Unit #1 Morning in America Pathways PacketOffice of Academic Affairs The Pathways Packet contains...

Unit #1 — Morning in America Pathways Packet

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Office of Academic Affairs

The Pathways Packet contains all of the material needed to

do well during this unit. Failure to complete the Pathways

Packet will jeopardize your success not only during this unit

but also in this course.

The Pathways Packet contains key vocabulary and questions

from reading assignments. This material is housed in the course

textbook (United States History & Geography: Modern Times),

which you can access by visiting Hartnell University’s McKim-

Batterson Library (DrHartnell.com/library.html). Also included

are Essential Questions (EQs), which are the state standards

used to design the unit as well as form your initial assessment.

Answers for the EQs will come from the notes taken in class as

well as the unit summary. These questions will help you contrib-

ute to the overall discussion and further your understanding of

the unit’s major themes. As such, it is VERY important that you

visit the weekly schedule on a regular basis so as not to fall

behind.

If you have any questions, please speak with Dr. Hartnell

or any other member of the Hartnell University faculty.

Sincerely,

John McAllister Schofield

Dean of Academic Affairs

01

Dr. Hartnell’s “Morning in America” Unit is designed to bring

students up to speed on all content covered in middle school,

which spans an enormous amount of time – from the Neolithic

Revolution up to the end of Reconstruction in the United States

in 1877. By following an economic theme, Dr. Hartnell shows stu-

dents how world events impacted the development of the U.S.

There would be no U.S. if there had been no revolution against

England over high taxation. There would have been no high taxa-

tion if the French and Indian War had not drained the English

treasury. There would have been no French and Indian War if Eng-

land and France had not been competing for colonies in the “New

World”. There would have been no exploration and colonization in

the “New World” if Christopher Columbus hadn’t gotten lost and

wound up on this side of the globe. Columbus wouldn’t have been

out-and-about if he hadn’t been trying to find a water route to

India and Asia. There wouldn’t have been a need to find a water

route to India and Asia if Muslims hadn’t cut off trade along

the Silk Road through the Middle East. Muslims wouldn’t have cut

off this trade if the Crusades hadn’t become a horrific on-

slaught by European Christians. The Crusades wouldn’t have be-

come a horrific onslaught if greed hadn’t driven the Pope to

want more than retaking the Holy Land of Jerusalem. Muslims

wouldn’t have been able to capture the Holy Land if the Roman

Empire hadn’t fallen and disintegrated into warring feudal

states. The Roman Empire wouldn’t have fallen if it hadn’t grown

too large and been able to protect its borders. Rome’s domina-

tion was based on a blueprint first established by the Ancient

Greeks, Indians, Chinese, Egyptians, and Mesopotamians. Through

all of this, students will be able to trace the role played by

economics in the development, prosperity, decline, destruction,

and warfare of civilizations from Ancient History until 1877 and

show how the economic history of the U.S. is immensely linked to

the development of Western civilization.

Summary

02

03

Reading Assignment #1

Read the following pages in the course textbook to locate the

key vocabulary and answer the questions below.

Chapter 1: Creating a Nation Lesson 1-A: Origins of the American Nation (pp. 4-9)

C1,L1-A KEY READING VOCABULARY:

a. conquistador:

b. joint-stock company:

c. indentured servant:

d. committee of correspondence:

C1,L1-A KEY READING QUESTIONS:

1. How did geography influence the ways Native American cultures

developed?

2. What ideas and inventions encouraged Europeans to begin

overseas exploration?

3. For what reasons were the 13 colonies founded?

4. How was the idea of “no taxation without representation” an

important factor leading to the American Revolution?

04




Chapter 1: Creating a Nation Lesson 1-B: The Declaration of Independence (pp. 10-14)

C1,L1-B KEY READING VOCABULARY:

a. Preamble:

b. Natural Rights:

c. List of Grievances:

d. Resolution of Independence by the United States:

C1,L1-B KEY READING QUESTIONS:

1. What ideas did Thomas Jefferson take from Enlightenment

thinker John Locke?

2. Provide 3 of the major grievances against King George III

listed out by the Declaration.

3. According to legend, why did John Hancock sign his name so

big on the Declaration?

05




Chapter 1: Creating a Nation Lesson 2-A: The Young Republic (pp. 15-20)

C1,L2-A KEY READING VOCABULARY:

a. separation of powers:

b. enumerated powers:

c. implied powers:

C1,L2-A KEY READING QUESTIONS:

1. What are the key compromises and provisions incorporated in

the U.S. Constitution?

2. Why did the Anti-Federalists oppose the ratification of the

Constitution?

