...AMH 2010 Homework 1 Mark your response for each item on the scantron and turn in only the scantron after being sure your name is on the form. The completed scantron is due by the date indicated by your instructor. Scantrons turned in late for any reason will be accepted but will be granted only 50% credit. 1. Scholars estimate that human migration into the Americas over the Bering Strait occurred approximately ______ ago. A. 2,000 years B. 5,000 years C. 9,000 years D. 11,000 years E. 18,000 years 2. The first truly complex society in the Americas was that of the A. Maya. B. Aztecs. C. Incas. D. Pueblos. E.Olmec. 3. Cahokia was a large trading center located near what present-day city? A. St. Louis B. Memphis C. New Orleans D. Baton Rouge E. Detroit 4. Regarding knowledge of the Americas prior to the fifteenth century, most Europeans A. were aware of the travels of the Norse seaman Leif Eriksson in the eleventh century. B. believed the Americas to consist of little more than several small islands. C. were entirely unaware of the existence of the Americas. D. assumed that the Americas were largely unpopulated. E. had only heard of America from the travels of Marco Polo. 5. The preeminent European maritime power in the fifteenth century was A. Spain. B. Portugal. C. France. D. the Netherlands. E. England. 6. Christopher Columbus A. was trained as a sailor through his long service to Italy. B. was a man of little ambition. C...
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...The English colonists ran into some noteworthy complications during the colonial period. The challenges they incurred were economic, social, political, and physical in nature. These challenges influenced the development and the trajectory of the colonies. Economically, the English faced numerous obstacles that shaped their lives. One of the most significant issues was their reliance on cash crops. Crops such as tobacco in the Chesapeake colonies and rice in the Carolina’s. Unfortunately, environmental factors affected their income when it came to the crops, such as harsh winters and rocky terrain in areas like New England. Additionally, an over reliance on these crops left them extremely vulnerable to fluctuations in the market. The Navigation...
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...The First Two Centuries of Slavery in North America Starting with the Emergence of Atlantic Creoles in the Chesapeake, The book opens by telling the story of Anthony Johnson, a slave from Jamestown, Virginia who gained his own freedom. Johnson eventually became a very successful farmer and ironically had slaves of his own. As a master now, Johnson provided food and shelter for his slaves while allowing them to buy freedom just as he had done. Some slave-owners were harsher than other slave owners while some allowed their slaves to be financially independent. Then there was the Expansion of Creole Society in the North. The north also had slaves but didn’t have slave societies. In the North, the slaves were preferred to have experience because they understood European ways already. Mostly Atlantic Creoles settled here. New York had the highest number of slaves who progressed into former slaves. The North could not afford plantation life but accepted the principle idea. In the North slaves did not have the best living conditions however. Slaves were sometimes forced to sleep in back rooms or closets compared to the South where they lived in quarters and homes. Next I would like to address the divergent paths in the low country. In the Low Country, slaves gained freedom and were even involved in political life. Rice cultivation is what caused slavery to be different in low country compared to other regions. In the low country, escaping from slavery was easier versus any other...
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...him. King Philip’s War started when the chief of the Pokunoket tribe died on english territory because of English expansion. Metacom, also known as King Philip, became the new chief and declared war on the colonists of the Massachusetts Bay Colony. However, they were different in the way that each of them ended. The Pequot War ended with a treaty that sold the surviving Pequots into slavery. Bacon’s Rebellion ended when Bacon suddenly died after almost winning. King Philip’s War ended when King Philip was beheaded and the rest of the tribe was sold into slavery. The Pequot War’s lasting impact was that it kept the Native’s from challenging the Northern colonies for another 40 years. Bacon Rebellion’s impact was that it scared the upper-class into using slaves rather than indentured servants who could gain freedom and hurt them. King Philip’s War’s impact was that it became the last major effort...
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...nineteenth centuries. In determining the role that trans-Atlantic slavery played in shaping the United States economy, one need only to look to the expanding role of labor intensive agriculture, particularly cotton after the invention of the cotton gin by Eli Whitney, as a major factor in this development. Slavery provided a reliable labor force that strengthened and increased the capitalism in the economy of the emerging United States. It was soon discovered by European colonists that the abundance of land they were settling was useless without sufficient labor to exploit it. The first attempts at filling these needs proved to be unsuccessful or unreliable. The Native...
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...New York, Pennsylvania, and New Jersey were known as the “bread colonies,” because of how much grain they exported. Their forests served as sources for shipbuilding and lumber and the rivers and harbors stimulated commerce and growth in seaports. The landholdings of the middle colonies were intermediate in size, local government was in between personalized town meetings and diffused county government, and the population was extremely ethnically mixed with an unusual degree of religious toleration and democratic control. Because of easily acquirable land, a large amount of social and economic democracy prevailed in the middle colonies. The South was a plantation based economy with a strong aristocratic atmosphere where owners lorded over black slaves. They were devoted to exporting agricultural products such as tobacco and rice. In all of the plantation colonies, there was slavery. The scattering of plantations slowed urbanization and made establishing schools and churches difficult. The South allowed for a small amount of religious toleration, the Church of England became the ruling faith, and the colonies were somewhat...
