American History I Review

1. U.S. History Review

2. MSL’s: Measures of
Student Learning
• Two forty-five minute sections to
American History I exam
• Section 1: 20 multiple choice sections
(broad based—document interpretation,
maps, charts, graphs, et.)
• Section 2: 8 constructed response
questions (document analysis—looking for a
specific answer)

3. Measure of Student
Learning Breakdown

4. What does that mean for
you?
• AH1.H1: Apply the four interconnected
dimensions of historical thinking to the
American History in order to understand
the creation and development of the
United States over time.

5. So What Are the 4
Dimensions of Historical
Thinking?
1. Use Chronological thinking to:
• Identify the structure of a historical
narrative or story: (its beginning,
middle and end).
• Interpret data presented in time lines
and create time lines.

6. Where have we seen
this?

7. 2. Use Historical Comprehension to:
• Reconstruct the literal meaning of a
historical passage.
• Differentiate between historical facts
and historical interpretations.
• Analyze data in historical maps.
• Analyze visual, literary and musical
sources.

8. Where have we seen
this?

9. 3. Use Historical Analysis and
Interpretation to:
• Identify issues and problems in the past.
• Consider multiple perspectives of
various peoples in the past.
• Analyze cause-and-effect relationships
and
multiple causation.
• Evaluate competing historical narratives
and debates among historians.
• Evaluate the influence of the past on
contemporary issues.

10. Where have we seen
this?

11. 4. Use Historical Research to:
• Formulate historical questions.
• Obtain historical data from a variety
of sources.
• Support interpretations with
historical evidence.
• Construct analytical essays using
historical evidence to support
arguments.

12. Where have we seen
this?

13. Additional Standards
2. Analyze key political, economic and
social turning points in American
History using historical thinking
3. Understand the factors that led to
exploration, settlement, movement,
and expansion and their impact on the
United States

14. Where have we seen
this?

15. 4. Analyze how conflict and
compromise have shaped politics,
economics and culture in the United
States.
5. Understand how tensions between
freedom, equality and power have
shaped the political, economic and
social development of the United
States.

16. Where have we seen
this?

17. 6. Understand how and why the role of
the United States in the world has
changed over time.
7. Understand the impact of war on
American politics, economics,
society and culture
8. Analyze the relationship between
progress, crisis and the “American
Dream” within the United States.

18. Constructed Response
Example
• The state of nature has a law of nature to govern it, which obliges every
one: and reason, which is that law, teaches all mankind, who will but
consult it, that being all equal and independent, no one ought to harm
another in his life, health, liberty, or possessions: for men being all the
workmanship of one omnipotent, and infinitely wise maker; . . . and
being furnished with like faculties, sharing all in one community of
nature, there cannot be supposed any such subordination among us,
that may authorize us to destroy one another, as if we were made for
one another’s uses, as the inferior ranks of creatures are for ours. . . .
This makes him willing to quit a condition, which, however free, is full of
fears and continual dangers: and it is not without reason, that he seeks
out, and is willing to join in society with others, who are already united,
or have a mind to unite, for the mutual preservation of their lives,
liberties and estates, which I call by the general name, property. When
any one, or more, shall take upon them to make laws, whom the people
have not appointed so to do, they make laws without authority, which
the people are not therefore bound to obey; by which means they come
again to be out of subjection, and may constitute to themselves a new
legislative, as they think best, being in full liberty to resist the force of
those, who without authority would impose any thing upon them.
• John Locke, Second Treatise (1689)

19. Constructed Response
Example
• When in the Course of human events it becomes necessary for one
people to dissolve the political bands which have connected them with
another and to assume among the powers of the earth, the separate
and equal station to which the Laws of Nature and of Nature’s God
entitle them, a decent respect to the opinions of mankind requires that
they should declare the causes which impel them to the separation. We
hold these truths to be self-evident, that all men are created equal, that
they are endowed by their Creator with certain unalienable Rights, that
among these are Life, Liberty and the pursuit of Happiness. — That to
secure these rights, Governments are instituted among Men, deriving
their just powers from the consent of the governed, — That whenever
any Form of Government becomes destructive of these ends, it is the
Right of the People to alter or to abolish it, and to institute new
Government, laying its foundation on such principles and organizing its
powers in such form, as to them shall seem most likely to effect their
Safety and Happiness.
• Thomas Jefferson, The United States Declaration of Independence
(1776)

20. Constructed Response
Example
Using the two excerpts above, analyze
the relationship between the
Enlightenment ideas of John Locke and
the founding ideas of the United States as
set forth in the Declaration of
Independence, written by Thomas
Jefferson. In your response, be sure to
provide at least two examples of how
Locke may have influenced Jefferson.

21. BECOMING AMERICA
TO 1800
21

22. Great Awakening
A period of history
that saw:
An increase in
religious tolerance
An increase in
religious practice
An increase in ideas
of equality

23. The Declaration
of Independence
Said that people were endowed by their
creator with certain unalienable rights. This
means rights that cannot be taken away.
It went on the say that if government tried to
take rights away from people, the people
could establish a new government.

