FINAL EXAM REVIEW SHEET

The review material here will seem like a lot - but it is all material we have covered in detail through the year, and most of it is from the 2nd Semester. 

The Final Exam will be given over 3 days and will include the following parts:

Multiple Choice

A "Taking A Stand" - Should we adopt a Flag Desecration Amendment (information sheet is below)

Matching - with Core Democratic Value

Matching - with your Map information

Short Answer - with Amendments 1 - 19 (out of the 27 Amendments to the Constitution)

The following are topics on which you should focus your study for your final exam.

History topics are listed somewhat in chronological order.

Battle of Bunker Hill

Battle of Trenton

Valley Forge

Battle of Saratoga

French Alliance

Battle of Yorktown

Patriots

Loyalists

Articles of Confederation

Constitution of the United States

Emancipation Proclamation

Declaration of Independence

Federalism

Nullification

War of 1812

Lewis and Clark

Westward Expansion

Inflation

Interchangeable Parts

Missouri Compromise Line

Andrew Jackson

Monroe Doctrine

Suffrage (the different phases)

Trail of Tears

Rendezvous and mountain men

Mormons

Alamo

Underground Railroad

Temperance

Second Great Awakening

Seneca Falls Convention

Cotton Gin

Slavery

Gold Rush

Compromise of 1850

Stephen A. Douglas

John C. Calhoun

Daniel Webster

Fugitive Slave Act

Uncle Tom's Cabin

Dred Scott decision

Bloody Kansas

Republican Party

Monroe Doctrine

John Brown

Whig Party

1860 Presidential election

Secession

Bull Run

Fort Sumter

Appomatox

Antietam

West Virginia

Reasons for fighting the Civil War

Jefferson Davis

Abraham Lincoln

Robert E. Lee

Ulysses S. Grant

Stonewall Jackson

Vicksburg

Siege

Pickett’s Charge

Copperheads

Little Round Top

Income Tax

Poll Tax

10% Plan

Radical Republicans

Amendments 13,14,15, 16, 17, 18, 19

Lincoln’s Assassination

Andrew Johnson

Civil Rights Act of 1871

Scalawags

Carpetbaggers

Rutherford B. Hayes

Samuel Tilden

Entrepreneurs

Immigrants after 1879

Populist Party

Nationalization

Graduated Income Tax

Flat Income Tax

Excise Tax

Jacob Riis

J.P. Morgan

Jane Addams

Cornelius Vanderbilt

John D. Rockefeller

Andrew Carnegie

Henry Ford

Federal Government branches

Constitution ratification

Amendment (definition)

