Chapter 16 IDs

All Chapter 16 IDs are up so scroll on down and get them =)

Chapter 16 IDs #14-25

Civil Rights Act of 1875

• Who: Charles Sumner, Benjamin F. Butler
• What: The act guaranteed everyone, regardless of race, color of skin, or previous conditions or servitude, in all public places
• Where: United States
• When: February1875
• Sig: The act was rarely enforced, especially after the withdrawal of northern forces. But the act was the first of its kind to stop segregation. Supreme Court made act unconstitutional because congress has no power to regulate individuals.

Sharecropping and Crop-Liens

• Who: Southern land owners and merchants
• What: Landowner allows tenant to use land for the production of food, in return for a share of the crop grown (sharecropping). Farmers had to borrow against the price of the upcoming harvest, and by the time they harvested the crop they would pay back and then borrow again for the next year.
• Where: Southern United States
• When: 1860’s
• Sig: This gave farmers in the now recently free-labor south to begin to let people work on their farms for money, shelter, and food. This gave farmers a way to keep growing without slaves. This gave a new economic out look to the south.

Jay Gould and Jim Fisk

• Who: American financiers, stock brokers
• What: Both Gould and Fisk worked on the Erie Railroad, and they devised a plan to corner the gold market and get money out of it. These plans lead to Black Friday where the markets fell dramatically. They also bribed judges and legistlatures in order to get their way.
• Where: United States
• When: Late 1860’s
• Sig:  The significance of Gould and Fisk was that they were feared by all the economic markets. Seeing as they made the market drop dramatically people saw them as gods who can control the markets at their own will. This began to show how many officials on the government were corrupt and they had to stop this.

Credit Mobilier

• Who: Vice-President Schuyler Colfax
• What: The Credit Mobilier, was a company that took profits from the Union Pacific Railroad which was given money from government funds. It also gave contractors padded construction contracts.
• Where: United States
• When: 1872
• Sig: The significance of this scandal was that it showed the public how easily it was to corrupt government officials and how it needed to be stopped because it can hurt the public.

William M. Tweed

• Who: politician, leader in Tammany Hall
• What: Tweed was a very influential man who used his power to steal and take money from the state of New York. He was then tried and he went to jail for political corruption and stealing money from taxpayers.
• Where: New York
• When: 1872
• Sig:  The significance of Tweed is that even the most powerful politician is victim to corruption. This began to show the weaknesses in the government and how it is falling victim to more and more corruption.

“Seward’s Ice Box”

• Who: Secretary of State William H. Seward
• What: Seward was the Secretary of State when Russia was in a bad financial state. Russia then offered the United States, Alaska for money. Seward accepted and they signed a treaty that gave them Alaska.
• Where: United States
• When: early 1867
• Sig: The significance of this purchase was that it gave more land to the United States and that many Americans. That land was filled with resources such as gold and oil. It would also provide advantage during the Cold War.

Liberal Republicans and Horace Greeley

• Who: republicans who split from the main party and became liberals, presidential nominee Greely for new party
• What: The new party was made to oppose the re-election of president Ulysses S. Grant and his radical republican supporters. Greely was a newspaper editor who was nominated for the position of president even though he had no government experience.
• Where: United States
• When: 1870-1872
• Sig: With the separation of the party it allowed many leaders from the Republican Party to move to the Democratic Party. The party also supported civil and political rights for African-Americans.

Greenbacks and the Greenback Party

• Who: farmers
• What: they were people who supported paper money instead of coins. Their ideology was made up of; anti-monopoly, militias, private police, and government involvement to better circulate money.
• Where: United States
• When: 1874-1884
• Sig: This party was the first to condemn monopolies, the use of state militias against union strikes.  They also supported the government’s involvement in the making of money to assist people who are in financial trouble.

Slaughterhouse Cases

• Who: Supreme Court
• What: It was the first time the Supreme Court had to interpret the 13^th and14^th amendments, to see if Louisiana created a partial monopoly of slaughterhouses.
• Where: Louisiana, United States
• When: 1873
• Sig: The significance was that there was no limit to the use of one’s property and that that it was not a monopoly because it was using its own “property” to make it a power in the state.

