2023-24 US History Final Exam Review Sheet.docx

US History --- Chen [Final Exam Review Sheet] **Exam Format**: 1. 2. 3. a. 4. b. **Study Suggestions:** *Below are some tips for studying. Please do not consider this an exhaustive list or a must-do. Ultimately, you know how you study best.* 1. 2. 3. 4. **UNIT 1: COLONIAL AMERIC...

US History --- Chen [Final Exam Review Sheet] **Exam Format**: 1. 2. 3. a. 4. b. **Study Suggestions:** *Below are some tips for studying. Please do not consider this an exhaustive list or a must-do. Ultimately, you know how you study best.* 1. 2. 3. 4. **UNIT 1: COLONIAL AMERICA** Essential Questions/Themes: - - - Key Terms & Concepts: +-----------------------------------+-----------------------------------+ | Spanish Colonization | Road to the Revolution | | | | | - | - | | | | | *-*1st race based form of slavery | -most important conflict between | | in the Americas( before African | Britain and France( seven year | | Slave Trade | war) | | | | | -purpose: reward | -French and indian allies vs | | conquistadors(Spanish | English and indian alliee(Spanish | | conquerors),system of control | on British side) | | over Natives, labor to extract | | | Spanish wealth | -British won | | | | | -one of the reasons for | -[Causes of war]: | | decimation of native population | fighting for Ancestral land in | | | vast Ohio Valley, global power | | -intermarriages happening(Mestizo | struggle, alliances with native | | population, using privileges of | tribes,The so-called Forks of the | | it) | Ohio was the key strategic | | | gateway to the vast territory | | -Natives=tribute | west of the Appalachian | | | Mountains(both sides were | | -Spanish treatment towards | determined to control it) | | natives:forced | | | christianity(forced | -[Consequences:] | | assimilation), expansion, lack of | French pushed out of North | | freedom, took silver and | America, all French colonies in | | gold,deadly conditions | Canada given to British and | | | Florida, Spanish gains land in | | -main mission to have religious | Midwest, British now a supreme | | settlements ran by Catholic | World Power, BIG debt after war | | priests, covert people, pacify | started taxing people and natives | | areas | | | | [Treaty] | | - | | | | -Ended the French and Indian | | -The process by which different | War/Seven Years\' War between | | cultural groups adopt the customs | Great Britain and France | | and attitudes of another culture, | | | often the dominant one. | -British recognition of U.S. | | | independence and the delineation | | -In the context of Colonial | of boundaries that would allow | | America, this term primarily | for American western expansion. | | refers to the efforts to | | | integrate Native Americans and | - | | African slaves into European | | | colonial society. | -first direct tax on American | | | colonies | | -Native Americans: concert to | | | Christianity,adapt European | -money for Britian because they | | farming practices, dress and | were in debt | | social structures | | | | -taxed printed goods:newspapers, | | -African Slaves: Christianity, | pamphlets, legal documents, games | | European languages, and customs, | | | aimed at controlling not actually | -taxation representation: | | integrating | grievance of American colonists | | | in the mid-18th century against | | - | British rule, shouldnt be taxed | | | by British Parliament in which | | -on east coast mostly, | they had no elected | | established during 17th and 18th | representatives | | century | | | | - | | -types: charter(est. By royal | | | charter granted to a company or | -secret political organization, | | group of settlers), proprietary( | active in 13 colonies leading up | | land granted by king to | to the American Revolution | | individual who had governing | | | rights,eg. Pennsylvania), | -led colonial resistance efforts | | royal(controlled by English | against the British(Stamp Act) | | Crown,eg.Virginia after 1624) | | | | | | - | | | | | | -Agricultural crops grown to sell | | | for profit | | | | | | -Rice, tobacco, sugarcane, | | | Coffee, cocoa, tea, cotton, and | | | spices | | | | | | -main economy of most colonies, | | | due to this expansive economy | | | more workers were needed ending | | | in indentured servitude as well | | | as transatlantic slave trade | | | | | | - | | | | | | -Colonists who received free | | | passage to North America in | | | exchange for working without pay | | | for a certain number of years | | | | | | -Indentured servants were not | | | paid wages but housed, clothed, | | | and fed. | | | | | | -enjoyed freedom after serving, | | | benefited in the end better than | | | staying in England | | | | | | -under contract | | | | | | - | | | | | | -System of trading African slaves | | | from Africa to the Americas. | | | | | | -Demand for cheap labor to work | | | on plantations in the Americas | | | grew and the increased demand for | | | slaves. | | | | | | -In the New World enslaved | | | Africans were typically sold at | | | auctions | | | | | | -Resulted in more slaves than | | | immigrants in the colonies | | | | | | -Affected Africa, Europe, and | | | America. | | | | | | -Implied that slaves were used | | | for cash crops and created a | | | whole new economy. | | | | | | -12million africans came at this | | | time | | | | | | - Salutary neglect | | | | | | -English policy of relaxing the | | | enforcement of regulations in its | | | colonies in order for the | | | colonies to continue economic | | | loyalty | | | | | | -English stopped enforcing the | | | Navigation Acts as long as | | | Britain still gained money | | | | | | -Resulted in greater freedom to | | | pursue economic interests | | | | | | -Robert Wallpole enforced the | | | policy of salutary neglects | | | | | | - Mercantilism | | | | | | -An economic policy where Nations | | | sought to increase their wealth | | | and power | | | | | | -obtaining large amounts of gold | | | and silver | | | | | | -selling more goods than they | | | bought | | | | | | -Cromwell, ruler of England, | | | enforced mercantilism | | | | | | -Government controlled all | | | economic activities, they were | | | also taxed and subsidized, | | | skilled workers couldn\'t leave | | | country | | | | | | -Supported the creation of global | | | empires | | | | | | -Led to the Triangular | | | Trade(1600-1800s)(Europe goods to | | | africa for slaves,africa send | | | slaves to US, US raw materials to | | | Europe) | | +-----------------------------------+-----------------------------------+ **UNIT 2: AMERICAN REVOLUTION** Essential Questions/Themes: - Why was the issuing of the Declaration of Independence significant? What were the tensions between the stated ideas in the Declaration and the reality of America? - How revolutionary was the