AP US History Survival
& AP Exam Study
Guide
Your Guide to Reading, Writing,
Multiple Choice Exams, FRQ’s,
& DBQ’s.
Mr. Trost
AP US History
Lynnwood High School
AP US History Exam Study Guide
Structure of the Examination
Part One, 80 multiple-choice questions. You have 55 minutes. You are not able to refer to the
multiple-choice questions for facts and ideas to include in your essays.
Part Two, every student must answer the DBQ, which is question number 1. You are given 6 to 12
documents to analyze in order to answer a question relating to a particular historical circumstance,
event, issue, or theme. For your second essay, you select either question 2 or 3 to answer a question
covering the period from colonization to Reconstruction. For your third essay, you select from
questions 4 and 5 to answer a question covering the period from Reconstruction to the present. You
have a total of 130 minutes to write your three essays. Included in this 130-minute period are 15
minutes dedicated to the document-based question: to read the documents, analyze the documents, and
outline your DBQ essay. It is recommended that you use 5 minutes to outline each essay, leaving you
with 40 minutes to write the DBQ and 30 minutes to write your two essays selected from each pair.
Takes three hours and five minutes: the 55 minute multiple-choice section. The 15 minute reading
period for the document- based question, and the 115- minute essay section.
Specifications for the Examination
The specifications for the multiple-choice questions are arranged by topic as follows. 35 percent are
political history and government questions, 35 percent are social history, 15 percent are diplomatic
history, 10 percent are economic history, 5 percent are intellectual and cultural history. The
chronological specifications are as follows: 15 percent from 1607-1789 period, 45 percent from the
1790-1916 period, 30 percent from the period of 1917 to the present, and 10 percent are a mix of
questions from among these time periods, known as cross points. Few topics before 1607 appear in the
multiple-choice questions.
The time period from which the DBQ will come will published annually in the AP Course Description
for History, popularly known among AP teachers as the “Acorn Book.” This publication is sent each
year to the AP coordinator for your school.
Political and government history; social history; diplomatic history; economic history; and intellectual
or cultural history. Remember that since political history and social history constitute 70 percent of the
specifications of the multiple-choice questions, more than one political or social history essay question
may appear.
The instructions might direct you to write on one twentieth-century president and one late-nineteenth
century president. Questions recently appeared, however, on the rise and decline of the Puritans, on
the characteristics of religion in the colonial era, and on the election of 1968. You should be aware
that the colonial era is defined as ending in 1789.
Grading The Examination
The US History AP examination is a tough, discriminating examination. It is designed to differentiate
among the students who take the examination. The average score for the multiple choice section is 55
to 60 percent correct. You must prepare for the psychological shock of taking a test and feeling that
you probably correctly answered only 6 out of every 10 questions.
Each multiple-choice question is worth 1.125 points for a total of 90 points for the 80 questions. The
document-based essay and the second and third essays are each graded on a scale of 0-9. The DBQ
essay is 45 percent of the essay portion and the other two essays are each 27.5 percent, or 55 percent of
the essay portion. The DBQ score and the two essay scores are multiplied by a weighted factor to give
a point total on a 90 point scale. the essay potential score of 0-90 and the 0-90 potential score on the
multiple choice section add up to 0-180 scale.
AP Course Survival Skills
Getting The Facts
You need tools for studying and writing history: facts and concepts. No shortcuts exists for acquiring
a body of factual information. You must work at it! You need facts about individuals, ideas,
relationships, groups, conditions, and major societal forces to support the arguments you present.
Because history suffers from too many facts, you as a student must select only the appropriate and
significant ones to support your concepts.
Always cluster your facts around a concept. A concept is an idea, scheme, or design used to groups
facts. Be able to elaborate upon each concept with at least three to five factual supports. Don’t just
touch upon a concept or compile a list of facts.
Use concepts to organize your thoughts toward achieving high-level thinking skills of analysis,
synthesis, evaluation, and interpretation. Most essay questions invite or force you to answer within the
concepts raised in the question, ”The Populist Party foolishly sought political solutions to economic
problems. Assess the validity of this statement.” What were those economic problems, what were the
political solutions proposed, and how does the element of foolishness fit in?
One approach to answering the question is the following outline, which first describes the political
solutions before addressing the economic problems. The question divides into two major conceptual
areas: political and economic. The wording of the question asks you to comment on the foolishness of
the political solutions and why these political solutions did not solve the farmers’ economic problems.
Example
I. Political Solutions
A. Sought political reforms designed to make government more responsive to the people.
1. direct election of the senators
2. referendum
3. Initiative
(Foolishness: they assumed that their demands would lead to a more sympathetic hearing
for their problems, yet farmers were becoming a smaller percentage of the population.
Farming was changing from a way of life to a business.)
B. Sought political reforms to break the close alliance between the government and the big
business and the favoritism shown by the government for the rich and powerful.
1. Governmental ownership of railroads, telephones, and telegraphs.
2. Municipal ownership of public utilities.
3. Long haul, short haul discrimination.
4. Morgan rescue of the U.S. Treasury.
5. Income tax amendment
C. Political reforms to ease the farmers’ economic plight.
1. Reduce mortgage rates
2. Easement for debt
3. free silver.
4. stop favoritism of high tariff
( Please remember that this is only a conceptual outline. All or most of the following facts
fit under the concept of free silver: Civil War inflation, greenbacks, Granger Movement,
Greenback Party, bimetallism, demonetization of silver, Crime of ’73, Gresham’s law,
Bland-Allison Act, cheap money, 16-1, cross of gold speech, Bryan vs. McKinley)
II. Economic Problems
A. Expansion of agriculture
1. Acreage cultivated doubled
2. Increased number of farms
3. Great increases in production
4. Increased number of tenant farmers
(Yet paradoxically the percentage of farmers relative to the rest of the population
declined. There were too man marginal farmers, and their political, social, and economic
status declined)
B. Application of machinery to farming
1. New sources of machines and power
2. costs too high for marginal farmers
C. Application of science to farming
1. New methods of fertilizing
2. Prior tradition of government aid for farmers: Morrill Act, Hatch Act.
(Farming changed from a way of life to a business. The farmers were victims of their own
success. They grew too much, overproducing for the new expanded world market in
which they now sold their goods.)
III. Conclusion.
Society was changing, the agriculturally based society and isolated island communities were
disappearing, farmers becoming seen as hayseeds, Jefferson’s noble yeoman gone. Federal
government had played a role in the expansion of agriculture, and therefore the farmers demand for
governmental aid did not suggest a new departure. The new image (not reality) of laissez-faire
however, worked against the farmers’ hopes for political solutions.
In addition, by the 1890’s the farmers problems were unsolved by political proposals. The 1890’s
was a period of party realignment that ended the third party system emerging.
You may look at the concepts roughed out in this outline, and think that you could never
duplicate it. You can with practice, practice, practice! Study to master both facts and concepts.
After reading as assignment, think about the concepts involved. The key to answering any essay
question is to organize it conceptually. The way to be prepared to organize an essay is to have
already thought in terms of the concepts surrounding the topic. The first step in answering an essay
question is to decide what concepts apply and how you are going to organize answer. Outline your
answer conceptually and fill in the facts to support your concepts. Part of the judgment of your
essay is the quality and quantity of factual support. Note that quality of facts is listed first because
appropriate and significant facts count more that related facts.
A historian doing research builds from the empirical to the conceptual to the general. He (or she)
assembles a collection of facts based upon detective work. Then he brainstorms through the
material, conceptualizing it first one way, then another, ad selects the method that presents the
story best. After sufficiently digesting and analyzing the facts and concepts, he recounts the history
in his own words.
A student must answer an essay question in the opposite way that a historian researches history.
Identify the concepts and generalization the question, then assemble the appropriate facts. Unlike
the historian doing research, you select the facts and concepts. The essence of answering an essay
is to provide a firm conceptual framework with adequate factual support.
When you encounter an essay question, decide what concepts are appropriate. “the North didn’t
win the Civil War, the South lost it. Explain.” How many ways can a nation lose a war? The South
could have lost for political, economic, diplomatic, or military reasons. Politically the south
suffered a lack of cohesion, a bad governmental structure for waging war, poor leadership, division
of goals and means, and the burden of simultaneously creating a new government. Economically
the south suffered from a lack of resources, the overwhelming might of the north, too few banks,
mismanagement of resources, too little industry, and structural defects such as a poor railroad
system. Diplomatically the south proved unable to gain allies, to find an outlet for its cotton, or to
receive, recognition as a nation. Militarily the south may have pursued outdated military strategy
and tactics, lacked a unified command structure, and been hampered by to little attention to
organization and discipline. You ideally should select at least three or five major concepts for
answering the question with three to five facts supporting each concept. Which concepts you select
is determined by which concepts you understand well enough to write about and which concepts
you feel you have sufficient facts to support. A conceptually weak esay with excellent facts is also
inadequate. Always ask yourself: What are m conceptual arguments and are they factually
supported?
You might consider some of the following economic concepts for an essay question dealing with
economics: competition, scarcity, supply and demand, resource allocation, opportunity cost,
technology, invention, industrialization, interdependence, conservation, and land use patterns. A
question concerning an increasing or decreasing economic role for the federal government should
include a consideration of the simple question of who gained and who lost from the shift in policy.
Which individuals, classes, sections, regions, leaders, parties, ideas, or forces won? The decision to
create the Interstate Commerce Commission in 1887 was a victory for something over something
even if it was a hollow victory. Think and analyze before you write. You otherwise run the risk of
writing the following: “And so, to solve some kind of problem they created the ICC, and lived
happily ever after.” What problem? Who is they? Lived happily ever after? Such writing is so easy
to grade.
You might include some of the following concepts for a question concerning beliefs and ideas:
values, sovereignty, equality, liberty, natural rights, attitudes, ideology, cultural conflict, liberty
versus order, religion, myth, individualism, and moral beliefs.
Decide what political concepts apply to a political question. Three great ideas-liberty, equality,
and fraternity-dominated both the French revolution and its subsequent historiography. One cannot
write anything on the French revolution that ignores these ideas.
If a question asks for the causes of something, be aware of the diverse explanatory concepts that
surround the general concept of causation. Differentiate between long- and short-run causes.
Remember that most events have multiple causes, and assign relative weight or significance to a
few. That is, identify one as the major cause, a second as the most important, and lump the rest
together as contributing causes. Don’t forget failure as a cause, since the new in history often
springs from the defects of the old. Certainly one of the causes of the adoption of the Constitution
was the failure of the Articles of Confederation.
Reading A Textbook
Read your textbook assignments as soon as they are assigned. Many students make the mistake
of thinking that since only reading is involved they can read two or three chapters at once. Reading
a chapter is not the same as studying a chapter, and not the same as understanding a chapter. Look
for generalizations, explanations, and interpretations as you read. Textbook authors do not hide
their topic sentences; they are usually the first sentence in each paragraph.
Never simply begin reading a textbook. First look through the entire assignment—notice the
chapter title, the subheadings, and all the picture caption, cartoons, graphs, and so forth. Become
familiar with the topic before you read. Second, skim the assignment. You might even read one
subsection at a time. Next, skim it again. This approach is preferable to reading the entire
assignment twice. Concentrate when you read. Reading only words is a waste of time. If
someone asks you what you have read when you finish you should be able to say more than simply
“fifteen pages.” You might as well have read it backward!
Recent research on reading comprehension indicates that those who learn material keep going
over and over it until they understand. Don’t get discouraged. Comprehension rates differ from
student to student. Another technique is to read the first and last paragraphs of the assignment.
Still another is reading the first sentence of each paragraph before or after reading the assignment.
Teachers do students a disservice by calling it a “reading assignment.” For the student it is a
“study and mastery assignment.”
Reading a Secondary Source
You will occasionally encounter a secondary source: a journal article, a monograph, or an
interpretation. The author usually hits you between the eyes with his thesis: “this author believes
that...””In this article I will prove that...””One cannot escape the conclusion that slavery was an
unprofitable economic burden on the South.”
Ask yourself: what is the author trying to prove? Most secondary source arguments are so
emphatically stated that they are overstated. What are the author’s assumptions? What is his point
of view? How does this source compare to other sources you have read? Teachers assign
secondary sources to illustrate a point of view on a disputed concept. Ask yourself what the
concept is and what point of view is represented. This is the stuff from which essay questions
spring. Be critical as you read; be an active participant in the study of
history.
How to Write an Essay
The Essay As An Opportunity
An essay gives you the freedom to make a statement in a unique way, but first you must have an
argument worth writing and reading. Avoid the temptation to write everything you know or to tell
a pleasant story.
An essay allows you to demonstrate your ability to organize material. Everyday conversation is
disorderly; writing should not be. Think through and organize your answers to practice essay
questions. Take a second look at your creation the next day. While working on a project we
frequently feel profound, but Monday’s masterpiece is often Wednesday’s drivel. If possible, give
yourself time to relfect on your written work.
The words used in an essay must do more than just communicate. Don’t write about a subject;
write to persuade. Be careful of abstract words such as democracy, progress, success, and
individualism. Certain abstract words carry a wide range of definitions and connotations. Take the
time to define an abstract word to yourself even if you do not incorporate the definition into your
essay. It helps you focus on that aspect of the word the essay question intends.
Use adjectives to convey the amount of generality or specificity needed for a particular sentence.
“Merchants led the revolt against Great Britain.” “Urban merchants extensively engaged in
imperial trade led the revolt against the newly enforced British navigation acts.” The first of these
two sentences is vague, the second specific. Now look at another sentence. “The U.S. has a
democratic government.” You could have written that sentence in fourth grade! Is it a
parliamentary democracy, representative democracy, direct democracy or imperfect democracy?
Do you mean political, economic, social, or religious democracy? Do you mean democratic in
results or in opportunity? Often a single adjective sufficiently describes a noun; for example,
“fascist leaders,” or “marginal farmers.”
The third opportunity offered by essay tests is the opportunity to write. Watch the adults in your
life. A major difference between those who are successful and those who are not is their ability to
express themselves by written means. Learning how to write concisely gives you an advantage,
and the only method of learning how to writ is to write. Mastering writing is hard work, and must
be redone each generation. Even the children of Ph.Ds must learn punctuation and vocabulary
usage. Concentrate on mastering the basics. Nothing you ever learn matches the supreme sense of
self-confidence you feel knowing that you know how to write. Knowledge is power; mastering the
communication of knowledge is exhilarating power.
Rules To Follow In Writing Essays
After you have decided what you want to write, the writing of an essay is a race among the
amount of paper you have, the clock on the wall, the ink in your pen, and the muscles in your hand.
First, know your history; second, organize your thoughts; third present your arguments; and fourth,
support them.
Taking a test is scary. Allay those fears by adequate study. If you have studied, you know more
than you think, and your initial sense of panic is unjustified. Budget your time, for you have
plenty. Delay writing your essay for approximately one-fifth to one-fourth of the allotted time.
(For a 35 minute test do not write at least 10 minutes.) If you have more than one essay, outline all
your answers before you write a single essay. If you are given a choice, choose your questions
carefully after reading the directions and the wording of each question. Think about the question.
Do you understand it? Watch for absolute words-never all , only, every, and so forth. Quickly
begin to jot down ideas and facts about all the questions you are answering. Don’t forget to
number your answers correctly.
Make a conceptual arguments in your essay and check for grammatical errors and misspellings.
Some students pound a single point, believing that constant restating adds to an essay. Avoid
lengthy discussion of minor or peripheral material.
When you are finished, briefly read your essay and check for grammatical errors and
misspellings. The omission of a single word may change the meaning of your essay. A student
occasionally begins an essay with one argument, realizes, he has better support for the opposite
viewpoint, and changes the remainder of the essay without changing the introduction. For example,
he answers an essay on slavery as the sole cause of the civil war by agreeing with the statement in
the introduction and proving that there were multiple causes in the body of his essay.
Organizing Your Essay
The first rule of organizing an essay is understanding that there are no standard patterns of
organization to follow in cookbook fashion. The nature of the material, the purpose of the essay,
and the potential grader determine the pattern of organization. Many teachers insist upon a five
paragraph format-introduction, three well developed paragraphs, and a conclusion. The wording of
some questions, however, does not fit the five paragraph pattern. “In the 1790’s, the infant United
States was confronted y the hostile policies of the two European superpowers. Assess the validity
of this statement.” You might organize your answer around at least three broad conceptual points,
being careful to include both Great Britain and France. Or you could use a four paragraph format,
one for each nation in the body of your essay, and incorporate some concepts within the
introduction and the conclusion.
Organize your answer according to the key words in the question-list, compare, contrast, define,
discuss, illustrate, explain, defend, differentiate, outline, summarize, and asses. An essay is written
in the form of a thesis or argument defending a position or point of view. Substantiate concept with
specific facts. Concrete details should fit in with one another and with the appropriate concepts.
Stalin died March 5, 1953. Broke your train of thought. Didn’t it? An appropriate fact thrown into
an essay in order to impress a grader with your depth knowledge usually has a opposite effect.
A question often permits choice in organization. “In the 1790s, Great Britain and France
interfered with our domestic politics, violated our neutral rights, and prevented us from achieving
our foreign policy goals. Assess the validity of this generalization.” One approach is to write three
paragraphs in the body of your essay, one for each conceptual generalization concerning domestic
politics, neutral rights, and foreign policy goals. Suppose you feel weak in one area, though, such is
a violation of our neutral rights. Do you want a skimpy, two sentence paragraph sandwiched
between two healthy paragraphs? An alternative is to organize the answer around the two countries
rather than the three concepts.
In the first approach you discuss the concept itself, and trace it through British and French
policies. Along the way you should introduce distinction between these nations and explain shifts
in policy. This organization is an effective method to emphasize differences between something
that initially seemed similar. For example, the degree of French interference in our domestic affairs
far exceeded Great Britain’s. Be careful to remember to focus constantly on the concept.
In the second approach the focus is on the French rather then on French violations of our neutral
rights or on French interference with our domestic politics. You should treat the three concepts in
the same order within both your French and British paragraphs. If you begin the French paragraph
with the violation of our neutral rights, begin the British paragraphs the same way. A disadvantage
of this organization is that it may leave the grader wondering if you answered the question.
Answering an essay question requires a plan. In order to answer an essay you must first
understand what is being asked. The first five to do in answering an essay are to read the question,
read the question, read the question, read the question, read the question. Like reading problems in
mathematics, the phrasing is that gives students trouble. Underline the key words or phrases in the
question.
Outline an answer before writing. Use a topic, phrase, or sentence outline, whichever you prefer,
but watch the time. If you are unorganized, jot down on scrap paper all the concepts and facts
pertaining to the answer, and then organize the essay. The final picture doesn’t emerge by itself;
you must outline because otherwise your essay will resemble the transcript of a monologue. In
conversation you keep talking until the listener gets your point, but in writing you don’t have the
advantage of watching facial expressions to determine if the reader understands.
The sequence of conceptual points should be carefully planned. Put conceptual assertions in
their approximate order of difficulty, with the most complex or interesting either at the end, to
finish your essay on a high note, or at the beginning, to get the grader’s attention.
Each one of your conceptual points should reveal something about the central topic. Your basic
assumptions must be as explicit as possible. Be sure not to contradict assumptions.
Test generalizations by thinking of exceptions and counterarguments. The essay grader knows
the counterarguments; therefore, you must address them. Either explain the counterarguments
fully or put them in a subordinate clause. “The argument that slavery would have died naturally
west f the 100th meridian is a hypothesis that assumes slavery was primarily tied to cotton culture.
It was instead a racial institution...” This proves you understood, considered, and dismissed that
argument because you had a better explanation.
The Beginning Paragraph
Introductory paragraphs are difficult to write. A good beginning paragraph has a clear, precise
thesis that unequivocally states your main idea and what you are proving. It takes a
position/attitude. In other words, it takes a stand and lets the reader know exactly where you stand.
Precision is crucial in the beginning paragraph. Don’t be too broad, including ideas that the essay
will not address, or too narrow, omitting ideas or limiting your eventual scope. Let your
introduction lead into the body of your essay. You may state your thesis by rewording the question
in the form of an argumentative statement, but you run the risk of simply restating the prompt.
This is a risky maneuver and one you should avoid unless out of ideas.
History students frequently link their essay to inappropriate, if authoritative, historiography. If
the question asks what caused the Civil War, do not build your essay around the remark that the
Civil War began with the initial arrival of blacks in 1619 because you have assumed the
responsibility for filling in the years between 1619 and 1861. Argue instead that the institution of
slavery created political and economic differences too profound for compromise, or that the
existence of blacks, emphasizing slavery as a racial system rather than a system of labor, was the
root cause of the war. Either statement is more precise than the mere arrival of blacks. Historians
who begin with the argument continue to develop it; students usually have difficulty filling in the
intervening years. Constantly ask yourself: what does the question ask, what is my
thesis, is my thesis manageable?
The Concluding Paragraph
The concluding paragraph is your last impression on the grader. A conclusion should strengthen
your essay, not undermine it. Don’t hastily throw a conclusion together. Think about what you
have written. If the essay is long, write a brief summary of your main points. Avoid a mere
recapitulation of your essay, but don’t introduce new ideas. Another possible ending is to briefly
elaborate on your thesis from your introduction.
You may introduce new material in a conclusion if you are not making a new conceptual point.
After carefully describing specific causes of the Civil War, you might make some short comments
on the causes of war in general. Move from the specific to the general. “The Civil War, like all
wars, illustrates man’ inability to compromise. Emotion renders compromise either impossible to
achieve or impossible to sustain. Moral righteousness and practical politics cannot coexist.”
Another exception to the rule against introducing new material is the essay that describes the
aftermath or result of something. An essay describing the achievements of blacks during
Reconstruction might end on a negative or positive note. For instance, racial equality was written
into the Constitution but later ignored. “The civil rights laws represented a deferred promise of
equal rights. The South slumbered until injustices awakened the North to effective intervention to
give blacks minimum legal equality. What might have been in the 1860s was achieved by the