24. The Articles of
Confederation
First government of the United States
Gave more power to the states instead
of the national government.
Did not give the government the power
to tax.

25. Shays’ Rebellion
Rebellion caused by
high taxes on
farmers.
Showed the need for
a strong national
government

26. The Constitution
The fundamental laws
of the United States.
Changes are called
amendments
Has a system of
checks and balances
so that one branch of
government does not
get too strong.

27. First Amendment
Protects the rights of freedom of
speech, press, assembly, religion, and
petition.

28. Three-Fifths Compromise
Counted slaves as three-fifths of a
person for the purposes of taxation and
representation

29. Federalism
The practice of sharing power between
the states and federal government

30. Jefferson vs. Hamilton
The result of the dispute between Thomas
Jefferson and Alexander Hamilton was the
creation of political parties.
Hamilton wanted the economy to be
based on manufacturing.
Jefferson wanted the economy to be
based on agriculture.
Hamilton represented the Federalist Party.
Jefferson represented the Democratic-
Republican Party.

31. Powers of Congress
Declare war
Create money
Collect taxes

32. Washington’s
Farewell Address
Washington warned against the
creation of political parties and
alliances with other nations.

33. Judicial Review
The power of the Supreme Court to
overturn laws that they feel are
unconstitutional
Established by the case—Marbury v.
Madison

34. Women’s Suffrage Movement
The Women’s Suffrage Movement
wanted women to have as many rights
as men.

35. TRANSFORMATION AND
EXPANSION 1800-1848
35

36. What is the belief that said that the
United States was meant to spread
across the continent?
Manifest destiny

37. What was the main cause
of the War of 1812?
mpressment of American sailors

38. What was the spoils
system and who used it?
In the spoils system, President
Jackson appointed his political
supporters to government jobs.

39. What was the main
purpose of the Lewis and
Clark expedition?
To explore
the
Louisiana
Territory

40. What did the Monroe
Doctrine state?
That the United States would not allow
any European interference in the
western hemisphere

41. SEPARATION AND
RECONSTRUCTION 1848-
1877
41

42. Which area on the map was gained by
the U.S. in 1848 as a result of the
Mexican-America War?

43. Missouri Compromise
The North and South had kept the balance of
free and slave states. This was threatened
when Missouri was going to join the Union as
a slave state. To keep the balance, Maine
was brought into the Union at the same time.
The Missouri Compromise maintained the
balance between slave and free states

45. Compromise of 1850
In 1850, there was another problem with free
and slave states. All of the territory won in the
war with Mexico would become states soon.
The issue was solved by allowing California
into the Union as a free state, and having the
territories of New Mexico, Nevada, Arizona,
and Utah decide the issue of slavery
themselves.
California was admitted to the Union as a free
state.

47. The Dred Scott Case
Dred Scott was a slave.
His owner took him to a free state in the North.
Scott sued for his freedom because he was in a
free state.
The case went all the way to the Supreme
Court.
The Supreme Court ruled that Dred Scott was a
slave and therefore property, so he could not
sue.
The court also said that Congress could not
ban slavery in the territories.

49. Who was Frederick
Douglass?
A runaway slave
An abolitionist
Writer of an
abolitionist
newspaper called
The North Star

50. Who was Harriet
Tubman?
An abolitionist
and leader of the
Underground
Railroad

51. Who was William Lloyd
Garrison?
An abolitionist leader
and editor of the
influential abolitionist
newspaper The
Liberator

52. What do Harriet Tubman,
William Lloyd Garrison, and
Frederick Douglass have in
common?
They were all abolitionists.

53. How did Henry Clay’s American
System try to improve the
transportation system in the U.S.?
By creating more canals and roads

54. What right did women lose between 1777
and 1851?

55. The cotton gin was invented in 1793.
Look at the chart below. What was the
long term effect of this invention?

56. The Emancipation
Proclamation
The Emancipation Proclamation
declared that slaves in the Confederate
states would be free.

57. Nullification
The idea that states have the right to
reject laws made by Congress is called
nullification.

58. 54th Massachusetts
Regiment
Made up one of the first African-
American regiments in the Civil War.

59. Battle of Gettysburg
Was the turning point of the war
Confederate army never invaded the
North again
Lee lost nearly 1/3 of his army.

60. 14th and 15th
amendments
The goal of the 14th and 15th
amendments was to give rights to
formerly enslaved persons

61. Freedmen’s Bureau
Helped resolve disputes between
whites and blacks
Set up schools for newly freed slaves
Provided relief for those people
displaced by the war.

62. New technology in the
Civil War
deadlier cannons and bullets
ironclad warships
more accurate rifles

63. Reconstruction
The immediate goal of Reconstruction was
to bring the Southern states back into the
Union.
The goal of the 14th and 15th
amendments was to give rights to formerly
enslaved persons.

64. Reconstruction
The Freedmen’s Bureau helped resolve
conflicts between blacks and whites.
They set up schools for newly freed slaves.
Provided relief for those people hurt by the
war.
Poll taxes, literacy tests, and grandfather
clauses were designed by Southern
lawmakers prevent African-Americans from
voting.