Time Frame for Coverage with Unit Organizing Principles
The College Board
AP U.S. History Student Review Session
Miami, Florida
April 10, 2007
Warren Hierl
Career Center
Winston-Salem, NC 27103
whierl@
Themes in AP U.S. History
The Test Development Committee of the College Board has encouraged the close examination of twelve themes in U.S. History. These themes will be incorporated into each unit of study throughout the course of the year. Students should familiarize themselves with each of these themes and consider them both within and between units. Students should attempt to ascertain the “change over time” that each of the themes undergoes in the progression of U.S. History, but they should also be aware of the interactions of these themes on each other both within and between units of study. The suggested themes follow:
American Diversity
The diversity of the American people and the relationships among different groups. The roles of race, class, ethnicity, and gender in the history of the United States.
American Identity
Views of the American national character and ideas about American exceptionalism. Recognizing regional differences within the context of what it means to be an American.
Culture
Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film throughout U.S. history. Popular culture and the dimensions of cultural conflict within American society.
Demographic Changes
Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and density. The economic, social, and political effects of immigration internal migration, and migration networks.
Economic Transformations
Changes in trade, commerce, and technology across time. The effects of capitalist development, labor and unions, and consumerism.
Environment
Ideas about the consumption and conservation of natural resources. The impact of population growth, industrialization, pollution, and urban and suburban expansion.
Globalization
Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets, imperialism, cultural exchange.
Politics and Citizenship
Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state. Defining citizenship; struggles for civil rights.
Reform
Diverse movements focusing on a broad range of issues, including anti-slavery, education, labor, temperance, women’s rights, civil rights, gay rights, was public health, and government.
Religion
The variety of religious beliefs and practices in America from prehistory to the twenty-first century; influence of religion on politics, economics, and society.
Slavery and Its Legacies in North American
Systems of slave labor and other forms of unfree labor (e.g., indentured servitude, contract labor) in Native American societies, the Atlantic World, and the American South and West. The economics of slavery and its racial dimensions. Patterns of resistance and the long-term economic, political, and social effects of slavery.
War and Diplomacy
Armed conflict from the pre-colonial period to the twenty-first century; impact of war on American foreign policy and on politics, economy, and society.
The Structure of the AP U.S. History Exam
Multiple choice:
• 80 multiple choice questions
• 55 minutes
• 50% of the total exam
Five minute break between multiple choice and free response section
Free response section:
• 15 minute mandatory reading period
Document based question (DBQ)
• 45 minute suggested writing time
• 22.5% of total exam grade
Standard essay questions:
• Answer one question each from two groups of two questions
• 35 minute suggested writing time for each essay
• Each essay 13.75% of the total exam grade
• Generally, the first group of questions will be pre-1865
• Generally, the second group of questions will be post-1865
Neither the DBQ or any of the four essay questions will deal exclusively with the post-1980 period.
TERMS FROM MULTIPLE CHOICE EXAMS
1607-1763
indentured servants proprietary, royal, charter colonies Pilgrims/Separatists
Trade and Navigation Acts Peter Zenger trial House of Burgesses
Mayflower Compact King Philip's War Anne Hutchinson
Roger Williams George Whitefield William Bradford
Great Puritan Migration Great Awakening French and Indian War
New England Confederation Thomas Hobbes John Locke
Freedom of consciences mercantilism Iroquios Confederacy
Jonathan Edwards Bacon's Rebellion headright system
Halfway Covenant Harvard College Salutary neglect
Salem Witch trials Middle Passage Albany Plan
city on a hill Phyllis Wheatly James Oglethorpe
William Penn Puritans
1763-1775
Proclamation of 1763 Boston Tea Party Battle of Saratoga
Thomas Paine/Common Sense/ Coercive/Intolerable Acts no taxation without representation
Crisis Papers Loyalists/Tories Stamp Act
Stamp Act Congress Sons of Liberty non-importation agreements
Olive Branch Petition First/Second Continental Congress virtual representation
Pontiac's Rebellion Boston Massacre Gaspee Affair
Quartering Act Paxton Boys Sugar Act 1764
Townshend Acts Tea Act
1775-1825
Monroe Doctrine corrupt bargain Marbury v Madison
Embargo Act 1807 loose/strict constructionism Bank of the United States
Louisiana Purchase Lewis and Clark yeomen farmers
Tecumseh Gibbons v Ogden Virginia-Kentucky Resolutions
Jay Treaty Treaty of Ghent Shay's Rebellion
Whiskey Rebellion Land Ordinance of 1785 Northwest Ordinance
Gabriel Prosser's Rebellion Critical period Lowell/Walthan System/Lowell girls
Annapolis Convention XYZ Affair Erie Canal
Orders in Council War Hawks impressment
Hartford Convention cotton gin/Eli Whitney Declaration of Independence
American Colonization Society Articles of Confederation Missouri Compromise
republicanism/democracy Three-fifths Compromise Adams-Onis Treaty
interchangeable parts Deism American System
Henry Clay Revolution of 1800 Bill of rights
Washington's Farewell Address full funding/assumption Judicial Review
Connecticut (Great) Compromise Virginia/New Jersey Plans Era of Good Feelings
Barbary Pirates Samuel Slater Citizen Genet
undeclared naval war Federalist/First American Party System Alien and Sedition Acts
Treaty of Alliance 1778 Benjamin Banneker Pinckney Treaty
Treaty of Paris 1783 Haitian Rebellion National Republicans
Republican Motherhood
1825-1865
Seneca Falls Convention Trail of Tears Compromise of 1850
Dorothea Dix Emancipation Proclamation nullification
John C. Calhoun Hinton Helper/Impending Crisis William Lloyd Garrison/Liberator
Oregon Territory Dred Scott v Sandford spoils system/rotation in office
Stephen Douglas Bank war popular sovereignty
Wilmot Proviso Mexican Cession Gadsden Purchase
John Deere Cyrus McCormick American Anti-slavery Society
Maine Laws Treaty of Guadalupe-Hidalgo Irish immigration
Mexican American War John Slidell Trent Affair
abolitionists free soilers Know Nothing/American Party
bleeding Kansas Second Great Awakening Mormons
Horace Mann Worcester v Georgia Prigg v Pennsylvania
Commonwealth v Hunt Charles River Bridge case Kansas-Nebraska Act
Transcendentalism cult of domesticity/true womanhood Manifest Destiny
Webster-Ashburton Treaty Clayton-Bulwer Treaty Republican party/3rd Am. Party
Sys.
Whigs/2nd American Party Sys. gag rule Lincoln-Douglas debates
Freeport Doctrine DeTocqueville/Democracy in America Tariff of Abominations
James K. Polk William Seward Ostend Manifesto
Apologist's view of slavery Fugitive Slave Law antebellum
Force Act removal of deposits Battle of Antietam
Homestead Act Harriet Beecher Stowe Uncle Tom's Cabin
Lucretia Mott Brigham Young Neal Dow
Independent Treasury Specie Circular Sumner-Brooks Affair
Nashville Convention Crittenden Compromise Underground Railroad
Morrill Land Grant Act Lecompton Constitution National Banking Act
compact theory perpetual union nature of the union
Frederick Douglass
1865-1900
new immigrants old immigrants radical reconstruction
black codes 13th, 14th, 15th amendments Plessy v Ferguson
Populist (People's) Party bread and butter unionism Joseph Pulitzer
Molly McGuires Spanish-American War Knights of Labor
American Federation of Labor National Labor Union crop lien system
sharecropping Helen Hunt Jackson A Century of Dishonor
Booker T. Washington Social Gospel Gospel of Wealth
Dawes Act jingoism yellow journalism
Sherman Anti-trust Act Alfred Thayer Mahan social Darwinism
settlement house movement horizontal integration vertical integration
William Jennings Bryan Freedmen's Bureau cult of domesticity
Battle of Little Bighorn Sioux Wars Boxer Rebellion
Turner (Frontier) Thesis Gilded Age Samuel Gompers
pragmatism (William James) Haymarket Incident Civil Rights Act of 1866
Tenure of Office Act scalawags Farmer's Alliances
William Randolph Hearst Compromise of 1877 Jim Crow Laws
Granger Laws Atlanta Compromise redemption (redeemers)
Henry George (Progress and Poverty)
John Dewey "waving the bloody shirt"
Bland-Allison Act Thomas Nast Seward's Folly
Edwin Stanton Sherman Silver Purchase Act Edward Bellamy (Looking
Backward)
the Grange Pendleton (Civil Service) Act Boss Tweed
Young Men's Christian Association Salvation Army Chataugua movement
open range Munn v Illinois "forty acres and a mule"
Pullman Strike Interstate Commerce Act Coxey's Army
Frederick Olmstead Louis Sullivan Chinese Exclusion Act
injunction long drives Andrew Carnegie
"Crime of '73" John Peter Altgeld Crédit Moblier Scandal
Horatio Alger J.P. Morgan Teller Amendment
Platt amendment Chief Joseph Wounded Knee
John D. Rockefeller Cross of Gold Speech Anti-Saloon League
Pullman Strike Ida Wells Jacob Riis (How The Other Half
Women’s Christian Temperance Union Lives)
1900-1918
Treaty of Versailles Panama Canal Hay-Buneau-Varilla Treaty
League of Nations Federal Trade Commission Woodrow Wilson
Committee on Public Information Creel Committee Progressive movement
muckrakers International Workers of the World Wobblies
Russo-Japanese War Federal Reserve System Article X
Henry Cabot Lodge irreconcilables reservationists
Open Door Policy Dollar Diplomacy spheres of influence
Fourteen Points W.E.B. DuBois (Niagara movement) Ballinger-Pinchot Affair
16th, 17th amendments Theodore Roosevelt Big Stick Policy
Upton Sinclair (The Jungle) Gentlemen's Agreement Roosevelt Corollary
Volstead Act "Birth of a Nation"/D.W. Griffith Keating-Owen Child Labor Act
Mann-Elkin Act "good and bad" trusts Food Administration
Sussex/Arabic Pledges Emilio Aguinaldo Insular Cases
Charles and Mary Beard "Black Jack" John Pershing New Nationalism
Anthracite Coal Strike Jacob Riis Pure Food and Drug Act
Zimmerman Note (Telegram) Lusitania Northern Securities Case
Eugene V. Debs Muller v Oregon Lochner v New York
Samuel "Golden Rule" Jones triple wall of privilege Clayton Anti-trust Act
Underwood-Simmons Tariff insurgent's revolt New Freedom
Bull Moose Party Robert LaFollette Great White Fleet
1918-1941
Harlem Renaissance Langston Hughes Washington Naval Conference
National Origins Act quota system Ku Klux Klan
cultural isolation NAACP Scottsboro boys
18th, 19th, 20th, 21st amendments Bonus March Scopes trial
Andrew Mellon Schenck v U.S. Schechter v U.S. (sick chicken case)
Albert Fall Sacco and Vanzetti Herbert Hoover
John L. Lewis TVA (Tennessee Valley Authority) dole
Hoovervilles Henry Ford Marcus Garvey
"Back to Africa movement" Universal Negro Improvement Assc. Charles Lindbergh
"Spirit of St. Louis" America First Committee Elijah Mohammad (Black Muslims)
Palmer Raids Kellogg-Briand Pact Stimson Doctrine
"lost generation" hundred days brain trust
Keynesian economics New Deal Franklin Roosevelt
Warren G. Harding Calvin Coolidge Sinclair Lewis
F. Scott Fitzgerald Social Security Act Wagner Act
National Labor Relations Act Fair Labor Standards Act sit-down strike
National Industrial Recovery Act Federal Deposit Insurance Corp (FDIC) Frank Lloyd Wright
Huey Long (Kingfish) "share the wealth" Teapot Dome/Elk Hills Scandals
Georgia O'Keeffe Thomas Hart Benton Edward Hopper
John Steinbeck (Grapes of Wrath) H.L. Menken Ernest Hemingway
Lend-Lease Act normalcy destroyer deal
court packing scheme cash and carry bank holiday
Indian Reorganization Act Congress of Industrial Organization National Recovery Administration
Works Progress Administration (WPA) Securities and Exchange
flappers Francis Townsend Commission
Neutrality acts phony war Margaret Sanger
Agricultural Adjustment Adm. (AAA) Prohibition
Reconstruction Finance Corporation
1941-1960
Japanese interment Korematsu v U.S. Federal Highway Act
Greensboro sit-ins Montgomery bus boycott Employment Act of 1946
Julius and Ethel Rosenberg McCarthyism Brown v Board of Education
U-2 incident Harry Truman Fair Deal
Marshall Plan Truman Doctrine containment
Casablanca Conference Teheran Conference Yalta Conference
Dumbarton Oaks Conference San Francisco Conference United Nations
Alger Hiss NSC 68 Berlin Airlift
"long hot summers: Youngstown Sheet and Tube v Sawyer George Kennan
Henry Wallace Douglas MacArthur Korean War
baby boomers Sputnik NATO
Jack Kerouac (On the Road) beat generation Taft-Hartley Act
Little Rock school crisis Eisenhower Doctrine National Defense Education Act
GI Bill of Rights Servicemen's Readjustment Act Ralph Bunche
Jackie Robinson New Frontier dynamic conservatism
David Riesman Dixiecrats Civil Rights Commission
National Aeronautics and Space Administration (NASA)
1960 to present
Miranda v Arizona Cuban Missile Crisis John F. Kennedy
Huey Newton (Black Panthers) Stokely Carmichael (Black Power) Gulf of Tonkin Resolution
Jimmy Carter Vietnamization (Guam/Nixon Doctrine) Ronald Reagan
Washington outsiders George Wallace Martin Luther King
Bay of Pigs Roe v Wade Gideon v Wainwright
Economic Opportunity Act War on Poverty Great Society
Malcolm X Warren Commission Lee Harvey Oswald
SALT I Treaty hippies Camp David Accords
Mayaguez incident Bakke v Board of Regents affirmative action
Gerald Ford Michael Harrington (The Other America) supply-side economics
Reaganomics stagflation Civil rights Act 1964
Voting rights Act 1965 Barry Goldwater Lyndon Johnson
Rachel Carson (Silent Spring) Ralph Nader (Unsafe at any Speed) Kent State
War Powers Act Equal Rights Amendment Betty Friedan (The Feminine
Southern Christian Leadership Conference Mystique)
OPEC Helsinki Accords Peace Corps
Tet Offensive SNCC Black Panthers
Making Generalizations: Construct a focused topic statement for each numbered group which expresses a main
idea for which all of the items could serve as supporting information.