bitter struggles of the 1960s. The second Reconstruction completed the promise of the first.”
End an essay strongly. Don’t confess that your essay probably is not worth reading. A
conclusion is not the place for apologies for inadequate preparation, acknowledgement of
exceptions to your thesis, or concession to opposing ideas. Deal with possible contradictions to
your thesis in the body of the essay. Leaving objections out until the end suggests that you just
thought of the points and threw them in, like a cook throwing a missing ingredient on top of a halfbaked cake. Don’t end an essay with a smiley face, “The End,” or dramatic signature. These give
the impression you are trying to get by on personality instead of knowledge.
AP US History FRQ & DBQ Writing
Guideline Packet
To be a successful writer in AP US History you must follow certain guidelines. I have compiled
a collection of tips, rules, and must do’s for you to use in the writing process and assist you in your
quest to develop into an accomplished writer.
Use this as a checklist on every FRQ & DBQ we do in class to insure that you’ve done
everything you must do. It will eventually become second nature and with practice become much
easier. This will help all of you, even accomplished writers, become better at writing for all of your
classes.
1) Answer the Prompt: This is the absolute number one rule. If you do not answer the
prompt you will not score on the FRQ or DBQ standards. You are simply eliminated. Also, be
sure you answer all parts of the prompt. Prompts often have multiple sections, so make sure to
underline parts of the prompt like key words or areas to address.
2) Assume a Position/Attitude: Take a side. Of course you may discuss the virtues of both
sides of an issue, that’s simply good debating, but you must ultimately choose a side and
support it in your paper. If you do not choose a side you are simply being undecided and you
will score either not at all or poorly.
3) What are you proving?: You must prove a point in your FRQs & DBQs. If you go back
and read your thesis does it tell you exactly what you’re proving. Not your introductory
paragraph, but your thesis. If it does not you need to alter your thesis to make it easier for your
writer to follow what you are proving and easier for them to read. The less the reader has to
work at reading your paper and searching for meaning the higher your score will be. Think
about it, they read hundreds of papers and if you make them work hard they will dock you
points for it. Know the system in which you will be tested and work the system.
4) Develop a Strong Thesis: A thesis statement in an essay is a sentence that explicitly
identifies the purpose of the paper. This is the lynchpin to any good paper. It will tell the
reader in one sentence what you are proving and what they are to look for in the paper. Do not
list in your thesis, that’s what your introductory paragraph is for (paraphrasing what you will
use to support your thesis.) Bottom line, if you have a weak thesis, you have a weak thesis
you have a weak paper. Prove a point!!!
5) Dump Your Brain Out On Paper: When you first see the FRQ or DBQ question simply
write down on a scratch sheet of paper everything you know about the subject. You may then
use that to “steal” information for later while you are writing your outline or essay. This is
extremely helpful when you are stuck while writing or to jog your memory about facts that
you may not recall while writing. There also may be parts of this you simply don’t use and
that’s ok. It gets your mind working and helps prevent writer’s block.
6) Outline, Outline, Outline: After reading, underlining important parts, and dumping your
brain out on paper the next step is to create an outline. Start with your thesis and develop an
outline like I showed you in class. Everything on it must support your thesis or it doesn’t
belong. Use specific details, facts, and support information to prove your point. When done,
it’s useful because you can look at the information on one page and see that it all fits. Your
prewriting should not take more than 5 minutes for FRQ, reading the material and prewriting
15 minutes for DBQ so you do not leave yourself short of time to write the actual essay. Doing
an outline well will help eliminate anxiety and allow you to concentrate on your writing.
7) Political, Economic, Culture (PEC): Readers are looking for you to address all three
areas in your essay, because all three put together provide the reader with a sense that you
completely understand and are able to analyze the topic from multiple perspectives.
8) Use Transitions: The use of strong transitions links ideas, sentences, and paragraphs
together. They will greatly add to the flow and readability of your essay. It will make the essay
more enjoyable to the reader, make it easier to read, and increase your score. Vary your use of
these words and avoid using the same transitions over and over.
9) Be Specific (BS): In your thesis and within your answers. Site specific information to aid in
your analysis and support your thesis. Develop a detailed outline, within the time frame, that
you may use later to write from.
10) Translate, Organize, Thesis, Essay (TOTE): Translate: underline key words. What
do they want to know? Put the questions in your own words. Organize: 5 minutes to brainstorm
& outline. Thesis: 5 minutes, be specific and use words from your outline. Essay: 24 minutes to
write.
11) Audience, Voice, Message, Significance (AVMS): Author. Voice- perspective or
viewpoint. Message- What does it say? What does it suggest? Significance- Why is it
important? These tips are extremely helpful when examining documents for your DBQs.
12)Defend, Analysis, Back to Question, Answer The Prompt: In your body
paragraphs defend your position. Refer back to the question. These both make it easier for
you to prove your point and remind the reader what you are proving. Briefly, and in some way,
refer back to the question. This allows you and the reader to maintain focus on what you are
proving, your analysis, and your supports. Consistently throughout the paper check back and
make sure that you are answering all parts of the prompt and what it is asking, not what you
want it to ask.
13) Avoid Direct Quoting: Use paraphrasing, and incorporate the quotes within your
thoughts. The readers are looking for your ability to analyze, not dictate.
14) Avoid Laundry Listing: “In document A..., and document B...” Just say what you’re
going to say and prove what you’re going to prove.
15)Never Stop Writing During the Exam.
16)Double Space so you can go back and edit.
17) If you make an error put one line through it, avoid scribbling it out.
18)Assume the readers know the documents.
A – Author --
AVMS Analysis
Identify the source of the document
V – Voice --
What is the author’s perspective?
Slave Owner? President? Criminal?
M – Message --
Brief summary of the contents
In your own words – do not quote!
S – Significance -- Why is the message important?
How does it prove your thesis?
AP Essay Rubric
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8-9
5-7
2-4
0-1
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Has a clear well-developed thesis that "answers" the prompt and which guides the essay throughout.
Demonstrates understanding of the complexity of the topic.
Effectively uses all or a substantial number of documents and interprets them correctly (DBQ); uses many
accurate facts and details from the time period (FR).
Effectively analyzes, interprets, and makes inferences from the information.
Supports thesis with many relevant facts and interprets that information correctly.
May contain insignificant errors that do not hinder argument or organization.
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Has a thesis which addresses the essay prompt.
Clearly explains the differences or similarities of the issue; some imbalance is acceptable.
Effectively uses some of the documents (DBQ) or uses some facts to support interpretation (FR).
Includes some outside facts with little or superficial interpretation.
May contain minor errors that do not interfere with comprehension.
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Has a limited, confused, or poorly developed thesis, may restate the prompt, or has weak organization and
writing.
Describes differences or similarities in a general or simplistic manner; may cover only part of the topic.
Briefly cites documents (sometimes in a "laundry list") or quotes documents (DBQ), interprets documents
or outside facts incorrectly (DBQ & FR), simply mentions facts without interpretation (FR).
Contains few facts or contains facts that are irrelevant or inaccurate.
May contain major historical errors.
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Has no thesis or a thesis that does not address the topic.
Shows inadequate or inaccurate understanding of the question.
Contains little or no understanding of the documents or ignores them completely.
Contains inappropriate facts or no outside facts.
Includes numerous errors, both major and minor.
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TOTE Writing Process
T – Translate –
Identify what the question is asking
Put it into your own words
O – Organize --
List the historical topics you remember
that are relevant to the question
Categorize topics
Key Words Only!
Include documents on DBQ’s
T – Thesis --
Answer all parts of the question in one paragraph
Be Specific and Concise
REVISE!!!
E – Essay --
Follow the outline you created
Describe the history you know
And Why it is significant to your thesis
Technical Essay Writing (TEW)
An Approach to Teaching Timed AP Essay Writing
One of the more difficult things to teach young students in AP US History, who often
find themselves in their first Advanced Placement class, is effective essay writing within
a time restricted environment. Sometimes even the brightest students are unable to
write essay in the mid-range 5 – 7 category within the time limit. Technical Essay
Writing is not a silver bullet approach to that difficulty, but it is an approach that has
worked well for me and for my students, and I hope it gives you some success.
TEW for the Free Response Essay
In this testing situation, the student has 30 – 35 minutes choose between two essay
questions, translate the question into familiar terms, frame an outline of specific history
to write about, and then to construct an essay. No easy task for most 16 year olds. I
find that this approach helps them to better manage their time while taking the test, and
students end up writing more organized essays that meet the criteria for the grading
rubric.
TOTE
Translate (1 minute) – The most common error we find on AP essays when we grade
them in Texas is that the student fundamentally fails to answer the question. I have all
of my students rewrite the question in their own words at the top of the essay, to
continually remind them of what the essay question is asking for. If the student has
trouble understanding the question, and is unable to “translate”, I simply have them
rewrite it verbatim.
Outline (5 minutes) – I’m a broken record on this with my students. If the
outline/brainstorm is well constructed, the rest of the essay writes itself. Here the
students list as many specific events, people, court cases, etc. that pertain to the question
as they can remember. By early December at least, they should be organizing the items
on the outline as they write them down into useful categories. For the weaker writers,
Economic, Social and Political will do. Although cliché, they need to start somewhere.
I also tell my students to use the category guidelines provided with many essay
questions. For example, the following essay question from the 1995 DBQ:
“Analyze the changes that occurred during the 1960’s in the goals, strategies and
support of the movement for African-American civil rights.”
Instead of using E, S, P on this essay, all student should use Goals, Strategies and
Support. By using the categories provided in the question itself, you minimize the risk
that students will ignore a major portion of the question (which is commonly done).
As writers become more advanced throughout the year, I encourage them to create their
own more sophisticated categories when the question does not provide them.
The Outline technique is also a good 5-minute entry task for a class, as well as a
diagnostic tool to assess whether or not students are mastering the material as you
progress throughout a unit.
Thesis (5 minutes) -- The AP Graders are a quick read.
While they are carefully normed to standards and monitored for grading
inconsistencies, each reader spends on average about 3 – 4 minutes on
each essay. While I have participated many times in this process, and have faith in its
accuracy, I also train my students to place the thesis in the first paragraph of the essay,
and to specifically answer the question with details from their outline. It minimizes the
risk that the reader will miss the student’s main argument, and ensures that the student
will not forget to include a well-developed thesis later in the essay.
In this portion of TOTE, I encourage my students to spend a full five minutes writing a
one-paragraph thesis to start their essay with. This is also a good entry task or practice
exercise to help develop their writing skills. I remind them that the thesis sets the tone
for the essay, and mentions specifically what they are going to discuss in the essay. It
also allows me to coach them towards writing a thesis in a more specific and directed
fashion instead of the general theses we so often read.
Essay (19 – 24 minutes) – Students are most nervous about this aspect of the essay test,
but using the TEW writing method, the actual body of the essay is the easiest to write if
they have made an accurate and complete outline.
At this point, the first paragraph of the body should be written straight from the outline
of the first category. In the case of our civil rights question, again:
“Analyze the changes that occurred during the 1960’s in the goals, strategies and
support of the movement for African-American civil rights.”
that first paragraph should discuss the Goals of the movement. Take the first key word
in the outline and express it in full sentences format, explaining the idea completely, and
then linking it back to the thesis. Repeat this process, in the exact order of the outline,
thus wasting no time at all considering the order of what is to be written next. Repeat
the process with new paragraphs for Strategies and Support. Their pencil never stops
moving during this process, and students who have always struggled to write a timed
essay well find they can generate 3 or more pages of good historical material on a Free
Response.
Conclusions are fine and can add to the strength of an essay. That being said, I teach
my students not to write them for two reasons. First, a common mistake is that the
thesis and the conclusion disagree with each other or do not complement each other,
leaving the reader confused as to the overall intent of the essay. Secondly, each reader
is giving the essay an average of two minutes at the grading. It’s not that they don’t
read the whole essay, but the part they will pay less attention to is the conclusion, as no
new evidence is introduced.
This gives the students a few extra minutes at the end of the timed write that allows
them to add to or rework their thesis, correct errors, proofread, etc.
IMPORTANT: The readers do not grade down for punctuation, grammar and
misspellings, as long as they do not interfere with the comprehension of the essay. Poor
handwriting is OK, as long as it is legible (you would be surprised what we can read).
Rather than wasting time on spelling, the student should concentrate on making sure the
ideas and content about the question are there. A single line through a sentence you
want to admit instead of a mass of scribbles or erasing is more effective and less
distracting. Students can even label the thesis or underline it to highlight for the reader,
or, if they want to edit the order of paragraphs, they can number them in order. Be sure
they write the label “thesis” in big letters if they feel the need to do that.
Some teachers tell their students to underline the thesis every time, and even to
underline documents or specific pieces of evidence they want the readers to notice. I
can’t say it will make a difference to every reader at the grading, but it surely doesn’t
hurt to use these techniques.
Novels commonly found on the AP Exam
Uncle Tom’s Cabin by Harriet Beecher Stowe – fictional description of slavery’s evils, wide
readership, credited with influencing more to the abolitionist cause
Influence of Sea Power by Alfred T. Mahan – 1890’s book which predicts that the next major war
between empires will be won or lost on the oceans
A Century of Dishonor by Helen Hunt Jackson – Early 1890’s novel criticizing government policies
towards Native tribes. She sent a red leather bound, signed copy to each member of Congress.
The Octopus by Frank Norris – exemplifies and criticizes the monopoly held by the railroads and how
it strangled the American farmer.
How the Other Half Lives by Jacob Riis – photojournalism book portraying the horros of tenement
housing and inner city conditions. Sometimes criticized for staging some of the
photos/muckraking/yellow journalism
The Jungle by Upton Sinclair – somewhat sensationalized account of the meatpacking industry in
Chicago and the unsanitary conditions there. Contributes to Teddy Roosevelt’s signing of the Meat
Inpection Act, but fails to convince the populace of its socialist message.
The Great Gatsby by F. Scott Fitzgerald – exemplifies and subtly criticizes the rampant materialism
and greed of the 1920’s post World War I generation.
The Sun Also Rises by Hemingway – an anti-war book contributing to the popular belief that World
War I was a tragedy that could not be repeated
The Grapes of Wrath by John Steinbeck – story of a Dust Bowl family’s migration to California and
the hardships of the Great Depression
Silent Spring by Rachel Carson – considered by many to be the beginning of the modern
environmental movement, her book lamented the effects of pesticides on the animal population and the
dangers of DDT in particular
AP US History and Related Websites
1)
http://apcentral.collegeboard.com/– The College Board Website – has some good lesson
plans, test details, teaching tips and course syllabi. Generally good information, but the CB
guards specific test material with fierce copyright protections. Downside: you must register to use
the site, and some of the information is used for marketing research for publishers.
2)
http://www.apstudent.com/ -- An independent site with a wealth of AP study guides,
information about the test, document databases, and a forum for students and teachers to
exchange ideas and issues on. Downside: Updates are sometimes infrequent, and a little of the test
info is out of date. Information overload in the notecard section.
3)
http://www.yale.edu/lawweb/avalon/avalon.htm -- The Avalon Project – lots and lot of
primary source documents. Great for having the students create their own DBQ assignment, or
to use as a resource for document analysis exercises. Downside: Sometimes tedious picking
through the extensive archive to find what you need or want.
4)
http://memory.loc.gov/ammem/ - The American Memory Project. The Library of
Congress maintains this site, so it is extensive, accurate and well organized. Get everything from
sheet music to pamphlets to lesson plans on this site. Downside: As with many internet lesson
plans, hard to find ones that are both valuable and interesting to kids.
5) http://www.historymentor.com/#FORMAT – AP Site from Bishop Verot High School, Mr. J.
Hamann, Instructor. Site has a nice concise description of the test, but most valuable is a list of
recent DBQ topics for the past several years. Gives you an idea of the pattern of testing the
College Board uses. Has some useful links to other AP related topics. Downside: None
6)
http://www.orange.k12.oh.us/teachers/ohs/TJordan/Pages/APSyllabus.html - Orange
High School History site – TONS of links to research sites, class sites, historical sites, you name
it. A clearinghouse for history. Downside: about 1/5 of the links no longer work.
Test Tips for the Week of the Mock Exam
1) Sleep -- Sure, you laugh, but it’s probably the single best thing you can do. You might be able
to pick up a couple more of pieces of information, or practice a few brainstorms, and you
should – but all night study sessions and cram studying don’t work. There’s research to prove
that too. The majority of the content you can learn for this test you already know (or don’t
know) and a few hours of studying won’t change that. Get some sleep scheduled into your life.
2) Eat – Not junk food, brain food. Caffeine is a test enemy. So is sugar. Get a very good
breakfast on test days – eggs, orange juice, or oatmeal and some potatoes. They will give your
brain morning food to run on and you won’t caffeine/sugar high out in the middle of the test.
Also start drinking more water than usual – your brain runs on it, as does everything else. The
week after the test, it’s back to burritos and mountain dew. Oh, and one other thing –
peppermint stimulates brain function – more studies prove that also.
3) The day of -- run through your notecards during breakfast, and take a look at the trigger
question list you’ve made. Look over one or two of the more difficult brainstorm topics for
you. Nothing much else will help you on the actual test day.
4) Tonight, Monday and Wednesday– Five brainstorms tonight and five Monday night, another
five on Wednesday. Pick the themes you know the least. Try to brainstorm themes instead of
questions. Use this list to help you:
a. Settlement
b. Religion
c. Economic Development
d. Slavery
e. 1763-1775
f. Revolution – C, C, R
g. Articles of Confederation
h. Constitution
i. 1790’s
j. Manifest Destiny
k. Jefferson and Madison
l. Transportation Revolution
m. Abolition
n. 1800’s Reformers
o. War of 1812
p. Jacksonian Democracy
q. The Mexican War – C, C, R
r. 1850’s
s. Civil War – C, C, R
t.
AP Review/Notecard Terms
1600’s
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Jamestown, Virginia
Plymouth Plantation
Mayflower Compact
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John Smith/Powhatan
Cash crops
Indentured servants
The middle passage
West Indies
Anne Hutchinson
Roger Williams
Puritans/Separatists
Halfway Covenant
Bloody tenant of Persecution
Maryland Act of Toleration
Single Proprietorship/Royal/Charter
Lord Baltimore
Calvinism
The Iroquois Constitution
Triangular Trade
William Penn
Rice and Indigo
Harvard and Yale
Salem
Quakers
Bacon’s Rebellion
1700’s
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Colonial Social Pyramid
Scots-Irish Immigrants
Jonathan Edwards
“Sinners in the hands of an Angry God”
The Great Awakening
Peter Zenger
George/Oglethorpe
French and Indian War
Albany Plan of Union
Treaty of Paris (1763)
Proclamation of 1763
Mercantilism
Navigation Acts/Salutary Neglect
Sugar Act/Boycott
Stamp Act/congress/riots
Quartering Act
NY Legislature Fired
Townsend Duties
Boston Massacre
Sons of liberty/Propaganda
Committees of Correspondence
Tea act
Boston Tea Party
The Coercive/Intolerable Acts
Lexington and Concord
Olive Branch Petition
Bunker Hill
Samuel Adams
Patrick Henry
Thomas Jefferson
Declaration of Independence
King George III
Loyalists/Tories
Thomas Paine
Common Sense
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John Adams
Ben Franklin
George Washington
Trenton
Molly Pitcher
Saratoga/Treaty of Alliance
Yorktown
Treaty of Paris (1783)
Land Ordinance
Judiciary Act of 1789
Shay’s Rebellion
Articles of Confederation
Continental Congress
Large State/Small State Plan
Bicameral Legislature
Separation of Powers
Federalists
Anti-federalists
Alexander Hamilton
Northwest Ordinance
The Bill of Rights
3/5 Compromise
Checks and Balances
Jay’s Treaty
Pinckney’s Treaty
Hamilton’s Finances
Washington’s Neutrality Proclamation
Alien and Sedition Acts
XYZ Affair
Kentucky – Virginia Resolutions
1800’s
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Revolution of 1800
War with Tripoli Pirates
Marbury vs. Madison
Louisiana Purchase
Manifest Destiny
“Outfederalizing and Federalists”
Lewis and Clark
The Embargo Act
1808 Slave import ban
Non-Intercourse Act
Impressment
War of 1812
The Hartford Convention
James Madison
Treaty of Ghent
McCulloch vs. Maryland
Rush-Bagot Treaty
Florida/Jackson/Seminole
Era of Good Feelings
Cumberland Road
Transportation Revolution
Second Great Awakening
Missouri Compromise
Fugitive Slave Act
Monroe Doctrine
American Colonization Society
Compensated Emancipation
Nat Turner
Elections of 1824 and 1828
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The Spoils system
Brook Farm/Oneida Community
John C. Calhoun
“Nullification”
Indian Removal Act
Jacksonian vs. Jeffersonian Democracy
William Lloyd Garrison
Henry Clay
Trail of Tears
Texas War of Independence
Sam Houston
Alamo
Goliad
San Jacinto
Grimke Sisters
Amistad Case
Know Nothing Party
54 40’ or fight
Texas Annexation
Rio Grande/Nueces
Wilmot Proviso
Ostend Manifesto
Mexican-American War
Free Soil Party
Spot Resolutions
Treaty of Guadalupe Hidalgo
Seneca Falls Convention
Temperance Union
Gold Rush
Dorothea Dix
Oregon Trail
Mormon Migration
King Cotton
Compromise of 1850
Gadsden Purchase
Popular sovereignty
“Bleeding Kansas”
Harriet Tubman/Underground Railroad
Pottawatomie Creek
Dred Scott vs. Sanford
John Brown/Harper’s Ferry
Uncle Tom’s cabin
Brooks-Summer incident
James Buchanan
Election of 1860
Secession
Northern/Southern Advantages
Border States
Fort Sumter
Mary Chesnutt
Anaconda Plan
Bull Run I/Manassas
Antietam
Emancipation Proclamation
EX Parte Milligan
Gettysburg
10% Plan
Horace Greeley
Monitor vs. Merrimack
Vicksburg
Atlanta/Total War
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Prisoner Exchange
March to the sea
Blockade Runners
Technology vs. Tactics
Election of 1864
Copperheads
Andersonville
Appomattox
1865-1900
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10% Plan
Radical Republicans
Thaddues Stevens
Conquered Province Theory
“Redeemer” Governments
Hiram Revels/Federick Douglas
Davis Bend/South Carolina Sea Islands
“40 acres and a mule”
Amnesty Act
Black Codes
Freedmen’s Bureau
Tenure of Office Act/Impeachment
1868/Grant/Bloody Shirt
Sharecroppers
Tenant Farmers
Carpetbaggers
Scalawags
Seward’s Folly/1867
Transcontinental Railroad/Labor
Promontory Point/Wedding of the Rails
Credit Mobilier
Election of 1876
Compromise of 1877
Boss Tweed/Samuel Tilden
Tenement Houses/Sweatshops
Growth of the cities
Knights of labor/Haymarket Square
A F of L/Sam Gompers
International Workers of the World (IWW)/”Wobblies”
Pinkertons
Booker T. Washington/Atlanta Compromise
Plessy vs. Ferguson
W.E.B. DuBois/NAACP
Robber Barons:
John D. Rockefeller
Andrew Carnegie
Cornelius Vanderbilt
Jay Gould
JP Morgan
William Randolph Hearst
Gospel of Wealth
Social Darwinism
Study Terms – 1900 – Present
AP US History
 Boxer Rebellion
 Great white Fleet
 Roosevelt Corollary (Monroe Doctrine)
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Panama Canal
Philippines Insurrection
Emiliano Aguinaldo
Open Door Policy/John Hay
Russo-Japanese War (TR’s involvement/significance)
The Jungle
Meat Inspection Act
Pure Food and Drug Act
8/8/8
Upton Sinclair
“Caveat emptor”
Muller vs. Oregon
The Square Deal
Trustbusting/Taft
Election of 1912
Wilson’s Neutrality
“Merchants of Death”
U-Boat war
Elections of 1916
Causes of US entry into WWI
Zimmerman Telegram
Lusitania sinking
Russian Revolution
Birth of a Nation (1915)
Committee for Public Information (Propaganda)/George Creel
Wilson’s Fourteen Points
Schenck vs. United States
16th amendment
Treaty of Versailles
Lodge vs. Wilson
18th amendment
Volstead Act
Speakeasies
Bootleggers
19th amendment
The First Red Scare
Palmer raids
Warren G. Harding
Teapot Dome Scandal
Calvin Coolidge
“Business is King”/Laissez-Faire
Xenophobia
Sacco and Vanzetti
Emergency Quota Act
National Origins Act
Scopes “Monkey” trial
Materialism
The Great Gatsby
Henry Ford
Specialized labor
Assembly line
Tin Lizzie
Lucky Lindy
Babe Ruth
The “it” Girl/Clara Bow
Inventions
Talkies/The Jazz Singer
Women in the workplace
Flappers
Harlem Renaissance
Langston Hughes
Washington Naval Conference
 Kellog-Briand pact
 Who didn’t prosper?
 Herbert Hoover
 Black Tuesday
 Margin buying
 Causes of Great Depression
 Hoover Blankets
 Hooverilles
 Reconstruction Finance Corp.
 The bonus army
 Unemployment
 Deflation
 Election of 1932
 FDR’s first inaugural address
 Trickle-down theory (Keynesian economics)
 The Brain trust
 The New Deal (Three R’s)
 Bank holiday/Glass Steagall Act
 CCC
 TVA
 PWA
Bay of Pigs
Camp David Accords
Chiang Kai Shek
Cold War
Cuban Missil Crisis
Dien Bien Phu
Domino Theory
