ADVANCED PLACEMENT UNITED STATES HISTORY …
ADVANCED PLACEMENT UNITED STATES HISTORY CONSULTANT CONTACT INFORMATION
DAVID BILKA
CYPRESS CREEK HIGH SCHOOL
1101 Bear Crossing Dr.
Orlando, FL 32824
School Phone: 407-852-3400 ext. 2696
School Fax: 407-850-5160
School E-Mail: david.bilka@
AP US History Institute
Agenda
Day 1: Monday
1) Introductions and Burning Questions
2) Student Selection Discussion –equitable access
3) Structure of the Exam
A) Acorn Syllabus
B) Multiple Choice – 50%
DBQ (Document Based Question) 22.5%
FRQ (Free Response Question) – two essays – 27.5% (13.75 each)
C) Political History 40%
Social History 35%
International/Diplomatic 15%
Economic 10%
4) 1st Week of School
A)Historiography
B) Political, Social, Economic History
5) AP Audit - standards and sample
6) Introduction to Best Practices
Day 2: Tuesday
1) Work in groups on Best Practices
2) Challenges and strategies regarding open admissions
3) A typical week in my class
4) Multiple Choice – most common mistakes and strategies to approach the multiple choice
5) Take 2001 Multiple Choice Test
6) Grade and reflect on MC Test
7) Writing Rubric
8) Essay writing models
A) Three main points (balanced and non-balanced)
B) Straw Dog
C) Claim/Counterclaim
9) Intro to DBQ and FRQs
Day 3: Wednesday
1) Best Practices Presentation
2) Read and Grade sample DBQs and FRQs
3) Thesis Drill – “How do you account for the appeal of McCarthyism in the US? Confine your response to the period 1945-1954
Day 4: Thursday
1) Pacing
2) The New AP US Exam
Day 5: Friday
1) Sharing of resources
2) Final Questions
* Agenda is subject to change
Student Selection Process – Equitable Access
1) Sample Models
A) Traditional – top 20 kids of class get in only.
B) Students apply and/or recommended. Some possible criteria:
( Recommendations of previous year’s English and Social Studies Teacher
( High marks (A’s) in previous year’s English and/or Social Studies Class
( 55 + verbal index on PSAT (AP Potential)
( Writing Sample (usually a timed writing completed after school)
C) Open Admissions
D) Morphing of B and C (still a criteria to enroll in class, but a lower standard i.e. a teacher signature would suffice)
2) Successful AP Students – the “bottom line” factor for success in an AP class is student motivation and work ethic. All experienced AP teachers have had students who were not the brightest bulbs who ended up doing well because they are willing to embrace “nerdom.” In other words, they worked hard consistently through the year and showed some passion for the subject.
AP US History: The First Week
Introduction to Historiography (Columbus Article)
I. Key Questions
1) What were you taught about Columbus in elementary school?
2) According to the article, how did Columbus change the world?
3) Summarize the historical debate regarding Columbus
a) Revisionist view (look for Kirkpatrick and Weatherford)
b) Alden’s view (post-revisionist)
4) How should we assess the legacy of Columbus? Shall we celebrate, mourn or both? (write an essay with a thesis and three main arguments to support your position)
- What you achieve
a) Introduce historiography/competing historical perspectives to your students with a simple and clear example
b) Introduce critical thinking approach to history from the first week. In many schools, especially those with open enrollment this is a new approach to studying history.
c) Establish discussion as a standard for the classroom environment. It will be a long and tiring year if you are always the dominant voice via a lecture.
d) Gives you an early writing sample from your students to see what skills sets you are dealing with. This is especially important again if your school has open enrollment or close to it.
Introduction to different approaches to examine History
What is political History?
What is social/cultural/intellectual History?
- Social?
- Cultural?
- Intellectual?
What is economic History?
After defining and discussing these topics have your students read selections from your text, articles, etc that represent each of these approaches to History.
- What you achieve
a) Introduce students to varying approaches to History a critical skill in understanding how History is written and for success on the AP Exam.
b) Establish a factors pattern for causes and effects questions encouraging students to look at these questions from the different approaches. In a way this becomes the default approach. For example, a question regarding the causes of the Civil War a student should consider political, social and economic factors.
AP US History Audit Standards
CR1 – The course includes the study of political institutions in U.S. history.
CR2 – The course includes the study of social and cultural developments in U.S. history.
CR3 – The course includes the study of diplomacy in U.S. history
CR4 – The course includes the study of economic trends in U.S. history.
CR5 – The course uses themes and/or topics as broad parameters for structuring the course.
CR6 – The course teaches students to analyze evidence and interpretations presented in historical scholarship.
CR7 – The course includes extensive instruction in analysis and interpretation of a wide variety of primary sources
CR8 – The course provides students with frequent practice in writing analytical and interpretive essays such as document-based questions and thematic essays.
AP US History Syllabus
David Bilka
Welcome to AP US History. This course is a rigorous examination of AP US History in preparation for the AP exam in May. The AP exam is a difficult one and the best students in the country take this course. It will be the most challenging and rewarding History course you have taken thus far in your academic career.
The course will be conducted as a college seminar with a great deal of class discussion and greater responsibility on you than perhaps any course you have taken thus far in High School. In addition to the academic content, the class will work on developing skills that are necessary to do well on the exam and will benefit you in your future academic life. These skills include writing analytically, interpreting historical documents, evaluating history from multiple perspectives, speaking skills, and so on. [CR 6,7,8]
The course content is vast – Pre-Columbian Societies (1450) to the 2000 Election is on the multiple-choice section of the AP exam. You must have an organized notebook and keep everything in order by unit. There will be graded notebook checks periodically. In addition to the course will emphasize a series of key themes that are vital in understanding the vast scope of US History. The themes will include discussions of American diversity, the development of a unique American identity, the evolution of American culture, demographic changes over the course of America’s history, economic trends and transformations, environmental issues, the development of political institutions and the components of citizenship, social reform movements, the role of religion in the making of the United States and its impact in a multicultural society, the history of slavery and its legacies in this hemisphere, war and diplomacy, and the place of the United States in an increasingly global arena. [CR5]
Textbooks
Murrin et al, Equality, Liberty, Power 4th ed. Belmont, CA: Thomson Wadsworth 2005
Zinn, A People’s History of the United States, NY, NY: HarperCollins 1999
Maderas and SoRelle, Taking Sides, Volume I and II, Guilford, Connecticut 2003
Course Outline
Pre-Unit I:
Introduction to Historiography
Reading: “Columbus, Stay Home”! Published in Newsweek June, 1991
Assignment: After reading in small groups answer the following:
1) What were you taught about Columbus in elementary school?
2) According to the article how did Columbus change the world?
3) Summarize the historical debate regarding Columbus
4) How shall we assess the legacy of Columbus? Shall we celebrate, mourn or both?
5) In class essay – “The legacy of Columbus is discovery, exploration and settlement.” Assess the validity of this statement (intent is to get an early writing sample, introduce competing perspectives with a simple and clear example, introduce critical thinking, and to set discussion as a standard for the classroom environment. [CR 6, 8]
Introduction to different approaches to examine History
Reading: Excerpts of Political, Social and Economic History from Murrin’s Equality, Liberty, Power [CR 6]
Unit I Pre-Columbian Societies to North American Colonial Period: 1450-1754
Reading: Equality, Liberty, Power: Chapters 1-3, When Old Worlds Collide, The Challenge of Spain and the Settlement of North America, England Discovers its Colonies
Content: American Indians in 1450, Europe in 1492, 1st contact, comparison of English, Spanish and French colonization, comparison of Northern, Middle and Southern English colonies, origins of slavery, American Indian adaptation and resistance
Themes: American diversity, identity, religion, slavery and its legacies [CR 2, 5]
Introduction to analytical writing: formats, rubrics, samples of persuasive and interpretive essays [CR8]
Introduction to Source Evaluation: Origin, Purpose, Point of View, Value, Limitations [CR7]
DBQ on Chesapeake and New England Colonies (evaluate the sources and write in-class essay) [CR 7, 8]
Unit II Revolutionary America 1754-1787
Reading: Equality, Liberty, Power: Chapters 4, 5, 6, Provincial America and the Struggle for a Continent, Reform, Resistance, Revolution, The Revolutionary Republic
Newsweek: Articles of Disunion: Will the Soviets try America’s experiment with weak government? (Sept. 1991)
Content: Mercantilism, [CR4] Enlightenment and the 1st Great Awakening, Salutary Neglect, French and Indian War, Immigration and demographic change, [CR2] end of Salutary Neglect and road to revolution, Declaration of Independence [CR1], war for independence, Articles of Confederation [CR1], impact of revolution on slavery, women (republican motherhood) and American Indians [CR2]
Themes: American diversity, identity, culture, demographic changes, economic transformations, globalization, war and diplomacy, slavery and its legacies [CR5]
DBQ on Impact of French and Indian War on American identity (evaluate sources and write in-class essay)
Debate – in-class over the origins of the American Revolution based on Student Congress format, in which all students participate in the debate [CR6]
Unit III The Constitution and Early Republic 1787-1800
Readings: Equality, Liberty, Power: Chapter 7 and part of 8. The Democratic Republic, Completing the Revolution
A Peoples History of the United States: Chapter 5 A Kind of Revolution
Content: Creation of the Constitution, Federal and State power in the Constitution, Hamilton and Jefferson debate, Washington’s impact on national government and American foreign policy, emergence of political parties, Hamilton’s financial vision and contributions [C1, C3, C4], a conservative revolution? [CR6]
Themes: economic transformations, politics and citizenship, war and diplomacy [CR5]
FRQ: To what extent was the American Revolution conservative? [CR8]
Unit IV Jeffersonian Age (Jefferson, Madison, Monroe) 1800-1824
Readings: Equality, Liberty, Power: Chapter 8, 9, Completing the Revolution, The Market Revolution
Content: Jefferson’s Presidency, Expansion, Marshall Court [CR1], War of 1812 and its consequences, [CR3] emergence of a national market economy, [CR4], growth of slavery, Monroe Doctrine, [CR3] Missouri Compromise, Clay’s American System
Themes: demographic changes, economic transformations, politics and citizenship, war and diplomacy, slavery [CR5]
Unit V Jacksonian Period 1824-1850
Readings: Equality, Liberty, Power: CH 10, 11, 12, 13, Toward an American Culture, Society, Culture and Politics, Jacksonian Democracy, Manifest Destiny
A People’s History of the United States, CH 7 As Long as Grass Grows or River Runs
Primary Sources: Seneca Falls Declaration, excerpts from William Lloyd Garrison, Frederick Douglas and other social reformers [CR7]
Content: Immigration and nativist reaction, second great awakening, social reform movements, [CR2} Indian Removal, Jacksonian Democracy and its successes and limitations, states rights controversies, [CR1] emergence of American literature and art [CR2], manifest destiny, Mexican War, expansion of slavery into territories
Themes: Diversity, identity, culture, demographic changes, globalization, politics and citizenship, reform, religion, slavery, war and diplomacy [CR5]
Mock Trial: Impeachment of Andrew Jackson [CR6]
DBQ – Social Reform Movements [CR6, 7, 8]
Unit VI Road to the Civil War 1850-1861
Readings: Liberty, Equality, Power: Chapters 14, 15, The Gathering Tempest, Secession and Civil War 1860-1862
DVD – PBS The Civil War Episode I: The Cause
Content: Pro- and antislavery arguments and conflicts, Compromise of 1850 and popular sovereignty, Kansas-Nebraska Act and emergence of the Republican Party, election of Lincoln and secession [CR 1], debate over origins of Civil War [CR6]
Themes: Identity, politics and citizenship, reform, slavery [CR5]
DBQ – origins of Civil War “Analyze the importance of state’s rights and economic differences as causes of the Civil War.”(self-created) [CR6, 7, 8]
Unit VII The Civil War and Reconstruction: 1861-1877
Readings: Liberty, Equality, Power: Chapters 16,17, A New Birth of Freedom, Reconstruction
Primary Sources: Lincoln’s 1st Inaugural, Emancipation Proclamation, Gettysburg Address, 2nd Inaugural [CR7]
Content: North and South advantages/disadvantages, Military Strategies and diplomacy, [CR3] emancipation and role of African-American soldiers, [CR1,2] effects of the War, Presidential and Congressional Reconstruction, [CR1] Freedmen’s Bureau, short-term success of reconstruction, South strikes back, Compromise of 1877, link to Civil Rights movement of 1950s/60s. [CR5]
Themes: Diversity, identity, politics and citizenship, slavery and its legacies, war and diplomacy [CR5]
FRQ – “To what extent did Reconstruction fail to achieve equality for African-Americans?” [CR8]
DBQ Project – students in small groups go through an 8 step process picking a 20-50 yr time period from 1450-1877, topic, question, choosing documents, tweaking question based on documents, evaluate what each document explicitly and implicitly states, state whether documents support or challenge their question (or both) and individually answer their DBQ. [CR7,8]
Unit VIII Agrarian to Industrial Society 1865-1900
Readings: Equality, Liberty, Power, Chapters 18,19,20, Frontiers of Change, Politics of Stalemate, Economic Change and the Crisis of the 1890s, An Industrial Society 1890-1920
A People’s History of the United States, Chapter 11 Robber Barons and Rebels [CR6]
Content: New South, Jim Crow and Disenfranchisement, [CR2] Impact of the Railroad, [CR4] Westward expansion, American Indian resistance and impact, [CR4] environmental impact of western settlement, consolidation of industry, impact of technology and efficiency theory on workers, [CR2,4] rise and fall of 1st labor movement, [CR4] , 3rd wave of immigration, urbanization, social Darwinism [CR4]
Themes: Diversity, identity, culture, demographic changes, economic transformations, environment, globalization, politics and citizenship, reform, slavery and its legacies [CR5]
DBQ – Success or failure of 1st Labor Movement? [CR 7, 8]
Unit VIV Populism and Progressivism 1890-1920
Readings: Equality, Liberty, Power, Chapter 21 Progressivism
Article - Comparing and Contrasting Presidencies of T. Roosevelt and Wilson [CR6]
Content: Agrarian discontent and political issues of the late 19th century, [CR1,4] origins of progressive reform, [CR1,2] President’s as progressive leaders, T.R. and environmentalism, beginnings of social welfare capitalism, [CR2,4] women’s roles and focus on suffrage movement, black migration, debate between Washington, DuBois and Garvey with a link to Martin Luther King and Malcolm X [CR2, 5],
Themes: Diversity, identity, culture, demographic changes, economic transformations, environment politics and citizenship, reform, slavery and its legacies [CR5]
FRQ – “Progressive era a conservative movement?” [CR8]
Unit X Emergence of America as a World Power 1898-1919
Readings: Equality, Liberty, Power, Chapters 22, 23, Becoming a World Power, War and Society
Content: Spanish-American War, US intervention/expansion in Asia and Latin America, [CR3] , comparison with earlier expansion [CR5] First World War at home and abroad, [CR2,3] Treaty of Versailles and Wilson’s Vision, Red Scare [CR2,3]
Themes: Culture, globalization, war and diplomacy
DBQ – Compare/Contrast between late 19th and early 20th Century expansionism [CR5, 7, 8]
Unit XI Roaring 20s, Great Depression and the New Deal 1920-1942
Readings: Equality, Liberty, Power, Chapters 24, 25, The1920s, The Great Depression and the New Deal
DVD – Documentary on Great Depression and New Deal
Content: Consumerism, [CR2,3] Republican dominance of Presidency, modernization vs. fundamentalism conflict, [CR2] impact on women and African-Americans [CR2], immigration restriction, causes of Great Depression, [CR4,6] Hoover’s response, FDR and the New Deal, debate over the efficacy and impact of the New Deal, [CR6] 2nd Labor Movement, American society during the Depression [CR2]
Themes: Identity, demographic changes, economic transformations, politics and citizenship, reform, slavery and its legacies [CR5]
DBQ – Impact and Efficacy of New Deal [CR6, 7, 8]
Unit XII America Becomes a Superpower 1940-1975
Readings: Equality, Liberty, Power, Chapters 26, 27, 29America during World War II, The Age of Containment, America During its Longest War
Article summarizing debate over Cold War Origins [CR5]
Content: Rise of Totalitarian Regimes, US neutrality, Pearl Harbor and the end of isolationism, [CR3] the war itself, war aims and wartime conferences, atomic diplomacy, [CR3]home front (rationing, impact on women, African-American migration Japanese internment) [CR2] debate over origins of the Cold War, [CR3, 6] Truman Doctrine, Berlin Crisis, Eisenhower and the Cold War, [CR3] McCarthyism [CR2], Kennedy and the Cold War, Vietnam [CR3], Nixon and Détente [CR3]
Themes: Diversity, identity, culture, demographic changes, globalization, politics and citizenship, war and diplomacy [CR5]
DBQ – Cold War fears in 1950s [CR 6,7]
Unit XIII Social Change Movements 1950-1970
Readings: Equality, Liberty, Power, Chapters 28, 29, 30, America During its Longest War, Affluence and its Discontents, Economic and Social Change in the Late 20th Century
Content: Emergence of modern civil rights movement, affluent society and the “other America”, growth of suburbia and middle-class, beatniks and hippies, expanding Civil Rights movements, environmental movement [CR2, 3]
Themes: diversity, identity, culture, environment, politics and citizenship, reform, slavery and its legacy [CR5]
Social Reform Project – Students research a social reformer of the 1950s-1970s era and have a conversation with a reformer from within their movement (if they had different methods i.e. Malcolm X and Martin Luther King) or from another movement i.e. Betty Friedan having a conversation with Cesar Chavez. Students also have to incorporate actual statements from the researched characters. [CR5, 7]
Unit XIV Comparison of Domestic Policies Truman – Clinton 1945-2000
Readings: Chart handed out comparing/contrasting Presidencies Domestic Policy
Content: Truman’s Fair Deal, Eisenhower’s Policies, Kennedy’s New Frontier, Johnson’s Great Society, Nixon’s Policies, Carter, Reagan, New Right and Supply Side, Bush, Clinton [CR1, 4]
Themes: demographic changes, economic transformations, environment, politics and citizenship, reform, religion [CR5]
Final Four – in-class debate over ranking recent Presidents [CR 5,6]
Unit XV Review
Review Book – Newman, Schmalbach. United States History: Preparing for the Advanced Placement Exam. 2nd ed. NY, NY: Amsco, 2006
Florida Virtual School – students set up an account with the AP US History review site. They all take several practice exams
Take and Review AP Exams
Academic Dishonesty
Any dishonest way of obtaining or distributing information could result in a zero for the assignment, failure for the quarter, semester, or year, and/expulsion from the class. Academic dishonesty is not only ethically wrong and unfair to students who work/study legitimately, but prevents you from learning the information necessary to do well on the AP exam.
Study Guides, Quizzes, Essays and some projects are to be completed individually.
Some Projects will be completed as a group, but you will be specifically instructed which ones.
Grades
Your grade will be by a point system (in other words each assignment, test etc, is given a point value and all are averaged together) determined as follows: study guides, quizzes, unit and essay tests modeling the AP test, oral assignments, projects etc.
A- 90-100; B- 80-89; C- 70-79; D-60-69; F-59-below
AP Test
This year the AP test is on May 11. The format is as follows:
Section I: 80 multiple choice questions 55 minutes to complete
Section II: DBQ Essay (Document Based Question) -- 55 minutes to read documents and write essay.
