US History Review

1. US History Review Units 1-5

2. Unit one • SSUSH1 The student will describe European settlement in North America during the 17th century. • a. Explain Virginia’s development; include the Virginia Company, tobacco cultivation, relationships with Native Americans such as Powhatan, development of the House of Burgesses, Bacon’s Rebellion, and the development of slavery. • b. Describe the settlement of New England; include religious reasons, relations with Native Americans (e.g., King Phillip’s War), the establishment of town meetings and development of a legislature, religious tensions that led to colonies such as Rhode Island, the half-way covenant, Salem Witch Trials, and the loss of the Massachusetts charter. • c. Explain the development of the mid-Atlantic colonies; include the Dutch settlement of New Amsterdam and subsequent English takeover, and the settlement of Pennsylvania. • d. Explain the reasons for French settlement of Quebec.

3. Unit one • What was the House of Burgesses? • A. the home of Puritan leaders • B. home of the governor of Virginia • C. the Parliament in Virginia • D. an elected governing body in Virginia

4. Unit one • What phrase BEST describes the American colonies? • A. religious purpose • B. peace and stability • C. successful from the start • D. social equality

5. Unit one • Use the information below to answer the question: • Plymouth • Massachusetts • Pennsylvania • The above are all examples of colonies • A. whose primary business was plantation farming • B. that signed the Mayflower Compact • C. each formed by a single religious group • D. formed for mostly economic reasons

6. Unit one • Which DOES NOT describe Jamestown? • A. It’s colonial government held the Salem Witch Trials • B. In this colony, John Rolfe developed a tobacco cash crop. • C. The colony was named after the king of England. • D. It was the first permanent English colony.

7. Unit one • Study the illustration of Jamestown’s beginnings. What details in the painting give an indication of challenges faced by the settlers?

8. Unit one • SSUSH2 The student will trace the ways that the economy and society of British North America developed. • a. Explain the development of mercantilism and the trans-Atlantic trade. • b. Describe the Middle Passage, growth of the African population, and African-American culture. • c. Identify Benjamin Franklin as a symbol of social mobility and individualism. • d. Explain the significance of the Great Awakening.

9. Unit one • What effect did the 1808 ban on the Atlantic slave trade have on slavery in America? • A. It ended slavery in the South. • B. It resulted in a gradual end to slavery in America. • C. It had little effect. • D. It slowed the expansion of slavery.

10. Unit one • Which phrase BEST describes the thirteen colonies? • A. socially and politically alike • B. relatively similar geographically • C. politically and economically diverse • D. economically independent of Britain

11. Unit one • What was part of the Enlightenment? • A. government as a social contract. • B. restrictions of freedom • C. a distrust of science • D. religious equality

12. Unit one • All of the following descriptions provide examples of triangular trade EXCEPT: • A. the Dutch settling in Japan • B. Africans being transported on ships to the Americans • C. European merchants bringing manufactured goods to trade for Africans • D. tobacco and other products being transported to Europe

13. Unit one • Study this painting of George Whitefield during the First Great Awakening. Discuss how the structure of the New England town helped spread Christianity during the colonial era.

14. Unit One • SSUSH3 The student will explain the primary causes of the American Revolution. • a. Explain how the end of Anglo-French imperial competition as seen in the French and Indian War and the 1763 Treaty of Paris laid the groundwork for the American Revolution. • b. Explain colonial response to such British actions as the Proclamation of 1763, the Stamp Act, and the Intolerable Acts as seen in Sons and Daughters of Liberty and Committees of Correspondence. • c. Explain the importance of Thomas Paine’s Common Sense to the movement for independence.

15. Unit one • What followed the Boston Tea Party? • A. the free flow of trade between the colonies and other countries • B. harsh restrictions on colonial liberties and trade • C. increased self-government in New England • D. the removal of British troops from the colonies

16. Unit one • What did “no taxation without representation” mean to the colonists? • A. The taxing power of British shopkeepers is represented in Parliament. • B. There should be no taxation of British goods entering the colonies. • C. Taxation in the colonies should only be for British citizens. • D. The colonists should not be taxed without representation in Parliament.

17. Unit one • Common Sense was a colonial best seller. Within three months of its publication, it sold 120,000 copies. In what way was use of the press critically important in America’s fight for independence? • A. It allowed for limited debate on the subject. • B. It provided the best reason to oppose the Stamp Tax. • C. It provided the opportunity for many people to understand the issues. • D. It contributed to greater understanding between Loyalists and Patriots.

18. Unit one • Study the drawing. Discuss various methods the Sons of Liberty took to protest British taxation.

19. Unit one • SSUSH4 The student will identify the ideological, military, and diplomatic aspects of the American Revolution. • a. Explain the language, organization, and intellectual sources of the Declaration of Independence; include the writing of John Locke and Montesquieu, and the role of Thomas Jefferson. • b. Explain the reason for and significance of the French alliance and foreign assistance and the roles of Benjamin Franklin and the Marquis de Lafayette. • c. Analyze George Washington as a military leader; include the creation of a professional military and the life of a common soldier, and describe the significance of the crossing of the Delaware River and Valley Forge. • d. Explain Yorktown, the role of Lord Cornwallis, and the Treaty of Paris, 1783.

