...1.5.3 Test (TS): Post Civil War America! ! ! Test! U.S. History since the Civil War Sem 1 (S2561969)! ! ! SU14-Alex Sanford! Points possible: 60! ! ! ! ! ! Unit Six Big Question: What were the social and political consequences of the Civil War? What factors led to the expansion of the United States during the period after the Civil War, and what were the effects of expansion?! Section 1: Short Answer Questions (30 points)! Write multi-sentence responses for the prompts below. Be specific and give examples from the history we have learned.! A. An amendment to the U.S. Constitution changes laws for the entire country. Three amendments changed laws especially for African Americans. Explain how each of the following amendments changed the law for African Americans. (10 points total)! ! a. Thirteenth Amendment (3 points)! ! ! The Thirteenth Amendment to the United States Constitution abolished slavery and involuntary servitude, except as punishment for a crime. It freed all African Americans and prevented them from being forced to return to slavery.! ! ! b. Fourteenth Amendment (4 points)! ! ! ! c. Fifteenth Amendment (3 points)! ! ! ! The amendment addresses citizenship rights and equal protection of the laws, and was proposed in response to issues related to former slaves following the American Civil War. All African Americans were now counted for purposes of representation.! The Fifteenth Amendment to the United States Constitution prohibits the federal and...
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...The essay below was a very strong essay answering the question about Reconstruction. It was an actual essay (word for word) written by one of the students in class. It received 28.5 points out of 30. This was a great essay; about the only comment I would write was that the thesis in the introduction could have been a little more direct: As a country, America has gone though many political changes throughout her lifetime. Leaders have come and gone, all of them having different objectives and plans for the future. As history takes its course, though, most all of these “revolutionary movements” come to an end. One such movement was Reconstruction. Reconstruction was a time period in America consisting of many leaders, goals and accomplishments. Though, like all things in life, it did come to an end, the resulting outcome has been labeled both a success and a failure. When Reconstruction began in 1865, a broken America had just finished fighting the Civil War. In all respects, Reconstruction was mainly just that. It was a time period of “putting back the pieces”, as people say. It was the point where America attempted to become a full running country once more. This, though, was not an easy task. The memory of massive death was still in the front of everyone’s mind, hardening into resentment and sometimes even hatred. The south was virtually non-existent politically or economically, and searching desperately for a way back in. Along with these things, now living...
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...been assassinated? Would his Reconstruction plan work? Would he have been impeached by the Radical Republicans? Would Lincoln go on to be reelected and run for a second term? (He was , in 1864. )Abraham Lincoln was an outstanding president, and he achieved great things while he was in office. Lincoln was elected as president during one of the toughest times in U.S. history, the Civil War. Under the circumstances, Lincoln was able to form a Reconstruction plan to unite the Union and the Confederate States. (Mikael. You need to have a Thesis Statement in your intro that is the basis for the entire rest of your essay, as well as briefly introduce your 3 major points that will support your thesis statement in your intro. ) One route history could have taken if Abraham Lincoln hadn’t been shot would be that his plan for Reconstruction worked. The North and South would agree to terms and sort out their differences. It would be a give and take relationship between the two sides. Lincoln’s plan would have worked more quickly and efficiently than Jackson’s (Andrew Johnson’s)plan. With Lincoln as president, the South wouldn’t have been treated as bad as they had been. It may not have...
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...Abstract This paper is going to incorporate the key elements that contributed to the early revolution within American History. We are going to discuss the Presidential and the Congressional Reconstruction which occurred between 1865 to 1867, and how it laid the foundation to the dramatic changes of governmental ordinances and political ethics. Following that, we will discuss the ratification of the 15th amendment, enactment of the “Jim Crow” laws, Civil Rights Act, Wounded Knee, and the Spanish American War. This essay will attempt to illustrate the events that wrought change to the Americas, the key fueling factors in the momentum of change. The Presidential Reconstruction began with Andrew Johnson’s impeachment. Johnson possessed a background that mirrored Abraham Lincoln’s. Johnson was raised in poverty, which fueled his drive for prosperity and aided in his development into a businessman. Johnson was also a very qualified candidate for the presidency and boasted a politically accomplished resume.(Jenkins, 2003) Unfortunately, Johnson’s extreme disdain for the slavery lead to his demise, this was often translated into the belief that his plans for American restoration and reconstruction would be extremely detrimental to southerners, even worse then Abraham Lincoln’s plans. Republican extremist fought for him to incorporate Black suffrage, but Johnson viewed this unfavorable. Not only was Johnson a punctilious nationalist and constitutionalist, which gave...
