8th Grade U.S. History OCCT Review Guide 2015
Name:_______________________________
Content Standard 1: The student will analyze the foundations of
the United States by examining the causes, events, and ideologies
which led to the American Revolution.
Standard 1.2 ** Cite specific textual and visual evidence to
summarize the significance of British attempts to regulate
colonial rights, as well as the colonial responses to these
measures.
Standard 1.1 ** Summarize the political and economic
consequences of the French and Indian War on the 13 colonies
including the imperial policies of requiring the colonies to pay a
share of the costs of defending the British Empire and the
precedent of the Albany Plan of Union as an early attempt to unify
the colonies.
1. Albany Plan of Union (102-103)
Colonial confederation based on the ideas of Franklin
calling for each colony to have independence in a large
whole, known as a Grand Council. It was used for military
defense and Indian policies and set a precedent for later
American unity.
2. British taxation policies in the colonies
A way to pay off the F & I war debt – Greenville’s
Programs, Stamp Act, Sugar Act, Tea Act, Townshend Act.
Page 1 of 31
1. Boston Massacre (116-117, p134)
British troops, (which were resumed in the city in 1770 in
order to discourage opposition to the Townshend Acts),
when hit by hecklers within the crowd, opened fire upon
the innocent; five men were killed. Eight soldiers were
tried for murder; their attorney was John Adams. Many
were acquitted and anti-British feelings rose.
Crispus Attucks - He was the leader of a group of colonists
who were killed in the 1770 Boston Massacre. Though he
was the first man to be shot, he was only one of five
colonists. He was either African-American or Native
American and he may have been a runaway slave. In 1888 a
monument of him was erected in his honor in Boston.
2. Stamp Act Resolves (115) Congress
This was an assembly of delegates from nine of the original
thirteen colonies in 1765 which was intended to protest
the Stamp Act. They met in New York City and presented
8th Grade U.S. History OCCT Review Guide 2015
Name:_______________________________
the Declaration of Rights and Grievances, but the group’s
demand for no taxation without representation was
refused by the House of Commons.
3. Committees of Correspondence (117)
They were colonial groups in 1772 which were organized to
form resistance to British tyranny. The Boston town
meeting made up a 21 member committee "To state the
Rights of Colonists and of this Province in Particular." This
committee became a major political force responsible for
the Boston Tea Party.
4. Coercive Acts (Intolerable Acts) (119, 121)
Passed by the British Parliament, several laws were
composed in 1774 in response to colonial rebellion. The
Boston Tea Party was the last straw leading to the passage
of these harsh acts as measures against the colony of
Massachusetts. The four measures passed were to serve as
warnings to the rest of the colonies. They included the
Boston Port Act, the Massachusetts Government Act, the
Quartering Act, and the Administration of Justice Act.
Americans united in sympathy for Massachusetts.
5. Boston Tea Party (118-119, ptg118, ptg127)
A group of Boston citizens organized a protest on
December 16, 1773, which was against the British tax on
tea imported to the colonies The citizens were angry and
disallowed three British ships to unload their cargo in
Boston. Led by Samuel Adams and members of the Sons of
Liberty, the group, disguised as Indians boarded the ships
and dumped all the tea into Boston Harbor in protest. The
American government later refused to pay for the tea and
was punished through closure of the port
Page 2 of 31
6. First Continental Congress (120-121, q120, members of
-120)
The First Continental Congress convened in Philadelphia in
September, 1774, to consider the situation resulting from
the Intolerable Acts. They issued the Declaration of
Rights and Grievances to George III, and called for the
Continental Association, and agreement to boycott trade
with Britain. committees of Safety were in charge of
enforcing the Continental Association. Before it was
adjourned, the delegates agreed to meet in May, 1775 if
the situation still hadn’t been resolved.
7. Battles of Lexington and Concord (122-125, m123,
149) – “Shot Heard around the World”
American Captain John Parker and seventy Minutemen
waited for the British at Lexington, on April 19. A British
officer ordered the Minutemen to lay down their arms, but
a shot from an unknown source was fired. The British then
opened fire and charged. Afterwards, the British
continued on the Concord only to find that almost all of the
weapons and supplies had been moved. While retreating to
Boston, they were fired on by Minutemen from local cities.
8. Patrick Henry—Give Me Liberty or Give Me Death
speech (114-115, 120, q120, ptg122, 128, 199)
He was an orator and statesman who played a key role in
igniting patriotism and leading the colonists toward the
American Revolution. In 1763 he became a member of the
House of Burgesses where he introduced seven resolutions
against the Stamp Act. He is famous for his comment "Give
me liberty or give me death."
8th Grade U.S. History OCCT Review Guide 2015
Name:_______________________________
9. Thomas Paine—Common Sense (130-131, p130, q130,
126, q126, ptg126)
Thomas Paine published this in January 1776, which called
for immediate independence. Although its arguments were
extreme, it had much influence in favor of independence.
Combined with the Prohibitory Act, it convinced many
Americans that the British had every intention to carry out
a full scale war.
10. Boycotts (115, 117, 118,121)
NON-IMPORTATION: There existed, between many of
the colonial merchants, an agreement to not import any
British goods until the Townshend acts were repealed.
When the tea tax was kept, they were unsure whether or
not to keep the boycott going. When non-importation
collapsed, the Sons of Liberty agreed not to consume
British tea in protest.
11. Colonial Protest (List a Few Protest)
Boston Tea Party, Tar and Feathering, Boycotts of British
goods, Burning things in Effigy, Sons of Liberty, Daughters
of Liberty
12. King George III (105, 112, 119, 122, 129, 132, 137,
crt290)
After the Battle of Bunker Hill, the people of Britain
wanted retaliation, and King George III, on August 23,
proclaimed New England in a state of rebellion. In
December Parliament declared all colonies in a state of
rebellion, and made their ships liable to seizure.
13. British Parliament (93, 95, 113-114, 119)
A Legislative body who makes laws and acts for the
colonies
14. Restriction of Colonial Rights
DECLARATORY ACT, 1766: This was a Parliamentary act
which was issued in 1766 in order to confirm the British
government’s right to pass acts which were legally binding
to the colonists. Because the Stamp Act was so opposed by
the colonists as well as the British business community, it
was repealed, but only with the passage of this
confirmation.
Standard 1.3 ** Cite specific textual and visual evidence to
analyze the ideological and propaganda war between Great Britain
and her North American colonies
Points of view of:
1. Patriots (126, 144, 145-146, 148, 150, 151, 169,
m170)
The Patriots of the American Revolution were colonists
who wanted independence from England. These patriots
weren't rich or high end citizens, but the middle/lower
class of the colony. Many patriots’ lived in rural areas, and
had more labor intensive jobs, such as fishing and farming.
These men and women felt that the British had wronged
them, and wanted to be free from the Crown. They were
willing to resort to violent means if necessary. (also known
as Rebels, Revolutionaries, Continentals, or American
Whigs) were those colonists of the Thirteen Colonies who
violently rebelled against British control during the
American Revolution and in July 1776 declared the United
States of America an independent nation.
Page 3 of 31
8th Grade U.S. History OCCT Review Guide 2015
Name:_______________________________
2. Loyalists (125, 126, 145, 157, 161, m170) Torries
They were Anglican clergymen, ethnic and religious
minorities, government officials, and some wealthy
merchants comprised the Loyalists. About one-fifth to
one-third of the population remained loyal to Britain. They
felt that war was unnecessary to preserve the rights of
the colonists, and maintained a respect for the monarchy.
The majority of ethnic and religious minorities, however,
were supporters of the revolution. Eighty thousand
Loyalists left, leaving their positions for others.
3. Neutrals
Colonists who were too far away to fight, or embraced the
beliefs of both parties were referred to as neutralists.
They made up the remaining one third of American
colonists during the revolution. Neutrals, or neutralists,
didn't partake in the battles that their patriot and loyalist
brethren often fought. Neutralists came from a wide range
of jobs and classes. Neutralists didn't bother the other
two groups that much, nor were they bothered by the
patriots or loyalists. EXAMPLE of a NETURAL COLONIST:
A Neutral colonist may originally come from Germany and
live on the Pennsylvania Frontier. The colonist decides to
move his family out of the Pennsylvania colony into the
fertile Ohio Valley. He plans to move near a British fort in
the Ohio Valley which can provide protection from Indians.
As this neutralist and his family move towards the Ohio
Valley, British soldiers stopp him and inform him that the
Proclamation of 1763 prohibits him from moving into the
Ohio Valley.
Page 4 of 31
4. Patriotic writings of Mercy Otis Warren (ptg192, q192)
Before the imperial crisis, she was known for her
nonpolitical poetry, but soon began writing political satires
in the early 1770s. In doing so, she challenged the
assumption that women were naturally dependent on men.
The subordination of women, which was taken for granted,
later became the subject of debate.
5. Patriotic writings of Phillis Wheatley
African American poet who was bought by the Wheatley
family in Boston. The Wheatley family taught her how to
read and write and encouraged her poetry. She wrote
‘Poems on Various Subjects” and “Religious and Moral.” One
of her biggest fans was George Washington
6. Paul Revere’s engraving of the Boston Massacre (117,
122)
8th Grade U.S. History OCCT Review Guide 2015
Name:_______________________________
7. Rejection of the Olive Branch Petition by King George
III (129)
The Second Continental Congress issued this petition to
King George III on July 5, pleading with him to intercede
with Parliament to restore peace. After he ignored it, he
issued a Prohibitory act, which declared all colonies in a
state of rebellion no longer under his protection. Thus,
Americans prepared for an all-out war with Britain.