Douglas MacArthur
Dwight Eisenhower
Fidel Castro
George Kennan
Gulf of Tonkin Resolution
Henry Kissinger
Ho Chi Minh
Iran-Contra Affair
Iran Hostage Crisis
Jimmy Carter
John Foster Dulles
Joseph Stalin
Lyndon Johnson
Mao Zedong
Marshall Plan
Massive retaliation
Ngo Dinh Diem
NSC-68
Nikita Khrushchev
North Atlantic Treaty Organization
Peaceful coexistence
Richard Nixon
Strategic Air Command
Tet Offensive
Truman Doctrine
Yalta Conference
Alger Hiss
Black Power
Brown v. Board of Education (1954)
Civil Rights Act of 1964
Civil Rights Act of 1965
Earl Warren
Fair Deal
Federal Highway Act (1956)
Freedom rides
George Wallace
House Un-American Activities Committee
Hubert Humphrey
John Kennedy
Joseph McCarthy
Julius and Ethel Rosenberg
Lyndon Johnson
Malcolm X
Martin Luther King, Jr.
National Defense Education Act
Richard Nixon
Robert Kennedy
Rosa Parks
Sit-ins
Sputnik
Strom Thurmond
Taft-Hartley Act
Thomas Dewey
Thurgood Marshall
Betty Friedan
Equal Rights Amendment
George McGovern
Gerald Ford
H.R. Haldeman
Hippies
James McCord
John Dean
John Mitchell
New Left
National Organization for Women
Organization of Petroleum Exporting Countries
Reagan Revolution
Ronald Reagan
Saturday Night Massacre
Silent Majority
Spiro Agnew
Stagflation
Student for a Democratic Society
Warren Burger
Watergate scandal
Woodstock
Supreme Court Case Review
AP US History
MR. Trost
All of the following are court cases which have appeared on past AP US History exams. I have added
some of the more modern ones which may be in this year’s exam. For each one, identify the ruling in
the case and the significance. You will not need to know the specifies of the case itself, only the
decision and the result.
1) Marbury vs Madison (1803)
2) McCulloch v Maryland (1819)
3) Gibbons v Ogden (1824)
4) Dred Scott v Sanford (1857)
5) Ex Parte Milligan (1866)
6) Reynolds v United States (1879)
7) The Civil Rights Cases (1883)
8) Plessy v Ferguson (1896)
9) Muller v Oregon (1908)
10) Weeks v United States (1914)
11) Schenck v United States (1919)
12) Olmstead v United States (1928)
13) Powel v Alabama (1932)
14) Korematsu v United States (1944)
15) Everson v Board of Education (1947)
16) Dennis v United States (1951)
17) Brown v Board of Education (1954)
18) Griswold v Connecticut (1965)
19) Miranda v Arizona (1966)
20) Roe v Wade (1973)
21) United States v Nixon (1974)
22) Gregg v Georgia ( 1976)
Novels commonly found on the AP Exam
Uncle Tom’s Cabin by Harriet Beecher Stowe-fictional description of slavery’s evils, wide readership,
credited with influencing more to the abolitionist cause.
Influence of Sea Power by Alfred T. Mahan – 1890’s book which predicts that the next major war
between will be won or lost on the oceans.
A Century of Dishonor by Helen Hunt Jackson – Early 1890’s novel criticizing government policies
towards native tribes. She sent a red leather bound, signed copy to each member of congress.
The Octopus by Frank Norris – exemplifies and criticizes the monopoly held by the railroads and how
they strangled the American farmer.
How the Other Half Lives by Jacob Riis – photojournalism book portraying the horrors of tenement
housing and inner city conditions. Sometimes criticized for staging some of the
photos/muckraking/yellow journalism.
The Jungle by Upton Sinclair – somewhat sensationalized of the meatpacking industry in Chicago and
the unsanitary conditions there. Contributes to teddy Roosevelt’s signing of the meat inspection act,
but fails to convince the populace of its socialist message.
The Great Gatsby by F. Scott Fitzgerald – exemplifies and subtly criticizes the rampant materialism
and greed of the 1920’s post world war 1 generation.
The Sun Also Rises by Hemingway – an anti-war book contributing to the popular belief the World
War 1 was a tragedy that could not be repeated.
Key words in essay questions
Enumerate- name over, one after another; list in concise form. Enumerate the great Dutch painters of
the seventeenth century.
Evaluate- give the good points and the bad ones; appraise; give an opinion regarding the value of; talk
over the advantages and limitations. Evaluate the contributions of teaching machines.
Contrast- Bring out the points of difference. Contrast the novels of Jane Austen and William
Hakepeace Thackeray.
Explain- Make clear; interpret; make plain, tell “how” to do; tell the meaning of.
Explain how man, at times, trigger a full-scale rainstorm.
Describe- give an account of tell about; give a word picture of. Describe the pyramids of Giza.
Define- give the meaning of a word or concept; place it in the class to which it belongs and set it off
from other items in the same class. Define the term “archetype”.
Compare- Bring out points of similarity and points of difference. Compare the legislative branches of
the state government and the national government.
Discuss- talk over; consider from various points of view; present the different sides of. Discuss the use
of pesticides in controlling mosquitoes.
Criticize- State your opinion of the correctness or merits of an item or issue; criticism may approve or
disapprove. Criticize the increasing use of executive agreement in international negotiations.
Justify- Show good reasons for; give your evidence; present facts to support your position. Justify the
American entry into World War II.
Trace- Follow the course of; follow the trail of; give a description of progress. Trace the development
of television in school instruction.
Interpret- make plain; give the meaning of; give your thinking about; translate. Interpret the poetic
line, “the sound of cobweb snapping is the noise of my life”.
Prove- establish the truth of something be giving factual evidence or logical reasons. Prove that in a
full-employment economy a society can get more of one product only by giving up another product.
Illustrate- use a word picture, a diagram, a chart, or a concrete example to clarify a point. Illustrate the
use of catapults in the amphibious warfare of Alexander.
Summarize- Sum up, give the main points briefly. Summarize the ways in which man preserves food.
Create Review Sheets Examining the Big Pictures
Make one sheet of paper for each of the following ideas.
First try to fill out the information by memory.
Then fill in the blanks with your notes and the book.
If you are really rough in one area, use APEX tutorials to review the material.
Colonial Society
New England
When
What Colonies
Why they settled
Key People
Government Organization
Religion
Middle
Southern (Chesapeake)
Economics
*Think about their relationship/connection to/or respect for the home country
British Control
How did they try to control the colonies? Why?
Mercantilism
Time Line
What is going on in Britain?
How does this correspond with
British Policy with the Colonies?
Salutary Neglect
Road to Revolution
Go through and describe the events that led to the Revolution
Post Revolution: New Nation
Look at the Articles of Confederation
Powers
Weaknesses
Accomplishments
Issues occurring with Western Territories, Foreign powers, Inter and intra state commerce
Why did these issues lead to the Constitution?
Federalist vs. Antifederalists
Bill of Rights
War of 1812
What is going on between England and France at the turn of the century?
Impressments
American Reaction
Causes
Results of the War
Connection to Democracy and Westward Expansion.
Study the Themes: Politics, Nationalism, Democracy, Sectionalism, & Westward Expansion
Themes:
Politics
Federalist vs. Antifederalist
Hamilton vs. Jefferson
States’ Rights vs. Federal Power
Adam’s Presidency
Nationalism
Judicial
Economic
Political
Literature, art, & architecture
Cultural Reforms etc.
Democracy
Jefferson
Jackson
Sectionalism
Events, opinions led towards
What events/people/compromises
kept the Union together
Economic
Westward Expansion
War of 1812
Natives
Louisiana Purchase
Lewis & Clark
Role of War of 1812
Treaties
Manifest Destiny
Industrial Revolution
*Make the connections with these themes
Include key terms (people, events, etc.) in chronological order
Think about how they impacted the theme
Explain how manifest destiny and expansion led to attempts to expand outside of the continental U.S.
(steps towards imperialism)
Connect the themes to Sectionalism and the road to the Civil War
Mr. Trost
ADVANCED PLACEMENT UNITED STATES HISTORY
REVIEW ASSIGNMENTS FOR FINAL EXAMINATION
AND ADVANCED PLACEMENT EXAM
1. Rating the Presidents-Rate the top five and bottom five presidents in U.S. History.
Include evaluations and reasons.
2. History of African-Americans- Unit by Unit in outline form. Attach notes where needed.
3. History of American Women- Unit by Unit in outline form. Attach notes where needed.
4. International/Foreign Policy Continuum Lines (3)
Ten events for each line spanning U.S. History from the colonial period to the
present. Include line placements, descriptions, and reasons.
5. Domestic Continuum Lines (5)
Same directions as in #4. Remember there are five lines, ten events in each line.
6. Court Decisions-Twenty most important Supreme Court decisions in U.S. History
Outcomes and reasons for importance.
7. Time Period Identification-Include descriptions and controversies of each of the major
time periods studies in the course.
8. Literature by Unit or Time Period-Include five major works of literature for each time
periods with description and genre.
9. Personal Timelines- Your own timelines including major events and influences.
10. Social History-Lives of the poor and unknown throughout U.S. History-a review.
*Note: Items 4 and 5 ARE REQUIRED you may choose any five of the remaining eight items. You must
complete a total of 7 of the 10 items listed.
With acknowledgement and appreciation to Dr. Paul Dickler, Neshaminy High School Langhorne, Pa.
CONTINUUM LINES
ADVANCED PLACEMENT U.S. HISTORY
INTERNATIONAL/FOREIGN POLICY
Isolationism-----------------------------------------------------------------Interventionism
Imperialism-----------------------------------------------------------------Anti-Imperialism
Use of-----------------------------------------------------------------------No Use of Military
Military Force
Force
DOMESTIC CONTINUUMS
States Rights----------------------------------------------------------------National Power
Individual Rights-----------------------------------------------------------Majority Rule
Immigration-----------------------------------------------------------------Nativism
Laissez-Faire----------------------------------------------------------------Governmental control of
Business
Labor-------------------------------------------------------------------------Management
Women’s Rights
Look these up:
Equal Rights Amendment (ERA)
Equal Opportunity Act
Title IX
Title VII of the civil Rights Act of 1964—look up and read
Affirmative Action
The
(un)Official
United States
History
Cram Packet
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This is not intended as a substitute for regular study ……. But it is a powerful tool for review.
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1494: Treaty of Tordesillas – divides world between Portugal and Spain
1497: John Cabot lands in North America.
1513: Ponce de Leon claims Florida for Spain.
1524: Verrazano explores North American Coast.
1539-1542: Hernando de Soto explores the Mississippi River Valley.
1540-1542: Coronado explores what will be the Southwestern United States.
1565: Spanish found the city of St. Augustine in Florida.
1579: Sir Francis Drake explores the coast of California.
1584 – 1587: Roanoke – the lost colony
1607: British establish Jamestown Colony – bad land, malaria, rich men, no gold
- Headright System – land for population – people spread out
1608: French establish colony at Quebec.
1609: United Provinces establish claims in North America.
1614: Tobacco cultivation introduced in Virginia. – by Rolfe
1619: First African slaves brought to British America.
 Virginia begins representative assembly – House of Burgesses
1620: Plymouth Colony is founded.
- Mayflower Compact signed – agreed rule by majority
1624 – New York founded by Dutch
1629: Mass. Bay founded – “City Upon a Hill”
- Gov. Winthrop
- Bi-cameral legislature, schools
1630: The Puritan Migration
1632: Maryland – for profit – proprietorship
1634 – Roger Williams banished from Mass. Bay Colony
1635: Connecticut founded
1636: Rhode Island is founded – by Roger Williams
 Harvard College is founded
1638 – Delaware founded – 1st church, 1st school
1649 – Maryland Toleration Act – for Christains – latter repealed
1650-1696: The Navigation Acts are enacted by Parliament.
- limited trade, put tax on items
1660 – Half Way Covenant – get people back into church – erosion of Puritanism
1670: Charles II grants charter for Carolina colonies – Restoration Colony
1672: Blue Laws: Connecticut – death codes for disagreeing with parents or bible
1676: Bacons Rebellion – Virginia – Bacon wants frontier protection from royal Gov. Berkeley
– put down
- first uprising against British
1682: Pennsylvania is founded by William Penn. – Quaker – 1st library – center of thought
North
Set up laws / codes
Brought families
Less land = closeness
Social and economic mobility
Puritan work ethic
Better relations with Indians
South
Dependent on crop – kills land
Less urbanized
Poorer communication, transportation
Indian problems
Slower defense
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1686: Dominion of New England – royal Gov. Andros – attempt to unify Northern colonies to
curb independence –
- Suspended liberties – town meetings
- Failed – Andros left
1689-1713: King William's War (The War of the League of Augsburg).
1692: The Salem Witchcraft Trials.
1696: Parliamentary Act.
1699-1750: Restrictions on colonial manufacturing.
1700’s – Enlightenment – reason, natural rights, diesm (god made universe but doesn’t control
it)
- John Locke, Adam Smith, Rousseau
Colony Characteristics
Bi-cameral legislature
landowners vote
Town meetings
Mobocracy to oppose authority
governor is puppet
Courts / law
Elected
No standing armies
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White, male,
No British Troops
Legislature –
Small, Balanced,
1702-1713: Queen Anne's War (War of the Spanish Succession).
1720 – 1740: Great Awakening – George Whitefield, Edwards, Gibbens – threatning
- salvation for all, extreme piety, Divine Spirit
1733: Georgia Colony is founded. – buffer state
Historiography
 Molasses Act – import tax on molasses, sugar, rum –
Bonomi – awakening was
to curb trade with French West Indies – not strictly enforced
a contest between
1735: Zenger Trial – victory for freedom of the press – truth is Enlightenment
not libel
and
1740-1748: King George's War (War of the Austrian Succession).
Pietism
1754-1763: The French and Indian War
Butler – Awakening
- Over Ohio River Valley – trade / settlement
didn’t occur – not united,
- French build forts – Fort Duquesne – and are friendly
with thecongregations,
Indians
different
- English Gov. Dunwittie has stock in Ohio Land Company
–
sends
no structure George
Washington to expel the French
- British declare war
1754 – Albany Plan of Union - for defense – fails and shows disunity of colonies
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Colonies Reject
Crown’s Rejection
Taxation by colony, crown, and colonial
gov.
Southern stated don’t want to participate
in
Northern wars
Representation based on hom much
money each
colony gives
British should be responsible for
protection
President not elected
Colonies make own laws
Colonies have own protection
Colonies have right to declare war
1761 – writs of assistance – search warrents to enforce Navigation acts – James Otis opposes
1763: Treaty of Paris ends the French and Indian War - French loose all territory
 Paxton Boys Rebellion – dissatisfied about frontier protection in PA
 Proclamation of 1763 restricts settlement west of the Appalachians
Side Note:
 Pontiac’s Rebellion – tribes organize against British movement
Admiralty Courts – royal
 SALUTORY NEGLECT ENDS
courts that were paid for
1764: The Sugar – to raise revenue – England in debt
convictions.
- cut Molasses Act in half
- Colonists
- objection – 1st direct tax – “No taxation without representation”
oppose
 Currency Acts – prevents printing of colonial money
1765: The Stamp Act – tax on printed materials to “keep troops in colonies”
- colonists don’t want standing army
- Sons of Liberty enforce non-importation
 Stamp Act Congress – Protests Stamp Act
- We buy only from England, and deserve equal privileges
1766: Quartering Act – colonies must support troops
1767: The Townshend Acts – tax lead, paint, paper, glass, tea
- colonies react by non-importation, Samuel Adams Circular letter
- Governor of Mass suspends legislature
1770: The Boston Massacre.
 Golden Hill Massacre in NY
1772: Samuel Adams organizes the Committees of Correspondence.
 Gaspee Incident – British ship burned – attempted to collect taxes
1773: The Tea Act - reduces price to tea – gives England a monopoly
 Boston Tea Party – dump tea into sea
1774: The Intolerable Acts – to punish Boston
 Boston Port Act – closes ports
 Massachusetts Government Act – no town meetings, no trial by jury, military rule,
Quartering Act
 Quebec Act – Quebec added to Ohio River Valley
- Britain supports people in Quebec Catholic, don’t have trial by jury, no
election
 The First Continental Congress convenes in Philadelphia
First Continental Congress
Moderate – don’t want to split from England
Demand rights of Englishmen
Joseph Galloway – Plan of Union – council with delegates from colonies, president by
Crown – rejected
Declaration of Rights and Resolves – reject Intolerable Acts, ultimatum – no trade
Establish Continental Association to enforce
.
 1775: Battles of Lexington and Concord
 The Second Continental Congress convenes.
Second Continental Congress
More radical
Issued “Declaration of Causes and Necessity of Taking up Arms”
Appoint George Washington as commander
Olive Branch Petition – last attempt to reconcile- rejected
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1776: R.H. Lee’s Resolution – “should be independent states”
For Independence
Against Independence
Military advantages
Loss of natural rights
trial by jury, taxation without
representation,
quartering, charters, no assembly
Limited currency
Fighting for home rule
British government impractical
Best time to unite
No military
Laws were broken – we are being punished
Democracy hasn’t worked before
No certain foreign support
Consequences of losing
Not unified
Taxation for protection
1776: American Declaration of Independence
 Thomas Paine's Common Sense
 Battles of Long Island and Trenton
1777: Battle of Saratoga – turning point in Revolution
 Congress adopts the Articles of Confederation - Dickinson
Articles of Confederation
Independent, free, sovereign states
Have same duties and restrictions
annually
Each state one vote
debate
Individual states can’t enter into alliances
consent
with foreign states
depends on value of land
Can’t enter alliance or hold treaties without
consent of congress
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Union for defense
Delegates appointed
Freedom of speech and
Can’t wage war without
Money in treasury
Can’t control trade
 Vermont ends slavery.
1778: Treaty of Alliance between the United States and France – sends navy and army
1779: Spain declares war on England.
1781: British surrender at Yorktown - Cornwallis looses
1783: Treaty of Peace is signed – violated – Articles of Confederation weak
- Independence recognized
Historiography
- Granted fishing rights
Bancroft
–
quest
for liberty
- Loyalist restitution of property
Beer,
Andrews,
Gipson
– constitutional issues
- Britain withdraws from forts (Not really)
Charles Beard – economic – conflict of classes
- Free Navigation of Mississippi
Boorestine – preserve traditional rights
1785: Land Ordinance of 1785. – government responsible
Bailyn – Intillectual Revolution
over territory
Nash – social revolution – break barriers
 Treaty of Hopewell - ends hostilities with Cherokee
1786: Shay's Rebellion – depression, no market, no hard
currency, farmers poor
- want Mass. Government to print more money
- rebellion put down by donations – Articles of Confederation fails- no army
 Annapolis Convention – agreement between states - fails
1787: Constitutional Convention in Philadelphia. – to revise Articles
.
Constitution
I. House of Representatives – sole power to impeach, bill for revenue
Senate – try impeachments
Congress – tax, excese, duties, commerce regulation, declare war, raise army
II. Executive – commander, make treaties with consent, appoint judges
III. Supreme Court – original jurisdication
IV. Protection against invasion, domestic and foreign
V. 2/3 of both houses to amend constitution
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Great Compromise – bi-cameral legislature (equality in Senate, popular in House)
3/5 Compromise
No importation of slaves after 1808
James Madison develops principles for the US Constitution
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Bill of Rights
I.
Freedom of speech, press, religion, assembly
II.
Right to keep and bear arms
III.
No quartering without consent
IV.
Against search and seizure
V.
Not subjected to same offense twice, be deprived of life, liberty, or property
VI.
Right to speedy trial
VII. Guaranteed trial by jury
VIII. No excessive bail, fines or cruel and unusual punishment
IX.
Rights not confined to what is written
X.
Powers not delegated to U.S. are reserved to states
 First Bank of the United States is established
 Hamilton’s Program – debt is good, tie interests of rich, promote home manufacturing,
alliance with Britain
1789
1796
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Northwest Ordinance – prohibits slavery in west, provides for states to be admitted on
equal status
1789: George Washington is inaugurated first President.
 Judiciary Act – establish courts beneath Supreme Court
 French Revolution – don’t help France
1791: The Bill of Rights is ratified
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Hamilton
Jefferson
People checked by elite
Strong central government
National debt
British government is model
Executive in for life
Weak state government
Government run by people
Central government too oppressive and
expensive
British government corrupt
Executive not perpetual
Against standing army
1793: Eli Whitney invents the Cotton Gin.
1794: The Whiskey Rebellion – poor farmers don’t want to pay excise tax – Wash. uses troops
to put down
1795: Jay Treaty - with Britain – US will not trade with ports opened during war time that
were closed .
during peace time – Britain will leave forts (Not really) and will allow US to trade in
Asia
 Pinckney’s Treaty – with Spain – free navigation of Mississippi River, right of deposit in
New Orleans.
1796: Washington's Farewell Address – strong central government and foreign neutrality
1796: John Adams (Federalist) elected ; Jefferson (Rep) VP
 XYZ Affair: France attacks Am. Ships and makes unreasonable demands – no money, no
war
1798: Alien and Sedition Acts – illegal to publish anything against government or president
 1798-1799: Virginia and Kentucky Resolutions – gave states right to nullify if
unconstitutional – anti-Alien and Sedition Acts
1799: Fries Uprising – oppose federal tax on property – put down
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Logan Act – citizen can’t represent government - George Logan attempts to negotiate with
France
1800: Convention of 1800 – Hamilton negotiate with France, we pay to Am. attacked by
France
 Thomas Jefferson elected – government changes to Democratic-Republican
1803: Louisiana Purchase – Federalists oppose – establish loose construction of the
Constitution
 Marbury vs. Madison - Supreme Court declares parts of the Judiciary Act of 1789 –
Supreme Court could declare law unconstitutional and powers of Court only given in
Constitution
1804: New Jersey ends slavery.
 12th Amendment – separate ballots for President and Vice President
 Essex Junto – Federalist organization in New England attempts to seceed
1804-1806: Lewis and Clark Expedition.
1805: Tipoli war ends – defeat of Barbary pirates
1807: Robert Fulton builds his first steamboat.
 US ship Leopard sunk by Br. for refusal to be searched
 Embargo Act – stop exports – no war, no impressment – Federalist object to cut off trade
1808: African Slave Trade ends.
1809: Nonintercourse Act – resumes trade with all but France and Britain
1810: Fletcher vs. Pack - action of state can be declared unconstitutional
1811: Charter for Bank of U.S. rejected
 Battle of Tippecanoe: Harrison defeats Indian Tecumseh who made alliance with Indians
for defense
1812-1814: The War of 1812 – to protest trade, stop impressment, protect mercantilism
- War Hawks – want Canada to join
- Federalist against war
1814: Treaty of Ghent – ends war with a status-quo
 Era of Good Feelings begins
 Hartford Convention – Federalists against War of 1812 and mercantile practices of
Madison
1816: 2nd Bank of U.S. created
 1st protective tariff
 American Colonization Society founded – to relocate free blacks to Liberia
 Election of Madison (Rep) vs. King (Fed)
 Henry Clay’s American System – federally founded domestic improvements and protective
tariff
1817 – Veto of Bonus Bill by Madison – Bonus bill for domestic improvements
 Rush- Bagot Disarmament – between US and Br. – to get fishing rights
1818: Convention of 1818 – enforcement of fishing rights – N. Louisiana boundary at 49
parallel
1819: Transcontinental Treaty - Get Florida from Spain – Jackson invades, remove Spanish
threat
 Panic of 1817 – land speculation, banks can’t pay loans of Bank of US = bank runs
 McCulloch vs. Maryland – Enforced constitutionality of 2nd Bank of US and “the power to
tax is the power to destroy”
 Dartmouth College vs. Woodward- Broad interpretation of contract
1820: Missouri Compromise – Main admitted as free state and Missouri a slave state but no
slavery north
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Missouri
 Land Act – reduce price of land – encourage development
1822: Cumberland Road Bill – to build road – Monroe vetoes
1823: Monroe Doctrine declared – No future colonization of this hemisphere
 Treaty with Russia – get everything under 54 parallel
1824: Election John Quincy Adams (Rep) defeats Andrew Jackson (Rep), Clay (Rep)
Jacksons “Corrupt Bargain”
 Gibbons vs. Ogden – interstate trade controlled by fed. courts
1825: The Erie Canal is opened.
1826: Panama Conference (PAN American) - Congress doesn’t send ambassador to avoid
slavery issue
1828: Tariff of Abominations – protective – South opposes
 South Carolina Exposition and Protest – by Calhoun –
reaffirms right of state to nullify
 Election of 1828: Jackson promises to limit executive
power, internal improvements, lower debt
1828: Removes appointies – trusts friends – “kitchen cabinet”
1829: Maysville Road Bill Veto – only within Kentucky
 Webster (nationalist) – Hayne (states rights) Debates – began over Tariff of Abominations
1830s: The Second Great Awakening.
1830: Baltimore and Ohio Railroad begins operation.
Historiography
1831: The Liberator begins publication. – abolitionist become vocal
Parton – Jackson wanted to
 Nat Turner Rebellion
dominate
 Cyrus McCormick invents the reaper.
Turner – Jackson triumph of
1831-1838: The Trail of Tears--Southern Indians are removed to Oklahoma.
democracy and representation
1832 – Tariff of 1832 – raises tariffs again – Calhoun resigns
people – universal manhood
 Force Bill – allows president to do what is necessary to enforceoftariff
suffrage and two party system
 Ordinance of Nullification – South Carolina nullifies tariff –
Hammond – Jackson
Clay negociates and reduces tariff
contributes to panic 0f37 by
 Veto of Bank of U.S. re-charter
dismanteling bank
 Department of Indian affairs established
Temin – panic and depression
 Seminole War with Indians begins
inevitable – caused by bank
 Cherokee Nation vs. Georgia – Federal government has control, not Georgia
 Agreement with Britain to open West Indies ports
1833: Roger Taney removes federal funds from Bank of U.S. by order – thinks bank is
unconstitutional
1835-1836: Texas War for Independence – “Lone Star Republic”
1836: The Gag Rule
 Specie Circular – western land must be paid by hard currency
 Election of 1836 – Harrison (Whig) defeated by Van Buren (Democrat)
1837: US recognizes the Republic of Texas.
 Oberlin College enrolls its first women students.
 Charles Bridge vs. Warren Bridge- only strict interpretation of contract
 Panic of 1837 – in part due to Jackson’s withdrawal of funds from Bank of U.S.
Van Buren does nothing
1938 – 1839: Aroostook “War” – bloodless – boundary dispute between Maine and New
Brunswick
1840: Independent Treasury System – constructs vaults to hold federal money
 Election of 1840 – Harrison (Whig) defeats Van Buren
- Harrison catches pneumonia and dies, VP John Tyler becomes president
T
Y
L
E
R
184
0
184
4


