The document provides an overview of key terms, people, and events from Periods 1-5 (1491-1877) of the APUSH curriculum. It summarizes the main developments within each period, including European colonization, the American Revolution, westward expansion and slavery, and the Civil War and Reconstruction. Major topics covered include the Columbian Exchange, political philosophies like republicanism and federalism, compromises over slavery, and the impact of the Civil War and amendments on rights.
This PowerPoint presentation is designed to review the timeline of events leading to the Civil War - specifically designed for high school students preparing for APUSH and the South Carolina End of Course (EOC) examination in US History.
Transportation Safety and Sustainability
1) What is the California Assembly Bill 32? Describe the main provisions of this bill. Describe its impact on transportation.
2) Perform an internet search and answer the following: What is an Environmental Impact Statement? When is it necessary to prepare an environmental impact statement? Provide some examples of transportation projects that require environmental impact assessment.
3) Write an essay dealing with direct or indirect impacts of transportation on the environment. Cite specific examples or data supporting your essay. (around 500 words).
a. Provide the title of your paper
b. Provide a reference list of the resources (e.g., articles, report, data, etc.) that you used to develop your paper.
This recent photograph portrays
one of several buildings used
as slave quarters on Hermitage,
Savannah, Georgia. Built during
the mid-seventeenth century, the
small brick building housed two
African-American families into
the Civil War years.
Listen to Chapter 5
on MyHistoryLab
L E A R N I N G O B J E C T I V E S
What forces worked for black freedom
after the Revolution?5-1
How did the War of 1812 affect African
Americans?
Why did slavery survive in the new
United States?5-2
What were the characteristics of early
free black communities?5-3
5
African Americans
in the New Nation
What impact did the Missouri Com-
promise have on African Americans?5-6
Who were the early black leaders in
America, and what were their varying
ideas, tactics, and solutions for the
problems faced by blacks?
5-4
5-5
1783–1820
Anytime, anytime while I was a slave, if one minute’s freedom had been offered
to me, and I had been told I must die at the end of that minute, I would have taken
it—just to stand one minute on God’s earth a free woman—I would.
Elizabeth Freeman
This, my dear brethren, is by no means the greatest thing we have to be concerned
about. Getting our liberty in this world is nothing to our having the liberty of the
children of God. . . . What is forty, fifty, or sixty years, when compared to eternity?
Jupiter Hammon
Death or Liberty.
Proposed inscription for a flag to be used in Gabriel’s planned rebellion of 1800.
Gabriel
Except that they were all born slaves in eighteenth-century
America, Elizabeth Freeman, Jupiter Hammon, and Gabriel had
little in common. Freeman was an illiterate domestic servant when, in 1781, she
sued for her freedom in Massachusetts. Hammon, who lived in Long Island, New York,
was a poet and orthodox Calvinist preacher who enjoyed the support of his master and
never sought his freedom. Gabriel was a literate, skilled slave who in 1800 masterminded a
conspiracy to overthrow slavery in Virginia.
In this chapter, we explore how African Americans as diverse as Freeman, Hammon,
and Gabriel helped shape the lives of black people during America’s early years as an
independent republic. We also examine how between 1783 and 1820 the ...
The late 18th and the early 19th centuries was a revolutionary age: the American revolution, the French revolution and the liberal and national revolutions. Liberalism was the bourgeoise ideology which defends the Capitalism as an economic system and the parlamentary system.
Running HeadThe American Revolution is also known as the Amer.docxanhlodge
Running Head:
The American Revolution is also known as the American revolutionary war and the American war of independence. It took place between the years 1775 - 1783. There are several political, economic and cultural factors that led to the revolution as discussed below.
Among the political factors, first there the tightening of the control over the colonies by the British after the French and Indian wars. This was done through a number of government policies and legislations such as: the proclamation of 1763 that forbade colonists moving westwards past the Appalachian mountain; the Stamp act of 1765 which taxed all kinds of printed paper; and the Townshend Act which taxed tea, glass, paint among others.
The other political factor was the Boston massacre of 1770 which involved the killing of five colonists and wounding several others by the British soldiers. The guilty soldiers were punished by only burning their thumbs, a punishment viewed by the colonists as too light thus generating more anger and resentment by the colonists.
The Boston tea party of 1773 led by Paul Revere was also a significant political factor. It involved a group of colonists throwing over 90,000 pounds of tea into the water in protest of the tea Act that granted the British East India Company tea trade monopoly.
