L13: History Q4

Assignment contains two parts. In the first part, type the answer that best completes the sentence or answers the question. In the second part, respond to each of the short answer questions in your own words


1. In the acquisition known as the _______, in 1853 the United States bought the land that currently constitutes the southern portions of the states of Arizona and New Mexico.

2. The first agreement between the Plains Indians and the United States government was the _______ Treaty.

3. A speech by _______ at a women’s rights convention in Akron, Ohio, in 1851 became famous for pointing out the combination of her childbearing and her backbreaking work as a slave.

4. Mob violence in May 1856 in the city of _______ marked the beginning of the phenomenon that became known as “Bleeding Kansas” in which northern sympathizers and southern sympathizers enacted violence toward one another as they struggled for control of the state of Kansas.

5. Upon its creation as a nation, the Southern Confederacy chose _______ as its provisional president.

7. In the American South after the Civil War, _______ laws stated that black individuals who were not lawfully employed by a white employer could be arrested, jailed, fined, or hired out to a man who would assume responsibility for their debts and behavior.

8. In what state did the Central Pacific and Union Pacific railroads meet, linking the nation by railroad from the Atlantic Ocean to the Pacific Ocean?

Section 2

1. The course textbook states that in the mid-1800s many Americans felt a sense of uniqueness about the U.S. that helped drive westward expansion and that “this sense of uniqueness and mission had roots in Puritan utopianism and revolutionary republicanism but also owed much to the rapid growth and progress of the early nineteenth century” (379).  With this in mind, looking back over the course, explain how each of the following elements of U.S. history influenced attitudes on western expansion in the mid-1800s:  Puritan utopianism, revolutionary republicanism, and mid-1800s’ economic growth.  Be clear and specific in connecting each of these elements to westward expansion in the mid-1800s.  Then, explain how these elements conflicted with the attitudes and experiences of Native Americans and Spanish with whom U.S. westward expansion came into contact.  Clearly explain how Native American groups differed U.S. groups in their attitudes and experiences as the two came into contact on the western frontier.  Then, clearly explain how Spanish groups differed from U.S. groups in their attitudes and experiences as the two came into contact on the western frontier.

2. From the beginnings of the United States as a nation, Northern States and Southern States arranged a series of compromises in efforts to negotiate differing positions on slavery, different economic structures, and different cultures.  In the end, though, none of the compromises allowed the two sides to avoid war, which occurred in the 1860s with the Civil War.  Indicate three distinct compromises that the North and South made between the late 1700s and the mid-1800s amid effort to negotiate their differences.  Be specific in describing each compromise, what it entailed, and why it was deemed acceptable to both sides at the time of its enactment.  Then, indicate why each compromise failed.  For each compromise, explain what specifically about the compromise proved unworkable as a solution for brokering the differences between the North and the South.

3. Amid social changes and social reform movements that were occurring in the mid-1800s, backlash against other groups developed prominently among white, especially white Anglo Saxon, males.  This could be seen perhaps most notably in the brief development and existence of the Know Nothing Party.  Describe the major characteristics and positions of the Know Nothing Party.  Then, identify and explain four additional distinct examples of specific actions, policies, and/or attitudes from the mid-1800s that demonstrate Anglo Saxon white male backlash against other groups of individuals.  Be clear in specifically describing each example and in explaining how each example shows elements of Anglo Saxon white male backlash.

4. Every war in American history has faced opposition by at least some elements of the U.S. public.  The Civil War was no exception.  Indicate one major argument that Northerners voiced in opposition to going to war and one major argument that Southerners voiced in opposition to going to war.  Be clear and specific in explaining each of these arguments.  Then, consider the statement by the course textbook about the Civil War that “there was much truth in the accusation that the war on both sides was a rich man’s war but a poor man’s fight” (448).  Explain how the reasons for going to war for both the North and the South largely reflected issues of concern for the rich and not the poor.  Be sure to show how this occurred for both the North and the South.  Then, describe factors that led the poor to become involved in the war.  Again, show how this occurred for both the North and the South.

5. Map out the general pattern that the Civil War followed.  In doing so, indicate at least four distinct stages into which you can separate time periods within the war.  Provide a name for each stage based on a common theme within the stage, describe what specifically occurred within each stage, and explain the basis for the separations that you have created.  For each stage, explain how what occurred within the stage fits the common theme around which you have named the stage.  Also, be clear in indicating what distinguishes each stage from the other three stages.

6. The course textbook states that “Reconstruction would be divisive, leaving a mixed legacy of human gains and losses” (467).  To demonstrate this, indicate three different groups whose interests played roles in the development of the Reconstruction period after the Civil War.  Clearly identify each group and explain how the process of Reconstruction accounted for the interests of each group.  Then, indicate three distinct issues that caused division during Reconstruction.  Clearly identify each issue and explain specifically how it caused division.  Finally, show gains and losses from Reconstruction by indicating two distinct beneficial consequences of the process of Reconstruction and two distinct harmful consequences of the process of Reconstruction.  Be clear in identifying each consequence and explaining why it was beneficial or harmful.