10. Second Continental Congress (128-129, 131-132, 178,
156, 146, 149, 151, 167, 176)
The Second Continental Congress convened in Philadelphia
on May 10, 1775. They drew up the Olive Branch Petition,
which begged George III to restore peace, and adopted a
Declaration of the Causes and Necessity for Taking up
Arms. Congress was divided into two main factions: the
delegates that were ready to go to war and declare
independence, and those that weren’t ready to go that far.
The Second Continental Congress later evolved into the
revolutionary government.
8. Colonists’ political grievances as expressed in cartoons
and broadsides. (How they are used; Which ones?;
etc…)
Standard 1.4 ** Determine the central ideas and grievances
expressed in the Declaration of Independence and their
intellectual origin.
This was a way to influence colonists to support the
patriots (not the football team). Such things as… Join or
Die, Don’t Tread on Me”
9. British Parliament (93, 95, 113-114, 119) Parliament
used terms such as “Traitor,” “Rebel,” “Criminal,” as well as
countless other sayings to keep people loyal to the crown.
Page 5 of 31
1. John Locke’s theory of Natural Rights (unalienable
rights/equality) (76, q76, 131-132, 195, ptg195)
Natural rights are those not contingent upon the laws,
customs, or beliefs of any particular culture or
government, and therefore universal and inalienable (i.e.,
rights that cannot be repealed or restrained by human
laws). rights inherent in human beings, not dependent on
government, which include life, liberty, and property; came
from John Locke's theories of government and was widely
accepted by America's Founding Fathers
8th Grade U.S. History OCCT Review Guide 2015
Name:_______________________________
2. Social Contract in the Declaration of Independence
(131-133, 137-140, 145, 155, 169)
John Locke - English philosopher who advocated the idea of
a "social contract" in which government powers are derived
from the consent of the governed and in which the
government serves the people; also said people have natural
rights to life, liberty and property
3. Theory of the Social Contract (consent of the governed)
(Philosophy) (in the theories of Locke, Hobbes, Rousseau, a
nd others) an agreement, entered into by individuals, thatr
esults in the formation of the state or of organized society
, the prime motive being the desire for protection, whichen
tails the surrender of some or all personal liberties
4. Purpose of the Declaration of Independence (131-133,
137-140, 145, 155, 169)
Written by the Committee on Independence, he
Declaration of Independence contained a list of grievances
placing the blame on George III. Additionally, it asserted
certain natural rights: "Life, liberty, and the pursuit of
happiness" and the "Consent of the governed" to revolt
against tyrannical governments. The English Revolution of
1688 and Enlightenment writers inspired some of the ideas
in the Declaration of independence.
5. Grievances found in the Declaration of Independence
(131-133, 137-140, 145, 155, 169) The Committee of
Five wrote out 27 grievances that England and King George
III was implanting on the colonies .Here are so examples:
the King is a tyrant, the King deprived the colonists of the right of
trial by jury, the King imposed taxes on colonists without their
assent, the King dissolved legislatures, the King kept standing
armies in the colonies in times of peace
6. Contributions of Thomas Jefferson and the Committee
of five (131) Thomas Jefferson was the main writer of
the Declaration of Independence.
Content Standard 2: The student will examine the foundations of
the American nation laid during the Revolutionary Era through the
contributions of significant individuals and groups involved in the
key military and diplomatic events of the Revolutionary War that
resulted in an independent nation.
Page 6 of 31
Standard 2.1 ** Analyze the formation of the first American
national system of government under the Articles of
Confederation including the success of conducting and winning
the Revolutionary War.
1. Unicameral Legislature
consisting of a single chamber, as a legislative assembly.
2. Negotiated International Treaties
The Alliance with French, The treaty of Paris of 1783
3. Negotiated Peace with Great Britain
The Treaty of Paris of 1783: Great Britain and the United
States signed the Treaty of Paris, which brought an end to
the American Revolution, on September 3. Great Britain
recognized the former 13 colonies as the free and selfgoverning United States of America.
4. Articles of Confederation (178-179, 180, 207, 246,
188, 187, c179, 182, 183, 184, 186)
Strengths: The thirteen states established a permanent
government in 1781 in the form of a confederation which
included a congress that represented the states and had
8th Grade U.S. History OCCT Review Guide 2015
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the power to conduct Indian and foreign affairs, mediate
disputes between states, and establish a standard for
weights and measures. The Articles protected against an
oppressive central government, such as a monarchy or
oligarchy, by placing power within the fragmented states.
Weaknesses: The government established in 1781, was a
confederation; each state was its own powerful entity and
had its own tariffs and currencies, making it harder for
interstate commerce to occur. The federal government
lacked the power to tax and form a militia without the
approval of all the states. Amending the Articles was a
difficult and tedious process, because the amendment
would have to be accepted by each state in order to be
passed.
5. Continental Congress’ oversight of the war They named
George Washington Major General and Commander in Chief
of the Army.
6. Appointment of George Washington as Commander of
the Continental Army
As Major General and Commander-in-Chief of the
Continental Army, George Washington won the military
struggle for American Independence. Remarkably, however,
Washington's army won only three of the nine major
battles that he oversaw and was often retreating.
7. Unanimous Vote (all 13 colonies) required to amend
Articles of Confederation (178-179, 180, 207, 246,
188, 187, c179, 182, 183, 184, 186) To change
anything in the A of C, all 13 colonies had to agree to the
changes (consensus)
Standard 2.2 ** Compare and contrast the different motivations
and choices that various colonial populations had regarding the
War for Independence
Page 7 of 31
1. Point of view of and motivations
a. Loyalist (126, 144, 145-146, 148, 150, 151,
169, m170)
They were Anglican clergymen, ethnic and religious
minorities, government officials, and some wealthy
merchants comprised the Loyalists. About one-fifth
to one-third of the population remained loyal to
Britain. They felt that war was unnecessary to
preserve the rights of the colonists, and maintained
a respect for the monarchy. The majority of ethnic
and religious minorities, however, were supporters
of the revolution. Eighty thousand Loyalists left,
leaving their positions for others.
b. Patriots (125, 126, 145, 157, 161, m170) The
Patriots of the American Revolution were colonists
who wanted independence from England. These
patriots weren't rich or high end citizens, but the
middle/lower class of the colony. Many patrtiots
lived in rural areas, and had more labor intensive
jobs, such as fishing and farming. These men and
women felt that the British had wronged them, and
wanted to be free from the Crown. They were
willing to resort to violent means if necessary.
8th Grade U.S. History OCCT Review Guide 2015
Name:_______________________________
c. Neutrals Colonists who were too far away to fight,
or embraced the beliefs of both parties were
referred to as neutralists. They made up the
remaining one third of American colonists during
the revolution. Neutrals, or neutralists, didn't
partake in the battles that their patriot and loyalist
brethren often fought. Neutralists came from a
wide range of jobs and classes. Neutralists didn't
bother the other two groups that much, nor were
they bothered by the patriots or loyalists.
EXAMPLE of a NEUTRAL COLONIST; A Neutral
colonist may originally come from Germany and live
on the Pennsylvania Frontier. The colonist decides
to move his family out of the Pennsylvania colony
into the fertile Ohio Valley. He plans to move near a
British fort in the Ohio Valley which can provide
protection from Indians. As this neutralist and his
family move towards the Ohio Valley, British
soldiers stopp him and inform him that the
Proclamation of 1763 prohibits him from moving into
e. Native Americans
The colonists’ expansion into the Ohio Valley drove
the western Indians into allying with the British. In
the East, the Iroquois in New York were neutral
until 1777, when the Six Nations of the Iroquois
Confederacy split, leaving all but the Tuscaroras and
most Oneidas on the side of the British.
Standard 2.3 ** Cite specific textual and visual evidence to
summarize the impact of key military and diplomatic events
the Ohio Valley.
d. Free and Enslaved African Americans
About 5,000 blacks served in the army and navy,
mostly New England freemen, and fought in every
major battle of the war. However, the South feared
possible slave revolts, which inhibited use of blacks
in the South. Governor Dunmore offered freedom
to slaves who joined the British army.
Page 8 of 31
1. General George Washington and his military leadership
(129, 130, 146, ptg150, 164-165, 167-168, 148,
149)
George Washington created the Continental Army that had
fought against the British. He was a strong influence in
persuading the states to partake in the Constitutional
Convention, and he used his prestige to help gain
ratification of the Constitution. He earned a good
reputation from the French and Indian War in 1763. His
early military experience taught him the dangers of
overconfidence and the necessity of determination when
faced with defeat.
2. Importance of victories at:
a. Boston (124-125, ptg124, 148, 149) Bunker Hill
Three British generals arrived in Boston in May,
1775 to assist General Gage. After two failed
British attacks on Breed’s Hill, the colonists ran out
of ammunition, and the British succeeded. The
8th Grade U.S. History OCCT Review Guide 2015
Name:_______________________________
The American Crisis is a collection of articles written by
Thomas Paine during the American Revolutionary War. In
1776 Paine wrote Common Sense, an extremely popular and
successful pamphlet arguing for Independence from
England. The essays collected here constitute Paine's
ongoing support for an independent and self-governing
America through the many severe crises of the
Revolutionary War. General Washington found the first
essay so inspiring, he ordered that it be read to the troops
at Valley Forge.
5. Valley Forge Encampment (153, 154)
American survivors from the Battle at Brandywine Creek
marched through Valley Forge in early December, 1777.
