Faculty Syllabus

Course Requirements: 

Attendance Policy (15 pts): 

Attendance in this course is mandatory. It is extremely difficult to succeed in this course if you do not attend class lectures at each class meeting and take an active part in your learning, therefore attendance will be taken at the beginning of each class. A portion of your grade by the end of the semester will be based on your attendance and participation throughout the term. If attendance or compliance with other course policies is unsatisfactory, the instructor will deduct appropriate points from Final grade. 

- For EACH unexcused absence your attendance grade will have 5 points deducted - Students have a total of THREE excused absences during the semester. In order to have an absence count as ‘excused’ you must communicate with the professor the reason for your absence BEFORE class meets to not be marked absent without excuse. The Instructor reserves the right to determine whether or not the reason for absence is acceptable. 

Reading for each chapter should be completed BEFORE each class so that you can come to class ready to augment what you learned in the textbook in lecture. 

Participation (30 pts): 

Part of this grade will also be your participation throughout the course. How does this look? Raising your hand to ask questions, answer questions in lecture, contribute your thoughts, ideas, feelings, or concerns to the group learning adventure, etc. The instructor will keep track of each student’s participation in the course to give a participation grade at the end of the term. 

• However, there will be more concrete opportunities for group work/class discussion/group interaction activities throughout the semester that will help determine your grade for participation
• This is not to punish or pressure students who may be a bit more reserved or shy, but rather to encourage your active participation in the group learning process. 

Introduction Essay (5 pts): 

This small assignment is intended to serve as both a submitted understanding that you have read and accept the conditions outlined in the syllabus for our course, but also to introduce me to who you are as a person. I want to get to know you a little better as our learning journey begins. Tell me about what your educational experience has been in your life. How have you engaged with history in the past? Do you have any particular subjects you’re interested in? What excites and drives you, what passions do you have? Do you have any fears or concerns about history/writing? How have you engaged with American history? Why or why do you not watch the news? How do you get your news about the world? What are your learning styles that I can help incorporate for the semester? (This assignment is mandatory, any who do not submit the introduction essay will be viewed as not accepting the syllabus conditions and could therefore be removed from the course)

InQuizitive (Optional): 

InQuizitive is an integrated quizzing software that goes along with your Norton textbook that helps keep you engaged with learning the material as you go through the chapters. Each chapter has its own InQuizitive quizzes that can GREATLY INCREASE YOUR ABILITY TO SUCCEED ON THE EXAMS and remember the historical material we are learning. 

• This semester I have decided to incorporate the InQuizitive software as an OPTIONAL feature to this course. What does this mean? If you would like to practice learning and studying the material we are covering in class, you are able to additionally purchase an InQuizitive licence for the semester that unlocks a distinct quiz for each chapter of the textbook.
• In the past, over 90% of students who have taken the InQuizitive quizzes got A’s in the course. It is available for you to use/study/practice with, but not required. 

Primary Source Response Papers (RPs) (70 pts in total): 

A significant component of this course will be enabling students to engage in the work historians do through an analysis of primary source documents. Throughout the course there will be five (5) primary source response papers (RPs) worth 14 points each. The RPs are designed to give students a direct window into the lived experiences of the past, wrestle with the limitations of the written past to determine where any gaps, biases, or missing perspectives may be. Furthermore, the RPs are crucial for students to blend together what they have learned in class and their textbook and the above described written experiences. Grading will be determined on students' ability to showcase their inner thoughts and analyses about the pieces they have read, but mainly how they can relate and connect the broader story of Americans' history to the small slices of the world that primary sources showcase.

The primary source database we will be working with is www.historyisaweapon.com, which requires a computer or mobile device (computer preferred for reading ease) to access (see ACC technology support section if needed). The RP assignments, alongside class lectures and textbook readings, will closely follow our chronological progress through American history. The above primary source database is structured along either chronological progression (on the mobile device site) or thematically (on desktop version). Each of the 5 RPs will be from a thematically connected epoch that we are currently covering that corresponds with the material we have covered the past week. Students will have the freedom to browse each of these sections and select a document that corresponds to the material we have covered that week. **You have the freedom to select any readings or titles that speak to your heart and mind! Take what you have learned in class and explore these voices of the past to find a document that piques your interest!** 

