1832 )  What Cause-Effect scenario can you set up resulting in Nullification?  What similarities do you see about the disputes that led to the Missouri Compromise and the Nullification crisis?  Why did the industrial revolution not develop as rapidly in the South?  Brainstorm many examples of how a “ clash of cultures” was developing in America.  Why did the “ cotton kingdom” not spread to the north?  Why did it not spread into the border states of Missouri, Kentucky, Maryland, and Delaware?  How did international trade affect the southern economy?  What did most southern factories make?  Why did the population of the north increase at a more dramatic rate than that of the south?  Then substitute  Railroads?  Factories? Etc.  Discuss as a class the South Carolina Ordinance of Nullification of November 24, 1832 and Andrew Jackson's response reflecting on the major ideas.  Finally introduce Day 4 by explaining to the students they will go directly to the Computer Lab to research the Webster-Hayne debate of 1830 .  Have the class count off by ones and twos.  All ones will research the view of Daniel Webster and all twos will research the view of Robert Hayne.  They will put these main ideas into a graphic organizer by using Inspiration.
Day 4  (S.S. 5.1.14)	In the Computer lab
Day 5  (S.S. 5.1.14)	Think-Pair-Share on your research by discussing what are the big ideas.  Relate to the data from Day 1 and Day 2.  Also relate to Cause-Effect leading to the Civil War and have the students predict possible scenarios.  Some questions to consider to analyze, synthesize and evaluate the data could be-  What are the major ideas Daniel Webster is conveying during the debate?  What are the major ideas Robert Hayne is conveying during the debate?  What is each saying about the nature of our government?  Are there any areas of possible agreement?  What are some possible solutions to these divergent arguments?  Which viewpoints prevailed in The United States?  Describe the Federal system of government.  Does this debate relate to that system?  How?  Whose view would be considered Anti-Federalist?  Why?  Whose view would be considered Federalist?  Why?
Day 6-7  (S.S. 5.5.4)	Possible Essays- From 1810 to 1815 New England was the hotbed of sectionalism and nullification, while the south and southwest were strongly nationalistic.  Why the flipflop in the 1820's and 1830's?  How were the arguments about nationalism and states' rights reflected in the Webster-Hayne debates?
Day 8	Give numerous examples of how the North and South were traveling different paths economically and politically from the 1820's to the 1850's.  How were these differences expressed in the debate presentations of Webster and Hayne?

• Worksheet 1
• Worksheet 2