The Continental Army marched through Valley Forge while
the British army rested miles away in Philadelphia. After
the arrival of Baron Friedrich von Steuben, the Continental
army emerged from Valley Forge.
6. British Defeat at Yorktown (163, 165, 166, 167)
Washington, along with Admiral de Grasse’s French fleet,
trapped British General Cornwallis on the Yorktown
peninsula. The Siege of Yorktown began in September of
1781, and ended when Cornwallis realized that he lost three
key points around Yorktown and surrendered.
colonists now had two choices: to commit to a fullscale revolution, or to accept the rule of the British.
b. Trenton (150)
The Battle of Trenton was an important event in the
American Revolutionary War because it inspired
beleaguered American soldiers to reenlist and
encouraged more men to join the fledgling American
military. The battle took place on December 26,
1776. General George Washington commanded the
American Continental Army in a surprise attack
against a garrison full of Hessian soldiers.
c. Saratoga (151, 152, 161)
British General John Burgoyne felt overwhelmed by
a force three times larger than his own, and
surrendered on October 17, 1777. This forced the
British to consider whether or not to continue the
war. The U.S. victory at the Battle of Saratoga
convinced the French that the U.S. deserved
diplomatic recognition.
3. Importance of the French Alliance
France entered into two treaties with America, in
February, 1778. The first was a treaty of goodwill and
commerce, and granted most favored nation status to one
another. The second treaty was the French Alliance of
1778, to be effective if war broke out between Britain and
France.
4. Thomas Paine’s “American Crisis” series (130-131,
p130, q130, 126, q126, ptg126)
Content Standard 3: The student will examine the formation of
the American system of government following the Revolutionary
War that led to the creation of the United States Constitution.
Page 9 of 31
8th Grade U.S. History OCCT Review Guide 2015
Name:_______________________________
Standard 3.1 ** Examine and summarize the issues encountered
by the young nation that led to the Constitutional Convention in
Philadelphia in 1787.
1. Strengths and Weaknesses of the Articles of
Confederation (178-179, 180, 207, 246, 188, 187,
c179, 182, 183, 184, 186)
STRENGTHS: The thirteen states established a
permanent government in 1781 in the form of a
confederation which included a congress that represented
the states and had the power to conduct Indian and
foreign affairs, mediate disputes between states, and
establish a standard for weights and measures. The
Articles protected against an oppressive central
government, such as a monarchy or oligarchy, by placing
power within the fragmented states. WEAKNESSES: The
government established in 1781, was a confederation; each
state was its own powerful entity and had its own tariffs
and currencies, making it harder for interstate commerce
to occur. The federal government lacked the power to tax
and form a militia without the approval of all the states.
Amending the Articles was a difficult and tedious process,
because the amendment would have to be accepted by each
state in order to be passed.
2. Lack of Common Currency
Article IX of the Articles of Confederation stated, “The
United States in Congress assembled shall also have the
sole and exclusive right and power of regulating the alloy
and value of coin struck by their own authority, or by that
of the respective State.” ((Yale Law School: Lillian Goldman
Page 10 of 31
Law Library, Articles of Confederation: March 1, 1781.))
While Congress had the right to regulate all forms of
American currency, the Articles failed to call for a singular
form of currency. This meant that the national government
could print money, but each state could as well.
Consequently, America had no uniform system of currency
which made trade between the states, and with foreign
entities, much more difficult and less efficient.
3. Lack of Common Defense
It seems counterintuitive that a body of government would
be tasked with declaring war, but not be allowed to
commission an armed force. According to the Articles of
Confederation, Congress had the sole power to make peace
and war, but did not have the authority to raise an army of
its own: “The United States in Congress assembled, shall
have the sole and exclusive right and power of determining
on peace and war.”((ibid)) Instead, the national government
had to rely on state militia. Since it was dependent on
state troops, Congress was severely limited in its
capabilities to quickly and effectively responding to
internal and external threats.
4. Management of War Debts
Only the states, not Congress, had the authority to impose
taxes and raise revenue. Accordingly, Congress had to
request for funds from the states. Per Article VIII, these
funds “shall be supplied by the several States in proportion
to the value of all land within each State.” How that money
was raised, within each state, was up to the state
legislatures. Unfortunately, this money was oftentimes not
raised by the states or given to the national government
long after it was due. As a result, Congress faced
8th Grade U.S. History OCCT Review Guide 2015
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substantial revenue shortfalls. Without payment from the
states, Congress struggled to pay off America’s foreign
debts and was incapable of fulfilling its other tasks, such
as managing foreign affairs. Moreover, the unpredictability
of the central government’s revenue stream made
establishing a national budget nearly impossible. Not
knowing how much and when states were going to pay their
share severely handicapped an already-limited national
government.
5. Northwest Ordinance (180-181, 435)
Congress passed this law to define the steps for the
formation and admission of states into the Union in 1787.
It applied to the lands north of the Ohio River which had
been established as the Northwest Territory. The
existence of slavery could be determined by popular
sovereignty in these territories.
6. Civil unrest and Shays’ Rebellion (184-185, 187)
A group of Massachusetts farmers led by Daniel Shays
protested after taxes were raised to pay for Revolutionary
debts in 1786. The high taxes, combined with the
depression that hit after British markets were lost, forced
the farmers to revolt. The result was an increase in tension
between the North and South.
Standard 3.2 ** Analyze the significance of the Constitutional
Convention, its major debates and compromises including the
Virginia Plan, the New Jersey Plan, the Great Compromise, the
Three-fifths Compromise, and the key contributions of George
Washington, James Madison, George Mason, and Gouverneur
Morris.
Page 11 of 31
1. George Mason—Argued for a Bill of Rights (191, 198)
Mason was a delegate at the Constitutional Convention and
helped draft the Constitution. Troubled by its power and
its failure to limit slavery or contain a bill of rights, he
would not sign it. Some states refused to ratify the
Constitution until 1791, when a bill of rights was added to
the Constitution.
2. Gouverneur Morris—Preamble, final draft of the
Constitution (137, 188, 220)
The Preamble was placed in the Constitution more or less
as an afterthought. It was not proposed or discussed on
the floor of the Constitutional Convention. Rather,
Gouverneur Morris, a delegate from Pennsylvania who as a
member of the Committee of Style actually drafted the
near-final text of the Constitution, composed it at the last
moment. It was Morris who gave the considered purposes
of the Constitution coherent shape, and the Preamble was
the capstone of his expository gift. The Preamble did not,
in itself, have any substantive legal meaning. The
understanding at the time was that preambles are merely
declaratory and are not to be read as granting or limiting
power
3. James Madison—Created the Virginia Plan, father of
the Constitution (146, 187, 188, 203)
Madison drafted the Virginia Plan of national government
that became the basis for its bicameral structure in 1788.
He also assisted in the writing of the "Federalist Papers" in
order to persuade delegates who were fearful of
centralized power.
8th Grade U.S. History OCCT Review Guide 2015
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4. George Washington—President of the Convention (187,
188, 190, 120, 128)
Washington never attended college, but he was eminently
respected by the founders and was an obvious choice for
chair of the Constitutional Convention. He had hosted one of
the initial state conferences at his Mt. Vernon estate in
March 1785, in which representatives from Virginia and
Maryland met to resolve disputes over the jurisdiction of the
Pocomoke and Potomac Rivers. At the Philadelphia Convention,
Washington presided but seldom participated in the debates.
5. Major Debates
In February 1787, Congress decided that a convention
should be convened to revise the Articles of
Confederation, the nation’s first constitution. In May, 55
delegates came to Philadelphia, and the Constitutional
Convention began. Debates erupted over representation in
Congress, over slavery, and over the new executive branch.
The debates continued through four hot and muggy
months. But eventually the delegates reached compromises,
and on September 17, they produced the U.S. Constitution,
replacing the Articles
6. Virginia Plan (188, c188, 190)
The Virginia Plan called for an executive branch with two
houses of Congress which were both based on population.
7. New Jersey Plan (189)
The New Jersey Plan, introduced by William Patterson,
called for a legislature with equal representation and
increased powers for the national government.
8. Three-Fifths Compromise (190)
Although the word "slavery" was not used in the
Constitution, the idea surfaces in three places in the
Constitution: the three-fifths clause, which lessened the
power of the voting south by making the votes of three
slaves equal that of five white votes; the Fugitive Slave
Law, which captured and returned runaway slaves who fled
into free territories, and lastly Congress’ option to ban the
slave trade in Washington D. C. after 1808.
9. Great Compromise (190)
Also called the Connecticut compromise, this compromise
was introduced by the Connecticut delegation in 1788, and
contained both the Virginia Plan and the New Jersey Plan.
It provided for a presidency, a senate with states
represented with two senators each, and a House of
Representatives with representation according to
population. The plan resolved the dilemma of using only one
of the two self serving documents in the Constitution.
Standard 3.3** Cite specific textual and visual evidence to
examine the arguments for and against the ratification of the
United States Constitution as expressed in the Federalist Papers
Number 10 and Number 51, as well as Anti-Federalist concerns
over a strong central government and the omission of a bill of
rights.
