SOL REVIEW
U. S. HISTORY TO 1877
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STANDARD USI.2: Continents & Geographic Regions
The student will use maps, globes, photographs, pictures, and tables to
a) locate the seven continents.
Continents are large land masses surrounded by water.
Continents
North America, South America, Africa, Asia, Australia, Antarctica, Europe*
Europe is considered a continent even though it is not entirely surrounded by water. The land mass is frequently called Eurasia.
b) locate and describe the location of the geographic regions of North America: Coastal Plain,
Appalachian Mountains, Canadian Shield, Interior Lowlands, Great Plains, Rocky Mountains,
Basin and Range, and Coastal Range.
Geographic regions have distinctive characteristics.
Geographic regions—locations and physical characteristics
Coastal Plain
Located along the Atlantic Ocean and Gulf of Mexico
Broad lowland providing many excellent harbors
Appalachian Mountains
Located west of Coastal Plain extending from eastern Canada to western Alabama
Old, eroded mountains (oldest mountain range in North America)
Canadian Shield
Wrapped around Hudson Bay in a horseshoe shape
Hills worn by erosion and hundreds of lakes carved by glaciers
Holds some of the oldest rock formations in North America
Interior Lowlands
Located west of the Appalachian Mountains and east of the Great Plains
Rolling flatlands with many rivers, broad river valleys, and grassy hills
Great Plains
Located west of Interior Lowlands and east of the Rocky Mountains
Flat land that gradually increases in elevation westward; grasslands
Rocky Mountains
Located west of the Great Plains and east of the Basin and Range
Rugged mountains stretching from Alaska to Mexico; high elevations
Contains the Continental Divide, which determines the directional flow of rivers
Basin and Range
Located west of Rocky Mountains and east of the Sierra Nevadas and the Cascades
Area of varying elevations containing isolated mountain ranges and Death Valley, the lowest point in North America
Coastal Range
Rugged mountains along the Pacific Coast that stretch from California to Canada
Contains fertile valleys
c) locate and identify the water features important to the early history of the United States: Great
Lakes, Mississippi River, Missouri River, Ohio River, Columbia River, Colorado River, Rio Grande,
Atlantic Ocean, Pacific Ocean, and Gulf of Mexico.
The United States has access to numerous and varied bodies of water.
Bodies of water support interaction among regions, form borders, and create links to other areas.
Major bodies of water
Oceans: Atlantic, Pacific
Rivers: Mississippi, Missouri, Ohio, Columbia, Colorado, Rio Grande
Lakes: Great Lakes
Gulf: Gulf of Mexico
Trade, transportation, and settlement
The location of the United States, with its Atlantic and Pacific coasts, has provided access to other areas of the world.
The Atlantic Ocean served as the highway for explorers, early settlers, and later immigrants.
The Ohio River was the gateway to the west.
Inland port cities grew in the Midwest along the Great Lakes.
The Mississippi and Missouri Rivers were the transportation arteries for farm and industrial products. They were links to ports and other parts of the world.
The Columbia River was explored by Lewis and Clark.
The Colorado River was explored by the Spanish.
The Rio Grande forms the border with Mexico.
The Pacific Ocean was an early exploration route.
The Gulf of Mexico provided the French and Spanish with exploration routes to Mexico and other parts of America.
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STANDARD USI.3 (American Indians)
The student will demonstrate knowledge of how early cultures developed in North America by
a) locating where the American Indians (First Americans) settled, with emphasis on Arctic (Inuit),
Northwest (Kwakiutl), Plains (Sioux), Southwest (Pueblo), and Eastern Woodland (Iroquois).
Prior to the arrival of Europeans, American Indians (First Americans) were dispersed across different environments in North America.
Inuit inhabited present-day Alaska and northern Canada. They lived in Arctic areas where the temperature is below freezing much of the year.
Kwakiutl inhabited the Pacific Northwest coast, characterized by a rainy, mild climate.
Sioux inhabited the interior of the United States, called the Great Plains and characterized by dry grasslands.
Pueblo inhabited the Southwest in present-day New Mexico and Arizona, where they lived in desert areas and areas bordering cliffs and mountains.
Iroquois inhabited northeast North America, the Eastern Woodland, which is heavily forested.
b) describing how the American Indians (First Americans) used their environment to obtain food,
clothing, and shelter.
Geography and climate affected how various American Indian (First American) groups met their basic needs.
The American Indians (First Americans) fished, hunted, and harvested crops for food. Clothing was made from animal skins and plants. Their shelter was made of resources found in their environment (e.g., sod, stones, animal skins, wood).
