GED 232 California Coast University US History Essay

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Humanities

GED 232

California Coast University

GED

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Below are the instructions for the class in reference to completing the essays. I am looking to have four (4) essays completed, one from each Unit below. The textbook to utilize is also listed below. Attached is also the class study guide if further answers are needed. Thanks.

Writing Assignments

Each unit examination includes a written component. The writing assignments give students the opportunity to demonstrate a level of subject mastery beyond the objective unit examinations, which reflects his/her ability to analyze, synthesize, evaluate and apply his/ her knowledge.

Writing assignments are judged on the quality of the response. Word count is NOT one of the criteria that is used in assigning points to writing assignments. However, students who are successful in earning the maximum number of points tend to submit writing assignments that are 350-500 words (1-2 pages) per question.

Plagiarism

All work must be free of any form of plagiarism. Put written answers into your own words. Do not simply cut and paste your answers from the Internet and do not copy your answers from the textbook.

Plagiarism consists of taking and using the ideas, writings or inventions of another, without giving credit to that person and presenting it as one’s own. This is an offense that the university takes very seriously. An example of a correctly prepared written response may be found by visiting the Coast Connection student portal. You can nd this in the portal by clicking on Student Resources and thenWriting Basics.

Citation Styles

The majority of your response should be your own original writing based on what you have learned from the textbook. However, students may also use outside materials if applicable. Be sure to provide a citation and a reference for any materials used, including the required textbook. The following points are designed to help you understand how to provide proper citations and references for your work:

•Sources are listed in two places.

The first, a citation, is briefly listed within your answer. This includes identifying information that directs the reader to your list of references at the end of your writing assignment.

The second, a reference, is at the end of your work in the list of references section.

All sources cited should follow APA style and provide enough identifying information so that the reader can access the original material.

GED 232 Early U.S. History

Utilizing: The American Journey: A History of the United States, Volume 1

Goldfield, Abbott, Anderson, Argersinger, Barney, 2014

Pearson ISBN.13: 978-0-205-96096-5

Please answer ONE of the following:

UNIT #1

    1. Which was a stronger force in New World colonization, economics or religion? Support your answer with specific examples.
    2. Analyze the different attempts at conversion made by Protestants and Catholics in the New World. Which group was more successful and why?
    3. Analyze the effects of the mercantilist economic system. Who bene ted, who was hurt, and why?

UNIT #2

  • Please answer ONE of the following:
    1. How did most colonists hope to handle America’s difficulties with England? Why did they hold these views and why did they think such tactics would be successful?
    2. What major problems did the young republic face after its victory over Great Britain? How did these problems motivate members of the elite to call for a federal constitution?
    3. What developments of the 1790s resulted in the rise of the Republican Party? What mistakes did the Federalists make?

UNIT #3

  • Please answer ONE of the following:
    1. What were the main causes and consequences of the War of 1812?
    2. How did the annexation of Texas emerge as an important political issue? Why were the Democrats more in favor of expansion than the Whigs?
    3. How did southern whites attempt to defend slavery and reconcile it with their Christian beliefs? Why did they feel compelled to express these defenses?

UNIT #4

  • Please answer ONE of the following:
    1. Discuss the ways in which the North and South had become far different cultures in the areas of politics, economics, and social customs.
    2. What were the vital factors that led to a Union victory in the Civil War?
    3. Historians are divided in opinion regarding Reconstruction’s events and outcomes. What do you feel were the events that best expressed the Reconstruction period? Why do you feel Reconstruction reforms were ended in 1877?