Page 12 of 31
1. Federalist Paper’s Number 10 and 51
#10: Madison, in the Federalist number ten, rejected the
Antifederalist argument that establishing a republic in
United States would lead to a struggle for power. He also
argued that the Constitution would prevent the formation
of national factions and parties. #51: In Federalist 51,
Madison explains how the separation of powers between
8th Grade U.S. History OCCT Review Guide 2015
Name:_______________________________
the branches of government will check the power of each
branch. He first argues that the branches must be
absolutely separate for separation of powers to work. Each
branch is like a person needing a “will of its own” to have
its separate identity and to protect itself from the
incursions of others. Since the members of each branch
are absolutely separate, each branch should have nothing
to do with the appointment of members of the other
branches. This can best be attained when the members of
all three branches are drawn “from the same fountain of
authority, the people.”
2. Federalist (192, 198, 257-258, 276-277, 284)
The supporters of the Constitution, including Hamilton,
Jay, and Madison, who called themselves the Federalists.
These men became important in the ratification process of
the Constitution; they persuaded many of its opponents to
ratify it through their speeches, the Federalist Papers,
and other propaganda.
3. Anti-Federalist (192, 198)
Antifederalists were opponents of the Constitution who
thought that it failed to balance power between the
national and state governments. Believing that a balance
was impossible to reach, the opponents thought that the
new government would ultimately ruin the states.
4. Central Government
The central government is the political authority that
governs an entire nation. The United States is a federal
system of government in which power is shared between
the central (sometimes referred to as national or federal)
government and state governments. In the U.S. power is
given to the central government, located in Washington,
D.C., by the United States Constitution.
5. Omission of a Bill of Rights
In the ratification debate, Anti-Federalists opposed to
the Constitution, complained that the new system
threatened liberties, and suggested that if the delegates
had truly cared about protecting individual rights, they
would have included provisions that accomplished that.
With ratification in serious doubt, Federalists announced a
willingness to take up the matter of a series of
amendments, to be called the Bill of Rights, soon after
ratification and the First Congress comes into session.
The concession was undoubtedly necessary to secure the
Constitution's hard-fought ratification. Thomas
Jefferson, who did not attend the Constitutional
Convention, in a December 1787 letter to Madison called
the omission of a Bill of Rights a major mistake: "A bill of
rights is what the people are entitled to against every
government on earth."
Standard 3.4 ** Explain the constitutional principles of popular
sovereignty, consent of the governed, separation of powers,
checks and balances, federalism, and judicial review.
Page 13 of 31
1. Popular Sovereignty (431-432, 434)
Popular sovereignty was the political doctrine that the
people who lived in a region should determine for
themselves the nature of their government. In
U.S. history, it was applied particularly to the idea that
settlers of federal territorial lands should decide the
8th Grade U.S. History OCCT Review Guide 2015
2.
3.
4.
5.
6.
Name:_______________________________
terms under which they would join the Union, primarily
applied to the status as free or slave.
Consent of the Governed
In political philosophy, the phrase consent of the
governed refers to the idea that
a government's legitimacy and moral right to use state
power is only justified and legal when derived from
the people or society over which that political power is
exercised.
Separation of Powers
an act of vesting the legislative, executive, and judicial
powers of government in separate bodies.
Checks and Balances (197, 208)
a system that allows each branch of a government to
amend or veto acts of another branch so as to prevent any
one branch from exerting too much power
Federalism (195-196, 207) Federalism is
a political concept in which a group of members are bound
together by covenant with a governing representative head.
The term "federalism" is also used to describe a system
of government in
which sovereignty is constitutionally divided between a
central governing authority and constituent political units
(such as states or provinces). Federalism is a system based
upon democratic rules and institutions in which the power
to govern is shared between national and provincial/state
governments, creating what is often called a federation
Judicial Review (271)
Judicial review in the United States is the ability of
a court to examine and decide if a statute, treaty or
administrative regulation contradicts or violates the
provisions of existing law, a State Constitution, or
ultimately the United States Constitution. While the U.S.
Constitution does not explicitly define a "power" of judicial
review, the authority for judicial review in the United
States has been inferred from the structure, provisions,
and history of the Constitution
Standard 3.5 ** Cite specific textual and visual evidence and
summarize the rights and responsibilities all Americans possess
under the United States Constitution as guaranteed in the Bill of
Rights including the freedoms of religion, speech, press, assembly,
petition, and the rights to due process and trial by jury.
Page 14 of 31
1. Bill of Rights (191, 198, 209, 232, 246, 248)
The first 10 amendments to the Constitution make up the
Bill of Rights. Written by James Madison in response to
calls from several states for greater constitutional
protection for individual liberties, the Bill of Rights lists
specific prohibitions on governmental power.
a. 1st Amendment (214, 232)
Congress shall make no law respecting an
establishment of religion, or prohibiting the free
exercise thereof; or abridging the freedom of
speech, or of the press; or the right of the people
peaceably to assemble, and to petition the
government for a redress of grievances.
b. 2nd Amendment (232)
8th Grade U.S. History OCCT Review Guide 2015
c.
d.
e.
f.
Name:_______________________________
A well regulated militia, being necessary to the
security of a free state, the right of the people to
keep and bear arms, shall not be infringed.
3rd Amendment (232)
No soldier shall, in time of peace be quartered in
any house, without the consent of the owner, nor in
time of war, but in a manner to be prescribed by
law.
4th Amendment (232)
The right of the people to be secure in their
persons, houses, papers, and effects, against
unreasonable searches and seizures, shall not be
violated, and no warrants shall issue, but upon
probable cause, supported by oath or affirmation,
and particularly describing the place to be
searched, and the persons or things to be seized.
5th Amendment (214, 232, 435)
No person shall be held to answer for a capital, or
otherwise infamous crime, unless on a presentment
or indictment of a grand jury, except in cases
arising in the land or naval forces, or in the militia,
when in actual service in time of war or public
danger; nor shall any person be subject for the
same offense to be twice put in jeopardy of life or
limb; nor shall be compelled in any criminal case to
be a witness against himself, nor be deprived of life,
liberty, or property, without due process of law; nor
shall private property be taken for public use,
without just compensation.
6th Amendment (233, 236)
Page 15 of 31
In all criminal prosecutions, the accused shall enjoy
the right to a speedy and public trial, by an
impartial jury of the state and district wherein the
crime shall have been committed, which district
shall have been previously ascertained by law, and to
be informed of the nature and cause of the
accusation; to be confronted with the witnesses
against him; to have compulsory process for
obtaining witnesses in his favor, and to have the
assistance of counsel for his defense.
g. 7th Amendment (236, 237)
In suits at common law, where the value in
controversy shall exceed twenty dollars, the right
of trial by jury shall be preserved, and no fact tried
by a jury, shall be otherwise reexamined in any
court of the United States, than according to the
rules of the common law.
h. 8th Amendment (233)
Excessive bail shall not be required, nor excessive
fines imposed, nor cruel and unusual punishments
inflicted.
i. 9th Amendment (233)
The enumeration in the Constitution, of certain
rights, shall not be construed to deny or disparage
others retained by the people.
j. 10th Amendment (233, 248)
The powers not delegated to the United States by
the Constitution, nor prohibited by it to the states,
are reserved to the states respectively, or to the
people.
8th Grade U.S. History OCCT Review Guide 2015
Name:_______________________________
Content Standard 4: The student will examine the political,
economic, social, and geographic transformation of the United
States during the early to mid-1800s.
Standard 4.1 ** Analyze the impact and consequences of major
events and issues facing early presidential administrations
1. Whiskey Rebellion—Government’s Right to Tax (252)
An organized resistance in 1794, to the excise tax on
whiskey in which federal revenue officials were tarred and
feathered, riots were conducted, and mobs burned homes
of excise inspectors. The federal militia captured many of
the protesters, but most were released.
2. Washington’s Farewell Address (255)
In his realization of the important role that he had take in
developing the role of the president of the United States,
Washington’s farewell address asked the citizens of the
United States to avoid involvement in political problems
between foreign nations.
3. Alien and Sedition Acts (259, c260)
In 1798, the Neutralization Act said residence must
remain in the United States for five years before
becoming naturalized while the Alien Act allowed the
exportation of any alien believed to be a threat to national
security. The Alien Enemies Act allowed the President to
export aliens during times of war and the Sedition Act
made it a criminal offense to plot against government.
These acts were criticized because they oppressed the
people’s First Amendment rights.
Page 16 of 31
4. Virginia and Kentucky Resolutions (259, 260, c260)
Written by Jefferson and Madison in protest to the Alien
and Sedition Acts, the Virginia Resolution stated that
states possessed the right to intervene in unconstitutional
acts in government, and the Kentucky Resolution stated
that federal government could not extend powers outside
of constitutionally granted powers.
5. Democrats-Republican -Thomas Jefferson’s party (257,
258, 324, 326)
The first political party in the United States, the
Democratic-Republican party was created by Thomas
Jefferson and James Madison in opposition to the views of
Alexander Hamilton. It arose to power in the 1790s and
opposed the Federalist party, while advocating states
rights and an agricultural society. The party expressed
sympathy towards the French Revolution but opposed close
ties with the British.
6. Impact of Election of 1800 (268-269, m269)
Jefferson and fellow Republican Aaron Burr, who ran for
Vice-presidency in the same year, received an equal number
of electoral votes, thus creating a tie and throwing the
presidential election into the House of Representatives, in
agreement to Article II, Section 2, of the Constitution.
With Hamilton’s coercion, Jefferson was elected as
president, with Burr as Vice-president. (The Constitution
was amended to require separate votes for each position.
