Virginia SOL Virginia and US History test: important concepts: Difference between revisions
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* this page follows the units structure of the actual test | * this page follows the units structure of the actual test | ||
* the names, places, dates and terms are all taken from the three released Virginia & US History SOL tests | |||
* important concepts and facts are highlighted | * important concepts and facts are highlighted | ||
* source = SOL Standards and Released tests 2011, 2012, 2014 | * source = SOL Standards and Released tests 2011, 2012, 2014 | ||
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* Virginia mostly Protestant with some Catholics called "'''Cavaliers'''" | * Virginia mostly Protestant with some Catholics called "'''Cavaliers'''" | ||
|} | |} | ||
=== French-Indian War, 1754-1763 === | |||
* war between British and American colonies and the French and their Native American allies over control of the lands west of the Appalachian Mountains | |||
* during the War, '''Benjamin Franklin''' told American colonists that they must "Join or Die" | |||
** he told them to forget their differences and join together to fight off the French and Indians | |||
** he expressed this idea in the famous image of a snake divided up (between the colonies) | |||
* the British won the war | |||
=== Virginia colonial history === | |||
* Bacon's rebellion | |||
** rebellion of frontier Virginians who objected to Virginia restrictions on western settlements | |||
* Cavaliers | |||
** Virginia Catholics who fought for religious tolerance | |||
** | |||
=== American Revolution === | === American Revolution === | ||
* after French-Indian War the British exercised more control over the American Colonies | |||
** forbade (prohibited) settlement in "Indian Territories" = lands west of the Appalachians | |||
** required colonists to trade only directly with England | |||
** increased taxes | |||
** required "stamps" (marks of official permission) for legal and commercial actions | |||
* the Colonists objected to the new controls | |||
* Colonists began to circulate "pamphlets" (essays) that | |||
** objected to the new taxes and controls | |||
** declared philosophical reasons for liberty, equality and self-government | |||
=== Revolutionary War === | === Revolutionary War === | ||
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**** ("self-government" = ruling themselves as opposed to being colonies ruled by the British Parliament and the King of England | **** ("self-government" = ruling themselves as opposed to being colonies ruled by the British Parliament and the King of England | ||
*** established the rules and laws of the "'''union'''" of states as the "United States of America" | *** established the rules and laws of the "'''union'''" of states as the "United States of America" | ||
=== Political Theory === | |||
* the 1700s Enlightenment period in Europe established the idea that people were | |||
** born equal | |||
** had fundamental rights | |||
* John Locke of England wrote that people possessed rights | |||
** that they were born with | |||
** and that governments could not take away | |||
{| class="wikitable" | {| class="wikitable" | ||
Line 141: | Line 177: | ||
|Thomas Paine's "Common Sense", 1775 | |Thomas Paine's "Common Sense", 1775 | ||
| | | | ||
* declared equality of men | * declared equality of men | ||
* denied the need for a king | * denied the need for a king | ||
* argued for independence from Britain | |||
| | | | ||
* convinced the people that the colonies should declare independence from England | * convinced the people that the colonies should declare independence from England | ||
Line 156: | Line 193: | ||
** government must have the "consent" (permission) of the people | ** government must have the "consent" (permission) of the people | ||
| | | | ||
* drafted principally by '''George Mason''' of Virginia | * drafted principally by '''George Mason''' of Virginia | ||
* the Declaration of Rights influenced the text of the '''Declaration of Independence''' | * the Declaration of Rights influenced the text of the '''Declaration of Independence''' | ||
* the Declaration of Rights was adopted as part of the Virginia Constitution in 1830 (Article I) | * the Declaration of Rights was adopted as part of the Virginia Constitution in 1830 (Article I) | ||
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* gave philosophical reasons for breaking from rule by the Kind | * gave philosophical reasons for breaking from rule by the Kind | ||
* declared the "'''all men are created equal'''" | * declared the "'''all men are created equal'''" | ||
* declared that government must have the consent of the people | * declared that government must have the consent of the people | ||
* '''Legacy''' is the idea of civil rights and equality among all people, regardless of gender ethnicity, race, religion or economic class | |||
|- | |- | ||
|'''Virginia Statute for Religious Freedom, 1777''' | |'''Virginia Statute for Religious Freedom, 1777''' | ||
Line 181: | Line 219: | ||
| | | | ||
* draft by '''Thomas Jefferson''' of Virginia | * draft by '''Thomas Jefferson''' of Virginia | ||
* the Statute for Religious Freedom directly influenced the 1st Amendment of the '''Bill of Rights''' | * the Statute for Religious Freedom directly influenced the 1st Amendment of the '''Bill of Rights''' | ||
|- | |- | ||
|'''Articles of Confederation of the United States, 1783''' | |'''Articles of Confederation of the United States, 1783''' | ||
| | | | ||
* created the first, formal national government of the Union of the United States of America | * created the first, formal national government of the Union of the United States of America | ||
* the Articles of Confederation gave some powers to the new government | * the Articles of Confederation gave some powers to the new government | ||
* but the states kept most of the powers to themselves | * but the states kept most of the powers to themselves | ||
| | | | ||
* created a union of the 13 new states (former colonies) | * created a union of the 13 new states (former colonies) | ||
* created a weak government that was unable to effectively manage many issues and problems | * created a weak government that was unable to effectively manage many issues and problems | ||
* therefore, in 1787, the states sent delegates to the '''Constitutional Convention at Philadelphia''' to draft a new "constitution" | * therefore, in 1787, the states sent delegates to the '''Constitutional Convention at Philadelphia''' to draft a new "constitution" | ||
Line 197: | Line 235: | ||
* series of pamphlets (published articles) that explained the logic and reasoning for the proposed Constitution | * series of pamphlets (published articles) that explained the logic and reasoning for the proposed Constitution | ||
| | | | ||
* primarily authored by '''Alexander Hamilton''' of New York and '''James Madison''' of Virginia | * primarily authored by '''Alexander Hamilton''' of New York and '''James Madison''' of Virginia | ||
* deeply influenced: | * deeply influenced: | ||
** adoption of the US Constitution | ** adoption of the US Constitution | ||
Line 210: | Line 248: | ||
| | | | ||
* the working and ideas in the Constitution were heavily influenced by '''James Madison''' of Virginia | * the working and ideas in the Constitution were heavily influenced by '''James Madison''' of Virginia | ||
* the argument for the Constitution was that the Union of state needed a stronger central government to | |||
** promote trade | |||
** pay War debts | |||
** common defense (national defense) | |||
** diplomacy | |||
** taxes | |||
|- | |- | ||
|'''Bill of Rights, 1791''' | |'''Bill of Rights, 1791''' | ||
Line 218: | Line 262: | ||
| | | | ||
* drafted by '''James Madison''' of Virginia | * drafted by '''James Madison''' of Virginia | ||
* '''1st Amendment: speech, press, religion, assembly & petition''' (asking the government for something) | * '''1st Amendment: speech, press, religion, assembly & petition''' (asking the government for something) | ||
* 2nd Amendment: right to bear arms | * 2nd Amendment: right to bear arms | ||
* 4th-8th Amendments: legal and personal protections against government abuse | * 4th-8th Amendments: legal and personal protections against government abuse | ||
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=== US Constitution === | === US Constitution === | ||
==== Constitutional Convention at Philadelphia, 1787 ==== | |||
* following George Washington's calls for amendment to the Articles of Confederation | |||
* states sent delegates to Philadelphia to discuss forming of a new government | |||
** '''James Madison''' of Virginia was the "thinker" behind the ideas of the Constitution | |||
** George Washington presided over (oversaw, led) the Convention | |||
* after several months of "closed deliberation" (meeting in secret) the Convention sent the new Constitution to the states for ratification (approval) | |||