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GED 232 Early U.S. History 925 North Spurgeon Street, Santa Ana, CA 92701 Phone: 714-547-9625 Fax: 714-547-5777 www.calcoast.edu Rev. 04/16 Tracking Your Academic Activities Verifying an accurate course completion time is essential for accreditation. To meet both accreditation requirements and award academic credit, educational institutions must document the total number of hours students spend completing designated academic activities related to their coursework. The total hours are then translated into academic credit based on a prescribed method of measuring educational attainment known as the Carnegie Unit. 90 hours of student preparation time and 45 hours of student engagement time are required for a 3 credit hour course. Using the attached form as an example, keep track of the time you spend on each lesson, pre-test, self-test, unit test, writing assignment, reading assignment, outside reading, final examination, etc. You will not be required to turn in the worksheet; however, at the end of the course you will receive a Student Course Survey and the final question will ask how long it took you to complete the course. Your assistance in completing this requirement and providing the university with this valuable data is greatly appreciated. As you fill out the worksheet, please keep in mind that your Academic Engagement Activities should total approximately 45 hours. Some examples of this type of activity may include: Lesson Review Exercises Unit Examinations Key Term Reviews Proctored Final Examination Analysis Course Academic Online Discussions Study Guide Review Student/Instructor Interaction Writing Assignments Documents/Student Resources Review Grading Rubric As you fill out the Academic Preparation Activities, please keep in mind that these should total approximately 90 hours. Some examples of this type of activity may include: Pre-Test Review Grading Rubric Reading Assignments Study Lesson Review Exercises Key Term Reviews Internet/Web Research Studying for Examinations Reading Websites Writing Assignments Suggested Outside Reading Sample Worksheet for Tracking Your Academic Activities This worksheet was developed to help you track your time. You are not required to turn it in. Upon completion of this course, you will be asked to complete a survey. The last question on the survey will ask you the number of hours it took to complete the course. Course credit is based on the Carnegie Unit - a prescribed method of measuring educational attainment. For each 3 unit semester course, students will complete a variety of academic activities including: 45 hours of Academic Engagement and 90 hours of Academic Preparation = 135 hours in total. Time to Complete Unit 1 Time to Complete Unit 2 Time to Complete Unit 3 Time to Complete Unit 4 Time to Complete Final Academic Engagement Activities Lesson Review Exercises Key Term Review Exercises Study Guide Review Student Resources Review Grading Rubric Case Studies/Critical Analysis Writing Assignments Complete Unit Examinations Course Academic Online Discussions Student/Instructor Interactions Total Academic Engagement required for a 3 unit course = 45 hours Total = Academic Preparation Activities Pre-Test Reading Assignments Review Case Studies/Critical Analysis Key Term Review Exercises Study for Examinations Suggested Outside Readings Web Research Review Writing Assignments Review Completed Examinations Review Grading Rubric Reading Websites Study Lesson Review Exercises Total Academic Preparation required for a 3 unit course = 90 hours Total hours: Academic Engagement and Academic Preparation related to this course. Other Activities/Comments - (Please note all time for additional course related activities): Total = Grand Total Total Time Spent Pre-test Instructions Thank you for taking the time to complete the required pre-test. The purpose of the pre-test is to measure your knowledge of the subject matter at the beginning of each course. Please be assured, your score on the pre-test will not be part of your course grade. We do not want you to try to study for it or be worried about doing well on the pre-test. It is simply a measure of your “starting place,” that will be used for improving course content and to meet accreditation requirements. If you receive your course materials online: • Please log-in to your Coast Connection student portal to complete your pre-test. If you receive your course materials by mail: • You will receive your answer sheets for the pre-test by mail. • Once you have completed your pre-test, please mail or fax your answer sheet to the University at: California Coast University 925 N. Spurgeon Street Santa Ana, CA 92701 Fax: 714-547-1451 If you have any questions, please feel free to contact the Student Services Department. Thank you for your cooperation. GED 232 Early U.S. History Pre-test 1. King Henry VIII and Queen Elizabeth first targeted __________ for colonization. a. b. c. d. France North Africa Ireland Cuba 2. By the 1640s, the principal crop grown in Barbados went from being tobacco to __________. a. b. c. d. sugar corn wheat barley 3. What is the meaning of the term filles du Roi? a. b. c. d. prostitutes orphan girls girls of the valley king’s daughters 4. Northern farmers primarily relied upon __________ for labor. a. b. c. d. slaves indentured servants hired hands their children 5. Family ties for slaves made life more tolerable, but hindered __________. a. b. c. d. escape plans the work structure relationships with masters education 6. In the early eighteenth century, which group controlled California and Texas? a. b. c. d. Spanish French English Portuguese GED 232 Early U.S. History Pre-test 7. How did the British respond to Braddock’s defeat at Fort Duquesne? a. b. c. d. They They They They surrendered, ending the French and Indian War. attacked French settlements in Canada. paid the Iroquois to attack the French. installed a new commander and sent more troops. 8. What was the primary difference between the Stamp Act and the Sugar Act? a. The Stamp Act legislature. b. The Stamp Act c. The Stamp Act Parliament. d. The Stamp Act trade duty. was passed by Parliament, while the Sugar Act was passed by a colonial regulated commerce, while the Sugar Act was a tax. was imposed directly by the King, while the Sugar Act was passed by was a direct tax inside the colonies, while the Sugar Act was an external 9. Patriots made an effort to spread the news of the Battle of Lexington and Concord so that __________. a. b. c. d. they could garner support the British would back off British enemies would attack in Europe they could raise market prices on exported goods 10. Why is the Continental Army’s winter at Valley Forge famous? a. b. c. d. It was the first time the soldiers were able to rest in comfort. It was the site of an epic battle and victory against the British. George Washington was elected President there. Thousands of soldiers died from cold, disease, and starvation. 11. The most ethnically and religiously diverse region in early America was __________. a. b. c. d. New England the Carolinas the Deep South the mid-Atlantic region 12. Fries’ Rebellion was spurred by __________. a. b. c. d. opposition to the Alien Acts anger over the Direct Tax of 1798 discontent over trade policies with England the XYZ affair GED 232 Early U.S. History Pre-test 13. Newspaper reporters used the term “era of good feelings” to describe the presidency of __________. a. b. c. d. Thomas Jefferson James Monroe John Quincy Adams John Adams 14. The first presidential candidate of the Democratic Party was __________. a. b. c. d. James Monroe Andrew Jackson John C. Calhoun Henry Clay 15. In the election of 1844, __________. a. b. c. d. James Polk expressed expansionist ideas Henry Clay suffered a landslide defeat the Whigs held onto the presidential office pro-slavery voters supported the Whigs 16. Poor living conditions and insufficient diets caused frequent outbreaks of __________ among slaves. a. b. c. d. malaria small pox dysentery scurvy 17. Which of the following was America’s first large-scale, planned city for the sole purpose of manufacturing? a. b. c. d. Rochester, New York Reading, Pennsylvania Buffalo, New York Lowell, Massachusetts 18. The Married Women’s Property Act of 1860 allowed women in New York to __________. a. b. c. d. inherit property from their fathers sue their husbands for an equal division of marital property in the event of divorce establish bank accounts in their own names sue their fathers and husbands if they deprived them of control of their wage income GED 232 Early U.S. History Pre-test 19. The greatest cause of the 5,000 deaths that occurred on the Oregon Trail was __________. a. b. c. d. lack of water disease starvation Indian raids 20. The greatest significance of California’s desire to enter the Union was __________. a. b. c. d. the large tax revenue it would provide to the federal treasury the impact of California gold on the value of the dollar how Mexico would react the concern of Southerners that it would upset the balance of free and slave states 21. Abraham Lincoln earned the Republican nomination for president by upsetting __________. a. b. c. d. Horace Greeley Stephen Douglas William Seward James Buchanan 22. When Joseph Johnston was badly wounded at the Battle of Seven Pines, he was replaced by __________. a. b. c. d. Ulysses S. Grant Thomas Jackson Robert E. Lee Ambrose Burnside 23. After the election of 1864, the Republicans __________. a. b. c. d. controlled controlled controlled controlled the presidency, the Senate, and the House only the presidency only the presidency and the Senate only the presidency and the House 24. President Johnson, like most white northerners, believes that African Americans __________. a. b. c. d. should have a voice in government lacked a free man’s will deserved reparations were inferior GED 232 Early U.S. History Pre-test 25. In the late 1870s, black economic status __________ while white economic status __________. a. b. c. a. remained stable; experienced a depression decreased; increased increased; decreased d. remained unchanged; declined GED 232 Early U.S. History Text: The American Journey: A History of the United States, Volume 1 ISBN-13: 978-0205960965 Author(s): David Goldfield, Carl Abbott, Virginia Dijon Anderson, Jo Ann E. Argersinger, Peter H. Argersinger, and William Barney Publisher: Pearson 925 North Spurgeon Street, Santa Ana, CA 92701 Phone: 714-547-9625 Fax: 714-547-5777 www.calcoast.edu Rev. 04/16 Study Guide 7th Edition, 2014 All rights reserved. No part of this may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system without written permission, except for the inclusion of brief quotation in review. Copyright ©2020 by California Coast University GED 232 Early U.S. History Message From the President W elcome to California Coast University. I hope you will find this course interesting and useful throughout your career. This course was designed to meet the unique needs of students like you who are both highly motivated and capable of completing a degree program through distance learning. Our faculty and administration have been involved in distance learning for over forty years and understand the characteristics common to successful students in this unique educational environment. This course was prepared by CCU faculty members who are not only outstanding educators but who have real world experience. They have prepared these guidelines to help you successfully complete your educational goals and to get the most from your distance learning experience. Again, we hope that you will find this course both helpful and motivating. We send our best wishes as you work toward the completion of your program. Sincerely, Thomas M. Neal President GED 232 Early U.S. History Syllabus Course Number GED 232 Course Title Early U.S. History Course Description Early U.S. History explores the history of the United Sates from Native American societies before 1492 to the year 1877, with an in-depth analysis of the transition in United States history from precolonial beginnings to an independent national state. This course will survey the historical, cultural, political and economic events that shaped early United States history. Units of Credit 3 Units of Credit Course Objectives Upon successful completion of this course, students will be able to: Learning Resources • Discuss the various groups of Europeans that immigrated to the American colonies during the eighteenth century, and understand how these groups added to the complexity and diversity of the American colonial population. • Explain the impact of the American Revolution on the status of women, African Americans, and Native Americans. • Outline the major points of both the religious and racial justifications for slavery, and explain the circumstances in which each argument was more likely to be used. • Explain the long-term impact of the Fourteenth and Fifteenth Amendments as protections against racial discrimination. Textbook: The American Journey: A History of the United States, Volume 1 David Goldfield, Carl Abbott, Virginia Dijon Anderson, Jo Ann E. Argersinger, Peter H. Argersinger, and William Barney 7th Edition, 2014 Pearson ISBN-13: 978-0205960965 xvii GED 232 Early U.S. History Syllabus All course examinations are based on the contents of the textbook required for this course. To successfully complete the examinations, you will need the textbook. You may rent the textbook from the CCU rental library or you may purchase the textbook from another source. Although this study guide is developed by California Coast University, it does contain materials provided by the publisher of the textbook. The Study Guide The study guide was designed to help you further understand the materials in the textbook and master the course content. Each study guide chapter corresponds to a chapter in the textbook. Additional Readings and Online Resources When reading your textbook, you may notice images/references/links to additional text materials. If so, these images/references/links may be part of the