Described by Jefferson in the his election of 1800, in
which he sought to restore the country to the liberty and
tranquility it had known before Alexander Hamilton’s
economic program and John Adams’s Alien and Sedition
8th Grade U.S. History OCCT Review Guide 2015
Name:_______________________________
Acts. The national debt, most internal taxes, and the navy,
seaboard. Jefferson, a Republican, saw no reason to hand
where some of the problems needed to be fixed.
the Federalists an issue by dallying over ratification of the
a. Peaceful Transition of Power
treaty made to obtain the territory.
A first time a change in political parties into power.
8. Lewis and Clark Corps of Discovery Expedition (274275, m276, q276)
It went from the Federalists to the DemocraticRepublicans
They explored the vast territory west of the Mississippi
b. Federalists Party (192, 198, 257-258, 276-277,
River by the US, when they were commissioned by
284, 268)
Jefferson. They cataloged plants and animals, and
The Federalist party was the starting point of the
established relations with Indian inhabitants. They reached
movement to draft and later ratify the new
the Rockies, over the Continental Divide, and reached the
Constitution. It urged for a stronger national
Pacific in November 1805.
government to take shape after 1781. Its leaders
9. U.S. Supreme Court Precedent Decisions:
included Alexander Hamilton, John Jay, James
a. Marbury v. Madison (271)
Madison, and George Washington rose to power
Supreme Court Case ruled by John Marshall; William
between 1789-1801. Under Hamilton, the
Marbury sued for his commission as a judge because
Federalists solved the problem of revolutionary
he had been promised a job by Adams but refused
debt, created Jay’s Treaty and also the Alien and
by Jefferson; ruling: Marshall claims that Supreme
Sedition Acts.
Court cannot rule on the case and ruled earlier
Judiciary Act of 1789 unconstitutional; established
7. Louisiana Purchase (266, m266-267, 274, 313, 276277, 272, 273)
judicial review
When France obtained the territory from Spain,
b. McCulloch v. Maryland (271, 327)
Jefferson’s goal to purchase the territory was the great
Maryland was trying to tax the national bank and
port of New Orleans, land West of the Mississippi, as well
Supreme Court ruled that federal law was stronger
as the threat of French invasion. Jefferson obtained the
than the state law
territory for $15 million, and was ratified as a treaty by
c. Interpretation of the Constitution
the Senate, though purchasing the territory was
strict: Constitution states that the government of
constitutionally illegal and going beyond his presidential
the United States holds only those powers
rights. From this territory became 14 new state
specifically granted to it by the Constitution; loose:
governments. Most Federalists opposed the Louisiana
interpretation of the Constitution posits that the
Purchase on the grounds that it would decrease the
government of the United States hold all powers
relative importance of their strongholds on the eastern
Page 17 of 31
8th Grade U.S. History OCCT Review Guide 2015
Name:_______________________________
that are not specifically denied to it by the
Constitution.
d. Establishment of the Supreme Court as an
Independent and Equal Branch of Government.
During the case of Marbury V. Madison the Supreme
Court became a major player in the American Gov’t.
The case proved the courts have a thing called
Judicial Review, which is the power of the Supreme
Court to declare laws and actions of local, state, or
national governments unconstitutional
War
of
1812 Fueled Nationalism and Independence
10.
(284-285, 303, 340, 288, 285, 286, 308, 287, 289)
After the war of 1812, the United States moved toward to
the creation of a unified national state and by 1830
became a nation-state. Through major changes in
infrastructure, establishments of national banks, and the
purchases of land, America was developing into its own fully
functional and self-sufficient nation.
11. Missouri Compromise 1820-Balance of Power Between
Free and Slave States (312, m312, 428, 431, 435,
440)
Congress admitted Maine as a free state in 1820 so that
Missouri would become a slave state and prohibited slavery
in the rest of the Louisiana Purchase territory north of 36
30, the southern boundary of Missouri. Henry Clay
proposed the second Missouri Compromise in 1821, which
forbade discrimination against citizens from other states
in Missouri but did not resolve whether free blacks were
citizens. Congress had a right to prohibit slavery in some
territories.
12. Monroe Doctrine (315)
President Monroe’s message to Congress on Dec. 2, 1823, it
consisted of 3 principles: U.S. policy was to abstain from
European wars unless U.S. interests were involved,
European powers could not colonize the American
continents and shouldn’t attempt to colonize newly
independent Spanish American republics. Ridiculed in
Europe, it was used to justify U.S. expansion by presidents
John Tyler and James Polk. In 1904, the Roosevelt
Corollary was introduced.
Standard 4.2 ** Summarize the significance and impact of the
Jacksonian Era.
Page 18 of 31
1. Election of Andrew Jackson (324, 357, 326, g326,
m326, 336-337, 327-328, ptg327, 329, 324-325,
330-332, 286, 288, 289)
The Elections of 1828 was not focused on issues but the
personalities of the candidates, the first election under
the second party system and a big leap in voters. Adams
(Nat. Republican) vs. Jackson (Democrats)- wins the
election easily with Calhoun as vp. Jackson won more than
twice the electoral vote of John Quincy Adams. However
the popular vote was much closer. Adams had strong
support in New England while Jackson swept the South and
Southwest. In the middle states and the Northwest, the
popular vote was close.
a. Victory of the Common Man
Jackson's presidency was the called the Age of the
Common Man. He felt that government should be run
8th Grade U.S. History OCCT Review Guide 2015
Name:_______________________________
by common people - a democracy based on selfsufficient middle class with ideas formed by liberal
education and a free press. All white men could now
vote, and the increased voting rights allowed
Jackson to be elected.
2. Nullification Crisis (329, 529)
Southerners declared federal protective tariffs null and
void, Jackson responded with Force bill and suggested
compromising over tariff. Compromise succeeded.
a. States’ Rights (534, 266-267)
the rights and powers held by individual US states
rather than by the federal government.
b. Senator Daniel Webster (310, 430, 336-337,
332, 341)
Supporting the tariff of 1828, he was a protector
of northern industrial interests. In the debate over
the renewal of the charter of the US Bank,
Webster advocated renewal and opposed the
financial policy of Jackson. Many of the principles
of finance he spoke about were later incorporated
in the Federal Reserve System.
c. Senator John C. Calhoun (284, 310, 429, 326,
329)
Vice President under Andrew Jackson; leading
Southern politician; began his political career as a
nationalist and an advocate of protective tariffs,
later he becomes an advocate of free trade, states'
rights, limited government, and nullification.
3. Native Americans Most Native Americans were relocated
from the east to present day Oklahoma. Tribes that were
relocated: Arapaho, Cayuga, Cherokee, Cheyenne,
Chickasaw, Choctaw, Creek, Delaware, Ioway, Kaw,
Kickapoo, Miami, Peoria, Missouria-Otoe, Modoc, Ottawa,
Pawnee, Ponca, Potawatomi, Quapaw, Sac and Fox, Seneca,
Shawnee, Wyandotte, Tonkawa, Yuchi
a. Loss of Territory
b. Trail of Tears (332-333, ptg332)
the forced removal of the Cherokee to Oklahoma in
the winter 1838-1839; many died along the way
Standard 4.3** Cite specific textual and visual evidence to
compare the sectional economic transformations including the
concentration of population, manufacturing, shipping, and the
development of the railroad system in the North as contrasted to
the plantation system, the increased demand for cotton brought
about by the invention of the cotton gin, and the reliance on a
slave labor system in the South.
Page 19 of 31
1. Concentration of Populations
8th Grade U.S. History OCCT Review Guide 2015
Name:_______________________________
At the beginning of the war the Northern states had a
combined population of 22 million people. The Southern
states had a combined population of about 9 million. This
disparity was reflected in the size of the armies in the
field. The Union forces outnumbered the Confederates
roughly two to one. USA: 2,128,948; CSA: 1,082,119
2. North (Name the States) Maine, New Hampshire,
Vermont, Rhode Island, Connecticut, New York, New
Jersey, Maryland, West Virginia, Kentucky, Missouri,
Illinois, Ohio, Indiana, Michigan,
a. Manufacturing
Manufacturing made up 92% of the economy in the
North compared with only 8% in the South. The
north had 110,000 factories and the south only had
9,000.
b. Shipping
The North had 71 Railroads with over 22,000 miles
of track compared with 29 in the south with only
9,000 miles of track
c. Development of Railroads
Prior to the Civil War in this country, railroads were
a new and relatively untried invention. However,
during the rebellion, railroads came of age. They
became both strategic resources, as well as a
military targets, precisely because they were
strategic resources. During the war, soldiers,
material and food were routinely transported by rail
along with civilians and the raw material necessary
to keep the war effort progressing. It was soon
realized that the railroads would help to make or
break the Union in this conflict which was so bloody
that the combined total of all U.S. losses in all other
wars would not equal the losses in that war.
South
3.
(Name the States) South Carolina, Georgia,
Alabama, Mississippi, Tennessee, North Carolina, Arkansas,
Texas, Virginia, and (the Territories of Arizona and
Oklahoma)
a. Plantation System
The system used in the south that allowed for the
rich of the south to have many slaves, and kept the
poor the same way. A class system that did not allow
for movement between classes
b. Cotton Gin (297, 388)
a machine invented by Eli Whitney that separates
the seeds from raw cotton fibers. It increased the
development of the south and expanded slavery
because there was more time for cotton to be
planted.
c. Slave Labor
labor that is coerced and inadequately rewarded, or
the people who perform such labor.
Standard 4.4 ** Analyze points of view from specific textual
evidence to describe the variety of African American
experiences, both slave and free, including Nat Turner’s Rebellion,
legal restrictions in the South, and efforts to escape via the
Underground Railroad network including Harriet Tubman.