Mississippi Plan and Redemption

• Who: Democratic Party
• What: This was a plan that the Democratic Party of Mississippi made to overthrow the Republican Party from state legislature and the governor office. They used threats, violence, and purchased block votes to do this.
• Where: Mississippi, United States
• When: 1875
• Sig: The significance of this plan was that it was the beginning of party fighting to gain power within the parties owns state legislatures and the national government. These tactics now affect how political elections are influenced and could mean the election of a new government official.

“Exodus” Movement

• Who: African Americans
• What: The “Exodus” Movement, was a mass migration of African-American people towards Kansas. This was caused because of racial oppression and the reinstitution of slavery in the south so they fled to the state of Kansas.
• Where: Kansas, United States
• When: 1879
• Sig: This was the first of many mass migrations of black Americans. Many of the migrations were to escape the Klu Klux Klan, White League, and the Jim Crow Laws. This movement shocked Americans because it showed them that blacks were not only free by name but also by movement.

Rutherford B. Hayes, Samuel J. Tilden, and the Compromise of 1877

• Who: presidential nominees, disputed presidential election
• What: Hayes who was the presidential nominee from the Republicans, and Tilden from the Democrats ran for president when there was a dispute in the Electoral College count. The compromise was made to end the dispute which made Hayes the winner, but with the catch that he remove federal troops from the south.
• Where: United States
• When: 1876-1875
• Sig: The significance was that it did not allow for the country to erupt into violence. It was a deal between Democrats and Republicans in order to come to terms with eachother.

Chapter 16 IDs #1-13

Charles Sumner, Thaddeus Stevens, and the Radical Republicans

• Who: Charles Sumner, Thaddeus Stevens, and the Radical Republicans
• What: Charles Sumner was an American politician and statesman from Massachusetts, Thaddeus Stevens was a Republican leader and one of the most powerful members of the United States House of Representatives, and the Radical Republicans were a loose faction of American politicians within the Republican Party.
• When: from about 1854 before the American Civil War until the end of Reconstruction in 1877.
• Where: United States
• SIG: Stevens and Senator Charles Sumner were the prime leaders of the Radical Republicans during the American Civil War and Reconstruction. As a Radical Republican leader in the Senate, Sumner fought hard to provide equal civil and voting rights for the freedmen, and to block ex-Confederates from power so they would not reverse the victory in the Civil War.  Sumner, teaming with House leader Thaddeus Stevens, defeated Andrew Johnson, and imposed Radical views on the South. 

Lincoln's 10 percent plan vs. Wade-Davis Bill

• Who: Lincolns 10% Plan VS. Wade-Davis Bill
• What: Abraham Lincoln offered a model for reinstatement of Southern states called the 10 percent Reconstruction plan. Senator Benjamin Wade of Ohio and Representative Henry Winter Davis of Maryland proposed a program for the Reconstruction of the South.
• When: 10% plan was in December 1863, and the Wade-Davis Bill was in July 2,1864
• Where: United States
• SIG: 10% plan decreed that a state could be reintegrated into the Union when 10 percent of the 1860 vote count from that state had taken an oath of allegiance to the U.S. and pledged to abide by emancipation also a state legislature could write a new constitution, but it had to abolish slavery forever, this policy was meant to shorten the war by offering a moderate peace plan. It was also intended to further his emancipation policy by insisting that the new governments abolished slavery. In contrast to President Abraham Lincoln's more lenient Ten Percent Plan, the Wade-Davis bill made re-admittance to the Union for former Confederate states contingent on a majority in each Southern state to take the Ironclad oath to the effect they had never in the past supported the Confederacy, but was pocket vetoed by Lincoln and never took effect.

13th Amendment 

• Who: William H. Seward
• What: officially abolished and continues to prohibit slavery and involuntary servitude, except as punishment for a crime.
• When: passed by the Senate on April 8, 1864, passed by the House on January 21, 1865, and adopted on December 6, 1865
• Where: United States
• SIG: It was the first of the Reconstruction Amendments. Also it will forever abolish Slavery in the United States that caused many big problems throughout the years of the reconstruction of the United States for example the Civil War.

