U.S.
History
Goal 1 The New Nation
GOAL 1
Abigail Adams
Adams-Onís Treaty
Alien & Sedition Acts
Battle of New Orleans
Democratic-Republican Party
Election of 1800
Embargo Act (1807)
Federalist Party
Hamilton’s Economic Plan
Jay’s Treaty
John Marshall
Judiciary Act of 1789
Laissez-faire
Loose Interpretation
Louisiana Purchase
Marbury v. Madison (1803)
Pinckney’s Treaty
Proclamation of Neutrality
Strict Interpretation
Treaty of Ghent
Treaty of Greenville (1796)
Virginia & Kentucky Resolutions
War Hawks
War of 1812
Washington’s Farewell Address
Whiskey Rebellion
XYZ Affair
GOAL 1 – The New Nation
Following the constitution only as it is written. Gives the state government more power
“Read between the lines” when following the constitution. Gives the federal government more power
Established court system
“Hands-off” government; little government regulation or involvement in business
Whisky producers refused to pay increased taxes; federal government sent in troops; showed the power of the federal
government
Led by Thomas Jefferson, believed in a strict interpretation of the constitution, strong state power, had more support
from the southern states
Led by Alexander Hamilton, believed in strict interpretation of the constitution, more federal power, had more
support from the northern states
Nationalistic economic plan focused on a national bank, reducing debt, taxes, creating a mint, and manufacturing
Increased the time an immigrant must reside in the US before he/she could become a citizen from 5 to 14 years;
prison & fines for speaking out against the government
Response to the Alien & Sedition Acts; showed the power of the states over the federal government
Jefferson beats incumbent Adams; Adams pushes through the “midnight judges” – last minute court appointments
Established the supreme court’s rights of judicial review, to decide whether or not something in unconstitutional
Chief justice of the supreme court for over 30 years, un which time he increased the power of the federal government
greatly through his decisions
Large land purchase made by Jefferson for $15 million from France; doubled the size of the United States
United States gained a large portion of land (now Ohio) from Native Americans
Wife of John Adams; supporter of women’s rights; famous for a letter to her husband in which she asked him to
“…remember the ladies… Do not put such unlimited power into the hands of the Husbands… (we) will not hold
ourselves bound by any laws in which he have no voice or representation”
President Washington declared the U.S. neutral into the conflict between Great Britain and France (French
Revolution)
U.S. treaty with Great Britain in which the British agreed to leave their forts and trade was encouraged between the
two nations
U.S. treaty with Spain in which gave the U.S. access to the Mississippi River and Port of New Orleans for trade; set
the northern boarder of Florida
U.S. treaty with Spain; Spain ceded Florida to the United States
Warned against forming political parties and creating permanent foreign alliances
French officials demanded a bride from the U.S. in order for U.S. officials to be able to meet with the French foreign
minister, led to anti-French feelings in the U.S.
U.S. stopped trade with European nations because of impressments of U.S. sailors; failed because it hurt the U.S.
economy
Senators from the South and West of the U.S. who pushed for War with Britain due to issues such as impressments
and Native American relations with the British
War between U.S. and Great Britain over issues such as impressments, war hawks, and native American relations
with the British
Ended the War of 1812; no distinct winner, but could be considered a moral victory for the U.S. – “Second war for
independence”; established a restoration of pre-war status quo
Battle which occurred two weeks after the signing of the Treaty of Ghent; insignificant to the outcome of the War of
1812, but made Andrew Jackson a war hero
Goal 1 - The New Nation (1789-1820)
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Across
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1. Courts decide whether something is constitutional or not
2. The U.S. stopped the trade with the British
10. When interpreting the constitution the federal
government gets more power
3. Leader of the Democratic Republicans
12. Gave a farewell address warning against political parties
and foreign alliances
4. Involved three French officials demanding a bribe from
the U.S. to speak with the French foreign minister
5. Spain ceded Florida to the United States
13. Group of senators from the south and west that wanted
war with the British
6. Agreement that encouraged trade between the U.S. and
Britain
14. When interpreting the constitution the state governments
get more power
7. Leader of the Federalists
15. Opened the Mississippi River to the U.S. for trade
8. British and French troops took U.S. ships and sailors
9. Bought from France for $15 million, it doubled the size
of the United States
11. Ended the War of 1812 and returned everything to status
quo
Goal 1 – The New Nation (1789-1820)
1.01 – Major domestic issues and conflicts experienced by
the nation during the Federalist Period.
 What was the impact of the major domestic issues and conflicts experienced by
the nation during the Federalist Era?
 How did the U.S. government emerge out of competing processes of conflict and
compromise?
 How did the Federalist Period contribute to the long-standing debate in America
about the role of government and the distribution of power?
 How is the U.S. Constitution a document subject to change and interpretation?
Hamilton
 Secretary of Treasury under President George Washington
 A Federalist who supported a strong national government
 Had a loose interpretation of the constitution, meaning that the federal
government should be able to interpret the constitution, which gave the
federal government more power
 Made an Economic Plan to make the United States stronger, which
included a national bank
 Supported by businesses and the wealthy, primarily in the northeast
 Supported the British
Jefferson
 Secretary of State under President George Washington
 A Democratic-Republican who supported strong state governments
 Had a strict interpretation of the constitution, meaning he believed that
only what was written in the constitution should be allowed. This limited the
power of the federal government and gave the states more power.
 Argued that Hamilton’s Economic Plan was unconstitutional
 Supported by farmers and the “common man” primarily in the South
 Election of 1816 - Jefferson and Burr get the same number of votes Jefferson wins
 Made the Louisiana Purchase, nearly doubled the size of the United
States
 Supported the French
Judicial System
 Judiciary Act of 1789 - started the Judicial Branch of the U.S.
government
o Created the Supreme Court
o State courts could appeal to federal courts when constitutional
issues were involved
 Judiciary Act of 1801
o On John Adams’ last day as president, he pushed through the
“midnight judges” – last minutes appointments in the Supreme
Court
o The Supreme Court case Marbury v. Madison, led by Chief Justice
John Marshall ruled that the court could abolish legislative acts by
declaring them unconstitutional – this established judicial review
o John Marshall – Chief Justice of the Supreme Court (1801-1835);
strengthened the Federal Government
Federal Power v. State Power
 Federal Power
o Whiskey Rebellion – a tax was put on the manufacturing of
whiskey. Farmers refused to pay and the federal government sent
in troops to enforce the law
o Alien & Sedition Acts – limited the rights of freedom of speech
and immigration
o Marbury v. Madison (Chief Justice John Marshall)
 State Rights
o Virginia & Kentucky Resolutions – a response to the Alien and
Sedition Acts which said that states could ignore any act of
Congress they considered unconstitutional
1.02 – Political freedoms available to the following groups prior
to 1820: women, wage earners, landless farmers, American
Indians, African Americans
 How did the distribution and economic power reflect the social structure and
geographic diversity of the Federalist Era?
 How effective were the political, social, and economic institutions of the
emerging republic in creating a democratic foundation for the United States?
 How can individual rights and the government’s view of the “common good”
create conflict or stability?
Women
 Could not own property or vote and they had very few roles/jobs
outside the home
 Formed clubs (reading groups, church organizations, temperance
groups, antislavery groups, social welfare)
 Abigail Adams (wife of President John Adams) was a women’s
advocate who once her husband asking him to “remember the ladies”
Slaves
 Slavery was a regional institution – There was emancipation in the North,
but opportunities were limited for African Americans
 The invention of the cotton gin by Eli Whitney increased the need for
slaves in the South
 1808 – Slave trade was outlawed
 Thomas Jefferson believed slavery was a “necessary evil” – he thought it
was morally wrong, but economically necessary for the South
Native Americans
 The general policy of the United States was to forcibly remove them from
their lands and push them west
 Tecumseh – a Native American who united many tribes in efforts to stay
strong. He sides with Britain in the War of 1812
 Westward expansion hurt the Native Americans
1.03 – Commercial and diplomatic relationships with Britain,
France, and other nations.
 How did the U.S. confront internal and international conflicts during this era?
 How does a nation’s involvement in international conflicts affect its identity?
 Should a nation form trade agreements with nations it disagrees with politically?
George Washington
 It was decided unanimously that George Washington would by the first president of the
United States
 Proclamation of Neutrality – stay out of European affairs
 Washington’s Farewell Address – He warned against forming permanent alliances and
political parties
Foreign Policy
 Proclamation of Neutrality (1793) – President Washington states that the United States
would not intervene in the warfare that went on in Europe
 Jay’s Treaty (1795) – Chief Justice John Jay negotiated a treaty with Britain having them
leave their forts in the Northwest Territory. It also encouraged trade
 Pinckney’s Treaty (1795) – Spain gave up rights to their land east of the Mississippi
River (opens up the river for trade), and set the northern border of Florida. This gave the U.S.
the right of deposit in New Orleans – they could use the port for New Orleans
 XYZ Affair (1797) – French officials demanded a $250,000 bribe to speak with French
Foreign Minister Talleyrand. This created anti-French feelings in the United States
 Louisiana Purchase (1803) – Jefferson paid $15 million for a huge area of land west of
the Mississippi River (despite his strict constructionist beliefs)
 Embargo Act (1807) – Because of the impressments of sailors the U.S. decided to stop
trading with Europe. This ended up hurting the American economy and was eventually lifted
 Adams-Onís Treaty (1819) – Spain ceded Florida to the United States
War of 1812
 Causes
o Impressment – British and French were taking U.S. sailors and forcing them into
foreign military service after taking the boats and cargo
o War Hawks – Democratic-Republicans from the West and the South who pushed
for war with Britain
o Native American Relations with the British
 Treaty of Ghent (1814) – War ended with an armistice and everything went back to status
quo – issues like impressments and shipping rights still remained. While no one “won” the
war, it showed that the U.S. had substantial power
 Battle of New Orleans (1815) – Andrew Jackson was made a hero with his victory over
the British; however, the battle was unnecessarily fought, as the Treaty of Ghent had
already been signed. This led to increased feelings of nationalism
Goal 2 Expansion and
Reform
(1801-1850)
GOAL 2
49ers
Abolitionists
Alamo
American System
Cotton Gin
Education Reform
Election of 1824
Gibbons v. Ogden (1824)
Indian Removal Act (1830)
Manifest Destiny
McCulloch v. Maryland (1819)
Mexican American War
Missouri Compromise
Monroe Doctrine
Mormons
Nationalistic Writers
Oregon Territory
Pet Banks
Prison Reforms & Rehabilitation
Tariff of Abominations
Technological Innovations
Temperance Movement
The Liberator
Transcendentalist
Treaty of Guadalupe-Hidalgo
Utopian Communities
Wilmot Proviso
Women’s Rights Movement
Worcester v. Georgia (1832)
GOAL 2 – Expansion & Reform
People who rushed west to search for gold during the gold rush of 1848-1849
People who wanted to end the practice of slavery; Grimké Sisters, Fredrick Douglass, Sojourner Truth, Harriet
Tubman
Henry Clay’s plan to increase nationalism – included a national bank, internal improvements and protective tariffs
Invented by Eli Whitney, this machine increased the need for claves in southern states
Horace Mann made public education more accessible and even more mandatory in some states
Considered a “corrupt bargain” by Andrew Jackson – John Q. Adams wins the white house and appoints opponent
Henry Clay to be Secretary of State
Supreme court case which established federal supremacy over the states in interstate commerce
Supreme court case which said that states can not tax the national bank; shows power of the national government
over the states
Belief the God wanted the United States to rule from coast to coast, Atlantic to Pacific; expansion
Battle between the Texans and Mexicans over Texas Independence. Texans lost badly but used this battle as
motivation to win their independence
War between the U.S. and Mexico over Texas annexation, Texas border disputes, and Manifest Destiny
Ended the Mexican-American War; gave the United States the southwest territory of the U.S. (Mexican Cession)
Decided the issue of slavery in the Louisiana Territory; allowed Maine to enter as a free state, Missouri as a slave
state, and divided the rest of the Louisiana Territory along to 36”30 line, the north to be free, south to be slave
The U.S. warned European nations to stay out of the affairs of the Western Hemisphere
Religious group who moved west to avoid persecution (Joseph Smith, Brigham Young)
Land acquisition associated with the “54°40’ or Fight!” referring to the boundary the U.S. desired
Smaller, local banks established by Andrew Jackson after he dissolved the 2nd US bank
Dorothea Dix led this reform movement to improve treatment of the mentally ill and prisoners
A large protective tariff created to protect northern businesses; with the increase in prices or northern goods, the
south protested leading to the South Carolina Nullification Crisis
Reform movement aimed at making the manufacturing, sale, and consumption of alcohol illegal
Group of ideas in literature, religion, culture, and philosophy protesting against culture and society, focused of a
simple life
“Perfect” societies created to escape the evils of society (Oneida, Brook Farm, New Harmony)
Abolitionist newspaper written by William Lloyd Garrison
Washington Irving, Nathaniel Hawthorne, James Fennimore Cooper, Ralph Waldo Emerson, Henry David Thoreau,
Edger Allen Poe
Tractor (John Deere), Steel Plow (Cyrus McCormick), Morse Code (Samuel Morse), Steamboat (Robert Fulton),
Sewing machine
Attempted to prevent the spread of slavery into any territory gained from Mexico; did not pass
Lucretia Mott, Elizabeth Cady Stanton, Susan B. Anthony, Seneca Falls Convention
U.S. supreme court case whish said that the Cherokee were their own nation and therefore did not have to follow the
laws of the state – President Andrew Jackson disagreed with this decision and proceeded to force the Cherokee off
the land anyway
Forced Native Americans off their land; lead to the Trail of Tears
Goal 2 – Expansion and Reform (1801-1850)
22
111
33
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12
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Across
Down
1. What Jackson’s followers claimed after he lost the
election of 1824 to John Quincy Adams
2. Tax on foreign goods that upset the south so much that
South Carolina tried to nullify it and threatened to secede
3. Religious group who moved west to escape persecution
4. Invented by Eli Whitney, this increased the need for
slaves in the south
9. Led education reform
10. Land given to the United States after the MexicanAmerican War
5. Woman who led reforms of prisons and treatment of the
mentally ill
6. ex-slave who was a leader in the abolitionist movement
11. The U.S. warned European countries not to intervene in
affairs of the Western Hemisphere
12. Writes who believed in a simple life, away from society,
back to nature
13. Said that Maine was free, Missouri is slave, and the rest
of the territory would be divided along the 36’30 line
14. 800 mile journey the Cherokee was forced to travel after
being removed from their native land
7. Battle in Texas’ fight for independence when Mexico
severely beat the Texans
8. Communities that attempted to be perfect
Goal 2 – Expansion and Reform (1801-1850)
2.01 – Effects of territorial expansion and the admission of new states to the
Union
 What tactics can citizens use to influence government?
 How can expansion lead to conflict and change?
 What affect did territorial expansion have on the development of the new nation?
2.02 – Describe how the growth of nationalism and sectionalism were
reflected in art, literature, and language
 How did the art, literature, and language of 1801-1850 reflect a collective sense of nationalism and
sectionalism?
 How did the U.S. develop and express its unique style through the arts during the early 1800s?
 Are art and literature effective formats for communicating political and social discontent?
Causes of American Expansion in the 1830s and 1840s
 Economic Factors – exhaustion of good soil and the Panic of 1837 (economy went down) pushed
people West
 Manifest Destiny – the belief that God’s destiny for the United States was to rule from coast to
coast
 49ers – the gold rush in 1849 brought thousands of people searching for fortune
 Native American Policy
o The Indian Removal Act (1830) – forcible removal of Native Americans
o Worcester v. Georgia (1832) – John Marshall ruled that the Cherokee nation was not
subject to the laws of the state. Jackson refused to enforce the ruling stating that “John
Marshall had made his decision, now let him enforce it”
o Trail of Tears – Cherokees and other Native American tribes from the southeast were
forced to march 1200 miles to Oklahoma territory
Expressions of Nationalism
 Painting – Hudson River School artists painted American landscapes
 Authors
o Noah Webster – created the 1st American dictionary
o James Fennimore Cooper – author of Last of the Mohicans
o Nathaniel Hawthorne – author of The Scarlet Letter
o Washington Irving – author of Sleepy Hollow, Rip Van Winkle
o Edger Allen Poe – wrote poetry, horror stories, The Raven
 Transcendentalism – writers, philosophers, poets, etc. who believed in the expression of personal
feelings and individualism
o Ralph Waldo Emerson – poet, preacher, essay writer
o Henry David Thoreau – wrote Walden about simple life, and Civil Disobedience
Expansion of United States Territory
 Lewis and Clark – sent to explore the Louisiana Territory
 Texas Annexation
o Texans declared independence from Mexico (1821)
o The Alamo (1836) – Texans were greatly defeated by the Mexicans
o Texans was admitted to the United States in 1845
 Mexican-American war was fought over border disputes between Mexico and the U.S.
o Treaty of Guadalupe-Hidalgo – California and New Mexico added to the U.S., Mexican
border set at Rio Grande, U.S. pays Mexico $15 million
o Wilmot-Proviso – wanted to restrict slavery in the new territories, but southerners felt this
was an attack on their lifestyle
 Oregon Territory – “54 40 or fight!” – the war cry for those wanting war with England of
Oregon’s border. A treaty set the border at 49th parallel in 1849
 Gadsden Purchase (1853) – U.S. Bought New Mexico and Arizona from Mexico for $10 million.
With this purchase, the contiguous 48 states were formed
Slavery & the Effects of Territorial Expansion
 Missouri Compromise – drafted by Henry Clay, this admitted Maine as a free state and Missouri
as a slave state, the rest of the territory would be split by the 36’30 line, North=free,
South=slave
 Nationalism – pride in one’s nation – including wanting to make it larger/more expansive
 Sectionalism – pride in one’s region – fighting for you lifestyle (South=slavery)

Regional differences: slavery/economy/population
2.03 – Economic and social issues that led to sectionalism and nationalism
 How were nationalism and sectionalism reflected in economic and social issues of the era?
 How do economic and social conditions and issues contribute to the differences in sectionalism and
nationalism?
 How do economic and social conditions effect innovation and change?
Industrial Revolution
 Reorganizing of society & economy. Machines replace hand tools which decreases the cost for
many items. Unskilled laborers replace artisans, and more factories mean more jobs in cities
 Interchangeable Parts – invented by Eli Whitney, this increased the production of goods in
factory systems
Inventions/Inventors





Cotton Gin – invented by Eli Whitney increased the need for slaves in Plantation System
Sewing Machine – invented by Elias Howe, made production of goods faster and cheaper
Steel Plow – invented by John Deere, increased farm efficiency
Telegraph – invented by Samuel Morse, improved communications (faster and further)
Steamboat – invented by Robert Fulton, reduced travel time; agriculture and industrial
expansion
2.04 – Political events, issues, and personalities the contributed to
sectionalism and nationalism
 In what ways were nationalism and sectionalism reflected in the politics and issues of the time period?
 How was the issue of slavery affected by territorial expansion?
 How did the politics of industrialization lead to conflict and change?
 To what extent were the leadership and personalities of the early 1800s responsible for the changes that
occurred?
Era of Good Feelings
 Period following the War of 1812 in which people were pleased with the way that the country was
developing. There were not many Federalists during this time, all Democratic-Republicans
 McCulloch v. Maryland (1819) – showed the power of the federal government, saying that states could
not tax the national bank
 Monroe Doctrine (1823) – the U.S. would oppose any nation which tried to intervene in the affairs of
the Western Hemisphere
 Gibbons v. Ogden (1824) – showed the power of the federal government in interstate commerce
(steamboats)
 Election of 1824 – Jackson received more electoral and popular votes than Adams and Clay, but not a
majority. The house chose Adams to be president because of Clay’s support. Adams and Clay agreed
on Clay’s American System
o American System – Clay’s plan to seal the rift between regions of the United States by making
the regions work together and rely less on foreign trade. It included the Tariff of 1816, the 2nd
Bank of America, and Internal Improvements such as the Erie Canal
o Jackson’s followers accuse Clay and Adams of a “corrupt bargain’ when Clay was named
Secretary of State under Adams. This split the Democratic-Republicans
Education
 Horace Mann – an educator who greatly advanced the cause of universal, free public school. Mann also
advocated for other reform movements but his preferred cause was education. His theory was while
“other reforms were remedial; education is preventative”
Temperance Movement – fought to make alcohol illegal
Women’s Rights
 Women were considered interior to men; they were not allowed to vote, obtain higher education, or
control their own property. The women’s rights movement sought to change that
 Seneca Falls Convention – 1st major convention addressing women’s rights, in Seneca Falls, NY
 Leaders of the women’s rights movement included : Elizabeth Cady Stanton, Lucretia Mott, Susan B.
Anthony
Religious Revival
 2nd Religious Awakening – a religious revival among Protestants in the 1830s. It had its biggest impact
among women. Many people involved in the religious revival were also involved in abolition
 Mormons – were founded by Joseph Smith, who claimed to have translated the book of Mormon sent
by the Angel Moroni. They were forced to flee west because of their radical belief
 Brigham Young – because the leader of one sect of the Mormon church after the death of Joseph Smith
Utopian Communities
 Brook Farm, New Harmony, Oneida
 Housed many Transcendentalists and others with “enlightened thought” emphasizing individualism and
the mysteries of nature
 Tried to form islands of perfection within the U.S.