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...Veer Shah AP United States History DBQ Essay #3: “American period between 1860-1880” The historic period prior to the 1860s was the most underlying era in American society as it led to the bloodiest war in the American history, the Civil war. Prior to the Civil war, the American politics were sectionally divided between the Northern Republicans and the Southern Democrats. The political culture was almost saturated as both sections had realized that the numerous compromises would only provoke questions and dissimilarities between them, with the largely interfered question of slavery and suffrage. The Missouri Compromise of 1820 had been implemented as a nationwide direction towards admitting states with reference the 36° 30´ latitude line, either as a free-state (above line) or as a slave state (below the line). Despite of the temporary success of the compromise of 1820, it was repealed by the Stephen A. Douglas in 1854 in his Kansas-Nebraska Act. Likewise, the Compromise of 1850, created by the Great Compromiser, Henry Clay, was an effort to preserve the Union by settling the issue of slavery in the newly acquired territories from the Mexican-American War. Although it assured a temporary peaceful settlement between the sections, it failed to give birth to the Civil war and the rise in sectionalism. Although all these compromises had served their desired intents, politically as well as socially, in turn, they only played a catalyst role in increasing the tensions...
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...Abstract In this essay you will learn about the civil war, reconstruction, the progressive era, the great depression, and the civil rights era. Also the American Anti-Slavery and Civil rights Timeline, 1854-1896 during the civil war era. Identify and describe two examples of the U.S. Authority Expansion between the beginning of the U.S. Civil War and the end of the Civil War Era? (1) The twelve years following the Civil War carried consequences for the nation’s future. Reconstruction helped set the pattern for future race relations and defined the federal government’s role in promoting equality. This section describes President Lincoln’s and Johnson’s plan to readmit the confederate states to the Union as well as the more stringent Congressional plan; it also describes the power struggle between President Andrew Johnson and congress, including the vote over the president’s impeachment. This section also identifies the groups that ruled the southern state governments from 1866-1877 and explains why Reconstruction ended in 1877. (2) Immediately following the war, all-white Southern legislatures passed black code which denied blacks the right purchase or rent land. These efforts to force former slaves to work on plantations led Congressional Republicans to seize control of Reconstruction from President Andrew Johnson, deny representatives from the former Confederate states their Congressional seats, and pass the Civil Rights Act of 1866 and draft...
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...Civil War Essay Prompts Reconstruction Historian Synopses: • Dunning School (Traditional): Dunning and Moore. It is a Tragic Era. The Southerners were tortured. The two underlying foundations: (1) the South should have been readmitted quickly after its defeat (2) there should have been no discussion of racial equality for the freedmen. He is accused of being racist and pro-southern. The Republicans were divided between leniency (conservatives) and punishment (scalawags and carpetbaggers – radicals). The freedmen are not to be blamed because they were pawns and were used by the Republicans. Once a freedman voted for a Republican, he was not paid back for his loyalty. Corrupt and incompetent Reconstruction governments that were eventually overthrown when Democrats regained control and the Tragic Era could come to an end. Bitterness and hatred between the races resulted. South was converted into a colonial appendage. What the Radicals were trying to do was dominate the South as though it were a colony. Moore emphasizes the punishment of North on South. This is the very negative Traditional school • Revisionist School: Simpkins & Woody. In spite of the Traditional charges of incompetence, the Reconstruction governments achieved a lot. Most wrote new constitutions that introduced long-needed laws about school, administration, civil and judicial rights, etc. They were successful. The Reconstruction governments were not controlled by blacks. In no Southern...
