Faculty

HIST-1301 United States History I

Teresa Thomas

Credit Fall 2022

Section(s)

HIST-1301-100 (49071)
LEC MW 12:00pm - 1:20pm SAC SAC1 1318

Course Requirements

Welcome to U.S. History 1 (HIST 1301)

Section-Synonym 49071-100

Course Syllabus – FALL 2022

Dr. T. Thomas

Austin Community College

All materials copyright Dr. T. Thomas, 2022

THIS CLASS

Class meets Mondays & Wednesdays, 12 – 1:20 pm at South Austin Campus (SAC) Room 1318 (3rd floor)

The first day of class is Monday, August 22nd.
You are expected to arrive on time and to stay for the entire class.

SOME BASICS of CLASSROOM ETIQUETTE

In order to ensure respect for the rights of everyone in class:

Students who chronically disrupt the class by arriving late or leaving early will be withdrawn from the class.
If there is a day when you cannot make it to this class on time, you can attend my other class, which meets from 9 – 10:20 am in this same classroom. Example: if you have a doctor’s appointment during this class time.
Recording lectures is permitted. Set your recording device at the front of the classroom on the desk.
Use of cell phones, smart watches, tablets, text messaging, etc. is not permitted.
All electronic devices must be turned to “silent” and stowed where you cannot see them – for example, in a backpack or purse.
Use of computers in the classroom is not permitted. Current research on use of computers during a lecture course concludes that use of computers does not enhance learning – and, in fact, impedes learning. Whereas these technologies can without a doubt serve as useful “learning tools,” they tend at the same time to function as forms of digital distraction that prevent students from remaining fully “present” in the classroom. Therefore, use of computers in the classroom is not permitted.
Taking notes is required. Taking notes helps you to be present and engaged in the class, it enhances your learning of the course material, and it is a useful and transferable skill.
Use of food, tobacco, smoke, &/or vapor products in class is not permitted. Covered drinks are OK.

MY CONTACT INFORMATION & OFFICE HOURS

Mailing Address:

Dr. T. Thomas

ACC – History

1820 West Stassney Lane

Austin, TX 78745

Office Hours:

Mon & Wed 10:30 - 11:30 am & 1:30 - 3 pm.

Other days/times by appointment

My office is at South Austin Campus (SAC).

Office Number 1321.2

(3rd floor; enter through room 1321)

Email:

tmthomas@austincc.edu

(the fastest way to communicate with me)

Phone & voicemail:

(512) 223-9255

Urgent message: call the History Dept at

(512) 223-3385 and ask them to relay a message to me.

Website:

www.austincc.edu/tmthomas

A NOTE ABOUT EMAIL

For security purposes, the College requires that you use your ACC Email account when you communicate with me. Don’t use your personal email account.
If you use your personal email address, it will automatically be deleted as spam.
Important information from me will be sent to your ACC email Address.
I recommend you check your ACC email every day during the semester.
I reply to ALL emails, usually within a few hours.
If you send me an email, please type something in the "Subject" space, such as "History course".
If you leave the Subject blank, your email will automatically be deleted as spam.
If you DON’T get a reply, please assume I never got your email and - either email me again - or CALL me. You can leave a voice message at (512) – 223-9255.
For URGENT messages, call the ACC History Department at (512) 223-3385. They will relay your message to me.

BLACKBOARD

Austin Community College uses an online Course Management system called “Blackboard”, where you will find all the course materials for this course, plus your Grades, and important course “Announcements”.

If you’ve never used Blackboard, log on and explore.
Blackboard is located at https://acconline.austincc.edu/
Log on using your ACC electronic ID (ACCeID). This is the same ID that you use to register for classes.
There is extensive HELP in Blackboard. Log into Blackboard and select “Student Support”.

Most Course materials (syllabus, Study Guide, etc.) are also available on my website, www.austincc.edu/tmthomas

THIS COURSE

COURSE OBJECTIVES & RATIONALE

This course will acquaint you with the basic processes of United States History from the later Middle Ages to 1877, using a textbook, classroom instruction, historical documents, and multimedia methods.

By taking this course, you can expect to improve or enhance your reading competencies and critical thinking skills.These are skills that are transferable to subsequent courses, to courses in other disciplines, and to life outside of academia.

This is primarily a lecture course, but I expect and encourage class participation.
This course emphasizes analytical reading and analytical thinking skills and historical research methods.
The Texas legislature requires students to take 6 hours of American history to graduate from a public institution of higher learning in Texas. A grade of C (some universities may require only a D) or better in this class partially fulfills that legislative requirement.
You are expected to read the relevant textbook chapter before class (see the Course Schedule below)
For common course objectives, see the ACC History Dept website, http://www.austincc.edu/history/

COURSE ORGANIZATION

This course is divided into units, with each unit covering 3 to 5 textbook chapters.

For each chapter/unit, there are study questions in a document entitled “Study Guide”.
I distribute the Study Guide on the first day of class and it is also available to download from Blackboard and from my website.
At the end of each unit, an examination will be administered in class.
The exam questions will be taken from class lecture and the Study Guide questions.

PREREQUISITES

READING AND WRITING MASTERY

This is a reading-intensive course.
In order to enroll in this course, you MUST be in compliance with the reading and writing portion of the TSI (Texas State Initiatives).
You can take this class if you are TSI-compliant in reading and writing OR if you are TSI-exempt,

Check with an ACC Counselor if you are unsure of your TSI status.
You must be able to read and understand English at the college-level

OTHER PREREQUISITES:

In order to achieve success in this course, you must:

Have sufficient time to devote to the class
Be a self-starter with self-discipline and good time management skills
have a desire to learn and a desire to achieve to the best of your ability
Be willing to accept personal responsibility for your success in this course
Make a commitment to fulfilling the requirements of the course
Have a general understanding of these basic geography concepts: hemispheres (northern, southern, eastern and western), longitude, latitude, continents, countries, & cities
Have a general knowledge of these basic political science/history concepts: legislative, executive, judicial, monarchy, imperialism, colony, colonial, impeachment, nationalism, suffrage, veto.

TEXTBOOK

ONE REQUIRED TEXTBOOK

James Roark et al, The American Promise, Volume 1, Eighth edition.

(for a variety of reasons, earlier editions are not suitable)

Your exams are based on material from lecture and from the textbook, so your success in this course does require that you read the textbook. You do not have to bring your textbook to class.

It is your responsibility to acquire a copy of the textbook.

You can purchase or rent the textbook from ANY source that you choose.
I urge you to acquire the textbook BEFORE the course begins so that you will have it on the first day of the semester.
WHEN ORDERING ONLINE, USE THE ISBN NUMBER (below) to make sure you have the right textbook.
You may rent or purchase from the Publisher, from the ACC Bookstore, or from any other vendor of your choosing.
There are FOUR VERSIONS of the textbook (below). You may choose whichever of these that best suits your learning style and budget:

VERSION	WHERE TO PURCHASE
Full color paperback ISBN # 978-1-319-20904-9	Available from the Publisher and other booksellers. Publisher: https://store.macmillanlearning.com/us This version is the more expensive version. It includes full color maps and pictures.
“Value” Edition ISBN # 978-1-319-20895-0	Available from the Publisher and at ACC bookstores and other booksellers. Publisher: https://store.macmillanlearning.com/us Less expensive black and white version, with fewer graphics.
“Loose-leaf” Edition ISBN # 978-1-319-20898-1	Available from the publisher Publisher: https://store.macmillanlearning.com/us Loose-leaf pages that you can put in a notebook. NOTE: You will NOT be able to resell this to the ACC Bookstore
“E-book” Edition ISBN # 978-1-319-21849-2	Available from the publisher Publisher: https://store.macmillanlearning.com/us Online edition NOTE: You will NOT be able to resell this to the ACC Bookstore

ATTENDANCE

The most successful students in this course are those who attend class.

