CEOCE
th
8
Grade
Unit 1: Colonizing America
1. How did colonial settlement affect existing Native American populations?
• Native Americans did not have built-in
immunities like the Europeans so diseases
that were brought to the Americas by
Europeans were deadly.
• In North America the Native American
population north of Mexico was about 10
million when Columbus arrived. This number
would drop to less than a million.
Unit 1: Colonizing America
2. How did slavery develop and expand in the Americas?
• Native Americans were dying of European diseases, so
colonist turned to enslaved Africans for labor on their
plantations. Africans had already developed immunity to
European diseases. They were a cheap labor supply.
• As farmers begin to rely less on indentured servants, they
needed more slaves to work their farms. Slave traders
(triangular trade) placed many slaves on ships as possible to
increase profits, which created terrifying and deadly
conditions of passage (middle passage).
Unit 1: Colonizing America
3. What difficulties were encountered in establishing early colonial
settlements?
• Early colonial settlements
encountered a lack of
preparation, disease-carrying
mosquitoes, famine, and conflict
with Native Americans.
Unit 1: Colonizing America
What were the main economic activities of the following colonial regions?
Southern
1.
2.
3.
4.
Cash Crops grown on
large plantations
Agriculture – tobacco,
rice, and indigo
Exported materials
like tar and wood to
New England colonies
to build ships
Slavery provided the
main workforce for
the labor-intensive
cash crops grown on
plantations
Middle
New England
1. Staple Crops included
wheat, barley, and oats
2. Merchant trade to Britain
and West Indies (triangular
trade)
3. Skilled labor such as
blacksmiths and carpenters
4. Slaves worked on farms and
in big cities as skilled labors
1. Merchants selling trade
goods mainly to Britain
2. Fishing – cod, mackerel,
and halibut
3. Shipbuilding jobs
4. Skilled craftspeople such
as blacksmiths, weaving,
and printing
5. Few slaves, some
indentured servants
Unit 1: Colonizing America
5. List examples of colonial self-government.
• Monarch – ultimate authority over all English colonies
• Privy Council – royal advisors; set English colonial policies
• Governors – appointed by Crown or proprietors, or elected by
people; served as head of colonial government; assisted by advisory
council
• Assemblies – elected representatives; assisted in making laws and
setting policies; had to get approval from advisory council and
governor
• Town Meetings – center of politics in New England; decided local
issues
• Courts – provided control over local affairs; protected individual
freedoms
Unit 1: Colonizing America
6. What role did religion play in shaping colonial life?
•
Many American colonist experienced “a great awakening”
in their religious lives. This Great Awakening was a religious
movement that swept through the colonies in the 1730’s and
1740’s which changed colonial religion.
• The Great Awakening (Jonathan Edwards)sermons about
spiritual equality of all people inspired colonist to begin
demanding more political equality.
• In the 1700’s, many colonist were influenced by the
Enlightenment movement (John Locke) which spread the
idea that reason and logic could improve society.
Enlightenment thinkers formed ideas on how government
should work.
Unit 1: Colonizing America
7. How did the British and French relationships with Native
Americans differ?
British
1. The British had
rapid growing
settlements in the
English Colonies
French
1. The French
settlements were
smaller and less
threatening
Unit 1: Colonizing America
8. How did British policies change towards its American colonies
following the French and Indian War?
• Following the French and Indian War, Britain continued to
keep a standing army in North America to protect the
colonist from Indian attacks. To pay for the army Parliament
passed the Sugar Act, which set duties on molasses and
sugar imported to the colonist.
• Britain began a crackdown on smugglers
• Parliament changed the colonies’ legal system by giving
greater powers to the vice-admiralty courts (British Courts)
which colonist were guilty until proven innocent
• Britain continued to impose tax and currency regulations
Unit 2: Revolutionary America
1. Explain the Patriot slogan, “no taxation without representation”.
• The slogan explains colonist complaints about
unfair British taxes and urges other colonist to take
action
• Colonist wanted direct representation in Parliament
if the British government was going to impose taxes
on them.