publisher’s “pay-for-access” online platform. Our courses are not designed to incorporate these additional resources and you will NOT need to purchase these additional features to be successful in this course. For other relevant, helpful resources and learning activities designed to enhance your understanding of the topics in this course, simply log into your student portal. The Library Information and Resources Network, Inc. (LIRN) Students are provided access to the Library and Information Resources Network, Inc. (LIRN). LIRN provides a centralized management of electronic information resources that allow students to access multiple research databases through one portal. Detailed information on the Library and Information Resources Network, Inc. is available on the California Coast University website under the Resources tab. For additional information on using the network, LIRN provides a User Guide to help students search for the needed information. This helpful resource is available on the LIRN website. For information on accessing LIRN, please contact California Coast University - library@calcoast.edu or (714) 547-9625. xviii GED 232 Early U.S. History Syllabus Your Course Grade Your grades on course examinations are determined by the percentage of correct answers. The university uses the following grading system: A B C D F = = = = = 90% – 100% correct 80% – 89% correct 70% – 79% correct 60% – 69% correct 59% and below correct Your grade in this course will be based on the number of points you earn. Grades are based on the percentage of points you earned out of a total of 500 points: Four Unit Examinations 100 points each 400 points total 80% of your grade 100 points total 20% of your grade Final Examination 100 points Mastering the Course Content In order to successfully complete this course, we recommend that you do the following before beginning: • Be sure that you have the correct edition of the course textbook. Check the ISBN number of your textbook with the ISBN number listed on the cover page of this study guide. • Review the Table of Contents at the end of this syllabus. You will only be responsible for the chapters in the textbook that are listed in the Table of Contents. Each study guide contains several components selected and developed by the faculty to help you master the content of the course. Each chapter in the study guide corresponds to a chapter in the textbook. Study guides vary depending on the course, but most will include: Learning Objectives Overviews Self-Tests Summaries Key Terms xix GED 232 Early U.S. History Syllabus The most efficient way to complete this course is to read the material in both the study guide and textbook in the sequence in which it appears, generally from beginning to end. Read the Overviews and Summaries Before reading a chapter of your textbook, review the corresponding learning objectives, overview, key terms and summary sections in the study guide. These were prepared to give you a preview of the content to be learned. Read and Review the Chapter Once you have the scope and organization of the chapter in mind, turn to the corresponding chapter in the textbook and read the material carefully. Keep the learning objectives, key terms, and selftest questions in mind as you read. Highlight important concepts and information in your study guide and write notes in the study guide as you read the textbook. These notes will help you study for the unit and final examinations. Check Your Mastery of Each Chapter When you feel that you have mastered the concepts presented in the chapter, complete the study guide self-test questions without referring to the textbook or your notes. Correct your responses using the answer key provided in the study guide. Your results will help you identify any areas you need to review. Unit Examinations Each course contains four unit examinations and a final examination. Unit examinations consist of 25 objective (multiple choice) test questions. The final examination consists of 100 objective (multiple choice) questions. Unit examinations are open-book, do not require a proctor and are not timed. This will allow you to proceed at your own pace. As you go through the study guide, it will prompt you on when to complete a unit exam (approximately after every three to six chapters). The Table of Contents in this study guide will also give you an overview of which textbook chapters are covered in each of the four unit exams. xx GED 232 Early U.S. History Syllabus Writing Assignments Each unit examination includes a written component. The writing assignments give students the opportunity to demonstrate a level of subject mastery beyond the objective unit examinations, which reflects his/her ability to analyze, synthesize, evaluate and apply his/ her knowledge. Writing assignments are judged on the quality of the response. Word count is NOT one of the criteria that is used in assigning points to writing assignments. However, students who are successful in earning the maximum number of points tend to submit writing assignments that are 350-500 words (1-2 pages) per question. Plagiarism All work must be free of any form of plagiarism. Put written answers into your own words. Do not simply cut and paste your answers from the Internet and do not copy your answers from the textbook. Plagiarism consists of taking and using the ideas, writings or inventions of another, without giving credit to that person and presenting it as one’s own. This is an offense that the university takes very seriously. An example of a correctly prepared written response may be found by visiting the Coast Connection student portal. You can find this in the portal by clicking on Student Resources and then Writing Basics. Citation Styles The majority of your response should be your own original writing based on what you have learned from the textbook. However, students may also use outside materials if applicable. Be sure to provide a citation and a reference for any materials used, including the required textbook. The following points are designed to help you understand how to provide proper citations and references for your work: xxi • Sources are listed in two places. • The first, a citation, is briefly listed within your answer. This includes identifying information that directs the reader to your list of references at the end of your writing assignment. GED 232 Early U.S. History Syllabus • The second, a reference, is at the end of your work in the list of references section. • All sources cited should follow APA style and provide enough identifying information so that the reader can access the original material. More detailed information about citations and references can be located on the Coast Connection student portal. You can find this in the portal by clicking on Student Resources and then Writing Lab. Submitting Your Unit Examinations and Writing Assignments via the Internet Students may access the online testing features via the Coast Connection student portal. Unit examinations may be completed and submitted online. Go to the California Coast University homepage at www.calcoast.edu and click on the Student Login icon at the upper right hand corner. After logging into your account, click on My Academic Plan and select the course you are working on to complete the unit examination. More detailed instructions on completing the examination online will be provided on that page. Remember to keep a copy of your answers for your own personal records. Writing assignments may be submitted online as well. After logging into the student portal, click on My Academic Plan and select the course you are working on to complete the writing assignments. Here, you will find further information and instructions on how to submit writing assignments through the student portal. Remember to keep a copy of your writing assignments for your own personal records. Alternatively, if you experience difficulty submitting your writing assignments through the student portal, then you may email your assignments as a Word document attachment to the following email address: essays@calcoast.edu When doing so, please adhere to the following guidelines: • xxii Always submit your name, student number, course number, course title and writing assignment number (i.e. writing assignment 1, 2, 3, or 4) with your writing assignment. GED 232 Early U.S. History Syllabus • Begin each writing assignment by identifying the question number you are answering followed by the actual question itself (in bold type). • Use a standard essay format for responses to all questions (i.e., an introduction, middle paragraphs and conclusion). • All responses must be typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size for ease of reading and grading. Submitting Your Unit Examinations by Mail or Fax Send your completed unit examinations and/or any writing assignments to the following mailing address: California Coast University Testing Department 925 N. Spurgeon Street Santa Ana, CA 92701 Unit examination answer sheets can also be faxed to the Grading Department at (714) 547-1451. Please do not resize your fax. The Grading Department WILL NOT accept faxed writing assignments. Challenging a Test Item We make every effort to ensure that all examination items are fair and can be answered by reading and understanding the material in your textbooks. However, problems sometimes arise in the selection or interpretation of test items. For example, you might argue that two alternatives could be correct, based on the material you read, or that the correct answer is not among the choices. Occasionally, a typographical error might make a question difficult to answer. If you encounter a problem with a test item while taking your exam, you may “challenge” it by providing a brief explanation along with the page number(s) from the textbook in which the correct answer can be found. Likewise, you may also submit a test item challenge after your exam has been graded if you feel a test item was scored incorrectly. Students may submit up to two test item challenges for each unit exam and up to four test item challenges for the final exam. Test item challenges are not permitted for the pre-test. You may submit test item challenges via the Coast Connection student portal or by U.S. mail. xxiii GED 232 Early U.S. History Syllabus Submitting Your Test Item Challenges via the Internet Please log into the Coast Connection student portal for specific instructions on challenging a test item. You will submit your test item challenges directly through the student portal. Submitting Your Test Item Challenges by Mail • For each test question you wish to challenge, fill in option “F” on the answer sheet for that question. • On a separate sheet of paper, indicate your name and student ID number, identify the examination you are working on (i.e., Unit Exam 1, 2, 3, etc.), and the specific question number you are challenging. • Write out the question and its given choices and explain why you are “challenging” the test item. • Provide a page reference from the textbook to support your answer. If you do not provide a page reference, we may not be able to give you credit. • Mail your multiple choice answer sheet and test item challenge documents to the Testing Department. The information you provide is important to us. It will help us further validate and correct any possible errors in the testing materials. If you follow the Test Item Challenge procedure, your challenge will be reviewed and if correct, you will be given credit. You should allow an additional week for the review and scoring of your examination. Repeating a Unit Exam Requests to retake a unit examination will only be honored if the final exam has NOT been sent. Students may retake one unit examination per course, free of charge. The cost for each additional, repeated exam will be $90. Payment must be paid in full prior to repeating a unit exam and can be done via the student portal or by submitting a Repeat Unit Exam form. Please contact the Testing Department for more information. When repeating a unit exam through the student portal, the original grade will be cleared out once you click Re-take. xxiv GED 232 Early U.S. History Syllabus Final Examination Scheduling a Final Examination Final examination requests can be submitted online through the Coast Connection student portal, via U.S. mail, or by calling the Testing Department at (714) 547-9625. If you would like to request a final exam online, log into the Coast Connection student portal and click on My Academic Plan. Select the course you are working on and submit the Final Exam Request form located at the bottom of the page. ALL INFORMATION MUST BE FILLED IN. A final exam scheduling form is also located on the last page of this study guide and can be mailed or faxed to the university. Please fill out ALL required fields if you choose to submit your final exam request using this form. After we receive the Final Examination Request Form, CCU will send your final examination to your designated proctor via email or mail, along with further instructions. Proctors California Coast University requires that all undergraduate students complete all final examinations—with the exception of general elective courses—under the supervision of a proctor. The proctor is selected by the student and approved by the university. A proctor can be any reputable person EXCEPT a relative, someone who resides with the student, or a current/former California Coast University student. Typical examples of approved proctors include friend, neighbor, job supervisor, co-worker, librarian, counselor, etc. Proctors will have the following responsibilities: • • • • • xxv Ensure that all final examination materials are kept secure and confidential. Ensure that the student completes the examination without any outside assistance of any kind other than the course textbook, notes and other study materials. Verify the student’s identification based on a government-issued photo ID. Proctors will need to verify the student’s name and date of birth. Sign the final examination answer sheet (unsigned answer sheets