P
O
L
K





184
4
184
8


T
A
Y
L
O
R
F
I
L
L
M
O
R
E
1848
1852


Democrats
Whigs
Jackson, Calhoun, Van Buren, Benton
“Republicans”
Against monopolies and privilege
Decrease tariff
For state rights
Clay, Webster, John Quincy Adams,
Harrison
“Federalists”
For national power; Bank of US
Increase in tariffs
Internal Improvements
1841: Independent Treasury Act Repealed
 Tyler vetoes re-charter of Bank of U.S.
 Preemption Bill – to distribute money from sale of western lands to states – bill defeated
1842: Tariff Bill – raised tariffs back to 1832 status
 Dorr Rebellion: Rhode Island – rebellion against land qualifications for voting – Tyler puts
down
 1839: Webster – Ashburton Treaty – ends boundary dispute
1843: Oregon Trail - migration
1844: Election of 1844 –Polk (Dem) defeats Clay (Whig) and Birney (Liberty – anti-slavery)
1845: Taxes annexation Bill – by Tyler – permits admission of Texas and Florida
 Annexation of Texas
1846: Elias Howe invents the sewing machine.
1846-1848: Mexican-American War- Gen. Taylor provokes Mexicans by moving into disputed
Rio-Grande / Neuces River
- Three part plan to take over Mexico – decide against
 Slidell Mission –Slidell sent to negotiate – rejected by Mexico
 1846,1847: Wilmont Provisto – no slavery in new states formed from Mexican land –
rejected
 54” 40’ or Fight – Get Oregon below 49th parallel
 Reestablish Independent Treasury System – vaults
 Walker Tariff Bill – lowered tariff
1847 – Polk Doctrine – resurrection of Monroe Doctrine concerning admitting new states into
union
 Obtain Oregon below 49 parallel
1848: Trist Mission – Trists negotiates Treaty of Guadelupe Hidalgo
- Get territory of Arizona, California, Colorado, Nevada, New Mexico, Utah, and Wyoming
 Gold is discovered at Sutter's Mill in California.
 Women's Rights Convention is held in Seneca Falls, NY – headed by Mott and Stanton
 Election of 1848 – Taylor (Whig) defeats Cass (Dem. – father of pop. sovereignty) and
Van Buren(Free-Soil – abolitionists) – Taylor dies (1850) – Milard Fillmore VP
1850: Clay’s Compromise of 1850 – passes as separate acts during Fillmore – but violated
- California free state
- Other areas – popular sovereignty
- US takes Texas debts
- Slave trade banned in Washington
- Fugitive Slave Law strengthened
 Clayton – Bulwer Treaty – U.S. and Britain agree to neutrality of a canal in Central
America
1852: Commodore Matthew Perry opens Japan to US trade.
P
I
E
R
C
E