Jacksonian Democracy (1829-1837)
 Jackson’s election signaled the rise of the common man – elected by farmers and eastern workers
 Native American Policy included the Indian Removal Act and disagreement over Worcester v. Georgia
 South Carolina Nullification Crisis (1832)
o South Carolina opposed the Tariff of Abominations. SC threatened to secede from the Union
 Jackson was reelected in 1832 and he began a war over the U.S. bank
o Jackson opposed the U.S. Bank because it was seen as a tool for the rich and opposed the poor
o Jackson removed government money from the bank and put it in smaller pet banks
 Money circulation increased, inflation rose, states borrowed money for internal
improvements
 Panic of 1837 resulted when people went to trade in paper money for specie
circulation – bankers called in loans, gold supplies depleted, banks couldn’t make
payments – bank failures were forced
 Whig Party (est. 1834) - a reaction to the authoritarian policies of Andrew Jackson. “King Andrew,”
had enraged his political opponents with his actions regarding the Bank of the United States, Native
Americans, the Supreme Court and his use of presidential war powers
2.05 – Major reform movements and evaluate their effectiveness
 What characteristics define a perfect society?
 How is change influenced by the actions of citizens?
 To what extent was the debate over slavery essential to the reform movements?
Abolition – movement to abolish slavery
Prison Reform/Rehabilitation
 Dorothea Dix investigated and reported treatment of the insane which led to the creation of humane
institutions
 Prisons were reformed to help with rehabilitation of criminals
2.06 – Role of religion in the debate over slavery and other social movements
 How did both sides of the abolitionist movement use religion to support their viewpoints?
 How did differing religious beliefs contribute to an increase in the sectional divisiveness of the country?
 In what ways did religious influence impact the effectiveness of social movements in the first part of the
19th century?
Slavery’s Economic Base
 The cotton gin increased the need for slaves and allowed cotton to become the dominant southern crop
 Both the North and the South profited from the cotton industry
 80% of the worlds cotton came from the South
Slavery’s Social Base
 A small number of whites owned slaves, but they held most political and social power in the South
 The gap between the rich and poor widened – social pyramid placed the 4 million slaves at the very
bottom, beneath all whites
 The legal importation of slaves ended in 1808, but slaves were still bought or sold at auctions
Abolitionists Responses to Slavery
 William Lloyd Garrison – a militant who argued that there should be no compromise on the issue of
slavery, there should be immediate emancipation (freeing of all slaves). He published the newspaper
The Liberator which attacked slavery and the governments handling of it
 Grimké Sisters – southern sisters who toured New England lecturing against slavery
 Frederick Douglass – an escaped slave who became a powerful abolitionist giving influential speeches
 Harriet Tubman – a former slave who helped lead the Underground Railroad, a series of secret
passages and safe houses by which slaves traveled to escape North towards Canada
Southern Defenses of Slavery




Slavery was ordained by God and permitted in the bible
Slavery was essential to the southern economy – a “necessary evil”
It was preferable to the “wage slavery” of the North
It was beneficial to the blacks that had traded the barbarism of Africa for the blessings of Christianity in
America
Goal 3 Crisis,
Civil War, &
Reconstruction
(1848-1877)
GOAL 3
13th Amendment
14th Amendment
15th Amendment
Abraham Lincoln
Anaconda Plan
Antietam
Appomattox Courthouse
Black Codes
Bleeding Kansas
Carpetbaggers
Compromise of 1850
Confederacy
Copperheads
Dred Scott v. Sanford (1857)
Election of 1860
Emancipation of Proclamation
First Battle of Bull Run/Manassas
Fort Sumter, S.C.
Freeman’s Bureau
Fugitive Slave Act
Gettysburg
Gettysburg Address
Grandfather Clause
Hayes-Tilden Compromise of 1877
Jefferson Davis
Jim Crow Laws
John Brown & Harpers Ferry
John Wilkes Booth
Johnson’s Reconstruction Plan
Kansas-Nebraska Act
Lincoln-Douglas Debates
Popular Sovereignty
Radical Republicans
Robert E. Lee
Scalawags
Sharecroppers
Sherman’s March to the Sea
Tenant farmers
Tenure of Office Act
Ulysses S. Grant
Uncle Tom’s Cabin
Underground Railroad
Vicksburg
Whiskey Ring
Writ of Habeas Corpus
GOAL 3 – Crisis, Civil War, & Reconstruction
Harriet Tubman led escape slaves along this route to freedom
Five part compromise which included provisions for the status of slavery in some territories, as well as the Fugitive
Slave Act, requiring any escaped slaves in to returned to their owners
The right of a territory to decide whether they would allow slavery or not
Part of the Compromise of 1850, all escaped slaves were required to be returned to their owners
Book written by Harriet Beecher Stowe describing the evils of slavery. It increased tensions between the North and
South
Territories of Kansas with the decision to allow popular sovereignty to decide the issue of slavery
Violence erupted in Kansas with the decision to allow popular sovereignty to decide the issue of slavery
Supreme court which said that slaves were property; declared the Missouri Compromise unconstitutional
Series of debates between senatorial candidates Abraham Lincoln and Stephen Douglas. Lincoln argued to stop the
further spread of slavery; Douglas argued popular sovereignty
John Brown led a group of rebels to the federal arsenal at Harpers Ferry in order to arm slaves to revolt against their
owners. This attempt failed and many of the rebels were killed.
Lincoln was elected president without the vote of the South, this caused the south to secede from the Union
Site of the first shots of the Civil War
President of the Union during the Civil War
President of the Confederacy during the Civil War
Southern states the seceded from the Union during the Civil War
Union’s plan to defeat the Confederacy by cutting off their supplies and “strangling” them
First major battle of the Civil War
Bloodiest battle of the Civil War
Turning point of the Civil War in the western theatre (Mississippi) – month long
Turning point of the Civil War in the eastern theatre (Pennsylvania) – 3 day battle
Lincoln’s 2-minute address at the dedication of a cemetery to those who died at the battle of Gettysburg. He motivated
Union soldiers to keep fighting
Considered an act of “total war,” Sherman and Union troops marched from Atlanta northwards up towards the Atlantic,
burning and destroying everything in their path
Successful Confederate general
Successful Union general
Lincoln suspended peoples’ rights to know why they were being imprisoned during the Civil War
Northerners who wanted peace during the Civil War
All slaves in Confederate territory were freed – was a moral victory for the Union
Site of the end of the Civil War
Assassinated Abraham Lincoln
Organization designed to help newly freed slaves
Congressman during reconstruction who wanted to punish the South as they entered the Union
A plan for Reconstruction that considered to be too lenient for the South
Ended Reconstruction – Hayes became president under the agreement that the military was removed from the South
Can’t fire someone in the same tern that they were appointed – the reason Johnson was impeached
White southern republicans who supported Reconstruction
Northerners who moved south during Reconstruction, sometimes for personal gain, something for aid
Laws restricting the rights if African Americans
Using someone else’s land in return for a share of your crops
Pay rent for land, but get to keep your crop
Laws enforcing segregation
Scandal during Grant’s administration
Voting restriction which said you could only vote if your grandfather had
Abolished slavery
Defined citizenship
Voting could not discriminate based on race, color, or previous condition of servitude
Goal 3 – Crisis, Civil War, and Reconstruction (1828-1877)
1
2
3
4
5
6
7
8
9
10
111
12
13
14
15
1616
117
18 119
20
Across
Down
3. President of the Union during the Civil War; his election caused the
South to secede
1. People in control of Congress who wanted to punish the South during
Reconstruction
5. Issued by President Lincoln, this document freed the slaves in
Confederate controlled states
2. Allows a state/territory to vote on whether or not they will allow slavery
4. Time period of rebuilding after the Civil War
8. Laws which legalized segregation
6. A person who wants to get rid of slavery
11. assassinated President Lincoln
7. Important Union general in the Civil War
14. A voting restriction which said that you could only vote if your
grandfather have voted
15. Book written by Harriet Beecher Stowe which described the evils of
slavery
16. Northerners who did not support the Civil War
17. Required all Northerners to return escaped slaves to their owners in the
South
8. Led an unsuccessful raid at Harpers Ferry to arm slaves for a revolt
9. Important Confederate general in the Civil War
10. The Union’s plan to block off Southern ports and strangle the
Confederacy in order to win the Civil War
11. President of the Confederate during the Civil War
18. White southerners who supported the Radical Republicans
12. Discriminatory group who used violence which formed shortly after the
end of the Civil War
20. President during Reconstruction who had a lenient plan for the South
13. A secret network that led escaped slaves north towards freedom
19. People who moved South during Reconstructio
Goal 3 – Crisis, Civil War, & Reconstruction (1848-1877)
3.01 – Economic, social, and political events from the Mexican War to the
outbreak of the Civil War
 How did the issues of sectionalism lead to the Civil War?
 How did political, economic, and social differences develop into the sectionalism that split the North
and the South?
 To what extent did differing opinions on slavery as well as the institution’s expansion become a
deciding factor in instituting a Civil War?
Political Parties
 Know-Nothings – an early nativist group opposed to the immigration of Irish and Germans
into America. Whenever a member was asked about the group, he would say, “I know
nothing.” They accepted into their group only native-born Protestants
 Free Soil Party – a short-lived political party which opposed the extension of slavery into
the territories and supported national internal improvement programs
Issue of Slavery
 Abolitionist Movement – movement aimed at eliminating slavery
 Slave Codes – law each state had defining the status of slaves and the rights of masters
 Underground Railroad – a network of people who helped fugitive slaves escape to the
North and to Canada
 Harriet Tubman – a runaway slave from Maryland who helped lead other escaped slaves
to freedom through the Underground Railroad
 Compromise of 1850 – a series of laws to settle the major disagreements between the free
states and slave states. It’s most controversial piece was the Fugitive Slave Law which
said that any escaped slave found in the North must be returned to his/her owner
 Harriet Beecher Stowe (Uncle Tom’s Cabin) – the “little lady who started this big war” –
Uncle Tom’s Cabin unveiled the evils of slavery and caused much tension between the
North and the South
 Kansas-Nebraska Act – the states of Kansas and Nebraska would each be allowed to vote
on the issue of slavery (popular sovereignty)
 Bleeding Kansas – after the Kansas-Nebraska Act established the idea of popular
sovereignty, three political groups occupied Kansas: pro-slavers, free-states and
abolitionists. Violence broke out immediately between these opposing groups and
continued until 1861
 Dred Scott v. Sanford (1857) – Supreme Court case that said slaves were property, not
people, and therefore could go into a free state and still be a slave. This made the
Missouri Compromise unconstitutional
 Lincoln-Douglas Debates (1858) – Lincoln believed that slavery was immoral, but a
necessary evil. Douglas believed in the idea of popular sovereignty, that people of a
territory should have the right to vote on the issue of slavery
o Freeport Doctrine – advanced by Stephen Douglas, it said that local authorities had
the right to enforce federal jurisdiction as it saw fit
 John Brown and Harpers Ferry (1859) – John Brown and his group of men attempted to
raid an arsenal in hopes of supplying slaves with weapons to begin a revolt. It ended with
8 men dead and the debate over slavery continued
3.02 – Causes of the Civil War
 How did the issues of sectionalism lead to the Civil War?
 To what extent was slavery the primary cause of the Civil War?
 What did a federal union of states mean politically and socially before and after that Civil War?
 Sectionalism – distinct identities based on ethnicity, color, customs, laws, economics,
or culture – we see this especially between the North and South prior to the Civil
War
 Election of 1860 – Abraham Lincoln was elected president, despite the fact that he
was not even on the ballot in the South. This was the final straw for the South, who
decided to secede from the Union. SC seceded first. Four border states remained
between the North and South
 The United States became split in two. The Union or states that stayed loyal to the
United States were primarily northern states without slavery. The Confederacy was
made up of the states which seceded from the United States
 The first shots of the Civil War were fired by Confederate troops at Fort Sumter, SC
 Jefferson Davis became the president of the Confederacy
3.03 – Political and military turning points of the Civil War and assess
their significance to the outcome of the conflict
 Why are the Battle of Gettysburg and the Siege of Vicksburg considered the military turning point of
the Civil War?
 How did the political actions of President Lincoln affect the outcome of the war?
 Was it inevitable that the North would win the war?
 Strengths and weaknesses of the Union (North)
 Strategies – Anaconda Plan – Preserve the Union
 Major political and military leaders – Abraham Lincoln, George McClellan, Ulysses S.
Grant, William T. Sherman
 Military readiness – under prepared, soldiers needed training, poor leadership
 Economy and industrialization – 22 million people, 23 states, 85% of the nation’s factories,
90% skilled workers, enough money for war, tariffs on imports, trains, railroads, 10+ major
cities
 Strengths and weaknesses of the Confederacy (South)
 Strategies – to outlast the North, defend their home soil, and preserve their way of life
(agriculture = slavery)
 Major political and military leaders – Robert E. Lee, Jefferson Davis (President), Stonewall
Jackson
 Military readiness – stronger military leaders and soldiers who were accustomed to the
outdoor life, guns, terrain, etc.
 Economy and industrialization – 9 million people, 11 states, farming & agriculture, not
enough money for war, no loans or direct taxes, no duties or taxes on imports (North was
blocking their ports), only 1 major city
Leaders of the Civil War
 Ulysses S. Grant – General in the Union Army
 George McClellan – General in the Union Army who ran against President Lincoln in the Election of
1864 (McClellan lost)
 Robert E. Lee – head of the Confederate Army
 Thomas “Stonewall” Jackson – Confederate War General
The Civil War
 Copperheads – citizens in the North who opposed the Civil War and advocated peace
 Anaconda Plan – the Union’s plan for victory in the Civil War, which included blockading the
Confederacy’s main ports
 First Battle of Bull Run/Manassas (July 1861) – the first major battle of the Civil War – a victory for
the Confederacy
 Antietam (September 1862) – the bloodiest single day in American history, 26,000 people died
 Emancipation Proclamation (January 1863) – Lincoln ordered all slaves behind Confederate lines be
freed. This order was merely symbolic as it freed very few slaves, but gave a moral causes to the
war
 Vicksburg (April-July 1863) – Grant attacked one of the two confederate holdouts on the Mississippi
River. The South surrendered to Grant and it became the turning point in the West.
 Gettysburg (July 1863) – considered to be the turning point of the Civil War. The Union won this 3
day battle and the South would never invade the North again
 Gettysburg Address (November 1863) – a speech given by Lincoln at the dedication of a cemetery at
Gettysburg. Lincoln reminded the nation what they were fighting for, “a government of the people,
by the people, and for the people.”
 Sherman’s March (1864) – Sherman’s army marched from the Atlantic, north to the sea, with a theory
of “total war” destroying everything in its `10-mile-wide path
 In 1864, Lincoln suspended the Writ of Habeas Corpus – the right to know why you are being jailed.
It caused more than 13,000 confederate sympathizers to be jailed without a trial
 Appomattox Courthouse – where the Confederates surrendered to the Union at the end of the Civil
War in 1865
 On April 14th, 1965, five days after the Confederacy surrendered, John Wilkes Booth shot and killed
President Lincoln at Ford’s Theater in Washington, DC
3.04 – Political, economic, and social impact of Reconstruction on the nation
and identify the reasons why Reconstruction came to an end
 How are civil liberties challenged during times of conflict and change?
 How have changes during Reconstruction made a lasting impact on America?
 To what extent did the Civil War and Reconstruction positively impact the lives of former slaves,
women, and landless tenants in the U.S.?
 To what extent did the federal government wield its power over the states during and after the Civil
War?
Reconstruction Plans
 Congressional Reconstruction
o Led by Thaddeus Stevens and the Radical Republicans – a group of Republicans
who wanted strict rules for allowing the Southern states entry back into the Union
o They wanted to abolish slavery, give all men the right to vote, ratify the 14 th
amendment, ban those who supported the Confederacy from voting, put the South
under military rule, and require new state constitutions
o Scalawags – mostly southern whites who supported Radical Reconstruction
o Carpetbaggers – Northern Republicans who cane to the South to make money and
aid in Reconstruction
 Presidential Reconstruction
o Led by President Andrew Johnson, this plan was more lenient of the South
o He wanted to abolish slavery, pardon southerners who swore allegiance to the
Union, hold a constitutional convention, allow states to hold elections to rejoin the
Union, and repay the Confederate debt
Johnson’s Impeachment
 Johnson was impeached when he violated the Tenure of Office Act which said that the
president could not fire any officeholder that had received Senate confirmation until the
Senate had approved a successor
During Reconstruction
 Freeman’s Bureau – set up to help former slaves
 Sharecroppers – farmers who paid landowners with a share of their crop
 Tenant Farmers – rent was paid to a landowner for the use of their land, the tenant farmer
would then keep and/or sells produced (more freedom than sharecroppers)
End of Reconstruction
 The Hayes-Tilden Compromise of 1877 ended Reconstruction after the much-debated
Election of 1876 ended by putting Republican Hayes into office as President in return for
removing all troops from the South, ending the period of Reconstruction
 Black Codes – a way to inhibit the freedom of ex-slaves. The codes controlled almost all
aspects of life and prohibited African Americans from the freedom that had been won
during Reconstruction
 Jim Crow Laws – laws legally segregating African Americans
 Grandfather Clause – put voting restrictions on those who had not voted before said that
you could only vote if your grandfather had been allowed to vote
 Ku Klux Klan – formed in 1866, the purpose was to “defend the social and political
superiority” of whites against what they called the “aggressions of an inferior race.” They
used fear and violence to achieve their goals. Congress passed a series of anti-KKK laws,
but was unable to enforce them
3.05 – Degree to which the Civil War and Reconstruction proved to be a test
of the supremacy of the national government
 Which changes of the Civil War and Reconstruction Era were short-lived and which have had a lasting
impact?
 To what extent did the Civil War and Reconstruction establish the supremacy of the national government?
 To what extent have the issues surrounding the Civil War yet to be resolved?
 10th Amendment- the government powers not listed in the Constitution for the national
government are powers that the states, or the people of those states, can have
 13th Amendment – outlawed/abolished slavery in the United States
 14th Amendment – stated that all citizens have certain rights, and defined citizenship
 15th Amendment – stated that no one could be denied the right to vote based on race, color,
or previous condition of servitude
 Civil Rights Act of 1866 – the act declared that all persons born in the United States were
now citizens, without regard to race, color, or previous condition. As citizens they could
make and enforce contracts, sue and be sued, give evidence in court, and inherit,
purchase, lease, sell, hold, and convey real and personal property
Goal 4 the Great West
and the
Rise of the Debtor
(1860-1894)
GOAL 4
A Century of Dishonor
Assimilation
Bimetallism
Comstock Lode
Dawes Severalty Act
Exodusters
Gold Rush
Gold Standard
Homestead Act
Indian Wars
Interstate Commerce Act
Inventions
Morrill Land Grant Act (1862)
Munn v. Illinois (1877)
Populist Party
Sod houses
The Grange
Transcontinental Railroad
Wabash v. Illinois (1886)
Williams Jennings Bryan
GOAL 4 – The Great West & the Rise of the Debtor
In 1848-1949, millions of people moved west in search for gold
Large deposits of ores (gold, silver, minerals) were found in Nevada
Heads of household were given 160 acres of land in the west for free, as long as they met certain conditions (built a house,
farmed at least 6 months out of the year, lived there for 5 years, ect.)
States sold land to railroad companies in order to earn money to create “land-grant colleges”
Houses built out west made of dirt, grass, mud, sticks; sometimes built into the side of a hill
Built by Irish and Chinese Immigrants, this railroad connected the east coast of the United States to he west coast of the
United States, meeting at Promontory Point, Utah.
African Americans who moved west after the abolition of slavery to avoid persecution and start a new life
Sand Creek Massacre, Battle of Little Big Horn
The forcing of a different culture of society upon a person or peoples
Attempted to assimilate the Native Americans, divided up plots of land on which they were forced to live
Helen Hunt Jackson’s novel which described years of mistreatment of Native Americans
An organization created to help farmers fight unjust economic practices
National Farmers’ Alliances, Southern Alliance. Colored Farmers Alliance
The idea that the United States’ money should be backed by gold; this was good for businessmen, but bad for farmers in
debt
The idea that the United States’ money should be backed by gold and silver; this was good for farmers who had debts to
pay, as it put more money into circulation
Political party, also known as the “people’s party” which was formed mostly by farmers. It supported bimetallism and
reforms which would help farmers. Led by William Jennings Bryan
Supreme court case which established the state’s power in regulating the railroads
Supreme court case which established the federal government’s power to regulate the railroads
Reestablished the right to the federal government’s to regulate the railroads
Leader of the Populist Party, he ran for president in 1896 at which point he delivered his famous “Cross of Gold” speech.
He lost the election to William Jennings Bryan
Barbed Wire, Refrigerator car, Windmill
Goal 4 – The Great West and Rise of the Debtor (1860s-1896)
1
2
3
4
5
6
7
8
9
10
Across
1. Gave people 160 acres of land to build a house and farm
in the West
Down
2. Connected the eastern part of the United States to the
West and allowed for better transportation of people and
goods
4. People nicknamed the “49ers” rushed to the West for this
7. The idea that money should be backed by gold and silver
farmers (farmers supported this idea)
3. Speech given by William Jennings Bryan describing how
the U.S. should not follow the gold standard
8. The idea that all money should be backed by gold
5. An animal necessary to Native Americans survival that
was killed off by settlers
9. An organization which fought for farmers’ rights
6. Act that forced the assimilation of Native Americans
10. Book by Helen Hunt Jackson which described the
treatment of Native Americans in the U.S.
7. The invention that closed the open range
Goal 4 – the Great West and the Rise of the Debtor (1860-1896)
4.01 – Compare and contrast the different groups of people who
migrated to the West and describe the problems they
experienced
 Who migrated West and what problems did they experience?