1. 2.
Sons of Liberty Fletcher v Peck
Non-importation agreements Whiskey Rebellion
Boston Tea Party Loose constructionism
Committees of Correspondence Assumption
Stamp Act Congress War of 1812
Gaspee Affair McCulloch v Maryland
Boston Massacre Pinckney Treaty
3. 4.
Bank War Transcendentalism
Nullification of the Tariff of 1832 Abolitionist movement
Non-enforcement of Worcester v Georgia Utopian communitarianism
Spoils System Second Great Awakening
Maysville Road veto Manifest Destiny
Mandate from the people Seneca Falls Convention
Rotation in office Movement for public education
5. 6.
Wilmot Proviso The Liberator
Kansas-Nebraska Act Harper’s Ferry raid
Freeport Doctrine Bleeding Kansas
Compromise of 1850 The Gag Rule
Ostend Manifesto Uncle Tom’s Cabin
Filibustering expeditions Fugitive Slave Law
Lecompton Constitution Dred Scott v Sandford
7. 8.
Shay's Rebellion separation of powers
Albany Plan egalitarianism
Regulator Movement disestablishment
Virginia and Kentucky Resolutions abolitionism
Paxton Boys Bills of Rights
Whiskey Rebellion separation of church and state
Burr's Conspiracy enfranchisement
9. 10.
National Origins Act NSC - 68
Scopes Trial Domino Theory
Sacco and Vanzetti Berlin Crisis
Babbit McCarthyism
H.L. Mecken Truman Doctrine
Harlem Renaissance Marshall Plan
Flappers Korean War
11. 12.
Glass-Stegall Act Seventeenth Amendment
NLRB Oregon System
Social Security Act Secret Ballot
Fair Labor Standards Act Sixteenth Amendment
Securities and Exchange Commission Commission System
Twenty-first Amendment Nineteenth Amendment
TVA Referendum
Generalization Exercise
For each of the following groups, write out one clear, concise, direct sentence which clearly expresses the change over time that the factual information listed could support (the equivalent of a topic sentence). For one bit of specific factual information, write one clear, concise, direct sentence which provides interpretive commentary (shows HOW and WHY the information supports the topic sentence).
Group 1
Stamp Act
Intolerable Acts
Proclamation of 1763
Admiralty Courts
Writes of Assistance
New York Suspending Act
Topic sentence
Interpretive commentary
Group 2
Egalitarianism
Republican Motherhood
Manumission
Primogeniture
Disestablishment
Enfranchisement
Topic sentence
Interpretive commentary
Group 3
Boston Massacre
Non-consumption Agreements
Sons of Liberty
Boston Tea Party
Suffolk Resolves
Lexington and Concord
Topic sentence
Interpretive Commentary
Group 4
Land Ordinance of 1785
Treaty of Paris of 1783
United States of America
Township system
Confederal system
Transitional phase
Topic sentence
Interpretive commentary
Group 5
Division of powers
Bill of Rights
Checks and Balances
State Constitutions
Federal system
Separation of powers
Topic sentence
Interpretive commentary
Group 6
Confederal system
Power to tax
Right of Deposit
Continentals
Northwest Forts
Interstate trade wars
Topic sentence
Interpretive commentary
Association Chains
Bank War - ? - ? - ? - ? - ?....................
Federalism 1790s - ? - ? - ? - ? - ?....................
Manifest destiny - ? - ? - ? - ? - ?....................
Salutary neglect - ? - ? - ? - ? - ?....................
Agrarian reform - ? - ? - ? - ? - ?....................
Cold war - ? - ? - ? - ? - ?....................
New imperialism - ? - ? - ? - ? - ?....................
Reconstruction - ? - ? - ? - ? - ?....................
British re-exertion
of control - 1760s - ? - ? - ? - ? - ?....................
Fear of change and
difference - post WW I - ? - ? - ? - ? - ?....................
Organizing Principles
1. Between 1607 and 1763, the British North American colonies developed experience in, and the expectation of self-government in the political, religious, economic, and social aspects of life.
2. Between 1763 and 1776, British attempts to exert control over the colonies led to violent, organized, successful resistance.
3. The Articles of Confederation provided a reasonable and workable transition from the unitary system of British rule to the federal system established under the Constitution.
4. Between 1789 and 1820, conflict over the increasing power of the national government created intensified sectional tension.
5. Between 1789 and 1823, geographic isolation allowed the United States to pursue a policy of selective involvement in world affairs.
6. During the "Reign of Jackson," politics became more democratic, the power of the presidency increased, America became more optimistic and expansionistic, and sectionalism supplanted nationalism.
7. The Civil War was caused by historic economic, social, and political sectional differences that were further emotionalized by the slavery issue.
8. The Civil War effectively determined the nature of the Union, the economic direction of the United States, and political control of the country.
9. The Gilded Age fostered the consolidation of business, the government, and disadvantaged economic and social classes.
10. From 1890 to 1918, the United States became increasingly active and aggressive in world affairs.
11. The Progressive movement partially succeeded in improving life for average Americans by curbing big business, making the government more responsive to the will of the people, and enacting social welfare legislation.
12. Disillusionment with the idealism of World War I led Americans to fear change and difference and to retreat into a superficial shell of self-satisfaction.
13. The Great Depression and New Deal led to the expectation of government intervention to maintain the economic stability of the nation.
14. Between World War II and 1960, the New Deal philosophy that the government was a legitimate agent of social welfare became firmly embedded in the American mind.
15. The Cold War led the United States to pursue an ambivalent policy of confrontation, negotiation, and preventive maintenance between 1945 and 1970.
16. Disillusionment with the increasingly violent protest of the 1960s led to the entrenchment of conservative ideology between 1968 and 1992.
17. Following the breakup of the Soviet Union, America's foreign policy groped for ways to promote world peace with minimal U.S. involvement.
18. Technological developments between 1950 and 2000 radically altered the economic, social, and moral fiber of
the nation.
Decade by Decade with SFI
In ONE clear, concise sentence, directly state the major change over time for each of the following decades. Then, list five bits of specific factual information from that decade that support your change over time, in descending order of importance. For ONE piece of information from EACH group, write a clear direct statement (interpretive commentary) that shows HOW or WHY that specific factual information proves your change over time.
1600-1650
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1650-1700
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1700-1750
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1750s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1760s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1770s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1780s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1790s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1800s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1810s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1820s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1830s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1840s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1850s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1860s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1870s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1880s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1890s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1900s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1910s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1920s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1930s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1940s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1950s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1960s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1970s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1980s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
1990s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
2000s
Change over time
1. 2. 3.
4. 5.
Interpretive commentary
Unit by Unit Review
For each of the following units complete the chart that follows.
1. Identify the major change over time during each time period. Express this change over time in a clear, concise thesis statement. Thesis statements should always take a position and include categories (in this case at least three).
2. For each of your categories, write a clear, concise sentence that expresses the major change over time for that category AND directly supports your thesis statement (topic sentence).
3. List ten bits of important specific factual information (in descending order of importance) under each category that could be used to support both your topic sentence and your thesis statement. For five bits of specific factual information in each category, write out interpretative commentary that both identifies the term and shows how and why the information supports your thesis in a single sentence.
1607-1763
Major change over time
Sub theme 1
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
Sub theme 2
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
Sub theme 3
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
1763-1789
Major change over time
Sub theme 1
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
Sub theme 2
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
Sub theme 3
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
1789-1820 (1823)
Major change over time
Sub theme 1
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
Sub theme 2
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
Sub theme 3
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
1824-1850 (Exclusive of slavery)
Major change over time
Sub theme 1
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
Sub theme 2
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
Sub theme 3
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
1830-1877
Major change over time
Sub theme 1
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
Sub theme 2
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
Sub theme 3
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
1870-1900
Major change over time
Sub theme 1
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
Sub theme 2
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
Sub theme 3
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
1900-1920
Major change over time
Sub theme 1
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
Sub theme 2
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
Sub theme 3
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
1920-1941
Major change over time
Sub theme 1
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
Sub theme 2
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
Sub theme 3
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
1940-1960
Major change over time
Sub theme 1
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
Sub theme 2
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
Sub theme 3
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
1960-Present
Major change over time
Sub theme 1
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
Sub theme 2
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
Sub theme 3
Specific factual information
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Interpretative commentary.
1.
2.
3.
4.
5.
Decade Association
Place the correct decade, or group of years, beside each group of specific factual information. Remember, some items can fit into more than one decade so be sure to read through and consider the entire group. Don’t simply go through the exercise mindlessly. Think about
▪ what each item is
▪ how it relates to that particular decade
▪ what other terms could be associated with it
Each member of your group must know every term in the cluster for your group to receive credit for that item, even if the decade is correct.
Use the following groups of years in place of decades for the colonial period
1600-1650
1650-1700
1700-1750s
• After the 1750s use normal decades
Decade Association
____ ("long hot summers”, Freedom Summer, Greensboro sit-ins, U-2 incident, détente)
____ ("lost generation", Warren G. Harding, Henry Ford, Sacco and Vanzetti, Marcus Garvey)
____ (Agricultural Adjustment Adm. (AAA), phony war, Congress of Industrial Organization, brain trust, Huey Long (Kingfish))
____ (Alger Hiss, NSC 68, NATO, Casablanca Conference, Henry Wallace)
____ (American Colonization Society, Missouri Compromise, Era of Good Feelings, Tariff of Abominations, South Carolina Exposition)
____ (American Federation of Labor, Dawes Act, Alfred Thayer Mahan, horizontal integration/vertical integration,Haymarket Square Incident)
____ (baby boomers, Sputnik, beat generation, Brown v Board of Education, Julius and Ethel Rosenberg)
____ (bank holiday, National Recovery Administration, destroyer deal, Scottsboro boys, Wagner Act)
____ (Bank of the United States, Virginia-Kentucky Resolutions, XYZ Affair, Whiskey Rebellion, Jay Treaty)
____ (Bank war, spoils system/rotation in office, Second Great Awakening, Transcendentalism, gag rule)
____ (Battle of Saratoga, Thomas Paine/Common Sense, Coercive/Intolerable Acts, Olive Branch Petition, Boston Tea Party)
____ (Bay of Pigs, Malcolm X, War on Poverty, Warren Commission, Ralph Nader (Unsafe at any Speed))
____ (Bland-Allison Act, Thomas Nast, Henry George (Progress and Poverty), Munn v Illinois, "Crime of '73")
____ (Dingley Tariff, Coxey's Army, Frederick Olmstead, Teller Amendment, Wounded Knee)
____ (Chataugua movement, Freedmen's Bureau, Battle of Little Bighorn, "waving the bloody shirt", Boss Tweed)
____ (Committee on Public Information, League of Nations, Federal Reserve System, International Workers of the World, 16th, 17th, 18th Amendments)
____ (Connecticut (Great) Compromise, Virginia/New Jersey Plans, disestablishment, Barbary Pirates, Treaty of Paris)
____ (Creel Committee, Henry Cabot Lodge, "Birth of a Nation"/D.W. Griffith, Article X, Wobblies)
____ (cult of domesticity/true womanhood, Manifest Destiny, James K. Polk, Neal Dow, Lucretia Mott)
____ (Dred Scott v Sandford, Fugitive Slave Law, Gadsden Purchase, bleeding Kansas, Sumner-Brooks Affair)
____ (Emancipation Proclamation, Trent Affair, Homestead Act, Battle of Antietam, Crittenden Compromise)
____ (F. Scott Fitzgerald, cultural isolation, quota system, Harlem Renaissance, Washington Naval Conference)
____ (Fair Deal, Japanese interment, Truman Doctrine, Yalta Conference, Taft-Hartley Act)
____ (Fair Labor Standards Act , New Deal, Bonus March, 21st amendment, dole)
____ (Federal Highway Act, Montgomery bus boycott, Eisenhower Doctrine, Korean War, Alan Ginsberg (The Howl))
____ (Freeport Doctrine, Clayton-Bulwer Treaty, Lincoln-Douglas debates, Uncle Tom's Cabin, Nashville Convention)
____ (French and Indian War, Albany Plan, mercantilism, Salutary neglect, William Pitt)
____ (Georgia O'Keeffe, Edward Hopper, normalcy, "Back to Africa movement", Albert Fall)
____ (Hinton Helper/Impending Crisis, Stephen Douglas, popular sovereignty, Ostend Manifesto, Lecompton Constitution)
____ (hundred days, America First Committee, Elijah Mohammad (Black Muslims), Keynesian economics, National Labor Relations Act)
____ (Insular Cases, "good and bad" trusts, Charles and Mary Beard, Great White Fleet, Square Deal)
____ (Jackie Robinson, GI Bill of Rights, Berlin Airlift, Marshall Plan, San Francisco Conference)
____ (Jacob Riis, Northern Securities Case, Samuel "Golden Rule" Jones, Muller v Oregon, Robert LaFollette)
____ (Jimmy Carter, Watergate, Roe v Wade, affirmative action, Gerald Ford)
____ (John C. Calhoun, abolitionists, Charles River Bridge case, DeTocqueville/Democracy in America, removal of deposits)
____ (Kellogg-Briand Pact, Herbert Hoover, H.L. Menken, Charles Lindbergh, Scopes trial)
____ (Know Nothing/American Party, Kansas-Nebraska Act, Republican party/3rd Am. Party Sys,, antebellum,Underground Railroad)
____ (Langston Hughes, Andrew Mellon, National Origins Act, Ku Klux Klan, Calvin Coolidge)
____ (Lewis and Clark, Orders in Council, yeomen farmers, Gabriel Prosser's Rebellion, Judicial Review)
____ (Little Rock school crisis, National Defense Education Act, dynamic conservatism, Jack Kerouac (On the Road),
____ (loose/strict constructionism, cotton gin/Eli Whitney, Citizen Genet, Bill of rights, Alien and Sedition Acts)
____ (Marbury v Madison, Embargo Act, Louisiana Purchase, impressment, interchangeable parts)
____ (Margaret Sanger, Thomas Hart Benton, Teapot Dome/Elk Hills Scandals, Universal Negro Improvement Assc.,"Spirit of St. Louis)
____(Miranda v Arizona, John F. Kennedy (New Frontier), Huey Newton (Black Panthers), Michael Harrington (The Other America, Cuban Missile Crisis)
____ (Molly McGuires, "forty acres and a mule", National Labor Union, crop lien system, Granger Laws)
____ (Monroe Doctrine, corrupt bargain, Erie Canal, Lowell/Walthan System/Lowell girls, Gibbons v Ogden)
____ (Morrill Land Grant Act, National Banking Act, nature of the union, 13th, 14th, 15th amendments, radical reconstruction)
____ (National Industrial Recovery Act, Federal Deposit Insurance Corp (FDIC), TVA (Tennessee Valley Authority),
Franklin Roosevelt, bonus march)
____ (new immigrants, Plessy v Ferguson, Joseph Pulitzer, Populist (People's) Party, Turner (Frontier) Thesis)
____ (New Nationalism, Mann-Elkins Act, "Black Jack" John Pershing, insurgent's revolt, New Freedom)
____ (open range, Interstate Commerce Act, Andrew Carnegie, John D. Rockefeller, Mugwumps)
____ (Oregon Territory, John Slidell, Commonwealth v Hunt, Horace Mann, Webster-Ashburton Treaty)
____ (Palmer Raids, Schenck v U.S., Clayton Anti-trust Act, Keating-Owen Child Labor Act, preparedness)
____ (Panama Canal, W.E.B. DuBois (Niagara movement), Dollar Diplomacy, Open Door Policy, Roosevelt Corollary)
____ (Peace Corps, Betty Friedan (The Feminine Mystique), Gulf of Tonkin Resolution, Stokely Carmichael (Black Power), Great Society)
____ (Pendleton (Civil Service) Act, Samuel Gompers, Gilded Age, Farmer's Alliances, Chinese Exclusion Act)
____ (Peter Zenger trial, Great Awakening, James Oglethorpe, George Whitefield, Jonathan Edwards)
____ (Pilgrims/Separatists, Anne Hutchinson, headright system, Freedom of conscience, city on a hill)
____ (Platt amendment, Louis Sullivan, Progressive movement, Russo-Japanese War, Hay-Buneau-Varilla Treaty)
____ (pragmatism (William James), Salvation Army, John Dewey, Young Men's Christian Association, Edward Bellamy (Looking Backward)
____ (Prigg v Pennsylvania, Mexican American War, Mormons, free soilers, American Anti-slavery Society)
____ (Quartering Act, Stamp Act, Paxton Boys, Sugar Act, no taxation without representation)
____ (SALT I Treaty, hippies, Camp David Accords, Mayaguez incident, Bakke v Board of Regents)
____ (Samuel Slater, Federalist/First American Party System, Pinckney Treaty, undeclared naval war, full
funding/assumption)
____ (Securities and Exchange Commission, Neutrality acts, court packing scheme, "share the wealth", Indian Reorganization Act)