- For example, the first RP will be due on Sunday February 1st by 11:59 PM and covers the European “discovery” of the Americas through chapter 1. Students will therefore select a document in this corresponding era to write about from the database

- Students must clearly mark at the top of their papers the title of the piece they are writing about, the piece’s author, and the year it was written 

- RPs must be between 300-500 words in length (no more, no less than this range), typed double space with 1-inch margins on the sides 

- RPs must be based off the documents found in the History is a Weapon database, if a student wishes to analyze a document outside of the database they must get the written permission of the professor 

- RPs will be submitted on Blackboard by 11:59 PM each due date (See course schedule) 

Note: While you are encouraged to explore the database and choose a relevant document, you must select a document that has enough content in order to write 300-500 words. I.e. DO NOT choose to write on a document that only has a few sentences 

- The professor reserves the right to modify the selection of primary sources if necessary 

Analytical Book Review (75 pts): 

The book review assignment is intended to give students a chance to dedicate time to a deep dive into a specific topic and written work relevant to the major themes of the course. For this course, students will read Jeffrey Ostler’s Surviving Genocide, 2020. This excellent book explores Ostler’s attempt to recategorize the United States’ wars of Native American dispossession and removal under a contemporary and historical understanding of genocide. 

This assignment is an exercise analyzing the content of Ostler’s work but also should be approached as an opportunity to expand your creativity in writing and thinking, two very important aspects of any individual's necessary life skills. (I.e. this is an important aspect of the course and will be graded very carefully). 

Collaborative Emphasis:

A key aspect of this assignment is to emphasize the process of creativity and critical thinking while writing rather than simply grading the final product. To achieve this goal, this assignment will be broken up into three discussion board submissions on Blackboard, each worth 25 points for a total of 75 points. On three separate dates (see the course schedule below), students will upload a MINIMUM of 340 word essay that covers the first, then the second, and eventually the third section(s) of Ostler’s book. Additionally, on each discussion board students will be required to post two (2) responses to two (2) other students’ write ups. This is intended to foster a group discussion to go deep into the contents of the book in a relaxed and open environment. Students are encouraged to engage with the material honestly and openly. The professor will be monitoring these submissions and also contributing to the discussion. 

• Each 340 word discussion essay submission will be due on that section of the book’s respective Friday (see course schedule), while that weekend contribute to the discussion boards with your 2 responses by midnight on Sunday

Format: 

Formatting for the book review discussion posts will be somewhat relaxed in comparison to a traditional historical essay. Grading will still be based on clarity of expression, how your writing is structured, effective evidence (with page numbers) cited in your post, and how you engage with the material overall. If writing is sloppy, unstructured (i.e. no paragraphs or a general intro/body/conclusion), and evident that you did not do the readings, your grade will be negatively impacted. 

Unit Exams (400 pts in total, 100 each): 

This course is structured by four units that each cover three or four chapters from the Give Me Liberty! (or The American Yawp) textbook. The end of each unit will have an exam to test student understanding and interpretation of the material previously covered. These exams in total will be the heaviest of the weighted grade by the end of the term for a total of 400 points (100 points each exam). These exams will be written exams taken IN PERSON during specified class days (see course schedule below). Exams will be taken without computer or phone usage. Any phone or computer usage during the exam will result in your test being taken and you will instantly receive a 0 for cheating. 

Note: Study guides will be uploaded to our Blackboard page 

Makeup Policy/Retests:

If students are unsatisfied with an initial exam grade, each student will have ONE retest option available to them to use throughout the semester for any of the four exams. If students wish to retake their exams AFTER taking the exam, they must contact the professor to set up a makeup exam appointment online. 

Note: The most points you can get on a retest exam is a 75. 

• Therefore, for example, if you make a 50 on your first attempt, the most points you can get the second attempt will be a 75. If you make a 75 and above the first attempt, you cannot retake the exam 

Profe’s Special Stipulation: If you cannot make the exam date, you must get in contact with me to set up a makeup exam BEFORE the exam date. (Makeup test requests made after the test has already passed will not be accepted) For all makeups and retests, I will directly proctor the exam and you will take it in my presence (either in person if possible or on Google Meet) and will still be handwritten without computers. 

