7th Grade Social Studies Final Review Guide Grade... · 7th Grade Final Review: French and Indian War/ Causes of the American Revolution Directions: Use the word bank below to fill

7th Grade Social Studies Final Review Guide

American History: First Americans – The Civil War

Student’s Name _______________________________________________________

Teacher’s Name _______________________________________________________

Parent Name/Signature__________________________________________________

Copies of this packet are also available on your teacher’s eBoard.

Your Final Exam is scheduled for Monday, June 17th.

Your teacher will tell you which room to go to for your test.

Commack Middle School 2019

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7th Grade Final Exam Review

Studying the lives of people in different times and places is the work of the historian.

The most basic tool for this work is historical evidence. Historians collect the

evidence, then use it to interpret events. Historians look first for primary sources.

A primary source is first-hand information about people or events.

Examples of primary sources include: historical documents, ______________________,

_______________________________, and ______________________________.

Some examples of primary sources we have studied this year are shown below:

Primary Source

Type

Time period?


3

7th Grade Final Review: Early Native American Culture

Native American Cultures of North America

Southwest

Plains

Eastern Woodland

How did their

environment

affect the

shelter they

built?

How did their

environment

affect the foods

they ate?

How did their

environment

affect the kind

of culture they

developed?


4

The Iroquois (part of the Eastern Woodland region)

- Lived in longhouses

- Included the five nations located in present day New York State

(Seneca, Cayuga, Oneida, Onondaga, Mohawk)

- The five nations formed an alliance called the League of the Iroquois. This is an example of

representative government.

- The government was a council of chosen tribal leaders called sachems (chosen by women)


5

7th Grade Final Review: Exploration of the Americas

Columbus’ Voyage

Directions: Put the events in the box below in the correct order by numbering them from 1-4, beginning with the earliest event.

The Columbian Exchange

Directions: Using the Columbian Exchange chart, list some of the positive effects of the

Columbian Exchange for BOTH Europeans and Native Americans. Then, list some of the

negative effects of the Columbian Exchange on Native Americans ONLY. One of the negative

effects has already been completed for you. Be specific!

POSITIVE EFFECTS

For Native Americans:

_________________________________________

_________________________________________

_________________________________________

For Europeans: ______________________________

______________________________________________

______________________________________________

______ After the Crusades end, Europeans began trading with Asia.

______ This event becomes a turning point in history as Europeans began to settle, trade, search for gold, and spread Christianity in the Americas.

______ Columbus encountered the Americas in October 1492, thinking he had arrived in Asia.

______ Columbus believed it was possible to circumnavigate the globe, so he asked King Ferdinand and Queen Isabella of Spain to fund a trip west to get to Asia.


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NEGATIVE EFFECTS

For Native Americans: Civilizations destroyed by Europeans.

For Native Americans:

_______________________________________________________________________________________

European Control of the Americas

Directions: Fill in the blanks using the words in the last column of the table.

SPANISH

- Spanish ________________________ like

Pizarro and Cortez destroy the

____________ and ____________

civilizations.

- Native Americans are killed in wars,

die from disease, and are

______________.

- The Spanish set up ________________

stretching from South America to

present-day California. The

_________________________ divide Spanish

colonists into

___________________________.

Words to Use In This Section:

Inca

colonies

enslaved

conquistador

Laws of the Indies

Aztec

social classes

DUTCH

-Peter Minuit purchased the island of

______________ from Native Americans.

The Dutch called their settlement

_________________.

-Peter ______________ became governor

and eventually lost control of New

Amsterdam and the colony of New

Netherland to the _____________.

-The English renamed the colony

______________.


English

Manhattan

Stuyvesant

New Amsterdam

New York


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FRENCH

- Formed a military and economic

______________ with the Native

Americans.

- The French established many

____________ posts along the St.

Lawrence ________ and Ohio River

Valley.


River

trading

alliance

ENGLISH

- - Established the first permanent

colony in North America:

________________________

- - Established the first

_____________________ government in

Jamestown. This was called the House

of _________________

- Many English (Puritans) travel to

America to gain _______________

freedom. _______________ sail on the

Mayflower and establish the colony of

_______________.

England establishes 13 _____________

along the _______________ Coast and

uses the colonies to gain raw

_________________ to profit England.

This was known as __________________.