FRQ Essay 1 – Two essays from 1492-1865 – You choose one
FRQ Essay 2- Two essays from 1865-1980 – You choose one (70 minutes total for the FRQs)
Keys to Doing Well in AP US History and the AP Exam
Maturity
Work Ethic
Willingness to See Things From Different Perspectives
Congress Session: The American Revolution
Resolution:
1) “The American Colonists Should Declare Independence from the Tyranny of Great Britain”
2) “The primary cause of the American Revolution was economic self-interest”
3) “The American Revolution was a conservative revolution.”
A Congress session will be held to discuss/debate the varying and changing perspectives and interpretations regarding the American Revolution. Students must be familiar with the interpretation of at least one major American Revolution Historian of their choice. Prior to speaking you must turn in an outline of your speech. You must credit the historian you consulted in the outline and when presenting in front of class. Suggestions for further reading include but are not limited to the following
(a great site that maps out the historical debate regarding the revolution with recommended texts)
G. Wood, The Radicalism of the American Revolution (1992)
G.B. Nash, The Urban Crucible: Social Change, Political Consciousness and the Origins of the American Revolution (1979)
Howard Zinn, A People’s History of the United States
Suggested Format 1) Introduce position – use a story/analogy, quote etc.
2) Defend position with three main points/arguments backed with evidence
3) Refute Opposing position (s)
Evaluation Total 100 points (may be weighted x2)
Delivery /40
■ vocal projection and variety
■ rapport with audience – eye contact, demeanor, posture, poise, humor
Quality of Arguments/ /50
Analysis
Organization
Evidence
Content
Response to Questions (fits with delivery as well)
Participation in session /10
When not speaking
Congress Session Format and Script
Roles:
Presiding Officer – a student who gets elected by his/her peers after making a brief speech. This student times the speeches, writes down their order, chooses the questioners, and uses gavel to inform speaker of timing
Gaveling protocol for a three minute speech: 1 minute left-1 tap, 30 seconds left 2 taps, 3 minutes are up – 3 taps, if speakers continues after a 10 second grace period the presiding officer gavels them down.
Parliamentarian – the teacher – evaluates the speeches, keeps track of students who ask questions, provides final authority if there is a dispute between the Presiding Officer and a speaker or questioner, the Presiding Officer seems to be favoring certain people for questioning etc.
Affirmative Speakers – support the resolution
Negative Speakers – argue against the resolution
It is wise to only allow 10 speakers per resolution (5 affirmative and 5 negative). This helps to prevent the debate from becoming stale with excessive rehash. It also provides an opportunity for students debating other resolutions to ask questions.
Script – stated by Presiding Officer
Opening of debate: “We are now ready to begin debate concerning resolution #1 _________________________________. All those wishing to speak affirmative please rise. (note: no one should rise until the P.O. finishes that statement. It helps prevent the aggressive types from rising early and it maintains the decorum of the debate)
After 1st affirmative speech ends: “All those who wish to question the Senator please rise.” ( again no one should rise until the P.O. finishes the statement in its entirety for the same reasons)
I have a mandatory one minute of questioning for the speaker. The questioners have to ask a question and not make a speech of their own prior to the question. If they would like to preface their question they have to ask “permission to preface” to the P.O. Prior to the debate I instruct the P.O. to either grant or deny permission based on how many other students are standing waiting to ask a question. The questioner gets one question and the P.O. must pick a different questioner, unless no one else is standing then the original questioner make ask a 2nd question after being recognized by the P.O.
After questioning period ends: “That is all the time we have for questions. Senator you may have a seat. We’re now in line for the 1st negative speech. All those wishing to speak negative please rise”
After 1st negative speech ends – same as end of 1st affirmative speech.
Conclusion of debate: “That concludes our debate. We are now ready to vote on resolution #1 ___________________________________. All those voting affirmative please rise. All those voting negative please rise. All those abstaining please rise. (could also do this by private ballot)
Congress Evaluation
Note: 4 = Excellent
3 = Good
2 = Acceptable
1 = Needs Work
1) Delivery /40
( Vocal Projection and Variety 4 3 2 1
( Rapport with audience --
eye contact 4 3 2 1
demeanor, posture, poise 4 3 2 1
humor
( Appearance 4 3 2 1
2) Quality of Arguments/ /50
Analysis
( Analysis 4 3 2 1
( Organization 4 3 2 1
( Evidence 4 3 2 1
( Content 4 3 2 1
( Response to Questions 4 3 2 1
3) Participation when not speaking /10
Antebellum Social Reform Oral
During the antebellum or Jacksonian period (1815-1860) many Americans engaged in social reform movements to “purify” the nation. Some were influenced by deism and/or Unitarianism, which were extensions of enlightenment thinking and others by religious passion inspired by the Second Great Awakening. While reformers approached social problems besetting the country from different angles, they had in common that the country was in dire need of reforms to improve society as a whole. Further, most of the reformers were “common” people – in other words they were not prominent politicians, business leaders, and so on of the time.
Your group will present one of the options in class or film it out of class. All options have a change over time theme for the social reform movements of the Jacksonian period. You may film a play, talk show, Broadway musical, play/rap combo, or other format which allows you to address the criteria below. (Formats not permitted: Jerry Springer show, sock puppets, pictures or action figures of a character talking). Please ask me if you not sure if your idea is on the banned list. The criteria are the following:
1) It must be 7-10 minutes long to be eligible for a high score.
2) You must clearly address the three criteria of your option
3) You must turn in a script of your project prior to performing or us watching it. The script must clearly show how you address the three criteria. The script must also have a bibliography of your consulted sources.
4) You must consult sources in addition to your text.
Option 1: Women’s Rights Movement – this option need to:
1) depicts life for women during this time (what rights they did not have)
2) what certain women proposed and actually did to change it and
3) an evaluation of their success.
Option 2: Abolitionist Movement – this movement had a Second Great Awakening and enlightenment influence. The group doing this option will:
1) Trace the evolution of the abolitionist movement during this time period
2) compare what abolitionists proposed and actually did to change it (there will be differences in proposals and actions)
3) an evaluation of their success
Option 3: Temperance Movement – this movement largely sparked by Second Great Awakening tried to educate the public about the problems alcohol consumption brought to the country and ultimately tried to ban the sale and consumption of it. This option needs to
1) depict how alcohol abuse was a problem in the country,
2) what the temperance movement proposed and actually did to change society
3) an evaluation of their success
Option 4: Mental Health and Education Reform – this option will need to:
1) depict the state of mental health and education during this time period
2) what the mental and educational reformers proposed and actually did to change things
3) an evaluation of their success
Option 5: Utopian Experiments – some people believed that society was not allowing people to live up to their potential and decided to form their own separate societies based on a philosophy that in their minds would lead to harmonious human interaction. This option will need to:
1) depict the societal critique that the chosen utopian experiment had of the larger society
2) what the utopian experiment proposes and actually did to change things
3) an evaluation of their success
Social Reform Evaluation
Note: 4 = Excellent
3 = Good
2 = Acceptable
1 = Needs Work
0 = Did not address
1) Delivery /40
( Vocal Projection and Variety 4 3 2 1
( Rapport with audience --
eye contact 4 3 2 1
demeanor, posture, poise 4 3 2 1
humor
( Appearance 4 3 2 1
2) Quality of Arguments/ /50
Analysis
( Organization 4 3 2 1 0
( Analysis 4 3 2 1 0
( Change over time theme 4 3 2 1 0
( Depiction of Reform Movements4 3 2 1 0
Methods
( Evaluation of Success 4 3 2 1 0
3) Clear Script and Bibliography /10
Cold War Project
In a group setting you and your partners will demonstrate to your classmates an interpretation about the Cold War. You may do this as a play, advertisement, talk show, Broadway musical, play/rap combination or other option that accurately portrays Cold War History. Please note the banned options from the WWI project. The following criteria must be followed in order to be eligible for a high score:
1) The project must be 7-10 minutes long.
2) The project must focus on the specific time period and content of the chosen option.
3) Your group must consult the work of one of the historians below and be incorporated into the performance either implicitly or explicitly
4) You must have an active role in the project in order to receive your group’s grade. In other words, if you miss the filming of the project, but did “research” you will receive a significantly lower score than your peers. Please see me if your group has trouble getting together.
5) You must turn in your script prior to the performance or viewing and it must explicitly show where and how you incorporated an outside historian.
Option 1: Wartime allies becoming post-war enemies: 1941-1945 – this option needs to focus on the wartime relationship between the Soviet Union and the United States. The option should show collaboration between the two countries to defeat Nazi Germany and initial agreement to deal with the Japanese, but also show the underlying tension and suspicion that will strain the relationship and set the stage for the Cold War after the Nazis are defeated.
Option 2: Mutual distrust, fear, suspicion and ideological differences (democracy/capitalism vs. communism/command socialism) as contributing factors to the origins of the Cold War 1945-1949. This option requires you to examine these factors for both the U.S. and the Soviet Union and the language seems to be neutral in terms of assigning responsibility for the origins of the Cold War. However, you could present one of the countries as having more responsibility.
Option 3: The role of Germany in the Cold War 1945-1961. Both the US and Soviet Union viewed German power as a vital issue in the Cold War. Both nations raced to capture the key German scientists and technology at the end of the war, the 1945 Wartime Conferences (Yalta and Potsdam) discussed the future of Germany and two major crises of the Cold War were over a divided Berlin.
Option 4: Cold War Asia 1945-1954 – this option explores how the Cold War expands into Asia. The option could present how the victors of WWII gave Asia secondary focus unwittingly helping to set up two hot wars; how the Korean Peninsula was divided, how Vietnam fit into the Cold War at this point; how China became Communist; how both the United States and the Soviet Union responded to a “Red” China; the Korean War; how Japan is rebuilt as an model democratic/capitalist country to show other Asian countries that system could work in the region; why India pursues non-alignment
Option 5: Cold War Latin America: 1954-1979 – this option explores how the Cold War expanded into Latin America. This option could show how Communism was appealing to some in Latin America, the 1954 Guatemala coup, the United Fruit Company, impact of Castro’s acquisition of power in 1959 on the region, 1973 coup against Allende in Chile, and the 1979 Sandinista (communist) takeover in Nicaragua
Suggested Historians to Consult
Traditional View Revisionist View Post-Revisionist
George Kennan William Williams John Lewis Gaddis
Arthur Schlesinger Walter LeFeber Martin McCauley
Gabriel Kolko Henry Kissinger
Gal Alperowitz Melvyn Leffler
Lloyd Gardner
Thomas Patterson
Barton Berstein
Evaluation Total: 100 points
Delivery: /30
Interpretation and/or events /50
Accurately and clearly shown
Inclusion of an outside historian /10
Outline/script turned in and clear /10
United Nations Trial of Fidel Castro
It is 1998 and while attending a meeting at the UN Castro is challenged by Cuban exiles to stand trial for “crimes against the Cuban people.” Castro has a reputation for never backing down to a challenge. After behind the scenes negotiations which guaranteed a neutral UN jury, Castro called a press conference announcing that he accepted the challenge stating at the end: “bring it on you gringo loving traitors!”
These were not Castro’s first bold words stated when faced with a trial. Prior to Castro taking power he was arrested by the Batista regime and in a passionate defense of himself in the courtroom he stated, “History will absolve me.” The judges will decide whether indeed History will absolve Mr. Castro.
Indictment 1: ruthless acquisition of power through deceit and murder
Indictment 2: reckless disregard for the economic interests of the Cuban people
Indictment 3: reckless disregard for the freedoms, education, health and overall social welfare of the Cuban people
Indictment 4: loss of sovereignty to and dependency on the Soviet Union
As you do your research on Castro you should focus on the following questions
( How did Castro take power?
( How successful was Castro in providing for the economic and social interests of the Cuban people?
( Did Cuba end dependence on the United States, but had it replaced by dependence on the Soviet Union?
Prosecution Team
Lead Attorney – makes the opening and closing statements (will need to take close notes of the witness testimony and integrate it into the closing statement; will also answer any questions from the judges)
Attorney #1 -- questions the prosecutions witnesses
Attorney #2 -- questions the defense teams witnesses (or these attorney’s may overlap their roles)
Witnesses (you provide the names and call them in whatever order you choose)
Former Sugar landowner
American Standard Oil Manager
Former Journalist
Disgruntled former Communist ( a former Che Guevera supporter and a member of the Cuban foreign service under Castro)
Former political prisoner
Cuban farmer who recently migrated to the US
Catholic priest
Defense Team
Lead Attorney – “ “
Attorney #1 “ “
Attorney # 2 “ “
Witnesses
Worker on sugar plantation during Batista’s regime
Former illiterate worker from Havana
Doctor living in Havana
Former prostitute during Batista’s regime
Member of Cuban secret police (has classified info about US plots against Castro)
Economic planner
Soldier who fought against Bay of Pigs invasion, veteran of Angola campaign, and former adviser to Sandinistas in Nicaragua
Judges/Jury -- there will be five judges who must render a verdict on all four indictments separately. We will somewhat model the British system in that when the witness testimony is finished you may ask questions. When this occurs the lead attorneys may answer the question.
Assignments:
All must write a brief (model it after an in-class essay, but do it at home) addressing the four indictments against Castro. (in other words, write a rise and rule of Castro essay). All must cite the consulted historian by name.
Attorneys – lead attorneys must turn in an outline of their opening and closing statements; the other attorney’s must turn in copies of their prepared notes on questioning their witnesses and the opposition’s
Witnesses – must give a one minute opening statement of why they would be pro-Castro or anti-Castro
Judges – must orally explain their verdict to the class based on the evidence presented in the case and from research from historians; judges must then turn in an outline explaining their verdict the next class period
Process
Opening Statement by Lead Prosecuting Attorney (5 min – 30 second grace period)
Opening Statement by Lead Defense Attorney (5 min – “”)
Prosecution Attorney (s) calls prosecution witness #1 (3 min “”)
Defense Attorney (s) cross-examines prosecution witness #1 (3 min “”)
Same process for the rest of the prosecution witnesses
Defense Attorney calls defense witness #1 (3 min “”)
Prosecution attorney (s) cross-examines defense witness #1 (same process for rest of defense witnesses)
Closing Statement by Lead Prosecuting Attorney
Closing Statement by Lead Defense Attorney
Suggested Sources on Castro
Georgie Anne Geyer Guerilla Prince. The Untold Story of Fidel Castro
Robert Quirk Fidel Castro
Castro Speeches
Tad Szulc Fidel: A Critical Portrait
Sebastian Balfour Profiles in Power: Castro
Good Websites
(this is the official Cuban government website in English – they have a section on Cuban history from a Pro-Castro/Communist perspective.
(excellent site with a timeline of Castro’s rise and rule, articles, profiles of key players etc.)
Castro Trial Evaluation: Witness
Essay Turned in on-time _______
Rise Section _______
Rule Section _______
Outside Historian Referenced _______
Witness Testimony Opening testimony true to character _______
Answered Questions true to character _______
Depth of answers indicating level ______
of research
Castro Trial Evaluation: Attorney
Essay Turned in on-time _______
Rise Section _______
Rule Section _______
Outside Historian Referenced _______
Attorney Duties: Bonus for taking leadership role _______
Questions/Statements turned in on-time ________
Depth of questions indicating level of research ______
Adaptability during trial __________
(how you responded to witness testimony)
Castro Trial Evaluation: Judge
Essay Turned in on-time _______
Rise Section _______
Rule Section _______
Outside Historian Referenced _______
Judge Duties Written Verdict Turned in on-time ______
Depth of understanding demonstrated _______
in verdict explanation
Cultural Literacy Test
1. The first President after the Revolution ___________________________
2. Folk hero who stole from the rich and gave to the poor __________________
3. The most common food consumed for the Christmas holiday __________________
4. Approximate percentage of people who live in public housing ___________
5. The most important or at least the meal in which the most food is consumed ___________
6. The most common ritual for children to celebrate the Easter Holiday
__________________
7. On average the most common dancing style _______________________
8. Auto manufacturers who made up the “Big Three from 1948-1990” __________
9. Most common drink offered to a guest in one’s home _______________
“ “ in a professional situation _______________
10. On average the two professions which historically have offered the least amount of pay
________________
________________
Open Admissions Strategies
While open admissions presents equitable access for students, it also presents a unique challenge to AP teachers who are being asked to prepare a wide range of students with varying cognitive abilities, study habits, and work ethic for a college-level exam.
I. Culture of the class - early communication with students and parents
II. Reading
A) see notes from literacy institute
B) Study Guides
C) Small group work on study guide day prior to quiz
III. Repetition, repetition, repetition for multiple choice preparation
IV. Patience (on your part) – my own experience as a student again in unfamiliar territory.
V. Writing DBQs and FRQs – scaffolding
A) Attitude of students is barrier #1. When students fail their first essay (s) miserably their “I can’t do this, I’m an idiot” voice kicks in. It is very difficult for you to counter that voice that has been in non-traditional AP kids heads for a long time. If you present In a traditional AP class with the top 20 students in there the “trial by fire” approach was fine for those kids would learn quickly the AP level standards and did not have that negative voice in their heads (at least not as loud).
B) Slowly introduce the kids to DBQs
1) General Source Evaluation – origin, purpose, value, limitations
2) Show them a DBQ, go over general DBQ guidelines (see overall DBQ guidelines), go over the documents in small and then whole group setting.
3) Have kids outline an actual response (full opening paragraph, outlined body)
4) Use that DBQ as their first timed in-class essay and let the kids know that.
5) Do some form of scaffolding until the DBQ has been demystified and enough students have some basic confidence in the process.
Notes from the Literacy Institute
Presented by Dr. Janet Allen
I. Some statistics garnered from research.
A) Students who become proficient readers had an estimated 1,000 hours of exposure to reading and writing before entering kindergarten. Many high school students have not had this kind of exposure.
B) If a student reads 25 minutes a day (5th grade level) they encounter 20,000 new words a year.
C) In classroom instruction the best teacher will teach to their students 350 words (they comprehend them rather than just being exposed). If students learn how to use context clues they can learn 1,000 new words in a school year.
D) 5% of students read their textbook
II. Vocab instruction – research shows the worst way to teach vocab is to give the kids a list of words, worksheet, workbook etc. and then have a quiz on it. According to Dr. Allen’s research, the following is a much better way to teach vocab
A) Integration – hook it to something
B) Repetition – 10-15x if you see or hear a word in a meaningful context you have it for life
C) Meaningful Use i.e. give the kids an exit slip when they leave the classroom. For example, in AP US after introducing de facto and de jure segregation have the kids write other examples relevant to them personally or in history when there is law, authority “by fact” and “by law.”
III. Overarching theme of Institute – average to lower readers need to have some type of pre-reading exercise that is meaningful and memorable to provide some context before they read the assigned text. Otherwise they get frustrated quickly and give up. Suggestions to approach this –
A) Five Finger Rule of Reading the Text (lower end students)
1. Read the Title
2. Take a picture walk – look at all visuals in chapter
3. Write down all headings and subheadings in order
4. Write down all bold/italic words
5. Read two paragraphs – 1st and last
B) Admit Slip – numerous ways to do it – a short reading excerpt, visual (cartoon, picture, chart) and/or combination presented to students prior to their text reading. The generic admit slip provided at the institute asked the students to answer the following:
1. One thing I wonder is _______________
2. A question I hope we can answer is __________________
3. This event shares some common aspects with_________________ (recent or historical)
How to get multiple exposures to the material
1) Visual Tour of new chapter (CH 19) – context setting/big picture discussion of the visuals. Sometimes I’ll include excerpts from documents. (Monday of week one)
2) Study or Reading Guide – students will do this initially on their own for homework and have one week to complete it.