• Parliament should not take from any man any part
of his property, without his consent in person or by
representation.
1764 The Sugar Act
British Actions
• Tax on molasses and sugar
• Tax to pay for the French
and Indian war and British
standing army to protect
colonist
Colonists’ Reaction
• Samuel Adams founds the
Committees of
Correspondence to
improve communication
among the colonies
1765 Stamp Act
British Actions
Colonists’ Reaction
• Taxes on official stamp,
or seal when colonist
bought paper items
• Tax on newspapers,
licenses, and colonial
paper products
• A series of resolutions
published stating that
the Stamp Act violated
the rights of colonist
1710 The Boston Massacre
British Actions
• British soldiers fire
into a crowd of
colonist, killing five
men
Colonists’ Reaction
• Colonist protest and
bring the soldiers to
trial
1775 The Boston Tea Party
British Actions
• The Tea Tax passed
making British tea
cheaper than
colonial tea
Colonists’ Reaction
• Colonist protested
by dumping
shipments of British
tea into Boston
Harbor
1774 The Intolerable Acts
British Actions
• Boston Harbor is
closed, and British
troops are required
to be quartered by
colonist
Colonists’ Reaction
• Colonists’
resentment towards
British builds
1775 Lexington and Concord pages
British Actions
• British force march on
Concord to confiscate
colonial militia weapons
Colonists’ Reaction
• When British troops arrived
in Lexington they met
armed colonial minutemen
• Patriot captain John Parker
yelled “don’t fire unless
you are fired upon”
• Suddenly a shot rang out
• No one knows who fired
this “shot heard round the
world”
Unit 2:
3. How did the words of political thinkers such as Patrick Henry and Thomas
Paine maintain the morale and resolve of American Patriots?
• Patrick Henry words “give me liberty, or
give me death” encouraged colonist to
support the Patriot cause.
• Thomas Paine’s Common Sense argued
that because the king had abused his
power that citizens should have the
right to self rule.
Unit 2:
4. What reasons did the authors of the Declaration of Independence
give for declaring the colonies free from British control?
1. All men possess the unalienable rights
of “life, liberty, and the pursuit of
happiness”
2. The king had violated colonists’ rights
by passing unfair laws
3. The king had broken the social contract
with the colonist
Unit 2:
5. Explain the significance of the following events associated with the
American Revolution:
• Battle of Bunker Hill – while the Patriots lost, they proved
they could take on the Redcoats. The British suffered heavy
losses.
• Battle of Saratoga – was a turning point in the Revolutionary
War. British General Burgoyne was forced to surrender.
• Battle of Yorktown – last major battle of the American
Revolution.
• Treaty of Paris 1783 – Great Britain recognized the
independence of the U.S. ; set U.S. borders and granted
Americans rights to settle and trade west of the original
thirteen colonies.
Unit 3: Creating a Nation
1. Explain the effects of the following discussions during the
Constitutional Convention:
• Great Compromise – the Great Compromise
combined the Virginia Plan and the New
Jersey Plan creating bicameral legislation,
representation in lower house based on
population, representation in the upper
house equal
• 3/5 Compromise – Delegates agreed to count
each slave as three-fifths a person when
determining representation.
Unit 3: Creating a Nation
2. What shortcomings in the Articles of Confederation were resolved
in the U.S. Constitution?
Strengths of Constitution
Articles of Confederation
1. Most power held by national
government
2. Three branches of
government
3. Legislative branch has many
powers
4. Executive branch led by
president
5. Judicial branch to review the
laws
6. Firm system of checks and
balances
1. Most power held by states
2. One branch of government
3. Legislative branch has few
powers
4. No executive branch
5. No judicial system
6. No system of checks and
balances
Unit 3: Creating a Nation
3. How did states’ rights compare under the Articles of Confederation
and the U.S. Constitution?
Articles of Confederation
• Most power held by
states
• States were individual
sovereign units in a
common arrangement
• An alliance
Constitution
• Most power held by
national government
• Dual sovereignty, balance
of power between federal
and state government
Unit 3: Creating a Nation
3. How did states’ rights compare under the Articles of Confederation
and the U.S. Constitution?