Religious

Burgesses

mercantilism

Pilgrims

Atlantic

materials

Jamestown

representative

Plymouth

colonies


8

Geography and Economy of the 13 Colonies

Directions: Fill in the chart using the word box below.

Region Geography Economy

New England Colonies

Middle Colonies

Southern Colonies

Rocky soil (poor farmland) and long winters (short growing season)

Lumber, fishing, trading, whaling, shipbuilding.

Good soil, mild climate. Longer growing season

Very warm climate and long growing season.

“Breadbasket colonies”- wheat was the main cash crop

Plantations produced cash crops such as rice, tobacco, and indigo. Cotton becomes important in 1800s. Economy relied on labor from indentured servants and African slaves.


9

7th Grade Final Review: French and Indian War/ Causes of the American

Revolution

Directions: Use the word bank below to fill in the blanks within each of the following bullets. Each word

is only used ONCE!

The ________________ was designed in order to inspire the

colonies to unite against the threat of French and Indian

troops in America.

This proposal passed by ________________ was

rejected by the colonies because the some of

the individual colonies were unwilling to

combine profits, politics and religions.

The conflict between the English, French and

various Northeastern Native American

Indians was known as the

________________________________.

After the English won the war they now

controlled the _______________ and Canada.

They wanted to control these two areas because they needed to control the _______________.

In order to reacquire all of the money that the British spent defending America, they would

pass a series of __________ in all of the colonies

The ____________ objected to these taxes because they were passed without their say.

(Remember each colony had their own form of government which involved the say of the people)

Colonists French & Indian War Ben Franklin Ohio River Valley

Albany Plan of Union Taxes Mississippi River


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“NO TAXATION WITHOUT REPRESENTATION”

Directions: using the statements below the chart, place each statement in the correct side that supports to

view points of either a Loyalist or a Patriot. The Patriots would agree with the statement, “No

taxation without representation.” The Loyalists wanted to remain under British control.

LOYALISTS PATRIOTS

Sided with the King Joined militias and use guerrilla tactics

Supported British and Hessian Troops Tarred and feathered custom officials

many lost their homes during the war Associated with British culture

Protested taxation without representation Fought for Independence

How did colonists like the Sons of Liberty protest taxes placed on them by the British

government? Provide specific examples.

Describe the Boston Massacre-

Describe the Boston Tea Party-


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7th Grade Final Review: American Revolution

DDEECCLLAARRAATTIIOONN OOFF IINNDDEEPPEENNDDEENNCCEE ((JJUULLYY 44,, 11777766))

Thomas Jefferson

States that the American colonies are no longer part of Britain and explains why…

All men are born with basic rights, which are __________, _________, and the pursuit of ______________.

What is the purpose of government?

What right do people have if the government becomes tyrannical?

AAMMEERRIICCAANN AANNDD BBRRIITTIISSHH AADDVVAANNTTAAGGEESS IINN WWAARR

American Advantages

British Advantages

1. 2. 3.

1. 2. 3.

IIMMPPOORRTTAANNTT BBAATTTTLLEESS OOFF AAMMEERRIICCAANN RREEVVOOLLUUTTIIOONN

1775 – __________________ (MA) – First shots of Revolution (“Shot Heard ‘Round the World” fired at Lexington). Historians still unsure which side fired first.

1777 – __________ (NY) – British plan to control Hudson River by attacking Albany from three directions. Northern attack stopped at Battle of Saratoga; Americans win. This convinces French to help Americans in war.

1781 – __________ (VA) – Washington’s army and French navy trap Cornwallis at Yorktown,

forcing him to surrender. Americans win war.


12

TTRREEAATTYY OOFF PPAARRIISS –– 11778833

The Treaty of Paris in 1783 officially ended the ____________________________________________________.

What did Great Britain recognize as a result of the treaty?

Where did the United States territory end in the West?

Which countries claimed Canada, Florida and land west of the Mississippi river?