will not be graded). Return the signed and completed answer sheet to California Coast University for grading and evaluation via the student portal, mail, or fax. GED 232 Early U.S. History Syllabus Submitting Your Final Examination Submitting Final Examinations via the Internet For online submissions, once you have logged into the student portal, click on My Academic Plan, select the course you are working on, and then click Take Exam to complete the final examination. Your proctor must input the unique password he/she was sent in order to unlock your final examination questions. Remember to keep a copy of your answers for your own personal records. Submitting Final Examinations by Mail or Fax Mail your completed and signed final examination answer sheet to: California Coast University Testing Department 925 N. Spurgeon Street Santa Ana, CA 92701 Final examination answer sheets can also be faxed to the Grading Department at (714) 547-1451. Please do not resize your fax. Your Overall Grade Point Average (G.P.A.) In addition to receiving a passing grade for each course, all undergraduate students must maintain a required overall G.P.A. of 2.0 (C) on a 4.0 scale in order to graduate. A = 4 grade points B = 3 grade points C = 2 grade points D = 1 grade point F = 0 grade points Students who do not meet the overall G.P.A. requirement by the end of their program must pay the current cost of tuition to repeat courses until they improve their overall G.P.A. Be sure to keep a copy of all work you submit to the university. xxvi GED 232 Early U.S. History Syllabus If you have any questions about how to proceed through the course or regarding any California Coast University policies and procedures, the easiest way to get help is to send us a message through the student portal, via email, or phone the university. University office hours are Monday through Friday from 8:00 a.m. to 4:30 p.m., Pacific Standard Time. California Coast University 925 N. Spurgeon Street, Santa Ana, California 92701 Phone: (714) 547-9625 Fax: (714) 547-5777 Test Answer Sheet Fax Line: (714) 547-1451 Email: testing@calcoast.edu D GE xxvii 2 Don’t forget: You are not alone! We are here to help you achieve your dream! 32 GED 232 Early U.S. History Syllabus Learning Objectives The learning objectives for this course are listed below: Chapter 1: Worlds Apart 1. Explain how the precontact histories of Native Americans, especially in the centuries just before 1492, shaped their encounters with Europeans. 2. Discuss the key characteristics of West African society. 3. Describe how the events in Europe both shaped and inspired exploration of the Americas. 4. Discuss the biological consequences of contact between Europeans and Native Americans. 5. Identify the reasons why early French and English efforts at colonization faltered. Chapter 2: Transplantation and Adaptation 1600-1685 1. 2. 3. 4. Explain how the French used Indian alliances to create their North American empire. Discuss how significant New Netherland was as part of the Dutch global empire. Discuss why the English had such difficulties establishing colonies in the Chesapeake. Explain why the English colonies in New England were so different from those in the Chesapeake. 5. Explain why the first biracial colonial societies appeared in the Caribbean. 6. Explain how influential the ideas of the different proprietors of the Restoration colonies were in shaping the development of their settlements. Chapter 3: A Meeting of Cultures 1. Explain how the different patterns of interaction between Europeans and native peoples shaped colonial development in the Spanish borderlands, New France, and the English colonies. 2. Describe how race-based slavery developed in British North America. 3. Discuss the methods Europeans employed to acquire and manage labor in colonial America. Chapter 4: English Colonies in an Age of Empire 1660s-1763 1. 2. 3. 4. Explain how trade policy shaped the relationship between Britain and the colonies. Describe in what ways colonial culture changed in the eighteenth century. Explain how the Glorious Revolution affected colonial politics. Explain the ways in which British, Spanish, and French expansion into new territories reflect patterns established earlier. 5. Discuss the significance of imperial wars in shaping colonial society and which one had the most important impact on North America. xxviii GED 232 Early U.S. History Syllabus Chapter 5: Imperial Breakdown 1763 – 1774 1. Explain the new challenges the British government faced in North America after 1763. 2. Discuss how republican ideology informed the colonists’ view of their relationship to Britain. 3. Explain why the Stamp Act and Townshend Duty Act sparked widespread unrest in the colonies. 4. Describe the issues and interests that divided the colonists. 5. Describe what pushed the colonists from protest to rebellion. Chapter 6: The War for Independence 1774-1783 1. Explain why reconciliation between the colonies and Britain was virtually impossible by the beginning 1775. 2. Explain what functions the Congress fulfilled as it sought to manage the American rebellion. 3. Describe the key differences between the British and American forces. 4. Discuss why the alliance with France was a key turning point in the war. 5. Describe the affect of the War for Independence on women, African Americans, and Native Americans. 6. Name the key factors in the American victory in the Revolutionary War. Chapter 7: The First Republic 1776-1789 1. Discuss which people were deemed to have political rights in the new order of republicanism. 2. Explain how economic problems led to political conflict in the 1780s. 3. Explain what steps the British and Spain took to block American expansion. 4. Explain the call for a stronger centralized government and the divisions which emerged over the ratification of the new Constitution. Chapter 8: A New Republic and the Rise of Parties 1789-1800 1. Discuss the distinguishing features of the early republic’s four major regions. 2. Outline the challenges faced by the Congress that assembled in New York between 1789 and 1791. 3. Discuss the forces that shaped the development of party politics in America. 4. Explain how the crises at home and abroad shaped the administration of John Adams and helped the Republicans win the election of 1800. xxix GED 232 Early U.S. History Syllabus Chapter 9: The Triumph and Collapse of Jeffersonian Republicanism 1800-1824 1. 2. 3. 4. 5. Describe why the expansion of the United States was so important to Jefferson. Outline the factors that pushed Madison into a war with Britain. Discuss the consequences of the War of 1812. Discuss how rising nationalism contributed to the spirit of the Era of Good Feelings. Explain why slavery became such a divisive issue in the years preceding the Missouri Compromise. Chapter 10: The Jacksonian Era 1824-1845 1. Identify the factors that contributed to the democratization of American politics and religion in the early nineteenth century. 2. Explain how the Jacksonian Democrats capitalized on the new mass politics. 3. Discuss the challenges that Van Buren faced during his presidency. 4. Identify the basis of Whig popularity and outline what they claimed to stand for. 5. Explain why William Henry Harrison’s death was such a blow to the Whig agenda. Chapter 11: Slavery and the Old South 1800-1860 1. Explain how the increasing demand for cotton shaped the development of slavery in the Lower South. 2. Identify what caused the decline of slavery after 1800 in the Upper South. 3. Describe what life was like for African American slaves in the first half of the nineteenth century. 4. Describe how the free society in the South was structured. 5. Outline how the southern defense of slavery changed between the early nineteenth century and the 1850s. Chapter 12: The Market Revolution and Social Reform 1815-1850 1. Explain how industrialization contributed to growing inequity and the creation of new social classes. 2. Discuss the role that religion played in the reform movements that followed the War of 1812. 3. Outline the Enlightenment ideas that shaped the reform of institutions for the poor, criminals, and the mentally ill. 4. Discuss the relationship between abolitionism and the women’s rights movement. xxx GED 232 Early U.S. History Syllabus Chapter 13: The Way West 1815-1850 1. Describe the economic and demographic pressures in the East that spurred migration to the West. 2. Define the strategies that the Sioux used to maintain their power on the Great Plains. 3. Describe what forces contributed to the Americanization of Texas. 4. Explain why James K. Polk was so eager to provoke a war with Mexico. Chapter 14: The Politics of Sectionalism 1846-1861 1. Discuss how slavery transformed from a political issue to a moral crusade. 2. Explain how the intrusion of religion into the political process contributed to the rise of the Republican Party. 3. Describe how the elevation of slavery to a moral issue polarized the North and South during the 1850’s. Chapter 15: Battle Cries and Freedom Songs: The Civil War 1861-1865 1. Define the North’s key advantages at the outset of the War. 2. Discuss how the two sides’ objectives dictated their strategies in the early years of the War. 3. Discuss how the Emancipation Proclamation changed the nature of the War. 4. Describe how the changing nature of the War affected soldiers on both sides. 5. Explain the impact that the War had on the North’s economy. 6. Describe the War’s effect on civilian life in the South. 7. Explain Grant’s strategy for ending the War. Chapter 16: Reconstruction 1865-1877 1. Describe how white southerners responded to defeat. 2. Identify the reasons why black aspirations generated southern white violence. 3. Discuss how Congressional Reconstruction changed the status of the former slaves in the South. 4. Explain why white northerners and the federal government were complicit in denying freed slaves the basic rights of American citizenship. 5. Describe how and why Reconstruction ended. xxxi GED 232 Early U.S. History Syllabus Resources and Learning Activities Learning extends beyond the textbook, exams, and writing assignments. To help you find out more about the course you are completing, we have developed some learning activities and course resources that will accompany each course. Our intention is to encourage you to explore new ideas and concepts. You will find these located in your student portal. We suggest you spend about 5 hours per Unit exploring and engaging in the learning activities and the course resources listed on the student portal. As we will be adding new material on a regular basis, we encourage you to check back frequently. To give you an idea, here are some of the types of resources we’ve included in the student portal: • • • • • Learning activities to help you explore the subject in some different ways. Suggested Readings. Websites related to your course. Professional organizations you might investigate. Videos to watch. Lastly, education goes beyond just courses and degree programs. Hopefully, as a student, you are consistently learning and expanding your knowledge with education that transcends what you learn at the University. To expand awareness and appreciation for the larger scope of education, we have included resources on the following: • • • • • • Critical Thinking Ethical Reasoning Social Responsibility Global Citizenship Civic Engagement Lifelong Learning We wish you success on your educational journey! xxxii GED 232 Early U.S. History Table of Contents Unit One Chapter 1: Worlds Apart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Chapter 2: Transplantation and Adaptation 1600-1685 . . . . . . . . . . . . . 10 Chapter 3: A Meeting of Cultures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Chapter 4: English Colonies in an Age of Empire 1660s-1763 . . . . . . . . 29 Unit 1 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Unit 1 Examination. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Unit 1 Writing Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 Unit Two Chapter 5: Imperial Breakdown 1763 – 1774 . . . . . . . . . . . . . . . . . . . . 47 Chapter 6: The War for Independence 1774-1783 . . . . . . . . . . . . . . . . . 57 Chapter 7: The First Republic 1776-1789 . . . . . . . . . . . . . . . . . . . . . . 67 Chapter 8: A New Republic and the Rise of Parties 1789-1800 . . . . . . . 77 Unit 2 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Unit 2 Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Unit 2 Writing Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Unit Three Chapter 9: The Triumph and Collapse of Jeffersonian Republicanism 1800-1824 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93 Chapter 10: The Jacksonian Era 1824-1845 . . . . . . . . . . . . . . . . . . . . . 103 Chapter 11: Slavery and the Old South 1800-1860 . . . . . . . . . . . . . . . . 113 Chapter 12: The Market Revolution and Social Reform 1815-1850 . . . . . 122 Unit 3 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Unit 3 Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133 Unit 3 Writing Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 xxxiii GED 232 Early U.S. History Table of Contents Unit Four Chapter 13: The Way West 1815-1850 . . . . . . . . . . . . . . . . . . . . . . . . . 140 Chapter 14: The Politics of Sectionalism 1846-1861. . . . . . . . . . . . . . . 149 Chapter 15: Battle Cries and Freedom Songs: The Civil War 1861-1865 . 159 Chapter 16: Reconstruction 1865-1877 . . . . . . . . . . . . . . . . . . . . . . . . 168 Unit 4 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Unit 4 Examination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Unit 4 Writing Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Final Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Final Exam Scheduling Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 xxxiv GED 232 Early U.S. History Objectives Chapter One Worlds Apart Learning Objectives Upon successful completion of this chapter, you should be able to: 1. Explain how the precontact histories of Native Americans, especially in the centuries just before 1492, shaped their encounters with Europeans. 