AP Exam Review
Unit 3 (Sectionalism through and Reconstruction)
Unit 4 (The Gilded Age)
Agenda
• House Keeping
▫ Review books
▫ Anyone used web resources
▫ Your needs from today
• Content via themes
• Multiple Choice Practice
• DBQ Practice
Content Review via Themes
•
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.
Content Review via Themes
•
Globalization: Engagement with the rest of the world from the fifteenth century to the present:
colonialism, mercantilism, global hegemony, development of markets, imperialism, and 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, war, 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 America: Systems of slave labor and other forms of unfree labor
(e.g., indentured servitude, contract labor) in American Indian 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.
Content Review via Themes
• Brainstorm content related to Unit 3
(Sectionalism through Reconstruction) and try
to categorize that content under the themes
• Add content from the following list under the
appropriate themes
Missouri Compromise
Texas independence and
annexation
Population shifting
“Cotton is King”
“peculiar institution”
Abolition
William Lloyd Garrison
Sojourner Truth
Frederick Douglas
Stonewall Jackson
Ulysses S. Grant
Robert E. Lee
Jefferson Davis
Habeus Corpus
Abraham Lincoln
Republican Party
Crittenden Compromise
Eli Whitney
Nat Turner
Sherman’s March
Manifest destiny
“54° 40’ or fight”
Mexican War
Treaty of Guadalupe
Hidalgo
Free Soilers
Gold in California
Underground Railroad
Harriet Tubman
Compromise of 1850
Fugitive Slave Law of
1850
Gadsen Purchase
Stephen Douglas
Kansas-Nebraska Act
Wilmot Proviso
Harriet Beecher Stowe
“Bleeding Kansas”
Know-Nothing Party
Dred Scott v. Sandford
John Brown
Emancipation
Proclamation
Gettysburg Address
Anaconda Strategy
Freedmen’s Bureau
Andrew Johnson
Lincoln’s 10% Plan
Wade-Davis Bill
Black Codes
Radical Reconstruction
Johnson’s Impeachment
Reconstruction Act of
1867
Ku Klux Klan
Amendments 13, 14, 15
Compromise of 1877
Scalawags
Carpetbaggers
Presidential Election of
1860
The “New South’
Content Review via Themes
• Brainstorm content related to Unit 3
(Sectionalism through Reconstruction) and try
to categorize that content under the themes
• Add content from the following list under the
appropriate themes
• Write a “evidence statement” for your assigned
theme – this will help us see the main ideas from
the unit.
Content Review via Themes
• Brainstorm content related to Unit 4 (The
Gilded Age) and try to categorize that content
under the themes
• Add content from the following list under the
appropriate themes
Captains of Industry
Robber barons
Bessemer process
Interstate Commerce
Act of 1887
trusts
Vertical/Horizontal
integration
Social Darwinism
Gospel of Wealth
Alexander Graham Bell
Thomas Edison
Company towns
Yellow-dog contracts
National Labor Union
Knights of Labor
Haymarket Riot
American Federation of
Labor
Samuel Gompers
Pullman strike
Railroad Strike of 1877
Eugene Debs
Old/New immigrants
Ellis Island
Angel Island
Tenements
Chinese Exclusion Act
Eugenics
Nativism
Transcontinental
railroads
Homestead Act
Barbed wire
Reservations
Sitting Bull
Crazy Horse
George Custer
Little Big Horn
Dawes Act
Wounded Knee
Farmers Alliance
Populist Party
“Cross of Gold”
Silverites and Goldbugs
Crop lien system
Sharecropping
Plessy v. Ferguson
Jim Crow laws
Grandfather clause
Poll tax
Literacy test
Ida B. Wells
Booker T. Washington
W.E.B. DuBois
NAACP
Credit Mobilier
Political machines
Boss Tweed
Tammany Hall
Forgettable Presidents
Horatio Alger
Emily Dickinson
Mark Twain
Jack London
Barnum and Bailey
Buffalo Bill
Sears and Roebuck
Vaudeville
Content Review via Themes
• Brainstorm content related to Unit 4 (The
Gilded Age) and try to categorize that content
under the themes
• Add content from the following list under the
appropriate themes
• Write a “evidence statement” for your assigned
theme – this will help us see the main ideas from
the unit.
Practice MC1
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 the slaves.
C. Repeal of Whig economic policies.
D. Restriction of immigration.
E. Acknowledgement of popular sovereignty as the
basis for organizing federal territories.
