APUSH REVIEW PACKET PART 1

Sources used to create this packet:

https://www.wscschools.org/
https://www.apushreview.com/new-ap-curriculum/period-1-1491-1607/

Period 1 Overview (1491 – 1607)

● Test structure:
○ Period 1 is roughly 5% of the exam:
○ You will NOT see an essay exclusively on this period
■ You could see a topic that incorporates this period as part of a broader idea; For example – Experiences of
European countries in America
● Why was 1491 – 1607 chosen for the dates?
○ 1491 = 1 year prior to European contact
○ 1607 = Europeans are in the Americas FOR GOOD; first permanent English settlement – Jamestown
○ Much of the focus of this period is on Native life PRIOR to contact, and interactions between Natives, Africans,
and Europeans (Columbian Exchange)
Key Concepts:
● Key Concept 1.1: Before the arrival of Europeans, native populations in North America developed a wide variety of
social, political, and economic structures based in part on interactions with the environment and each other.
● Key Concept 1.2: European overseas expansion resulted in the Columbian Exchange, a series of interactions and
adaptations among societies across the Atlantic.
● Key Concept 1.3: Contacts among American Indians, Africans, and Europeans challenged the worldviews of each group

KEY TERMS
● Maize – corn, grown by Natives in the SW US and Mexico
● Great Plains and Great Basin – lack of resources, led to nomadic lifestyles
● Columbian Exchange – exchange of goods, ideas, diseases, and people between Europe, Africa, and the
Americas
○ Impact on Americas – diseases impacted Natives, guns and horses transformed Native life, racially mixed
populations (Mestizos)
○ Impact on Europe – potatoes and maize led to large population growth, increase in capitalism
○ Impact on Africa – Slave trade – Middle Passage (Spanish and Portuguese in West Africa)
● Encomienda System – royal grants of land by the Spanish Crown to settlers
○ Settlers promised to Christianize Natives
○ Eventually was replaced with African slave labor
● Autonomy – independence, self-rule
○ Africans and Natives sought to preserve their autonomy after contact with Europeans

NATIVE ADAPTATION TO THEIR ENVIRONMENT

● Very diverse people→ adapted to their environment depending upon where they lived
● Southwest Natives maize ftp.edtogthiapnt
○ Maize = very popular→ introduced to maize by the MesoAmerican natives in the South through vast trade
networks
○ Societies developed irrigation systems (PUEBLOS→ RIO GRANDE)
● Great Plains & Great Basin Natives
○ Hunter gatherers
○ Lacked natural resources
○ Great Basin: large flat area with arid (dry) land→ desert region
○ Great Plains: grasslands
● Northeast, Mississippi River Valley, & Atlantic Seaboard Natives
○ Farmers - developed permanent villages, engaged in trade networks
○ Example: Iroquois Natives (NY & PA)

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 ■ Burned forests in order to adapt to their environment→ constructed living structures because of their
access to timber
■ Villages were built around maize
■ Matriarchal society: power was based around female authority
■ Women were the decision makers, they tended the crops, and the men hunted
● Northwest Natives
○ Hunter gatherers, foragers→ nuts, berries, fish, hunters
○ Societies ruled by wealthy families
○ Example: Chinooks
■ Advanced fighting techniques and warriors
■ Lived in longhouses→ many families living together

AGE OF EXPLORATION
● 1300’s-1400’s: European states are experiencing political unification→ upper class with money desire luxury
goods from Asia
○ PROBLEM: Muslim empires controlled the land trade routes→ on land taxes were excessive when
acquiring goods
○ Response of Europeans: create trade routes to Asia by sea instead of land
■ Portugal: established trading posts in Africa and India because of maritime inventions (astrolabe,
lateen sail, magnetic compass) → they are the first to begin this adaptation
■ Spain: sails west to get east (wants to trade on their own terms); spread religion (Christianity);
Columbus explores and “discovers” Americas (Europeans did not know these two continents existed)
Go → leads to European countries (France, England, Portugal, Spain) competing for wealth in these
new lands
● Line Of Demarcation (1493): Drawn by the Pope→ west of the Cape Verde Islands dividing the “heathen
world” into an eastern segment (Portuguese conquest) and a western segment (Spanish conquest)
● Treaty of Tordesillas (1494): moved the Line of Demarcation westward allowing Portugal to claim Brazil
while the rest of the Western Hemisphere was reserved for Spain.
● Conquistadores: independent Spanish adventurers who spread Catholicism and attempted to gain wealth and
power for their homeland (God, Gold, Glory)
○ Balboa (1513): crossed the Isthmus of Panama and claimed the Pacific Ocean for Spain
○ Ponce de Leon (1513): claimed Florida for Spain while searching for the “fountain of youth”
○ Cortes (1519): destroyed Aztec empire of Mexico
○ Cabeza de Vaca (1535-1536): explored the Gulf Coast and told of “Seven Golden Cities of Cibola,” said to
be the new El Dorado. This inspired:
spafie8
sYimity
● New Spain: ruled by viceroy appointed by the king
○ Encomienda System: estates given to conquistadors; legal system designed to establish social hierarchy
sided
and status of Natives
○ Hacienda System: large estates; system similar to Encomienda but on a smaller scale
○ Peninsulares: natives of Spain; highest social class
○ Creoles: those born in the New World to parents who are natives to Spain
● French Explorations: authorized by King Francis I in 1524
○ Da Verrazzano (1524): explored East Coast of the North American continent from modern day Maine to
North Carolina
○ Cartìer (1534): began a series of explorations that gave France claim to the area around the St. Lawrence
River (east of modern day Quebec)
● British Explorations: began in 1497 when Cabot became the first European since the Vikings to reach North
America
○ Frobisher (1576): sent nobleman Gilbert to find a Northwest passage; explored the Northeastern coast of
Canada
○ Sir F. Drake (1579): Claimed for Queen Elizabeth the Pacific Coast area just north of modern San
Francisco during his round-the-world expedition

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 ○ Sir W. Raleigh (1584): named Virginia in honor of Queen Elizabeth I; sent a group to settle Roanoke
Island, which was found to be deserted in 1590