185
2
185
6

B
U
C
H
A
N
A
N
185
6
186
0





L
I
N
C
O
L
N
186
0
186
 Election of 1852: Pierce (Dem) defeats Scott (Whig)
1853: Gadsden Purchase – buy land from Mexico to build RR
 Uncle Tom’s Cabin - Stowe
1854: The Kansas-Nebraska Act - passed to create two states for a RR to go to west – slavery
in states
determined by popular sovereignty – North fears overturn of Missouri Compromise
 New England Emigrant Aid Society – into Kensas / Nebraska territory
 1854-1859 – Bleeding Kansas – Topeka (Free Soilers) government vs. LeCompton
(slavery) gov.
 Ostend Manifesto – by Buchanan to take Cuba – rejected
 Walker expedition – Walker raises army, takes Nicaragua, Pierce recognizes new
government
1856: Lawrence Mob Violency: abolitionist materials burned
 Pottawatomie Massacre: John Brown kills four pro-slavery people
 Election of 1856: Buchanan (Dem) defeats Fremont (Rep –Free Soil) and Fillmore (Know
Nothings)
1857: The Dred Scott decision.
- slaves are property to be taken anywhere – allows for slavery in North
- Missouri Compromise unconstitutional
 LeCompton Constitution rejected
 Panic of 1857 – depression – Buchanan does nothing
1858 – Lincoln – Douglas Debates – on extension of slavery into new territories
 Free Port Doctrine – Dred Scott decision has to be enforced – if not popular sovereignty
rules
 “A House Divided” against itself can’t stand – Lincoln’s speech
1859 – John Brown’s Raid – Harpers Ferry to free slaves
1860: Crittenden Compromise – last attempt at amendment against barring slavery below 36’
30 line - fails
1860: Election of 1850 – Lincoln (Rep) defeats Douglas (Dem)
- Lincoln not abolitionst
For Seccession
Against Seccession
North violates rights – doesn’t enforce
fugitive laws
History – right to abolish a destructive
government
Money from treasury goes for Northern
interests
Government for the north
Gov. taking away property
No majority – rights taken away
Not truly free and independent state
Agreed to follow majority
Gave up rights to join union
“form a more perfect union”
Contract among people not states


1860-1865: The Civil War
 1860: South Carolina secedes.
Historiography
 Beginning of Industrial Revolution – “Guilded Age”
1861: The Civil War begins at Fort Sumter – Beauregard Sibly
(S) – slavery
overemphasized
as cause for
fires first shot
Civil War – more sectional
 “Necessity Knows no Law” – Lincoln increases army,
differences
navy, 1st income tax, green backs, no freedom
Holt – slavery cause political
struggle

of press or speech, Villandigham (Copperhead – Peace Dem) jailed
Confederacy established – Davis – President; Stephens - VP
Confederate Constitution
No protective tariffs
improvements
States could impeach federal officers
Slavery protected
money (Problem)
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J
O
H
N
S
O
N
186
5
186
8



No federal funded
States supreme
2/3 of house to appropriate
1861 – Kansas admitted as a free state
 Ex Parte Marryman – Lincoln suspends habeas corpus and
passes martial law in Maryland – Taney says only Congress can
Suspend habeas corpus
Historiography
 Bull Run – South wins – Civil War becomes long
Woodward – South unique,
1862: Pacific RR Act – partially fed. funded – gave land for RR
different, agric.
 Homestead Act – 1862 – gov. land grants for agricultural college
Goven – sectional differences
1863: Battle at Antietam
exaggerated
 Banking Acts (1863, 1864) – establish federally charted banks
Beringer – Confederacy defeated
 Draft Riot - NY
because of loss of will – poor
leadership, defeat
 The Emancipation Proclamation.
McPherson – defeat inevitable,
 Battle of Gettysburg – turning point
internal divisions, Northern
 Lincoln announces "10 Percent Plan." – lenient plan –
superiority
must plan allegiance to US
Morison – War fought for moral
1864: Election of 1864 – Lincoln (Rep) defeats McClellan (Dem)
 Wade – Davis Bill: South divided into military units until issues
majority pledges allegiance and
Schlesinger – slavery couldn’t be
bans slavery
peacefully abolished
 Wade - Davis Manifesto: Congress controls Reconstruction
 Pullman Car and Refrigerated Car invented
 Sand Creek Massacre – Chivington attacks defenseless Indian village
Historiography
1865: Civil War Ends – Lee surrenders to Grant at Appomattox, VA
 1865: Freedman's Bureau is established – education and foodStamp – Reconstruction
successful – economic
 Lincoln is assassinated – Andrew Johnson becomes president
consolidation, democracy,
 Johnson’s amnesty plan – pardons almost all Confederates
Amendments ratified
 Thirteenth Amendment – abolishes slavery
Foner – failed to secure rights
1866: Ex Parte Milligan – Military courts can’t try civilians when
courts
are openand
forcivil
blacks,
corruption
 Civil Rights Act is passed over Johnson's veto – gave blacksfractionalism
equal rights
 National Labor Union formed – short lived – attempted political involvement (womens
rights, temperance, 8hr day, cooperatives)
 Fetterman Massacre – troops killed
1867: Alaska Purchased.
 Grange – organization formed by Kelly for social and educational reform for the farmer –
Farmers face deflation, debt, drought, depression
 Reconstruction Acts – divide South into 5 military units, protect black voting, est. new
constitutions
1868: Tenure of Office Act – Pres. Can’t remove any appointed official without Senate consent
- declared unconstitutional – Congress can’t take away powers of Pres.
 14th Amendment – All persons born/ naturalized within US are citizens – equal protection
 Ku Klux Klan begins.

G
R
A
N
T
186
8
187
6
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


H
A
Y
E
S
187
6
188
0
A
R
T
H
U
R
188
1
188
4
C
L
E
V
E
L
A
N
D
188
4











 Washita River – Custer destroys Cheyenne village
 Carnegie Steel Company is formed.
 Election of 1868: Grant (Rep) defeats Seymore (Dem)
1869: Transcontinental RR completed from Union Pacific and Central Pacific
 Knights of Labor formed - secret
1870: Fifteenth Ammendment is ratified – right to vote can’t be determined by race, color, etc.
 Force Acts - to protect the constitutional rights guaranteed to blacks by the 14th and 15th
Amendments
 Standard Oil Company is formed.
1872: Credit Mobilier Scandal – stock holders of RR construction
Historiography
company overcharge gov. for job
Tipple – Robber Barons –
 Election 1872: Grant re-elected
th
1873: Slaughterhouse Cases – 14 Am doesn’t place fed gov’tthreatened
under traditional
beliefs,
destruction of
obligation to protect basic rights concerning monopolies
1874: Red River Wars – last attempt to resist reservationis competition
– entrepreneurs
 Farmers Alliances – anti-RR pools, rebates, pass Granger Chandler
laws
were
hard
working and
1875: Civil Rights Act – gave blacks equal rights
innovative
 Pearl Harbor acquired.
Arnold – anti-trust acts
1876: Battle of Little Bighorn. – Custer killed
preserved competition
 U.S. vs. Reese- allows voting qualifications – literacy test,McGraw
poll tax, –grandfather
regulation clause
 Alexander Graham Bell invents the telephone.
inefficient
 Election 1876: Hayes (Rep) defeats Tilden (Dem)
1877: Munn vs. Illinois – If in interest of public good, than states can regulate prices reasonably
 Compromise of 1877 – Hays becomes president, troops withdraw from South
1878: Hall vs. DeCuir – allowed segregation
 Bland – Allison Act – coined a limited number of silver
 Treaty of 1878 – get rights to Pago- Pago, Samoa
1879: Thomas Edison invents the electric light.
 Knights of Labor go public – Pres. Powderly – no strike stand – both skilled and unskilled –
too diverse
1880’s Dust Bowl begins
1880: Election of 1880: Garfield (Rep) defeats Hancock (Dem); Garfield dies – V.P. Chester
Arthur
1881: Tuskeegee Institute is founded.
 Helen Hunt Jackson writes A Century of Dishonor
1882: Chinese Exclusion Act
 European Restriction Act
1883: Brooklyn Bridge is completed.
 Civil Rights Cases: allowed individual discrimination
 More Jim Crow laws passed
1884: Election of 1884: Cleveland (Dem) defeats Blaine (Rep)
1886: The American Federation of Labor is founded by Gompers – for skilled only (no women/
blacks) – dealt only with labor – used strikes
 Interstate Commerce Act – regulate RR and private businesses
 Haymarket Incident – 1886 – peaceful turned violent
Historiography
– people think unions are radical
Laurie – labor radical – want
1887: Interstate Commerce Commission - forbid long haul / short
gov’t regulation, public
haul practices
ownership
 American Protective Association – Anti-Catholic
Degler – labor reactionary –
preserving against capitalism,
had anti-socialistic ideals



H
A
R
R
I
S
O
N
188
8
189
2
C
L
E
V
L
A
N
D
189
2
189
6
M
C
K
I
N
L
E
Y
189
6
190
0










Dawes Severalty Act – government break up land individually –
break up farms - failed
1888: Election of 1888- Harrison (Rep) defeats Cleveland (Dem)
1889: Jane Addams founds Hull House
 Berlin Conference – US, Britain and Germany agree to joint protection of Samoa – doesn’t
work
 1st Pan American Conference – trade agreement
 Bering Sea Controversy – over seals
1890: North American Women's Suffrage Association is founded.
 The Sherman Antitrust Act. – “Trusts in restraint of trade are illegal”
 1890-1900: Blacks are deprived of the vote in the South.
 Wounded Knee – Indians revolt to outlawing the sacred ghost dance – Last Indian war
 Sherman Silver Purchase Act – gov’t buys silver but doesn’t coin – curb inflation
 McKinley Tariff Act – raises tariffs
1892: The Homestead Strike –at Carnegie Steel – Pinkerton guards and troops put down strike
 Miners strike - Idaho
 General Electric Company formed.
 Populist Omaha Platform – 8hr work day, nationalization of RR,
Historiography
inflation, coinage of silver, anti-rich capitalist, decrease tariff
 Election of 1892: Cleveland (Rep) defeats Harrison (Dem)
and
Goodwyn
– populist are democratic
Weaver (Populist)
Activists - reactionary
Hicks – populists are rational
1893: Depression
 Sherman Silver Purchase Act repealed – devalued gold people
reacting to harsh laissez-faire
1894: The Pullman strike – Pullman Co. controls prices but
Hofstadter
– anti-intillectuals
fires workers – Am Railway Union strikes
fighting for
 Coxey’s Army marches on Wash. for unemployment relief
lost cause – class vs. class –
1895: U.S. vs. E. C. Kight Company. – difference between
radicalanti – Trust Act
manufacturing and commerce – manufacturing doesn’t fall under
– West has been a major
 Pollack vs. Farmers’ Loan and Trust Co. – income tax isTurner
unconstitutional
impact
on
American
policies
 In reDebs – strikes are a restraint of trade under the Sherman
Anti-Trust
Act
since beginning
 Booker T. Washington's Atlanta Compromise Speech – both races must accept and help
each other – blacks have to earn rights
1896: Plessy vs. Ferguson – “Separate but Equal”
 Election of 1896: McKinley (Rep) defeats Bryan (Dem)
 Cross of Gold Speech by Bryan
1897: Dingley Tariff – raises tax on duties
1898: Spanish American War – because of election year and yellow journalism (Pulitzer and
Hearst)
 Maine explodes – “Remember the Maine”
 DeLome Letter – criticizes McKinley
 Williams vs. Miss. Upheld literacy test
Historiography
 Get Hawaii
Beards – Imperialism due to
 Peace of Paris: Gives Cuba Independence and US economic
gets
reason – trade
Puerto Rico, Philippines, and Guam
threatened
1899: Samoa divided between US and Germany
Bemis – US land hungry
 Teller Amendment – gave Cuba freedom
Pratt – white man’s burden
 Open Door Notes – Hay – agree to territorial integrity of China
1900: National Negro Business League founded by Booker T. Washington
 Gold Standard Act – gold standard unit of value

R
O
O
S
E
V
E
L
T
190
0
190
8







T
A
F
T
190
8
191
2
W
I
L
S
O
N
191
2
192
0








Progressive Era – cure corruption, anti-monopolies, temperance, help immigrants and labor,
building codes, public utilities
 Boxer Rebellion – Chinese nationalist rebel – foreign nations unite to put down rebellion
1901: US Steel Corporation formed.
 Platt Amendment – gave US a base in Cuba and permission for troops to intervene and
consent to treaties
 Insular Cases – Constitution does not follow the flag
1902 – Coal Strike
1903: Department of Commerce and Labor created
 Hay-Herran Treaty – for Panama canal – rejected by Columbia
 Hay – Buena Varilla Treaty – gives US land in Panama
 Elkins Act – dealt with RR rebates – part of “Square Deal”
1904: Panama Canal Zone acquired.
 The National Child Labor Committee is formed.
 Roosevelt Corollary: addition to Monroe Doctrine – made US a police force
- Take over Dominican customs duty
- Arbitrates in Venezuela dispute with Germany
1905: Industrial Workers of the World is formed.
1906: Upton Sinclair writes The Jungle – meat packing reform – resulted in Meat Inspection
Act
 Gentleman’s Agreement – Japanese can return to school – if Japan limits immigration
 T. Roosevelt negotiates Treaty of Portsmouth of Russo-Japanese War – receives Nobel
Peace Prize
 Hepburn Act - strengthened the powers of the Interstate Commerce Commission
 Pure Food and Drug Act - Established Food and Drug Administration
1907: Drago Doctrine – Invest in Latin America at own risk
 Bank Panic
1908: Muller vs. Oregon – limited number of hours for women
 Root-Takahira Agreement – Japan will honor Open Door Notes
1909: NAACP is founded.
 Taft begins implementation of Dollar Diplomacy (Haiti, Nicaragua)
 Payne-Aldrich Tariff – lowered tariffs
Ballinger - Pinchot Controversy – Ballinger, Sec. of Interior, dismissed – charged with not
following nation;s conservation policy
1911: Standard Oil Co. vs. US – court determines what’s a reasonable trust – Standard Oil Co.
broken up
1913: The Sixteenth Amendment – authorized income taxes
 The Seventeenth Amendment – direct popular election of Senate
 Underwood Tariff – lowered duties
 Federal Reserve Act – created federal reserve system
1914: The Federal Trade Commission is established.
 The Clayton Antitrust Act – amendment to Sherman Anti-Trust Act – strengthed antimonopolistic reform
 Federal Trade Bill.
 United States invades Veracruz in Mexico – US soldiers arrested
1915: The USS Lusitania is sunk by a German submarine
 troops sent to Haiti
1916: Adamson Act – allowed government to take over RR - administered by McAdoo
 troops sent to Dominican Republic



W
I
L
S
O
N
191
2
192
0


War Industries Board – coordinate production and mobilize – headed by Beruch
Food Administration – headed by Hoover
- Leiver Act – set prices for agricultural products
 Fuel Administration – headed by Garfield – control fuel prices
1917: US enters WWI
 Great Migration – blacks move from South to North – causes race riots – Harlem
Renaissance – Garvey back to Africa movement
 Creel Committee: Public Info. – spread propaganda – formed Liberty Leagues
For War
Against War
Submarine warfare
Destroying trade
Violating rights
Espionage and sabotage
Zimmerman Note
Keep balance of power
Make world safe for democracy
“He Kept Us Out of War”
Only benefit the wealthy
British violated our rights too
Germany tried to avoid Lousitania
Propaganda
1918: National War Labor Board – Under Taft – prevented strikes
 Armistice Day
 Treaty of Versailles – Germany accepts full blame, demilitarize Rhineland, Ger. Looses all
colonies
1918: Wilson's Fourteen Points.
Important Points
Open covenants
trade
Disarmament
Form Poland


H
A
R
D
Freedom of seas and
Rebuilding of Belgium
*League of Nations
 Espionage and Sedition Act.- suppress criticism, can’t interfere with draft
1919: The Palmer Raids.
 Shenck vs. US – “clear and present danger” –
open opposition to war will undermine war effort Historiography
 Abrahms vs.US – upheld Sedition Act
Kennan – Wilson an impractical
 American Protective League – pro-war activists, idealist
prosecuted and censored
Trask – Wilson had realistic war
 Senate rejects Versailles Treaty and League of Nations
goals that coordinated with larger
- Ireconcilables – Borah – disagree with Article
X = involvement
in foreign affairs
diplomatic
aims
- Reservationist – Lodge – accept treaty if Article X is clarified – only Congress can
commit troops
 Eighteenth Amendment is ratified prohibiting alcoholic beverages.
Historiography
 Race riots - Chicago
th
 Volstead Act – enforced 18 Amendment
Barnham – prohibition
1920: Nineteenth Amendment grants Womens Sufferage.
works – aimed at saloons,
 Women vote 1st time
gambling, corruption, and
st
prostition.
 KDKA – 1 radio station
 Sinclair Lewis writes Main Street
 First Commercial radio broadcast.