13

7th Grade Final Review: Constitution

AARRTTIICCLLEESS OOFF CCOONNFFEEDDEERRAATTIIOONN,, SSHHAAYY’’SS RREEBBEELLLLIIOONN,, && CCOONNSSTTIITTUUTTIIOONNAALL CCOONNVVEENNTTIIOONN

Shay’s Rebellion Constitution

Articles of Confederation Constitutional Convention

After the American Revolution ended in 1783, the thirteen states saw themselves more as independent countries than they did as part of a single nation. Many Americans feared having a strong central government like that of Great Britain. This is why the first government of the United States, the ____________________________, left most of the power for the states. This new national government had many weaknesses…

• No power to tax citizens directly. • No president to enforce laws.

• Each state had its own currency. • Couldn’t settle conflicts between states.

• Couldn’t regulate trade. • No national court system.

In 1786, poor farmers in Massachusetts staged an uprising against the state government. This was known as __________________________. Because the national government was so weak, it could not stop the rebellion. This event showed that the national government was too weak and needed to be changed. In 1787, the ____________________________ was held in Philadelphia to create a new, stronger government for the nation – the __________________________.


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CCOONNSSTTIITTUUTTIIOONNAALL CCOOMMPPRROOMMIISSEESS The delegates at the convention disagreed on many issues and had to come to a number of compromises. Directions: Use the word bank to complete the statements below.

Great Compromise creates two houses of Congress…

_____________________states and _________________states disagreed over representation in Congress.

Large states wanted representation based on _____________________ (proportional) this was called the Virginia plan.

Small states wanted an ________________number of representatives from each state this was called the New Jersey plan.

Compromise: There will be _______ houses of Congress. One will be _______________________________________(based on population). The other will be the ________________________________ (two members for every state).

Three-Fifths Compromise decides how slaves will be counted…

___________________________ and ________________________ states disagreed over whether slaves should be counted as part of a state’s population. The higher a state’s population, the more votes it gets in the House of Representatives.

________________________states had many slaves and wanted them to count.

________________________ states had very few slaves and did not want them to count.

Compromise: _______________ of all slaves will be counted as part of a state’s

populations.

Slave Trade Compromise decides that slave trade may be outlawed after 20 years…

Northern and Southern states disagreed over whether the slave trade should continue.

Southern states depended on slavery and wanted slave trade to be allowed forever. Northern states opposed slavery and wanted slave trade to end immediately. Compromise: Slave trade will continue for at least 20 years. After 20 years,

Congress may outlaw it.

small large Northern 2

Northern Southern Senate three-fifths

Equal House of Representatives Southern population


15

Executive Branch

(President)

Legislative Branch

(Congress)

Judicial

Branch

(Federal

Courts)

Checks

and

Balances

• Can override veto with 2/3 majority

• Can veto laws made by Congress

• Appoints justices (judges)

• Can declare Pres. action unconstitutional

• Can

dec

lare

law u

ncon

stitu

tiona

l• Can im

peach & remove president

• Mus

t app

rove

Pre

s. a

ppoi

ntm

ents

•Can propose laws• Can

impe

ach

& rem

ove

judg

es

SSEEPPAARRAATTIIOONN OOFF PPOOWWEERRSS

The framers of the Constitution did not want one person or group of people to have all of the power in government. For this reason, they set up a system called separation of powers, which divided the national government into three branches. This model of government was also used by various state governments, including New York. Directions: Name each branch that is being described below. (Legislative, Judicial & Executive)

The Constitution created three branches for the national government…

In the national government, this includes…

In the New York State government, this includes…

_____________________

Congress, including Senate and House of Representatives

New York State Congress, including State Senate and State Assembly

______________________

President, Vice President, and President’s cabinet.

Governor, Lieutenant Governor, and governor’s advisors

______________________

Federal Supreme Court and lower federal courts.

State Court of Appeals, State Supreme Court, and other state courts.

CCHHEECCKKSS AANNDD BBAALLAANNCCEESS

The framers of the Constitution wanted to make sure that one branch did not overpower the other two. For this reason, they set up a system of Checks and Balances. This system gives each branch ways of checking, or limiting, the power of the other two branches.

The diagram below shows some of the ways that each branch can check the powers of the other two branches.


16

FFEEDDEERRAALLIISSMM

Directions: Use the word bank to complete the Venn diagram below to show which powers are given to the national government, state governments, or both.

