CSET Subtest 1, US History

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"Identify and describe European exploration and settlement and the struggle for control of North America during the Colonial Era, including cooperation and conflict among American Indians and new settlers.", "• France and Great Britain (two largest colonial powers in the world) began to openly clash in 1754 over several areas of control (including North America). • In 1756, they declared war and each recruited First Nations to fight on their side. After this Seven Years War, the Treaty of Paris (peace treaty between US and Britain that ended the Am. Rev War.) surrendered most of the French territories in North America to Great Britain. Deep tensions rose between the Indigenous Peoples who had a relatively peaceful and mutually beneficial relationship with the French and the British. • At the end of the war, King George III of Britain issued a Royal Proclamation meant to establish good relations between the First Nations and the settlers. • Was an attempt to address the concerns of indigenous people; clearly defined areas belonging to the Indig. Peoples and territories where no private squatting, settlement, or sales were permitted • Was the first public British acknowledgement of the pre-existing rights of First Nations to their lands, and it recognized the First Peoples as nations. • This set the stage for a series of treaties signed between the First Peoples and the British Crown on equal footing: nation-to-nation treaties." "Identify the founders and discuss their religious, economic and political reasons for colonization of North America.", "• Founders: Spain, England, Netherlands • Religious reasons: Protestant groups, like the Pilgrims and Puritans, came to the Americas to establish their own communities, where they could worship God in their own way. Catholics, Quakers, and Jews later came to the colonies seeking freedom of worship • Economic reason: Hunger for Gold and Silver -- Based on Spain’s success, believed that gold and silver existed in great abundance in the Americas. These early adventurers came in search of precious metals. Land Hunger – Colonial settlements presented new business opportunities for merchants who were peasants or tenant farmers with small, over-worked lands and high rents in Europe; could come to America where land seemed plentiful and be given free land by the colony, then they could purchase it later. Also, many colonial landowners could purchase “indentured servants” and pay for their passage across the Atlantic, work for 7 years to pay off their debts, be given freedom and could begin to save money to purchase their own land. “Surplus” Resolve – Cities became overcrowded, increasing competition for jobs/food/clothing, resulting in poverty and homelessness – in turn, inflation spurred and wages fell. Colonizing North America as a way to reduce this “surplus” population and related woes. • Political reasons: Encouragement from Rulers – British monarchs encouraged the dev. of colonies as new sources of wealth and power; granted charters to groups of businessmen, who offered to help colonists settle in the “New World.”" "Describe European colonial rule and its relationship with American Indian societies.", "• At first, trade with the European settlers brought advantages: knives, axes, weapons, cooking utensils, fishhooks and a host of other goods. Those Indians who traded initially had significant advantage over rivals who did not. • Hunting and Food Sources: Overhunted beavers led to extinction in the New England region, which left beaver ponds without fish (who fed other animals like deer, moose, etc.), and Colonists introduced pigs that foraged in the forest and ate foods that deer and other indigenous species depended on, resulting in scarcity of food natives had traditionally hunted. • Land: Natives did not believe in private ownership of land; instead; land was a resource to be held in common for the benefit of the group. Colonizers built fields, fences, and other means of boundaries of private property. Natives who moved seasonally to take advantage of natural resources now found areas off limits, claimed by colonizers. • European settlers placed greater demands on the native population: expecting them to convert to Christianity (either Catholicism or Protestantism); copper and other metals began to be used for cookware and jewelry; clothing was now made of European textiles and not animal-skin; flint was used to start fire easier; weapons were used now using brassware into arrow points, axes for chopping, weaker Native tribes now became stronger because of European materials" "Describe the development and institutionalization of African slavery in the western hemisphere ...", "• Authorized in the Bible and widely practiced as a way to convert people to Christianity; Colonists altered the institution of bondage to concepts of “race” to suit their economic and social needs • The 1670 Virginia law that first tried to define which people could be enslaved declared, “all servants not being Christians imported into this colony by shipping shall be slaves for their lives.” • Chesapeake tobacco and Caribbean and Brazilian sugar were shipped to Europe, where they were in demand. The profits paid for African laborers and European manufactured goods. The African coastal rulers took payment for slaves in European manufactures and East Indian textiles. Europeans purchased slaves from Africa for resale in their colonies and acquired sugar and tobacco from America, in exchange dispatching their manufactures everywhere." "Describe the …consequences in Sub-Saharan Africa.", "• Lost a large number of its able-bodied population, affecting the social and political weakening of its societies that left them open to the colonial domination and exploitation that was to come. • Death toll and the economic and environmental destruction resulting from wars and slave raids were startlingly high. Prisoners of War constituted the bulk of the exported slaves, so some nations initiated conflicts specifically to acquire valuable captives. • Restructured socially and traditional values were subverted; resulting in the development of predatory regimes, as well as stagnation or regression. Many communities relocated as far from the slavers' route as possible. In the process, their technological and economic development was hindered as they devoted their energy to hiding and defending themselves. • Relationships between kingdoms, ethnic groups, religious communities, castes, rulers and