3) Small group collaboration – study guides are due students study together the new chapter material. I’ll circulate to check their study guides and entertain questions. This often produces some great teaching moments when talking to four kids instead of 25+. (Monday of week two)
4) Whole group questioning period – next day we have the quiz and I allow questions from the class. This is usually very productive for the students are honed in for the upcoming quiz.
5) Kids take the quiz (Tuesday of week two)
6) Big Picture Lecture/Discussion Day – I hand out notes packets to the kids for that chapter (19). It is a bring everything together type discussion. (Begins Tuesday of week two)
7, 8) Reinforcement with 80 question multiple choice tests; essays; links with other eras in history etc.
A TYPICAL WEEK AND OTHER APPROACHES
Before starting a new unit I have my students read the main chapter, and examine visuals and primary sources prior to discussing it via formal notes in class. The vast majority of students have little to no background information understanding for virtually everything in American History.
Monday – CH 19 study guide is due. (The kids had been exposed to a visual tour and some docs the prior week). Students engage in small group studying while I circulate the room and sample check the study guides. Students ask me questions which can be very productive. (Sample study guides in binder). 2nd half of class (or whatever is left) I’ll hand out the study guide for CH 20 and begin a visual tour of CH 20 material with a context setting/big picture discussion.
Tuesday –CH 19 Quiz. Prior to the quiz a whole group questioning period is allowed. After the quiz I’ll hand out a notes packet that fits with CH 19 material. Hand out notes packet for CH 19. I’ll begin a lecture/discussion about CH 19. This is a let’s put it all together discussion.
Wednesday - continue context setting lecture/discussion on CH 19
Thursday – various options – mainly skills based that relate to CH 19
a) thesis drill --small groups – students are given a prompt i.e. “Why did the United States intervene in Vietnam?” Students have to have an opening paragraph and an outline of their essay. Reinforcement of a strategy i.e. What is the command word? Other key words?
b) Document exercise – i.e. an example would be a few photos from Vietnam, excerpt of Johnson speech justifying intervention, and an excerpt from McNamara’s memoir on the topic.
c) Political Cartoon Analysis
Friday –visual tour of CH 20; catching up; project work; essay tests; MC tests; sometimes we’ll have a current events discussion.
Projects – I have one project per 9 weeks. Most will have a social history focus, which allows me to incorporate more social history and the kids do the work. Examples include:
DBQ Project
Congress Debate
Social Reform Oral
Mock Trial
Review Project
Essays – students will write a timed essay modeled after a DBQ or an FRQ once a month.
AP US History Multiple Choice
David Bilka
There is no magic wand for being “good at multiple choice questions.” Some students will immediately be successful, while others will toil endlessly or quickly become confused and give up. The most frustrating aspect of this situation is that of the hard working student who has “done everything” yet cannot succeed with difficult fine line discrimination in multiple choice questions. These students tend to fall for the attractive distracter or teaser far too often. Multiple choice questions should be worked on the entire year, especially in an open admissions classroom for there are skills and strategies that will need to be reinforced throughout the year. Multiple choice can be something to build your students confidence with over time. Here are some suggestions to aid in their success.
1) Teach the construction of multiple choice questions to your students.
This teaching fits with the whole “we are all in this together theme” of an AP class. The language and type of the question can be used as keys to figuring out the answer. Most questions will have one of three focuses: causes, purpose or impact. Therefore, when teaching, for example, the Marshall Plan follow that pattern. Key words include “primarily,” “best describes,” “most likely,” “the purpose of,” “the main reason,” “all of the following except,” etc. The “all of the following except” type question is counterintuitive for the students for they have spent their academic careers looking for the correct answer and this popular type of question is looking for the false statement.
2) Teach the construction of the answer choices. The choices usually follow this pattern: the throw away choices (usually two), the distracters (usually two, one being the attractive distracter – I label this one the “teaser”) and the right answer. Practice with your students year round with answer choices figuring out what the distracters are etc. Some steps to aid students in figuring out the right answer.
a) absolute statements are almost always wrong. They have to be 100% correct all of the time, therefore, they are 99% of the time wrong answers.
b) Read the entire question, underline/circle words that are keys to the question. It is very common for students to speed read the questions and the choices. One word will make the difference in many AP type questions
c) Time Period elimination –I have time-line quizzes focused more on time periods rather than exact dates. This can help students eliminate answers that cannot be correct for they do not fit the time period of the question i.e. Jacksonian period question (1810-1850s) and an answer mentions voting rights for women, which does not occur nationwide until 1920.
d) Teach what type of questions could be asked. The multiple choice questions come from survey AP type US History texts. While the curriculum allows an enormous range and amount of material that could be tested it is a mile wide and an inch deep. For example, the Articles of Confederation. There are essentially two ways to ask the question: its weaknesses (most common) or its strengths. The students see that question a few times during the year during practice tests and they end up looking for it on the exam.
e) Do not change your answer unless you are sure you misread the question i.e. didn’t read the “except” part originally.
f) All questions have equal value. Therefore, avoid getting stuck on a difficult or confusing question when there are plenty of easier ones that you need to get to. Leave it and return when you have completed the others.
3) Quizzes: have weekly 10 or so multiple choice questions that are similar to AP type questions. Textbook software has made this task immensely easier. I link them to chapter study guides. Get to the point (during the 1st quarter) that they are timed. 7 minutes for 10 questions translates into the needed pace for the exam: 80 questions in 55 minutes.
4) Unit Tests and/or Exams – these are either 40 or 80 questions using released AP questions or quality replicas i.e. questions from a Princeton Review book. Two additional components:
a) Prior -Study guide – I give the students a study guide prior, especially for an open admissions type classroom. It forces the students to focus, helps mid-lower end students who have difficulty studying months of material, and over time they begin to see patterns in how questions are asked i.e. Articles of Confederation, which builds confidence.
b) After -Buy Back – the first unit test/exam with AP questions only is usually a massacre for many students. Words alone do not convince them how difficult these tests can be without adequate preparation. The Buy Back assignment forces the student to look for patterns, weaknesses and give them a grade boost. (I’ll raise their 1 to a 2 for example) For each incorrect or left blank answer, the student will
i) write why they got the answer wrong. When doing this look for patterns: misreading, choosing the teaser etc. If a student “just doesn’t know the answer” this indicates a weak area to rectify with study.
ii) Write why the right answer is correct. This forces in the review of weak areas that most mid-lower end kids will not do on their own.
5) Practice, Practice … - the only way to become proficient with multiple choice questions is to do LOTS of them all year long.
AP US History Multiple Choice Part II: Teaching likely answers and Types of Questions
David Bilka
Because of the breadth of material on the AP US exam, when teaching I have a tendency to state “this is the type of answer to look for,” when covering a topic. The amount of information can be very intimidating for any student, but especially for mid-lower level students. By continually reinforcing this way of looking at the questions it helps to build confidence and to help silence their internal voice of “there’s no way I can remember all this stuff.”
I. Military History –
a) Battles -the way the exam tackles this part of history is turning point battles and/or ending battles (rarely is there a question about the first battle). The question will focus on the larger political or social impact of the battle. The question could also ask what made this battle the turning point. The exam will not ask about military tactics, advances in weapons technology etc. War questions are either causes or more likely political, social, and economic impact. The following battles have been or could be on the AP exam with a few examples of teaching the likely answer. Highlighted battles have been tested.
French and Indian War – no battle questions, focus on impact of war
American Revolution
Lexington and Concord
Battle of Saratoga – answer will either be the turning point of the American Revolution and/or French intervention was a consequence of the US victory, hence making it the turning point.
Yorktown
War of 1812
Battle of New Orleans
Mexican War – no battle questions, focus on US motive or impact of war
Civil War
Antietam – by far the most commonly asked Civil War battle question – answer will either by it convinced the British to not recognize the South, and/or it gave Lincoln the “victory” he needed to release the Emancipation Proclamation, thereby making abolition of slavery a war aim
Gettysburg – answer is turning point of war in the East
Vicksburg – answer is turning point of war in the West
Spanish-American War – no battle questions, focus on US motives or impact
Various Wars With American Indians – I don’t ever recall a specific battle question. Questions in the past have dealt with overall US policy toward American Indians toward the latter years of warfare with American Indians (late 19th Century). There have been recent FRQs asking about colonial era relations with American Indians including French and Spanish interaction.
World War I – no battle questions, focus on why US entered, or impact of war on US
World War II
Pearl Harbor
Midway – answer is turning point of war against Japan
Stalingrad – less likely to ask for US is not directly involved in the battle, but it is the turning point of the war in the European eastern front
Dropping of Atomic Bomb(s) – while technically not a battle the question will focus on Truman’s decision to drop the bomb
Korean War – no battles, focus on impact
Vietnam War – only “battle” that has been asked repeatedly is the Tet Offensive. Exam can ask a multitude of home front type questions and impact.
II. Visual questions
A) Charts and Graphs – there are usually one or two of these on the exam. These are usually very straightforward with the correct answer clearly supported by the information. The key is to use simple logic to find the usually easy answer and not to overanalyze. These also appear on DBQs.
B) Maps – one question or none. The question usually focuses on some expansion of US territory.
C) Cartoons – one or two on the exam. Students tend to do better on more recent history cartoons and find many cartoons prior to the 1950s difficult. There is also usually one cartoon on a DBQ.
III. A few more examples of teaching the likely answer.
A) Zenger Case – answer is free speech case, could be used as evidence of the evolution of democracy in the colonies in an essay
B) Hamilton – look for supporting the increased power of the federal government
C) Marbury v. Madison – answer either is judicial review or the definition of judicial review
D) Jacksonian Democracy – answer is era of common man, evolution/expansion of democracy
E) 1920s/1950s Social Critics – answer is they criticized the increasing conformity, materialism etc. of society
F) Kennan – answer is architect of containment
IV. How to figure out the 1-5 range for the MC test
The multiple choice section is now scored by the number of correct only. There is no longer any incentive to leave any answer blank. The scale below is what I use in my classroom and it an educated guess on the possible scale for the actual AP test.
The scale:
Score AP Score In-class grade
60-80 5 100
50-59 4 95
40-49 3 85
30-39 2 70
29-below 1 50
AP US History Commonly Tested Books/Authors
David Bilka
Book questions are asked one of two ways: 1) what the main premise of the book was; or 2) impact of the book. Students should also know the author. That is as far as you need to go when teaching such works for either the multiple choice or essays. Literary analysis will not be on this exam. The highlighted books/authors are tested more frequently than the others.
The Scarlet Letter – Hawthorne
Common Sense – Thomas Paine
Thoreau and Emerson – MC question is less likely to focus on a particular work, but rather on what criticisms of the larger society that these authors had. Thoreau is more tested than Emerson.
James Fenimore Cooper – The Last of the Mohicans
Uncle Tom’s Cabin – Harriet Beecher Stowe
A Century of Dishonor – Helen Hunt Jackson
Progress and Poverty – Henry George
How the Other Half Lives – Jacob Riis
Looking Backward – Edward Bellamy
Horatio Alger – similar to Thoreau in that question is likely to touch on the theme of his overall writing (“rags to riches”) rather than a specific work
The Influence of Sea Power Upon History, 1660-1783 – Alfred Thayer Mahan
The Jungle – Upton Sinclair
The Lost Generation – more likely to ask about why this 1920s era generation felt “lost” rather than specific work (s)
Langston Hughes – theme question rather than specific works
The Grapes of Wrath – John Steinbeck
On the Road – Jack Kerouac
Allan Ginsberg – what he wrote about (both fit with a 1950s social critics question)
Feminine Mystique – Betty Friedan
The Silent Spring
Important Supreme Court Cases
John Braithwaite/Modified by David Bilka
I. Marshall Court Cases – all expand power of Federal Government and/or support business enterprise
1) Marbury vs Madison (1803) established judicial review establishing the Supreme Court as the determiner of the constitutionality of federal laws, thereby expanding the power of the Supreme Court and therefore, the federal government.
2) Fletcher vs Peck (1810) – declared a state law unconstitutional, thus strengthening the national government as superior over the states
3) McCulloch vs Maryland (1819) – issue at hand was whether a state could tax a federal establishment. S.C. ruled no through an “implied powers” interpretation of the Constitution, thereby strengthening national government over the states and paving the way for future expansion of federal power through “implied powers.”
4) Dartmouth College vs Woodward (1819) -The decision upheld the sanctity of contracts and of private property. This decision was important in assuring economic development and encouraging investment in new corporations. In addition, it set a precedent for the Supreme Court o overturn acts of state legislatures
5) Gibbons vs Ogden (1824)
The key issue was can a state grant commercial rights that conflict with federal law? The larger significance is that the power to regulate interstate commerce rests with the Federal government. The Court’s decision in Gibbons vs Ogden secures the concept of a national common market and prevents states from impeding commerce within that market and further supported the Supremacy doctrine of the federal government.
II. Cases that dealt with slavery, and segregation
1) Dred Scott vs Sanford (1857) -Scott [and all black slaves or their descendants was NOT a citizen of the U.S. nor Missouri and thus was not entitled to sue in federal courts Secondly, Scotts temporary time in free territory had not made him free. Thirdly, the Missouri Compromise was declared unconstitutional, depriving persons of their property with due process of law. The case clearly hurled the nation, already in a blundering state of affairs, into a full head on collision between the North and the South in a violent Civil War.
2) Plessy v. Ferguson – (1896) “separate, but equal” case – legally sanctioned segregation in the South
3) Brown v. Board of Education (1954) – integrated public schools. Overturned Plessy v. Ferguson for public schools only.
III. Warren Court Decisions – all cases expand individual rights (Brown. V. Board of Ed is also a Warren Court decision)
1) Gideon V. Wainwright (1963) - all criminal defendants have a right to legal counsel (public defendant provided to poor).
2) Griswold v. Connecticut (1965) – a couple in Connecticut had been convicted of using contraceptives violating a Connecticut law. The Supreme Court overturned it ruling their privacy had been violated. This case established an important Supreme Court precedent that the Constitution implied a right to privacy in the 1st and 14th Amendments (due process clause).
3) Miranda v. Arizona (1966) – Miranda rights “right to an attorney, remain silent etc.” - S.C. trying to protect defendants against police interrogations without legal representation.
4) Roe v. Wade (1973) The court found the right of privacy to be "broad enough to encompass a woman's decision whether or not to terminate her pregnancy."
IV. Korematsu vs. United States [1942] – upheld the constitutionality of the internment of Japanese Americans as a wartime necessity
Study Guide 1492-1865 Test
Colonial Period/Road to Revolution 1492-1775
Wealthy groups of pre-revolutionary America
Attitude of Puritans toward religious liberty
Evolution of colonial slavery in Virginia
Northwest Ordinance
Impact of French and Indian War
Mercantilism (2)
Iroquois Confederacy
Which groups felt threatened by changes by Britain after 1763?
Halfway Covenant
Virtual Representation
Why did US seek diplomatic recognition from foreign powers during Amer. Rev.?
Proclamation of 1763
Why Harvard and Yale College were established
Stamp Act Crisis (1765/66) (2)
Married women in colonial era
How colonists took advantage of salutary neglect
Motive of colonial Virginia settlers
1st Great Awakening
Join or Die Cartoon (1754) message
Revolution/Articles of Confederation/Creation of Constitution 1776-1789
Main motive of French support in US Revolution
Revolutionary era view of a republic (2)
Articles of Confederation weaknesses and achievements (2)
Most important contribution to American victory in the Revolution
Declaration of Independence (what it stated – reading it would help)
Founding Father’s view of political parties (2)
Original Constitution
New Republic/Jeffersonian Democracy 1789-1815
Jefferson’s critique of Hamilton’s programs
Why US declared war on Britain in 1812
Isolationism
Marbury v. Madison (1803)
Cult of domesticity
Founding Fathers beliefs
What has greatest impact on slavery in early 19th Century?
1st Congress of the United States passed all of the following to make the new gov’t viable
Why Jefferson supported Louisiana Purchase
Alexis de Tocqueville’s Democracy in America
“Revolution of 1800”
What Jefferson meant by “We are all Republicans- we are all Federalists.”
Pres. Washington’s Neutrality Proclamation of 1793
Hamilton’s Financial Programs
Motive of Bill of Rights
Hartford Convention
Jacksonian Democracy/Antebellum American 1815-1850
Jackson’s Native American (Indian) policy
What led to increased literacy between 1800 and 1860?
Jacksonian Democracy/Antebellum American 1815-1850 (cont)
Irish immigration to US (1840s)
Canal era (when was it?)
Who advocated immediate and uncompensated emancipation of slavery in the 1830s?
Declaration of Sentiments and Resolutions
Monroe Doctrine (2)
Manifest Destiny rhetoric
Main purpose of 1816-1828 tariffs
Nullification Crisis
Brook Farm and Oneida Communities
Whigs of 1830s/40s vs. Jacksonian Dems
Popular Sovereignty and slavery
Why did slave population increase b/t 1810 and 1860?
Which branch of Federal Government supported the Cherokee?
Clay’s “American System” (2)
Policy of Mexico toward Texas (before Texas independence)
Tariff of Abominations (1828)
Who opposed Manifest Destiny?
Who stressed importance of individualism, dissent, and nonconformity?
What Pres. Jackson supported
Workers in textile mills in Massachusetts in 1830s
Most controversial part of Compromise of 1850
Goals of Educational Reformers
Differences b/t North and South in 1850
“Positive Good” Pro-slavery arguments
Two questions on Civil War (1861-1865)
In 1861 main motive of North in going to war with South
Why Lincoln delays adding abolition of slavery as a war aim until two years into the war
Two questions that are in multiple time periods
Maps of Northwest ordinance, Missouri Compromise, Mexican War settlement, and Compromise of 1850
Bacon’s Rebellion, Boston Tea Party, Shay’s Rebellion and Whiskey Rebellion
AP Multiple Choice Test 1492-1865
Directions: Identify the letter of the choice that best completes the statement or answers the question.
I. The wealthiest people in pre-Revolutionary America were primarily
(A) lawyers, doctors, and other professionals
(B) northern merchants and southern planters
(C) inland farmers
(D) industrialists
(E) local government officials
2. The Ordinances of 1785 and 1787 were notable accomplishments because they
(A) established the principle that western lands are the joint property of all the states
(B) initiated a territorial policy that provided for the orderly creation of new states
(C) made possible a policy of Native American (Indian) relations that enabled new western areas to be settled peacefully
(D) put land into the hands of the actual settler rather than the speculator
(E) were the basis for the future settlement of the dispute with Britain over the northwest posts
3. "Let me ...warn you in the most solemn manner against the ruinous effects of the spirit of party. ...The alternate domination of one faction over another, sharpened by the spirit of revenge natural to party dissension. ..is itself a frightful despotism."
This statement reflected which of the following political positions?