2. Discuss the key characteristics of West African society. 3. Describe how the events in Europe both shaped and inspired exploration of the Americas. 4. Discuss the biological consequences of contact between Europeans and Native Americans. 5. Identify the reasons why early French and English efforts at colonization faltered. Instructions to Students • Read pages 1 - 28 of your textbook • Reference: The American Journey: A History of the United States, Volume 1 by Goldfield, Abbott, Anderson, J. Argersinger, P. Argersinger, and Barney 7th edition, 2014 1 GED 232 Early U.S. History Overview Chapter 1 provides an introduction to United States history by exploring the backgrounds of the three major cultures that came together to create the New World. Topics discussed include descriptions of Native American, West African, and European societies on the eve of contact; the motivations for European exploration and settlement in the New World; early Spanish, French, and British settlements; and the impact of contact with Native Americans, Africans, and Europeans during the sixteenth century. 2 GED 232 Early U.S. History Key Terms The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter. Culture areas: Aztecs: Cahokia: Great League of Peace and Power: Songhai Empire: Reconquista: Reformation: Protestants: Predestination: Columbian Exchange: Treaty of Tordesillas: 3 GED 232 Early U.S. History Summary Prior to European contact, North America contained a large and diverse Native American population, with different cultures, subsistence practices, and political organizations. Over the course of centuries, various native societies had flourished, but by the time Europeans arrived, some of the most powerful empires were in decline. West African societies varied in size from small kingdoms to large empires. Most people lived by farming, but there were also many skilled artisans. Religion and family ties were central to West African life. Although contact with Europe was limited, Europeans were aware of the African gold trade. By the end of the fifteenth century, Western Europe had recovered from the warfare and epidemics of earlier years, but it would soon be fragmented by religious divisions stemming from the Protestant Reformation. Such divisions led to renewed conflict and competition among European states that would affect New World exploration. Columbus’s effort to reach Asia via a westward voyage across the Atlantic led to the European discovery of America. Spanish soldiers quickly conquered the Aztec and Incan empires, abetted by the deaths of Native Americans lacking immunity to European diseases. The transmission of germs was one of many biological consequences of contact. 4 GED 232 Early U.S. History Self Test Multiple Choice Questions (Circle the correct answer) 1. Which of the following was among the foods that sustained the Inuit and Aleut tribes? a. b. c. d. quinoa deer olives seals 2. What was the name of the Aztec capital? a. b. c. d. Teotihuacán Tenochtitlán Mesoamerica Mexico City 3. Most African immigrants to the Americas came from __________. a. b. c. d. West Africa East Africa North Africa South Africa 4. The Renaissance originated in the city-states of __________. a. b. c. d. Italy Portugal Greece Spain 5. Who opened a sea route from Europe to India? a. b. c. d. Dias Columbus da Gama Drake 6. Conquistadores came from __________. a. b. c. d. 5 Portugal West Africa Spain Italy GED 232 Early U.S. History Self Test 7. Where was the Inca empire primarily located? a. b. c. d. Peru Chile Brazil Mexico 8. The “Black Death” killed what fraction of Europe’s population? a. b. c. d. three-fourths one-half one-third one-fifth 9. The Treaty of Tordesillas affected which countries? a. b. c. d. England and France England and Spain Portugal and Spain Portugal and France 10. Which British monarch formed the Church of England separate from the Catholic Church? a. b. c. d. 6 Mary, Queen of Scots Elizabeth I Henry VIII Victoria GED 232 Early U.S. History Answer Keys Key Term Definitions Culture areas: Geographical regions inhabited by peoples who share similar basic patterns of subsistence and social organization. Aztecs: A warrior people who dominated the Valley of Mexico from about 1100 until their conquest in 1519–1521 by Spanish soldiers led by Hernán Cortés. Cahokia: Located near modern St. Louis, this was one of the largest urban centers created by Mississippian peoples, containing perhaps 30,000 residents in 1250. Great League of Peace and Power: Confederation of five Iroquois nations—the Mohawks, Oneidas, Onondagas, Cayugas, and Senecas—formed in the fifteenth century to diminish internal conflict and increase collective strength against their enemies. Songhai Empire: A powerful West African state that flourished between 1450 and 1591 when it fell to a Moroccan invasion. Reconquista: The long struggle (ending in 1492) during which Spanish Christians reconquered the Iberian Peninsula from Muslim occupiers, who first invaded in the eighth century. Reformation: Sixteenth-century movement to reform the Catholic Church that ultimately led to the founding of new Protestant Christian religious groups. Protestants: Europeans who supported reform of the Catholic Church in the wake of Martin Luther’s critique of church practices and doctrines. Predestination: The belief that God decided at the moment of Creation which humans would achieve salvation. Columbian Exchange: The transatlantic exchange of plants, animals, and diseases that occurred after the first European contact with the Americas. Treaty of Tordesillas: Treaty negotiated by the pope in 1494 to resolve the territorial claims of Spain and Portugal. It drew a north–south line approximately 1,100 miles west of the Cape Verde Islands, granting all lands west of the line to Spain and all lands east of the line to Portugal. This limited Portugal’s New World empire to Brazil but confirmed its claims in Africa and Asia. 7 GED 232 Early U.S. History Answer Keys Answers to Self Test 1. d 2. b 3. a 4. a 5. c 6. c 7. a 8. c 9. c 10. c 8 GED 232 Early U.S. History Notes 9 GED 232 Early U.S. History Objectives Chapter Two Transplantation and Adaptation 1600-1685 Learning Objectives Upon successful completion of this chapter, you should be able to: 1. Explain how the French used Indian alliances to create their North American empire. 2. Discuss how significant New Netherland was as part of the Dutch global empire. 3. Discuss why the English had such difficulties establishing colonies in the Chesapeake. 4. Explain why the English colonies in New England were so different from those in the Chesapeake. 5. Explain why the first biracial colonial societies appeared in the Caribbean. 6. Explain how influential the ideas of the different proprietors of the Restoration colonies were in shaping the development of their settlements. Instructions to Students • Read pages 29 - 56 of your textbook • Reference: American Journey: A History of the United States, Volume 1 by Goldfield, Abbott, Anderson, J. Argersinger, P. Argersinger, and Barney 7th edition, 2014 10 GED 232 Early U.S. History Overview This chapter provides a survey of the early European settlement of North America. The topics discussed include the establishment of New France, the nature of early British settlement in the Chesapeake and New England, the emergence of plantation societies in the Caribbean and the Carolinas, and the establishment of the Middle Colonies. 11 GED 232 Early U.S. History Key Terms The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter. Coureurs de bois: Indentured servant: Quakers: Joint-stock company: Headright system: House of Burgesses: Proprietary colony: Puritans: Act for Religious Toleration: Anglican: Separatists: Pilgrims: Covenant: Pequot War: Slave codes: Fundamental Constitutions of Carolina: Frame of Government: 12 GED 232 Early U.S. History Summary France’s New World empire lay primarily along the St. Lawrence River valley in Canada. Its economic focus was the fur trade, carried out in partnership with local Indians. This economic tie also required the French to form military alliances with their Native American trading partners. By the early seventeenth century, the Dutch had become the preeminent commercial power in Europe, with an overseas empire extending from the New World to Asia. In North America, the Dutch colony of New Netherland relied mainly on the fur trade conducted by the colonists’ Iroquois allies. In 1607, Virginia became England’s first permanent colony in North America. Its first settlers struggled with endemic disease and conflict with Indians. Tobacco production became its lifeline and led to massive importations of young, male indentured servants. In 1634, Maryland joined Virginia as another tobacco-growing Chesapeake colony. The New England colonies were founded by Puritans, who sought refuge from persecution by English authorities. The settlers established close-knit communities governed by their religious principles. Lacking a cash crop like tobacco, New Englanders grew food crops and raised livestock, relying on their families for labor. Many European nations competed for control of Caribbean islands, where sugar soon became a lucrative cash crop. Planters imported African slaves to labor on sugar plantations under harsh conditions. Africans, subject to restrictive slave codes, soon outnumbered white settlers on the islands. After 1660, Carolina and Pennsylvania were founded by proprietors with grand visions. Carolina’s founders hoped to create an orderly, hierarchical society, while William Penn envisioned his colony as a harmonious Quaker refuge. In neither case did the founders’ plans work out as they had hoped. 13 GED 232 Early U.S. History Self Test Multiple Choice Questions (Circle the correct answer) 1. What does filles duRoi mean? a. b. c. d. prostitutes orphan girls girls of the valley king’s daughters 2. By 1600, which group had become the leading economic power in Europe? a. b. c. d. the the the the French Dutch English Irish 3. The Virginia Company was composed primarily of merchants from __________. a. b. c. d. London Williamsburg Manchester Norfolk 4. What did indentured servants receive for their labor? a. b. c. d. a steady wage nothing a portion of the crops they harvested free passage to America 5. Widows in the English colonies __________. a. b. c. d. were barred from inheriting their husbands’ lands controlled their deceased husbands’ lands until their eldest son reached 21 usually never remarried usually returned to Europe 6. The first New England settlement, founded in 1620, was __________. a. b. c. d. 14 Plymouth Colony Chesapeake Bay Colony Sagadahoc River Colony Connecticut Valley Colony GED 232 Early U.S. History Self Test 7. Freemen in the General Court in Massachusetts were those male property holders who __________. a. b. c. d. were church members owned slaves had royal titles were church clergy 8. Anne Hutchinson held religious meetings in __________. a. b. c. d. Providence Manhattan Boston Plymouth 9. The Spanish began importing African slaves to Santa Domingo to grow sugar cane, because __________. a. b. c. d. many Indians had died from disease the Indians refused to work the Indians were treated as business partners the Indians fled when the Spanish arrived 10. The first Europeans in the Caribbean concentrated on __________. a. b. c. d. 15 exporting slaves mining for precious metals agriculture timber export GED 232 Early U.S. History Answer Keys Key Term Definitions Coureurs de bois: French for “woods runners,” independent fur traders in New France. Indentured servant: An individual—usually male but occasionally female—who contracted to serve a master for a period of four to seven years in return for payment of the servant’s passage to America. Indentured servitude was the primary labor system in the Chesapeake colonies for most of the seventeenth century. Quakers: Members of the Society of Friends, a radical religious group that arose in the mid-seventeenth century. Quakers rejected formal theology and an educated ministry, focusing instead on the importance of the “Inner Light,” or Holy Spirit, that dwelt within them. Quakers were important in the founding of Pennsylvania. Joint-stock company: Business enterprise in which a group of stockholders pooled their money to engage in trade or to fund colonizing expeditions. Joint-stock companies participated in the founding of the Virginia, Plymouth, and Massachusetts Bay colonies. Headright system: A system of land distribution during the early colonial era that granted settlers 50 acres for themselves and another 50 acres for each “head” (or person) they brought to the colony. House of Burgesses: The legislature of colonial Virginia. Initially organized in 1619, it was the first institution of representative government in the English colonies. Proprietary colony: A colony created when the English monarch granted a huge tract of land to an individual or group of individuals, who became “lords proprietor.” Many lords proprietor had distinct social visions for their colonies, but these plans were hardly ever implemented. Examples of proprietary colonies are Maryland, Carolina, New York (after it was seized from the Dutch), and Pennsylvania. Puritans: Individuals who believed that Queen Elizabeth’s reforms of the Church of England had not gone far enough in improving the church, particularly in ensuring that church members were among the saved. Puritans led the settlement of Massachusetts Bay Colony. Act for Religious Toleration: The first law in America to call for freedom of worship for all Christians. It was enacted in Maryland in 1649 to quell disputes between Catholics and Protestants, but it failed to bring peace. Anglican: Of or belonging to the Church of England, a Protestant denomination. Separatists: Members of an offshoot branch of Puritanism. Separatists believed that the Church of England was too corrupt to be reformed and hence were convinced that they must “separate” from it to save their souls. Separatists helped found Plymouth Colony. 