3. Why did political parties emerge in the new republic, and

what were the consequences?

4. How did impressment contribute to the outbreak of the War of

1812?

06




Chapter 1: Creating a Nation Lesson 2-B: The Constitution Handbook (pp. 21-30)

C1,L2-B KEY READING VOCABULARY:

a. popular sovereignty:

b. federalism:

c. reserved powers:

d. concurrent powers:

e. impeach:

f. bill:

g. cabinet:

h. judicial review:

i. due process:

C1,L2-B KEY READING QUESTIONS:

1. How does the Constitution lay the framework for individual

rights and a balanced representative government?

2. What are the rights and responsibilities of an American

citizen?

07




Chapter 1: Creating a Nation Lesson 2-C: The Constitution (pp. 31-50)

C1,L2-C KEY READING VOCABULARY:

a. Preamble of the Constitution:

b. impeachment:

c. “Lame Duck”:

C1,L2-C KEY READING QUESTIONS:

1. Why were the first three words of the Constitution written in

such a large size?

2. Provide an example of how the system of checks and balances

work.

3. How does the judicial branch evaluate laws and interpret the

Constitution?

4. What are the protections and freedoms that the Constitution

and the Bill of Rights provide Americans?

08




Chapter 1: Creating a Nation Lesson 3: Antebellum America (pp. 51-56)

C1,L3 KEY READING VOCABULARY:

a. revenue tariff:

b. protective tariff:

c. spoils system:

d. temperance:

e. emancipate:

C1,L3 KEY READING QUESTIONS:

1. How did the United States develop politically and

economically in the early 1800s?

2. How did the emergence of “King Cotton” affect the South?

3. Name 3 of the major reform movements and discuss what they

stood for and what they accomplished.

09




Chapter 1: Creating a Nation Lesson 4: The Sectional Crisis (pp. 57-62)


a. empresario:

b. Manifest Destiny:

c. Missouri Compromise:

d. Kansas-Nebraska Act:

e. Election of 1860:


1. Why did Americans want to expand westward?

2. What did the U.S. gain from the Mexican-American War?

3. How did the political system attempt to resolve the issues of

sectionalism and slavery?

4. Using the information at the bottom of page #61, why was the

decision in Dred Scott v. Sandford so significant?

10




Chapter 1: Creating a Nation Lesson 5: The Civil War and Reconstruction (pp. 63-69)


a. siege:

b. pillage:

c. carpetbaggers:

d. scalawags:

e. Compromise of 1877:


1. What caused the Civil War to change from a conflict over

preserving the Union to ending slavery?

2. Why were the Battles of Vicksburg and Gettysburg turning

points in the war?

3. Why were the Radical Republicans opposed to President

Lincoln’s plan for Reconstruction following the Civil War?

4. What steps were taken during Reconstruction to rebuild the

South and preserve the rights of newly freed slaves?

Essential Questions (EQs)

Using the Guided Notes, class lectures/discussions, and reading

assignments, answer these 20 Essential Questions.

EQ 1.01

11

Answer these questions about history:

A. What is it?

B. What role do archeologists and anthropologists play in

recording and interpreting the past?

C. Who was Herodotus? Why are his observations about the past

often discredited today?


EQ 1.02

12

Answer these questions about ancient civilizations:

A. When and where did the Neolithic Revolution occur?

B. What happened that made the Neolithic Revolution the “most

important change” in human history?

C. Provide 1 contribution to “human history” made by each of the

following ancient civilizations:

A. Mesopotamia:

B. Egypt:

C. India:

D. China:

E. Mesoamerica:

F. Greece:

G. Rome:


EQ 1.03

13

Summarize world history from the Neolithic Revolution up to the

American Revolution by using an economic strand/theme.


EQ 1.04

14

What did these explorers “discover” and/or “accomplish”?

A. Leif Erickson.

B. Christopher Columbus.

C. Amerigo Vespucci.

D. Vasco de Gama.

E. Ferdinand Magellan.


EQ 1.05

15

Answer these questions about colonialism:

A. What is colonialism?

B. What are the 4 causes of colonialism?

C. Explain each cause and provide an example.


EQ 1.06

16

Answer these questions about colonies:

A. What were the differences between the colonies developed by

Spain, France, and England?

B. Why did Native Americans prefer the French over the Spanish

and English?


EQ 1.07

17

Answer these questions about human migration:

A. Trace the migration undertaken by humans from prehistoric

times up to the arrival of European explorers in North America.

