Study Guide for Final Exam

							                               Study Guide for Final Exam


First People in America & European Exploration of America

Directions: Fill in the answers by using the word bank. Refer to pgs. 17-34 & Pgs.
43-49, 60

The first people to migrate to North America were ________ hunters from Asia.
According to geologists, the first people crossed a land bridge called Beringia, which
now lies under the _____ _____. Agriculture changed the lives of these early people
which lead to new ______, or a way of life

Throughout history Native American empires have flourished in the Americas. For
example, the ________ empire ruled much of present day Peru. Native American tribes
in America included the Seminoles, Iroquois, and Cherokee nation. As Europeans
explored the world they focused on the Americas because they believed that they could
find ______ and ______. _______ ______ is credited with discovering America. Marco
Polo’s ________ was a book that inspired many explorers to travel and explore the
world. Other explorers, like _______ ______ explored and claimed Florida for Spain.
______ ______ was a Viking sailor is believed to have explored lands west of Greenland,
which he called Vinland. The European explorations of the Western hemisphere lead to
the sharing of goods and ideas between Europe and the Americas, or the ________
_______.

Word bank: Christopher Columbus, cultures, Leif Erikson, Mayan, Juan Ponce de Leon,
Travels, nomadic, Columbian Exchange, gold and wealth, Bering Strait

Africans in American Colonies

Directions: Answer the questions below by referring to the following pgs:

What was the terrible voyage that brought enslaved Africans across the Atlantic? Pg. 102

What route formed a triangle with ships bringing sugar and molasses from the West
Indies, rice and tobacco from North America, and slaves from Africa? Pg. 102

The first African Americans arrived on what colony? Pg. 73

Word Bank: Triangular Route, Middle Passage, Jamestown
Colonies Pgs. 98-125

Directions: Fill in the blank with the correct answer

The first colony created by England was ________. Delaware, Pennsylvania, and
Maryland were all ________ colonies. Virginia, South Carolina, and North Carolina
were all ________ colonies. Some of the first colonists who came to the new world were
in search of religious freedom. They were called __________. The _______ left for
economic and religious reasons. Most of the colonists practiced _________ farming in
order to survive in the New World. Most ______ worked as indentured servants on the
new colonies.

Word Bank: Pilgrims, proprietary, royal, Jamestown, Puritans, Subsistence, Africans,
The American Revolution and the Founding Nation

Directions: Answer the following questions
   1. Why did most of the colonists object to paying the Stamp Act and other British
       taxes? Pg. 134
   2. What organization did the colonists form to unite the colonists against the British?
       Pg. 141
   3. Who led the Continental Army during the American Revolution and later became
       the first president? Pg. 258
   4. Which congress created the Continental army? Pg. 148
   5. What were the colonists called who were against the British?
   6. What were the colonists called who for the British?
   7. What are the three branches of government? What is the main function of each
       branch? Pgs. (209&210; Not in word bank)
   8. What document is considered the “supreme law of the land”
   9. The sharing of power between federal and state government. (Pg, 208, 219)
   10. Which president wrote the Declaration of Independence? Pg. 150
   11. What was the main protection that the framers of the United States built into their
       system of government to keep any one branch of government from gaining too
       much power? Pg. 224
   12. A government in which citizens rule through elected representatives. (Pg. 193)
   13. What was added to the Constitution of the United States in order to protect the
       rights of American citizens? Pg. 220
   14. What was the best reason that the Americans were able to defeat the British in the
       American Revolution

Word Bank: Patriots, Checks and Balances, 2nd Continental Congress, George
Washington, Constitution, Bill of Rights, Loyalists, they resented not being able to elect
representatives to parliament, Americans were fighting on their own land with aid from
France, Thomas Jefferson
Industrial Revolution (Chapters 10&11)

Directions: Fill in the blank with the correct answer

The ______ _____began to take place in the United States in the 1800s. Inventions like
the ______ ______ increased the production of cotton. One direct consequence of the
Industrial Revolution was the ________ or movement of people into cities. ________
was one of several Seminole chiefs that resisted American occupation. During the mid
1800s most Americans held the belief that America should expand its borders to the
Pacific, which was known as _____ _____. The second war that was fought between
America and England was called __________. Andrew Jackson was elected the 7th
president of the United States and was known for supporting the ______ _____ or the
forced migration of Indians to the West. He was also known for setting up a ______
______, or practice of replacing government employees with political supporters.