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...influences on Native American societies. SLO2. Compare and contrast religious, social and cultural differences among the major European settlers. SLO3. Describe the events that helped create American nationalism and lead to the American Revolution. SLO4. Explain the Constitutional Convention, the Articles of Confederation, and the emergence of a democratic nation. SLO5. Explain the U.S. Constitution as it related to the separation of powers, checks and balances, the Bill of Rights, and the major principles of democracy. SLO6. Evaluate the Jeffersonian dream of expansion and its effect on Native Americans SLO7. Describe Jacksonian democracy and the creation of a two party system SLO8. Explain slavery and associated issues that led to the Civil War and its aftermath. Module Titles Module 1—Early American exploration and colonization (SLO1) Module 2—British colonies (SLO2) Module 3—Road to the Revolution and the American Revolution (SLO3) Module 4—Early Republic (SLO4 and SLO5) Module 5—Jacksonian America (SLO 6 and SLO7) Module 6—Road to the Civil War (SLO8) Module 7—Civil War (SLO8) Module 8—Shaping American history: Signature Assignment (all SLOs) Module 1 Early Exploration and Contact with Native Americans Welcome to HIS 120: U.S. History and the Constitution How to be Successful in the Course Each module has a lecture homepage, reading assignments, required videos, and two threaded discussions. You should can find your...
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...Black Experience in America: Slavery to Emancipation AAAS 106 Professor Shawn Alexander KU 2011 Final Exam Study Guide Some important dates and events - Remember that this guide only gives you a chronology of important events. It is not sufficient for the exam - you must fill in the details from your lecture notes and readings. All the reading is compulsory, do not leave out any portion of the texts or articles. Slavery and the Slave Trade African Slave Trade: Conventional Dates – 1450 – 1867 Early controllers of the Trade: 1494 the Spanish turned to the Portuguese to supply slaves for their colonies. By the 17th C Northern European countries began to dominate the trade. 1621 Dutch West Indies Trading Company 1672 British Royal African Company (by the end of the 17th England dominated the trade.) The Scale of the Trade: Between 1492 and the end of the trade in 1867 Europeans transported a minimum of 10 million people in some 27,000 slaving expeditions – or some 170 slave ships per year. 50% mortality rate (rough estimate) About 95% of the captives were sent to the brutal tropical sugar growing regions of Brazil and the Caribbean. 40% Brazil 5-6% North America Before the trade picked up (1700) 2.2 million Africans had already been shipped to the Americas. The trade climaxed in the 1780s, when 80,000 Africans were shipped a year. 5/4 of all those shipped came in the 18th and 19th centuries. Three major areas in Africa supplied...
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...1. When Christopher Columbus reached the New World in 1492, he found a. cultures so primitive that Spain thought the area could not be developed. b. hundreds of cultures with nearly 400 different languages. c. one large, common native culture with basically one language. d. only barren landscape without humans. 2. Spain and Portugal were among the first European nations that e. abandoned the feudal system and adopted democracy. f. accepted the authority of a single hereditary monarch for the entire country. g. adopted an established religion that everyone must honor. h. converted their monetary system to the euro. 3. When Christopher Columbus sailed westward seeking Asia, his goal was to i. carry the Gospel to unsaved peoples throughout the world. j. find new lands for Spain to conquer and exploit. k. locate an all-water route to Lilliputia. l. reestablish trade routes interrupted by the bubonic plague. 4. Traders sought new trading opportunities primarily to have access to m. better medicines to help Europeans conquer the Black Death. n. expanded power and influence in case of the need for additional crusades. o. luxuries such as sugar and spices demanded by the elite. p. staple foods to sustain Europe’s large peasant population. 5. At the time of Christopher Columbus’s first voyage, most Europeans q. acknowledged...
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...the New. The development of America took place when a static and status-bound European was responding to new intellectual stirrings, growing trade, and competition among emerging nation- states in overseas exploration and commerce. In 1585 Raleigh established the firs British Colony in North America on Roanoke Island. English colonization in America differed in character and consequences from that of other European nations. The English Monarchs had destroyed the power of the feudal nobility and had established a strong centralized state and in so doing, the monarchs had encouraged the growth of the business middle classes, the merchants and entrepreneurs who were to be major agents of the modernizing process. By seventeenth centaury, England's imperial reach was global; it stretched west from Ireland to Newfound land to Bermuda, and eastward to the subcontinent of India. It was to the west in the New World in 1606 that King James issued charter to two joint stock companies to colonize the land that Sir Walter Raleigh had named Virginia in honor of the Virgin Queen Elizabeth. The company promptly sent out an expedition of 144 people and after four months arduous voyage they reached Chesapeake Bay in April 1607. The 105 surviving English men than proceeded up a great river, which they named for King James, and founded Jamestown- the first permanent English settlement in North America. For one category of immigrants the Virginia environment (James town) produced...
