hist231002review

Review Sheet – Final Exam

Part I. Identification: Same rules apply from Exam I:

Cyrus McCormick	John Deere	Elias Howe	Charles Goodyear	nativism
Oberlin College	Transcendentalism	Ralph Waldo Emerson	Henry David Thoreau	Harriet Beecher Stowe
William Lloyd Garrison	The Liberator	Sojourner Truth	Susannah and Angelina Grimke	Frederick Douglass
Dorothea Dix	Solomon Northup	Temperance	Seneca Falls Convention	Susan B. Anthony
“cracker culture”	Overseer	Debow’s Review	“Sambo”	“Gullah”
Chattel	“creolization”	slave codes	“hired out”	Free Soil Party
Wilmot Proviso	popular sovereignty	Millard Fillmore	William Seward	Daniel Webster
“omnibus bill”	Stephen Douglass	Compromise of 1850	Fugitive Slave Law	Uncle Tom’s Cabin
Franklin Pierce	Gadsden Purchase	Republican Party	“slave power conspiracy”	Topeka
Lawrence, KS	John Brown	Pottowatomie Massacre	Kansas NebraskaAct	“Bleeding Kansas”
Charles Sumner	Preston Brooks	John Fremont	Dred Scott v. Sandford	Lincoln Douglas Debates
Roger B. Taney	Harpers Ferry	John Breckenridge	John Bell	Constitutional Union Party
John Crittenden	Crittenden Compromise	Jefferson Davis	Alexander Stephens	“anaconda plan”
Robert E. Lee	Edward Stanton	Fort Sumter	First Manassas/Bull Run	Shiloh/Pittsburg Landing
P.G.T. Beauregard	Ulysses S. Grant	New Orleans	The Seven Days	Emancipation Proclamation
Gettysburg	Vicksburg	George McClellan	“Copperheads”	William T. Sherman
“contraband”	U.S.C.T.	“10 Percent Plan”	Appomattox	Wade-Davis Bill
Ironclad oath	Freedmen	Freedman’s Bureau	13^th Amendment	14^th Amendment
Presidential Reconstruction	Andrew Johnson	Tenure of Office Act	15^th Amendment	“black codes”
“scalawags”	“carpetbaggers”	“redeemers”	Radical Reconstruction	“Compromise of 1877”

Part II. Essay: Same rules apply from Exam I:

North and South – How did the North and South develop as two completely different sections by 1850? What characterized the North from an agricultural, industrial, educational and social perspective? What characterized the South from an agricultural, industrial, educational and social perspective? How were the two sections alike? How were they different?

Causes of the Civil War – Based upon the events that took place between 1848 and 1860, was the Civil War an unavoidable conflict, or did the potential exist for a solution amenable to both sections? Why or why not?

Course of War – What events were crucial to the ultimate outcome of the Civil War and why? Why might these be considered military or political turning points? How did they affect the war’s outcome?

North vs. South – Why did the North win the Civil War? Why did the South lose? You will need to discuss national strategy, military strategy, advantages, disadvantages, resources/infrastructure/manpower, and foreign policy goals.

Reconstruction – Why did the South win Reconstruction? How did the North “lose”? Did the measures enacted during Reconstruction truly elevate the Freedman to a position of equality, or did the events of 1876 represent a return to “status quo” under a different label?

Part III. Chronology: Same rules apply from Exam I:

1850 – Death of Zachary Taylor	1857 – Dred Scott Decision
1850 – Compromise/Armistice of 1850	1858 – Lincoln Douglas Debates
1852 – Uncle Tom’s Cabin Published	1859 – John Brown’s Raid
1853 – Gadsden Purchase	1860 – Sectional Division of Democratic Party
1854 – Kansas Nebraska Act	1860 – Election of Abraham Lincoln
1854 – Formation of Republican Party	1860 – Formation of Confederacy
1856 – Sack of Lawrence, Kansas	1861 – Lincoln’s Inauguration
1856 – Brooks Attacks Sumner	1861 – Fall of Fort Sumter
1856 – Pottowatomie Massacre	1861 – Secession of Virginia

PART IV. Book Essay: Having written two book reviews in class and (hopefully) having mastered the art of discerning an author's thesis, the question, as it is ultimately posed on the final exam, will call upon your ability to recall hat thesis and explain how the author shaped his argument, much in the way that you did for your book reviews. The greatest differenc will be the fact that you will not have access to the book, and that you will not be reviewing the book in question, rather you will be reacting to the author's thesis and integrating his with other material covered in class.