 How did the experiences of the settlers impact their successes or failures?
 Why did different groups of people have such varied experiences as they migrated?
 Comstock Lode/Gold Rush – people rushed West starting in 1849 (the 48ers) in
hopes of becoming rich off of gold and other ores. The Comstock Lode, a huge
silver-mining area in Nevada, yielded about $300 million in silver and gold ore,
starting in 1859
 Homestead Act – created in 1862, it was signed into effect by President Lincoln,
selling land in the West to people for little money. Settlers had to live on their
land for 5 years, build a house, and farm on the land at least 6 months out of the
year
 Morrill Land Grant Act (1862) – gave millions of acres of land to states. They
were to sell this land and use the money to create colleges (land-grant colleges)
 Oklahoma Land Rush – in 1889, the Oklahoma Land Rush opened the
Oklahoma Territory to occupation by white settlers, displacing the natives. The
nickname “Sooners” came from the land rush, as everyone tried to get there
sooner than everyone else
 Settlers in the West would often build sod houses, or soddies, which were houses
built of mud and grass, sometimes right into the side of a hill
 Unique Experiences of:
 Women – were given more freedoms in the west, including voting
 Cowboys – led a harsh, outdoor life. 1/5 of cowboys were African
American or Mexican
 Farmers – had a different time adjusting to the climate of the West and
were often forced to move back East if their farms were not successful
 African Americans who moved West called themselves Exodusters, after
the book of Exodus in which the Jews fled Egypt
 Chinese Immigrants – came in through the West coast (Angel Island) and
were involved with the building of the Pacific side of the transcontinental
railroad
 Irish Immigrants – came into the United States through the East coast
(Ellis Island) and were involved with the building of the Atlantic side of the
transcontinental railroad
4.02 – Impact that settlement in the West had upon different
groups of people and upon the environment
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How did the environment of the West impact the success of the settlers?
How did the migration of people bring about the change in the West?
What cause individuals or groups to migrate?
Was the impact of settlement in the West positive or negative?
How do individuals adapt to their surroundings?
Transcontinental Railroad
 Built by primarily Irish and Chinese immigrants, this cross-continental railroad connected
the East coast and the West coast, coming together at Promontory Point, Utah
African Americans
 Buffalo soldiers – former slaves, freeman, and black Civil War veterans who formed the
first black peacetime regiment in U.S. history
Native Americans
 Dawes Severalty Act – attempted to “civilize” the Native Americans, forcing dominant
white culture on to the Native Americans. The act gave 160 acres of land to each Native
American household, hoping that by owning their own land, the Native Americans would
become self-sufficient. However, the Native Americans were given bad land and many
ended up selling it or having it taken over by the whites
o Assimilation – policies attempted to transform Native Americans into “citizens” by
stripping them of their lands, cultures, languages, religions, and other markers of
their ethnic identity
o White settlers often attacked the buffalo, which was essential to the Native
American’s livelihood
 Reservation System – government assigned land for Native American tribes that they were
often forced onto
 Conflicts with Native Americans
o Sand Creek Massacre – the Cheyenne had attacked settlers near Denver. As a
result, the U.S. army was ordered to set up at Sand Creek. The U.S. army attacked
and killed about 500 Cheyenne, mostly women and children
o Battle of Little Big Horn – after much conflict between the Sioux and settlers in the
West a peace treaty was signed giving land to the Sioux. In 1876, rumors of gold
caused the U.S. army to sent General Cluster to look for it. Fighting ensued and
2000 Sioux warriors killed Custer and his men – this became known as “Custer’s
Last Stand”
o Wounded Knee – the last of this Indian Wars, this battle occurred as the U.S. army
tried to arrest Sitting Bull. He hesitated and was killed by U.S. soldiers, causing
his followers to surrender. Many of Sitting Bull’s followers died as soldiers
opened fire
 Helen Hunt Jackson’s A Century of Dishonor – described how Native Americans were
mistreated by the U.S. government
Goal 5 Becoming an
Industrial Society
(1877-1900)
GOAL 5
Andrew Carnegie
Boss Tweed
Captains of Industry
Chinese Exclusion Act
Crédit Mobilier Scandal
Dumbbell Tenements
Ellis Island
Eugene Debs
Farmers Alliances
Gilded Age
Gospel of Wealth
Inventions
J. P. Morgan
Jacob Riis
John D. Rockefeller
Labor Unions
New Immigrants
Old Immigrants
Pendleton Civil Service Act
Political Machines
Robber Barons
Samuel Gompers
Settlement Houses
Sherman Antitrust Act
Thomas Nast
U.S v. E.C. Knight, Co. (1895)
Vanderbilt Family
Whiskey Ring Scandal
Yellow-Dog Contract
GOAL 5 – Becoming an Industrial Society
Elevator, Electric Trolleys, Telephone (Alexander Graham Bell), Typewriter, Bessemer (Steel)
Immigrants from the Southern and Eastern parts of Europe who moved to the U.S. knowing little of the
culture or language
Immigrants from the Northern and Western parts of Europe who were more educated and spoke English
Author of How the Other Half Lives, a book describing the living conditions of urban immigrants family
Entrance port for the majority of European immigrants in New York
Community centers developed to aid primarily urban immigrant families made famous by leaders such as
Jane Addams
Urban housing developed based on the idea that more windows made for better ventilation and sanitation
Law in effect from 1882-1943 excluding almost all immigrants from China from entering into the United
States
Captain of Industry or Robber Barron in the steel industry
Andrew Carnegie’s idea that people should be able to make as much as they can/want to, buy they must
give back to the community
Banker who dominated corporate finance and industrial consolidation during his time
Captain of the Industry of Robber Barron who controlled much of the oil industry
Family in control of much of the railroads
Time period in which the extreme wealth of a few masked the poverty and corruption in the majority of
society
Big businessmen and industrialists who were seen as making positive contributions to society
Big businessmen and industrialists who through unfair business practices amassed immense personal
wealth
Organization of workers who have banded together to achieve common goals in key areas such as wages,
hours, and working conditions
Laws which placed most federal government employees on the merit system which therefore marked the
end of the “spoils system”
Law which aimed to regulate businesses to stop monopolistic practices, but was instead aimed at labor
unions
Lead by a “boss”, this corrupt organization depends on the support of immigrants who received jobs and
services in return for political votes
Leader of the Tammany Hall political machine in New York City
Cartoonist who frequently made Boss Tweed the subject of his drawings, showing the corruption of
political machines
Illegal manipulation of contracts by a construction and financial company associated with the building of
the Union Pacific Railroad during President Grant’s administration
Illegal diversion of tax revenues in a conspiracy among government agents, politicians, whiskey
distillers, and distributors during President Grant’s administration
Also known as the “Sugar Trust Case,” was a United States Supreme Court case the limited the
government’s power to control monopolies
Founded the American Federation of Labor (AFL)
Union leader, on of the founding members of the International Labor Union and the Industrial Workers
of the World (IWW)
Agreement between an employer and an employee in which the employee agrees, as a condition of
employment, not to be a member of a labor union
Goal 5 – Becoming an Industrial Society (1877-1900)
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6
7
8
9 9
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112
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114
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Down
1. Invention to refine steel production
4. Time period nicknamed by Mark Twain that described how the
evils of society were covered by a thin layer of gold
1. A list of people not to hire
2. Kept Chinese immigrants from coming to the United States
5. Big business men who owned a large portion of the oil industry
3. Cartoonist who drew pictures of Boss Tweed
6. Big business men who ran a steel company bearing his name
7. The “boss” of Tammany Hall political machine in New York City
9. Replacement workers who took the place of striking workers
8. Family who controlled a large portion of the railroad industry
10. Author of How the Other Half Lives, a book describing the living
conditions of the urban poor
11. Large company that eliminates competition in the market
12. Employees stop working in order to gain better pay and working
conditions
13. Group workers join in order to fight for better pay, working
conditions, ect.
14. Invention by Alexander Graham Bell
Goal 5 – Becoming an Industrial Society (1877-1900)
5.01 – Evaluate the influence of immigration and industrialization on urban life
 How did immigration and industrialization shape urban life?
 How did the rapid industrialization of the Gilded Age create economic, social, and political change in the U.S.?
 Did immigration and rapid industrialization have a positive or negative impact on the economy?
Arriving in America
 10 million immigrants between 1865 and 1890 from Northwest and Central Europe. These “old immigrants” were
English-speaking and had a history of voting
 10 million immigrants between 1890 and 1920 from Southern and Eastern Europe. Were considered the “new
immigrants”
 Most immigrants came into the U.S. through “The Golden Door” – New York City at Ellis Island. A small
number of immigrants (mostly from Asia) came through Angel Island in San Francisco
Where Immigrants Settled
 Immigrants often moved to urban areas previously established by settlers from their homeland
 Some immigrants moved West, but only 2% of immigrants moved to the South
 Ghettos, areas in which one ethnic or racial group dominated, formed in many urban areas. Immigrants found
comfort in living in a community with a familiar language and traditions
Chinese Excluded
 A quarter million (250,000) Chinese immigrants came to the U.S. to work on the railroads
 Chinese immigrants accepted low wages, which made them valuable employees. American labor unions fought to
exclude Chinese immigrants from the work force
 Congress responded to the demands of labor unions by passing the Chinese Exclusion Act in 1882. Until 1943,
Chinese immigrants were not allowed to move to the United States
Expanding Cities
 Because of mechanization the need for labor on farms decreased. Between 1880 and 1920, 11 million Americans
left their farms and moved to urban areas to seek out better opportunities
How Cities Grow
 In the late 1800s, motorized methods of transportation made commuting easier. Trains, cable cars, electric trolleys,
and the automobile (1910) allowed people to live in suburbs and commute into a large city to work
 When cities couldn’t expand farther out, they started building up. Engineering advances and the invention of the
elevator allowed buildings to stand more than 50 feet tall. In 1885 the first skyscraper was built. It was 10
stories tall
Factory Work
 In many industries, workers were not paid by the hour, but by how much they produced. This system of piecework
meant that the fastest workers earned the most money
 Most piecework was performed in sweatshops, where employees worked long hours for low wages in poor
conditions
Urban Living Conditions
 Some factory workers lived in housing specifically built for them by factory owners
 Tenements were low-cost apartment buildings housed as many families as the owner can pack in
 Poverty, overcrowding, and unsanitary conditions were common. Fires were a constant worry. With so many
buildings packed together, a small fire can quickly spread
 Great Chicago Fire (1871) – 18,000 buildings burned, 250 people died, and 100,000 people left homeless
 Dumbbell tenements were created in order to let every room have a window and allow more air flow. The thought
was that this would reduce the spread of disease in cities
The Social Gospel Movement
 A social reform movement developed by the churches which provided social services for the poor
 The movement focused on ideals of charity and justice and they fought for labor reform
Settlement Houses
 Led by Jane Addams and Ellen Gates Star, young educated women and men would move into a house in the midst
of a poor neighborhood. They would settle in, and then eventually offer social services
 Settlement house founders believed that money alone could not really help the poor. The houses offered cultural
events, classes, child care, clubs, camps, job-help, legal help, and health care
Inventions & Inventors
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Indoor electric lighting was invented in 1865. (Thomas Edison later invented the light bulb)
Oil started being used for power. (Edwin L. Drake discovered oil in PA)
Samuel F.B. Morse perfected the telegraph and Morse code which grew with the railroad
Alexander Graham Bell invented the telephone in 1876. By 1900, 1.5 million telephones were in use
Typewriter created jobs for women
Entertainment
 Amusement Parks – started with “trolley parks” and they often involved music, skill games, vaudeville
productions, bathing beaches, exciting rides. Coney Island’s Luna Park
 Spectator Sports – By 1860, baseball clubs were starting in many cities. In 1869, the Cincinnati Red Stockings was
formed. By the 1870s, players were being paid. Football and basketball soon followed.
5.02 – Explain how businesses and industrial leaders accumulated wealth and wielded
political and economic power
 What characteristics were vital to the success of industrial leaders of the Gilded Age?
 How did Captains of Industry accumulate wealth and power?
 Should an individual by allowed to accumulate as much wealth as possible?
Bessemer Process
 The Bessemer Process made it possible to mass produce steel and remove the imperfections
 Steel is lighter, stronger, and more flexible than iron (which was previously used for building)
Robber Baron vs. “Captains of Industry”
 Both are powerful industrialists who established large businesses in the 1800s
 Robber Barons implies that someone got their money by stealing from the public – they ruthlessly drove
their competitors into the ground. They paid their workers meager wages and live in unhealthy
conditions.
 ”Captains of Industry” suggests that the business leaders served their nation in a positive way. It implies
that they raised productivity, created jobs, and established museums, libraries, and universities
 John D. Rockefeller created the Standard Oil Company in 1870. His practices may have been questionable
at first, but by the time of his death, he had given over $500 million to charities
 Andrew Carnegie was extremely successful in the steel business. He preached a “gospel of wealth,” that
people should make as much money as they can, but then give it away. More than 80% of Carnegie’s
wealth went to some form of education. As with Rockefeller, many people questioned and disapproved
of his methods of gaining such wealth
Social Darwinism
 Carnegie suggested that the wealthy were the most valuable group in society. The idea came from Charles
Darwin’s theory of evolution (natural selection, survival of the fittest). The theory that only the most
wealthy and “fit” would succeed was deemed Social Darwinism
 Most Americans believed that the government shouldn’t interfere with the private business and as a result,
the government didn’t tax government profit or regulate relations with workers (When the government
does not interfere with business it is known as laissez-faire “hands off” government
Oligopolies and Monopolies
 A market dominated by just a few large companies is called an oligopoly (cereal companies, cars, etc.)
 A monopoly is when a company has complete control over a market or service. A company is so big and
powerful that is would have driven all competition out. Laws were passed in the late 1800s to prevent
certain monopolistic practices
o Carnegie Steel became so wealthy and powerful that Carnegie decided to buy all of the
companies that performed all of the phrases of steel production, from the mines to the furnaces
and mills. He even bought the shipping and rail lines for transport. Gaining control of all aspects
of a product’s development is known as vertical integration (consolidation)
o The Standard Oil Company, owned by Rockefeller, became so large and powerful that is
decided to buy all of its competitors’ oil refineries. Bringing together many firms within the same
business is called horizontal integration (consolidation)
 In order to get around monopoly laws when integrating (consolidating) the Standard Oil Company,
Rockefeller formed a trust. The trust allowed the companies to come together under a “board of
trustees” who controlled operations, but not officially merge (which avoided the laws against a
monopoly)
 In an attempt to limit the control a business could have over an industry, President Benjamin Harrison
passed the Sherman Antitrust Act in 1890, outlawing any combination of companies that restrained
interstate trade or commerce. The act was not successful at first, as it went after labor unions instead of
monopolies
 Pullman (1894): After the Panic of 11893, George Pullman (inventor of the Pullman Sleeper Railroad Car)
decided to lay off workers and cut pay by 25%. The American Railroad Union (led by Eugene V. debs)
went on strike, and instead of bargaining, Pullman shut down his factory. By 1894, 260,000 workers had
joined the strike. The strike ended when President Grover Cleveland sent in 2,500 troops to regulate the
union strikes.
The Gilded Age
 A term coined by Mark Twain to describe the post-Reconstruction era – “Gilded” means ‘covered with a
thin layer of gold.’ This was a golden period for America’s industrialists – the term suggests that a thin
layer of gold covered the poverty and corruption in society
 The wealth of the industries helped to mask the problems faced by immigrants, laborers, and farmers, as
well as the abuse of power to business and government
5.03 – Assess the impact of labor unions of industry and the lives of workers
 What social, economic and political factors led to the need for the formation of labor unions?
 To when extent were labor unions effective in meeting the political, economic and social needs of laborers?
 How effective were labor unions in improving the lives of American workers?
Working Conditions
 Factory workers were ruled by the clock and discipline was strict. Workers were fined or fired for things
such as being late, talking, or not working hard enough
 Work places were often unsafe. The noise was deafening, lighting and ventilation were poor, workers were
often fatigued, and equipment was not dept up with
 Child Labor: by the end of 1880s, 20% of children between age 10 and 16 were employed. Children often
left school at the age of 12 or 13 to work (more often girls than boys). Children as young as 6 or 7
sometimes worked as well
Socialism
 In 1890, 9% of Americans held 75% of the nation’s wealth
 Some poor families became interested in the idea of socialism, a philosophy that favors public instead of
private property and income. Socialists believe that society, not just private individuals should take charge
of a nation’s wealth
 Most Americans opposed socialism because it threatened the deeply rooted ideals of private property, free
enterprise, and individual liberty
Labor Unions
 Unions sprung up to organize workers in certain trades, helping them to express their demands, such as
better working conditions, increased wages, and shorter working hours
 In 1869, the Knights of Labor formed to organize all working men and women (black & white). The
Knights were able to pursue broad social reforms such as equal pay for equal work, an 8 hour workday, and
an end to child labor. They often formed strikes to assert their demands
 The American Federation of Labor, a craft union, formed (by Samuel Gompers) allowing in only skilled
workers devoted to a specific craft. The AFL attempted to force employers to participate in collective
bargaining, a process in which workers negotiate as a group with employers. Workers acting as a group
had more power than a single worker acting alone.
 Most employers disliked unions and attempted to take measures to stop unions by:
o Forbidding union meetings
o Firing union organizers
o Forcing “yellow dog contract” – workers promised never to join a union or go on strike
o Prohibiting collective bargaining
Strikes Rock the Nation
 Railway workers began to strike in 1877 when the B&O Railroad announced a wage cut of 10%. They
clashed with the local militia and violence spread from West Virginia to Pittsburg, Chicago, St. Louis, and
other cities. This became known as The Great Railroad Strike
 Haymarket Riot (1886): A group of workers started a national demonstration demanding an 8 hour
workday. Police had to break up a fight between strikers and scabs (workers who came to replace strikers).
A bomb was thrown and a police officer died. Unionists and anarchists (radicals who oppose all
government) who participated in the riot became heroes to many union workers
 Homestead (1892): Andrew Carnegie’s partner, Henry Frick, attempted to cut the wages of workers at
Carnegie Steel. This steel union called a strike and one anarchist attempted to assassinate Frick. The public
saw this as too much violence and stopped supporting the unionists.
5.04 – Describe the changing role of government in economic and political affairs
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How did the government’s role in economic and political affairs change during this era?
To what extent did industrialization affect the relationships between government, business, and the worker?
How did technological advancement affect industrialization and the role of the government?
To what extent was the government’s changing role necessary and positive to this era?
Results of City Growth – the Rise of the Political Machine
 Clashing interests between different community groups (the middle/upper class, immigrants, migrants from
the countryside, workers, etc.) led to the rise of the political machine
 A political machine was an unofficial organization set up to keep a particular group in power
 Political machines were run by a “boss” and worked through an exchange for favors
 Jobs were given out to citizens in exchange for votes for the machines political candidates
 William Marcy “Boss” Tweed was one of the most notorious bosses in NYC. Boss Tweed and his
associates once got access to the city’s treasury and illegally used the money for construction projects and
then kept some for themselves
 Thomas Nast, a famous political cartoonist, helped bring Tweed down by exposing him to the public
through political cartoons depicting Tweed as a thief and a dictator. Tweed’s followers were often
uneducated and could not read, but they were able to understand Nast’s cartoons
The Business of Politics
 In the late 1800s, businesses operated largely without regulation. This laissez-faire (hands-off) approach is
supported by the belied that is the government doesn’t interfere when the strongest businesses will succeed,
bringing success to the nation as a whole
 In the Credit Mobilier scandal, stockholders in the Union Pacific’s railroad tracks at 2-3 times the price it
would actually cost. The government was paying for the Union Pacific’s construction with grants and loans
– so the stockholders ended up pocketing $23 million
 Whiskey Ring Scandal – IRS collectors and other officials accepted bribes from whiskey distillers who
wanted to avoid paying taxes on their product, which lost the federal government millions of dollars
Civil Service Reforms
 Rutherford B. Hayes was elected president (1877) and refused to follow the spoils system. Instead he
appointed qualified leaders to the Cabinet and fired employees who were not needed
 These actions became to reform Civil Service, strengthened the government, and weakened Republicans
 James A. Garfield was elected president in 1880, but his term was cut short when he was murdered by a
lawyer who was expecting a job from Garfield. The murder caused an outcry against the spoils system
After Garfield’s death, Vice President Chester Arthur became president and passed the Pendleton Civil Service
Act, which created a Civil Service Commission. This classified government jobs and tested applicants’ fitness for
them with a merit exam. The Pendleton Civil Service Act therefore ended the spoils system (as Jackson had
created)
Goal 6 the Emergence
of the United
States in
World Affairs
GOAL 6
Alfred T. Mahan
Anglo-Saxon Superiority
Annexation of Hawaii
Big Stick Diplomacy
Boxer Rebellion
Causes of the Spanish American War
Dollar Diplomacy
Jingoism
Missionary (Moral) Diplomacy
Open Door Policy
Panama Canal
Platt Amendment
Roosevelt Corollary
Rough Riders
Seward’s Folly
Splendid Little War
Teller Amendment
Treaty of Paris (1898)
White Man’s Burden
Yellow Journalism
GOAL 6 – The Emergence of the United States as a World Peace
Author of The Influence of Sea Power Upon History, describing the necessity of a strong navy for a powerful
nation
Poem by Josiah Strong making a parody of the “duty” white men felt to civilize indigenous peoples
The belief that whites were better than peoples of color
Extreme burst of national pride following a period of yellow journalism
Nickname given to the purchase of Alaska from Russia
United States gained this territory after it’s queen was overthrown by Hawaiian and American businessmen
Nickname given to the Spanish-American War because of its short duration
Led by Theodore Roosevelt, these men charged up San Juan Hill in victory in Cuba
William Randolph Hearst and Joseph Pulitzer led this type of sensationalized journalism which attracted
readers using bold titles and outlandish pictures
Sinking of the USS Maine, DeLome Letter, Cuban Rebellion against Spain, burning of US owned sugar
plantations by Cubans seeking assistance
Passed before the Spanish-American War, the US told Cuba that it would not annex it
Ended the Spanish-American War, the United States gained the territories of Philippines, Guam, and Puerto
Rico
Cuba agreed to add this amendment on to their constitution, allowing the United States to set up a military
base, agreeing not to go into debt, and allowing the United States to intervene in Cuban affairs anytime that
felt it necessary
Once controlled by the United States, this connects the Atlantic Ocean to the Pacific
Ensured that the United States would be able to trade with China
Chinese rebelling against foreign influence in China killed many foreigners
Added on the Monroe Doctrine, saying that the United States would intervene in affairs of Latin America if
necessary
Roosevelt’s type of foreign policy, emphasizing a strong military
Taft’s type of foreign policy, emphasizing economic aid
Wilson’s type of foreign policy, emphasizing the spreading of American morals and ideals
Goal 6 – The Emergence of the United States in
World Affairs (1890-1914)
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3. An extreme burst of national pride the followed the explosion of yellow
journalism
1. Term that describes how Caucasians believed that it was their job to go
and save people “lesser” than they
7. Land purchased from Russia for its resources nicknamed “Seward’s
Folly”
2. US ship that exploded in Havana, Cuba
4. Created a shorter route from the Atlantic to the Pacific
9. Amendment that told Cuba that the United States would not annex it
11. Led the Rough Riders up San Juan Hill
5. Amendment that gave the U.S. a military base in Cuba and allowed the
U.S. to intervene in Cuban affairs when they saw necessary
12. Roosevelt’s foreign policy
6. Wilson’s foreign policy
13. Ended the Spanish-American War
8. Taft’s foreign policy
16. Nickname for the Spanish-American War
10. Group of soldiers that attacked San Juan Hill
17. Wrote The Influence of Sea Power Upon History
14. Island nation that the U.S. purchased from Spain at the end of the
Spanish-American War. It stayed in U.S. hands until 1946
15. Island nation annexed for its sugar plantations and its use as a naval por
Goal 6 – the Emergence of the United States in World Affairs
6.01 – The United States’ increasing role in world affairs
 How did the government’s role in economic and political affairs changes as America became more imperialistic?