subjects, peasants and soldiers, the enslaved and the free, were transformed. In some decentralized societies, people evolved new styles of leadership that led to more rigid, hierarchical structures, thought to better ensure protection." "Describe the causes of the War for Independence (American Revolution) …", "• Causes of the War for Independence (American Revolution): • Began as a disagreement over the way Great Britain governed the colonies and the way the colonies thought they should be treated • Independent way of thought – Americans felt they deserved all the rights of Englishmen; Britain thought the colonies were created to be used in ways that best suited the Crown and Parliament • Freedoms and Restrictions of location – Distance from Great Britain naturally created a sense of independence; “Proclamation Line” meant no one could own land west of the Appalachian Mountains • Control of Government – Colonial legislatures meant that the colonies were in many ways independent of the crown; legislatures were allowed to impose taxes, muster troops, and pass laws; these powers became rights in the eyes of many colonists • Economic troubles – Britain imposed new taxes on the colonists (to pay for the French and Indian Wars) and increased trade regulations; Sugar Act increased considerable taxes of molasses and restricted certain export goods to Britain alone. The Currency Act prohibited the printing of money in the colonies, making businesses rely more on the crippled British economy. • Control – “Writs of Assistance” (general search warrants) gave British soldiers the right to search and seize any property they deemed to be smuggled or illegal goods; designed to assist the British in enforcing trade laws, but were widely abused • Corrupt justice system – Britain cracked down on protestors; any officers accused of any offenses were tried in England (leaving fewer witnesses to testify) leading to fewer convictions" "Describe … the impact of the war on Americans …", "• Had a successful alliance with France • Excluded from their new nation their loyalist neighbors • Established republican governments and created new national loyalties • Claimed to most of the territory east of the Mississippi River and south of the Great Lakes, thereby greatly expanding the land potentially open to their settlements and threatening native dominance of the interior • Begun the long national reckoning with slavery that would last nearly another century" "Describe … the role of France …", "• Initially, France secretly sent military supplies to the Americans and regarded the revolution as a chance to avenge its defeat to Britain in the Seven Year’s War • Once Americans won the Battle of Saratoga, the French openly supported them, sending naval vessels, ammunition, and troops • Their assistance proved vital to American victory in the final years of the war • Americans and the French signed two treaties in 1778: Treaty of Amity and Commerce (recognized American independence and set up trade relations. Treaty of Alliance (promised neither side would negotiate peace (in conflicts with Britain) without consulting the other) • France abandoned claims to Canada and to North American territory east of the Mississippi River" "Describe … the key ideas embodied within the Declaration of Independence.", "• People have certain unalienable rights including Life, Liberty, and Pursuit of Happiness • All Men are created equal • Individuals have a civic duty to defend the rights for themselves and others • Four parts to it: Preamble (explains why the colonists are writing this document); Declaration of Natural Rights (lists the God-given rights of all men – life, liberty, pursuit of happiness); The List of Grievances (contains all the colonists’ objections to the British Government); The Resolution of Independence (officially declares the independence of the colonies). • Says that the purpose of government is to protect these rights and values." "Describe the political system of the United States and the ways that citizens participate in it through executive, legislative and judicial processes.", "• US political system: Representative federal democracy driven by elections in which citizens’ and lobbyists’ of diverse interest compete. • Shaped by 2 major political parties: Democrats & Republicans. Also shaped by special interest groups, lobbyists, & media • Executive: Executive power lies with the President who is given the job of executing, enforcing, and administering the laws and government. The Bureaucracy is part of the Executive Branch • Legislative: Consists of Congress: responsible for making the federal laws. Congress consists of two houses: the Senate and the House of Representatives. Key expressed powers include the power to tax, regulate commerce, borrow money and coin money, declare war, give advice and consent, and to impeach the President and judicial officials. • Judicial: Power is vested in the Supreme Court and the federal courts; Judicial Review whereby they can rule laws unconstitutional. Their job is to interpret and apply US laws through cases brought before them" "Define the Articles of Confederation …", "• A written agreement ratified in 1781 by the 13 original states; it provided a legal symbol of the union by giving the central gov’t no coercive power over the states of their citizens. • Purpose: To plan the structure of the new government and to create a confederation – some kind of government – and to create unity among the states after the Amer Rev. • Was submitted to the Second Continent Congress on July 12, 1776. 3 Main points for Congress to debate existed in this new doc. The apportionment of taxes according to the pop. , the granting of 1 vote per state, and the right of the federal government to dispose of public lands in the West. • Refers to the union as a "league of friendship" where states help to protect each other from attacks. • People can travel freely between states, but criminals shall be sent back to the state where they committed the crime for trial. • Establishes the Congress of the Confederation where each state gets one vote and can send a delegation with between 2 and 7 members. • Declared that the Articles were "perpetual" or "never ending" and could only be changed if Congress and all the states agreed. • In its final form, the Articles of Confederation were comprised of a preamble and 13 articles; it kept the aspect of voting done by states, but taxes were based upon the value of buildings and land and not by a state's population. Also specified that no state could be deprived