...The French did not enslave nor convert Native Americans to Christianity. The French focused mainly on trade with the Native Americans and used trade alliances to secure the French’s fur trading rights. They found a permanent settlement in 1608 at Quebec, founded by Samuel de Champlain, and the Spanish found metals. C: Unlike Britain, there was no aristocracy in the colonies. The colonies had wealthy landowners and merchants, but had a narrower class system that was based on economies. The social ranking was changing. C: The North American manufacturing was limited. Also, there were more exports than imports, which increased jobs in England. Colonists were expected to purchase goods only from Britain in order to help the mother country, and goods from other European nations had to be...
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...able to: SLO1. Describe the cultural, geographic and climatic 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...
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...divided between a central government and several regional, or state, governments. 1. Population; the people who live within the boundaries of the state 2. Territory; land with known and recognized boundaries 3. Sovereignty; the supreme and absolute power within a state’s territory to decide its own foreign and domestic policies 4. Government; the institution through which society makes and enforces public policies 5. Force theory; the state was born of force, when one person or a small group gained control over people in an area and forced them to submit to that person’s or group’s rule. 6. Evolutionary theory; the state evolved from early families that united to form clans. Later, clans united to form tribes. As tribes settled into agricultural groups over time, they formed states. 7. Divine right theory; God created the state and gave a chosen few the right to rule. 8. Social contract theory; people voluntarily agreed to create a state and give to the government just enough power to promote the safety and well-being of all. Government exists to serve the will of the people, and the people are the sole source of political power. Chapter Outline 2 I. Section 1: Government and the State A. Definition of Government and the State 1. legislative, executive, judicial 2. state B. Political Ideas and the Purpose of Government 1. force 2. evolutionary 3. divine right 4. social contract 5. Preamble II. Section 2: Forms of Government A. Who Can...
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...far more than his birthplace of Boston, became Franklin’s home. In Philadelphia he established his own business and raised his family. After Franklin retired from business in 1748, he embarked on a new career as a civil servant. He served in the Pennsylvania Assembly and became deputy postmaster-general. Sent to England as a representative of the Assembly, he spent five years there. During that time, he made the acquaintance of statesmen and scientists alike. Years later, he returned to England and found himself caught up in the growing tension between the thirteen colonies and the British government. Franklin’s loyalties were divided. He felt affinities to the colonies and to King George II of England. When he could tolerate the British government’s policies toward the American colonies no longer, he sailed back to the colonies. By the time his ship arrived, the first battles of the American Revolution had already been fought. Franklin was chosen to serve on the Second Continental Congress, which, acting as the government for the colonies, declared independence from Britain and appointed George Washington as commander in chief of the American army. Franklin was one of five men selected to draft the Declaration of Independence, the formal document proclaiming freedom from British rule. During the war, Franklin secured from France financial assistance for the colonies. He also helped formulate the peace treaty between the colonies and Great Britain. He was present at Versailles...
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...far more than his birthplace of Boston, became Franklin’s home. In Philadelphia he established his own business and raised his family. After Franklin retired from business in 1748, he embarked on a new career as a civil servant. He served in the Pennsylvania Assembly and became deputy postmaster-general. Sent to England as a representative of the Assembly, he spent five years there. During that time, he made the acquaintance of statesmen and scientists alike. Years later, he returned to England and found himself caught up in the growing tension between the thirteen colonies and the British government. Franklin’s loyalties were divided. He felt affinities to the colonies and to King George II of England. When he could tolerate the British government’s policies toward the American colonies no longer, he sailed back to the colonies. By the time his ship arrived, the first battles of the American Revolution had already been fought. Franklin was chosen to serve on the Second Continental Congress, which, acting as the government for the colonies, declared independence from Britain and appointed George Washington as commander in chief of the American army. Franklin was one of five men selected to draft the Declaration of Independence, the formal document proclaiming freedom from British rule. During the war, Franklin secured from France financial assistance for the colonies. He also helped formulate the peace treaty between the colonies and Great Britain. He was present at Versailles...