Bill of Rights

Federalist Papers

Veto

Plessy v. Ferguson

Brown v. Board of Education

Marbury v. Madison

Economic Terms

Unlimited wants and needs

Limited resources

Scarcity

Opportunity cost

Command economy

Traditional economy

Capitalism/Free Enterprise/Free Market

        economy

Social Studies

Final Exam Review - Facts we have learned

• The battle of Bunker Hill in Boston, Massachusetts, during the Revolutionary War was considered a moral victory for the Americans because the untrained militia stood up to the British army.
• George Washington’s troops surprised and overwhelmed British troops on Christmas Day, 1776 at Trenton, New Jersey.
• Washington’s army endured a harsh winter at Valley Forge
• The Battle of Saratoga, New York is important because after the American victory, the French supported the Americans
• After France entered the war in 1778, the British turned their attention to the war in the Southern colonies
• General Charles Cornwallis was surrounded and forced to surrender the English army in 1781 by George Washington at Yorktown, Virginia
• People who supported maintaining ties with Great Britain were called Loyalists
• The first document that was used to form the government of the United States was called the Articles of Confederation
• The document used to justify our rebellion and separation from England was the Declaration of Independence
• The document used to govern the U.S. from 1789 to today is the Constitution
• Because the Constitution is the Supreme Law of the Land, the national government has more power than state governments
• After the Alien and Sedition Acts were signed by John Adams, Thomas Jefferson and James Madison wrote the Kentucky and Virginia Resolutions saying that states did not have to obey the federal laws.  This rejection of law became known as nullification.
• The War of 1812 was fought between the U.S. and Great Britain
• Because of the War of 1812, the words of the Star Spangled Banner were written, the executive mansion became known as the White House, and Andrew Jackson won the final battle at New Orleans after the treaty of peace was signed.
• Lewis and Clark are best remembered for leading an expedition into the Louisiana Territory
• Conestoga Wagons were especially important to Americans as they journeyed west
• A rapid rise in the prices of goods is called inflation
• In machinery and tools of the industrial revolution, interchangeable parts are the same
• The Missouri Compromise Line of 1820 was set at 36 degrees and 30 minutes
• The Missouri Compromise said new states above the line would be free, allowed Missouri to be slave and Maine to be free, and ended at the boundary of the Louisiana Purchase
• Andrew Jackson came from Tennessee
• The Monroe Doctrine warned European nations to stay out of the Western Hemisphere
• During the 1820s and 1830s, the right to vote was limited to adult white males
• The Native American tribe removed by Andrew Jackson in the Trail of Tears was the Cherokee
• Modern day Oklahoma was known as Indian Territory at the time of the Trail of Tears
• During the 1820s, mountain men headed to a summer gathering called the rendezvous
• The Mormons went to Utah to seek religious freedom
• At the time of the battle, the Alamo was located in Mexico
• Abolitionists on the underground railroad helped slaves escape to freedom
• The temperance movement opposed drinking alcohol
•  The abolition movement threatened the Southern way of life
• A revival of religious faith occurred in the 1800s called the Second Great Awakening
• Women’s rights were the topics discussed at the Seneca Falls Convention in New York
• The demand for slaves in the South was increased as a result of the Cotton Gin
• Southern plantation owners considered enslaved persons to be property
• California’s population rose between 1848 and 1849 because of the gold rush
• The Compromise of 1850 was supported and moved through the Senate by Stephen A. Douglas
• The most controversial part of the Compromise of 1850 was the Fugitive Slave Act
• The Fugitive Slave Act made it a crime to help runaway slaves, made Canada the goal for runaways, and increased support for the abolition movement in the north
• The author of Uncle Tom’s Cabin was Harriet Beecher Stowe
• In the Dred Scott Decision, the U.S. Supreme Court said that enslaved persons were property
• In the 1850s, proslavery forces and abolitionists fought bloody battles in Kansas
• In the 1850s, the Republican Party was formed to oppose the extension of slavery
• John Brown plotted a violent slave rebellion and tried to get it started in Harpers Ferry, Virginia (West Virginia, today)
• In 1860, Abraham Lincoln was nominated for President by the Republican Party
• In the 1860 Presidential election, Abraham Lincoln ran against Stephen Douglas
• After Lincoln was elected to become President, the first state to secede was South Carolina
• The first shots of the Civil War were fired at Fort Sumter, South Carolina
• The state formed in 1863 to side with the Union was West Virginia
• Abraham Lincoln’s first and major reason for fighting the Civil War was to preserve the Union