The delegates knew that the new national government needed to be stronger than the Articles of Confederation. However, they didn’t want to make it too strong and have a government like Britain. For this reason, they created a system known as Federalism – a balance of power between the national government and the state governments.

DELEGATED POWERS (Given only to national government)

RESERVED POWERS (Given only to state

governments)

Make education laws Tax citizens

Create a military Make driving laws

Conduct elections Enforce criminal justice

Coin (make) money Establish post offices

Borrow money Declare war

Regulate interstate trade Make marriage laws

CONCURRENT POWERS (Given to State AND Nat’l Gov’t)


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RRAATTIIFFIICCAATTIIOONN AANNDD TTHHEE BBIILLLL OOFF RRIIGGHHTTSS

• After the Constitution was completed in September 1787, it did not become our government until nine of the thirteen state governments ratified (approved) the document. Federalists in each state supported a strong central government and therefore pushed for ratification. Anti-federalists, however, opposed ratification because they felt it gave too much power to the national government and didn’t do enough to protect individual rights. Many Anti-federalists would only approve the Constitution if a Bill of Rights were added to protect peoples’ individual liberties. For this reason, the first ten amendments (Bill of Rights) were soon added to the Constitution.

Amendment # Rights Protected Amendment # Rights Protected

1

Right to freedom of speech, assembly, religion, press, and petition

6 Right to speedy trial by jury

2 Right to keep and bear arms (weapons)

7 Right to jury trial in civil cases

3

Right not to have soldiers in your home without your consent

8 Right not to have excessive bail or cruel and unusual punishment

4

Right not to have your property searched without probable cause and a warrant

9 Individual rights not stated in the Constitution

5

Right to due process of law if accused of a crime

10 All powers not given to the national government are reserved for the states

• With the Bill of Rights in place, all thirteen states ratified the Constitution. It became our new government in 1789.


18

7th Grade Final Review: Federalist Era

With the new Constitution in place, George Washington was ________________as our first President in 1789. An

________________ is a ceremony at which the President officially takes office.

WASHINGTON SETS THE EXAMPLE

As president, George Washington took many actions that would serve as precedents (examples) for future presidents to follow…

Appointed a ________________– a group of advisors (ex – Secretary of State, Secretary of Treasury, etc.)

Served only ___________ terms in office

In his ___________________, Washington warned Americans to avoid foreign conflicts

Washington reacted strongly to the ______________________– a farmers’ revolt in western

Pennsylvania against the whiskey tax. He led U.S. soldiers into Pennsylvania to crush the rebellion. This response showed that the new government was strong and able to handle rebellions (unlike the Articles of Confederation).

HAMILTON’S FINANCIAL PLAN: DURING WASHINGTON’S PRESIDENCY, THE NATION FACED

ENORMOUS DEBT FROM THE AMERICAN REVOLUTION. WASHINGTON ASKED ALEXANDER HAMILTON, HIS SECRETARY OF

TREASURY, TO COME UP WITH A FINANCIAL TO DEAL WITH THIS PROBLEM. HAMILTON HAD A NUMBER OF IDEAS…

>LIST EACH PART OF HAMILTON’S FINANCIAL PLAN BELOW:

Four Parts of Hamilton’s Financial Plan

1.

2.

3.

4.

Explain how Hamilton’s solution would help the country get out of debt.

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________

http://images.google.com/imgres?imgurl=http://www.bartleby.com/124/washington.gif&imgrefurl=http://www.bartleby.com/124/pres13.html&h=300&w=292&sz=84&tbnid=4wOPVbbz-3ki3M:&tbnh=111&tbnw=108&hl=en&start=25&prev=/images?q=george+washington&start=20&svnum=10&hl=en&lr=&sa=N

http://images.google.com/imgres?imgurl=http://www.bartleby.com/124/washington.gif&imgrefurl=http://www.bartleby.com/124/pres13.html&h=300&w=292&sz=84&tbnid=4wOPVbbz-3ki3M:&tbnh=111&tbnw=108&hl=en&start=25&prev=/images?q=george+washington&start=20&svnum=10&hl=en&lr=&sa=N


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Jefferson and Madison Disagree with Hamilton…

Washington D.C. Southerners Rich North James Madison and Thomas Jefferson opposed Hamilton’s financial plan. They believed the plan mainly benefited _________________________ and the __________________. They argued that it did little to help average farmers or _______________________________. They agreed to accept his plan, but only if Hamilton agreed to allow the U.S. capital to be moved to the South. ______________________________ was built as a result of this compromise.