Page 20 of 31
1. Harriet Tubman (396, p396, 467)
8th Grade U.S. History OCCT Review Guide 2015
Name:_______________________________
Tubman was a black woman who, after escaping from
slavery in 1849, made 19 journeys back into the South to
help as many as 300 other slaves escape. She was the most
famous leader of the underground railroad. Because of her
efforts to lead her people to freedom, Tubman was known
as "Moses" among blacks.
2. Frederick Douglass (396, 411-412, p411, 416, 463,
491, ptg505, 420, q421, 412)
Douglass was an escaped slave, who became a powerful
abolitionist orator. He captured his audiences with
descriptions of his life as a slave. He also published a
newspaper, the North Star, in the early 1830s. Douglass’
influential speeches encouraged slaves to escape as he did
and motivated northerners to oppose slavery.
3. Nat Turner’s Rebellion (395-396)
Turner was a slave who became convinced that he was
chosen by God to lead his people to freedom. In Virginia in
1831, Turner led about 70 blacks into a revolt against their
masters. Before the uprising was brought to a halt by
white militiamen, 55 whites were killed by Turner and his
followers and many blacks were lynched by white mobs.
Turner and fifteen of his companions were hanged. The
rebellion convinced white southerners that a successful
slave insurrection was an constant threat.
4. Underground Railroad—Efforts to Escape (402, m402403, 412, p413, ptg430, 471)
The underground railroad was a secret network of
antislavery northerners who illegally helped fugitive slaves
escape to free states or Canada during the period before
the American Civil War. The system had no formal
organization, but it helped thousands of slaves escape and
contributed to the hostility between the North and South.
5. Pre-Civil War Black Codes—Legal Restrictions in the
South (498-499)
Over the period of 1687-1865,Virginia enacted more than
130 slave statutes among which were seven major slave
codes, with some containing more than fifty provisions.
“Black codes” in the antebellum South contained more
regulations of free Blacks than of slaves. Chattel slaves
basically lived under the complete control of their owners;
non-slaves showed more of a challenge to the boundaries of
White-dominated society. Black Codes in the antebellum
South heavily regulated what people could do. If a
meaningful courtship was established across plantations,
the enslaved risked severe punishments at the hands of
the patrollers or a pass in order to pursue this relationship.
Blacks could not assemble, bear arms, become literate,
speak freely, or testify against White people in Court
Standard 4.5 ** Analyze and summarize the significance of the
Abolitionist and Women’s Suffrage Movements including the
influence of the Second Great Awakening and the Declaration of
Sentiments, and the leadership of Frederick Douglass, William
Lloyd Garrison, Sojourner Truth, Susan B. Anthony, and Elizabeth
Cady Stanton to the respective movements.
Page 21 of 31
1. Abolition Movement
Abolitionism was the movement in opposition to slavery,
often demanding immediate, uncompensated emancipation
8th Grade U.S. History OCCT Review Guide 2015
Name:_______________________________
of all slaves. This was generally considered radical, and
there were only a few adamant abolitionists prior to the
Civil War. Almost all abolitionists advocated legal, but not
social equality for blacks. Many abolitionists, such as
William Lloyd Garrison were extremely vocal and helped to
make slavery a national issue, creating sectional tension
because most abolitionists were from the North. The
American Antislavery Society was an organization in
opposition to slavery founded in 1833. In 1840, issues such
as the role of women in the abolitionist movement, and role
of abolitionists as a political party led to the division of the
organization into the American Antislavery Society and
Foreign Antislavery Society. Because the organization
never had control over the many local antislavery societies,
its division did not greatly damage abolitionism.
a. Sojourner Truth (412, p412)
Sojourner Truth was a runaway slave who became an
influential figure in both women’s societies and the
abolitionist movement. In spite of her illiteracy, she
traveled widely through New England and the
Midwest, making eloquent speeches against sex
discrimination, Godlessness, and slavery which
attracted large audiences.
b. Frederick Douglas (396, 411-412, p411, 416,
463, 491, ptg505, 420, q421, 412)
Douglass was an escaped slave, who became a
powerful abolitionist orator. He captured his
audiences with descriptions of his life as a slave. He
also published a newspaper, the North Star, in the
early 1830s. Douglass’ influential speeches
Page 22 of 31
encouraged slaves to escape as he did and motivated
northerners to oppose slavery.
c. William Lloyd Garrison (410, 413)
William Lloyd Garrison was a radical who founded
The Liberator, an abolitionist newspaper, in Boston
in 1831. He advocated immediate, uncompensated
emancipation and even civil equality for blacks. This
made Garrison a famous and highly controversial
abolitionist whose main tactic was to stir up
emotions on the slavery issue.
d. Second Great Awakening (404)
A series of religious revivals starting in 1801, based
on Methodism and Baptism. Stressed a religious
philosophy of salvation through good deeds and
tolerance for all Protestant sects. The revivals
attracted women, Blacks, and Native Americans.
2. Suffrage Movement Leaders and Influences (157, 419,
416, 417, 415-416)
Lucretia Mott, Elizabeth Cady Stanton, Dorothea Dix, etc…
a. Susan B. Anthony (417, p417)
Susan B. Anthony was a lecturer for women's rights.
She was a Quaker. Many conventions were held for
the rights of women in the 1840s. Susan B. Anthony
was a strong woman who believed that men and
women were equal. She fought for her rights even
though people objected. Her followers were called
Suzy B's.
b. Elizabeth Cady Stanton (415-416, 417, p417)
She along with Lucretia Mott planned a women’s
right convention at the Wesleyan Methodist Church
in Seneca Falls which sparked the women’s
8th Grade U.S. History OCCT Review Guide 2015
movement. She was also active in the fight for
abolition and temperance, but was devoted to
women’s rights.
c. Seneca Falls Convention (415)
Under the eye of Lucretia Mott and Elizabeth Cady
Stanton, this convention adopted resolutions for
women’s rights. Among those adopted were a
demand for women’s suffrage and a diminution of
sexual discrimination in education and employment.
d. Declaration of Sentiments (415, 417, q417)
declared that all "people are created equal"; used
the Declaration of Independence to argue for
women's rights
Standard 4.6 ** Examine the concept of Manifest Destiny as a
motivation and justification for westward expansion.
1. Annexation of Texas (387, 459, 356-357, 355-356,
502, 440, 355, 428, m429)
In 1843, Tyler started a campaign to annex Texas, and in
1844 he succeeded in sending a treaty to Congress for the
annexation. This treaty was defeated in the Senate, but
later, in early 1845, Congress passed a joint resolution to
annex Texas because of the growing popularity of
annexation. 1845. Originally refused in 1837, as the U.S.
Government believed that the annexation would lead to war
with Mexico. Texas remained a sovereign nation. Annexed
via a joint resolution through Congress, supported by
President-elect Polk, and approved in 1845. Land from the
Page 23 of 31
Name:_______________________________
Republic of Texas later bacame parts of NM, CO, OK, KS,
and WY.
2. Mexican War/Mexican Cession (356-357, m363, 363364, 429, m429)
Mexican American War: (1846-1848) Conflict after US
annexation of Texas; Mexico still considered Texas its
own; Victor: US; granted all land from Texas to California
(minus the Gadsden Purchase) in the Treaty of Guadalupe
Hidalgo. Mexican Cession: historical name for the region
of the present day southwestern United States that was
ceded to the U.S. by Mexico in 1848 under the Treaty of
Guadalupe Hidalgo following the Mexican-American War.
this massive land grab was significant because the question
of extending slavery into newly acquired territories had
become the leading national political issue.
3. Gadsden Purchase
The Gadsden Purchase was the 1853 treaty in which the
United States bought from Mexico parts of what is now
southern Arizona and southern New Mexico. Southerners
wanted this land in order to build southern
transcontinental railroad, it also showed the American
belief in Manifest Destiny. The heated debate over this
issue in the Senate demonstrates the prevalence of
sectional disagreement.
4. Oregon Free Land (348-349, m351, 364, 345, 350351, p351, 365)
Prior to 1846, America and Great Britain had jointly
occupied the Oregon Country. However, in 1844, Polk began
to demand that America obtain the entire territory. In
compromise, a treaty was signed in 1846 giving the United
States all of Oregon south of the 49th parallel. In the
8th Grade U.S. History OCCT Review Guide 2015
Name:_______________________________
campaign slogan, implying that the he would declare war if
Britain did not give the United States all the Oregon
territory up to it
latitude. However, in 1846 Polk agreed to negotiate, and
the two countries divided Oregon at the 49th parallel.
5. California Gold Rush
Hundreds of thousands of people from around the world,
mostly young men, came to California in 1849 after gold
was discovered in search of instant riches.
6. Impact on Native Americans
As a direct result of the wave of nationalism rocking the
country and a growing demand from European Americans
for more land on which to settle, President Andrew
Jackson signed the Indian Removal Act on May 28, 1830.
The policy gave Jackson the right to negotiate removal
treaties with certain tribes. These treaties compelled
them to give up lands east of the Mississippi and relocate
west to areas specifically delegated to them. Some tribes
went peacefully, and others refused to leave their
homelands. The Second Seminole War caused thousands of
deaths, and the brutal westward march of the Cherokee
Nation ended in an estimated 4,000 deaths due to
starvation, exhaustion, disease and exposure.