(A) Abraham Lincoln's reaction to the Southern threats of secession
(B) Ulysses S. Grant's reaction to the disclosures of corruption in the Republicans party
(C) Andrew Johnson's disparagement of the Anti-Masonic party
(D) John C. Calhoun's explanation of the reasons for his withdrawal from the presidential campaign of 1824
(E) George Washington's concern about the development of political parties during his administration
4. France's support for the United States during the American Revolutionary War was motivated primarily by
(A) enthusiasm for the revolutionary principles espoused by the Americans
(B) a desire to weaken its rival, Great Britain
(C) a desire to regain Canada and the Floridas
(D) pressures from its ally, Spain
(E) the hope of converting the United States into a French dependency
5. Thomas Jefferson opposed some of Alexander Hamilton's programs because Jefferson believed that
(A) the common bond of a substantial national debt would serve to unify the different states
(B) the French alliance threatened to spread the violence of the French Revolution to America
(C) the federal government should encourage manufacturing and industry
(D) Hamilton's programs were weakening the military strength of the nation
(E) Hamilton's programs favored wealthy financial interests
6. Which of the following did NOT contribute to the United States decision to declare war against Great Britain in 1812?
(A) American military and economic preparedness for war
(B) American concern for national honor
(C) The impressment of American seamen
(D) British interference with United States commerce
(E) American fears of British aid to Native Americans (Indians) on the frontier
7. Which of the following most accurately describes the attitude of seventeenth-century Puritans toward religious liberty?
(A) Having suffered persecution in England, they extended toleration to everyone.
(B) They tolerated no one whose expressed religious views varied from their own views.
(C) They tolerated all Protestant sects, but not Catholics.
(D) They tolerated Catholics, but not Quakers.
(E) They had no coherent views on religious liberty.
8. By the time of the Revolution, the American colonists had generally come to believe that creation of a republic would solve the problems of monarchical rule because a republic would establish
(A) a highly centralized government led by a social elite
(B) a strong chief executive
(C) a small, limited government responsible to the people
(D) unlimited male suffrage
(E) a society in which there were no differences of rank and status
9. President Jackson's Native American (Indian) policy resulted in which of the following?
(A) Jackson's loss of popularity in the country
(B) The first efforts to grant citizenship to Native Americans
(C) The division of tribal lands into small units and their allotment to heads of families in each tribe
(D) Widespread uprisings among the Sioux in the Dakota Territory
(E) The removal of the Cherokee from the Southeast to settlements across the Mississippi
10. "In 1800 schoolchildren (ages 5-19) spent an average of only fourteen days in school each year. By 1850 this figure had nearly doubled, going to twenty-six days, and by 1860 it had risen to forty days per year, almost triple the figure for 1800. By 1860 the literacy rate at age twenty had attained modern levels, exceeding ninety percent among Whites."
This passage describes results brought about chiefly through
(A) state and local efforts in behalf of public schools
(B) the work of private philanthropists
(C) the extension of federally supported school systems
(D) the increasing ability of families to afford tutors
(E) the establishment of church-supported schools
11. In which year would the population of an Atlantic seacoast city most likely have appeared as follows?
Categories (selected groups of total population)
Number Born in United States of parents born in United States (White) 70,352
Born in Ireland (White) 25,282
Born in United States of parents born in Ireland (White) 2,017
Born in Russia (White) 10
Born in United States of parents born in Russia (White) 2
Non-White born in United States 2317
(A) 1790
(B) 1820
(C) 1850
(D) 1890
(E) 1930
12. In the history of American transportation, the canal era occurred during which of the following periods?
(A) 1600-1625
(B) 1750-1775
(C) 1790-1810
(D) 1820-1850
(E) 1865-1890
13. Which of the following is true about the concept of isolationism?
(A) It emphasized the avoidance of binding political commitments to other nations.
(B) It usually stressed the avoidance of commercial as well as political ties to other nations.
(C) It had almost no influence on United States foreign policy after 1900.
(D) It was generally applied to Europe and Latin America but not to Asia.
(E) It became obsolete with the formulation of the Monroe Doctrine.
14. Which of the following is a correct statement about the use of slave labor in colonial Virginia?
(A) It was forced on reluctant White Virginians by profit-minded English merchants and the mercantilist officials of the Crown.
(B) It was the first case in which Europeans enslaved Blacks.
(C) It fulfilled the original plans of the Virginia Company.
(D) It first occurred after the invention of Eli Whitney's cotton gin, which greatly stimulated the demand for low-cost labor.
(E) It spread rapidly in the late seventeenth century, as Blacks displaced White indentured servants in the tobacco fields.
15. The French and Indian War was a pivotal point in America's relationship to Great Britain because it led Great Britain to
(A) encourage colonial manufactures
(B) impose revenue taxes on the colonies
(C) restrict emigration from England
(D) ignore the colonies
(E) grant increased colonial self-government
16. Marbury v. Madison (1803) is famous for establishing the principle of
(A) the sanctity of contracts
(B) the supremacy of the executive over the legislative branch
(C) judicial review
(D) due process of law
(E) equal access by any citizen to federal courts
17. A proposal for the uncompensated emancipation of American slaves was advanced by
(A) Thomas Jefferson in the Northwest Ordinance of 1787
(B) James Madison in The Federalist in 1788
(C) the American Colonization Society in 1817
(D) William Lloyd Garrison in The Liberator in 1831
(E) the Republican party platform of 1860
18. The "Declaration of Sentiments and Resolutions" issued by the Seneca Falls Convention demanded
(A) greater rights for women
(B) the immediate termination of slavery
(C) enlightened treatment of the insane
(D) a new role for women in the antislavery movement
(E) improvement in prison conditions
19. The mercantilist system in the eighteenth century led to
(A) the restriction of governmental intervention in the economy
(B) the protection of Native Americans (Indians) from European economic exploitation
(C) the expansion of colonial manufacturing
(D) the subordination of the colonial economy to that of the mother country
(E) noncompetitive commercial relations among nations
20. The tribes of the Iroquois Confederacy were distinctive in that they
(A) were less militant than other Native American (Indian) tribes
(B) all allied themselves with the American colonists against Great Britain during the Revolutionary War
(C) successfully resisted incorporation into the English fur-trading system
(D) were converted to Anglicanism
(E) formed the most important Native American political organization to confront the colonists
21. A major defect in the national government established by the Articles of Confederation was that it lacked
(A) a means of amending the Articles
(B) the authority to tax
(C) the power to declare war
(D) the authority to make treaties
(E) a legislative branch
22. The term "cult of domesticity" refers to
(A) an aspect of the Salem witchcraft trials of 1692, in which mainly middle-aged matrons were accused of practicing evil magic
(B) the Shakers, a religious sect founded by Mother Ann Lee in the eighteenth century
(C) the idealization of women in their roles as wives and mothers during the early nineteenth century
(D) the defense given by antebellum apologists for slavery, who argued that bondage was a form of benevolent paternalism
(E) the Puritans' insistence on the importance of the family as the cornerstone of their social order
23. An important reason for the proclamation of the Monroe Doctrine was to
(A) end the United States alliance with France
(B) displace England as the chief creditor of the Latin-American countries
(C) counter British objections that would arise in any future United States effort to annex the West Indies or Canada
(D) protect republican institutions of government in the Western Hemisphere
(E) prevent French interference in the internal affairs of Mexico
24. Which of the following most likely increased Mexican suspicion of United States territorial objectives in the 1830's and 1840's?
(A) Abolitionist agitation in the North
(B) Jackson's policy toward the annexation of Texas (1836-37)
(C) The Webster-Ashburton Treaty
(D) Clay's speeches in the campaign of 1844
(E) Rhetoric on "manifest destiny" in the American press
25. Which of the following was a widely held belief among the Founding Fathers of the United States?
(A) Direct democracy is superior to representative government.
(B) Widespread ownership of property is a bulwark of republican government.
(C) Political parties are an inevitable out growth of republican government.
(D) Universal manhood suffrage is essential to a free government.
(E) The separation of legislative, executive and judicial functions leads to governmental chaos.
26. Which of the following is correct about the tariffs passed during the period 1816-1828?
(A) They reduced barriers to free trade.
(B) They were supported by all sections of the nation.
(C) Their constitutionality was tested in the courts.
(D) They were primarily intended as revenue raising measures.
(E) They were the first tariffs whose major purpose was protection.
27. Which of the following had the greatest impact on the institution of slavery in the United States in the first quarter of the nineteenth century?
(A) Demands of Southern textile manufacturers for cotton
(B) Introduction of crop rotation and fertilizers
(C) Use of more stringent techniques of slave control
(D) Invention of the cotton gin
(E) The "three-fifths" compromise
28. The nullification controversy of 1832-1833 was significant, in part, because it
(A) signaled the triumph of pro-tariff forces
(B) strengthened support for the Missouri Compromise
(C) weakened the Whig party throughout the South
(D) enhanced Andrew Jackson's reputation as a strong President
(E) cemented the alliance between Andrew Jackson and John C. Calhoun
29. The establishment of Brook Farm and the Oneida Community in the antebellum United States reflected
(A) the influence of Social Darwinism on American thinkers
(B) the continued impact of Calvinist ideas on American thought
(C) the blossoming of perfectionist aspirations
(D) attempts to foster racial integration
(E) the implementation of Masonic schemes for social improvement
30. The Whigs of the 1830's and 1840's differed from the Jacksonian Democrats in that the Whigs
(A) won the support of Irish immigrants
(B) secured the removal of Native Americans (Indians) to lands west of the Mississippi
(C) supported the American System of Henry Clay
(D) favored a laissez-faire economy
(E) urged the annexation of Texas
31. After 1763, changes in the British imperial system threatened the interests of which of the following groups of American colonists?
I. Land speculators with interests west of the Appalachians
II. Newspaper editors and lawyers
III. Farmers wishing to settle in the Ohio River valley
IV. Boston smugglers
(A) III only
(B) IV only
(C) I and III only
(D) I, III, and IV only
(E) I, II, III, and IV
32. The map above shows the United States immediately following the
(A) passage of the Northwest Ordinance
(B) negotiation of the Adams-Onis Treaty
(C) passage of the Missouri Compromise
(D) settlement of the Mexican War
(E) passage of the Compromise of 1850
33. Which of the following states the principle of "popular sovereignty?"
(A) Congress has the right to decide where slavery shall and shall not exist.
(B) The settlers in a given territory have the sole right to decide whether or not slavery will be permitted there.
(C) Individual citizens can decide for themselves whether or not to hold slaves.
(D) The American people shall decide where slavery will exist through a national plebiscite.
(E) Individual states have the right to reject congressional decisions pertaining to slavery.
34. The major purpose of England's mercantilist policy was to
(A) protect the infant industries of England's young colonies
(B) increase England's prosperity
(C) discourage other European powers from colonizing North America
(D) reduce the need for an overseas empire
(E) open the Atlantic to free trade
35. The argument between Great Britain and its American colonies during the 1760's and 1770's over "virtual representation" concerned
(A) patterns of legislative apportionment in the colonial assemblies
(B) Parliament's ability to reflect colonial interests
(C) the lack of colonial participation in negotiating the Treaty of Paris
(D) the increasing use of juryless admiralty courts in the colonies
(E) the representation of "free men of color" in colonial assemblies
36. During the War for Independence, the principal reason the American government sought diplomatic recognition from foreign powers was to
(A) rally all the states behind a common cause
(B) convince the British of the justice of the American cause
(C) make it easier to levy taxes on the citizens of the several states
(D) facilitate the purchase of arms and borrowing of money from other nations
(E) allow Von Steuben, Lafayette, and other Europeans to join the American army
37. The dramatic increase in the South's slave labor force between 1810 and 1860 was due to
(A) an increase in the African slave trade
(B) the importation of slaves from the West Indies
(C) an increase in the severity of fugitive slave laws
(D) the acquisition of Louisiana
(E) the natural population increase of American born slaves
38. Which of the following most appropriately characterizes the violence exhibited in such episodes as Bacon's Rebellion, the Boston Tea Party, Shays' Rebellion, and the Whiskey Rebellion?
(A) Most violence occurred in urban areas.
(B) Most violence produced no deaths.
(C) The level of violence subsided after the American Revolution.
(D) Violence was directed at "outsiders" or representatives of distant authority.
(E) Most violence occurred because of the intervention of foreign powers in American internal affairs
39. Which of the following most accurately describes the attitude of the Founding Fathers toward political parties?
(A) Parties are vehicles of ambition and selfish interest that threaten the existence of republican government.
(B) Parties are engines of democracy that provide citizens with a voice in government.
(C) Parties are necessary evils in any republic.
(D) In a large republic, parties are the best means of creating effective coalitions of interest groups.
(E) A two-party system is essential to a stable republic.
40. In the first half of the nineteenth century, Cherokee efforts to retain their tribal lands in Georgia received direct support from
(A) the White residents of Oklahoma
(B) President Andrew Jackson
(C) the United States Supreme Court
(D) the Democratic press
(E) the United States Congress
41. The Halfway Covenant provided for which of the following?
(A) The baptism of children of baptized but unconverted Puritans
(B) The granting of suffrage to non church members
(C) The expansion of women's power within the Congregational church
(D) The granting of full membership in the Congregational church to all New Englanders
(E) The posting of banns by engaged couples
42. To make the new government viable, the first Congress of the United States did all of the following EXCEPT
(A) organize a federal court system under the Supreme Court
(B) draft a bill of rights and send it to the states for ratification
(C) pass a tariff for the purpose of raising revenue
(D) grant subsidies to encourage industrial development
(E) establish the State Department
43. Henry Clay's "American System" called for all of the following EXCEPT
(A) a tariff for the protection of industry
(B) internal improvements at national government expense
(C) sale of federal lands to finance higher education
(D) greater reliance on domestic financial resources
(E) increased trade among the sections of the nation
44. Which of the following best describes the policy of the government of Mexico toward Texas?
(A) It tried to sell Texas to the United States at the time of the Louisiana Purchase.
(B) It encouraged American settlement in Texas in the 1820's and early 1830's.
(C) It governed Texas with stringent regulations in the 1820's.
(D) It encouraged the establishment of a strong local government in Texas in the mid-1830's.
(E) It favored the annexation of the Republic of Texas by the United States in the 1830's and early 1840's.
45. A major reason why Thomas Jefferson was interested in purchasing Louisiana from France was that he
(A) wanted to establish a precedent for the expansion of presidential authority
(B) wanted an area beyond the Mississippi River to which eastern Native Americans (Indians) could be moved
(C) had learned from Lewis and Clark of the untapped mineral resources in western areas
(D) hoped to cement a Franco-American alliance against the British
(E) hoped to preserve an agricultural society by making abundant lands available to future generations
46. According to Alexis de Tocqueville in Democracy in America, American individualism arose as a result of
(A) the absence of an aristocracy
(B) limited geographic mobility
(C) the uneven distribution of wealth
(D) urbanization
(E) the Enlightenment
47. Harvard College and Yale College were established primarily to
(A) train lawyers and doctors
(B) encourage scientific advances
(C) ensure an adequate supply of ministers
(D) prepare young men for political leadership
(E) preserve the traditions of classical scholarship
48. The election of 1800 has been referred to as constituting "another revolution" because
(A) the House of Representatives decided the election
(B) a Supreme Court decision was required to dislodge the Federalists
(C) voter turnout increased dramatically
(D) the party in power stepped down after losing the election
(E) force was required to get John Adams to leave the White House
49. An important consequence of the "tariff of abominations" (1828) is that it led to the
(A) taxation of consumer items
(B) reelection of Andrew Jackson
(C) enunciation of the doctrine of nullification
(D) alliance of Southern planters and Western farmers
(E) expansion of the New England textile industry
50. The Stamp Act crisis was important in the coming of the American Revolution for all of the following reasons EXCEPT:
(A) The colonists demonstrated their willingness to use violence rather than legal means to frustrate British policy.
(B) The crisis coincided with a British decision to garrison regular troops in American cities.
(C) American patriots realized that British inflexibility made revolution virtually inevitable.
(D) The British maintained that the colonies had no right to independence from parliamentary authority.
(E) Patriot leaders claimed that the act denied them their British birthrights.
51. Which of the following would most likely have expressed opposition to the idea of Manifest Destiny?
(A) Advocates of the foreign policy of Secretary of State William H. Seward
(B) Voters for James K. Polk in 1844
(C) Supporters of the Treaty of Paris of 1898
(D) Members of the Whig party in Congress during the Mexican War
(E) Supporters of the Ostend Manifesto
52. The principal motivation for drafting the Bill of Rights was the desire to
(A) test the new process of amendment described in the Constitution
(B) protect rights not specified in the Constitution
(C) strengthen the power of the federal government
(D) restore to the states the powers they had enjoyed under the Articles of Confederation
(E) clarify the federal relationship among the states
53. Which of the following statements about the "American System" is correct?
(A) It was set up by the Treaty of Ghent at the end of the War of 1812.
(B) It was strongly promoted by Andrew Jackson.
(C) It permitted immigrants to be naturalized after living in the United States for five years.
(D) It was designed to meet the nation's need for economic progress and self-sufficiency.
(E) It called for an end to the European presence in South America.
54. The Proclamation of 1763 did which of the following?
(A) Introduced a tax on tea.
(B) Prohibited colonists from producing iron for the American market.
(C) Forbade all colonial trade with the French West Indies.
(D) Set a boundary along the crest of the Appalachians beyond which the English colonists were forbidden to settle.
(E) Announced the reorganization of the colonial office under Parliament, rather than directly under the King-in-Council.
55. Which of the following contributed most to the American victory in the Revolution?
(A) French military and financial assistance
(B) The failure of Loyalists to participate in military action
(C) A major American military victory at Valley Forge
(D) Support from the French Canadians
(E) The British failure to capture Philadelphia
56. When Thomas Jefferson said in 1801, "We are all republicans -we are all federalists," he meant that
(A) Americans would never ally themselves with monarchical governments
(B) federalists would be appointed to his cabinet
(C) the two parties' platforms were identical
(D) the principles of American government were above party politics
(E) he admired Hamilton's policies
57. Which of the following stressed the importance of individual inspiration, self-reliance, dissent, and nonconformity?
(A) George Whitefield
(B) Ralph Waldo Emerson
(C) James Fenimore Cooper
(D) Joseph Smith
(E) Abigail Adams
58. Which of the following was true of a married woman in the colonial era?
(A) She would be sentenced to debtors' prison for debts incurred by her husband.
(B) She could vote as her husband's proxy in elections.
(C) She generally lost control of her property when she married.
(D) She was the prime beneficiary by law of her husband's estate.
(E) Her legal rights over her children were the same as those of her husband.