Exams will consist of a mix of the following: 

1. Map quiz
   1. Seeing as American history is integrally tied to the colonization of the North American continent, understanding American geography as time progresses is crucial. Each exam will have a map quiz that corresponds to the unit we are currently studying. Each quiz will contain a mix of geographic (rivers, mountains, oceans, etc.) and political (colonies, capitals, cities, etc.) features of what will eventually make up the United States (any other geographic regions that will appear on the quiz will be stated beforehand by the professor). This quiz will make up 15 points of the overall exam grade.
2. The true/false, matching, and/or multiple choice section

a) Consists of a mix of true/false questions, matching questions, and/or multiple choice questions (worth TWO points each) for a total of 50 points 

1. The Writing Section
   1. This section will consist of written responses of minimum 5 sentences each to each question prompt. Students will be given a bank of prompts that correspond to the material covered in each unit beforehand, and the professor will select a mix of these prompts at random that will appear on the exam. High scores on the written section will consist of well thought out, deep responses that get to the heart of effectively answering the specific question asked. Utilize the 5 Ws (who, what, where, when, why/how) as a guide to answering the questions. This section will be worth 35 points. 

Final Project: The UNessay (80 pts): 

In lieu of a final research essay to cap off the class, this course will require students to complete an UNessay. The UNessay is a chance for students to spread their wings and unleash their creativity in nearly any manner they can imagine. The UNessay is a way to move beyond traditional papers to convey historical ideas as a form of self-expression in a hands-on/visual way that lets students show off different styles of learning and expression. This assignment asks students to take any topic, event, person, theme, etc. from the course they found interesting and expand on it in this project of creativity. 

- This is a project that will be presented to the class and professor during the last week of the term. You are HEAVILY ENCOURAGED to meet with me prior to getting to work on your project to help you with ideas and determine if your idea is feasible. 

- Students will be required to also submit a 250-500 word write up of their project. This will make up 20 out of the total 80 points for the project.  Basically condense your project and ideas into written form. What did you do? How did you do it? How did you want to present it? Did it go according to plan? What aspect of the course/American history did you want to explore with your UNessay? 

- Throughout the semester, take note of content we cover together that greatly interests you and begin to expand upon in and think how you can create something that both explores that content and caters to your specific creative outlets 

- This will allow students to also experience the learning process together - Examples can range from creating a board game to simulate the Seven Year’s War, filming a movie to play for your classmates, taking your presentation time to teach something you loved in the class to your classmates, building Jamestown out of Legos, sewing a quilt that showcases Native American culture and story telling, etc. etc. etc! (NOTE: These are just examples, you do not have to specifically do these projects, the purpose of this assignment is for YOU to decide what you want to dive further into and HOW you want to present it artistically, narratively, creatively, etc. to the professor and class 

- A specific rubric with more details will be provided on Blackboard

Required Textbooks: 

● Give Me Liberty! An American History, Seventh Seagull 

Edition, Volume One, Eric Foner, Kathleen DuVal, Lisa McGirr 

- It is the student’s responsibility to acquire a copy of the textbook as it is required reading for this class. 

The online eBook is highly recommended for this class (you may purchase the physical book to use during the semester if you wish)

- The link to purchase the eBook (additionally the InQuizitive quizzing software, see Inquizitive section) can be found here: https://wwnorton.com/books/9781324041344 

- However, if you would like a hard copy to read in place of the eBook, you could rent it from either the ACC bookstore or any online textbook retailer 

*NOTE: If financial constraints are a concern, the free to use online collaborative textbook “The American Yawp” is also available for use at this link: https://www.americanyawp.com/

● Jeffrey Ostler, Surviving Genocide: Native Nations and the United States from the American Revolution to Bleeding Kansas, 2020.  

(The professor will work to provide a readable copy on Blackboard)

- There are a couple of ways to read this book for class, the first being our ACC Library eBook access located at this link. (However, Ebsco access only allows one person at a time to read the book which can be frustrating)

- This book is widely available online and you can acquire it either 

in eBook (Amazon Kindle for example) format or a physical copy if you prefer reading physical books

- Retailers that carry it are Thriftbooks.com, Abebooks.com, or 

  simply Amazon for $10 and under for the paperback version

Course Description:

In an era when the historical legacies of erasure, oppression, exploitation, survival, resistance, and triumph can be manipulated to serve present day oppression, we must ask what purpose should learning history serve? What even is history? What and where is America? This course is a broad introduction to the study of an American past in what would eventually become the nation of the United States from 1492 through Reconstruction after the Civil War. We will explore the stories that make up the complex web of peoples and pasts in the United States that have contributed to the world as we know it today. Upon successful completion, students will receive 3 credit hours for this course. 3 contact hours are required by SACS. 