 To what extent did industrialization affect the relationships between government, business, and the worker?
 How did technological advancement lead to the United States’ increased involvement in world affairs?
 To what extent was the government’s changing role necessary and beneficial as America became more imperialistic?
Imperialism- When a stronger nation attempts to create an empire by dominating weaker
nations – economically, politically, culturally, and/or militarily
- The United States and other powerful countries such as Russia, Germany, Britain, France,
and Japan were seeking out spheres of influence, or areas of economic and political
control, in China
- Alfred T. Mahan wrote the book The Influence of Sea Power Upon History, which
argued that the nation’s economic future rested on gaining new markets (to sell goods)
aboard through increasing the size of the Navy
- Leaders like Josiah Strong drew on the ideas of Social Darwinism to justify the takeover
of new territories. He said that Anglo-Saxons were superior to the societies they
conquered, and idea coined, Anglo-Saxon superiority. Those who used this argument
believed that they were doing a noble thing for the “heathen”, uncivilized peoples of the
world by introducing them to Christianity and modern society
- Conflicts in Cuba attracted the interest of American journalists. Following a surge of
yellow journalism in which journalists such as William Randolph Hearst and Joseph
Pulitzer sensationalized headlines and stories about foreign affairs in Cuba, there was an
intense burst of national pride and the desire for an aggressive foreign policy. This burst of
pride came to be known as jingoism
6.02 – U.S. Military, Economic, and Political Involvement and Influence
 How did America and the world change as the U.S. increase its role in world affairs?
 In what extent have the effects of U.S. actions and policies been beneficial or detrimental to other countries?
 Why did the United States take an active role in world affairs in the late 19s and early 20s country?
The Spanish-American War
- Before the war:
 The war began after Cuban rebels began pushing back against their rulers, Spain.
Cubans repeatedly urged the United States to intervene and help them. The United
States continued to refuse help. To get the attention of U.S. business owners,
Cuban guerrillas burned down American sugar plantations. With pressure from
American business owners, plus the mysterious explosion of the USS Maine
(which the U.S. blamed on Spain) and the insults aimed at President McKinley
unearthed in the DeLome Letter, Congress eventually authorized force (war)
against Spain
 Cubans insisted on adding the Teller Amendment to Cuba’s war resolution
against Spain. This amendment stated that the United States would not annex Cuba
- “The Splendid Little War”
 The “Splendid Little War” was fought on two sides of the world, in the
Philippines and in Cuba and Puerto Rico, all three island territories under the rule
of Spain
 Theodore Roosevelt led a group of soldiers nicknamed the Rough Riders in a
charge up San Juan Hill, which became the most famous battle of the SpanishAmerican War
- Treaty of Paris III
 The war ended with the Treaty of Paris III in which the United States paid $20
million to return for Cuba’s independence, and the United States’ acquisition of the
Philippines, Guam, and Puerto Rico. In order to protect American interests, the
United States installed a military government in Cuba for the next three years
- After the War:
 Two years after Cuba won its independence; the United States military government
in Cuba allowed Cube to draft a constitution. The United States insisted on
including the Platt Amendment which stated that Cuba government could not
enter any foreign agreements, it must allow the U.S. to have a naval base in Cuba,
and it gave the U.S. permission to intervene in Cuba whenever the U.S. deemed
necessary. The United States established (and still maintain) a military bade in
Guantanamo Bay, Cuba
- Dilemma in the Philippines
 After the Spanish-American War ended, the United States gained the Philippines
from Spain. President McKinley felt like he had to annex the island nation but the
Filipinos declared themselves an independent republic. For three years, the United
States and the Philippines fought a war over control of the islands. After the death
of more than 200,000 Filipinos, fighting slowed. The United States continued to
occupy the Philippines until 1946
U.S. Gained Territories Abroad
- Seward’s Folly – in 1867, Secretary of State, William H. Seward purchased Alaska from
Russia. Many people were against the purchase, which is why it became known as “Seward’s
Folly”
- Annexation of Hawaii – in 1898, after a power struggle between Hawaiian royalty and
planters, Congress approved the annexation of Hawaii in order to protect its world trade.
With the help of pineapple planter, Santo Dole, Queen Liliuokalani was removed from her
throne and Hawaii was declared a republic
- The Panama Canal was built under T. Roosevelt’s administration in order to provide a
shorter route between Pacific and Atlantic Oceans. This would provide for taster and cheaper
global shipping as well as increased navy speed in a time of war. After much controversy
between France (who owned the land), Columbia (who ruled over Panama), and Panama
itself, the United States recognized Panama an independent country (under the protection of
the U.S.) and the U.S. was granted a permanent 10-mile-wide strip of land on which to build
the canal
6.03 – Policies and actions of the United States government
impacting other countries
 To what extent have the actions and policies of the U.S. affected other countries in the world?
 How has the media shaped U.S. foreign policy?
 As the U.S. becomes increasingly involved in world affairs, should its self-perception be impacted
by world opinion?
 How intrusive should a nation be in the affairs of another?
Diplomacy – how a country deals with foreign affairs
Roosevelt’s “Big Stick Diplomacy
 In 1904, President Roosevelt issued messages to Congress called the Roosevelt
Corollary which added on to the Monroe Doctrine saying that the U.S. did not
want any more territories, they would only protect smaller/weaker nations and
intervene if problems arose
 Roosevelt’s main concern in Asia was keeping an open door trade with China. The
Open Door Policy ensured that the United States would have equal access to
China’s market. China, however, was reluctant to have any foreign influence. This
led to the Boxer Rebellion in which 300 foreigners and Christian Chinese were
killed
Dollar Diplomacy
 President William Howard Taft’s approach to foreign policy was to “substitute dollars
for bullets,” meaning that instead of fighting smaller/weaker nations, the United
States should maintain orderly societies abroad by investing in their economies
Missionary (Moral) Diplomacy
 Under President Woodrow Wilson, the United States took a moral and legalistic
approach to diplomacy. The United States would interfere with other countries
when they felt a moral or legal responsibility to
 Because of Wilson’s decision to intervene in Mexico, rebel leader, Pancho Villa, went
on a terrorizing streak through border towns in Mexico and the U.S. burning down
towns and killing their residents
Anti-Imperialism
 Anti-Imperialism League – opponents of the U.S. policy in the Philippines
established the Anti-Imperialist League. Many people argued that is the United
States took over nations, those nations’ citizens should be entitled to the same
rights as U.S. citizens
 Many people were against the idea of Anglo-Saxon Superiority and saw it as racism.
They therefore did believe in taking over a smaller, “weaker” nation because they
were “uncivilized”
 Many southerners feared that by taking over other nations, the U.S. would be forced
to absorb people of different races into the United States
 Still others believed that imperialism was too expensive and not worth the costs it
took to expand
Goal 7 the Progressive
Movement in the
United States
(1890-1914)
GOAL 7
16th Amendment
17th Amendment
18th Amendment
19th Amendment
Booker T. Washington
Clayton Antitrust Act
Disenfranchisement
Election of 1912
Elkins Act
Federal Reserve Act
Ford’s Innovations
Great Migration
Hull House
Inventions of the Progressive Era
Jim Crow Laws
Mann Act
Muckrakers
Northern Securities v. U.S. (1904)
Plessy v. Ferguson (1896)
Robert La Follette
Sherman Antitrust Act
Triangle Shirtwaist Factory Fire
W.E.B. Du Bois
GOAL 7 – The Progressive Movement
Authors and Journalists who uncovered evils of society to encourage reform. Examples: Ida Tarbell (History of
the Standard Oil), Upton Sinclair (The Jungle), Jacob Riis (How the Other Half Lives)
Many young women were killed at a textile plant fire after having no way to get out of the building
Famous settlement house started by Jane Addams to help poor, urban, immigrant families
Gave permission to levy an income tax
Direct election of senators by the people
The Volstead Act – started Prohibition – made the manufacturing and sale of alcohol illegal
Women’s suffrage – gave women the right to vote
Law aimed to limit monopolies, but was instead aimed at labor unions
Supreme court dissolved a railroad company monopoly
Made it illegal for railroad officials to give, and sippers to receive rebates for using particular railroads
Made the Interstate Commerce Commission more powerful to regulate telephone and telegraph rates
Governor of Wisconsin who increased the power of the states
Roosevelt, Taft, and Wilson all ran in this Election. Roosevelt and the Progressive (Bull Moose) Party split the
republican vote, paving the way for Wilson (D) to win the presidency
Created a decentralized private banking system which divided the nation into 12 districts and established a
regional bank in each district
Strengthened the Sherman Anti-Trust Act, made some monopolistic practices illegal and protected the rights of
labor unions and farm organizations
Supreme Court case which established the “separate but equal” doctrine
Civil Rights reformer who started the Tuskegee Institution for the vocational training of African Americans,
gave the Atlanta Compromise Speech. Was reassuring to whites because he did not push for radical change
Radical early civil Rights Leader who pushed for African Americans to get educated in order to advance in
society and gain equality. He led the Niagara Movement and was a founding member of the NAACP
Movement of African Americans from the Jim Crow south to northern cities to escape racism and gain job
opportunities
To take away the vote with strategies such as literacy tests, poll taxes, and grandfather clauses
Rules that enforced segregation in the South
Electricity, Mail order catalogues, Kodak camera, Movie camera, Airplanes, skyscrapers
$5 day, Assembly line, Model T
Goal 7 – The Progressive Movement in the United States
(1890-1914)
1
2
3
4
5
6
7
8
9
10
Across
7. Early civil rights activist who advocated for African
Americans to “cast their buckets where they are”
9. Tall buildings built a as result of the Bessemer Process
10. Test of reading that prevented many African Americans
from voting
Down
1. What the 18th Amendment passed
2. Early radical civil rights activist who pushed for
education for African Americans
3. The 19th Amendment gave women this right
4. Payment to vote which prevented many African
Americans from voting
5. Book by Upton Sinclair that describes the terrible
working conditions in the meat-packing industry
6. Winner of the election of 1912
8. Innovator who created the $5 day, assembly line, and
Model
Goal 7 – the Progressive Movement in the United States (1890-1914)
7.01 – Explain the conditions that led to the rise of Progressivism




How did the political, economic, and social conditions of the Gilded Age lead to the Progressive Era?
How did the scientific and technological advances create a mass consumer culture?
To what extent did an emerging mass consumer culture define what it means to be an American?
What tactics were most effective in bringing about the social, economic, and political reforms of the Progressive Era?
How did conditions of the Gilded Age lead to the Progressive Era?
Political Conditions
 Many new reform movements were an outgrowth of earlier reform movements, such
as the Populist
 Political corruption and grafts kept public services (pure water, schools, health care)
inadequate
Social Conditions
 Many new reform movements sprung up in the Northeast and Midwest. They had their
roots in movements such as nativism, prohibition, purity, charity, Social Gospel, and
settlement houses.
 Reformers were reacting to rapid industrialization, immigration, and urbanization
Economic Conditions
 Industrial workers were over-worked yet underpaid
 Many progressives argued that charity would not by enough to improve the lives of
industrial workers
Four Goals of Progressivism
Reformers never completely agreed on problems or solutions, though their progressive efforts
shared at least one of the following goals:
1 Protecting Social Welfare – to soften some if the harsh conditions of industrialization
 Florence Kelley – advocate for improving the lives of women of children
 Triangle Shirtwaist Fire – 146 young girls were killed when a fire broke out in the
building they were working in. The disaster pushed people to demand reform of
working conditions
 Pure Food and Drug Act – 1906 halted the sale of contaminated foods and medicines
and called for truth in labeling
2 Promoting Moral Improvement – some reformers felt morality, not the workplace, help
the key to improving the lives of poor people
 Prohibition – banning alcoholic beverages to cure society’s problems (temperance
movement)
 Women’s Christian Temperance Union (WCTU) led the crusade for prohibition;
members advanced their cause by entering saloons, singing praying, and urging
saloonkeepers to stop selling alcohol. Carrie Nation played a large role in this
movement
3 Creating Economic Reforms
 Muckrakers – journalist who wrote about the corrupt side of business and public life
in mass circulation
o Upton Sinclair wrote The Jungle exposing the harsh treatment of workers in
the meatpacking industry
o Jacob Riis wrote How the Other Half Lives hoping to gain support in the
reform of tenement houses
o Lincoln Steffens uncovered political corruption in St. Louis and other cities
o Ida Tarbell wrote the book The History of the Standard Oil Company in
which she investigated and revealed the abuses committed by the Standard Oil
Trust
4 Fostering Efficiency – many progressive leaders put their faith in experts and scientific
principles to make society and the workplace more efficient (forced on research)
 Scientific Management – studies to see just how quick each task could be performed
 Introduction of the assembly line caused a high worker turnover rate, often due to
injuries by fatigue worker
7.02 – Economic and political gains in the Progressive Period
 How effective was the Progressive Movement in addressing the political, economic, and social needs of all
Americans?
 To what extent did progressive reforms successfully combat the social and economic ills created by a rapidly
industrializing society?
 How successful were the Progressive Ear Presidents in leading reform efforts?
Progressives thought that government should increase their responsibility for the well-being
of people, which would require more social welfare programs.
Reform at the Municipal (City) Level
 Settlement houses such as Jane Addam’s Hull House was built to improve urban
slum/ghettos
 Some mayors led movements for city-supported welfare services which provided things like
public baths, parks, work-relief programs, playgrounds, free kindergartens, lodging for
homeless.
Reform at the State Level
 Robert M. LaFollette of Wisconsin led the way to regulating big business. He made the
railroad industry, a major target. He also instituted a direct primary in which people
voted on nominees for upcoming elections
 Initiatives, a process in which citizens can propose a new law to go directly on the ballot.
Referendums, which allowed citizens to approve or reject a law passed by the legislature,
and Recall procedures, which permitted voters to remove public officials from office, were
also instituted in many states
Reform at the Federal Level
 The Sherman Antitrust Act (1890) was enforced strongly by the Roosevelt administration
 The Pure Food and Drug Act (1906) banned interstate shipping of impure food and
mislabeling food
 16th Amendment (1912) Allowed the federal government to collect income taxes
 17th Amendment (1913) Direct election of senators. Before this, each states’ legislature
chose its own U.S. Senator
 Federal Reserve Act (1913) Created the Federal Reserve System of banks to supervise
private banks and ensure a flexible money supply
 18th Amendment (Volstead Act) (1919) Banned the production, sale, or import of alcohol
(prohibition)
 19th Amendment (1920) Granted women full suffrage (the right to vote)
Theodore Roosevelt
 After the Spanish-American War he became the Governor of NY, then vice president, and
then after the assassination of McKinley, he became the youngest president at the age of
42
 He saw presidency as a “bully pulpit” = he could influence the news and media and shape
legislation
 If big business victimized workers, then he would make sure that the common people
received a Square Deal – his program of progressive reforms designed to protect people
from bid businesses
 Roosevelt’s real goal was federal regulation of railroads
Congress passed Elkins Act (1903), made it illegal for railroad officials to give, and
shippers to receive, rebates for using particular railroads
Progressivism as Taft Becomes 27th President
Progressive Movement – in early 20th-century reform movement seeking to return control of
the government to the people, to restore economic opportunities, and to correct the
injustices of American life
William Howard Taft – handpicked by Roosevelt ran for president in 1908 against William
Jennings Bryan. Taft had campaigned on a platform of lowing tariffs
Payne-Aldrich Tariff (1909) passed by Taft = a set of tax regulation. It failed to significantly
reduce tariffs of manufactured goods-increasing many rates. This angered progressives
who believed Taft had abandoned progressivism
The Republican Party Splits
 Taft’s actions made it impossible to hold together the wrong wings of the Republican Party.
(Progressives want change and Conservatives did not)
 Problems within the Republican Party = mass defeat in 1912 & helped Democrats gain
control of the House of Representatives for the first time in 18 years
 Bull Moose Party aka Progressive Party (another 3rd-party) led by Theodore Roosevelt
 Platform: direct election of senators and adoption in all states of the initiative,
referendum, and recall. Advocated women’s suffrage, workmen’s comp, 8 hour
workday, minimum wage for women, federal law against child labor, and the federal
trade commission to regulate businesses
Democrats Win in 1912
 Woodrow Wilson – Democrat reformer and NJ governor
 Wilson only captured 42% of popular vote, he won overwhelming electoral victory and a
Democratic majority in Congress
 He endorsed a progressive platform, called the New Freedom, which demanded even
stronger antitrust legislation, banking reform, and reduced tariffs
Wilson Financial Reforms > Antitrust Measures
Trust – a corporation made up of many companies that receive certificates entitling them to
dividends on profits earned
Clayton’s Antitrust Act (1914) – strengthened Sherman Antitrust Act 1890
It intended to prevent the creation of monopolies by making it illegal to establish
trusts that interfered with free trade
It prohibited corporations from acquiring the stock of another if doing so would
create a monopoly
 Federal Trade Commission Act (1914) – set up the Federal Trade Commission (FTC)
This “watchdog” agency was given the power to investigate possible violations of
regulatory statues, to require periodic reports from corporations, and to put an end
to a number of unfair business practices
7.03 – Effects of racial segregation on United States’ society
 To what extent were the social, political, and economic standing of African Americans positively affected by
progressive efforts?
 What did it mean to be black in America at the turn of the century?
 Why did multiple perspectives develop for addressing racial injustice during the Progressive Era?
De jure segregation – racial separation (segregation) created by the law
De facto segregation – when segregation is a result of custom and culture, it is a fact, but not a law
Roosevelt and Civil Rights
Roosevelt failed to support civil rights of African-Americans, although, he did not support of hew
individual African Americans
Roosevelt invited Booker T. Washington to White House (symbolic gesture)
Washington respected by powerful whites, but faced opposition from African-Americans like
W.E.B. DuBois, for his accommodation of segregationists and for blaming black poverty on
blacks- urging them to accept discrimination
At a Niagara Falls convention in 1909, DuBois and others founded the NAACP – National;
Association for the Advancement of Colored People
Restrictions on Civil Rights
 Plessy v. Ferguson (1896) – Supreme Court case saying segregation was permissible if facilities
were equal (Separate but equal)
 Wilmington race riot (1898)
 Jim Crow Laws – laws requiring segregation
 Disenfranchisement – keeping African Americans from voting
 Literacy Tests – reading tests designed to keep African Americans from voting
 Poll Taxes – a fee that people must pay before being permitted to vote
 Grandfather Clause – laws exempting men from certain voting restrictions if they had
already voted or if they ancestors who had voted prior to blacks being granted suffrage
 Great Migration – many African Americans moved North after Reconstruction, when civil rights
became restricted
7.04 – Impact of technological changes on economic, social, and cultural life
 What was the economic and social impact of the technological changes of the Progressive Era?
 How was American culture redefined during the Progressive Era?
 Does society cause government to change or does government cause society to change?