____ (Seneca Falls Convention, Maine Laws, Irish immigration, Treaty of Guadalupe-Hidalgo, Wilmot Proviso)
____ (Servicemen's Readjustment Act, Ralph Bunche, George Kennan, United Nations, Korematsu v U.S.)
____ (settlement house movement, William Jennings Bryan, Atlanta Compromise, jingoism, Sherman Silver Purchase Act)
____ (Shay's Rebellion, Northwest Ordinance, Three-fifths Compromise, Articles of Confederation, Annapolis Convention)
____ (Social Gospel, Knights of Labor, Jim Crow Laws, A Century of Dishonor, social Darwinism)
____ (Spanish-American War, Booker T. Washington, Gospel of Wealth, yellow journalism, Sherman Anti-trust Act)
____ (spheres of influence, Big Stick Policy, Lochner v New York, Gentlemen's Agreement, muckrakers)
____ (Stamp Act Congress, Sons of Liberty, non-importation agreements, Pontiac's Rebellion, Townshend Acts)
____ (supply-side economics, Iran-Contra, Geraldine Ferraro, Oliver North, “evil empire”)
____ (Tea Act, Boston Massacre, Gaspee Affair, First/Second Continental Congress, Crisis Papers)
____ (the Grange, Crédit Moblier Scandal, long drives, Horatio Alger, Chief Joseph)
____ (Theodore Roosevelt, Upton Sinclair (The Jungle), Emilio Aguinaldo, Pure Food and Drug Act, Anthracite Coal Strike)
____ (Trade and Navigation Acts, Bacon's Rebellion, King Philip's War, Salutary neglect, Halfway Covenant)
____ (Trail of Tears, Dorothea Dix, nullification, William Lloyd Garrison/Liberator, Worcester v Georgia)
____ (Treaty of Ghent, Hartford Convention, Adams-Onis Treaty, War Hawks, American System)
____ (Treaty of Versailles, Federal Trade Commission, irreconcilables, Keating-Owen Child Labor Act, Ballinger-Pinchot Affair)
____ (triple wall of privilege, Sussex/Arabic Pledges, Food Administration, Zimmerman Note (Telegram)
____ (Underwood-Simmons Tariff, Bull Moose Party, Federal Reserve Act, “he kept us out of war”, Triangle Shirtwaist fire)
____ (Volstead Act, Woodrow Wilson, reservationists, Fourteen Points, insurgents revolt)
____ (Voting Rights Act, Barry Goldwater, Rachel Carson (Silent Spring), Cuban Missile Crisis, Vietnamization (Guam/Nixon Doctrine)
____ (War Powers Act, Equal Rights Amendment, OPEC, Helsinki Accords, Kent State)
____ (Whigs/2nd American Party Sys., Apologist's view of slavery, Force Act, Independent Treasury, Specie Circular)
____ (William Randolph Hearst, Pullman Strike, J.P. Morgan, Cross of Gold speech, Plessy v Ferguson)
____(Works Progress Administration (WPA), cash and carry, sit-down strike, John Steinbeck (Grapes of Wrath), Social Security)
____(indentured servants, Mayflower Compact, Roger Williams, Great Puritan Migration, House of Burgesses)
____(Seward's Folly, sharecropping, Tenure of Office Act, redemption (redeemers), scalawags)
In one clear concise sentence identify the following AND indicate their historical significance (frequently the change over time they represent). Both elements are to be included in ONE clear, concise sentence.
Indentured servants
Proclamation of 1763
New Freedom
Fugitive Slave Law
Salutary neglect
Popular sovereignty
Pinckney Treaty
Seneca Falls Convention
Pendleton Act
Puritans
Marbury v Madison
Wilmot Proviso
Great Awakening
Compromise of 1850
Connecticut Compromise
Muller v Oregon
Whiskey Rebellion
Wounded Knee
16th and 17th Amendments
Worcester v Georgia
Loose v strict constructionism
Apologist view of slavery
Interstate Commerce Act
Niagara Movement
Manifest destiny
Virginia-Kentucky Resolutions
Roosevelt Corollary
American System
Nullification
Headright system
Dawes Act
Article X
Cult of domesticity
Tariff of Abominations
Compromise of 1877
XYZ Affair
French and Indian War
Nat Turner’s Rebellion
Jim Crow Laws
Cross of Gold Speech
Embargo
Virtual representation
Atlanta Compromise
Emilio Aguinaldo
13th, 14th, 15 th Amendments
Panama Canal
Nature of the Union
Horace Mann
Social Darwinism
Stamp Act
Horizontal integration
Pure Food and Drug Act
Know-Nothing Party
Plessy v Ferguson
Dred Scott v Sandford
Non-importation Agreements
William Lloyd Garrison
Battle of Saratoga
Northern Securities
Committee on Public Information
All of Oregon or None
Presidents with SFI
Identify the president elected in each of the following years. If the president failed to serve out his term indicate who took his place. If the year listed is not an election year place NEY in the space beside it. Under SFI, place one bit of IMPORTANT factual information associated with that president. If a president served more than one term, you must use a DIFFERENT bit of factual information for each term. If a president failed to complete his term, you may use a bit of SFI from EITHER the president OR the person who took his place. USE LAST NAMES ONLY, EXCEPT WHERE THERE ARE PRESIDENTS WITH THE SAME LAST NAME.
1824 SFI
1976 SFI
1880 SFI
1950 SFI
1920 SFI
1789 SFI
1996 SFI
1864 SFI
1808 SFI
1928 SFI
1960 SFI
1796 SFI
1840 SFI
1890 SFI
1852 SFI
1948 SFI
1832 SFI
1912 SFI
1936 SFI
1804 SFI
1896 SFI
1844 SFI
1816 SFI
1930 SFI
1872 SFI
1888 SFI
1956 SFI
1792 SFI
1836 SFI
1984 SFI
1944 SFI
1848 SFI
1800 SFI
1968 SFI
1904 SFI
1856 SFI
1812 SFI
1988 SFI
1884 SFI
1992 SFI
1822 SFI
1916 SFI
1860 SFI
1932 SFI
1892 SFI
1964 SFI
1876 SFI
1820 SFI
1868 SFI
1924 SFI
1828 SFI
1940 SFI
1817 SFI
1972 SFI
1900 SFI
1980 SFI
1908 SFI
1952 SFI
2000 SFI
2004 SFI
Presidential Administration with Historical Significance
Write the last name of the presidential administration most associated with each of the following terms in the blank to the left. In one clear, concise sentence give the historical significance of each term.
____________________________________A. Philip Randolph threatened March on Washington
____________________________________Whiskey Rebellion
____________________________________Bank War
____________________________________Pendleton Act
____________________________________Spanish-American War
____________________________________XYZ Affair
____________________________________Federal Reserve Act
____________________________________13th amendment
____________________________________Fair Deal
____________________________________Economic Opportunity Act
____________________________________Integration of the Armed Forces
____________________________________Missouri Compromise
____________________________________Homestead Act
____________________________________Wounded Knee
____________________________________Interstate Highway Act
____________________________________National Defense Education Act
____________________________________South Carolina Exposition
____________________________________Embargo
____________________________________Acquisition of Oregon
____________________________________End of Reconstruction
____________________________________Washington Naval Conference
____________________________________Watergate
____________________________________Square Deal
____________________________________Panama Canal
____________________________________Panama Canal Treaty
____________________________________California admitted as a free state
____________________________________Corrupt Bargain
____________________________________Sherman Anti-Trust Act
____________________________________Marbury v Madison
____________________________________Antietam
____________________________________Open Door policy
____________________________________U-2 Incident
____________________________________Chesapeake Affair
____________________________________Teapot Dome
____________________________________War Powers Act
____________________________________McCarthyism
____________________________________Cross of Gold speech
____________________________________Erie Canal completed
____________________________________Pinckney Treaty
____________________________________Hartford Convention
____________________________________Battle of Little Big Horn
____________________________________16th amendment
____________________________________Tenure of Office Act
____________________________________Monroe Doctrine
____________________________________Louisiana Purchase
____________________________________Montgomery Bus Boycott
____________________________________Interstate Commerce Act
____________________________________Fourteen Points
____________________________________New Frontier
____________________________________Dollar Diplomacy
____________________________________Annexation of Texas
____________________________________Nullification Crisis
____________________________________Treaty of Ghent
____________________________________Worcester v Georgia
____________________________________19th amendment
____________________________________New Deal
____________________________________New immigration surpasses old immigration
____________________________________Tet Offensive
____________________________________Jay Treaty
____________________________________American System
____________________________________John Brown’s Raid
____________________________________18th Amendment
____________________________________Sputnik
____________________________________Camp David Accords
____________________________________Manifest Destiny
____________________________________Nat Turner’s Rebellion
____________________________________Korean War
____________________________________Three Mile Island
____________________________________Flappers
____________________________________Seneca Falls Convention
____________________________________CCC
____________________________________Iran-Contra Scandal
____________________________________New Freedom
____________________________________Homestead Strike
____________________________________Brinkmanship
____________________________________Massive Resistance
____________________________________Voting rights act
____________________________________Quasi war with France
____________________________________Irish Immigration
____________________________________First American Party System
____________________________________Dred Scott v Sandford
____________________________________Mexican Cession
____________________________________Dawes Act
____________________________________Plessy v Ferguson
____________________________________Brown v Board of Education
____________________________________Fair Labor Standards Act
____________________________________Battle of Midway
____________________________________Lend-Lease Act
____________________________________Baby Boom
____________________________________Affirmative Action
____________________________________Scopes Trial
____________________________________Gulf of Tonkin Resolution
____________________________________Creel Committee
____________________________________The Lost Generation
____________________________________Kansas-Nebraska Act
____________________________________Triple Wall of Privilege
____________________________________Bay of Pigs
____________________________________Cuban Missile Crisis
____________________________________Tennessee Valley Authority
____________________________________Pure Food and Drug Administration
____________________________________Log Cabin and Hard Cider Campaign
____________________________________NATO
____________________________________Northwest Ordinance
____________________________________Transcendentalism
____________________________________Sharecropping
____________________________________Free Soil Party
____________________________________Reservationists
____________________________________United Nations
____________________________________Bank Holiday
____________________________________Marshall Plan
Chronological Review – Student Sets
Know the chronological order of each set and the decade most associated with the term.