THE RISE OF POLITICAL PARTIES

The disagreement over Hamilton’s financial plan led to the formation of the first two political parties…

USE THE VOCABULARY BELOW TO FILL IN THE T-CHART ILLUSTRATING THE

DIFFERENCES BETWEEN THE FIRST TWO POLITICAL PARTIES.

• Opposed national bank and tariff. • Favored strong federal government

• Led by A. Hamilton and J. Adams • Supported common farmers

• Pro-French • Supported wealthy & manufacturing • Favored strong state governments

• Supported national bank and tariff. • Pro-British

• Led by T. Jefferson and J. Madison

FEDERALISTS DEMOCRATIC-REPUBLICANS


20

WASHINGTON’S FOREIGN CHALLENGES

While Washington was in office, a revolution broke out in France. Soon, other nations of Europe, including Great Britain, went to war with France to try to prevent revolutionary ideas from spreading. Washington responded to these events in Europe by remaining neutral…

Remaining neutral was difficult for Washington, however. To hurt the French, Britain began attacking neutral American trading ships trading with France. Washington attempted to resolve this by sending John Jay to negotiate a treaty with Great Britain…

o Please match the vocabulary term below with the correct definition:

ADAMS TAKES OFFICE

In 1796, Washington did not run for a third term. In a close election with Thomas Jefferson, John Adams was elected as our second president.

When he took office in 1797, he soon faced a crisis with France.

Adams’ Foreign Policy Adams’ Domestic Policy

When Adams took office in 1797, he faced a crisis with France. The French were angry with Jay’s Treaty and began __________________________ that were trading with Great Britain. In order to avoid ____________, Adams sent American diplomats to negotiate with the French. The French Foreign Minister sent three agents known as __________________ and they demanded ________________ from the American diplomats in order to speak to the French Foreign Minister. Adams refused to give in to the French demand and temporarily resolved the crisis by ____________________ the strength of the navy and building stronger ships.

While in office, Adams passed the ________________________ which made immigrants wait longer to become citizens. This would make them wait longer to vote. The government was also allowed to expel any immigrant thought to be dangerous to the United States. Adams also passed the _____________________ which made it illegal for Americans to openly criticize the U.S. government. The Democratic-Republicans led by __________________ and __________________ felt these new laws were unconstitutional. They passed the _________________________________________ which claimed that a state could _____________, or cancel, a federal law to be unconstitutional. The Alien and Sedition Acts were eventually overturned, but it hurt Adams’ popularity which caused him to lose the Election of 1800 to Jefferson.

Vocabulary Definitions

___ Neutrality Proclamation ___ Farewell Address ___ Jay’s Treaty

A. Agreement between the U.S. and Britain in which the U.S. agreed to pay some old British debts while the British agreed to give up forts in the western U.S. The treaty said nothing, however, about the British seizing American ships. This angered the French, and they also began seizing American ships.

B. Washington warned Americans to avoid becoming involved in foreign conflicts.

C. Washington said that U.S. will not take sides in war between Britain and France.


21

7th Grade Final Review: Jefferson Era 1800-1808 Directions: Match the following vocabulary with its correct letter definition.

____ Judicial Review

____ Marbury v. Madison ____ Impressment

____ Embargo Act

____ Laissez Faire

Jefferson Era 1800-1808

In 1803 President Thomas Jefferson purchased the Louisiana Territory from France for $15 million.

What effect did the Louisiana Purchase have on the United States? _____________________________

The Louisiana Purchase was the first step in Westward Expansion and began the American dream

of Manifest Destiny.

President Jefferson sent ______________ ____________ on an expedition out West to map a route to the Pacific Ocean and report back on the geography & climate of the new territory and its different regions. They spent over two years mapping a route to the Pacific, establishing friendly relations with Native Americans and setting the precedent for future Americans to follow out West.