Chapter 1 - The Old World
1. Describe the origins & lifestyles of the first North Americans.
2. Discuss the primary aspects of Aztec society.
3. Describe the Portuguese relationship with West Africa.
4. Show how the relationships between the Indians & Europeans changed.
5. Describe the first European settlers in North America.
6. List the European prerequisites for exploration in the 15th century.
7. Explain Columbus' motivations & accomplishments.
8. Describe the participants & results of the Treaty of Tordesillas.
9. Explain how the Spanish conquered the Aztecs.
10. Describe the early Spanish colonial system.
11. Describe the army French colonial system.
12. Explain the major 16th century English religious beliefs.
13. Describe the Elizabethan Settlement in religion.
14. Describe England's relationship with Spain in the 16th century.
15. Describe the English Empire in 16th century Ireland.
16. Discuss the Roanoke experiment in the late 16th century.
Chapter 2 - The Early British Empire in North America
1. Explain why the English emigrated in the 16th/17th centuries.
2. Describe the early English settlement in 17th century Virginia.
3. Explain the role of tobacco in colonial tidewater Virginia.
4. Describe the demographics of colonial Virginia.
5. Explain how Virginia government changes in 1624.
6. Describe the society & economy of 17th century Maryland.
7. Describe the society & government of the Plymouth colony.
8. Describe the basic tenets of Massachusetts Bay.
9. Describe the society in Massachusetts Bay.
10. Describe the foundation & society of Rhode Island.
11. Describe the foundation & society of New Hampshire.
12. Describe the foundation & society of Connecticut.
13. Explain the Dutch experience in North America.
14. Describe the foundation & government of New Jersey.
15. Discuss the conditions of the Quakers in 17th century England.
16. Describe the foundation & society of Pennsylvania.
17. Describe the foundation of North Vs. South Carolinas.
18. Describe the society of South Carolina.
19. Explain the differences in Carolina society.
20. Describe the foundation & society of Georgia.
Chapter 3 - Colonial Life and Administration
1. Describe the society of New England in the 17th century.
2. Explain the demographics, education & labor systems of 17th century New England.
3. Describe the lives of women in 17th century New England.
4. Explain the social standing & occupations of typical New Englanders.
5. Describe the demographics of the 17th century Chesapeake.
6. Describe the economy of the 17th century Chesapeake.
7. Explain the social classes & their relationships in the 17th century Chesapeake.
8. Discuss the key aspects of slavery growth in the 17th century.
9. Describe the social aspects of North American slavery.
10. Explain the British colonial policy toward the North American colonies prior to 1660.
11. List the requirements of the Navigation Act of 1660.
12. Explain the intent of the Navigation Act of 1663.

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13. List the enforcement mechanisms of the Navigation Act of 1696.
14. Explain the participants & results of Bacon's Rebellion in 1676.
15. Describe the results of the Glorious Revolution in New England.
Chapter 4 - Colonial Society & Administration
1. Describe the demographics of 18th century North America.
2. Explain the origins & contributions of the Scotch-Irish.
3. Explain the origins & contributions of the Germans.
4. Describe the Spanish settlement of the Southwest in the 17 th & 18th centuries.
5. Discuss the characteristics & contributions of 18th century American cities.
6. Describe Benjamin Franklin's intellectual contributions.
7. Describe the trans-Atlantic economy of the 18th century.
8. Name the leaders of the Great Awakening.
9. Describe the basic concepts of the 18th century British constitution.
10. Describe the realities of 18th century British politics.
11. Describe the main parts of Royal Government in the colonies.
12. Discuss the colonial responses to King William's War & Queen Anne's War.
13. Describe the military events of King George's War in America.
14. Evaluate the beginnings & results of the Seven Year's War for the colonies & for Britain.
15. Describe the lasting legacy of the Seven Year's War.

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UNIT 2
(Chapters 5 through 8)
Chapter 5 – The Coming of the American Revolution
1. Describe the colonial population after the Seven Year's War.
2. Describe King George III's governing style.
3. Explain the key concept in the British/colonial political conflict.
4. Explain the difference between British & colonial views on representation.
5. Discuss the outstanding legacy of the Seven Year's War.
6. List George Grenville's legislative program.
7. Describe the colonial reaction to the Stamp Act.
8. Describe the intent & results of the Townshend Program.
9. Describe the origins & results of the Boston Massacre.
10. Describe the origins & results of the Boston Tea Party.
11. Describe the American responses to the Intolerable Act.
12. Name the location of the first battle of the American Revolution.
13. Discuss the accomplishments of the 2nd Continental Congress.
14. List the advantages & disadvantages of the Americans & the British in the American Revolution.
15. Explain Washington's military strategy in the Revolution.
16. Describe the British military strategy of 1776.
17. Describe the British military strategy of 1777.
18. Describe the short-term & long-term results of the Battle of Saratoga.
19. Evaluate the British southern strategy.
20. List the results of the Treaty of Paris in 1783.
Chapter 6 – Governing the New Nation
1. Name the American political & social reforms of 1783.
2. Explain the position of African Americans in 1783.
3. Describe the new state constitutions of the 1770's & 1780's.
4. Explain the purpose & structure of the Articles of Confederation.
5. Name the major obstacle to ratification of the Articles.
6. List the weaknesses of the Articles of Confederation.
7. Describe the results of the Northwest ordinances of 1785 & 1787.
8. Explain the events that led to the calling of the Constitutional Convention in Philadelphia.
9. Describe the financial/social status of the Philadelphia delegates
10. List the provisions of the Virginia Plan.
11. List the provisions of the New Jersey Plan.
12. List the provisions of the Connecticut Plan.
13. Explain the status of slaves within the Constitution.
14. Describe the position of the executive branch in the Constitution.
15. Discuss how the Constitution was ratified.
16. List the advantages of the Federalists.
17. Describe the beliefs of the Antifederalists.
18. Describe the economic/geographic support for the Constitution.
19. Name the major legacy of the Antifederalists.
20. List the major rights in the Bill of Rights.
Chapter 7 – The Federalists in Power
1. Explain President George Washington's first responsibility.
2. Describe how Congress expanded the executive branch in 1789.
3. Describe how Congress expanded the judicial branch in 1789.
4. Explain Alexander Hamilton's political beliefs.
5. Explain Thomas Jefferson's political beliefs.
6. Discuss the four parts of Hamilton's1790 Report on Public Credit.
7. Name the opponents of the National Bank.
8. Relate how Hamilton got Congress to approve the National Bank.

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9. Name the portion of Hamilton's plan Congress defeated.
10. Name the event that touched off debate on U.S. foreign policy.
11. Explain the basic beliefs of the Democratic-Republicans in 1791.
12. Explain the basic beliefs of the Federalists in 1791.
13. Describe George Washington's basic foreign policy.
14. Discuss the results of Jay's Treaty in 1794.
15. Describe the origins & results of the Whiskey Rebellion in 1794.
16. Name the winners of the national election of 1796.
17. Describe the state of French-American foreign relations in 1797.
18. Explain the primary purpose of the Alien & Sedition Acts.
19. Describe Democratic-Republican responses to the Sedition Act.
20. Name the winners of the national election in 1800.
Chapter 8 – The Republicans in Power
1. Describe the beliefs of the Democratic-Republicans in 1801.
2. Discuss the motivation & movement of westerners in the 1800's.
3. Describe Jefferson's initial actions as president.
4. Describe how Jefferson wished to cut the national debt.
5. Explain how Louisiana became part of the U.S.
6. Discuss the goal of the Lewis & Clark Expedition.
7. Describe Jefferson's policy toward the Barbary pirates.
8. Describe Jefferson's policy toward Federalist judges.
9. Explain the results & significance of Marbury v Madison.
10. Describe the Democratic-Republicans attack on Federalist judges.
11. Describe Aaron Burr's conspiracies.
12. Name the economic legislation impacting the US, 1802-1810.
13. Describe Jefferson's reaction to the British-French War.
14. Describe Madison's reaction to the British-French War.
15. Name the Indian Chief defeated at Tippecanoe.
16. Explain the causes of the War of 1812.
17. Name the U.S. disadvantages in the War of 1812.
18. Discuss in general terms the military campaigns (Canada, Chesapeake & New Orleans) of the War of
1812.
19. Describe the demands of the Hartford Convention.
20. Explain the results of the Treaty of Ghent.

