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Regents-Review-Catalog-2016-2017 How to Use this Guide The New-York Historical Society, one of America’s pre-eminent cultural institutions, is dedicated to fostering research, presenting history and art exhibitions, and public program that reveal the dynamism of history and its influence on the world of today. Founded in 1804, New- York Historical has a mission to explore the richly layered political, cultural and social history of New York City and State and the nation, and to serve as a national forum for the discussion of issues surrounding the making and meaning of history. Student Historians are high school interns at New-York Historical who explore our museum and library collections and conduct research using the resources available to them within a museum setting. Their project this academic year was to create a guide for fellow high school students preparing for the U.S. history exams, particularly the U.S. History & Government Regents Exam. Each Student Historian chose a piece from our collections that represents a historical event or theme often tested on the exam, collected and organized their research, and wrote about their piece within its historic context. The intent is that this catalog will provide valuable supplemental review materials for high school students preparing for U.S. history exams. The following summative essays are all researched and written by the 2016-2017 Student Historians, compiled in chronological order, and organized by unit. Each essay includes an image of the object or artwork from New-York Historical’s collection that serves as the foundation for the U.S. history content reviewed. Additional educational supplementary materials include a glossary of terms and review activities. Please use this guide not only as a resource, but also a workbook for your own active study for exams. For more information on the New-York Historical Society and our opportunities for high school students, please visit our website: nyhistory.org/education/teen-programs. Enjoy! Kinneret Kohn Manager of Teen Programs 2 Table of Contents Unit One: Constitutional Foundations of the United States 4 A Founding Father and a Founding Document 5 Cole in Rome: Viewing Jefferson’s America 8 Seminole Chief Osceola 12 John Brown’s Pike 14 Slavery and the States 17 Unit Two: Industrialization of the United States 20 “Chopsticks, Irish Potatoes, or Krupp Guns” 21 American Industrialization 25 The NYFD, the Triangle Factory Fire, and the Suffrage Movement 28 Unit Three: The Progressive Movement 30 Phrenology and Other Social Movements of the Late 1800s 31 El Borracho 35 Unit Four: Prosperity and Depression 38 The United States in World War One 39 Wheel of the Century 42 Bulls and Bears in the Market 46 Unit Five: Global Crisis, Responsibilities and Cooperation 49 The Fight to Go to War: American Isolationism and Entry into World War II 50 Turning the Tide of War 53 Civil Defense on the Homefront 56 The Purple Heart: Sacrifice, Unification, and Bravery during World War II 59 Unit Six: A World in Uncertain Times 62 Post-War Tensions Rise 63 Pins for Patriotism 66 Reagonomics and Other Emblems of the 1980s 69 Women in Prisons: An Ongoing Revolution 73 Unspoken For 77 Unit Seven: The New Millennium 80 Deception and Global Terror: Entering a New Age 81 NYC2012 Scarf 84 Educational Supplements Glossary 86 Media Resources 94 Mega History Crossword 96 Review Games 97 3 Unit One Constitutional Foundations of the United States 4 A Founding Father and a Founding Document Krystal Feliciano Only a month after the Declaration of Independence was adopted, the British government sent 34,000 troops to New York City to crush the rebellion that had been set in motion by the Continental Congress. The document pictured here, published by John Holt, quotes General George Washington on August 17th of 1776, urging women, children, and the elderly to evacuate New York City, to prevent them from getting caught in the crossfire. George Washington became America's first president in 1789. However, before America became the United States, the founding fathers, including George Washington, fought against the British for the rights of the people in the colonies. Their work led to the creation of documents such as The Declaration of John Holt, By His Excellency George Washinton [sic], Independence, which helped lead the people through Esquire, general, and commander in chief of the army of the United States of North-America, August 17, 1776. the Revolutionary War. Collection of New York Historical Society. The Declaration of Independence is one of the nation's most significant documents. Richard Henry Lee is known as the man who set in motion the main ideas of the Declaration at the Second Continental Congress. The Continental Congress was a formal meeting, consisting of delegates from each state, and served as the government of the colonies throughout the revolution. It was created to defend the colonies’ right to run their own affairs. The First Continental Congress took place in September of 1774, and was created after strict measures known as the “intolerable acts” were put in place by King George III as a result of the Boston Tea Party. During the Second Continental Congress, in June 1776, Richard Henry Lee passed a resolution calling for the colonies to separate from Great Britain. Shortly after that, in early July 1776, a committee was formed, consisting of Thomas Jefferson, Benjamin Franklin, John Adams, and others to draft a formal declaration. The document they wrote became an official 5 proclamation declaring America and its colonies as independent, and justifying the reason why the colonies had decided to become the United States of America. The Declaration consists of three parts, including the preamble, a list of grievances against King George III of England, and a formal resolution declaring independence from the monarchy. The preamble’s purpose was to introduce the entire document. It explains that the separation has become necessary for the colonists, in order for them to preserve natural law, stating, “When in the course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another…” The sections following the preamble help set forth four fundamental ideas. Specifically, these include unalienable rights such as “life, liberty, and the pursuit of happiness;” the compact theory of government; popular sovereignty in government; and finally, the right to a revolution. The next and longest part of the document is the list of grievances, which state why the colonies wanted independence from England. The grievances specifically addressed their issues to King George III and not to the British Parliament. For example, the document states, “He has refused his Assent to Laws, the most wholesome and necessary for the public good.” ‘He’ refers to King George III. The rest of the section explains that the colonists are disappointed with the king for failing to pass laws that are helpful and necessary for them, suggesting that the king no longer had the interests of the colonists at heart. What is most interesting about the Declaration of Independence is that the colonists do not state their goal of independence clearly until the very end of the document. In the last section, they state their desire for “free and independent states,” which is a declaration of war. Britain at this time used America for economic gains and by declaring independence the colonists threatened Britain’s future economic Charles Wilson Peale, George Washington (1732- standing. In response, war began, and General George 1799).Oil on canvas, Collection of New York Historical Society, 1867.299. Washington took command of the Continental Army. 6 Sources Cited “American Revolution History." history.com. Accessed February 20, 2017. www.history.com/topics/american-revolution/american-revolution-history Briggs, Bonnie-Anne, and Catherine Fish. Brief review in United States history and government. Upper Saddle River, NJ: Pearson/Prentice Hall, 2006. "Declaring Independence: Drafting the Documents Timeline." Exhibitions - Library of Congress. July 04, 1995. Accessed February 10, 2017. www.loc.gov/exhibits/declara/declara2.html. "Declaration of Independence: A Transcription." National Archives and Records Administration. Accessed April 26, 2017. www.archives.gov/founding-docs/declaration-transcript. "George Washington." biography.com. July 08, 2015. Accessed February 10, 2017. www.biography.com/people/george-washington-9524786. "Second Continental Congress." ushistory.org. Accessed February 10, 2017. www.ushistory.org/us/10e.asp “The Continental Congress." history.com. Accessed February 10, 2017. www.history.com/topics/american-revolution/the-continental-congress 7 Cole in Rome: Viewing Jefferson’s America Brian Lu At first glance, Thomas Cole’s The Course of Empire series of paintings do not appear to address American history. The architecture resembles structures from ancient Greece or Rome. However, Cole’s series attempts to address all of history; highlighting patterns that reflected his view of American history during his lifetime Cole, Thomas, The Course of Empire: The Savage State, ca. 1834. Oil (1801-1848). on canvas, Gift of The New-York Gallery of the Fine Arts, Collection of New York Historical Society, 1858.1 First, the paintings are emblematic of the Hudson River School, an artistic movement in which Cole was influential. The school focused largely on the ambitious painting of the pristine landscapes of the American wild, which indicates a preference for a rural state. If one briefly views the precursor to our painting, The Savage State, the forces of nature dominate with dark, broad colors looming over the entire right half of the painting. By contrast, in The Arcadian or Pastoral State, a mountain which reappears in all of the paintings has been moved further into the background from the first work, symbolizing man’s increasing grasp over nature. We can also see the increasing role of man in domination of nature, with both men riding horses and a cut tree stump; a particularly direct symbol of how human influence over nature can destroy life.
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