American Revolution? What were the consequences of the American Revolution? Key Terms & Concepts: [ ] +-----------------------------------+-----------------------------------+ | - | - | | | | | -Patriots: colonists who wanted | -Issued by John Murray, 4th Earl | | independence from British rule, | of Dunmore, the royal governor of | | believed in self-governance and | Virginia. | | were against British taxation | | | without representation, famous | -Promised freedom to enslaved | | patriots: George | African Americans who joined the | | Washington,Thomas Jefferson, John | British forces. | | Adams, Benjamin Franklin, fought | | | in continental army, supported by | -Aimed to undermine the colonial | | the French and other foreign | rebellion by disrupting the | | allies | plantation economy. | | | | | -Loyalists: colonists that | -Led to thousands of enslaved | | remained loyal to the British | people fleeing to British lines, | | Crown, believed that British laws | though many did not ultimately | | and taxes were justified, feared | receive the promised freedom. | | that independence would lead to | | | chaos and disorder, often faces | -Increased tensions between | | persecution and were sometimes | slave-owning colonists and the | | forced to flee to Canada or | British, driving some undecided | | Britian, many wealthy | colonists towards the Patriot | | landowners+clergy+government | cause. | | officials | | | | - | | - | | | | -Signed on September 3, | | -Published in January 1776. | 1783.Officially ended the | | | American Revolutionary | | -A pamphlet advocating for | War.Negotiated by American | | American independence. | representatives Benjamin | | | Franklin, John Adams, and John | | -Written in clear and persuasive | Jay.Recognized American | | prose to reach a wide audience. | independence and established | | | borders for the new nation. | | -Argued against monarchy and | | | hereditary succession. | -Northern border with British | | | Canada.Western border along the | | -Emphasized the absurdity of a | Mississippi River.Southern border | | small island (Britain) ruling a | with Spanish Florida. | | vast continent (America). | | | | -Addressed issues such as the | | -Inspired many colonists to | return of property and rights to | | support the revolutionary cause. | Loyalists and the repayment of | | | debts.Ensured the withdrawal of | | - | British troops from American | | | territory. | | -july 4,1776 | | | | | | -drafted primarily by Thomas | | | Jefferson | | | | | | -declared 13 American colonies | | | independent from British rule | | | | | | -Listed grievances against King | | | George III, including taxation | | | without representation and abuses | | | of power. | | | | | | -Stated the philosophical | | | justification for independence, | | | drawing on Enlightenment ideas of | | | natural rights (life, liberty, | | | and the pursuit of happiness). | | | | | | -Emphasized the right of the | | | people to overthrow an unjust | | | government. | | +-----------------------------------+-----------------------------------+ **UNIT 3: CONFEDERATION & CONSTITUTIONALISM** Essential Questions/Themes: - In what ways did the Constitution address the shortcomings of the Articles of Confederation? - What role did compromise play in the drafting of the U.S. Constitution? Key Terms and Concepts: +-----------------------------------+-----------------------------------+ | - | - | | | | | -The structure & design of the | -The first form of political | | Articles of Confederation: | parties in the U.S | | | | | -The Articles created a national | -Federalists: Wanted a strong | | government centered on the | central government and weak state | | legislative branch, which was | governments. Felt the | | comprised of a single house. | Constitution was enough to | | | protect individual rights. Urban | | -There was no separate executive | areas, composed of economic | | branch or judicial branch, | elites: Merchants, Bankers, etc. | | Congress was the only branch of | Key supporters: James Madison, | | government. | Alexander Hamilton, John Jay. | | | | | -The delegates in Congress voted | -Anti-Federalists: Wanted power | | by state---with each state | in the states, not the central | | receiving one vote, regardless of | government in fear of the | | its population. | government having too much power | | | resulting in tyranny. Supported | | -Flaws that would eventually lead | the Articles of Confederation and | | to its failure: The Articles | believed the Constitution was not | | provided for a one-house | enough to protect individual | | legislature, no federal military, | rights, in support of the Bill of | | a weak executive, no national | Rights. Rural areas, composed of | | power of taxation, a lack of | farmers, small business owners | | standard currency, and voting by | and shopkeepers. Key supporters: | | state. | Thomas Jefferson, John Hancock, | | | Patrick Henry, George Mason. | | - | | | | - | | -A mostly rural uprising of | | | citizens in Massachusetts who | -Amendment 1 Freedoms, Speech, | | could not pay the high rate of | Religion, Press, Petitions, | | state taxes and were about to | Assembly | | lose their lands. | | | | -Amendment 2 Right to bear arms | | -At the end of the American | | | Revolutionary War. | -Amendment 3 No Quartering of | | | soldiers | | -Taxation and Government bonds. | | | | -Amendment 4 No Unreasonable | | -Effects: | Search and Seizure | | | | | \~Accelerated calls to reform the | -Amendment 5 Right to a fair | | Articles | trial, no double jeopardy, no | | | self-incrimination | | \~Resulting in the Philadelphia | | | Convention of 1787 | -Amendment 6 Rights in criminal | | | cases (Criminal), right to | | \~The Convention elected | impartial judge, lawyer and | | Washington as its president and | witness | | ultimately produced the | | | Constitution of the United States | -Amendment 7 Rights in civil | | | cases (Civil) | | - | | | | -Amendment 8 No cruel and unusual | | -Constitution; Supreme law of | punishment, no excessive bail | | land | | | | -Amendment 9 Rights retained by | | -The first three articles | the People not limited to listed | | establish the three branches of | in Bill of Rights | | government and their powers: | | | | -Amendment 10 States\' rights | | - - - | | | | -established freedom and rights | | -A system of checks and balances | of people | | prevents any one of these | | | separate powers from becoming | - | | dominant. | | | | Virginia Plam(James Madison): | | -Checks and balances: fundamental | | | principle in the US designed to | -called for two legislative | | ensure no single branch of | houses, with the number of | | government becomes too powerful, | representatives based on | | each branch specific role and | population in each state | | power can limit or check the | | | other, prevents abuse of power | -Representatives based on | | and maintains balance | populations state | | | | | - - - - - | -House of representatives | | | | | - - - - | -More ppl in ur state more votes | | | u have | | - - - - | | | | New Jersey Plan | | | | | | -advocated for a single | | | legislative body with an equal | | | number of representatives in each | | | state,to avoid giving greater | | | power to larger states,Equal | | | Representatives | +-----------------------------------+-----------------------------------+ **UNIT 4: EXPANSION & MIGRATION** Essential Questions/Themes: - - Key Terms and Concepts: +-----------------------------------+-----------------------------------+ | - Thomas Jefferson & Louisiana | - Andrew Jackson & Indian | | Purchase | Removal Act | | | | | -TJ:3rd president of | -AJ:7th President of the United | | US(1801-18090, westward expansion | States (1829-1837), Known for his | | and agrarianism, limited federal | populist approach and support for | | government and states rights | the \"common man", Advocated for | | | the removal of Native American | | -LP:land deal between US and | tribes from their ancestral | | Frnce, U.S. acquired | lands. | | approximately 827,000 square | | | miles of land west of the | -Indian removal act:Law signed by | | Mississippi River for \$15 | Andrew Jackson authorizing the | | million, doubled the size of the | forced removal of Native American | | United States, significantly | tribes living east of the | | expanding its territory, explored | Mississippi River; Aimed to open | | by the Lewis and Clark Expedition | up lands for white settlers; Led | | (1804-1806), which provided | to the relocation of thousands of | | valuable information about the | Native Americans to territories | | new lands and their resources, | west of the Mississippi, | | seen as a major achievement of | particularly present-day | | Jefferson\'s presidency, though | Oklahoma. | | it raised questions about the | | | constitutional authority to | - Treaty of New Echota(1835) | | acquire new territory. | | | | -Agreement signed by a small | | - Impressment & War of 1812 | faction of the Cherokee Nation, | | | not authorized by the Cherokee | | -Impressment: Practice by the | National Council; Ceded all | | British Navy of forcibly | Cherokee lands east of the | | recruiting American sailors into | Mississippi River to the United | | their navy, major point of | States in exchange for | | contention between the United | compensation and land in the | | States and Britain, violated | west; Ratified by the U.S. Senate | | American sovereignty and was a | in 1836, leading to the forced | | key cause of the War of 1812. | removal of the Cherokee people. | | | | | -War of 1812(1812-1815):Conflict | - Trail of Tears | | between the United States and | | | Great Britain, causes included | -Forced relocation of the | | impressment, British interference | Cherokee Nation and other Native | | with American trade, and support | American tribes from their | | of Native American resistance | ancestral homelands to designated | | against American expansion, | Indian Territory (present-day | | notable events: Burning of | Oklahoma). | | Washington D.C., Battle of Fort | | | McHenry (inspired the | -Resulted from the enforcement of | | \"Star-Spangled Banner\"), and | the Indian Removal Act and the | | Battle of New Orleans, ended with | Treaty of New Echota. | | the Treaty of Ghent (1814), which | | | restored pre-war boundaries but | -Approximately 16,000 Cherokees | | did not address impressment, | were forced to march over 1,000 | | fostered a sense of American | miles. | | nationalism and confirmed U.S. | | | independence. | -Faced extreme hardships, | | | including disease, starvation, | | - Manifest Destiny | and harsh weather. | | | | | -19th-century doctrine that the | -Estimated 4,000 Cherokee people | | expansion of the U.S. across the | died during the journey. | | North American continent was | | | justified and inevitable; coined | | | by journalist John L. O\'Sullivan | | | in 1845, motivated westward | | | expansion and the acquisition of | | | territories; had cultural, | | | political, and economic | | | motivations, including the spread | | | of democracy and capitalism; led | | | to conflicts with Native | | | Americans, Mexico, and other | | | nations. | | | | | | - Oregon Trail | | | | | | -Historic east-to-west route | | | taken by American settlers moving | | | to the Oregon Territory in the | | | mid-1800s; Covered approximately | | | 2,170 miles from Missouri to | | | Oregon; Used by thousands of | | | emigrants seeking fertile land | | | and new opportunities; Journey | | | was arduous and dangerous, with | | | challenges such as disease, harsh | | | weather, and difficult terrain; | | | Played a significant role in the | | | westward expansion of the United | | | States. | | +-----------------------------------+-----------------------------------+ **UNIT 5: ROAD TO THE CIVIL WAR** Essential Questions/Themes: - What factors exacerbated sectionalist tensions in the period leading to the Civil War? Key Terms and Concepts: +-----------------------------------+-----------------------------------+ | - | - | | | | | -cotton gin: machine that | -Supreme Court case denying | | revolutionized cotton production | citizenship to African Americans | | by efficiently separating seeds | and reinforcing slavery\'s | | from fibers(1793) | legality. | | | | | -cotton: cash crop crucial to the | -Congress does not have power to | | Southern economy, driving the | limit slavery | | need for slave labour, cotton | | | labor intensive so increase in | -If a slave moves to a free state | | enslaved Black people to profit | it does not mean they are free | | farmers, King Cotton: phrase | | | frequently used by Southern | - | | politicians and authors prior to | | | the American Civil War, | -John brown- white am,Eric an | | indicating the economic and | abolitionist | | political importance of cotton | | | production | -An attempt to start a slave | | | uprising that heightened | | - | tensions. | | | | | -Prohibits slavery North of 36º | -Brown wanted: to abolish | | 30' | slavery, to have racial equality | | | | | -Missouri is a slave state | -Why?: Divine mission | | | | | -Maine is a free state | -Oct 16th 1859- brown steals | | | federal weapons to give to slaves | | - | in West Virginia and Maryland | | | | | -New England mill owners tax on | -Oct 18th-Brown willing to die, | | cloth to deter British from | fight Brown vs Lieutenant Israel | | selling cloth in US for less than | Green | | Americans | | | | -Brown had 21 participants (they | | -Pros: eliminates competition, | killed 5 people, wo unded 12 | | protects own economy | others) (of his