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UNIT 3
(Chapters 9, 10, 13 & 11)

Chapter 9 – Madison and Monroe
1. Describe how the U.S. acquired Florida.
2. Explain the results & significance of Stephen Long's Expedition.
3. Name the primary sellers of much of the land bought by settlers.
4. Name the major parts of the transportation revolution in the early 19th century.
5. Name the inventor of the steamboat.
6. Explain the origin & significance of the Erie Canal.
7. Describe why the Canal Age ended.
8. Describe the new American market economy.
9. Explain how the South produced large amounts of cotton.
10. Name the industry in which the factory system developed first.
11. Describe the beliefs of the Democratic-Republicans by 1815.
12. Discuss Madison's positions on a protective tariff in 1790 & 1816.
13. Name the president associated with the Era of Good Feelings.
14. Explain the main elements of the Missouri Compromise.
15. Describe the basic beliefs of Chief Justice Marshall.
16. Describe the basic tenets of the Monroe Doctrine.
Chapter 10 – The Jacksonian Era
1. Explain the results of the decline of difference in political terms.
2. Describe how politics changed in the 1820's.
3. Name the presidential candidates in 1824.
4. Explain the main elements of the "Corrupt Bargain" of 1824.
5. Describe the problems of John Quincy Adams as president.
6. Name the supporters of Andrew Jackson in 1828.
7. Discuss the basic elements of the election of 1828.
8. Describe the main aspects of the "Spoils System."
9. Explain Jackson's Indian policy.
10. Explain why the tariff hurt South Carolina so much.
11. Name the leader of the southern states' rights movement.
12. Explain the doctrine of nullification in 1832.
13. Describe the events & results of the Nullification Crisis of 1832.
14. Name the author of the Compromise Tariff of 1833.
15. Name the president of the Second National Bank.
16. Describe the events of the Bank War of 1832.
17. Explain how Jackson destroyed the Second National Bank.
18. Name the presidential candidates in 1836.
19. Explain why Martin Van Buren's administration failed.
20. Explain the results of the presidential campaign of 1840.
Chapter 13 – Manifest Destiny
1. Explain the results of the Webster-Ashburton Treaty.
2. Describe who encouraged U.S. citizens to emigrate to Texas.
3. Explain the major problems between the U.S. citizens in Texas & the Mexican government.
4. List the major campaigns of the Texas Revolution.
5. Name the "Hero of San Jacinto".
6. Describe what occurred when Texas tried to enter the U.S. in 1836.
7. Explain why the Mormons traveled to Utah.
8. Describe how President Tyler annexed Texas.
9. Discuss the candidates & results of the national election of 1844.
10. Name the winner of the election of 1844.
11. Describe the basic tenets of Manifest Destiny.

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12. Explain how the Oregon boundary question was settled.
13. Explain why the U.S. went to war with Mexico in 1846.
14. Name the major campaigns & U.S. military leaders of the Mexican War.
15. Explain the terms of the Treaty of Guadalupe Hidalgo.
16. Name chief U.S. negotiator of the Treaty of Guadalupe Hidalgo.
17. Explain how railroads transformed the economy.
18. Describe the social results of the factory system
19. Name the invention that transformed the U.S. economy in1850.
20. List the major immigrant groups coming to the US in 1840-1850.
Chapter 11 – The South & Slavery
1. Explain the relationship of antebellum white society with slavery.
2. Describe the daily life of the average slave.
3. List the occupations held by slaves.
4. Describe the sociological relationships of the slave family.
5. Name the major American slave revolts.
6. Describe the various methods of slave resistance in the South.
7. Explain the role of Free Blacks in the Old South.
8. Describe the role of the large planters in the Old South.
9. Explain how large planters of the cotton kingdom lived.
10. Discuss the role of the small slaveholders in the Old South.
11. Describe the economic and social characteristics of the yeoman whites in the Old South.
12. Describe the basis of the proslavery argument.
13. Describe the internal slave trade.
14. Name the major cash crop in coastal South Carolina & Georgia.
15. Name the major cash crop in southern Louisiana.
16. Explain the role of short staple cotton in the southern economy.
17. Explain the economic status of slavery prior to the Civil War.
18. Explain the divisions in southern society.