B. What role did the Bering Land Bridge play in this migration?


EQ 1.08

18

Answer these questions about the French & Indian War:

A. What were 2 causes of the French & Indian War?

B. What were 2 outcomes of the conflict?

C. Why do historians consider it to be the first global war?


EQ 1.09

19

Answer these questions about revolutions:

A. What is a revolution?

B. What is a war of independence?

C. What is a revolt?

D. Name and explain the 2 types of revolution.


EQ 1.10

20

Explain 3 “Acts” that helped cause the American Revolution:


EQ 1.11

21

Explain these key battles/events of the American Revolution:

A. Battles of Lexington, Concord, and North Bridge.

B. Battle of Bunker Hill.

C. Battle of Saratoga.

D. Siege of Yorktown.

E. Second Treaty of Paris.


EQ 1.12

22

Answer these questions about government:

A. What is a republic?

B. What is a democracy?

C. Is the U.S. a republic or a democracy? Explain your answer.


EQ 1.13

23

Answer these questions about the U.S. Government:

A. List and explain the 6 key ideals (principles) that make up

the U.S. Government.

B. List and explain the 4 elements that make up the U.S.

Government.


EQ 1.14

24

Explain the significance of these documents:

A. The Declaration of Independence – When was it written? Who

wrote it? What did this document do?

B. The Northwest Ordinance – When was it written? What did this

document do?

C. The Articles of Confederation – When was it written? What did

this document do? What weaknesses did it have? What rebellion

ended it?

continues on next page —>


EQ 1.14 continued...

25

Explain the significance of these documents:

D. The Federalist Papers – Who compiled these papers? What did

they do? What were the Anti-Federalist Papers?

E. The Constitution of the United States – When was it written?

Who wrote it? What did this document do?

F. The Bill of Rights – When was it written? Who wrote it? What

did this document do?


EQ 1.15

26

Show connections between Enlightenment thinkers and the leaders

of pre-Revolutionary America by explaining what the American

Founding Fathers took from the following:

A. English Common Law.

B. Magna Carta.

C. Mayflower Compact.

D. Petition of Right.

E. Fundamental Orders of Connecticut.

F. Body of Liberties.




27

Show connections between Enlightenment thinkers and the leaders

of pre-Revolutionary America by explaining what the American

Founding Fathers took from the following:

G. Hobbes’ Leviathan.

H. English Bill of Rights.

I. Locke’s Two Treatises of Civil Government.

J. Montesquieu’s Spirit of Laws.

K. Rousseau’s Social Contract.


EQ 1.16

28

Provide a 1 sentence description for each of the 27 Amendments

to the U.S. Constitution.

A. Amendment #1:

B. Amendment #2:

C. Amendment #3:

D. Amendment #4:

E. Amendment #5:

F. Amendment #6:

G. Amendment #7:

H. Amendment #8:

I. Amendment #9:

J. Amendment #10:

K. Amendment #11:

L. Amendment #12:

M. Amendment #13:

N. Amendment #14:




29

Provide a 1 sentence description for each of the 27 Amendments

to the U.S. Constitution.

O. Amendment #15:

P. Amendment #16:

Q. Amendment #17:

R. Amendment #18:

S. Amendment #19:

T. Amendment #20:

U. Amendment #21:

V. Amendment #22:

W. Amendment #23:

X. Amendment #24:

Y. Amendment #25:

Z. Amendment #26:

AA. Amendment #27:


EQ 1.17

30

Trace the history of states’ rights and secession from America’s

early days to the eve of the Battle of Fort Sumter by explaining

how these items/events/people “caused” the U.S. Civil War:

A. Political parties.

B. John Adams.

C. Louisiana Purchase.

D. War of 1812.

E. Tariffs.

F. Manifest Destiny.




31

Trace the history of states’ rights and secession from America’s

early days to the eve of the Battle of Fort Sumter by explaining

how these items/events/people “caused” the U.S. Civil War:

G. Compromises.

H. Legal System.

I. Abolitionists.

J. Abraham Lincoln.


EQ 1.18

32

Explain these key battles/events of the Civil War:

A. Battle of Fort Sumter.

B. First Battle of Bull Run.

C. Battle of Gettysburg.

D. Battle of Petersburg.

E. Appomattox Court House.


EQ 1.19

33

Answer these questions about the Emancipation Proclamation:

A. How did Abraham Lincoln’s Emancipation Proclamation change

the focus of the Civil War?

B. Why did this new focus keep the British from joining the

Confederacy?


EQ 1.20

34

Answer these questions about Reconstruction:

A. Provide and explain 2 reasons why Reconstruction following

the U.S. Civil War was a success.

B. Provide and explain 2 reasons why Reconstruction following

the U.S. Civil War was a failure.

END OF UNIT #1 EQs

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