of territory for the benefit of the country and that all 13 states had to agree to any amendment of the federal government's power." "and the factors leading to the development of the U.S. Constitution, including the Bill of Rights.", "• 1776 – American Revolutionary War between Colonies and Britain begins • 1776 – Dec. of Indep. written; 13 colonies become states, but are not under 1 central gov’t • 1777 – First gov document, the Articles of Confederation: National government was weak, states operated like independent countries. • 1781 – last battle of Rev War happens; 13 states set up fed gov’t under laws called Articles of Confederation • 1787 – May, Constitutional Convention begins; 55 reps from 12 states (no RI) begin drafting Constitution; Federalists (supported Constitution ratification) wanted strong national govt to preserve order with 3 branches and checks and balance system; antifederalists (didn’t support Constitution ratification) wanted strong state govt’s and believed that the national govt created by the Constitution was too strong • The Great Compromise (states with larger pop. wanted congressional rep, while smaller states demanded equal rep; est. the Senate and the House of Reps and allowed for them to work efficiently) • 3/5 Compromise (allowed S states to count a 3/5 of its enslaved pop for purposes of taxation and representation; this gave S more power than it would have had if enslaved people had not been counted) • Reached compromise by adding amendments to the Constitution that protected indiv. liberties and rights. Constitution signed on Sept. 17, 1787 • 1791 – Bill of Rights (the first 10 Amendments; safeguard essential liberties)" "Explain the major principles of government and political philosophy contained within the Constitution, especially separation of powers and federalism.", "• Limited government: Power of the govt is restricted by the Constitution and the govt must obey the Constitution; everyone has to follow the laws • Republicanism: Govt of reps and officials elected by the people; gives people the power • Checks and balances: Put into place so the govt can maintain its equality; each branch checks the power of the other 2 govt branches • Federalism: System of govt that separates the powers between national and local govt; powers come from the Constitution; decentralizes our politics and gives citizens more opportunity to participate • Separation of Powers: Each of the basic powers of govt – Executive, Legislative, and Judicial – should be wielded by an independent branch of govt • Popular Sovereignty: Gives power to the people to elect reps and vote on various topics" "Trace the evolution of political parties, describe their differing visions for the country, and analyze their impact on economic development policies.", "xlviii. 1776 – Declaration of Independence 1. Patriots: Social contract theory of gov’t, rule by consent of the gov’t 2. Loyalists: Continued membership in the British Empire would provide protection and economic success xlix. 1787 – US Constitution 1. Federalists: Strong central gov’t was necessary to protect propertied interests and the country as a whole from anarchy 2. Anti-Federalists: To much power in the hands of a central government would lead to tyranny; A Bill of Rights was necessary to protect individual liberty from the power of a central gov’t l. 1796 – Election where political party was identified 1. Federalists: Future of the country rests on manufacturing and commerce; gov’t must have the power to protect the country from foreign attack and internal rebellion 2. Democratic-Republican: Gov’t is best which governs least; envisioned a nation of small farmers and are more afraid of tyranny than anarchy; favored rule by the education common man li. 1800 – revolution 1. Federalist: Future of the country rests on manufacturing and commerce; gov’t must have the power to protect the country from foreign attack and internal rebellion 2. Democratic-Republican: Gov’t is best which governs least; envisioned a nation of small farmers and are more afraid of tyranny than anarchy; favored rule by the education common man lii. 1820 – Election – death of the Federalist party, largely due to the Hartford Convention and the “Era of Good Feeling” 1. Democrat-Republicans: Begins to split into two major groups: Some continue to favor a nation of small farmers and limited powers for national government; others favor Henry Clay’s American System composed of a Second Blank of the US, protective tariffs, and federally funded internal improvements" "Identify historical, cultural, economic and geographic factors that led to the formation of distinct regional identities.", "• New England: Primarily religious reformers and separatists. Seeking a new way of life to glorify God and for the greater good of their spiritual life. Had skilled craftsmen in shipbuilding. Economy at first specialized in nautical or boating equipment, while later the region dev mills and factories. Environment is ideal for water-powered machinery (mills), which allowed finished products to be crafted (woven cloth and metal tools). People are heavily connected to the church and village community • Mid-Atlantic: Welcomed people from various and diverse lifestyles. Presented a diverse workforce of farmers, fishermen, and merchants. Had rich farmland and a moderate climate; made it a more suitable place to grow grain and livestock; environment was ideal for small to large farms. Coastal lowland and bays provided harbors, thus they were able to provide trading opportunities where the 3 regions meet in market towns and cities. • The South: Est. as economic ventures and were seeking natural resources to provide material wealth to the mother country and themselves. Primarily ag with few cities and limited schools. Had fertile farmlands, which cont. to the rise of cash crops (rice, tobacco, and indigo). Plantations dev nearly as subsistent communities. Slavery allowed wealthy aristocrats and large landowners to cultivate huge tracts of land. Life emerged as rugged and rural." "Describe the westward movement, …", "• Canals, RR, and transport infrastructure invented • Fueled by the Gold Rush, the Oregon Trail, and the belief in “Manifest Destiny” (God intended for the U.S. to expand its territory from Atlantic to Pacific Oceans and to extend and enhance its political, social, and economic influences) • New land that offered range of diff. climates, geo features, vegetation, animals and raw materials • Offered people the opportunity to find new homes and work, experience