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...Merely 35 years after the last shot was fired in the American Civil War on June 22, 1865, in 1901, anticipating his imminent displacement, George White—the last African American remaining in Congress—retired. He was a victim of North Carolina’s disfranchisement schemes. On the eve of his departure from the House, Mr. White lamented, “The mule died long ago and the land grabbers have obtained the 40 acres.” Audible in his tone was the frustration that underlay more than 30 years of broken promises made to African Americans. The phrase “forty acres and a mule” that Mr. White refers to in his address has its roots in the Special Field Order # 15 (SFO # 15). The order was signed into effect on January 16, 1865 by General William Tecumseh Sherman; just two months after Abraham Lincoln had been reelected to office. SFO #15 entitled each freed family forty acres of tillable land on islands and the coast of Georgia. However, there is no mention of mules (or any animals) in the field order. A popular fable is that Sherman's commissary man came to him complaining that he had a large number of “broken down” mules for which he had no means of disposal. Sherman sent the useless animals for distribution along with the land. The first two sections of the SFO # 15 describes the area where the land was to be reserved and section three clearly indicates the size of the land to be allocated. “Special Field Orders, No. 15 I. The islands from Charleston, south, the abandoned rice fields...
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...was added to them. D: Harvard and Yale were founded before the first Great Awakening. It caused a division between the Congregational and Presbyterian churches. It emphasized to perform missionary works among the Indians and slaves. A: Spain and Portugal signed the treaty. The treaty gave Portugal the land east of the line and gave Spain the land west of the line in the New World. The treaty later moved the line to the west. B: The act was aimed to end trade with the French West Indies and impose tax on sugar and molasses. This act would only allow trading with British countries. However, Americans broke the law by smuggling with non British countries. B: The plan was developed by Benjamin Franklin during the French and Indian War. It was to provide an intercolonial government and tax colonies for their defense. Yet, plan failed to take effect because it didn't give enough independence. A: It refers to the restoration of the English to the throne. Charles II gave the Carolinas to 8 nobles who became the lord proprietors. Charles did this to reward the nobles for helping him gain the throne. C: One of the factors of increasing population in the New World were the Germans. They came to America to flee from religious persecution and war. The Germans were one third of the population in the colonies. E: James II increased the authority of the colonies by combining New York, New Jersey, and others colonies into l unit. The governor of the dominion was Sir Edmund Andros. He was disliked...
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...New York City The first native New Yorkers were the Lenape, an Algonquin people who hunted, fished and farmed in the area between the Delaware and Hudson rivers. Europeans began to explore the region at the beginning of the 16th century--among the first was Giovanni da Verrazzano, an Italian who sailed up and down the Atlantic coast in search of a route to Asia--but none settled there until 1624. That year, the Dutch West India Company sent some 30 families to live and work in a tiny settlement on “Nutten Island” (today’s Governors Island) that they called New Amsterdam. In 1626, the settlement’s governor general, Peter Minuit, purchased the much larger Manhattan Island from the natives for 60 guilders in trade goods such as tools, farming equipment, cloth and wampum (shell beads). Fewer than 300 people lived in New Amsterdam when the settlement moved to Manhattan. But it grew quickly, and in 1760 the city (now called New York City; population 18,000) surpassed Boston to become the second-largest city in the American colonies. Fifty years later, with a population 202,589, it became the largest city in the Western hemisphere. Today, more than 8 million people live in the city’s five boroughs. New York City in the 18th Century In 1664, the British seized New Amsterdam from the Dutch and gave it a new name: New York City. For the next century, the population of New York City grew larger and more diverse: It included immigrants from the Netherlands, England, France and Germany;...
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...HISTORY AND THEORY STUDIES FIRST YEAR Terms 1 and 2 Course Lecturers: CHRISTOPHER PIERCE / BRETT STEELE (Term 1) Course Lecturer: PIER VITTORIO AURELI (Term 2) Course Tutor: MOLLIE CLAYPOOL Teaching Assistants: FABRIZIO BALLABIO SHUMI BOSE POL ESTEVE Course Structure The course runs for 3 hours per week on Tuesday mornings in Terms 1 and 2. There are four parallel seminar sessions. Each seminar session is divided into parts, discussion and submission development. Seminar 10.00-12.00 Mollie Claypool, Fabrizio Ballabio, Shumi Bose and Pol Esteve Lecture 12.00-13.00 Christopher Pierce, Brett Steele and Pier Vittorio Aureli Attendance Attendance is mandatory to both seminars and lectures. We expect students to attend all lectures and seminars. Attendance is tracked to both seminars and lectures and repeated absence has the potential to affect your final mark and the course tutor and undergraduate coordinator will be notified. Marking Marking framework adheres to a High Pass with Distinction, High Pass, Pass, Low Pass, Complete-toPass system. Poor attendance can affect this final mark. Course Materials Readings for each week are provided both online on the course website at aafirstyearhts.wordpress.com and on the course library bookshelf. Students are expected to read each assigned reading every week to be discussed in seminar. The password to access the course readings is “readings”. TERM 1: CANONICAL BUILDINGS, PROJECTS, TEXTS In this first term of...