You are expected to attend class and to arrive on time and to stay for the entire class.
If you arrive late or leave early, you disrupt the class and infringe on the rights of others in the classroom.
You will be withdrawn from the class if you’re chronically late (or leave early).
If you know you’re going to be late or if you have to leave early, please let me know ahead of time.
If you have to be absent from this class on any day, please feel free to attend my other HIST 1301 class, in this same classroom, from 9 – 10:20 am. No permission necessary.
You are expected to read the relevant chapter of the textbook BEFORE you come to class. See the semester schedule at the end of the syllabus.
If you miss class for any reason, you’re encouraged to get class notes from a colleague in the class. I also encourage you to review the Powerpoint slides from the class. They’re posted on my website after each class, www.austincc.edu/tmthomas

WITHDRAWING FROM THIS COURSE - Deadline is 11:59 pm on November 17th

If you find that you are unable to successfully meet the course requirements, you should consider withdrawing from the course to avoid any possibility of being assigned a failing grade.

I will withdraw students who are disruptive. Disruptive behavior includes, but is not limited to, chronic tardiness. Students who disrupt the class by interfering with the free and respectful exchange of ideas will be withdrawn from the class.

For all other reasons, you (student) are responsible for withdrawing from the course, should you choose to do so.

A “withdrawal” appears as a “W” on your transcript.
A “withdrawal” does not affect your Grade Point Average (GPA) – however, there MAY be negative academic or financial aid consequences if you withdraw – or if you withdraw from too many courses.
BEFORE you consider withdrawing, read the state law information (“Six-withdrawal Limit”) on withdrawals from Texas public colleges/universities, at http://www.austincc.edu/apply-and-register/registration-steps/drop-or-withdraw-from-a-class
Withdrawal is accomplished by completing a withdrawal form online at the “Online Services” web page (http://www.austincc.edu/onlineservices/).
It is your responsibility to complete the withdrawal process by the deadline.
You can withdraw BEFORE Nov 17th. You can withdraw ON Nov 17th (until 11:59 pm).

STUDENTS WITH DISABILITIES

For students with disabilities, ACC is committed to providing an equal opportunity to access benefits, rights, and privileges of college services, programs, and activities in compliance with state and federal law.

Students with disabilities who need accommodations must request accommodations through ACC's Student Accessibility Services (SAS) offices, located on each ACC campus.

Students are encouraged to do this before the semester begins.
I cannot offer any accommodations for you in this course until you submit the official ACC Accommodations Form to me, signed by SAS staff.
SAS offices are located on each of the ACC campuses. At South Austin Campus, the SAS office is located in room 1112, on the 1st floor.
Link to other Student Services at ACC: http://www.austincc.edu/support-and-services/services-for-students

YOUR RIGHT TO PRIVACY

In compliance with the Family Education Rights and Privacy Act of 1974 (FERPA), I will not give information concerning your grades, academic progress, or attendance to anyone (including your parents). In addition, I will not give grade information over the phone.

Unless there is an emergency, I will not communicate with your parents, guardians, or high school personnel.
If there are any problems or issues, you need to speak with me or correspond with me yourself.

NOTE: ACC makes your “Directory Information” (name, address, phone number, birthdate, and other information) available to the public without your consent, unless you specifically request in writing that this information NOT be publicly available.

For more information, and for instructions on how to restrict public access to your Directory information visit: http://www.austincc.edu/ferpa

FREEDOM OF EXPRESSION

The free exchange of ideas is vital to learning. I welcome your questions and comments in this course.

Your comments and ideas, if expressed respectfully, will be met with respect from your colleagues and your professor.
You are encouraged to ask questions. there are no “stupid” questions and you will not be ridiculed for asking questions.
Students who disrupt the class by interfering with the free and respectful exchange of ideas will be withdrawn from the class.

HIGH SCHOOL STUDENTS TAKING THIS COURSE

This is a college course and all students enrolled in this course are considered college students.

Because this is a college course, you are expected to have college-level reading comprehension and vocabulary, college-level writing ability, and the ability to plan and organize your workload – the same as the non-high school students in this class.
Regardless of your age or high school status, when you are enrolled in a college course, your privacy is protected by the Family Education Rights and Privacy Act of 1974,
Unless there is an emergency, I will not communicate with your parents, guardians, or high school personnel.
If there are any problems or issues, you need to speak with me or correspond with me yourself.
All sections of this syllabus and orientation pertain equally to all students in this course, regardless of age or educational (i.e., high school) status.

IMPORTANT: withdrawing from this course, or earning a failing grade in this course MAY impact your high school graduation timetable and/or your high school class rank. Contact your high school counselor if you’re considering withdrawing or if you’re at risk of failing the course.

ACADEMIC INTEGRITY

Acts of academic dishonesty/misconduct undermine the learning process, present a disadvantage to students who earn credit honestly, and subvert the academic mission of the institution. Acquiring fraudulent credentials through cheating is problematic for employers and institutions beyond ACC - who rely on ACC to certify a student’s academic achievements, and expect to benefit from the claimed knowledge and skills of the graduate.

For these, and other moral and ethical reasons, academic/scholastic dishonesty will not be tolerated.

WARNING: Any act of academic dishonesty will result in you immediately

receiving the grade of "F" for the course.

You are responsible for knowing the course requirements and course policies – so READ THIS POLICY CAREFULLY. Contact me if there is anything you don’t understand or if you have any questions.

ACADEMIC DISHONESTY

Academic dishonesty is defined as fraud, deceit, or dishonesty in an academic endeavor.

Academic dishonesty includes:

Communicating exam information to, asking for, or receiving such information from another;
Using, attempting to use, or assisting others in using materials that are prohibited during an exam, including (but not limited to): cellphones, books, Web sites, prepared answers, written notes, scratch paper, or other concealed information;
Allowing others to do one's exam or assignment or a portion of one's exam or assignment;
Using a commercial term paper or paper-writing service;
Acquiring written work that is not your own, and then submitting it as your own;
Posting copyrighted course material with public access, on the Internet, on sites such as Study Blue or Quizlet (all material in this course is copyrighted)

PLAGIARISM

Plagiarism is defined as using another's work (whether printed, electronic, or spoken) without crediting* the person, or copying so many words or ideas from a source that it makes up most of your work, whether you give credit or not.

Plagiarism includes:

submitting someone else's work as your own;
copying words or ideas from someone else without giving credit*;
paraphrasing words or ideas from someone else without giving credit*;
failing to put a quotation in quotation marks;
giving incorrect information about the source of a quotation with the intention of deceiving;
changing words but copying the organization and structure of a source without giving credit;
copying so many words or ideas from a source that it makes up most of your work, whether you give credit or not

AVOIDING PLAGIARISM

To help avoid plagiarism:

read over your source, then close the book (or close the browser if it’s online).
THEN write notes about what you’ve read.
This will help to ensure that you’re not copying or completely paraphrasing your source.
Using quotes and Paraphrasing are ok to do but on a VERY limited basis.
You cannot paraphrase entire paragraphs or sections of your paper – because then it wouldn’t be YOUR work.
IF YOU ARE UNSURE whether or not your actions constitute plagiarism, ASK me BEFORE you submit your work.

*“Giving credit” means citing the source of your information. In History, this is usually done using a footnote. If you use material from a website, book or other source, you must give credit to that author by citing the source in a footnote. Contact me for assistance with footnotes. Also, see the “Research Assistance” section of my website homepage for examples of footnotes, bibliography, outline, etc.

For more information on policies concerning student rights and responsibilities, see the ACC Catalog & Student Handbook, http://www.austincc.edu/catalog

YOUR GRADE & HOW YOU EARN IT

The quality and quantity of the work you do determines your final grade.

NOTE: There is NO “extra credit” in this class and you CANNOT use the book analysis as “extra credit”.

Your grades are displayed in the “My Grades/Tools” LINK on our class page in Blackboard.

Your FINAL COURSE GRADE is calculated as follows:

For the grade of "A", there are TWO requirements:

1. An overall average of 87% or above after taking the 4 UNIT Exams and the Map Test.

AND

2. an accepted BOOK ANALYSIS submitted by 12 NOON on Friday, December 9th.

See all details in the Book Analysis Assignment handout or the LINK in Blackboard.

NOTE: If you have an87% or above average but you do NOT submit an acceptable Book Analysis by the deadline, you will not be able to earn an A in this course. You will earn a B.

For the grade of "B", you will have an overall average of 80 – 89% after taking the 4 UNIT exams and Map Test.

There are NO writing assignments for a B.

For the grade of "C", you will have an overall average of 70 – 79% after taking the 4 UNIT Exams and Map Test.

There are NO writing assignments for a C.

For the grade of "D", you will have an overall average of 60 – 69% after taking the 4 UNIT Exams and Map Test.

There are NO writing assignments for a D.

NOTE: A grade of D does NOT fulfill the state requirement for U.S. History for most college or university degrees, so if you earn a D you will likely have to take the course again in order to graduate (from a public college or university in Texas).

For the grade of "F", you will have an overall average below 60% after taking the 4 UNIT Exams and Map Test.

NOTE: A grade of F does NOT fulfill the state requirement for U.S. History, so if you earn an F you will have to take the course again in order to graduate (from a public college or university in Texas).

NOTE TO HIGH SCHOOL STUDENTS: A grade of “F” MAY impact your high school class ranking and/or your ability to graduate on time.

For the grade of "I" ("Incomplete"), there are THREE requirements. You

must have a medical excuse signed by a physician, sent to Dr. Thomas no later than Monday, Dec 5th.

AND

must have completed and passed at least 3 UNIT exams before being eligible for an "Incomplete".

(A passing grade is 70% or more.)

AND

must sign and date an “Incomplete” Form, provided by Dr. Thomas

IMPORTANT: If an "incomplete" is not completed by April 1, 2023, the "I" will automatically become an "F" on your transcript. It is YOUR responsibility to complete the course in time to avoid the "F".

EXAMS

MAP TEST

The Map Test is 30 questions, multiple choice.
It will be given in class on Wednesday, February 2nd.
For the Map test, all you need to bring to class is something to write with (e.g., pencil, pen)
You’ll have 35 minutes to complete the exam. (Most students complete the exam within 20 minutes.)
For all other Map Test details, see the Study Guide.

UNIT EXAMS 1 through 4

There are 4 Unit Exams. Each exam covers 3, 4 or 5 chapters (see chart below).

Unit Exams are each 30 questions, multiple choice.
You will have 40 minutes to complete each Unit Exam (Most students complete them within 30 minutes)
You are required to take all exams in order to receive a grade for the course.

The exam questions are based on class lectures and the Study Guide questions for each Unit.
Answers to the Study Guide questions are found in the textbook.

Exams are graded on a numbered scale with 100% being the highest grade, and anything below 60% considered a failing grade. Each question on an exam is worth 3.33 points.
Your Exam score is posted in Blackboard and remains there for the entire semester.
Your score will be displayed in Blackboard as the percent of questions that you answered correctly, out of 100%.
Failure to take an exam on the scheduled exam date results in a zero for that exam – unless the absence is due to a serious, documented, medical issue or other exceptional circumstance. (see “Make-up Exam” below).

WHAT IS COVERED ON EACH UNIT EXAM?

Exam questions are based on Class lectures and Study Guide questions. There are about 15 Study Guide questions for each chapter. The following table gives you the chapters that are included in each UNIT – and the date the exams will be given (in class).

EXAM	DATE
Map Test (see Study Guide)	Sept 7th
UNIT 1 (covers Chapters 1 – 5)	Sept 21st
UNIT 2 (covers Chapters 6 - 9)	Oct 19th
UNIT 3 (covers Chapters 10 - 13)	Nov 14th
UNIT 4 (covers Chapters 14 - 16)	Dec 7th

AFTER AN EXAM

Your grade will be posted in Blackboard on the “Tools/My Grades” page (link is in the dark blue course content area for this course)

REVIEWING WHAT YOU MISSED ON THE EXAM

I don’t review exams in class. There just isn’t enough time.
You are ALWAYS welcome to stop by my office at any point in the semester and review what you missed.
If you cannot stop by during Office Hours, you can make an appointment for another day/time.

MAKE-UP EXAM

Make-up exams are given only for documented serious medical issues or other exceptional circumstances.
You MUST notify me as soon as you know you will miss an exam. Do not wait.
It is your responsibility to arrange a make-up exam with me.
It is your responsibility to provide medical documentation from a physician.
Make-up exams may be essay, multiple-choice or combination of these.
Make-up exams, like original exams, are graded on a numbered scale from 0 to 100%.

BOOK ANALYSIS PAPER – REQUIRED FOR an “A” – due at 12 NOON on Dec 9th

The Book Analysis Assignment is covered in a separate Handout.
A LINK to the assignment is also found in Blackboard and on my website.
The Book Analysis Assignment document will give you all details for Book Analysis format, grading criteria, etc.

CAMPUS CARRY OF CONCEALED HANDGUNS

The Austin Community College District concealed handgun policy ensures compliance with Section 411.2031 of the Texas Government Code (also known as the Campus Carry Law), while maintaining ACC’s commitment to provide a safe environment for its students, faculty, staff, and visitors.

Full Text of ACC Policy: http://www.austincc.edu/campus-carry/policy
Campus Carry Webpage: http://www.austincc.edu/campus-carry

HINTS, TIPS & ADVICE

PREPARE FOR CLASS: Read the relevant textbook chapter BEFORE class (see the schedule below) so that you are ready to learn and prepared to contribute to class discussion.

TEST-TAKING: Read each question very carefully and completely; know what the question is asking. Read each response. Eliminate responses that you know are wrong. When you have completed the exam, go over it again and verify your answers. Answer the questions you know first, then go back and answer the rest. Answer every question, even if you have to guess.

BOOK ANALYSIS ASSIGNMENT: Proofread your typed assignments for typos, misspellings, incorrect grammar, etc. These types of errors seriously detract from the quality of your writing assignment and may result in a “not accepted” grade. Read and follow the assignment instructions.

STUDY GROUPS: When possible, get together with 2 - 3 other students and form a study group. Work together to complete the Study Questions, compare answers, quiz each other. Study groups are a proven, effective means of attaining success in a course.

POWERPOINT SLIDES: These are posted to my website after class. I encourage you to review them and to review your class notes at least once a week. Highlight key words and phrases in your notes.

SPECIAL NEEDS: Please inform me in advance if you require a special testing or other in-class accommodations. Request these accommodations during the first week of the semester.

YOUR PROFESSOR: Do not hesitate to consult with me if you have any questions, concerns or uncertainties. Call or stop by during office hours, make an appointment, or email at any time. Seek help early in the semester; don’t wait until the end of the semester to ask for help.

HISTORY TUTORS: ACC Campuses have Learning Labs, where you can go to get help with your courses. The Learning Labs offer help with many subjects, including HISTORY. If you need any help with this course, I’m happy to help you - but I also recommend that you consult with a History tutor. The Learning Lab at South Austin Campus is located on the first floor in Room 1138 – but you can visit ANY ACC campus Learning lab for help. View the Learning Lab locations and hours and the tutoring schedule at: https://www.austincc.edu/students/learning-lab

SEMESTER SCHEDULE – FALL 2022

Subject to change at Dr.Thomas’ discretion – any changes will be announced via email and in class.

Aug 22 Introduction/Syllabus

Aug 24 - 29 Europeans and the New World Chapter 2

Aug 31 The Southern Colonies in the 17th century Chapter 3

Sept 5 LABOR DAY – NO CLASS College Closed

Sept 7 MAP TEST See the STUDY GUIDE

Sep 12 The Northern Colonies in the 17th century Chapter 4

Sep 14 - 19 Colonial America in the 18th century Chapter 5

Sept 21 UNIT 1 EXAM Covers CHAPTERS 1 - 5

Sept 26 – 28 The British Empire and Colonial Crisis Chapter 6

Oct 3 - 5 The War for America Chapter 7

Oct 10 Building a Republic Chapter 8

Oct 12 - 17 The New Nation Takes Form Chapter 9

Oct 19 UNIT 2 EXAM Covers CHAPTERS 6 - 9

Oct 24 - 26 Republicans in Power Chapter 10

Oct 31 – Nov 2 The Expanding Republic Chapter 11

Nov 7 The New West & Free North Chapter 12

Nov 9 The Slave South Chapter 13

Nov 14 UNIT 3 EXAM Covers CHAPTERS 10 - 13

Nov 16 The House Divided Chapter 14

Nov 17 Deadline to WITHDRAW from this Class Online (by 11:59 pm)

Nov 21 The Crucible of War Chapter 15

Nov 23 STUDY DAY – NO CLASS No Class

Nov 24 - 27 THANKSGIVING HOLIDAY College Closed

Nov 28 The Crucible of War Chapter 15

Nov 30 – Dec 5 Reconstruction Chapter 16

Dec 7th UNIT 4 EXAM Covers CHAPTERS 14 - 16

Dec 9th BOOK ANALYSIS Assignment Due at 12 NOON (submit via email)

Readings

TEXTBOOK

ONE REQUIRED TEXTBOOK:

James Roark et al, The American Promise, Volume 1, Eighth edition. (earlier editions are not recommended)

Your exams are based on material in the textbook, so your success in this course does require that you read the textbook.
It is your responsibility to acquire a copy of the textbook.

You can purchase or rent the textbook from ANY source that you choose.
I urge you to acquire the textbook BEFORE the course begins so that you will have it on the first day of the semester.
WHEN ORDERING ONLINE, USE THE ISBN NUMBER (below) to make sure you have the right textbook.
You may rent or purchase from the Publisher, from the ACC Bookstore, or from any other vendor of your choosing.
There are FOUR VERSIONS of the textbook (below). You may choose whichever of these that best suits your learning style and budget:

VERSION	WHERE TO PURCHASE
Full color paperback ISBN # 978-1-319-20904-9	Available from the Publisher and other booksellers. Publisher: https://store.macmillanlearning.com/us This version is the more expensive version. It includes full color maps and pictures.
“Value” Edition ISBN # 978-1-319-20895-0	Available from the Publisher and at ACC bookstores and other booksellers. Publisher: https://store.macmillanlearning.com/us Less expensive black and white version, with fewer graphics.
“Loose-leaf” Edition ISBN # 978-1-319-20898-1	Available from the publisher Publisher: https://store.macmillanlearning.com/us Loose-leaf pages that you can put in a notebook. NOTE: You will NOT be able to resell this to the ACC Bookstore
“E-book” Edition ISBN # 978-1-319-21849-2	Available from the publisher Publisher: https://store.macmillanlearning.com/us Online edition You will NOT be able to resell this to the ACC Bookstore

Course Subjects

STUDY GUIDE

U.S. History 1, HIST 1301

FALL 2022

Dr. T. Thomas, Professor, History

Austin Community College

It is a violation of course policy and a violation of copyright to post this information anywhere on the Internet without my permission.

UNDERSTANDING HISTORY AND THE STUDY OF HISTORY

History is not about “memorizing” data, facts, names, and dates. History is about knowing and understanding the past and its impact on the present: what happened, when and where, who was involved, what motivated the participants, why events happened, and the consequences and significance of those events/actions. In order to be successful in this course, you must know the “who, what, when, where and why” but also the “connections” between people and events, the “motivations”, and the “consequences (short-term and long-term)” of the events of the past. Memorizing can be helpful, but it will not give you a complete understanding of history.

USING THIS STUDY GUIDE

The questions in this Study Guide are designed to help you achieve a greater understanding of the past. Some of the questions are easy to answer; some require you to analyze what you have read and arrive at the best answer. Some answers are short; some are long (multi-part).

The study questions in this guide are provided to help you achieve success on the exams and in this course and are not to be turned in to me. I don’t review your answers, but will be happy to discuss with you, any that you don’t understand or feel unsure of. All answers are to be found on the Textbook. Do NOT “Google” the questions. Find them in the textbook.

With this in mind, here are some other suggestions for achieving success in this course:

Read the chapter first, to get a good overview of what the chapter is about. Pay attention to the chapter subheadings (subtitles). They are often clues to the important themes of a chapter. Similarly, pay attention to the opening paragraph of each section - here you will usually find the thesis, or "main point" of a section.
Then read the chapter again, answering the study questions.
Write short but complete answers to each of these study questions. Use a “bulleted” format (that is, a “list”) for your answers. Some students use index cards, writing one question/answer on each card.
Don't just highlight the answers in your textbook - write them.
Read with a dictionary. Look up any word whose meaning you don’t know.
Approach this course as you would a job. Set aside a specific time each day - or every other day - to work on reading and study questions. This is your work schedule; honor it as you would your job schedule.
Work on the reading and study questions gradually, completing small amounts of work each day (or every other day). Research shows that people retain information better if they work for no more than 2 hours at one task. For example, on Mondays from 2-4 pm, read half the chapter. On Tuesday, read the other half. On Wednesday, write out the first 20 study questions; on Thursday, the next 20, and so on. Don't try to do all the reading and the study questions the night before the exam. "Cramming" is not an effective, nor is it a successful study method.
If you have any trouble understanding the questions – or finding answers, or if you are unsure of your answers, contact me for clarification.

Additional Study Tips are available in the dark blue section of the Course page in Blackboard, and other “Success Tools” will be posted in the “Announcements” link for this class in Blackboard.

WHAT IS COVERED ON EACH EXAM?

Exam questions are based on the questions in this Study Guide. There are about 15 questions for each chapter. There are 3 to 5 Chapters in a “UNIT”. The following table gives you the chapters that are included in the UNIT Exams. See the Course Syllabus (in Blackboard) for more information on taking Exams.

EXAMS

Map Test (see below)

UNIT 1 (covers Chapters 1 - 5)

UNIT 2 (covers Chapters 6 - 9)

UNIT 3 (covers Chapters 10 - 13)

UNIT 4 (covers Chapters 14 - 16)

MAP TEST

Because the history of the United States was shaped and influenced to a large degree by the geography of the continent, it is important for you to know some basic North American geography.

FORMAT & GRADING

Your first test will be a 30-question, multiple choice Map Test.

You’ll have 35 minutes to complete the exam (most students finish in 15 minutes or less)
When you take your exam, you will be shown each question, along with a map of North America, with items already marked.
You will be asked to identify 30 of the items that are marked – from the list below.
The MAP TEST is graded from 0% to 100%. Each question is worth 3.33 points.
You do NOT have to draw anything. Items will already be marked.

WHAT YOU NEED TO KNOW

You should be able to locate these items on a map:

Canada

Mexico

Each of the 50 states of the United States

Appalachian Mountains

Great Plains

Rocky Mountains

Atlantic Ocean

Pacific Ocean

Gulf of Mexico

All 5 Great Lakes

Chesapeake Bay

Columbia River

Hudson River

Mississippi River

Missouri River

Ohio River

Red River

Rio Grande River

Austin, TX

Boston, MA

Charleston, SC

Chicago, IL

New York City

Philadelphia, PA

Richmond, VA

San Francisco, CA

Washington, D.C.

Below are 3 LINKS to an interactive site that can help you study for the Map Test.

Interactive Geography Practice Quizzes

UNIT 1 (Chapters 1 - 5)

Chapter 1 – Ancient America: Before 1492

This chapter will explore the following themes and questions:

The diverse peoples, cultures, and civilizations of the western hemisphere (the continents that later become known as North and South America) in the years before 1492.
When and how did humans migrate to North America?
What types of cultures and civilizations developed in the Americas – and why?
In particular, how did the Mexican empire (often referred to as the “Aztec” Empire) amass – and then lose - great wealth and power?

1. Locate the origin of the hunters who might be called the first human “pioneers” of the western hemisphere.

2. Explain how environmental change and the extinction of large game (i.e., mammoths) contributed to the development of greater diversity among Native American cultures.

3. Describe how Native American cultures differed from European cultures in the late 15th century.

4. Identify the major weakness of Mexican society that the Spanish conquerors eventually exploited.

Chapter 2 – Europeans Encounter the New World, 1492-1600

This chapter will explore the following themes and questions:

What prompted the “Age of Exploration” among Europeans in the 15th century? That is, why did they want to leave Europe for other lands?
What role did the Portuguese and Spanish play in this Age of Exploration?
How did European contact with the Americas impact both Europe and America?

5. Explain how a demographic catastrophe along with technological advances in Europe in the 14th and 15th centuries encouraged European voyages of exploration.

6. Explain the factors that motivated the Portuguese to explore foreign lands in the early 15th century.

7. Define “caravel” and discuss its importance in Portuguese exploration.

8. Name the first Europeans to trade on the West African coast and the objects of their journeys.

9. Name the countries of the “East Indies”.

10. List the consequences of the Portuguese exploration of Africa during the 15th century`.

11. Explain how the competing Spanish and Portuguese claims to the New World were settled.

12. Explain how “America” got its name.

13. Discuss the significance of Magellan’s voyage of 1519.

14. Define and give examples of the “Columbian exchange”.

15. Analyze how Hernán Cortés and his small army were able to successfully conquer the vast and powerful Mexica empire.

16. Locate the two geographic regions of greatest wealth in Spanish America.

17. Name the great Portuguese colony in the Western Hemisphere.

18. Define “royal fifth”.

19. Explain the goal of the “encomienda” system, and how encomienda operated in New Spain.

20. Identify the single most profitable economic activity in Spanish America during the 16th century.

21. Describe the social class hierarchy that developed in New Spain.

22. Describe the demographic and economic impact of European diseases on New Spain in the first 80 years of Spanish colonization.

23. Explain Martin Luther’s criticisms of the Catholic church and why these ideas were considered “dangerous” by church officials and other defenders of the Catholic Church.

24. Discuss how riches from New Spain resulted in short-term gains but also long-term problems for Spain.

Chapter 3 – The Southern Colonies in the 17th Century, 1601-1700

This chapter will explore the following themes and questions:

The establishment of the first permanent English settlements in North America.
Who came to the Chesapeake settlements and what motivated them to come?
What type of society developed in these early settlements?
What was the relationship between English settlers and the Native Americans who inhabited the Chesapeake area?
What type of economy and labor system evolved in these settlements – and why?

25. Describe the benefits that the Virginia Company and its supporters hoped to derive from its colony in North America.

26. Name the leader of the Algonquian peoples who inhabited coastal Virginia in 1607.

27. Explain how English settlers were able to survive their first year at Jamestown.

28. Discuss the circumstances that resulted in Jamestown becoming a royal colony in 1624.

29. Identify the oldest elected representative legislative assembly in the English colonies.

30. Locate the “Chesapeake” region and identify the main source of wealth in this area in the 17th century.

31. Explain what motivated English laborers to emigrate to the Chesapeake colonies.

32. Identify and describe the predominant labor system used in the Chesapeake colonies in the 17th century.

33. Show how Chesapeake planters profited from the indenture system.

34. Identify the two main social classes that had developed in Chesapeake society by the 1670s - and the relationship between the two.

35. Discuss the King’s response to Bacon’s Rebellion and how this impacted the different social classes of the Chesapeake region.

36. Explain how South Carolina was a “frontier outpost” of the British West Indies in the 17th century.

37. Compare how planters viewed the advantages of slaves over free laborers in the 17th century Chesapeake.

38. Discuss how slavery indirectly contributed to reducing class tensions between rich white plantation owners and poor white farmers.

Chapter 4 – The Northern Colonies in the 17th Century, 1601-1700

This chapter will explore the following themes and questions:

The establishment of the northern colonies, including the regions of New England and the Middle Atlantic.
Who came to the northern colonies and what motivated them to come?
What type of society and economy developed in each of the northern regions?
How did the New England and Middle Colonies differ from the Chesapeake and Carolinas colonies?
What was the relationship between English settlers in the northern colonies and the Native Americans who inhabited these areas?
How did the English government (the monarch and Parliament) exert greater control over the colonies by 1700?

39. Define 16th century “Puritanism” and its goals and principles.

40. Explain how Puritans in Massachusetts Bay Colony hoped to achieve their goal of becoming “a city upon a hill”.

41. Compare the demographic characteristics (race, class, gender, occupation, etc.) of Massachusetts settlers with those of Chesapeake settlers.

42. Describe the relationship between the Puritan church and civil government in New England.

43. Name the most prominent “dissenters” in Puritan New England and describe their fate.

44. Describe the Quakers’ attitudes towards gender, race, and class.

45. Locate the “middle colonies” founded in the late 17th century and the colony with the greatest ethnic diversity.

46. List the goals of English economic policies towards the colonies in the mid-17th century, and how the Navigation Acts supported those goals.

47. Identify the person called “King Philip” by the New England colonists and explain the consequences of King Philip’s War.

48. Discuss how the Glorious Revolution affected the Massachusetts colony in the years 1689 - 1691.

Chapter 5 – Colonial America in the 18th Century, 1701-1770

This chapter will explore the following themes and questions:

Demographic, social, economic, and political changes in British North America (“the Colonies”) in the 18th century.
How did the Colonies change demographically during the 18th century?
What economic changes did the Colonies experience?
How did slavery define the South’s economy, social life, and politics?
How did slaves exert some power and autonomy over their own lives?
How did Enlightenment ideas impact the Colonies?
How did the changes in the Colonies begin to affect their relationship with England?

49. Enumerate the population growth of the colonies in the 18th century and discuss its significance.

50. Explain the significance of increased immigration to the colonies in the 18th century.

51. Explain how “partible inheritance” resulted in the growth and expansion of New England settlements.

52. Locate the geographic origins of the immigrants known as “Pennsylvania-Dutch” and “Scots-Irish” and explain why they often felt compelled to leave their homelands.

53. Identify the demographic and economic differences between the “upper South” and the “Lower South” in the 18th century.

54. Define and describe the “Middle Passage”.

55. Identify colonial America’s only slave rebellion and evaluate its consequences.

56. Explain how slaves established family ties and preserved their African heritage.

57. Explain how the slaveholding gentry of the south dominated politics and culture in that region.

58. Identify the experiences that unified British colonists in the 18th century.

59. Define the “Great Awakening” and its impact in the Colonies.

60. Describe the relationship between colonial governors and colonial assemblies and how this shaped colonists’ expectations concerning power.

UNIT 2 (Chapters 6 - 9)

Chapter 6 – The British Empire and the Colonial Crisis, 1754-1775

This chapter will explore the following themes and questions:

In the 18th century, the escalating conflict between the British government/monarchy and American colonists resulted in the American Declaration of Independence and Revolutionary War.
How did the Seven Years’ War contribute to conflict between the British government and the Colonists?
What was the role of Native Americans in the struggle between two major European powers in North America?
How did slaves take advantage of the conflict between Great Britain and the American colonies?
What were the problems, issues, and events that ultimately led the Colonists’ to pursue independence from Britain?

1. Identify the various groups who clashed in Ohio Country beginning in the 1740s, and what each group hoped to accomplish.

2. Discuss the goal(s) of the Albany Conference.

3. Explain how the 1763 Treaty of Paris changed the political map of North America.

4. Identify the Proclamation of 1763 and explain how it provoked anger among colonists.

5. Identify the reason(s) for colonial opposition to the Stamp Act of 1765.

6. Explain what colonists meant when they distinguished between Parliament’s authority to levy “internal” and “external” taxes.

7. Identify and discuss the results of the Stamp Act Congress.

8. Name the political principle upheld by the Declaratory Act.

9. Define “non-consumption agreements” and what they hoped to accomplish.

10. Compare the actions of the “Sons of Liberty” with the “Daughters of Liberty” during protests against British policies.

11. Identify the most prominent victim of the Boston Massacre.

12. Define “committee of correspondence” and explain the significance of these committees.

13. Describe Boston colonists’ reaction to the Tea Act and Britain’s subsequent response.

14. Identify the goals and outcomes of the First Continental Congress of 1774.

15. Name the young domestic slave from Boston who wrote so eloquently of the hypocrisy of Africans enslaved in a liberty-loving America.

Chapter 7 – The War for America, 1775-1783

This chapter will explore the following themes and questions:

The American Revolution can be understood as at least 3 separate conflicts: as a civil war lacking universal support in the colonies, as a war for political independence from Britain, and as a global war between major European powers.
What strategies and tactics did each side employ in the War – and how/why did the strategies change over time?
How did the Revolutionary War impact Native Americans?
How did the Revolutionary War inspire and empower enslaved peoples in America?
How and why did the Revolutionary War become a global conflict?

16. Identify the objectives and the results of the Second Continental Congress.

17. Explain why George Washington was chosen to command the Continental Army.

18. Describe how delegates to the Second Continental Congress sought reconciliation with Britain.

19. Discuss Thomas Paine’s role in American independence.

20. Explain what Abigail Adams meant when she urged her husband to “Remember the Ladies”.

21. Explain why printed copies of the Declaration of Independence initially did not include the signers’ names.

22. Define “militia” and discuss the traditional roles played by militias in the colonies.

23. Enumerate the number of African Americans men who served the American cause in the Revolutionary War.

24. Discuss the American and the British strategies for winning the War.

25. Explain the Continental Army’s failure to achieve victory in the battle for Quebec.

26. Analyze how local “committees” were used to compel allegiance to the American cause.

27. Define and enumerate “loyalists”.

28. Explain why Joseph Brant and some other Native American leaders pledged Indian support for the British.

29. Summarize the financial problems plaguing the colonies during the war years.

30. Explain the significance of the battle at Saratoga in 1777 as a turning point in the Revolutionary War.

31. Explain why the British “southern strategy” succeeded at first.

32. Identify the terms of the Treaty of Paris.

Chapter 8 – Building a Republic, 1775-1789

This chapter will explore the following themes and questions:

This chapter explores some of the ideas and principles – political, social, and economic – upon which the new nation is founded.
Who governs the new nation, and by what authority do they govern?
What prompted the need to create a new plan for governing?
What principles and concerns of the founders are reflected in the U.S. Constitution?
In what ways is the U.S. Constitution a “compromise” document?

33. Explain how the Articles of Confederation provided for a weak central (“confederation”) government with very little authority.

34. Discuss what early Americans meant by “republicanism” as they wrote new state constitutions.

35. Define “bill of rights” and identify the basic rights guaranteed in the state constitutions.

36. Define “suffrage,” and “disfranchise” and identify the basic requirement(s) for political participation in every state of the new Republic by the 1780s.

37. Compare the actions taken towards slavery in the north and in the south during the 1770s and 1780s.

38. Identify the main problems faced by the Confederation government in the early 1780s.

39. Describe how the Northwest Ordinance addressed the rights of Native Americans in the west.

40. Identify the event in Massachusetts that revealed the Confederation government’s inability to suppress armed insurrection and to maintain civil order.

41. Discuss the differences between the Virginia Plan and the New Jersey Plan.

42. Describe how the U.S. Constitution addressed slavery.

43. Name the groups who supported, and those who opposed ratification of the Constitution.

44. Identify the most widespread objection to the Constitution by those who opposed its ratification.

45. Explain how New Yorkers were urged to ratify the U.S. Constitution.

Chapter 9 – The New Nation Takes Form, 1789-1800

This chapter will explore the following themes and questions:

What were the major problems and challenges facing the young Republic in the 1790s – and how would these problems be solved?
How did European conflicts provoke deep political divisions in the United States?
What prompted the development of political parties in the United State

46. Name the first departments of government created by Congress, and the men appointed to lead them.

47. Explain why formal education for women became a priority in the new republic.

48. Compare how “virtue” was defined differently for men and for women in the new republic.

49. List the three areas in which the U.S. experienced significant growth in the 1790s.

50. Identify the reasons for a “boom” in cotton production int the 1790s.

51. Identify the subjects and the goals of the three plans that Hamilton presented to Congress.

52. Discuss the compromise between Hamilton and Madison that resolved how the U.S. would pay its (state and federal) wartime debts.

53. Discuss the opposition to a national bank, as offered by Madison and Jefferson.

54. Define “tariff” and explain why Hamilton favored tariffs.

55. Show how the Whiskey Rebellion tested the federal government’s power to maintain civil order.

56. List the terms of the Treaty of New York.

57. Show the results of the U.S.’s attempts to maintain peace and resolve several long-standing problems with England in the 1790s.

58. Explain the difference(s) in how Black and White Americans viewed the Haitian Revolution.

59. Discuss the positions of the two rival political parties that developed in response to economic and foreign policy debates in the 1790s.

60. Analyze the stated and the intended purposes of the Alien and Sedition Acts.

UNIT 3 (Chapters 10 - 13)

Chapter 10 – Republicans in Power, 1800-1828

This chapter will explore the following themes and questions:

With the election of 1800, Jeffersonian Republicans gain and hold on to power for the first quarter of the new century.
What were the ideas and principles that guided Jefferson’s vision for America?
How was the U.S. drawn into foreign affairs and conflicts in the new century?
What were the issues that prompted political divisions in the U.S. and how were they resolved?

1. Explain why the presidential election of 1800 was considered “historic”.

2. Describe how Jefferson limited the size and power of the federal government.

3. Discuss the historical significance of the Supreme Court case Marbury v. Madison.

4. Locate the geographic area in which the Barbary Wars were fought.

5. Discuss Jefferson’s urgency in acquiring the Louisiana Territory.

6. Name the explorers who led the scientific and military expedition into the Louisiana Territory, and their goals.

7. Discuss the goals and the consequences of the Embargo Act of 1807.

8. Name the leaders who worked to strengthen Native American rights and identity on the northwestern frontier.

9. Identify the leaders and the goals of the War Hawks.

10. Discuss the diplomatic and political results of the War of 1812.

11. Describe Dolley Madison’s role in ensuring her husband’s successful governance.

12. Define “feme covert” and discuss how it applied to married women in the U.S.

13. Explain why the south insisted on Missouri being admitted to the Union as a slave state.

14. Summarize the principles of the Monroe Doctrine.

15. Discuss the results of the Election of 1824.

Chapter 11 – The Expanding Republic, 1815-1840

This chapter will explore the following themes and questions:

The growth and expansion of the U.S.- economic, geographic, demographic, & political.
How did issues that were associated with growth and expansion prompt political conflicts?
In what ways did political parties and electoral politics change during this period?
How did events during Andrew Jackson’s presidency change the power and role of the federal government?
How did changes in the country’s economy and politics impact the social and cultural lives of Americans?

16. Identify the components that transformed the economy after the War of 1812.

17. Identify the political and economic advantages of improved transportation.

18. Discuss the consequences of the steamboat “craze” between 1815 and 1840.

19. Explain why an all-female factory labor force was appealing to American factory owners.

20. Discuss the role of banks in the growth of the market economy.

21. Discuss the role of commercial law in economic growth and development.

22. Describe the new campaign styles and activities that appeared in the 1828 presidential election.

23. Name the main political parties in the U.S. in the mid-1830s.

24. Define the “spoils system” first employed by Andrew Jackson.

25. Describe Andrew Jackson’s Indian policy and its consequences for the Cherokee in Georgia.

26. Identify the issue(s), both stated and implied, at the heart of the Nullification Crisis.

27. Show how Andrew Jackson destroyed the Bank of the U.S.

28. Describe how the concept of a “separate spheres” served both men and women in the highly competitive world of market relations.

29. Describe the changes in education brought about by the “market economy”.

30. Explain how participants in the Second Great Awakening sought to improve society, especially in towns.

31. Describe the philosophy and goals of the Female Moral Reform Society.

32. Explain how the American Colonization Society sought to abolish slavery.

33. Name the nationally-circulated abolitionist newspaper and its prominent Bostonian publisher.

34. Identify the most prominent issue of the Van Buren presidency.

Chapter 12 - The North and West, 1840-1860

This chapter will explore the following themes and questions:

This chapter will address the “Antebellum” (before the War) period in the North and the West – and how these regions developed very differently from the South (see Chapter 13 for details on the Antebellum South).
How did economic development, specifically, the Industrial Revolution, change the north and the west?
In what ways did westward expansion bring the U.S. into conflict with other nations – and how were these conflicts resolved?
How did Americans view the social problems of the Antebellum era and how did they propose to resolve these problems?

35. Name the first American president born west of the Appalachian Mountains.

36. Discuss the fundamental changes in American society that fueled an “industrial evolution” between 1840 and 1860.

37. Identify the factors that boosted agricultural productivity in the U.S. as farming expanded to the Midwest.

38. Define the “American system” of manufacturing and its significance.

39. Show how the federal government contributed to the growth of railroads.

40. Discuss the characteristics of the “free-labor” philosophy and its significance for the average American.

41. Name the largest immigrant group in antebellum America and why many came to America in the 1840s.

42. Explain the philosophy of “manifest destiny”.

43. Describe the nature of the conflicts between Anglo-Americans in Texas and the Mexican government that prompted the Americans to establish the Lone Star Republic.

44. Identify the issue at the center of the 1844 election and which set the stage for war between the U.S. and Mexico.

45. Show how “manifest destiny” impacted Chinese immigrants in California.

46. Explain what participants hoped to accomplish at a convention at Seneca Falls in 1848 and evaluate the convention’s outcomes.

47. Describe the treatment of free African Americans in the North.

48. Define “underground railroad”.

Chapter 13 – The Slave South, 1820-1860

This chapter will explore the following themes and questions:

This chapter will address the “Antebellum” (before the War) period in the South: HOW and WHY this region was very different from the North and West (see Chapter 12 for details on the Antebellum North and West).
How slavery shape the South’s economy, politics, and culture?
How did slave masters justify slavery?
How did enslaved peoples live, love, work, and worship?
Why did slaves often resist – but seldom rebel – against slavery?
Most whites in the south did not own slaves, yet they supported slavery. Why?
In what ways did westward expansion bring the south into conflict with the north – and how was the conflict resolved?

49. Locate and define the Mason-Dixon Line.

50. Explain how the Lower South had become the “cotton kingdom” by 1860.

51. Show how white southerners worked to defend and strengthen slavery.

52. Define “miscegenation” (mis-uh-juh-NAY-shun)

53. Discuss how slavery supported a sense of unity among whites of varying socioeconomic classes.

54. Enumerate the percentage of families in the south that owned slaves and the percentage that were considered “planters”.

55. Describe how plantation slavery in the south benefited the north.

56. Define the concept of “Christian guardianship” and its perceived economic benefits to southern planters.

57. Describe how slaves adapted the Christian religion to sustain their spiritual, emotional, and worldly needs.

58. Describe the ways in which slaves resisted the will of their masters.

59. Enumerate and describe the condition of free Blacks in the South in the 1820s and 1830s.

60. Identify the political and cultural beliefs shared by both slaveholding and non-slaveholding White southern men.

UNIT 4 (Chapters 14 - 16)

Chapter 14 – The House Divided, 1846-1861

This chapter will explore the following themes and questions:

In the late 1840s and 1850s, an intense “sectionalism” – regional differences and regional priorities (see Chapters 12 and 13) - contributed to a growing chasm between north and south.
What was the major issue dividing the country in the aftermath of the Mexican War – and how was this issue resolved?
What events of the 1850s escalated the conflicts between north and south?
What event finally provoked the secession “crisis”?

1. Identify the slavery-related issue that divided north and South after the Mexican War.

2. Explain why northerners supported the Wilmot Proviso and why southerners opposed the bill.

3. Define “popular sovereignty” as proposed by Senator Lewis Cass.

4. List the provisions of the Compromise of 1850.

5. Show how Uncle Tom’s Cabin contributed to the conflict between north and south.

6. Show how the Kansas-Nebraska Act impacted political parties in the U.S.

7. Describe the basic beliefs and goals of the “Know-Nothings”.

8. Describe the basic beliefs and goals of the Republican Party.

9. Discuss the issues that led to a “Bleeding Kansas” in the mid-1850s.

10. List the results of the Dred Scott case.

11. Describe Abraham Lincoln’s views on slavery and racial equality.

12. List the events that northerners believed were evidence of a slave power conspiracy.

13. Name the leader of the raid at Harper’s Ferry, VA in 1859.

14. Discuss southerners’ reactions to Lincoln’s election in 1860.

15. Discuss Lincoln’s reaction to secession.

Chapter 15 – The Crucible of War, 1861-1865

This chapter will explore the following themes and questions:

The Civil War was a conflict fought on the battlefield and on the homefront.
What were the war objectives of both the Union and the Confederacy? How did these objectives change over time?
What were the strengths and weaknesses of each side – Union and Confederacy?
What strategies did the Union and Confederacy employ, to support their objectives? How did these strategies change over time?
For what reasons did the Union and the Confederacy engage in international diplomacy?
What did the Civil War represent for African Americans, both slave and free?
In what ways did the Civil War represent a “Second American Revolution”?

16. Discuss the significance of Robert Smalls’ courageous actions in delivering a Confederate ship into the hands of the Union in May, 1862.

17. Explain how the “world’s first modern war” transformed America.

18. Name the president of the Confederate States of America and his fateful decision concerning Fort Sumter.

19. Identify the outcome of the secession conflict in the western part of Virginia.

20. Compare Union and Confederate advantages in the Civil War.

21. Explain how the Union and the Confederacy financed the War.

22. Assess the significance of the July,1861 Confederate victory at the battle at Bull Run (Manassas).

23. Locate the capital of the Confederacy.

24. Evaluate the success of the Union’s naval blockade on the Atlantic coast.

25. Explain and assess the effectiveness of “King Cotton diplomacy”.

26. Explain the Union’s realization that it would have to destroy slavery in order to defeat the Confederacy.

27. Identify the limitations of the Emancipation Proclamation.

28. Describe the military experiences of African American soldiers.

29. Describe how the Civil War affected the lives and work of enslaved people on plantations.

30. Discuss how a Republican-dominated Congress changed the U.S. economy during the Civil War.

31. Show how women contributed to the war effort.

32. Name the founder of the American Red Cross.

33. Locate the turning points of the Civil War in the east and in the west.

34. Identify General Sherman’s goal(s) in his march across Georgia in 1864.

35. Explain the historical significance of actor John Wilkes Booth.

36. Discuss why the Civil War has been called the “Second American Revolution”.

Chapter 16 – Reconstruction, 1863-1877

This chapter will explore the following themes and questions:

“Reconstruction” is about rebuilding:
- the physical landscape of railroad tracks, bridges, homes, churches, etc.
- the economy of both north and south
- state governments of the former Confederacy
- the U.S. Congress, as it readmitted senators and representatives from the former Confederate states
- relationships; overcoming the hatred, resentment and bitterness that had divided a nation and in some cases, divided families
- demographically, after the significant loss of life, especially among young men

HOW would rebuilding take place? With all that had happened over 4 years, COULD it be accomplished?
WHO would determine the terms of political “reconstruction”? And what would those terms be?
What did the Confederate defeat mean for enslaved African Americans? How did it impact all African Americans?
What opportunities did it provide women?

37. Identify the central questions of the turbulent Reconstruction Era.

38. Compare the “terms” of Reconstruction offered by Lincoln in 1863 and by Congress in 1864.

39. Describe the “compulsory free labor” system of the Mississippi Valley and its purpose.

40. List the activities of the Freedmen’s Bureau.

41. List the goals that freedmen and freedwomen adopted as priorities.

42. Name Lincoln’s successor to the presidency and discuss his goals for Reconstruction.

43. List the provision(s) of the 13th amendment to the U.S. Constitution.

44. Discuss the intent of black codes.

45. Identify the goal(s) of the minority “radical” wing of the Republican Party.

46. Explain how the most important provisions of the 14th Amendment impacted African Americans.

47. Name the founders of the American Equal Rights Association.

48. Explain the action that led to Andrew Johnson’s impeachment.

49. List the provision(s) of the 15th amendment to the U.S. Constitution.

50. Discuss the impact of the 15th Amendment on the post-War feminist movement.

51. Define “carpetbagger” and “scalawag”.

52. Describe the goals and methods of the Ku Klux Klan.

53. Explain what is meant by “Jim Crow” laws.

54. Analyze how the “crop lien” system contributed to a near-permanent state of poverty and dependence for sharecroppers.

55. Name the Reconstruction-era president whose administration was plagued by scandal and corruption.

56. Explain why Northern support for Reconstruction “withered”.

57. Define and identify the goals of the “Redeemers”.

58. Evaluate the successes of the Redeemers, by 1876.

59. Explain why Congress had to decide who would be president in 1876.

60. Discuss the provisions of the Compromise of 1877.

Student Learning Outcomes/Learning Objectives

STUDY GUIDE

U.S. History 1, HIST 1301

FALL 2022

Dr. T. Thomas, Professor, History

Austin Community College

It is a violation of course policy and a violation of copyright to post this information anywhere on the Internet without my permission.

UNDERSTANDING HISTORY AND THE STUDY OF HISTORY

USING THIS STUDY GUIDE

With this in mind, here are some other suggestions for achieving success in this course:

Read the chapter first, to get a good overview of what the chapter is about. Pay attention to the chapter subheadings (subtitles). They are often clues to the important themes of a chapter. Similarly, pay attention to the opening paragraph of each section - here you will usually find the thesis, or "main point" of a section.
Then read the chapter again, answering the study questions.
Write short but complete answers to each of these study questions. Use a “bulleted” format (that is, a “list”) for your answers. Some students use index cards, writing one question/answer on each card.
Don't just highlight the answers in your textbook - write them.
Read with a dictionary. Look up any word whose meaning you don’t know.
Approach this course as you would a job. Set aside a specific time each day - or every other day - to work on reading and study questions. This is your work schedule; honor it as you would your job schedule.
Work on the reading and study questions gradually, completing small amounts of work each day (or every other day). Research shows that people retain information better if they work for no more than 2 hours at one task. For example, on Mondays from 2-4 pm, read half the chapter. On Tuesday, read the other half. On Wednesday, write out the first 20 study questions; on Thursday, the next 20, and so on. Don't try to do all the reading and the study questions the night before the exam. "Cramming" is not an effective, nor is it a successful study method.
If you have any trouble understanding the questions – or finding answers, or if you are unsure of your answers, contact me for clarification.

WHAT IS COVERED ON EACH EXAM?

EXAMS

Map Test (see below)

UNIT 1 (covers Chapters 1 - 5)

UNIT 2 (covers Chapters 6 - 9)

UNIT 3 (covers Chapters 10 - 13)

UNIT 4 (covers Chapters 14 - 16)

MAP TEST

Because the history of the United States was shaped and influenced to a large degree by the geography of the continent, it is important for you to know some basic North American geography.

FORMAT & GRADING

Your first test will be a 30-question, multiple choice Map Test.

You’ll have 35 minutes to complete the exam (most students finish in 15 minutes or less)
When you take your exam, you will be shown each question, along with a map of North America, with items already marked.
You will be asked to identify 30 of the items that are marked – from the list below.
The MAP TEST is graded from 0% to 100%. Each question is worth 3.33 points.
You do NOT have to draw anything. Items will already be marked.

WHAT YOU NEED TO KNOW

You should be able to locate these items on a map:

Canada

Mexico

Each of the 50 states of the United States

Appalachian Mountains

Great Plains

Rocky Mountains

Atlantic Ocean

Pacific Ocean

Gulf of Mexico

All 5 Great Lakes

Chesapeake Bay

Columbia River

Hudson River

Mississippi River

Missouri River

Ohio River

Red River

Rio Grande River

Austin, TX

Boston, MA

Charleston, SC

Chicago, IL

New York City

Philadelphia, PA

Richmond, VA

San Francisco, CA

Washington, D.C.

Below are 3 LINKS to an interactive site that can help you study for the Map Test.

Interactive Geography Practice Quizzes

UNIT 1 (Chapters 1 - 5)

Chapter 1 – Ancient America: Before 1492

This chapter will explore the following themes and questions:

The diverse peoples, cultures, and civilizations of the western hemisphere (the continents that later become known as North and South America) in the years before 1492.
When and how did humans migrate to North America?
What types of cultures and civilizations developed in the Americas – and why?
In particular, how did the Mexican empire (often referred to as the “Aztec” Empire) amass – and then lose - great wealth and power?

1. Locate the origin of the hunters who might be called the first human “pioneers” of the western hemisphere.

2. Explain how environmental change and the extinction of large game (i.e., mammoths) contributed to the development of greater diversity among Native American cultures.

3. Describe how Native American cultures differed from European cultures in the late 15th century.

4. Identify the major weakness of Mexican society that the Spanish conquerors eventually exploited.

Chapter 2 – Europeans Encounter the New World, 1492-1600

This chapter will explore the following themes and questions:

What prompted the “Age of Exploration” among Europeans in the 15th century? That is, why did they want to leave Europe for other lands?
What role did the Portuguese and Spanish play in this Age of Exploration?
How did European contact with the Americas impact both Europe and America?