Ch 20 Matching Cause and Effect - St. Francis Preparatory ...



Ch 20 Matching Cause and EffectCauseEffect SEQ NL_a \r 0 \h 1. SEQ NL_a \r 0 \h ___South Carolina’s assault on Fort Sumter SEQ NL_a \r 0 \h 2.___Lincoln’s first call for troops to suppress the rebellion SEQ NL_a \r 0 \h 3.___Lincoln’s careful use of moral suasion, politics, seq NL_a \r 0 \h and military force SEQ NL_a \r 0 \h 4.___The large Northern advantage in human resources SEQ NL_a \r 0 \h 5.___The North’s naval blockade and industrial superiority SEQ NL_a \r 0 \h 6.___The British aristocracy’s sympathy with the South SEQ NL_a \r 0 \h 7.___American minister C. F. Adams’s diplomacy SEQ NL_a \r 0 \h 8.___British expansion of cotton growing in colonial Egypt and India SEQ NL_a \r 0 \h 9.___The class-biased unfairness of the Civil War draft SEQ NL_a \r 0 \h 10.___Lincoln’s belief that the Civil War emergency required drastic actiona seq NL_1_ \r 0 \h .Enabled textile mills to keep functioning despite the Civil War and expanded Britain’s share of global marketsb seq NL_1_ \r 0 \h .Enabled Northern generals to wear down Southern armies, even at the cost of many livesc seq NL_1_ \r 0 \h .Unified the North and made it deter seq NL_1_ \r 0 \h mined to preserve the Union by military forced seq NL_1_ \r 0 \h .Eventually gave the Union a crucial economic advantage over the mostly agricultural Southe seq NL_1_ \r 0 \h .Deterred the British from recognizing and aiding the Confederacyf seq NL_1_ \r 0 \h .Caused four more Upper South states to secede and join the Confederacyg seq NL_1_ \r 0 \h .Kept the Border States in the Unionh seq NL_1_ \r 0 \h .Led the British government toward actions that aided the Confederacy and angered the Unioni seq NL_1_ \r 0 \h .Led to riots by underprivileged Northern whites, especially Irish Americansj seq NL_1_ \r 0 \h .Led to temporary infringements on civil liberties and Congress’s constitutional powersCh 20 Developing Historical Skills seq NL1 \r 0 \h seq NL_EVEN \r 0 \h seq NL_ODD \r 0 \h seq NL_Eqn \r 0 \h seq NL_Sec \r 1 \h Interpreting Tables.1 seq NL_a \r 0 \h .Manufacturing by Sections, 1860 SEQ NL_a \r 0 \h a seq NL_1_ \r 0 \h .Compare the number of manufacturing establishments in the South and New England. Now compare the amount of invested capital, the number of laborers, and the product value of these same two sections. What do you conclude about the character of the manufacturing establishments in the South and New England?b seq NL_1_ \r 0 \h .Approximately how many laborers were employed in the average Southern manufacturing establishment? About how many in the average New England establishment? How many in the average establishment in the middle states?2 seq NL_a \r 0 \h .Immigration to United States, 1860–1866 SEQ NL_a \r 0 \h a seq NL_1_ \r 0 \h .From which country did immigration decline rather sharply at the end as well as at the beginning of the Civil War?b seq NL_1_ \r 0 \h .From which country did immigration rise most sharply after the end of the Civil War?c seq NL_1_ \r 0 \h .From which country did the coming of the Civil War evidently cause the sharpest decline in immigration?d seq NL_1_ \r 0 \h .How was immigration affected by the first year of the Civil War? How was it affected by the second year of war? By the third? How long did it take for immigration from each country to return to its prewar level?3 seq NL_a \r 0 \h .Number of Men in Uniform at Date Givena seq NL_1_ \r 0 \h .In what period did the absolute difference in military manpower between the two sides increase most dramatically?b seq NL_1_ \r 0 \h .What was the approximate manpower ratio of Union to Confederate forces on each of the following dates: July 1861, March 1862, January 1863, and January 1865?c seq NL_1_ \r 0 \h .What happened to the military manpower ratio in the last two years of the war?Ch 21Matching Cause and EffectCauseEffect SEQ NL_a \r 0 \h 1. SEQ NL_a \r 0 \h ___Political dissent by Copperheads and jealous Republicans SEQ NL_a \r 0 \h 2.___A series of Union military victories in late 1864 SEQ NL_a \r 0 \h 3.___The assassination of Lincoln SEQ NL_a \r 0 \h 4.___Grant’s Tennessee and Mississippi River campaigns SEQ NL_a \r 0 \h 5.___The Battle of Bull Run SEQ NL_a \r 0 \h 6.___The Battle of Antietam SEQ NL_a \r 0 \h 7.___The Battle of Gettysburg SEQ NL_a \r 0 \h 8.___Grant’s final brutal campaign in Virginia SEQ NL_a \r 0 \h 9.___The Emancipation Proclamation SEQ NL_a \r 0 \h 10.