59. President Washington's Neutrality Proclamation of 1793 was issued in response to
(A) Spanish expansion in the Southeast
(B) Dutch economic activity in the mid-Atlantic states
(C) Canadian alliances with northern American Indians
(D) French diplomatic overtures to invoke the Franco-American Alliance
(E) English boycotts of selected American manufactures
60. The Hartford Convention was a manifestation of
(A) New England Federalist opposition to the War of 1812
(B) New England's desire to end United States trade with Great Britain
(C) northern gratitude to General Jackson for his victory at New Orleans
(D) the War Hawks' impatience with President Madison's conduct of foreign policy
(E) western resentment against British-backed American Indian attacks
61. The primary purpose of the Stamp Act was to
(A) raise revenues to support British troops stationed in America
(B) reduce colonial consumption of foreign goods
(C) fund the colonial postal system
(D) impose a mercantilist system on the colonies
(E) reduce the authority of the colonial legislatures
62. The Declaration of Independence did all the following EXCEPT
(A) appeal to the philosophy of natural rights
(B) call for the abolition of the slave trade
(C) appeal to the sympathies of the English people
(D) criticize the provisions of the Quebec Act of 1774
(E) accuse George III of tyranny
63. Andrew Jackson supported all of the following EXCEPT
(A) Indian removal
(B) the right of nullification
(C) the removal of federal deposits from the Bank of the United States
(D) annexation of new territory
(E) use of the presidential veto power
64. By the time of the American Revolution, most patriots had come to believe that, in republican government, sovereignty was located in
(A) the people
(B) Parliament
(C) state governments
(D) factions
(E) a centralized government
65. In the early 1830' s, the majority of workers in the textile mills of Massachusetts were
(A) young unmarried women from rural New England
(B) newly arrived immigrants from Ireland
(C) men who were heads of households
(D) married women whose children were of school age
(E) free African Americans from urban areas
66. The North American colonies took advantage of Great Britain' s policy of salutary neglect to
(A) establish religious freedom as a fundamental right
(B) work out trade arrangements to acquire needed products from other countries
(C) introduce the practice of slavery into the New World
(D) establish a standing army
(E) make favorable territorial settlements with the French
67. As originally ratified, the United States Constitution provided for
(A) political parties
(B) a presidential cabinet
(C) the direct election of senators
(D) an electoral college
(E) a two-term presidential limit
68. The financial programs of Alexander Hamilton included all of the following EXCEPT
(A) funding of the national debt
(B) nullification of all private debts to the states
(C) imposition of a tax on distilled liquor
(D) establishment of the Bank of the United States
(E) assumption of all state debts
69. Which of the following provisions of the Compromise of 1850 provoked the most controversy in the 1850' s?
(A) The admission of California as a free state
(B) The establishment of the principle of popular sovereignty in the Mexican cession
(C) The ban on the slave trade in the District of Columbia
(D) The continued protection of slavery in the District of Columbia
(E) The strengthened Fugitive Slave Law
70. Settlers who established the British colony in Virginia during the seventeenth century were primarily seeking to
(A) recreate an Old World feudalistic society in the New World
(B) create a perfect religious commonwealth as an example to the rest of the world
(C) create a refuge for political dissidents
(D) profit economically
(E) increase the glory of Great Britain
71. The issuance of the Monroe Doctrine did which of the following?
(A) Reaffirmed George Washington's goal of United States neutrality in the Americas.
(B) Helped Secretary of State John Quincy Adams secure the presidency in 1824.
(C) Established the United States as the dominant economic power in South America.
(D) Provided the basis for resolving Anglo-American border disputes.
(E) Asserted American independence in the realm of foreign policy
72. Which of the following was true of the first Great Awakening?
A) It primarily affected church congregations in towns and cities.
B) Cotton Mather was one of its most famous preachers
C) It was denounced by Jonathan Edwards
D) It was primarily a southern phenomenon
E) It resulted in divisions within both the Congregational and the Presbyterian Churches
73. The greatest achievement of the government under the Articles of Confederation was its establishment of
A) a bicameral legislature
B) a system for orderly settlement of the West
C) general postwar prosperity
D) long-term sectional harmony
E) a termination date for the international slave trade
74. The goals of educational reformers in the antebellum years included all of the following EXCEPT
A) compulsory school attendance laws
B) the use of state and local tax money to finance public education
C) the establishment of teacher-training schools
D) a standardized length for the school year
E) federal financing of secondary education
75. In part, President Lincoln refrained from taking action to emancipate slaves until after the Civil War had progressed for almost two years because
A) he sought to retain the loyalty of the border states
B) slavery still existed in most Northern states
C) Congress had not granted him the authority
D) he was lobbying the British to remain out of the war and one of their conditions was not to make the war about slavery
E) he personally owned slaves and was reluctant to free them because of his personal debt
76.
The message of the above cartoon published in the 1830s is:
A) life was miserable for free blacks in the North and for slaves in the South
B) Southern slaves were happy and enjoyed life, whereas life for free blacks in the North was miserable
C) abolitionists were inciting anarchy
D) the South had a better climate than the North
E) Andrew Jackson had the support of the common people
77. In 1861 the North went to war with the South primarily to
(A) liberate the slaves
(B) prevent European powers from meddling in American affairs
(C) preserve the Union
(D) avenge political defeats and insults inflicted by the South
78 .In the 1850s, the South differed from the North in that the South had
(A) a better-developed transportation system
(B) a better-educated White population
(C) less interest in evangelical religion
(D) fewer European immigrants
(E) more cities
79. [pic]
The context and message of the above 1754 cartoon is:
A) the southern states should unite and join the confederacy or be consumed by the North
B) the colonies should unite against the threat of the French and Indian allies during the French and Indian War or face ruin
C) the colonies should remain loyal to Britain or face ruin
D) abolitionists should set aside their differences in their attempt to create Kansas as a free state
E) colonies should unite against the threat of Pontiac or face ruin
80. AP American History can be categorized as
A) the worst class ever
B) I must have had a head injury when I decided to take this class
C) I will never forgive my guidance counselor for putting me in here
D) only 15 more study guides to go !!!
E) an established precedent for future rigorous courses
1) b
2) b
3) e
4) b
5) e
6) a
7) b
8) c
9) e
10) a
11) c
12) d
13) a
14) e
15) b
16) c
17) d
18) a
19) d
20) e
21) b
22) c
23) d
24) e
25) b
26) e
27) d
28) d
29) c 75) a
30) c 76) b
31) e 77) c
32) c 78) d
33) b 79) b
34) b 80) any answer
35) b
36) d
37) e
38) d
39) a
40) c
41) a
42) d
43) c
44) b
45) e
46) a
47) c
48) d
49) c
50) c
51) d
52) b
53) d
54) d
55) a
56) d
57) b
58) c
59) d
60) a
61) a
62) b
63) b
64) a
65) a
66) b
67) d
68) b
69) e
70) d
71) e
72) e
73) b
74) e
AP US History Test Study Guide 1492-1980s
Colonial Period – End of American Revolution
1492-1783
Navigation Acts
Dutch motive in settling New Netherlands
What prompted French intervention in Amer. Rev.
Why there was discontent among Continental Army soldiers
Characteristics of most 17th Century Puritans
Colonial Slavery –slave adaptation
Colonial Slavery – where it existed in British colonies
Proclamation of 1763 (main purpose)
Characteristics of British colonies by 1750s
Articles of Confederation – Jeffersonian Democracy
1783-1815
Transportation Developments 1790-1830
Marbury v. Madison
Republican Motherhood
Louisiana Purchase (characteristics and impact)
Impact of 1790s Haitian slave rebellion on the US
US Constitution (creation/provisions)
Jefferson’s view of role of federal government
Hamilton’s financial program (who it favored)
Most unpopular and least successful of Pres. Jefferson’s policies
What led to increase in free blacks in US?
Federalist Papers argument about how to best protect citizen’s rights
Pickney’s Treaty
Jacksonian Democracy – End of Reconstruction
1815-1877
Jacksonian Democracy core belief
Monroe Doctrine
Status of freedmen following the Civil War
Serious Constitutional Question following the Civil War
Why Jackson resisted the admission of Texas
Origin of Republican party (1854) and their key position)
African-American soldiers during Civil War
Who replaced the Lowell girls in New England textiles
Wilmot Proviso
Missouri Compromise (what it did)
Goal of American Colonization Society
Dred Scott case
Compromise of 1850 (what it did)
Impact of Jackson’s attack on Second Bank of US
William Lloyd Garrison
Ratio of slave ownership in antebellum South
Industrialization –Great Depression
1877-1941
Plessy v. Ferguson (1896)
How flappers of 1920s challenged female roles
Impact of Great Depression
Industrialization –Great Depression
1877-1941
Most important source of federal gov’t revenue in 1890
W.J. Bryan’s “Cross of Gold” speech
Factors leading to passage of Prohibition in 1919
Municipal corruption in late 19th Century
Roosevelt Corollary to Monroe Doctrine
Which African-American leader of the progressive era was the most influential advocate of full equality for African-Americans?
Red Scare
When did the Federal gov’t respond with force during the Great Depression?
Leaders of progressive movement – what group of people and what were they concerned with
What is the major theme of 1920s writers – i.e. F. Scott Fitzgerald, e.e. cummings etc.
Margaret Sanger
Republican Presidents of 1920s – what they favored
What sparked the 1894 Pullman Strike
Booker T. Washington – what he advocated for African-Americans
Dr. Francis Townsend –what he advocated in 1930s
Main reform movement women were part of in the 1st half of 19th Century
Scopes Trial
1st major migration of African-Americans from South to North (when it happened)
What happened to American agriculture in late 19th Century
How did Hoover attempt to fight the Great Depression
Wilson’s 14 Points
Why Progressive reformers rejected Social Darwinism
Jacob Riis’s How the Other Half Lives – what it depicted
US policy toward American Indians 1880s-early 1930s
World War II-1980s
1941-1980s
Kennan’s policy of containment (Cold War)
Economic impact of WWII on US
SALT and Nixon’s visit to China were both part of what policy
1950s – most important Supreme Court decision dealt with …
Civil Rights Commission created in 1957 – what was its main power
Nixon and the Vietnam War
GI Bill
Theme of Betty Friedan’s The Feminine Mystique
Impact of “Reaganomics” or supply-side economics
Impact of 1968 Tet Offensive on US (part of Vietnam War)
Know the following civil rights movement leaders and their respective organizations:
Huey Newton – Black Panthers
Roy Wilkins – NAACP
Malcolm X – Black Muslims (Nation of Islam)
Stokely Carmichael – SNCC
Gulf of Tonkin Resolution – what did it do
Why was the Dixiecrat party formed in 1948?
Domestic Developments during Eisenhower’s two terms (1950s)
Why US dropped atomic bombs on Japan in 1945
Social Critics of 1950s – their basic critique of America
AP US History Test Study Guide II – 1492-1980s
Colonial Period – End of American Revolution
1492-1783
Why Anne Hutchinson was banished by Puritans in Massachusetts
Main reason British Parliament passed the 1765 Stamp Act
Who founded Jamestown
Treaty of Paris (1783)
Conditions in England that motivated Puritans to migrate to New England in the 1630s
Colonial Slavery (find true statement)
Which groups LEAST likely to support Great Awakening in 1730s and 1740s
What were Quakers known for
Characteristic of colonial Pennsylvania
Stono Rebellion and NY conspiracy trials
Articles of Confederation – Jeffersonian Democracy
1783-1815
Three-Fifths Compromise
Shay’s Rebellion
Abigail Adams – “Remember the Ladies”
Articles of Confederation
Electoral College – reason for its creation
Marshall Court Decisions
Northwest Ordinances
Yeoman farmer (Jefferson’s ideal)
Hamilton proposal that was rejected by Congress
Jacksonian Democracy – End of Reconstruction
1815-1877
Perfectionism as defined by mid-19th Century
Position on slavery of most northerners during the 1850s sectional crises
Hudson River School (paintings)
1st attempt to apply popular sovereignty occurred where?
Women’s movement in antebellum period (characterized by everything except)
Dred Scott Case
Which achievements of the “carpetbagger” governments survived the “Redeemer” admins
American Colonization Society – what did they advocate?
Daniel Webster’s address to the Senate in response to Senator Hayne
Quote from a 19th Century utopian reformer
Battle of Antietam (Civil War 1862) – impact
14th Amendment
Industrialization – Great Depression
1877-1939
Social Darwinism
Congress of Industrial Organizations (CIO) – who did they unionize?
Open Door Policy (China)
Why did child labor begin to decline around 1920?
Why western frontier states were the first to grant women the right to vote
Why muckrakers were able to have an impact on society
What led to the decline of open range farming at end of 19th Century
Jacob Riis – what was he known for?
What did farmers do to better their condition between 1870-1900?
Industrialization – Great Depression (Cont)
1877-1939
Purpose of Liberty Loan Campaign (WWI)
How did Wilson try to overcome the Senate’s opposition to the League of Nations?
T. Roosevelt was the 1st President to do what?
LEAST prosperous group of the 1920s
Marcus Garvey – what he advocated and his message
Purpose of 1933 Agricultural Adjustment Act (New Deal)
Immigrants in last quarter of 19th Century – where they came from and their economic status in their native country
Taft’s Latin American policy
When WWI broke out in Europe in 1914 what did Wilson demand belligerent European powers to acknowledge/respect?
National Origins Act (1920s)
Progressive Era Legislation
Supreme Court decisions of late 19th and early 20th Century generally did what?
Populist Party Platform
New Deal/FDR did all of the following except
Plessy v. Ferguson (1896)
Greatest controversy in US at the end of the Spanish-American War
Why was the American Federation of Labor (AFL) successful in the late 1800s?
Social Security Act (1935)
Dawes Act (1887)
Gilded Age – which groups generally voted Republican?
Women involved in 1st women’s rights movement
A result of the 1930s Great Depression (1930s impact)
WWII – 1980s
Kent State incident (1970)
1950s Social Critics
Lend-Lease Act
US involvement in Vietnam in the1950s escalates when this country withdraws
What did Kennan advocate in 1947?
What did the Black Power movement of the late 60s advocate?
Major objective of Johnson’s antipoverty Great Society programs
National Organization for Women (NOW) – purpose of its founding in 1966
“Graying” of America since 1970s – impact
1979 Three mile incident – impact
Korematsu vs. United States
Major factor in Truman entering Korean War in 1950
What limited Johnson’s ability to carry out domestic programs (Great Society)?
Decade after World War II characterized by all of the following except
1968 Tet Offensive (Vietnam War) – impact
French and Indian War 1754-1763 (known as Seven Years War in Europe)
I. Overwiew
a. Opposing Sides: French and Indians (i.e. Hurons) vs. British, colonial militias, and Indians (i.e. Iroquois)
b. Competition over Ohio Valley
c. George Washington – spark in Ohio Valley
d. French win in beginning, but concentrate more troops in Europe and lose war; sign Treaty of Paris in 1763
II. Effects of F and I War
a. French out of New World (map)
b. Colonial confidence and battle experience
i. British no longer …
ii. Leaders …
iii. Warfare …
c. greater sense of unity among colonists (Franklin’s Join or Die Cartoon)
d. Amer. Indians loyal to French in trouble
i. Diplomacy …
ii. Loss of Middle Ground …
e. Proclamation of 1763 – prohibited settlement in area beyond Appalachian mountains (map) primarily because of Pontiac’s Uprising
i. Angers colonists
ii. Done to appease Indian groups who helped fight the French and did not want American colonist in their lands
f. England in Debt – pay up colonists
g. 1766 Declaratory Act
h. Big picture – war is the beginning of deteriorating relations between Britain and its American colonies. British policy of salutary neglect ends setting the path for the American Revolution.
Unit IV: The New Republic Social History 1790-1820
I. Social Impact of the American Revolution on Women
A) Role of Women During the Revolution (1775-1781)
i) Daughter’s Of Liberty
ii) Home Manufacturing
iii) Molly Pitcher
iv) Abigail Adams – “remember the ladies” – actively lobbies her husband in 1776 in a letter urging him to include women as full citizens of the New Republic. In other words, women were entitled to exercise their natural rights and pursue opportunities.
v) Big picture – women’s roles were expanded during the Revolution. However, American Revolution does not greatly alter society’s perception of the role of women.
B) Impact of Revolution on the New Republic for the role of women
i) Republican Motherhood
ii) Cult of domesticity – separate spheres argument reinforced
iii) Brief expansion of suffrage to women in some states i.e. New Jersey (retracted, however)
iv) Labor – some women involved in home manufacturing (i.e. candle making, sewing) and mainly unskilled farm work
v) Mary Wollstonecraft – Vindication of the Rights of Woman 1792 – argued that enlightenment inspired natural rights should be extended to women. Continues Abigail Adam’s role, but few people read the book in the 1790s.
II. Social Impact of Revolution on role of Men
A) Definition of Citizen Evolves – during revolution and immediately after a male citizen (hence allowed to vote) was one who owned property (remember country is overwhelmingly agricultural at this time (90% +). In addition, while not a requirement to vote, a male citizen was also a father who was supposed to transfer his property to his son (s). During the period of the New Republic the definition of citizen evolves to include property less white men, hence “universal” manhood suffrage. This represents a shift to mass democracy. A major factor influencing this is Westward movement, especially of young men. Why might this lead to a change in voting rights and the definition of a citizen?
B) Decline in Patriarchy – for example decline in parental power over courtship and marriage. What influences this?
C) Republican Virtue – hard work, honesty, loyalty to family and community Yeoman farmers and artisans (skilled laborers i.e. shoe, clock, etc. makers) – independent laborers romanticized by Jefferson as the pillars of the republic.
D) Backcountry Whites – Westward movement helps create a backcountry culture of whites who borrow from Indian culture. Referred by some in the East as “white savages” i.e. Davy Crockett, Daniel Boone
III. Impact of American Revolution on American Indians -- with British and French alliances no longer a protection and with significant Westward migration of property less whites and land speculators, American Indians were in a precarious position with disastrous results – beginning of the reservation system, end of middle ground and replaced with dependency.
A) Iroquois – mighty confederation that had played off of the British and French rivalry and maintained the “middle ground” for 150 years are defeated by the United States during the American Revolution and confined to reservations in NY and Pennsylvania.
B) Treaty of Paris – 1783 – American Indians not included in the making of the Treaty
C) Cherokee – had ceded ¾ of their land by 1790
D) Shawnee and Miami – lose to Anthony Wayne at the Battle of Fallen Timbers in 1794 and cede white American access to their land in the Treaty of Greenville.
E) Failure of Cultural Renewal – Tenskwatawa and Tecumseh.
1) Tenskwatawa’s Vision – cleanse Indian life from European/American influence i.e. trading goods and renew traditional Indian ways
2) Tecumseh – tries to unite the tribes of the Old Northwest and South in a pan-Indian alliance with the intent to stop American westward movement and implement Tenskwatawa’s vision. Fails when he is defeated by Harrison at the Battle of Tippacanoe in 1811.
3) Why did Tecumseh fail?
IV. Impact of American Revolution/New Republic on Slaves
A) Declaration of Independence (1776) - original draft included a condemnation of the British slave trade and of slavery itself. Southern pressure lead Jefferson to omit it in the final draft.
B) Emancipation of slaves in North and Old Northwest Territory – all northern states will end slavery by the 1790s. Blacks still 2nd class citizens, however. Northwest Ordinance (1787) – bans slavery in this territory. 1st limitation to the expansion of slavery. Liberty ideal of the revolution has impact at least in Northern states. Equality a secondary issue, however due to 2nd class status.
C) 3/5 Compromise – 1789 – blacks counted as 3/5 of a person in census. Population key to representatives in House. Slave trade banned in 1808.
D) Plantation South 1790-1820 – slavery seemed to be as Jefferson stated “withering on the vine” in 1790s. For example, several plantation owners caught up in the liberty aims of the revolution freed their slaves i.e. George Washington and Robert Carter. However, industrial revolution creates a greater demand for cotton, which is met by the Eli Whitney’s cotton gin in 1793. This leads to a rejuvenation of slavery in the South and a dispersal of the slave population from primarily the Chesapeake to the whole South (especially Carolina coast by 1820). Cotton becomes King.