Word Bank: The War of 1812, Industrial Revolution, migration, Manifest Destiny, War of
1812, Osceola, Indian Removal Act, spoils system, cotton gin, migration

Westward Movement

Explain how the following states helped the United States fulfill its goal of Manifest
Destiny: California, Oregon, New Mexico, and Texas Ch. 13
What was the Indian Removal Act and how did it affect the various Native American
nations in America? Ch. 11

Era of Reform

Explain what happened at Seneca Falls, New York? Pg. 426
Who were Susan B. Anthony and Elizabeth Stanton?
Frederick Douglass was an abolition who fought for the freedom of slaves and supported
Women’s rights. What is an abolitionist?

Civil War and Reconstruction Chapters 15&16

Which region of the United States once depended on slavery to raise labor intensive cash
crops? Pgs. 403-05
What was the main cause for the Civil War in the United States? Pg. 451
What term refers to the time period of rebuilding the nation following the U.S. Civil
War? Pg. 501
What was President’s Lincoln primary goal during the Civil War?
What was a major goal of the Confederacy during the U.S. Civil War?
What were some of the positive and negative effects of Reconstruction? (Not in word
bank)

Word bank: preserve the Union, preservation of their way of life, Reconstruction, state
rights, The South
    Florida

    Explain the impact of Ponce DeLeon (Pg. FL53), Osceola (Pg.FL62), and the Seminoles
    (Pg. FL61-63) on Florida’s history.

    Civil Rights

    Directions: Define and explain each amendment; Pgs. 244-248

    First Amendment
    Second Amendment
    Fourth Amendment
    Fifth Amendment
    Sixth Amendment
    Eighth Amendment
    Thirteenth Amendment
    Fourteenth Amendment
    Fifteenth Amendment

    Essay: Choose any three essay questions and answer it in 3 or more sentences

                   Why was the Louisiana Purchase an important event in American
                   history?



                   Which inventions of the early 1800s made the Industrial Revolution
                   possible?

                   What were the three phases of development of industrialization of the
                   North?

.
                   Discuss why cotton was “king” in the South before 1860.

                   What made President Abraham Lincoln decide to emancipate African
                   Americans?



                   What were three strengths of the North and three strengths of the South?
Essay
Answer Section

ESSAY

        1. ANS:
           The Federalists supported representative government, although they believed that it was not wise
           to let the people become too involved in politics. The Federalists thought educated men who
           owned property were more likely to protect people's rights, while ordinary people could be
           swayed by agitators. The Republicans, on the other hand, feared a strong central government
           controlled by a few. They felt government would be safer in the hands of ordinary people.

           DIF: FCAT Cognitive Complexity Level High                            REF: 269
           STO: SS.A.4.3.3
        2. ANS:
           In 1800, neither John Adams nor Thomas Jefferson traveled around the country making speeches
           about why he should be elected, the way politicians do today. To do so would have been
           considered in bad taste. Instead, the candidates and their allies wrote hundreds of letters to
           leading citizens and friendly newspapers to publicize their views. Students might also mention
           that there were no televisions and televised campaigns and debates in the election of 1800.

           DIF: FCAT Cognitive Complexity Level Moderate                     REF: 278-279
           STO: SS.A.1.3.1, SS.A.4.3.3
        3. ANS:
           Thomas Jefferson believed the strength of the nation was behind its independent farmers. He
           believed as long as people owned their own property, they would fight for their rights and protect
           the republic.

           DIF: FCAT Cognitive Complexity Level Low                           REF: 280
           STO: SS.A.4.3.2, SS.A.4.3.3
        4. ANS:
           The Louisiana Purchase was seen as a benefit to France and to the United States. The French
           agreed to the Louisiana Purchase as a way to finance a war against England. The Louisiana
           Purchase doubled the size of the United States. In purchasing the Louisiana Territory, the United
           States opened up a vast land west of the Mississippi to exploration and eventual settlement.

           DIF: FCAT Cognitive Complexity Level Moderate                      REF: 283
           STO: SS.A.4.3.2, SS.A.4.3.3
        5. ANS:
           There were several significant inventions during the late 1700s and early 1800s that made the
           Industrial Revolution possible. Among them were the spinning jenny, the water frame, the power
           loom, and the cotton gin. Each of these inventions improved the way cotton was processed and
           utilized. The steam engine was very important because it led to advances in both manufacturing
           and transportation. Together, these inventions led to a growth in manufacturing.