16 GED 232 Early U.S. History Answer Keys Key Term Definitions Pilgrims: Settlers of Plymouth Colony, who viewed themselves as spiritual wanderers. Covenant: A formal agreement or contract. Pequot War: Conflict between English settlers (who had Narragansett and Mohegan allies) and Pequot Indians over control of land and trade in eastern Connecticut. The Pequots were nearly destroyed in a set of bloody confrontations, including a deadly English attack on a Mystic River village in May 1637. Slave codes: Sometimes known as “black codes.” A series of laws passed mainly in the southern colonies in the late seventeenth and early eighteenth centuries to define the status of slaves and codify the denial of basic civil rights to them. Also, after American independence and before the Civil War, state laws in the South defining slaves as property and specifying the legal powers of masters over slaves. Fundamental Constitutions of Carolina: A complex plan for organizing the colony of Carolina, drafted in 1669 by Anthony Ashley Cooper and John Locke. Its provisions included a scheme for creating a hierarchy of nobles who would own vast amounts of land and wield political power; below them would be a class of freed men and slaves. The provisions were never implemented by the Carolina colonists. Frame of Government: William Penn’s 1682 plan for the government of Pennsylvania, which created a relatively weak legislature and strong executive. It also contained a provision for religious freedom. 17 GED 232 Early U.S. History Answer Keys Answers to Self Test 1. d 2. b 3. a 4. d 5. b 6. a 7. a 8. c 9. a 10. b 18 GED 232 Early U.S. History Notes 19 GED 232 Early U.S. History Objectives Chapter Three A Meeting of Cultures Learning Objectives Upon successful completion of this chapter, you should be able to: 1. Explain how the different patterns of interaction between Europeans and native peoples shaped colonial development in the Spanish borderlands, New France, and the English colonies. 2. Describe how race-based slavery developed in British North America. 3. Discuss the methods Europeans employed to acquire and manage labor in colonial America. Instructions to Students • Read pages 57 - 84 of your textbook • Reference: American Journey: A History of the United States, Volume 1 by Goldfield, Abbott, Anderson, J. Argersinger, P. Argersinger, and Barney 7th edition, 2014 20 GED 232 Early U.S. History Overview This chapter introduces the student to the nature and impact of contact among Native Americans, Africans, and Europeans in the New World. The topics emphasized include relations between Native Americans and the French, Spanish, and British colonists, the development of the institution of slavery in America and the emerging African American community within that system, other institutions of unfree labor in America, and late colonial patterns of European immigration. 21 GED 232 Early U.S. History Key Terms The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter. Encomienda: Repartimiento: Beaver Wars: King Philip’s War: Bacon’s Rebellion: Pueblo Revolt: Middle Passage: Stono Rebellion: Redemptioner: 22 GED 232 Early U.S. History Summary Where Europeans mainly sought to trade with Indians, as in New France, intercultural relations were fairly peaceful. Spanish efforts to convert Indians to Catholicism produced more contention. The greatest conflict occurred in the English colonies, where settlers soon outnumbered Indians and proceeded to dispossess them of their land. A tremendous need for labor, especially to produce staple crops such as sugar, tobacco, and rice, led English colonists to acquire African slaves. Appearing first in the West Indies, slavery spread to Carolina and the Chesapeake. White colonists’ racial prejudice led to a system that deprived slaves of the most basic human rights. Slavery was the most oppressive extreme in a spectrum of labor practices. Colonists also used legal contracts to control indentured servants, redemptioners, and English convict laborers. Some landowners rented land to tenant farmers. In New England, the practice of fathers using their control of land to compel their sons to work for them was prominent. 23 GED 232 Early U.S. History Self Test Multiple Choice Questions (Circle the correct answer) 1. One of the Spaniards’ most important methods of labor control was the __________. a. b. c. d. encomienda repartimiento recate conquistador 2. During the Beaver Wars, the Dutch supplied the __________ with guns. a. b. c. d. British Iroquois Hurons Algonquians 3. Spain’s religious missionaries to America represented which religion? a. b. c. d. Catholicism Protestantism Quakerism Lutheranism 4. Where did King Philip’s War take place? a. b. c. d. New England Carolina Pennsylvania Virginia 5. Popé was a leader within which Indian tribe? a. b. c. d. Apaches Navajos Sioux Pueblos 6. Arab slave traders frequently sought slaves in __________. a. b. c. d. 24 West Africa Sub-Saharan Africa North Africa the Caribbean GED 232 Early U.S. History Self Test 7. Georgia was founded as a refuge for __________. a. b. c. d. Christians runaway slaves English debtors newly-free indentured servants 8. Which slave population lived longer than African immigrants? a. b. c. d. Creole slave population the charter slave population the female slave population Seneca slave population 9. What was the largest slave uprising? a. b. c. d. Stono Rebellion Yoruba Rebellion Nat Turner’s Rebellion Shay’s Rebellion 10. Chesapeake planters often relied upon __________ as another source of unfree laborers. a. b. c. d. 25 English convicts Irish convicts children unwed mothers GED 232 Early U.S. History Answer Keys Key Term Definitions Encomienda: In the Spanish colonies, the grant to a Spanish settler of a certain number of Indian subjects, who would pay him tribute in goods and labor. Repartimiento: In the Spanish colonies, the assignment of Indian workers to labor on public works projects. Beaver Wars: A series of bloody conflicts, occurring between the 1640s and 1680s, during which the Iroquois fought the Hurons and French for control of the fur trade in the east and the Great Lakes region. King Philip’s War: Conflict in New England (1675–1676) between Wampanoags, Narragansetts, and other Indian peoples against English settlers; sparked by English encroachments on native lands. Bacon’s Rebellion: Violent conflict in Virginia (1675–1676), beginning with settler attacks on Indians but culminating in a rebellion led by Nathaniel Bacon against Virginia’s government. Pueblo Revolt: Rebellion in 1680 of Pueblo Indians in New Mexico against their Spanish overlords, sparked by religious conflict and excessive Spanish demands for tribute. Middle Passage: The voyage between West Africa and the New World slave colonies. Stono Rebellion: Uprising in 1739 of South Carolina slaves against whites; inspired in part by Spanish officials’ promise of freedom for American slaves who escaped to Florida. Redemptioner: Similar to an indentured servant, except that a redemptioner signed a contract in America rather than in Europe. 26 GED 232 Early U.S. History Answer Keys Answers to Self Test 1. a 2. b 3. a 4. a 5. d 6. a 7. c 8. a 9. a 10. a 27 GED 232 Early U.S. History Notes 28 GED 232 Early U.S. History Objectives Chapter Four English Colonies in an Age of Empire 1660s-1763 Learning Objectives Upon successful completion of this chapter, you should be able to: 1. Explain how trade policy shaped the relationship between Britain and the colonies. 2. Describe in what ways colonial culture changed in the eighteenth century. 3. Explain how the Glorious Revolution affected colonial politics. 4. Explain the ways in which British, Spanish, and French expansion into new territories reflect patterns established earlier. 5. Discuss the significance of imperial wars in shaping colonial society, and which one had the most important impact on North America. Instructions to Students • Read pages 85 - 116 of your textbook • Reference: American Journey: A History of the United States, Volume 1 by Goldfield, Abbott, Anderson, J. Argersinger, P. Argersinger, and Barney 7th edition, 2014 29 GED 232 Early U.S. History Overview Chapter 4 explores the transformation of the colonies’ relationship with Britain between 1660 and the end of the French and Indian War. The closeness between the mother country and the colonies during the late seventeenth and early eighteenth centuries is examined with a look at such issues as the British imperial trade system, cultural and social connections between Britain and the colonies, and the nature of political thought in the colonies and Britain. By the mid-eighteenth century, tensions mount with renewed competition in North America among Britain, France, and Spain. The chapter ends by examining imperial warfare in the eighteenth century—with a special emphasis on the French and Indian War and its impact on relations between the colonies and Britain. 30 GED 232 Early U.S. History Key Terms The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter. Mercantilism: Enumerated products: Age of Enlightenment: Halfway Covenant: Great Awakening: New Lights: Dominion of New England: Glorious Revolution: Virtual representation: Actual representation: King William’s War: Queen Anne’s War: Country, or “Real Whig,” ideology: Grand Settlement of 1701: King George’s War: Treaty of Lancaster: Albany Plan of Union: French and Indian War: Treaty of Paris: 31 GED 232 Early U.S. History Summary Parliament enacted a series of laws, known as the Navigation Acts, to knit Britain and the colonies into a prosperous commercial empire. Colonial raw materials flowed into Britain while British manufactured goods were made available on favorable terms to colonial consumers. Colonial elites, worried about their provincial status, imported goods and cultivated genteel manners to become more like Britain. Some educated colonists took great interest in Enlightenment ideas about science and human progress. At the same time, evangelical religion flourished on both sides of the Atlantic, due to the revivals of the Great Awakening. The overthrow of James II in England and the end of the Dominion of New England symbolized the triumph of representative government over tyranny. Colonists came to see their legislatures as colonial equivalents of Parliament itself. They also understood their membership in the empire to be voluntary, not coerced. In the eighteenth century, as in the seventeenth, British imperial expansion stemmed from a dramatic increase in its colonial population. The French continued to rely on trade and alliances with key Indian peoples, while the extension of Spanish colonization into Texas and California continued to involve Catholic missionaries. The imperial wars were significant in incorporating colonies into European diplomatic calculations. The most important conflict was the French and Indian War. The British victory in 1763 deprived France of its North American empire and inspired strong British patriotism in the colonies, whose soldiers had fought alongside British troops. 32 GED 232 Early U.S. History Self Test Multiple Choice Questions (Circle the correct answer) 1. The Navigation Act of 1651 required that all __________. a. b. c. d. trade carried out in the English empire had to be conducted in English ships maps be taxed at a high rate explorers register their voyages with Parliament colonial vessels sail under the English flag 2. In the eighteenth century, nearly __________ percent of colonial tobacco was reexported to continental Europe. a. b. c. d. fifty thirty ninety seventy 3. Once an apprentice completed his training, he became a __________. a. b. c. d. senior apprentice journeyman master unionist 4. Of the following, the man who made the greatest scientific contributions was __________. a. b. c. d. Cotton Mather William Byrd John Locke Benjamin Franklin 5. The Halfway Covenant allowed whom to be baptized? a. b. c. d. Indians the children of those who had been baptized but had not experienced conversion the children of those who had never been baptized themselves Catholics 6. George Whitefield belonged to the clergy of which religion? a. b. c. d. 33 the the the the Anglican religion Puritan religion Quaker religion Catholic religion GED 232 Early U.S. History Self Test 7. What was the name of the body formed in 1675 to oversee colonial affairs? a. b. c. d. Colonial Council Colonial Trade Organization Lords of America Lords of Trade 8. William of Orange took over the throne of England after the __________. a. b. c. d. Glorious Revolution Great Revolution Bloodless Revolution Battle of Hastings 9. The Bill of Rights passed by the British Parliament in 1689 declared that __________. a. b. c. d. future monarchs were to be bound by the rule of law colonists had the same rights as those living in England all subjects retained the freedom of religion those living in England had greater political freedom than their colonial counterparts 10. During the first half of the eighteenth century, England’s holdings in America __________. a. b. c. d. 34 grew shrank remained constant disappeared GED 232 Early U.S. History Answer Keys Key Term Definitions Mercantilism: Economic system whereby the government intervenes in the economy for the purpose of increasing national wealth. Enumerated products: Items produced in the colonies and enumerated in acts of Parliament that could be legally shipped from the colony of origin only to specified locations. Age of Enlightenment: Major intellectual movement occurring in Western Europe in the late seventeenth and early eighteenth centuries. Halfway Covenant: Plan adopted in 1662 by New England clergy to deal with problem of declining church membership, allowing children of baptized parents to be baptized whether or not their parents had experienced conversion. Great Awakening: Tremendous religious revival in colonial America striking first in the Middle Colonies and New England in the 1740s and then spreading to the southern colonies. New Lights: People who experienced conversion during the revivals of the Great Awakening. Dominion of New England: James II’s failed plan of 1686 to combine eight northern colonies into a single large province, to be governed by a royal appointee with no elected assembly. Glorious Revolution: Bloodless revolt that occurred in England in 1688 when parliamentary leaders invited William of Orange, a Protestant, to assume the English throne. Virtual representation: The notion that parliamentary members represented the interests of the nation as a whole, not those of the particular district that elected them. Actual representation: The practice whereby elected representatives normally reside in their districts and are directly responsive to local interests. King William’s War: The first Anglo-French conflict in North America (1689–1697), the American phase of Europe’s War of the League of Augsburg. Queen Anne’s War: American phase (1702–1713) of Europe’s War of the Spanish Succession. Country, or “Real Whig,” ideology: Strain of thought first appearing in England in the late seventeenth century in response to the growth of governmental power and a national debt. The main ideas stressed the threat to personal liberty posed by a standing army and high taxes and emphasized the need for property holders to retain the right to consent to taxation. 