Black Codes

• Who: Black Codes
• What: were laws passed on the state and local level in the United States to limit the basic human rights and civil liberties of blacks.
• When: 1866
• Where: United States
• SIG: The codes reflected the unwillingness of white Texans to accept blacks as equals and also their fears that freedmen would not work unless coerced. Thus the codes continued legal discrimination between whites and blacks. The black codes enacted immediately after the American Civil War, though varying from state to state, were all intended to secure a steady supply of cheap labor and all continued to assume the inferiority of the freed slaves. The black codes had their roots in the slave codes that had formerly been in effect.

Freedman's Bureau 

• Who: Freedmen’s Bureau 
• What: was a U.S. federal government agency that aided distressed refugees and freedmen or to be exact freed slaves during the Reconstruction era of the United States
• When: 1865-1872
• Where: United States
• SIG: The Freedman's Bureau Bill, which created the Freedman's Bureau, was initiated by President Abraham Lincoln and was intended to last for one year after the end of the Civil War. It was passed on March 3, 1865, by Congress to aid former slaves through legal food and housing, oversight, education, health care, and employment contracts with private landowners. It became a key agency during Reconstruction, assisting freedmen or freed ex-slaves in the South. The Bureau was part of the United States Department of War. It was disbanded under President Ulysses S. Grant. Bureau's main role was providing emergency food, housing, and medical aid to refugees, though it also helped reunite families. Later, it focused its work on helping the freedmen adjust to their conditions of freedom. Its main job was setting up work opportunities and supervising labor contracts.

Civil Rights Act of 1866

• Who: Civil Rights Act of 1867
• What: was a United States federal law proposed by Republican Senator Charles Sumner and Republican Congressman Benjamin F. Butler.
• When: proposed in 1870 and the act was passed by Congress in February, 1875 and signed by President Grant on March 1, 1875.
• Where: United States
• SIG: It was declared unconstitutional by the US Supreme Court in 1883. Many of the provisions of the Civil Rights Act of 1875 were passed into law in the 1960s with the Civil Rights Act of 1964 and the Fair Housing Act using the federal power to regulate interstate commerce. The Act guaranteed that everyone, regardless of race, color, or previous condition of servitude, was entitled to the same treatment in public accommodations. If found guilty, the lawbreaker could face a penalty anywhere from $500 to $1,000 and/or 30 days to 1 year in prison, however, the law was rarely enforced and in the 1883 Civil Rights Cases the Supreme Court deemed the act unconstitutional on the basis that Congress had no power to regulate the conduct of individuals. The Fourteenth Amendment prohibits discrimination by the state, not by individuals.

14th Amendment

• Who: 14 Amendment
• What:  The amendment was designed to grant citizenship for black people and to protect civil liberties of recently freed slaves
• When: July 9, 1868
• Where: United States
• SIG: It did this by prohibiting states from denying or abridging the privilages or immunities of citizens of the United States, depriving any person his life, liberty, or property without due process of the law, or denying to any person within their own jurisdiction the equal protection of the laws.

Reconstruction Act of 1867

• Who: Reconstruction Act of 1875
• What: provided for the rebuilding of the Southern United States following the Civil War.
• When: 1875
• Where: United States
• SIG: it was the United States beginning of reconstruction because it was hugely destructive in terms of loss of life and damage to the infrastructure of the South.

Tenure of Office Act

• Who: Tenure of Office Act
• What: denied the President of the United States the power to remove from office anyone who had been appointed by a past President without the advice and consent of the United States Senate, unless the Senate approved the removal during the next full session of Congress.
• When: 1867
• Where: United States
• SIG: President Johnson violated the Tenure of Office Act, so congress was able to impeach him. He was not officially impeached because he did not get the necessary 2/3 vote in order to do so.

15th Amendment

• Who: 15 Amendment
• What: prohibits each government in the United States from denying a citizen the right to vote based on that citizen's race, color, or previous condition of servitude.
• When: 1870
• Where: United States
• SIG: The Fifteenth Amendment is the third of the Reconstruction Amendments. The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of race, color, or previous condition of servitude. The Congress shall have power to enforce this article by appropriate legislation.

Elizabeth Cady Stanton and Susan B. Anthony

• Who: Elizabeth Cady Stanton and Susan B. Anthony
• What: Elizabeth   was an American social activist, abolitionist, and leading figure of the early woman's movement. Susan was a prominent American civil rights leader who played a pivotal role in the 19th century women's rights movement.
• When: 1848
• Where: United States
• SIG: Elizabeth’s Declaration of Sentiments, presented at the first women's rights convention held in Seneca Falls, New York, is often credited with initiating the first organized woman's rights and woman's suffrage movements in the United States. Susan introduced women's suffrage into the United States. She traveled the United States, and Europe, and averaged 75 to 100 speeches per year.