adventure, explore possibilities, become rich, find gold or silver, escape from the constraints of civilization and to make a new start" "Describe the … expansion of U.S. borders, …", "• Treat of Paris (1783) – Acquired all land east of the Mississippi River • Louisiana Purchase (1803) – Acquired land west of the Mississippi River • “Manifest Destiny” (1840s) – Belief that God intended for the U.S. to expand its territory from Atlantic to Pacific Oceans and to extend and enhance its political, social, and economic influences • The Oregon Trail (1844) – Mormons (looking for religious freedom) found gold, silver, and richer soil; four trails brought harsh weather, Indian attacks, isolation, and the prospect of a transcontinental railroad. The Santa Fe Trail opened up the southwest, the Overland Trail went to California, the Great Salt Lake (Utah) was reached by the Mormon Trail, and the Oregon Trail took many settlers to the northwest • Mexican-American War (1845) – Disputed Texas borders added pressure to Mexican officials and a small army was sent to the north bank of Rio Grande; Americans were successful and secured California • California Gold Rush (1848) – People from Oregon, Mexico, Peru, the Pacific Islands, Chile, and the rest of the US rushed to the gold fields near Sutter’s Mill (East of Sacramento)" "Describe the … government policies toward American Indians and foreign nations during the Early Republic.", "• The Monroe Doctrine (1823) : Policy stating any add’l western colonization by Europeans would be taken as hostility; inferred that the U.S. was only country able to expand west into the uncolonized space. Indian Removal Act and the Trail of Tears (1830) : Pres. Andrew Jackson signed act into regulation, causing the autonomous nations of the Five Civilized Tribes (Choctaw, Chickasaw, Cherokee, Creek, and Seminole Indians) to be pressured into signing removal treaties by legal and corporal force. The force of the removal pressed many of the tribes into Oklahoma land. The majority of the Cherokees (from May 18 to June 2, 1838) were forced to live in forts and stockades before departure for Indian Territory. More than 4,000 of the 16,000 perished in forts or on the grueling trail." "Identify the roles of Blacks (both slave and free) , … in the political, cultural, and economic life of the new country. (Antebellum Period: After War 1812, before Civil War (1861-65)", "• Slave: Majority in the South; worked on small farms, large plantations, cities, inside homes, fields, industry, transport, skilled trades (made major contributions to economy and infrastructure; susceptible to diseases and poor health b/c of unsanitary cond. and poor healthcare; under constant threat of sale; Slave Codes (varied btwn states; seen as property and treated so – enforced by violence and threats; could not testify in court, make contracts, leave w/o permission, strike a white even if self-defense, buy or sell goods, own firearms, gather w/o a white present, possess any anti-slavery literature, not visit homes of whites or free blacks, killing of a slave was not murder, rape of a slave woman was seen as trespassing); some resisted treatment (slowed work/production, disabled machinery, destroyed crops, argued with masters, stole, learned to read and write, practiced forbidden laws, arson, killed masters, committed suicide or mutilated themselves to ruin their value, ran away and lived in mountains hiding or escaped to the North); in own quarters they were themselves and dev. a culture affirming their humanity (told stories, sang/danced, made secret plans, dev their own form of worship); • Free: Majority in the North (slavery legal but less popular); enlisted in Army and fought in Amer Rev and War of 1812 (were fighting for more than restoring the Union – abolish slavery); some purchased relatives and later set them free; created along with white sympathizers the Underground Railroad to get Southern blacks to the Free North; ; active in society (some owned land/homes/businesses, paid taxes, opened churches/schools/mutual aid societies) and made major contributions to the economy and infrastructure; were always in danger of being kidnapped and enslaved; Freedom’s Journal (black-owned newspaper); Richard Allen (founder and first bishop of African Methodist Episcopal Church), Frederick Douglass (social reformer, abolitionist, orator, writer, and statesman, public officer, supported women’s suffrage), Sojourner Truth (former slave, advocate for abolition, temperance, and civil and women’s rights), David Walker (abolitionist whose pamphlet “Appeal … to the Colored Citizens of the World” in 1829 urged slaves to fight for their freedom), Prince Hall (abolitionist leader, founded freemasonry and lobbied for education rights for black children)" "Identify the roles of American Indians , … in the political, cultural, and economic life of the new country. (Antebellum Period: After War 1812, before Civil War (1861-65)", "• Controlled and lived on much of the land East of the Mississippi River; “Manifest Destiny” and westward expansion hinged on a federal policy of removal. Policy was at first assimilation or removal (usually both): either had to conform to Euro-Amer culture or move West; urged to adopt customs, dress, religion, and farming culture. Cherokees were the most successful at complying (dev a written symbolic language, published a newspaper, converted to Christianity, owned and ran prosperous plantations). This wasn’t sufficient so in 1825 Pres James Monroe changed the policy to remove all Indians. Cherokee’s fought back with legal battles and protests were brought to Supreme Court under Chief Justice John Marshall (Cherokee Nation v Georgia 1831 and Worcester v Georgia 1832); Court ruled in favor of Cherokee. Gov did not enforce rulings so they were still forced out of their land. Tribes no longer viewed as independent nations but more like wards of the state. • Trail of Tears: Jackson and a small group of renegade Cherokees who falsely claimed to represent the entire Cherokee Nation signed Treaty of New Echota. Treaty justified Army’s collection of remaining Indians, remove them from homes and land, and forced them to move West. Trail of Tears named because the cruel cond (insufficient clothing or transport, much food was stolen, severely cold weather, and many dev and spread fatal diseases; 4K of the 18K Cherokees died during the journey West." "Identify the roles of Irish and other immigrants , … in the political, cultural, and economic life of the new country. (Antebellum Period: After War 1812, before