Sacagawea, a Shoshone Native American, was instrumental in helping Lewis and Clark both as a guide through the territory and with communicating with Native American tribes.

How did Lewis and Clark’s journey pave the way for future Americans to settle farther West?

___________________________________________________________________________________________________________________________________________________________________________

A. Law passed by the Congress and signed by President Jefferson that put a

ban on all trade with all parts of the world. U.S. trading ships were not allowed to leave U.S. ports. Jefferson hoped this would prevent British

Impressment of American sailors.

B. French word meaning “hands off.” Jefferson believed that the federal government should play as small a role as possible in peoples’ lives

C. Landmark Supreme Court case that established the Supreme Court Power of Judicial Review. The Supreme Court has the power to declare laws

unconstitutional.

D. The ability of the U.S. Supreme Court to declare a federal or state law

unconstitutional. They are the only branch of government that has this authority.

E. The practice of forcing men into military service from another country without their consent.


22

The Embargo Act of 1807 was President Jefferson’s attempt

to end British Impressment. What effect did the Embargo Act have on the American economy? _____________________________________ _____________________________________________ In 1808, the Non Intercourse Act replaced the Embargo Act

and allowed U.S. ships to trade with all foreign nations except Britain & France.

President James Madison 1808 – 1816

Henry Clay and the War Hawks pushed President James Madison to declare war on Britain in 1812 because of British impressment and the arming of Native Americans on the American frontier by the British. After two years of fighting, including the Battle of Fort

McHenry, during which The Star Spangled Banner was written, the Treaty of Ghent was signed, returning things to the way they were before the war. As a result, Americans gained a strong sense of nationalism, and General Andrew Jackson became a popular war hero.

1. Why is the War of 1812 known as the “Second American Revolution”?

2. Why was there increased nationalism, or pride, in America after the War

of 1812?


23

7th Grade Final Review: Industrial Revolution

Industrial Revolution= ________& __________!

__________was one of the most important inventions of the time. It made fast work of cleaning the seeds out of cotton, something that had been a problem in the past. This made cotton into a profitable CASH CROP in the South, leading to an increase in the demand for _________ to pick the cotton.

Early factories were powered by water wheels. The machines in the factories were both large and dangerous. Workers could be injured while operating the power loom. _________ were used to work in the factories because they could fit into small spaces to fix machines or unclog them when they jammed. Women and children could also be paid lower ________ than men.

Erie Canal – 1824 The Erie Canal was completed in 1824

and connected the Hudson River in the East with the Lake Eire in the West. It successfully linked the East with the West making the shipment of goods between the regions much faster & cheaper.

The Erie Canal also contributed to the

growth of Western States beyond the Appalachian Mountains.

The Erie Canal led to the growth of New

York City into a leader in American trade.

What positive impacts did the construction of the Erie Canal in 1824 have on the United States?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


24

11882200SS:: TTHHEE UUNNIITTEEDD SSTTAATTEESS EEXXPPAANNDDSS IITTSS IINNFFLLUUEENNCCEE

TTHHEE MMOONNRROOEE DDOOCCTTRRIINNEE

In 1823, U.S. President James Monroe made a speech outlining how the United States would relate to these new, independent countries. This became known as the Monroe Doctrine. It stated that…

The United States would not interfere with any existing European colonies in the Americas.

The United States would not allow European nations to interfere with the newly independent nations of Latin America.

Any attempt by Europeans to interfere with Latin American nations would be seen as a threat to the United States.

What was the Monroe Doctrine? How did it impact U.S. foreign policy?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


25

7th Grade Final Review: Age of Jackson

Directions: For each of the following events/terms of Andrew Jackson’s presidency, check either

“effective” or “ineffective.” Then, complete the Summary/Evaluation section.

Event/Term Effective Ineffective Summary: Evaluate Jackson’s presidency.

Overall, was he effective or ineffective?

Support your decision with evidence.

Bank War

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

_____________________________________________

Nullification

Crisis (Force

Bill)

Indian

Removal Act

Spoils

System

Vocabulary ___Veto A. to break away from ___Nullify B. the right to vote ___Suffrage C. to reject using an official presidential statement. ___Secede D. to cancel or do away with.

