Unit 2:
From Making a Revolution to Making a Nation
– 1776 to 1830s (Chapters 5-10)
Click here for what the title shows about the unit.
Study Guide
The Objective Exam will consist primarily of multiple choice questions drawn from the
terms below. The total value is 100 points. There are 25 questions each at 4
points. Reminder: Unit 2 consists of Chapters 5-10. The word Chapter refers to numbered parts a) of
your textbook and b) to the specific Blackboard learning module for that
chapter. Blackboard learning modules have a Table of Contents on the left that
let you see all of the resources available so you can click on the one you
want. All chapters have links from your instructor and a folder containing
specific primaries. Some also include resources such as maps.
The 5 Ws rule is a good guide to understanding the items below: you
should know Who, What, When, Where, and Why—and sometimes How. You
can look up these individual items in the textbook index at the back of the
book or find them covered next to an item listed below. Use the textbook with
Instructor’s links that provide visuals, usually in tables, to help you compare
information to see similarities and differences.
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1.
War issues (Resource: instructor’s links in Chapter 5): ·
War for Independence, Patriot and British weaknesses and strengths ·
Saratoga, what it is and why is it significant including in what
nations are fighting the British ·
Yorktown, what it is and why is it significant ·
British strategy of recruiting slaves as soldiers and the results with
Southern slaveholders ·
Articles of Confederation, what is it and how it causes problems for
the war effort ·
Terms of the Treaty of Paris in 1783 2.
Post-war issues (Resource: instructor’s links in Chapter 6): ·
Views of religious freedom and development of state governments and
state constitutions ·
Northwest Ordinance, its parts and significance ·
Shays’s Rebellion, its causes and the consequences 3.
Constitution (Resource: instructor’s links in Chapter 6): ·
Constitutional Convention and compromise (large state, small state
issues; slavery and taxation and voting; electoral college, and creation of a
republic) ·
Women ·
Slaveholder/slave trade protection plus protection from state slave codes ·
Foreign policy and war, who does what ·
Federalists, who they are ·
Federalist Papers, authors and purpose in
ratification ·
Anti-Federalists, who they are ·
Bill of Rights, what it is and how it happens ·
District of Columbia (DC), what and why it is 4.
The New Republic (Resource: instructor’s links in Chapter 6) ·
Views of the nation, Hamilton and Jefferson (See primaries in Chapter
6.) ·
Rise of political parties, Federalists and Democratic Republicans (or
Republicans—but they are not like modern Republicans—or Jeffersonian
Republicans) ·
Party divisions on: ·
Pinckney’s Treaty ·
Whiskey Rebellion, causes and suppression ·
Westward expansion, political party gaining from |
5.
Election of 1800 and the “peaceful revolution” 6.
Jefferson and “republican simplicity” 7.
Supreme Court, Chief Justice John Marshall, 1801-1835 and decisions
(Resource: instructor’s links available from Chapters 7-10 for this and
issues below.) 8.
Marbury v. Madison and judicial review 9.
Louisiana Purchase, including Napoleon and the French-British war 10.
Ending of the slave trade during Jefferson’s term (See the
Constitution.) 11.
War of 1812, war issues (impressment, Native Americans and British) 12.
War of 1812, economic consequences, especially in the North 13.
Hartford Convention, session and consequences on political parties 14.
War of 1812 and the Battle of New Orleans and Andrew Jackson 15.
Era of Good Feelings and James Monroe 16.
National bank, Panic of 1819, and westerners’ anti-bank view 17.
Monroe Doctrine, its purpose and author 18.
Rise of sectionalism and the
Missouri Compromise (See the caution in the instructor’s link and see the
primary in Chapter 9.) 19.
Election of 1824, so-called “corrupt bargain” and the decline of
economic nationalism and John Quincy Adams 20.
Election of 1828, nominating convention and its victor 21.
Administrations of Andrew Jackson, and the “spoils system,” the veto
of the national bank (and subsequent recession), the nullification crisis
with South Carolina (and what makes the state volatile), removal of the
Native Americans in the South and the Trail of Tears Changes
that develop and increase over time: 22.
States decreasing property requirements to vote and increasing the
number of white male voters (Begins in Jefferson’s time and escalates in Jackson’s.
States vary; in the North some free blacks vote.) 23.
Political parties shifting to volatile nominating conventions, a
method first used by the American Party (nativism) 24.
Immigration and rise of nativism as a political party ·
Irish mainly to the Northeast, type of work, their religion ·
Germans mainly to the new Northwest, type of work 25.
Cotton gin, inventor and role in the westward expansion of slavery 26.
Cotton textile mills, Lowell Mills in New England (but British textile
mills were the major purchasers of Southern cotton) 27.
New internal improvements in transportation mainly in the
North—canals, turnpikes (toll roads), and later railroad (Erie Canal - See
primaries in Chapter 8.) 28.
New means of transportation—Conestoga wagons, steamboats, steamships,
clipper ships 29.
New agricultural machinery—Deere plow, McCormick reaper |
The Concept Exam will consist of a variety of types of questions
ranging from multiple choice questions to short essay. The total value is 50
points. The Required Concepts folder contains a list of all concepts, including
which apply to Unit 1. I will explain in class any concept that will be on the
exam. (FYI: I create my tests in sets so they vary for students.)
The Written Exam will consist of 1 essay written in class on notebook
paper I will provide. You bring your textbook because you must cite the page
number for each fact you use. I will grade your answer side by side with the
textbook—I will know easily whether you read and wrote with care. The total
value is 50 points with 25 points for contents and 25 points for following all
5 Good Habits for Evidence. I will state the possible questions during our
talks together in class. You will then know all possible questions, but you
will not know which one you will be asked on your exam.