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O
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I
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G
E
192
3
192
8
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O
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V
E
R
1921: Margaret Sanger founds the American Birth Control League.
 Revenue Act – decreases taxes
 Washington Disarmament Conference – limit naval arms
 Post War Depression
 Immigration Act – restricts immigration
1922: Sinclair Lewis writes Babbit
 Fordney McCumber Tariff – high increase in duties
1923: Teapot Dome Scandal – Sec. of Interior Fall sells oil reserves to private industry
 Harding dies
1924: McNary – Haugen Bill – vetoed – help farmers by buying surplus
 Dawes Plan – helped Germany with reparation – provided loan
 Peak of KKK
1925: The Scopes "Monkey" Trial.
 Great Gatsby by Fitzgerald
 The New Negro by Locke
1926: Weary Blues by Hughes
1927: Charles Lindbergh flies from New York to Paris solo.
 Immigration Law
 Sacoo and Vanzitte executed
 “The Jazz Singer” – 1st talkie
1929: Kellog – Briand Pact: Peace alliance
 The Great Stock Market crash
Causes of Crash
Durable goods
stay same
Easy credit
nothing
Overproduction
margin buying
Debt
192
8
193
2
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


Profits increase; wages
Federal Reserve does
Speculation and
 Agricultural Market Act – establish Federal Farm Board – assistance to farmers
 Tax Cut
 Young Plan – reduced reparation payments, no longer involved in German economy
1930: The Smoot-Hawley Tariff – high protective tariff
 London Naval Treaty – decrease number of ships
1931: Japan invades Manchuria
1932: Stimpson Doctrine
 Federal Home Loan Bank Act – assist with morgages
 Public Works Project
 The Reconstruction Finance Corporation – part of trickle down economics – lent money to
banks
 Bonus Army – marches on DC to receive veterans bonus – Hoover sends in troops
 Franklin D. Roosevelt is elected President.
1933: New Deal begins
 WPA – Works Progress Administration – employed artists, writers, photographers
 CCC – Civilian Conservation Corps

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
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R
O
O
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E
V
E
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T

193
2
194
5
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

NIRA- National Industrial Recovery Act – sets up NRA – business men make codes for
min wages, hr.
 Glass Stegall Banking Act – kept us on gold standard – and created FDIC – against bank
runs
 SEC – Securities and Exchange Commission – watched market prices
 AAA – Agricultural Adjustment Association – paid farmers not to overproduce
 TVA – Tennessee Valley Authority – bring electricity – competes with private industry
 CWA – Civil Works Administration
 NYA – National Youth Administration
 HOLC – Home Owners Loan Corp.
 “Good Neighbor” Policy – Repudiated Roosevelt Corollary
 Japan and Germany withdraw from League of Nations
 20th Amendment –Presidential term starts on Jan. 20
1934: NYE Investigation: determines cause of WWI
 Indian Reorganization Act - restored tribal ownership of lands, recognized tribal
constitutions and government, and provided loans for economic development.
 Share the Wealth society founded by Huey Long – called for distribution of wealth
1935: Schechter Poultry Corporation vs. US – NRA unconstitutional – put legislative power
under executive administration
 Wagner Act: set up National Labor Relations Board
 Fair Labor Standard Act – set min. wage and hours
 CIO – Congress of Industrial Organization – labor union for skilled and semi-skilled
 Social Security Acts – provided benefits to old and unemployed
 Revenue Act – 1935 – tax the wealthy
 1st Neutrality Act – stop selling munitions to belligerents – Am. can’t travel on belligerent
ships
1936: Butler vs. US - AAA unconstitutional – put taxes on processing
 2nd London Conference on disarmament
 2nd Neutrality Act – no lending money to belligerent nations
1937: 3rd Neutrality Act: Cash n’ Carry (pay for it and transport it yourself) – doesn’t apply to
Latin America and China
 Quarantine Speech – isolate belligerent nations
 Panay Incident- Japanese bomb Am. ship – U.S demands only apologies and reparations
 Japan moves into East China – US does nothing
1938: End of New Deal Reforms.
For New Deal
Anti - New Deal
Regulation of federal institutions
Benefits to labor
Help unemployed
Restored confidance
Socialistic program
Unconstitutional
Deficit spending
Gov’t competes with Private industry
Monopolistic
Worthless – creates dependency
John Steinback’s Grapes of Wrath
1940: Selective Service – peace time draft
 Destroyers for Bases Deal
 Smith Act – finger printing of aliens
1941: Japanese attack Pearl Harbor

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R
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N
194
5
195
2
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 Lend Lease - lend materials for war
 US enters WWII.
 Relocation Camps for Japanese
1942: Congress of Racial Equality – prevent segregation and discrimination
 Revenue Act of 1942 - effort to increase tax revenues to cover the cost of WWII
1943: Office of Price Administration – seals prices, rations food
 Detroit race riots - government does nothing
 Casablanca Conference - FDR and Churchill met in Morocco to settle the future strategy of
the Allies
 Cairo Conference - conference of the Allied leaders to seek Japan's unconditional surrender.
 Tehran Conference - FDR, Stalin, Churchill to discuss strategy against Germany
1944: GI Bill - benefits for veterans – money for education, mortgage – creates middle class
 D-Day – July 6, 1944
1945: Yalta Conference – Allies meet to decide on final war plans
 Battle of Bulge – Last German offensive
 Okinawa - deadly military campaign on Pacific island
 US joins the United Nations
 Nationwide strikes due to inflation – OPA disbanded
 A-Bomb dropped on Hiroshima and Nagasaki
 Germany and Japan surrender ending World War II
 Roosevelt dies – Truman VP
 Potsdam Conference - Truman, Churchill, and Stalin meet in Germany to set up zones
1946: Kennan containment – prevent spread of communism
 Employment Act – goal to have full employment
 Atomic Energy Act – establish Atomic Energy Commission – develop better bombs
 President’s commission on Civil Rights – advocate rights
 Philippines get independence
 Churchill's "Iron Curton" speech in response to Russian aggression.
1947: The Marshall Plan – economic aid to Europe after WWII
 Taft –Hartley Act – 80 cooling period not to strike – labor leaders must sign NonCommunist oath
 Truman Doctrine – financial commitment to nations fighting Communism
 Federal Employee Loyalty Program – anti-communistic oaths
 National Security Act – created CIA
 Jackie Robinson breaks color barrier
1948: Election of 1848- Truman defeats Dewey and Thurman(DixiCrat)
 Truman desegregates armed forces
 Berlin Blockade - Berlin Airlift
 OAS – Alliance of North America and South America
 Alger Hiss Case – convicted of purgery
 Nuremberg trials
Historiography
1949:NATO formed
Kelly – conflict between USSR and
 Communistic Victory in China
st
US inevitable – different values,
 Russia’s 1 A-Bomb
structure
 Department of Defense created
Paterson – US more powerful –
 West and East Germany created
attemptincreases);
to dominateminimum
makes conflict
 Fair Deal: most don’t pass; Housing Act (construction
wage increases
inevitable
 Orwell, Ninteen Eighty-Four




E
I
S
E
N
H
O
W
E
R
195
2
196
0






1950: Korean War begins – enter because of containment
 McCarren Internal Security Act – illegal to contribute to Communism
 McCarthyism – fear of communism wide spread
 National Security Council Memo 68 – beginning of massive defense spending
1951: 22nd Amendment – President can only serve 2 terms or 10 years
 Denis vs. United States- upheld Smith Act under “clear and present danger clause”
 Catcher in the Rye – Salinger
 US – Japanese Treaty – bases in Japan
 ANZUS – Australia, New Zealand, and US ally
 MacArthur fired by Truman – invades China
1952: Election of 1952: Eisenhower (Will end war) vs. Stevenson
1953: Rosenbergs executed
 terminate reservations for N.A.
 Armistice in Korea – 38th parallel
 Shah of Iran returns to power in coup – to keep Iran from going Communistic
 Krushchev in control of Russia
1954: Army – McCarthy hearings – brought down Joseph McCarthy
 Brown vs. Board of Education – overturns Plessy vs. Furguson decision
 SEATO – alliance Turkey, US, Iraq, and Iran
 Fall of Dien Bien Phu – French loose in Vietnam
 Geneva Conference – reduction of nuclear weapons, divide Vietnam along 17th parallel –
elections in a year
 Mao bombs Taiwan – Eisenhower threatens to send troops in and the A-bomb brinkmanship
 China bombs Taiwan – Eisenhower sends in troops – China backs off
1955: Montgomery bus boycott begins – Rosa Parks
 AFL and the CIO merge
 Warsaw Pact: USSR and Eastern European allies unite to counter NATO
1956: Election of 1956: Eisenhower re-elected: ended Korean “War” and balanced budget
 Suez Crisis – Egyptian President nationalizes canal
 Howl – by Allen Ginsberg – bohemianism – Beat Generation
 Interstate Highway Act - building federal roads; movement into rural area; creation of
suburbs
 Hungarian Revolution – rebel against Communism – US doesn’t support
 US puts Diem in power in South Vietnam
 Election 1956: Eisenhower defeats Stevenson again
1957: Eisenhower Doctrine – extends to Truman Doctrine to Middle East – help fight Commies
 Domino Theory - if one country fell to Communism, it would undermine another that one
would fall, producing a domino effect.
 Baby Boom peaks
 Civil Rights Act- create permanent civil rights commission – supervise voting
 Little Rock school desegregation
 Russians launch Sputnik – space race
 1st nuclear power plant
 On the Road – Jack Kerouac
1958: National Defense Education Act- funding to math, science, and language programs
 NASA formed
1959: Cuban Revolution –Castro invades

K
E
N
N
E
D
Y

196
0
196
3

J
O
H
N
S
O
N
196
3
196
8




 Labor Reform Act – protect employees
 Alaska and Hawaii admitted as states
1960: U-2 incident – US spy plane goes down in USSR – convert operation discovered
 Greensboro sit -in
 Civil Rights Act – federal government registers black voters
 Election 1960: Kennedy (Dem) defeats Nixon (Rep) – 1st TV debate
 National Lieration Front – Viet Cong formed
1961: Bay of Pigs: attempt to overthrow Castro – fails
 Trade Embargo on Cuba
 Alliance for Progress - to build up Third World nations to the point where they could
manage their own affairs.
 Berlin wall built to stop crossing
 Peace Corps – encouraged US citizens to help third world countries
 Coup regime in Vietnam – Diem assassinated
 Organization of Petroleum Exporting Countries (OPEC) - an Arab majority - oil trade joined together to protect themselves.
1962:Cuban Missle Crisis – USSR sends missiles to Cuba – US removes missiles from Turkey
and USSR from Cuba.
 Baker vs. Carr – end of gerrymandering – manipulating voting districts
 Engel v. Vitale - prayer in public schools were banned on violation the First Amendment.
 Silent Spring Rachel Carson – on pollution
 Students for a Democratic Society (SDS) - condemned anti-Democratic tendencies of large
corporations, racism and poverty
1963: Kennedy assassinated by Oswald – Johnson becomes President
 Test Ban Treaty – no testing in atmosphere or ocean – US, USSR, Br
 March on Washington: Martin Luther King Jr. I have a Dream Speech
 The Feminine Mystique , Betty Ferdan
1964: 24th Amendment – outlaws poll tax
 US enters Vietnam War - Tonkin Gulf – 1 bullet fired at US ship causes war:
 Gulf of Tonkin Resolution - Johnson can police Vietnam
 War Powers Act – restrained president’s ability to commit troops overseas
 Economic Opportunity Act: Job Core for youth training; Volunteers in Service to America
(VISTA); Office of Economic Opportunity – establish Equal Opportunity Laws
 Civil Rights Act: public accommodations could not be segregated and that nobody could be
denied access to public accommodation on the basis of race.
 Tax reduction
 Great Society- Platform for LBJ's campaign, it stressed the 5 P's: Peace, Prosperity, antiPoverty, Prudence and Progress.
1965: Medicare and Medicaid – aid to elderly
 Higher Education Act – Federal Scholarships
 Ralph Nadar's Unsafe at any Speed -criticized poor construction and design of automobiles
 Watts, Detroit race riots - army sent in
 Voting Rights Act - it allowed for supervisors to register Blacks to vote in places where
they had not been allowed to vote before.
1966: Department of Housing and Urban Development established
 Department of Transportation created
 National Traffic and Motor Vehicle Safety Act – promote car safety requirements
 Miranda vs. Arizona –the accused must be read his/her rights
 National Organization for Women (NOW) - advocate equal rights


N
I
X
O
N

196
8
197
4




F
O
R
D
197
4
197
6C
A
R
T
E
R
197
6
198
0







1967:25th Amendment – Allowed VP who becomes Pres. to pick a new VP
1968: Election of 1968 – RFK shot; Nixon elected
 Nixon's "New Federalism" - returning power to the states
 Vietnamization begins – war extends
 TET – Viet Cong attacks during Vietnamese holiday
 War extended to Laos and Cambodia
 Civil Rights Act - attempted to provide Blacks with equal-opportunity housing.
1969: Vietnamization begins – slow withdrawal of troops from Vietnam
 Nixon Doctrine – reducing number of troops abroad by helping nations economically and
militarily
 Armstrong walks on the moon
 Warren E. Burger appointed - a conservative to fill Earl Warren's liberal spot.]
 U.S. bombed North Vietnamese positions in Cambodia and Laos. Technically illegal
because Cambodia and Laos were neutral
1970: Kent State – Protest war – troops sent in – 4 die
1971: Reed vs. Reed – outlawed sexual discrimination
 Desegregation – kids bused into black/white schools
 New Economic Policy: wage and price controls to curb inflation
1972: Election of 1972: Nixon re-elected defeating McGovern in largest landslide victory
 Nixon visits Red China and Russia: eases tensions
 SALT1: Nuclear arms limitation agreement
 Watergate Scandal begins: burglarizing and wiretapping the national headquarters of the
Democratic Party
- investigation headed by Baker
 Equal Rights Amendment (ERA) - proposed the 27th Amendment, calling for equal rights
for both sexes
1973: VP Agnue resigns: Ford replaces him
 Treaty of Paris: Ends Vietnam – troops withdrawn – Vietnam temp. divided again
 Gideon vs. Wainwright - court decided that state and local courts must provide counsel for
defendants in felony cases
 Roe vs. Wade - restricting abortion is unconstitutional.
1974: Nixon resigns
 Ford pardons Nixon
 Vietnam becomes Communistic
 Kaher roge – ruthless regime established in Cambodia
1975: US ship Mayaquez attacked by Cambodia - crew rescued
 South Vietnam becomes Communist
1976: Election of 1975: Carter defeats Ford
1977:US gives up rights to Panama Canal in 1999
1978: China and US agree to establish diplomatic relations
1979: Create Department of Energy and Department of Education
 Fuel shortage
 Camp David Accords: Peace between Israel and Egypt
 Shah expelled from Iran: American embassy taken hostage: Carter’s rescue mission fails
 SALT II - Strategic Arms Limitation Treaty with Russia - removed after Russia attacked
Afghanistan
 Three Mile Island - power plant failure emits radiation in Pennsylvania
1980: Election of 1980: Reagan wins with his “Reaganomics” program of reducing taxes and
spending -
"supply-side"
R
E
A
G
A
N
198
0
198
8
U.S. Government Structure
and "trickle-down"
economics
1. Separation of powers – 3 branches
 Iran hostages released
Congress – 2 Houses – pass laws work by committee
 Olympic Boycott
17 delegated powers + elastic clause
U.S. withdrew from the
comp Senate – passes treaties (2/3), tries impeachment (2/3) approves appointments to courts

- The
etition held in Moscow to protest the Soviet invasion of Afghanistan
and exec
Air Traffic Controllers Stike
1981:
House – impeaches, starts finance bills, chooses Pres if no majority
 Assassin
President – executes the laws with cabinet and departments
ation attempt
commander in chief
on Reagan
chief of state
sets foreign policy
wins by majority of electoral college – unitary rule
 Economic
Courts – federal and state court system
Recovery Tax Bill:
9 on Supreme Court
 Sandra Day O'Connor becomes first woman
can find laws unconstitutional – Marbury v. Madison
Supreme Court
justice
2. Federalism – Role for states – reserved powers