• Jefferson Davis fought the War Between the States in order to preserve states rights
• Abraham Lincoln’s problems at the beginning of the Civil War included finding effective commanders, keeping the border states with the Union, and organizing his government
• The Emancipation Proclamation made the war a struggle over slavery
• Robert E. Lee was offered command of the Union army before he joined the Confederacy
• The Union split the Confederacy on July 4th, 1863 when it gained control of Vicksburg, Mississippi
• Grant’s strategy t surround Vicksburg, and later at Petersburg, Virginia, where he cut off supply lines is known as a siege
• The Battle of Gettysburg became a Union victory with the failed Confederate attack known as Pickett’s Charge
• The Northern Democrats who wanted to end the Civil War were known as Copperheads
• During the Civil War, the Union established the income tax
• At the end of the war, the commander of the Union army was Ulysses S. Grant
• Appomattox Court House, where Lee surrendered, was located in Virginia
• The dates of the Civil War are 1861 to 1865
• Abraham Lincoln’s 10% plan offered a return into the Union for any Confederate state that accepted emancipation of the slaves and pledged an oath of loyalty
• Radical Republicans wanted to punish rebellious Southern states
• The 13th Amendment abolished slavery
• The 14th Amendment guarantees Civil Rights, including the right to due process and equal protection under the law
• The 15th Amendment guarantees suffrage for African-American males over the age of 21
• President Lincoln was assassinated at Ford’s Theater in Washington D.C.
• Andrew Johnson had been a Democrat from Tennessee
• President Ulysses S. Grant used the Civil Rights Act of 1871 to arrest members of the Ku Klux Klan
• Northerners who traveled to the South to help in the economic development and Reconstruction of the area were called carpetbaggers.  Southerners who did the same thing were called scalawags.
• Reconstruction ended with the Presidential election of Rutherford B. Hayes
• People who take risks to start new businesses are called entrepreneurs
• During the late 1800s, government policies favored businesses
• After 1879, many immigrants began to come from southern Europe.  Before that most immigrants came from Northern Europe.
• Some people resented immigrants because they accepted lower wages
• The Populist Party was founded by farmers
• A government takeover of a business is called nationalization
• A tax that requires wealthy people to pay a higher percentage of their income than poorer people is called a graduated income tax
• The 16th Amendment established the graduated income tax
• The 17th Amendment established direct election of senators by the people
• The 18th Amendment outlawed the sale and production of alcohol
• The 19th Amendment granted women the right to vote
• The creator of the settlement house movement and the founder of Hull House in Chicago was Jane Addams
• Some powerful industrialists include:  Cornelius Vanderbilt, Railroads; John D. Rockefeller, Oil; Andrew Carnegie, steel; and Henry Ford, automobiles
• The central government of the U.S. is divided into 3 separate branches
• Nine states were required to vote for ratification of the Constitution
• The Constitution can be changed through the use of Amendments
• The first 10 Amendments guarantee our civil liberties and are called the Bill of Rights
• The Executive Branch is headed by the President
• The Legislative Branch is responsible for creating laws
• The Judicial Branch is responsible for interpreting the laws
• The Legislature has two parts called the Senate and the House of Representatives
• When the President is sent a new law, it can be either approved or vetoed
• Limited resources is the economic concept that and individual has a fixed amount of money and means available to them
• Unlimited wants is the economic concept that there is no end to the amount of things that an individual might desire
• What you must give up in order to get what you want is known as opportunity cost
• When making economic decisions, people take most into consideration the factors of needs and wants
• The Supreme Court case that determined that slaves were the same as property is the Dred Scott Decision
• The Supreme Court case that determined that public facilities and governmental practices in the U.S. could be segregated by race as long as everything was separate but equal is Plessy v. Ferguson
• The Supreme Court case that determined that the Supreme Court had the power of Judicial Review over the Legislature is Marbury v. Madison
• The Supreme Court case that determined that the concept of facilities that are separate but equal are inherently unequal is Brown v. Board of Education
• A country where the government makes all of the basic economic decisions is called a command economy
• A country where the people invest their own money in order to gain a profit is called a free enterprise economy
• A community that barters, maintains primarily an agricultural society and may be considered somewhat “backwards” by modern standards is called a traditional economy