Set one Set two
Declaration of Independence Sherman Anti-Trust Act
Virginia-Kentucky Resolutions Halfway Covenant
Compromise of 1877 Emancipation Proclamation
Embargo Alien and Sedition Acts
Adams-Onis Treaty Compromise of 1850
Sumner-Brooks Affair Pinckney Treaty
Interstate Commerce Act French and Indian War
Mexican American War Gadsden Purchase
Nullification Crisis Northwest Ordinance
Monroe Doctrine Salem Witch Trials
Set three Set four
Marbury v Madison Homestead Strike
Bacon’s Rebellion Stamp Act
Munn v Illinois XYZ Affair
Nat Turner’s Rebellion Great Awakening
Missouri Compromise The Dominion of New England
Corrupt Bargain Military Reconstruction
Uncle Tom’s Cabin City on a Hill
Mr. Madison’s War Founding of Jamestown
Battle of Saratoga Annexation of Texas
Whiskey Rebellion Pacific Railway Act
Set five Set six
Redeemer Governments formed McCulloch v Maryland
Pennsylvania Founded Intolerable Acts
Treaty of Paris 1783 Pendleton Act
Louisiana Purchase Battle of Gettysburg
Proclamation Act Haymarket Square riot
Boston Tea Party Kansas-Nebraska Act
Populist Party formed Indian Removal Act
Lincoln’s Assassination Treaty of Ghent
Bank War Sharecropping begun
Great Railway Strike Headright System
Chronological Review
In the blank to the left of the items, place a number from 1 to 10 (1=earliest, 10=most recent), placing the items in the correct chronological order. Then, in the blank to the right of the items, write the decade in which the event occurred.
Set one Set two
_____ Bacon’s Rebellion ________ _____ Adams-Onis Treaty ________
_____ Intolerable Acts ________ _____ The Embargo ________
_____ Boston Tea Party ________ _____ Alien and Sedition Acts ________
_____ Stamp Act ________ _____ Quasi War with France ________
_____ French and Indian War ________ _____ Chesapeake Affair ________
_____ Declaration of Independence ________ _____ Midnight Appointments ________
_____ Battle of Saratoga ________ _____ Louisiana Purchase ________
_____ Great Awakening ________ _____ Pinckney Treaty ________
_____ Articles of Confederation ________ _____ Jay Treaty ________
_____ Halfway Covenant ________ _____ Establishment of the BUS ________
Set three Set four
_____ Invention of the Cotton Gin _______ _____ Manifest Destiny _______
_____ Marbury v Madison _______ _____ Ratification of the Constitution _______
_____ Monroe Doctrine _______ _____ Second Great Awakening _______
_____ McCulloch v. Maryland _______ _____ Compromise of 1850 _______
_____ Corrupt Bargain _______ _____ The Dominion of New England _______
_____ Missouri Compromise _______ _____ Trail of Tears _______
_____ Chartering of the Second BUS _______ _____ Northwest Ordinance _______
_____ Mr. Madison’s War _______ _____ XYZ Affair _______
_____ Tariff of Abominations _______ _____ Bleeding Kansas _______
_____ Treaty of Ghent _______ _____ “City on a Hill” _______
over
Set five Set six
_____ Mexican-American War _______ _____ Townshend Acts _______
_____ Republican Party formed _______ _____ First American Party System _______
_____ Kansas-Nebraska Act _______ _____ Articles of Confederation _______
_____ Lincoln-Douglas Debates _______ _____ Indian Removal Act _______
_____ Dred Scott v Sandford _______ _____ Northwest Ordinance _______
_____ Harper’s Ferry _______ _____ Compromise of 1850 _______
_____ California admission _______ _____ Common Sense _______
_____ Wilmot Proviso _______ _____ Battle of Yorktown _______
_____ Summer-Brooks Affair _______ _____ Oregon acquired _______
_____ Crittenden Compromise _______ _____ Bank War _______
Student List – Historical Terminology
Indentured servants Trade and Navigation Acts
Mayflower compact Roger Williams
Halfway Covenant Salem Witch Trials
William Penn Peter Zenger Trial
George Whitfield Mercantilism
Bacon’s Rebellion Middle Passage
House of Burgesses Anne Hutchinson
Iroquois Confederacy Headright System
Salutary Neglect Albany Plan
James Oglethorpe Proclamation of 1763
Olive Branch Petition Pontiac’s Rebellion
Stamp Act Congress Townshend Acts
Coercive Acts Boston Tea Party
Non-importation Agreements Virtual Representation
Sons of Liberty Tea Act
Monroe Doctrine Corrupt Bargain
Marbury v Madison Embargo
BUS Tecumseh
Virginia-Kentucky Resolutions Jay Treaty
Pinckney Treaty Whiskey Rebellion
Shays’ Rebellion Northwest Ordinance
Lowell System Erie Canal
War Hawks Hartford Convention
American System Assumption
Seneca Falls Convention Trail of Tears
Dorothea Dix Hinton Helper
William Lloyd Garrison Popular Sovereignty
Maine Laws Prigg v Pennsylvania
Free Soilers Cult of Domesticity
Ostend Manifesto Removal of Deposits
Apologist View of Slavery Homestead Act
Nature of the Union Black Codes
Bread and Butter Unionism Plessy v Ferguson
Populist Party AFL
Sharecropping Social Gospel
Dawes Act Sherman Anti-Trust Act
Interstate Commerce Act Knight of Labor
Jim Crow Laws Turner Thesis
Horizontal Integration Vertical Integration
Battle of Wounded Knee Civil Service Act
Grange Framer’s Alliances
Injunction Coxey’s Army
Chinese Exclusion Act Redeemers
Social Darwinism Carpetbaggers
Cross of Gold Speech J. P. Morgan
Thomas Nast
Historical Terminology
____Mayflower compact 1. secured the right of deposit at New Orleans
____Halfway Covenant 2. laws violating the equal protection clause of the 14th amendment
____George Whitefield 3. it’s suppression demonstrated the government would enforce its laws
____Bacon’s Rebellion 4. established freedom of religion in Rhode Island
____Coercive Acts 5. major banker of the late 19th century
____Monroe Doctrine 6. notion that only the most fit businesses should survive
____Virginia-Kentucky Resolutions 7. made “separate but equal” constitutional
____Pinckney Treaty 8. Adams became president, Clay became Secretary of State
____Shays’ Rebellion 9. sought public works programs for unemployed during Panic of 1893
____Lowell System 10. made Virginians more fearful of freed indentured servants
____American System 11. its 160 acres encouraged western settlement on the Great plains
____Bread and butter unionism 12. factory system of the early industrial revolution
____Populist Party 13. caused by Jackson’s failure to honor Worcester v Georgia decision
____Dawes Act 14. major farm organization of “swing” states
____Interstate Commerce Act 15. Native American uprising following the French and Indian War
____Jim Crow Laws 16. British attempts to enforce mercantilistic system
____Horizontal integration 17. closed the Western Hemisphere to further European colonization
____Battle of Wounded Knee 18. philosophy of the American Federation of Labor
____Grange 19. secured British removal from the Northwest forts
____Social Darwinism 20. Pendleton Act resulting from Garfield’s assassination
____Trade and Navigation Acts 21. controlling all of the outlets for selling a given product
____Roger Williams 22. discredited the Federalist party
____Salem Witch Trials 23. 1880s enactment designed to breakdown tribal power
____Albany Plan 24. failed attempt at uniting the colonies prior to the American Revolution
____Proclamation of 1763 25. showed conflict between commercial/agrarian interest in Puritan town
____Pontiac’s Rebellion 26. British retaliation for Boston Tea Party
____Corrupt Bargain 27. Clay attempt to create a national market economy
____Jay Treaty 28. proposed the compact theory of government
____Whiskey Rebellion 29. established the principle of majority rule
____Northwest Ordinance 30. demonstrated the inability of the Arrt. of Con. to maintain order
____Hartford Convention 31. favored government ownership of railroads
____Trail of Tears 32. Great Awakening preacher
____Homestead Act 33. first attempt of the federal government to regulate railroads
____Plessy v Ferguson 34. believed American history is understood by looking at the frontier
____Social Gospel 35. indication that the “city on a hill” was breaking down
____Sherman Anti-Trust Act 36. middle class responsibility to uplift the poor
____Turner Thesis 37. established system by which territories become states
____Civil Service Act 38. used more against labor unions than big business
____Coxey’s Army 39. 1760s British attempt to end salutary neglect
____J.P Morgan 40. symbolic end of Indian resistance
The Revised New (if not improved) Hierl Theory of Essay Writing
1. Writing is thinking on paper. It doesn’t matter how well you say nothing, it’s still nothing. There is ONLY one best choice and arrangement of words to express a given idea.
2. You are writing to impress an AP reader who will have approximately two minutes with your essay. You must convince the reader at the outset that you are an intelligent life form.
3. Read the question carefully and focus your discussion on directly answering that the question you are asked. AP Free response questions in recent years have tended to emphasize the following:
Analyzing or assessing the DEGREE to which a statement is true
Analyzing or assessing the IMPACT of an event or concept on some aspect of American society
Analyzing or assessing the RELATIVE IMPORTANCE of various factors on an event or concept
Analyzing or assessing the EXTENT to which a historical stereotype is true for a given period or concept
Analyzing or assessing the REASONS that cause a particular movement to develop
COMPARING and CONTRASTING differing attitudes toward a general concept or particular policy or comparing and contrasting a factor or factors from different time periods.
Analyze means: examine HOW and WHY.
4. Always use the following format in organizing your essay. A predictable format will make it easier for the reader to extract information from your essay. Use the question as a logical cue as to how the essay should be organized (categories). USE THE CORE STRUCTURE.
I. Well developed thesis statement that directly answers the question, takes a position (interpretation), and
establishes organizational categories. Your thesis statement should NOT be longer than two sentences.
A. Most important topic sentence that introduces the category to be discussed, directly answers the
question, and takes a position on this particular category.
1. Most important specific factual information (SFI) that demonstrates both knowledge of the material
and an understanding of how this information supports the thesis (interpretive commentary).
2. Next most important same as above. Interpretive commentary.
3. Next most important same as above. Interpretive commentary.
4. Next most important same as above. Interpretive commentary. 5. Clincher sentence that ties the paragraph directly back to the thesis.
B. Next most important topic sentence that introduces the category to be discussed, directly answers the
question, and takes a position on this particular category.
1. Most important specific factual information (SFI) which demonstrates both knowledge of the material
and an understanding of how this information supports your thesis (interpretive commentary).
2. Next most important same as above. Interpretive commentary.
3. Next most important same as above. Interpretive commentary.
4. Next most important same as above. Interpretive commentary.
5. Clincher sentence that ties the paragraph directly back to the thesis.
C. Next most important topic sentence that introduces the category to be discussed, directly answers the
question, and takes a position on this particular category.
1. Most important specific factual information (SFI) that demonstrates both knowledge of the material
and an understanding of how this information supports your thesis (interpretive commentary).
2. Next most important same as above. Interpretive commentary.
3. Next most important same as above. Interpretive commentary.
4. Next most important same as above. Interpretive commentary.
5. Clincher sentence that ties the paragraph directly back to the thesis.
Repeat A, B, and C as many times as necessary to completely answer the question.
II. Conclusion that restates the thesis in different words.
5. "Hit 'em with a brick." Begin with a well-developed thesis statement that does more than repeat the question. It should (1) answer the question, (2) take a position, and (3) establish organizational categories. This will get you thinking about logical flow and also lend predictability to the essay for the reader.
6. Begin each paragraph with a topic sentence which defends your thesis and directly answers the question, and support it with as much specific factual information as you can. Use the names, dates, places, events, and terminology of history. Do not merely list or describe information but use it to prove your thesis. Explain how and why the specific information supports your point of view (interpretive commentary). Avoid "vomit" essays in which you merely throw-up information in a random manner without relating it back to your thesis.
7. "Kill the damn dog." Keep the essay focused on answering the question. Combine thoughts into clear, concise, sophisticated sentences. Make the important factual information the subject of your sentence. A complete historical thought is a cause/effect relationship so show cause/effect relationships in single sentences. Avoid wordiness! Example:
"See Spot run. Spot runs past Dick. The grass is wet. See Spot run past Jane. Dick has a stick. The sun is shining. Hear Baby cry. Spot runs into the road. Spot gets hit by a car."
"While running across the yard to avoid being hit by a stick that Dick was swinging, Spot was blinded by the morning sun reflecting off the dewy grass, ran into the road, and was hit by a car."
8. End each paragraph with a clincher sentence that ties the entire paragraph directly back to the thesis statement.
9. Always focus on the complexity of history. Demonstrate that you understand the concept of multi-causation/ multi-effect. Bring as much depth and breadth into the essay as possible.
10. Essays must always be written in dark blue or dark black ink. Penmanship, spelling, and grammar make a difference because they subconsciously affect the ability of the reader to extract information from your essay and they interfere with the logical flow of the essay. Use only past tense and DO NOT attempt to make your essay relevant to today's world. Use only third person. Avoid starting sentences with pronouns.
11. Long essays are not always good essays, but short essays are almost never good essays. Don't be locked in to preconceived notions of length or five paragraph essays. Budget your time. It is imperative that you give each essay your best shot. In all likelihood you will score higher by attempting both free response questions than you will by concentrating all of your efforts on one to the exclusion of the other.
12. The question every reader asks themselves at the end of an essay is, "How sophisticated a knowledge of history has this student demonstrated in this essay?" The demonstrated level of sophistication will ultimately determine the grade.
REMEMBER THE CORE STRUCTURE
Core Structure Scoring Rubric (adapted from the AP Social Studies Vertical Teams Guide
Student Sample (1995)
Question - Between 1607 and 1763 the British North American colonies developed experience in and the expectation of self government. Analyze the relative importance of three of the following factors in fostering that experience and expectation.
• Social development
• Religious development
• Economic development
• Political development
_____________________________________________________________________________________________
Political development, religious development, and social development in the British North American colonies fostered their experience in and expectation for self-government.