The hiring of the Hessians soldiers from Germany known for their brutality and cruelty by King George in 1775 further ignited the revolution as the colonists now felt they had to organize and defend themselves from the Hessians in addition to the British troops. Thomas Paine in 1776 in his book ‘Common Sense’ encouraged Americans to fight for their independence. The book claimed that all monarchies, England inclusive were bad and that Americans should be free to form their own government. All these revolutions were successful and the declaration of independence that declared the thirteen colonies as Free states.
The economic factors also led to disgruntlement especially among the colonists from the business community thus leading to the revolution. First, mercantilism where the colonies were seen as important sources of raw materials to Britain led to discontentment hence rebellion.Legislations such as the navigation act of 1651 and the molasses act of 1773 which banned imports and exports from foreign countries and forced colonists to purchase expensive products from the British caused uneasiness among the American colonists.
Coercive Acts such as the Quartering act that required towns to cater for the needs of the British troops with their money made the colonists feel the economic pinch. In addition, the British troops took odd jobs after work hours competing with unemployed colonists for jobs. Legislations such as the Tea crisis act that imposed huge taxes on the colonists goods while allowing the British preferred goods tax free made it hard for the colonists trader's goods to compete with the cheap tax free goods from the British hence frustrations.
C.
· Question 34 out of 6 pointsAnswer the following questi.docxodiliagilby
· Question 3
4 out of 6 points
Answer the following question in argumentative essay format:
One thread running through our conversations during the first half of this course is development of American political thought. This has been specifically relevant with the coming of the American Revolution. How and why did colonial Americans feel they were justified in rebelling against Great Britain?
Selected Answer:
In general, the colonial looked for the independence and the rights form the Britain government. There are many reasons to make the colonial ready for fighting such as, they required the taxes highly and unreasonable, the right to assemble also were taken by British, they added more illogical laws to control as well as intimidate them. With these reasons, it can tells that they have a hard time to live under control of Britain government, and decided to separate their lives out of England.
The colonial Americans feel they were justified in rebelling against Great Britain because Great Britain had established some of colonies in North America, and American will belong the citizens of Great Britain. However, the government of this country try to tied Americans by trade. In addition, everything about trade Americans have to depend on Britain such as imported goods and supplied.
After the French and Indian War, Britain wanted to control into the western territories, and the people used to live here have to turn back to east of the mountains. When the war is over, and Britain needed a lot of money to pay for the war debt, so they said that they had the right to required some of taxes from the colonies to help the government to pay the debt. Everything did not stay on that, they tried to push the colonial pay more and more, and did not make sense to the colonial such as they had to pay for the imported goods. They protested, they believed that they broke the right as the Britain citizens. That is the reason the colonial started to against and ostracized with Britain goods, and they were ready to fight to take their right backs.
Correct Answer:
Well-thought out responses will note that American political thought emerged on the North American continent much earlier than the Revolutionary period.
From the earliest contact period, English colonists noted the democratic forms of government practiced by Native Americans. They were also governed loosely by the English government. They were used to trading with whomever they pleased, they appointed their own political representatives who passed laws/policies independent of the English government, and they began to separate themselves culturally as time passed (certainly the case with respect to religiosity).
By the time of the Revolutionary period, American colonists had a firm understanding of themselves politically and resented the interference in American life by the King and Parliament. In essence, the enforcement of British law in the 1760s prompted a violent response from ...
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
1. APUSH REVIEW: KEY TERMS,
PEOPLE, AND EVENTS
SPECIFICALLY MENTIONED IN THE
NEW CURRICULUM!
PART 1: 1491 - 1877
PERIODS 1 - 5 (50% OF THE NEW CURRICULUM)
If it’s BOLD, KNOW it!
2. Period 1 Overview (1491 -
1607)
Test structure:
Period 1 is roughly 5% of the exam:
You will NOT see an essay exclusively on this period
You could see a topic that incorporates this period as part of a
broader idea
For example - Experiences of European countries in America
Why was 1491 - 1607 chosen for the dates?
1491 = 1 year prior to European contact
1607 = first permanent English settlement - Jamestown
Much of the focus of this period is on Native life PRIOR to contact, and
interactions between Natives, Africans, and Europeans (Columbian
Exchange)
3. Period 1: 1491 - 1607
Maize - corn, grown by Natives in the SW US and Mexico
Great Plains and Great Basin - lack of resources, led to nomadic
lifestyles
Columbian Exchange - exchange of goods, ideas, diseases, and
people between Europe, Africa, and the Americas
Impact on Americas - diseases impacted Natives, guns and horses
transformed Native life, racially mixed populations (Mestizos)
Impact on Europe - potatoes and maize led to large population
growth, increase in capitalism
Impact on Africa - Slave trade - Middle Passage (Spanish and
Portuguese in West Africa)
4. Period 1: 1491 - 1607
Encomienda System - royal grants of land by the
Spanish Crown to settlers
Settlers promised to Christianize Natives
Eventually was replaced with African slave labor
Autonomy - independence, self-rule
Africans and Natives sought to preserve their
autonomy after contact with Europeans
5. Period 2 Overview (1607 -
1754)
Test structure:
Period 2 is roughly 10% of the exam:
Essay topics could include:
Comparing and Contrasting European powers
Characteristics of British colonies
Why was 1607 - 1754 chosen for the dates?