Electricity – General Electric Company was formed in 1892 to take over Thomas Edison’s electric
light business. Electricity became available to consumers to power household appliances
Mail Order Catalogs – a rise in goods being purchased through the mail
Kodak Camera – took still pictures
Movie Camera – took moving pictures
Wright Brothers – had the first successful airplane flight in Kitty Hawk, North Carolina
Henry Ford’s Innovations :
$5 day – Ford paid his workers more than the average manufacturers, but foreign workers
had to enroll in English and civics classes and let investigators, inspect their homes.
Graduation ceremonies occurred in which workers shed their ethnic identities and
became “Americans”
Assembly Line – a manufacturing process in which each worker does one specialized task
in the construction of the final product. Ford did not invent the assembly line, but he
made it more efficient
Model T – Ford’s first successfully marketable lightweight, gas-powered car
 Skyscrapers – the Bessemer Process (steel production) and the invention of the elevator
allowed for the building of high-rises in cities
Goal 8 the Great War
and its
Aftermath
(1914-1930)
GOAL 8
Alliances
Allies
Archduke Franz Ferdinand
Central Powers
Fourteen Points
Imperialism
Isolationism/Neutrality
League of Nations
Lusitania
Militarism
Modern Warfare
Nationalism
Propaganda
Rationing
Selective Service Act
Treaty of Versailles
U-Boat Submarine Warfare
War Industries Board
Woodrow Wilson
Zimmermann Telegram
GOAL 8 – The Great War and its Aftermath
He assassination was the immediate spark of WWI in Europe
The building up of nations militaries
Forming agreements with other countries that if one should go to the war, the other will support them
A larger, more powerful country taking over a smaller, weaker country
Pride in one’s nation
British boat sunk by a German U-boat (a cause of the US’s entry into WWI)
German submarines continued with unrestricted warfare even after promising to warn foreign ships (long term
causes of the US entry into WWI)
A note written from the Germans to Mexico promising an alliance and returning land from the U.S. if Mexico
helped Germany defeat the U.S. into WWI
United States, Great Britain, Russia, France, Italy
Germany, Austria-Hungary, Ottoman Empire
President of the U.S. during WWI. He ran for re-election in 1916 and won using the slogan “He kept up out of
war”. Created the Fourteen Points
Required young men to register for the draft
When a country keeps to itself (the policy the United States attempted to follow at the onset of WWI in Europe)
Trench Warfare, “No Man’s Land”, Mustard Gas, Tanks, Airplanes, Telephones
Woodrow Wilson’s plan for the end of WWI which aimed to create a lasting peace. This included the League
of Nations
Ended WWI – punished Germany by having them accept blame for WWI and pay $33 billion in war
reparations. Included League of Nations. The US refused to ratify this treaty and made their own peace with
Germany
Organization to keep the peace through discussion of problems instead of war
Government agency created to oversee production of goods during the war
Tactics used to convince people to support the war effort
Individuals limit the amount of goods they use so that supplies can be provided for the military
Goal 8 – The Great War and Its Aftermath (1914-1930)
11
2
3
4
5
6
7
8
9
10
11
12
13
Across
Down
8. President of the United States during World War I
1. Austria-Hungary, Germany
9. Woodrow Wilson’s plan for peace at the end of WWI
2. An underlying cause of WWI, when countries became allied
with each other
10. An underlying cause of WWI, pride of a country
11. An underlying cause of WWI, when countries build up
their military
3. Organization proposed by Wilson and included in the
Treaty of Versailles designed to talk out international
problems
12. An underlying cause of WWI, when larger, more powerful
countries took over smaller, weaker nations
4. Ship sunk by German U-boats which killed 128 Americans
5. United States, Great Britain, France, Italy, Russia
13. Note from Germany to Mexico attempting to persuade
Mexico to help the Germans beat the Americans in WWI
6. Type of submarine the Germans used in unrestricted
submarine warfare
7. New type of fighting in WWI which led to much disease
and death
Goal 8 – the Great War and its Aftermath (1914- 1930)
8.01 – Why the United States remained neutral at the beginning
of World War I but later became involved
 Why was the U.S. unable to maintain a policy of neutrality during World War I?
 What factors combined to draw the world and ultimately the U.S. into World War I?
 Is it possible for a nation to remain neutral during a conflict in another part of the world?
8.02 – Political and military turning points of the war and their
significance to the outcome of the conflict
 How were certain political and military events significant to the outcome of the war?
 To what extent did the military, political, and diplomatic turning point of World War I help to determine the outcome of
the war?
 How did the United States’ entry affect the nations already involved in the conflict?
Causes of World War I
Short-Term Cause
Archduke Ferdinand, hair to the Austro-Hungarian Empire, and his wife were
killed on a visit to Bosnia. Austria-Hungary declared war to Serbia
(thinking they were behind the attack)
Other countries became involved due to alliances
Long- Term Cause
Militarism – nations of Europe had been building up their armies and weapons
Alliances – European countries had created a system of alliances to keep a
balance of power
Imperialism – European countries had been competing for influence about the
world
Nationalism – countries wanted to gain power and took actions that were in
their own interest
Changing Warfare
The Start of World War I
 Allies – Russia, France, great Britain
 Central Powers – Germany, Austria-Hungary, Ottoman Empire
 President Woodrow Wilson issues a statement declaring the United States a
neutral or isolationist country in order to protect trade
At home in the U.S.
U.S. Becomes Involved in World War I
 U-Boat submarine Warfare – German submarines were attacking unarmed Ally
merchant and passenger ships without warning. Several Americans were killed in
the attacks
 Election of 1916 – Woodrow Wilson was reelected president under the slogan
“he kept us out of war”
 Zimmerman Telegram – a telegram from Germany to Mexico was intercepted.
Germany attempted to convince Mexico to declare war on the U.S. in return for
land
 April 6th 1917the U.S. entered in WWI with President Wilson saying we must
“Make the world safe for democracy”
The War’s Conclusion
 Trench Warfare – armies dug long trenches in which they hid, they would stand and shoot out
the top short distances away from each other
o “No Man’s Land” – an unoccupied region between the two armies
 Mustard gas – an efficient way to kill a large number of people
 Tanks, airplanes
U.S. Entry into War
Russian and Bolshevik Revolutions – with the shift from autocracy to a republic, then to
communism, the United States was more willing to ally with Russia in WWI
In 1917, The American Expeditionary Force (aka doughboys) led by General John J. Pershing
was the 1st set of American troops to arrive in Europe. The Allies only used the group as
reinforcements; therefore, they had little impact during the battles
African American troops served in segregated units and were often not allowed to fight in
battle
Selective Service Act – started the draft for young men to serve in the military
 The war opened up many jobs of minorities
o Many African Americans moved North for factory jobs (the Great Migration)
o Women were able to work more, which had a hand in the 19th amendment
 War Industries Board, War labor Board, and Food & Fuel Administration all focused on the
American economy supporting the war effort
 Wilson’s 14 points – stated support for open peace covenants, no secret agreements, freedom of
the seas, free trade, disarmament, adjustment of colonial claims, a League of Nations, and the
rights of minorities
o League of Nations – a proposal of a group of countries that would keep peace,
presented to Senate in what became known as his “peace without victory’ speech.
Under the League of Nations, an attack on one was considered an attack on all
 The United States does not join the League of Nations because they did not
want to be tied to all of the other countries (isolationism)
 “The Big Four” - these were the four men that were responsible for creating the peace after
WWI. They were President Woodrow Wilson of the United States, the Prime Minister of
Great Britain, the Premier of Italy, and the Premier of France
 Treaty of Versailles – France was given territory; the German Rhineland area would be
demilitarized. England and the U.S. would protect France. Germany was give full
responsibility for the war and was forced to billions of dollars in war reparations. This would
become a cause of World War II
8.03 – Asses the political, economic, social, and cultural effects of
the war on the United States and other nations
 How did the war impact American’s society, economic, political, and cultural institutions?
 To what extent did World War I change U.S. society and affect other nations?
 How did the industrial and technological advancements in this ear impact America and the rest of the
global community?
 How are civil liberties challenged during times of conflict?
 18th Amendment – prohibition
 19th Amendment – women’s suffrage
 Committee on Public Information – muckraker George Creel was appointed by
President Wilson to head this war propagation committee which promoted the war
domestically while publicizing American war aims abroad
 Food Administration – Herbert Hoover headed this organization during WWI,
designed to conserve food at home so that it may be provided to allied troops
 War Industries Board – established to mobilize the nation’s resources for war while
protecting the economy’s basic structure and character for the peace that was to
follow
 Espionage and Sedition Acts – provided the government with powers over the rights
of free speech and press
 Eugene V. Debs – started the American Railway Union. He became a socialist leader
who opposed World War I and was imprisoned for 10 years during the war under
the Espionage Act
 Industrial Workers of the World – a labor union organized to opposition to
capitalism and conservation unionism. It believed in revolutionary industrial
unionism and ‘One Big Union’ that combined commitment to industrial unionism,
direct action, and building a union controlled by its members
 Schenck v. United States (1919) – the case was opened against the Espionage Act,
but the Supreme Court decided that in a time of war, extraordinary conditions may
allow Congress the right to forbid printed materials or speech aimed at hindering
the war effort. The test for “a clear and present danger” was formulated to deal with
questions regarding freedom of speech
 Palmer Raids – because of a fear that Russian communists were going to attempt to
overthrown the American government, thousands of Russians and socialists in the
U.S. were arrested and held without triad. This was also known as the “Red
Scare”. People had an increased feeling on nativism
 United Mine Workers – The Coal Miners Strike (1919) with their leader, John L.
Lewis, pushed for a raise and shorter worker hours. The court ordered the miners
back to work and an arbitrator put an end to the dispute
 Washington Naval Conference – international conference called by the United
States to limit the naval arms race and to work out security agreements in the
Pacific area
 Dawes Plan – American investors loaned Germany $2.5 million to pay back Britain
and France with annual payments on a fixed scale
Goal 9 Prosperity and
Depression
(1919-1939)
GOAL 9
Back to Africa Movement
Black Tuesday
Bonus Army
Bootleggers
Buying on Margin
Dust Bowl
Easy Credit
FDR’s “Fireside Chats”
Flappers
Harlem Renaissance
Hawley-Smoot Tariff
Herbert Hoover
Hoovervilles
Jazz
Ku Klux Klan
Lost Generation
NAACP
New Deal Programs
Prohibition
Sacco and Vanzetti
Scopes Trial
Social Security
Speakeasies
Teapot Dome Scandal
United Negro Improvement Association
GOAL 9 – Prosperity & Depression
The secretary of the interior secretly leased oil-rich public land to private companies in return for money and
land
Established the highest protective tariff in U.S. history, worsening the depression
Buying stocks without the money to back them
October 29, 1929, the day the stock market crashed
President of the United States during the Great Depression
A reason for the start of the Great Depression; people could “buy not, pay later” using installment plans
Shantytowns nicknamed for President Herbert Hoover, who did not believe in direct relief during the Great
Depression
World War I veterans who went to Washington demanding payment of benefits they believed they were
entitled to that they did not receive
Nickname for the mid-west during the Great Depression; dry conditions led to poor agricultural production
Musical style born in New Orleans, uses lots of bass; famous musicians include Louis Armstrong, Bessie Davis
Discontented authors who left America because they did not like the changing and modernization of society;
included F. Scott Fitzgerald and Earnest Hemingway
18th Amendment; prohibited the manufacturing, sale, and consumption of alcohol
Illegal clubs which sold alcohol
Illegal manufacturers of alcohol
Weekly radio shows done by President Franklin Delano Roosevelt in which he addressed the American people
and discussed the state of America
Discriminatory and often violent hate group targeting anyone who was not a white protestant
African American literacy awakening, led by authors such as Langston Hughes and Zora Neal Hurston
Started by Marcus Garvey, this movement encouraged African Americans not to attempt to integrate into white
society, but to join together and revive the powerful societies that their ancestors had belonged to in Africa
Organization started by Marcus Garvey that encouraged African Americans to untie and build a separate
society
Started with the help of W.E.B. Du Bois, Organization that aimed for nothing less than full equality among the
races
Italian immigrants who were charged, convicted, and killed for the murder of two men. Many people thought
they were mistreated because of their beliefs and others thought it was because they were immigrants
Court case in which a biology teacher was tried for challenging a Tennessee lay that outlawed the teaching of
evolution; a fight over the role of science and religion in public schools
Women of the 1920s who cut their hair short, wore make-up & short skirts, and went out dancing and drinking;
challenging the norms of society
FDR New Deal program that provided an income to the elderly, disabled, and unemployed
Programs created by FDR to help the nation recover from the Great Depression, provided jobs, and stimulate
the economy; included: Civilian Conservation Corps (CCC), Agricultural Adjustment Act (AAA), Federal
Deposit Insurance Corporation (FDIC), National Industrial Recovery Act (NIRA), Public Works
Administration (PWA), Tennessee Valley Authority (TVA), Works Progress Administration (WPA), National
Labor Relations Act (Wagner Act)
Goal 9 – Prosperity and Depression (1919-1939)
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Down
3. Illegal clubs where people could go to drink alcohol
4. Court case which argued the role of church versus state in education
6. Part of the country that was dry and could not grow crops
7. The idea of buying something you can’t afford now, but paying for it
later
13. New type of music which was born in New Orleans
15. Racially/culturally discriminatory group which re-surged in the
1920
16. The Harlem Renaissance’s best-known poet
17. Author of The Sun Also Rises and A Farewell to Arms
18. Organization formed to promote racial equality and specifically
protect African Americans’ right
19. A time period of flourishing African American literature, art,
politics, and music
20. Constructed dams and power plants in the Tennessee Valley region;
gave people jobs
21. Agency created in 1933 to insure individuals’ bank accounts,
protecting people from bank failure
22. Neighborhoods of shacks built of cardboard and scrap
1. FDR’s popular radio show
2. Time period when the manufacturing, sale, and consumption of
alcohol was illegal
3. Places where the poor and unemployed could get a free meal
5. An agency established as part of the New Deal that put young
unemployed men to work building roads, parks, planting trees, etc.
8. President during the Great Depression
9. Group of writers who disliked the change in America, so they moved
to Europe
10. Movies with sound
11. People who produced and sold alcohol illegally
12. Founder of the “Back to Africa” Movement
14. Women of the 1920s who immersed themselves in modern culture
– short skirts, short hair, make-up, dancing, etc.
Goal 9 – Prosperity and Depression (1919-1939)
9.01 – Cycle of economic boom and bust in the 1920s and 1930s
 How did the economic, social, and political events of the early 1900s lead to the economic cycles of the twenties and
the thirties?
 How did the variations in the economy in the 1920s cause major changes in that decade and in the 1930s?
 How did early government reactions to the economic bust serve to worsen its effects?
 Industrialization – when a society changes and becomes based more heavily on industry
 Laissez-faire – the government’s “hands-off” approach to business and economy
 Mechanization – jobs began using more machines and needed less human labor. Ex: assemble
line
 Rugged Individualism – the belief that all individuals, or nearly all individuals, can succeed on
their own and that government help for people should be minimal
9.02 – Prosperity for different segments of society during this period
 How were different groups of people affected by the business cycles of the 1920s and 1930s?
 How do economic changes impact society?
 Why and how does economic prosperity vary so much from one segment of society to the next?
Leading the up the Great Depression
 Urbanization – cities spread both up and down with increasing population
 Installment Plan – people could buy one easy credit and then pay off their debt in smaller
amounts of a monthly basis instead of paying one lump sum
 Overproduction – more goods were produced than necessary, therefore lowing the prices
 Hoovervilles – homeless men, women, and children were forced to take up residence in shacks
as a result of the Great Depression. Angry, cold and hungry Americans, who had no other
place to reside, nicknamed the shacks in honor of President Herbert Hoover
 Breadlines & Soup Kitchens – people received free food – almost 25% of the nation was
unemployed
 Bonus Army (1932) – a gathering of 12,000 to 15,000 World War I veterans who, with their
wives and children, converged to Washington, D.C., demanding President Hoover give
immediate bonus payments for wartime services, to alleviate the economic hardship of the
Great Depression
 Dust Bowl – a term born in the hard times from the people who lived in the drought-stricken
region during the Great Depression. Farmers suffered greatly
Harding Administration (1921-1923)
 Warren G. Harding – Republican President (1921-1923) who ran under the slogan “Less
government in business and more business in government.” While in office, the Teapot
Dome Scandal occurred. Harding’s secretary of the interior Albert B. Falls secretly leased
oil-rich public land to private companies in return for money and land. Falls was later found
guilty of bribery and became the first American to be convicted of a felony while holding at
Cabinet post
 In the early 1920s, Republicans focused on a “Return to Normalcy.” The ceased to
promise progressive reforms and instead aimed to settle into traditional patterns of
government
Coolidge Administration (1923-1929)
 After the death of President Harding, VP Calvin Coolidge took the office. He helped
restore people’s faith in their government and in the Republican Party. The next year,
Coolidge was elected president
 Speculation – the buying of stocks and bonds on the chance of a quick profit, while
ignoring the risks. Many began buying on margin – paying a small percentage of stock
process as a down payment and borrowing the rest
Hoover Administration (1929-1933)
 Herbert Hoover – 1928 campaign pledge: “A chicken in every pot and a car in every
garage.” Hoover tried to reassure the nation. He opposed any federal form of welfare, or
direct relief to the needy. He said that handouts would weaken people self-respect and
“moral fiber.” He believed individuals, charities, and local organizations should help. His
response shocked and frustrated Americans.
 “Black Tuesday” – October 29, 1929 – the bottom fell out of the market and the nation’s
confidence collapsed. By mid-November, investors lost about $30 billion; an amount equal
to the costs we spent on the war
 Hawley-Smoot Tariff – passed the 1930 established the highest protective tariff in U.S.
history. This was supposed to protect American farmers, but ended up hurting them. By
reducing the flow of goods into the U.S.; the tariff prevented other countries from earning
American currency to American goods (World trade declined)
9.03 – Social, intellectual and technological changes of lifestyle in the U.S.
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How do technological and social changes impact American traditions?
To what extent should the federal government attempt to effect economic and social change?
What should the role of the federal government be in the economic and social lives of its citizens?
What long time effects did the New Deal have on the United States?
 Technology – radio, electricity, automobiles, and airplanes modernized America
 Music – The Jazz Age – grew out of African American music of the South (blues), was largely
improvised with an off-beat, syncopated, rhythm
o Louis Armstrong and Duke Ellington – influential musicians
 Movies – movie attendance skyrocketed in both silent films and “talkies”
o The Jazz Singer in 1927 was the first film with a sound, a “talkie”
 Literature
o Lost Generation – a group of American writers disenchanted by the pop-culture of the
United States. They left the U.S. for Europe (primarily Paris). Authors included F. Scott
Fitzgerald and Earnest Hemingway
o Sinclair Lewis – a writer who was the first American to win the Nobel Peace Prize in
literature. He was among the eras most outspoken cities
 Prohibition – the time period after the 18th Amendment and Volstead Act in which the
manufacturing, production, sale, and consumption of alcohol was illegal
o Speakeasies – bars that operated illegally
o Bootleggers – suppliers of illegal alcohol
9.04 – Challenges to traditional practices in religion, race, and gender
9.05 – Impact of the New Deal reforms in enlarging the role of the federal
government in American life
 How were government programs in the 1920s and 30s a challenge to traditional practices in religion,
race, and gender?
 How does conflict promote change in a nation’s identity?
 To what degree did American experience social progress during the 1920s and 30s?
 How was America changed the 1920s and 30s?
 How did the role of the federal government change during the 1920s and 30s?
 Is it appropriate for the government to be involved in social and economic change?
 To what degree did America change positively or negatively during the 1920s and 30s?
 Why did citizens allow the federal government to increase its power during the Great Depression, and how did it
impact the future of the nation?
Women
FDR’s New Deal
African Americans
 Social Security – started by the Social Security Act, it was one of the New Deal’s most important
achievements. It provided financial security in three major parts: old age insurance for retirees 65 or
older and their spouses, unemployment compensation system, and aid for families with dependent
children and the disabled
 Suffrage – the 19th Amendment first gave omen the right to vote in 1920.
 Women began working out of the home more, attending more social clubs, and having a greater
voice in society
 Flappers – American women of the 1920s were more rebellious, energetic, and bold, wearing
shorter skirts, bobbed hair, and heavy make-up. While not many women actually adopted the
flapper lifestyle, many did adapt new fashion ideas from them, modernizing the American woman
 Eleanor Roosevelt was an outspoken advocate for women’s rights
 Blacks were still feeling the effects of segregation because of things like Jim Crow Laws and the
result of the Supreme Court case Plessy v. Ferguson
 African Americans also felt resistance and violence from groups such as the Ku Klux Klan (KKK)
which was formed against anyone who was not a white protestant. In just one year, KKK
membership grew from 100,000 to 4 million
 Many African Americans joined in Great Migration, moving from the South to the North for better
job opportunities and to escape the violence of the South. While the North did offer some relief, it
was not the land of equality many hoped for
 Harlem Renaissance – the African American literacy awakening of the 1920s, celebrating African
American culture
o Langston Hughes and Zora Neale Hurston were two famous authors
 United Negro Improvement Association (UNIA) – led by Marcus Garvey, the UNIA aimed to
build up African Americans’ self respect and economic power. Garvey in his Back to Africa
Movement urged African Americans to return to “motherland Africa” to create a self-governing
nation
o Some African American leaders criticized Garvey because of his call for the separation of
races
 The Nation Association for the Advancement of Colored People (NAACP), led by W.E.B.