FINAL EXAM – MAPPING  (blank maps were provided by Mr. Reuss)

Locate the following on the map provided.

MAP 1

Any state in the 13 Original States (or colonies)

Battle of Gettysburg

Battle of Vicksburg

Boston

Ellis Island

Fort Sumter

Harper’s Ferry

New Orleans

Philadelphia

Richmond  (Capital of Confederacy)

Saratoga

Statue of Liberty

Washington D.C.

Yorktown

MAP 2

Any state in the United States

Border States

Confederate States

Grand Canyon

Mississippi River

Missouri Compromise Line

Missouri River

Ohio River

Sacramento

Salt Lake City

San Antonio

St. Louis

Sutter’s Mill

The Alamo

The Black Hills

Trail of Tears

Yellowstone National Park

Yosemite National Park

CORE DEMOCRATIC VALUES

Basic Definitions

Fundamental Beliefs of United States Democracy

Life

Your right to life is sacred.

Liberty

You have the right to personal, political, and economic freedom.

The Pursuit of Happiness

You have the right to find happiness in your own way.

Common Good (Public Good)

Individuals must accept our part in improving our society

Justice

All people should be treated fairly and equally.

Equality

Everyone is treated equally in the eyes of the law.

Diversity

Differences among people are good and are welcomed.

Truth

Citizens can demand truth from their government.

Popular Sovereignty

The people have the final say over their government.

Patriotism

Citizens show devotion to our country.

Constitutional Principles

Rule of Law

Everyone must follow the law.

Separation of Powers

All power is never in the hands of only one or just a few.

Representative Government

Citizens elect others to represent their interests.

Checks and Balances

Power is balanced among the Executive, Legislative, and Judicial branches.  Each keeps an eye on the other.

Individual Rights

We all have fundamental, unalienable rights.

Freedom of Religion

We can choose our own religious beliefs.  The government cannot dictate religion.

Federalism

Power is shared between the national and state governments.

Civilian Control of the Military

The military forces are under the command of a civilian. (The President)

TAKING A STAND:

Should the United States adopt an Amendment to the Constitution which reads:

The Congress shall have power to prohibit the physical desecration of the flag of the United States.

Flag Desecration Amendment

From Wikipedia, the free encyclopedia

The Flag Desecration Amendment, often referred to as the flag burning amendment, is a controversial proposed constitutional amendment to the United States Constitution that would allow the United States Congress to statutorily prohibit the physical desecration of the flag of the United States. The concept of flag desecration continues to provoke a heated debate over protecting a national symbol and protecting free speech.

While the proposed amendment is most frequently referred to colloquially in terms of flag burning, the language would permit the prohibition of all forms of flag desecration, which may take forms other than burning, such as uses for clothing or napkins.

The most recent attempt to adopt a flag desecration amendment failed in the United States Senate by one vote on June 27, 2006.[1][2]

Proposed amendment

The full text of the amendment (passed several times by the U.S. House of Representatives):

The Congress shall have power to prohibit the physical desecration of the flag of the United States.

This proposed amendment was intended to give Congress the right to enact statutes criminalizing the burning or other desecration of the United States flag in a public protest. Proponents of legislation to proscribe flag burning argue that burning the flag is a very offensive gesture that deserves to be formally outlawed. Opponents maintain that giving Congress such power would essentially limit the principle of freedom of speech—enshrined in the First Amendment to the United States Constitution and symbolized by the flag itself.

Arguments for the amendment

Proponents of the amendment argue that protecting the flag is necessary because of the uniquely important nature of the flag. They argue the flag is the most revered symbol of the United States, and thus burning it is a profoundly offensive gesture towards all its citizens. In his dissenting opinion in Texas v. Johnson, the late Chief Justice William H. Rehnquist wrote,

The American flag, then, throughout more than 200 years of our history, has come to be the visible symbol embodying our Nation. It does not represent the views of any particular political party, and it does not represent any particular political philosophy. The flag is not simply another "idea" or "point of view" competing for recognition in the marketplace of ideas. Millions and millions of Americans regard it with an almost mystical reverence regardless of what sort of social, political, or philosophical beliefs they may have. I cannot agree that the First Amendment invalidates the Act of Congress, and the laws of 48 of the 50 States, which make criminal the public burning of the flag.

Rehnquist also argued that flag burning is "no essential part of any exposition of ideas" but rather "the equivalent of an inarticulate grunt or roar that, it seems fair to say, is most likely to be indulged in not to express any particular idea, but to antagonize others."