Civil War (1861-65)", "• Irish: Came to US b/c of civil unrest, severe unemployment, or inconceivable hardships at home (famine). US had manufacturing boom and expansion West and needed workers. They built canals and constructed railroads, became involved in almost every labor-intensive endeavor in the country. • Anti-Catholic prejudice: US questioned the loyalty of Catholic immigrants, fearing that in time of war, their loyalty would be not to their country but to the Pope. Catholicism was viewed as a threat to democracy, and many feared that it would undermine the strength of Protestantism in the US. Despite these challenges, the Irish assimilated effectively; they lived in rural and urban areas, settling the western frontier, working the land as farmers, and est a major presence in big cities. They built powerful political machines in metropolitan areas, most famously, Tammany Hall in NYC. These political machines (typically run by the Democratic Party) helped recent immigrants assimilate into Amer society by providing them with training, employment opportunities, and sometimes even cash handouts, in exchange for their votes at election time • German’s were 2nd largest group of immigrants; came seeking political and religious freedom and greater economic opportunities than could be found in Europe. Many of the Germans who settled along the North and Midewest areas were farmers who dev innovative techniques like crop rotation and soil conservation. Other Germans settled in metropolitan areas, pursuing education, est industrial enterprises, and entering the ranks of the middle and upper classes. • Chinese: mostly immigrated to CA and throughout West. There were 6 Chinese companies in US that governed the actions of these immigrants: they took the place of village gove and patriarchal assoc., and had their own laws, independent of Amer laws. Anyone disobeying the rules was quickly punished, regardless of relevant American laws. Living in fear, many Chinese immigrants were completely dependent on these companies, and interacted little with native-born Americans. During Gold Rush (late 40’s and 50’s), they were discriminated against for gold mining. They in turn did the jobs the Whites didn’t want to do (making clothing, washing laundry, cooking) and in turn, by 1860 the Chinese were responsible for almost all the manufacturing of shoes, shirts, underwear, cigars, and tin products in CA; others owned laundries, restaurants, hotels, and catering companies." "Identify the roles of Women and children , … in the political, cultural, and economic life of the new country. (Antebellum Period: After War 1812, before Civil War (1861-65)", "• Paternalism: policy or practice that white men had authority and were to restrict the freedom and responsibilities of those subordinate (women, children, slaves) “supposedly” for their best interest • For social order to work, women and children were dependents of white men and subordinate to them. White women occupied the domestic sphere but white men controlled it. Women had no legal identity and no legal power, the same as children. • Marriage also dictated a man’s dominance over a slave was natural. The proslavery movement used gender to legitimize slavery by emphasizing women’s “natural” subordinate state, and advocates argued that slavery was also natural. To the proslavery South, abolitionism meant not just racial equality but gender equality; it was seen as an attack on the household and a man’s right as master. • Man had exclusive claim over woman’s body = black man is predator. White woman exclusive right as the protected = black woman a seductress. In the slave holding class, a young white woman’s purity reflected on the family as a whole; a white woman’s sexual reputation indicated her father’s ability to protect her. • Women responsible for educating children and maintaining household virtue; were expected to be pious, pure, submissive, and domestic, and to pass these virtues on to their children • Unable to vote, hold an office, men gained legal control over their wives’ property, women had no legal rights to their children, could not initiate divorce, make wills, or sign contracts. • Women seen as “guardians of moral virtue;” White women entered the public arena through their activism in charitable and reform orgs dedicated to evangelizing the poor, encouraging sobriety, and curbing immorality: all considered pertinent to women’s traditional focus on family, education, and religion. Voluntary work related to labor laws, prison reform, and antislavery applied women’s roles as guardians of moral virtue to address all forms of social issues that they felt contributed to the moral decline of society. • Women’s participation in the antislavery crusade directly inspired women’s rights campaigns. Women’s rights advocates began their activism by fighting the injustices of slavery. In 1830’s in major cities (Boston, NY, Phillie) female societies dedicated to antislavery mission were est. Originally similar to the prayer and fundraising-based projects, but then would increasingly use right to petition to express their antislavery grievances to the govt. Direct comparisons btwn the condition of women and slaves – led to abolition and women’s suffrage being closely tied together. • Seneca Falls Convention (1848) : 2-day summit in NY in which women’s rights advocates came together to discuss the problems facing women. Result was the Declaration of Sentiments, modeled on the Declaration of Independence in order to emphasize the belief that women’s rights were part of the same democratic promises on which the US was founded. It outlined 15 grievances and 11 resolutions designed to promote women’s access to civil rights. 