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...Urban Indian North America Mourning Wars – When Europeans came over and started interaction and trades with Indians, they affected Indians by brought diseases, which resulted in deaths of large amounts of Indians. Those deaths were devastating for Indians and resulted in mourning wars. When Indian communities lost members to disease or warfare, they often kidnapped neighboring enemies in mourning wars, adopting the women and children into their own community and torturing the men, enacting a ritual form of grief. As an example of a mourning war might be “Beavers Wars” (17 century - about 1640). The smallpox brought by Dutch and English killed huge amounts of Indians ( probably more than a half of the population of Iroquois). The lost of such a big amount of people set the Iroquois with other tribes on a warpath and resulted in a war between Huron and Iroquois. Columbian Exchange – when Christopher Columbus discovered the Americas it set in motion a movement of people between Old and New World. Europeans got interested in Americas and its goods. Columbian exchange was a transfer of people, plants, animals, and disease between the Americas and the rest of the world that began during the time of Columbus ( XV century- about 1493). The Columbian Exchange had an impact on European and Indian life. Many unknown goods were exchanged between colonialists and Indians, such as plans (corn, potatoes), animals (ships, lamas, horses), tools (weapons), which changed life for...
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...to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Schultz, K. M. (2012). HIST2, Volume 1 (2nd ed.). Boston, MA: Wadsworth, Cengage Learning. All electronic materials are available on the student website. |Week One: Contact, Settlement, Slavery | | |Details...
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...APUSH Study Guide 8 A weak Confederacy and the Constitution, 1776-1790 Themes/Constructs: The federal Constitution represented a moderately conservative reaction against the democratilizing effects of the Revolution and the Articles of Confederation. The American Revolution was not a radical transformation like the French or Russian revolutions, but it produced political innovations and some social change in the direction of greater equality and democracy. The American Revolution did not overturn the social order, but it did produce substantial changes in social customs, political institutions, and ideas about society and government. Among the changes were the separation of church and state in some places, the abolition of slavery in the North, written political constitutions, and a shift in political power from the eastern seaboard toward the frontier. The first weak government, the Articles of Confederation, was unable to exercise real authority, although it did successfully deal with the western lands issue. The Confederation’s weakness in handling foreign policy, commerce and the Shays Rebellion spurred the movement to alter the Articles. Instead of revising the Articles, the well-off delegates to the Constitutional Convention created a charter for a whole new government. In a series of compromises, the convention produced a plan that provided for a vigorous central government, a strong executive, the protection for property, while still upholding republican...
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...The British colonists of mainland North America had great hopes for the future in 1763, when the Peace of Paris formally ended the Seven Years’ War. Since the late seventeenth century, their lives had been disrupted by a series of wars between Britain and the “Catholic Powers,” France and Spain. Now, however, a triumphant Britain took title to Spanish Florida, French Canada, and all of Louisiana east of the Mississippi. With the British flag flying over so much of the North American continent, the colonists looked forward to a time of uninterrupted peace, expansion, and prosperity. Deeply proud of the British victory and their own identity as “free Britons,” they neither wanted nor foresaw what the next two decades would bring—independence, revolution, and yet another war. Independence The Seven Years’ War had left Great Britain with a huge debt by the standards of the day. Moreover, thanks in part to Pontiac’s Rebellion, a massive American Indian uprising in the territories won from France, the British decided to keep an army in postwar North America. Surely the colonists could help pay for that army and a few other expenses of administering Britain’s much enlarged American empire. Rather than request help from provincial legislatures, however, Britain decided to raise the necessary money by acts of Parliament. Two laws, the Sugar Act (1764) and the Stamp Act (1765), began the conflict between London and America. The Sugar Act imposed duties on certain imports not, as in the...
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...OUTLINE OF U.S. HISTORY OUTLINE OF OUTLINE OF U.S. HISTORY C O N T E N T S CHAPTER 1 Early America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 CHAPTER 2 The Colonial Period . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 CHAPTER 3 The Road to Independence . . . . . . . . . . . . . . . . . . . . . . . . . . 50 CHAPTER 4 The Formation of a National Government . . . . . . . . . . . . 66 CHAPTER 5 Westward Expansion and Regional Differences . . . . . . . 110 CHAPTER 6 Sectional Conflict . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 CHAPTER 7 The Civil War and Reconstruction . . . . . . . . . . . . . . . . . . 140 CHAPTER 8 Growth and Transformation . . . . . . . . . . . . . . . . . . . . . . . 154 CHAPTER 9 Discontent and Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . 188 CHAPTER 10 War, Prosperity, and Depression . . . . . . . . . . . . . . . . . . . . 202 CHAPTER 11 The New Deal and World War I . . . . . . . . . . . . . . . . . . . . . 212 CHAPTER 12 Postwar America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 CHAPTER 13 Decades of Change: 1960-1980 . . . . . . . . . . . . . . . . . . . . . 274 CHAPTER 14 The New Conservatism and a New World Order . . . . . . 304 CHAPTER 15 Bridge to the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . 320 PICTURE PROFILES Becoming a Nation . . . . . . . . . . . . . ....
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