Articles of Confederation
• Each state had one vote in
congress
• Congress could settle
conflicts among states
• Congress could ask states
for money and soldiers, but
states could refuse
• Government did not have a
president or national court
Constitution
• State must obey federal
government
• States have control over
government functions
• States have the power to
create and oversee civil and
criminal laws
• The Constitution in general
expanded voting rights for
white men while limiting
suffrage for African
Americans and women.
Unit 3: Creating a Nation
3. How did states’ rights compare under the Articles of Confederation
and the U.S. Constitution?
• Under the Articles of Confederation –
states were loosely joined together
without a strong central government.
• Under the Constitution – each state
must obey the authority of the federal
government.
Unit 3
4. Identify contributions of European Enlightenment thinkers such as
John Locke and Baron de Montesquieu on the development of the
U.S. Constitution:
John Locke
Baron de Montesquieu
• Locke believed that a
• Montesquieu argued
social contract existed
that the only way to
between political rulers
achieve liberty was
and the people they
through the separation
ruled.
of government powers.
• Locke thought people
had natural rights such
as equality and liberty.
Unit 3: Creating a Nation
5. Which rights are guaranteed citizens within the Bill of Rights?
The right:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
to have freedom of speech, press, religion, assembly and petition
to bear arms
to have no soldier quartered in your house
To have a warrant issued to search you house
not be tried for the same crime twice
to a speedy and public trial
to know the charges against you
to trial by jury, to post bail, no cruel or unusual punishment
for courts and congress to decide citizen rights
for congress to delegate powers to keep a balance of powers between
state and federal governments
Unit 3: Creating a Nation
6. Describe 3 precedents established by President Washington:
1. Established executive departments
and cabinet
2. Established the federal court
system by passing the Judiciary Act
of 1789
3. Held cabinet meetings
Unit 3: Creating a Nation
7. Describe 2 controversies during President Adam’s administration:
1. The XYZ Affair – Adams sent diplomats to France to
negotiate a treaty to protect U.S. shipping. The
French diplomats asked for a bribe. Adams and
American public was outraged.
2. The Alien and Sedition Acts – laws that forbid
anyone from publishing or voicing an opinion
against the Federal Government. They were said to
protect the U.S., but the Federalist intended them
to crush opposition to War.
Unit 4: A New Nation
1. Identify 3 key differences between the Federalist and the
Democratic-Republicans:
Federalist
Democratic-Republican
Rule by wealthy class
Strong federal government
Emphasis on manufacturing
Loose interpretation of the
Constitution
• British Alliance
• Urban
• Rule by the people (farmers
or Arians)
• Strong state governments
• Emphasis on agriculture
• Strict interpretation of the
Constitution
• French Alliance
• Rural
•
•
•
•
Unit 4: A New Nation
2. List three key achievements of the Lewis and Clark Expedition.
1. Established contact with many Native
American groups (tribes)
2. Collected valuable information about
western plants and animals
3. Learned about western lands and paths
across the Rocky
Mountains/Continental Divide
Unit 4: A New Nation
3. What were three long term effects of purchasing Louisiana from
France?
1. Addition of new states to the U.S.
2. Conflict with Native Americans
3. Westward Expansion and
Settlement
4. Population Growth (Increase in
Immigrants)
Unit 4: A New Nation
4. How did the Indian Removal Act impact the Cherokee and
Seminole Nations?
• The Indian Removal Act forced the Cherokee people to give
up their land and begin the 800 mile march known as The
Trail of Tears. During the march, the Cherokee suffered form
disease, hunger and harsh weather. Almost ¼ of the 18,000
Cherokee died on the march.
• The Seminoles under the leader Osceola resisted the Indian
Removal Act. Some 4,000 Seminole were removed and
hundreds others were killed. Eventually, the U.S. Officials
decided to give up the fight. The small group of Seminole
that had resisted removal and their descendants live in
Florida today.
Unit 4: A New Nation
5. How did the Tariff of Abominations increase tensions between the
North and the South?