Roles for federal government – delegated powers, limited power
1983: Military invasion of Grenada
(Caribbean
island) to stop Communism
3. Checks and balances – impeachment
 American peacekeeping force in Lebanon attacked
Judicial review
by terrorists - 241 dead
Appointments must be approved
 1984: Taxes increase
2 Houses
Veto
4. Unwritten constitution 1986: US bombs terrorist
2 term-limit for President (“written” as of 1951)
targets in Libya
President responsible for economy since FDR
 1988: Intermediate-Range
Political parties
Nuclear Forces Treaty (INF Treaty) limiting
5. Adaptability of Constitutionintermediate-range nuclear missiles with Russia
Amendments
Elastic clause
Judicial interpretation
Agencies
6. AmbiguitiesWar power
Foreign policy
Interpretation of federalism
Executive privilege
7. Amendments –
Bill of Rights
Expansion of voting – 18, poll tax forbidden, blacks, women Washington DC, direct Election
of Senate.
President – electoral college votes for Pres and VP separately, 2 terms, disability,
shorten lame duck
Income tax
Blacks – 13, 14, 15
th
14 – equal treatment for all by federal and state government.
8. Parties - primaries, conventions
President: head of his party
Laws
Amendments to the Constitution (Ratification dates)
1-10: Bill of Rights, ratified 1791
1: freedom of speech, press, assembly, and religion (includes separation of church and
state); freedom to petition the government.
2: Right of militia to bear arms.
3: No quartering of soldiers in citizens’ homes without consent.
4: Protection from search and seizure of property without a warrant
5: Grand jury indictment required; no double jeopardy; Right to not incriminate oneself;
can’t be deprived of life, liberty, or private property without due process.
6: Right to speedy trial by jury of peers; specific charges required; accused must be
present during witness testimony; Right to a lawyer and to compel witnesses to testify on
one’s behalf.
7: Right to a jury trial.
8: No cruel or unusual punishment; reasonable bail while awaiting trial.
9: This listing of rights doesn’t mean one doesn’t have other rights, or that those
unmentioned rights are any less important.
10: Powers not given to federal or kept by state government belong to state governments
and the people.
11: Citizens of another state or country can’t sue a state in federal court without its
permission (1798)
12: Separated out electoral college vote for vice president to avoid a repeat of the election
of 1800 deadlock (Jefferson and Burr tied)
Civil War Amendments: 13-15
13: abolished slavery, 1865
14: establish equality under the law for African-Americans, 1868
15: established suffrage for former slaves, and all African-Americans
16: established government’s power to collect income taxes from individuals, 1916
17: Switched U.S. senate selection to direct election by people (instead of by the state
legislatures), 1916
18: Established government’s right to enforce prohibition, 1919
19: Established woman suffrage, 1920
20: “lame duck” amendment moved up presidential inauguration and Congress meetings to
January (from March)
21: Repealed prohibition, 1933
22: Made the two-term limit on presidency part of the Constitution (as opposed to the
“unwritten constitution,” 1951
23: representation and right to vote in Washington, D.C., 1961
24: Abolished the poll tax, a charge for the right to vote, 1964
25: Established Congressional power to legislate a process for presidential succession, in the
event of the president’s incapacity to govern, 1967
26: Lowered suffrage to age 18 (lowered from age 21), 1971
27: Congress can’t vote itself a raise to take effect during the same term, 1992
Agriculture:
Homestead Act, 1862: 160 acres free if resident for 5 years
Agricultural Adjustment Acts, 1933, 1938. Farmers paid not to grow crops as price supports.
These have only recently been curtailed in the 1990s.
Business/ Labor:
Interstate Commerce Commission, (ICC) 1886. Regulates railroads
Sherman Antitrust Act, 1890: Forbids all combinations in restraint of trade
Clayton Antitrust Act, 1914: Forbids interlocking directorates holding companies, tie-in contract.
Prohibits use of antitrust laws against unions
Federal Reserve System (“the Fed”), 1916: establishes a national bank for banks, to regulate the money
supply by setting reserve, discount rate, and open market sale or purchase of government bonds. Run by
regional boards. Currently chaired by Alan Greenspan..
Securities and Exchange Commission (SEC), 1934: 1934, regulates stock exchanges (e.g.
buying on margin) and monitors trading for unfair manipulation of stock exchanges.
National Industrial Recovery Act 1933: Codes of business that set wages, hours and prices.
National Labor Relations Act, 1933 Guarantees the right to organize and bargain collectively,
forbids blacklists
Social Security Act, 1935: Old age pension and unemployment insurance. Medicare for aged
in 1965.
included
Taft Hartley Act 1947 Forbids closed shop, permits states to bar union shop, allow temporary
injunctions of strikes affecting national welfare.
Taylor Act, 1967, forbids strikes in New York State of public employees (police, firefighters,
teachers, etc.). Severe fines for violations. Many other states have similar laws.
Immigration:
1882 Chinese Exclusion Act Suspended immigration of all Chinese.
Another law prohibited immigration of criminals, paupers, and "mentally defective"
persons.
1891 By this year the federal government had established full control of immigration.
Regulations now forbid the immigration of:
• "persons suffering from a loathsome or dangerous contagious disease."
• It also included earlier provisions which kept out criminals, prostitutes,
paupers, and "mentally defective" persons.
• It required that an immigrant prove to officials that he or she would not become a
burden on society.
1892 Ellis Island opens in New York City as a federal immigration inspection station
1894 Immigration Restriction League formed. Between 1896 and 1915, this group waged
a half dozen attempts to pass a literacy requirement for entry to the U.S.
1901 Congress bars anarchists from entry, after President McKinley is assassinated by a
man professing to be an anarchist.
1908 Gentlemen's Agreement President Theodore Roosevelt made a deal in which Japan
agreed to deny passports to its laborers who wished to come to the United States.
1917 Literacy Test is finally enacted. Every immigrant aged 16 or older must be able to
read. It keeps out very few immigrants.
1921 Emergency Quota Act set temporary quotas which favored northern and western
Europeans. Maximum annual total set at 358,000. It offered no entry to Africans or
Asians.
1924 National Origins Act reduces the annual total to 164,000. It also drastically
reduced the number of southern and eastern Europeans allowed entry. Italy's quota, for
example, was reduced from 42,000 to 4,000 persons.
1929 Total limited to 150,000 annually, with specific quotas for each country; these were
based on the number of people from each country living in the U.S. in 1920
1930s Refugees from the Nazis are barred entry to the U.S. Despite the fact that these
people sought to escape persecution or even death, the quota system kept most of the
refugees ù principally Jewish ù from coming to the U.S.
1952 The McCarran-Walter Act retained the quota system and slightly amended exisiting laws.
On the one hand, it permitted Asians living in the U.S. to become citizens and allowed 2,000
Asians to enter the country each year. Allowed the government to deport aliens considered
subversive. (Truman Administration).
1965 The Immigration and Nationality Act eliminated the quota system. It kept a limit on
the annual total, but allowed anyone to enter on a first come, first served basis. For the
first time, anyone from southern Europe, Africa, or Asia received the same consideration as
someone from France or Germany. Gives preference to professionals and skilled workers,
and those related to U.S. citizens. (LBJ Administration)
1979 New laws allowed an additional 50,000 refugees to be accepted annually, although the
president was granted the power to admit more refugees as the need arose. A refugee is
anyone escaping persecution or having a well-founded fear of persecution. (Carter
Administration)
1986 Immigration Reform and Control Act imposes fines against employers who hire illegal
aliens. Employers must now check documents which prove citizenship. It has not slowed the
entry of illegal immigrants from Latin America via the Mexican border. (Reagan
Administration)
African Americans
1865 13th Amendment ratified, abolishing slavery
1866 Civil Rights Act grants citizenship to the freedmen, but is overturned in court.
1868 14th Amendment ratified, granting equal citizenship and rights under the law,
regardless of race or color
1870 15th Amendment ratified, grants the right to vote to all, regardless of race or
color
1876 The contested presidential election of 1876 results in a deal in which Union troops are
removed from the South, thus ending Reconstruction; enforcement of the "Civil War Amendments"
comes to an end. By 1890 in the South, de jure segregation is legally-enforced in schools, hotels,
buses, trains, train stations, restrooms, restaurants, water fountains. Virtually every public and
private facility — is segregated. In the North, de facto segregation (segregation in fact) means
that in practice, blacks are not hired, sold houses, or admitted entrance to many private institutions
and clubs.
1896 Plessy v. Ferguson ruled that "separate, but equal" facilities do not violate the
14th Amendment; segregation is therefore considered constitutional.
1912 The National Association for the Advancement of Colored People (NAACP) is
formed by W.E.B. DuBois and a group of white and black citizens to fight for the
political equality of all races.
1917 “The Great Migration” begins, which continues through the 1960s, originally a
response to demands for additional labor during wartime. The north begins to
experience de facto racial segregation, race riots.
1920s Marcus Garvey founds the Universal Negro Improvement Association, and its Black
Star shipping line. Garvey promotes pride in African heritage, and black nationalism: a very
different approach to black civil rights in America.
1933 FDR establishes a group of African-American advisors, known as the “black
cabinet.” New Deal programs provide jobs and assistance to blacks as well as
whites.
1941 A. Phillip Randolph leads the March on Washington Movement, urging equal
opportunity legislation in federally-contracted defense industries. Executive Order 8802.
1948 President Truman orders the desegregation of the Armed Forces, against his
generals’ wishes.
1954 Brown v. Board of Education: "separate is inherently unequal."
Emmet Till tortured and killed in Mississippi, creating nationwide shock at white
Southern hostility and violence upon blacks.
1955- Rosa Parks, NAACP; Montgomery Bus boycott, Martin Luther King, Jr.
1956 Montgomery Bus Boycott a success; city bus system desegregated; AfricanAmerican bus drivers hired. The Supreme Court rules segregation in public
transportation is unconstitutional.
1956-57, Little Rock Nine at Little Rock Central High. President Eisenhower sends U.S. Army
to desegregate Little Rock, Arkansas's Central High School; the "Little Rock Nine" are allowed
to attend. Congress passes the weak Civil Rights Act of 1957, but it has little impact on voting
rights.
1960 Lunch Counter Sit-ins, Nashville TN. Led by college students in the Student
Nonviolent Coordinating Committee (SNCC, pronounced “snick”). Adults turned to
boycott Nashville stores for employment. Achieved integration in the city.
Congress passes a weak Civil Rights Act of 1960; again, little impact
1960-61, 100 other cities held sit-ins. 50,000 Americans participated. 3,600 arrested.
1961 Freedom Rides, Congress Of Racial Equality(CORE) led an integrated civil
disobedience bus tour through the South, led to violence, firebombs, beatings, all
nationally televised. Led to federal intervention by JFK and RFK as attorney general.
1963 KKK bomb kills four black schoolgirls in a Birmingham, Alabama church. Birmingham AntiSegregation Campaign. Police Chief Bull Connor's violent retaliation against peaceful protestors
results in riots. Riots spread to other U.S. cities north and south. MLK, Jr. arrested: "Letter
From Birmingham Jail."
June: Medgar Evers, NAACP officer, shot to death in Mississippi by unknown
gunman
August: March on Washington, more than 200,000 blacks and whites demonstrate, King
gives "I have a dream" speech.
1964 Freedom Summer Massive voter registration drive in Mississippi, organized and
staffed by white and black college students, many from the North. Three civil
rights workers, two white and from the north are murdered by the KKK.
Civil Rights Act of 1964. These murders stir awareness and condemnation by much of the
nation, including President Johnson, and leads directly to his successful initiation and push for
the Civil Rights Act of 1964 which Congress passes. The Act outlaws job discrimination, and all
forms of segregation.
24th Amendment does away with poll taxes; “war on poverty” declared by President
Johnson’s "Great Society" Program launched. LBJ declares a "war on poverty."
Economic Opportunity Act, Medicare/Medicaid, school aid, HUD,
1965 Voting Rights Act eliminates literacy tests
Robert C. Weaver, first black appointed to the Cabinet
Malcolm X assassinated
1967 Riots in many U.S. cities. 43 dead in Detroit's riot. National Guard troops called in to
help. Affirmative Action programs established, requiring businesses and colleges receiving
federal funding to increase job opportunities and admissions for women and minorities.
1968 April 4, Martin Luther King, Jr. assassinated in Nashville, Tennessee.
Riots again erupt around the country.
1978 Regents of the University of California v. Bakke ruled that the school's affirmative
action "quota system" was unconstitutional and that Bakke, a white applicant, should be
admitted. However, it also ruled that race could be one factor in determining admission to
a college.
2003 Affirmative action case is heard by the Supreme Court to determine whether
University of Michigan affirmative action policies, which consider race as one of many
factors, but don’t use a quota, is constitutional (see Bakke case above).
Major Figures in the Struggle for African-American Civil
Rights
Booker T. Washington - turn of century; accommodate to present conditions, don't insist
on social equality or pushing for political rights, emphasis on economic self sufficiency,
vocational education, dignity, and self respect. Founder of the Tuskegee Institute.
W.E.B. DuBois - Early 1900s; historian and activist; founder of the NAACP, circa 1909.
Protest all inequalities, bring law suits for rights, educate the "talented tenth" for the
professions as a vanguard; integrate. Wrote first revisionist history of reconstruction. .
Ida B. Wells(-Barnett) – Progressive era activist from the south; school teacher at age 16,
journalist and anti-lynching Progressive-era activist. Her work for women’s suffrage was
rebuffed by many white woman suffragettes. Wells was fiercely determined and remained
active despite death threats.
Marcus Garvey - 1920s; colorful founder of the United Negro Improvement Association;
black pride; promote black businesses; solidarity with blacks world wide; back to Africa;
steamship company for repatriation goes bankrupt. Scandal led to conviction for mail fraud,
exile.
A. Phillip Randolph - Organizer of Brotherhood of Sleeping Car Porters. Organized and canceled
a March on Washington in 1944 to protest discrimination in the defense industry. Gained
Executive Order 8802 from FDR which fulfilled this demands. Led the 1963 March with King.
Thurgood Marshall NAACP's lead lawyer arguing the 1954 Brown v. Bd. of Ed. case. Later
named as Supreme Court Justice (1st black ever) by President Lyndon B. Johnson.
Dr. Martin Luther King, Jr. - Southern Christian Leadership Conference founder, boycotts, sitins, protests, marches, law suits; non violent direct action, his very effective strategy, to raise
consciousness, press for laws to dismantle Jim Crow laws and establish voting rights; his vision:
a fully integrated society.
Malcolm X - 1950s, early 1960s leader of Black Muslims, contempt for white society, black
nationalist, separatist, unity with blacks worldwide, discipline and self respect, full civil rights
for blacks. Led rallies, international protests. Rejected nonviolence and assimilation, but
altered views upon return from Mecca.
Stokely Carmichael - arises from SNCC. Originates slogan of "black power," intimidation,
black pride, full rights and control of black communities: Black Panthers, Angela Davis, e.g.
Jessie Jackson - ran for President in 1984 with the Rainbow Coalition, emphasis on solving
poverty problems, lower military budget with money diverted to domestic problems,
affirmative action, increase black voter participation.
Louis Farrakhan - leader of the Nation of Islam, black nationalist, separatist. Known for
derogatory statements against whites, particularly Jews. Lately has nudged himself a bit
toward center with the "Million Man March" which brought together a more diverse, but
solely black and male, leadership and following, and called for black male responsibility.
Al Sharpton - Formerly: raise consciousness of racism with marches, and protests, distrust
of legal system. Presently shifting to electoral politics. Ran for U.S. Senator from NY in
1990's, and presidential candidate in 2004.
Clarence Thomas - career at first outside civil rights community, opposes affirmative action
and special programs for minorities, just enforce present laws, hard work and self discipline,
avoid self pity and self image of underdog. Now a Reagan appointee on the Supreme Court.
J.C. Watts Republican House representative from Oklahoma, Watts opposes affirmative
action and supports other conservative social and political views. He supports conservative
actions to help the poor, but not blacks specifically, such as the Commercial Revitalization
Tax Act (1998).
Women
1848 First national women's suffrage convention meets in Seneca Falls, NY. Attendees
include Elizabeth Cady Stanton, Susan B. Anthony, and Frederick Douglass. Issued the
"Declaration of Rights and Sentiments" which called for political equality, specifically
property and voting rights for women.
18691896 Four new Western states are the first to grant women suffrage (WY, ID, UT, CO)
1890 NAWSA, Carrie Chapman Catt (begun by Stanton, Anthony) Highly organized,
centrally managed, grassroots group. “The Winning Plan” state campaigns to
pressure congress for an amendment.
19101912 Five additional Western states follow suit
1916 National Woman's Party, Alice Paul, militant faction splits off from NAWSA, uses
C.D. Arrests embarrass Wilson who urges passage of amendment to Congress.
1920 President Wilson finally endorses suffrage, in part for women’s crucial role during
the war. The 19th Amendment gives women suffrage, but it has little impact on reform
politics.
1921 Sheppard-Towner Maternity Act.
Stimulated by high maternity and infant mortality rates.
Provided states with funds for maternal education and public health nurses.
First federal welfare funding in U.S. history.
Ruled unconstitutional by the Supreme Court in 1929.
1928 First Congressional hearing on the Equal Rights Amendment (ERA)
"Equality of rights under the law shall not be denied or abridged by the U.S. or by any state on
account of sex."
1963 The Feminine Mystique by Betty Friedan, challenged the notion that women were the
"weaker sex." Advocated that women be admitted to the professions and high-level
business positions. The opening salvo of the modern women's rights movement.
1964 Civil Rights Act forbids gender discrimination in employment.
1966 National Organization for Women (NOW) is formed by Betty Friedan and other
feminists to increase awareness of discrimination against and domination over women by
men, as well as to pass antidiscrimination legislation and push for equal pay and day-care
centers.
1972 Congress passes ERA and sends it out to the states for possible ratification. Three
quarters or 38 states needed to ratify. (See 1928 above, and 1982 below.)
Higher Education Act forbids discrimination in admission to colleges and universities.
One section, Title IX, states that "No person in the U.S. shall, on the basis of sex, be
excluded from participation in, be denied the benefits of, or be subjected to
discrimination under any education program or activity receiving
Federal financial assistance." Public schools and colleges greatly increased funding of
women's sports programs as a result.
1973 Roe v. Wade, extremely controversial, ruled that laws prohibiting abortion in the first
six months of pregnancy are unconstitutional because the first amendment implies a right to
privacy, which in this matter applies to a woman's choices regarding her own body. This ruling
has been narrowed in recent years by further Supreme Court challenges.
1978 The Pregnancy Discrimination Act bans employment discrimination against pregnant
women.
1981 The U.S. Supreme Court rules that excluding women from the draft is
constitutional.
Kirchberg v. Feenstra, overturns state laws designating a husband “head and
master” with unilateral control of property owned jointly with his wife.
1982 Deadline for state ratification; ERA falls short of 38 states by 3.
1984 In Roberts v. U.S. Jaycees, sex discrimination in membership policies of
organizations, such as the Jaycees, is forbidden by the Supreme Court, opening many
previously all-male organizations (Kiwanis, Rotary, Lions) to women.
The state of Mississippi belatedly ratifies the 19th Amendment, granting women the
vote.
1986 In Meritor Savings Bank v. Vinson, 477 U.S. 57 (1986), the U.S. Supreme Court held
that a hostile or abusive work environment can prove discrimination based on sex.
1987 Johnson v. Santa Clara County: The U.S. Supreme Court rules that it is permissible to
take sex and race into account in employment decisions even where there is no proven history
of discrimination but when evidence of a manifest imbalance exists in the number of women or
minorities holding the position in question.
1989 In Webster v. Reproductive Health Services, 492 U.S. 490 (1989), the Supreme
Court affirms the right of states to deny public funding for abortions and to prohibit
public hospitals from performing abortions.
1994 Gender Equity in Education Act: trains teachers in gender equity, promotes math
and science learning by girls, counsels pregnant teens.