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STANDARD USI.4~Explorers
The student will demonstrate knowledge of European exploration in North America and West Africa by
a) describing the motivations, obstacles, and accomplishments of the Spanish, French, Portuguese,
and English explorations.
Major European countries were in competition to extend their power into North America and claim the land as their own.
Motivating forces for exploration
Economic—Gold, natural resources, and trade
Religious—Spread of Christianity
Competitions for empire and belief in superiority of own culture
Obstacles to exploration
Poor maps and navigational tools
Disease/starvation
Fear of unknown
Lack of adequate supplies
Accomplishments of exploration
Exchanged goods and ideas
Improved navigational tools and ships
Claimed territories (see individual countries below)
Regions of North America explored by Spain, France, and England
Spain
Francisco Coronado claimed southwest United States for Spain.
France
Samuel de Champlain established the French settlement of Quebec.
Robert La Salle claimed the Mississippi River Valley.
England
John Cabot explored eastern Canada.
Regions explored by Portugal
The Portuguese made voyages of discovery along West Africa.
b) describing cultural interactions between Europeans and American Indians (First Americans) that
led to cooperation and conflict.
The interactions between American Indians (First Americans) and Europeans sometimes led to cooperation and other times resulted in conflict.
Cultural interaction
Spanish
Conquered and enslaved American Indians (First Americans)
Brought Christianity to the New World
Brought European diseases
French
Established trading posts
Spread Christian religion
English
Established settlements and claimed ownership of land
Learned farming techniques from American Indians (First Americans)
Traded
Areas of cooperation
Technologies (transportation of weapons and farm tools)
Trade
Crops
Areas of conflict
Land
Competition for trade
Differences in cultures
Disease
Language difference
c) identifying the location and describing the characteristics of West African societies (Ghana, Mali,
and Songhai) and their interactions with traders.
Ghana, Mali, and Songhai each dominated West Africa in turn from 300 to l600 A.D.
African people and African goods played an important role in arousing European interest in world resources.
Ghana, Mali, and Songhai became powerful by controlling trade in West Africa.
The Portuguese carried goods from Europe to West African empires, trading metals, cloth, and other manufactured goods for gold.
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STANDARD USI.5(Colonies)
The student will demonstrate knowledge of the factors that shaped colonial America by
a) describing the religious and economic events and conditions that led to the colonization of
America.
Colonies in North America were established for religious and economic reasons.
Colonies and the reasons they were established
Roanoke Island (Lost Colony) was established as an economic venture. The first permanent English settlement in North America (1607), Jamestown Settlement, was an economic venture by the Virginia Company.
Plymouth colony was settled by separatists from the Church of England who wanted to avoid religious persecution. Massachusetts Bay Colony was settled by the Puritans for the same reasons.
Pennsylvania was settled by the Quakers, who wanted to have freedom to practice their faith without interference.
Georgia was settled by people who had been in debtor’s prisons in England. They hoped to experience a new life in the colony and to experience economic freedom in the New World.
b) comparing and contrasting life in the New England, Mid-Atlantic, and Southern colonies, with
emphasis on how people interacted with their environment.
Life in the colonies reflected the geographical features of the settlements.
Interactions of people and environment
New England
Geography and climate
Appalachian Mountains, Boston harbor, hilly terrain, rocky soil, jagged coastline
Moderate summers, cold winters
Economy
Fishing, shipbuilding industry and naval supplies, trade and port cities
Skilled craftsmen, shopkeepers
Social life
Village and church as center of life
Religious reformers and separatists
Political and civic life
Town meetings
Mid-Atlantic
Geography and climate
Appalachian Mountains, coastal lowlands (harbors and bays, wide and deep rivers), rich farmland
Moderate climate
Economy
Livestock and grain, trading
Unskilled and skilled workers and fishermen
Social life
Villages and cities
Varied and diverse lifestyles
Diverse religions
Political and civic life
Market towns
South
Geography and climate
Appalachian Mountains, Piedmont, Atlantic Coastal Plain, good harbors, rivers
Humid climate
Economy
Large farms/plantations, cash crops, wood products, small farms
Slavery
Social life
Plantations (slavery), mansions, indentured servants, few cities, few schools
Church of England
Political and civic life
Counties
c) describing colonial life in America from the perspectives of large landowners, farmers, artisans,
women, indentured servants, and slaves.
The colonies were made up of different groups of people whose lives varied depending on their social position.
Large landowners
Lived predominately in the South
Relied on indentured servants and/or slaves for labor
Were educated in some cases
Had rich social culture
Farmers
Worked the land according to the region
Relied on family members for labor
Artisans
Worked as craftsmen in towns and on the plantation
Lived in small villages and cities
Women
Worked as caretakers, house-workers, homemakers
Could not vote
Had few chances for an education
Indentured servants
Consisted of men and women who did not have money for passage to the colonies and who agreed to work without pay for the person who paid for their passage
Were free at the end of their contract
Slaves
Were captured in their native Africa and sold to slave traders, then were shipped to the colonies where they were sold into slavery
Were owned as property for life with no rights
Were often born into slavery (Children of slaves were born into slavery.)
d) identifying the political and economic relationships between the colonies and England.
England established and attempted to maintain control over the colonies.
Economic relationships
England imposed strict control over trade.
England taxed the colonies after the French and Indian War.
Colonies traded raw materials for goods.
Political relationships
Colonists had to obey English laws that were enforced by governors.
Colonial governors were appointed by the king or by the proprietor.
Colonial legislatures made laws for each colony and were monitored by colonial governors.
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STANDARD USI.6~American Revolution
The student will demonstrate knowledge of the causes and results of the American Revolution by
a) identifying the issues of dissatisfaction that led to the American Revolution.
As England expanded control over the American colonies, many colonists became dissatisfied and rebellious.
England’s reasons for control
England desired to remain a world power.
England imposed taxes, such as the Stamp Act, to raise necessary revenue to pay the cost of the French and Indian War.
England’s reasons for taxation
To help finance the French and Indian War
To help with the maintaining of English troops in the colonies
Sources of colonial dissatisfaction
Colonies had no representation in Parliament.
Some colonists resented power of colonial governors.
England wanted strict control over colonial legislatures.
Colonies opposed taxes.
The Proclamation of l763 hampered the western movement of settlers.
b) identifying how political ideas shaped the revolutionary movement in America and led to the
Declaration of Independence, with emphasis on the ideas of John Locke.
New political ideas led to a desire for independence and democratic government in the American colonies.
The Declaration of Independence proclaimed independence from England. It stated that people have natural (inherent) rights to life, liberty, and the pursuit of happiness.
Ideas of John Locke
People have natural rights to life, liberty, and property.
Government is created to protect the rights of people and has only the limited and specific powers the people consent to give it.
Key philosophies in the Declaration of Independence
People have "certain unalienable rights" (rights that cannot be taken away)—life, liberty, pursuit of happiness.
People establish government to protect those rights.
Government derives power from the people
People have a right and a duty to change a government that violates their rights.
c) describing key events and the roles of key individuals in the American Revolution, with emphasis
on George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, and Thomas Paine.
Many individuals played important roles in shaping events of the American Revolution.
Key individuals
King George III: British king during the Revolutionary era
Lord Cornwallis: British general who surrendered at Yorktown
John Adams: Championed the cause of independence
George Washington: Commander of the Continental Army
Thomas Jefferson: Major author of the Declaration of Independence
Patrick Henry: Outspoken member of House of Burgesses; inspired colonial patriotism with "Give me liberty or give me death" speech
Benjamin Franklin: Prominent member of Continental Congress; helped frame the Declaration of Independence
Thomas Paine: Journalist, author of Common Sense
Other important individuals
Phyllis Wheatley: A former slave who wrote poems and plays supporting American independence
Paul Revere: Patriot who made a daring ride to warn colonists of British arrival; cried "The British are coming!"
Key Events
Boston Massacre: Colonists in Boston were shot after taunting British soldiers.
Boston Tea Party: Samuel Adams and Paul Revere led patriots in throwing tea into Boston Harbor to protest tea taxes.
First Continental Congress: Delegates from all colonies met to discuss problems with England and to promote independence.
Battle of Lexington and Concord: This was the site of the first armed conflict of the Revolutionary War.
Approval of the Declaration of Independence: Colonies declared independence from England (July 4, 1776).
Battle of Saratoga: This American victory was the turning point in the war.
Surrender at Yorktown: This was the colonial victory over forces of Lord Cornwallis that marked the end of the Revolutionary War.
Signing of the Treaty of Paris: England recognized American independence in this treaty.
d) explaining reasons why the colonies were able to defeat Britain.
Defense of the colonists’ own land, strong beliefs, and capable leadership contributed to the American victory in the Revolutionary War.