men 10 killed, 5 | | | captured, 5 escaped) | | -Cons: retaliation, bad foreign | | | relations, more expensive prices | -Oct 25th- brown found guilty of | | for consumers | conspiring with negroes to | | | produce insurrection, treason, | | -Opposition: New England (who | murder | | thought it would reduce \# of | | | British goods), Southerners (fear | -Results: South strengthened | | of retaliation) | militia units, passed new | | | restrictions on movements of | | -Tariff of Abominations by | slaves | | Southerners | | | | -Dangerfield Newby tried to raise | | **Nullification Crisis** | money to buy wife and kids but | | | died in the raid | | -South Carolina declared tariffs | | | were nonbinding in the state | -Different accounts of purpose of | | | raid (what they claim): | | -Federalism: federal gov vs | | | states rights over slavery | - | | | | | - | -Divisive presidential election | | | leading to increased secessionist | | -Violent slave rebellion in | sentiments. | | Virginia | | | | -Lincoln won | | -North against slave codes | | | | - | | -Led by Nat Turner, the rebels | | | killed between 55 and 65 White | -the withdrawal of 11 slave | | people, making it the deadliest | states (states in which | | slave revolt in U.S. history | slaveholding was legal) from the | | | Union during **1860--61** | | -Nat turner born into slavery but | following the election of Abraham | | believed he had a religious | Lincoln as president. | | mission | | | | -South Carolina first | | -Slave codes:1660s; Laws | | | governing the institution of | -Southern states seceded from the | | slavery, restricting the rights | union in order to protect their | | and freedoms of enslaved | states\' rights, the institution | | individuals.Enslaved individuals | of slavery, and disagreements | | as property.Any children born to | over tariffs. | | enslaved individuals were | | | automatically considered | -1861 Sc, Mississippi, Florida, | | enslaved. Enslaved individuals | Alabama, Georgia, Louisiana, | | were generally forbidden from | Texas | | receiving formal education or | | | learning to read and write. | - | | | | | - | -slave states that bordered the | | | Union and the Confederacy | | -KN-Act:repeals MO act | | | | -Deleware, Maryland, | | -popular sovereignty: states | Kentucky,Missouri, West Virginia | | voted themselves to be a slave or | | | a free state | - | | | | | -Bleeding Kansas(1854):Pro vs | -Lincoln viewed it as a military | | anti slavery forces, merged from | necessity, act of war | | a political and ideological | | | debate over the legality of | -Later he said it was an act of | | slavery in the proposed state of | justice (shift in mindset to anti | | Kansas, John Brown, Violent | slavery) | | | | | | -Effects:Illinois thought Lincoln | | | violated constitution,Union | | | troops deserted bec they did not | | | enlist to free slaves, Slaves | | | freed within the union, White | | | planters tried to prevent slaves | | | from learning of proclamation, | | | Enabled African Americans to | | | enlist in union army and navy, | | | Lincolns legal loyal league (4Ls) | | | secret group created to spread | | | news of proclamation to slaves | +-----------------------------------+-----------------------------------+ **UNIT 6: RECONSTRUCTION & THE RISE OF JIM CROW** Essential Questions/Themes: - What major challenges did the federal government face in its efforts to reconstruct the South after the Civil War? - To what extent were black Americans free during Reconstruction? Key Terms and Concepts: +-----------------------------------+-----------------------------------+ | - Andrew Johnson | - 13th, 14th, & 15th Amendments | | | | | -17th President of the United | -13th:Abolished slavery in the | | States (1865-1869) after the | United States. | | assassination of Abraham Lincoln. | | | | -14th:Granted citizenship to all | | -Southern Democrat and former | persons born or naturalized in | | slaveholder who favored lenient | the United States.Guaranteed | | Reconstruction policies. | equal protection under the law | | | and due process. | | -Opposed Radical Republicans\' | | | plans for Reconstruction and | -15th: Prohibited denying the | | vetoed several civil rights | right to vote based on race, | | bills. | color, or previous condition of | | | servitude. | | -Faced impeachment by the House | | | but was acquitted by the Senate | - Convict leasing | | by one vote. | | | | -System where Southern states | | - Radical Republicans | leased prisoners to private | | | businesses for labor. | | -Faction of the Republican Party | | | during and after the Civil War. | -Used as a means to exploit | | | African American labor after the | | -Advocated for the abolition of | abolition of slavery. | | slavery and full citizenship | | | rights for African Americans. | -Convicts were often subjected to | | | brutal working conditions and | | -Supported harsh penalties for | severe mistreatment. | | the Southern states and strong | | | federal intervention in | -Profitable for state governments | | Reconstruction. | and private companies but led to | | | widespread abuse and corruption. | | -Key figures: Thaddeus Stevens, | | | Charles Sumner. | - Sharecropping | | | | | -Instrumental in the passage of | -Agricultural system where | | the Reconstruction Acts and the | landowners allowed tenants (often | | 14th and 15th Amendments. | freedmen) to use the land in | | | return for a share of the crops | | - Black Codes | produced. | | | | | -Laws passed by Southern states | -Created a cycle of debt and | | after the Civil War to restrict | dependency, as tenants often had | | the freedom of African Americans. | to borrow supplies from | | | landowners at high interest | | -Intended to maintain white | rates. | | supremacy and control over Black | | | labor. | -Replaced the plantation system | | | but maintained economic | | -Imposed severe restrictions on | exploitation and limited | | African Americans\' rights to own | opportunities for African | | property, conduct business, move | Americans. | | freely, and vote. | | | | - Plessy v Ferguson (1896) & | | -Led to widespread outrage in the | Jim Crow | | North and increased support for | | | Radical Reconstruction policies. | Plessy v Ferguson | | | | | - Freedmen's Bureau(1865-1872) | -Supreme Court decision that | | | upheld the constitutionality of | | -Federal agency established to | racial segregation under the | | aid freed slaves and poor whites | \"separate but equal\" doctrine. | | in the South after the Civil War. | | | | -Stemmed from a challenge to | | -Provided food, housing, medical | Louisiana\'s segregation laws by | | aid, schooling, and legal | Homer Plessy. | | assistance. | | | | -Provided legal justification for | | -Played a key role in | segregation and the proliferation | | establishing schools and | of Jim Crow laws. | | hospitals for African Americans. | | | | Jim Crow | | -Faced opposition from Southern | | | whites and limited resources. | -State and local laws enforcing | | | racial segregation in the | | - Ku Klux Klan | Southern United States. | | | | | -White supremacist group founded | -Mandated separate public | | in 1865 in Tennessee. | facilities for whites and African | | | Americans, such as schools, | | -Used terror and violence to | transportation, restrooms, and | | intimidate African Americans and | restaurants. | | their allies, suppress Black | | | political participation, and | -Institutionalized many forms of | | restore white dominance. | racial discrimination and | | | disenfranchisement | | -Targeted freedmen, | | | carpetbaggers, and scalawags. | - Poll taxes, literacy tests, & | | | grandfather clauses | | -Prompted the federal government | | | to pass the Enforcement Acts to | -poll taxes: fees required to | | curb Klan violence. | vote, used to disenfranchise | | | African Americans and poor whites | | -ragained movement due to movie | | | "Birth of a Nation"(1915) | -literacy tests:tests requiring | | | individuals to demonstrate | | | reading and writing skills to | | | vote, often administered unfairly | | | to disenfranchise Black voters. | | | | | | -grandfather clauses: Laws | | | allowing individuals to vote only | | | if their grandfathers had been | | | eligible to vote, effectively | | | disenfranchising African | | | Americans whose ancestors were | | | enslaved. | +-----------------------------------+-----------------------------------+ **UNIT 7: GILDED AGE AND PROGRESSIVE ERA** Essential Questions/Themes: - What social, economic, and demographic changes characterized the Gilded Age? - How did the working class respond to the economic changes brought by rapid industrialization? - What conditions spurred the enactment of various reforms during the Progressive Era? - What was the impact of Progressive reforms? Key Terms & Concepts: +-----------------------------------+-----------------------------------+ | - | - | | | | | -industrialization: technological | -journalism=central role in | | innovation, exploitation of | activism | | resources, major turning point in | | | 18th and 19th | -revealed bad conditions in | | | working environments and showed | | -urbanization: ruler areas become | how working class lived | | urban, increase in population | | | density and infrastructure | -Upton Sinclair: focused on meat | | development within cities and | packing industry, contaminated | | towns, search of better job | and old food | | opportunities, | | | | -Jacob Riis: crammed in a small | | - | space, dirty, belongings in bags, | | | "How the other half lives" | | -Union pacific: mainly irish | | | labor; Central Pacific: mainly | - | | chinese labor(90%), paid less | | | than white workers, had to pay | -Political machines: dominated | | for own food and lodging, had | city politics(local goverments) | | most dangerous work | | | | -political party controls the | | -Pacific railroad act(1862,1864): | entire city: bosses would hand | | gave building companies free land | out privileges to citizens in | | and funding, started construction | exchange for votes and | | in 1862 finished May 1869 | support(protected criminals, | | | handed out food, gave jobs to | | -chinese exclusion act(1882): | poor), party organization, highly | | trying to limit chinese | hierarchical, political bosses | | immigration, reasons people | would control entire thing | | wanted chinese immigration | | | restricted: economic threat, | -patronage system: once a | | racist assumptionscant | candidate elected he would reward | | assimilate, not educated, taking | their supporters, common at every | | jobs | level of gpverment | | | | | - | - | | | | | -Laissez-faire: free from | -referendum: if citizens think | | government interference, drives | that there should be a new law, | | prices down, spurs innovation and | they can petition for it and | | progress | there will be a vote | | | | | -Monopolies: | -recal: can remove someone from | | | office before their term is done | | -trusts: a trustee manages a | | | business and conducts | -allowed for more power to | | transactions for the benefit of | citizens | | its beneficiaries. The trustee, | | | which can be a company or an | - | | individual (including the | | | business\'s owner), can be | -Tenements: housing many poor | | authorized to distribute business | people lived in, photographed by | | income and transfer property to | Jacob Riis, small, bad | | beneficiaries | conditions(overcrowded, | | | unsanitary) | | -Monopoly: when one business has | | | control over an entire industry | -settlement houses: homes placed | | | in poor urban areas | | -Monopolies hurt consumers and | | | were not good for economic | -Jane Addams(progressive social | | development | reformer): founded 1st settlement | | | house in US(Hill House,1889, | | -Robber barons: business men who | Chicago poor industrial west | | used unethical methods to | side), helped provide daycare | | monopolize the industry and were | | | known to exploit workers(JP | - | | Morgan, Andrew Carnegie), hard to | | | distinguish between rober baron | -endorses Pure Food and Drug | | and captain of industry(buisness | Act(1906) | | leader whose means of amassing a | | | personal fortune contributed | -protecting health of US public, | | positively to the country in some | ensuring quality of | | way) | food+medicine+cosmetics | | | | | - | - | | | | | -groups of workers who formed | -16th:gave Congress the power to | | unions to fight for labour rights | issue income tax. The amendment | | | helped build up the power of the | | -Knights for Labor:1869, national | U.S. government(gave US | | labour group that wanted to | government more power) | | transform capitalism, didnt not | | | believe in organizing members | -17th:allowed citizens to | | according to their particular | directly cast votes for the | | trade, biggest nations labor | senate | | union(struggled with internal | | | tensions) | -18th:prohibition of alcohol | | | (limited domestic violence) | | -American Federation of | | | Labor(AFL): 1886 delegates from | -19th:Women\'s suffrage | | 25 craft unions organized AFL, | | | federation of many separate | | | national unions, each of which | | | was largely free to act on its | | | own in dealing with buisiness | | | owners | | | | | | - | | | | | | -The Union Pacific railroad | | | employed 331 Chinese and 150 | | | whites in their coal mine in Rock | | | Springs, Wyoming | | | | | | -September 2, 1885→ Chinese and | | | white miners, who were paid by | | | the ton, had a dispute over who | | | had the right to work in a | | | particularly desirable