20. Unit one • How did the Treaty of Paris 1783 change the political map of North America? • A. Great Britain gained land. • B. The United States claimed land that had been under British control. • C. France ceded Florida to Spain. • D. The United States gained Florida from Spain.

21. Unit one • Of what importance were men such as Marquis de Lafayette and the Baron von Stuben to the American cause? • A. They served as spies. • B. They provided expertise. • C. They assisted the British. • D. They served in Congress.

22. Unit one • Use the information below to answer the question. • “That whatever any form of government becomes destructive of these ends, it is the Right of the People to alter or abolish it.” • These words from the Declaration of Independence describe the enlightened idea of a • A. need to ensure a representative government • B. return to a society that has no central authority • C. social contract between the government and the people • D. revolutionary intent to overthrow the current government

23. Unit one • Analyze the conditions of the troops at Valley Forge(1777-78). Then discuss how you think General Washington was able to convince his soldiers to continue fighting.

24. Unit One • SSUSH5 The student will explain specific events and key ideas that brought about the adoption and implementation of the United States Constitution. • a. Explain how weaknesses in the Articles of Confederation and Daniel Shays’ Rebellion led to a call for a stronger central government. • b. Evaluate the major arguments of the anti-Federalists and Federalists during the debate on ratification of the Constitution as put forth in The Federalist concerning form of government, factions, checks and balances, and the power of the executive, including the roles of Alexander Hamilton and James Madison. • c. Explain the key features of the Constitution, specifically the Great Compromise, separation of powers, limited government, and the issue of slavery. • d. Analyze how the Bill of Rights serves as a protector of individual and states’ rights. • e. Explain the importance of the Presidencies of George Washington and John Adams; include the Whiskey Rebellion, non-intervention in Europe, and the development of political parties (Alexander Hamilton).

25. Unit one • What contributed to the demise of the Articles of Confederation? • A. the lack of representation in Congress • B. the inability of Congress to regulate the economy • C. the ability to make treaties with foreign governments • D. the restrictions on debate within Congress

26. Unit one • James Madison commented that “A government composed of such extensive powers should be well organized and balanced.” Which of the following helped to balance power between the large and small states? • A. the slave trade • B. the Great Compromise • C. the three-fifths compromise • D. the Bill of Rights

27. Unit one • Use the information below to answer the question. • In a letter to James Madison written in 1787, Thomas Jefferson said “A bill of rights is what the people are entitled to against every government on earth, general or particular; and what no just government should refuse, or rest on inferences.” • Jefferson believed a bill of rights was needed to protect • A. the right of taxation • B. the unalienable rights of citizens • C. the rights of the majority • D. federal rights over states’ rights

28. Unit one • What did the Whiskey Rebellion show about George Washington? • A. He lacked the ability to fore foreign alliances. • B. He was a strong president who was willing to use federal troops when needed. • C. He could not efficiently govern a nation because he was not well respected. • D. He strongly believed that political parties should govern the nation.

29. Unit one How did Shay’s Rebellion highlight the ineffectiveness of the Articles of Confederation?

30. Unit two • SSUSH6 The student will analyze the nature of territorial and population growth and the impact of this growth in the early decades of the new nation. • a. Explain the Northwest Ordinance’s importance in the westward migration of Americans, and on slavery, public education, and the addition of new states. • b. Describe Jefferson’s diplomacy in obtaining the Louisiana Purchase from France and the territory’s exploration by Lewis and Clark. • c. Explain major reasons for the War of 1812 and the war’s significance on the development of a national identity. • d. Describe the construction of the Erie Canal, the rise of New York City, and the development of the nation’s infrastructure. • e. Describe the reasons for and importance of the Monroe Doctrine.

31. Unit two • Which legislation established the procedures for the orderly expansion of the United States? • A. the Northwest Ordinance (1787) • B. the Louisiana Purchase (1803) • C. the Adams-Onis Treaty (1819) • D. the Monroe Doctrine (1823)

32. Unit two • Of what significance were railroads and canals in the 1830’s? • A. They slowed city growth. • B. They stopped expansion. • C. They encouraged westward movement. • D. They improved Native American relations.

33. Unit two • What was the foremost reason for the War of 1812? • A. the quest for westward expansion beyond the Mississippi River • B. the establishment of a representative government in America • C. the French fur trade in Canada and in western United States • D. the British policy of search and seizure of American ships

34. Unit two • How does this political cartoon represent the message of the Monroe Doctrine of 1823?

35. Unit two • SSUSH7 Students will explain the process of economic growth, its regional and national impact in the first half of the 19th century, and the different responses to it. • a. Explain the impact of the Industrial Revolution as seen in Eli Whitney’s invention of the cotton gin and his development of interchangeable parts for muskets. • b. Describe the westward growth of the United States; include the emerging concept of Manifest Destiny. • c. Describe reform movements, specifically temperance, abolitionism, and public school. • d. Explain women’s efforts to gain suffrage; include Elizabeth Cady Stanton and the Seneca Falls Conference. • e. Explain Jacksonian Democracy, expanding suffrage, the rise of popular political culture, and the development of American nationalism.