DuBois, fought to protect the rights of African Americans
Immigrants
 Italian immigrants Sacco and Vanzetti were convicted, sentenced to death, and killed within 4
months of being arrested for the robbery and murder of a man. Many Americans believed they
were arrested mainly because they were immigrants with radical beliefs
 The National Origins Act was passed in 1924, reducing the quota of immigrants allowed in to 2
percent of the 1890 census. It also specifically excluded the Japanese. President Harding believed
that restricting immigrating helped the cause of social stability
Religion
 Religious traditionalists pushed Christians toward the idea of fundamentalism, which argued that
God inspired the Bible, so it cannot contain contradictions or errors, it is literally true
o Aimee Semple McPherson and Billy Sunday were two influential fundamentalists
 The Scopes Trial – after a small town teacher taught the theory of evolution in his biology class, he
was taken to court and the case became a battle between two of the counties greatest lawyers –
William Jennings Bryan (Fundamentalist) and Clarence Darrow (supporter of free speech) over
constitutional rights and the changing beliefs and values of the United States. As expected, since
Scopes had clearly violated Tennessee law, William Jennings Bryan and the fundamentalist won
“Brain Trust” – FDR carefully picked advisers who began to formulate a new set of policies designed to
alleviate the problems of the Depression. This became known as the New Deal. – a phrase taken from a
campaign speck in which Roosevelt had promised “a New Deal for the American people”
 Its policy is focused on three general goals” relief for the needy, economic recovery, and
financial reform
 Civilian Conservation Corps (CCC) – put 2.5 million young, unmarried men to work maintaining
forests, beaches, and parks. They earned $30 a month and had free housing, food, job training, and
healthcare
 Agriculture Adjustment Act (AAA) – tried to raise farm prices through subsidies, government
financial assistance. The AAA used taxes to pay farmers not to raise certain crops, in hopes that
lowering the production would cause prices to go up
 Federal Deposit Insurance Corporation (FDIC) – established by the Glass-Stegall Banking Act of
1933, the FDIC was established to insure bank deposits up to %5,000 dollars. The FDIC prevented
banks from closing, and it still protects our money today
 Securities and Exchange Commission (SEC) – set up after the Federal Securities Act (which required
companies to release information about their finances if they sell stock), the SEC was set up by
Congress to regulate the stock market. The commission still exists today
 National Industrial Recovery Act (NIRA) – sought to raise prices and balance the unstable economy
through extensive planning. Codes were made to establish fair business practices; it controlled
working conditions, production prices, and established a minimum wage
 Public Works Administration (PWA) – preceded by the NIRA, the PWA completed projects ranging
from dams to bridges on highways
 Tennessee Valley Authority (TVA) – helped farmers and created jobs by reactivating a hydroelectric
power plant used during WWI. It provided cheap power, flood control, and recreational activities in
the entire Tennessee Valley
 Works Progress Administration (WPA) – provided work for more than 8 million citizens. It
improved thousands of schools, playgrounds, hospitals, airfields, and also supported creative works
of artists and writers
 National Labor Relations Board (Wagner Act) – legalized union practices such as collective
bargaining and closed shops (workplaces only open to union members). The NLRB enforced the
Wagner Act
 Fair Labor Standards – set the maximum work hours for the week at 44 hours, to drop to 40 hours
after 2 years. It also set a minimum wage ($.25, which would eventually be raised). It set rules for
the employment of those under 16, as well as banned hazardous work for those under the age of 18
Goal 10 WWII and the
Beginning of
the Cold War
(1930-1963)
GOAL 10
Adolf Hitler
Baby boom
Battles in Europe
Battles in the Pacific
Bay of Pigs
Berlin Airlift
Berlin Wall
Blitzkrieg
Cuban Missile Crisis
Douglas MacArthur
Eisenhower Doctrine
Fidel Castro
Four Freedoms
G.I. Bill
Iron Curtain
Island Hopping
Japanese Internment
Kellogg-Briand Pact
Korean War
Korematsu v. United States (1944)
Lend-Lease Act
Levittown
Limited Test Ban Treaty
Manhattan Project
Marshall Plan
N.A.T.O.
Neutrality Acts
Non-Aggression Pact
Nuremberg Trials
Pearl Harbor
Rationing
Rosie the Riveter
Selective Services Act
Totalitarian Leaders
Truman Doctrine
U-2 Incident
United Nations
V-E Day, V-J Day
War Bonds
War Production Board
Warsaw Pact
Yalta & Potsdam
GOAL 10 – World War II & the Beginning of the Cold War
Benito Mussolini (Italy), Adolf Hitler (Germany), Emperor Hirohito (Japan), Joseph Stalin (Russia)
Totalitarian leader who promised to lead Germany out of their depression and restore the country to the great
nation it once was
Agreement to outlaw law – but it could not be entered
Series of laws enacted by the United States which aimed to keep the United States out of World War I
Agreement between the Soviet Union and Germany that they would not attack each other
Speech given by FDR describing what American should fight for
Allowed the US to let countries who were important to its national security borrow supplies needed for war
Site of Japanese attack on the United States which drew the US into WWII
War strategy – “lightening war”
Battle of Britain, Stalingrad, D-Day (Operation Overlord), Battle of the Bulge
Battle of Midway, Iwo Jima, Okinawa
Let the United States in the Pacific during WWII and the Korean War
Battle strategy used in WWII to take over an island and then use it as a strategic base on their way to Japan
Locations for the allies to discuss that would happen at the end of WWII
Victory in Europe Day & Victory in Japan day for the Allies
Led by J. Robert Oppenheimer, this secret project created the atomic bombs
War crimes trials that convicted Nazi leaders of the atrocities committed during the Holocaust
Requiring young men to register for the draft
Government organization that oversaw the production of goods for war
Individuals cut back on the goods that use so that more supplies can be used in the war effort
Money invested in the government to support the war that has a small return over time
Program to give returning GIs housing loans and free college education
Suburbs built primarily for GIs; inexpensive because nearly all the houses were the same
Population spike after WWI
Image used to encourage women to leave the home and work in factories to help the war effort
Rounding up of everyone of Japanese decent in the US and forcing them to live in camps for national security
Supreme Court case which said its legal to take away civil rights during times of emergency
Winston Churchill’s symbolic divide between the Communist East and Democratic West.
United States policy to stop the spread of communism (containment)
Plan to give economic aid to Western Europe after WWII so that nations would not fall in communism
Allies sent food and supplies into West Berlin despite a Soviet Blockade
War fought to contain communism at the 38th parallel after the Communist North invade the non-Communist
South
Added to the Truman Doctrine, saying that the United States would give aid to countries in the Middle East
U.S. spy plane was shot down over the Soviet Union
Communist leader of Cuba
Embarrassing failure of an attempt by the U.S. to overthrow the Communist government of Cuba
Wall dividing the city of Berlin between the Democratic West and Communist East
Nuclear standoff between the USSR and US – the Cold War began to heat up
Agreement not to test nuclear weapons in the atmosphere
Group created to discuss problems between countries in an attempt to avoid war
North Atlantic Treaty Organization – a military alliance to the United States joined
Military alliance between the Soviet Union and their communist satellite nations
Goal 10 – World War II and the Beginning of the Cold War
(1930s-1963)
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3. Regulated industries during the war to create war materials
1. The secret undertaking to create the atomic bomb
4. The closest the US and USSR came to nuclear war, when the
USSR had nuclear weapons in Cuba and the US had nuclear weapons
in Turkey
2. Law which said the U.S. could let countries important to the U.S.
security “borrow” war materials
5. Term the describes the prevention of the spread of communism
6. Military alliance between the Soviet Union and their satellite
nations
7. Laws passed by the United States in an attempt to stay out of
WWII
9. United State’s plan to contain communism
8. Tactics to convince people to support the war
11. Military alliance of the United States and European nations
10. Nazi leader of Germany
14. Famous lady on a propaganda poster encouraging women to work
in war industries
12. Creator of the atomic bomb
16. Important turning point in the war in the Pacific
13. Increase in population after WWII
21. Plan to give money to nations in order to support them in their
resistance of communism
15. War crimes trials which convinced Nazi leaders
22. Attacked by the Japanese, brought the U.S. into WWII
23. Embarrassing attempt by the U.S. to overthrow the communist
government of Cuba
25. Required men to register for the draft
27. U.S. strategy to take over strategic islands in the Pacific on the
way to Japan
16. Wall that separated democratic West Berlin and communist East
Berlin
17. War the “Forgotten War”
18. Also known as Normandy or Operation Overlord; an invasion of
France by the Allies to overtake Axis troops
19. More powerful than the atomic bomb
20. Money given to the government to support the war
24. Victory in Europe Day
Goal 10 – WWII and the Beginning of the Cold War (1930-1963)
10.01 – World War II and reasons for the United States’ entry into the
war
 What factors combined to draw the world and ultimately the U.S. into World War II?
 Was U.S. involvement in the World War II inevitable?
 Were the reasons for the U.S.’s entry into the World War II justifiable?
Concepts Which Led to Conflict
 Isolationism – America’s longstanding reluctance to become involved in European alliances
and wars
 Totalitarianism – a type of government in which all social, political, economic, intellectual,
and cultural activities are controlled by the rulers of a state
 Militarism – belief or desire of a government or people that a country should maintain a strong
military capability and be prepared to use it
 Nationalism – a love and pride for one’s country
 Appeasement – the policy of granting concessions to potential enemies in order maintain peace
 Fascism – authoritarian nationalist political ideologies or mass movements that are concerned
with notions of cultural decline
Political Leaders
 Allies
o Joseph Stalin – Russia (Communist)
o Winston Churchill – Great Britain (Democracy)
o Franklin D. Roosevelt – United States (Democracy)
 Axis Powers
o Emperor Hirohito – Japan (Militarism)
o Benito Mussolini – Italy (Fascist)
o Adolf Hitler – Germany (Fascist)
Political Events
 Kellogg-Braid Pact (1928) – made war illegal. This failed because there was no way to enforce
the law
 Neutrality Acts (1935) – passed by the United States prior to their entry into WWII, these acts
forbade giving any type of aid to countries at war
 Quarantine Speech (1937) – a speech by FD which called for an international “quarantine of
aggressor nations” through economic pressure
 Munich Pact (1938) – it permitted immediate occupation by Germany of the Sudetenland, a
region of Czechoslovakia
 Non-Aggression Pact (1939) – an agreement between Germany and USSR not the attach each
other. It was supposed to last 10 years but lasted less than 2
 Four Freedoms (1941) – a speech by FDR that stated that people all over the world should
have (1) Freedom of Speech (2) Freedom of Religion (3) Freedom of Want (4) Freedom of
Fear
 Lend-Lease Act (March 1941) – this act basically repealed the Neutrality Acts, allowing the
United States to aid any country that they saw as essential to U.S. security
 Pearl Harbor – in December of 1941, Japan attacked a U.S. military base in Pearl Harbor, HI.
 This became the immediate cause of the U.S.’s entry into WWII
10.02 – Identify military, political, and diplomatic turning points of
the war
 To what extent did the military, political, and diplomatic turning points of World War II determine the
outcome and aftermath of the war?
 How were America and the world different because of the events of World War II?
 What changes in society resulted from the treatment of various groups of people?
 Propaganda – methods used to convince the public to support war efforts
 Blitzkrieg – German method of war which included surprise air and land attacks
Ally Leaders
 General George Patton – U.S. general involved with the invasion of Italy
 Douglas MacArthur - commanding general of the U.S. military in the Pacific
 Chester Nimitz – U.S. admiral who used the method of island hopping (U.S. strategy of
attacking some islands and leaving others as they made their way across the Pacific Ocean
to Japan)
Major Battles/Important Events in WWII
 Battle of Britain (Aug. 1940) – German attack on Britain – mostly by air
 Battle of Midway (June 1942) – after this Ally victory over Japan, the Japanese were unable
to launch any more offensive actions in the Pacific
 Stalingrad (Sept. 1942) – Germans surrendered to the Allies in Russia and it became a major
turning point of the war in the East
 D-Day (Operation Overlord) (June 1944) – the Allied troops began the liberation of
Western Europe
 Battle of the Bulge (Dec. 1944) – a battle in between Germany and the Allies in which after
much back and forth, with the help of the United States, and the Allies defeat the Germans
 Iwo Jima (Nov. 1944) – Americans attacked Japan by air and by land
 Okinawa (April 1945) – 100,000 Japanese v. 180,000 Allies. After months of fighting 7,200
Japanese surrendered. Over 50,000 Americans died
 Casablanca, Tehran, Yalta, Potsdam – Conferences between the big world powers
discussing the end of the war and how to secure lasting peace
 Manhattan Project – led by J. Robert Oppenheimer, this was the project which developed
the atomic bomb which was dropped twice on Hiroshima and Nagasaki
 V-E Day, V-J Day – Victory in Europe and Victory in Japan Days
 Genocide/Holocaust – the systematic, state-sponsored persecution and murder of
approximately six million Jews by the Nazi regime
 Nuremburg Trials – Trials of the Nazi commanders for the crimes on humanity of the
Holocaust. 12 were sentenced to be hanged, showing that leaders must he help responsible
for their actions
10.03 – Effects of the war on American economic
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How and why did World War II impact the economic, social, cultural, and political life of the U.S.?
How did that war bring about innovation and change on the home front?
How are civil liberties challenged during times of conflict?
Should civil liberties be denied during a time of war?
War Efforts at Home
 Selective Services Act – draft for young men to sign up to serve in the military in WWI.
This was the first peacetime draft
 War Production Board – government agency that oversaw production of goods in WWII
 Rationing – conserving food and goods to help war efforts
 War Bonds – helped rail money for the government and the war
 Rosie the Riveter - media propaganda creation devised to encourage women to fill in for
men while they were fighting World War II
 WACS – a division of the military in which women served
Effects of WWII on American Society
 G.I. Bill – provided money for colleges and loans to buy homes for people in the military
 Levittown – suburban neighborhoods. Homes were built quickly and for less money
 Baby Boomers – the population greatly increased after WWII due to an interested economy
and men returning home from war. The United States saw increased conformity during this
time
Restrictions on Civil Liberties
 Civil Liberties – freedoms that protect individuals from the government to a certain extent
(examples: freedom of speech, religion, etc.)
 Japanese Internment – during WWII in the U.S., Japanese were forced to live in prison-like
camps because of U.S. fear of spies and cooperation with the Japanese government
 Korematsu v. United States (1944) – court case which said that internment camps were legal
and furthermore they were needed for the security of the U.S.
10.04 – Changes in the direction of foreign policy related in the
beginning of the Cold War
 How did the events of World War II help facilitate the onset of the cold War and influence American
foreign policy throughout for the 20th century?
 To what extent was American’s decision to drop to atomic bomb a viable option to end the war in the
Pacific?
 What impact did the World War II have on the economic, social, cultural, and political life of the United
States?
 Containment – the United States’ policy to stop the spread of communism
 Iron Curtain – in 1946, Churchill made a speech in which he said that the Soviet Union
had created an Iron Curtain of communist domination and the oppression
 Truman Doctrine (1947) – stated that the policy of the USA must be to contain
communism through supporting people who are resisting communist oppression
 Marshall Plan (1947) – tried to strengthen European nations by giving them money to
create strong democracies and economies so the nations would not support communism
(Soviet Union)
 Berlin Airlift (1948-1952) – drops of goods by the U.S into Soviet -controlled East Berlin
after WWII
 Korean War (1950-1953) – Post WWII Korea was split along the 38th parallel. The North
was communist and the South was anti-communist. The North invaded the South and
the U.S. immediately called for UN police action. Russia supported the North, allies the
South. A three year was ensured, and in the end the line remained drawn
 Hydrogen Bomb (1953) – after receiving word that the USSR had created an atomic
bomb, the U.S. felt the need to build a bigger/better/more powerful bomb
 Eisenhower Doctrine (1957) – Eisenhower continued Truman’s policy of containment,
adding the Middle East in the protection from the spread of communism
 U-2 Incident (1960) – a US spy plan was shot down over Russia, showing the strength
and abilities of the USSR
 Bay of Pigs (1961) – the U.S. made a failed attempt to overthrow the Cuban government
by supporting Cuban rebels who were against communist leader, Fidel Castro
 Berlin Wall (1989) – after WWII, the Soviets built a wall to split East and West Germany.
It stopped people from fleeing from the East to the West. The wall symbolized the
division of the Cold War.
10.05 – Organizations established to maintain peace
 How effective have organizations been in maintaining peace in the world?
 How has the status of being a superpower affected the relations between the U.S. and other nations?
 To what degree have peace-keeping organizations between successful in their purpose?
 United Nations – the United States, Great Britain, and the USSR agreed to create the UN
so that nations could settle their differences peacefully. They bet at Casablanca,
Tehran, Potsdam, and Yalta among other places
 O.A.S. – Organization of American States (North and South American) – promoted
cooperation between democratic nations
 N.A.T.O. – North Atlantic Treaty Organization – group of U.S. and European allies who
agreed to a policy of collective security (attack on one = attack on all)
 Warsaw Pact – the Soviet Union’s response to NATO – a military alliance between the
USSR and its satellite nations
Goal 11 Recovery,
Prosperity, and
Turmoil
(1945-1980)
GOAL 11
24th Amendment
25th Amendment
26th Amendment
AFL-CIO
Alger-Hiss
American Indian Movement (AIM)
Biological Weapons
Black Power Movement/Black Panthers
Brown v. Board of Education
C.O.R.E.
César Chávez
Civil Rights Act of 1964
Counterculture
Détente
Environment Protection Agency
Fair Deal
Fall of Saigon, 1975
Freedom Riders
Gloria Steinem
Gulf of Tonkin Resolution
Ho Chi Minh
House Un-American Activities Committee
Julius and Ethel Rosenberg
Kent State
Little Rock Nine
Malcolm X
March to Washington
Martin Luther King, Jr.
Montgomery Bus Boycotts
My Lai Incident
NASA
National Defense Education Act
National Highway Act
National Organization of Women
New Frontier
Paris Peace Accords
Phyllis Schlafly
Roe v. Wade (1973)
Rosa Parks
S.A.L.T. I and II
S.N.C.C.
Sam Ervin/Senate Watergate Committee
Sit-ins
Taft-Hartley Act
Technological Innovations
Tet Offensive
The Feminine Mystique
Thurgood Marshall
U.S. v. Nixon (1974)
Voting Rights Act of 1965
War Powers Act (1973)
Watergate Scandal
GOAL 11 – Recovery, Prosperity, and Turmoil
Government organization created to seek out people who were disloyal to the United States
Prominent US government figure who was found guilty of and jailed for being a communist
Couple charged, convicted, and executed by the espionage – leaking atomic secrets to the Soviets
Amended the National Labor Relations Act, establishing control of labor disputes by enlarging the National
Labor Relations Board
Truman’s domestic program which built on FDR’s New Deal. Believed that federal government should
guarantee economic opportunity and social stability
Labor unions created in 1955 by the merger of the American Federation of Labor and the Congress of
Industrial Organizations
Authorized the building of highways throughout the nation, which would be the biggest public works project in
nation’s history
Permanent relaxation in international affairs during the Cold War
Strategic Arms Limitation Talks – two rounds of talks and agreements between the US and USSR concerning
nuclear arms
Congress of Racial Equality, and interracial organization that tried to bring change though peaceful
confrontation
Court case that overturned Plessy v. Ferguson (separate but equal) and said that school must by integrated
Civil rights leader appointed to the Supreme Court in 1967. He ruled over many important civil rights cases for
many decades
Women who challenged segregation on buses in 1955 which led too the boycott of the bus system
Boycott of the public bus system in Montgomery, Alabama after Rosa Parks was asked to give up her seat
Leader of the Civil Rights Movement who advocated non-violent means if achieving equality. He was
assassinated in 1968
President Eisenhower sent in troops to protect 9 African American students entering into Central High School
in Little Rock, AR
Organization of young African Americans who wanted immediate change. Later because associated with the
Black Power Movement
Method of protesting segregation where people would sit in a restaurant until they were served
Protesters tested desegregation laws by riding buses into the South – troops were sent to protect them
20,000 people came to Washington, DC to protest civil rights – where Martin Luther King, Jr. gave his “I have
a dream” speech
Called for equal rights in jobs, schools, voting, and public services
Allowed federal officials to register voters where locals would not allow; eliminated literacy tests
Important figure in the Black Power Movement who later changed his views away from violent protest.
Assassinated in 1965
Militant group who fought for civil rights. They called for African Americans to unite – Black Nationalism.