area of | | | the mine. | | | | | | -White miners (members of the | | | Knights of Labor) beat two | | | Chinese miners and walked off | | | their jobs: That evening the | | | white miners, armed with rifles, | | | rioted and burned down the | | | Chinese quarter.No whites were | | | prosecuted for the murder of | | | twenty-eight Chinese and | | | \$150,000 in property damage, | | | even though the identities of | | | those responsible were widely | | | known. | | | | | | -Although U.S. Army troops had to | | | protect some of the Chinese and | | | could finally return to their | | | burned-out homes in Rock Springs, | | | some defiantly continued to work | | | in the Union Pacific mines into | | | the next century. | | | | | | -Chinese exclusion act | | | | | | - | | | | | | -political candidaet who ran | | | 5times for president, he appealed | | | to labor, father of American | | | socialism, used to be a democrat | | | before he went to jail for | | | organizing a labor movement | | | | | | -socialism: involve communal | | | ownership of the means of | | | production, active government | | | role in the economy, | | | collaborative/collectivism, | | | involves the communal ownership | | | of property | | | | | | - | | | | | | -Industrial capitalism: | | | capitalism as a cultural system, | | | encourages innovation, | | | laisez-faire/individualism, | | | selfish/competitive, long working | | | hours, low wages, cold labour, | | | unsafe working conditions, | | | high-class elites had absurd | | | amounts of money while the | | | working class was suffering in | | | poverty | | | | | | -anarchism: middle-class | | | americans viewed unionized | | | workers as violent radicals or | | | anarchists, anarchists believed | | | thagt the powerful capitalists | | | bribed elected officials to | | | oppress the working poor, they | | | wanted to eliminate the | | | government altogether,chicago was | | | a magnet for | | | immigrants(especially German and | | | Irich laborers) | | +-----------------------------------+-----------------------------------+ **UNIT 8: AMERICAN IMPERIALISM** Essential Questions/Themes: - What motivations and interests were involved in specific cases of American expansion (e.g. Alaska, Hawai'i, Cuba, Philippines, Puerto Rico, etc)? What were the consequences? - What is the contemporary legacy of American imperialism? What is the nature of the on-going debate about the status of U.S. territories? Key Terms & Concepts: [ ] +-----------------------------------+-----------------------------------+ | - | - | | | | | -WMB: by Rudyard Kipling(1899), | -Emilio Arguinaldo: leader of | | encouraged US to take up task of | Filipino independence movement | | civilizing ans ruling non-western | against Spanish and later | | societies, justifies imperialism | American rule, declared | | as a nobel enterprise to bring | Philippine independence on June | | progress and civilization to | 12(1898) | | "lesse" races, written to | | | advocate for the US to take | -Philippine-American War:Conflict | | control of Philippines | between Filipino revolutionaries | | | and the United States following | | -Social darwinism:Application of | the Spanish-American War; | | Charles Darwin\'s theories of | Resulted from Filipino resistance | | natural selection to human | to U.S. annexation; Marked by | | societies; Used to justify | brutal fighting and atrocities | | political conservatism, | committed by both sides; Ended | | imperialism, and racism; Belief | with the establishment of | | that the strongest and fittest | American control over the | | individuals or societies would | Philippines, which remained a | | naturally prevail and dominate | U.S. territory until 1946. | | others; Promoted the idea that | | | Western nations were superior and | - | | destined to rule over others. | | | | -U.S. Supreme Court case | | - | addressing the status of | | | territories acquired by the U.S. | | -Foreign policy approach by | in the Spanish-American War. | | President Theodore Roosevelt. | | | | -Part of the Insular Cases, which | | -Based on the proverb \"speak | determined that full | | softly and carry a big stick; you | constitutional rights do not | | will go far.\" | automatically extend to all U.S. | | | territories. | | -Advocated for peaceful | | | negotiations backed by the threat | -Allowed the U.S. to apply | | of military force. | different laws and taxes in these | | | territories, supporting a form of | | -Exemplified by the construction | indirect rule. | | of the Panama Canal and the | | | Roosevelt Corollary to the Monroe | - | | Doctrine, which asserted U.S. | | | intervention in Latin American | -direct: full control and | | affairs to stabilize the region. | administration of a territory by | | | the imperial power;invloves | | - | establishment of colonial | | | governments and the presence of | | -Queen: last reigning monarch of | military; eg.British rule in | | the kingdom of Hawaii, attempted | India | | to restore the political power of | | | the native Hawaiian monarchy and | -indirect:Control over a | | reduce foreign influence | territory through local rulers | | | who remain in place but are | | -annexation of Hawaii:Foreign | subject to the imperial power's | | policy approach by President | influence and directives; Less | | Theodore Roosevelt; Based on the | direct involvement in daily | | proverb \"speak softly and carry | governance but significant | | a big stick; you will go far.\"; | influence over political and | | Advocated for peaceful | economic decisions; eg. US | | negotiations backed by the threat | influence in Latin American | | of military force; Exemplified by | countries through economic and | | the construction of the Panama | military means | | Canal and the Roosevelt Corollary | | | to the Monroe Doctrine, which | - | | asserted U.S. intervention in | | | Latin American affairs to | -American corporation that | | stabilize the region. | dominated the banana trade in | | | Central America from the late | | - | 19th century. | | | | | -Conflict between the United | -Played a major role in the | | States and Spain, resulting from | economies and politics of several | | U.S. intervention in the Cuban | Latin American countries, often | | War of Independence. | referred to as \"banana | | | republics." | | -Triggered by the explosion of | | | the USS Maine in Havana Harbor | -Engaged in exploitative labor | | and sensationalist journalism | practices and influenced local | | (yellow journalism). | governments to protect its | | | interests. | | -Fought in the Caribbean and the | | | Pacific (Philippines). | -Symbol of American economic | | | imperialism in the region. | | -Resulted in the Treaty of Paris | | | (1898), with Spain ceding Puerto | | | Rico, Guam, and the Philippines | | | to the U.S. and relinquishing | | | control of Cuba. | | +-----------------------------------+-----------------------------------+ **UNIT 9: WORLD WAR I, GREAT DEPRESSION, & WWII** Essential Questions/Themes: - What major social, political, and economic changes occurred during the 1920s? How did reactionary conservatism impact governmental policies during the 1920s? - What were the consequences of the Great Depression? - How did WWII impact American society? How did specific groups (such as women, black Americans, Mexican-Americans, and Japanese-Americans) experience WWII? Key Terms and Concepts: +-----------------------------------+-----------------------------------+ | World War I | Great Depression & New Deal | | | | | - | - | | | | | -court case upholding the | \- | | Espionage Act and limiting free | | | speech during wartime | - | | | | | 1920s | -Deficit spending: government | | | spending more money than it | | - | receives | | | | | -great migration:movement of | -New Deal: series of programs, | | African Americans from the rural | public work projects, financial | | South to urban North, wanted to | reforms, and regulations enacted | | escape Jim Crow laws | by FDR; three goals: relief for | | | the needy, economic recovery, | | -Harlem renaissance: cultural and | financial reform; eg.works | | artistic movement celebrating | progress administration(WPA), | | African American culture | Tennessee Valley Authority(TVA), | | | Civilian Conservation Corps(CCC), | | - | Social Security, Agricultural | | | Adjustment Act(AAA), Federal | | -Trial and execution of | Deposit Insurance | | | Corporation(FDIC), Wagner | | Italian immigrants amidst | Act,Fair Labor Standards | | | Act(FLSA),Securities and Exchange | | anti immigrant sentiment | Commission(SEC) | | | | | -Members of anarchist | World War II | | | | | group | - | | | | | -conflicting evidence | -Japanese-American internment: | | | forced relocation and | | -Death sentence | imprisonment of Japanese | | | Americans during WWII, Executive | | - | Order 9066: incarcerated Japanese | | | Americans after Pearl harbor | | -Period of panic over the | because beliefs of espionage | | | | | threat of communists and | \- Korematsu v United States: | | | Supreme Court case upholding the | | anarchists | Japanese-American internment | | | | | -huge waves of strikes | - | | | | | -media fueled the fire | -Giest worker program bringing | | | Mexican laborers to the US during | | - | WWII(1942) | | | | | -Legislation restricting | - | | immigration | | | | -Pearl Harbor is a U.S. naval | | -targeted Southern and Eastern | base near Honolulu, Hawaii, that | | Europeans | was attacked by Japanese forces | | | on December 7, 1941. This event | | -intentionally allowing | led directly to U.S. involvement | | | in World War II. | | -more immigrants from northern | | | and Western Europe | - | | | | | -claim they can't assimilate | -The United States bombings of | | | the Japanese cities of Hiroshima | | - | and Nagasaki on August 6 and | | | August 9, 1945, were the first | | -Trials challenging the | instances of atomic bombs used | | | against humans, killing thousands | | teaching of evolution in | and contributing to the end of | | | WWII | | schools. | | | | | | -Fundamentalism-belief | | | | | | in the literal truth of the Bible | | +-----------------------------------+-----------------------------------+ **UNIT 10: COLD WAR** Essential Questions/Themes: - Which developments accounted for growing tensions and hostility between the U.S. and Soviet Union between the late 1940s and late 1960s? - What were the consequences of the Vietnam War both domestically and abroad? What were the consequences of the Cold War both domestically and abroad? - What strategies did the U.S. use to advance its foreign policy interests during the Cold War? Key Terms and Concepts: +-----------------------------------+-----------------------------------+ | - | - | | | | | -capitalism: economic system | -US senator, led a campaign | | where private individuals own and | against alleged communists in the | | control the production and | gov.(widespread fear) | | distribution of goods, aiming for | | | profit | -Second Red Scare: period of | | | intense anti-communist suspicion | | -communism: political and | in the US during early Cold war | | economic ideology advocating for | | | a classless society, where all | - | | property is publicly owned and | | | each person works and is paid | -The interrogation and firing of | | according to their needs | LGBT-identifying civil servants | | | which took place during the 1950s | | - | and 1960s | | | | | -strategy to prevent the spread | -Especially gays in government | | of communism by providing | positions. | | political, military, or economic | | | assistance to threatened nations | - | | | | | - | -JFK: 35th president | | | | | -Korean war(1950-1953): Between | -Bay of Pigs(1961): failed | | North Korea(supported by China | US-backed invasion of Cuba by | | and USSR) and South | Cuban exiles aiming to overthrow | | Korea(supported by UN,and mainly | Fidel Castro, humiliating | | US), "hot war" | | | | -Cuban Missile Crisis(1962): | | -38th Parallel: a pre-war | 13-day confrontation between the | | boundary between N and S Korea, | US and the USSR over Soviet | | reinstated as the armistice line | ballistic missiles in Cuba, | | in 1953 | bringing the world to the brink | | | of nuclear war | | -armistice: ceasefire agreement | | | that | - | | | | | ended the Korean War in 1953 | -LBJ: Lydon B. Johnson, 36th US | | | President, JFKs vice president | | - | | | | -Vietnam War: conflict where US | | -Nuclear Arms Race: competition | supported South Vietnam against | | between US and USSR to develop | the communist North | | and accumulate nuclear weapons | Vietnam(1955-1975) | | | | | -MAD: doctrine where both sides | - | | possess enough nuclear capability | | | to destroy each other, deterring | -political scandal during | | a nuclear conflict | Reagan\'s presidency involving | | | the secret sale of arms to Iran | | - | to fund Contra in | | | Nicaragua(anti-communist rebels), | | -Agency created by the National | against federal law | | Security Act of 1947 to expand | | | the government\'s espionage | | | capacities and ability to thwart | | | communism through covert | | | activities. | | | | | | -CIA functions came to include | | | propaganda, sabotage, economic | | | warfare, and support for | | | anti-Communist forces around the | | | world. | | +-----------------------------------+-----------------------------------+ **UNIT 11: SEARCHING FOR EQUALITY IN AMERICA** Essential Questions/Themes: - What challenges did marginalized communities face during the 1950s through 1970s? What actions did they take to address these challenges? - What factors