Colonial advantages
Colonists’ defense of their own land, principles, and beliefs
Support from France and Spain
Strong leadership
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STANDARD USI.7
The student will demonstrate knowledge of the challenges faced by the new nation by
a) identifying the weaknesses of the government established by the Articles of Confederation.
The Articles of Confederation was a constitution written during the American Revolution to establish the powers of the new national government.
Articles of Confederation
Provided for a weak national government
Gave Congress no power to tax or regulate commerce among the states
Provided for no common currency
Gave each state one vote regardless of size
Provided for no executive or judicial branch
b) identifying the basic principles of the new government established by the Constitution of the
United States of America and the Bill of Rights.
The Constitution of the United States of America established a federal system of government based on power shared between the national and state governments.
The Bill of Rights provided a written guarantee of individual rights.
Terms to know
Federal system of government: A system that divides governmental powers between national government and the governments of the states
Basic principles of government
Separation of powers
The structure of the new national government was based on James Madison’s "Virginia Plan," which called for three separate branches of government:
Legislative Branch (Congress) makes the laws. Congress is a two-house legislature in which all states are represented equally in the Senate (two Senators per state) and people are represented in the House of Representatives (number of a state’s representatives is based on state’s population).
Judicial Branch (Supreme Court) determines if laws made by Congress are constitutional.
Executive Branch (President) carries out the laws.
Checks and balances
Each branch can check the power of the other.
These checks keep any one branch from gaining too much power.
Bill of Rights
James Madison was the author of the Bill of Rights.
The first ten amendments to the Constitution of the United States of America provide a written guarantee of individual rights (e.g., freedom of speech, freedom of religion).
c) identifying the conflicts that resulted in the emergence of two political parties.
Alexander Hamilton and Thomas Jefferson had opposing views on the role of the national government. That opposition resulted in the creation of two political parties.
The debate over the role of the national government has continued throughout United States history.
Major party differences
Alexander Hamilton
Leader of Federalists
Favored strong national government
Favored limits on states’ powers
Favored development of industry on a national scale
Favored a national bank
Thomas Jefferson
Leader of the Democratic Republicans
Favored a weak national government
Supported states’ powers
Favored small business and farmers
Opposed a national bank
d) describing the major accomplishments of the first five presidents of the United States.
Congress and the first five presidents made decisions establishing a strong government that helped the nation grow in size and power.
All of the first five presidents were Virginians except John Adams.
Accomplishments during first five presidencies
George Washington
Federal court system was established.
Political parties grew out of the disagreements between Hamilton and Jefferson over the proper role of the national government.
The Bill of Rights was added to the Constitution of the United States of America.
Plans were initiated for development of the national capital in Washington, D.C. Benjamin Banneker,
an African American astronomer and surveyor, helped complete the design for the city.
John Adams
A two-party system emerged during his administration.
Thomas Jefferson
He bought Louisiana from France (Louisiana Purchase).
Lewis and Clark explored this new land west of the Mississippi River.
James Madison
The War of l812 caused European nations to gain respect for the United States.
James Monroe
He wrote the Monroe Doctrine warning European nations not to interfere in the Western Hemisphere.
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STANDARD USI.8
The student will demonstrate knowledge of westward expansion and reform in America from 1801 to 1861 by
a) describing territorial expansion and how it affected the political map of the United States, with
emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of
Florida, Texas, Oregon, and California.
Between 1801 and 1861, exploration was encouraged as America underwent vast territorial expansion and settlement.
New territories added to the United States after 1801
Louisiana Purchase
Jefferson bought land from France (the Louisiana Purchase), which doubled the size of the United States.
In the Lewis and Clark expedition, Meriwether Lewis and William Clark explored the Louisiana Purchase from the Mississippi River to the Pacific Ocean.
Florida
Spain gave Florida to the United States through a treaty.
Texas
Texas was added after it became an independent republic.
Oregon
The Oregon Territory was divided by the United States and Great Britain.
California
War with Mexico resulted in California and the southwest territory becoming part of the United States.
b) identifying the geographic and economic factors that influenced the westward movement of settlers.
Westward migration was influenced by geography and economic opportunity.
Geographic and economic factors that influenced westward movement
Population growth in the eastern states
Availability of cheap, fertile land
Economic opportunity, e.g., gold (California Gold Rush), logging, farming, freedom (for runaway slaves)
Cheaper and faster transportation, e.g., rivers and canals (Erie Canal), steamboats
Knowledge of overland trails (Oregon and Santa Fe)
Belief in the right of "Manifest Destiny"—The idea that expansion was for the good of the country and was the right of the country
c) describing the impact of inventions, including the cotton gin, the reaper, the steamboat, and the
steam locomotive, on life in America.
Prior to the Civil War, most industrialization in America was in the North; however, the equipment produced in the North had an impact on the farming society in the South.
New technologies
The cotton gin was invented by Eli Whitney. It increased the production of cotton and thus increased the need for slave labor to cultivate and pick the cotton.
Jo Anderson (a slave) and Cyrus McCormick worked to invent the reaper. The reaper increased the productivity of the American farmer.
The steamboat was invented by Robert Fulton. It provided faster river transportation that connected Southern plantations and farms to Northern industries.
The steam locomotive provided faster land transportation.
d) identifying the main ideas of the abolitionist and suffrage movements.
The abolitionists worked to end slavery.
The suffrage movement helped women gain equal rights.
Abolitionist movement
Most abolitionists demanded immediate freeing of the slaves.
Abolitionists believed that slavery was wrong.
Morally wrong
Cruel and inhumane
A violation of the principles of democracy
Abolitionist leaders included both men and women.
Harriet Tubman
William Lloyd Garrison
Frederick Douglass
Suffrage movement
Supporters declared that "All men and women are created equal."
Supporters believed that women were deprived of basic rights.
Denied the right to vote
Denied educational opportunities, especially higher education
Denied equal opportunities in business
Limited in rights to own property
The movement was led by strong women who began their campaign before the Civil War and continued after the war had ended.
Isabel Sojourner Truth
Susan B. Anthony
Elizabeth Cady Stanton
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STANDARD USI.9~Civil War
The student will demonstrate knowledge of the causes, major events, and effects of the Civil War by
a) describing the cultural, economic, and constitutional issues that divided the nation.
Cultural, economic, and constitutional differences between the North and the South eventually resulted in the Civil War.
Issues that divided the nation
Slavery
While there were several differences between the North and the South, the issues related to slavery increasingly divided the nation and led to the Civil War.
Cultural
The North was mainly an urban society in which people held jobs.
The South was primarily an agricultural society in which people lived in small villages and on farms and plantations.
Because of their cultural differences, people of the North and South found it difficult to agree on social and political issues.
Economic
The North was a manufacturing region, and its people favored tariffs that protected factory owners and workers from foreign competition.
Southerners opposed tariffs that would cause prices of manufactured goods to increase. Planters were also concerned that England might stop buying cotton from the South if tariffs were added.
Constitutional
A major conflict was states’ rights versus strong central government.
b) explaining how the issues of states’ rights and slavery increased sectional tensions.
The South feared that the North would take control of Congress, and Southerners began to proclaim states’ rights as a means of self-protection.
The North believed that the nation was a union and could not be divided. While the Civil War did not begin as a war to abolish slavery, issues surrounding slavery deeply divided the nation.
Issues that divided the nation
An important issue separating the country related to the power of the Federal government. Southerners believed that they had the power to declare any national law illegal. Northerners believed that the national government’s power was supreme over that of the states.
Southerners felt that the abolition of slavery would destroy their region’s economy. Northerners believed that slavery should be abolished for moral reasons.
Compromises attempting to resolve differences
Missouri Compromise (1820): Missouri was a slave state; Maine, a free state.
Compromise of l850: California was a free state. Southwest territories would decide about slavery.
Kansas-Nebraska Act: People decided the slavery issue ("popular sovereignty").
Southern secession
Following Lincoln’s election, the southern states seceded from the Union. Confederate forces attacked Fort Sumter, in South Carolina, marking the beginning of the Civil War.
Lincoln and many Northerners believed that the United States was one nation that could not be separated or divided. Most Southerners believed that states had freely created and joined the union and could freely leave it.
c) identifying on a map the states that seceded from the Union and those that remained in the Union.
Southern states that were dependent upon labor-intensive cash crops seceded from the Union. Northernmost slave states (border states) stayed in the Union.
States that seceded from the Union
Alabama, Arkansas, Florida, Georgia, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas, and Virginia
States remaining in the Union
Border states (slave states)
Delaware, Kentucky, Maryland, and Missouri
Free States
California, Connecticut, Illinois, Indiana, Iowa, Kansas, Maine, Massachusetts, Michigan, Minnesota, New Hampshire, New Jersey, New York, Ohio, Oregon, Pennsylvania, Rhode Island, Vermont, West Virginia (Western counties of Virginia that refused to secede from the Union), and Wisconsin
d) describing the roles of Abraham Lincoln, Jefferson Davis, Ulysses S. Grant, Robert E. Lee, Thomas
"Stonewall" Jackson, and Frederick Douglass in events leading to and during the war.
