APUSH 1800-1900 Final Exam Review Name:
|Big Themes |Early Antebellum |Late Antebellum |Civil War |Gilded Age |
| |(1800-1840) |(1840-1860) | |(1870-1900) |
| |Little Industry, some textiles (in north east) |Textiles/King Cotton |1861-1865 |ROSE- Railroad, Oil, Steel, Electric |
|Industry | | | |Industry |
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| |Limited |Limited | |Laissez Fare |
|Role of Federal Gov’t in |(Democratic-Republic) | | | |
|people’s lives |American System | | | |
| |Bus | | | |
| |Transportation | | | |
| |Tariff | | | |
| |Louisiana Purchase |Manifest Destiny | |Imperialism |
|Territorial Expansion | | | |Expanded from “sea to shining sea” by now. |
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| |Monroe Doctrine |Not involved | |Imperial |
|Foreign Policy |Neutrality | | | |
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| |Slavery |Slavery | |Reconstruction |
|African Americans |Abolition is uniting |Sectional tension | |Jim Crow |
| | | | |Poll Tax |
| | | | |Literacy Tests |
| |Indian Removal |One big Reservation | |Small Reservation |
|Indian Policies |Trail of Tears | | |Wounded Knee |
| | | | |Little Big Horn |
| | | | | |
| | | | | |
| |Cult of Domesticity |Young Single girls working in textile factories | |Women Military and labor opportunities |
|Women |Social Reform |Cult of Domesticity- older women/generation | | |
| | |Seneca Falls | | |
| | | | | |
| | Little Immigration |Western European immigrants | |Third episode of immigration |
|Immigrants |Loyalists actually emigrating to Canada |Beginning of industrial immigrants- especially on | |-“New Immigrants”- Eastern Europe- darker skin, |
| |1830s British, Irish, and Germans |farms | |discrimination |
| | |Anti-Catholic attitude | |Chinese Exclusion Act |
| | |Irish Immigrants | |Melting Pot v. Salad Bowl |
| | |Know Nothing Party | |Industrialization Shift + Urbanization Shirt= |
| | |Gold Rush | |immigration shift |
| | |Immigration quadrupled by 1840/50 | | |
| |Universal white manhood suffrage |Seneca Falls | |15th amendment |
|Voting Rights |“common man” | | |Jim Crow |
| | | | |Literacy Tests |
| | | | |Poll Tax |
| | | | |Women Suffragettes |
| |1812 |Mexican American | |Spanish American |
|Wars | |Sectional Tension to Civil War | |Russo-Japanese |
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| |West was considered the Appalachian Mountains |Louisiana Purchase | |We have expanded West and Hawaii is now considered the |
|West | | | |new “west” |
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|Big Themes |Early Antebellum |Late Antebellum |Civil War |Gilded Age |
| |(1800-1840) |(1840-1860) | |(1870-1900) |
| | | |1861-1865 | |
|Industry | | | | |
| | | | | |
| | | | | |
| | | | | |
| | | | | |
|Role of Federal Gov’t in | | | | |
|people’s lives | | | | |
| | | | | |
| | | | | |
| | | | | |
|Territorial Expansion | | | | |
| | | | | |
| | | | | |
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|Foreign Policy | | | | |
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| | | | | |
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|African Americans | | | | |
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| | | | | |
| | | | | |
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|Indian Policies | | | | |
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| | | | | |
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|Women | | | | |
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|Immigrants | | | | |
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|Voting Rights | | | | |
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|Wars | | | | |
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|West | | | | |
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1. Describe three changes between 1800 and 1900 (Early and Late Antebellum and Gilded Age). What was the most important? Why?
2. Describe three continuities between 1800 and 1900 (Early and Late Antebellum and Gilded Age). What was the most important? Why?
3. Using the Civil War as a turning point, compare and contrast three themes. (Can be but not limited to the provided themes)
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