AP U. S. History
Unit 4: The Late National Period, Slavery & Manifest Destiny
Textbook chapters
Maps & documents
Chapter 10: The South and Slavery
1. Thomas Dew, a defense of slavery
Chapter 12: Industry and the North
2. Seneca Falls Declaration
Chapter 13: Coming to Terms With the New Age
3. The Legal Rights of Married Women: Reforming the
Law of Coverture
Essential questions: [At the end of this unit you should be able to answer all of the following using specific names,
dates, locations, events (i.e. proper nouns!), to demonstrate your understanding of the significant concepts listed
below.]
1.
In what ways did the Second Great Awakening in the North influence TWO of the following?
 Abolitionism
 Temperance
 The cult of domesticity
 Utopian communities
2.
In what ways did the early nineteenth-century reform movements for abolition and women's right illustrate both the strengths
and weaknesses of democracy in the early American republic?
3.
Analyze the ways in which supporters of slavery in the nineteen century used legal, religious, and economic arguments to
defend the institution of slavery.
4.
Identify THREE of the following and evaluate the relative importance of each of the THREE in promoting the abolition of
slavery.
 Frederick Douglass
 William Lloyd Garrison
 Angelina and Sarah Grimke
 Harriet Beecher Stowe
5.
"Any activity that throws woman into the attitude of a combatant, either for herself or others, lies outside her appropriate
sphere." (Catharine Beecher, 1837) To what extent did women agree with this view in the decades before the Civil War?
6.
"American reform movements between 1820 and 1860 reflected both optimistic and pessimistic view of human nature and
society." Assess the validity of this statement in reference to reform movements in THREE of the following areas:
 education
 temperance
 women's rights
 Utopian communities
 penal institutions
7.
Use TWO of the following categories to analyze the ways in which African Americans created a distinctive culture in
slavery.
 Family
 Music
 Oral traditions
 Religions
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Know the following. Be prepared to identify, define, and explain the significance of the people, places, and events
listed below. They appear roughly in the order in which they appear in the text chapters, left to right, top to bottom.
planter class
task system
Denmark Vesey
passive & clandestine
resistance
cult of chivalry
abolition
“positive good” argument
short-staple cotton
evangelical Christianity
camp meetings
Charles Grandison Finney
“the benevolent empire”
domestic feminism
workingmen’s movements
McGuffey’s Eclectic Readers
Dorothea Dix
American Anti-Slavery Society
Elijah Lovejoy
David Walker
gag rule
Elizabeth Cady Stanton
utopianism
John Humphrey Noyes
Margaret Fuller
Henry David Thoreau
Young America
Cotton Belt
Richard Allen
Nat Turner
antebellum
gang system
Gabriel Prosser
Underground Railroad
factors
ideology of paternalism
American Colonization Society
Hinton R. Helper
cotton gin
Second Great Awakening
revivals
voluntary organizations
ideology of “separate spheres”
Catharine Beecher
Horace Mann
Lyceums & debating societies
the “new perfectionism”
Theodore Dwight Weld
the Liberty Party
Sojourner Truth
Sarah & Angeline Grimké
Seneca Falls Convention
Shakers, Mother Ann Lee
transcendentalism
George Ripley
Nathaniel Hawthorne
Walt Whitman
yeoman farmers
gradual emancipation
internal slave trade
J. D. B. DeBow
Peter Cartwright
Lyman Beecher
temperance
cult of domesticity
“child-centered” family
social mobility
asylum movement
William Lloyd Garrison
Lewis & Arthur Tappan
Frederick Douglass
Harriet Tubman
Lucretia Mott
Robert Owen
Oneida Community
Ralph Waldo Emerson
Brook Farm
coverture
Herman Melville
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Suggestions for required and extra work outside readings:
1. Chapters 4, 15, & 16 from Democracy In America, volume 1, by Alexis de Tocqueville [available in Microsoft
Word format at the class web site at www.murrayschools.org/MHS/apus/documents/].
2. Any 30 to 50 pages from the Narrative of the Life of Frederick Douglass, by Frederick Douglass. If you want to
read from this book, see me. I have some copies that I can check out to you.
3. Harriet Beecher Stowe’s novel Uncle Tom’s Cabin, is one of two novels that are pre-approved for outside reading.
4. Civil Disobedience or any 30 to 50 page selection from Walden by Henry David Thoreau. [Civil Disobedience is
available at the class web site at www.murrayschools.org/MHS/apus/documents/ ]