Governments in the colonies developed quickly. In Virginia representative assemblies were formed and developed into a bicameral legislature which became a trend in all of the Royal Charters. Documents like the Mayflower Compact set up the process of majority rule. The Fundamental Orders of Connecticut became the first constitution. The formation of colonial governments was completed without the aid of England. They were formed "for the people and by the people" and gave the colonists experience in self-government.
Religions grew in the colonies. Most were based on intense religious groups. These groups had many splits, such as when Anne Hutchinson and Roger Williams split from the Puritans. These multiple groups brought about religious diversity, which caused some religious tension. The diversity caused for the separation of Church and State and the religious tensions called for legislative policies of tolerance such as in Maryland, The Act of Tolerance. Later legislation also involved blue laws that were based from religions. These experiences gave the colonial governments more experience.
Social development in the colonies caused many problems. The colonists had to deal with Indians, urban and rural disputes and slaves. The Indian problem called for some of the colonies to have to unite under the Confederacy of New England. Urban and rural tensions can be seen through Bacon's Rebellion and the Salem Witch Trials. They had to be dealt with through government intervention. Also the social development of slaves called for the government to develop slave codes.
Political, religious, and social developments gave the colonies experience in self-government through their problems that had to be solved without England's help. The more experiences the colonies had the more expectations was raised for self-government.
FREE RESPONSE QUESTIONS
2005
Part B 2. Compare and contrast the ways in which economic development affected politics in Massachusetts and Virginia in the period from 1607 to 1750.
3. To what extent did the debates about the Mexican War and its aftermath reflect the sectional interests
of New Englanders, westerners, and southerners in the period from 1845 to 1855 ?
Part C 4. Describe the patterns of immigration in TWO of the periods listed below. Compare and contrast the
responses of Americans to immigrants in these periods.
1820 to 1860
1880 to 1924
1965 to 2000
5. Analyze the extent to which TWO of the following transformed American society in the 1960’s and
1970’s.
The Civil Rights movement
The antiwar movement
The women’s movement
2004
Part B 2. Analyze the impact of the American Revolution on both slavery and the status of women in the period from 1775-1800.
3. Analyze the effectiveness of political compromise in reducing sectional tensions in the period
1820-1861.
Part C 4. Compare and contrast the programs and policies designed by reformers of the Progressive era
to those designed by reformers of the New Deal period. Confine your answer to the programs
and policies that addressed the needs of those living in poverty.
5. Analyze the successes and failures of the Unites States Cold War policy of containment as it
developed in TWO of the following regions of the world during the period 1945 to 1975.
East and Southeast Asia
Europe
Latin America
Middle East
2003
Part B 2. Evaluate the extent to which the Articles of Confederation were effective in solving the
problems that confronted the new nation.
3. In what ways did developments in transportation bring about economic and social change
in the United States in the period 1820 to 1860?
Part C 4. Evaluate the impact of the Civil War on political and economic developments in TWO of the
following regions.
The South
The North
The West
Focus your answer on the period between 1865 and 1900.
5. Compare and contrast Untied States society in the 1920s and 1950s with respect to TWO of the
following:
race relations
role of women
consumerism
2002
Part B 2. Compare the ways in which religion shaped the development of colonial society (to 1700) in TWO of the following areas:
New England
Chesapeake
Middle Atlantic
3. Analyze the contributions of TWO of the following in helping establish a stable government after the adoption of the Constitution.
John Adams
Thomas Jefferson
George Washington
Part C 4. Compare and contrast United States foreign policy after the First World War and after the Second World War. Consider the periods 1919-1928 and 1945-1950
5. How did the African American Civil Rights movement of the 1950s and 1960s address the failures of Reconstruction?
2001
Part B 2. How did economic, geographic, and social factors encourage the growth of slavery as an important part of the economy of the southern colonies between 1607 and 1775?
3. The Jacksonian Period (1824-1848) has been celebrated as the era of the “common man.” To
what extent did the period live up to this characterization? Consider TWO of the following in
your response.
Economic development
Politics
Reform movements
Part C 4. How and why did transportation developments spark economic growth during the period from
1860 to 1900 in the United States?
5. Describe and account for the growth of nativism in American society from 1900 to 1930.
2000
Part B 2. Analyze the cultural and economic responses of TWO of the following groups to the
Indians of North America before 1750.
British
French
Spanish
3. Assess the moral arguments and political actions of those opposed to the spread of
slavery in the context of TWO of the following.
Missouri Compromise
Mexican War
Compromise of 1850
Kansas-Nebraska Act
Part C 4. To what extent did the United States achieve the objectives that led it to enter the First
World War?
5. Discuss, with respect to TWO of the following, the view that the 1960s represented a
period of profound cultural change.
Education
Gender roles
Music
Race relations
1999
Part B 2. How did two of the following contribute to the reemergence of a two party system in the period
1820 to1840?
Major political personalities
States’ rights
Economic issues
3. How were the lives of the Plains Indians in the second half of the nineteenth century affected by technological development and government action?
Part C 4. In what ways did economic conditions and developments in the arts and entertainment help
create the reputation of the 1920s as the Roaring Twenties?
5. Assess the success of the United States policy of containment in Asia between1945 and 1975.
1998
Group 1 2. Analyze the extent to which religious freedom existed in the British North American colonies
prior to 1700.
3. Analyze the impact of any TWO of the following on the American industrial worker between
1865 and 1900.
Government actions
Immigration
Labor unions
Technological changes
Group 2 4. To what extent and why did the United States adopt an isolationistic policy in the 1920s and
1930s?
5. "1968 was a turning point for the United States." To what extent is this an accurate
assessment? In your answer, discuss TWO of the following:
National politics
Vietnam War
Civil Rights
1997
Group 1 2. Analyze the extent to which the American Revolution represented a radical alteration in
American political ideas and institutions. Confine your answer to the period 1775 to 1800.
3. Discuss the impact of territorial expansion on national unity between 1800 and 1850.
Group 2 4. Analyze the economic consequences of the Civil War with respect to any TWO of the following
in the United States between 1865 and 1880.
Agriculture
Labor
Industrialization
Transportation
5. How do you account for the appeal of McCarthyism in the United States in the era following the Second World War?
Inductive/Deductive Reasoning Exercise
Complete the following assignment based on your reading of text, class lectures, and discussions with other students. The work is to
be your own, you may only discuss general ideas with others.
1. Write out the question.
2. Brainstorm to generate the twenty to thirty most important bits of factual information for this question.
3. Group specific factual information with similar characteristics into several categories (at least three).
4. Generate a main idea, or topic sentence, for each category, which clearly and concisely shows the trend, movement, or similarity that all bits of factual information have in common. Your topic sentence MUST directly answer the question, take a position, and introduce a category
5. Rank order the factual information in some logical manner which serves to prove your topic sentence.
6. Generate a thesis statement that clearly and concisely shows the trend, movement, or similarity between all categories (an organizing principle for this unit). Make sure that the thesis statement directly answers the question, takes a position, and establishes categories of analysis.
7. Rank order the categories in a manner which enhances the logical proof of your thesis statement.
Question: To what degree and in what ways did the Progressive Movement successfully improve the lives of average
Americans between 1900 and 1920.
Use the following chart to complete the assignment.
Question #____ Write out the question.
List twenty to thirty bits of specific factual information that could be used to answer the question
1. 16.
2. 17.
3. 18.
4. 19.
5. 20.
6. 21.
7. 22.
8. 23.
9. 24.
10. 25.
11. 26.
12. 27.
13. 28.
14. 29.
15. 30.
List the specifics bits of factual information that have similar characteristics under separate category
headings. Do not just list numbers. Write out the term. Rank-order the factual information from most
important to least important.
Name for Category 1________________________
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Name for Category 2________________________
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Name for Category 3________________________
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Generate a main idea, or topic sentence, for each category, which clearly and concisely shows the trend,
movement, or similarity that all bits of factual information have in common. Your topic sentence MUST
directly answer the question, take a position, and introduce a category
Category 1 Topic Sentence –
Category 2 Topic Sentence –
Category 3 Topic Sentence -
Generate a thesis statement that clearly and concisely shows the trend, movement, or similarity between all
categories (an organizing principle for this unit). Make sure that the thesis statement directly answers the question,
takes a position, and establishes categories of analysis.
Thesis Statement -
Deductive reasoning chart
Write a clear, concise thesis statement that directly answers the question, takes a position, and establishes
categories for analysis.
II. In one clear, concise sentence for each of three paragraphs, write a topic sentence which directly answers the
question, takes a position, and introduces the general category of things that will be examined within the paragraph.
1.
2.
3.
List the five most important pieces of specific factual information, rank ordered from most important to least
important, you will use to prove your topic sentence.
1a 2a. 3a.
1b. 2b. 3b.
1c. 2c. 3c.
1d. 2d. 3d.
1e. 2e. 3e.
over
For ONE piece of information from EACH group write a clear direct statement that shows HOW or WHY that specific
factual information proves your thesis (interpretive commentary).
1.
2.
3.
New Guidelines for DBQs
1. Read the question carefully. Understand that you are to answer a question, not simply to discuss documents. Approach it as an essay question for which you DON’T have documents.
2. Be alert to the time parameters of the question.
3. Make certain you understand what the question asks you to look for in the documents.
4. Establish potential categories BEFORE you examine the documents. You may need to adjust these after examining the documents. If the question gives you categories, use those categories.
5. After you read the question and BEFORE you examine the documents, jot down all of the outside information that comes to mind from that time period.
6. Formulate a tentative thesis statement BEFORE you read the documents. You may have to adjust this, but in will give you something to consider the documents in relation to.
7. Examine the document for the MAIN IDEA relative to this particular question. Do not simply state what is in the document or tell what the document says.
8. Use the CORE STRUCTURE. Begin with a thesis statement that fully addresses the question, takes a position, establishes organizational categories, and follow normal essay writing procedure. Look for organizational cues in the question itself.
9. YOU must determine the logical organization of your essay; the arrangement of the documents should not dictate that organization. Avoid referring to the documents in the exact order in which they appear.
10. You should refer to the majority of documents in your essay, but you do not have to use every one.
11. Do not merely paraphrase the document. Show that you understand how the essence of the document relates to your thesis. Extract the MAIN IDEA of the document relative to this question. NEVER start a sentence with any form of "Document A says......" The IDEA of the document should be the subject of the sentence not the document itself.
12. Avoid lengthy direct quotations from the documents like the plague. You are to be the author of the essay, not the editor.
13. Attempt to ascertain why each document is included. Documents are designed to trigger the memory of outside information. Many documents can be used to support both sides of a question. Carefully analyze each document to determine how it can support your thesis and clearly relate it back to your thesis with interpretive commentary. Focus on using level two questions to draw inferences from the documents.
14. Bring in as much outside specific factual information as you can. Use the documents as clues for the outside information readers are looking for. No single thing is as important as outside information in the DBQ.
15. The manner in which you refer to the documents is inconsequential. The most unobtrusive way to refer to the documents is simple to put the letter of the document in parenthesis following the sentence in which it is used (A). This will help both you and the reader keep up with the number of documents that are being used.
16. Remember, direct your discussion of both document based and outside information toward supporting your thesis. Use interpretive commentary to directly relate the information back to the question.
17. The reader has only approximately two minutes with your essay. Make your information easy to extract.
18. CHILL!!! The DBQ is nothing more than writing an essay with a cheat sheet.
DBQ Analysis Exercise
QUESTION:
What time period is your answer to focus on?
Specifically, what things does the question ask you to examine?
What specific categories come to mind?
What MAJOR outside information can you associate with this time period in reference to this particular question?
Write a thesis statement that fully answers the question, takes a position, and establishes categories for analysis.
Complete the following.
Document A
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement.
List the specific outside information this document is meant to bring to mind.
Document B
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement.
List the specific outside information this document is meant to bring to mind.
Document C
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement.
List the specific outside information this document is meant to bring to mind.
Document D
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement.
List the specific outside information this document is meant to bring to mind.
Document E
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement.
List the specific outside information this document is meant to bring to mind.
Document F
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement.
List the specific outside information this document is meant to bring to mind.
Document G
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement.
List the specific outside information this document is meant to bring to mind.
Document H
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement.
List the specific outside information this document is meant to bring to mind.
Document I
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement.
List the specific outside information this document is meant to bring to mind.
Document J
In one clear, direct, concise sentence use the main idea of the document to support your thesis statement.
List the specific outside information this document is meant to bring to mind.
Final Categories
1.
2.
3.
Final Thesis Statement
Final Topic Sentences (must directly answer the question)
1.
2.
3.
Mary Bowden’s DBQ
The Articles of Confederation provided the United States with a moderately effective government in the period from 1781 to 1789. Although America’s economic and diplomatic situations suffered under the Articles, the Articles governed the settlement of western lands effectively.
The Articles of Confederation provided ineffectual economic regulation. The British dumped manufactured goods on the American market in the years after the Revolutionary War inhibiting the development of American manufacturing. The British West Indies also remained closed to American trade, further limiting American commerce. The Articles of Confederation were unable to prevent or solve these problems. The market value of American goods exported to Britain compared to the American population decreased substantially in the years leading up to 1789. In 1775, the value of American goods in the European market was nearly three times that of the U.S. population at the time. By 1789, the value of American goods had fallen to just above the American population, evidence of weakening American commerce (Doc. B.) The Articles of Confederation, which established a confederal system of government, allowed the national government no power to tax the states or regulate interstate trade. The states were at times asked by the federal government to grant funds, but often they rejected these requests as they would not benefit the interests of individual states (Doc. A.) The lack of funds held by the federal government led to distrust by its creditors, and complaints from its workers who had not received their pay (Doc. C.) This dismal economic situation, exacerbated by the national government’s overwhelming amount of national debt, led to internal strife. Creditor-debtor problems persisted throughout the states. In Springfield, Mass., a group of discontented farmers unable to pay their mortgages stormed the town in an uprising known as Shays’ Rebellion. The Articles of Confederation were unable to provide the United States with a stable, prosperous economy.