35 GED 232 Early U.S. History Answer Keys Key Term Definitions Grand Settlement of 1701: Separate peace treaties negotiated by Iroquois diplomats at Montreal and Albany that marked the beginning of Iroquois neutrality in conflicts between the French and the British in North America. King George’s War: The third Anglo-French war in North America (1744–1748), part of the European conflict known as the War of the Austrian Succession. Treaty of Lancaster: Negotiation in 1744 whereby Iroquois chiefs sold Virginia land speculators the right to trade at the Forks of the Ohio. Albany Plan of Union: Plan put forward in 1754 calling for an intercolonial union to manage defense and Indian affairs. The plan was rejected by participants at the Albany Congress. French and Indian War: The last of the Anglo-French colonial wars (1754–1763) and the first in which fighting began in North America. The war ended with France’s defeat. Treaty of Paris: The formal end of British hostilities against France and Spain in February 1763. 36 GED 232 Early U.S. History Answer Keys Answers to Self Test 1. a 2. c 3. b 4. d 5. b 6. a 7. d 8. a 9. a 10. a 37 GED 232 Early U.S. History Notes 38 GED 232 Early U.S. History Unit 1 Examination Instructions The Unit Examination The unit examination contains 25 multiple choice questions, as well as a writing assignment. Your grade on the examination will be determined by the percentage of correct answers. The university utilizes the following grading system: A B C D F = = = = = 90% – 100% correct 80% – 89% correct 70% – 79% correct 60% – 69% correct 59% and below correct 4 3 2 1 0 grade grade grade grade grade points points points point points Completing Unit One Examination Before beginning your examination, we recommend that you thoroughly review the textbook chapters and other materials covered in each unit and follow the suggestions in the Mastering the Course Content section of the syllabus. This unit examination consists of objective test questions as well as a comprehensive writing assignment selected to reflect the learning objectives identified in each chapter covered so far in your textbook. Additional detailed information on completing the examination, writing standards and how to submit your completed examination may be found in the syllabus for this course. 39 GED 232 Early U.S. History Unit 1 Examination Multiple Choice Questions (Enter your answers on the enclosed answer sheet) 1. In 1492, how many people lived on the continents of North and South America? a. b. c. d. 50 million 70 million 80 million 100 million 2. Which group dominated Mexico from 900 to 1100 C.E.? a. b. c. d. Aztecs Toltecs Mayans Olmecs 3. Which of the following is an example of a “mound-building” society? a. b. c. d. Mississippian Cree Toltecs Cherokee 4. Which religion took root in West Africa in the eleventh century? a. b. c. d. Christianity Buddhism Islam ancestor worship 5. Calvin emphasized the doctrine of __________. a. b. c. d. salvation through faith salvation through works predestination apostolic succession 6. Which European country funded Columbus’s voyages? a. b. c. d. 40 Italy Spain Portugal England GED 232 Early U.S. History Unit 1 Examination 7. Which disease devastated the Mexican population? a. b. c. d. smallpox typhoid malaria Dutch elm disease 8. Who founded a permanent settlement in Quebec in 1608? a. b. c. d. Thomas Dudley Jesuit missionaries Samuel de Champlain Vasco de Gama 9. The Dutch Republic was __________. a. b. c. d. predominantly Catholic predominantly Protestant about an equal mix of Catholics and Protestants predominantly a secular country 10. The first permanent Dutch settlers on mainland North America arrived in 1624 to set up __________ at Fort Orange. a. b. c. d. farms fur trading merchant trade ship building 11. What was the House of Burgesses? a. b. c. d. a large trading center in Virginia the home of the colonial governor the first legislative body in English America the colonial courthouse 12. Which law, passed in 1649, called for freedom of worship for all Christians? a. b. c. d. 41 the the the the Act for Religious Toleration Separatist Act Freedom of Religion Act Scrooby Act GED 232 Early U.S. History Unit 1 Examination 13. Which of the following was a common disease in the Chesapeake colonies? a. b. c. d. malaria syphilis smallpox influenza 14. Which European settlers sought the greatest amount of direct control over Indian laborers? a. b. c. d. French Spanish Russians English 15. Which European group was the most successful in adapting to the Native American understanding of trade? a. b. c. d. the the the the French English Spanish Italians 16. Property rights among the Indians were held __________. a. b. c. d. collectively by the chief only privately by individuals by oral agreement 17. Franciscan missionaries insisted that Indian converts __________. a. b. c. d. live as brothers go to church every Sunday abandon their former ways of life and adopt everything from Spanish culture and life go to confession regularly 18. Where did Bacon’s Rebellion occur? a. b. c. d. 42 New England Pennsylvania Carolina Virginia GED 232 Early U.S. History Unit 1 Examination 19. The Arabic word for slave, abd, became synonymous with __________. a. b. c. d. black man infidel non-Muslim African 20. England’s economic system between 1651 and 1733 could best be described as __________. a. b. c. d. feudal mercantilist socialist physiocratic 21. Which of the following was an enumerated product? a. b. c. d. indigo silk tea fish 22. Merchants brought sugar byproducts back to New England to be distilled into __________. a. b. c. d. schnapps vodka gin rum 23. Courtesy books __________. a. b. c. d. contained the rules of polite behavior were used as advertisements for merchants who sold wares to the colonial elite were left as “calling cards” by wealthy colonial women when they went visiting listed families with high social status 24. Most Congregationalist ministers were trained at __________. a. b. c. d. 43 The University of Pennsylvania The College of William and Mary Princeton University Harvard University GED 232 Early U.S. History Unit 1 Examination 25. A 1691 royal charter granted “liberty of conscience” to __________. a. b. c. d. 44 all Christians people of all faiths all Protestants Anglicans GED 232 Early U.S. History Unit 1 Examination Writing Assignment for Unit One • Include your name, student number, course number, course title and unit number with your writing assignment. • Begin each writing assignment by identifying the question number you are answering followed by the actual question itself (in bold type). • Use a standard essay format for responses to all questions (i.e., an introduction, middle paragraphs and conclusion). • Responses must be typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size. Word count is NOT one of the criteria that is used in assigning points to writing assignments. However, students who are successful in earning the maximum number of points tend to submit writing assignments that fall in the following ranges: Undergraduate courses: 350 - 500 words or 1 - 2 pages. Graduate courses: 500 - 750 words or 2 - 3 pages. Doctoral courses: 750 - 1000 words or 4 - 5 pages. Plagiarism All work must be free of any form of plagiarism. Put written answers into your own words. Do not simply cut and paste your answers from the Internet and do not copy your answers from the textbook. Be sure to refer to the course syllabus for more details on plagiarism and proper citation styles. Please answer ONE of the following: 1. Which was a stronger force in New World colonization, economics or religion? Support your answer with specific examples. 2. Analyze the different attempts at conversion made by Protestants and Catholics in the New World. Which group was more successful and why? 3. Analyze the effects of the mercantilist economic system. Who benefited, who was hurt, and why? 45 GED 232 Early U.S. History You Can Do It You have just completed Unit 1 of this course. You are off to a great start! Keep up the good work! 46 GED 232 Early U.S. History Objectives Chapter Five Imperial Breakdown 1763 – 1774 Learning Objectives Upon successful completion of this chapter, you should be able to: 1. Explain the new challenges the British government faced in North America after 1763. 2. Discuss how republican ideology informed the colonists’ view of their relationship to Britain. 3. Explain why the Stamp Act and Townshend Duty Act sparked widespread unrest in the colonies. 4. Describe the issues and interests that divided the colonists. 5. Describe what pushed the colonists from protest to rebellion. Instructions to Students • Read pages 117 - 140 of your textbook • Reference: American Journey: A History of the United States, Volume 1 by Goldfield, Abbott, Anderson, J. Argersinger, P. Argersinger, and Barney 7th edition, 2014 47 GED 232 Early U.S. History Overview Chapter 5 addresses the road toward colonial unity and resistance to British imperial administration after the French and Indian War. The topics explored in this chapter include the challenges facing Britain in North America after the French and Indian War; heightened tensions between Native Americans and American colonists after the war; changes in British imperial administration, including taxation of the American colonists; the impact of the changing political scene on tensions among colonists, particularly the Regulator Movement in the Carolinas; and the colonial movement toward unity—culminating with the convening of the First Continental Congress. 48 GED 232 Early U.S. History Key Terms The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter. Proclamation of 1763: Quartering Acts: Sugar Act: Republicanism: Country (Real Whig) Ideology: Sovereignty: Stamp Act: Declaration of Rights and Grievances: Sons of Liberty: Declaratory Act: Townshend Duty Act of 1767: Boston Massacre: Regulators: Tea Act of 1773: Boston Tea Party: Coercive Acts: Intolerable Acts: First Continental Congress: Whigs: Tories: 49 GED 232 Early U.S. History Summary After 1763, Britain had to find ways to govern its enlarged territorial empire in North America and to pay off its enormous postwar debt. Indian conflict on the frontier and unregulated colonial settlement posed major challenges. Additionally, the passage of the Sugar Act, intended to help address Britain’s debt, sparked colonial protest. Republican ideology encouraged colonists to be wary of excessive power and to protect their liberties. Many colonists regarded British imperial reforms, especially the passage of new taxes, as infringements on colonial liberty, since colonists did not elect representatives to the Parliament that imposed such taxes. Colonists did not believe that Parliament had the constitutional right to tax them without their consent. They protested against the Stamp Act tax and the Townshend duties on imported goods in an attempt to preserve colonial liberties. Their protests included petitions for redress, trade boycotts, and violent mob actions. Some colonists, especially on the Carolina frontier, worried that local leaders were just as guilty as Parliament of encroaching on settlers’ liberties. Groups like the Regulators fought back to protect their property rights and to call for political representation. Other colonists also began to question the legitimacy of the institution of slavery. Parliament’s passage of the Coercive Acts in response to the Boston Tea Party convinced many colonists that Britain aimed to rule the colonies by force. Thus colonists responded with another trade boycott and the calling of a Continental Congress to coordinate American resistance in an increasingly polarized political environment. 