E) Evangelical Churches in South – Methodists, Baptists, Presbyterians – slavery goes from “sin” to acceptance with expansion of slavery post 1793. Clearly, hurts abolitionist cause in the South.
V. Democratization of Religion
A) Constitution – secular government and legal system created. No mention of God or religion. 1st Amendment guarantees religious freedom.
B) Decline of Established Churches i.e. Congregational, Episcopal (former Anglican)
1) State support for Churches fades away (in other words no longer legal for states to collect tax dollars and give it to Churches)
2) Frontier settlements established with little or no organized religion
C)Rise of Democratic Sects – Methodists and Baptists
1)Rejected need for an educated, formally authorized clergy
2) Emotional (heart based) rather than intellectual religious experience – camp revival meetings common in the frontier, new preachers emphasized emotion and storytelling in their sermons
3) Appeal of Methodists – hopeful and simple message, mankind has a decisive role in their salvation (unlike determinism of Puritans, Congregationalists), religious life is a gradual, lifetime growth allowing for repentance for lapses in faith and behavior. Grants individual a great deal of responsibility, which is democratic in nature.
VI. Democratization of Print - increase in literacy and print matter accelerates the democratic process. New print culture i.e. newspapers, Power of Sympathy (first novel in US) catering to popular tastes
Unit IV: Overview of US Foreign Policy 1792-present
1792-1917 1917-1919
1792 – Neutrality Proclamation US Enters WWI
1796 – Washington’s Farewell Address
______________________________________________________________
Isolationism from European Affairs Flirtation with international and
Interventionist foreign policy led by
• 1820 Latin America exception Wilson
(Monroe Doctrine)
• 1898 Asian exception
(Spanish-American War,
Phillipines, Open Door Policy – China)
1920-1941
________________________________________________________________________“Return to Normalcy” (Isolationism)
1941 (Pearl Harbor) or 1948 (Czech Coup) – present
_____________________________________________________________________
International and interventionist
1947-1991 – Containment of Communism (Truman Doctrine)
1991-2000 – US hegemony in the world (only superpower)
2001 – present – ???
Unit IV: Democratic and Marxist Visions for A World Order
A) Both ideologies professed egalitarianism and their 20th Century heir’s internationalism (in other words, they promoted the expansion of their system throughout the world for the betterment of humanity). Both visions in their origins challenged monarchies and repression of common people. The first modern democratic states, U.S. Great Britain and France all ended monarchies internally. The Communist countries that had internal revolutions all ended a monarchy or other repressive government; Russia, China, Vietnam, Cuba.
B) Basic Democratic Vision
1) Context – 18th Century Enlightenment
2) View of History – monarchies and Churches had collaborated to set up unjust societies in which aristocratic and religious authority had violated the natural rights and opportunities of its citizens.
3) Vision – just societies were those that honored the equality of “men” and protected mankind’s natural rights i.e. life, liberty and the pursuit of happiness.
4) Key Value -- freedom – the freedom of speech, religion, the press etc. In addition, the freedom of individuals to pursue whatever their talents and interests take them. Equality of opportunity is valued over equality of condition.
5) View of Religion -- religion itself was honored, hence freedom of worship, but religion is to be separate from government. No official religion/denomination could work in an open and free society.
6) Societal Focus – Individualism – the rights of individuals are protected and they have the freedom to “pursue happiness” regardless of social rank, wealth etc.
C) Expansions/Extensions of the DemocraticVision
1) Lincoln – 1863 Gettysburg Address
2) Wilson’s – 1918 – 14 Points and general vision for a new world order
3) FDR – 1940s – “Four Freedoms” vision, creator of United Nations ….
D) Basic Marxist Vision
1) Context – 19th Century Industrialization
2) View of History – economic determinism – history has been a series of stages in which the “haves” have ruled and exploited the “have nots.” Capitalists (bourgeois) were the latest “haves” and the working classes (proletariat) in the factories were the latest “have not’s.” Class struggle was the essence of historical change and private property is the root of class division. It is inevitable that the working classes would revolt and overthrow their capitalist masters.
Feudalism -- Industrial Capitalism -- Authoritarian Socialism – Communism
3) Vision – a just society is one in which the state is dissolved, socioeconomic classes are ended, and one gives according to their abilities and receives according to their needs.
4) Key Value – equality. In this case equality of condition.
5) View of religion – “opium of the masses” ……
6) Societal Focus – Collectivism -- the needs of the society over the individual
E) Additions to Marxism
1) Lenin’s additions (hence Marxism-Leninism)
A) Jump Theory
B) Communist Party elite needed
c) Internationalism – Anti-Imperialism
2) Stalin and Mao’s additions
A) Socialism in one country
B) Nationalism as a driving force for Communist revolutions worldwide
Unit IV: Cold War Visionaries
Democracy/Capitalism Communism/Marxist
Socialism
1776 – Jefferson’s Declaration of Independence 1848 – Marx’s Communist
Manifesto published
■ Adam Smith’s Wealth of Nations
1863 – Lincoln’s Gettysburg Address 1917 – Lenin’s Vision
(jump theory etc.)
1918 – Wilson’s 14 Points
1940s – F.D. Roosevelt 1920s-1950s – Stalin’s …
Study Guide CH 24 – 1920s
1) What were the “modern” beliefs of the 1920s for the following:
a) science
b) lifestyles
c) sex
d) women and minorities
2) What were the traditional or fundamentalist beliefs for the following:
a) science
b) lifestyle
c) women and minorities
3) Summarize how WWI positively impacted the US economy for the following:
a) manufacturing and credit
b) productivity and efficiency
4) What were some of the new consumer goods that became available for the first time in the 1920s?
5) How did installment plans for consumers come about?
6) How did modern advertising exploit “play upon” consumers?
7) According to cosmetics ads of the 1920s what was the “first duty” of women?
8) What were “flappers” and how did they fit the “new female personality” of the 1920s?
9) How did athletes, such as Babe Ruth, become celebrities in the 1920s?
10) How did Charles Lindbergh become a celebrity?
11) How was Jesus framed in the book The Man Nobody Knows (1925)?
12) Why did corporations seem to get nicer to its employees in the 1920s?
13) Contrast how skilled and unskilled laborers fared during the prosperity of the 1920s.
14) Summarize women and work in the 1920s for the following:
a) what two higher paying labor sectors were women largely excluded
b) what type of white collar jobs did women have rapid growth in employment
c) what type of white collar jobs were women largely excluded
d) what professions were open to women for they were considered “female”
e) what happened to college enrollment for women in the 1920s?
15) Amelia Earhart
16) How does the text link the Republican Presidents of the 1920s to the Presidents of the Gilded Age?
17) Why might Harding often rank as the worst President in US History?
18) What was Pres. Coolidge’s philosophy toward government?
19) Dawes Plan
20) Kellog-Briand Pact
21) What impact did the tractor have on agriculture?
22) Why did white rural Americans tend to support Prohibition, the Ku Klux Klan, immigration restriction and religious fundamentalism in the 1920s?
23) Al Capone
24) Summarize the following for the Ku Klux Klan of the 1920s:
a) What sparked the rebirth of the Klan?
b) Who were the targeted groups to hate?
c) Where in the country did the Klan expand its influence?
25) How did the Immigration Restriction Acts of 1921 and 1924 impact immigration?
26) What was religious fundamentalism reacting against?
27) What did liberal protestants believe for the following:
a) purpose of the Bible
b) role of God in world
c) purpose of religion
28) What was the Scopes Trial of 1925 about?
29) How did the fundamentalists both lose and win due to the publicity of the Scopes Trial?
30) How did Catholic immigrants adapt to the United States?
31) How did Henry Ford help fuel African-American migration to Detroit?
32) How did Jazz originate in the 1920s?
33) What was the “New Negro?”
34) What was Langston Hughes basic message?
35) What city became a cultural magnet for Mexican-Americans?
36) What did the “Lost Generation” of writers have in common in their critique of 1920s America?
AP US History
Quiz 24
I. Choose the best answer.
1) Which of the following was not a part of the postwar period in the United States?
a. increased middle-class wealth and buying power
b. a significant growth in advertising
c. a new use of leisure time
d. a decline in the number of Americans who owned stocks
e. an increase in installment buying
2. The term “flapper” referred to
a. women who joined the air force during the war.
b. modern, single, women who smoked and wore short dresses.
c. women who supported Prohibition by attacking saloons and saloonkeepers.
d. feminists who organized political and action groups.
e. women who publicly debated the merits of the League of Nations.
3. In the 1920s, the Ku Klux Klan did all of the following except
a. continue to thrive only in the South.
b. attract a significant female membership.
c. achieve some degree of political power in some states.
d. focus their bigotry on Catholics and Jews.
e. emphasize traditional morality.
4. The “lost generation” referred to
a. American soldiers who died during World War I.
b. disenchanted American intellectuals who fled to Europe.
c. American artists in the South.
d. children born to Mexican immigrants in California.
e. Native Americans who left the reservations.
5. The modernists of the 1920s
a. feared that the liberation of women would destroy society.
b. longed for a return to small town values.
c. feared the growing influence of Freudian psychology.
d. rejected the consumer economy.
e. put their faith in science rather than in religion.
6. Modern advertising techniques
a. exploited insecurities and secret desires of consumers.
b. were not effective due to poor-quality graphics.
c. were so vulgar that newspapers banned the ads.
d. demeaned and ridiculed working-class Americans.
e. were not essential to the growth of the consumer economy.
7. In the Kellogg–Briand Pact,
a. the U.S. finally agreed to join the League of Nations.
b. signatories agreed to unite against German aggression in Europe.
c. the United States agreed to remove its troops from Haiti.
d. American bankers canceled the German war debt.
e. fifteen nations outlawed war and vowed to settle disputes peacefully
8. As a result of the Scopes trial,
a. Tennessee repealed its anti-evolution law.
b. Scopes was found innocent and given a promotion.
c. publishers eliminated references to Darwin’s theories from science textbooks.
d. the American Civil Liberties Union was destroyed.
e. Clarence Darrow died
9. Charles A. Lindbergh became a celebrity in the 1920s
a. when he completed the first solo flight across the Atlantic.
b. when he made the first blockbuster movie.
c. when he challenged the failure of the two-party political system to represent the interests of ordinary people.
d. when he organized a strike in the steel industry.
e. when he ran for President.
10. The sports figure who achieved the greatest celebrity fame in the 1920s was
a. baseball star Babe Ruth.
b. racing star Rudolph Valentino.
c. boxer Jack Dempsey.
d. writer Bruce Barton.
e. football star Jack Johnson
AP US History Essay Rubric – FRQ and DBQ
8-9 (95-100)
- Contains a clear and well-developed thesis
- Understands complexity of question; analyzes rather than describes
- Supports thesis with substantial and relevant information
- Shows superior analysis; displays well-reasoned cause and effect; evaluates historical change; reaches fully-supported conclusions
- May contain minor errors
- (DBQ) Analytical use of approximately ½ of the documents
5-7 (80, 85, 90)
- Contains a limited or partially developed thesis
- Shows limited understanding of complexity of question; but has some sense of
Historical causes and changes
- Uses some factual information, but less supporting material than an 8-9 essay
- Shows limited analysis; is mostly descriptive
- May contain errors that do not detract from the overall argument
- (DBQ) Analytical use of less than ½ of the documents
4. (60, 65, 75)
- Thesis is confused, limited and/or poorly developed
- Essays shows little or no understanding complexity
- Lacks supporting information or information that is minimal or irrelevant
- Deals with the question in a superficial way; simplistic explanation
- May contain major errors
- (DBQ) Quotes or briefly cites some documents
1 (50)
- Contains no thesis or simply paraphrases or restates the question
- Shows little or no understanding of the question
- Contains numerous errors, both major and minor
- (DBQ) Little or no understanding of the documents or ignores them completely
0
- Talks about something else entirely or leaves it blank
Note: to reach any of the ranges the essay meets the preponderance of the criteria, but does not need to meet all of them.
AP Style Essays
1) Argue a position
a) To what extent …..?
b)………. ? Assess the validity of this statement
c) Evaluate the relative importance of these three factors ….
d) How successful …
Questions such as the above are asking you to argue a position. You can approach it from a balanced or non-balanced position.
i.e. “To what extent were the English colonies by 1763 a new society?”
Suggested Format – Three main points (non-balanced or balanced) or Straw Dog
2)Describe and analyze (or just analyze)
a) How and why did …..
b) Describe and account for ……
c) Why and what …
d) Analyze the responses of ….
e) Identify and analyze
Questions such as the above are still asking you to argue a position, but you are more likely to analyze factors to explain why something happened rather than the more aggressive type of questioning in #1. You do not necessarily need to examine competing views with these type of questions.
i.e. “How and why did transportation developments spark economic growth during the period from 1860 to 1900 in the United States?”
Suggested Format – Three main points
3) Compare (Compare and Contrast)
i.e. “Compare the debates that took place over American expansionism in the 1840s with those that took place in the 1890s, analyzing the similarities and differences of the debates of the two eras.”
Statements such as the above are asking you to assess similarities and differences of two eras (time periods), President’s, reform movements etc. You are still asked to argue a position and typically a balanced approach is more appropriate for it is hard to defend that two time-periods, Presidents etc. are exactly the same. If you did do a non-balanced approach it would be from the standpoint that the differences are minimal in comparison to the similarities.
Suggested Format – three main points (balanced)
THE INTRODUCTORY PARAGRAPH AND THESIS STATEMENT
Sample Question: To what extent did the Civil War constitute a political, social and economic revolution in the United States? Confine your response to the years 1865-1877.
Essays prompts follow a pattern:
1) Command – what the prompt is telling you to do: “To what extent”
2) Subject – aftermath of the civil war
3) Key Word – your argument is based on this: revolution
4) Areas of analysis – not always given: political, social, economic ( a good default if not given)
5) Time Period - what time period you can discuss in your essay: 1865-1877
STRUCTURING AN INTRODUCTORY PARAGRAPH:
1. Establish the context/backstory of the subject of the essay
- (Example: A war that began in 1861 as a struggle over union and states rights, would evolve into a larger struggle over the meaning of freedom and democracy. The war ripped the United States apart providing the winner the opportunity to transform the country.
2. Provide an insightful comment that establishes your basis for analysis. The key word should be discussed here.
- Example: In determining whether the Civil War was a revolution – a term implying significant change - one must assess the extent to which the victorious North was able to change the country.
3. Provide a blueprint that establishes three major sub-topics you plan to discuss.
- Example: "Politically, the war established the supremacy of the federal government over the states. Socially, the war saw significant gains in African American rights. Economically, the southern economy could no longer depend on slave labor and began to diversify beyond cotton.
4. Finish paragraph with a clear thesis that establishes the purpose of the essay.
- Example: "Thus, the Civil War did, in fact, represent a political, social and economic revolution in America."
THESIS Examples and Rankings:
1. Simple thesis: The Civil War was a revolution in American society (Rating: poor)
- Thesis is too simplistic.
2. In some respects, Americans experienced profound changes during the war. After the war, it was clear that society had also been changed dramatically in a number of important areas. (Rating: fair)
- The analytical aspect of the thesis is promising. However, no blueprint is established. The thesis does not establish how America was changed by the war.
3. The Civil War was a revolution in America politically, socially, and economically (Rating: fair)
- Thesis provides a blueprint: politics, society, and the economy.
- Thesis lacks an explanation or general analysis in each of the three areas in the blueprint.
4. Complex thesis: "Politically, the war established the supremacy of the federal government over the states and socially the war saw significant gains in African American rights. In addition, economically the southern economy could no longer depend on slave labor and began to diversify beyond cotton. Thus, the Civil War did, in fact, represent a political, social and economic revolution in America."
(Rating: superior)
THE "GRAY AREA" or Balanced THESIS
Many AP and IB questions allow the student to formulate a thesis with more nuances. Here is a more sophisticated complex thesis to the above question:
"Although the Civil War politically resulted in the supremacy of the federal government over the states and African-Americans were freed and granted constitutional rights, by 1877 the South regained control of its social and economic affairs leading to the introduction of social segregation and economic sharecropping. Thus, the Civil War did represent a revolution in national politics, but the change that had occurred socially and economically began to take a step backward by 1877.
When answering a question, the writer must take a position. It is not enough to state "to some extent" or "to another extent." A thesis should take a position one way or another. Phrases such as "to a larger extent," "to a lesser extent," "more important," "less important," etc., reveal that the writer has taken a definite position on a question.
Ranking factors, the importance of things leads to a more analytical essay.
RELATING THE BODY OF THE ESSAY TO THE THESIS
The most effective essays consistently analyze the significance of events relating to the thesis. Observe the outline below:
Body Paragraph #1:
- Claim/Topic Sentence
- Evidence -Term or event #1 and Definition
- Significance/ relate to thesis
- Evidence #2 and Definition
- Significance/relate to thesis
- Evidence #3 and Definition
- Significance/relate to thesis
The following paragraph is written with the above outline in mind.
The Civil War resulted in a political revolution in several ways (claim #1). First, the 13th Amendment which abolished slavery (evidence + definition) ended an institution in America that had lasted well over two centuries (significance). Such a monumental change in the Constitution is certainly grounds for considering this amendment revolutionary (relates to thesis). Moreover, two more amendments were passed within a few years of the Civil War. The 14th Amendment gave African Americans citizenship while the 15th Amendment gave blacks the right to vote (evidence + definition). These two amendments were clearly revolutionary in the North as African Americans now enjoyed rights that up until this time had been largely denied (significance/relate to thesis). Furthermore, although the Constitution did not specifically declare that the federal government had gained more power over the states, the fact that the Union won the war and forced the South to accept these amendments ultimately proved that states-rights nullification issues would no longer plague the U.S. as they had earlier in the 19th century (significance/relates to thesis).
USE OF TRANSITIONS
To continue a point To conclude a point
in addition thus
furthermore, consequently
also hence
moreover accordingly
additionally in the final analysis
by the same token therefore
To cite an example/clarify To contrast
for example although
for instance on the other hand
in other words nevertheless
in short however
to illustrate the point on the contrary
in spite of this
conversely
To emphasize/rank/state something strong, but not absolute
Most important
Least important
Of greatest significance
Of equal importance
Most compelling evidence
Clearly
Fundamentally
Without a doubt
especially
as demonstrated
Example of writing a body paragraph with the claim, evidence, link back to thesis with transitions.
Prompt: “To what extent can it be argued that Jake is a better choice for Bella than Edward?” Confine your response to the first three movies.
Without a doubt, Jake is a better choice for Bella. First of all, as amply demonstrated in New Moon and especially Eclipse Jake is much buffer than Edward. To be buff one must work out incessantly which leads to a display of bulging muscles. This adds sex appeal and manly strength that is attractive to Bella, which Edward simply cannot display due to his thin chest a consequence of his lack of working out and relying on his vampire strength. In addition, and of greater importance is Edward’s cowardly abandonment of his post in New Moon when he left Bella unprotected despite the lingering threat of being consumed by the revenge seeking and vicious Victoria. Jake was a gentleman ostensibly working for hours on a motorcycle as a means of deepening the bond of friendship with Bella, while in reality he was protecting her and displaying his appealing buff manliness with the lack of shirt attire. On the other hand, Edward not only abandoned Bella to be devoured by a raging vampire, but had the nerve to attempt to “protect” her via his spirit or ghost-like image. The choice for Bella is clear: manly physically and mentally present buff protector or sissy spirit image. Moreover, Jake is better looking than Edward. While this was displayed in all the movies, the most convincing evidence was in Eclipse when Jake stated to Edward: “I am hotter than you.” While the literal meaning was body warmth to assist the freezing Bella, the implied meaning was he was better looking than Edward. This is further supported by his darker skin and passionate eyes in contrast to Edward’s cold body, pale skin and lizard looking eyes. Clearly, these characteristics present Jake as a better choice. In the final analysis the choice for Bella is clear – choose the hot, shirtless, work out addict, protecting, and honorable werewolf.