• Because their economies differed
the higher tariffs helped the
industrial north, but hurt the
agricultural south.
Unit 4: A New Nation
5. How did the Tariff of Abominations increase tensions
between the North and the South?
North
• Economy based on
manufacturing
• Support for tariffs –
American goods could
be sold at lower prices
than could British
goods
South
• Economy based on
agriculture
• Opposition to tariffs,
which increased the
cost of imported
goods
Unit 4: A New Nation
6. McCulloch v. Maryland ruled on the National Bank, but what was
the broader interpretation?
• States did not have the power to tax
federal institutions
• Federal v. State authority
• Led to the Panic of 1837, because
Jackson ordered Americans to use only
gold or silver(federal money), instead of
paper state bank notes to buy
government owned land.
Unit 5: A Growing Nation
1. Describe the consequences of westward expansion on the
following minority groups.
• All groups faced discrimination and poor
treatment.
• Mexican Americans and Native Americans
faced legal, economic and social
discrimination. They found it difficult to
protect their rights. Settlers tended to ignore
the rights of minority groups.
Unit 5: A Growing Nation
1. Describe the consequences of westward expansion on the
following minority groups.
Native Americans
• Missions under Spanish rule
carried out huge farming
operations using the labor of
Native Americans. Some
willingly and some by force.
• Under U.S. rule the elements
of life changed little. They
continued to herd animals
and do much of the hard
physical labor on ranches.
• Loss of land and water rights
Hispanics
• Loss of land and water
rights.
• Mexican land owners had
to go to court to prove they
owned the land and water
rights. They had to pay for
court cost, witnesses, and
interpreters, attorneys, and
any additional legal
expenses.
Unit 5: A Growing Nation
1. Describe the consequences of westward expansion on the
following minority groups.
Chinese
• Chinese workers were not
welcomed and the targets
of violent attacks.
African Americans
• Some African Americans
like Biddy Mason were able
to purchase land and
prosper.
• Discrimination was still a
major issue.
Unit 5: A Growing Nation
2. List three results of the California Gold Rush.
1. Immigrants move to California - from China,
Europe, and Mexico; they were drawn by the
lure of wealth
2. Population Explosion – the increase in
population made California eligible for
statehood
3. Economic Growth – businesses and
industries transformed the economy
Unit 5: A Growing Nation
3. What impact did technology have on westward movement?
Page 400
• Steamboats and railroads led the
Transportation Revolution. They
made travel and the transporting
goods to market easier and less
costly. Cities and towns sprang
up around railroad junctions.
Unit 5: A Growing Nation
4. Identify three groups of American settlers who moved west of the
Mississippi river and describe their reasons for doing so.
1. Mountain Men/Trappers – In the early 1800’s,
American’s rushed to the west to trap beaver
because the “high hat” made of soft beaver pelts
became a popular fashion in the east and Europe.
2. Pioneer Families – In the 1840’s, settlers were lured
to Oregon because of its rich resources and mild
climate
3. Mormons - Mormons mainly traveled west in
search of religious freedom
Unit 5: A Growing Nation
5. How did westward expansion increase tension between the North
and the South?
• President John Tyler, a pro-slavery Whig,
wanted to increase the power of the
southern slave states by annexing Texas.
Southerners feared the loss of Texas, a
possible new slave state.
• Northern abolitionist feared the spread of
slavery to southwestern lands.
Unit 6: A Changing Nation
1. How did the Industrial Revolution increase differences between
the North and the South?
• Northern politicians passed higher
tariffs on foreign goods to protect
American companies from less
expensive foreign imports.
Unit 6: A Changing Nation
2. Name three inventions of the industrial Revolution and explain the
importance of each.
1. Arkwright’s water frame – lowered
cost, increased speed, led to textile
mills
2. Slater’s export of British textile
machine designs – led to American
textile mills
3. Whitney’s interchangeable parts - led
to mass production
Unit 6: A Changing Nation
3. Describe the advantages and disadvantages of urban living as a
result of the Industrial Revolution.