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UNIT 4
 (Chapters 14 through 16)

Chapter 14 – The 1850s
1. Name the man attacked on the floor of the Senate in 1856.
2. Explain the feelings of most northern whites towards slavery.
3. Discuss what happened to the Wilmot Proviso.
4. Name the early proponent of "popular sovereignty".
5. Name the third party that appeared in 1848.
6. Name the candidates in the election of 1848.
7. List the provisions of the Compromise of 1850.
8. Name the party supported by most immigrants in the 1850's.
9. Name the winner of the election of 1852.
10. Explain why Stephen A. Douglas organized Kansas-Nebraska Territory.
11. Explain how Douglas got Kansas-Nebraska organized.
12. Discuss why northerners opposed the Kansas-Nebraska Act.
13. Explain the Ostend Manifesto of 1854.
14. Explain IN DETAIL the Republican Party beliefs of the 1850's.
15. Discuss southern support for the Republican Party.
16. Explain who won the election of 1856 and WHY.
17. List the results of the Dred Scott case.
18. Explain the reaction of the Republicans to Dred Scott.
19. Name the majority of the population of Kansas in mid-1850's.
20. Discuss the situation in “bleeding Kansas”.
21. Name the leader of the Harpers Ferry raid in 1859.
22. Explain why southerners didn't want John Sherman as Speaker of the House of Representatives.
23. Explain why southerners feared "Helperism".
24. Discuss IN DETAIL the Republican Platform of 1860.
25. Name the presidential candidates of 1860.
Chapter 15 – The Civil War
1. Name the first state to secede after Lincoln's election.
2. Explain who dominated the creation of the Confederacy.
3. List the important parts of the Confederate Constitution.
4. Explain how secession took place geographically.
5. Explain the Compromise of 1861.
6. Show where military hostilities began.
7. Explain when the upper South seceded from the Union
8. Explain what happened when the Confederates fired on Ft. Sumter.
9. Discuss why Maryland didn't join the Confederacy.
10. Discuss the most important issue at the beginning of the Civil War.
11. Explain the basic southern strategy in the Civil War.
12. List the southern advantages & disadvantages in the War.
13. Explain Jefferson Davis' leadership abilities.
14. Name the general who replaced Winfield Scott.
15. Discuss the South's most important diplomatic objective.
16. Discuss how the Emancipation Proclamation worked.
17. Enumerate the constitutional amendment abolishing slavery.
18. Explain the results of the Enrollment Act of 1863.
19. Name the general who captured Atlanta.
20. Discuss the constitutional policy destroyed by the Civil War.
21. List the legislation passed by the Republicans during the Civil War.
22. Explain the effect of the war on Northern society.
23. Name the commander of the Confederate military forces.
24. Name the turning point of the Civil War in the east.
25. Name the turning point of the Civil War in the west.

9

Chapter 16 – Reconstruction
1. Describe the goals of Lincoln's Reconstruction policies.
2. Describe the expectations of the Radical Republicans in Reconstruction.
3. List the requirements in the Wade-Davis Bill.
4. Discuss the intent of the Black Codes.
5. Name the leading Radical Republicans
6. List the major laws of Radical Reconstruction.
7. Explain why the impeachment of Andrew Johnson failed.
8. List the groups in the Radical Republican coalition that ruled in the south.
9. Explain the results of Radical Republican governments in the South.
10. Explain the Crédit Mobilier scandal.
11. Explain how southern whites subverted the 15th Amendment.
12. Discuss the effects of the 15th Amendment on the women’s rights movement.
13. Discuss the Ku Klux Klan.
14. Discuss the immediate legacy of Reconstruction for most southern Blacks.
15. Name the candidates for President in 1876.
16. Explain the Compromise of 1877.
17. Discuss the accomplishments of the Redeemer governments.
18. Discuss the programs of the Redeemers.
19. Explain the decline of Radical Republican idealism in the 1870's.
20. Name the leader of the spoilsmen in the 1870's.