50 GED 232 Early U.S. History Self Test Multiple Choice Questions (Circle the correct answer) 1. The Quartering Acts required __________. a. b. c. d. colonial colonial colonial colonial assemblies assemblies assemblies assemblies to to to to be reduced in size by 75 percent provide barracks for British troops remit one-fourth of tax revenues to England maintain local militias 2. Neolin, who urged Indians to reject European goods and influence, was known as __________. a. b. c. d. the the the the Pennsylvania Prophet Ohio Prophet Maryland Prophet Delaware Prophet 3. The Paxton Boys massacred a group of which Indians? a. b. c. d. Delawares Oneidas Conestogas Cherokees 4. Violations of the Sugar Act were tried in vice-admiralty courts in __________. a. b. c. d. Charleston New York Halifax Philadelphia 5. Colonists generally believed that __________ could participate meaningfully in self-government. a. b. c. d. all all all all free citizens men property holders British subjects 6. The colonists generally believed that they could be taxed only by __________. a. b. c. d. 51 the King Parliament colonial legislatures the House of Commons GED 232 Early U.S. History Self Test 7. Which group led the opposition to the Stamp Act? a. b. c. d. Daughters of Liberty Sons of Liberty Land of Liberty Legion of Liberty 8. The Stamp Act Congress adopted the __________. a. b. c. d. Declaration of Rights and Grievances Bill of Rights Declaration of Independence Declaration Against Taxes 9. In 1767, Parliament passed an act suspending which colonial legislature? a. b. c. d. New York Massachusetts Pennsylvania Virginia 10. The first significant attacks on slavery were generated by __________ concerns. a. b. c. d. 52 economic political religious philosophical GED 232 Early U.S. History Answer Keys Key Term Definitions Proclamation of 1763: Royal proclamation setting the boundary known as the Proclamation Line that limited British settlements to the eastern side of the Appalachian Mountains. Quartering Acts: Acts of Parliament requiring colonial legislatures to provide supplies and quarters for the troops stationed in America. Sugar Act: Law passed in 1764 to raise revenue in the American colonies. It lowered the duty from six pence to three pence per gallon on foreign molasses imported into the colonies and increased the restrictions on colonial commerce. Republicanism: The idea that governments must exercise power, but simultaneously cautioning that power could easily overwhelm liberty. Country (Real Whig) Ideology: Strain of thought first appearing in England in the late seventeenth century in response to the growth of governmental power and a national debt. The main ideas stressed the threat to personal liberty posed by a standing army and high taxes and emphasized the need for property holders to retain the right to consent to taxation. Sovereignty: The supreme authority of the state, including both the right to take life (as in the case of executions for capital crimes) and to tax. Stamp Act: Law passed by Parliament in 1765 to raise revenue in America by requiring taxed, stamped paper for legal documents, publications, and playing cards. Declaration of Rights and Grievances: Asserted that the Stamp Act and other taxes imposed on the colonists without their consent were unconstitutional. Sons of Liberty: Secret organizations in the colonies formed to oppose the Stamp Act. Declaratory Act: Law passed in 1766 to accompany repeal of the Stamp Act that stated that Parliament had the authority to legislate for the colonies “in all cases whatsoever.” Townshend Duty Act of 1767: Imposed duties on colonial tea, lead, paint, paper, and glass. Boston Massacre: After months of increasing friction between townspeople and the British troops stationed in the city, on March 5, 1770, British troops fired on American civilians in Boston. Regulators: Vigilante groups active in the 1760s and 1770s in the western parts of North and South Carolina. The South Carolina Regulators attempted to rid the area of outlaws; the North Carolina Regulators were more concerned with high taxes and court costs. 53 GED 232 Early U.S. History Answer Keys Key Term Definitions Tea Act of 1773: Permitted the East India Company to sell through agents in America without paying the duty customarily collected in Britain, thus reducing the retail price. Boston Tea Party: Incident of December 16, 1773, in which Bostonians, disguised as Indians, destroyed £9,000 worth of tea belonging to the British East India Company in order to prevent payment of the duty on it. Coercive Acts: Legislation passed by Parliament in 1774; included the Boston Port Act, the Massachusetts Government Act, the Administration of Justice Act, and the Quartering Act of 1774. Intolerable Acts: American term for the Coercive Acts and the Quebec Act. First Continental Congress: Meeting of delegates from most of the colonies held in 1774 in response to the Coercive Acts. The Congress endorsed the Suffolk Resolves, adopted the Declaration of Rights and Grievances, and agreed to establish the Continental Association. Whigs: The name used by advocates of colonial resistance to British measures during the 1760s and 1770s. Tories: A derisive term applied to loyalists in America who supported the king and Parliament just before and during the American Revolution. 54 GED 232 Early U.S. History Answer Keys Answers to Self Test 1. b 2. d 3. c 4. c 5. c 6. c 7. b 8. a 9. a 10. c 55 GED 232 Early U.S. History Notes 56 GED 232 Early U.S. History Objectives Chapter Six The War for Independence 1774-1783 Learning Objectives Upon successful completion of this chapter, you should be able to: 1. Explain why reconciliation between the colonies and Britain was virtually impossible by the beginning 1775. 2. Explain what functions the Congress fulfilled as it sought to manage the American rebellion. 3. Describe the key differences between the British and American forces. 4. Discuss why the alliance with France was a key turning point in the war. 5. Describe the affect of the War for Independence on women, African Americans, and Native Americans. 6. Name the key factors in the American victory in the Revolutionary War. Instructions to Students • Read pages 141 - 168 of your textbook • Reference: American Journey: A History of the United States, Volume 1 by Goldfield, Abbott, Anderson, J. Argersinger, P. Argersinger, and Barney 7th edition, 2014 57 GED 232 Early U.S. History Overview Chapter 6 surveys the final conflicts that led the American colonies to declare independence from Britain, the ensuing military conflict, and the terms of the peace treaty that granted them freedom. The topics discussed include the last failed attempts at resolution of the conflicts between the colonies and Britain; the accomplishments of the Second Continental Congress, including the adoption of the Declaration of Independence; the military history of the War for Independence; the nature of the peace agreement ending the war; and the impact of the war on American society. 58 GED 232 Early U.S. History Key Terms The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter. Conciliatory Proposition: Committee of Safety: Minute Men: Battles of Lexington and Concord: Second Continental Congress: Continental Army: Olive Branch Petition: Declaration of the Causes and Necessity of Taking Up Arms: Declaration of Independence: Contract theory of government: Republican: Valley Forge: Peace of Paris: 59 GED 232 Early U.S. History Summary The combination of Parliament’s refusal to consider conciliatory measures, Lord North’s contradictory policies, and the Americans’ decision to gather military supplies and form volunteer forces for self-defense left little room for reconciliation. The Continental Congress assumed executive functions the Crown had once performed. It took command of the army, authorized the creation of a navy, ran the post office, conducted Indian diplomacy, and printed paper money. The British had far greater experience with maintaining a well-disciplined professional army. The Americans, realizing that their militias would not suffice, had to create their own Continental Army and learn how to train its soldiers. The French alliance provided Americans with key military and financial support. It also led other European nations to ally against Britain, forcing Britain to defend itself on multiple fronts in America, the Caribbean, and Europe. Although women supported the war effort on the home front, their political status scarcely changed. Some African Americans gained freedom through military service, but slavery persisted. Many Native Americans supported Britain and suffered when America’s victory let loose a flood of settlers onto their lands. Despite their military prowess, the British suffered from overconfidence, inefficiency, and an inability to control the American countryside. Washington’s leadership, the tenacity of the Continental Army, and the French alliance contributed to America’s victory. 60 GED 232 Early U.S. History Self Test Multiple Choice Questions (Circle the correct answer) 1. The Committee of Safety __________. a. b. c. d. sought to disband the Minutemen organized a militia called for the creation of a Provincial Congress was most active in the Lower South 2. Gage and his troops were given orders to arrest John Hancock and whom on April 18, 1775? a. b. c. d. John Adams Ethan Allen Paul Revere Samuel Adams 3. The Second Continental Congress was held in __________. a. b. c. d. Boston New York Philadelphia Annapolis 4. At the start of the Revolutionary War, who commanded militia forces from Massachusetts? a. b. c. d. Ethan Allen Benedict Arnold John Adams Paul Revere 5. What document asserted American patriots would “die freemen, rather than live as slaves”? a. b. c. d. the the the the Olive Branch Petition Declaration of Independence Constitution Declaration of the Causes and Necessity of Taking Up Arms 6. Benedict Arnold offered to surrender what to the British? a. b. c. d. 61 West Point Annapolis Valley Forge Providence GED 232 Early U.S. History Self Test 7. What kept professional soldiers in line? a. b. c. d. money food discipline women 8. Whose nickname was “Gentleman Johnny”? a. b. c. d. John John John John Adams Jay Howe Burgoyne 9. Who received the British surrender at the Battle of Saratoga? a. b. c. d. Washington Gates Jones Arnold 10. The Ladies Association of Philadelphia was established to raise money for __________ for soldiers. a. b. c. d. 62 guns food blankets shirts GED 232 Early U.S. History Answer Keys Key Term Definitions Conciliatory Proposition: Plan whereby Parliament would “forbear” taxation of Americans in colonies whose assemblies imposed taxes considered satisfactory by the British government. Committee of Safety: Any of the extralegal committees that directed the revolutionary movement and carried on the functions of government at the local level in the period between the breakdown of royal authority and the establishment of regular governments. Minute Men: Special companies of militia formed in Massachusetts and elsewhere beginning in late 1774. Battles of Lexington and Concord: The first two battles of the American Revolution, which resulted in a total of 273 British soldiers dead, wounded, and missing and nearly 100 Americans dead, wounded, and missing. Second Continental Congress: Convened in Philadelphia on May 10, 1775, the Second Continental Congress called for the patchwork of local forces to be organized into the Continental Army, authorized the formation of a navy, established a post office, and printed paper continental dollars to meet its expenses. Continental Army: The regular or professional army authorized by the Second Continental Congress and commanded by General George Washington during the Revolutionary War. Olive Branch Petition: A last effort for peace that avowed America’s loyalty to George III and requested that he protect them from further aggressions. Declaration of the Causes and Necessity of Taking Up Arms: Declaration of the Second Continental Congress that Americans were ready to fight for freedom and liberty. Declaration of Independence: The document by which the Second Continental Congress announced and justified its decision to renounce the colonies’ allegiance to the British government. Contract theory of government: The belief that government is established by human beings to protect certain rights—such as life, liberty, and property—that are theirs by natural, divinely sanctioned law and that when government protects these rights, people are obligated to obey it. Republican: Used to describe a theory derived from the political ideas of classical antiquity, Renaissance Europe, and early modern England. Republicanism held that self-government by the citizens of a country, or their representatives, provided a more reliable foundation for the good society and individual freedom than rule by kings. The character of republican government depended on the virtue of the people, but the nature of republican virtue and the conditions favorable to it became sources of debate that influenced the writing of the state and federal constitutions as well as the development of political parties. 63 GED 232 Early U.S. History Answer Keys Key Term Definitions Valley Forge: Area of Penns...
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History Essays
UNIT #1: Which was a stronger force in New World colonization, economics, or religion?
The stronger force in the new world was religion. The puritan beliefs were one of the
stronger forces in the new world colonization. The puritans fought for religious freedom after the
King in England began opposing their belief. Consequently, the puritans established Plymouth
and Salem colonies in the new world. The witch trials of Salem were very religious and began to
hold a belief that if God is the creator of humanity, then evil must also originate from good
(Goldfield & Goldfield, 2014). The puritans then began causing chaos and drama across
England, leading to the deaths of many people.
Another religion that was a strong force during the era was the Christian religion lead by
Hernado Corte. This movement happened in Spain, where the Spanish were motivated to spread
Christianity in the new world. Corte strongly encouraged Christian alters to speak about new
world issues. The religious leader was a staunch Christian who was strongly against religious
tolerance. He criticized other religions for being wrong in their actions and believed that
Christianity was the true religion that would influence the actions of the people and drive the
actions of the community. One of Corte's conquerors was quoted, claiming that serving God and
getting rich is something that every Spain resident required (Goldfield & Goldfield, 2014).
Spain was known for defending the Roman Catholic religion. In the new world, the protestant
hearsay way in entire Europe was captured and treasured by Europeans during that time.
Another strong religion in the colonization of the new world was the Massachusetts Bay
colony. Because of the increasing strength of this religion, the residents of Massachusetts
disagreed with this religion, making them move to Connecticut and Rhode Island. Th...

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