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...his birthplace of Boston, became Franklin’s home. In Philadelphia he established his own business and raised his family. After Franklin retired from business in 1748, he embarked on a new career as a civil servant. He served in the Pennsylvania Assembly and became deputy postmaster-general. Sent to England as a representative of the Assembly, he spent five years there. During that time, he made the acquaintance of statesmen and scientists alike. Years later, he returned to England and found himself caught up in the growing tension between the thirteen colonies and the British government. Franklin’s loyalties were divided. He felt affinities to the colonies and to King George II of England. When he could tolerate the British government’s policies toward the American colonies no longer, he sailed back to the colonies. By the time his ship arrived, the first battles of the American Revolution had already been fought. Franklin was chosen to serve on the Second Continental Congress, which, acting as the government for the colonies, declared independence from Britain and appointed George Washington as commander in chief of the American army. Franklin was one of five men selected to draft the Declaration of Independence, the formal document proclaiming freedom from British rule. During the war, Franklin secured from France financial assistance for the colonies. He also helped formulate the peace treaty between the colonies and...
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...Emancipation and Apprenticeship Pre-18th Century Attitudes to Slavery Like other people of the time, Europeans believed that the enslavement of another person was justifiable as long as a reasonable explanation could have being given for the enslavement. In Africa itself, slavery was acceptable and people were taken as slaves in three ways: as prisoners in war, as a punishment for a crime and as a payment for debt. An English philosopher, John Locke stated that slavery is only justifiable when a person was then taken captive as a prisoner of war e.g.: in crusades. The Spanish questioned whether slavery was right but they still practiced it. They argued that slavery although wrong was necessary in order to develop their empire and to convert heathens to Christians. The Bible itself was ambiguous enough for Europeans to use it as the foundation for supporting slavery e.g.: the story about the curse on Ham and his posterity and their ‘blackness’ giving them inferiority and making them slaves forever. 18th Century Attitudes to Slavery In the 18th century, there was a changing attitude towards slavery, ideas about Christian brotherhood and that Christians could not be enslaved became popular for e.g.: the Quakers believed that blacks have immortal souls just like whites and can be saved as well. In France, the anti-slavery group was more of secular than a religious group. They were humanitiarrtians who believed that all men were created equal and that all men...
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... It is believed that the people who Columbus saw when he came to the New World were nomadic hunters from central and East Asia who followed the buffalo and deer. When the herds moved, people moved after them because they were dependent on the animals for food. It is therefore suspected that the herds led the people out of Asia by the north-east, across the Bering Strait and into North America. They crossed the sea by an ice –bridge when it was frozen over during the last Ice-Age. They did not know that they were crossing water from one continent to another. Map 1 Amerindians migration from central Asia into North America. The Amerindians settled throughout North America and were the ancestors of the many Red Indian tribes we know today, as well as the Eskimos in the far north. In general, they were nomadic but some followed settled agricultural pursuits and developed civilizations of their own like the Mayas in South America (check internet reference for profile on this group, focus on level of development, structure of society, religion). The migration continued south through Central America into South America from where the Arawaks and Caribs migrated to the West Indies. The Arawaks and the Caribs can be traced by their languages to two different cradle lands in South America where the Indians speak related languages. The ancestors of the Arawaks probably came from...
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...[pic] Direct Instruction Lesson Plan – November 10, 2010 |Lesson Planning Information | |Teacher Candidate Name: Brenda Baker-Mitchell |Date: Nov 10, 2010 | |Mentor Teacher Name: | |JIU Professor Name: Dr. Alana James |JIU Course Name and Session: EDU 500 | |Grade: 9-12 | |Content Area (e.g., reading, writing, math, science, social studies, arts, etc.): Social Studies/US History – “The Removal of the Cherokee Indians” | |(DIRECT INSTRUCTION) | |Group Size: 25 | |Pre-Lesson Planning | |ACEI | ...
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...five populated and nine unpopulated territories in the Pacific and the Caribbean. At 3.79 million square miles (9.83 million km2) in total and with around 316 million people, the United States is the fourth-largest country by total area and third largest by population. It is one of the world's most ethnically diverse and multicultural nations, the product of large-scale immigration from many countries.[12] The geography and climate of the United States is also extremely diverse, and it is home to a wide variety of wildlife. Paleo-indians migrated from Asia to what is now the US mainland around 15,000 years ago,[13] with European colonization beginning in the 16th century. The United States emerged from 13 British colonies located along the Atlantic seaboard. Disputes between Great Britain and these colonies led to the American Revolution. On July 4, 1776, delegates from the 13 colonies unanimously issued the Declaration of Independence. The ensuing war ended in 1783 with the recognition of independence of the United States from the Kingdom of Great Britain, and was the first successful war of independence against a European colonial empire.[14][15] The current Constitution was adopted on September 17, 1787. The first 10 amendments, collectively named the Bill of Rights, were ratified in 1791 and guarantee many fundamental civil rights and...