The Election of 1824 The results of the 1824 Presidential Election between ______________ and __________________ created great controversy for both the winner and loser. Even though Jackson won the popular vote, neither he nor Adams received a majority of ____________ votes to be declared a winner. The election then went to the ___________________ for a vote where ___________ used his power to help John Quincy Adams be elected as the winner. Andrew Jackson was not happy with the result and called the election “_________________.”

Word Bank

Henry Clay Andrew Jackson a corrupt bargain John Quincy Adams House of Representatives electoral


26

Texan Independence & The Annexation of Texas

Southerners who wanted to free land and fertile soil moved into

____________. Texans rebelled against _______________ rule in the mid-

1830s because the Mexicans were passing unjust laws requiring Texans

to speak _________________, become _______________ citizens and follow

the ______________ church.

Texas won independence from Mexico in 1836 and remained its own

country for ___ years. Northerners were opposed to Texas joining the

U.S. because they were afraid of adding a new ______ state. Texas was

finally annexed by the United States in ________after Texas President

_____________ suggested that Texas might become an ally of

____________ if the U.S. did not let them in.

Northerners and Southerners disagreed over Manifest Destiny because Northerners feared that

Southerners would want to open up the new territory (states) to ___________.

After Texas joined the United States, President _______________ wanted to expand the U.S. even

further all the way to the Pacific Ocean. Like many Americans, Polk believed in __________ destiny

– the belief that the U.S. had the God-given right to expand from the Atlantic to the Pacific.

Mexico stood in the way of this. In 1846, the United States went to war with Mexico.

Mexican – American War

Causes Effects

- Mexico was opposed to Texas

becoming a U.S. territory

- The United States claimed that

the southern boundary of Texas was

the _____________River. Mexico

claimed it was the _________ River,

further north.

- President Polk used this border

dispute and the idea of manifest

destiny to justify moving U.S.

troops into Mexican territory.

- The U.S. won the war, and Mexico was

forced to sell much of the present-day

Southwest to the United States.

- This new land was called the _____________.

It included the rest of Texas as well as

present-day California, Utah, Arizona, New

Mexico, and parts of other states.


27

Westward Expansion / Manifest Destiny

Texas:

Settled mainly by American farmers moving west from the Southeastern states

in the 1820s and 1830s. These settlers were led by _______________. This was

originally Mexican territory and then an independent country for a short time

after the Texan War for Independence. The U.S. then gained this territory by

annexing (adding) it in 1845.

Oregon Country:

(present-day Oregon, Washington, Idaho, parts of Wyoming and Montana.)

Farmers settled Oregon to look for fertile land, and trappers migrated to look

for fur.

______________also

moved there to convert

natives to Christianity.

Many migrated on the

famous wagon road

known as the

_____________. The

U.S. gained the Oregon

Country in a treaty

with Great Britain in

1846.

Mexican Cession:

(present-day_________,

___________, ___________, __________, and parts of Colorado and New Mexico).

____________ moved to Utah to practice their religion without persecution.

___________ later moved to California during the Gold Rush of ____. The U.S.

had gained this land in 1848 after the Mexican-American War.


28

7th Grade Final Review: Sectionalism and Reformers

Abolitionist - someone who wants to end slavery.

Identify TWO Famous Abolitionists: _______________________ and ________________________

Suffrage - right to vote.

How did Suffrage expand during the Age of Jackson? ______________________________________

What groups of people were still denied suffrage during this time?

______________________________________________________________________________________________

Popular sovereignty - right of people to create their own government.

Sectionalism - loyalty to a state or section rather than to the whole country.

___________ - to break away from country (forming a separate government)

What state threatened to secede in 1832 when Jackson was President?

_______________________

Missouri Compromise (1820) – Missouri admitted as slave state; Maine as free state. All new

states north of 36°30’ latitude line would be free states (no slavery) and states south of

the line would have slavery. The number of free and slave states would remain equal until

1850.

Abolitionist Movement - began in the North and tried to end slavery in the United States.

Major leaders against slavery included Frederick Douglass & William Lloyd Garrison.