Quoting the famous lines, "Shoot if you must, this old grey head, but spare your country's flag," from the Civil War poem, "Barbara Frietchie," he said the flag was "the visible symbol embodying our Nation."

Arguments against the amendment

Opponents of the flag desecration proposal, including civil liberties groups and first amendment defenders, point out the rarity of flag desecration in the United States, and assert that the proposed amendment is the epitome of "a solution in search of a problem". They also say that an amendment making such activity illegal would undermine the very principles for which the flag stands; jailing protesters of dissenting opinion—such as those who burn national flags—is common under authoritarian regimes, such as North Korea or Iran. Another argument stems from the fact that groups such as the American Legion and the Boy Scouts of America regularly burn flags as a way to dispose of them in a respectful manner in keeping with the United States Flag Code. According to this argument, the amendment would single out people who committed the same acts with different intentions - thus, the amendment would regulate free thought, in contradiction to the First Amendment. Additionally, the question arises of what exactly constitutes a "flag". "Do the small, paper flags attached to toothpicks count as one of the sacred items", for example, would be a common question. One could also wonder if, for example, kicking out a chalk flag drawing by walking on it is a form of desecration. It is further pointed out by some opponents that as flag desecration is done as a means of protest, it is, therefore, an attention getting act. Thus calling attention to it by prosecuting and jailing those responsible (and turning them into martyrs and political prisoners in the eyes of their supporters), would serve only to make flag desecration a more attractive means of protest, and would, therefore, increase, rather than decrease the incidence of it.

In light of this argument, the framing of this Amendment as dealing with flag burning is misleading. As the Supreme Court has never declared it unconstitutional to ban the burning of flags, it is not clear that a Constitutional Amendment would be necessary to effect such a ban. Indeed, most localities have ordinances restricting the burning of any material, flags included. In Texas v. Johnson, the Supreme Court did not find that it is unconstitutional to ban the burning of flags, but that it is unconstitutional to ban the expression of particular political views through the burning of flags. Thus, this Amendment is aimed not at banning the burning of flags, but at banning the expression of particular political views through the burning of flags.

Furthermore, it must be understood that while this is presented as preventing flag burning, the term "desecration" refers to a much broader range of activities, and in fact can be applied to anything that is determined to be "disrespectful", including not only affirmative acts, but failures to act. Previous arrests under flag-desecration laws have been made for symbolic desecration such as failure to salute the flag, refusal to pledge allegiance to the flag, and speaking contemptuously of the flag. Some Jehovah’s Witnesses, Muslims, and others feel that the pledge and salute elevate the flag above the status of God. Amending the Constitution in order to make flag desecration laws possible might also result in the imprisonment of members of these religious groups. Additionally, many American citizens fear one day being forced to salute the flag and being legally coerced into saying the pledge of allegiance if this amendment is enacted.

In the majority opinion in Texas v. Johnson, Justice William J. Brennan wrote: "We do not consecrate the flag by punishing its desecration, for in doing so we dilute the freedom that this cherished emblem represents."

Article Reprinted from:

Flag Desecration Amendment. (2007, April 15). In Wikipedia, The Free Encyclopedia. Retrieved 12:10, May 24, 2007, from http://en.wikipedia.org/w/index.php?title=Flag_Desecration_Amendment&oldid=122925400

How to do a TAKING A STAND

Take a stand on a public issue.  You may either support or oppose the issue in question.  Write a letter to the editor or a letter to another appropriate person or group.  Use information from your source and your previous knowledge to provide reasons that support your position.

              You will be graded on the following, so be sure your letter includes

              each of the elements listed below:

              *  A clear and supported statement of your position

              *  Supporting information using core democratic values of

                 American constitutional democracy

                 (See your CDV sheet for examples.)

              *  Supporting knowledge from history, geography, civics, or

                  economics that you already know

                  (make connections:  It is not enough to state only your opinion.)

              *  Supporting information from the Data Section

                  (the Data Section is your news article or other source of  information)

              *  Conclusion