1607 = first permanent English settlement - Jamestown
1754 = Beginning of the Seven Years War
This time period continues to focus on European colonization,
with England representing a significant amount of focus
6. Period 2: 1607 - 1754
New England Colonies:
Established by Puritans - like-minded community, mix of agriculture and
commerce
Middle Colonies:
Cereal crops - religiously, demographically, and ethnically diverse
Chesapeake Colonies: (Maryland and Virginia)
Grew tobacco
Relied on indentured servants, and later African slaves
Southern Colonies and West Indies:
Grew staple crops (sugar), heavy use of slave labor
Africans made up a majority of the population in some areas
7. Period 2: 1607 - 1754
Pueblo Revolt:
Native American rebellion in SW portion of US
Spanish sought to end Native practices that were inconsistent with
Christianity
The Pueblos rebelled, expelled Spanish for over 10 years
Eventually, the Spanish regained control, began to advocate the
religious assimilation of Natives
Anglicization of the British Colonies:
Process of colonies “becoming” or taking on British characteristics
Seen through: trans-Atlantic print culture, commercial ties, etc.
8. Period 2: 1607 - 1754
Enlightenment:
Focus on reason and intelligence
Individuals began to question forms of government
Montesquieu - Separation or Powers, Locke - Consent
of the Governed
Mercantilism:
Goal is to make $ for the mother country
Positive balance of trade that favors the mother country
9. Period 3 Overview (1754 -
1800)
Test structure:
Period 3 is roughly 12% of the exam:
Essays could be on The 7 Years War as a turning point, the American
Revolution, Comparing and Contrasting the Articles and Constitution
Why was 1754 - 1800 chosen for the dates?
1754 = Beginning of the Seven Years War
1800 = Jefferson’s election
This time period focuses on the shift in the relationship between the
British and the Colonists, which culminates in the American Revolution
Additionally, the structure of American government is a focus with the
Articles of Confederation and Constitution
10. Period 3: 1754 - 1800
Seven Years’ War:
Fought between the British/colonists and the French/Natives
Britain won, France is removed from North America
WATERSHED event - Britain ends salutary neglect, begins to tax colonies -
> colonial resistance
Be able to identify/explain two new taxes, and the colonists’ response
Stamp Act -> Stamp Act Congress -> Repeal of Stamp Act ->
Declaratory Act
T-Paine’s Common Sense:
Enlightenment thinker, urged the colonists to break away from Great
Britain
11. Period 3: 1754 - 1800
Declaration of Independence:
Written by Jefferson, Adams, and Franklin, inspired by
Common Sense and Enlightenment thinkers (Locke)
List of grievances against KG3
Colonial War for Independence:
US won in spite of: loyalist opposition, military and
financial advantages by Great Britain; because of -
support from Europe (France), ideological
commitment
12. Period 3: 1754 - 1800
Articles of Confederation:
Created a very weak central government:
Could not tax, no national military, 9 out of 13 states to
pass laws, all 13 required to amend Articles
Northwest Land Ordinance:
Process for admitting states into the Union (60,000
inhabitants)
Outlawed slavery in the Northwest Territory
Established public education
13. Period 3: 1754 - 1800
Constitution:
Based on Federalism and Separation of Powers
Prevents one branch/ level of government from abusing its power
Series of Compromises with limits on national powers
Great Compromise - established a bicameral legislature, one house based on population,
one had equal representation per state (Senate)
3/5 Compromise - 60% of slaves would count as population towards representation
Slave Trade Compromise - outlawed the international slave trade after 1808
The Constitution did not deal with slavery - postponed a solution to the problems of
slavery
Bill of Rights:
Added AFTER the Constitutional Convention
Guarantees rights - satisfied the Anti-federalists to ratify the Constitution
14. Period 3: 1754 - 1800
Impact of the ideals of the Declaration of
Independence and American Revolution?