THE NEW WORLD

● Great Plains and Great Basin: lack of resources, led to nomadic lifestyles
● Columbian Exchange: exchange of goods, ideas, diseases, and people between Europe, Africa, and the
Americas
○ People Delas Casas
○ Minerals: America→ Europe (gold, silver→ shift from feudalism in Europe to capitalism)
○ Animals: America→ Europe (turkeys); Europe→ America (horse–revolutionized agriculture and warfare

saw
in the Americas for the Natives)
○ Disease: Europe→ America (smallpox→ severe decrease in the population because of a lack of immunity)
○ Plants: America→ Europe (potatoes, maize); Europe→ America (wheat, rice)
■ SIGNIFICANCE: New food = diversified diet→ people have better nutrition and are living longer
● Impact on Americas: wheat, rice, diseases impacted Natives, guns and horses transformed Native life, racially
mixed populations (Mestizos)
● Impact on Europe: potatoes and maize led to large population growth, increase in capitalism
● Impact on Africa: Slave trade→ Middle Passage (Spanish and Portuguese in West Africa) - movement of
African slaves from Africa to North America

CONTACT BETWEEN NATIVE AMERICANS & EUROPEANS

● Impact on Native Americans
○ Genocide: By 1600, nearly 90% of Native American population perished.
Moksha
at
■ European diseases, ex. Smallpox, yellow fever, malaria, were most destructive.
■ Central America & Caribbean population in 1519 = perhaps 25 million; 1 million in 1605.
○ European impact on culture→ cattle, swine and horses, firearms; Great Plains tribes - Apache, Blackfoot,
and Sioux - transformed via horses
● Impact on Europeans
○ Global empires for 1st time in human history.
○ Explosion of capitalism: raw materials sold in new markets→ OLD IMPERIALISM
○ Revolution in diet: Corn, beans, tomatoes & potatoes lead to improved diet→ higher mortality→ higher
population→ bigger push for emigration.
○ Revolutionized international economy:
■ Stimulants: coffee, cocoa, and tobacco→ desired products

SPANISH IMPACT ON SOCIAL AND ECONOMIC MAKEUP OF AMERICA

● Social: Caste System→ reordering of society into categories based on race and ancestry (Peninsulares-Spanish
born at the top, Africans and Natives at the bottom)
● Economic: Encomienda System forced
○ Spain realized cash crops = wealth http efafhffadecrese
in Natine the Africanlabor disease
○ Used Natives as forced labor→ know the land (escape); no immunity to diseases (die off)
○ Use of African slavery increased due to the decrease in the Native population

UNDERSTANDING OF ONE ANOTHER

● Native Americans: land→ spiritual; religion→ polytheistic and varies from region to region
● Europeans: land→ commodity/wealth; religion→ Christianity land
● Europeans adopted farming and hunting techniques from Native
● Natives adopted warfare (horses; guns)
● Debate over the type of relationship Europeans should have with Native (POPULAR SAQ)
○ Juan Sepelveda: Natives are not worthy of rights or property→ Spanish presence will benefit them
○ Bartholome de las Casas: advocated for the rights of Natives
Spanishrest

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 Period 2 Overview (1607 - 1754)
● Test structure:
○ Period 2 is roughly 10% of the exam:
○ Essay topics could include:
■ Comparing and Contrasting European powers; Characteristics of British colonies
● Why was 1607 - 1754 chosen for the dates?
○ 1607 = first permanent English settlement - Jamestown
○ 1754 = Beginning of the Seven Years War
○ This time period continues to focus on European colonization, with England representing a significant amount
of focus
Key Concepts:
● Key Concept 2.1: Europeans developed a variety of colonization and migration patterns, influenced by different
imperial goals, cultures, and the varied North American environments where they settled, and they competed with
each other and American Indians for resources.
● Key Concept 2.2: The British colonies participated in political, social, cultural, and economic exchanges with Great
Britain that encouraged both stronger ties with Britain and resistance to Britain’s control.

KEY IDEAS
● Pueblo Revolt (1680):
● Native American rebellion in SW portion of US
● Spanish sought to end Native practices that were inconsistent with Christianity
● The Pueblos rebelled, expelled Spanish for over 10 years
● Eventually, the Spanish regained control, began to advocate the religious assimilation of Natives
● Significance: largest most successful revolt of Natives against Europeans showed the flaws in Spanish
colonization and the power of unity
● Anglicization of the British Colonies:
● Process of colonies “becoming” or taking on British characteristics
● Seen through:
● Representative assemblies were similar to English government
● Trade between the colonies and England increased contact
● Enlightenment ideas from England and Europe traveled to America
● Enlightenment:
● Focus on reason and intelligence
● Individuals began to question forms of government
● Montesquieu - Separation of Powers, Locke - Consent of the Governed
● Mercantilism: Britishcolonies
existed 858mcneeds
● Goal is to make $ for the mother country
off hercountry
● Positive balance of trade that favors the mother country
benefitseyyf.mgnot
COLONIAL MOTIVATION / GOALS
● Spain
○ Population: high number of people came; mostly men
○ Control by the Crown: Tight control; goal is to make as much money as possible (gold/silver)
○ Goals: Build an empire→ God, Gold, Glory
○ Economy: based on gold and land acquisition
○ Slavery: Encomienda System (Natives first, then African slaves)
○ Treatment of Native Americans: Very bad; Spanish Southwest→ spread Christianity
● France
○ Population: high number of people came; mostly men
○ Control by the Crown: loose control; focused on fur trade
○ Goals: economic→ focused on fur trade
○ Economy: based on fur

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 ○
○
AQs
Slavery: minimal slavery
Treatment of Native Americans: amicable→ formed trade relationships but still saw themselves as
superior
● England
○ Population: both men, women, and children
○ Control by the Crown: Varies based on time→ Pre-French and Indian War, 1754: Salutary Neglect; Post
French and Indian War 1763: Tight control; end of Salutary Neglect
○ Goals: varies
○ Economy: varies dependent upon geographic location (discussed further below)
○ Slavery: Growing→ indentured servitude until Bacon’s Rebellion then rise and expansion in African
slavery
○ Treatment of Native Americans: Very bad→ constantly encroaching on their land leading to multiple
conflicts

THE BEGINNING OF COLONIZATION IN THE AMERICAS

● Spain was reviewed in PERIOD 1
● New France friendlyrelationshipwith or
by
Natives

○ Samuel de Chaplain (1608): established trading post in Quebec

○ Marquette (1673): explored the Mississippi Valley
○ Characteristics of New France:
■ Fur trade
■ Good relations with Natives Englandtreated dates
■ Lack of support from France
● New Netherlands
○ Hudson (1609): searched for Northwest Passage to Asia via the Arctic Circle (failed) and then through the
Northern territories in North America. Discovered the Hudson River
○ Trading posts established in New Amsterdam (Manhattan) 1609
○ Characteristics of New Netherlands
■ Patroon System: large estates granted to men of wealth who settled 50 or more families in North
America as tenant farmers
■ Weak government
● British Colonies
○ Virginia: settled by the Virginia Company of London, a joint-stock company→ funded by investors. The
combined group of investors forms a joint-stock company, which in turn loans money to the colony in the
hope that it turns a profit for them clonaldemoraly
■ Virginia House of Burgesses: First representative form of government in the colonies
■ Jamestown (1607): first permanent English settlement in North America
● Majority died from starvation, disease, and Native attacks
● John Smith governed colony with harsh rules
● John Rolfe (1612): Husband of Pocahontas, discovered superior strain of tobacco→ major cash crop from
west Indies that could be grown in Virginia – SAVED JAMESTOWN
○ Plymouth (1620): settled by Pilgrims, religious separatists from the Church of England
■ Chartered by London Company
■ Led by William Bradford
■ Mayflower landed on Cape Cod
daily ■ Mayflower Compact: government based on the consent of the governed
○ Massachusetts Bay Colony (1630): settled by Puritans who wanted to purify the Church of England
■ Chartered by the Massachusetts Bay Company
■ Led by John Winthrop
■ Government consisted of governor and representative assembly
○ Rhode Island (1636): settled by religious dissent Roger Williams who founded Providence and the colony
of Rhode Island after banishment from the Massachusetts Bay Colony
■ Colony granted religious toleration
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 ■ Populated largely by exiles and dissents
■ Ann Hutchinson migrated to R.I. after being banished from Massachusetts for challenging Puritan
teachings→ founded Portsmouth (1638)
○ Connecticut (1636): founded by Thomas Hooker after dissenting with Puritan leader John Winthrop
■ Fundamental Orders of Connecticut (1639): first written constitution in America
Clonial done croct distancefromenglandandits world
Coloniesnew
■ John Davenport founded New Haven
■ Connecticut Charter (1662): allowed for the absorption of New Haven into the Connecticut colony
○ New Hampshire (1677): chartered by Charles II to accommodate overflow population from
Massachusetts
○ Maryland (1632): first proprietary colony founded by George Calvert (Lord Baltimore)
■ Refuge for English Catholics
■ Act of Religious Toleration (1649): protected Catholics who were the minority
○ The Carolinas (1663): founded by eight noblemen who rewarded for their loyalty to Charles II
■ North Carolina absorbed overflow population from Virginia
■ South Carolina developed rice as a staple crop; settled by English planters from Barbados who brought
African slaves
○ New York & New Jersey (1664): territory given to James, Duke of York, by Charles II (his brother),
provided that he conquer it first for the Dutch
■ NJ became a separate royal colony in 1702
○ Pennsylvania (1681): organized as a proprietary colony by William Penn to provide a haven for the
Quakers
● Contributions of Mother Countries to North America
○ England: Democratic forms of local gov’t; tradition of hard-working, zealous individuals, English
language
○ France: Language, culture, and religion introduced to Canada and Louisiana and to many Indians west of
Appalachians; large-scale trade with Indians
○ Spain: Schools, hospitals, and printing presses established by missionaries; Spanish language in the
Southwest; teaching of Christianity and handicrafts to Native Americans.

COLONIAL AMERICA, 17th CENTURY (1600’s)

● Culture: diverse, varied from region to region
○ New Englanders enjoyed longest life span, most stable society
○ New England Puritan communities stressed religion and family
○ Indentured servitude was common in the Chesapeake area
○ Slavery established in Chesapeake and southern colonies
● Economic Life
○ Boston = major port
○ Prosperous New England economy based on small farming, fishing, shipbuilding, and trade
○ Chesapeake area depended on tobacco crop
○ Elite wealthy planter class evolved in Chesapeake and southern colonies
○ British mercantile system stressed favorable balance of trade and the acquisition of gold and silver
○ Navigation Acts (1651, 1660, 1663, 1673): inforcement theBritish
by
■ Trade with colonies use British ships with largely British/American crews
of themiscitalsystem
■ Goods had to pass through Britain before being sold in America, and
■ Certain American goods could be sold only to Britain or her colonies
○ System responsible for transferring wealth from America to Britain
● Religious Trends
○ Half-Way Covenant (1662): provided limited church membership to those children of Puritans who did
not profess saving grace
○ Salem Witch Trials (1692): resulted in execution of 20 accused persons before the Puritan clergy
intervened
○ Quakers of Pennsylvania: held controversial beliefs
■ People possess “inner light” that facilitates direct communication with God
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 ■ Pacifism / refusal to engage in warfare
● Conflict
○ Bacon’s Rebellion (1676)MAIL.se nAEias.f
YEolonies

■ Led by impoverished nobleman Nathaniel Bacon who opposed policies of Governor Berkeley

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■ Armed conflict ended when Bacon died of disease and Berkeley was removed
■ Concerning because it reminded colonists of the English Civil War
■ Contributes directly to the increase in African slavery in the British colonies

COLONIAL AMERICA 18th CENTURY (1700’s)

● Culture: influenced by European Enlightenment
○ Key to solving problems of mankind is use of reason→ rationalism
○ John Locke principal philosopher

EE
Laa■ People possess natural rights→ life, liberty, and property
■ Government exists to secure these rights
○ Benjamin Franklin most notable American Enlightenment figure
● Economic Life
○ British regulation and tight control continued
○ American economy remained prosperous
○ Population increased rapidly
● Religious Trends: dominated by Great Awakening (1720’s-1740’s)
○ Series of Christian religious revivals
○ “Old Lights” rejected Great Awakening and “New Lights” accepted its beliefs
○ Emotional attachment to religion
● Conflict
○ Four wars pitted Britain and its American colonies against Spain and France
■ King William’s War (1689-1697): bloody border raids by Natives but no major territorial changes→
ended by the Treaty of Ryswick