Carpetbaggers and Scalawags

• Who: Carpetbaggers and Scalawags
• What: Carpetbaggers was a negative term Southerners gave to Northerners also referred to as Yankees who moved to the South during the Reconstruction era. Scalawags were a nickname for southern whites who supported Reconstruction following the Civil War.
• When: 1865 and 1877
• Where: United States
• SIG: was also used to describe the white Northern Republican political appointees who came south, arriving with their travel carpetbags. Southerners considered them ready to loot and plunder the defeated South; it was a derogatory term, suggesting opportunism and exploitation by the outsiders. The relocated northerners often formed alliances with freed slaves and southern whites who were Republicans, who were nicknamed scalawags. Together they are said to have politically manipulated and controlled former Confederate states for varying periods for their own financial and power gains.

Ku Klux Klan, Enforcement Acts (Ku Klux Klan Act)

• Who: Ku Klux Klan
• What: is the name of three distinct past and present far-right organizations in the United States, which have advocated extremist reactionary currents such as white supremacy, white nationalism, and anti-immigration.
• When: 1860-1870
• Where: United States
• SIG: The first Klan flourished in the South, Their iconic white costumes consisted of robes, masks, and conical hat. Klan groups spread throughout the South as an insurgent movement during the Reconstruction era in the United States As a secret vigilante group, the Klan focused its anger reacted against Radical Republican and sought to restore white supremacy by threats and violence, including murder, against black and white Republicans. In 1870 and 1871 the federal government passed the Force Acts, which were used to prosecute Klan crimes. Prosecution of Klan crimes and enforcement of the Force Acts suppressed Klan activity.

Help Needed & Chapter 16 IDs

Help Wanted!!

Due to the fact that I am one person trying to do all the IDs. I am looking for help.

I would like to compensate (pay) you for your work.

I am looking for 5 people so...

send me an e-mail at: sequoia.ib.student@gmail.com

We will work out how many IDs and your compensation 

Thank You :)

Chapter 16 IDs 

they will be posted at 9:30pm tonight 

New Rules

The IB HoA teachers have made a decision:

• that students must do all IDs
• that students will be allowed to use the IDs during quizzes, tests, and essays
• IDs will not be collected and are for our own use
• IDs are allowed to be shared between other students

I will be posting the Chapter 16 IDs soon :)

Current Events

Due to the current events that have played out at Sequoia with a group of students who shared their ID's. The IB department gave each student a strike for plagiarism. I give this message as a warning and a strong statement that if you get ID's from this blog, please change them and make them your own. 

Ahh Emergency

my computer just crashed =[...... id's were erased.. going to see if i can get them back 

4-8 Ch 14 ID's

Daniel Webster

• Who: senator, supporter of Compromise of 1850, northerner
• What: he disapproved that the north was trying to get rid of slavery. He was one of many that supported the Compromise of 1850. He also said that slavery is like cotton farming, because it’s hard to farm in some areas. 
• Where: United States
• When: 1850
• Sig: Daniel was one of a few northerners who spoke out against the north trying to legally to get rid of the expansion of slavery. He also showed his support for the Compromise of 1850 and he condoned the slave holders in the south.

Henry Clay’s omnibus bill and the Compromise of 1850

• Who: politician from Kentucky, leading Whig member, proposed Compromise of 1850
• What: Clay proposed the Compromise of 1850, the compromise proposed: California enter as a free state, division of Mexican territories, settle border dispute between Texas and New Mexico, pay debt to Texans, stop slave trade in DC, and add a more effective fugitive slave law.
• Where: United States
• When: 1850
• Sig: the significance was that it allowed popular sovereignty in the New Mexico and Utah territories, even though New Mexico sat below the Missouri Compromise line. This gave the voters a choice to be a slave or free territory. This weakened the Missouri Compromise by letting California be a free state, and allowing the territories to choose.     