___The growing Union manpower shortage in 1863a seq NL_1_ \r 0 \h .Enabled Lincoln to issue the Emancipation Proclamation and blocked British and French interventionb seq NL_1_ \r 0 \h .Split the South in two and opened the way for Sherman’s invasion of Georgiac seq NL_1_ \r 0 \h .Deprived the nation of experienced leadership during Reconstructiond seq NL_1_ \r 0 \h .Made it difficult for Lincoln to prosecute the war effectivelye seq NL_1_ \r 0 \h .Helped lead to the enlistment of black fighting men in the Union Armyf seq NL_1_ \r 0 \h .Ended the South’s effort to win the war by aggressive invasiong seq NL_1_ \r 0 \h .Guaranteed that the South would fight to the end to try to save slaveryh seq NL_1_ \r 0 \h .Forced Lee to surrender at Appomattoxi seq NL_1_ \r 0 \h .Led some southerners to believe they would win an easy victoryj seq NL_1_ \r 0 \h .Ensured Lincoln’s reelection and ended the South’s last hope of achieving independence by political means seq NL1 \r 0 \h seq NL_EVEN \r 0 \h seq NL_ODD \r 0 \h seq NL_Eqn \r 0 \h seq NL_Sec \r 1 \h G. seq NL1 \r 0 \h Developing Historical Skills seq NL1 \r 0 \h seq NL_EVEN \r 0 \h seq NL_ODD \r 0 \h seq NL_Eqn \r 0 \h seq NL_Sec \r 1 \h Interpreting PaintingPaintings may depict historical subjects and, in the process, convey information about an artist’s interpretation of an event, a problem, or a whole society. Answer these questions about the Winslow Homer painting Prisoners from the Front. (p. 508)1 seq NL_a \r 0 \h .Study the clothing carefully. Who is in what kind of uniform, and who is not? What is the artist suggesting about the economic and military condition of the two sides? What is suggested about the condition of civilians in the two sections?2 seq NL_a \r 0 \h .Describe the posture and facial expressions of the five main figures. What kind of attitude does each suggest?3 seq NL_a \r 0 \h .Look at the weapons in the painting and at the distance between the Northern officer and the Confederates. What does Homer seem to be suggesting about the relations between the sections after the war?Ch 22Matching Cause and EffectCauseEffect SEQ NL_a \r 0 \h 1. SEQ NL_a \r 0 \h ___The South’s military defeat in the Civil War SEQ NL_a \r 0 \h 2.___The Freedmen’s Bureau SEQ NL_a \r 0 \h 3.___The Black Codes of 1865 SEQ NL_a \r 0 \h 4.___The election of ex-Confederates to Congress in 1865 SEQ NL_a \r 0 \h 5.___Johnson’s “swing around the circle” in the election of 1866 SEQ NL_a \r 0 \h 6.___Military Reconstruction and the Fourteenth and Fifteenth Amendments SEQ NL_a \r 0 \h 7.___The radical Southern state Reconstruction governments SEQ NL_a \r 0 \h 8.___The Ku Klux Klan SEQ NL_a \r 0 \h 9.___The radical Republicans’ hatred of Johnson SEQ NL_a \r 0 \h 10.___The whole Reconstruction era SEQ NL_a \r 0 \h a seq NL_1_ \r 0 \h .Provoked a politically motivated trial to remove the president from officeb seq NL_1_ \r 0 \h .Intimidated black voters and tried to keep blacks “in their place”c seq NL_1_ \r 0 \h .Prompted Republicans to refuse to seat Southern delegations in Congressd seq NL_1_ \r 0 \h .Destroyed the Southern economy but strengthened Southern hatred of yankeese seq NL_1_ \r 0 \h .Successfully educated former slaves but failed to provide much other assistance to themf seq NL_1_ \r 0 \h .Forced all the Southern states to establish governments that upheld black voting and other civil rightsg seq NL_1_ \r 0 \h .Embittered white Southerners while doing little to really help blacksh seq NL_1_ \r 0 \h .Engaged in some corruption but also enacted many valuable social reformsi seq NL_1_ \r 0 \h .Weakened support for mild Reconstruction policies and helped elect overwhelming Republican majorities to Congressj seq NL_1_ \r 0 \h .Imposed slavery-like restrictions on blacks and angered the North seq NL1 \r 0 \h seq NL_EVEN \r 0 \h seq NL_ODD \r 0 \h seq NL_Eqn \r 0 \h seq NL_Sec \r 1 \h seq NL1 \r 0 \h Developing Historical Skills: seq NL1 \r 0 \h seq NL_EVEN \r 0 \h seq NL_ODD \r 0 \h seq NL_Eqn \r 0 \h seq NL_Sec \r 1 \h Interpreting Photographs and DrawingsAnswer the following questions about the photographs and drawings in this chapter. SEQ NL_a \r 0 \h 1.Educating Young Freedmen and Women, 1870sWhat appears to be the average age of the students in the photograph? What does the dress of the students suggest about the freedmen’s attitudes toward education? From their positioning in the photograph, how might you describe the teachers’ relationships with the children? SEQ NL_a \r 0 \h 2.Sharecroppers Picking CottonWhat tasks are the sharecroppers engaged in? Is there possibly a gender division of labor among the field workers? How does the white man in the background—likely the landowner—display his social and economic superiority to the black sharecroppers?3 seq NL_a \r 0 \h .Freedmen Voting, Richmond, Virginia, 1871What appears to be the economic status of the new black voters portrayed here? How does their condition differ from that of the voting officials, black and white? What does the drawing suggest about the power of the newly enfranchised freedmen? ................
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