68 women and 32 men, all of who were already involved in some aspect of reform, signed the Declaration of Sentiments. • Activists sought women’s right to vote, reformation of laws that forced women into dep. of their fathers/husbands, married women from owning property independent of their husbands, all laws that rendered married women “civilly dead,” allowing women to attend college and paying female teachers less than their male colleagues; argued that men and women should be held to same moral standards." "Recognize the origin and the evolution of the anti-slavery movement (1780-1870), …", "• Opposition to slavery started as a moral and religious movement centered on the belief that everyone was equal in the eyes of God – started in New England • Missouri Compromise (1820) –policy that admits states in pairs (1 slave, 1 free), in order to subside fears on each side that one would gain the upper hand • Fugitive Slave Act (1850), legally required Amer to return any black slave who had escaped to their owner. • Dred Scott decision (1857) found the that blacks (free or slave) didn’t have legal citizenship rights. Slave owners were also granted the right to take their slaves to Western territories. • Emancipation Proclamation (1863) – Pres Lincoln’s calling for the freeing of slaves in areas of rebellion. • 13th Amendment (1865) – Abolished all forms of slavery • 15th Amendment (1870) – black men allowed to vote" "… including the roles of free Blacks and women, … (anti-slavery movement 1780-1870)", "• Free Southern blacks cont. to live under the shadow of slavery, unable to travel or assemble as freely as those in the North. It was also more difficult for them to organize and sustain churches, schools, or fraternal orders such as the Masons. • Free Black Christians founded their own churches, which became the hub of the economic, social, and intellectual lives of blacks in many areas of the nation. • Blacks were also outspoken in print. Freedom's Journal (first black-owned newspaper); this paper and other early writings by blacks fueled the attack against slavery and racist conceptions about the intellectual inferiority of African Amer’s. Frederick Douglass was a former slave who published his memoir. • Some free blacks were active “conductors” on the underground railroad while others simply harbored runaways in their homes. • Women: Many were outspoken opponents of slavery; Harriet Tubman helped lead some-300 slaves to freedom with the use of the Underground Railroad. Harriet Beecher Stowe (Uncle Tom’s Cabin, 1852) – wrote a book about escaped slaves she met; it became a best seller in the North and the most effective bit of propaganda for the abolitionist movement • Women seen as “guardians of moral virtue;” White women entered the public arena through their activism in charitable and reform orgs dedicated to evangelizing the poor, encouraging sobriety, and curbing immorality: all considered pertinent to women’s traditional focus on family, education, and religion. Voluntary work related to labor laws, prison reform, and antislavery applied women’s roles as guardians of moral virtue to address all forms of social issues that they felt contributed to the moral decline of society. • Women’s participation in the antislavery crusade directly inspired women’s rights campaigns. Women’s rights advocates began their activism by fighting the injustices of slavery. In 1830’s in major cities (Boston, NY, Phillie) female societies dedicated to antislavery mission were est. Originally similar to the prayer and fundraising-based projects, but then would increasingly use right to petition to express their antislavery grievances to the govt." "… and the response of those who defended slavery. anti-slavery movement (1780-1870)", "• Argued that the sudden end to the slave economy would have a profound and killing economic impact in the South, where reliance on slave labor was the foundation of their economy • Argued that if all the slaves were freed, there would be widespread unemployment and chaos. This would lead to uprisings, bloodshed, and anarchy • Argued that slavery had existed throughout history and was the natural state of mankind. The Greeks had slaves, the Romans had slaves, and the English had slavery [until very recently] • They noted that in the Bible, Abraham had slaves. They point to the Ten Commandments, noting, "Thou shalt not covet thy neighbor's house, ... nor his manservant, nor his maidservant." In the New Testament, Paul returned a runaway slave, Philemon, to his master, and, although slavery was widespread throughout the Roman world, Jesus never spoke out against it. • Turned to the courts, who had ruled, with the Dred Scott Decision, that all blacks — not just slaves — had no legal standing as persons in our courts — they were property, and the Constitution protected slave-holders' rights to their property. • Argued that the institution was divine, and that it brought Christianity to the heathen from across the ocean. Slavery was, according to this argument, a good thing for the enslaved. • Argued that by comparison with the poor of Europe and the workers in the Northern states, slaves were better cared for; their owners would protect and assist them when they were sick and aged, unlike those who, once fired from their work, were left to fend helplessly for themselves" "Describe evidence for the economic, social and political causes of the Civil War (1861-1865), …", "• Economic: North was economically dominant over the south by territory (North had 23 states, South had 11). Manufacturing and trade was predominant in the North, South fared better in agriculture. Taxes on goods: The tariffs that the national gov’t put on imported and exported goods affected the Southern economy. This added tensions btwn the Union and the Southern States. The southern economy depended on selling cotton overseas, but the North had become very industrialized, and their profits went down when trading with England and other European counties was easy, so the US put taxes on importing and exporting goods to encourage trade between the regions of the country. • Political: Came from the govt attempting to keep the country united. States’ Rights v Federal Gov’t Rights: South wanted to protect their rights to own slaves; they worked the plantations owned by whites planted mainly to cotton, the main export of the south. Restrictions in the North were less severe; violence between freed black and white immigrants fought for jobs. • Social: Most people in the North wanted to abolish slavery, while the Southern society and economy heavily depended on it. There were debates over whether new states entering the union should be slave or free, especially as in the years before the Civil War, the number of Senators from slave and free states were equal, and each side wanted to prevent the other from having an advantage." "Describe … the constitutional debates over the doctrine of nullification and secession.", "• Tariff (taxes on imported gods) of 1828 raised taxes on important manufacturers so as to reduce foreign competition with Amer manufacturing Southerners, arguing that the tariff enhanced the interests of the Northern manufacturing industry at their expense, referring to it as the Tariff of Abominations • Was so unpopular in the South that it generated threats of secession (formal withdraw from the US) • John C. Calhoun, Andrew Jackson’s VP and a native of S Carolina, proposed the theory of nullification, which declared the tariff unconstitutional and therefore unenforceable." "Identify the major battles of the Civil War (1861-1865) …", "• Battle of Fort Sumter (1861) -- 1st battle of the American Civil War and signaled the start of the war. Bombardment of Fort Sumter in SC Confederate; US Army (North; Union) returned gunfire • First Battle of Bull Run (1861) -- Goal was to capture South’s capitol; Union did well until South reinforcements came, then Union fleed • Battle of Shiloh (1862) -- largest battle in western part of country; South attacked Union; won first day, their General was killed and they stopped the attack. 