7. Sectional Tensions Over Slavery During the time of
Manifest Destiny sectional tensions grew over the issue of
slavery. The south believed the issue of slavery should be
determined by the people who live in the territory, and the
north believed slavery should not spread. This issue is
never truly address. The can will be kicked down the road
by the Missouri Compromise, Compromise of 1850 and the
Kansas-Nebraska Act.
8. General Horace Greeley—“Go west, young man, go west
and grow up with your country” (463)
Greeley was a journalist and political leader. He opposed
slavery, but he was not an abolitionist. He was editor of the
New Yorker and a Whig associated with Governor Seward
of New York. In 1841, he founded the New York Tribune.
In 1872, he was the Liberal Republican nominee for
president.
9. John O’Sullivan—Manifest Destiny (358, 359)
(November 15, 1813 – March 24, 1895) was an American columnist
and editor who used the term "manifest destiny" in 1845 to
promote the annexation of Texas and the Oregon Country to the
United States. O'Sullivan was an influential political writer and
advocate for the Democratic Party at that time and served as US
Minister to Portugal during the administration of President Franklin
Pierce (1853–1857)
Content Standard 5: The student will analyze the social and
political transformation of the United States as a result of the
causes, course, and consequences of the American Civil War
during the period of 1850 to 1865.
Standard 5.1 ** Cite specific textual and visual evidence to
summarize the importance of slavery as a principal cause of
increased sectional polarization as seen in the following significant
events
Page 24 of 31
1. Compromise of 1850 (430, 431, m431)
8th Grade U.S. History OCCT Review Guide 2015
Name:_______________________________
The Compromise of 1850 was an eight part compromise
devised by Henry Clay in order to settle the land disputes
between the North and South. As part of the compromise,
California was admitted a free state, while a stricter
Fugitive Slave Law was enforced. Slave trade was abolished
in the District of Columbia, while slavery itself was not
abolished and sectional peace returned to the northern and
southern states for a few years. The issue of slavery
eventually did lead to future conflicts, though.
2. Fugitive Slave Act and an End to the Slave Trade in
Washington D.C. (431, 440)
Unlike the previous 1793 slave law, the 1850 slave law was
more strictly enforced. The results of the law were that
the North became a hunting ground for slaves and slaves
were denied a trial by jury and other protections they
were entitled to. The anger of the slaves led to riots and
other acts of violence.
3. Uncle Tom’s Cabin and Harriet Beecher Stowe (410)
Harriet Stowe, a Northern abolitionist outraged by the
Fugitive Slave Law, wrote this novel to illustrate the evils
of slavery. Though the South denounced the novel,
500,000 copies were sold in the U.S. and others were
translated into 20 languages. The novel stimulated
Northern action against slavery, contributing to the Civil
War. Stowe was an abolitionist writer who wrote powerful
novels attacking slavery both before and after the Civil
War in such novels as Dred, A Tale of Great Dismal Swamp
(1856) and The Minister’s Wooing (1859). The novels are
rambled in structure, yet rich in pathos and dramatic
incident. She also wrote short stories and poetry.
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4. Kansas-Nebraska Act (431-438, m431, 433)
The Kansas-Nebraska Act ended the peace established
between the North and South by the Compromise of 1850.
It was proposed by Stephen A. Douglas of Illinois and
repealed the Missouri Compromise. The act enforced
popular sovereignty upon the new territories but was
opposed by Northern Democrats and Whigs. It was passed,
however, because President Pierce supported it. The
purpose of the bill was to facilitate the building of the
transcontinental railroad on a central route.
5. Popular Sovereignty (431-432, 434)
this compromise solution was first proposed during the
time of the Wilmot Proviso: the residents of each
territory had the option of determining whether it would
be a free or slave state; a part of the Compromise of 1850
and Kansas-Nebraska Act of 1854.Stephen Douglas a
strong advocator.
6. Bleeding Kansas (432)
Topeka and Lecompton were the two rival governments of
Kansas. Each claimed to be the lawful one, thus armed
themselves and commenced guerilla warfare. In 1856,
Missouri "border ruffians," those who supported slavery,
sacked the town of Lawrence. John Brown, an abolitionist,
also led a retaliation two days later.
7. The Republican Party’s Stance on Slavery (341, 433,
504)
The Republican platform of 1860, recognizing political
reality, only proposed to ban the spread of slavery into the
territories. By banning the spread of slavery into the
territories (which would eventually become states), the
8th Grade U.S. History OCCT Review Guide 2015
Republicans hoped to alter the future political balance of
power enough to make it possible to enact a bill abolishing
slavery.
8. Dred Scott v. Sanford (208, 435, p435, 499)
Chief Justice Roger B. Taney ruled that Scott was not a
citizen because he was a slave in 1856, therefore, he did
not have the right to sue in federal court. It was
determined that temporary residence in an area did not
make one free, and that the Missouri Compromise was
unconstitutional because it violated the fifth amendment,
which did not allow Congress or territorial governments to
exclude slavery from any area. Republicans became more
suspicious of Slave Power in Congress.
Standard 5.2 ** Cite specific textual and visual evidence to
analyze the significance and results of the presidential election of
1860.
1. Secession of South Carolina (426, m427, 440, p440,
m441, crt443, m450-451)
For decades, South Carolina political leaders had promoted
regional passions with threats of nullification and secession
in the name of states rights and protection of the
interests of the slave power. On November 9, 1860 the
South Carolina General Assembly passed a "Resolution to
Call the Election of Abraham Lincoln as U.S. President a
Hostile Act" and stated its intention to secede from the
United States. In December 1860, amid the secession
crisis, former South Carolinian congressman John
McQueen wrote to a group of civic leaders in Richmond,
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Name:_______________________________
Virginia, regarding the reasons as to why South Carolina
was contemplating secession from the Union. In the letter,
McQueen claimed that U.S. president-elect Abraham
Lincoln supported equality and civil rights for African
Americans as well as the abolition of slavery, and thus
South Carolina, being opposed to such measures
2. Ordinance of Secession (426, m427, 440, p440, m441,
crt443, m450-451)
Before April 14th the following states declared their
secession before Lincoln took office on March 4, 1861:
South Carolina (Dec. 20th, 1860, Mississippi (Jan. 9th, 1861),
Florida (Jan. 10th, 1860, Alabama (Jan. 11th, 1861), Georgia
(Jan 19th, 1861), Louisiana (Jan. 26th, 1861), Texas (Feb. 1st,
1861). When the USA wanted to resupply Fort Sumter the
CSA refused and attacked the Fort. The following states
will secede after April 14th, 1861: Virginia (April 17th, 1861),
Arkansas (May 6, 1861), Tennessee (May 7, 1861), and
North Carolina (May 20, 1861)
3. State Sovereignty (426, m427, 440, p440, m441,
crt443, m450-451)
State sovereignty is the concept that states are in
complete and exclusive control of all the people and
property within their territory. State sovereignty also
includes the idea that all states are equal as states.
4. Election of Abraham Lincoln (426, 439)
Republican - Abraham Lincoln. Democrat - Stephan A.
Douglas, John C. Breckenridge. Constitutional Union - John
Bell. Issues were slavery in the territories (Lincoln opposed
adding any new slave states).
8th Grade U.S. History OCCT Review Guide 2015
Name:_______________________________
a. Preservation of the Union (443, 440, p440,
m441, 426, m427, 454)
Lincoln wanted to save the Union at all costs. In the
letter response to Horace Greeley, Lincoln stated
that he did not agree with those who would not save
the Union unless they could save slavery at the same
time. His stated object was to save the Union, not
to save or destroy slavery. Whether Lincoln hurt or
helped the slaves, it was all for the sake and wellbeing of the Union. Lincoln has shown to be true and
fair to his duties and his country on the issue of
slavery. His main goal was to save the Union at any
cost. He not only saved the Union, but freed the
slaves also.
5. Formation of the Confederate States of America (443,
440, p440, m441, 426, m427, 454)
Before April 14th the following states declared their
secession before Lincoln took office on March 4, 1861:
South Carolina (Dec. 20th, 1860, Mississippi (Jan. 9th, 1861),
Florida (Jan. 10th, 1860, Alabama (Jan. 11th, 1861), Georgia
(Jan 19th, 1861), Louisiana (Jan. 26th, 1861), Texas (Feb. 1st,
1861). When the USA wanted to resupply Fort Sumter the
CSA refused and attacked the Fort. The following states
will secede after April 14th, 1861: Virginia (April 17th, 1861),
Arkansas (May 6, 1861), Tennessee (May 7, 1861), and
North Carolina (May 20, 1861)
6. Attack on Fort Sumter (443)
Fort Sumter is a fort in Charleston harbor, South Carolina
and it was the site of the first conflict of the Civil War on
Apr. 12, 1861. The Confederates under Beauregard
bombarded the fort and were eventually victorious, but the
fort was eventually retaken by Union forces in 1865.
7. Strategic Importance of the Border States
The border states, Maryland, Kentucky, Missouri, and
Delaware, although committed to slavery chose to stay in
the Union, They didn't secede and become part of the
Confederacy. If they did it might have prolonged the Civil
War by a few years. If Maryland joined the South it would
have meant that Washington D.C., which was the U.S.
capital, would have been surrounded by Confederate
territory. It would have been much harder to defend.
President Lincoln was careful not to do anything to offend
those border states. Even when he issued the Emancipation
Proclamation on Sept 22, 1862. It declared that all slaves
in states in rebellion against the U.S. would be freed. It
did not include the slave states that were the border
states. I hope that this has been a help to you.