The Violence Against Women Act funds services for victims of rape and domestic violence,
allows women to seek civil rights remedies for gender-related crimes, provides training to
increase police and court officials’ sensitivity and a national 24-hour hotline for battered
women.
1996 United States v. Virginia, affirms that the male-only admissions policy of the statesupported Virginia Military Institute violates the Fourteenth Amendment.
1997 Elaborating on Title IX, the Supreme Court rules that college athletics programs
must actively involve roughly equal numbers of men and women to qualify for federal
support.
1998 Mitsubishi Motor Manufacturing of America agrees to pay $34 million to settle an
E.E.O.C. lawsuit contending that hundreds of women were sexually harassed.
Burlington Indusries, Inc. v. Ellerth: The Supreme Court rules that employers are liable for
sexual harassment even in instances when a supervisor’s threats are not carried out, but not
when the employer took steps to prevent or promptly correct any sexually harassing behavior
and/or when the employee did not take advantage of available opportunities to stop the
behavior.
2000 CBS Broadcasting agrees to pay $8 million to settle a sex discrimination lawsuit by
the E.E.O.C. on behalf of 200 women.
United States v. Morrison: The U.S. Supreme Court invalidates those portions of the
Violence Against Women Act permitting victims of rape, domestic violence, etc. to sue
their attackers in federal court.
Native Americans
1763 Proclamation Line of 1763 by British government to protect Indians.
1828 Cherokee Nation v. Georgia: In 1828 the Cherokee, a "civilized" tribe who had lived in
peace working as farmers, building houses and roads found gold on their land. As a result white
settlers moved in and the State of Georgia claimed jurisdiction over the Cherokee. The
Cherokee sued claiming they were independent from Georgia. The Supreme Court ruled in favor
of the Cherokee. The victory was short lived, however, as President Andrew Jackson refused
to enforce the Court’s decision.
1830 Indian Removal Act pushes the Five Civilized Tribes west of the Mississippi River.
1838 Trail of Tears: Forced removal of the Cherokee west of Mississippi.
1850-60 California's Indian population: from 100,000 to 35,000
1851 Fort Laramie Treaty grants Indians their territory forever; Indians, in turn,
guarantee safe passage of Oregon Trail travelers.
1860s First Sioux War. Transcontinental railroad construction and westward movement
of Americans begin widespread encroachment on Plains Indian lands.
1864 Sand Creek Massacre: 300 peaceful Indian men, women & children attacked and
slaughtered by U.S. Army under Colonel Chivington.
1867 Reservation policy established for the Black Hills & Oklahoma.
18701880s Second Sioux War, Nez Percé, Apache Indian Wars with U.S.
1871 End of treaty-making by U.S.; Indians subject to U.S. policy.
1876 Custer's Last Stand: 264 soldiers killed by 2,500 Sioux & Cheyenne at Little Bighorn
River, Montana.
1877 The Sioux surrender; Crazy Horse killed. The Nez Percé captured at
Canadian border after 1,700 mile flight under Chief Joseph.
1885 Of an original 60 million, only 1,000 buffalo remain in the U.S.
1886 Apache's Geronimo surrenders.
1887 Dawes Act breaks up remaining tribal lands; enforces "Americanization" policy
of settlement on reservations.
1890 Wounded Knee, South Dakota massacre of Native Americans.
1924 Congress passes a law granting Indians full citizenship who hadn’t already
received it.
1932 President Hoover reorganizes the Bureau of Indian Affairs; increases its budget.
1934 Wheeler-Howard Act: Ended land allotments, restored unsold surplus lands to tribal
ownership, authorized tribes to form councils with significant powers over their people.
FDR's “New Deal” for Indians.
1953 Eisenhower’s “Termination” policy established to assimilate Native Americans. A
dramatic revision of federal policy that ended the Bureau of Indian Affairs and all of its
programs (later reestablished). It divided tribal property among its members. Limited tribal
self government and relocated many Indians to the cities where jobs were available. The
Termination policy also ended federal responsibility and social services (health, education, and
welfare).
1973 Sit-in at D.C. Bureau of Indian Affairs to protest conditions. Indian rights
movement gathers momentum, especially in organizations such as the American Indian
Movement (AIM).
1974 Oglala civil war, Wounded Knee, S.D. siege by F.B.I. agents
1980s- Native American tribes granted exceptions to state anti-gambling
present laws in New York, Connecticut, and other states, opening casinos on
reservations. Native American and other human remains in American museums are
returned to tribes for burial.
Politics/Government:
Pendleton Act: Created the Civil Service exams whereby you get a government job by taking an
exam instead of by favor.
Federal Campaign Reform Act of 1974. Following Watergate, matching funds to Presidential candidates up
to maximum of $5 million in primary, and $20 million in the election, limits spending by Senate and House
candidates, and limits contribution by individuals and political organizations.
War Powers Act, 1974: The President can send troops into combat must inform congress within 48 hours.
Congress may then order the troops home if it wishes. Hostilities must terminate within 90 days unless
Congress gives explicit permission for them to continue.
Economic History
Hamilton’s Financial Plans, 1790s
Federal payment of state and national debts incurred during revolution
Creation of a national bank (Bank of the United States)
Institute tariffs to protect American industries from foreign competition
Differing economies in North, South & West caused sectionalism and political conflict,
1800-60
North: Industry and trade were dominant due to poor soil, excellent seaports, great
rivers for transport and for factory waterpower, Roads and canals were built with
state money to expand this capability.
West: (Old Northwest: Wisconsin, Michigan, Illinois, Indiana, Ohio) Agriculture
dominated due to excellent farmlands here also, but primarily in grains due to colder
climate, shorter growing season. Slavery is uneconomical, so it essentially didn’t exist
here. The West eventually aligns with the North.
South: Agriculture dominated due to excellent farmlands, rivers best for transport only
(not waterpower), Invention of cotton gin leads to cotton’s dominance of economy, growth of
slave trade and use, and desire for westward expansion (especially to Texas). The slave
issue becomes divisive and leads to sectionalism as abolition becomes a political movement.
The tariff issue also leads to sectionalism. The 1828 Tariff of Abominations leads to John
Calhoun of SC to write his Nullification Doctrine, a theory that states may nullify laws which
it determines to be unconstitutional. This, in turn, leads to the belief that states may
secede (leave) the Union, which eventually leads to Civil War.
Industrialism (1865-1920)
During and after the Civil War (1861-65), northern industries grew enormously.
The corporation, a legal entity, and the issuing of stocks, led to nationwide
businesses with enormous factories. This also led to the concentration of wealth in
a very few hands, which led, in turn, to poltical corruption by the “robber baron”
business leaders.
Government maintained a laissez-faire policy: government would not interfere with
the economy, even in the event of a depression. Hypocritically, however, the
federal government did send in the U.S. army to break workers’ strikes.
Progressive Era: Government moved away from laissez faire with Theodore
Roosevelt’s Square Deal policy of mediating disputes between workers and
management, and trustbusting.
The Welfare State
New Deal: Franklin Roosevelt’s policy of mild pro-unionism, and intervention in
economy toward relief, recovery, and moderate reforms.
The Great Society: Lyndon Johnson’s program to wage the “War on Poverty” in the
1960s. Established Medicaid (health care coverage for the poor), federal education
subsidies (Headstart e.g.), jobs programs (VISTA, e.g.). Never fully funded due to the
massive cost of the Vietnam War.
Supply-side economics (Reaganomics): Cut corporate and individual taxes, cut social
spending by government in order to encourage private investment leading to economic
growth, and eliminate some federal business regulations to increase profits.
This top-down approach to economic intervention, meant to create growth, was
sometimes referred to as “trickle-down economics” because it was asserted that
additional wealth in corporations and the upper class would trickle down to the lower
classes.
NAFTA: North American Free Trade Agreement, 1994: tariffs removed amongst
Canada, United States and Mexico to stimulate greater trade and economic growth;
critics believe it is resulting in fewer American exports and jobs in the United States.
(Bush, Clinton)
GATT: General Agreement on Tariffs and Trade, 1994: like NAFTA, this economic
agreement seeks to encourage free trade by reducing tariffs and other trade
restrictions. It is enforced by the World Trade Organization (WTO). (Clinton)
Both of the two agreements above concern the overriding issue of “globalization” of the world’s
economy.
Major Political Parties
Federalists: Pro England, manufacturing, strong national government, army, BUS, limited free
speech. Hamilton, Adams
Jeffersonian
(Democratic)
Republicans: Pro French, farmers, strong state governments, low taxes, individual rights, small
army, small national government anti national internal improvements, anti manufacturing.
Jefferson, Madison, Monroe
Parties fall apart as Republicans become more like the Federalists when in office, and
Federalists are tainted by the Hartford Convention.
Whigs: assumed to be the party of the wealthy, Clay’s American plan (tariff, internal
improvements, and BUS), city oriented, nationalist, established business, anti Jackson. Clay,
Webster, Tyler
Democrats: assumed to be the party of the common man, anti high tariff, expansionist, anti BUS
inheritors of Jefferson’s concern for farmer, rising businessmen, Jackson, Van Buren, Calhoun,
Polk.
Parties fall apart during the 1850s when they can’t deep their southern and northern wings
together.
Republicans: Pro northern business, high tariff, Homestead Act, help to R.R., hold union together, free
the slaves, hard money, pro imperialism. Lincoln, Grant, McKinley, T. Roosevelt. There are
conservative and progressive-reform wings.
America Becomes A Global Power: 1900-1920s
MAJOR THEMES:
Organize U. S. foreign policy from 1870-1920 by: (1) geographic regionFar East, Latin
America, Caribbean, Europe; (2) American motives economic, moral, Monroe Doctrine, balance of
power among European nations, dominance in the Caribbean; (3) influence of domestic policies on
foreign policy.
Imperialism: characteristics, sources, nature, causes, impact, results, compared to European
imperialism.
Link Reconstruction, Populism, and Imperialism.
Compare and contrast the old and the new Manifest Destiny.
Roosevelt’s foreign policy.
Wilson’s foreign policy.
U. S. policy toward Mexico and Cuba, 1890s-1930s.
Causes of U. S. entry into World War I and its attempts to remain neutral.
Defeat of the Versailles Treaty: immediate and long-term consequences.
War and the threat of war united and divided Americans in the 1898-1920s period.
Compare and contrast the Populist and Progressive movements.
Compare Progressivism and Jacksonianism.
Goals of Progressivism: successes, failures.
Progressives as the new Federalists: Compare Hamilton’s program and Progressivism.
Progressivism as the “have-nots” against the “haves”: role of labor unions, immigrants, Blacks,
women, and urban poor.
Corporations and unions both wanted governmental protection but not governmental
regulation.
Trace the regulation of big business and court interpretations from the Interstate Commerce
Act to U. S. v. U. S. Steel Corp. in 1920.
Trace the long history of a reform such as prohibition, women’s rights, or banking.
Supreme Court interpretations and changing economic and social conditions, 1890-1920.
Significant elections: 1900, 1912, 1920.
Compare and contrast the programs and administrations of Theodore Roosevelt, Woodrow
Wilson, and William Howard Taft: banking, railroads, trusts, tariffs, etc.
World War I both helped and hurt Blacks and labor.
Compare the domestic impact of the First and Second World Wars.
Progressivism a liberal or conservative movement?
TERMS TO KNOW:
- James G. Blaine - Pan-Americanism
- “Yellow journalism” - jingoism
- Alfred Thayer Mahan - U. S. S. Maine
- Commodore Matthew Perry - Commodore Dewey
- Queen Liliokalani - Rough Riders
- Treaty of Paris (1898) - Walter Reed
- Insular Cases
- Teller Amendment
- Platt Amendment - protectorate
- Aguinaldo
- John Hay, Secretary of State
- Open Door Notes - Boxer Rebellion
- extraterritoriality - most-favored-nation clause
- Teddy Roosevelt’s “Big Stick” policy - Clayton-Bulwer Treaty
- Hay-Bunau-Varilla Treaty - Panama Canal
- Roosevelt Corollary to Monroe Doctrine - “Colossus of the North”
- Russo-Japanese War - Treaty of Portsmouth
- Gentleman’s Agreement - Great White Fleet
- Muckrakers
- Jacob Riis [How the Other Half Lives]
- Thorstein Veblen [The Theory of the Leisure - Lincoln Steffens [The Shame of the Cities]
Class]
- Frank Norris [The Octopus]
- Ida Tarbell [History of Standard Oil Co.] - John Dewey [The School and Society]
- Margaret Sanger - 16th, 17th, 18th, 19th Amendments
- Triangle Shirtwaist Co. fire - Anti-Saloon League
- Square Deal
- Newlands Reclamation Act (1902)
- Forest Reserve Act (1891) - Anthracite Coal Strike (1902)
- Hepburn Act (1906) - “Trustbuster”
- Meat Inspection Act - Upton Sinclair [The Jungle]
- Pure Food and Drug Act - Panic of 1907
- Wisconsin, “Laboratory of Democracy” - Bob LaFollette
- Ballinger-Pinchot controversy - “Dollar Diplomacy”
- Bull Moose Party - Roosevelt’s Osawatomie, KS speech
- New Freedom
- New Nationalism
- Socialist Party
- IWW [“Wobblies”]
- “Big Bill” Haywood - Federal Reserve Act (1913)
- Underwood-Simmons Tariff - Jones Act (Philippines), 1916
- Jones Act (Puerto Rico), 1917 - Pancho Villa
- General John “Blackjack” Pershing - Triple Entente
- Triple Alliance
- Central Powers
- Lusitania
- Zimmermann Note
- War Industries Board - Herbert Hoover, Food Administration
- Espionage Act (1917) - Sedition Act (1918)
- selective service - Fourteen Points
- Versailles Treaty - Big Four
- collective security - Senator Henry Cabot Lodge
- Red Scare
- Palmer raids
IMPORTANT SUPREME COURT CASES:
* Insular Cases [1901, 1903, 1904] constitutional rights in territories
* Northern Securities Case [1904] antitrust laws
* Lochner v. New York [1905] due process and state police power
* Schenck v. U. S. [1919] radicals and the 1st Amendment
* Abrams v. U. S. [1919] radicals and the 1st Amendment
The ‘Roaring’ 20s & the Depression: 1920-1940
MAJOR THEMES:
Harding and the 1920s as the end of Progressivism.
What aspects of Progressivism survived into the 1920s?
Were the 1920s “golden” or “roaring” for farmers, labor, and business?
Coolidge: The man who builds a factory builds a temple; the man who works there worships
there.
The 1920s as an age of nonconformity: Blacks, feminists, literary criticism, new sexual
freedoms.
The dark side of the 1920s: anti-immigration, KKK, Scopes Trial, prohibition.
Alienation as a literary them in the 1920s F. Scott Fitzgerald’s Great Gatsby [the “Lost
Generation”].
Causes of the Great Depression.
Compare the criticisms of American society writers made in the 1920s with those made in the
1930s.
Compare Hoover’s and FDR’s response to the Depression.
Compare the role of the federal government in the economies of the 1920s and 1930s.
The twenties were pro-business; the thirties were anti-business.
Compare Progressivism and the New Deal.
Compare and contrast the First and Second New Deals.
The New Deal was revolutionary.
The New Deal was a conservative program.
The New Deal helped the rich more than the needy.
Successes and failures of the New Deal.
The Supreme Court and the New Deal.
Impact of various New Deal programs and agencies on American society.
Rise of the welfare state.
Big government and big labor checked big business.
Explain the critics of the New Deal: Townsend, Coughlin, Huey Long, leftists, conservatives.
What ended the reform effort by the late 1930s?
Reform would have come without a depression because reform in American history is the
periodic readjustment of aspects of the economy.
Compare the labor movement of the 1930s with the labor movement of the late 19c.
Why did the Socialist Party fail to become a serious factor in American politics?
TERMS TO KNOW:
- “Return to Normalcy” - Teapot Dome Scandal
- Muscle Shoals
- Secy. of the Treasury Mellon (tax cuts)
- Election of 1924 - Progressive Party
- Federal Farm Board - “The Lost Generation”
- Theodore Dreiser [An American Tragedy] - Ernest Hemingway [A Farewell to Arms]
- T. S. Eliot [The Waste Land] - prohibition [Volstead Act]
- fundamentalists - Immigration Acts (1921, 1924)
- Billy Sunday
- Scopes Trial
- Henry Ford [Model T] - The Jazz Singer [1st talking movie]
- flappers
- the “New Woman”
- Harlem Renaissance - Langston Hughes
- Marcus Garvey - Pan-African movement
- Charles Lindbergh - “Spirit of St. Louis”
- Twenty-One Demands - Washington Naval Conference
- 5:5:3:1.75:1.75 naval ratio - Dawes Plan
- Young Plan
- Kellogg-Briand Treaty
- Smoot-Hawley Tariff (1930) - Reconstruction Finance Corporation (RFC)
- Bonus Army
- “Hoovervilles”
- Good Neighbor Policy - Norris-LaGuardia Act (1932)
- election of 1932 - 20th & 21st Amendments
- bank holiday
- Hundred Days
- Emergency Banking Relief Act (1933) - “Relief, Recovery, Reform!”
- Glass-Steagall Banking Reform Act (1933) - Federal Deposit Insurance Corp. (FDIC)
- National Industrial Recovery Act (NIRA) - National Industrial Recovery Administration
- the “Blue Eagle”
(NRA)
- Agricultural Adjustment Act (AAA) - Civilian Conservation Corps (CCC)
- Federal Emergency Relief Admin. (FERA) - Civil Works Administration (CWA)
- Public Works Administration (PWA) - Works Progress Administration (WPA)
- Harry Hopkins
- Federal Arts Project
- Home Owners’ Loan Corporation (HOLC) - Federal Housing Authority (FHA)
- Securities and Exchange Commission (SEC) - Joseph Kennedy, Sr.
- Tennessee Valley Authority (TVA) - Rural Electrification Administration (REA)
- National Youth Administraiton (NYA) - Indian Reorganization Act (1934)
- Wagner Act (1935) - National Labor Relations Board (NLRB)
- Fair Labor Standards Act - Congress of Industrial Organization (CIO)
- John L. Lewis
- Dust Bowl
- Oakies
- John Steinbeck [The Grapes of Wrath]
- Frances Perkins, Secy. of Labor - Eleanor Roosevelt
- Keynesian economics - Huey Long [the “Kingfish”]
- “Share the Weath” - Father Charles Coughlin
- Election of 1936 - Social Security Act
- “Court Packing”
- Chief Justice Charles Evans Hughes
- Hatch Act (1939)
IMPORTANT SUPREME COURT CASES:
* Schechter Poultry Corp. v. U. S. [1935] constitutionality of New Deal programs
America Becomes A Superpower: 1940-1960
MAJOR THEMES:
Compare isolationism after World War I with leadership of the Western world after World War II.
Compare and contrast American foreign policy in the 1920s and 1930s with American foreign
policy in the fifteen years after World War II.
The impact of communism upon both foreign and domestic affairs in the two decades after
World War II.
Was the Cold War inevitable?
Compare and contrast the foreign policies of Truman and Eisenhower.
How consistent was U. S. policy toward China from 1900-1949?
Impact of the Spanish-American War, World War I, and World War II on our commitments and
security in Asia and the Pacific Ocean.
American foreign policy from 1945-1960 was controlled by the ghost of Woodrow Wilson.
Compare and contrast the experiences of various groups—labor, Blacks, business, farmers—
following the First and Second World Wars.
Disputes among black leaders over goals, methods, and the degree of integration.
1950s as an era of social anxiety.
Reasons for and consequences of black migration from the rural South to the urban North in
the 20c.
Civil rights movement to 1960.
Why is FDR ranked as a great President?
TERMS TO KNOW:
- Montevideo Conference - Rio de Janeiro Conference (1933)
- Buenos Aires Conference (1936) - Lima Conference (1938)
- Spanish Civil War (1936-1939) - Francisco Franco
- Adolph Hitler
- Benito Mussolini
- Joseph Stalin
- Chiang Kai-shek
- Panay Incident - General Tojo
- Lend Lease
- Atlantic Charter (1941)
- Pearl Harbor (12/7/41) - War Production Board
- Office of Price Administraiton (OPA) - genocide
- Holocaust
- “Final Solution”
- D-Day (6/4/44) - Stalingrad
- Winston Churchill - Casablanca Conference (1943)
- Teheran Conference (1943) - “unconditional surrender”
- Battle of the Bulge - Manhattan Project
- J. Robert Oppenheimer - Hiroshima
- Nagasaki
- V-E Day
- V-J Day
- Manzinar
- relocation
- Yalta Conference
- Potsdam Conference - Churchill’s “Iron Curtain” speech
- Bretton Woods Conference - Dunbarton Oaks Conference
- UN Charter
- Nuremberg trials
- Voice of America - Marshall Tito
- containment
- George F. Kennan
- Truman Doctrine - Marshall Plan
- Berlin Blockade - NATO
- Warsaw Pact
- SEATO
- CENTO
- ANZUS
- collective security - Mao Tse-tung
- Korean War
- General Douglas MacArthur
- Gandhi
- Dien Bien Phu
- Ho Chi Minh
- Bricker Amendment
- John Foster Dulles - mutual assured desgtruction (M.A.D.)
- brinksmanship
- Nikita Khrushchev
- Hungarian Revolt (1956) - Common Market
- Organization of American States (OAS) - U-2 Incident
- Bay of Pigs
- Alliance for Progress
- Cuban Missile Crisis - ICBM
- G. I. Bill of Rights (1944) - Baby Boom
- Taft-Hartley Act - Senator Robert A. Taft
- Dixiecrats
- Senator Strom Thurmond
- Henry Wallace
- Fair Deal
- National Security Act (1947, 1949) - McCarthyism
- Senator Joseph McCarthy - Alger Hiss
- Julius and Ethel Rosenberg - McCarran Internal Security Act (1950)
- 22nd Amendment - Ayn Rand [The Fountainhead]
- McCarran-Walter Immigration Act (1952) - Interstate Highway Act
- Dept. of Health, Educ. & Welfare (HEW) - St. Lawrence Seaway
- Jimmy Hoffa
- AFL-CIO merger
- Sputnik
- National Defense Education Act (NDEA)
- “military-industrial complex” - desegregation
- “Separate But Equal” - Thurgood Marshall
- Rosa Parks
- Montgomery, AL bus boycott
- Rev. Martin Luther King, Jr. - Little Rock, AR desegregation crisis
- Civil Rights Act (1957) - Civil Rights Act (1960)
- poll taxes
IMPORTANT SUPREME COURT CASES:
* Korematsu v. U. S. [1944] war powers and civilians
* Brown v. Board of Education, Topeka, KS [1954] blacks, education and the equal protection
clause.