(Marcus Garvey)
Movement by young people who wanted to resist the mainstream of dominant culture. This included changing
music – rock & roll
Written by Betty Friedan, told housewives if was okay to yearn for more than their accepted role as a wife and
mother
Fought for fair pay and equal opportunities for woman
A women’s rights advocate who started Ms. Magazine
Opposed the women’s movement, believed women belonged in the home with their family
Legalized abortion
Leader in the Latino Rights Movement
Fought for treaty rights and better conditions/opportunities for Native Americans
Enforced the Clean Air Act and the Clear Water Act
Leader of Northern Vietnam
Gave the president expanded powers to conduct war in Vietnam
Agent Orange, Napalm
Turning point of the Vietnam conflict when the US decides they do not want to fight anymore after a series of
attacks by North Vietnam
American troops killed 400 women and children
Students were killed by the national guard while protesting the Vietnam War
The US withdrew from the Vietnam War in 1973
Congress limited powers to conduct war
The capital of South Vietnam fell to the North. Vietnam became united and communist
Radio, Color TV, Nuclear Power, Computers
Government agency created for space exploration
Gave money to improve science and math in schools
Peace Corps, Great Society, HUD, Head Start, VISTA, Medicare, National Endowment for the Humanities
People in Nixon’s reelection campaign were cause breaking into the Democratic Party’s headquarters. Nixon
tried to stop the investigation and cover it up
Let the investigation and found that Nixon had tape-recorded many of his oral office conversations
Nixon was told to turn over the takes. He did with 8 ½ minutes missing
Abolition of poll taxes (1964)
Provisions for the succession of the president and vice president
18 year old can vote (1971)
Goal 11 – Recovery, Prosperity, and Turmoil (1945-1980)
1
2
3
4
5
6
7
8
9
10
13
1
1
1
2
14
15
16
17
18
1
9
2
0
21
2
2
2
3
24
25
24. US space agency
Across
1. Strategy for ending US involvement in Vietnam; involved the gradual
withdrawal of troops and replacement with South Vietnamese forces
25. Married couple charged, convicted, and sentenced to death for leaking
atomic secrets to the Soviets
3. Gave the president unlimited powers to send troops to war
Down
4. Once of the most famous civil rights activists, assassinated by James earl
Ray
2. Book by Betty Friedan that told women they did not have to be satisfied
being a house wife
5. A type of peaceful protest where people refuse to leave an establishment
6. A historic bus trip taken by African Americans to the south to test the
Supreme Court’s decision to ban segregation on interstate bus routes
7. A massive surprise attack by the Vietcong on South Vietnamese towns and
cities
9. Lyndon B. Johnson’s program to reduce poverty and racial injustice
8. Limited the president’s rights to send troops into battle without Congress’
approval
15. More than 200 unarmed citizens, including women and children, were
killed by US troops in Vietnam
10. A controversial civil rights leader who turned to the Nation of Islam and
preached that whites were cause of the black condition
16. Supreme Court case that said that “separate but equal” was
unconstitutional – forced integration
11. Nine African American students who volunteered to integrate into Little
Rock’s Central High School
18. First satellite sent in to orbit (by USSR)
12. Government organization to protect the environment
19. Scandal involving President Nixon, caused hid resignation
13. Harry Truman’s economic program (an extension of the New Deal)
22. 1960s culture of the young people who rejected mainstream American
society
14. Famous music festival that attracted more than 400,000 young people in
1969
15. Government program to provide health care to the elderly
16. A militant African American political organization formed to fight police
brutality and provide services in the ghetto
17. The time period where tensions were eased between the US and USSR
20. National student activist group that pushed for integration
21. Agency that investigated communist activity in the United States
23. Supreme Court case that legalized abortion
Goal 11 – Recovery, Prosperity, and Turmoil (1945-1980)
11.01 – Effects of the Cold War on economic, political, and social life in America
 How does a nation’s involvement in international conflict affect politics and society at home?
 To what extent did the effects of the cold War impact economic, political, and social life in America?
 Did the Cold War ultimately have a positive or negative impact on the United States?
Social Effects
 “Duck and Cover” was suggested method of personal protection against the effects of a nuclear
detonation which the United States government taught to citizens during the Civil War
 Fallout Shelters – an enclosed space specially designed to protect occupants from radioactive debris
from a nuclear explosion
 House Un-American Activities Committee (HUAC) – created in 1938 to investigate alleged
disloyalty and subversive activities on the part of private citizens, public employees, and those
organizations suspected of having Communist ties
 Hollywood Blacklist – communities were said to be placing subversive messages into Hollywood
films. The most famous group of blacklisted individuals was known as The Hollywood Ten, they
refused to answer any questions from HUAC and were jailed by the government and blacklisted by
Hollywood
Economic Effects (Truman)
 Fair-Deal – Harry Truman’s domestic program which built on Roosevelt’s New Deal. Truman
believed that the federal government should guarantee economic opportunity and social
stability
 AFL-CIO – a voluntary federation of labor unions created in 1955 by the merger of the
American Federation of Labor and the Congress of Industrial Organizations
Economic Effects (Eisenhower)
 Taft-Hartley Act – amended much of the National Labor Relations (Wagner) Act of 1935, the
federal law regulating labor relations of enterprises engaged in interstate commerce. The act
established control of labor disputes by enlarging the National Labor relations Board
 National Highway Act – authorized the building of highways throughout the nation, which
would be the biggest public works project in the nation’s history
Political Effects
 Alger Hiss – a prominent U.S. government figure who was accused of, found guilty of, and jailed
for being a communist. He fought for his innocence until his death
 Julius and Ethel Rosenberg – Ethel and Julius Rosenburg was executed for espionage in Sing
Sing Prison on 19 June 1953. They have been convicted of giving American atomic secrets in
the Soviets during World War II. Though the government was convinced of their guilt, many
people were not and the debate over their guilt or innocence did not stop with their deaths
 National Security Act (1947) – mandated a major reorganization of the foreign policy and
military establishments of the U.S. Government. The act created the National Security
Council (NSC)
 Détente – a permanent relaxation in international affairs during the Cold War. It is a term usually
associated with the relations between American, Russia, and China
 S.A.L.T. I and II – Strategic Arms Limitation Talks - two rounds of talks and agreements
between the US and USSR concerning nuclear arms
 China became communist
11.02 – Major events of the Civil Rights Movement
 How did the Civil Rights Movement change America?
 To what degree has equality been achieved in America?
 How did the philosophical shift toward more militant tactics impact the outcome of the Civil Rights
Movement?
 C.O.R.E – Congress on Racial Equality, an interracial organization that tried to bring change
through peaceful confrontation
 Brown v. Board of Education, Topeka, Kansas (1954) - court case that overturned Plessy v.
Ferguson (separate but equal) and said that schools must be integrated
 Thurgood Marshall – a civil rights leader appointed toe the Supreme Court in 1967. He ruled
over many important civil right cases for many decades
 Montgomery Bus Boycotts – Rose Parks challenged segregation on buses in 1955 which led to
the boycott of the bus system
 Martin Luther Kin, Jr. - leader of the civil rights movement who advocated non-violent means
of achieving equality. He was assassinated in 1968
 Little Rock Nine – President Eisenhower sent in troops to protect 9 African American students
entering into Central High School in Little Rock, AR.
 S.N.C.C. – organization of young African Americans who wanted immediate change. They later
became associated with the Black Power Movement
 Sit-ins – method of protesting segregation where people would sit in a restaurant until they were
served
 Freedom Riders – protesters tested desegregation laws by riding buses into the South – troops
were sent in to protect them (Freedom Summer)
 24th Amendment – outlawed poll taxes
 March on Washington – 200,000 people came to Washington, DC to protest civil rights- where
Martin Luther King Jr. gave his “I have a dream” speech
 Civil Rights Act of 1964 – called for equal rights in jobs, schools, voting, and public services
 Voting Rights Act of 1965 – allowed federal officials to register voters where locals would not
allow; eliminated literacy tests
 Malcolm X – Important figure in the Black Power Movement who later changed his views away
from violent protest. He was assassinated in 1965
 Black Power Movement/Black Panthers – militant group who fought for civil rights. They
called for African Americans to unite – Black Nationalism (Marcus Garvey)
11.03 – Major social movements: Women, young people, and the environment
 To what extent did social movements in America impact women, young people, and the environment?
 How effective are challenges to authority in bringing about change?
 How is America different because of the social movements which took place between 1945-1980?
Latinos – César Chavez – leader in the Latino rights movement
American Indian Movement (AIM) – fought for treaty rights and better conditions/opportunities for Native
Americans
Environmental Protection Agency – enforced the Clean Air Act and the Clean Water Act
Counterculture – movement by young people who wanted to resist the mainstream of dominant culture.
This included changing music – rock & roll
 Elvis Presley & British Invasion (Beatles) – music of the 1950s-1960s which was part of the
counterculture and would influence music for years to come
 Haight-Ashbury – district of San Francisco which was a popular place for hippies to live
Women
 Betty Friedan – author of The Feminine Mystique which told housewives it was okay to yearn for
more than their accepted role as a wife and mother
 National Organization for Women (NOW) – fought for fair pay and equal opportunities for women
 Gloria Steinem – a women’s rights advocate who started Ms. Magazine
 Phyllis Schlafly – opposed the women’s movement
 Equal Rights Amendment – would have made discrimination based on sex illegal, but it was never
ratified
 Roe v. Wade (1973) – legalized abortion
11.04 – Causes of the United States’ involvement in Vietnam
 What impact did the Vietnam War have on the United States?
 What political, social, and economic factors led to U.S. involvement in the Vietnam conflict?
 How does a government’s response to political events and situations affect the nation?
 Domino Theory – the idea that if one country fell to communism, another and another would fall
after that
 Ho Chi Minh – leader of Northern Vietnam
 Gulf of Tonkin Resolution – gave the president expanded powers to conduct war in Vietnam
 Robert McNamara – Sec. of State of Kennedy who established U.S. strategy in Vietnam
 Agent Orange and Napalm were chemical weapons used in the Vietnam War
 Tet Offensive – turning point of the Vietnam conflict when the U.S. decides they do not want to
fight anymore after a series of attacks by North Vietnam
 My Lai Incident – American troops killed 400 women and children
 Vietnamization – switching out U.S. troops for Vietnamese
 Kent State and Jackson State – students were killed by the national guard while protesting the
Vietnam War
 26th Amendment – 18 year old have the right to vote
 Paris Peace Accords – the U.S. withdrew from the war in 1973
 War Powers Act (1973) – Congress limited powers to conduct war
 Fall of Saigon (1975) – the capital of the South fell to the North. Vietnam united and became
communist
11.05 – Impact of technological innovations that have impacted American life
 How do technological changes alter the lives of individuals?
 How does innovation impact a nation?
 How technological innovation has had the greatest impact on American life?







Radio & TV in 1950s – spread information and increased advertising
Sputnik – first satellite launched into orbit by the USSR
NASA – government agency created for space exploration
National Defense Education Act – gave money to improve science and math in schools
John Glenn – first man to orbit the earth (1962)
Neil Armstrong – first man to walk on the moon (1964)
Computers began to be present in the government – Silicon Valley, California became an important
hub for high-tech development
 ICBMs – intercontinental ballistic missiles; rockets invented to deliver bombs
 Nuclear Power – became popular in the 1960s as more people became concerned with the pollution
associated with coal and gas
11.06 – Political events and the action ad reactions of the government official and
citizens. Asses the social and political consequences
 How does a government’s response to political events and situations impact the nation?
 What social and political consequences resulted from the actions of the government between 1945 and 1980?
 Why is change so difficult for some people?
 25th Amendment – created provisions for the succession of the president and vice president
Kennedy
 New Frontier – Kennedy’s program to help the poor, invest in space programs, and improve the
economy
 Peace Corps – program to send volunteers to other countries as teachers, health workers and to do
other public works projects
Johnson
 Great Society – Johnson’s programs to help the poor, funds education, healthcare, regulate housing
and protect the environment
 HUD – Housing and Urban Development :oversee housing to help the poor
 Head Start – preschool program for low-income children
 VISTA – volunteers to help poor areas
 Medicare – healthcare for the elderly ( >65 years old)
 National Endowment for the Humanities – gives money to artists and academics
Election of 1968
 Robert Kennedy – was killed after winning the California primary in 1968
 1968 Democratic National Convention – democrats had to decide who to nominate to run in the
presidential election – Humphrey was nominated but the party was majorly split - weakening it and
allowing Nixon (Republican) to win
Nixon
 Watergate Scandal – people in Nixon’s reelection campaign were caught breaking into the
Democratic Party’s headquarters. Nixon tried to stop the investigation and cover it up. Nixon was
reelected and the story began to come out
 Bob Woodward/Carl Bernstein of the Washington Post uncovered a lot of the wrongdoings
 Sam Ervin/Senate Watergate Committee led the investigation and found that Nixon had tape
recorded many of his oval office conversations
 U.S. v. Nixon (1974) – Nixon was told to turn over the tapes. He did with 18 ½ minutes missing
Goal 12 the United States
since the
Vietnam War
(1973-present)
GOAL 12
Al-Qaeda
Americans with Disabilities Act
Axis of Evil
Bill Clinton
Bush Doctrine
Camp David Accords
Colin Powell
Department of Energy
Department of Homeland Security
Fall of the Berlin Wall
Famine/Somalia and Ethiopia
Geraldine Ferraro
Graying of America
Helsinki Accords
Immigration Policy Act
INF Treaty
Iran-Contra Affairs
Iranian Hostage Crisis
Jimmy Carter
NAFTA
Nelson Mandela
New Democrat
No Child Left Behind
Nuclear Proliferation
Osama bin Laden
Patriot Act
Persian Gulf Wars
U.C. Regents v. Bakke (1978)
Ronald Reagan
Saddam Hussein
Sandra Day O’Connor
Stagflation
Strategic Defense Initiative (Star Wars)
Supply-Side Economics (Reagonomics)
Swann v. Charlotte-Mecklenburg Schools
Taliban Regime
Texas v. Johnson (1989)
Three Mile Island
Tiananmen Square
Title IX
Trickle-down Theory
War in Iraq
William Rehnquist
WIN (Ford)
Yasser Arafat
GOAL 12 – The United States since the Vietnam War
Led an attempt for Palestinians to regain their lands that they claimed as taken by the Jews after WWII
Recognized the borders of Europe as the had been at the end of WWII, thus recognizing Soviet domination of
the Baltic States (Estonia, Latvia, and Lithuania)
President Jimmy Carter had Israel and Egypt meet to negotiate a peace treaty
Under Carter, in November 1979, Iranians broke into the US embassy in Tehran, Iran and kidnapped 52 people.
The hostages were beaten and tortured and kept for 444 days before being released
President Regan’s proposal in 1983 to build a satellite shield to space to intercept missiles from the USSR
Under Reagan, the United States sold weapons to Iranian terrorists and gave the money to Nicaraguan freedom
fighters (Contras) even though Congress said not to
Signed by Reagan and Gorbachev in 1987, it eliminated all nuclear-armed ground ballistic and cruise missiles
with ranges between 500 and 5500 kilometers
In 1989, anti-communist revolts in eastern Europe spread to East Germany where protesters tore down the
Berlin Wall
China’s government stopped a mass student protest to be more democratic by bringing in tanks and killing
thousands of protests
Civil rights leader and first black president of South Africa
Leader of Iraq leads attacks on Iran and later invaded by the US in 1991 for its oil and relations with Kuwait,
Iraq invaded again in 2003 for suspected Weapons of Mass Destruction. Hussein was captured and executed in
late 2006
Iraq invaded Kuwait, U.S. allies with Kuwait and pushes Iraq out of Kuwait in a matter of weeks
The United States give humanitarian aid to countries with widespread poverty. In Somalia, the United States
sent in troops to help distribute food and stabilize the country. After the death of about a dozen US soldiers,
President Clinton withdrew the troops
Said the bussing was a legal way to promote integration
Law which said any federally funded program could not discriminate based on sex. This impacted many
educational institutions, particularly sports team
First female to run for Vice President with a large party
Strict constructionist Supreme Court Justice
First woman appointed to the Supreme Court Justice
Protected the flag burning under the 1st amendment
Public places more accessible for the disabled
When inflation and unemployment increase and the economy was stalled. This caused a recession in the 1970s
“Whip Inflation Now” – Ford’s plan to reduce inflation based on people’s voluntary conservation of fuel and
money
Nuclear reactor meltdown in Pennsylvania which released radiation and let to improvements in nuclear plants
Coordinates federal programs to research new energy sources and promote conservation
Cut taxes to give business people and in investors more money to hire more employees, produce more good
and help the economy
The idea that when government helps companies, they will produce more and thereby hire more people and
raise salaries. The people, in turn, will have more money to spend in the economy
North America Free Trade Organization – meant to open the trade between the US, Mexico, and Canada
President from 1979-1981 during the Oil Crisis and the Iran Hostage Crisis
President 1981-1989 during the Iran-Contra Affair, the end of the Iran Hostage Crisis; he also came up with the
“Star Wars” Strategic Defense Initiative which was never launched Reagan ran up the national debt on
defensive spending
Looks at how American (especially the baby boomer population) is rapidly aging
Clinton’s “Centralist” coalition
Elected in 1992 after the Republican Party was split and Ross Perot took 19% of the Republican vote Clinton’s
presidency is remembered by the Whitewater and Lewinsky scandals. Al Gore served as Clinton’s vice
president
The immigration policy that looks at grandfathering current immigrants into the United States
Court case which decided that the use of quotas in affirmative action programs was not allowed
United States federal law (Act of Congress) was reauthorized a number of federal programs aiming to improve
the performance of U.S. schools by increasing the standards of accountability for states, school districts, and
schools
The spread of nuclear weapons
The terrorist organization of the Taliban government in Afghanistan and throughout other countries; was
behind the September 11, 2001 attacks on the NY World Trade Center Twin Towers and the Pentagon
Terrorist leader of Al-Qaeda
Passed shortly after 9/11/2001 in order to increase domestic surveillance on order to protect Americans.
Imposes on civil rights
Secretary of State under George W. Bush
Government of Afghanistan
U.S invaded Iraq to find weapons of mass destruction (none were found); now working to stabilize the
government
Created in response to the attacks of 9/11/2001 in order to coordinate government agencies in the protection of
the U.S.
U.S. had the right to treat countries that harbor to give aid to terrorist groups as terrorists themselves; helped
justify the invasion of Afghanistan
Coined by G. W. Bush if his 2002 State of the Union Address to describe governments that he accused of
helping terrorism and seeking weapons of mass destruction
Goal 12 – the United States Since the Vietnam War
(1973-present)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
Across
3. Allows the government to tap phone lines
Down
1. Government agency created to coordinate national efforts against
terrorism
5. Iraq’s leader who invaded Kuwait
2. The aging of America
6. President Reagan authorized the sale of weapons to Iran and in turn
gave some of the money made to the Contras in Nicaragua
8. Black anti-apartheid leader who was elected president of South Africa
in 1944
10. Program of citizen action in which Ford tried to get Americans to cut
back on their use of oil and gas to save energy
4. The location of a nuclear reactor meltdown where low-level radiation
escaped
7. Where Chinese students demanded freedom of speech and some were
killed by the government
9. A series of agreements that promised greater cooperation between the
nations of Eastern and Western Europe
12. An economic condition marked by inflation and high employment
11. Entitled women to equal programs as men
14. “Reaganomics” that rested heavily on the theory that if people paid
fewer taxes, they would save more money
15. Authorized by President Bush, this war attempted to liberate Kuwait
from Iraqi control
21. Trade treaty between Canada, US, and Mexico
16. US space shuttle that exploded in 1986, killed the entire crew
22. Supreme Court case surrounding the issue of flag burning and 1 st
amendment rights
17. Education reform under George H. Bush
18. Iranian revolutionaries kidnapped 52 Americans and kept them
hostage for 444 days
19. Nickname for the Strategic Defense Initiative, a plan to create a
missile defense system for the United States
20. Meeting initiated by Carter at which Egypt and Israel signed a treaty
Goal 12 - the United States Since the Vietnam War (1973-present)
12.01 – Significant events in foreign policy since the Vietnam War
 How have significant events in foreign policy since the Vietnam War impacted America and America’s role
in the world?
 To what degree is the self-perception of the U.S. impacted by world opinion?
 What impact does the media have in shaping United States foreign policy?
 Palestinian Liberation Organization (PLO) – in 1948, led by Yasser Arafat in an attempt
for Palestinians to regain their lands that they claimed was taken by the Jews after WWII
 Helsinki Accords (1975) – recognized the borders of Europe, as they had been at the end of
World War II, thus recognizing Soviet domination of the Baltic States (Estonia, Latvia, and
Lithuania)
 Camp David Accords (1977) – President Jimmy Carter had Israel and Egypt meet to try and
create peace in the Middle east
 After WWII the U.S. gave aid to Iran. Muslim leaders did not want Iran to become like the
West, so in February 1979 Ayatollah Khomeini, an extremely traditional religious leader
of Islam, overthrew the Shah (King) of Iran and intuited extremely strict laws from the
Koran, outlawing anything western
 Strategic Defense Initiative (Star Wars) – President Regan’s proposal in 1983 to build a
satellite shield in space to intercept missiles from the USSR
 Iranian Hostage Crisis – under Carter, in November 1979, Iranians broke into the U.S
embassy in Tehran, Iran and kidnapped 52 people. The hostages were beaten and tortured
and kept fro 444 days before being released
 Apartheid – the legal separation of people by race in South Africa. Throughout the 1980s and
1990s the United States put embargoes on goods to try and make apartheid end. (It did in
1994). Nelson Mandela became the president of South America
 Iran-Contra Affair (1980s) – under Reagan, the United States sold weapons in Iranian
terrorists and gave the money to Nicaraguan freedom fighters (Contras) even though
Congress said not to
 Mikhail Gorbachev – the late 1980s Soviet leader who encouraged Eastern European
Communist governments to loosen restrictions on their citizens
 INF Treaty – signed by Reagan and Gorbachev in 1987, it eliminated all nuclear-armed
ground ballistic and cruise missiles with ranges between 500 and 5500 kilometers
 Tiananmen Square (1989) – China’s government stopped a mass student protest to be more
democratic by bringing in tanks and killing thousands of protesters
 Fall of the Berlin Wall – in 1989 anti-communist revolts in Eastern Europe spread to East
Germany where protesters tore down the Berlin Wall
 Saddam Hussein – leader of Iraq, who attacks Iran because of Ayatollah Khomeini’s
fundamentalist beliefs. Iraq (Hussein) is later invaded by the U.S. in 1991 for its oil and
relations with Kuwait. (1st War on Iraq/Persian Gulf War/1st Gulf War), and then again in
2002 for suspected Weapons of Mass Destruction. Hussein was captured and executed in
late 2006
 Famine/Somalia and Ethiopia – the United States gave (and still gives) humanitarian aid to
countries with widespread poverty. In Somalia, the United States sent in troops to help
distribute food and stabilize the country. After the death of about a dozen U.S. soldiers,
President Clinton withdrew the troops from Somalia.