The ________________________ was a network of black and white abolitionists who wanted to

help slaves escape to the North. Harriet Tubman - leader.

Seneca Falls Convention - Large meeting of women’s rights leaders in Seneca Falls, NY

(upstate), led by Elizabeth Cady Stanton and Lucretia Mott. They created the

_________________________, modeled after Declaration of Independence; says that “all men

AND WOMEN are created equal.” They demanded equality for women at work, school and

at church.


29

ECONOMIC DIFFERENCES BETWEEN THE NORTH AND THE SOUTH

NORTH SOUTH

Factories-Conditions were poor,

accidents occurred, no safety devices,

hot in summers, no ventilation

Trade Unions were formed to fight for

workers’ rights

Immigration increases, especially from

Germany and Ireland. Workers come to

work in factories.

Agricultural (farming) economy; small %

of plantation owners control the

Southern economy (Cotton Kingdom)

Eli Whitney’s cotton gin makes cotton

a profitable crop, leading to increased

use of slave labor.

USING YOUR KNOWLEDGE OF SOCIAL STUDIES AND THE CHART ABOVE, EXPLAIN

HOW GEOGRAPHY AND CLIMATE LED TO THE ECONOMIC DIFFERENCES BETWEEN

THE NORTH & SOUTH.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________


30

7th Grade Final Review: Causes of the Civil War

Causes of the Civil War

Compromise of 1850 – ______________

admitted as a free state, Fugitive

Slave Law passed, slavery outlawed

in D.C., Texas debt paid by federal

government. Popular sovereignty

would decide whether slavery would

be allowed in Utah and New Mexico

territories.

____________________ was a book

written by Harriet Beecher Stowe that showed the evils of slavery.

Kansas-Nebraska Act (1854) - Divided Kansas and Nebraska into two territories and

said that slavery in each territory would be decided by popular sovereignty. This

violated the Missouri Compromise, angering Northerners and leading to Bleeding Kansas

conflicts.

The ______________________ decision was a Supreme Court ruled that Dred Scott was

not a citizen even though he lived in free territory. They also ruled that slaves were

property and that Missouri Compromise was unconstitutional.

John Brown’s Raid - Harper’s Ferry,____________________. John Brown and African

Americans try to revolt against slave owners, but they are captured. Brown is found

guilty of treason and sentenced to death.

____________________ - Lincoln won. The North voted mainly for Lincoln and the

South voted against him. Northern votes outnumbered southern votes. Southerners

feared that Lincoln would end slavery. As a result of this event, many Southern

states seceded and formed the Confederate States of America.


31

7th Grade Final Review: The Civil War

The Civil War

Advantages of North and South

Several advantages are listed below. Write N if the advantage was for the North and

write S if the advantage was for the South.

_______ Manufacturing

_______ Population

_______ Motivation to fight

_______ Officers and soldiers

_______ Navy

_______ Technology (railroads and telegraphs)

Major Events of the Civil War

The chart below lists some of the major events of the Civil War. Complete the missing

information:

Date Event Who won?

North? South? Undecided?

Battle at Fort Sumter

Battle of Antietam

Battle of Gettysburg

Appomattox Courthouse


32

7th Grade Final Review: The Civil War

Civil War Primary Sources

Read the excerpt below. What document is it from? _________________________

“I, Abraham Lincoln, do order and declare that on the first day of January 1863, all persons held as slaves within

areas still in rebellion against the United States, shall be…forever free… And I further declare and make known that

such persons of suitable condition will be received into the armed service of the United States…”

Read the excerpt below. What document is it from? _________________________

“Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty,

and dedicated to the proposition that all men are created equal… we here highly resolve that these dead shall not

have died in vain -- that this nation, under God, shall have a new birth of freedom -- and that government of the

people, by the people, for the people, shall not perish from the earth.”

Contributions to the war effort (give one example for each):

Women

Civilians

Free African-Americans

Effects of the Civil War

“It is well that war is so

terrible, or we would grow

too fond of it."

- Robert E. Lee

http://headmints.com/tag/robert-e-lee/

Documents

7th Grade Social Studies Final Review Guide Grade... · 7th Grade Final Review: French and Indian War/ Causes of the American Revolution Directions: Use the word bank below to fill