36. Unit two • Who led reform of America’s public school system in the 1800’s? • A. Elizabeth Cady Stanton • B. Andrew Jackson • C. Eli Whitney • D. Horace Mann

37. Unit two • What was the importance of the Lewis and Clark expedition? • A. It dismissed the idea of a water route to the Pacific Ocean. • B. It established treaties with Native American groups. • C. It provided boundaries of future Western states. • D. It provided valuable information on Western lands.

38. Unit two • What characterized Jacksonian Democracy? • A. abolition of slavery • B. strengthening of states rights • C. expansion of the powers of the presidency • D. elimination of the spoils system

39. Unit two • How does this painting of a voting precinct represent Jacksonian democracy?

40. Unit Two • SSUSH8 The student will explain the relationship between growing north-south divisions and westward expansion. • a. Explain how slavery became a significant issue in American politics; include the slave rebellion of Nat Turner and the rise of abolitionism (William Lloyd Garrison, Frederick Douglas, and the Grimke sisters). • b. Explain the Missouri Compromise and the issue of slavery in western states and territories. • c. Describe the Nullification Crisis and the emergence of states’ rights ideology; include the role of John C. Calhoun and development of sectionalism. • d. Describe the war with Mexico and the Wilmot Proviso. • e. Explain the Compromise of 1850.

41. Unit two • The Compromise of 1850 conflicted with the Missouri Compromise because • A. It restricted slavery to states below the Mason-Dixon line. • B. It assured that Congress would maintain a balance of free and slave states. • C. It allowed states to determine their slave status. • D. It called for an end to slavery by the beginning of the 20th century.

42. Unit two • What was the outcome of the Mexican-American War? • A. Texas became a separate nation. • B. Mexico gained its independence from Spain. • C. The United States annexed 500,000 square miles of territory. • D. Americans began moving past the Louisiana Territory.

43. Unit two • Disagreement over with political policy fueled the Nullification Crisis? • A. tariffs • B. states’ rights • C. slavery • D. voting rights

44. Unit two • How did the Missouri Compromise attempt to settle the dispute over slavery between Northern and Southern states?

45. Unit two • SSUSH9 The student will identify key events, issues, and individuals relating to the causes, course, and consequences of the Civil War. • a. Explain the Kansas-Nebraska Act, the failure of popular sovereignty, Dred Scott case, and John Brown’s Raid. • b. Describe President Lincoln’s efforts to preserve the Union as seen in his second inaugural address and the Gettysburg speech and in his use of emergency powers, such as his decision to suspend habeas corpus. • c. Describe the roles of Ulysses Grant, Robert E. Lee, “Stonewall” Jackson, William T. Sherman, and Jefferson Davis. • d. Explain the importance of Fort Sumter, Antietam, Vicksburg, Gettysburg, and the Battle for Atlanta. • e. Describe the significance of the Emancipation Proclamation. • f. Explain the importance of the growing economic disparity between the North and the South through an examination of population, functioning railroads, and industrial output.

46. Unit two • What conclusion can be made about the effect of the Supreme Court ruling in the Dred Scott case? • A. It received greater support in the North than in the South. • B. It resulted in less need for the Underground Railroad. • C. It strengthened the Fugitive Slave Law and further divided the country. • D. It prompted Congress to pass new legislation protecting the rights of slaveholders.

47. Unit two • Who was the President of the Confederate States of America? • A Ulysses S. Grant • B. Robert E. Lee • C. Jefferson Davis • D. John C. Calhoun

48. Unit two • How did the Civil War affect the economy of the South? • A. It rebounded during the war through the manufacture of war goods. • B. It destroyed its infrastructure and farm fields and resulted in a shortage of goods. • C. It remained steady as people went to work making clothes for the army. • D. It increased the need for farm items, resulting in higher profits for farmers.

49. Unit two • How did Abraham Lincoln’s suspension of habeas corpus show the increasing power of the executive branch?

50. Unit two • SSUSH10 The student will identify legal, political, and social dimensions of Reconstruction. • a. Compare and contrast Presidential Reconstruction with Radical Republican Reconstruction. • b. Explain efforts to redistribute land in the South among the former slaves and provide advanced education (e.g., Morehouse College) and describe the role of the Freedmen’s Bureau. • c. Describe the significance of the 13th, 14th, and 15th amendments. • d. Explain Black Codes, the Ku Klux Klan, and other forms of resistance to racial equality during Reconstruction. • e. Explain the impeachment of Andrew Johnson in relationship to Reconstruction.