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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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...not far above the subsistence level. Powerful leaders and ruling classes could accumulate vast wealth, but this was normally achieved through the redistribution of incomes from the weak to the powerful, and certainly not through the creation of wealth as we know it today. Going back centuries, to paraphrase the 17th-century English philosopher Thomas Hobbes, human life was solitary, poor, nasty, brutish and short. Peace and good weather were more likely to summon forth children more than prosperity. Whenever war, pestilence, and drought returned -- and they always did -- people died in droves. To many observers, humanity appeared doomed to spend eternity wet, cold, hungry, and grief-stricken. In the late 18th century, the English proto-economist Thomas Robert Malthus warned that the mass of humanity, quite aside from the foregoing perils, was doomed to a life at the margins of starvation, as surges of population growth would inevitably outstrip the finite sources of food supply. No wonder, then, that Victorian-era historian Thomas Carlyle called economics the “dismal science.” For all the achievements of human civilization, economic growth and widespread prosperity were barely experienced, let alone understood, phenomena. The idea that food, let alone wealth, might be produced in greater abundance did not fit the experience of history. Yet, even...
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...Federal Government Exam 1 Review: The first exam will consist of questions generated from the following review sheet. Make sure you understand each of these topics before proceeding to the test. The exam will be timed so you will not have the ability to peruse your notes or retake the exam. The exam itself will consist of 30 multiple choice questions and you will have 35 minutes to complete the exam. Federalism: The Basic elements of a Federal system of government (i.e. how is it structured/how power is shared) • Layers of gov • Equal power • Distinct powers Powers of the federal government: delegated powers, implied powers (necessary and proper clause), and concurrent powers. • Delegated Powers: (expressed/enumerated powers) powers given to the federal government directly by the constitution. Some most important delegated powers are: the authority to tax, regulated interstate commerce, authority to declare war, and grants the president role of commander and chief of the military • Implied Powers: Powers not expressed in the constitution, but that can be inferred. “Necessary and proper clause” • Concurrent powers: powers shared by both levels of government. Ex: Taxes, roads, elections, commerce, establishing courts and a judicial system • Reserved powers: powers not assigned by the constitution to the national government but left to the states or the people. Guaranteed by the 10th amendment. Include “police power”-health and public...
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...remarked that black athletes already hold an advantage as basketball players because they have longer thighs than white athletes, their ancestors having been deliberately bred that way during slavery. ‘This goes all the way to the Civil War,’ Jimmy the Greek explained, ‘when during the slave trading . . . the owner, the slave owner would breed his big black to his big woman so he could have a big black kid, you see.’ Astonishing though it may seem, Snyder intended his remark as a compliment to black athletes. If black men became coaches, he said, there would be nothing left for white men to do in basketball at all. Embarrassed by such rank and open expression of racism in the most ignorant form, the network fired Jimmy the Greek from his job. Any fool, the network must have decided, should know that such things may be spoken in the privacy of the 95 locker-room in an all-white club, but not into a microphone and before a camera. Of course, Jimmy the Greek lays no claim to being educated or well informed. Before he was hired to keep audiences entertained during the slack moments of televised sports events, he was famous as a bookie. He claims expert knowledge about odds and point spreads, not about history, biology or human genetics. But those claiming to be educated—and employed on that basis—have proved to be just as superstitious as Jimmy the Greek. Belief in the biological reality of race outranks even astrology, the superstition closest to it in the...
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...of the words and grammar of the English language. But this is not enough. In different contexts and in different situations the word “powerful” may mean different things: “ a powerful car “ in the advertisement is not the same as “ a powerful method” for solving a problem , or “a powerful man” in felling trees, though the three “powerfuls” do not have smth in common. Similarly, the word “car” can mean not only an automobile , but also according to Webster’s New World Dictionary of the American Language it means “ a streetcar; an elevator cage; a part of the balloon which carries people and equipment” . “Understanding” the above sentence means that those hearing or reading it can imagine automobile, probably big, that can run very fast. This is where the second element of comprehension comes in: besides knowledge of the language comprehension implies knowledge of the outside world, called extralinguistic knowledge or encyclopedic knowledge or background knowledge. Comprehension varies from non-comprehension to full comprehension. Total non-comprehension of verbal statements is extremely rare, since the situation and/or content almost always say smth about its meaning. The problem of full comprehension is rather more difficult to deal with. The subjective feeling of comprehension that arise in the reader’s or listener’s mind is not always a reliable indicator of the actual level of comprehension. A good illustration of this fact is found in a typical phenomenon...
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