AP U.S. History
“Unit Five Study Guide – Chapters 14, 15, and 16”
Mr. Fernandez
Identify and/ or explain the significance of the following names and terms as you work through
Chapter14 - “Forging the National Economy”:
Demographic center
Frontier life
Rugged individualism
Rendezvous system
Ecological imperialism
George Catlin
Irish Potato Famine
Temperance
Nativism
Know-Nothing Party
Samuel Slater
The “mule”
Eli Whitney
Cotton gin
Samuel Colt
The factory system
Interchangeable parts
Elias Howe
Isaac Singer
The Boston Associates
“Free Incorporation”
Samuel F.B. Morse
Wage Slaves
Labor movement
Scab labor
Thompson’s Skirt Factory
Commonwealth v. Hunt (1842)
“Factory Girls”
Lowell Mill of Massachusetts
Catherine Beecher
“Cult of Domesticity”
John Deere
Cyrus McCormick
Subsistence farming
Lancaster Turnpike
National Road
Erie Canal
The Railroad Revolution
Cyrus Field
Pony Express
Market Revolution
Chief Justice Roger B. Taney
Answer the following questions as you read through Chapter 14 - “Forging the National
Economy”:
1. Describe the demographics of the United States by 1860. What regions were expanding
most rapidly? Explain.
2. Create a chart explaining the “pushing” and “pulling” factors driving European,
particularly the Irish and German, emigration in the early to mid-19th century. Be sure to
read pgs. 295-295 and 298-299.
3. Describe the effect of the economic shift towards a factory system on the American
family.
4. Explain the contributions of canals, roadways, and railroads to the Transportation
Revolution and the development of a market economy in the United States.
AP U.S. History
“Unit Five Study Guide – Chapters 14, 15, and 16”
Mr. Fernandez
Identify and/ or explain the significance of each of the following names and terms from Chapter 15 “The Ferment of Reform and Culture”:
Utopia
The Second Great Awakening
Thomas Paine’s The Age of Reason
Deism
Calvinist Doctrine of “Original Sin”
Unitarianism
Camp Meetings
Circuit Riders
Peter Cartwright
Charles G. Finney
“Feminization of Religion”
“Burned Over District”
William Miller
Joseph Smith
Polygamy
Brigham Young
Horace Mann
Noah Webster
William H. McGuffey
Oberlin College
Ralph Waldo Emerson
North American Review
Godey’s Lady’s Book
Dorothea Dix
American Peace Society
American Temperance Society
Neal S. Dow
Alexis de Tocqueville
Catherine Beecher
Elizabeth Cady Stanton
Susan B. Anthony
Margaret Fuller
Women’s Rights Convention (1848)
Declaration of Sentiments
Communitarianism
Robert Owen
Brook Farm
The Oneida Community
The Shakers
Mother Ann Lee
John Audubon
Dr. Oliver Wendell Holmes
Monticello
Gilbert Stuart
Charles Wilson Peale
John Trumbull
The Hudson River School
Minstrel shows
“Dixie”
Washington Irving
James Fenimore Cooper
Transcendentalism
Henry David Thoreau
Walt Whitman
Henry Wadsworth Longfellow
Louisa May Alcott
Emily Dickinson
Herman Melville
Respond to the following questions as you work your way through Chapter 15 - “The Ferment of Reform
and Culture”:
1. Create a Venn diagram comparing and contrasting the First and Second Great Awakenings.
2. Trace the development of educational opportunities for women in the United States in the early to
mid-19th century.
3. How did dress reform intersect with other religious and social movements of this era? Analyze
the cartoon at the bottom of page 333.
4. Compare and contrast The Oneida Community to the Shakers in a short essay – three to five
paragraphs. Were these societies more Puritan or Transcendental in their approaches to
communal life?
AP U.S. History
Unit Five Study Guide – Chapters 14, 15, and 16”
Mr. Fernandez
Identify and/or explain the significance of the following names and terms as you work through Chapter 16
- “The South and the Slavery Controversy”:
Cotton gin
“King Cotton”
Oligarchy
Sir Walter Scott
Plantation system
One-crop economy
Slave distribution
Free blacks vs. Slavery
Frederick Douglass
“Black Ivory”
Harriet Beecher Stowe
Abolitionism
Slave auctions
“Breakers”
The “Black Belt”
Deep South
“Peculiar Institution”
Vesey’s Rebellion
American Colonization Society
Republic of Liberia
Theodore Dwight Weld
William Lloyd Garrison
The Liberator
David Walker
Sojourner Truth
Martin Delaney
Nat Turner
Northern wage slavery
Congressman John Quincy Adams
Elijah P. Lovejoy
Respond to the following questions as you work through Chapter 16 - “The South and the Slave
Controversy”:
1. Create a chart highlighting emerging pro- and ant- slavery forces in the antebellum north and
south.
2. Of all the abolitionists mentioned in this chapter, who do you believe had the greatest impact?
Explain your answer.
3. Pick three pieces of art from this chapter (drawings, paintings, and photographs) and explain how
each impacted your understanding of the “peculiar institution.”