French Revolution:
Inspired by Enlightenment ideas as well
Helped lead to divisions between Jefferson and
Hamilton
Haiti and Latin America experienced rebellions as
well
15. Period 3: 1754 - 1800
George Washington’s Farewell Address warned
against:
Foreign Alliances
Political Parties
Tensions with Britain and France helped lead to
political parties
After WWII (Period 8), the US entered into peace time
alliances
16. Period 3: 1754 - 1800
“Republican Motherhood”
Encouraged women to raise children and instill
republican values in their families
Women gained more access to education
17. Period 4 Overview (1800 -
1848)
Test structure:
Period 4 is roughly 10% of the exam:
Essay topics could include:
Reform movements inspired by the 2nd Great Awakening
Westward Expansion and impact on slavery
Impact of Market Revolution on regions of the US
Why was 1800 - 1848 chosen for the dates?
1800 = Jefferson’s election
1848 = Seneca Falls Convention - Women’s Rights Convention
This time period focuses on the Market Revolution, the increase in
democracy, and several reforms inspired by the Second Great Awakening
18. Period 4: 1800 - 1848
Federalists and Democratic-Republicans:
First political parties, formed in response to Hamilton’s Financial Plan, French
Revolution
Federalists tended to be upper-class, advocate a loose interpretation of the
Constitution, were pro-British (trade), favored merchants, and liked the BUS
Democratic-Republicans tended to be commoners - middle-class, advocate a strict
interpretation (pre LA Purchase), were pro-French (Rev. War), favored farmers, and
disliked the BUS
Democrats and Whigs:
2nd Party System - Whigs were formed in response to “King Andrew I”
Democrats tended to be the party of the “Common Man”, favored universal, white
male suffrage, Spoils System, wanted to lower tariffs
Whigs tended to favor tariffs, a strong Congress, BUS, and internal improvements
19. Period 4: 1800 - 1848
Louisiana Purchase: Beginning of Manifest Destiny
Doubled the size of the US
Jefferson switched from strict to loose interpretation
The Supreme Court in the early 19th Century:
Helped assert federal power over state laws and determined the meaning of the
Constitution
Gibbons v. Ogden - Supreme Court ruled that the federal government, NOT states controlled
interstate trade
Slavery:
Defended in the South, seen as a “positive good”
Second Great Awakening
Inspired many to achieve perfection
Focused on secular reforms, especially abolitionism and women’s rights - Seneca Falls
Xenophobia - fear of foreigners (similar to nativism)
20. Period 4: 1800 - 1848
Textile Machinery - spinning Jenny
Steam engines - allowed boats to go AGAINST the current
Interchangeable Parts - Eli Whitney - increased production
of goods
Canals - Erie, increase in shipping
Railroads - especially in the 1840s, faster shipment of
goods and people
Telegraph - spread of information more quickly
Agricultural Inventions - steel plow, McCormick reaper
21. Period 4: 1800 - 1848
American System:
Henry Clay!’s system, sought to unify the national economy
3 parts: Bank of US, Tariffs which would fund, internal improvements
Connected the North and Midwest more than the South
Migrants from Europe:
Irish settled in cities, Germans on the frontier as farmers
Settled in the East and Midwest
Led to interdependence between the Northeast and Old Northwest
Market Revolution:
Transformation in how goods were produced - more outside the home; an
increase in technology and transportation as well
22. Period 4: 1800 - 1848
National Bank, Tariffs, and Internal Improvements
Major political issues, regional interests trumped national concerns
Federal government attempts to assert authority over states brought resistance
Hartford Convention, Nullification Crisis
Missouri Compromise (Compromise of 1820)
Tallmadge Amendment - Never passed; proposed the gradual emancipation of
slaves in MO
3 parts: MO added as a slave state, ME added as a free state, 36°30’ - above free,
below slave
# of free and slave states were equal at 12
Short-term solution, eventually, the Compromise broke down (Kansas-Nebraska
Act, Dred Scott)
23. Period 5 Overview (1844 -
1877)
Test structure:
Period 5 is roughly 13% of the exam
Essay topics could include:
Change and Continuity for African Americans
The Civil War and Reconstruction as turning points
Why was 1844 - 1877 chosen for the dates?
