Idea Transcript
Unit 10, Periods 1-9
National , American, and Group Identity
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Make the most of every section and of every moment of your review! Fight Fiercely!
Thematic Learning Objectives
Identity… This theme focuses on how and why definitions of American and national identity and values have developed, as well as on related topics such as citizenship, constitutionalism, foreign policy, assimilation, and American exceptionalism.
NAT-1.0: Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity.
(image captured from timetoast.com)
NAT-2.0: Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society. NAT-3.0: Analyze how ideas about national identity changed in response to U.S. involvement in international conflicts and the growth of the United States. NAT-4.0: Analyze relationships among different regional, social, ethnic, and racial groups, and explain how these groups’ experiences have related to U.S. national identity.
We have reviewed many things related to this theme already… this review will focus like a laser beam on the main ideas for identity…
Past prompts: Review the list below, consider your present readiness for each, and then begin your thematic review. This theme seems to be more intertwined with others. (Prompts have been reworded to match the new framework by AP teachers during the summer of 2014, edited by John P. Irish)
Evaluate the extent to which a unique sense of identity and unity fostered change or maintained continuity in the relationship between Britain and its colonies from 1750-1776 (1999 DBQ) Evaluate the extent to which a sense of identity and unity contributed to maintaining continuity as well as fostered change within the American colonies from the years 1607 to 1776. (1999) Evaluate the effect of various European immigrant groups on the development of a distinct American identity in the period 1830 to 1860. (2007) Rebecca Richardson, Allen High School Sources include the 2012 and 2015 Revised College Board APUSH Framework, 1999 released exam, and other sources as cited in document.
Unit 10, Periods 1-9
Work, Exchange, Technology… Economics
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) Thematic Learning Objectives
Economics… Work, Exchange, & Technology This theme focuses on the factors behind the development of systems of economic exchange, particularly the role of technology, economic markets, and government. This theme focuses on the development of American economies based on agriculture, commerce, and manufacturing. Students should examine ways that different economic and labor systems, technological innovations, and government policies have shaped American society. Students should explore the lives of working people and the relationships among social classes, racial and ethnic groups, and men and women, including the availability of land and labor, national and international economic developments, and the role of government support and regulation.
WXT-1.0 Explain how different labor systems developed in North America and the United States, and explain their effects on workers’ lives and U.S. society. WXT-2.0 Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues. WXT-3.0 Analyze how technological innovation has affected economic development and society. Past Prompts: 2002 2006 2000 DBQ 2009
2007 2010
Analyze the impact of the Atlantic trade routes established in the mid 1600’s on economic development in the British North American colonies. Consider the period 1650-1750. Historian have argued that Progressive reform lost momentum in the 1920’s. Evaluate this statement with respect to TWO of the following: Regulation of business; Labor; Immigrants How successful was organized labor in improving the position of workers in the period from 1875 to 1900? Analyze the factors that contributed to the level of success achieved. Choose TWO of the following organizations and explain their strategies for advancing the interests of workers. To what extent were these organizations successful in achieving their objectives? Confine your answer to the period from 1875 to 1925. Knights of Labor, American Federation of Labor, Socialist Party of America, Industrial Workers of the World To what extent did the role of the federal government change under President Theodore Roosevelt in regard to TWO of the following: Labor; Trusts; Conservation; World affairs Analyze the roles that women played in Progressive Era reforms from the 1880s through 1920. Focus your essay on TWO of the following. Politics, Social conditions, Labor
and working conditions 2010B 2010B
Analyze the effectiveness of Progressive Era reformers in addressing problems of the late nineteenth and early twentieth centuries. In your answer, focus on reform efforts in TWO of the following areas. State and federal government, The workplace, Living conditions in cities Compare and contrast the experience of slaves on tobacco plantations in the early seventeenth-century Chesapeake region with that of slaves on nineteenth-century cotton plantations in the Deep South. What forces transformed the institution of slavery from the early seventeenth century to the nineteenth century? Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 & 2015 Revised College Board APUSH Framework, released exams, and other sources as cited in document. Many images are public domain.