           DIF: FCAT Cognitive Complexity Level Moderate                      REF: 308
           STO: SS.A.4.3.1, SS.A.4.3.2, SS.A.4.3.3
        6. ANS:
     Manufacturers—mostly in the Northeast—welcomed the tariff because tariffs made European
     goods more expensive, which caused American consumers to buy more American-made
     products. Southerners, however, were against the tariff because they traded cotton to Europe for
     manufactured goods, and the tariff made these items more expensive.

    DIF: FCAT Cognitive Complexity Level High                       REF: 338
    STO: SS.A.4.3.2, SS.A.4.3.3
 7. ANS:
    Both Harrison and Jackson were portrayed as war heroes, which they both were. Both were also
    portrayed as men of the people, although Harrison was wealthy and Jackson came from poverty.

    DIF: FCAT Cognitive Complexity Level Moderate                       REF: 351
    STO: SS.A.4.3.3
 8. ANS:
    The large number of candidates made getting a majority of the electoral votes difficult because it
    split the popular vote along sectional lines. So, the candidate who won the popular vote was not
    elected president.

    DIF: FCAT Cognitive Complexity Level High                        REF: 334-335
    STO: SS.A.4.3.3
 9. ANS:
    Dr. Marcus Whitman, a missionary, built a mission among the Cayuse people. New settlers
    unknowingly brought measles to the mission. An epidemic killed many of the Native American
    children. Blaming the Whitmans for the sickness, the Cayuse attacked the mission and killed
    Whitman, his wife Narcissa, and 12 others.

    DIF: FCAT Cognitive Complexity Level Low                            REF: 358
    STO: SS.A.4.3.2, SS.A.4.3.3
10. ANS:
    President James K. Polk wanted to provoke Mexico into taking military action first. This way, he
    could justify the war to Congress and the American people. Polk ordered General Zachary Taylor
    and his troops to the disputed borderland between the Nueces River and the Rio Grande, where
    they built a fort. A month later, Mexican soldiers attacked a small force of Taylor's soldiers. Polk
    used this attack as the reason to declare war on Mexico.

    DIF: FCAT Cognitive Complexity Level Moderate                      REF: 372
    STO: SS.A.4.3.2, SS.A.4.3.3
11. ANS:
    The Oregon Trail, as well as other routes forged by the early western settlers, opened up the West
    and made it easier for prospectors and merchants to come to California territory during the Gold
    Rush.

    DIF: FCAT Cognitive Complexity Level High                         REF: 359
    STO: SS.A.4.3.2, SS.A.4.3.3
12. ANS:
    Mexico gave the United States the most trouble because it fought against many Americans to
    keep Texas, and then it went to war with the United States over New Mexico and California
    territories.

     DIF: FCAT Cognitive Complexity Level Moderate                      REF: 372
    STO: SS.A.4.3.2, SS.A.4.3.3
13. ANS:
    The industrialization of the North developed in the following three phases: (1) manufacturers
    made products by dividing the tasks involved among the workers; (2) manufacturers built
    factories to bring specialized workers together to allow products to be made more quickly; and
    (3) factory workers used machinery to perform some of the work.

    DIF: FCAT Cognitive Complexity Level High                           REF: 387
    STO: SS.A.4.3.1, SS.A.4.3.2, SS.A.4.3.3
14. ANS:
    Sarah G. Bagley, a weaver from Massachusetts, founded the Lowell Female Labor Reform
    Organization. She petitioned the state legislature for a 10-hour day in 1845. Because most of the
    petition's signers were women, the legislature did not consider the petition. Although women had
    played a major role in the developing mill and factory systems, employers discriminated against
    women, paying them less than male workers. When men began to form unions, they excluded
    women. Male workers wanted women kept out of the workplace so that more jobs would be
    available for men.

    DIF: FCAT Cognitive Complexity Level Moderate                      REF: 393
    STO: SS.A.4.3.1, SS.A.4.3.2, SS.A.4.3.3
15. ANS:
    Answers will vary, but should include some of these elements.

