U.S. History Since Reconstruction Metro Academic and Classical High School

U.S. History since Reconstruction Metro Academic and Classical High School

Mr. Detjen

Danzer et al., The Americans: Reconstruction to the 21st Century (Holt McDougal, 2012)

UNIT I READING STUDY GUIDE:

U.S. HISTORY REVIEW: BEGINNINGS THROUGH RECONSTRUCTION (~1500-1877)

Ch. 1 “Exploration and the Colonial Era, ~1500-1763”

Ch. 2 “Revolution and the Early Republic, 1763-1800”

Ch. 3 “The Growth of a Young Nation, 1800-1850”

Ch. 4 “The Union in Peril, 1850-1877”

Directions. This study guide will ask you to address and answerthree (3) different kinds of questions and to perform a variety of intellectual tasks—outlining chapters, IDs and Sigs, and review analytical and critical thinking questions—all designed to (1) ensure that you read, comprehend, and organize the content material in the course’s textbook, (2) compel you to think critically about that historical material in different ways so that your comments and questions in class have meaning and depth and validity, and (3) help you develop formal, persuasive, expository writing skills. These study guides focus primarily on the textbook chapters, and I hereby offer a nickel’s worth of free advice: read each chapter in question in its entirety BEFORE you start hunting for the IDs or for the section question answers; you will serve yourself and your studies immensely by understanding the ‘forest’ of the chapter before you begin to deal with the ‘trees.’ Statistically, the first time anyone (up to and including Ph.D.-level college professors) reads an academic text, he/she understands approximately 30% of that text; understanding shoots to 80%+ on the second and third readings. Unless otherwise instructed, write all answers in your spiral notebook and be sure to identify/write headings for each unit and both write out and number each question. First, when you outline a chapter, remember that you are creating/giving yourself a roadmap, a signposting of the chapter’s contents, so do so in a way that effectively helps you remember the material. An outline is/should be a comprehensive shorthand, the notes you take to ensure comprehension and content knowledge. There is no “correct” style of outlining; some will use the I/A/1/a/I organizational style; others may be more comfortable using Cornell notes; still others will bullet. Choose your style and remain consistent. Second, for the IDs and Sigs, in 2-3 sentences identify (give both the ‘who, what, when, where, how’ information; that is, describe the person, event or concept and place it in its historical context with appropriate dates and location) and then in a further sentence or two answer the “why/so what” question; that is be sure to discuss the importance or significance of the identification/key term. In addition, please note that in many cases the IDs are specific examples of a broader or more general idea or theme, and you should include that ‘bigger’ concept in your answer. Third, answer each section question in a comprehensive paragraph of 6-8 complete sentences, Write out each question before you answer it, then restate it in the form of a thesis/topic sentence, and remember that in most cases, while these tend to be (merely) summary reviews of material you have already organized or defined (in the outlines and IDs and Sigs), I’m not looking for just content information or regurgitation, but also some level of interpretation and critical thinking on your part that addresses the historical big picture and/or the historical significance. (Seemingly “yes-no” questions are not!) Shall we begin?

N.B. (nota bene Lat. “note well” “be well advised”) Each chapter’s study guide will follow a similar format:

1. Chapter Outline

2. IDs and Sigs.

3. Section/Review Questions

CH. 1 “EXPLORATION AND THE COLONIAL ERA, 1500-1763”

1. Chapter Outline. Read the chapter in its entirety (at least twice !). Write out an expanded outline of the chapter’s content in an effective shorthand that will help you understand the people and events and themes of the chapter for later review. For this first review chapter, I have provided the minimal headings for the first section (you will note that they are simply the text’s organizational titles); you go from there, supplementing and adding details/evidence as needed or warranted (and believe me, lots of details are needed and warranted).

Ch. 1 “Exploration and the Colonial Era, ~1500-1763” (text pg. 2-39)

Essential Question: Why did Europeans explore and colonize North America, and how did the English colonies in North America develop?

