Standard 1: The student will describe European settlement in North America during the 17th century

Standard 9: The student will identify key events, issues, and individuals relating to the causes, course and consequences of the Civil War

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Standard 9: The student will identify key events, issues, and individuals relating to the causes, course and consequences of the Civil War. Terms Kansas-Nebraska Act – 1854 legislation that allowed the people of Kansas and Nebraska to decide if their states would be free or slave Sectionalism – a division of regional loyalty based on political, social and economic factors Confederate States of America – political alliance formed by 11 southern states that had seceded from the Union following the election of Lincoln in 1860; also called the Confederacy Border states – upper southern states, including DE, KY, MD, and MO, who chose to stay with the Union during the Civil War Robert E. Lee – Commander of the Confederate forces Thomas “Stonewall” Jackson – leader of the Confederate forces, wounded and died in 1863 Ulysses S. Grant – Commander of the Northern Army Battle of Antietam – bloodiest one day battle in US history; prompted Lincoln to issue the Emancipation Proclamation Emancipation Proclamation – (Jan. 1, 1863) decree by President Lincoln freeing all slaves held in the Confederacy Battle of Vicksburg – Northern victory, gave the Union complete control of the Mississippi River Battle of Gettysburg – Union victory, beginning of the end for the Confederate forces. Battle left Confederate forces weak Gettysburg Address – (1863) President Lincoln’s speech to commemorate the new cemetery at Gettysburg battlefield, which conveyed the moral cause of preserving the Union. Appomattox Court House – location of surrender of the Army of Northern Virginia to the Union Army on April 9-10 1865, ending the Civil War Questions Why was the Emancipation Proclamation limited in its scope? It only applied to enslaved people living under the Confederacy It freed the enslaved people only for a year. It prohibited blacks from serving in the military. It fostered negotiations between the North and South to end the war. How did the Civil War affect the economy of the South? It rebounded during the war through the manufacture of war goods. It destroyed its infrastructure and farm fields, and resulted in a shortage of goods. It remained steady as people went to work making clothes for the army. It increased the need for farm items, resulting in higher profits for farmers. The first battle of the Civil War occurred at Atlanta Antietam Gettysburg Fort Sumter What was a result of the Civil War? The federal government was weakened. Slavery was allowed to extend to the West. The Union was preserved. The Confederacy remained a separate nation Standard 10: The student will identify legal, political, and social dimensions of Reconstruction. Terms Thirteenth Amendment – (1865) amendment that abolished slavery Freedmen’s Bureau – government agency established after the Civil War to help freed slaves find jobs and education Radical Republicans – post Civil War Republican congressmen who sought Reconstruction legislation that punished the South Black codes – harsh laws passed by southern legislatures following the Civil War to restrict the economic, political, and social growth of African Americans Fourteenth Amendment – (1868) granted citizenship to all Americans regardless of race, color, or previous condition of servitude Jim Crow laws – late 19th century legislation that established the political, economic, and social separation of races Fifteenth Amendment – ratified in 1870; enfranchised, or gave the vote to, black men Reconstruction – a federal plan for social, economic, ad political change in the former Confederacy following the Civil War Poll taxes – a set of taxes established by southern states in the late 1800s with the intent of disenfranchising poor whites and blacks Literacy tests – reading and civics test devised by southern legislatures to disenfranchise poor white and African American voters Questions How did the Reconstruction plans of the Radical Republicans differ from those of Andrew Johnson? The Radical Republicans preferred the nation split into two regions. The Radical Republicans believed Johnson’s plan was too harsh. The Radical Republicans wanted to punish the South. The Radical Republicans hoped to reestablish the plantation system. In 1877, President Hayes told an audience, “...your rights and interests would be safer if this great mass of intelligent white men were left alone by the general government.” Which of the following is a summary of this quote? Northern politicians need to take greater control of Southern state governments. Southern leaders would be more effective if they are left alone by the federal government. Southern congressmen should not be allowed back into Congress Former Confederate leaders should be universally pardoned by Congress Why did the House of Representatives vote to impeach President Johnson? Johnson was not supportive of Radical Republians. Johnson refused to provide funds to set up military districts. Congress preferred a stronger candidate for president. The people had voted to remove Johnson as president. The purpose of the Thirteenth Amendment was To institute a draft To raise needed war funds To abolish slavery To determine citizenship Standard 11: The student will describe the growth of big business and technical innovations after Reconstruction. Terms Pacific Railway Act – (1862) authorized the building of a transcontinental railroad from the Missouri River to the Pacific Ocean Chinese Exclusion Act – excluded Chinese workers from the US for 10 years Robber barons – group of wealthy businessmen who wanted to eliminate competition and create monopolies Interstate Commerce Act – (1887)- intended to regulate the movement of goods across state lines by railroads Questions In what way did railroads and advances in communication affect geographic patterns in the United States? They stalled the need for new inventions. They assisted in maintaining cultural traditions in an area. They changed the physical characteristics of a region. What was the effect of the growth of monopolies? They increased competition among similar