•
•
•
•
Advantages
New Jobs
Entertainment
Enriched cultural life
Better Transportation
•
•
•
•
•
•
•
Disadvantages
Overcrowding
Unsafe housing
Lack of public services
Unhealthy conditions led to
disease and epidemics
Crime
Fire danger
No permanent police force
Unit 6: A Changing Nation
4. Explain how the law of supply and demand impacted cotton prices
after the invention of the cotton gin.
• The cotton gin made processing
cotton easier and quicker;
increased production of cotton
as a cash crop and led to an
economic boom.
Unit 6: A Changing Nation
5. How did immigration influence the industrial revolution and
westward expansion?
• Many immigrants went to the
Midwest to farm; others filled the
need for cheap labor in towns and
cities, especially in the northwest.
Unit 6: A Changing Nation
6. Describe the main ideas and effects associated with the
movements listed below:
Educational Reform :
• Education reform created opportunities for women.
• Catharine Beecher started an all-female academy.
• Women’s colleges opened, the first in 1821.
• Education reform also helped people with special
needs.
• Thomas Gallaudet opened a school for the hearing
impaired in 1817; a school for the blind opened in 1831.
Unit 6: A Changing Nation
6. Describe the main ideas and effects associated with the
movements listed below:
Second Great Awakening :
• Second Great Awakening was a Christian
renewal movement during 1790s and early
1800s.
• These ideas angered some traditional
ministers, like Boston’s Lyman Beecher.
• Church membership increased significantly
during this period.
Unit 6: A Changing Nation
6. Describe the main ideas and effects associated with the
movements listed below:
• Transcendentalism (pages 443-444) –
the belief that people could transcend,
or rise above, material things in life.
Transcendentalists also believed that
people should depend on themselves
and on their insights, rather than on
outside authorities.
Unit 6: A Changing Nation
6. Describe the main ideas and effects associated with the
movements listed below:
Women’s Rights :
• Women’s concerns became a national issue
when women took a more active and leading
role in reform and abolition.
• Some men also began to fight for women’s
rights.
• Some women believed they did not need new
rights.
• Some people thought that women lacked the
physical or mental strength to survive
without men’s protection.
Unit 6: A Changing Nation
7. List two examples of slave codes and explain why Southerners
believed they would prevent rebellion.
1. Some Slave codes laws prohibited slaves
from traveling far from their homes.
2. Literacy laws in most southern states
prohibited the education of slaves.
3. These laws were probably passed to keep
slaves isolated, illiterate and powerless; this
would help to prevent slaves from escaping
Unit 6: A Changing Nation
8. Describe the key contributions of abolitionists listed below:
Frederick Douglass (page 460) :
• Wrote his autobiography
• Started a newspaper called the North Star
• Was an advisor to President Lincoln
• Was a Public Speaker
• Persuaded black soldiers to fight for the
North
Unit 6: A Changing Nation
8. Describe the key contributions of abolitionists listed below:
William Lloyd Garrison (page 455)
• published an abolitionist
newspaper, the Liberator,
and helped found the
American Anti-Slavery
Society.
Unit 6: A Changing Nation
8. Describe the key contributions of abolitionists listed below:
Grimke Sisters :
•Sarah Grimke wrote pamphlet in 1838
arguing for equal rights for women.
•Angelina Grimke refused to promise to
obey her husband during their
marriage ceremony.
Unit 6: A Changing Nation
8. Describe the key contributions of abolitionists listed below:
Harriet Tubman
• an escaped slave, led her family
and more than 300 slaves to
freedom.
Unit 6: A Changing Nation
9. What impact did Nat Turner’s Rebellion have on southern and
Northern attitudes and beliefs about slavery?
• In the south people were frightened and
angered by the rebellion. The south
began to have stricter slave codes.
• In the north most people like
abolitionist supported the rebellion.
Unit 7: A Dividing Nation
1. Describe how the events and individuals brought the nation closer
to war:
Uncle Tom’s Cabin:
was a fiction novel that informed people
about the evils of slavery. It educated
people about the hardships of enslaved
African Americans, and increased
sympathy and support for the abolitionist
movement.