Millard Fillmore

• Who: politician, Vice President, President
• What: he finalized and passed the Compromise of 1850. He said this was the “final settlement” of sectional divisions. Each section of the country gained and lost from the passing of the compromise. He also passed this in order to keep the country together and not let is split apart.
• Where: United States
• When: 1850
• Sig: the significance of Millard is that he tried to make the compromise appeal to every section of the US. These are one of the final attempts to try to keep the country from splitting. This compromise also allowed for a more effective fugitive slave law.

Fugitive Slave Act of 1850, Anthony Bus, and personal-liberty laws

• Who: North, South, slave-catchers, slaves, Anthony Bus
• What: the act denied slaves to: trial by jury, testify on their own behalf, had to return back if claimant testifies. It allowed slave-catchers to get slaves who have run away long before the act was passed. Anthony Bus was a fugitive slave saved by a Boston mob to stop the act from continuing in the north, the president sent troops to escort him back to slavery.  Personal liberty laws were used to stop state officials from enforcing the law.
• Where: Northern United States
• When: early 1850’s
• Sig: the significance is that whites in the north began fighting for the stop of this act. They would start mobs, protest and pass laws that would make state officials to stop enforcing the law. This is one of the first signs of the north getting tired of the south slavery and how they want to stop it.

Harriet Beecher Stowe, Uncle Tom’s Cabin

• Who: famed evangelicals daughter, writer, novel she wrote
• What: Harriet wrote a novel called Uncle Tom’s Cabin, this book brought sympathy to fugitive slaves from whites in the north. It portrayed the Fugitive slave act as a horror and an outrage. The booked showed how a slave named Tom helped a girl from drowning, father bought him, but when died, widow sells him to other slave owner and that owner whips him to death. The book demonstrated how slavery tore a family apart.
• Where: Northern United States
• When: 1852
• Sig: the book shared the life of a slave and this brought much sympathy from northern whites. This pushed for an aggressive stance against slavery, and the south.

The Rest of CH 14 ID's

the rest of the ID's will be posted at 8pm tonight so come back!!

1-3 Ch 14 ID's

John Brown's raid on Harpers Ferry

• Who: abolitionist, white idealists, free and fugitive slaves
• What: John Brown with his recruits went to go raid Harpers Ferry an arsenal and armory. They would give the weapons to his recruits to start a slave revolt in the south. Marines broke into armory where Brown was taking refuge, and arrested Brown and recruits.
• Where: Harpers Ferry, Virginia
• When: October 16-18 1859
• Sig: John Brown was the first white male to use violence to end slavery. Many southerners were scared so they began to to train their state militias, this would help them during the invasion of the north during the Civil War.  

William H. Seward and the irrepressible conflict

• Who: politician, antislavery, Northern Whig, senator
• What: William gave a speech that said, that the north and souths economic systems are to different and they will create a problem "irrepressible conflict" and one day this problem would lead to the country being either a slave-holding nation or free-labor nation. He also said that the will of God was against the continuation of slavery.
• Where: United States
• When: October 1858
• Sig: The significance of this irrepressible conflict was that it set the problem to what both north and south were fighting about. It was saying if they did not change their economic styles soon that they will face a dilemma where the country will possibly got to war.

Popular (squatter) sovereignty

• Who: Henry Clay, Compromise of 1850
• What: popular sovereignty is the idea that the government is created by the people and for them. this idea was uses in the Compromise of 1850 to allow the Utah and New Mexico territories to choose if they want to be open to slavery or freedom as a state. 
• Where: United States
• Sig: The significance of this idea is that the people are finally allowed the chance to decide if they want their state to be a free or slave state. It undermined the ruling of congress who said that they could chose what state is a slave or free state, even though they had no direct power given to them by the constitution.  

Chapter 14 ID's

I will be posting the first 10 ID's from CH 14 later today. I will need some help to start to get all the ID's in the future, so if you are interested in helping send me an e-mail!

Chapter 13 Essay

In Mr. Corwnover's class, 6th period. We all started the Chapter 13 multiple choice and essay quiz. Many of us finished the multiple choice part, but Mr. Crownover made many of us rush through the essay. But he then decided to let us finish it Monday. With this weekend we will have time to study.

One of the questions was:

• Why did the United States win the Mexican-American War? Why was the victory a surprise to European countries? 

The essay must include 5 paragraphs: 1 intro, 3 body, and 1 conclusion.