led to the AIDS crisis? How did the AIDS crisis reflect popular attitudes towards LGBTQ people in the 1980s and 1990s? Key Terms and Concepts: +-----------------------------------+-----------------------------------+ | - | - | | | | | -civil rights leader advocating | -Women\'s rights movement that | | for black empowerment and | revived in the 1960s with a | | self-defense | different agenda than earlier | | | women\'s suffrage movements; | | -militancy, black nationalism, | second-wave feminists demanded | | black separatism | equal rights for women in | | | employment and education, | | -black nationalism: call for | women\'s right to control their | | black pride and advancment | own bodies, and the end of | | without the help of white, | patriarchal domination. | | appeared to be a repudiation of | | | the calls for peaceful | -Title IX is a part of the | | integration urged by MLK, black | Education Amendments which | | panthers supported black | prohibited sex discrimination in | | nationalism | any educational programs or | | | activities that are funded by the | | - | federal government. | | | | | -MLK: Civil rights leader | -The Roe v. Wade case caused all | | advocating for nonviolent | state laws that limited a | | resistance to racial injustice | women\'s access to abortions | | -Nonviolent Civil Disobedience: | during the first trimester of | | protesting laws or policies | pregnancy to become | | peacefully and without violence | invalidated(abort past three | | -non-violence, white liberals, | moths, Jane Roe was denied an | | working within system | abortion in Texas) | | -disapproval: disillusion & | | | frustration with tactics among | - | | young generation, social welfare | | | programs for Black Americans, | -In the 1960s the efforts of | | focused on structiral cahnge, | Mexican Americans to fight for | | opposed Vietnam war | civil equality became known as | | | the Chicano Civil Rights | | - | Movement. | | | | | -1954, Supreme Court case | -During this time, leaders like | | declaring racial segregation in | Cesar Chavez and Dolores Huerta | | public schools | were among the strong voices in | | unconstitutional,overturned | the fight ​for better wages and | | "seperate but equal" doctorine( | working conditions ​​ for | | Plessy v Ferguson case) | ​Latinas and Latinos in the | | | United States. | | - | | | | -Chavez was an advocate for | | -militant organization advocating | social change as a leader of one | | for African American rights and | of the first successful labor | | self-defense against police | unions of farm workers in | | brutality, communist | American history. | | | | | -free breakfast for children, | -In 1962, Chavez founded the | | "freedom schools", buses to visit | National Farm Workers Association | | imprisoned family members, | with Huerta, which emerged from a | | "policing the police", "rainbow | collaboration with Filipino | | coalition" | American farmworkers. | | | | | -Okland, California | -Huerta became a Latina civil | | | rights icon as she led boycotts, | | - | strikes, and marches in the fight | | | for ​​justice. | | -landmark legislation prohibiting | | | discrimination based on race, | -She has dedicated much of her | | color, religion, sex, or national | life to advocating for civil | | origin | rights and served as United Farm | | | Workers of America vice president | | - | until 1999. | | | | | -law eliminating various barriers | -She is famous for coining "Si se | | to African American voting, | puede!" (Yes we can!), which has | | significantly increasing voter | become one of the most | | registration in South | recognizable slogans and has | | | inspired many civil rights | | | causes. | | | | | | - | | | | | | -The Red Power movement arose in | | | reaction to centuries of | | | oppressive federal oversight of | | | American Indian peoples. | | | | | | -The Red Power Movement was able | | | to deliver many rights to Indians | | | throughout the nation. Tribes | | | were able to gain some autonomy | | | on their own lands, gain more | | | rights, and earn funding for | | | their communities and schools. | | | | | | -Between 1969 and 1971, Native | | | Americans occupied Alcatraz as | | | part of the "Red Power" Movement | | | | | | -AIM was A Native American | | | organization founded in 1968 to | | | protest government policies and | | | injustices suffered by Native | | | Americans.(1973 armed occupation | | | of Wounded Knee,South Dakota) | | | | | | - | | | | | | -The Stonewall riots were a | | | series of spontaneous, violent | | | demonstrations by members of the | | | gay community against a police | | | raid that took place in the early | | | morning hours of June 28, 1969, | | | at the Stonewall Inn in the | | | Greenwich Village neighborhood of | | | New York City. | | | | | | -They are widely considered to | | | constitute the single most | | | important event leading to the | | | gay liberation movement and the | | | modern fight for gay and lesbian | | | rights in the United States | | | | | | - | | | | | | -On June 19, 1982, Chin was the | | | victim of an anti-Asian hate | | | crime. White autoworkers Ronald | | | Ebens and Michael Nitz fatally | | | beat him with a baseball bat. | | | Vincent Chin\'s life and the | | | legal struggle for justice that | | | followed his murder inspired the | | | development of the Pan-Asian | | | American community organizing in | | | Detroit. | | | | | | - | | | | | | -ADA Legislation passed in 1990 | | | that prohibits discrimination | | | against people with disabilities. | | | Under this Act, discrimination | | | against a disabled person is | | | illegal in employment, | | | transportation, public | | | accommodations, communications | | | and government activities. | | | | | | - | | | | | | -HIV/AIDS appeared in America in | | | the early 1980s. | | | | | | -The Reagan administration was | | | slow to respond to the \"AIDS | | | Epidemic,\" because effects of | | | the virus were not fully | | | understood and they deemed the | | | spread of the disease as the | | | result of immoral behavior. | | | | | | -ACT UP is a Militant New York | | | group(repeal of anti-gay laws and | | | passage of legislation protecting | | | civil right of gays) | +-----------------------------------+-----------------------------------+ Essay themes -gap between american ideal of freedom and the reality -us relationship with rest of the world and how that has changed over time, and why, impact, us evolution of foreign system -how has economic state of US changed over time and its impact -how specific groups have been mistreated in US history and how they have tried to fight for a better life -tension that exists between individual liberties and US national security as a whole Dates and time line is helpful to know