==== Ratification of the Constitution by the states ==== | |||
* as the states discussed the Constitution, two groups generally supported or opposed it | |||
** the "'''Federalists'''" supported the new "federal" (central) government as necesarry for the country to move forward | |||
** the "anti-Federalists" opposed the Constitution as giving too much power to the new government, putting the rights of the people at risk | |||
==== Arguments for and against the Constitution ==== | |||
{| class="wikitable" | |||
!Group | |||
!Argument | |||
|- | |||
|'''Federalists''' | |||
* Alexander Hamilton | |||
* James Madison of Virginia | |||
|the country needed a strong central government in order to: | |||
* preserve the Union over fights and alliances between the states | |||
* tax fairly in order to provide for the common benefit | |||
* maintain common laws for trade and relations between the states | |||
* pay for an army and navy | |||
* negotiate treaties with other countries | |||
* avoid and settle disputes between the states | |||
|- | |||
|'''anit-Federatlists''' | |||
* Patrick Henry of Virginia | |||
* George Mason of Virginia | |||
|the proposed constitution and its strong central government: | |||
* had no recognition or protections of the rights of the people and the states | |||
* was too strong because: | |||
** it endangers the rights of the people | |||
** it takes too many powers from the states | |||
** it would not respond to the local needs of the people and states | |||
|- | |||
|compromise with the '''Bill of Rights''' | |||
|the anti-federalists successfully argued for a "Bill or Rights" to be added to the Constitution in order to | |||
* recognize the rights of the people | |||
* limit the ability of the government to violate the rights of the people and the states | |||
it was agreed that if the Constitution were adopted (or "ratified") by the states, a Bill of Rights would be added to it | |||
* these are the first ten amendments (change/additions) to the Constitution, known collectively (all together) as "'''the Bill of Rights'''" | |||
|} | |||
==== Principles of the Constitution ==== | |||
* Divided government | |||
* Limited government | |||
* Checks and balances | |||
** Presidential veto | |||
* Federalism | |||
*Judicial review | |||
**'''John Marshall''' of Virginia | |||
***was Chief Justice of the Supreme Court | |||
***he created the idea of "'''judicial review'''" in the case, "'''Marbury v. Madison'''" | |||
== Expansion, Reform, Civil War, and Reconstruction == | == Expansion, Reform, Civil War, and Reconstruction == | ||
* time period: 1791-1877 | * time period: 1791-1877 | ||
=== Political parties and disputes === | |||
* while President Washington did not want political parties, they developed during his presidency | |||
** each party represented a basic disagreement in policy | |||
{| class="wikitable" | |||
|+Early Republic Political Divisions | |||
!Topic | |||
!Supporters | |||
!Dissenters | |||
!Notes | |||
|- | |||
|National Bank | |||
| | |||
* Alexander Hamilton | |||
* Federalists / Whigs | |||
| | |||
* Democratic party | |||
* Thomas Jefferson | |||
| | |||
|- | |||
|Tariff | |||
(tax on imports) | |||
| | |||
* Alexander Hamilton | |||
* Federalists | |||
| | |||
* Democratic party | |||
* Thomas Jefferson | |||
| | |||
|- | |||
|Slavery | |||
| | |||
* Southerners | |||
* Democrats | |||
| | |||
* Northerners | |||
* Whigs/ Republicans | |||
| | |||
|- | |||
| | |||
| | |||
| | |||
| | |||
|} | |||
=== Monroe Doctrine === | === Monroe Doctrine === | ||
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** it was a very powerful statement of "self-determination" for countries in the Americas | ** it was a very powerful statement of "self-determination" for countries in the Americas | ||
** especially to Spanish colonies in South and Central America that gained independence | ** especially to Spanish colonies in South and Central America that gained independence | ||
=== Jacksonian Democracy === | |||
* in 1828, Andrew Jackson won the election for president | |||
* he was widely supported by common (middle and lower class) whites | |||
* his election marked a tremendous expansion of voters | |||
** these poor whites started to vote under Jackson | |||
** before, only land-holders and elites (rich) voted | |||
=== Slavery & southern Slave economy === | === Slavery & southern Slave economy === | ||
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**** = a system by which land owners would allow poor farmers (mostly blacks) to plant crops in exchange for a large "share" of the "crops" | **** = a system by which land owners would allow poor farmers (mostly blacks) to plant crops in exchange for a large "share" of the "crops" | ||
**** this system entrenched (made to endure) the poverty of former black slaves | **** this system entrenched (made to endure) the poverty of former black slaves | ||
=== Missouri Compromise of 1820 === | |||
* allowed entry of | |||
** Missouri as a slave state | |||
** Maine as a free state | |||
* set a rule that no more slave states would be allowed north of the 36' 30" parallel | |||
** which Missouri was above, but was generally thought of as the line between the North and South | |||
=== Westward Expansion === | |||
* US territory greatly expanded following: | |||
** Louisiana Purchase, 1803 | |||
** Mexican-American War, 1846 | |||
Western economy | |||
* railroads | |||
** allowed movement of crops and cattle for sale in eastern markets | |||
** "'''cattle drives'''" | |||
=== Compromise of 1850 === | |||
* Fugitive Slave Act | |||
=== Kansas-Nebraska Act === | |||
=== Dred Scott Decision === | |||
=== Civil War === | |||
* anti-slavery advocates | |||
** Elizabeth Cady Stanton | |||
** Sojourner Truth | |||
** Hariett Tubman | |||
** Harriet Beecher Stowe | |||
* Kansas-Nebraska Act, 185> | |||
* Dred Scott decision, 1857 | |||
* Fort Sumpter | |||
* Assassination of Lincoln | |||
* Radical Republicans | |||
* '''Confederacy / Confederate States of America''' | |||
** southern states "seceded" (broke away) from the Union | |||
** they organized a new government | |||
*** called themselves the "Confederate States of America" | |||
**** "confederacy" = a reference to the "Articles of Confederation" | |||
***** which gave more power to the states than did the US Constitution | |||
*** elected '''Jefferson Davis''' as President of the Confederate States (the "'''Confederacy'''") | |||
* '''Robert E. Lee''' | |||
** remained loyal to the Virginia and took command of the "Army of Northern Virginia" to fight for the Confederacy | |||
** Lee surrendered to General U.S. Grant at Appomattox Courthouse in Virginia | |||
** after the War, Lee supported reconciliation of the North and South | |||
** he later became president of Washington College | |||
=== Reconstruction === | |||
=== "Industrialized North" & European immigration === | === "Industrialized North" & European immigration === | ||
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* time period 1877-1945 | * time period 1877-1945 | ||
'''Womens rights movements''' | |||
* called "'''suffrage'''" movement | |||
** suffrage = the right to vote | |||
** "suffragettes" = women who protested for the right to vote | |||
* the original US Constitution guaranteed the rights of free males to vote and hold office | |||
** the 13th & 14th amendments s established citizenship and guaranteed the equality for former slaves | |||
** however, the 15th amendment guaranteed the right to vote for former male and not female slaves | |||
*** therefore, no women were able to vote in national elections | |||
* the '''19th Amendment''' of 1920 guaranteed the right to vote for women | |||
** after World War I, when women went to work in factories while many men went to war | |||
** the Constitution was amended to allow women the right to vote | |||
* Womens rights advocates also worked to secure other forms of equality for women, including | |||
** property and legal rights | |||
** rights to work, as well as protections from abuse from employers | |||
** political participation | |||
=== Industrialization === | |||
==== Henry Ford ==== | |||
* created the Model T automobile, that revolutionized transportation | |||
* Ford's Model T was affordable and of exceedingly high quality | |||
* he made it with innovative "factory production line" manufacturing | |||
** his "system" allowed for "'''mass production'''" of automobiles in the millions | |||
=== Labor and working conditions === | |||
* child labor | |||
* work hours | |||
* factory conditions | |||
** | |||
=== Immigration === | === Immigration === | ||
* Push and Pull factors | |||
{| class="wikitable" | |||
|+ | |||
!Push | |||
!Pull | |||
! | |||
! | |||
|- | |||