Unit 10, Periods 1-9
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Past Prompts Continued: 2011 2001 2004 2000 2009 1999 2007 DBQ 2013
Analyze the origins and development of slavery in Britain’s North American colonies in the period 1607 to 1776. How did economic, geographic, and social factors encourage the growth of slavery as an important part of the economy of the southern colonies between 1607 and 1775? Analyze the impact of the American Revolution on both slavery and the status of women in the period from 1775-1800. Assess the moral arguments and political actions of those opposed to the spread of slavery in the context of TWO of the following; Missouri Compromise; Mexican War; Compromise of 1850; Kansas-Nebraska Act From 1775 to 1830, many African Americans gained freedom from slavery, yet during the same period the institution of slavery expanded. Explain why BOTH of those changes took place. Analyze the ways that BOTH free African Americans and enslaved African Americans responded to the challenges confronting them. How were the lives of the Plains Indians in the second half of the nineteenth century affected by technological developments and government actions? Analyze the ways in which technology, government policy, and economic conditions changed American agriculture in the period 1865-1900. In your answer be sure to evaluate farmers’ responses to these changes. Analyze the impact of technological innovations on the lives of TWO of the following groups. Confine your answer to the period 1865–1920. Factory workers,
Middle-class urban residents, Midwestern farmers 2008 2003 2006 2007 2005 2014 2013 2008 2006 2010 2000 2007 2004 DBQ 2011 2006
Analyze the extent to which the 1920s and 1950s were similar in TWO of the following areas. Impact of technology, Intolerant attitudes, Literary developments Analyze the ways in which farmers and industrial workers responded to industrialization in the Gilded Age (1865-1900.) In what ways in to what extent was industrial development from 1800 to 1860 a factor in the relationship between the northern and the southern states? Explain how TWO of the following individuals responded to the economic and social problems created by industrialization during the late nineteenth and early twentieth centuries. Jane Addams; Andrew Carnegie; Samuel Gompers; Upton Sinclair How successful were progressive reforms during the period 1890 to 1915 with respect to TWO of the following? Industrial conditions; Urban life; Politics Compare and contrast the Jacksonian Democratic Party and the Whig Party of the 1830s and 1840s. Focus on TWO of the following. The role of the federal government in the economy, social reform, westward expansion. Analyze the role of trans-Atlantic trade and Great Britain’s mercantilist policies in the economic development of the British North American colonies in the period from 1650 to 1750. Analyze the impact of the market revolution (1815-1860) on the economies of TWO of the following regions. The Northeast; The Midwest; The South Analyze the differences between the Spanish settlements in the Southwest and the English colonies in New England in the seventeenth century in terms of TWO of the following: Politics; Religion; Economic development In what ways did ideas and values held by Puritans influence the political, economic, and social development of the New England colonies from 1630 through the 1660s? Analyze the cultural and economic responses of TWO of the following groups to the Indians of North America before 1750. British; French; Spanish The French and Indian War (1754-1763) altered the relationship between Britain and its North American colonies. Assess this change with regard to TWO of the following in the period between 1763 and 1775. Land acquisition; Politics; Economics In what ways did the French and Indian War (1754-63) alter the political, economic and ideological relations between Great Britain and its American colonies? Use the documents and your knowledge of the period 1740-1766 in constructing your answer. Analyze the ways in which the political, economic, and diplomatic crises of the 1780s shaped the provisions of the United States Constitution. Analyze the degree to which the Articles of Confederation provided an effective form of government with respect to any TWO of the following: Foreign relations; Economic conditions; Western lands “The United States Constitution of 1787 an economic and ideological victory for the traditional American political elite.” Assess the validity of that statement for the period 1781 to 1789.
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 & 2015 Revised College Board APUSH Framework, released exams, and other sources as cited in document. Many images are public domain.