1844 = Election of James K. Polk
1877 = End of Reconstruction
This time period analyzes the causes for, and impacts of Manifest
Destiny including tensions, the Civil War, and ultimately, the end of
Reconstruction in 1877
24. Period 5: 1844 - 1877
Manifest Destiny:
Belief that it was the US’ God-given right to expand
Built on a belief in white racial superiority and American cultural
superiority
Many political debates were focused on this issue:
1844 election - Clay v. Polk
Mexican-American War:
US won, gained the Mexican Cession -> led to controversy over
slavery in the territories
Wilmot Proviso - proposed that slavery would be banned in al land
gained from Mexican Cession
25. Period 5: 1844 - 1877
Asia:
US sought to expand trade to other areas
Matthew Perry in Japan
Influx of “Old immigrants” - prior to the Civil War, led to:
A nativist movement
Anti-Catholic
Hoped to limit the power of the immigrants
Know-Nothing Party
26. Period 5: 1844 - 1877
New legislation promoting national development
During and after the Civil War
Homestead Act - 160 acres of land - encouraged westward settlement
Morill Land Grant - sold land and provided $ for colleges
Abolitionists:
Small portion of the North, although were highly visible
Used many methods against slavery, including:
Fierce arguments - William Lloyd Garrison - The Liberator
Helping slaves runaway - Underground RR
Violence - John Brown
How was slavery defended in the South?
As a “Positive Good” - John C. Calhoun
Racist Stereotyping - “Jim Crow” Minstrel Shows
27. Period 5: 1844 - 1877
Proposals to resolve the issue of slavery:
Compromise of 1850:
Created to address the land from the Mexican Cession
The country was on the brink of war
5 parts:
Popular Sovereignty in Mexican Cession; a new, more strict Fugitive Slave
Law; Slave trade in D.C. was abolished; California was admitted to the
Union as a free state - tipped the balance in favor of free states; Texas was
paid $ to give up claims to bordering states
Impacts of Compromise?
North detested the Fugitive Slave Law - helped increase the abolitionist
movement and non-enforcement of the law (essentially nullification)
28. Period 5: 1844 - 1877
Proposals to resolve the issue of slavery:
Kansas-Nebraska Act
Steven Douglas (D-IL) sought to build a RR through the
Nebraska territory
He proposed this act, which would allow for popular
sovereignty in Kansas and Nebraska
The expectation was that Kansas would be slave, Nebraska
would be free
Overturned the Missouri Compromise of 1820
Voters turn out in full force in Kansas -> “Bleeding Kansas”
29. Period 5: 1844 - 1877
Proposals to resolve the issue of slavery:
Dred Scott
1857 Supreme Court Case that sought to settle the slavery question
in territories
The court ruled that:
African Americans were not citizens and could not sue in court
Slaves were property, could not be taken without “due process”
The Missouri Compromise was unconstitutional and that Congress
could not regulate slavery in the territories
The North was furious, increased tensions between North and South
30. Period 5: 1844 - 1877
The Republican Party:
Started as a sectional party in the North and Midwest
Made up of many former Whigs
The Election of 1860:
Lincoln ran on a free-soil platform
This did not mean slavery would end, rather he opposed the
extension of slavery
Impact of this election?
Immediate cause of Southern Secession, and ultimately the
Civil War
31. Period 5: 1844 - 1877
The Civil War:
Emancipation Proclamation - freed slaves in areas of rebellion
Impacts?
Changed the purpose of the war
Increase in black soldiers joining the military
Helped keep Europe from aiding the South
Could be compared with the Gettysburg Address, or the 13th Amendment
Why did the North win?
Military Leadership (Grant and Sherman), Effective Strategies (Anaconda
Plan, March to the Sea), Key Victories (Antietam), More resources and people
32. Period 5: 1844 - 1877
13th Amendment:
1865, abolished slavery
South tried to get around it with sharecropping:
Freedmen worked on farms and exchanged labor for using land and housing
Half of their crops were typically given to the land owner
Sharecroppers had to borrow $ to get started
Local stores gave loans at high rates (crop lien system)
Radical Republicans - Thaddeus Stevens, Charles Sumner
Sought to increase power in the South and increase rights for African Americans
They were not successful because:
Reconstruction ended in the Compromise of 1877
The North’s waning resolve to assist African Americans
33. Period 5: 1844 - 1877
14th Amendment:
Granted citizenship to African Americans and those born in the US
Provided equal protection of the laws
15th Amendment:
Provided suffrage for ALL adult males
Impact of these amendments on Women’s Rights Groups?
They were split
Some favored providing suffrage for blacks PRIOR to suffrage for
women
Others, did not support it unless women were granted suffrage as well
34. Period 5: 1844 - 1877
Other impacts of the amendments?
Rights were stripped away from African Americans over time
through:
Segregation - Jim Crow (upheld by Supreme Court cases
such as Plessy v. Ferguson’s “separate but equal”)
Violence - KKK and the White League, lynching
Local political tactics - poll taxes, literacy tests,
grandfather clauses
In the future (Period 8), these amendments will be used to
uphold civil rights