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...South Carolina Social Studies Academic Standards Mick Zais, Ph.D. State Superintendent of Education South Carolina Department of Education Columbia, South Carolina State Board Approved Document – August 18, 2011 Contents Acknowledgments.......................................................................................................................... iii Introduction .....................................................................................................................................1 Social Studies Standards Page Format .............................................................................................5 Grade-Level Standards for Social Studies Grades K–3 Kindergarten. Foundations of Social Studies: Children as Citizens ...............................................7 Grade 1. Foundations of Social Studies: Families........................................................................12 Grade 2. Foundations of Social Studies: Communities ................................................................17 Grade 3. South Carolina Studies ..................................................................................................22 Grades 4–5 Grade 4. United States Studies to 1865 ........................................................................................29 Grade 5. United States Studies: 1865 to the Present ....................................................................36 Grades 6–8 Grade 6. Early Cultures to 1600...
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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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...Instructor’s Manual to Accompany The Longman Writer Rhetoric, Reader, Handbook Fifth Edition and The Longman Writer Rhetoric and Reader Fifth Edition Brief Edition Judith Nadell Linda McMeniman Rowan University John Langan Atlantic Cape Community College Prepared by: Eliza A. Comodromos Rutgers, The State University of New Jersey New York San Francisco Boston London Toronto Sydney Tokyo Singapore Madrid Mexico City Munich Paris Cape Town Hong Kong Montreal NOTE REGARDING WEBSITES AND PASSWORDS: If you need a password to access instructor supplements on a Longman book-specific website, please use the following information: Username: Password: awlbook adopt Senior Acquisitions Editor: Joseph Opiela Senior Supplements Editor: Donna Campion Electronic Page Makeup: Big Color Systems, Inc. Instructor’s Manual to accompany The Longman Writer: Rhetoric, Reader, Handbook, 5e and The Longman Writer: Rhetoric and Reader, Brief Edition, 5e, by Nadell/McMeniman/Langan and Comodromos Copyright ©2003 Pearson Education, Inc. All rights reserved. Printed in the United States of America. Instructors may reproduce portions of this book for classroom use only. All other reproductions are strictly prohibited without prior permission of the publisher, except in the case of brief quotations embodied in critical articles and reviews. Please visit our website at: http://www.ablongman.com ISBN: 0-321-13157-6 1 2 3 4 5 6 7 8 9 10 - D O H - 05 04 03 02 CONTENTS ...
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...fourth EDItION fourth EDItION This clear, learner-friendly text helps today’s students bridge the gap between Its comprehensiveness allows instructors to tailor the material to their individual teaching styles, resulting in an exceptionally versatile text. Highlights of the Fourth Edition: Additional readings and essays in a new Appendix as well as in Chapters 7 and 8 nearly double the number of readings available for critical analysis and classroom discussion. An online chapter, available on the instructor portion of the book’s Web site, addresses critical reading, a vital skill for success in college and beyond. Visit www.mhhe.com/bassham4e for a wealth of additional student and instructor resources. Bassham I Irwin Nardone I Wallace New and updated exercises and examples throughout the text allow students to practice and apply what they learn. MD DALIM #1062017 12/13/09 CYAN MAG YELO BLK Chapter 12 features an expanded and reorganized discussion of evaluating Internet sources. Critical Thinking thinking, using real-world examples and a proven step-by-step approach. A student ' s Introduction A student's Introduction everyday culture and critical thinking. It covers all the basics of critical Critical Thinking Ba ssha m I Irwin I Nardone I Wall ace CRITICAL THINKING A STUDENT’S INTRODUCTION FOURTH EDITION Gregory Bassham William Irwin Henry Nardone James M. Wallace King’s College TM bas07437_fm_i-xvi.indd i 11/24/09 9:53:56 AM TM Published by McGraw-Hill...
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