Standard 5.3 ** Compare the advantages and disadvantages of
the Union and the Confederacy upon the eve of the war including
the political/military leadership of President Lincoln to
Confederate President Jefferson Davis and the military
leadership of Union General Ulysses S. Grant to Confederate
General Robert E. Lee.
Page 27 of 31
1. President Abraham Lincoln (436, 503, 439, 484, 453,
463, 464, 469-470, 442, 480, 481, 485, 496, 436,
441, 449, 494-495, 436-443)
nicknamed "Old Abe" and "Honest Abe"; born in Kentucky
to impoverished parents and mainly self-educated; a
Springfield lawyer. Republicans chose him to run against
8th Grade U.S. History OCCT Review Guide 2015
Name:_______________________________
Senator Douglas (a Democrat) in the senatorial elections of
1858. Although he loss victory to senator ship that year,
Lincoln came to be one of the most prominent northern
politicians and emerged as a Republican nominee for
president. Although he won the presidential elections of
1860, he was a minority and sectional president (he was not
allowed on the ballot in ten southern states).
2. President Jefferson Davis (440, 443, ptg444, 462,
470, 485)
He left Washington after the secession of Mississippi. As
president of the Confederacy, he assumed strong
centralized power, and weakened the states’ rights policy
for which the South had seceded. He had many disputes
with Confederate generals, and Lee surrendered without
his approval.
3. Ulysses S. Grant (503, 508, 459, 460, 479, 481, 482483, 485, 487)
In 1862 he captured Fort Henry and Fort Donnellson in
Tennessee, barely escaped defeat at the Battle of Shiloh
and ended Confederate control of the Mississippi in
Vicksburg. Commanding in the West, he thoroughly
defeated Bragg at Chattanooga. He directed the Union
army in the Wilderness Campaign and he received Lee’s
surrender.
4. Robert E. Lee (p438, 440, 463, 474, 478-479, 461462, 485, 487)
Commanding the Army of N. Virginia, he took the offensive
in the 7 Days Battle and beat the Union army at the 2nd
battle of Bull Run. Lee repulsed Union advances at the
battles of Fredericksburg and Chancellorsville and Grant’s
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assaults in the Wilderness Campaign. Lee surrendered to
Grant at Appomattox Courthouse.
5. Compare Characteristics of the North and South
a. SOUTH: The Confederate States of America had a
strong advantage in the fact that they were
fighting a defensive war in familiar territory, but it
also had advantages buried deep within its much
stronger military tradition. Southerners came from
a rural rather than urban environments and
therefore had more men experienced in the use of
firearms and horses. This allowed the Confederacy
to produce a more able corps of officers, such as
Robert E. Lee. NORTH: The Union clearly had more
military potential with its larger population of 22
million. In addition to that, the Union had more
advantages in terms of material goods such as
money and credit, factories for manufacturing war
goods, food production, mineral resources, and an
established railroad system to transport these
material resources. The North in comparison with
the South in these areas makes the North seem
more advantageous.
b. Economic Output
The Economy of the North: More cities and
factories; products were made cheaper and faster,
shift from skilled crafts people to less skilled
laborers, and the result was a boost in the economy.
The Economy of the South was based on
Agriculture. Plantations and slaves. Cotton was
KING.
8th Grade U.S. History OCCT Review Guide 2015
Name:_______________________________
c. Population
White pop In the North was 79% compared to 21%
in the south. Black Pop in the North was 13%
compared to 87% in the South.
d. Transportation Systems
Transportation in the North: national Road – better
roads; inexpensive way to deliver products; Ships
and Canals – river travels fast (steamboats),
Railroads – steam powered. Transportation in the
south: river travels and very little roads.
e. Military Leadership.
The South had a great nucleus of TRAINED
OFFICERS. Seven of the eight military colleges in
the country were in the South. The top Generals of
the North were not as strong or had little to no
training in war.
Standard 5.4 ** Identify and summarize the consequences of
the major turning points of the war
1. Anaconda Plan (454-455)
The Anaconda Plan was a Union strategy in the Civil War
calling for the establishment of a naval blockade around
the Confederacy to prevent the importation of supplies
from Europe. It was slowly implemented and only partially
successful, but the blockade did contribute to the
Northern victory.
2. Total War Strategy
Northern military plan had six components First, slowly
suffocate the South by blockading its coasts; second,
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liberate the slaves and hence undermine the very economic
foundations of the Old South. Third, cut the Confederacy
in half by seizing control of the Mississippi River backbone;
fourth, chop the Confederacy to pieces by sending troops
through Georgia and Carolinas. Fifth, decapitate it by
capturing its capital at Richmond; and sixth (Ulysses
Grant’s idea) try everywhere to engage the enemy’s main
strength and to grind it into submission.
3. Expanding Goals of the War
The first few years of the war was bad for the North.
Lincoln didn’t like how his Generals were losing and how the
north couldn’t advance into the south.
a. Battle of Antietam (463)
In September 1862, trying to invade Maryland and
Pennsylvania, Lee sent Jackson to capture Harpers
Ferry, but Lee’s own advance was halted by
McClellan, who attacked him at Antietam Creek,
Maryland., on September 17, the so-called bloodiest
day of the war. It was a Union victory only in that
Lee’s advance was stopped.
b. Emancipation Proclamation (463-464)
The Emancipation Proclamation was an executive
order ending slavery in the Confederacy. It was
issued by President Lincoln after the battle of
Antietam. The Emancipation Proclamation only freed
slaves residing in the territories in rebellion against
the government of the United States. This
proclamation had the dual purpose of injuring the
Confederacy and preventing Great Britain from
entering the war in support of the Confederacy. It
8th Grade U.S. History OCCT Review Guide 2015
4.
5.
6.
7.
Name:_______________________________
also pushed the border states toward abolishing
slavery.
Battle of Gettysburg (478, m478, 478-479)
It was Lee’s second invasion of the North. Meade and Lee
met just west of Gettysburg. First, the Union was pushed
to Cemetery Hill. Then the South took the Peach Orchard
but was repulsed. On July 3 Lee ordered George E.
Pickett’s division forward in its infamous disastrous charge
against the Union center.
Gettysburg Address (480)
(1863)-Abraham Lincoln's oft-quoted speech, delivered at
the dedication of the cemetery at Gettysburg battlefield.
In the address, Lincoln framed the war as a means to
uphold the values of liberty.
Siege of Vicksburg (479-480)
It was a battle fought for control of the Mississippi River.
By late 1862, the Union controlled all of the river except
for the 200 miles south of Vicksburg. In May of 1863 U.S.
Grant opened siege, and after 6 weeks the Confederates
surrendered. Vicksburg’s fall completed the encirclement
of the Confederacy.
Union Control of the Mississippi
In 1861, the United States was divided between free
states and slave states, North vs. South. The Mississippi
River became the battleground during the Civil War for
control of the river, vital to supply lines and to winning the
war. The Union forces pushed on the river from two
directions. Moving south, the Union won victories at New
Madrid, Missouri, and Memphis, Tennessee. Moving north,
the Union battled for New Orleans and Baton Rouge in
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Louisiana, Jackson, Mississippi and smaller cities. But
General Ulysses S. Grant's major objective was Vicksburg,
the most strategic Confederate stronghold on the river.
The Siege of Vicksburg began on May 18 and dragged on
until July 4, 1863. The Confederates resisted surrender as
long as humanly possible under brutal bombardment.
Residents were forced to eat rats to survive and by June,
serious illness had set in. But Grant was merciless and won
his prize on Independence Day, simultaneous with the
Union victory at Gettysburg, Pennsylvania. With the
capture of Vicksburg, the North controlled the entire
length of the Mississippi which split the Confederacy.
Grant's victory brought him national acclaim and eventual
promotion to head all Union forces. The fighting along the
river did not end after Vicksburg was defeated, but later
skirmishes were minor.
8. Lincoln’s Second Inaugural Address (484)
Was meant to help heal and restore the country after four
years of Civil War. Some see this speech as a defense of
his pragmatic approach to Reconstruction, in which he
sought to avoid harsh treatment of the defeated South by
reminding his listeners of how wrong both sides had been in
imagining what lay before them when the war began four
years earlier. Lincoln balanced that rejection of
triumphalism, however, with a recognition of the
unmistakable evil of slavery, which he described in the
most concrete terms possible.
9. Appomattox Courthouse (487)
Confederate Gen. Robert E. Lee surrendered to Union Gen.
U.S. Grant at Appomattox Courthouse on April 9, 1865. The
surrender at Appomattox virtually ended the Civil War, but
8th Grade U.S. History OCCT Review Guide 2015
Name:_______________________________
the rest of the Confederate forces did not surrender until
May 26 at Shreveport, Louisiana.
10. Generosity of Terms of Surrender
General Grant had already discussed terms with President
Lincoln. President Lincoln wanted peace to come to the
Union and felt he needed to treat the Confederate soldiers
such that they would not rebel again. The terms of the
surrender were generous: Confederate soldiers would have
to turn in their rifles, but they could return home
immediately and keep their horses or mules. They were also
given food as many of them were very hungry. These terms
were more than Lee and the Confederate Army could ask
for. Although they were crushed to have to surrender,
they could not dispute the fairness with which they were
treated by the North.
11. Impact of Lincoln’s Assassination on Reconstruction
(496, 501, 502, 503, 498-499, 494, 508, 499-500,
497, 506)
Lincoln left NO plan for reconstruction and did not include
VP Johnson in his plan. The impact of the assassination
was large due to the fact that there was no plan to readmit
the Southern states.
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