|economic troubles | |||
|economic opportunities | |||
|jobs | |||
| | |||
|- | |||
|lack of jobs, forced to leave farms | |||
|land available | |||
|farming, western expansion | |||
| | |||
|- | |||
|religious persecution & intolerance | |||
|religious freedom | |||
| | |||
| | |||
|- | |||
|lack of educational opportunities | |||
|educational opportunities | |||
|education | |||
| | |||
|- | |||
| | |||
|family connections to prior immigrants to the US | |||
(called "chain migration") | |||
| | |||
| | |||
|} | |||
* immigration periods/ peoples | |||
** 1820-50s: German and Irish immigrants | |||
** 1870s: Japanese immigration to West Coast | |||
** 1880s: Chinese immigration, many worked on railroads | |||
** 1880-1910;s: European immigrants, especially from Central Europe | |||
=== Imperial expansion === | === Imperial expansion === | ||
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*** protect existing and open new U.S. trade markets (especially China and Japan) | *** protect existing and open new U.S. trade markets (especially China and Japan) | ||
*** "project" or send U.S. military power across the oceans | *** "project" or send U.S. military power across the oceans | ||
* "'''Open Door policy'''" | |||
** U.S. policy that China should be open to trade with all countries | |||
=== Spanish-American War === | === Spanish-American War === | ||
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*** i.e., Hawaii was a "refueling station" (a place to pick up more coal for fuel for steam engines) | *** i.e., Hawaii was a "refueling station" (a place to pick up more coal for fuel for steam engines) | ||
=== World War | === World War I, 1917-1918 === | ||
* US neutrality | |||
* US entry | |||
** '''sinking of the Lusitania''' ship by German submarine (U-Boat) | |||
* after the War, President Woodrow Wilson gave a speech calling for creation of a "League of Nations" to ensure world peace | * after the War, President Woodrow Wilson gave a speech calling for creation of a "League of Nations" to ensure world peace | ||
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*** because he outlined "14 points" about democracy, self-government (national independence) and peace | *** because he outlined "14 points" about democracy, self-government (national independence) and peace | ||
** the '''League of Nations''' was started by other countries, but the U.S. Senate refused to join the treaty and thus the US stayed out of it | ** the '''League of Nations''' was started by other countries, but the U.S. Senate refused to join the treaty and thus the US stayed out of it | ||
* women working in factories | |||
** '''19th Amendment''' | |||
=== Roaring Twenties / 1920s === | |||
* Jazz | |||
* Harlem Renaissance | |||
* consumer goods | |||
** autos, radio, refrigerators | |||
=== World War II === | |||
* neutrality | |||
* Lend-lease Act | |||
* Pearl Harbor | |||
* Labor and war | |||
* Normandy | |||
* | |||
=== Home Front === | |||
* during WWII, the entire country dedicated itself to the War effort | |||
** women went to work in factories | |||
** families planted "Victory gardens" to grow food for themselves | |||
** people invested in "'''War Bonds'''" to finance (pay for) the War | |||
** businesses and labor unions agreed upon wages and work hours so there would be few disputes over work conditions and wages | |||
* the US Government supported the War with | |||
** propaganda (publicity) for the war | |||
*** anti-German and anti-Japanese propaganda | |||
** wage and price controls | |||
** rationing of important supplies and materials | |||
*** esp. rubber tires, gasoline, metal | |||
== The United States since World War II == | == The United States since World War II == | ||
* time period 1945-today | |||
=== Civil Rights Movement === | |||
* '''Birmingham protests''' | |||
** violent police attacks on peaceful protestors at the "Birmingham bridge" | |||
** were televised and made national news | |||
*** outraged the American public that previously that the Civil Rights movement didn't involve them | |||
** Martin Luther King was arrested and put in jail following Birmingham protest | |||
*** he wrote his "'''Letter from a Birmingham Jail'''" | |||
**** outlined the reason for his protest | |||
**** his commitment to "'''non-violent protest'''" | |||
**** = peaceful demonstration and peaceful violation of unjust laws | |||
{| class="wikitable" | |||
|+Black Civil Rights Leaders | |||
!Period | |||
!Name | |||
!Contribution | |||
! | |||
|- | |||
| rowspan="3" |1840s-1870s | |||
|Frederick Douglass | |||
| | |||
* born in slavery, highly educated, wrote books against slavery in 1840s and 1850s | |||
*the most eloquent anti-slavery voice in the movement | |||
| | |||
|- | |||
|Harriet Tubman | |||
| | |||
* born in slavery, led rescue missions to free slaves as part of the Underground Railroad | |||
* became active in the women's suffrage movement after the Civil War | |||
| | |||
|- | |||
|Sojourner Truth | |||
| | |||
* born in slavery, spoke against it across the North | |||
| | |||
|- | |||
|1890s | |||
|Booker T. Washington | |||
| | |||
* born in slavery, after the Civil War he advocated for '''education and economic progress''' for blacks | |||
* supported building of schools and universities for blacks | |||
** for vocational and trade skills | |||
** for professional skills | |||
* he was the most prominent supporter of black leader of the late 1800s/ early 1900s | |||
* he did not directly oppose segregation, instead advocated working around it for advancement | |||
| | |||
|- | |||
|1910s | |||
|W.E.B. DuBois | |||
| | |||
* opposed Booker Washington's approach of not challenging segregation | |||
* founded the NAACP, which worked to support equality for blacks and to challenge unjust laws in the courts | |||
| | |||
|- | |||
|1960s | |||
|Martin Luther King | |||
| | |||
| | |||
|} | |||
* while it will not be on the Virginia SOL, other important Civil Rights leaders include | |||
** Willam Lloyd Garrison | |||
*** a newspaper publisher who attacked slavery starting in the 1830s | |||
** Henry Ward Beecher | |||
*** Calvinist (Christian) minister who attacked slavery on religious grounds | |||
** Susan B. Anthony | |||
** Harriett Beecher Stowe | |||
*** wrote the anti-slavery book, "'''Uncle Tom's Cabin''', which was the best selling book of the time (1852) | |||
==== March on Washington & Martin Luther King's "I have a dream" speech ==== | |||
* in 1963, the "'''March on Washington'''" was organized to demonstrate to the entire country | |||
** '''Martin Luther King''' gave his "'''I have a dream'''" speech on the steps of the Lincoln Memorial | |||
** | |||
Civil Rights Act of 1964 | |||
'''Voting Rights Act of 1965''' | |||
* enacted by Congress under President Johnson | |||
* greatly expanded ability of blacks to register to vote and vote in elections in the South | |||
* time | === Vietnam === | ||
{| class="wikitable" | |||
|+Vietnam War Timeline | |||
!Date | |||
!Event | |||
!Impact | |||
! | |||
|- | |||
|1954 | |||
|French lose to communist in North Vietnam | |||
| | |||
* US moves to support South Vietnam from communist expansion | |||
* international deal is made to divide Vietnam between Russian-supported communist North Vietnam and US-supported dictatorship in South Vietnam | |||
| | |||
|- | |||
|1963 | |||
|US special forces sent to Vietnam | |||
| | |||
* President Kennedy increases US military presence in order to support South Vietnam from North Vietnamese attacks and South Vietnamese communist rebellion ("'''Vietcong'''") | |||
| | |||
|- | |||
|1964 | |||
|US sends military forces to Vietnam to directly fight the North Vietnamese and "'''Vietcong'''" | |||
| | |||
* major, direct involvement by US military | |||
| | |||
|- | |||
|1968 | |||
| | |||
* Anti-war protests grow in US | |||
* Major North Vietnamese offensive fails but shows that North Vietnam is not giving up | |||
| | |||
* American public lose support ofr Johnson's policies in Vietnam and the Vietnam War, generaly | |||
* in 1968 alone, over 15,000 Americans were killed in action in Vietnam | |||
| | |||
|- | |||
|1969 | |||
|Richard Nixon becomes President | |||
| | |||
* Nixon promises Americans that he will win the war and leave | |||
* "'''Vietnamization'''" policy of moving responsibility for the war from the American troops to South Vietnam | |||
* Nixon bombs North Vietnam and military supply routes from North to South Vietnam in neighboring countries of Laos and Cambodia | |||
| | |||
|- | |||
|1970 | |||
| | |||
* Protests grow across US | |||
* especially on college campuses after the "'''draft'''" was revised to include college students | |||
| | |||
* the "draft" is forced military services ("inscription") | |||
* prior to 1970, the draft exempted (cleared) people in college | |||
* when the draft rules were changed to allow college students to be drafted, major protests broke out | |||
| | |||
|- | |||
|1970 | |||
|Kent State protest | |||
| | |||
* major protest at Kent State University in Ohio | |||
** the Ohio National Guard opposed protesters and shot at protesters, killing 4 | |||
| | |||
|- | |||
|1972 | |||
|Nixon's bombing campaign brings Vietnam to peace talks | |||
| | |||
* via massive bombing campaigns, Nixon forced the North Vietnamese to negotiate an end to the war | |||
* Nixon also "opened" diplomatic relations wth the communist Chinese, which put pressure on the North Vietnamese and their Russian supporters to negotiate with the US | |||
| | |||
|- | |||
|1975 | |||
|Collapse of South Vietnam and North Vietnam takeover | |||
| | |||
* following President Nixon's resignation due to the Watergate scandal, the US Congress banned American support of Sout Vietnam | |||
* with the US military gone, the North Vietnamese easily defeated the South Vietnamese and turned the entire country into a communist regime | |||
| | |||
|- | |||
|1990s | |||
|Bill Clinton recognizes Vietnam | |||
| | |||
* Vietnam was communist, but after the fall of the Soviet Union, the United States recognized the communist rule of Vietnam, 20 years after the end of the Vietnam War | |||
| | |||
|} | |||
* President Johnson, 1963-1969 | |||
** launched direct American involvement in Vietnam in the 1964 "Gulf of Tonkin" incident | |||
** oversaw "escalation" of US involvement in Vietnam war | |||
** | |||
* President Nixon, 1969-1974 | |||
** elected in 1968 with goal to "win then end" the Vietnam War | |||
** this meant "'''Vietnamization'''" | |||
*** = moving responsibility for the war to the Vietnamese people | |||
*** supporting them without having to be there directly | |||
** 1970 changes in the draft rules | |||
*** Nixon took away the education exemption from the draft | |||
*** which meant that college students were eligible for the draft | |||
*** this led to huge increase in protests | |||
**** including the '''Kent State''' shooting | |||
**** a protest at Kent State University in Ohio | |||
**** Ohio National Guardsman shot at protesters and killed 4 | |||
**** US public was outraged | |||
=== Cold War === | |||
* 1945-1991 | |||
* Soviet Union | |||
** Berlin Wall | |||
*** 1947 "Berlin Crisis" | |||
*** Wall built in 1961 to keep East Berlin people from escaping to West Berlin | |||
=== Containment policy === | |||
==== Ronald Reagan ==== | |||
* President 1981-1989 | |||
* opposed Soviet Union (communist Russia) | |||
** called it the "Evil Empire" | |||
==== Collapse of Soviet Union ==== | |||
* in 1989, the Soviet Union lost control of its territories | |||
** the "Berlin Wall" was breached (broken) | |||
** and East and West Germany began process of "reunification) | |||
* as of 1991, the Soviet Union no longer existed | |||
** replaced by the "Russian Federation" | |||
**former Eastern European and Asian countries that had been part of the USSR were restored as independent nations | |||
***ex. Lithuania, Ukraine, Kazakhstan, etc. | |||
*with collapse of the Soviet Union (USSR): | |||
**"eastern block" countries who were communist but not part of the Soviet Union | |||
**they dropped Communism | |||
**Germany was reunited | |||
***it had been split between East Germany (Soviet supported) and West Germany (US supported) | |||
=== Globalism === | |||
* spread of economic ties across countries, continents and regions | |||
* massive movement of workers across different countries | |||
* mobilization of workers in one country to support customers in another country | |||
** especially for computer coding, "call centers" | |||
* in the 1990s, early 2000s, the US promoted immigration of skilled computer programmers from other countries, especially India | |||
** these new immigrants replaced many Americans in similar jobs who had higher pay | |||
=== Modern Immigration === | |||
* starting the in 1980s, many migrants moved illegally into the United States | |||
** mostly from Latin America | |||
** principally across the Mexico-US southern border | |||
** but also via tourist visas | |||
=== Internet === | |||
* connectivity | |||
* globalism | |||
*coding as a job skill | |||
=== War on Terror === | |||
* 2001 September 11 terrorist attacks | |||
* Patriot Act | |||
* Afghanistan War | |||
* Iraq War | |||
== General Comparative Charts & Concepts == | |||
* the following charts cover comparative questions | |||
** these questions compare different topics and people across time | |||
** these charts are designed to help students make connections between people, issues, events and dates | |||
** if students can associate a date with each of these concepts, it will lead to stronger recall and ability to identify context | |||
=== Political Parties === | |||
{| class="wikitable" | |||
!Party | |||
!Dates | |||
!General Positions | |||
!People & Regions | |||
|- | |||
|'''Federalists''' | |||
|1790s-1815 | |||
|supported: | |||
* strong federal government | |||
* investment in economic infrastructure, esp. for canals & roads for trade | |||
* '''tariffs and national bank''' | |||
* economic ties to Great Britain | |||
opposed: | |||
* French Revolution | |||
|people: | |||
* Alexander Hamilton | |||
* John Adams | |||
regions: | |||
* Northeast | |||
* esp. central and northern coastal cities | |||
|- | |||
|'''Democratic-Republicans''' | |||
|1790s-1824 | |||
|supported: | |||
* republicanism (popular government through representatives) | |||
* agrarian economy (farm-based) | |||
* western expansion (esp. for small farmers) | |||
* supported French Revolution and economic ties with Franceopposed: | |||
* tariffs and national bank | |||
* called the Federalists "aristocratic" (elites) | |||
* economic and political ties with Great Britain | |||
|people: | |||
* Jefferson | |||
* Madison | |||
regions: | |||
* South | |||
* western frontier | |||
|- | |||
|'''Democratic Party''' | |||
|1824-1865 | |||
|supported: | |||
* expansion of voting rights to white men who did not own property | |||
* territorial (western) expansion and Indian Wars | |||
* slavery and expansion of slaveryopposed: | |||
* tariffs and national bank | |||
|people: | |||
* Andrew Jackson | |||
* John C. Calhoun | |||
regions: | |||
* South | |||
* Middle Atlantic | |||
* western states & fronteir | |||
|- | |||
|'''Whig Party''' | |||
|1824-1854 | |||
|supported | |||
* tariffs and national bank | |||
* building of canals, roads, and railroads | |||
* support of industryopposed: | |||
* slavery and expansion of slavery | |||
** Whigs abolished slavery in northern states and opposed its expansion | |||
** however, Whig support for the '''Compromise of 1850''' led to the collapse of the party, especially the '''Fugitive Slave Law''' that was part of the Compromise | |||
|people: | |||
* Henry Clay | |||
regions: | |||
* Northeast | |||
* near and mid-West states north of '''Missouri Compromise''' line (36' 30") | |||
|- | |||
|'''Republican Party''' | |||
|1856-1877 | |||
|supported | |||
* tariffs and national bank | |||
* transcontinental railroad | |||
* western settlement land grants (giving people land for settling on it) | |||
* post-Civil War "'''Reconstruction'''" = | |||
** re-uniting the country | |||
** punishing Confederate leaders | |||
** protecting rights of freed slaves | |||
opposed | |||
* slavery and expansion of slavery | |||
|people | |||
* Abraham Lincoln | |||
* the "Radical Republicans"regions | |||
* North and midwest | |||
|- | |||
| | |||
| | |||
| | |||
| | |||
|} | |||
=== Political Issues & Political Party Alignments === | |||
{| class="wikitable" | |||
!Period | |||
!Political Topic | |||
!Party For | |||
!Party Against | |||
!Notes | |||
|- | |||
|1794 | |||
|Jay Treaty (w/ Britain) | |||
|Hamilton/ '''Federalists''' | |||
|'''Jefferson/ Democrats'''("Democratic-Republicans) | |||
| | |||
* signed by US and Britain 10 years after the Treaty of Versailles that ended the Revolutionay War ( 1783) | |||
* settled border disputes and presence of British troops | |||
* created stronger economic ties between the US and England (settling debts | |||
* Jeffersonians opposed the treaty because it created a closer relationship between the US and Great Britain | |||
|- | |||
| rowspan="2" |1790s-1815 | |||
|French Revolution | |||
|Federalists supported England and disliked the French Revolution | |||
|Democrats favored France & the French Revolution | |||
| | |||
* in a series of wars between Britain and France (1890s-1815), Americans held opposing views towards each side | |||
|- | |||
|France v. Britain (wars) | |||
| | |||
| | |||
| | |||
|- | |||
| rowspan="4" |1800s-1865 | |||
|War of 1812 (w Britain) | |||
|Federalists opposed the war | |||
|Democrats and most Americans supported the War | |||
| | |||
* Federalist opposition to the War of 1812 ended the party; the "'''Whigs'''" replaced them | |||
|- | |||
|'''National Bank''' | |||
| | |||
* Federalists | |||
* Whigs (after 1824) | |||
| | |||
* Democratic-Republicans | |||
* Democrats (after 1824) | |||
| | |||
|- | |||
|'''Tariff'''(taxes on imports) | |||
| | |||
* Federalists | |||
* Whigs (after 1824) | |||
| | |||
* Democratic-Republicans | |||
* Democrats (after 1824) | |||
| | |||
* tariffs are imposed on imported goods | |||
* the purpose is | |||
** raise money (taxes) | |||
** protect local manufacture of those types of goods | |||
|- | |||
|'''Slavery''' | |||
| | |||
* Federalists allowed for continued existence of slavery | |||
| | |||
* Democratic-Republicans | |||
* Democrats (after 1824) | |||
| | |||
* Democratic-Republicans & Federalists supported the Compromise of 1820, which divided the nation between Free and Slave states | |||
* Whigs opposed slavery & its expansion | |||
* Democrats supported slavery & its expansion | |||
|- | |||
| | |||
| | |||
| | |||
| | |||
| | |||
|} | |||
=== Voting Rights ("suffrage") === | |||
{| class="wikitable" | |||
!Period | |||
!Suffrage | |||
!Notes | |||
|- | |||
|1790s-1820s | |||
|white males with property had the general right to vote | |||
| | |||
|- | |||
|1820s-1850s | |||
|white males without property gained the right to vote | |||
| | |||
* known as the "Jacksonian Revolution", as Andrew Jackson inspired common whites (men) to vote and greatly expanded political participation | |||
|- | |||
|1870 | |||
|15th amendment secured the right to vote for former slaves (i.e., black men) | |||
| | |||
|- | |||
|1920 | |||
|19th amendment guaranteed the right to vote for women | |||
| | |||
|- | |||
|196> | |||
|the >> amendment abolished poll taxes | |||
| | |||
|- | |||
|197> | |||
|the legal age of voting in national elections was set at age 18 | |||
| | |||
|} | |||
[[Category:Virginia SOL: Virginia & US History test]] | [[Category:Virginia SOL: Virginia & US History test]] | ||
=== Famous Speeches === | |||
{| class="wikitable" | |||
!Orator (speaker) | |||
!Dates | |||
!Speech title | |||
!Purpose/ Details | |||
|- | |||
|George Washington | |||
|1796 | |||
|"'''Washington's Farewell Address'''" | |||
| | |||
* on leaving office, President Washington warned Americans: | |||
** to avoid "foreign entanglements" | |||
*** = not get involved in overseas diplomatic agreements | |||
** to avoid political parties | |||
*** | |||
|- | |||
|Abraham Lincoln | |||
|1862/3 | |||
|Emancipation Proclamation | |||
| | |||
* declared that the slaves in states in rebellion were free | |||
** note that the Proclamation did not free slaves in the several slave states that were not in rebellion, but Lincoln felt he did not have the power to do that | |||
** the 13th Amendment to the Constitution in 1865 fully abolished slavery | |||
|- | |||
|Abraham Lincoln | |||
|1863 | |||
|Gettysburg Address | |||
| | |||
* important statement about the purpose of the war: | |||
** to uphold the values of equality and liberty in the Declaration of Independence | |||
** to affirm democracy ("''government of the people, by the people and for the people''") | |||
|- | |||
|Woodrow Wilson | |||
|191> | |||
|"Fourteen Points Speech" | |||
| | |||
* declared that people around the world deserved international guarantees of | |||
** "self-determination" (deciding their own form of government) | |||
** protection from invasion from other countries | |||
** free trade and free passage in the oceans | |||
* called for the formation of a "League of Nations" to implement these ideals | |||
|- | |||
|Franklin Roosevelt (FDR) | |||
|1933 | |||
|"We have nothing fear but fear itself" speech | |||
| | |||
* FDR's 1st inaugural address in 1933 | |||
* declared that as bad as things were in the economy due to the Great Depression | |||
** that the nation could come together to fix it | |||
** and that only fear of change would stop that | |||
|- | |||
|Franklin Roosevelt (FDR) | |||
|1941 | |||
|"A day that will live in infamy" speech | |||
| | |||
* speech given after the Japanese attack on Pearl Harbor, Hawaii on Dec 7, 1941 | |||
|- | |||
|John F. Kennedy (JFK) | |||
|1962 | |||
|"Berlin Wall speech" | |||
| | |||
* after the Russians constructed a wall to separate East (Russian controlled) from West Berlin (American controlled) | |||
** the built the wall to keep people from fleeing (escaping) East Germany | |||
* Kennedy declared that he would support the West Berlin people ("I am a Berliner") | |||
|- | |||
|Lyndon Johnson | |||
(LBJ) | |||
|1964 | |||
|"Great Society speech" | |||
| | |||
* declared that the US should not have poverty | |||
* called for a "war on poverty" through Federal programs designed to assist the poor and prevent poverty in general and also to support education | |||
|- | |||
|Martin Luther King | |||
(MLK) | |||
|1963 | |||
|"I have a dream speech" | |||
| | |||
* at the March on Washington at the Lincoln Memorial, MLK discussed his vision of a nation that respected people of all colors | |||
** and that would no longer separate or treat people differently based on the color of their skin | |||
** thus "I have a dream..." | |||
|- | |||
|Ronald Reagan | |||
|1987 | |||
|"Tear down this wall" speech | |||
| | |||
* Reagan gave a speech in West Berlin that challenged the Soviets (Russian communists) to "tear down" the Berlin Wall that separated East from West Berlin | |||
* the idea was that all walls or other forms of barriers that the Soviets had built to protect communism and keep people from escaping it should come down | |||
* two years later, the Berlin Wall was brought down as the Soviet Union collapsed | |||
|} | |||
== Geography == | |||
see other Virginia SOL study pages here: [[:Category:Virginia SOL: Virginia & US History test|Category:Virginia SOL: Virginia & US History test]] | |||
* for US geography, maps and timelines | |||
== Civics and Economics == | |||
=== Supply & Demand === | |||
* supply = things or people available | |||
* demand = things or services that people want | |||
{| class="wikitable" | |||
|+ | |||
!Situation | |||
!Supply | |||
!Demand | |||
!Prices | |||
|- | |||
|Demand up | |||
|up | |||
|n/a | |||
|up | |||
|- | |||
|Supply up | |||
|n/a | |||
|up | |||
|down | |||
|- | |||
|Supply & Demand up | |||
|n/a | |||
|n/a | |||
|stay the same | |||
|- | |||
|Prices up | |||
|up | |||
|down | |||
|n/a | |||
|- | |||
|Prices down | |||
|down | |||
|up | |||
|n/a | |||
|} | |||
=== Economics vocabulary === | |||
* bank failure = when a bank does not have enough money to "cover" or pay back all of its customer deposits | |||
** bank failures occur when banks have used people's deposits to make loans, and those loans go unpaid | |||
*** which leaves the bank unable to "cover" those deposits | |||
* boom / bust periods | |||
** boom = periods of economic growth | |||
** bust = periods of economic decline, such as | |||
*** recession = mild decrease in the economy | |||
*** depression | |||
* business cycle = the ups and downs of markets and the economy in general | |||
* GDP = "gross domestic product" | |||
** = the total value of economic transactions in a country over a year | |||
* markets = any category of economic activity, such as | |||
** oil market = business activity regarding petroleum (drilling, refining, selling oil, gasoline, etc.) | |||
** stock market = a market to buy and sell "stlocks" or "shares" (ownership) in a company | |||
* profit & loss = money gained or lost in economic transactions | |||
* speculation = risky investments or economic activity in hopes of making a large profit | |||
** over-speculation = a time when too many people are taking risks, so prices and/or markets collapse (go down) | |||
* tariff = a tax on imported or exported goods |
Latest revision as of 17:44, 4 July 2022
Important concepts for the Virginia & US History SOL test
- this page follows the units structure of the actual test
- the names, places, dates and terms are all taken from the three released Virginia & US History SOL tests
- important concepts and facts are highlighted
- source = SOL Standards and Released tests 2011, 2012, 2014
- key words are in bold
Early America Through the Founding of the New Nation[edit | edit source]
Native Americans[edit | edit source]
- negative impact from European settlements
- disease
- led to decline in population
- disrupted Native American tribes
- loss of land
- pushed westward by colonial settlements and western settlers
- led to reorganization of tribal alliances
- disease
- other impacts
- fur trade with Europeans, especially the French
American Colonies[edit | edit source]
Major Region | Sub regions | Colonies |
---|---|---|
Middle colonies | Mid-Atlantic | Delaware, New Jersey, Pennsylvania, New York |
New England colonies | n/a | Connecticut, Massachusetts, New Hampshire, Rhode Island, |
Southern colonies | Chesapeake | Virginia & Maryland |
Colonial South | Georgia, Maryland, North Carolina, South Carolina, Virgina |
Region | Population | Economic | General notes |
---|---|---|---|
Middle colonies |
|
|
|
New England |
|
|
|
Southern colonies |
|
|
|
French-Indian War, 1754-1763[edit | edit source]
- war between British and American colonies and the French and their Native American allies over control of the lands west of the Appalachian Mountains
- during the War, Benjamin Franklin told American colonists that they must "Join or Die"
- he told them to forget their differences and join together to fight off the French and Indians
- he expressed this idea in the famous image of a snake divided up (between the colonies)
- the British won the war
Virginia colonial history[edit | edit source]
- Bacon's rebellion
- rebellion of frontier Virginians who objected to Virginia restrictions on western settlements
- Cavaliers
- Virginia Catholics who fought for religious tolerance
American Revolution[edit | edit source]
- after French-Indian War the British exercised more control over the American Colonies
- forbade (prohibited) settlement in "Indian Territories" = lands west of the Appalachians
- required colonists to trade only directly with England
- increased taxes
- required "stamps" (marks of official permission) for legal and commercial actions
- the Colonists objected to the new controls
- Colonists began to circulate "pamphlets" (essays) that
- objected to the new taxes and controls
- declared philosophical reasons for liberty, equality and self-government
Revolutionary War[edit | edit source]
- the war started in 1775 at the battles of Lexington and Concord between colonial militia (private solders) and British professional soldiers
- "Paul Revere's Ride" announced the arrival of British troops
- the first major battle was at Boston (the failed British naval "siege of Boston") in 1775
- George Washington commanded the American forces
- the battle set Washington's general strategy of maintaining defensive positions and not directly attacking the stronger British army and navy
- as the War went on, Washington adopted the strategy of "strategic retreat" = to attack, then move back to avoid being hit back
- this was especially important at Valley Forge, where Washington kept his army away from the British and spent the winter training them and keeping up troop morale (positive fighting spirit)
- the 1777 Battle of Saratoga marked an important victory for American forces over the British in Saratoga, New York (Washington was not the American commander there)
- having shown that the Americans could defeat a part of the British army (which surrendered at Saratoga)
- the French agreed to get involved in the War and started sending materials and, later, a larger fleet of ships
- in 1781, with help from the French fleet, Washington defeated the main British army at the Battle of Yorktown in Virginia
- the British surrendered and the war effectively ended
- in 1783, the now independent United States signed a peace agreement with the British in the Treaty of Versailles
- as part of the treaty, the U.S. took all British lands between the Appalachian Mountains and the Mississippi River
- this greatly expanded the size of the new country
Founding Documents[edit | edit source]
- during the American Revolution, between 1763 and 1791, a series of important documents were issued
- these documents importantly:
- stated the rights of the people and the theories behind them
- stated and justified the causes and reason for American independence and self-government
- ("self-government" = ruling themselves as opposed to being colonies ruled by the British Parliament and the King of England
- established the rules and laws of the "union" of states as the "United States of America"
- these documents importantly:
Political Theory[edit | edit source]
- the 1700s Enlightenment period in Europe established the idea that people were
- born equal
- had fundamental rights
- John Locke of England wrote that people possessed rights
- that they were born with
- and that governments could not take away
Document & Date | Purpose | Impact |
---|---|---|
Thomas Paine's "Common Sense", 1775 |
|
|
Virginia Declaration of Rights, 1776 |
|
|
Declaration of Independence, 1776 |
|
|
Virginia Statute for Religious Freedom, 1777 |
|
|
Articles of Confederation of the United States, 1783 |
|
|
Federalist Papers, 1787-1788 |
|
|
United States Constitution, 1789 |
|
|
Bill of Rights, 1791 |
|
|
US Constitution[edit | edit source]
Constitutional Convention at Philadelphia, 1787[edit | edit source]
- following George Washington's calls for amendment to the Articles of Confederation
- states sent delegates to Philadelphia to discuss forming of a new government
- James Madison of Virginia was the "thinker" behind the ideas of the Constitution
- George Washington presided over (oversaw, led) the Convention
- after several months of "closed deliberation" (meeting in secret) the Convention sent the new Constitution to the states for ratification (approval)
Ratification of the Constitution by the states[edit | edit source]
- as the states discussed the Constitution, two groups generally supported or opposed it
- the "Federalists" supported the new "federal" (central) government as necesarry for the country to move forward
- the "anti-Federalists" opposed the Constitution as giving too much power to the new government, putting the rights of the people at risk
Arguments for and against the Constitution[edit | edit source]
Group | Argument |
---|---|
Federalists
|
the country needed a strong central government in order to:
|
anit-Federatlists
|
the proposed constitution and its strong central government:
|
compromise with the Bill of Rights | the anti-federalists successfully argued for a "Bill or Rights" to be added to the Constitution in order to
it was agreed that if the Constitution were adopted (or "ratified") by the states, a Bill of Rights would be added to it
|
Principles of the Constitution[edit | edit source]
- Divided government
- Limited government
- Checks and balances
- Presidential veto
- Federalism
- Judicial review
- John Marshall of Virginia
- was Chief Justice of the Supreme Court
- he created the idea of "judicial review" in the case, "Marbury v. Madison"
- John Marshall of Virginia
Expansion, Reform, Civil War, and Reconstruction[edit | edit source]
- time period: 1791-1877
Political parties and disputes[edit | edit source]
- while President Washington did not want political parties, they developed during his presidency
- each party represented a basic disagreement in policy
Topic | Supporters | Dissenters | Notes |
---|---|---|---|
National Bank |
|
|
|
Tariff
(tax on imports) |
|
|
|
Slavery |
|
|
|
Monroe Doctrine[edit | edit source]
- after defeating the British in the War of 1812, the President James Monroe issued the "Monroe Doctrine"
- a "doctrine" = a set of principles or ideas the government is supposed to follow
- the Monroe Doctrine declared that European countries must stay out of the Americas
- it was a very powerful statement of "self-determination" for countries in the Americas
- especially to Spanish colonies in South and Central America that gained independence
Jacksonian Democracy[edit | edit source]
- in 1828, Andrew Jackson won the election for president
- he was widely supported by common (middle and lower class) whites
- his election marked a tremendous expansion of voters
- these poor whites started to vote under Jackson
- before, only land-holders and elites (rich) voted
Slavery & southern Slave economy[edit | edit source]
- with introduction of the "cotton gin", large-scale cotton farming became possible
- (the "gin" separated seeds from the cotton fibers)
- "King Cotton"
- = the dominance and dependence of cotton planting in southern states
- just before the Civil War, southern states accounted for upward 40%+ of U.S. economic wealth
- after the Civil War, with growth of northern industries and immigration, southern states accounted for less than 20% of US economic wealth
- the south continued to produce cotton, only without slavery
- sharecropping replaced slavery
- = a system by which land owners would allow poor farmers (mostly blacks) to plant crops in exchange for a large "share" of the "crops"
- this system entrenched (made to endure) the poverty of former black slaves
Missouri Compromise of 1820[edit | edit source]
- allowed entry of
- Missouri as a slave state
- Maine as a free state
- set a rule that no more slave states would be allowed north of the 36' 30" parallel
- which Missouri was above, but was generally thought of as the line between the North and South
Westward Expansion[edit | edit source]
- US territory greatly expanded following:
- Louisiana Purchase, 1803
- Mexican-American War, 1846
Western economy
- railroads
- allowed movement of crops and cattle for sale in eastern markets
- "cattle drives"
Compromise of 1850[edit | edit source]
- Fugitive Slave Act
Kansas-Nebraska Act[edit | edit source]