     In the late eighteenth century most Southerners lived along the Atlantic coast in Maryland,
     Virginia, and North Carolina (the “Upper South”). The South in general seemed an
     underdeveloped and unpromising agricultural area. Its main crops were rice, indigo, and tobacco.

     These crops were no longer in demand after the American Revolution. However, European mills
     did want Southern cotton. Cotton, though, was a crop that required the investment of significant
     human labor and time. The plant’s sticky seeds had to be separated by hand from the cotton
     fibers. By hand, a person could clean one pound a day.

     In 1793 the invention of the cotton gin by Eli Whitney revolutionized the production of cotton.
     This machine removed the seeds from cotton fiber, dramatically increasing the speed and hence
     the quantity of cotton that could be processed. The device was small enough to be transported
     from place to place, and with it a person could clean fifty pounds of cotton a day,

     Now farmers had a strong desire to find ways to grow much more cotton because the cotton gin
     made it possible to process cotton fibers so much faster. This in turn created the demand for many
     more workers. Slave laborers became very attractive to many Southern planters as a work force
     that could pick larger cotton crops, yielding more cotton to export.

     By 1850 the population of the South had spread inland into the states of Georgia, South Carolina,
     Alabama, Mississippi, Louisiana, and Texas (the “Deep South”). Now the Southern economy had
     become quite vigorous. This was a great change from fifty years before. Slavery had also grown
     much stronger in the South, even as it had disappeared in the Northern states. Enslaved people
     had increased in value because of their vital role in processing “king” cotton and sugar.
     By 1860 the Upper South, still an agricultural economy—producing tobacco, hemp, wheat, and
     vegetables—had become a busy center for selling and transporting enslaved people throughout
     the South. The Deep South was now an agricultural economy that was heavily committed to
     growing and exporting cotton, and to raising rice and sugarcane crops in some areas.

    DIF: FCAT Cognitive Complexity Level High                           REF: 397-399
    STO: SS.A.1.3.2, SS.A.4.3.1, SS.A.4.3.2, SS.A.4.3.3                 MSC: Document Based
    Question
16. ANS:
    Most females received a limited education. Parents often kept their daughters from school
    because of the belief that a woman's primary role was to become a wife and mother, and that this
    role did not require an education. When girls did go to school, they often studied music or
    needlework rather than science, mathematics, and history—considered "men's" subjects.

    DIF: FCAT Cognitive Complexity Level High                              REF: 427-428
    STO: SS.A.4.3.2, SS.A.4.3.3
17. ANS:
    While the immediate issue was Dred Scott's status (whether he would be considered a free man or
    a slave), the Supreme Court also had the opportunity to rule on the question of slavery in the
    territories. Instead of resolving the issue, the Court's decision electrified the nation. Chief Justice
    Roger B. Taney said that Dred Scott was still a slave and not a citizen, which meant he had no
    right to bring a lawsuit. Taney went on to say that an enslaved person was property and that
    Congress had no power to prohibit slavery in any territory. In effect, the decision meant that the
    Constitution protected slavery. The decision pleased many Southerners and outraged many
    Northerners.

    DIF: FCAT Cognitive Complexity Level Moderate                       REF: 446-447
    STO: SS.A.4.3.2, SS.A.4.3.3
18. ANS:
    Students who believe John Brown was a radical murderer might say that he had no right to
    impose his views on Southern slaveholders; that even if he did not believe in slavery, to take
    another life is wrong under any circumstances. Students who believe John Brown was a hero
    might say that he was brave to take such radical means to try to save lives and that the lives he
    saved were greater than the lives he took.

    DIF: FCAT Cognitive Complexity Level Moderate                          REF: 448
    STO: SS.A.4.3.2, SS.A.4.3.3
19. ANS:
    It had little effect. Slavery was still allowed in the District of Columbia. Only the slave trade was
    discontinued.

    DIF: FCAT Cognitive Complexity Level Moderate                        REF: 439
    STO: SS.A.4.3.2, SS.A.4.3.3
20. ANS:
    The Compromise of 1820 had prohibited slavery in territories north of 36º30'N that were carved
    out of the Louisiana Territory, including Kansas and Nebraska. Popular sovereignty would have
    permitted slavery in those territories as long as the people who lived there voted to allow it.