I. The Americas, West Africa, and Europe

A. Ancient Cultures in the Americas

1. Hunting and Gathering

2. Agriculture Develops

3. Maya, Aztec, and Inca Societies Flourish

4. Complex Societies Arise in North America

B. Native American Societies of the 1400s

1. Diverse Peoples

2. Common Characteristics

C. West African Societies of the 1400s

1. The Kingdom of Songhai

2. Kingdoms of Benin and Kongo

3. West African Culture

4. Trading Patterns with the Wider World

5. The Portuguese

D. European Societies of the 1400s

1. The Social Hierarchy

2. Christianity Shapes the European Outlook

3. European Nations Take Shape

4. The Renaissance

5. Europe Enters a New Age of Expansion

6. Sailing Technology Improves

II. …and so on.

2. IDs and Sigs. The identification and analysis of the historical significance of a person or event or theme are essential to both the understanding of and the thinking critically processes about history. To IDENTIFY a key term in history is to answer the “who/what/when/where” questions surrounding the person or event; that is, to set that term in its historical context. The time and place of a historical key term ensures that we are mindful that we understand that, for instance, 17th through late-20th century Americans didn’t have cell phones (and so election results took months to tally), that slavery was a legal institution and then it wasn’t, that agency and empowerment are very new concepts in the world, that until very recently in historical terms, a day’s labor ended at sunset because there was no switch or outlet in the wall, and so on. To assess the SIGNIFICANCE of a key term is to engage your mind and heart in the critical thinking process of evaluation; that is, to weigh the impact of that (person, event, date, concept…) identification in its historical context and beyond, to answer the “why/so what” questions. In 4-5 sentences per term, do both of those tasks for 20 (5 from each column) of the following:

Aztecs Christopher Columbus John Smith triangular trade

Anasazi Taino Jamestown middle passage

Pueblo Treaty of Tordesillas joint-stock company Enlightenment

Iroquois Columbian Exchange indentured servitude Benjamin Franklin

Beninconquistador Puritan Great Awakening

Kongo Hernando Cortes John Winthrop Jonathan Edwards

Islam Moctezuma King Philip’s War French and Indian War

Christianity encomiendaWilliam Penn William Pitt

Renaissance New Spain mercantilism Pontiac

Reformation New MexicoNavigation Acts Proclamation of 1763

3. Section Review Questions. The following questions are designed to enable to synthesize and articulate your outline and the IDs and Sigs, to build on your organization of the material. Please write out each question in your notebook before you answer it. Make sure to use specific examples (from the text/the above IDs list) to support your responses

1. Who lived in the Americas first? Describe and distinguish those lives and civilizations.

2. How did Native (North) Americans live?

3. What was life like in a West African kingdom?

4. What was happening in Europe by the 15th century? Discuss 2 or 3 of the most important factors that were

affecting European society and/or that sent Europeans out into the wider world.

5. How (and whose) did Columbus change people’s lives?

6. Why did Spain start colonies in the Americas? Describe their empire.

7. Where did Spain send missionaries? With what impact?

8. Why was Jamestown formed? What happened there?

9. What brought the Puritans to America? What did they seek? What did they find?

10. How were New Netherland and Pennsylvania alike?

11. What economic philosophies and policies enabled the colonies to thrive?

12. Discuss the process of farming in the southern colonies.

13. How did people earn a living in the North?

14. What new ideas and beliefs spread in the colonies?

15. Discuss the causes of the French and Indian War.

CH. 2 “REVOLUTION AND EARLY REPUBLIC, 1763-1800”

2. IDs and Sigs. The identification and analysis of the historical significance of a person or event or theme are essential to both the understanding of and the thinking critically processes about history. To IDENTIFY a key term in history is to answer the who/what/when/where questions surrounding the person or event; that is, to set that term in its historical context. The time and place of a historical key term ensures that we are mindful that we understand that, for instance, 17th through late-20th century Americans didn’t have cell phones (and so election results took months to tally), that slavery was a legal institution and then it wasn’t, that agency and empowerment are very new concepts in the world, that until very recently in historical terms, a day’s labor ended at sunset because there was no switch or outlet in the wall, and so on. To assess the SIGNIFICANCE of a key term is to engage your mind and heart in the critical thinking process of evaluation; that is, to weigh the impact of that (person, event, date, concept…) identification in its historical context and beyond, to answer the why/so what questions. In 4-5 sentences, do both of those tasks for 20 (5 from each column) of the following:

King George III Loyalists republic Judiciary Act of 1789

Sugar Act Patriots Articles of Confederation Alexander Hamilton

Stamp Act Saratoga Northwest Ordinance (1787) cabinet

Samuel Adams Valley Forge Shays’s Rebellion two-party system

Boston Massacre inflation James Madison Democratic-Republican

Boston Tea Party Marquis de Lafayette federalism protective tariff

John Locke Charles Cornwallis checks and balances XYZ Affair

Common SenseYorktownratification Alien and Sedition Acts

Thomas Jefferson Treaty of Paris Federalists nullification

Decl. of Indep.egalitarianism Bill of Rights

3. Section Review Questions. The following questions ask you to synthesize and articulate in paragraph form the material in your outline and the IDs and Sigs. Please write out each question in your notebook before you answer it. Your response should include a topic sentence/thesis statement that answers the question, and you should make sure to use specific examples (from the text/above IDs list) as evidence to support your responses.

1. Discuss the issues and events that so angered the colonists after 1763.

2. How did the colonists prepare for war?

3. How did the colonists justify rebellion/revolution philosophically?

4. List and discuss the important battles of the American Revolution.

5. Discuss the impact of the war on the men and women of colonial society.

6. Why did the Americans win? (Or perhaps, why did the English lose?)

7. What did the American Revolution mean?

8. What is a confederation? A republic? Assess the strengths and weaknesses of the Articles of Confederation.

9. What’s the core concept of the U.S. Constitution? According to the framers, how was power to be shared in the new government?

10. Take (and explain) the position of a Federalist or an Anti-Federalist. Why would you have (or not) voted to ratify the Constitution?

11. Compare and contrast the visions of Hamilton and Jefferson.

12. Discuss America’s earliest foreign policy issues.

CH. 3 “THE GROWTH OF A YOUNG NATION, 1800-1850”

2. IDs and Sigs. The identification and analysis of the historical significance of a person or event or theme are essential to both the understanding of and the thinking critically processes about history. To IDENTIFY a key term in history is to answer the who/what/when/where questions surrounding the person or event; that is, to set that term in its historical context. The time and place of a historical key term ensures that we are mindful that we understand that, for instance, 17th through late-20th century Americans didn’t have cell phones (and so election results took months to tally), that slavery was a legal institution and then it wasn’t, that agency and empowerment are very new concepts in the world, that until very recently in historical terms, a day’s labor ended at sunset because there was no switch or outlet in the wall, and so on. To assess the SIGNIFICANCE of a key term is to engage your mind and heart in the critical thinking process of evaluation; that is, to weigh the impact of that (person, event, date, concept…) identification in its historical context and beyond, to answer the why/so what questions. In 4-5 sentences, do both of those tasks for 20 (5 from each column) of the following:

Jeffersonian republicanism Henry Clay manifest destiny market revolution

Marbury v MadisonAmerican System Santa Fe Trail free enterprise

John Marshall John C. Calhoun Oregon Trail entrepreneurs

Judicial review Missouri Compromise Stephen F. Austin Samuel F. B. Morse

Louisiana PurchaseAndrew Jackson Texas Revolution Lowell textile mills

Impressment John Quincy Adams the Alamostrike

James Monroe Jacksonian democracy Sam Houston immigration

The Monroe Doctrine Trail of Tears James K. Polk National Trades Union

John Tyler Treaty of Guadalupe Hidalgo Commonwealth v. Hunt

Unitarians William Lloyd Garrison Seneca Falls Convention

Ralph Waldo Emerson Frederick Douglass Sojourner Truth

Transcendentalism Nat Turner

Abolition Elizabeth Cady Stanton

1. Assess Jefferson’s presidency. How does it compare to and contrast with the previous Federalist presidents?

2. What brought the country to its second war with England?

3. Discuss the motives and impact of the Monroe Doctrine.

4. What was the Industrial Revolution, and what impact did it have on American regions/sections?

5. Evaluate the influence and impact of Henry Clay on early 19th century politics.

6. How did Andrew Jackson become president, and what was the nature of Jacksonian democracy?

7. Discuss three (3) major issues of Jackson’s presidency.

8. Discuss the “push” and the “pull” factors that prompted Americans to move west.

9. What were the issues and causes of revolution in Texas?

10. What did the United States gain in the Mexican War?

11. Define and explain the “market revolution.”

12. How did workplaces change in the early 19th century? Why?

13. What did workers want in the context of an emerging industrialism?

14. Discuss the changes in religion that took place in the first half of the 19th century.

15. Identify and discuss the backgrounds, motivations and goals of 3 abolitionists of the era.

16. Who, how, and what did women work for reform in the early 19th century?

CH. 4 “THE CRISIS OF UNION, 1850-1877”

2. IDs and Sigs. The identification and analysis of the historical significance of a person or event or theme are essential to both the understanding of and the thinking critically processes about history. To IDENTIFY a key term in history is to answer the who/what/when/where questions surrounding the person or event; that is, to set that term in its historical context. The time and place of a historical key term ensures that we are mindful that we understand that, for instance, 17th through late-20th century Americans didn’t have cell phones (and so election results took months to tally), that slavery was a legal institution and then it wasn’t, that agency and empowerment are very new concepts in the world, that until very recently in historical terms, a day’s labor ended at sunset because there was no switch or outlet in the wall, and so on. To assess the SIGNIFICANCE of a key term is to engage your mind and heart in the critical thinking process of evaluation; that is, to weigh the impact of that (person, event, date, concept…) identification in its historical context and beyond, to answer the why/so what questions. In 3-4 sentences, do both of those tasks for 20 (5 from each column) of the following: