Comprehensive Exam 2 Study Guide

Consolidated Study Guide for Exam 2 Long Essay (50 points) Two of the following questions will appear on the exam, and you will answer one of them. It will count for 50% of the test grade. Your answer should be complete (thesis statement, argument that addresses every aspect of the question), accurate (the right information in the right order), and detailed (using specific evidence to support the points of your argument, including names and dates). Be sure to write in essay format. 1. Describe the make-up of the federal government (its structure, powers, and limits) under the Articles of Confederation. What factors led to calls for a more powerful national government in the mid-1780s? What were some of the major changes the framers made to the federal government (its structure, its powers) under the new Constitution? What compromises (including the compromise over slavery) were part of this process? 4-paragraph one branch government can’t tax Under the Articles of Confederation, the federal government had a weak structure characterized by a unicameral legislature known as the Continental Congress. Each state had one vote, regardless of size or population, leading to an equal representation that often did not reflect the interests of the larger states. The central government lacked an executive branch and a national judiciary, which meant there was no effective enforcement of laws or resolution of disputes between states. Powers and Limits: The powers granted to the federal government were limited primarily to conducting foreign affairs, making treaties, and maintaining an army and navy. However, it could not levy taxes, regulate commerce, or enforce laws directly on citizens. These limitations resulted in financial instability and difficulties in dealing with internal and external challenges, as the government could not compel states to contribute funds or troops. Factors Leading to Calls for a Stronger Government: By the mid-1780s, several factors contributed to calls for a more powerful national government: 1. Economic Disarray: The inability of Congress to impose taxes led to financial difficulties, including debt to soldiers and foreign nations. States often printed their own money, leading to inflation and economic instability. 2. Shays' Rebellion (1786-1787): This uprising by Massachusetts farmers protesting tax policies highlighted the weaknesses of the federal government and the inability to maintain order. 3. Interstate Conflicts: Trade disputes and tariffs imposed by individual states created tensions and hindered economic cooperation. Major Changes Under the Constitution: The framers of the Constitution established a federal government with a stronger structure: 1. Bicameral Legislature: The new Congress consisted of two houses—House of Representatives (population-based) and Senate (equal representation). 2. Executive Branch: The establishment of a presidency provided a single leader to enforce laws and conduct foreign policy. 3. Judicial Branch: A national judiciary was created to interpret laws and resolve disputes. The Constitution granted the federal government broader powers, including the ability to tax, regulate interstate commerce, and raise a standing army. Compromises Made: Several key compromises were essential to the Constitution's ratification: 1. Great Compromise: Resolved the conflict between large and small states by creating a bicameral legislature with proportional representation in the House and equal representation in the Senate. 2. Three-Fifths Compromise: Addressed the issue of slavery by counting three-fifths of the enslaved population for representation and taxation purposes. 3. Slave Trade Compromise: Allowed the continuation of the slave trade for twenty years after ratification, after which Congress could regulate it. These compromises were crucial for achieving consensus among the diverse states and interests, ultimately leading to the adoption of the U.S. Constitution in 1787. 2. Describe the place of women in American society at the beginning of the 19th century. Your description should include both laws and everyday practices that shaped the lives of women. What economic and social changes opened a door to a feminist movement by the middle of the century? How did the writings of Catherine Beecher and Elizabeth Cady coverture with some explain coverture and dreamt women right 1/3 Stanton reflect these changes? Don’t put women went to factory m At the beginning of the 19th century, women in American society occupied a constrained role defined by both legal limitations and cultural norms. They were largely relegated to the domestic sphere, with societal expectations emphasizing their roles as wives and mothers. Place of Women in Society Laws and Legal Status: 1. Coverture: Under this legal doctrine, a married woman's rights were subsumed under her husband’s. She could not own property, enter contracts, or earn wages in her own name. 2. Limited Education: While some women received education, it was often focused on domestic skills rather than intellectual pursuits. Access to higher education was rare. 3. Voting Rights: Women were denied the right to vote, which severely limited their political power and influence. Everyday Practices: 1. Domestic Roles: Women were primarily responsible for household management, child-rearing, and providing emotional support to their families. This reinforced their identity as "angels of the house." 2. Social Expectations: Society valued women’s moral authority but restricted their participation in public life. Activism was often frowned upon, and women were expected to adhere to strict codes of conduct. Economic and Social Changes By the middle of the 19th century, several changes began to open doors for a feminist movement: 1. Industrial Revolution: The shift from agrarian to industrial economies led many women to work in factories, which exposed them to new social circles and economic independence. This also began to challenge traditional notions of women's roles. 2. Urbanization: As people moved to cities for work, women found opportunities for social engagement beyond the home, leading to the formation of communities and networks advocating for reform. 3. Educational Opportunities: The establishment of women's colleges and increased access to education allowed women to pursue intellectual growth and activism. 4. Social Reform Movements: Women became involved in various reform movements (such as abolition and temperance), where they began to articulate their own rights and issues. Writings of Catherine Beecher and Elizabeth Cady Stanton Catherine Beecher: Beecher advocated for women’s education but emphasized traditional roles. In her works, she promoted the idea that women could contribute to society as educators and moral guardians, framing women's domestic roles as crucial for societal progress. While she supported education for women, she did not challenge the prevailing gender norms significantly. Elizabeth Cady Stanton: In stark contrast, Stanton's writings were groundbreaking for the feminist movement. Her Declaration of Sentiments, presented at the Seneca Falls Convention in 1848, explicitly called for women’s rights, including the right to vote. Stanton's work emphasized equality, challenging the existing social order and advocating for women to step beyond domesticity. Conclusion The beginning of the 19th century saw women largely confined to domestic roles, shaped by restrictive laws and cultural practices. However, economic shifts, urbanization, and social reform movements created a fertile ground for feminist thought. The contrasting perspectives of figures like Beecher and Stanton illustrated the evolving discourse on women's rights, setting the stage for future feminist movements. 3. In the early 19th century the United States sought to eliminate Indigenous peoples east of the Mississippi River through war, colonization, and mass deportation. Natives resisted. What strategies did Tenskwatawa, Tecumseh, and the Cherokee use to resist U.S. colonialism? Use as much detail as you can. 3 paragraph maybe 4 civilian process a example for that and native and sue for the Georgia In the early 19th century, Indigenous peoples in the United States employed various strategies to resist U.S. colonialism, particularly as American expansion intensified. Key figures like Tenskwatawa (the Prophet), Tecumseh, and the Cherokee led efforts that combined cultural revival, military action, and legal challenges. Tenskwatawa and Tecumseh Tenskwatawa: Tenskwatawa, brother of Tecumseh, was a Shawnee religious leader who called for a revival of Indigenous culture and spirituality as a means of resistance. His strategies included: 1. Spiritual Awakening: Tenskwatawa preached a message of unity among various tribes, urging them to reject European influences, abandon alcohol, and return to traditional practices. His vision was rooted in a return to Native ways of life and cultural integrity. 2. Creation of a Multi-Tribal Alliance: He worked alongside Tecumseh to form a confederation of tribes. This alliance aimed to unify Indigenous peoples against U.S. expansion, presenting a formidable front to resist encroachments on their lands. Tecumseh: Tecumseh, a prominent Shawnee leader, played a critical role in the resistance movement and utilized several strategies: 1. Military Organization: Tecumseh organized and led a confederation of tribes that sought to defend their lands through armed resistance. He believed that a united front was essential to successfully countering U.S. expansion. 2. Diplomatic Efforts: Tecumseh traveled extensively to rally support from various tribes across the Midwest and South, advocating for cooperation among Indigenous nations. He sought to negotiate treaties that recognized Indigenous land rights and sovereignty. 3. War Strategy: Tecumseh's most notable military engagement was during the War of 1812, where he allied with the British against American forces, aiming to secure Indigenous sovereignty. His efforts during the conflict highlighted the military potential of a united Indigenous resistance. Cherokee Resistance The Cherokee employed a combination of legal, political, and social strategies in their resistance: 1. Legal Action: The Cherokee nation pursued legal avenues to contest land seizures. They successfully challenged the state of Georgia in the U.S. Supreme Court case Worcester v. Georgia (1832), where the Court ruled that the Cherokee nation was a distinct community with its own rights. Despite this legal victory, the ruling was largely ignored by the state and federal government. 2. Cultural Assimilation: The Cherokee adopted various aspects of European-American culture to strengthen their position. They established a written constitution, developed a syllabary (created by Sequoyah), and created a newspaper, the Cherokee Phoenix. These efforts aimed to demonstrate their capability for self-governance and to argue for their rights as a civilized nation. 3. Political Mobilization: The Cherokee engaged in political advocacy, sending delegations to Washington, D.C., to negotiate treaties and plead their case for protection against encroachment. Leaders like John Ross were instrumental in this political engagement, working to resist removal through diplomacy. Conclusion The resistance strategies employed by Tenskwatawa, Tecumseh, and the Cherokee reflected a multifaceted approach to combating U.S. colonialism. Through cultural revival, military alliances, legal action, and political advocacy, these leaders and their communities sought to defend their lands, cultures, and sovereignty against relentless pressures from American expansionism. Despite their efforts, the United States ultimately pursued policies of removal, leading to devastating consequences for Indigenous peoples. Short Essay (30 points) Three of the following questions will appear on exam 1, and you will answer one of them. Your answer should be complete and accurate, and you should use specific examples to support your generalizations. I am looking for the same thoroughness and attention to detail that you have been practicing in your Canvas quizzes. 1. The framers of the Constitution were concerned about the power of the states, and they wanted a stronger federal government to trump state power. Discuss three specific problems the states were creating in the mid-1780s that led to a call for a new government. There is 3 economic disarray, shays’ rebellion, and lack of cohesive foreign policy for first economic disarray how it have states had their own currencies. Leading to confusion and inconsistency in trade and have different states imposed tariffs on each other and the lack financial instability and competition among states. For shays’ rebellion have uprising in Massachusetts by the framers and have facing debt and high taxes and have stronger national defense and legal system. For lack of cohesive foreign policy and by have individual states were negotiating their own trade and have united states on the international stage. 2. What was the impact of the Revolutionary War on slavery in the different regions of the new nation? In what ways was slavery woven into the fabric of the Constitution? Identify and briefly explain the three slavery compromises in the Constitution. Uneven impact on slavery The impact of the Revolutionary war left to the of Northern states and southern states by start on the northern states how the movement toward abolition and have some states began gradual emancipation and also the slave labor for Southern states have strengthened reliance on slavery and have agriculture by tobacco, cotton by have created lot of problem for between states with differing on slavery and groundwork for future sectional conflicts. Have 3 slavery compromises by three-fifth compromise, slave trade compromise, and fugitive slave clause. The three/five compromise the counted three out of every five slaves for slave trade have 3. In general, the founders believed that political parties were bad for the republic, but that did not stop them from organizing parties that were extremely divisive. What was the danger in parties? What was the ideal alternative for a national republic? How did George Washington embody this ideal? The danger in political parties is have divisiveness and the factionalism and influence on policy by have the many of the have of danger of the political parties. The idea for alternative is have no-partisan governance and unified national interest for have leaders focusing on the common good. The George Washington have embody 4. What was it like being a woman in the late colonial and early republican period, in terms of legal status, education, and economic opportunity? 5. To hold onto their lands in Georgia, the Cherokee used the “civilization” program, Cherokee nationalism, and the courts. Discuss these three strategies, using at least one example for each. Terms to Know Twenty of these will appear as matching questions. Articles of Confederation Shays’ Rebellion James Madison Alexander Hamilton Virginia Plan Great Compromise Three-Fifths Compromise Fugitive Slave Clause Newburgh Conspiracy Jay’s Treaty Whiskey Rebellion Federalists Democratic-Republicans Alien Act Sedition Act coverture dower Eliza Lucas Pinckney Judith Sargent Murray Abigail Adams Catherine Beecher Seneca Falls Convention Elizabeth Cady Stanton Declaration of Sentiments Gnadenhutten Massacre Indian Intercourse Act of 1790 Treaty of Greeneville Tenskwatawa Tecumseh Sequoyah Indian Removal Act of 1830 Worcester v. Georgia Treaty of New Echota John Ross

Consolidated Study Guide for Exam 2
 
Long Essay (50 points)
Two of the following questions will appear on the exam, and you will answer one of them. It will count for 50% of the test grade. Your answer should be complete (thesis statement, argument that addresses every aspect of the question), accurate (the right information in the right order), and detailed (using specific evidence to support the points of your argument, including names and dates). Be sure to write in essay format.
 
1.          Describe the make-up of the federal government (its structure, powers, and limits) under the Articles of Confederation. What factors led to calls for a more powerful national government in the mid-1780s? What were some of the major changes the framers made to the federal government (its structure, its powers) under the new Constitution?  What compromises (including the compromise over slavery) were part of this process? 4-paragraph one branch government can’t tax
Under the Articles of Confederation, the federal government had a weak structure characterized by a unicameral legislature known as the Continental Congress. Each state had one vote, regardless of size or population, leading to an equal representation that often did not reflect the interests of the larger states. The central government lacked an executive branch and a national judiciary, which meant there was no effective enforcement of laws or resolution of disputes between states.
Powers and Limits: The powers granted to the federal government were limited primarily to conducting foreign affairs, making treaties, and maintaining an army and navy. However, it could not levy taxes, regulate commerce, or enforce laws directly on citizens. These limitations resulted in financial instability and difficulties in dealing with internal and external challenges, as the government could not compel states to contribute funds or troops.
Factors Leading to Calls for a Stronger Government: By the mid-1780s, several factors contributed to calls for a more powerful national government:
1.      Economic Disarray: The inability of Congress to impose taxes led to financial difficulties, including debt to soldiers and foreign nations. States often printed their own money, leading to inflation and economic instability.
2.      Shays' Rebellion (1786-1787): This uprising by Massachusetts farmers protesting tax policies highlighted the weaknesses of the federal government and the inability to maintain order.
3.      Interstate Conflicts: Trade disputes and tariffs imposed by individual states created tensions and hindered economic cooperation.
Major Changes Under the Constitution: The framers of the Constitution established a federal government with a stronger structure:
1.      Bicameral Legislature: The new Congress consisted of two houses—House of Representatives (population-based) and Senate (equal representation).
2.      Executive Branch: The establishment of a presidency provided a single leader to enforce laws and conduct foreign policy.
3.      Judicial Branch: A national judiciary was created to interpret laws and resolve disputes.
The Constitution granted the federal government broader powers, including the ability to tax, regulate interstate commerce, and raise a standing army.
Compromises Made: Several key compromises were essential to the Constitution's ratification:
1.      Great Compromise: Resolved the conflict between large and small states by creating a bicameral legislature with proportional representation in the House and equal representation in the Senate.
2.      Three-Fifths Compromise: Addressed the issue of slavery by counting three-fifths of the enslaved population for representation and taxation purposes.
3.      Slave Trade Compromise: Allowed the continuation of the slave trade for twenty years after ratification, after which Congress could regulate it.
These compromises were crucial for achieving consensus among the diverse states and interests, ultimately leading to the adoption of the U.S. Constitution in 1787.
 
2.      Describe the place of women in American society at the beginning of the 19th century. Your description should include both laws and everyday practices that shaped the lives of women. What economic and social changes opened a door to a feminist movement by the middle of the century? How did the writings of Catherine Beecher and Elizabeth Cady coverture with some explain coverture and dreamt women right 1/3 Stanton reflect these changes? Don’t put women went to factory m
At the beginning of the 19th century, women in American society occupied a constrained role defined by both legal limitations and cultural norms. They were largely relegated to the domestic sphere, with societal expectations emphasizing their roles as wives and mothers.
Place of Women in Society
Laws and Legal Status:
1.      Coverture: Under this legal doctrine, a married woman's rights were subsumed under her husband’s. She could not own property, enter contracts, or earn wages in her own name.
2.      Limited Education: While some women received education, it was often focused on domestic skills rather than intellectual pursuits. Access to higher education was rare.
3.      Voting Rights: Women were denied the right to vote, which severely limited their political power and influence.
Everyday Practices:
1.      Domestic Roles: Women were primarily responsible for household management, child-rearing, and providing emotional support to their families. This reinforced their identity as "angels of the house."
2.      Social Expectations: Society valued women’s moral authority but restricted their participation in public life. Activism was often frowned upon, and women were expected to adhere to strict codes of conduct.
Economic and Social Changes
By the middle of the 19th century, several changes began to open doors for a feminist movement:
1.      Industrial Revolution: The shift from agrarian to industrial economies led many women to work in factories, which exposed them to new social circles and economic independence. This also began to challenge traditional notions of women's roles.
2.      Urbanization: As people moved to cities for work, women found opportunities for social engagement beyond the home, leading to the formation of communities and networks advocating for reform.
3.      Educational Opportunities: The establishment of women's colleges and increased access to education allowed women to pursue intellectual growth and activism.
4.      Social Reform Movements: Women became involved in various reform movements (such as abolition and temperance), where they began to articulate their own rights and issues.
Writings of Catherine Beecher and Elizabeth Cady Stanton
Catherine Beecher: Beecher advocated for women’s education but emphasized traditional roles. In her works, she promoted the idea that women could contribute to society as educators and moral guardians, framing women's domestic roles as crucial for societal progress. While she supported education for women, she did not challenge the prevailing gender norms significantly.
Elizabeth Cady Stanton: In stark contrast, Stanton's writings were groundbreaking for the feminist movement. Her Declaration of Sentiments, presented at the Seneca Falls Convention in 1848, explicitly called for women’s rights, including the right to vote. Stanton's work emphasized equality, challenging the existing social order and advocating for women to step beyond domesticity.
Conclusion
The beginning of the 19th century saw women largely confined to domestic roles, shaped by restrictive laws and cultural practices. However, economic shifts, urbanization, and social reform movements created a fertile ground for feminist thought. The contrasting perspectives of figures like Beecher and Stanton illustrated the evolving discourse on women's rights, setting the stage for future feminist movements.
 
3.          In the early 19th century the United States sought to eliminate Indigenous peoples east of the Mississippi River through war, colonization, and mass deportation. Natives resisted. What strategies did Tenskwatawa, Tecumseh, and the Cherokee use to resist U.S. colonialism? Use as much detail as you can. 3 paragraph maybe 4 civilian process a example for that and native and sue for the Georgia
 
In the early 19th century, Indigenous peoples in the United States employed various strategies to resist U.S. colonialism, particularly as American expansion intensified. Key figures like Tenskwatawa (the Prophet), Tecumseh, and the Cherokee led efforts that combined cultural revival, military action, and legal challenges.
Tenskwatawa and Tecumseh
Tenskwatawa: Tenskwatawa, brother of Tecumseh, was a Shawnee religious leader who called for a revival of Indigenous culture and spirituality as a means of resistance. His strategies included:
1. Spiritual Awakening: Tenskwatawa preached a message of unity among various tribes, urging them to reject European influences, abandon alcohol, and return to traditional practices. His vision was rooted in a return to Native ways of life and cultural integrity.
2. Creation of a Multi-Tribal Alliance: He worked alongside Tecumseh to form a confederation of tribes. This alliance aimed to unify Indigenous peoples against U.S. expansion, presenting a formidable front to resist encroachments on their lands.
Tecumseh: Tecumseh, a prominent Shawnee leader, played a critical role in the resistance movement and utilized several strategies:
1. Military Organization: Tecumseh organized and led a confederation of tribes that sought to defend their lands through armed resistance. He believed that a united front was essential to successfully countering U.S. expansion.
2. Diplomatic Efforts: Tecumseh traveled extensively to rally support from various tribes across the Midwest and South, advocating for cooperation among Indigenous nations. He sought to negotiate treaties that recognized Indigenous land rights and sovereignty.
3. War Strategy: Tecumseh's most notable military engagement was during the War of 1812, where he allied with the British against American forces, aiming to secure Indigenous sovereignty. His efforts during the conflict highlighted the military potential of a united Indigenous resistance.
Cherokee Resistance
The Cherokee employed a combination of legal, political, and social strategies in their resistance:
1. Legal Action: The Cherokee nation pursued legal avenues to contest land seizures. They successfully challenged the state of Georgia in the U.S. Supreme Court case Worcester v. Georgia (1832), where the Court ruled that the Cherokee nation was a distinct community with its own rights. Despite this legal victory, the ruling was largely ignored by the state and federal government.
2. Cultural Assimilation: The Cherokee adopted various aspects of European-American culture to strengthen their position. They established a written constitution, developed a syllabary (created by Sequoyah), and created a newspaper, the Cherokee Phoenix. These efforts aimed to demonstrate their capability for self-governance and to argue for their rights as a civilized nation.
3. Political Mobilization: The Cherokee engaged in political advocacy, sending delegations to Washington, D.C., to negotiate treaties and plead their case for protection against encroachment. Leaders like John Ross were instrumental in this political engagement, working to resist removal through diplomacy.
Conclusion
The resistance strategies employed by Tenskwatawa, Tecumseh, and the Cherokee reflected a multifaceted approach to combating U.S. colonialism. Through cultural revival, military alliances, legal action, and political advocacy, these leaders and their communities sought to defend their lands, cultures, and sovereignty against relentless pressures from American expansionism. Despite their efforts, the United States ultimately pursued policies of removal, leading to devastating consequences for Indigenous peoples.
 
Short Essay (30 points)
Three of the following questions will appear on exam 1, and you will answer one of them. Your answer should be complete and accurate, and you should use specific examples to support your generalizations. I am looking for the same thoroughness and attention to detail that you have been practicing in your Canvas quizzes.
 
1.      The framers of the Constitution were concerned about the power of the states, and they wanted a stronger federal government to trump state power.  Discuss three specific problems the states were creating in the mid-1780s that led to a call for a new government. There is 3 economic disarray, shays’ rebellion, and lack of cohesive foreign policy for first economic disarray how it have states had their own currencies. Leading to confusion and inconsistency in trade and have different states imposed tariffs on each other and the lack financial instability and competition among states. For shays’ rebellion have uprising in Massachusetts by the framers and have facing debt and high taxes and have stronger national defense and legal system. For lack of cohesive foreign policy and by have individual states were negotiating their own trade and have united states on the international stage.
 
 
2.          What was the impact of the Revolutionary War on slavery in the different regions of the new nation? In what ways was slavery woven into the fabric of the Constitution? Identify and briefly explain the three slavery compromises in the Constitution. Uneven impact on slavery
The impact of the Revolutionary war left to the of Northern states and southern states by start on the northern states how the movement toward abolition and have some states began gradual emancipation and also the slave labor for Southern states have strengthened reliance on slavery and have agriculture by tobacco, cotton by have created lot of problem for between states with differing on slavery and groundwork for future sectional conflicts. Have 3 slavery compromises by three-fifth compromise, slave trade compromise, and fugitive slave clause. The three/five compromise the counted three out of every five slaves for slave trade have
3.          In general, the founders believed that political parties were bad for the republic, but that did not stop them from organizing parties that were extremely divisive. What was the danger in parties? What was the ideal alternative for a national republic? How did George Washington embody this ideal?
The danger in political parties is have divisiveness and the factionalism and influence on policy by have the many of the have of danger of the political parties. The idea for alternative is have no-partisan governance and unified national interest for have leaders focusing on the common good. The George Washington have embody
4.          What was it like being a woman in the late colonial and early republican period, in terms of legal status, education, and economic opportunity? 
 
5.          To hold onto their lands in Georgia, the Cherokee used the “civilization” program, Cherokee nationalism, and the courts. Discuss these three strategies, using at least one example for each.
 
 
Terms to Know
Twenty of these will appear as matching questions.

Articles of Confederation
Shays’ Rebellion
James Madison
Alexander Hamilton
Virginia Plan
Great Compromise
Three-Fifths Compromise
Fugitive Slave Clause
Newburgh Conspiracy
Jay’s Treaty
Whiskey Rebellion
Federalists
Democratic-Republicans
Alien Act
Sedition Act
coverture
dower
Eliza Lucas Pinckney
Judith Sargent Murray
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Abigail Adams
Catherine Beecher
Seneca Falls Convention
Elizabeth Cady Stanton          
Declaration of Sentiments
Gnadenhutten Massacre
Indian Intercourse Act of 1790
Treaty of Greeneville
Tenskwatawa
Tecumseh
Sequoyah
Indian Removal Act of 1830
Worcester v. Georgia
Treaty of New Echota
John Ross

Transcript for:Comprehensive Exam 2 Study Guide

Transcript for:
Comprehensive Exam 2 Study Guide