Practice MC2
President Monroe articulated the Monroe Doctrine in his
1823 address to Congress primarily to
A. respond positively to the recent Latin American
revolutions
B. rule out United States involvement in South America
C. provide a rationale for United States intervention in the
Isthmus of Panama
D. warn European nations against further colonial
ventures in the Western Hemisphere
E. encourage Britain to help the fledgling Latin American
states
Practice MC3
The Missouri Compromise did which of the following?
A. Prohibited slavery in all the territory of the
Louisiana Purchase.
B. Provided for admission to the Union of all future
states in pairs of one free, one slave.
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.
Practice MC4
Which of the following best describes the situation of
freedmen in the decade following the Civil War?
A. Each was given 40 acres of land and a mule by the
Union government.
B. All were immediately granted political equality by the
Emancipation Proclamation.
C. The majority entered sharecropping arrangements with
former masters of other nearby planters.
D. They were required to pass a literacy test before being
granted U.S. citizenship.
E. They supported the passage of Black Codes to ensure
their economic and political rights
Practice MC5
William Jennings Bryan’s “Cross of Gold” oration
was primarily an expression of his
A. fundamentalist religious beliefs
B. neutral stance toward the belligerents of the
First World War
C. advocacy of free and unlimited coinage of silver
D. opposition to teaching the theory of evolution
in public schools
E. anti-imperialist convictions
Practice MC6
Jacob Riis’s How the Other Half Lives is a study of
A. Jim Crow segregation and its effect on African
Americans
B. the plight of 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
DBQ Tips
• Utilize the same strategies as the FRQ – understand the question, craft a thesis
that has a position, categories, analysis, and addresses all parts of the question
• Spend some time brainstorming outside information before you read the docs
– it will help ensure that your essay is balanced
• As you examine the documents, ask yourself “why would they provide this;
how does it tie to the question”? – focus on inferences that you gain from the
documents and try to connect the documents to outside information
• Remember that the documents are presented in chronological order – this is
especially helpful with cause and effect, change over time, and comparison
essays
• Make sure you balance information from the documents and outside
knowledge – they are assessing your ability to blend what you know with what
they provide
• Do NOT describe or quote the documents – the readers can see them
• Avoid beginning a sentence with “according to Doc…” – that leads you in the
direction of describing
• Use as many documents as you can effectively – a minimum of half plus 1
Practice DBQ
• In the early nineteenth century, Americans
sought to resolve their political disputes through
compromise, yet by 1860 this no longer seemed
possible. Analyze reasons for this change.
▫ What is the question asking?
▫ Brainstorm outside information.
Practice DBQ
• Source A: Senator Henry Clay, speech to the Senate, February 12, 1833
“ I merely throw out these sentiments for the purpose of showing you that
South Carolina, having declared her purpose to be this, to make an
experiment whether, by a course of legislation, in a conventional form, or
legislative form of enactment, she can defeat the execution of certain laws of
the United States. I for one will express my opinion that I believe it is
utterly impracticable, whatever course of legislation she may choose to
adopt, for her to succeed… I say it is impossible that South Carolina ever
desired for a moment to become a separate and independent state.”
• What is the main idea?
• How do the author, place, and time help you interpret the document?
• How does this document relate to the question? How does it relate to
outside information you know? Why did they provide this document?
• How can you use the document to answer the question?
Practice DBQ
• What is the main idea?
• How do the author,
place, and time help you
interpret the document?
• How does this
document relate to the
question? How does it
relate to outside
information you know?
Why did they provide this
document?
• How can you use the
document to answer the
question?
Practice DBQ
• Write a thesis.
• Write a support paragraph that incorporates one
of the provided documents.
• Make sure to provide lots of supporting outside
information and clearly link the paragraph back
to your thesis.
Sample DBQ paragraph
• “Between 1820 and 1860 there was a significant shift in the political
view on slavery that ultimately led to the collapse of compromise. The
Missouri Compromise of 1820 and the Compromise of 1850 were
landmarks agreements that Henry Clay engineered to keep the nation
together. In that time, the Southern States did not adamantly
politicize their stance on slavery. Many, including Henry Clay,
believed that despite the significant difference of opinion, these early
political disagreements did not truly threaten compromise (Doc A).
However, after Northern disgust for the Compromise of 1850
(especially over the Fugitive Slave Law), differences over slavery began
to threaten political disintegration. This tension comes forth in the
election of 1860 when not a single Southern state voted for Lincoln
(Doc H). This political division over the issue of slavery eventually led
to Southern secession and thus a collapse in compromise.”