Christopher Kun - Unit 1A Review PDF

‭Name:‬‭Christopher‬‭Kun‬ ‭Hour:‬‭4‬ ‭Unit‬‭1:‬‭Establishing‬‭An‬‭American‬‭Republic:‬‭Review‬‭Guide‬ ‭Learning‬‭Target‬‭1.1:‬‭I‬‭can‬‭define‬‭what‬‭“history”‬‭is‬‭and‬‭explain‬‭why‬‭we‬‭study‬‭it.‬ ‭Chap...

‭Name:‬‭Christopher‬‭Kun‬ ‭Hour:‬‭4‬ ‭Unit‬‭1:‬‭Establishing‬‭An‬‭American‬‭Republic:‬‭Review‬‭Guide‬ ‭Learning‬‭Target‬‭1.1:‬‭I‬‭can‬‭define‬‭what‬‭“history”‬‭is‬‭and‬‭explain‬‭why‬‭we‬‭study‬‭it.‬ ‭Chapter‬‭1:‬‭What‬‭is‬‭History?‬‭(pgs.‬‭1-7)‬ ‭1.‬ ‭Define‬‭history:‬ ‭the‬‭study‬‭of‬‭past‬‭events,‬‭particularly‬‭in‬‭human‬‭affairs.‬ ‭2.‬ ‭Define‬‭point‬‭of‬‭view‬‭(perspective):‬ ‭A‬‭particular‬‭attitude‬‭or‬‭way‬‭of‬‭considering‬‭a‬‭matter.‬ ‭3.‬ ‭What‬‭is‬‭evidence?:‬ ‭Information‬‭or‬‭details‬‭from‬‭a‬‭source‬‭that‬‭support‬‭a‬‭claim,‬‭argument,‬‭or‬‭conclusion.‬ ‭4.‬ ‭What‬‭is‬‭a‬‭primary‬‭source:‬ ‭An‬‭original‬‭document,‬‭object,‬‭or‬‭other‬‭evidence‬‭created‬‭during‬‭the‬‭time‬‭under‬‭study.‬ ‭a.‬ ‭Examples:‬ ‭Diaries,‬‭letters,‬‭photographs,‬‭artifacts,‬‭official‬‭records.‬ ‭5.‬ ‭What‬‭is‬‭a‬‭secondary‬‭source:‬ ‭A‬‭document‬‭or‬‭recording‬‭that‬‭analyzes,‬‭interprets,‬‭or‬‭summarizes‬‭primary‬‭sources.‬ ‭a.‬ ‭Examples:‬ ‭Textbooks,‬‭documentaries,‬‭biographies,‬‭research‬‭articles.‬ ‭6.‬ ‭Why‬‭should‬‭history‬‭be‬‭studied?:‬ ‭To‬‭understand‬‭our‬‭past‬‭and‬‭how‬‭it‬‭shapes‬‭the‬‭present.‬ ‭To‬‭learn‬‭from‬‭mistakes‬‭and‬‭successes‬‭to‬‭make‬‭informed‬‭decisions.‬ ‭To‬‭develop‬‭critical‬‭thinking‬‭skills‬‭by‬‭analyzing‬‭evidence‬‭and‬‭sources.‬ ‭To‬‭appreciate‬‭different‬‭cultures‬‭and‬‭perspectives,‬‭fostering‬‭empathy‬‭and‬‭understanding.‬ ‭Learning‬‭Target‬‭1.2:‬‭I‬‭can‬‭explain‬‭how‬‭Manifest‬‭Destiny‬‭justified‬‭Westward‬‭Expansion‬ ‭Chapter‬‭8:‬‭Changes‬‭in‬‭a‬‭Young‬‭Nation‬‭(pgs.‬‭79-91)‬ ‭.‬ ‭What‬‭is‬‭Manifest‬‭Destiny?:‬ 7 ‭The‬‭belief‬‭that‬‭the‬‭United‬‭States‬‭was‬‭destined‬‭to‬‭expand‬‭its‬‭territory‬‭across‬‭North‬‭America,‬‭spreading‬ ‭democracy‬‭and‬‭civilization.‬ ‭a.‬ ‭Why‬‭Manifest‬‭Destiny?:‬ ‭Supporters‬‭believed‬‭it‬‭was‬‭their‬‭divine‬‭right‬‭and‬‭duty‬‭to‬‭expand‬‭westward‬‭for‬‭economic‬‭opportunities,‬ ‭national‬‭security,‬‭and‬‭cultural‬‭superiority.