businesses. They reduced the need for government intervention. They spread equal wealth among the entire population. They reduced the number of small businesses within an industry. What was the purpose of the Sherman Antitrust Act? To assist robber barons To eliminate government intervention in business To protect trade and the growth of monopolies To eliminate big business monopolies Who invented the electric lightbulb? Jay Gould Thomas Edison John D. Rockefeller Andrew Carnegie Standard 12: The student will analyze important consequences of American industrial growth. Terms Reservations – an area set aside for a specific purpose, such as for the American Indians Dawes Act – (1887) disbanded the reservation system and provided 160 acre plots of farmland for Native American families, placed the government in charge of Indian land and life Labor unions – an organization of workers formed for the purpose of advancing member’s interests Laissez-Faire – policy that government should interfere as little as possible in the nation’s economy Standard of living – measure of a person’s overall quality of life Questions Increased industrialization led to A reduction in child labor The elimination of the working class Improvements in factory work environments An increase in the number of people working in manufacturing As part of the garment industry, adults and children worked making clothes in small, crowded rooms called sweatshops. Their hours were long. Their pay was little. Often the rooms were dark. What advantage were sweatshops to the textile industry? They eliminated textile factories. They kept the cost of production low. They employed only women and children. They helped families create their own small businesses. Labor unions formed as a way to help workers Find better jobs Learn more skilled trades Improve their working conditions Increase the hours children could work What effect did the discovery of gold in the Black Hills have on the Sioux? An improved economy Loss of native lands Less government intervention Expansion of the reservation system Standard 13: The student will identify major efforts to reform American society and politics during the Progressive Era. Terms Gilded Age – era in the late 19th century, great deal of wealth was concentrated in the hands of a few industrialists who controlled he railroad industry as well as he production and sale of oil and steel Progressivism – political movement that crossed party lines which believed industrialism and urbanization had created many social problems and that government should take a more active role. Referendum – practice of letting voters accept or reject measures proposed by the Legislature. Initiative – right of citizens to place a measure before the voters or legislature for approval Recall – right that enables voters to remove unsatisfactory elected officials from office Seventeenth Amendment – US Senators elected by popular vote instead of being appointed by state legislatures Hull House – founded in Chicago, IL in 1899 with the purpose of providing social and educational opportunities for working class people in the neighborhood, many of whom were recent immigrants Muckrakers – journalist who uncovers abuses and corruption in a society Nineteenth Amendment – gave women the right to vote Questions In 1906, Congress passed the Meat Inspection Act and the Pure Food and Drug Act. Both laws were in response to industry practiced exposed by Muckrakers Political machines Corrupt politicians Company presidents While there were only a hundred public schools in 1860, by 1914 the number of public schools had risen to 12,000. Progressive education included teaching good citizenship and character. Which is the BEST reason for civic education to be a part of a progressive curriculum? Civic education lowers educational costs. Good citizenship is essential to good government. An informed citizen is less likely to participate in government. Civic education gives a greater understanding of the Pendleton Act. The People’s Party was formed by the Populists Progressives Labor unions muckrakers The Seventeenth Amendment calls for the election of United States senators by The people State legislators Only other senators Registered progressives Standard 14: The student will explain Americas evolving relationship with the world at the turn of the twentieth century. Terms Imperialism – actions used by one nation to exercise political or economic control over a smaller or weaker nation Neutrality – a political position of non-interference in the affairs of a foreign country Spanish American War – 1898 conflict that resulted in Spain transferring Puerto Rico, Guam, and the Philippines to the US and granting Cuba independence Roosevelt Corollary – established the US as the controlling political and economic power in the Western Hemisphere Questions The Spanish-American War was fought to Allow Cuba to become part of the U.S. Free Cuba from Spanish rule Assist Spain in establishing control of the Cuban government Remove United States military presence in Cuba Late 19th century and early 20th century American imperialism can be explained as A desire to profit both politically and economically from involvement in foreign countries Working to maintain a balance of political power within the Western Hemisphere Having little interest in expanding American economic and political influence A lack of concern for expanding the military power of the United States 1898 marks the year of The Platt Amendment Corollary to the Monroe Doctrine The Spanish-American War The opening of the Panama Canal Roosevelt believed American military, economic, and political interests were served by Limiting contact with Cuba Restricting foreign policy to trade with Europe Building of the Panama Canal Encouraging French and Spanish influence in Latin America Standard 15: The student will analyze the origins of and impact of U.S. involvement in World War I. Terms Central powers – Included German Empire and Austria-Hungary; they were defeated by the Allied Powers in WWI Selective Service – 1917 – established the Selective Service, with the mandate of organizing the military draft Espionage Act – 1917 – provided stiff penalties for spying or interfering with army recruitment Socialists – individuals who believe in equal distribution of wealth