2nd day Union reinforcements came and counterattacked the South. Both sides had huge losses • Battle of Antietam (1862) -- 1st major battle fought in North; 2nd bloodiest battle; South was outnumbered; Union forced S away • Battle of Fredericksburg (1862) -- North was leading major attack; South fought them off with a small force; considered major victory for South • Second Battle of Bull Run (1862) -- Decisive victory for the South; cemented Southern General Lee’s reputation as a brilliant tactician and paved way for his 1st invasion of Union • Battle of Chancellorsville (1863) -- Resulted in South victory that stopped an attempted flanking movement against the Union • Battle of Gettysburg (1863) -- Union victory that stopped South’s 2nd invasion of the North. Bloodiest battle of Civil War • Siege of Vicksburg (1863) -- Union victory; gained the Mississippi River; South was defeated in Battle of Gettysburg: these 2 victories marked a major turning point for Union in Civil War • Battle of Atlanta (1864) -- Union wanted to neutralize the important rail and supply hub, defeated South defending the city • Battle of Appomattox Station and Court House (1865) -- Led to South’s surrender of Army in Northern Virginia to the Union" "Identify … the comparative strengths and weaknesses of the Union and the Confederacy.", "• Union -- Strengths: • Population of 22 million • Many people to grow food and work in factories • Factories and money to make supplies for them • Railroads • Strong Navy • Govt supported Union • Union – Weaknesses: • Had to conquer large area • Invading unfamiliar land • Terrible leaders (in the beginning) • Most the area did not support the war • Confederates (South) – Strengths: • Defending their homeland • Did not want to los their property, country, freedom • Good soldiers – excellent shooters • Abundance of food • Former trained officers in the US Army • Confederates (South) – Weaknesses: • Few factories and money to produce weapons • Few railroads to move troops/supplies • Few supplies • Allies (France and England) were driven away from the war b/c the Union to decided to end slavery as one of their main causes for fighting the way (they needed their supplies) • Needed to defend a large area • Small population (9 million) • More than 1/3 of the population was enslaved • Poor navy" "Describe the character of Reconstruction (1865-1877), ...", "• Ended the remnants of Confederate secession and ended slavery, making the newly freed slaves citizens with civil rights seemingly guaranteed by 3 new Constitution amendments • Rebuilding the South after the Civil War; help the South become apart of the Union again • 13th Amendment (1865) – Abolition of slavery; not allowed in any state or territory under govt of USA • 14th Amendment (1868) – Civil Rights in the States: All persons born or naturalized in US are subject to its laws and cant be denied any of the rights and privileges contained in the Const. • 15th Amendment (1870) – Black Suffrage: [Male] Citizens can’t be denied their right to vote b/c of their race or color or b/c they were once slaves" "Describe … factors leading to its abandonment, …", "• Pres Lincoln (Radical) assassinated in April of 1865 • Andrew Johnson succeeds as president – was a southern democrat, but opposed slavery b/c he believed it gave plantation owners too much wealth. He made a plan for reconstruction, which pardoned southern citizens (except the major people in the war) • Ku Klux Klan (1865) : Terrorist org; functioned as military arm of the democratic party; Reign of Terror v Republicans, but blacks especially targeted • Declining Northern commitment to Reconstruction (resurgent racism, esp. attacks on corrupt southern govts who were ruined by black rule) • Compromise of 1877 – unwritten agreement btwn southern Democrats and allies of the Republican Rutherford Hayes to settle the result of the 1876 presidential election and marked the end of the Reconstruction era. President Hayes ordered federal troops from their posts guarding Louisiana and South Carolina statehouse, allowing Democrats to seize control in both those states." "Describe … the rise of Jim Crow practices.", "• Laws in the South that legalized racial segregation (1870’s-1966) • Meant to marginalize blacks and deny them rights to vote, hold jobs, education, or other opportunities • “whites only” and “colored” signs multiplied across the South at water fountains, restrooms, bus waiting areas, movie theaters, swimming pools, and public schools. If challenged or broken, blacks were arrested, fined, violence, and death • 1896 the Supreme Court declared segregation legal in the Plessy v. Ferguson decision; Court ruled that “separate but equal” accommodations for blacks were permitted under Constitution • Black Codes – Aimed to reinstate slavery and limit freedoms and rights of blacks; detailed when, where, and how formerly enslaved people could work, and for how much compensation; dictated when, where, and how could work, and for how much compensation • Legal system had Confederate soldiers working as police and judges, making it difficult for blacks to win cases. Codes worked in conjunction with labor camps for the incarcerated (prisoners were treated as slaves). Black offenders typically received longer sentences than their white equals, and b/c of the grueling work, often did not live out their sentence. • 1954 Plessy decision was overturned in Brown v Boaard of Education of Topeka: Supreme Court ruled that segregated facilities were “inherently unequal” • Through work of the Civil Rights movement, Jim Crow practices were dismantled through legislation ruling it illegal to segregate public facilities, suppress voting, discriminate in housing, or prohibit interracial marriage" "Recognize the pattern of urban growth in the United States, .", "• People moved from self-sust. rural comm to cities • Stimulated the rise of unskilled labor: Prior to 19th century, most Amer. not employed in agriculture but performed some kind of skilled trade. Industrial production removed the necessity of apprenticeship for craftsmen and commoditized labor itself. • Created a wide avail. of cheap commodities, engendering consumer culture that marked the end of many rural Americans' subsistence lifestyle • Arrival and predominance of capitalism, an econ principle in which a country’s trade and industry are controlled by private owners for profit, rather than state • Cities grew rapidly because people were drawn to cities by jobs. As the nation industrialized, its need for educated workers grew. These jobs attracted immigrants, American farmers, and African Americans from the South who all migrated to cities looking for better lives." "Recognize … the impact of successive waves of immigration in the 19th century, …", "• New immigrants came from Southern and Eastern Europe and Asia (Italy, Poland, Greece, Russia, and Hungary--as well as Asia--China, Japan, Korea, India, and the Philippines). Problems: didn't know or understand Eng, didn't know Amer customs, faced discrimination because they were different and took jobs for low pay. • Chinese Exclusion Act (1882) -- law that made immigration for practically all ethnic Chinese illegal • Immigrants were pushed from their countries because of scarce land, losing jobs to machines, political and religious persecution, revolution, poverty, and hard lives. They were pulled to the US by promises of freedom (religious and political), family/friends already were in the U.S., and there were factory jobs available. • 1st gen of immigrants immediately set out to get jobs and began to acculturate. They held on to their traditions, and gathered with their own kind, creating neighborhoods and cultural sects. Their kids were quickly Americanized and learned the language fast and let go of old traditions, wore American clothes, and went to school." "Recognize … the response of renewed nativism.", "• Nativism: policy protecting the interests of native-born or est. inhabitants against those of immigrants. the nation’s culture and identity should be “preserved” from “foreign” influences. • Living conditions in the cities for urban workers were often deplorable; tenement buildings were overcrowded and dilapidated; people who lived in them often dealt with unsanitary conditions and contagious disease – much different than the fresh air and open spaces of Amer’s rural farming country it once was. • Amer’s blamed immigrants for the new poor living conditions and low wages. Wanted to limit immigration so they could preserve the US for native-born white Protestants. Also, they thought that immigrants were too diff. and took Amer factory jobs. • They distrusted them because they didn't fit in well, didn't speak English, had different cultures and customs, were too different, and took American jobs for low pay--strikebreakers in factories." "Understand the impact of major inventions on the Industrial Revolution (1760-1880) and …", "• First began in Europe, then spread throughout world • Newcomen Steam Engine (1712) – used for coal mining to pump water out from mines, allowing to dig for coal further down – unsuccessful as it used a lg amt of coal to function • Spinning Jenny (1764) – wove wool • Water Frame (1769) -- large wheel that was turned by running water, harnessed to turn cogs inside a factory, which would make the machinery work. Led to the invention of building factories. • Modern Factory (1771) – intro of machinery, factories became popular around Britain and the world • Watt Steam Engine (1776) – required less fuel to run (more efficient and attractive to buyers); became the basis for future dev. as the main source of power • Cotton Gin (1794) – mechanized the process of removing seeds from cotton; had interchangeable parts • Steamboat (1807) – quickest way to commercially transport goods along rivers • Locomotive (1812) – 1st steam railway; 25 yrs later it was redesigned to include a smoke chimney in the front and a separate fire box in the rear – this would be the template for steam locomotives for next 150 years; led to the transcontinental rail line linking coasts together • Sewing Machine (1820) – allowed for mass prod. of clothing, expanding the nation’s textile industry; also made household work easier and allowed the growing middle class to indulge in hobbies like fashion • Photograph (1827) –1st permanent real-world scene • Typographer (1829) – meant to make letter print on paper; ineffective as it was slower than writing by hand, but it led way to the first modern typewriter to be invented 38 years later • Electric Generator (1831) – discovery of electromagnetic induction • Telegraph communications (1844) – first telegraph service connecting Baltimore to DC • Dynamite (1860) – replaced the use of gunpowder to shatter rocks and fortifications • Light Bulb (1879) – allowed lg. factories to be illuminated, extending shifts and increasing manufacturing output" "Industrial Revolution (1760-1880) … the quality of life.", "• Long lines of people willing to work allowed for factory owners to set wages as low as they wanted • People worked 14-16 hours a day, 6 days a wk • Majority were unskilled workers; skilled workers earned a little more • Women rec’d 1/3 -- ½ the pay men rec’d • Children rec’d even less pay and used for simpler and unskilled jobs. Many had deformities because of the lack of exercise and sunlight or injuries. Use of children as labor for such long hours with little pay led to the formation of labor unions • Labor Unions were formed to demand more pay and fairer treatment. Didn’t want children working in factories b/c of dangers. Organized strikes and protests. Immigration did not help b/c were willing to work long hours for little pay and unfair treatment • Only light was sunlight coming through windows • Machines spit out smoke and in some factories, workers were covered in soot by the end of the day. • There were a plethora of machines with not many safety precautions. This resulted in many accidents. • Workers rec’d 2 breaks: lunch and dinner. • “Slums” : 5-9 people living in a single room • People got sick more often; diseases spread rapidly • Lack of meds and care resulted in many deaths • Middle class was created: skilled workers who had money needed to survive and some money left over for other leisure goods. Most moved away from cities because the “slum” was unhygienic and unpleasant, creating suburbs (socially segregated neighborhoods)"