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
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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
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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.
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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:
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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.
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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.
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GED 232 Early U.S. History
Answer Keys
Key Term Definitions
Valley Forge: Area of Penns...
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