and ownership by the state Great Migration – movement of African Americans from the south to the north to take factory jobs during WWI Armistice – temporary agreement to end fighting Fourteen Points – President Woodrow Wilson’s international peace plan which became the terms for German surrender ending WWI and the establishment of the League of Nations Treaty of Versailles – treaty officially ending WWI between the Allied Powers and Germany League of Nations - international peacekeeping body formed following WWI Questions Which of the following created the spark that started World War I? European alliances American Imperialism The growth of military power The assassination of Archduke Franz Ferdinand The Great Migration refers to The movement of thousands of African Americans north in search of employment The movement of troops across France The movement of troops across the Atlantic as the United States entered the war The movement of thousands of refugees fleeing the destruction of war Among the president’s Fourteen Points was a proposal to Disarm all major powers Form a League of Nations Create an alliance with Germany Make Great Britain repay its war debts One result of World War I was The creation of new countries An expansion of German colonies A move toward democracy in Russia An alliance between Germany and France Standard 16: The student will identify key developments in the aftermath of World War I. Terms Roaring Twenties – term describing the music, fashion and changing social attitudes of the 1920s Harlem Renaissance – relating to a period (1920s) when the literary work of African Americans particularly flourished in American culture Anarchists – person who believes there should be no government Red Scare – idea in US after WWII that communists were trying to take control of the US National Origins Act of 1924 – restricted immigration from Eastern and Southern Europe in favor of immigration from Western Europe, barred immigration from the Far East Questions Which BEST defines the Harlem Renaissance A time of great racial tension exemplified by race riots in New York A time of high interest in southern African American culture A concentrated time of African American achievement in literature an music The renovation of turn of the century buildings in Harlem Why was the National Origins Act of 1924 passed? To provide a database for immigrants To promote immigration for all parts of the world To create a means of tracking immigrants from Europe To limit immigration from southern and eastern Europe Which phrase describes the 1920s? Spirited and uncertain Prosperous and secure Stable and traditional Trusting and patriotic Why were the 1920s called the Roaring Twenties? Americans wanted to intervene in European politics Many immigrants entered the United States eager to find jobs Congress passed many pro-immigration bills. There was much lifestyle change. Standard 17: The student will analyze the causes and consequences of the Great Depression. Terms Stock - money or capital invested or available for investment or trading Stock market crash – beginning of a US recession that became the Great Depression by 1932 Dust bowl – name given to the area of the southern Great Plains severely damaged by droughts and dust storms during the 1930s Hoovervilles – nickname given to shantytowns in the US during the Depression Questions The Great Depression was caused by The stock market crash of 1929 An overproduction of farm products Poor regulation of the banking industry A combination of several economic factors Which does NOT characterize the Great Depression? Farm foreclosures and price controls An effort by government to economically intervene in the lives of Americans An improved gross national product and consumer prices Limited schooling and malnutrition among children Which BEST describes the economic situation in America in 1930? Several banks had closed. Farms prices were on the rise. People had plenty of money to buy food. Jobs were plentiful in California. What caused the Dust Bowl? Farm foreclosure Overfarming and drought Urban unemployment Lack of government intervention Standard 18: The student will describe Franklin Roosevelt’s New Deal as a response to the Depression and compare the ways governmental programs aided those in need. Terms Civilian Conservation Corps – New Deal program for single unemployed men between the ages of 18 and 25 to build and maintain state and national parks and forests Tennessee Valley Authority – New Deal program to provide federally owned electricity to local entities and to oversee flood control navaigation and related aspects of national defense Social Security – payroll funded retirement and disability benefits for all Americans Works Progress Administration – largest New Deal program that built buildings, bridges and roads, included the Golden Gate Bridge Questions What was the New Deal? A regulation agreement between banks A plan to prevent stocks from losing value An agreement between Hoover and Roosevelt A series of programs aimed at economic reform All of the following situations provide examples of the effects of New Deal programs EXCEPT A need being created for more workers The construction of public works like dams and bridges People moving from the Midwest to California Farmers receiving government subsidies Why did President Roosevelt want to “pack the court”? To allow justices to hear cases on a rotating basis To keep New Deal programs from the United States Supreme Court To appoint justices who would rule favorably on New Deal programs To have a greater understanding of the economic benefits of the New Deal Why did Congress pass the Neutrality Acts? To declare war To support Japan To punish Europe To isolate itself Directory: SiSFiles -> Schools Schools -> Ap u. S. History presidents list the Young Republic, 1788-1815 Schools -> Introduction Schools -> Cutting Greenhouse Gases Global warming Schools -> Birth of a Monster on the left hand side of the page. Read all the interesting information as you make your way down to the chart which outlines the steps in hurricane formation. Hurricane Formation Schools -> History of the American Automobile Schools -> Exploring Hurricanes Schools -> Famous Alabamians: Athletes Schools -> Hubble Space Telescope Download 140.4 Kb. Share with your friends: