HISTORY 1301-037 Syllabus (Spring 2023)

(#56488 San Gabriel Campus (SGC)) (3 credit and contact hours)

COURSE DESCRIPTION: This course is a study of United States history up to 1877. Please visit the following webpage for more information: www.austincc.edu/history

INSTRUCTOR: Curtis Baack, MA E-mail: curtis.baack@austincc.edu Office #: 512-223-2584

Drop-in Office Hours: Tuesdays 12pm-2pm and Wednesdays 9:30am-10:30am San Gabriel Campus Room 1300.09. You can meet with the instructor in-person or online through Blackboard click on “Drop-in Office Hours” for the online meeting link. For access to the 1300 office suite on-campus call the phone number above. For an appointment outside of drop-in office hours, email the instructor.

MEETING TIMES: Monday and Wednesday 10:30 am – 11:50 am SGC Room 1201
Dates: January 17, 2023 to May 14, 2023

COURSE RATIONALE: This course provides a basic survey of US History to 1877 and satisfies three semester hours of the Texas legislative requirement in US History. Please visit the following webpage for more information: http://www.austincc.edu/history

INSTRUCTIONAL METHODOLOGY: This is a lecture-style, discussion course.

PREREQUISITES: The student must read, comprehend, and write in English at the college level. This is a very reading-intensive course. 

To enroll in this course, the student must be in compliance with the reading and writing portion of the student’s TSI (Texas State Initiatives) - approved standardized test – unless they are exempt from the TSI testing. The student can take this class if they are TSI-compliant in reading and writing OR if they are TSI-exempt, the student should check with an ACC Counselor to ensure TSI status.

COURSE REQUIREMENTS AND GRADING SYSTEM

Grading System: The student will have the opportunity to complete the following coursework:

The quality and quantity of the work done by the student will determine the student’s grade, please read below to see the requirement for each letter grade:

Note: Students who are in the “C”, “D”, or “F” range have the option to complete the analytical essay, however the student must meet the course point requirement with the essay.

Students can track all their grades for this course on Blackboard (acconline.austincc.edu) using their ACCeID and password.

Students should check Blackboard and their ACC email regularly for updates and reminders.
 

Helpful hints in passing this course:

1. Students will need to read the required textbook (The American Promise) and answer the Chapter Learning Objectives in the syllabus. History is about connections and impacts. The student should focus on this and do not just focus on names and dates look for connections and impact.

History is stories. The student should think of history like any other story (movies, television shows, fictional books, etc.), except history is based on fact and real people. Just like following any plot you must understand the connections between people, events, and chronology to have the story make sense to you. The same is for history once you can make sense of the story then the names and dates will come to you. This course will allow you to practice your critical thinking skills through history.

2. The student should read the syllabus fully, and before you begin you need to understand the requirements for the course.

3. The student will answer the Chapter Learning Objectives:

• Read over the Chapter once, without answering any learning objectives – to get a good overview on the connections in that chapter; the major events, people, etc.  then, re-read the chapter a second time while answering the chapter learning objectives.  This will help you to have a good general knowledge of the period.
• Work on the chapter learning objectives gradually; that is, work on several each day.
• Do not wait until just before the exam to complete all the objectives.  "Cramming" is not an effective study method.
• Work with other students in a virtual Study Group if you can.  Help each other in answering the learning objectives.  Quiz each other. Communicate with the other students in class using the Blackboard Collaborate or the “Send Email” function under “Course Tools” in Blackboard.  If you exchange study questions online, do it using a method that is “private” – such as email.
• Remember that students are NOT permitted to post learning objectives on any public site such as Quizlet or Study Blue.

4. The student should:

• Have enough 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 their ability
• be willing to accept personal responsibility for their success in this course
• make a commitment to fulfilling the requirements of the course
• be able to read and understand English at the college-level
• have a college-level reading comprehension and vocabulary. If the student cannot yet read at this level, it is not likely that they will pass this course; and so if the student’s reading skills are not at the college level, The instructor recommends the student first take developmental reading courses to improve your reading skills, THEN come back and take this course.
• understand world geography and basic geography concepts (e.g., have a general knowledge of what these terms mean:  hemisphere, longitude, latitude, & difference between continents, countries, & cities)
• have a knowledge of basic political science concepts (e.g., have a general definition knowledge for:  legislative, executive, judicial, monarchy, imperialism, colony, impeachment, nationalism, suffrage, veto)

Please note that a student can take History 1301 and History 1302 in ANY order.  Also, they can take both history courses at the same time, BUT it is a LOT of work – so do not attempt to do this unless they have several hours per day to devote to reading and studying.

INCOMPLETE POLICY

ACC requires that the student complete a minimum of 50% of the course to qualify for an incomplete and have at least a 70% average. The student must have a medical excuse certified by a physician. All “Incompletes” must be completed within four weeks of the following semester. There are no exceptions to this policy.

MAP TEST:
Because the geography of the continent has shaped and influenced in a large degree the history of the United States, it is important for the students to know some basic North American geography. Therefore, students must pass a geography map test to receive a “C” or higher in this course. Students must earn at least 21 of 30 correct to pass. Students can retest the map test as many times as they need. The highest grade a student can earn on a retest is a 21.
 

The Map Test will have a map (sample blank map is on blackboard) that they will need to match the location to the letter on the map. Any of the following geographic locations could be on the map:

All 50 states by name          Missouri River                    Chicago, IL                     Canada

All 5 Great Lakes                Richmond, VA                    Mexico                           Red River

Charleston, SC                    Atlantic Ocean                    Columbia River               Boston, MA

Pacific Ocean                      Chesapeake Bay                  San Francisco, CA          Gulf of Mexico

Great Plains                         Austin, TX                          Hudson River                  Washington, D.C.

Appalachian Mountains       Ohio River                          New York City                Philadelphia, PA

Rocky Mountains                Mississippi River

UNIT EXAMS

There are four unit exams in the course each worth 100 pts., a total of 400 pts for all four exams. The unit exams can consist of multiple-choice, finish the thought, map, and short essay questions. The instructor has based all questions in the exams on the information from the textbook (The American Promise) as highlighted by the learning objectives in this syllabus. There is not a comprehensive final exam for this course.

Re-Testing Policy: A student that earns below a 70 on an exam can retake the exam (except for Unit 4 exam, there are no retests for the last exam) to raise their exam score up to a 70. A student can only retake each exam once. The instructor will record the higher of the two grades. For example, if a student earned a 61 on the initial exam and then got an 85 on the retest, the student will earn a 70 for the unit exam. Please Note: the highest points a student can earn on a retest is a 70.

STUDENTS MUST COMPLETE ALL RETESTS WITHIN 7 DAYS AFTER THE DEADLINE OF THE UNIT EXAM.

To take the retest, the student will use Lockdown Browser and got to the course Blackboard page and click on “Unit Exams” and then click on “Unit Exams (Retest).”  

Unable to make it to class for a unit exam? The student needs to stay in contact with the instructor and must get written permission (email) before the exam day to take an exam after that day. If the student misses the exam and does not contact the instructor, they will earn 0 points for the exam and any attempt on the exam after that date is a retest and falls under the retest policy above. A student cannot makeup an exam past the deadline without instructor permission (email).

ANALYTICAL ESSAY

Refer to the “COURSE REQUIREMENTS AND GRADING SYSTEM” to know if the student must complete the essay. Follow the instructions below to if the student needs to complete the essay:

The student will select an historical monograph/book (a study of some particular historical subject) that covers the time period included in this course and write an analytical essay. Students cannot use an historical novel or a diary. A list of pre-approved books and a sample essay is on Blackboard under “Analytical Essay” in the course menu. If you want to make sure the book is satisfactory, please send an email to your instructor for approval. You may ask the librarian for assistance on the book selection, and students can use the ACC Learning Lab to have their essay reviewed and proofread.

The student will read the selected book and write an analytical essay of at least 900 words answering the following questions about the book:  

1. Who is the author/s and what is their thesis (argument) and main points? 

2. What proof does the author use to support the thesis and how does it reinforce the thesis? Use two SPECIFIC examples.

3. What are two SPECIFIC examples of research source material used by the author and how does it strengthen the author’s thesis?

4. Was the book written so that you could understand it?  Give an example to support your answer.

5. Is there a question or subtopic you wish the author had addressed or addressed in more detail?  How would this question or subtopic help enhance the thesis?

6. Does this book and the textbook, The American Promise, have the same conclusion on the topic?

7. Would you recommend the book to another student or a teacher?  Why or why not?

Instructions on turning in the essay: Your essay must follow MLA format (typed, Times New Roman 12 pt, double-spaced). On the date it is due, you will upload an electronic copy on Blackboard (Click the “Analytical Essay” link), use your last name as the filename. (-10 points for each day it is late). 

Can a student get feedback on their essay before turning it in? Yes, if a student would like feedback on their essay, they must turn in any rough draft 3 days prior to the essay deadline. The instructor will give the student feedback before the final essay deadline. Also, the student can use the Learning Lab for feedback.

STUDENT TECHNOLOGY SUPPORT

Austin Community College provides free, secure drive-up WiFi to students and employees in the parking lots of all campus locations. WiFi can be accessed seven days a week, 7 am to 11 pm. Additional details are available at https://www.austincc.edu/sts.

Students who do not have the necessary technology to complete their ACC courses can request to borrow devices from Student Technology Services. Available devices include iPads, webcams, headsets, calculators, etc. Students must be registered for a credit course, Adult Education, or Continuing Education course to be eligible. For more information, including how to request a device, visit http://www.austincc.edu/sts.

Student Technology Services offers phone, live-chat, and email-based technical support for students and can provide support on topics such as password resets, accessing or using Blackboard, access to technology, etc. To view hours of operation and ways to request support, visit http://www.austincc.edu/sts.

Electronic usage

I will allow the usage of laptops for taking notes. Please be aware that laptops are a distraction not just for the user but also other students in class. With that in mind, when using a laptop please select a seat in the back of the classroom. Make the choice wisely, laptops can easily distract the user and can take away from maximizing the student’s course success. Please turn off all smartphones and cellular phones, if you are expecting an important call during class please inform the instructor and take the call outside the classroom. Otherwise it can wait until break or after class.

ATTENDANCE POLICY

You should attend every class unless a medical or other genuine emergency intervenes. Attendance will be taken each class. “Casual class-cutting” is a grade-killer. The more classes you miss, the more likely you are to do poorly in the course.  You will lose 2 points off your overall point total for each unexcused absence and 1 point off your overall point total for an unexcused tardy. You must get all excused absences or tardiness approved by the instructor via e-mail in order to document the approval. (If you do have to miss one or more classes, it’s always a good idea to e-mail your instructors and keep them posted; this shows responsibility on your part.)

USE OF ACC EMAIL AND ETIQUETTE

All College e-mail communication to students will be sent solely to the student’s ACCmail account, with the expectation that such communications will be read in a timely fashion. ACC will send important information and will notify students of any college- related emergencies using this account. Students should only expect to receive email communication from their instructor using this account.  Likewise, students should use their ACCmail account when communicating with instructors and staff.  Students and instructors will use professional email etiquette when writing their messages. Students and instructors will not use informal and slang language. Information about ACC email accounts, including instructions for accessing it, are available at: www.austincc.edu/help/accmail/questions-and-answers

COMMON COURSE OBJECTIVES: To view the objectives go to the following website: www.austincc.edu/history/1301syll

STUDENT STANDARDS OF CONDUCT

Acceptable standards of conduct include behavior that:

• Reflects the highest level of honesty and integrity

• Is civil, courteous, and respectful of all members of the campus community, their property of the college and promotes the smooth and unimpeded delivery of knowledge in the classroom

• Encourages responsibility and prohibits the unlawful use of alcohol, illicit drugs, other substances, and weapons

• Promotes mutual respect, equality, and safety of its members and opposes those acts that harass, intimidate, or haze its members.

Any one failing to adhere to the above standards will be withdrawn from the course at the very least.

WITHDRAWAL POLICY

The student is responsible for knowing and complying with the withdrawal date and procedures.  The last date to withdraw from the course is located on the ACC website. If you quit coming to class or have a grade average below 60%, you will receive an F unless you withdraw officially by the last day to withdraw and receive a W.  Six-Drop Rule:  The Texas Education Code limits incoming freshmen to a total of six course drops in their college career.  A student enrolled in a course on the Official Reporting Date who later drops that course will have that course counted toward the six-drop limit. Thus, you should monitor your drops very carefully! IMPORTANT: I do not withdraw students from my courses - Withdrawing from the course is YOUR responsibility and it MUST be done by the withdrawal deadline. If you enroll in the course and fail to take the exams or fail to complete the course requirements, you will receive the grade of F for the course.

SCHOLASTIC DISHONESTY

Acts prohibited by the college for which discipline may be administered include scholastic dishonesty, including but not limited to cheating on an exam or quiz, plagiarizing, and unauthorized collaboration with another in preparing outside work. Academic work submitted by students shall be the result of their thought, research, or self-expression. Academic work is defined as, but not limited to, tests, quizzes, whether taken electronically or on paper; projects, either individual or group; classroom presentations, and homework. For the list of covered misconduct see pg. 248 in the College Catalog and Student Handbook (www.austincc.edu/catalog) Anyone committing these acts will receive the grade of “F” for the course.

“Scholastic Dishonesty” shall include, but not limited to, cheating, plagiarism, and collusion.

“Cheating” shall include, but shall not be limited to:

1. Copying from another student’s test or class work; 2. Using test materials not authorized by the person administering the test; 3. Collaborating with or seeking aid from another student during a test without permission from the test administrator; 4. Knowingly using, buying, selling, stealing, or soliciting, in whole or in part, the contents of an un-administered test, paper, or another assignment;  5. The unauthorized transporting or removal, in whole or in part, of the contents of the un-administered test; 6. Substituting for another student, or permitting another student to substitute for one’s self, to take a test; 7. Bribing another person to obtain an un-administered test or information about an un-administered test; or 8. Manipulating a test, assignment, or final course grade.

“Plagiarism” shall be defined as appropriating, buying, receiving as a gift, or obtaining by any means another’s work and the unacknowledged submission or incorporation of that other’s work in one’s own written work.

“Collusion” shall be defined as the unauthorized collaboration with another person in preparing written work for fulfillment of course requirements.

College policies & student support services

Please click on the following link to access the College Policies & Student Support Services: https://www.austincc.edu/offices/academic-outcomes-assessment/master-syllabi/college-policies

REQUIRED TEXT: James L. Roark, et al., The American Promise: A History of the United States, Volume 1: To 1877, 8th edition. Value Edition: ISBN: 978-1-319-20895-0. Go to the following webpage (https://www.austincc.edu/academic-and-career-programs/first-day-classes) for the instructions on accessing the textbook.

COURSE CALENDAR HISTORY 1301

LAST DAY TO WITHDRAW: April 24, 2023

COURSE COMPLETION DEADLINE: May 14, 2023

Hist 1301 Course Learning Objectives

Chapter 1 – Ancient America, Before 1492

1. Locate the origin of the Paleo-Indians, the first “Americans”.
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 and locate the most powerful Native American culture in the New World and describe how they rose to power.
5. Analyze the role of “tribute” in the advances made by the Mexica society.
6. Identify the major weakness of Mexican society that the Spanish conquerors eventually discovered.

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

1. Identify the demographic catastrophe and technological devices in Europe in the 14th and 15th centuries that encouraged European voyages of exploration.
2. Explain what motivated the Portuguese to explore foreign lands in the early 15th century.
3. Define “caravel” and discuss its importance in Portuguese exploration.
4. Name the first Europeans to trade on the West African coast and the objects of their journeys.
5. List the consequences of the Portuguese exploration of Africa during the 15th century`.
6. Explain how Spain and Portugal settled their competing claims to the New World.
7. Discuss the significance of Vasco da Gama’s 1498 voyage and Magellan’s 1519 voyage.
8. Define and give examples of the “Columbian exchange”.
9. Analyze how Hernán Cortés and his small army were able to successfully conquer the vast and powerful Mexica Empire.
10. Locate the two geographic regions of greatest wealth in Spanish America.
11. Name the great Portuguese colony in the Western Hemisphere.
12. Define “royal fifth”.
13. Define “encomienda”, identify the goal of encomienda, and explain how it worked.
14. Describe the social class hierarchy that developed in New Spain.
15. Enumerate the demographic impact of European diseases on Native Americans by 1570.
16. Understand the significance of the Protestant Reformation.

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

1. Describe the benefits that the Virginia Company and its supporters hoped to derive from its colony in North America.
2. Explain how English settlers were able to survive the first several years at Jamestown.
3. Discuss the circumstances that resulted in Jamestown becoming a royal colony in 1624.
4. Identify the oldest representative legislative assembly in the English colonies.
5. Explain why tobacco was such a key commodity in the survival of early Virginia?
6. Identify and describe the predominant labor system used in the Chesapeake colonies in the 17th century.
7. Name the colony founded in 1634 as a refuge for Catholics, who had suffered discrimination in England.
8. Identify the two main social classes in Chesapeake society by the 1670s - and the relationship between the two.
9. Discuss the King’s response to Bacon’s Rebellion and how this impacted the different social classes of the Chesapeake region.
10. Explain why slavery came to replace indentured servitude as a major source of labor to the southern colonies.

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

1. Define 16th century “Puritanism” and its beliefs.
2. Identify and locate the Pilgrim settlement established in 1620.
3. Compare the demographic characteristics (race, class, gender, occupation, etc.) of Massachusetts settlers with those of Chesapeake settlers.
4. Explain the ways in which Puritans enforced a remarkable degree of conformity in their communities.
5. Name the most prominent “dissenters” in Puritan New England and describe what happened to them.
6. Describe the Quakers’ attitudes toward gender, ethnic, and religious toleration and diversity.
7. List the goals of English economic policies towards the colonies in the mid-17th century, and how the Navigation Acts supported those goals.
8. Identify the person called “King Philip” by the New England colonists and explain the consequences of King Philip’s War.
9. Discuss how the Glorious Revolution affected the Massachusetts colony.
10. Identify and locate the original thirteen colonies.

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

1. Expound on the population growth of the colonies in the 18th century and discuss its significance.
2. Explain the significance of increased immigration to the colonies in the 18th century.
3. Explain how “partible inheritance” resulted in the growth and expansion of New England settlements.
4. Analyze the demographic framework of the Middle Colonies and what formed the strength of their economy. Identify the “Pennsylvania-Dutch” and “Scots-Irish” and explain why they often felt compelled to leave their homelands.
5. Define and describe the “Middle Passage” and its impact on the colonies.
6. Assess the impact of unifying experiences amongst the colonists.
7. Discuss the ideas of the Enlightenment and how they were fostered in the colonies.
8. Explain the social contract theory of John Locke and the theory of separation of powers as outlined by Montesquieu.
9. Define the “Great Awakening” and what its leaders sought to achieve.
10. Describe the “dual identity” of colonists in British North America.

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

1. Identify the participants and discuss the issues that resulted in a French-British conflict in the Ohio Country beginning in the 1740s.
2. List the issues resulting from the French & Indian War, which created conflict between colonists in America and the British government.
3. Explain how the Proclamation of 1763 provoked American anger.
4. Describe the Acts passed by Parliament after the French & Indian War (Stamp Act, Sugar Act, etc.).  Why did they create such an uproar among the colonists?
5. Explain the distinctions between virtual representation and direct representation in Parliament and between internal and external taxes.
6. Compare the actions of the “Sons of Liberty” with the “Daughters of Liberty” during protests of British policies.
7. Name the political principle upheld by the Declaratory Act.
8. Define the Boston Massacre. What was its propaganda value?
9. Describe Boston colonists’ reaction to the Tea Act and Britain’s response.
10. Identify the goals and outcomes of the First Continental Congress of 1774.
11. Understand the significance of the first shots fired of the American Revolution to include the location of the first shots.

Chapter 7 – The War for America, 1775-1783

1. Identify the objectives and results of the Second Continental Congress.
2. Explain the purpose of the Olive Branch Petition and the King’s reaction to it.
3. Analyze the reason why George Washington was chosen to command the Continental Army.
4. Discuss Thomas Paine’s role in American independence and describe the Continental Congress’ adoption of the Declaration of Independence.
5. Define “militia” and discuss the traditional roles played by militias in the colonies.
6. Discuss the American and the British strategies for winning the War.
7. Analyze how local “committees” were used to comply allegiance to the American cause.
8. Define “loyalists” and examine how their numbers represent the colonists’ support for the War.
9. Summarize the financial instabilities of the colonies during the war years.
10. Understand and locate the significant military encounters during the Revolutionary War.
11. Explain the significance of the battle at Saratoga in 1777 as a turning point in the Revolutionary War.
12. Understand the provisions of the 1783 Peace Treaty of Paris.

Chapter 8 – Building a Republic, 1775-1789

1. Explain how the Articles of Confederation provided for a “decentralized” government whereby power resided mostly with the states.
2. Discuss what early Americans meant by “republicanism” as they wrote new state constitutions.
3. Describe the new state constitutions written during the Founding Era, particularly identify some of the specific rights guaranteed in the state constitutions.
4. Discuss the principle upheld by Washington’s Newburgh Address.
5. Identify what items did the Northwest Ordinance tackle for the new nation and how did the Ordinance address Native Americans and slaves.
6. Explain the impact of Shays’ Rebellion on the Confederation government (the government that operated under the Articles of Confederation).
7. Discuss the differences between the Virginia Plan and the New Jersey Plan.
8. Understand the significant issues and compromises associated with the 1787 Constitutional Convention, especially the 3/5 Compromise, the Electoral College, and separation of powers.
9. Explain the arguments used by the Federalists in favor of the new Constitution.
10. Recognize the arguments of the Antifederalists against the Constitution.

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

1. Describe Washington’s presidency as he set a precedent for the new office and created a Cabinet.
2. Explain the significance of early legislation passed by Congress, such as creating the Bill of Rights and the 1789 Judiciary Act.
3. List the three areas in which the U.S. experienced significant growth in the 1790s and clarify the impact of the cotton gin on the southern states.
4. Explain Hamilton’s proposals for strengthening the nation’s economy.
5. Discuss the compromise between Hamilton and Madison that resolved conflict over the “assumption” plan.
6. Show how the Whiskey Rebellion tested the federal government’s power to maintain civil order.
7. Show the results of the U.S. attempt to resolve several long-standing problems with England in the 1790s.
8. Discuss the positions of the two distinct political parties that developed in response to economic and foreign policy debates in the 1790s.
9. Describe and understand the Quasi-War with France during the Adams’ administration, especially the XYZ Affair and the Alien & Sedition Acts.
10. Identify the principle established by the Virginia and Kentucky resolutions in reaction to the Alien & Sedition Acts.
11. Understand the dynamics of the election of 1800.

Chapter 10 – Republicans in Power, 1800-1828

1. Illustrate the significance of the presidential election of 1800 and how was the election decided.
2. Discuss Jefferson’s interpretation of “Republican simplicity”.
3. Discuss the historical significance of the Supreme Court case Marbury v. Madison.
4. Explain the Louisiana Purchase of 1803, and discuss Jefferson’s urgency in acquiring the Louisiana Territory.
5. Name the explorers of the Louisiana Territory and the significance of their scientific and military expedition.
6. Describe Dolley Madison’s importance in ensuring her husband’s successful governance.
7. Identify the Native American leadership in the northwestern frontier and how did they work to unify and strengthen the Native American people in that region.
8. Understand the causes and results of the War of 1812.
9. Define “feme covert” and discuss how it applied to married women in the U.S. during the first half of the 19th Century.
10. Explain the Missouri Compromise and why it was such a divisive issue.
11. Discuss the principles of the Monroe Doctrine.
12. Discuss the results and impact of the presidential election in 1824.

Chapter 11 – The Expanding Republic, 1815-1840

1. Identify the components that revolutionized the economy and facilitated the development of a “market revolution” after the War of 1812.
2. Identify the political and cultural advantages of improved transportation.
3. Discuss the significance of the Erie Canal.
4. Discuss the role of banks in the growth of the market economy.
5. Name the main political parties in the U.S. in the mid-1830s.
6. Define the significance of the “spoils system” employed by Andrew Jackson.
7. Describe Andrew Jackson’s Indian policy and its consequences for the Cherokee in Georgia.
8. Explain what a tariff is and how tariffs affected different regions of the US economically.
9. Describe John C. Calhoun’s plan for nullifying offensive federal laws, such as tariffs.
10. Show how Andrew Jackson destroyed the Bank of the U.S.
11. Explain how the Second Great Awakening sought to improve society, especially in towns.
12. Identify the significance of the Liberator and the prominent Boston abolitionist who published it.
13. Identify the most prominent issue of the Van Buren presidency.
14. Name the new political party that characterized and helped guide the activist moralism and state-sponsored entrepreneurship of the 1830s.

Chapter 12 - The north & west, 1840-1860

1. Identify the factors that boosted agricultural production in the U.S.
2. Define the “American system” of manufacturing and its significance.
3. Show how the federal government contributed to the growth of railroads.
4. Discuss the components of the “free-labor” philosophy and its significance for the average American.
5. Assess immigrant groups in the 1840s and their impact on America to include why many came to America.
6. Explain the philosophy of “manifest destiny”.
7. 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.
8. Describe the importance and terms of the 1848 Treaty of Guadalupe Hidalgo ending the Mexican-American War.
9. Explain the purpose of the convention at Seneca Falls in 1848 and evaluate its success.
10. Describe the condition of free African Americans in the North.
11. Define the meaning of the “underground railroad”.
12. Locate and identify territorial expansion of the United States by 1860.

Chapter 13 – The Slave South, 1820-1860

1. Explain how the Lower South had become the “cotton kingdom” by 1860.
2. Illustrate how slavery continued to grow in the Antebellum South.
3. Show how white southerners worked to defend and strengthen slavery.
4. Describe and understand the life of slaves on large plantations and small farms.
5. Define the concept of “Paternalism” and its economic benefits to southern planters.
6. Describe slaves’ efforts to preserve marriage and family life on the plantation.
7. List the many behaviors and acts that slaves demonstrated to show their resistance to slavery.
8. Describe the precarious existence of most free blacks in the slave south.
9. Clarify the political challenges of southern Whigs and southern Democrats in the antebellum period.
10. Explain how slaveholders kept the loyalty of non-slaveholders in the South.

Chapter 14 – The House Divided, 1846-1861

1. Identify the slavery-related issue that divided the North and South after the War with Mexico.
2. Explain why northern Whigs and Democrats supported the Wilmot Proviso.
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. Understand the significance of the 1858 Lincoln-Douglas debates and what key issue dominated the debates. Identify how the debates influenced Lincoln’s political career.
12. Name the leader of the Harper’s Ferry raid in 1859 and analyze the impact of the raid.
13. Discuss southerners’ reactions to Lincoln’s election in 1860.
14. Discuss Lincoln’s reaction to secession.

Chapter 15 – The Crucible of War, 1861-1865

1. Explain the establishment of the Confederate States of America and identify their top political leaders. Identify the significance of Fort Sumter.
2. Identify the capital of the Confederacy and reveal why the Confederates placed the capital there.
3. Compare the economies of the Union states and Confederate states and identify the advantages of both sides.
4. Explain how both the Union and the Confederacy financed the War.
5. Assess the significance of the July 1861 Confederate victory at the battle at Bull Run (Manassas).
6. Name the commander of the Army of Northern Virginia and clarify the significance of his command.
7. Locate the Civil War’s bloodiest single day of fighting and identify the importance of that battle.
8. Evaluate the success of the Union’s naval blockade on the Atlantic coast.
9. Assess the effectiveness of “King Cotton diplomacy”.
10. Explain the Union’s realization that it would have to destroy slavery in order to defeat the Confederacy.
11. Identify the limitations of the Emancipation Proclamation.
12. Describe the military experiences of African American soldiers.
13. Describe how the Civil War affected the lives and work of plantation slaves.
14. Discuss how Republican-dominated Congress changed the U.S. economy during the Civil War.
15. Show how women contributed to the war effort.
16. Name the founder of the American Red Cross.
17. Locate and identify the significance of noteworthy Civil War battles, especially Vicksburg and Gettysburg.
18. Identify Sherman’s goals in his march across Georgia in 1864.
19. Explain the historical significance of actor John Wilkes Booth.
20. Discuss why the Civil War has been called the “Second American Revolution”.

Chapter 16 – Reconstruction, 1863-1877

1. Compare the Reconstruction goals of Lincoln and Congress.
2. Describe the “compulsory free labor” system of the Mississippi Valley and its purpose.
3. Analyze the activities and goals of the Freedmen’s Bureau.
4. Evaluate the meaning of freedom for former slaves and identify their top priorities to reach that freedom.
5. Name Lincoln’s successor to the presidency and discuss his goals for Reconstruction.
6. List the provision(s) of the 13th amendment to the U.S. Constitution.
7. Discuss the goal(s) of the radical wing of the Republican Party.
8. List the provision(s) of the 14th amendment to the U.S. Constitution.
9. Describe public reaction to passage of the 14th amendment.
10. Explain the actions that led to Andrew Johnson’s impeachment.
11. List the provision(s) of the 15th amendment to the U.S. Constitution.
12. Discuss the impact of the 15th Amendment on the post-War feminist movement.
13. Define “carpetbagger” and “scalawag”.
14. Describe the goals and methods of the Ku Klux Klan.
15. Explain what is meant by “Jim Crow” laws and the intent of Black Codes.
16. Understand the dynamics of sharecropping in the South and how it shaped post-war race relations.
17. Name the Reconstruction-era president scandalized by corruption in his administration.
18. Identify the goals of the “Redeemers”.
19. Explain why Congress had to decide who would be president in 1876.
20. Discuss the provisions of the Compromise of 1877 and understand its significance.