     DIF: FCAT Cognitive Complexity Level High                            REF: 442
     STO: SS.A.4.3.2, SS.A.4.3.3
21. ANS:
    Four states that allowed slavery—Missouri, Kentucky, Maryland, and Delaware—were divided
    over whether to support the Union or join the Confederacy. Losing these states would damage the
    North because all had strategic locations. Missouri could control parts of the Mississippi River
    and major routes to the West. Kentucky controlled the Ohio River. Delaware was close to the
    important Northern city of Philadelphia. Maryland had vital railroad lines passing through it, and
    it was close to Richmond, Virginia. Most significantly, Washington, D.C. lay within the state. If
    Maryland seceded, the North's government would be surrounded.

    DIF: FCAT Cognitive Complexity Level Moderate                       REF: 461
    STO: SS.A.4.3.2, SS.A.4.3.3
22. ANS:
    Although Abraham Lincoln's personal opinion was that all people should be free, he was hesitant
    to move against slavery because of the border states. Once public opinion began shifting, he knew
    he could strike a blow against slavery. He knew doing so would make France and Great Britain
    less likely to aid the South. Lincoln was also convinced that slavery helped the South continue
    fighting because every enslaved person who worked enabled a white Southerner to fight. Lincoln
    also faced political pressure to take action. He believed it was important that the president, rather
    than the antislavery Republicans in Congress, make the decision ending slavery.

    DIF: FCAT Cognitive Complexity Level High                        REF: 474
    STO: SS.A.4.3.2, SS.A.4.3.3
23. ANS:
    It would not have changed the enslaved worker's life. The Emancipation Proclamation freed
    enslaved laborers only in the Confederacy. Because Maryland was in the Union, any enslaved
    African American living there would have remained in slavery.

    DIF: FCAT Cognitive Complexity Level Low                           REF: 476-477
    STO: SS.A.4.3.2, SS.A.4.3.3
24. ANS:
    The North's strengths include the following: larger population, more industry, more resources,
    better banking system, more ships, navy leadership, railroad network, and Abraham Lincoln. The
    South's strengths include the following: support by white population, fighting in familiar territory,
    defending own land and way of life, and superior military leadership.

    DIF: FCAT Cognitive Complexity Level Moderate                        REF: 462
    STO: SS.A.4.3.2, SS.A.4.3.3
25. ANS:
    Answers will vary but should include some of these elements.

     In this passage a Confederate soldier describes all that he has lost during his involvement in the
     Civil War. His garments and his body are almost completely worn out. He is sick, hungry, and
     exhausted. His home may well have been captured and destroyed and his family may now be
     wandering defenseless in a ruined landscape. He does not know their fate. At this point his life
     would seem to be almost completely shattered.

     Yet he does not say that he is afraid or discouraged or ready to give up. In fact, he says that if
     asked again, he would not just die for, but he would willingly die for his country—despite all that
     he has suffered on its behalf. To bear up in this way under such immense hardship, reveals
     tremendous personal courage.
It also shows the nature and magnitude of this Southerner’s devotion to his homeland. This
devotion is a complete, nothing-held-back effort that has been carried on under very difficult
conditions for several years, possibly without any break and certainly with insufficient food,
shelter, clothing, ammunition, and other human necessities. But there has not been any shortage
of fighting spirit or any confusion about why he has been fighting.

As he says, however, “But if this war is ever over, I’ll . . . [n]ever love another country!” This
kind of full-hearted devotion has a kind of limit—it can only be given to one place. Everything he
has has been given to this cause of his homeland, and there can never be another effort like this
one. This is part of the heroic nature of this kind of patriotic devotion.

World history records famous instances of small forces of beleaguered fighters facing seemingly
impossibly larger and better-supplied armies and sometimes even nations. Such fighters have
resisted for what might seem impossibly long periods and sometimes even have triumphed by this
kind of all-out defense of their homeland. The great courage, unbroken spirit, and heroic devotion
shown by Southern soldiers such as this one make their armies extremely hard to defeat.

DIF: FCAT Cognitive Complexity Level High                REF: 485-486
STO: SS.A.1.3.2, SS.A.4.3.2, SS.A.4.3.3 MSC: Document Based Question
                   Mr. Lerebours’ Assignment

Activity Work book assignment.

Directions: Using the map on pg. 41 answer each of the questions
on pg. 42 in your workbook. Write your answers in a complete
sentence on your own paper. Turn in at the end of the period.