The Articles of Confederation had a few successes, but more failures, in its diplomatic policy. The Treaty of Paris, secured with Britain at the end of the Revolutionary War, was highly favorable to the United States. However, the young, weak Articles of Confederation government was unable to enforce one of the provisions under the Treaty, namely, that the British should abandon their forts in the Old Northwest. (D) The United States’ inability to enforce the treaty was testament to their weak diplomatic abilities. Under the Articles of Confederation, the United States also failed to secure the right of deposit at New Orleans. This failure hurt American commerce in the West. The Jay-Gardoqui Treaty between the United States and Spain, signed in 1786, is proof of America’s weak diplomatic powers during that period (Doc. F.) America’s weak image abroad was further enforced by its failure to have its way with the Barbary pirates, a group of privateers that raided ships in the Mediterranean and demanded tribute. Countries with strong navies and effective negotiating forces refused to pay the tribute, but the weak United States had no choice. America also failed to follow the terms of the Treaty of Alliance it had made with France during the Revolutionary War. The treaty had established a perpetual alliance between the two countries, but the United States did not come to France’s aid when it went to war in the 1790’s. This break of charity on America’s part further deteriorated relations between France and the U.S. Although the government under the Articles of Confederation did serve some successes, such as the Treaty of Paris, its longer list of failures proved it an ineffectual government diplomatically.
Domestically, in its governance of Western lands, the American government under the Articles of Confederation achieved considerable success. The federal government was ceded the western lands by state governments as an incentive for smaller states, and those with no western land claims, to ratify the articles of Confederation (Doc. E.) The federal government disposed of these lands through the Land Ordinances, which divided the land into townships and further into sections. These were sold to land speculators, who then sold them, in affordable prices and realistic quantities, to settlers. In this way the Western lands were settled in an organized matter. The Northwest Ordinance also provided a method for new states to enter the Union. The effectiveness of this method is demonstrated by the fact that it is still used today. The governments under the Articles of Confederation further provided that the money from the sale of one section of every township was to be set aside for public education. The government thus established support for an educated public. The Articles of Confederation provided a methodical, peaceful way of setting new territory and eventually, admitting it to the Union as free and equal states.
The effectiveness of the American government under the Articles can ultimately be linked to its effects on the American people in that time period. The American people experienced strife and uncertainty (G) from the government’s ineffectual control of economic and diplomatic affairs, but they were also rewarded by the great amount of liberty they experienced under the Articles and by successes in the control of Western lands. The Articles of Confederation provided, to the American people, a moderately effective government that would not easily give up (Doc.14.)
Sample DBQ – Article of Confederation
The Articles of Confederation, for the most part, established an ineffective government but provided a necessary transition from British rule to a Federal system. Despite some success with western lands and in foreign affairs, the Articles failed to effectively deal with many foreign policy issues, economic issues, and the issue of building confidence in the national government as a viable entity. This was eventually enough for people to demand a more powerful central government under the Constitution.
The Articles effectively dealt with western lands and early foreign affairs. In 1781, at Maryland’s insistence, western land claims were given up by the several states to the national government. The Confederation Congress subsequently enacted the Land Ordinance of 1785 which provided for a system of survey and sale (township system) of that land effectively allowing people and speculation companies to purchase and use it. The Northwest Ordinance further provided an effective process by which three to five territories could eventually be states, education could be advanced, and slavery banned (E). This land had become U.S. territory after representatives of the Confederation Congress successfully negotiated the advantageous Treaty of Paris ending the American Revolution, recognizing American independence and establishing the western boundary at the Mississippi (D). Despite these successful endeavors, however, the Articles were more ineffective than not.
In many respects the Confederation Congress failed to effectively handle foreign problems. Congress was unable to force the British to comply with the terms of the Treaty of Paris despite the efforts of John Jay to secure the removal of British troops form the Northwest forts (D). Similarly, the failure to reopen the British West Indies to American trade had a negative impact on U.S. trade (B). Congress was also unable to secure the right of deposit at New Orleans from Spain, which hindered the westward expansion of the U.S. and potentially cut into land sale revenue (F). These two issues would not be resolved until the Jay and Pinckney Treaties of the 1790s. Countries also were uncertain as to whether to conclude a single treaty with the U.S. or thirteen separate treaties. The Barbary pirates continue to raid U.S. shipping and the national government was incapable of stopping that abuse. Thus, the Confederation Congress was not effective in establishing the United States as an equal partner in the eyes of other nations.
Economically the Articles did little to extricate the U.S. from a post-war depression. The West Indies remained closed to U.S. produces and the fact that the U.S. was now outside the mercantilistic umbrella of the British Empire hurt trade (B). Congress was not able to make good on developing increased trade with France. Internally, the inability to regulate interstate trade left individual states free to erect tariff barriers that retarded economic development (A). The failure of the government to establish a sound currency (“not worth a Continental”) or to meet its financial obligations, even to the army (C), left some to be fearful of civil unrest in incidents like the Newburgh Conspiracy and Shay’s Rebellion (G). Eventually that fear led some like James Madison and Alexander Hamilton to call for an extra-Congressional attempt to improve the economy at the Annapolis Convention.
The Articles were so weak that they failed to effectively build confidence in the new government. Congress (the only branch) lacked the power to tax, regulate interstate commerce, or enforce its laws. Thus it was at the mercy of states, who retained ultimate sovereignty, to enforce its laws or reject its ideas (A). While this may have allowed individual states to establish Bills of Rights, disestablish the Anglican Church, enfranchise more voters, and initiate other egalitarian measures, it did nothing to build up confidence in the national government. The requirement that the Articles could only be amended by unanimous consent meant that the government effectively had no way to strengthen itself. Recognizing these weaknesses, with the fear of tyranny subsiding and that of anarchy rising, Hamilton, Madison, and others called for the Constitutional Convention to do more that “revise” the Articles in 1787 (H). The new Constitution recognized the ineffectiveness of the Articles by establishing middle ground between the unitary system of Great Britain and the confederal system of the Articles with federalism. Thus it protected the people from the tyranny of an oppressive government with complete sovereignty, while allowing the federal government enough power govern more effectively than the Articles.
While the Articles of Confederation might have provided a very necessary transition from a unitary system to balanced government, they were essentially ineffective as an instrument of government. Aside from the minor successes in foreign policy and western lands, the Articles failed to resolve outstanding diplomatic issues, failed to rouse the economy from postwar depression, and failed to instill confidence in the ability of the central government to carry out its will. The eventual replacement of the Articles with the Constitution bears testimony to their ineffectiveness.
Jeffersonian Republican/Federalist DBQ (Lindsay Murchin)
As Jeffersonian Republicans took control of the United States government between 1801 and 1817 they were said to have “out federalized the Federalists.” Their initial belief of strict constructionism was gradually replaced by the Federalist view of broad constructionism economically, militarily, and judicially, in descending order of importance and Federalists began to believe in a more strict interpretation.
When Thomas Jefferson became president of the United States his initial view of strict constructionism began to change, most importantly, economically. He agreed to maintain Hamilton’s economic plan along with the Bank of the United States, two Federalist policies Republicans loathed. He believed as president he could not do his job alone and needed to work with Congress to create a country free of tyranny. (A) As time went on his views became clouded and he adopted several policies that would have been favored by Federalists if they were in power. The purchase of the Louisiana Territory in 1803 conflicted with his philosophy, but reason became the foundation of his judgement and the territory was purchased without a constitutional amendment. Federalists began to criticize his decisions and took on a stricter view of the constitution. The Embargo Act was yet another decision that hurt the country economically by a loose view. Jefferson was beginning to believe that actions such as these had to be made to keep the country intact. (G) Madison has his share of broad constructionism with the Non-Intercourse Acts and Macon’s Bill No. 2. The protective tariff of 1816 also gave more power to the national government, the most important opposition of the Republican party. Federalists continued to fight against these policies and the two parties views were ironically switched.
Republicans also changed their strict military views during the time period, a change most would think would please the Federalists. As Jefferson came into office he promised to uphold Washington’s belief of neutrality, and he was a broad view. As a result of the Chesapeake-Leopard affair Republicans disregarded their belief of peace and went to war with Britain in 1812. The military grew, despite Federalist wishes. (D) Old Republicans, or Quids, began to argue with their fellow Republicans about the constitutionality of the government’s decisions. (F) At the end of the War of 1812 the Hartford Convention took place and the Federalist party fell apart due to the decisions of the government, decisions they had once favored. Madison kept the army and navy at its large size after the war. The two parties had switched positions on their view of the constitution.
Judicial decisions made by John Marshall, one of the largest Federalists of the time period, contradicted with Republican views of government. In Marbury vs. Madison Marshall ruled in favor of the Republicans but ironically benefited the Federalists. Marshall established judicial review in this case, and by doing so the Republican party helped the Federalists. In McCulloch vs. Maryland the court ruled states could not tax the national government, and thanks to the Marbury vs. Madison case this ruling was okay. In Fletcher vs. Peck the court established the principle of judicial review of the state. All these cases, which benefited Federalist ideas, stemmed from the Marbury vs. Madison case in which the Republicans supported This showed the American people that Republicans had taken on Federalist views to help maintain a strong national government and a strong executive power. Quids grew angry and would eventually split from the Republican party. (G) The initial views of Republicans crumbled under the weight of their powerful position. (G, A, B)
Republicans and Federalists had started out with opposing views of the Constitution. As time went on and the Republicans came to power instead of the Federalists these views switched which resulted in the death and split of the two parties.
1998 DBQ Sample
Between 1801 and 1817 Jeffersonian Republicans loosened their view of the constitution in certain specific instances while retaining the overall philosophy of strict constructionism. Once out of power, the Federalists tightened their constitutional interpretation to limit the power of Republicans while maintaining the principle of loose constructionism in the one branch they still controlled, the judiciary.
Jefferson found it necessary to loosen his interpretation of the constitution once he ascended to power. To some degree, Jefferson’s admonishment that “we are all Republicans, we are all Federalists” rang true as, in some ways, Jeffersonian Republicans out-federalized the Federalists. For instance, in attempting to use the tool of impeachment to oust “midnight judges” like Samuel Chase, Jefferson certainly threatened the strict constructionist view of the separation of powers, for clearly political purposes. As well, Jefferson’s purchase of Louisiana from Napoleon required a more liberal interpretation of the constitution than Jefferson professed. While he would have preferred a constitutional amendment, the value of the purchase to the nation required a loosened interpretation under the treaty making provisions, again, for political expedience. The Napoleonic wars resulted in a threat to U.S. shipping through the Orders in Council, the Continental System, and the British practice of impressment. Jefferson responded with an embargo, greatly elevating the commerce power of the U.S. government through an elastic interpretation of the necessary and proper clause (C). Madison’s subsequent institution of the Non-Intercourse Acts and Macon’s Bill #2 also expanded constitutional definition of treason during the Burr conspiracy trial, though he was thwarted by a rare John Marshall adherence to the letter of the document. Madison also expanded the loose construction of the constitution through the conduct of the War of 1812 (dubbed Mr. Madison’s War by Federalists), including the dubious constitutional practice of conscription during the war (D). Also, Madison’s general support for the American System of former warhawk Henry Clay led to a grudging acceptance of Hamilton’s economic program including a second B.U.S., a protective tariff, and federally funded internal improvements. Despite the fact that he vetoed the internal improvements bill, Madison’s general support for the program represented loose constructionism (H). John Randolph and the Quids split from the Republican camp because Quids perceived that Jefferson and Madison had sold out to a loose constructionist point of view (G). Thus, to some degree, Jeffersonian Republicans abandoned the principle of loose constructionism to occasionally take advantage of political situations that arose.
Nevertheless, Jefferson and Madison maintained their strict constructionist philosophy overall. Jefferson continued to believe “that government is best which governs least” (A). He continued to believe that the future of the country was as a nation of small farmers and he continued to support the notion of state sovereignty that he and Madison originated in the Virginia and Kentucky Resolutions opposing the Alien and Sedition Acts. His qualms about Louisiana clearly indicate that its purchase rubbed him the wrong way constitutionally. As well, Madison’s veto of the internal improvements bill, despite the fact that he supported the principle, indicated a continued strict constructionist point of view (H). Thus Jeffersonian Republicans supported the principle of strict constructionism even as they loosely interpreted it for political expedience.
Federalists tightened their interpretation of the constitution when they lost power. They criticized Jefferson’s purchase of Louisiana on constitutional grounds. They also opposed the “Ograbme” which impacted negatively on New England shipping. Federalist reference to the War of 1812 as “Mr. Madison’s War” and the open trade with the enemy by “blue light Federalists” were indications that Federalists felt the power of the central government had expanded the meaning of the constitution beyond what it truly implied. The meeting of Federalists at the Hartford Convention sought constitutional amendments to limit the power of the central government either because they thought it was becoming too authoritarian, or, more likely, because Republicans controlled it (E). Daniel Webster’s criticism of the conscription bill certainly represented a fundamental change in constitutional interpretation of the part of the Federalists, though, again, it probably represents a greater degree of political sour grapes than a change in philosophy (D). Even the staunch Hamiltonian Federalist John Marshall, on occasion, tightened his constitutional interpretation as when he took a narrow view of the constitutional definition of treason during the Burr trial. Thus, the Federalists tightened their interpretation of the constitution in situations where they viewed Republican control of the central government as a threat to Federalist interests.