Claim/Counterclaim example
The Edward lovers cite his undying love for Bella as evidence why he is a better choice. They point out his leaving Bella in New Moon as not abandonment, but rather a loving protective move due to her near consumption at the hands of Jasper. However, Bella was never more vulnerable than at that moment physically and emotionally. The only person who stood by her was Jake with his burly muscles and emotional connection via motorcycle repair during her fragile mental state. While Edward was manly in defending Bella against the voracious appetite of his “brother” Jasper, Jasper once calmed down could be reasoned with and agree to not make such a fanatic attempt again. On the other hand, the relentless Victoria was like the Terminator – she could not be reasoned with, she would not stop until Bella was dead and Edward left at that critical moment.
AP/IB Essay Format
AP/IB level History essays demand analysis and critical thinking in your writing. You need go beyond a descriptive essay “describing the facts” and into an analytical essay “using facts to support arguments/positions.”
Coherent Facts/Evidence + No analysis = (
Little Coherent Facts/Evidence + Sweeping general analysis = (
Coherent Facts/Evidence + Analysis = (
I. Three Main Points (aka 5 paragraph essay) – two approaches
A) Non-Balanced Argument --Arguing in general one main point of view
Format –Three Main Sections
1) Setting the Stage – providing the historical context/framing the historical debate etc. Thesis – the position you are going to defend Blueprint—how you are going to defend your position
2) Body – using coherently presented facts to support analytical points to defend
Your position (rule of thumb – three paragraphs)
3) Conclusion -- bring together all the factors to analyze and demonstrate your position.
B) Balanced Argument
1) Setting the stage
Thesis
Blueprint
2) Body
3) Conclusion
Example of a non-balanced essay
To what extent were the English Colonies by 1763 a new society?
Between the settlement at Jamestown in 1607 and the Treaty of Paris in 1763, the most important change that occurred in the colonies was the emergence of a society quite different from that in England. Economic, political and social changes all illustrate this Americanization of the transplanted Europeans.
Economics …
Political …
Social …
Conclusion (briefly synthesize your case, but do not add anything new)
Example of a balanced essay:
To what extent where the English colonies by 1763 a new society?
Although the English colonies from Jamestown in 1607 to the Treaty of Paris in 1763 had undergone important changes unique to the America’s, several crucial developments were essentially extensions of what was already occurring in England. Social and cultural changes of the colonies illustrate the growing Americanization of the transplanted Europeans, while simultaneously the economics and political system of the colonies were merely outgrowths of the English mercantile system and evolving democratic traditions.
Social/cultural changes
Outgrowth of English mercantile system …
Outgrowth of evolving English democratic traditions …
Conclusion
II. Straw Dog - This approach shows that you understand that history is complex, having different perspectives etc., but allows you to argue a single position
1) Intro – set the scene/frame the debate of competing perspectives (need two)
Thesis – your position
2) Summarize opponents (competing perspective) argument
3) Rip opponents argument (critique) apart
4) Your argument
5) Conclusion
Claim/Counterclaim
This approach is similar to the straw dog in that it shows you understand the complexity, different perspectives of history, and argue a single or balanced position, but in a different format than the straw dog.
1) Intro – set the scene/frame the debate of competing perspectives
Thesis – your position
2) Claim 1 –
a) discuss the first claim about your topic and argue how it is accurate
b) discuss a possible counterclaim about your topic and then either critique the counterclaim or argue that it has some merit, but ultimately is not persuasive enough
3) Claim 2 – same format as claim 1
4) Claim 3 --- same format as claim 2
5) Conclusion
Claim/Counterclaim Version II
1) Intro – set the scene/frame the debate of competing perspectives
Thesis – your position
2) Claim 1 – discuss the first claim about your topic and argue how it is accurate supported by evidence
3) Claim 2 – discuss the second claim about your topic “”
4) Counterclaims – deal with the counterclaims about your topic and then either critique them or argue they have some merit, but ultimately are not persuasive enough
5) Conclusion
Claim/Counterclaim Version III
Same as Version I or II format except you deal with the opposing claims first and then offer the counterclaims as the better argument.
1) Intro “ “
2) Claim 1 – an opposing claim about your topic and then you critique it with a counter claim linking it to your thesis
3) Claim 2 “ “
4) Claim 3 “ “
5) Conclusion
Things to avoid – use of first person “I think,” “I believe,” “We Americans” etc.
■ repeated use of simplistic transitions i.e. and then, so, also,
■ absolute statements “capitalism is totally different from socialism”
■ use of “you” i.e. “you could argue that Hitler was off his rocker”
AP World vs. AP US DBQ
AP World AP US
1) thesis and supports it with evidence 1) same
from the documents
2) uses all of the documents 2) uses some of the documents
(5 of 9 rule)
3) explicit grouping of documents 3) implicit grouping (i.e. social)
4) identifies and explains need for 4) no such requirement
at least one additional type of
document
5) outside knowledge not required, but 5) outside knowledge required
not forbidden for passing score
Overall DBQ Guidelines (US)
I. DBQ’s will cover a 10-50 year time period and the time period is not announced in advance.
II. DBQ prompt often has a change over time theme.
III. The documents will all be primary and will very likely follow a chronological order from the beginning of the time period to the end.
IV. The DBQ often has a majority of documents support the prompt (around 6) and often has a minority that seemingly challenges the prompt (3 or so). Some DBQs all the documents support the prompt. There also can be documents that can be used to either support or challenge the prompt depending on how it is used and/or interpreted.
OPVLS – A model to guide students in evaluating sources
David Bilka
I. The Model
Origin – who/what/when/where
Who the author of the sources is and/or what the source is.
Purpose – the intent of the source; its main point and/or point of view
This includes the intended audience – private or public etc. When coupled with the origin of the source this gives the student/researcher insight into the value and limitations of the source.
Value – based on the sources origin and purpose what makes it valuable?
Limitations – based on the sources origin and purpose what are its limitations?
Support – does the document support or negate the prompt (or perhaps could be used for either)
II. General Rules
1) Private source is generally more valuable than public. One is more likely to gain insight into true intent when one is speaking or writing with a private audience
2) The narrower the private audience the better. For example, while the transcripts of an Ex-Com meeting during the Cuban Missile Crisis is narrow, private and comes from the decision makers (origin), an even more valuable source would be the conversation that JFK had with Bobby Kennedy afterwards, or a diary entry he wrote down after the meeting, and so on.
3) The closer one is to the decision making process the better. Especially for political history, sources from the decision makers themselves outweigh other sources.
4) Public sources such as political cartoons, newspaper editorials, and speeches offer insight into the commonly held beliefs of an era, region, and so on.
5) All sources have some sort of an agenda and that does not eliminate the value of a source nor is it “bad” for a source to have an agenda.
6) All sources have some level of bias whether it is cultural, political, age-based, and so on. The analysis comes in when identifying the perspective, determining the level of the bias and evaluating how it heightens or lessens the value of the source. By itself bias does not automatically make a source useless, otherwise all sources would be useless.
7) All sources have limitations, but it does not eliminate all the value of the source.
A few examples how this would fit with a DBQ using the sources/documents analytically, which is necessary to achieve a 8-9 score on a DBQ
1) The level of loyalty to Britain amongst the colonists in the 1750s was quite high even among those who would lead a revolution by the 1770s. For example, in Document C, George Washington, who at the time was a colonial militia leader, professed his loyalty toward Britain. What makes this document a highly valuable piece of evidence demonstrating loyalty to Britain during this time is that fact that the future military leader of the American Revolution and 1st President of the United States (origin) is writing a private letter with the intent to persuade the British General to allow Washington to serve in the British army (purpose). While, the intent to persuade may lessen Washington’s full revelation of his true intentions, the private and narrow nature (purpose) of the letter shows at a minimum that Washington sought a position in the British military, hence demonstrating loyalty in the 1750s that is shattered by the mid-late 1770s.
2) Perhaps no segment of America showed greater support for US military intervention in Vietnam then the US Congress (origin) when it nearly unanimously gave President Johnson a blank check (purpose) for war in the Gulf of Tonkin Resolution (doc A,origin). This source shows at least the public view of the US Congress at the time, which a virtually unanimous vote –only two Senators voted no- is unlikely to deviate from the private views of members of Congress. (origin and purpose) Perhaps more members of Congress had private reservations, which cannot be shown by this document, but due to the emotions and nationalistic fervor for an approaching war did not feel comfortable enough to state it publically via this vote. (purpose)
Document Based Questions (DBQ)
The Process
1. Read the question and write out a rough outline BEFORE you read the documents.
2. When reading the documents briefly answer the following: OPVLS
a. Origin
b. Purpose
c. Value
d. Limitations
e. Support
3. Re-write your outline including the documents as evidence. The above should be accomplished in 15 minutes. (40 minutes to write the essay)
Rules of Thumb/ Helpful Guidelines
1. You must use the documents and outside knowledge roughly 50/50 when answering a DBQ. The rule of thumb is to use and refer to 5 documents (out of 9) as evidence to support your essay. You can refer to a document basically three ways
a. According to Jackson in document A …..
b. Clearly, Jackson is indicating his desire to ……(doc A).
c. According to Washington in his role as a junior officer in the British military ………….. (doc C) - ** this is the best way to do it
2. The date of publication and/or chronology of the documents may provide hints for how the document can be used and spark a reminder of outside knowledge.
3. Avoid quoting the documents directly unless it is brief and meaningful. Direct quotes indicate a waste of time and lack of original information.
4. You do not need to “shopping list” the documents – in other words, do not refer to them in the exact order in which they appear.
5. Circle key terms and define them.
6. Avoid absolute statements “capitalism is totally different than socialism”, simplistic generalizations “The North was good and the South was bad”, and longwindedness.
7. Take care to deal only with the time period given in the question. A classic mistake is to discuss the question in the context of a different time period.
** 5, 6, and 7 apply to FRQs as well
APPARTS
Document Analysis
Author: Who created the source: What do you know about the author? What is the author’s motivation for writing (what does the author have to gain/lose from the situation?)
Place and Time: Where and when was the source produced? How might this affect the meaning of the source (what occurred during the time it was written?)
Prior Knowledge: Beyond information about the author and the context of its creation, what do you know that would you further understand the primary source? For example, do you recognize any symbols and recall what they represent?
Audience: For whom was the source created and how might this affect the reliability of the source?
Reason: Why was this source produced at the time it was produced?
The Main Idea: What point is the source trying to convey?
Significance: Why is this source important? What inference can you draw from this document? How does it relate to the question being asked?
DOCUMENT ANALYSIS
When reading the textbook, a document, or another source you need to analyze it. Here are some steps that will help you analyze a variety of different sources. This can be helpful for studying purposes, and we will also be doing this in class.
PERSIAN
P Political: Who is in charge? What is power based on? Who gives that person or
group power? Is there a contract? What’s the government?
E Economic: How do people earn their food? Is it based on agriculture, commerce,
small trades or professions, industry, like manufacturing or technology?
Where’s the money?
R Religious: What is the meaning of life? Where did the group come from? What
happens when they die? How do they spend their lives? Who talks to
god(s)?
S Social: How does the group relate to one another? How do people communicate?
What do people do together? How is the group organized? What role
do women and children play?
I Intellectual: Who are the thinkers? What groups are given the chance to learn? How
do people learn? Where does knowledge come from?
A Artistic: How do they express themselves? What commitment to self-expression
do they have? What technology or resources are given to art?
N Near: Where is the group located? What geographic features are near?
What cultural region is the group located in?
SOAPS
S Subject: What is the document about? Be specific.
O Occasion: What event caused the document to be written? Speech, protest,
celebration, inauguration?
A Audience: Who was the document written for (not history students or historians)?
P Purpose: What was the motivation of the author? To persuade? To convert?
Diary? Newspaper article? Why?
S Speaker: Who is the author speaking as? Mother, father, teacher, child?
Remember, we all occupy different roles.
DBQ: In what ways did the French and Indian War (1754-63) alter the political, economic and ideological relations between Britain and its American colonies?
Use the documents and your knowledge of the period 1740-1766 in constructing your response.
“Billy”
Prior to the French and Indian war in 1740, the British used the policy of salutary neglect, essentially allowing the colonies to rule themselves and control their own economies. The French and Indian war caused salutary neglect to disappear; thus, creating an alteration in the political, ideological, and economic relationship between Britain and the colonies. Due to the length of the war, Britain’s resources were drained and the nation needed a new source of both resources and wealth. This lead to their implementation of the Stamp Act and other changes in policy over the colonies altering future relations up to the signing of the Declaration of Independence.
Politically, the British altered their policy of salutary neglect to internal control of the colonies. After the war ended in 1763 the French were run out of North America leaving the colonies with an enormous amount of land to settle. (Doc A). However, the British set the Proclamation in 1763, which mandated that no colonies could settle further west. This both pleases the Indians, who were angered by the whole encroachment on their land (Doc B), and angers the colonists who were outraged by Britain randomly stepping in to say where they can and cannot settle. The British took it one step further, implementing the Stamp Act in 1765, because they needed a new source of revenue (Doc F). This further outraged the colonists, who were used to controlling their own affairs internally. Britain was beginning to dominate the internal affairs of the colonies, and in 1766 they affirmed their right to do so with the Declaratory Act, which gave Britain the complete control over the colonies. Politically at the end of 1766, the policy shifted form one of neglect to one of absolute rule – complete opposite approaches to ruling.
Ideologically, the colonists, who were accustomed to salutary neglect, were fine with Britain in 1740, however, due to the political alterations; in 1765 the colonists had an incredibly negative attitude towards the British. In 1755, George Washington, a future leader of the Revolution, begged to join the British army (Doc C), which clearly, represents how willing the colonists were to secure their motherland. However, this is contested in 1765, where people in Pennsylvania question the new from of British control and their loss of liberties (Doc H). Pennsylvania, however was not the only colony outraged – Benjamin Franklin, a diplomat of the colonies wrote to a governor, expressing that the colonies want the Stamp Act repealed and salutary neglect reinstated (Doc G). The Stamp Act was dangerous, in the colonies eyes, for two reasons: it affirmed Britain’s right to internally tax them and it opened the door for other taxes to be instated. The primary goal of the Stamp Act was to give revenue to pay for the British soldiers; unnecessary in the colonies eyes because there were no French left in North America to attack them. Essentially, the colonists feared other forms of taxation and control, which guaranteed that negative attitude towards the British. Additionally, the British instilled the idea of virtual representation, which was rejected by the colonies because no matter how rich a colonist was, he could not vote for Parliament. The disagreement on both political and economic ideas changed the colonies as a whole, to shift from a majority positive attitude in 1740 to a negative attitude in 1766.
Economically, the colonists were accustomed to controlling their own affairs internally, however it shifted to internal control by Britain. This came as a shock to the colonists, because prior to 1765, the only act “controlling” their economy were the Navigation Acts, which were very loosely enforced. When the British used soldiers and its navy to enforce the Navigation Acts, the colonists were again outraged because Britain suddenly decided to enforce them about 100 years after they were first instated. This was largely due to Britain’s need for a new source of revenue. The Stamp Act coincided with the enforcement, essentially making the colonists pay for the British soldiers, while Britain reaped all the benefits from its new forced trade with the colonists. The colonists resented taxation, as it put a strain on their economy, and by 1766, they wanted to control their own economy again, rather than having Britain control it.
Ultimately, the French and Indian war altered the relations between the colonists and the British politically, ideologically, and economically. The colonists resented Britain’s domination over their internal affairs; they wanted to revert back to salutary neglect since Britain’s new rule directly controlled their affairs internally and strained their economy. The positive attitude the colonists had towards the British in 1740 all but disappeared by 1765 became Britain decided to control their internal affairs. The colonists would later see that Britain would not revert back to salutary neglect, which caused them to declare Independence in 1776, a mere 13 years after the French and Indian war ended.
“Benny”
During the period of 1740 to 1754, there were tensions in North American colonies that ultimately led to the French and Indian War. By the end of this war, the relationship between Britain and its American colonies had dramatically changed. This documents help demonstrate some of these changes.
As illustrated in Document A, some of these changes involved the differences of land gained by British colonists before and after the French and Indian War, thus demonstrating the changes in land expansion of North America.
In Document B, the American Indian tribes rebel against the Americans who have settled in their valuable lands without their permission. This event shows social tensions between the Natives and the Americans.
Document C is a letter from George Washington to Robert Orme. This letter helps support this argument because Washington is basically stating that he would certainly like to join General Braddock’s army, which shows how powerful were these tensions between North American Colonies.
Document D is a diary written by a Massachusetts soldier, who states some of his experiences in the army. This can be used to support the argument because it involves a change as a British soldier becomes a rebel.
In Document E, Reverend Thomas Barnard shows his loyalty to the mother country, Britain, and praises its faithful Councellors, its brave Commanders, and its successful fleets and armies. This document shows some of the thoughts and reactions of people about the end of the war, and it helps demonstrate these ideological changes during the aftermath of the French and Indian war.
Document F states issues that the British colonies were going through after the war. This document supports the argument because it helps demonstrate economical changes that took place in the colonies, and the changes in the relationship between Britain and its American colonies.
To sum everything up, it could be said that problems and issues between Britain and its American colonies led to economic, political, and ideological changes in their relationship.
“Bobby”
During the 1740s through the 1750s the new colonies had most of the control over themselves because Britain used a hands-off policy with them. This policy gave political and economical sovereignty to the colonies. Regardless, after the French and Indian War began, Britain decided to enforce new acts and began to take some of the colonies’ independence away. All these occurrences led to major changes as well as tensions in the political and economical relations between Britain and its American colonies, but not as much ideologically.
The enforcement of acts such as the Stamp Act led to major disagreements between Britain and the colonies. Britain needed the money to pay its debt and argued that the colonies should pay for some of their protection. Document H, being a newspaper shows the public opinion about the Stamp Act. This at least in Pennsylvania, argued that they shouldn’t’ pay for things they never had to pay for before. Therefore, colonists are beginning to have disagreements with British’s new laws. Also in Document D, the private diary of a soldier from the British forces argues that they are not being properly taken care of and that their rights are being denied. These instances led to disagreement between the colonists and Britain in a political manner.
One of the most important differences that arose economically was the revenues. Revenues were being enforced by Britain arguing that the colonies had “virtual representation” and therefore should pay their revenues. For example, Document F (which is a British order in council), argues that revenues should increase and according to the king, the revenues collected were minimal in comparison with the costs the colonies implied to Britain. These created economical tensions and changes between British and colonists.
