KEY- United States History Benchmark Review Fall 2015

KEY- United States History Benchmark review – Fall 2015

Exploration Objective: 2A identify reasons for European exploration and colonization of North America 1. MERCANTILISM__: This economic theory was based on the expectation that their colonies were to supply the parent country with raw materials so they could manufacture goods to sell to the colonies. (Colonies exist to benefit the parent country by encouraging favorable trade balance and making profit.) 2. RAW MATERIALS_: naturally occurring materials like wood and minerals used to make other products 3. MANUFACTURED GOODS__: completed products made from raw materials and sold for profit 4. ____FRANCE_____: country that came for the fur trade 5. ___SPAIN______: country whose conquistadors came for glory, gold, and God (spread Christianity) 6. THE NETHERLANDS__: country that settled the Hudson River Valley, explored by Hudson who was looking for the…. (next question) 7. NORTHWEST PASSAGE: water route around America to Asia sought by England, France and the Netherlands 8. ENGLAND____: country that had the greatest influence on early America; controlled the 13 original colonies

Colonial Era – 1600=1763 Objective: 2B compare political, economic, religious, and social reasons for the establishment of the 13 English colonies Objective: 11B describe the positive and negative consequences of human modification of the physical environment of the United States Objective: 23A identify selected racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration; Objective: 23C identify ways conflicts between people from various racial, ethnic, and religious groups were resolved; Objective: 11A analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States during the 17th, 18th, and 19th centuries; 9. __ECONOMIC____: relating to the wealth of a nation or how its citizens make money 10. __POLITICAL____: relating to government – how different governments interact and how governments treat their citizens 11. _SOCIAL_____: relating to how people live – culture, religion, education, values, etc. 12. ___1607______was the year Jamestown, Virginia was established as the first permanent English settlement, 13. ______1620______was the year Plymouth, Massachusetts was and the Mayflower Compact was signed 14. ___PURITANS______(religious group) in Massachusetts Bay Colony were intolerant of other religious groups, leading to the development of new colonies in New England. 15. ___GEORGIA_____ This colony was established as a safe haven for debtors and a buffer to the Spanish. 16. _NEW ENGLAND____ Houses were clustered around a village “common.” This system helped create a sense of community. (NE, Middle, or Southern colonies?) 17. RHODE ISLAND__: colony created when Roger Williams left Massachusetts 18. MARYLAND____: colony created as a haven for Catholics 19. ____GEORGIA____: colony created as a new start for debtors and poor people and as a buffer against Spanish Florida 20. SHIPBUILDING/TRADE_: was a major economic interest in the New England colonies. 21. __VIRGINIA______: first colony, established for economic reasons 22. ____NEW YORK___: colony taken from the Dutch for trade and ports (economy) 23. _MASSACHUSETTS____: colony established by Pilgrims, first, then Puritans for religious reasons 24. ___MIDDLE COLONIES_: These were the breadbasket colonies. They also had trade and manufacturing. 25. GREAT MIGRATION__: movement of thousands of Puritans to the English colonies 26. PORTS/HARBORS__ What geographical feature did the colonial cities of Boston, Philadelphia and New York share that made them good places for settlement?

Objective: 20A explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, John Locke, William Blackstone, and William Penn in the development of self-government in colonial America; 27. _ANNE HUTCHINSON_: Quaker who left Massachusetts to move to Roger Williams’s colony 28. WILLIAM PENN___: founded Pennsylvania as a refuge for Quakers 29. THOMAS HOOKER__: founder of Connecticut; wrote the Fundamental Orders; extended suffrage beyond church members 30. WILLIAM BLACKSTONE___: his Commentary became the foundation of legal education in America; believed in presumption of innocence 31. _JOHN LOCKE__: developed the theory of natural rights of life, liberty and property that inspired Jefferson 32. MONTESQUIEU___: proposed the idea of separation of powers and checks and balances

Objective: 12B explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery; 33. TRIANGULAR TRADE ROUTES_____ developed between Europe, Africa and America & the West Indies as people and products went back and forth across the Atlantic Ocean 34. _MIDDLE PASSAGE__: most inhume leg of the triangular trade routes 35. ____CASH CROPS___ contributed to the economic growth of the 19th century south. 36. __TOBACCO_____: first cash crop – grown in Virginia by John Rolfe 37. TOBACCO, INDIGO, RICE_: Southern cash crops 38. How did the development of cash crops and the plantation system lead to slavery? CASH CROPS NEEDED LOTS OF LABOR, WHICH LED TO DEMAND FOR SLAVES

Objective: 3A explain the reasons for the growth of representative government and institutions during the colonial period Objective: 3C describe how religion and virtue contributed to the growth of representative government in the colonies Objective: 25B describe religious motivation for immigration and influence on social movements, including the impact of the first and second Great Awakenings 39. ____DISTANCE____: reason England let the colonies govern themselves 40. SALUTARY NEGLECT: the period when England left the colonies alone to develop, and they benefited from it 41. _HOUSE OF BURGESSES_ This was the first elected legislature (representative assembly) in America (1619) 42. MAYFLOWER COMPACT_ This document was signed in 1620 establishing representative government and rule of law in the Plymouth colony (1620) 43. FUNDAMENTAL ORDERS OF CONNECTICUT_ This was the first formal, written constitution in America. 44. _BELONG TO PURITAN CHURCH_: what requirement did people in Massachusetts have to meet in order to vote (along with adult, white, male, property owner) 45. __TOWN MEETINGS_: where New Englanders met to make laws; everyone could voice ideas 46 _GREAT AWAKENING__: Religious movement that contributed to ideas of equality, a return religious roots and improved educational opportunities 47 _ENLIGHTENMENT_: a scientific movement that said logic and reason could improve society

Revolutionary War Era: 1763-1783 Objective: 4A analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War 48 _FRENCH & INDIAN WAR_: conflict between France and England in the Ohio River Valley that left Britain in debt 49 Explain what “No taxation without representation” means. COLONISTS HAD NO REPRESENTATION IN PARLIAMENT TO SPEAK FOR THEM AGAISNT THE TAXES AND OTHER LAWS 50 _QUARTERING__: This was a practice the British used to supply housing for their soldiers in the colonies. 51 _PONTIACS WAR__: Native American uprising after the French and Indian War 52 _PROCLAMATION OF 1763__: law designed to protect the colonists and prevent further Native American uprisings; law that forbade colonial settlement west of the Appalachians 53 __STAMP ACT__: taxed paper goods 54 TOWNSHEND ACT_: taxed lead, glass, tea, paper – repealed after the Boston Massacre, except for the Tea Act 55 _BOSTON TEA PARTY_: protest against the tea tax; example of civil disobedience 56 __PROPAGANDA_: The Boston Massacre was used as this, to get support for independence

Objective: 4C explain the issues surrounding important events of the American Revolution, including declaring independence; writing the Articles of Confederation; fighting the battles of Lexington, Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783 Objective: 19A define and give examples of unalienable rights; 57 _UNALIENABLE_: These are rights that cannot be taken away without due process. List three mentioned in the Declaration of Independence: _____LIFE______, __LIBERTY___ and PURSUIT OF HAPPINESS. 58 ____LEXINGTON__ is considered “the shot heard round the world;” first battle(s) 59 ____YORKTOWN__: the last battle of the revolution 60 _VALLEYFORGE_: where Washington’s men spent a harsh winter but received valuable training 61 __COMMON SENSE___: This pamphlet was written by Thomas Paine to encourage independence. 62 _MISSISSIPPI RIVER_: This was the western boundary of the US after the Treaty of Paris was signed in 1783. 63 __DISTANCE__ was a major disadvantage of the British during the Revolution. 64 __SARATOGA__: turning point of the war; convinced France to ally with Patriots seeking independence 65 ___LOYALISTS__: those who did not support independence 66 What effect did the engraving of the Boston Massacre have on colonial public opinion?- PROPAGANDA- CONVINCED PEOPLE OF THE TYRANNY OF REDCOATS AND KING GEORGE III 67 __REASONS TO SEPARATE FROM ENGLAND___: this was the primary purpose of the Decl. of Ind. . 68 __BUNKER HILL_: first major battle, considered an American victory because it showed the militia could fight against the well-trained British army. 69 __1776_____ was the year the Declaration of Independence was signed 70 ____ARTICLES OF CONFEDERATION_____: first government of America; it revealed fears of strong central government by giving most power to the states 71 __INDEPENDENCE RECOGNIZED_: most important term of the Treaty of Paris, 1783

Objective 4B explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington Objective: 22B describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, James Monroe, Stonewall Jackson, Susan B. Anthony, and Elizabeth Cady Stanton.

Match the person to the description 73. Abigail Adams- D A. Patriot privateer captain: “I have not yet begun to fight” 74. John Adams-L B. ruler of England who refused to compromise with colonies and lost them 75. Wentworth Cheswell-K C. Jewish immigrant to lent money to fund the revolution 76. Samuel Adams--F D. early supporter of women’s rights: “Remember the ladies” 77. Mercy Otis Warren-I E. primary writer of Declaration of Independence 78. James Armistead-J F. founder of Sons of Liberty and committees of correspondence 79. Benjamin Franklin-G G. Enlightenment scientist, Philadelphia publisher, came up with Albany Plan of Union 80. Marquis de Lafayette-N H. commander of Continental Army 81. Bernardo de Galvez-M I. wrote plays supporting the Revolution; encouraged Continental Congress to protect 82. Crispus Attucks -O rights (bill of rights) 83. Haym Salomon- C J. Lafayette’s slave who served as a double agent, spying for the Continental Army 84. King George III-B K. midnight rider/alarm rider who traveled north the night Paul Revere traveled to 85. Patrick Henry-Q Lexington and Concord to warn of British troop movements 86. John Paul Jones -A L. strong Patriot, urged Continental Congress to declare independence, defended soldiers 87. Thomas Jefferson-E involved in Boston Massacre 89. Thomas Paine-P M. Spanish governor who raised an army to keep Gulf ports out of British control and 90. George Washington-H opened Mississippi River to Patriots 91. Patrick Henry-Q N. French nobleman who brought ships and solders at his own expense and helped Washington defeat the British at Yorktwn O. first casualty in the Boston Massacre P. pamphleteer who raised support for the idea of independence (Common Sense) and Support for the Continental Army (The Crisis) Q. Virginia supporter of independence: “Give me liberty or give me death!”

15 (C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights; 92. __GRIEVANCE___: complaint 93. __3RD AMENDMENT___: amendment inspired by Quartering Act 94. ____TAXATION WITHOUT REPRESENTATION IS TYRANNY__: All taxes must originate in the House of Representatives