I ■ Queen Anne’s War (1702-1713): sporadic fighting against France and Spain and ended with
favorable territorial and trade gains for Britain→ ended by the Treaty of Utrecht

g
■ King George’s War (1739-1748): active participation by the American troops who captured
Louisbourg on St. Lawrence River only to return it to France in exchange for land in India→ ended by
the Treaty of Aix-la-Chapelle
■ ALL WARS LED BY THE BRITISH WITH THE COLONISTS SUPPORT
■ French and Indian (Seven Years) War (1754-1763): will be discussed in Period 3

7
 Period 3 Overview (1754 - 1800)
● Why was 1754 - 1800 chosen for the dates?
○ 1754 = Beginning of the Seven Years War
○ 1800 = Jefferson’s election
○ This time period focuses on the shift in the relationship between the British and the Colonists, which culminates
in the American Revolution
○ Additionally, the structure of American government is a focus with the Articles of Confederation and
Constitution
● Test Structure
○ Period 3 is roughly 12% of the exam
○ Essays could be on The 7 Years War (French & Indian War) as a turning point, the American Revolution,
Comparing and Contrasting the Articles of Confederation and Constitution
Key Concepts
● Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial
resolve to pursue self-government led to a colonial independence movement and the Revolutionary War.
● Key Concept 3.2: The American Revolution’s democratic and republican ideals inspired new experiments with
different forms of government.
● Key Concept 3.3: Migration within North America and competition over resources, boundaries, and trade,
intensified conflicts among peoples and nations.

YHÉ
FRENCH & INDIAN WAR (1754-1763)
● Causes
○ Expansion of British colonists into the interior of North America (Ohio Valley)
○ Iroquois allied with the British
● Effects
gtcooifhwoe
○ The French were removed from North America – lost a trading partner
○ British colonists expanded on to native land
■ Pontiac’s Rebellion→ Proclamation Line of 1763
● Impact of War on Colonies
○ Britain gained MASSIVE amounts of land in North America – France is essentially removed
○ Britain became in debt from the war - sought to raise revenue and gain more control over colonies
○ Salutary Neglect Ends – Britain ends its “hands-off” approach
○ Britain begins to collect taxes – Sugar Act (1764), Stamp Act (1765), etc.
○ Tensions from the 7 Years’ War helped lead to the American Revolution
● Post-7 Years War, Britain sought to limit expansion
○ Britain forbade expansion west of the Appalachian Mountains→ Proclamation Line
○ Natives resisted encroachment of colonists (Pontiac’s Rebellion)

488 ●
THE COMINGS OF THE AMERICAN REVOLUTION
Writs of Assistance: general search warrants used by British to cut down on American evasion of mercantile
regulations increase inathiifffovegon.es
● Grenville’s Policies (1763-1765)
○ Sent Royal Navy to crack down on smuggling

L
○ Issued Proclamation of 1763 forbidding colonists to settle west of the Appalachian Mountains
○ Sugar/Revenue Act (1764): taxed goods imported into the colonies and was strictly enforced
○ Quartering Act (1765): required colonists to pay for maintenance of British troops stationed in America
○ Currency Act (1765): prohibits colonial currency to protect British merchants
○ Stamp Act (1765): first direct tax on American colonists; imposed duties on newspapers and legal
documents
● Sons of Liberty, led by Samuel Adams, formed in Massachusetts to resist Grenville’s policies
● Patrick Henry introduced resolutions to Virginia House of Burgesses denouncing the Stamp Act
● Stamp Act Congress (1765) and the boycott of British goods brought about the repeal of the Stamp Act
● Declaratory Act (1766): Parliament had unrestricted power to tax and legislate for colonies
● Townshend Acts (1766): placed taxes on items imported to the colonies
○ Massachusetts legislature passed Circular Letter urging repeal
8
 ○ Britain sent additional troops to Boston in response
○ Lord North repealed all taxes except the Tea Act
● Boston Massacre (1770) resulted in the deaths of five Bostonians at the hands of British troops who tried to
subdue a hackling crowd
● Gaspee Incident (1772): Rhode Island mob burned a British customs ship
● Tea Act (1773): allowed struggling East Indian Company to ship tea directly to colonies lowering the cost
○ Americans resisted purchasing tea
○ Boston Tea Party (1773): group of Bostonians disguised as Natives throwing tea into the harbor
● Intolerable/Coercive Acts (1774): closed port of Boston until citizens agreed to pay for tea, increased power
of royal governor, and strengthened to Quartering Act
● Quebec Act (1774): expanded territory of province, set up government with no representative assembly, and
established Roman Catholicism as an official religion
● First Continental Congress (1774): met in Philadelphia and passed Suffolk Resolves which denounced the
Intolerable Acts

AMERICAN REVOLUTION - WAR FOR INDEPENDENCE

● Events of the American Revolution
○ Battle of Lexington and Concord (1775): first military confrontation during which the Minutemen, who
THE had been alerted by Paul Revere and William Dawes, fired up British troops seeking to destroy colonial
stockpile of arms
○ Bunker Hill / Breed’s Hill (1775): secured by British in Boston at a cost of over 1,000 casualties
○ Second Continental Congress (1775): began meeting in Pennsylvania and served as an emergency
government
■ Olive Branch Petition: sent to King George III to seek restoration of peace between the colonies and
England
■ Common Sense: pamphlet written by Thomas Paine arguing for immediate independence
■ Declaration of Independence July 4, 1776 - presented a clear statement of the social contract theory
of government (if a leader violates the people, the people have the right to overthrow the leader);
Eiffy t.sn
the primary function of government is to protect the natural rights of citizens
● Thomas Jefferson wrote the majority of it
● Stated widely held political beliefs
● List of grievances against the king
○ Continental Army, under the command of General George Washington experienced success in Trenton
(1776) and in Princeton (1777) against the British
○ British General Burgoyne surrendered to American General Gates at Saratoga (1777), convincing France to
join in the conflict against Britain
■ Battle of Saratoga = TURNING POINT OF WAR
○ Valley Forge (1778) was the site of winter encampment of Washington’s forces
○ Yorktown (1781): General Cornwallis surrenders to Washington and the French fleet
○ Treaty of Paris 1783: treaty to end the conflict, which was negotiated by Benjamin Franklin, John Adams,
and John Jay
■ United States was recognized as an independent nation with boundaries set at the Mississippi River,
Florida, and Canada
■ British creditors could collect debts owed by private citizens
■ States should restore property taken from those who had remained loyal to the British

CREATION OF NEW GOVERNMENTS

● State Constitutions organized during Revolutionary War
○ Models varied and most included a bill of rights
○ Massachusetts set an example by organizing a constitutional convention have
● The Articles of Confederation: the first national government states power
○ Initial plan that created a weak federal government and a strong state government
○ The Articles implied that a strong central government threatens the rights of people
allthe
9
 ○ Unicameral Congress (one house)
■ One vote per state, regardless of size/population
○ Congressional powers included authority to make war, negotiate treaties, request troops and money from
states, settle arguments between states, admit new states, and borrow money
○ Congressional weaknesses included lack of power to levy taxes, raise an army or regulate trade
○ Executive authority was vested in a committee composed of one delegate from each state (13 in all)
○ Amending the Articles required unanimous consent of the 13 states
● America Under the Articles of Confederation
○ Financial chaos
○ Unpaid army threatened mutiny
○ Newburgh Conspiracy (1783): the use of the military to force states to surrender more power to the
federal government was thwarted
○ Series of land ordinances passed to provide for settlement of lands north of the Ohio River→ only
success of the Articles of Confederation
■ Land Ordinance of 1784: detailed method organizing territorial governments and for attaining full
success
Only statehood
■ Land Ordinance of 1785: provided for surveying land and organizing townships into sections with one
section set aside for support of education
■ Northwest Ordinance of 1787: outlawed slavery north of the Ohio River and provided settlers of the
region with a bill of rights
○ Shay’s Rebellion (1786): rebellion of desperate farmers against taxes in Massachusetts that was
suppressed by a private army of Boston citizens→ proves weakness in Articles of Confederation because
the federal government lacked the power to form a national army

CONSTITUTIONAL CONVENTION (PHILADELPHIA), 1787

● George Washington elected presiding officer
● ISSUE: State representation in Congress
● James Madison’s Virginia Plan: state representation based on population
● William Paterson’s New Jersey Plan: equal representation per state
● SOLUTION: Roger Sherman’s Connecticut Compromise (aka Great Compromise)
○ Bicameral (two house) Legislaturefirstcompromise
■ Senate with equal representation per state
■ House of Representatives with representation based on population
● ISSUE: slave population and how they will be represented in the states
● SOLUTION: Three-Fifths Compromise slaves are
318 8 989 andtaxes
○ Called for three of every five slaves to be counted for determining both population and taxes for states

slaves have
● President and Vice President will be chosen by an electoral college
● President is to have power to veto legislation and conduct foreign policy
● Congress is to have the power to impeach and remove the president
● New Constitution to take effect when nine of the 13 states had approved it
no rights
● Ratification of the Constitution
○ Federalists (individuals who wanted a stronger national government) argued for passage in the
Federalist Papers authored by James Madison, Alexander Hamilton, and John Jay
○ Anti-Federalists (individuals who wanted a stronger state government) opposed the new form of
government
Fastefferson
○ Constitution was ratified by nine states in June 1788
○ Virginia held out until the framers included a Bill of Rights
■ Bill of Rights: first 10 amendments to the United States Constitution→ protects the individual
rights of American citizens fromabuses
bythe governant
○ George Washington was inaugurated at the first president of the United States of America in March 1789
and the first Congress convened in NYC
● Elements of the Constitution
○ Constitution is the supreme law of the land
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 ○ New contract replacing the Articles that strengthened the federal government
○ Governments get their authority from the people
○ Ideas of life, liberty, and happiness came from John Locke
○ Influenced by Locke and Montesquieu’s desire for limits on power of government
○ The Preamble explains that people are the true source of political power
○ The Articles and Constitution both provide for a legislature to make laws
○ “Consent of the Governed” concept is from the European Enlightenment
● Branches of Government
○ The Constitution created a national government with three branches
■ Executive Branch (President→ enforces laws)
■ Legislative Branch (Congress: Senate & House of Representatives→ makes laws)
■ Judicial Branch (Supreme Court→ interprets laws)
○ Separation of Powers was needed to prevent the same man or group from having executive, legislative,
and judicial control
○ Checks and Balances prevented one branch from becoming too powerful
○ Federalism: divided power between levels of government (state government and national government)
■ Delegated Powers: powers specifically granted to the FEDERAL government (ex. power to declare
constitqu war, establish a national currency)
■ Reserved Powers: powers reserved for the STATE governments (ex. public education, grant licenses)
■ Concurrent Powers: powers shared between the FEDERAL and STATE government (ex. taxes, law
enforcement)
federlism federal stateand
THE FEDERALIST ERA (1788-1800)
● GEORGE WASHINGTON (1788-1796)
○ Judiciary Act of 1789: created the Supreme Court and a system of district and appeals courts
○ Executive Department created—state, treasury, war, and attorney general—became the nucleus of the
president’s cabinet
○ Bill of Rights: the first 10 Amendments to the United States Constitution adopted in 1791→ protected
individual rights of the citizens
■ Provided reserved powers to the states in order to limit the powers of the Federal Government.
■ The Amendment Process allows the government to meet the changing needs of society.
● Treasury Secretary Alexander Hamilton
○ Hamilton’s Financial Plan: Hamilton presented his “Report on Manufacturers” and “Report on the Public
Credit,” outlining a program to build a strong central government and an economy based on industry and
commerce→ Opposed by Thomas Jefferson
● Emergence of Political Parties
○ The pro-Hamilton Federalists favored a strong central government, a “loose” interpretation of the
Constitution, and encouraged business and urbanism
○ The pro-Jefferson Anti-federalists wanted a strong state government (small federal government), a
“strict” interpretation of the Constitution, and the development of an agrarian, rural society
● Foreign Affairs
○ French Revolutionary War (1792): United States didn’t involve themselves in international conflicts→
George Washington’s Proclamation of Neutrality identifying the importance of the new nation remaining
neutral regarding foreign affairs.
■ The United States continued to trade with both side (French and British)
○ Jay Treaty (1794): Britain agreed to remove British troops from the western frontier of the United States,
and to establish a commission to review the debts owed to the US→ UNPOPULAR
○ Pinckney Treaty (1795): treaty with Spain that opened the Mississippi River to American traffic, gave the
US access to the port of New Orleans, and settled the northern boundary of Florida
● Battle of Fallen Timbers (1794): General Anthony Wayne defeated British-backed Natives and cleared the
Ohio Territory

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● Whiskey Rebellion (1794): Rebellion against whiskey tax; federal response was to end the rebellion with no
blood shed→ proves the strength of the newly established federal government and executive ability to
enforce the laws
● Washington’s Farewell Address: remain neutral (no foreign alliances), no political parties, be aware of
sectionalism
● JOHN ADAMS (1796-1800): Election of 1796: John Adams (president) and Thomas Jefferson
(vice-president) are elected
○ XYZ Affair: French tried to bribe American diplomats. Leads to anti-French sentiment in the US
○ Quasi War with France (1798-1799): Result of the XYZ Affair; Department of the Navy was created to
defend American shipping
○ Alien & Sedition Acts: promoted by Adams to suppress governmental criticism and the growing power of
the Anti-federalists
■ Sedition Act seen as a violation of the 1st Amendment (freedom of speech
○ Kentucky & Virginia Resolutions (1798, 1799): Thomas Jefferson and James Madison protested the
Alien & Sedition Acts by proposing a process of nullification of unpopular laws by the states

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 Period 4 Overview (1800-1848)
● Test structure:
▪ Period 4 is roughly 10% of the exam:
▪ Essay topics could include:
● Reform movements inspired by the 2nd Great Awakening
● Westward Expansion and impact on slavery
● Impact of Market Revolution on regions of the US
● Why was 1800 - 1848 chosen for the dates?
▪ 1800 = Jefferson’s election
▪ 1848 = Seneca Falls Convention - Women’s Rights Convention
▪ This time period focuses on the Market Revolution, the increase in democracy, and several reforms inspired by
the Second Great Awakening
Key Concepts:
● Key Concept 4.1: The United States began to develop a modern democracy and celebrated a new national culture,
while Americans sought to define the nation’s democratic ideals and change their society and institutions to match
them.
● Key Concept 4.2: Innovations in technology, agriculture,and commerce powerfully accelerated the American
economy, precipitating profound changes to U.S. society and to national and regional identities.
● Key Concept 4.3: The U.S. interest in increasing foreign trade and expanding its national borders shaped the
nation’s foreign policy and spurred government and private initiatives.

THOMAS JEFFERSON (1800-1808)

● The Revolution of 1800: saw Jefferson elected president by the House of Representatives, after electoral
confusion with vice-presidential nominee Aaron Burr→ Hamilton campaigns for Jefferson
○ Conflict with the Courts: Adam’s Judiciary Act of 1801 filled governmental positions with last-minute
Federalist appointees→ Midnight Judges
■ Marbury v. Madison (1803): Marshall’s court failed to seat Adams’ appointee, and thus asserted the
doctrine of judicial review—the Supreme Court has the right to determine the constitutionality of a
law
● Louisiana Purchase (1803)
○ Napoleon’s ambition for a new world empire died in Santo Domingo, and he was ready to sell
○ Jefferson violated his own “strict interpretation” position→ Doubled the size of the nation
○ Lewis & Clark were the explorers who mapped the new lands (1804-1806) to explore the west and try to
find a water route connecting the east coast to the Pacific Ocean→ facilitated later settlement of the region
and travel to the Pacific coast
● Foreign Relations
○ Barbary Wars (1801-1805): ended piracy in the area; SIGNIFICANCE: proved a young nation with
new navy was capable of defending itself
○ Napoleonic Wars drew America into conflict because America tried to trade with both sides (British and
French)
○ Chesapeake-Leopard Affair (1807) involved British violation of US neutrality at sea→ US expelled
British ships from the harbor; contributing factor for support of the War of 1812
○ Embargo of 1807: Jefferson’s attempt to stay out of war by shutting off all trade with Europe→ Economic
Disaster

JAMES MADISON (1808-1816)

● Indian problems on the frontier were exploited by the British
● War Hawks persuaded Madison to ask Congress for a war declaration in 1812 against Britain
● War of 1812:
○ CAUSES→ British impressment, British encroachment from the west
■ US invasion of Canada failed

Costs a lot
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13

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 ■
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British invasion of Chesapeake Bay was stopped at Fort McHenry, Baltimore, after Washington D.C.
was burned
■ Hartford Convention (1814): New England Federalists met and threatened secession if their
commercial interests weren’t protected; discredited the Federalists and led to the demise of the political
party→ FIRST THREAT OF SECESSION
○ EFFECTS:
■ Treaty of Ghent, 1815: ends the war; all original borders pre war remain
■ Battle of New Orleans, January 1815→ Andrew Jackson defeated the British, two weeks after the
Treaty of Ghent was signed ending the war; Jackson seen as a war hero

JAMES MONROE (1816-1824)

● “Era of Good Feelings”: one predominant political party, high level of moral, economic prosperity post-War of
1812
● Rush-Bagot Treaty (1817): A disarmament agreement to demilitarize the Great Lakes
● Adams-Onis Treaty (1819): Spain sold Florida to the US
● Monroe Doctrine (1823): Declared the Western Hemisphere was off limits to Europe
○ US will remain neutral in European affairs
○ US will not interfere with already existing European colonies in the Western Hemisphere
○ Europe can no longer establish new colonies in the western hemisphere
○ Any attempt by the European nations for new colonies will be perceived as a hostile action towards the US
DOMESTIC ISSUES (1800-1824)
● Marshall Court
○ Chief Justice John Marshall increased the power of the federal government through Supreme Court
decisions
■ Marbury v. Madison (1803): established the right of the courts to rule on the constitutionality of a
law (judicial review)
■ Dartmouth College v. Woodward (1819): upheld the sanctity of contracts against state actions
■ McCullouch v. Maryland (1819): ruled that the National Bank was constitutional and that states
cannot tax a federal institution→ the power to tax is the power to destroy
■ Gibbons v. Ogden (1824): ruled federal government (not the states) controls interstate commerce
(trade between states)
● Economy
○ The Northeast, the South, and the new West on different tracks of development
○ Immigration increased, as well as migration to the West, which mostly consisted of small farms
○ The Cotton Kingdom (South) was expanding into the new Gulf states
○ American System: Henry Clay
■ Protective Tariff (1st in American history→ protect American industry)
■ National Bank (control inflation and lend money to support industry)
■ Internal Improvements (roads, canals)
○ Market Revolution
■ Improvements in Transportation (steamboats, railroads, canals→ Erie Canal)
■ Increased Industrialization (textile mills→ Lowell Mills)
■ Improvements in Communications (Morse Code)
● Education
○ Public schools were slow to develop. Most schools were private and expensive
○ Higher education was limited to private, usually church related, male dominated colleges.
○ Noah Webster’s speller and the Bible formed the basis for literacy
● Religion
○ Second Great Awakening (1820’s): was a response to the secular influence of the Enlightenment and the
Scientific Revolution. Revivals began in the South and swept across the nation, helping to spark the
movement for reform→ religious salvation through good deeds and tolerance for all Protestant religions
■ Jonathan Edwards: humans are sinners, God is angry, people must ask for forgiveness

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 didnbat.fmagtthtton
ANDREW JACKSON (1828-1836)
● Election of 1824: No one won a majority of electoral votes, so the House of Representatives had to decide
among John Quincy Adams, Andrew Jackson, and Henry Clay
○ Clay dropped out and urged his supporters in the House to throw their votes behind Adams
○ Adams wins and CLay becomes Secretary of State
○ Jackson and his followers were furious and accused Adams and Clay of a "corrupt bargain."
● Election of 1828: Andrew Jackson elected on the Democratic ticket
○ Jackson perceived as the “man of the people,” promoted the spoils system (allow political supporters to
hold governmental positions) and exercised his veto power freely
● Indian Removal Act (1830): provided for the forced removal of all Native American tribes to lands west of the
Mississippi River. Many tribes resisted, resulting in the Trail of Tears
● Cherokee Nation v. Georgia (1831)
○ Cherokee challenged the policy of Indian Removal Act
○ Court ruled that the state government could not forcibly remove them because of a federal treaty
● Worcester v. Georgia (1832)
○ Court ruled that the laws of Georgia had no power within the Cherokee territory
○ Jackson refused to follow the court's ruling and forced the Natives to leave the territory
● Trail of Tears (1838-1839): The Cherokee Indians were forced to travel from North Carolina and Georgia
through more than 800 miles (1,287 km)-to Oklahoma More than 4,000 Cherokees died of cold, disease, and
lack of food during the 116-day journey.
● Nullification Threat: John Calhoun resigned the vice presidency and drew up the Ordinance of Nullification,
proposing a process by which a state could ignore federal law if it found it distasteful
○ South Carolina threatens secession→ SECOND SECESSION THREAT
○ Jackson’s response was the Force Bill, which he threatened to enforce the tariff with the army→ Calhoun
backed down
● The Bank War: Jackson distrusted the US Bank and vetoed its charter renewal. He then removed the
government deposits and put them into his “pet banks” (state banks that received federal money)--> leads to a
recession.
○ Specie Circular (1836): only pay for government land (western settlements) in gold and silver
■ This prevents working-class Americans from purchasing land out West→ direct contributor to the
Panic of 1837
● Election of 1836: Martin van Buren elected president
● Election of 1840: William Henry Garrison elected president
○ First Whig president: Whig party platform→ supported commercial and industrial development,
protective tariffs, national banking, and federal aid for internal improvements. Party formed in the 1830’s
to oppose Jackson

ANTEBELLUM CULTURE (before the Civil War)

in
iii
● Examples of European Romanticism (emphasis on the individuals expression of emotion and imagination)
○ Literature
■ Northern writers: James f. Cooper, Walt Whitman, Henry W. Longfellow, Herman Melville, Francis
Parkman, Nathaniel Hawthorne
■ Southern writers: Edgar Allen Poe, William Gilmore Simms
○ Fine Arts
■ Theater and minstrel shows
○ Transcendentalists tried to gain unity with God outside organized religion→ Ralph Waldo Emerson, Henry
David Thoreau
○ Utopians tried to escape the industrial world by retreating to the communal life
■ Secular Communities: Brook Farm (Massachusetts), New Harmony (Indiana), Nashoba (Tennessee),
Amana (Iowa)
■ Religious Communities: The Shakers, The Mormons (Joseph Smith & Brigham Young)

15
● Political Reform Movements Antiachold
○ Temperance Movement (1826): movement to ban the manufacture, sale, and distribution of alcohol
because of its impact on the family
■ Movement was supported predominately by women and had anti-Catholic undertones (people blamed
Irish Catholics)
■ Mary Hunt & Francis Willard
○ Public schools were scattered, Protestant-oriented, and mostly Northern. There was much early opposition.
■ Horace Mann→ promoted public school systems

in ○ Abolitionist Movement: Movement to abolish the institution of slavery

■ William Lloyd Garrison’s “The Liberator” (1831) & New England Anti-Slavery Society (1832)
■ Frederick Douglas
■ Harriet Beecher Stowe “Uncle Tom’s Cabin”
○ Women’s Rights Movement: Seneca Falls Convention (1848) supporters of both the Temperance
Movement and the Abolitionist Movement came together to bring attention to the unfair treatment of

women and men equal

women.
■ Susan B. Anthony
■ Elizabeth Cady Stanton
■ Lucretia Mott

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 Period 5 Overview (1844-1877)
Test structure:
● Period 5 is roughly 13% of the exam
● Essay topics could include:
● Change and Continuity for African Americans
● The Civil War and Reconstruction as turning points
Why was 1844 - 1877 chosen for the dates?
● 1844 = Election of James K. Polk
● 1877 = End of Reconstruction
● This time period analyzes the causes for, and impacts of Manifest Destiny including tensions, the Civil War, and
ultimately, the end of Reconstruction in 1877
Key Concepts:
● Key Concept 5.1: The United States became more connected with the world, pursued an expansionist foreign policy
in the Western Hemisphere, and emerged as the destination for many migrants from other countries.
● Key Concept 5.2: Intensified by expansion and deepening regional divisions, debates over slavery and other
economic, cultural, and political issues led the nation into civil war.
● Key Concept 5.3: The Union victory in the Civil War and the contested reconstruction of the South settled the issues
of slavery and secession, but left unresolved many questions about the power of the federal government and
citizenship rights.