‬ ‭8.‬ ‭Define‬‭Popular‬‭Sovereignty:‬ ‭ he‬‭idea‬‭that‬‭the‬‭people‬‭living‬‭in‬‭a‬‭territory‬‭should‬‭decide‬‭whether‬‭slavery‬‭would‬‭be‬‭allowed‬‭there.‬ T ‭Westward‬‭Expansion‬‭Map‬‭Territories:‬ ‭9.‬ ‭The‬‭U.S.‬‭in‬‭1783:‬ ‭Land‬‭acquired‬‭after‬‭the‬‭American‬‭Revolution‬‭through‬‭the‬‭Treaty‬‭of‬‭Paris.‬ ‭10.‬ ‭Louisiana‬‭Purchase:‬ ‭1‬ ‭Acquired‬‭from‬‭France‬‭in‬‭1803,‬‭doubling‬‭the‬‭size‬‭of‬‭the‬‭U.S.‬ ‭11.‬ ‭Florida:‬ ‭Gained‬‭from‬‭Spain‬‭in‬‭1819‬‭through‬‭the‬‭Adams-Onís‬‭Treaty.‬ ‭12.‬ ‭Texas‬‭Annexation:‬ ‭Texas‬‭joined‬‭the‬‭U.S.‬‭in‬‭1845‬‭after‬‭declaring‬‭independence‬‭from‬‭Mexico.‬ ‭13.‬ ‭Oregon‬‭Country:‬ ‭Acquired‬‭in‬‭1846‬‭through‬‭a‬‭treaty‬‭with‬‭Britain.‬ ‭14.‬ ‭Mexican‬‭Cession:‬ ‭Land‬‭ceded‬‭by‬‭Mexico‬‭in‬‭1848‬‭after‬‭the‬‭Mexican-American‬‭War.‬ ‭15.‬ ‭Gadsden‬‭Purchase:‬ ‭Bought‬‭from‬‭Mexico‬‭in‬‭1854‬‭to‬‭facilitate‬‭railroad‬‭construction.‬ ‭16.‬ ‭Explain‬‭which‬‭land‬‭acquisitions‬‭were‬‭fair‬‭and‬‭which‬‭were‬‭unfair:‬ ‭a.‬ ‭Fair:‬ ‭Oregon‬‭Country,‬‭Louisiana‬‭Purchase‬‭(negotiated‬‭treaties).‬ ‭b.‬ U ‭ nfair:‬‭Mexican‬‭Cession,‬‭Texas‬‭Annexation,‬‭Indian‬‭Removal‬‭(involved‬‭force‬‭or‬‭broken‬ ‭agreements).‬ ‭17.‬ ‭Explain‬‭what‬‭Manifest‬‭Destiny‬‭was.‬ ‭ anifest‬‭Destiny‬‭was‬‭the‬‭idea‬‭that‬‭the‬‭United‬‭States‬‭had‬‭a‬‭divine‬‭mission‬‭to‬‭expand‬‭westward,‬‭which‬‭justified‬ M ‭acquiring‬‭land‬‭through‬‭treaties,‬‭purchases,‬‭and‬‭conflicts.‬ ‭Learning‬‭Target‬‭1.3:‬‭I‬‭can‬‭analyze‬‭how‬‭Manifest‬‭Destiny‬‭impacted‬‭Native‬‭Americans‬ ‭18.‬ ‭Define‬‭assimilation:‬ ‭the‬‭process‬‭of‬‭taking‬‭in‬‭and‬‭fully‬‭understanding‬‭information‬‭or‬‭ideas.‬ ‭ he‬‭process‬‭of‬‭taking‬‭in‬‭and‬‭fully‬‭understanding‬‭information‬‭or‬‭ideas.‬‭In‬‭this‬‭context,‬‭it‬‭often‬‭refers‬‭to‬‭forcing‬ T ‭Native‬‭Americans‬‭to‬‭adopt‬‭European-American‬‭culture.‬ ‭a.‬ ‭Examples:‬ ‭Native‬‭American‬‭children‬‭sent‬‭to‬‭boarding‬‭schools,‬‭adopting‬‭Western‬‭clothing‬‭and‬‭language.‬ ‭.‬ ‭What‬‭are‬‭reservations:‬ b ‭Land‬‭designated‬‭for‬‭Native‬‭American‬‭tribes,‬‭often‬‭isolated‬‭and‬‭less‬‭fertile‬‭than‬‭their‬‭original‬‭lands.