12.02 – Impact of recent constitutional amendments, court rulings, and
federal legislation of United States’ citizens
 How have recent constitutional amendments, court rulings, and federal legislation impacted the lives of U.S.
citizens?
 Have recent government actions increased civil rights and liberties of citizens?
 To what extent did federal legislation promote equality in the last part of the 20 th century?
 Swann v. Charlotte-Mecklenburg Schools (1971) – said that bussing was a legal way to
promote integration
 Title IX – law which said any federally funded program could not discriminate based on sex.
This impacted many educational institutions, particularly sports teams
 Geraldine Ferraro – first female to run for Vice President with a large party
 William Rehnquist – strict constructionist Supreme Court Justice
 Sandra day O’Conner – the first women appointed to the Supreme Court (by Ronald
Reagan)
 Texas v. Johnson (1989) – protected flag burning under the 1st amendment
 Clarence Thomas – an extremely conservative judge appointed to the Supreme Court by
George Bush (senior)
 Americans with Disabilities Act – made public places more accessible for the disabled
12.03 – Impact of economic, technological, and environmental changes in the
United States
 How has America been impacted by economic, technological, and environmental changes?
 What is the price of innovation and change?
 What is the role of citizens in caring for and protecting the environment?
 Department of Energy – coordinates federal programs to research new energy sources and
promote conservations
 Stagflation – when inflation and unemployment increase and the economy is stalled. This
caused a recession in the 1970s
 WIN – “Whip Inflation Now´- Ford’s plan to reduce inflation based on people voluntary
conservation of fuel and money
 Three Mile Island – Nuclear reactor meltdown in Pennsylvania which released radiation and
led to improvements in nuclear plants
 Supply-Side Economics (Reagonomics) – cut taxes to give business people and investors
more money to hire more employees, produce more goods, and help the economy
 “Trickle-Down” Theory – the idea that when government helps companies, they will
produce more and thereby hire more people and raise salaries. The people, in turn, will have
more money to spend in the economy
 Challenger disaster
 NAFTA – North American Free Trade Organization – meant to open up trade between the
U.S., Mexico, and Canada
 U.S. v. Microsoft – case looked at whether or not Microsoft (founded by Bill Gates) had
violated anti-trust laws
12.04 – Impact of social, political, and cultural changes in the United States
 To what event have recent social, political, and cultural changes in the U.S. affected life in America?
 Have the differences in political ideologies created a more divisive society?
 What factors have contributed to shaping the social, political, and cultural identity of America?
 New Federalism – Reagan’s plan to put more government control into the hands of the states
 Jimmy Carter – President from 1979-1981 during the Oil Crisis and the Iran Hostage Crisis
 Ronald Reagan – President 1981-1989 during the Iran-Contra Affair, the end of the Iran
Hostage Crisis; he also came up with “Star Wars” Strategic Defense Initiative which was
never launched. Reagan ran up the national debt on defensive spending
 New Right Coalition – “Christian Coalition - an extremely conservative group of churches
that join the Republican party
 Stonewall Riots – series of violent conflicts between GLBT groups and New York City Police
in June 1969. They are often considered to be the catalyst for the Gay Rights Movement
 Graying of America – looks at how America (especially the baby boomer population) is
rapidly aging
 Bill Clinton – elected in 1992 after the Republican Party was split and Ross Perot took 19%
of the Republican vote. Clinton’s presidency is remembered by the whitewater and
Lewinsky scandals. Al Gore (who ran for president in 2000) served as Clinton’s vice
president
 New Democrat – Clinton’s “Centralist” coalition
 John McCain – likely the Republican nominee in the 2008 Presidential election
 Immigration Policy Act – the current immigration policy that looks at grandfathering current
immigrants into the United States
12.05 – Impact of growing racial and ethnic diversity in American society
 To what extent is America more racially and ethnically diverse today than at the turn of the 20 th century?
 Have the changes in American society improved life in the U.S.?
 What impact that recent immigration had on the social, economic, and political culture of the U.S.?
 Affirmative Action – policies aimed at a historically non-dominant group (typically, minority
men or women of all races) intended to promote access to educate or employment. It also
serves to encourage public institutions such as universities, hospitals, and police forces to be
more representative of the population (This is called reverse discrimination at times)
 Regents of the University of California v. Bakke (1987) – court case which decided that the
use of quotas in affirmative action programs was not allowed
 Green Card – an identification document issued by the United States of America affording
non-citizens of the country some of the rights its citizens enjoy, sometimes with the
prospect of naturalization
 No Child Left Behind – United States federal law (Act of Congress) that reauthorized a
number of federal programs aiming to improve the performance of U.S. schools by
increasing the standards of accountability for states, school districts, and schools
12.06 – Impact of twenty-first century terrorist activity on American society
 How has the nation changed since the events of 9/11?
 Hoe does society balances the desire to increase freedoms while maintaining national security?
 How far should the government go to secure protection for its citizens?
 Nuclear Proliferation – the spread of nuclear weapons
 Terrorist Attacks on the U.S. – The World Trade Center 1993, U.S. Embassies in Tanzania
and Kenya Bombed in 1997, and USS Cole attacked in 2000
 Osama bin Laden was the terrorist leader of Al-Qaeda (the terrorist organization of the
Taliban government in Afghanistan and spread throughout other countries) which was
behind the September 11, 2001 attacks on the NY World Trade Center Twin Towers and
the Pentagon
 The Department of Homeland Security was created in response to the attacks of 09/11/2001
in order to coordinate government agencies in the protection of the U.S.
 Patriot Act – passed shortly after 09/11/2001 in order to increase domestic surveillance in
order to protect American, Imposes on Civil Rights
 In 2002, led by President George W. Bush, the United States entered into the 2nd War on
Iraq, intended to bring down Saddam Hussein because he may have Weapons of Mass
Destruction. We are still in war today
 Colin Powell – Secretary of State under George W. Bush
 Bush Doctrine – foreign policy under George W. Bush and John McCain created after the
September 11th attacks which said that the United States had the right to treat countries that
harbor or give aid to terrorist groups as terrorists themselves – this helped justify the
invasion of Afghanistan
 “Axis of Evil” – term coined by G. W. Bush in his 2002 State of the Union Address to
describe governments that he accused of helping terrorism and seeking weapons of mass
destruction
Matchings
Land Acquisitions
Adams-Onis Treaty
Alaska Purchase
Annexation of Hawaii
Gadsden Purchase
Jay’s Treaty
Louisiana Purchase
Oregon Territory
Pinckney’s Treaty
Texas Annexation
Treaty of Guadalupe-Hidalgo
Treaty of Paris
_________________________ (1794) British agree to leave their forts in the Northwest Territory
_________________________ (1795) Spanish agrees on the northern border of Florida and the
Mississippi River is opened up for the U.S. trade
_________________________ (1803) U.S. purchase a large chunk of land from France; doubles the
size of the United States
_________________________ (1819) Spain ceded Florida to the United States
_________________________ (1845) After a long fight for independence from Mexico, the United States
agreed to annex this state into the Union
_________________________ (1846) U.S. and Britain agreed on the boundary of this territory after many
people in the United States had rallied with the cry “54°40’ or fight!”
_________________________ (1848) Mexican Cession after the Mexican-American War, the United
States gains its current southwestern portion of the U.S.
_________________________ (1853) U.S. purchased a tiny amount of land from Mexico
_________________________ (1867) U.S. gains this island nation for its sugar plantations and excellent
location as a naval base
_________________________ (1867) “Seward’s Folly” was purchased from Russia
_________________________ (1898) Ends the Spanish-American War; the United States gains the
territories of the Philippines, Guam, and Puerto Rico
Influential Legislation
13th Amendment
14th Amendment
15th Amendment
16th Amendment
17th Amendment
18th Amendment
19th Amendment
21st Amendment
24th Amendment
Alien & Sedition Acts
Chinese Exclusion Act
Civil Rights Act of 1964
Clayton Antitrust Act
Dawes Severalty Act
Emancipation of Proclamation
Espionage & Sedition Acts
Gulf of Tonkin Resolution
Fugitive Slave Act
Homestead Act
Immigration Act 1965
Indian Removal Act
Interstate Commerce Act
Judiciary Act of 1789
Kansas-Nebraska Act
Lead-Lease Act
Missouri Compromise
Monroe Doctrine
Morrill Land Grant Act
Neutrality Acts
Pendleton Civil Service Act
Pure Food and Drug Act
Sherman Antitrust Act
Selective Service Act
Truman Doctrine
Voting Rights Act
War Powers Act
Women’s Suffrage
_________________________ (1789) Law that established the federal court system
_________________________ (1789) Reduced the political power of recent immigrants to the U.S.
Hemisphere
_________________________ (1820) Maine entered the U.S. as a free state; Missouri a slave state;
Unorganized territory divided along the 36”30 line
_________________________ (1823) Warned European nations to stay out the affairs of the Western
_________________________ (1830) Forced Native Americans off of their land
_________________________ (1850) Part of the Compromise of 1850, all escaped slaves had to be
returned to their owners
_________________________ (1854) Gave the territories of Kansas and Nebraska the right to vote on
whether or not there would be slavery in their territories
_________________________ (1862) Gave land to states to sell in order to create agriculture colleges
_________________________ (1862) Gave heads of household 160 acres of land out west
_________________________ (1863) Freed slaves behind Confederate lines in the Civil War
_________________________ (1865) Abolished slavery
_________________________ (1868) Defined citizenship
_________________________ (1870) Voting rights could not be withheld based on race, color, or
previous condition of servitude
_________________________ (1882) Kept Chinese immigrants from entering the United States
_________________________ (1883) Ended the Spoils System, government jobs given on merit
_________________________ (1887) Forced the assimilation of Native Americans
_________________________ (1887) Federal government’s right to regulate railroads
_________________________ (1890) Law intended to prevent the creation of monopolies, but was
used against labor unions instead
_________________________ (1906) Halted the sale of contaminated foods and drugs
_________________________ (1913) Established the Federal Income Tax
_________________________ (1913) Established direct election of senators
_________________________ (1914) Strengthened the Sherman Anti-Trust Act
_________________________ (1917) Required men to register for military service (draft)
_________________________ (1917-1918) Imposed harsh penalties on anyone interfering with or
speaking against the US during WWI
_________________________ (1919) Established prohibition
_________________________ (1920) Women’s suffrage
_________________________ (1933) Repealed prohibition
_________________________ (1935) Prevented the U.S. arms sales and loans to nations at war in an
attempt to keep the United States out of WWII
_________________________ (1941) Allowed the US to ship arms and military supplies to countries in
WWII without immediate payment
_________________________ (1947) Provided aid to countries that were resisting communism
_________________________ (1964) Law that banned discrimination on the basis of race, sex, national
origin, or religion in pubic places
_________________________ (1964) Outlawed poll taxes
_________________________ (1964) Gave the president unlimited power to send troops to Vietnam
_________________________ (1965) Limited the number of immigrants allowed to settle in the U.S
_________________________ (1965) Law that made it easier for African Americans to register to vote
by eliminating literacy tests
_________________________ (1968) Law that banned discrimination in housing
_________________________ (1973) Limited the president’s right to send troops to war without
Congress’ permission
U.S. Presidents
Abraham Lincoln
Andrew Jackson
Andrew Johnson
Bill Clinton
Franklin Delano Roosevelt
George Washington
Harry S. Truman
Herbert Hoover
James K. Polk
James Monroe
John F. Kennedy
John Quincy Adams
Richard Nixon
Ronald Reagan
Rutherford B. Hayes
Theodore Roosevelt
Thomas Jefferson
Ulysses S. Grant
William Howard Taft
William McKinley
Woodrow Wilson
_________________________ No Political Party (1789-1797) Warned against political parties and foreign entanglements
_________________________ Democratic-Republican (1801-1809) Strict constructionist who purchased the Louisiana Territory
_________________________ Democratic-Republican (1817-1825) Established the Monroe Doctrine, warning other countries to stay out
of the affairs of the Western Hemisphere
_________________________ Democratic-Republican (1825-1829) Winner of the Election of 1824. It was called a “corrupt bargain”
when the speaker of the house was appointed to be Vice President
_________________________ Democrat (1829-1837) Credited as the president who started the “Spoils System”
_________________________ Democrat (1845-1849) Acquired more land in the U.S. than any other president
_________________________ Republican (1861-1865) President during the Civil War who issued the Emancipation Proclamation, freeing
the slaves in the Confederate States
_________________________ Democrat (1865-1869) President during Reconstruction. His plan was said to be too lenient on the Southern
states
_________________________ Republican (1869-1877) Star general of the Union in the Civil War, he later became President even though
he did not win a majority of the white vote. His presidency was marked with scandal – Credit Mobilier &
Whiskey Ring
_________________________ Republican (1877-1881) Became president as a result of the Hayes-Tilden Compromise of 1877, effectively
ending Reconstruction with the removal of federal troops from the South
_________________________ Republican (1897-1901) President during the Spanish-American War during the United States growth as an
imperialistic nation
_________________________ Republican (1901-1909) Utilized “Big Stick” diplomacy in dealing with foreign affairs. He led the Bull
Moose Party in the Election of 1912
_________________________ Republican (1909-1913) Utilized “Dollar Diplomacy” in dealing with foreign affairs
_________________________ Democrat (1913-1921) Won the Election of 1912 when there was a split in the Republican Party. He was
president during WWI, but was reelected to a second term using the slogan “he kept us out of war”.
Creator of the League of Nations
_________________________ Republican (1929-1933) Dispersed the Bonus Army using military force after WWI
_________________________ Democrat (1933-1945) Created the New Deal to bring the United States out of the Great Depression
_________________________ Democrat (1945-1953) President who dropped the atomic bomb
_________________________ Democrat (1961-1963) Young, popular president assassinated by Lee Harvey Oswald
_________________________ Republican (1969-1974) President involved with the Watergate Scandal
_________________________ Republican (1981-1989) President during the Iran-Contra Affair, when the U.S. sold weapons to Iran and
gave the money to Nicaragua
_________________________ Democrat (1993-2001) The 2nd president to be impeached (for lying under oath)
Major Supreme Court Cases
Brown v. Board of Education
Dred Scott v. Sanford
Gibbons v. Ogden
Korematsu v. U.S.
Marbury v. Madison
McCulloch v. Maryland
Munn v. Illinois
Northern Securities v. U.S.
Plessy v. Ferguson
Regents of CA v. Bakke
Roe v. Wade
Schenck v. U.S.
Texas v. Johnson
U.S. v. American Tobacco
U.S. v. E.C. Knight and Co.
U.S. v. Nixon
Wabash v. Illinois
Worcester v. Georgia
_________________________ (1803) Established judicial review – the right of the courts decide
whether or not something is unconstitutional
_________________________ (1819) Federal laws are superior to state laws; you can not tax the
national bank
_________________________ (1824) Only the federal government can regulate trade
_________________________ (1832) Native Americans do not have to abide by state laws
_________________________ (1857) Slaves are property, not people
_________________________ (1877) States can regulate certain businesses within their borders
_________________________ (1886) States can not regulate interstate commerce
_________________________ (1895) Limited government control over monopolies
_________________________ (1896) Established the “separate but equal” doctrine
_________________________ (1904) Dissolved railroad company trust during the Progressive Era
_________________________ (1911) Trust busting to break up large company in N.C.
_________________________ (1919) First Amendment rights are not absolute (WWI letters)
_________________________ (1944) Government can suspend civil liberties during times of war
_________________________ (1956) Separate is not equal. Desegregation in school
_________________________ (1973) Abortion is legal
_________________________ (1974) Evidence involving possible criminal activity can not be
withheld, even by a president
_________________________ (1978) Race can be a consideration in admissions, but organizations may
not set quotas
_________________________ (1989) Government may not prohibit the expression of an idea simply
because it is offensive (Flag burning)
Influential Literature in US History
The American Dictionary
A Century of Dishonor
Civil Disobedience and Waldon
The Feminine Mystique
Harlem
The History of the Standard Oil
Company
How the Other Half Lives
The Influence of Sea Power Upon
History
The Jungle
The Last of the Mohicans
The Liberator
Silent Spring
Uncle Tom’s Cabin
_________________________ (1826) Written by James Fennimore Cooper, this book discusses the closing of the
frontier and the culture clashes related to westward expansion
_________________________ (1828) Written by Noah Webster, this was the first of its kind written to help common
man to learn and understand the American English
_________________________ (1831) Written by William Lloyd Garrison, this newspaper supported the abolition of
slavery
_________________________ (1845-1849) Written by Henry David Thoreau, these books were a transcendentalist
trying to live off the land and protest government action in the Mexican American
War
_________________________ (1852) Written by Harriet Beecher Stowe, this novel explores the daily lives of slaves
and played a key role in the evens leading to the Civil War
_________________________ (1881) Written by Helen Hunt Jackson, this is a novel written showing the treatment
of Native Americans throughout the history of the United States
_________________________ (1890) Written by Alfred T. Mahan, this novel details the role of sea power
throughout history and discusses the various factors needed to support a strong
navy
_________________________ (1890) Written by Jacob Riis, this novel, by a famous muckraker, explains the
working and living conditions of immigrants and poor Americans
_________________________ (1904) Written by Ida Tarbell, this book uncovers the corruption and terrible working
conditions of the Standard Oil Co. owned by Rockefeller
_________________________ (1906) Written by the Upton Sinclair, this novel explores the terrible conditions of the
meat packing industry and the lives of the immigrants that worked in them. It later
let to the passage of the Pure Food and Drug Act
_________________________ (1930) Written by Langston Hughes, this poem from the Harlem Renaissance
proclaims that all African Americans should embrace their heritage proudly
_________________________ (1962) Written by Rachel Carson, this novel opens people’s eyes to the environmental
issues at stake in the 1960s
_________________________ (1963) Written by Betty Freidan, this novel explores the lives of the 1950s housewife.
The author claims she understands their thoughts of being unsatisfied with
childbearing and homemaking
Influential Women Throughout US History
Abigail Adams
Betty Freidan
Dorthea Dix
Carrie Nation
Eleanor Roosevelt
Florence Kelley
Harriet Tubman
Harriet Beecher Stowe
Ida Tarbell
Ida Wells
Jane Addams
Phyllis Schlafly
Rosa Park
Lucretia Mott
Elizabeth Cady, &
Susan B. Anthony
_________________________ Created the Hull House (a settlement house) to give the poor shelter and
food
_________________________ Reformed prisons and treatment of the mentally ill
_________________________ African American civil rights advocate; spoke out against lynching
_________________________ Campaigned against women working out of the home; believed women
should be happy being housewives
_________________________ First women’s advocates that met at Seneca Falls to discuss women’s
rights and the plan to achieve full suffrage rights
_________________________ Wrote The Feminine Mystique and explained to women that she
understood why they were dissatisfied with being housewives
_________________________ Wrote Uncle Tom’s Cabin and explained the lives of slaves to those
around the United States that have never seen it first hand
_________________________ Wrote to her husband to “remember the ladies”; believed that women
should not be bound by laws in which they had no voice
_________________________ Advocate for the Temperance Movement; famous for walking it to
saloons and private bars to preach to those inside
_________________________ Conductor of the Underground Railroad, helping thousands or run away
slaves escape to the North
_________________________ Great Women’s Rights advocate during her husband’s presidency and
the Great Depression
_________________________ Leader of the Civil Rights Movement starting the Montgomery Bus
Boycott
_________________________ Great advocate for children’s rights during the Progressive Era
_________________________ Muckraker who wrote about The History of the Standard Oil Co. and
brought attention to the corruption of big business
United States
Involvement
in War
US INVOLVEMENT IN WAR
War of 1812 (1812-1814/1815)
Causes of the War
Who was
involved?
Main Events/People
Resolution
Mexican-American War (1846-1848)
Causes of the War
Who was
involved?
Main Events/People
Resolution
US INVOLVEMENT IN WAR
Civil War (1860-1865)
Causes of the War
Who was
involved?
Main Events/People
Resolution
Spanish-American War (1898)
Causes of the War
Who was
involved?
Main Events/People
Resolution
US INVOLVEMENT IN WAR
World War I (1914-1918)
Causes of the
War
Causes of US
Entry
Who was
involved?
Main Events/People/ US Involvement
Resolution
Allies:
Central:
World War II (1941-1945)
Causes of the
War
Causes of US
Entry
Who was
involved?
Allies:
Central:
Main Events/People/ US Involvement
Resolution
US INVOLVEMENT IN WAR
The Cold War (1945-1991)
Causes of the War
Who was
involved?
Causes of the War
Who was
involved?
Main Events/People
Resolution
Korean War (1950-1953)
Main Events/People
Resolution
Vietnam Conflict (1961-1973)
Causes of the War
Who was
involved?
Main Events/People
Resolution
US INVOLVEMENT IN WAR
1st Persian Gulf war (1991)
Causes of the War
Who was
involved?
Main Events/People
Resolution
War with Afghanistan (2001-?)
Causes of the War
Who was
involved?
Causes of the War
Who was
involved?
Main Events/People
Resolution
War with Iraq (2003-?)
Main Events/People
Resolution