In the colonies, the public opinion was thought to be that they should go back to salutary neglect and in that way have their sovereignty again (documents H & G). Regardless, Document E shows no alterations between Britain and some of the colonists. Rev. Thomas Barnard in this document still loves Britain and has loyalty toward the mother country. Also, document C shows the letter George Washington sent to British forces begging them to let him be part of the militia. This also shows his loyalty toward the country and not much alteration in relationships between these two and the mother country.
In conclusion, due to the French and Indian wars, major alternations occurred between the American colonies and Britain. These changes were political and economical, but there were still people like George Washington who was at least until this point, faithful to his motherland.
DBQ Construction Project
1) Choose general topic area and time period. (have a change over time theme)
2) Select Documents (A-H or I) 8-9 documents
3) Focus on Wording of Question – finalize question
4) Set up DBQ – use DBQ samples as models (documents usually follow a chronological order)
5) Construct scoring rubric – use samples as models
6) Complete document analysis – direct information and inferred
7) Construct list of outside information your group could possibly see
8) Show presentation to whole group (10-15 minutes)
General Time-Line: Columbus to The Civil War
Contact 1492-1607
English Colonial Period 1607-1776
Road to Revolution 1754-1776
American Revolution 1776-1781
Articles of Confederation 1781-1789
Constitution and the New Republic 1789-1810
Jacksonian Democracy/Social Reform Movements/Econ Expansion 1810-1860
Road to Civil War 1850-1860
Civil War 1861-1865
Somewhat Detailed Time-Line: Columbus to the Civil War
Contact 1492-1607
1492 Columbus
1519-21 Cortes conquers Mexico
1530s Protestant Reformation begins in Great Britain
1558-1603 Reign of Queen Elizabeth I; Ireland conquered by England
1585 Failed Roanoke Colony
1588 British defeat Spanish Armada
English Colonial Period 1607-1776
1607. Jamestown Founded
1619. First Africans brought to Virginia
House of Burgesses Founded
Tobacco saves Jamestown
1620. Plymouth Founded
1629. Great Puritan Migration to Massachusetts Bay Colony
1636. Harvard Founded
1646. Defeat of Opechacanough in Virginia
1661. African slavery legalized in Virginia
1676. Bacon’s Rebellion
1686. Creation of Dominion of New England
1688 Glorious Revolution in England
1692. Salem Witch Trials
1700. 250,000 Settlers in English colonies
35. Zenger Free Press Trial
44. Great Awakening
Road to Revolution: 1754-1776
63. French and Indian War
1763. Pontiac’s Rebellion
Proclamation Line Drawn
65. Sugar Act, Stamp Act and Quartering Act Controversies
1766. Declaratory Act
1767. Townshend Act; New York Assembly Suspended
1770. Boston Massacre
1773. Boston Tea Party
1774. Intolerable Acts
First Continental Congress
Quebec Act
1775. Lexington and Concord
Second Continental Congress
Bunker Hill
Failed Invasion of Canada
American Revolution 1776-1781
1776 Declaration of Independence
Paine’s Common Sense Published
1777 British defeated at Saratoga
1778 France enters war against the British
1781. Battle of Yorktown
Articles of Confederation ratified
Articles of Confederation 1781-1789
1783. Treaty of Paris officially ends the war
1786. Anapolis Convention
1787. Northwest Ordinance
Shay’s Rebellion
Constitutional Convention Begins
1788. Federalist Papers Written
Constitution and the New Republic 1789-1810
1789. Constitution Put into Effect
Washington First President
French Revolution Begins
1791. Bill of Rights Added to Constitution
Bank of US created
1793. Birth of Political Parties: Federalists and Democratic-Republicans
Neutrality Proclamation
Invention of Cotton Gin
Radical Phase of French Revolution
1794. Jay’s Treaty
Battle of Fallen Timbers
1796. Washington’s Farewell Address
1797 XYZ Affair
Adams Becomes President
1800. Undeclared Naval War with France
1798. Alien & Sedition Acts
1800 Jefferson elected
1803 Louisiana Purchase
Marbury vs. Madison
06. Lewis and Clark Expedition
09. Embargo in Effect
1808 Slave Trade Ended
Jacksonian Democracy/Social Reform Movements/Econ Expansion 1810-1860
1810 Turnover in Congress (War Hawk Class)
1812. War of 1812 with England begins
1813. Defeat of Tecumseh
1814. Treaty of Ghent (ends War of 1812)
1818. Jackson invades Florida
1819. Spain sells Florida to U.S.
1820s First labor unions formed
1820. Missouri Compromise
1822 Vesey Slave Revolt (SC)
Republic of Liberia founded
1823. Monroe Doctrine
1824. JQ Adams becomes President through vote in House of Representatives
1828. Jackson elected
Tariff of 1828 (Tariff of Abominations)
1830s Railroad construction begins
1830. Indian Removal Act
1831. Nat Turner Slave Revolt
Abolitionist Newspaper The Liberator founded
1832. Tariff of 1832
Calhoun resigns as VP
1833. Nullification Crisis
1834. Whig Party Formed
1835. Texas Revolution; Republic of Texas Established
1836. Trail of Tears
Jackson eliminates Bank of US
1837 Seminole Indians defeated and removed from Florida
1840s Manifest Destiny
Telegraph and railroads create a telecommunications revolution
1840. Log Cabins and Hard Cider Campaign; Election of Harrison
48. Potato Famine in Ireland
1842 Commonwealth v. Hunt: Labor Unions declared legal in MA
1844. Polk Elected in “Manifest Destiny” election
1845. Texas Annexed into U.S.
48. Mexican War
47. Mormon Migration to Utah
1848 Treaty of Guadeloupe Hidalgo; Mexico cedes ½ of territory to US
Seneca Falls Women’s Rights Convention
1849. California Gold Rush begins
Road to the Civil War 1850-1860
1850 Compromise of 1850
Fugitive Slave Act strengthened
California admitted to the Union as a free state
1852. Uncle Tom’s Cabin Published
1853. Gadsden Purchase
1854. Kansas-Nebraska Act
Republican Party Formed
1856 Violence in “Bleeding Kansas”
Senator Sumner Attacked in Congress
1857. Dred Scott Case
1858. Lincoln-Douglas Debates
1859. John Brown’s raid on Harpers Ferry
1860. Democratic Party splits
Election of Lincoln
Lower South Secedes from Union
Civil War 1861-1865
1861. Confederate States of American Formed
Ft. Sumter begins Civil War
Upper Southern States Secede
Lincoln Suspends Habeas Corpus
North is defeated at First Battle of Bull Run
1862. Battle of Antietam
Emancipation Proclamation Issued (Effective Jan 1, 1863)
Homestead Act
1863. Battle of Gettysburg
Siege of Vicksburg
Lincoln’s Gettysburg Address
Lincoln Announces 10% Reconstruction Plan
1864. Sherman’s March Through Georgia
Grant’s Wilderness Campaign
Lincoln Defeats McClellan for the Presidency
1865. Lee surrenders to Grant at Appomattox
Lincoln Assassinated
Andrew Johnson becomes President
Thirteenth Amendment Abolishes Slavery
US History General Time Line 1865-1990
1865-1877 Reconstruction
1900. Agrarian to Industrial Economy
1920. Third Wave of Immigration
1914. American Imperialism
1916. Progressive Era
1918. World War I (US Involvement 1917-1918)
1929. “Roaring Twenties”
1938. Great Depression
1938. New Deal
1945. World War II (US Involvement 1941-1945)
1991. Cold War
1953. Korean War
1968. Civil Rights Movement
1960s/70s Various Social Reform/Rights Movements – Women’s, Native American, Latino etc.
1973. Vietnam War
74. Watergate
1990. Conservative Resurgence (Reaganomics)
1990s ?????
Somewhat Detailed Time-Line 1866-1990
1867 First Reconstruction Act launches Radical Reconstruction
Alaska Purchased
1868 14th Amendment Guarantees Civil Rights
Andrew Johnson Impeached
1870 15th Amendment forbids denial of vote on racial grounds
1870s Intimidation against Blacks in South
1876 Battle of Little Big Horn
1877 Compromise of 1877 – Ends Reconstruction
1879 Standard Oil Trust Formed
1880s Large Industrial Corporations Emerge
1882 Chinese Exclusion Act
1883 Railroads divide nation into 4 time zones
Pendelton Civil Service Act
1886 Haymarket Riots/Protests
1887 Interstate Commerce Commission (ICC) formed
1890 Sherman Anti-Trust Act
Wounded Knee Massacre
Sherman Silver Purchase Act
1898 Spanish-American War
Hawaii Annexed
1898. Peace with Spain; US obtains Philippines, Guam, Samoa, Puerto Rico, Cuba
1899. Gold Standard
1900. T. Roosevelt becomes President
1904 Roosevelt Corollary to Monroe Doctrine
14. Panama Canal Built
1906 Hepburn Act, Pure Food and Drug Act, The Jungle Published
1907 Gentleman’s Agreement with Japan
1913 Wilson becomes President
Sixteen Amendment authorizing income tax ratified
Seventeenth Amendment providing for direct elections of Senators ratified
Federal Reserve System begun
Wilson broadens segregation in civil service
1914 World War I Begins
US Troops Occupy Vera Cruz
1915 Lusitania Sunk
US troops sent to Haiti
KKK revived
1917 Zimmerman Telegram
Unrestricted U-Boat Attacks Resume
US enters WWI
Russian Revolution
1918 WWI Ends
Versailles Treaty
1919 18th Amendment (Prohibition)
Red Scare
1919. Nineteenth Amendment(Women’s Suffrage)
First Radio Station in Pittsburgh
1920. Washington Naval Conference
1924 Revenue Act Slashes Income Tax on Wealthy and Corporations
1927 Lindbergh Crosses the Atlantic
1929 Stock Market Crashes
1932 FDR Elected
1933 Bank holiday, "Hundred Days"
NRA, AAA, FDIC, TVA, FERA, CCC
Twentieth Amendment changes inauguration day to January
Twenty-first Amendment repeals prohibition
Hitler comes to power in Germany
1934 Gold standard terminated
SEC
1935 Social Security Act, WP, NLRA
CIO formed
U. S. Begins neutrality legislation
1936 FDR Re-elected
Rhineland Retaken
1937 FDR Attempts to Pack Supreme Court
Japan Invades China
1938 Fair labor Standards Act
Hitler takes Austria, Munich Agreement
1939 Germany Invades Poland (WWII Begins)
1939. Roosevelt makes destroyers-for-bases deal with the British
Fall of France
First peacetime draft
1940. Lend-Lease, Battle of Britain, Hitler attacks USSR
Atlantic Charter
Pearl Harbor
1942 Japanese Internment Camps
Battle of Midway
1943 Russia Wins at Stalingrad
Allies Invade Italy
1944 D-Day (Allied Invasion of France)
Phillipines Liberated from Japanese
1945 Yalta
FDR dies
Germany surrenders
Atom bombs
End of WW 2
Beginning of Cold War
1945. Churchill’s Iron Curtain Speech
1946. Truman Doctrine (launches containment)
1947. Marshall Plan
Taft-Hartley
Truman Integrates the Military
Berlin Blockade and Airlift
1948. NATO Formed
Communist takeover in China
Soviet Union detonates atomic bomb
1949. Korean War Begins
Sen. Joseph McCarthy begins communist witch hunt
1950. 22nd Amendment limits President to two terms
1951. Eisenhower Elected President
1952. Korean War Ends
1954 Brown v. Board of Education
Vietnam Split into N and S Vietnam
1954. Montgomery Bus Boycott; Emergence of Martin Luther King
1955. Hungarian Revolt Crushed by Soviets
1956. Sputnik
Eisenhower Doctrine
Little Rock Nine
1957. NASA
1st US Satellite and ICBM
1960 U-2 shot down over Russia
Soviet and Chinese split
John F. Kennedy elected President
1961 Freedom Rides
Berlin crisis leads to Berlin Wall
Peace Corps
Bay of Pigs
16,000 in Vietnam
`1962 University of Mississippi integrated
Cuban Missile Crisis
1963 Civil Rights march on Washington (“I have a Dream Speech”)
JFK assassinated
Feminine Mystique published
|1964 |Free speech movement at Berkeley |
| |Beatles |
| |Twenty-fourth Amendment outlaws the poll tax |
| |War on poverty |
| |Gulf of Tonkin |
|1965 |Great Society |
| |Operation Rolling Thunder in Vietnam |
| |Malcolm X assassinated |
|1966 |Black Power |
| |France withdraws from NATO |
| |N. O. W. formed |
|1967 |Detroit Riot |
| |Peace movement in the U. S. |
|1968 |Robert Kennedy and Martin Luther Kin murdered |
| |Tet Offensive |
| |Johnson won't seek re-election |
| |Richard Nixon elected President |
| |Soviets Crush Revolt in Czechoslovakia |
|1969 |Vietnamization |
| |First man on the moon |
|1970 |Shooting at Kent State |
| |EPA established |
| |Cambodian invasion creates anti-war turbulence |
| |SALT talks begin |
|1971 |Nixon opens talks with China |
| |Wage-price controls |
| |My Lai massacre revealed |
| |Pentagon Papers published |
|1972 |Intensive bombing of North Vietnam |
| |Watergate |
| |Nixon re-elected |
| |GNP over 1 trillion |
|1973 |Cease-fire in Vietnam |
| |U. S. forces withdraw |
| |Spiro Agnew resigns |
|1974 |Watergate tapes |
| |Nixon resigns, Ford's pardon |
| |Serious inflation and recession |
|1975 |Vietnam falls |
| |44% of married women employed |
|1976 |Bicentennial |
| |Jimmy Carter elected President |
|1977 |Human rights |
|1978 |Camp David Accords |
| |Panama Canal treaties ratified |
|1979 |SALT 2 completed |
| |U. S. recognizes China |
| |American Embassy in Iran occupied |
| |USSR invaded Afghanistan |
|1980 |U. S. boycotts Olympics, withdraws from SALT 2 |
| |Reagan elected President |
1981. “Reaganomics” spending and tax cuts passed
Iran releases American hostages
Sandra Day O’Connor first woman appointed to Supreme Court
1982. Recession
1983. Reagan announces SDI plan “Star Wars”
US Marines killed in Lebanon
US invasion of Grenada
1985 Gorbachev comes to power in Soviet Union
First Reagan-Gorbachev summit meeting
1986 Iran Contra scandal revealed
Second Reagan-Gorbachev summit
1988 Reagan-Gorbachev summit
Bush (41) wins election
1989 Communism collapses in Eastern Europe (Berlin Wall comes down as its symbolic end)
Tianamen Square Demonstrations in China
1990 Iraq invades Kuwait
E and W Germany United
Americans with Disabilities Act
Topical Review Outlines
David Bilka
The purpose of the review is to trace ONE MAJOR TOPIC chronologically so it may be seen as a whole unit. This is very helpful as a summary and an approach to possible exam questions, especially essays.
1. Foreign Policy (Pre-1900 and Post-1900)
A. Major events which caused American action/reaction
B. American reaction and impact
C. Major statements of American foreign policy (such as Monroe Doctrine, Good Neighbor Policy etc.)
D. Major changes or trends in foreign policy. (Essay question most likely to be a 20th century focus – from isolationism to international/interventionism)
Break this study into pre-1900 and post 1900 time periods
2. Expansion of Social Welfare Capitalism –from laissez-faire to federal government involvement in providing a minimum living standard for citizens and regulating the economy.
A. Reconstruction
B. Progressive Era
C. New Deal
D. Great Society
E. Reaganomics/New Right (reaction to expansion)
3. Expansion of roles and rights of women
A. Colonial era
B. Impact of revolution on women
C. Seneca Falls (1848) to 1920 (1st wave)
D. 1960s – 1970s (2nd wave)
4. Immigration
A. 1st, 2nd, 3rd and 4th Waves – essay question most likely asking to compare 2nd and 3rd Waves
B. Address the following for each wave
i) Who migrated to US and why?
ii) Where did immigrants settle
iii) Nativist reaction
iv) immigrant adaptation and contribution
5. From Slavery to Freedom
A. Colonial Slavery
B. Post –revolution expansion of slavery
C. Slave culture
D. Resistance and revolts
E. Evolution of Abolitionist Movement
F. Emancipation
G. Segregation
F. Civil Rights Movement
6. Evolution of Democracy
A. Democracy in colonial America
B. Impact of revolution
C. Articles of Confederation
D. Constitutional Convention and Ratification
E. Constitutional Provisions and Concepts: separation of powers, division of powers, strict/loose construction, checks and balances, federalism, electoral college bill of rights, 10th Amendment
F. Jeffersonian and Jacksonian Democracy
G.. Impact of Civil War: Gettysburg Address, 13th-15th Amendments
H . Impact of Women’s rights movements and Civil Rights Movements
I. Supreme Court Cases (see Important S.C. cases sheet)
7. American Indian: Adaptation and Resistance
A. American Indian culture pre-contact
B. Comparison of French, British, Spanish and early American (Revolution –New Republic) relations with American Indians
C. Tecumseh and War of 1812
D. Indian Removal
E. Frontier Wars
F. Dawes Act
G. American Indians and Civil Rights Movement
8. Elections/ Political Parties/late 20th Century American Presidents
A. Significance of the following elections: 1800, 1828, 1860, 1896, 1932, 1948, 1968
B. Development of the two major political parties. (Hamilton-Jefferson to Reagan Coalition) Also include the important third parties and issues.
C. FDR-Clinton – outline of domestic and foreign policy
9. Economics – include in your outline major policy statements, laws, etc, which deal with
A. Tariffs
B. Agriculture
C. Labor Movements/unions (1st and 2nd Wave, Bread and Butter vs. Radical)
D. Recessions/depressions
Revisions to AP U.S. History are nearly complete. In November 2010, college and university department chairs nationwide reviewed the proposed curriculum framework and enthusiastically validated—and even mandated—the following features of the course:
• Increased emphasis on student use of college-level historical thinking skills to actively investigate historical events
• Increased emphasis on the history of the Americas, from 1491 to 1607, and on American history, from 1980 to the present
• Reduced content coverage in many historical periods.
Goals of Course Revisions
• Provide a detailed curriculum framework
The curriculum framework promotes the use of historical thinking skills to explore global patterns of change over time. Acquiring these skills enables students to analyze and interpret historical events in depth and to apply their understanding to a variety of historical contexts. Exam questions will ask students to use and apply historical thinking skills to support the conceptual understandings contained in the curriculum framework.
• Strike a balance between teaching facts and covering key concepts in depth
Reducing the scope of AP history courses enables teachers to concentrate on teaching key concepts and historical thinking skills.
• Articulate clear learning outcomes for students
AP history course revisions incorporate the learning objectives for history, as outlined in the curriculum framework.
• Encourage multiple approaches to teaching
AP history course revisions focus on key concepts and themes, which allows either a chronological or thematic approach to teaching. Exploring key concepts supports students as they investigate historical developments within a chronological framework. Through course themes, students learn to make crucial connections across historical periods. Using either approach, or alternating between the two, can help improve learning outcomes.
• Reflect college-level expectations
Educators from colleges, universities and secondary schools collaborate with the AP Program to ensure that course revisions reflect rigorous college-level standards.
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
Related searches
- united states history research paper topics
- united states history test
- united states history timeline printable
- united states history worksheets
- united states history vocabulary
- united states history ppt
- united states history powerpoints
- united states history review ppt
- printable united states history quiz
- united states history lesson plans
- united states history worksheets pdf
- united states history for kids