TEXAS REVOLUTION, 1836

● Territory of Mexico open to American settlers
● Increase in American settlers led to Mexican government outlawing slavery→ Texans rebelled against Mexican
government
● After the defeat at the Alamo by Santa Anna, Texan forces, led by Sam Houston, successfully defeated the
Mexican army and declared independence in 1836
● Texas Annexation Request
○ Texas requested annexation to the United States → denied by Andrew Jackson
■ Fear over the slavery expansion debate - becomes a slave state in 1845 during the Polk administration

MANIFEST DESTINY
● Belief that it was the God-given right of the United States to expand
● Built on a belief in white racial superiority and American cultural superiority
● Louisiana Purchase focused the US on westward expansion
● Manifest Destiny was similar to imperialistic expansion→ taking land from the Native Americans
● Homestead Act encouraged Westward expansion (happens during Civil War)
● Mexican-American War 1846-1848:
○ Causes: border dispute after Texas is annexed
○ Effects: US won, gained the Mexican Cession→ led to controversy over slavery in the territories
○ Treaty of Guadalupe Hidalgo
■ Mexico ceded New Mexico and California to the US and the Rio Grande River became the new
political border
● Wilmot Proviso, 1946 - proposed that slavery would be banned in al land gained from Mexican Cession→ DID
NOT PASS
○ Significance
■ Division lies between the North and the South, not the political parties
■ Southerners worried this was an attack on the institution of slavery, Northerners worried about
slave-holding domination in the government
● The Gadsden Purchase, 1954 (separate from the treaty) provided land south of the New Mexican Territory to
allow for the construction of the transcontinental railroad

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SLAVERY ISSUES
● Slavery disappeared in the Northern states because it did not fit North’s economic interests (industry)
● Defense of Slavery in the South
○ “Positive Good” - John C. Calhoun→ conditions on plantations are better than Africa
○ Racist Stereotyping - “Jim Crow” Minstrel Shows→ Actors would don “black face” and perpetuate
stereotypes
● Proposals to resolve the issue of slavery
○ Missouri Compromise (1820): Missouri’s application for statehood raises the issue of the expansion of
slavery into western territories
■ Henry Clay: compromise admitted Missouri as a slave state, Maine as a free state, and prohibited
slavery north of the 36` 30` parallel, limiting the extension of slavery
○ Compromise of 1850
■ California is admitted as a free state
■ Fugitive Slave Act: mandated return of any escaped slaves to the South→ required all states to
enforce the institution of slavery→ increases support for the Abolition Movement (movement to
abolish slavery)
■ Slave trade in Washington D.C. was abolished, but slavery was allowed to continue
■ Popular Sovereignty (majority rules) was granted to the Mexican Cession
■ Texas was financially compensated for ceding land to New Mexico (state dispute solved)
○ Kansas-Nebraska Act 1854
■ Stephen Douglas proposed this act, which would allow for popular sovereignty in Kansas and
Nebraska→ PROBLEM: territory lies North of the 36’30’ parallel which then violates the Missouri
Compromise of 1820
■ The expectation was that Kansas would be slave, Nebraska would be free
■ Voters turn out in full force in Kansas→ “Bleeding Kansas” (mini-civil war in Kansas)
○ Dred Scott Case (1857) Decision
■ African Americans were not citizens and could not sue in court
■ Slaves were property, could not be taken without “due process”
■ The Missouri Compromise was unconstitutional→ property is protected by the United States
Constitution (5th amendment) and Congress could not regulate slavery in the territories
● Methods used against slavery
○ William Lloyd Garrison - The Liberator (weekly newspaper); argued for the immediate end to slavery
○ Helping slaves runaway - Underground Railroad
○ Violence - Nat Turner’s Rebellion (1831); John Brown’s Raid (1859)

ELECTION OF 1860
● Lincoln (Republican) is elected→ does not win 1 Southern state
● Immediate cause of Southern Secession, and ultimately the Civil War
● Lincoln explained that the secession of the South was illegal because the Government was a union of people
and not of states.

CIVIL WAR, 1860-1865

● North (Union)
○ Advantages
■ Industrialized
■ Population
■ Presidential leadership
■ Wheat production (famine in Europe led to wheat becoming a comparable Northern export to cotton in
the South)
○ Disadvantages
■ Lack of military leadership
■ Differing opinions on goal of war (Lincoln–PRESERVE THE UNION, Abolitionists–ABOLISH
SLAVERY)
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● South (Confederacy)
○ Advantages
■ Defensive strategy (protect homeland) → HOMEFIELD ADVANTAGE
■ Strong military leadership
■ Cotton exportation to Europe (assumed England and France would aid them during the Civil War→
they did not)
○ Disadvantages
■ Decreased population
■ Not industrialized
■ Jefferson Davis→ ineffective political leader
■ Confederacy founded on the premise of “states-right” → need a strong central government to sustain a
long-term war
● Emancipation Proclamation, 1863 - freed slaves in areas of rebellion
○ Effect
■ Changed the purpose of the war
■ Increase in black soldiers joining the military
■ Helped keep Europe from aiding the South
○ Significance
■ Strengthened the North’s moral cause for war Union soldiers = liberators
● Why did the North win?
○ Military Leadership (Grant and Sherman), Effective Strategies (Anaconda Plan, March to the Sea), Key
Victories (Antietam), More resources and people

RECONSTRUCTION ERA, 1865-1877

● Radical Republican Plan: divide the South into 5 military districts
● The 13th, 14th, and 15th Amendments were passed to help civil rights reform
○ 13th Amendment (1865)
■ Abolished slavery
○ South tried to use sharecropping to continue the system without violating the constitution
■ Freedmen worked on farms and exchanged labor for using land and housing
■ Half of their crops were typically given to the land owner
■ Sharecroppers had to borrow money to get started→ creates a cycle of debt
○ 14th Amendment
■ Granted citizenship to African Americans and those born in the US
■ Provided equal protection of the laws
○ 15th Amendment
■ Provided suffrage (voting rights) for ALL adult MALES
● Impact of these amendments on Women’s Rights Groups
○ Some favored providing suffrage for blacks PRIOR to suffrage for women
○ Others, did not support it unless women were granted suffrage as well
● Additional impacts of the amendments
○ Rights were stripped away from African Americans over time through:
■ Segregation - Jim Crow Laws (upheld by Supreme Court cases such as Plessy v. Ferguson’s
“separate but equal” facilities IS constitutional)
■ Violence - KKK and the White League, lynching
■ Local political tactics - poll taxes, literacy tests, grandfather clauses

IMPACT OF RECONSTRUCTION
● Deep rooted racism in spite of the abolishment of slavery
● Rise of secret societies (Ku Klux Klan) designed to maintain white supremacy
● Erosion of Northern support→ new leadership focused on westward expansion, Native wars, tariffs, and the
construction of the transcontinental railroad as opposed to rights for the newly emancipated
● Compromise of 1877: officially ended the period of Reconstruction
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