‬ ‭19.‬ ‭What‬‭is‬‭the‬‭Dawes‬‭Act?:‬ ‭A‬‭1887‬‭law‬‭aiming‬‭to‬‭assimilate‬‭Native‬‭Americans‬‭by‬‭dividing‬‭tribal‬‭lands‬‭into‬‭individual‬‭plots.‬ ‭20.‬ ‭What‬‭is‬‭Jacksonian‬‭Democracy?:‬ ‭A‬‭movement‬‭for‬‭greater‬‭democracy‬‭for‬‭the‬‭common‬‭man,‬‭associated‬‭with‬‭Andrew‬‭Jackson’s‬‭presidency‬ ‭(1829–1837).‬ ‭a.‬ ‭Expansion‬‭of‬‭the‬‭vote:‬ ‭Jacksonian‬‭Democracy‬‭expanded‬‭voting‬‭rights‬‭to‬‭all‬‭white‬‭men,‬‭not‬‭just‬‭property‬‭owners.‬ ‭21.‬ ‭What‬‭is‬‭the‬‭Indian‬‭Removal‬‭Act?:‬ ‭A‬‭law‬‭passed‬‭in‬‭1830‬‭that‬‭authorized‬‭the‬‭forced‬‭relocation‬‭of‬‭Native‬‭American‬‭tribes‬‭to‬‭lands‬‭west‬‭of‬‭the‬ ‭Mississippi‬‭River.‬ ‭22.‬ ‭What‬‭is‬‭the‬‭Trail‬‭of‬‭Tears?:‬ ‭2‬  ‭a.‬ ‭How‬‭did‬‭this‬‭impact‬‭Native‬‭Americans?‬ ‭ he‬‭forced‬‭march‬‭of‬‭Cherokee‬‭and‬‭other‬‭tribes‬‭from‬‭their‬‭ancestral‬‭lands‬‭to‬‭designated‬‭Indian‬‭Territory,‬ T ‭resulting‬‭in‬‭thousands‬‭of‬‭deaths.‬ ‭b.‬ ‭What‬‭Native‬‭American‬‭tribe‬‭was‬‭most‬‭impacted‬‭by‬‭the‬‭Trail‬‭of‬‭Tears?‬ ‭Native‬‭Americans‬‭faced‬‭loss‬‭of‬‭their‬‭lands,‬‭cultural‬‭destruction,‬‭and‬‭significant‬‭loss‬‭of‬‭life.‬ ‭ 3.‬ ‭What‬‭is‬‭the‬‭Treaty‬‭of‬‭Traverse‬‭de‬‭Sioux?:‬ 2 ‭A‬‭treaty‬‭signed‬‭in‬‭1851‬‭between‬‭the‬‭U.S.‬‭government‬‭and‬‭Dakota‬‭Sioux‬‭tribes,‬‭ceding‬‭much‬‭of‬‭their‬‭land‬‭in‬ ‭Minnesota.‬ ‭a.‬ W ‭ ho‬‭signed‬‭this‬‭treaty?‬ ‭Representatives‬‭of‬‭the‬‭U.S.‬‭government‬‭and‬‭Dakota‬‭leaders.‬ ‭b.‬ ‭What‬‭were‬‭the‬‭impacts‬‭of‬‭this‬‭treaty?‬ ‭Loss‬‭of‬‭land‬‭for‬‭the‬‭Dakota‬‭people,‬‭broken‬‭promises‬‭of‬‭payments‬‭and‬‭resources,‬‭leading‬‭to‬ ‭hardship‬‭and‬‭conflict.‬ ‭c.‬ ‭Was‬‭this‬‭treaty‬‭“broken”?‬‭(think‬‭back‬‭to‬‭“Broken‬‭Promises”‬‭simulation)‬ ‭Yes,‬‭promises‬‭made‬‭in‬‭the‬‭treaty‬‭were‬‭not‬‭fulfilled,‬‭leading‬‭to‬‭mistrust‬‭and‬‭resentment.‬ ‭ 4.‬‭Reflection:‬‭Describe‬‭how‬‭Native‬‭Americans‬‭were‬‭impacted‬‭by‬‭Manifest‬‭Destiny‬‭(Response‬‭must‬‭be‬‭a‬ 2 ‭minimum‬‭of‬‭3-4‬‭sentences):‬ ‭ e‬‭reflection‬‭section‬‭includes‬‭the‬‭effects‬‭of‬‭policies‬‭like‬‭the‬‭Indian‬‭Removal‬‭Act‬‭and‬‭Dawes‬‭Act,‬‭focusing‬‭on‬ h ‭displacement,‬‭cultural‬‭loss,‬‭and‬‭broken‬‭treaties.‬ ‭3‬ ‭4‬