Lincoln and Lee were men who represented views of the nature of the United States that were very different, leading to an unavoidable conflict.
Roles of Civil War leaders
Abraham Lincoln
Was President of the United States
Opposed the spread of slavery
Issued the Emancipation Proclamation
Determined to preserve the Union—by force if necessary
Believed the United States was one nation, not a collection of independent states
Wrote the Gettysburg Address that said the Civil War was to preserve a government "of the people, by the people, and for the people."
Jefferson Davis
Was president of the Confederate States of America
Ulysses S. Grant
Was general of the Union army that defeated Lee
Robert E. Lee
Was leader of the Army of Northern Virginia
Was offered command of the Union forces at the beginning of the war but chose not to fight against Virginia
Opposed secession, but did not believe the union should be held together by force
Urged Southerners to accept defeat at the end of the war and reunite as Americans when some wanted to fight on
Thomas "Stonewall" Jackson
Was a skilled Confederate general from Virginia
Frederick Douglass
Was a former slave who escaped to the North and became an abolitionist
e) using maps to explain critical developments in the war, including major battles.
Location and topography were critical elements influencing important developments in the Civil War, including major battles.
Major battles and events
The firing on Fort Sumter, S.C., began the war.
The first Battle of Manassas (Bull Run) was the first major battle.
The signing of the Emancipation Proclamation made "freeing the slaves" the new focus of the war. Many freed slaves joined the Union army.
The Battle of Vicksburg divided the South; the North controlled the Mississippi River.
The Battle of Gettysburg was the turning point of the war; the North repelled Lee’s invasion.
Lee’s surrender to Grant at Appomattox Court House in 1865 ended the war.
Influence of location and topography on critical developments in the war
The Union blockade of southern ports (e.g., Savannah, Charleston, New Orleans)
Control of the Mississippi River (e.g., Vicksburg)
Battle locations influenced by the struggle to capture capital cities (e.g., Richmond; Washington, D.C.)
Control of the high ground (e.g., Gettysburg)
f) describing the effects of war from the perspectives of Union and Confederate soldiers (including
black soldiers), women, and slaves.
Life on the battlefield and on the homefront was extremely harsh. Many died from disease and exposure.
General effects of the war
Families and friends were often pitted against one another.
Southern troops became increasingly younger and more poorly equipped and clothed.
Much of the South was devastated at the end of the war (e.g., burning of Atlanta and Richmond).
Disease was a major killer.
Clara Barton, a Civil War nurse, created the American Red Cross.
Combat was brutal and often man-to-man.
Women were left to run businesses in the North and farms and plantations in the South.
The collapse of the Confederacy made Confederate money worthless.
Effects of the war on African Americans
African Americans fought in both the Confederate and Union armies.
The Confederacy often used slaves as naval crew members and soldiers.
The Union moved to enlist African American sailors early in the war.
African American soldiers were paid less than white soldiers.
African American soldiers were discriminated against and served in segregated units under the command of white officers.
Robert Smalls, a sailor and later a Union naval captain, was highly honored for his feats of bravery and heroism. He became a Congressman after the Civil War.
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STANDARDUSI.10RECONSTRUCTION
The student will demonstrate knowledge of the effects of Reconstruction on American life by
a) identifying the provisions of the 13th, 14th, and 15th Amendments to the Constitution of the United
States of America and their impact on the expansion of freedom in America.
The 13th, 14th, and 15th Amendments to the Constitution of the United States of America address the issues of slavery and guarantee equal protection under the law for all citizens.
Basic provisions of the Amendments
13th Amendment: Bans slavery in the United States and any of its territories
14th Amendment: Grants citizenship to all persons born in the United States and guarantees them equal protection under the law
15th Amendment: Ensures all citizens the right to vote regardless of race or color or previous condition of servitude
These three amendments guarantee equal protection under the law for all citizens.
b) describing the impact of Reconstruction policies on the South.
The Reconstruction policies were harsh and created problems in the South.
Reconstruction attempted to give meaning to the freedom that the former slaves had achieved.
Reconstruction policies and problems
Southern military leaders could not hold office.
Southerners resented northern "carpetbaggers," who took advantage of the South during Reconstruction.
African Americans held public office.
African Americans gained equal rights as a result of the Civil Rights Act of 1866, which authorized the use of federal troops for its enforcement.
Northern soldiers supervised the South.
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