Unit 7: A Dividing Nation
1. Describe how the events and individuals brought the nation closer
to war:
Fugitive Slave Act:
allowed slave owners to go
into the north to recapture
their runaway slaves.
Unit 7: A Dividing Nation
1. Describe how the events and individuals brought the nation closer
to war:
Bleeding Kansas:
Pro-slave owners and anti-slave
owners openly attacked each
others leaving several dead
behind.
Unit 7: A Dividing Nation
1. Describe how the events and individuals brought the nation closer
to war:
Dred Scott v. Sanford:
Slaves were declared by the court
decision to be property giving slave
owners broad powers to take their
slaves where ever they wanted.
Unit 7: A Dividing Nation
1. Describe how the events and individuals brought the nation closer
to war:
John Brown:
With a small band of followers,
captured Harpers Ferry Arsenal in an
attempt to create a slave uprising.
Brown was executed by the
government.
Unit 7: A Dividing Nation
1. Describe how the events and individuals brought the nation closer
to war:
Election of 1860:
Abraham Lincoln, although declaring he
would not seek the abolition of slavery in
the south, was perceived by southerners
as a hard core abolitionist that was
committed to the abolitionist cause.
Unit 7: A Dividing Nation
1. Describe how the events and individuals brought the nation closer
to war:
Unit 7: A Dividing Nation
2. Describe the opposing viewpoints expressed in the LincolnDouglas Debates and how the debates impacted the presidential
election of 1860.
Lincoln
• Opposed slavery
• Believed African Americans
entitled to rights listed in the
Declaration of Independence
Douglas
• Opposed Lincoln’s views
• Said making states free states
would lead to war
• Believed citizens should
decide slavery question
Unit 7: A Dividing Nation
3. How did the Kansas-Nebraska Act represent an attempt at
compromise on expansion of slavery in the West?
• As the United States was being torn apart in the 1850s over
the issue of slavery, the Kansas-Nebraska Act was devised as
a compromise.
• It was hoped it would reduce tensions and perhaps provide
a solution to the slavery issue (popular sovereignty).
• Yet when it was passed into law in 1854, it had the opposite
effect. It led to increased violence in Kansas, and it hardened
positions across the nation.
Unit 7: A Dividing Nation
4. How did the admission of new states to the Union threaten the
balance of power between the sectional interest of Congress?
• With the opening of the West came new territories.
• The Missouri Compromise line would certainly mean more
free states.
• The Compromise of 1850 meant there were now more free
states.
• Hopefully the Kansas –Nebraska Act would make the South
happy.
• The fact is the North would soon control both houses and
the executive branch.
• They could pass any laws without the fear of a veto.
Unit 7: A Dividing Nation
5. In you own words, explain why the South seceded following the
Election of 1860.
• When Lincoln was elected, the South seceded.
• They seceded because they believed they had no say in the
government.
• Though the North controlled both houses of congress, at
least the president didn’t support the North. James
Buchanan was a Northerner with Southern sympathies.
• With Lincoln as President the Southern way of life (slavery)
was doomed.
Unit 8: A Nation Breaks Apart
1. Describe the strengths and weaknesses of the North and the South
at the start of the Civil War.
-The Union strengths were having a large population, the population
was roughly 22 million at the time, this means that they had enough
people to work in factories but be in the war as well. The North also
had factories to make weapons, railroads, and a strong navy.
-The south didn't have this big of a population but they had a home
field advantage while fighting the war. South had a motivation to fight
because they don’t want to lose their land, property, good soldiers and
leaders of the army.
Unit 8: A Nation Breaks Apart
2. Compare and Contrast the military strategies of the U.S.A. and the
C.S.A. during the Civil War.
U.S.A.
• NORTH
• Take Richmond the Capital
• Divide the South by controlling
the Mississippi River.
• Blockade the South and cut off
supplies.
• The North had to win the war.
C.S.A.
• SOUTH
• Prolong the war.
• Fight a defensive War. Hopefully
the North will get tired of
fighting.