Dred Scott Decision[edit | edit source]
Civil War[edit | edit source]
- anti-slavery advocates
- Elizabeth Cady Stanton
- Sojourner Truth
- Hariett Tubman
- Harriet Beecher Stowe
- Kansas-Nebraska Act, 185>
- Dred Scott decision, 1857
- Fort Sumpter
- Assassination of Lincoln
- Radical Republicans
- Confederacy / Confederate States of America
- southern states "seceded" (broke away) from the Union
- they organized a new government
- called themselves the "Confederate States of America"
- "confederacy" = a reference to the "Articles of Confederation"
- which gave more power to the states than did the US Constitution
- "confederacy" = a reference to the "Articles of Confederation"
- elected Jefferson Davis as President of the Confederate States (the "Confederacy")
- called themselves the "Confederate States of America"
- Robert E. Lee
- remained loyal to the Virginia and took command of the "Army of Northern Virginia" to fight for the Confederacy
- Lee surrendered to General U.S. Grant at Appomattox Courthouse in Virginia
- after the War, Lee supported reconciliation of the North and South
- he later became president of Washington College
Reconstruction[edit | edit source]
"Industrialized North" & European immigration[edit | edit source]
- during the Civil War northern factories produced huge amounts a metals and textiles for the War
- after the Civil War, those steel and textile factories continued to grow
- these factories needed workers, and many Europeans immigrated to the U.S. to work in them
Transcontinental Railroad[edit | edit source]
Emergence of Modern America and World Conflict[edit | edit source]
- time period 1877-1945
Womens rights movements
- called "suffrage" movement
- suffrage = the right to vote
- "suffragettes" = women who protested for the right to vote
- the original US Constitution guaranteed the rights of free males to vote and hold office
- the 13th & 14th amendments s established citizenship and guaranteed the equality for former slaves
- however, the 15th amendment guaranteed the right to vote for former male and not female slaves
- therefore, no women were able to vote in national elections
- the 19th Amendment of 1920 guaranteed the right to vote for women
- after World War I, when women went to work in factories while many men went to war
- the Constitution was amended to allow women the right to vote
- Womens rights advocates also worked to secure other forms of equality for women, including
- property and legal rights
- rights to work, as well as protections from abuse from employers
- political participation
Industrialization[edit | edit source]
Henry Ford[edit | edit source]
- created the Model T automobile, that revolutionized transportation
- Ford's Model T was affordable and of exceedingly high quality
- he made it with innovative "factory production line" manufacturing
- his "system" allowed for "mass production" of automobiles in the millions
Labor and working conditions[edit | edit source]
- child labor
- work hours
- factory conditions
Immigration[edit | edit source]
- Push and Pull factors
Push | Pull | ||
---|---|---|---|
economic troubles | economic opportunities | jobs | |
lack of jobs, forced to leave farms | land available | farming, western expansion | |
religious persecution & intolerance | religious freedom | ||
lack of educational opportunities | educational opportunities | education | |
family connections to prior immigrants to the US
(called "chain migration") |
- immigration periods/ peoples
- 1820-50s: German and Irish immigrants
- 1870s: Japanese immigration to West Coast
- 1880s: Chinese immigration, many worked on railroads
- 1880-1910;s: European immigrants, especially from Central Europe
Imperial expansion[edit | edit source]
- "imperialism" = creating colonies and / or controlling overseas (foreign) people, territories, or countries,
- in the late 1800s, American merchants greatly expanded their trade markets, especially across the Caribbean and the Pacific Ocean
- the U.S. government in the 1890s decided to build a large coal-powered navy in order to
- protect existing and open new U.S. trade markets (especially China and Japan)
- "project" or send U.S. military power across the oceans
- the U.S. government in the 1890s decided to build a large coal-powered navy in order to
- "Open Door policy"
- U.S. policy that China should be open to trade with all countries
Spanish-American War[edit | edit source]
- U.S. defeated Spanish forces in the Spanish colonies of Cuba, Philippines and Puerto Rico
- US also "annexed" (officially took as a US territory) Hawaii
- Hawaii is in the middle of the Pacific Ocean
- therefore is became an important stopping point for US ships that were crossing the Pacific Ocean
- sailing ships would stop for supplies and fresh water
- steam boats would stop of coal
- i.e., Hawaii was a "refueling station" (a place to pick up more coal for fuel for steam engines)
World War I, 1917-1918[edit | edit source]
- US neutrality
- US entry
- sinking of the Lusitania ship by German submarine (U-Boat)
- after the War, President Woodrow Wilson gave a speech calling for creation of a "League of Nations" to ensure world peace
- the speech was called the "Fourteen Points" speech"
- because he outlined "14 points" about democracy, self-government (national independence) and peace
- the League of Nations was started by other countries, but the U.S. Senate refused to join the treaty and thus the US stayed out of it
- the speech was called the "Fourteen Points" speech"
- women working in factories
- 19th Amendment
Roaring Twenties / 1920s[edit | edit source]
- Jazz
- Harlem Renaissance
- consumer goods
- autos, radio, refrigerators
World War II[edit | edit source]
- neutrality
- Lend-lease Act
- Pearl Harbor
- Labor and war
- Normandy
Home Front[edit | edit source]
- during WWII, the entire country dedicated itself to the War effort
- women went to work in factories
- families planted "Victory gardens" to grow food for themselves
- people invested in "War Bonds" to finance (pay for) the War
- businesses and labor unions agreed upon wages and work hours so there would be few disputes over work conditions and wages
- the US Government supported the War with
- propaganda (publicity) for the war
- anti-German and anti-Japanese propaganda
- wage and price controls
- rationing of important supplies and materials
- esp. rubber tires, gasoline, metal
- propaganda (publicity) for the war
The United States since World War II[edit | edit source]
- time period 1945-today
Civil Rights Movement[edit | edit source]
- Birmingham protests
- violent police attacks on peaceful protestors at the "Birmingham bridge"
- were televised and made national news
- outraged the American public that previously that the Civil Rights movement didn't involve them
- Martin Luther King was arrested and put in jail following Birmingham protest
- he wrote his "Letter from a Birmingham Jail"
- outlined the reason for his protest
- his commitment to "non-violent protest"
- = peaceful demonstration and peaceful violation of unjust laws
- he wrote his "Letter from a Birmingham Jail"
Period | Name | Contribution | |
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1840s-1870s | Frederick Douglass |
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Harriet Tubman |
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Sojourner Truth |
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1890s | Booker T. Washington |
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1910s | W.E.B. DuBois |
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1960s | Martin Luther King |
- while it will not be on the Virginia SOL, other important Civil Rights leaders include
- Willam Lloyd Garrison
- a newspaper publisher who attacked slavery starting in the 1830s
- Henry Ward Beecher
- Calvinist (Christian) minister who attacked slavery on religious grounds
- Susan B. Anthony
- Harriett Beecher Stowe
- wrote the anti-slavery book, "Uncle Tom's Cabin, which was the best selling book of the time (1852)
- Willam Lloyd Garrison
March on Washington & Martin Luther King's "I have a dream" speech[edit | edit source]
- in 1963, the "March on Washington" was organized to demonstrate to the entire country
- Martin Luther King gave his "I have a dream" speech on the steps of the Lincoln Memorial
Civil Rights Act of 1964
Voting Rights Act of 1965
- enacted by Congress under President Johnson
- greatly expanded ability of blacks to register to vote and vote in elections in the South
Vietnam[edit | edit source]
Date | Event | Impact | |
---|---|---|---|
1954 | French lose to communist in North Vietnam |
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1963 | US special forces sent to Vietnam |
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1964 | US sends military forces to Vietnam to directly fight the North Vietnamese and "Vietcong" |
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1968 |
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1969 | Richard Nixon becomes President |
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1970 |
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1970 | Kent State protest |
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1972 | Nixon's bombing campaign brings Vietnam to peace talks |
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1975 | Collapse of South Vietnam and North Vietnam takeover |
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1990s | Bill Clinton recognizes Vietnam |
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- President Johnson, 1963-1969
- launched direct American involvement in Vietnam in the 1964 "Gulf of Tonkin" incident
- oversaw "escalation" of US involvement in Vietnam war
- President Nixon, 1969-1974
- elected in 1968 with goal to "win then end" the Vietnam War
- this meant "Vietnamization"
- = moving responsibility for the war to the Vietnamese people
- supporting them without having to be there directly
- 1970 changes in the draft rules
- Nixon took away the education exemption from the draft
- which meant that college students were eligible for the draft
- this led to huge increase in protests
- including the Kent State shooting
- a protest at Kent State University in Ohio
- Ohio National Guardsman shot at protesters and killed 4
- US public was outraged
Cold War[edit | edit source]
- 1945-1991
- Soviet Union
- Berlin Wall
- 1947 "Berlin Crisis"
- Wall built in 1961 to keep East Berlin people from escaping to West Berlin
- Berlin Wall
Containment policy[edit | edit source]
Ronald Reagan[edit | edit source]
- President 1981-1989
- opposed Soviet Union (communist Russia)
- called it the "Evil Empire"
Collapse of Soviet Union[edit | edit source]
- in 1989, the Soviet Union lost control of its territories
- the "Berlin Wall" was breached (broken)
- and East and West Germany began process of "reunification)
- as of 1991, the Soviet Union no longer existed
- replaced by the "Russian Federation"
- former Eastern European and Asian countries that had been part of the USSR were restored as independent nations
- ex. Lithuania, Ukraine, Kazakhstan, etc.
- with collapse of the Soviet Union (USSR):
- "eastern block" countries who were communist but not part of the Soviet Union
- they dropped Communism
- Germany was reunited
- it had been split between East Germany (Soviet supported) and West Germany (US supported)
Globalism[edit | edit source]
- spread of economic ties across countries, continents and regions
- massive movement of workers across different countries
- mobilization of workers in one country to support customers in another country
- especially for computer coding, "call centers"
- in the 1990s, early 2000s, the US promoted immigration of skilled computer programmers from other countries, especially India
- these new immigrants replaced many Americans in similar jobs who had higher pay
Modern Immigration[edit | edit source]
- starting the in 1980s, many migrants moved illegally into the United States
- mostly from Latin America
- principally across the Mexico-US southern border
- but also via tourist visas
Internet[edit | edit source]
- connectivity
- globalism
- coding as a job skill
War on Terror[edit | edit source]
- 2001 September 11 terrorist attacks
- Patriot Act
- Afghanistan War
- Iraq War
General Comparative Charts & Concepts[edit | edit source]
- the following charts cover comparative questions
- these questions compare different topics and people across time
- these charts are designed to help students make connections between people, issues, events and dates
- if students can associate a date with each of these concepts, it will lead to stronger recall and ability to identify context
Political Parties[edit | edit source]
Party | Dates | General Positions | People & Regions |
---|---|---|---|
Federalists | 1790s-1815 | supported:
opposed:
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people:
regions:
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Democratic-Republicans | 1790s-1824 | supported:
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people:
regions:
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Democratic Party | 1824-1865 | supported:
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people:
regions:
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Whig Party | 1824-1854 | supported
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people:
regions:
|
Republican Party | 1856-1877 | supported
opposed
|
people
|
Political Issues & Political Party Alignments[edit | edit source]
Period | Political Topic | Party For | Party Against | Notes |
---|---|---|---|---|
1794 | Jay Treaty (w/ Britain) | Hamilton/ Federalists | Jefferson/ Democrats("Democratic-Republicans) |
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1790s-1815 | French Revolution | Federalists supported England and disliked the French Revolution | Democrats favored France & the French Revolution |
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France v. Britain (wars) | ||||
1800s-1865 | War of 1812 (w Britain) | Federalists opposed the war | Democrats and most Americans supported the War |
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National Bank |
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Tariff(taxes on imports) |
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Slavery |
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Voting Rights ("suffrage")[edit | edit source]
Period | Suffrage | Notes |
---|---|---|
1790s-1820s | white males with property had the general right to vote | |
1820s-1850s | white males without property gained the right to vote |
|
1870 | 15th amendment secured the right to vote for former slaves (i.e., black men) | |
1920 | 19th amendment guaranteed the right to vote for women | |
196> | the >> amendment abolished poll taxes | |
197> | the legal age of voting in national elections was set at age 18 |
Famous Speeches[edit | edit source]
Orator (speaker) | Dates | Speech title | Purpose/ Details |
---|---|---|---|
George Washington | 1796 | "Washington's Farewell Address" |
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Abraham Lincoln | 1862/3 | Emancipation Proclamation |
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Abraham Lincoln | 1863 | Gettysburg Address |
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Woodrow Wilson | 191> | "Fourteen Points Speech" |
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Franklin Roosevelt (FDR) | 1933 | "We have nothing fear but fear itself" speech |
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Franklin Roosevelt (FDR) | 1941 | "A day that will live in infamy" speech |
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John F. Kennedy (JFK) | 1962 | "Berlin Wall speech" |
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Lyndon Johnson
(LBJ) |
1964 | "Great Society speech" |
|
Martin Luther King
(MLK) |
1963 | "I have a dream speech" |
|
Ronald Reagan | 1987 | "Tear down this wall" speech |
|
Geography[edit | edit source]
see other Virginia SOL study pages here: Category:Virginia SOL: Virginia & US History test
- for US geography, maps and timelines
Civics and Economics[edit | edit source]
Supply & Demand[edit | edit source]
- supply = things or people available
- demand = things or services that people want
Situation | Supply | Demand | Prices |
---|---|---|---|
Demand up | up | n/a | up |
Supply up | n/a | up | down |
Supply & Demand up | n/a | n/a | stay the same |
Prices up | up | down | n/a |
Prices down | down | up | n/a |
Economics vocabulary[edit | edit source]
- bank failure = when a bank does not have enough money to "cover" or pay back all of its customer deposits
- bank failures occur when banks have used people's deposits to make loans, and those loans go unpaid
- which leaves the bank unable to "cover" those deposits
- bank failures occur when banks have used people's deposits to make loans, and those loans go unpaid
- boom / bust periods
- boom = periods of economic growth
- bust = periods of economic decline, such as
- recession = mild decrease in the economy
- depression
- business cycle = the ups and downs of markets and the economy in general
- GDP = "gross domestic product"
- = the total value of economic transactions in a country over a year
- markets = any category of economic activity, such as
- oil market = business activity regarding petroleum (drilling, refining, selling oil, gasoline, etc.)
- stock market = a market to buy and sell "stlocks" or "shares" (ownership) in a company
- profit & loss = money gained or lost in economic transactions
- speculation = risky investments or economic activity in hopes of making a large profit
- over-speculation = a time when too many people are taking risks, so prices and/or markets collapse (go down)
- tariff = a tax on imported or exported goods