Us history EOC review day 1 Understand the causes and consequences of the civil war

SS.912.A.2.1 The Kansas-Nebraska Act concerned which issue? A. the right of Northerners to own slaves B. the sale of federal lands to slave owners C. the expansion of slavery into new territories D. the return of slaves who had escaped from the South

SS.912.A.2.1 Review causes and consequences of the Civil War. Students will identify and/or evaluate the causes and consequences of the Civil War. Students will identify the economic, political, and/or social causes of the Civil War. Students will identify varying points of view regarding the main causes of the Civil War. Students will evaluate the constitutional issues relevant to the Civil War and Reconstruction.

Causes of the civil war: economic North was much larger, controlled the majority of manufacturing Cotton was king in the south, did not want to give up slavery South resisted taxation from the north and eventually seceded from the union

Causes of the civil war: political Entry of new states, the slavery question Southern states believed heavily in states rights over the federal government Lincoln was anti-slavery Dred Scott decision by Supreme Court said federal government could not keep states from becoming slave states

Causes of the civil war: social Growth of the abolition movement, uncle toms cabin and john browns raid on harpers ferry Southern culture vs northern culture

SS.912.A.2.2 Assess the influence of significant people or groups on Reconstruction. Students will identify the economic, political, and/or social consequences of Reconstruction. Students will identify and/or categorize the influence of significant people or groups on Reconstruction

Reconstruction Freedmen’s Bureau (created in 1865 by Congress) Headed by Gen. Oliver O. Howard (later founded and served as president of Howard University in Washington D.C.)  Members included many Northerners including former abolitionists who risked their lives to help the freedmen in the South; one of several northern groups called "carpetbaggers" by white southern Democrats. Purpose: To help unskilled, uneducated, poverty-stricken ex-slaves to survive 

Freedmen’s Bureau Authorized to provide "40 acres and a mule" from confiscated or abandoned land to black settlers.  In certain areas, the Bureau distributed no land.  Sometimes collaborated with planters in expelling blacks from towns and forcing them to sign labor contracts to work for their former masters. 

Andrew Johnson Plan A. Andrew Johnson Plan Part 1 (individual’s part) any individual who lived in the South, President Johnson was willing to pardon them if they gave a loyalty oath to the Union.  Except for men who had over $20,000 in taxable property.  They had to go to President Johnson in person. Part 2 (state’s part) if ten percent of the individuals of a seceded state to the loyalty oath then that state could reenter the United States.  But if the seceded state did not meet the ten percent needed, then that statecould write a new state constitution which abolishes slavery then they could reenter the United States.

SS.912.A.2.4 Distinguish the freedoms guaranteed to African Americans and other groups with the 13th, 14th, and 15th Amendments to the Constitution. Students will identify the significance and/or impact of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution on African Americans and other groups. Students will explain how Jim Crow laws circumvented the intent and meaning of the Thirteenth, Fourteenth, and Fifteenth Amendments.

Reconstruction Amendments 13th- Abolished slavery and indentured servitude 14th- Gave citizenship to blacks; prohibited former confederates from holding office 15th- Voting Rights Poll taxes, literacy tests, and property requirements not addressed  Literacy tests administered unfairly to favor illiterate whites.  "grandfather clauses" aimed to reduce number of black voters  If your grandfather could vote in 1860, you are eligible to vote.   Intimidation  Lynching's, a practice done to intimidate black voters. Women were excluded from voting Female leaders opposed the 15th Amendment. Poor whites also disenfranchised (prevented to vote)

SS.912.A.2.5 Assess how Jim Crow Laws influenced life for African Americans and other racial/ethnic minority groups. Students will analyze and/or explain the various components of Jim Crow legislation and their effects on Southern minorities.

Jim Crow Laws Laws segregating whites and blacks in the south Blacks were not allowed the same rights as whites in the south Separate schools, rail cars, etc. Would last until the 1960s Effect: Led to poor living conditions for blacks and generations of suffering.

SS.912.A.2.6 Compare the effects of the Black Codes and the Nadir on freed people, and analyze the sharecropping system and debt peonage as practiced in the United States. Items referring to Jim Crow laws may include the Black Codes, the Nadir, sharecropping, debt peonage, and the loss of suffrage.

Black Codes Nadir- Period after reconstruction with the worse race relations in our history Black Codes- Laws that essentially put Blacks back into slavery. Blacks forced to work for former owners for little pay Sharecropping- System in which landowners would lease out land and essentials to workers Debt Patronage- by putting the workers in debt they were forced to stay Loss of suffrage- Many blacks lost the right to vote due to black codes

SS.912.A.2.7 Review the Native American experience. Students will identify settlement patterns in the American West, the reservation system, and/or the tribulations of the Native Americans from 1865–90.

Native American Relations  Dawes Severalty Act of 1887 (Allotment Act) -- during President Cleveland’s first term  Ended many tribes as legal entities   Wiped out tribal ownership of land. If American Indians "behaved" like "good white settlers they could leave the reservation.  

SS.912.A.2.1 Which of these was a direct consequence of the Civil War? A. the disintegration of the Whig Party B. the addition of new states to the Union C. the use of popular sovereignty to decide the issue of slavery D. the extension of voting rights to African American men

SS.912.A.2.2 What was the main accomplishment of the Freedmen's Bureau? A. providing aid and education to emancipated slaves B. helping Confederate states get readmitted to the Union C. securing protections for African Americans‘ voting rights D. preventing violence against African Americans in the South

SS.912.A.2.6 What was the main effect of the system of debt peonage that emerged in the South during the late 19th century? A. African Americans were unable to afford to work agricultural jobs. B. African Americans left the South in large numbers to escape their debts. C. African Americans labored in a system that was nearly the same as slavery. D. African Americans had to work for low wages to pay off their emancipation costs.