• Get help from Britain and
France .
• South only has to survive.
Unit 8: A Nation Breaks Apart
3. Describe Lincoln’s Emancipation Proclamation and its effects on
the war.
While it didn't technically set anyone free, the Proclamation was part
of Lincoln's strategy to demoralize the South, and it worked. Poorer
Southern whites resented that they were now fighting a war to
protect wealthy plantation owners who were desperate to hold onto
their "property." And as word of the Proclamation spread, slaves left
those plantations en masse. Their exodus even helped turn the tide
in the siege of Vicksburg, a vital Union win.
• Additionally, France and England, which had been secretly helping
the South, could not officially recognize a country that still
enslaved other human beings. Europe also could not provoke a
country that, according to the Emancipation Proclamation, was
now fighting slavery.
Unit 8: A Nation Breaks Apart
4. Describe the importance of the following Civil War Battles:
First Battle of Bull Run (Manassas):
The first battle of Bull Run made it
clear that this war was going to last
longer than anyone thought
Unit 8: A Nation Breaks Apart
4. Describe the importance of the following Civil War Battles:
Battle of Vicksburg :
• The battle of Vicks gave the North
complete control of the Mississippi.
• The Battle of Vicksburg also divided the
South
• Finally, Grant was free to travel east and
take on Lee.
Unit 8: A Nation Breaks Apart
4. Describe the importance of the following Civil War
Battles:
Battle of Antietam :
• Lincoln was looking for an opportunity to issue the
Emancipation Proclamation.
• So far in the war against Lee there were no victories.
• Though the North did not win an out right victory, it was
the first time Lee was forced to retreat.
• The Battle of Antietam was the bloodiest single day of
the war.
• As a result of the success at Antietam Lincoln issued the
Emancipation Proclamation.
Unit 8: A Nation Breaks Apart
4. Describe the importance of the following Civil War Battles:
Battle of Gettysburg :
• Battle of Gettysburg was the
turning point of the Civil War.
• The war was not over, but it was
just a matter of time.
Unit 8: A Nation Breaks Apart
4. Describe the importance of the following Civil War Battles:
Unit 8: A Nation Breaks Apart
4. Describe the importance of the following Civil War Battles:
Unit 8: A Nation Breaks Apart
5. How did Lincoln’s goals change during the course of the Civil War?
• At the beginning of the war, Lincoln just
wanted to stop the spread of slavery
into the new territories.
• Eventually, he realized that slavery must
be completely abolished.
Unit 8: A Nation Breaks Apart
6. Describe three ways African-Americans contributed to Union war
efforts?
• A significant number of African-American regiments were
formed by the end of the war, and participated actively in
several battles. African Americans suffered tremendous
casualty rates, partly because the South refused to accept
them as prisoners; most captured blacks were killed
outright.
• Black Americans also did many non-combat jobs for the
military.
• Black Americans also did many non-combat jobs for industry
Unit 8: A Nation Breaks Apart
7. What challenges faced the south during Reconstruction?
• The South face the challenge of building
a new society not based on slavery.
• How do you integrate former slaves into
this society.
• What do you replace the plantation
system with?
Unit 8: A Nation Breaks Apart
8. How did Lincoln’s assassination alter Reconstruction plans for the
South?
After the Civil War congress was controlled by a group called
the "Radical Republicans." Lincoln was able to control them
and had proposed a plan for reconstruction that looked to
treating the South more like a lost brother returning home.
Lincoln looked to reconstruction as a time of healing.
The Radical Republicans, however, looked at reconstruction as
an opportunity to teach the South a lesson and to punish them.
Unit 8: A Nation Breaks Apart
9. Describe three ways the southern states denied freedmen their
civil rights?
1. Southerners denied newly freedmen the right to vote.
They passed poll taxes and instituted the grandfather
clause.
2. Southerners passed Jim Crow Laws that separated
whites and blacks. Separate (segregated) schools,
restaurants, bathrooms, to keep their lives apart.
3. Hate groups like the Ku Klux Klan terrorized African
Americans and scalawags.