Nevertheless, where they remained in power, maintained their loose constructionist point of view. The appointment of the midnight judges by John Adams certainly strained the spirit of the constitution to its limit. Similarly, the fact that there was not serious Federalist opposition to the Louisiana Purchase or the adoption of Henry Clay’s American System indicated a continued belief in loose constructionism. But, by far, the strongest indication of continued acceptance of a broad interpretation was John Marshall’s use of Supreme Court decisions to continually strengthen the power of the national government. Marbury v Madison established the principle of judicial review not stated in the constitution. Fletcher v Peck expanded that principle to include state laws, thus strengthening the power of both the Supreme Court and the central government. McCulloch v Maryland confirmed the principle of loose constructionism by upholding the constitutionality of the second bank and prohibiting states from taxing the federal government (“the power to tax is the power to destroy”). Finally, Gibbons v Ogden (though well outside the time frame) broadened the definition of commerce and further restricted the reserved powers of the states. Thus, where Federalists had power they tried to expand it through a liberal interpretation of the necessary and proper clause.
Jeffersonian Republicans and Federalists continued to generally support their strict and loose constructionist philosophies except when political expedience forced them to veer off course. In fact they represent the broader trend of political “ins” loosening their interpretation and political “outs” tightening their interpretation to limit the power of their opponents.
AP U.S. HISTORY - Third Quarter Take Home Test - Due - 3-28-07
1. All of the following are true of the Compromise of 1850 EXCEPT A) it provided for the admission of California to the Union as a free state B) it included a tougher fugitive slave law C) it prohibited slavery in the territories acquired as a result of the Mexican War D) it stipulated that land in dispute between the state of Texas and the territory of New Mexico should be ceded to New Mexico E) it ended the slave trade in Washington, D.C.
2. The Supreme Court decision in Plessy v Ferguson (1896) did which of the following? A) denounced business combinations in restraint of trade B) sanctioned separate but equal public facilities for African Americans C) declared that the Fourteenth Amendment applied principally to the protection of corporations. D) defined the Constitution as color blind E) empowered Congress to cancel treaties with American Indian tribes unilaterally
3. During Reconstruction, Southern blacks typically did which of the following? A) worked as day laborers in towns and cities B) migrated northward, exercising their new freedom C) owned and worked on small farms D) worked in mines and factories E) tilled farms as renters and sharecroppers
4. All of the following were considered legitimate functions of the federal government in the late nineteenth century EXCEPT A) promoting industrial growth by means of a protective tariff B) granting subsidies to encourage the construction of railroads C) regulating immigration D) assuring the welfare of the poor and unemployed E) regulating the nation's currency
5. 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 the heads of families in each tribe D) widespread uprisings among Sioux in the Dakota Territory E) the removal of the Cherokee from the Southeast to settlements across the Mississippi
6. 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
7. The hostility of the Know-Nothing party was directed primarily against A) the growth of cities and industrial manufacturing B) Irish and German Catholic immigrants C) Free Masons and members of other fraternal orders D) abolitionists E) slaveholders
8. Which of the following had the greatest impact on the institution of slavery 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
9. “...the descendants of Africans who were imported into this country, and sold as slaves...are not included, and were not intended to be included, under the word ‘citizens’ in the Constitution, and can therefore claim none of the rights and privileges which that instrument provides for and secures to the citizens of the United States.” The passage above is from which of the following? A) Marbury v Madison B) the Liberty party platform C) McCulloch v Maryland D) Dred Scott v Sandford E) The Freedmen’s Bureau Act of 1865
10. The “Declaration of Sentiments and Resolutions” issued by the Seneca Fall Convention demanded A) greater rights for women B) the immediate termination of slavery C) enlightened treatment for the insane D) a new role for women in the antislavery movement E) improvements in prison conditions
11. 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
12. 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
13. 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
14. 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 the engines of democracy that provide citizens with a voice in government C) parties are necessary evils in any republic D) in large republics, parties are the best means of creating effective coalitions of interest groups E) a two-party system is essential to a stable republic
15. The “Great Awakening” refers to the A) growth of European awareness of the New World in the 1500’s B) impact of the Enlightenment on colonial thought in the early 1700’s C) wave of religious revivals that swept through the colonies in the 1740’s D) beginning of the colonial movement for independence from Great Britain E) growth of technology that contributed to increased industrialization of the early 1800’s
16. The opening of the Erie Canal in 1825 was important because it A) established the role of the federal government in internal improvements B) strengthened the ties between Eastern manufacturing and Western agricultural regions C) made the invention of the steamboat economically viable D) spurred innovation in the railroad industry E) was the last major canal project before the Civil War
17. Which of the following describes the “Lowell system” in the early nineteenth century New England? A) a plan to promote and expand textile manufacturing activities B) an agreement among New England states to secede and form a New England confederacy C) a reform eliminating property-holding as a qualification for voting D) a strategy to defend New England during the War of 1812 E) a congressional reapportionment plan during the 1820’s
18. In addition to the cotton gin, Eli Whitney’s major contribution to American technology was his A) introduction of interchangeable parts B) development of the first practical locomotive C) invention of the mechanical reaper D) installation of the first textile mill E) development of steam power
19. The Ordinances of 1785 and 1787 were notable accomplishments because they A) established the principle that western lands are the joint property of all states B) initiated a territorial policy that provided for the orderly creation of new states C) made possible a policy of Native American relations that enabled new western areas to be settled peacefully D) put lands in 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
20. An important consequence of the “tariff of abominations” (1828) was 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
21. A major defect of the national government under 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. Jim Crowism refers to legislation designed to A) benefit railroad workers B) deny suffrage to redeemers C) sell western railroad lands cheaply D) deny equality to blacks E) keep immigrants from taking jobs away from Americans
23. 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 manufacturers B) impose revenue taxes on the colonies C) restrict emigration from England D) ignore the colonies E) grant increased colonial self-government
24. In issuing the Emancipation Proclamation, one of Lincoln’s goals was to A) gain the active aid of Britain and France in restoring the Union B) stir up enthusiasm for war in such border states as Maryland and Kentucky C) please the radicals of the North by abolishing slavery of the South already under control of the Union armies D) please Russia, one of the Union’s new overseas friends, where the serfs had been emancipated in the previous year E) keep Britain and France from intervening on the side of the Confederacy
25. The most common form of resistance on the part of Black American slaves prior to the Civil War was A) violent uprisings in which many persons were killed B) attempts to escape and reach Canada by means of the “Underground Railroad” C) passive resistance, including breaking tools and slightly slowing down the pace of work D) arson of plantation buildings and cotton gins E) poisoning of food consumed by their white masters
26. The primary motive of those who founded the British colony in Virginia during the seventeenth century was A) desire for economic gain B) desire for religious freedom C) desire to recreate in the New World the story of feudalistic society that was fading in the Old D) desire to create a perfect religious commonwealth as a example to the rest of the world E) desire to increase the power and glory of Great Britain
27. During the 1760’s and 1770’s the most effective American tactic in gaining repeal of the Stamp and Townshend Acts was A) tarring and feathering British tax agents B) sending petitions to the King and Parliament C) boycotting British goods D) destroying private property, such as tea, on which the tax was to be levied E) using death threats to intimidate British tax agents
28. During the American War of Independence, the battle of Saratoga was most significant because it A) left the British with inadequate resources to carry on the war B) prevented the British from ever mounting another successful invasion of American territory C) allowed American forces to seize large portions of Canada D) persuaded France to begin supporting the Americans openly E) caused Holland to delay its decision to enter the war on the side of the British
29. By the Compromise of 1877 the Democrats agreed to allow the Republican candidate to become President in exchange for A) a promise that they would be allowed to win the next two Presidential elections B) an end to Reconstruction C) large personal bribes to leading Democrats D) a substantial lowering of protective tariffs E) retroactive compensation for freed slaves
30. Art of the Hudson River School may be described as A) classically romantic, expressing an air of wonder at the mystery of nature B) brutally realistic in its depiction of often unpleasant subjects C) concentrating on grimy scenes of everyday life in crowded New York City tenements D) almost completely abstract E) concerned with portraiture to the exclusion of significant landscape painting
31. Noah Webster, Ralph Waldo Emerson, and James Fenimore Cooper were all significant as A) literary figures of the Transcendentalist movement B) pioneers in the development of the American novel C) the compilers of a well-known dictionary D) contributors to a more distinctly American literature E) trendsetters in American popular culture
32. The United States Open Door Policy in Asia did which of the following? A) guaranteed military support for China's territorial integrity B) opened China to Western trade for the first time C) bolstered American commercial interests in China D) rid China of European spheres of influence E) repudiated Japan's interest in China
33. The main issue of the 1850’s Free Soil party was that A) the federal government should permit no further spread of slavery in the territories B) a homestead act should be passed, granting 160 acres of government land in the West free to anyone who would settle on it and improve it for five years C) the federal government should oversee immediate and uncompensated abolition of slavery D) freed slaves should be provided with forty acres and two mules to provide them the economic means of independent self-support E) the United States should annex Cuba
34. The major point of difference between Booker T. Washington and W.E.B. DuBois was over their view of A) the need for education B) the importance of better race relations C) whether or not blacks should return to Africa D) the need for immediate equality for blacks and whites E) the use of white institutions to help blacks
35. In speaking of “redemption” in a political sense, white Southerners of the Reconstruction era had reference to A) ridding the South of Reconstruction government B) atoning for their society’s sin of slavery by granting full legal and social equality to blacks C) atoning for Southern state’s secession by displaying extreme patriotism to the restored United States D) regaining personal citizenship rights by taking an oath of allegiance to the Union E) buying back from the federal government plantations confiscated during the war
36. During the first two decades under the United States Constitution, the main factor that separated Federalists from Republicans was A) whether they accepted the Constitution or opposed it B) whether they favored the French Revolution or opposed it C) whether they leaned more toward states’ rights or national sovereignty D) their personal like or dislike for the personalities of Thomas Jefferson and Alexander Hamilton E) whether they had been patriots or loyalists during the American War for Independence
37. The international incident known as the XYZ Affair involved A) a French foreign minister’s demand for a bribe before he would meet with American envoys B) the British refusal to evacuate their forts in American territory C) General Andrew Jackson’s incursion into Spanish-held Florida D) the British seizure of American crewmen from a U.S. Navy warship in Chesapeake Bay E) Aaron Burr’s secret plot to detach the western United States in order to create a new nation of which he would be the ruler
38. In the colonial period a “Separatist” was defined as a person who A) left the Church of England to seek economic gain in the New World B) wished to break away from the impure Church of England C) left Massachusetts Bay for religious freedom in Rhode Island D) earned his freedom after working for another person from four to six years E) had served his apprenticeship
39. The first amendments to the Constitution, the Bill of Rights, were added to protect A) the states from the power of the federal government B) individual citizens from the power of the national and state governments C) individual citizens from the power of the federal government D) individual citizens from the power of state government E) minorities from the majority
40. In the late nineteenth century, all of the following encouraged American jingoism EXCEPT A) yellow journalism B) the New Navy policy of Alfred Thayer Mahan and Theodore Roosevelt C) the example of European imperialism D) the flooding of American market by foreign producers E) Social Darwinism
41. Most Progressives sought all of the following EXCEPT the A) democratization of the political structure B) reformation of child labor laws C) expansion of women's rights D) legislative creation of a large socialist commonwealth E) application of scientific methods to solve social problems
42. 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
43. 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
44. All of the following contributed to the coming of the war of 1812 EXCEPT A) the Chesapeake-Leopard Incident B) British impressment of American seamen from American ships on the high seas C) the concerns of western Americans that the Indian raids they suffered were being carried out with British encouragement D) the Congressional “War Hawks” desire to annex Canada E) the armed confrontation between the U.S. and British forces along the Maine-Canada border
45. During the last decade of the nineteenth century, the primary use of the Sherman Anti-trust Act was to A) break up business monopolies B) regulate railroads C) protect American industry from foreign competition D) curb labor unions E) promote economic expansion
46. Native born white women who moved to cities during the late 1800s tended to find work as A) maids, seamstresses, and laundresses B) semiskilled factory workers C) clerks, typists, and sales personnel D) skilled workers E) editors and journalists
47. During the early 1900s the Supreme Court A) actively promoted social welfare legislation B) declared several acts of Congress unconstitutional C) voided several state laws that regulated economic life D) generally supported state legislation that regulated economic life E) generally avoided rulings on economic questions
48. Which of the following was the most important characteristic of the economy of the New South during the late 1800s? A) a sharp increase in new industries and manufacturing B) a diversification of agriculture C) a sharp increase in urbanization D) the continuing importance of cotton and black labor E) a sharp increase in per capita wealth
49. Helen Hunt Jackson's A Century of Dishonor is A) an attack on African slavery B) an account of life in New York City's slums C) a critique of the boss system of urban politics D) an attack on whites' treatment of the Indians E) a plea for women's rights
50. A common theme in the Latin American diplomacy of the administrations of Theodore Roosevelt, William Howard Taft, and Woodrow Wilson was that each president A) reversed the policy of his predecessor B) supported Dollar Diplomacy but was unwilling to apply military power to enforce it C) was disinterested and took relatively little action D) supported democratic revolutions and the principle of self determination E) supported military interventions to maintain order and promote his goals
51. The American Federation of Labor under the leadership of Samuel Gompers organized A) skilled workers in craft unions in order to achieve economic gains B) all industrial and agricultural workers into one big union C) unskilled workers along industrial lines D) workers and intellectuals into a labor party for political action E) workers into a fraternal organization to provide unemployment and old-age benefits
52. The Interstate Commerce Act of 1887 is significant because it A) gave the federal government power to regulate big business B) created a model for future regulatory agencies C) gave the federal government power to fix railroad rates D) provided for extensive federal subsidies for railroads E) established a national system of roads and highways
53. Which of the following best describes the attitudes of Southern whites toward slavery during the eighteenth and beginning of the nineteenth century? A) slavery was a national sin B) slavery was acceptable only if the slaves voluntarily chose to remain with their masters C) slavery was a benefit to both whites and blacks D) slavery should be immediately abolished E) slavery was a necessary evil
54. 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 bonds by engaged couples
55. The United States' policy toward the native American changed dramatically with the passage in 1887 of the Dawes Act which A) treated the tribes as independent nations B) established new and larger reservations for all tribes C) forbid alcohol and guns on reservations D) granted full citizenship to all tribal members E) wiped out tribal ownership of property and granted 160 acres of land to heads of families
56. In the early twentieth century the largest American cities were characterized by all of the following EXCEPT A) corrupt alliances between machine politicians and transit and utility interests B) neighborhoods that were increasingly mixed in their economic composition C) transportation systems that expanded the distance that people could live from their work D) settlement houses and institutional churches that addressed the problem of the urban poor E) municipal reform movements based on "scientific" government
57. The political cartoonist that ended Boss Tweed's political career is credited with popularizing the donkey and the elephant as the symbols for the Democratic and Republican parties. He was A) Richard Olney B) Thomas Reed C) James B. Duke D) Joseph Cannon E) Thomas Nast
58. Early in his administration Woodrow Wilson attacked what he called the "triple wall of privilege." He pushed three pieces of legislation through a reluctant Congress to break it. The three highlights of the early Wilson administration were A) Underwood Tariff, Federal Reserve Act, Clayton Act B) Adamson Act, Payne-Aldridge Tariff, Elkins Act C) Volstead Act, act creating the Pujo Committee, and the Interstate Commerce Act D) Sherman Anti-trust Act, Interstate Commerce Act, Federal Reserve Act E) Agricultural Adjustment Act, National Industrial Recovery Act, Works Progress Administration
59. 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 the women in their roles as wives and mothers during the early nineteenth century D) the defense given by antebellum apologists for slaver, 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
60. “Let Southern oppressors tremble……I shall strenuously contend for immediate enfranchisement…I will be as harsh as the truth and as uncompromising as justice.” The author of the statement above was A) John C. Calhoun B) Stephen Douglass C) Henry Clay D) Abraham Lincoln E) William L. Garrison
61. The primary purpose of the Proclamation of 1763 was to A) encourage westward colonial migration B) avoid conflict with the trans-Appalachian Indians C) gain much needed revenue D) drive out French colonists E) provide a haven for Catholics
62. The immediate effect of Andrew Jackson’s attack on the second Bank of the United States in 1834 was A) the creation of the “independent treasury” B) an expansion of credit and speculation C) the failure of state banks D) the establishment of modern banking regulations E) the creation of a federal deficit
63. By the 1750s, the British colonies on the North American mainland were characterized by all of the following EXCEPT A) disdain for British constitutional monarchy B) many religious denominations C) a society without a hereditary aristocracy D) a growing number of non-English settlers E) acceptance of slavery as a labor system
64. Which of the following statements about Africans brought as slaves to the British North American colonies is true? A) they were the primary labor source of for plantations in the Chesapeake by 1630 B) they had a much lower life expectancy in the Chesapeake than in South Carolina or the West Indies C) they greatly outnumbered Europeans in every colony south of the Mason-Dixon line D) they maintained cultural practices brought from Africa E) they were the primary source of labor in Pennsylvania until 1720
65. Progressive reformers rejected Social Darwinism because they believed A) all races were equal in ability B) personal development was influenced solely by hereditary factors C) conflict and competition did not necessarily improve society D) science had no role in society E) society was fixed by the laws of nature and incapable of significant change
66. Pinckney’s Treaty with Spain is considered a diplomatic highlight of Washington’s administration because it A) allowed the United States to use the port of New Orleans B) ceded Florida to the United States C) invited Americans to settle in Texas D) opened Spanish Caribbean ports to American trade E) withdrew Spain’s military forces from the Caribbean
67. In the last quarter of the nineteenth century, American agriculture was characterized by A) a decline in the number of tenant farmers B) a decline in foreclosures on Midwestern farms C) a decline in the number of farm cooperatives D) an increase in the wholesale prices for farm goods E) an increase in acres under cultivation
68. The first massive migration of Black Americans from the South occurred during which of the following periods? A) immediately following the Civil War B) during and immediately after the First World War C) during the Great Depression D) in the decade after the second World War E) during the civil rights movement of the 1960s
69. Wilson’s Fourteen Points incorporated all of the following EXCEPT A) open diplomacy B) freedom of the seas C) recognition of Allied economic and territorial agreements made during the war D) creation of an international organization to preserve the peace and security of its members E) national self-determination
70. The Federalist papers challenged the conventional political wisdom of the eighteenth century when they asserted that A) a republican form of government could only succeed in small countries B) limitations on the popular will led to tyranny C) a weak central government was the only guarantee of individual rights D) a large republic offered the best protection of minority rights E) political parties were crucial to the success of the new government
71. Throughout the first half of the nineteenth century, women reformers were most active in the cause of A) temperance B) women’s suffrage C) pacifism D) immigrant’s rights E) worker’s rights
72. All of the following contributed to the growth of the free African American population in the United States in the early nineteenth century EXCEPT A) the gradual emancipation laws of individual states B) manumission granted for Revolutionary war service C) manumission granted by slaveholder’s wills D) natural increase among free African Americans E) federal constitutional provisions for emancipation
73. The most unpopular and least successful of President Thomas Jefferson’s policies was his A) advocacy of territorial expansion B) handling of the Barbary coast pirates C) reduction of the size of the military D) reduction of the national debt E) adherence to neutrality in dealing with England and France
74. The precipitating factor in the 1894 Pullman strike was Pullman’s A) dismissal of union workers B) introduction of scrip in part payment of wages C) retraction of its promise to provide an employee insurance and retirement plan D) employment of immigrant labor at less than a living wage E) cutting of wages without proportional cuts in company housing rates
75. Alexander Hamilton’s financial program was most favorable to A) western farmers B) war veterans C) southern planters D) eastern merchants E) state bankers
76. The goal of the American Colonization Society was to A) return freed slaves to Africa B) recruit immigrant labor for American factories C) assimilate recent immigrants into American society D) extend United States influence to overseas colonies E) promote western expansion by funding internal improvements
77. All of the following contributed to the discontent among soldiers in the continental army EXCEPT A) most soldiers were draftees B) the soldiers feared for the welfare of families back home C) the army had inadequate arms and ammunition D) the army paid the soldiers in depreciated paper money E) the army was inadequately fed and clothed
78. Jacob Riis’ How the Other Half Lives is a study of A) Jim Crow segregation and its effect on African Americans B) the plight of the Great Plains farmers in the 1890s C) immigrant urban poverty and despair in the 1890s D) the corruption in city political machines in the 1890s E) the rise of industrial capitalists in the late nineteenth century
79. The Roosevelt Corollary to the Monroe Doctrine expanded America’s role in A) Central America and the Caribbean B) the Philippines C) North Africa D) Asia E) Europe
80. The leaders of the Progressive movement were primarily A) farmers interested in improving agricultural production B) immigrant activists attempting to change restrictive immigration laws C) representatives of industries seeking higher tariffs D) workers concerned with establishing industrial unions E) middle-class reformers concerned with urban and consumer issues
81. The majority of White families in the antebellum South owned A) more than 100 slaves B) 50-100 slaves C) 10-50 slaves D) 5-10 slaves E) no slaves
82. The Missouri Compromise did which of the following? A) prohibited slavery in all of the territory of the Louisiana Purchase B) provided for the admission to the Union of all future states in pairs, one slave, one free C) allowed Maine to enter the Union as a free state D) finally settled the question of congressional power over slavery in the territories E) provided for the annexation of Texas
83. The Wilmot Proviso specifically provided for A) the prohibition of slavery in the Louisiana Purchase territory B) the primacy of federal law over state-legislated black codes C) the abolition of the international slave trade D) the prohibition of slavery in lands acquired from Mexico in the Mexican War E) federal return of fugitive slaves
84. The Jefferson administration advocated which of the following as a means of restoring republican ideals? A) abolishing the Bank of the United States B) reducing the scope of the activities of the federal government C) discontinuing the funding of state debts D) increasing the size of the United States military E) adopting the Virginia and Kentucky Resolutions at the national level
85. Which of the following was true of the United States Constitution as adopted at the Constitutional Convention? A) it was built on a series of compromises B) it provided exact specifications covering all aspects of government C) it was a revised version of the English Constitution D) it included a Bill of Rights E) it allowed all male citizens over the age of twenty-one to vote
86. Prior to the Civil War, a transformation occurred in the workforce of the New England textile mills as New England farm girls were replaced by A) French-Canadian immigrants B) freed African Americans from the South C) Irish immigrants D) German immigrants E) Italian immigrants
87. All of the following contributed to the passage of the Eighteenth Amendment in 1919 EXCEPT A) the continued efforts of the Anti-Saloon League B) the fervor of the First World War lending patriotism to the cause of prohibition C) the Progressive belief in social reform D) the cumulative impact of state prohibition laws E) the high death toll from alcohol-related automobile accidents
88. After the American Revolution, the concept of “republican motherhood’ suggested that A) women would be responsible for raising their children, especially their sons, to be virtuous citizens of the young republic B) voting would soon become a privilege granted to educated and/or married women C) the first duty of mothers was to serve the needs of the government D) wives and mothers would be welcome in the emerging political parties E) women’s virtues had been the inspiration for the ideals of the Revolution
89. All of the following accurately describe Jefferson’s purchase of the Louisiana Territory from France EXCEPT A) it opened the Mississippi River permanently to American farmers B) it ended the threat of American Indian raids on western settlements C) it was made possible by the failure of Napoleon’s force to suppress a slave revolt in Haiti D) it showed Jefferson’s considerably flexibility in dealing with foreign policy E) it violated Jefferson’s own views concerning the strict construction of the Constitution
90. President Jackson resisted the admission of Texas into the Union in 1836 primarily because he A) acknowledged the legitimacy of the Mexican government’s claim to Texas B) feared the debate over the admission of Texas would ignite a controversy about slavery C) was ideologically opposed to territorial expansion D) could find no support within his own party for admitting Texas E) believed that admitting Texas would violate international law
91. The Republican Party originated in the mid-1850s as a sectional party committed to which of the following? A) opposition to the further extension of slavery into the territories B) immediate emancipation of all slaves C) repeal of Whig economic policies D) restriction on immigration E) acknowledgement of popular sovereignty as the basis for organizing federal territories
92. In 1890 the most important source of revenue for the federal government was A) income taxes B) inheritance taxes C) sales taxes D) liquor taxes E) customs duties
93. William Jennings Bryan’s “Cross of Gold” oration was primarily an expression of his A) fundamentalist religious beliefs B) neutral stance toward belligerents during the First World War C) advocacy of the free and unlimited coinage of silver D) opposition to the teaching of the theory of evolution in public schools E) anti-imperialist convictions
94. In which of the following British North American colonies was slavery legally established by the early 1700s? A) the southern colonies only B) the middle and southern colonies only C) the tobacco and rice growing colonies only D) all the colonies except Pennsylvania and the New England colonies E) all the colonies
95. Which of the following statements about African American soldiers during the Civil War is correct? A) they were primarily engaged in military campaigns west of the Mississippi B) they were limited to non-combat duties C) they were barred from receiving awards for valor in combat D) for most of the war, they were paid less than White soldiers of equal rank E) for the most part, they were led by African American officers
96. Which of the following was a serious constitutional question after the Civil War? A) the restoration of the power of the federal judiciary B) the legality of the national banking system C) the political and legal status of the former Confederate states D) the relationship between the United States and Great Britain E) the proposed annexation of Columbia
97. Jacksonian Democracy was distinguished by the belief that A) an aristocracy posed no real danger to the new republic B) the National Republican alone knew what was right for the people C) political participation by the common man should be increased D) political rights should be granted to women E) franchise restriction should be racially neutral
98. President Monroe articulated the Monroe Doctrine in his 1823 address to Congress primarily to A) respond positively to recent Latin American revolutions B) rule out American involvement in South America C) provide a rationale for the United States intervention in the Isthmus of Panama D) warn European nations against further colonial venture in the Western Hemisphere E) encourage Britain to help the fledging Latin American states
99. Which of the following transportation developments opened the West to settlement and trade between 1790 and 1830? A) turnpikes and canals B) railroads and steamships C) turnpikes and railroads D) clipper ships and turnpikes E) canals and railroads
100. The Virginia and Kentucky Resolutions, the Republican response to the alien and Sedition Acts, took the position that A) only the United States Supreme Court had the power to restrict freedom of speech and press B) the authority of the state governments included the power to decide whether or not as act of Congress was constitutional C) only fiscal measures initiated by state legislatures could be acted upon by Congress D) Congress was responsible for maintaining the vitality of a “loyal opposition” political party E) the “supremacy clause” of the Constitution applied only to foreign affairs
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Conclusion
____ Restates the thesis in different words (demonstrates a consistent thesis)
Supporting paragraph 3 content
____ topic sentence (directly answers the
question, takes a position, introduces a
category
____ evidence (specific factual information)
____ interpretive commentary (directly shows
how and why the evidence answers the
question
____ clincher sentence
____TOTAL POINTS
Supporting paragraph 1 content
____ topic sentence (directly answers the
question, takes a position, introduces a
category
____ evidence (specific factual information)
____ interpretive commentary (directly shows
how and why the evidence answers the
question
____ clincher sentence
____TOTAL POINTS
Supporting paragraph 2 content
____ topic sentence (directly answers the
question, takes a position, introduces a
category
____ evidence (specific factual information)
____ interpretive commentary (directly shows
how and why the evidence answers the
question
____ clincher sentence
____TOTAL POINTS
Supporting paragraph 4 content
____ topic sentence (directly answers the
question, takes a position, introduces a
category
____ evidence (specific factual information)
____ interpretive commentary (directly shows
how and why the evidence answers the
question
____ clincher sentence
____TOTAL POINTS
Thesis Content
____fully addresses the question
____takes a position
____provides categories of analysis
___ total
Thesis Content
____fully addresses the question
____takes a position
____provides categories of analysis
___ total
Scoring Guide
0 = not present
1 = present but flawed or incomplete
2 = present
3 = present and sophisticated
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