Unit 10, Periods 1-9
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Past Prompts Continued: 2005 DBQ 2004 2001 ???? DBQ 2001 1999 2009 2004 2003 2009 2006 2012 2003 1979 DBQ
1999 2007 DBQ 2009 2008
To what extent did the American Revolution fundamentally change American society? In your answer, be sure to address the political, social, and economic effects of the Revolution in the period from 1775 to 1800. To what extent was the election of 1800 aptly named the “Revolution of 1800’”? Respond with reference to TWO of the following areas: Economics; Foreign policy; Judiciary; Politics How and why did transportation developments spark economic growth during the period from 1860 to 1900 in the United States? Jacksonian Democracy viewed themselves as the guardians of the United States Constitution, political democracy, individual liberty, and equality of economic opportunity. In light of the following documents and your knowledge of the 1820’s and 1830’s, to what extent do you agree with the Jacksonian’s view of themselves? The Jacksonian Period (1824-1848) has been celebrated as the era of the “common man.” To what extent did the period live up to its characterization? Consider TWO of the following in your response. Economic development; Politics; Reform movements How did TWO of the following contribute to the reemergence of a two party system in the period 1820 to 1840? Major political personalities; States’ rights; Economic issues Analyze the political, economic, and religious tensions between immigrant Roman Catholics and native-born Protestants in the United States from the 1830s through the 1850s. To what extent and in what ways did the roles of women change in American society between 1790 and 1860? Respond with reference to TWO of the following areas: Domestic; Economic; Political; Social In what ways did developments in transportation bring about economic and social change in the United States in the period 1820-1860? Analyze the social, political, and economic forces of the 1840s and early 1850s that led to the emergence of the Republican Party. Explain why and how the role of the federal government changed as a result of the Civil War with respect to TWO of the following during the period 1861-1877: Race relations; Economic development; Westward expansion In the post–Civil War United States, corporations grew significantly in number, size, and influence. Analyze the impact of big business on the economy and politics and the responses of Americans to these changes. Confine your answer to the period 1870 to 1900. Evaluate the impact of the Civil War on political and economic developments in TWO of the following regions: the South; the North; the West. Focus your answer on the period between 1865 and 1900. To what extent and for what reasons did the policies of the federal government from 1865 to 1900 violate the principles of laissez faire, which advocated minimal governmental intervention in the economy? Consider with specific reference to the following three areas of policy: railroad land grants, control of
interstate commerce, and antitrust activities. In what ways did economic conditions and developments in the arts and entertainment help create the reputation of the 1920’s as the Roaring Twenties? In what ways did the administration of President Lyndon B. Johnson respond to the political, economic, and social problems of the United States? Assess the effectiveness of these responses. Analyze the ways in which the events and trends of the 1970s diminished the nation’s economic power and international influence, and challenged Americans’ confidence in both. Analyze the ways in which the Vietnam War heightened social, political, and economic tensions in the United States. Focus your answer on the period 1964 to 1975.
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 & 2015 Revised College Board APUSH Framework, released exams, and other sources as cited in document. Many images are public domain.
MIGRATION & Settlement
Unit 10, Periods 1-9 Review
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International Migration (Emigration, Immigration) and Internal Migration
Emigration/Emigrants: The movement of peoples from one nation to settle in another. European emigrants left their homes in Great Britain, Ireland, France, Spain, Portugal, Holland, and other areas in order to settle and begin a new life in the Americas [Age of Exploration and Colonization]. Immigration/Immigrants: The movement of non-native peoples into a country. Over the history of the North American colonies and the United States of America, millions of free [colonists/settlers] and forced [African slaves] immigrants came /come from Europe, Asia, Africa, and Central/South America in order to seek economic opportunity and/or freedom from oppression. Migration/Migrant: The movement of peoples from one place or region to another place or region within the same nation. Colonists and Americans migrated westward [and other regions for various reasons] over time seeking land and economic opportunity .FYI: Immigration is sometimes referred to as “international migration” or “external migration.” Image Source: Galleryhip.com
Thematic Learning Objectives: 1. 2. 3. 4.
Analyze how both free and forced migration impacted North America and Native Americans. Compare causes and effects of major waves of immigration. Analyze significance of immigration policies and trace continuities and changes in policies and attitudes over time. Explain the causes and effects of internal migration and westward expansion.
FYI…Emphasis on internal and external migration patterns has been increasing in recent years. This theme was not heavily tested on last year’s test. Could that mean it will be this year? Past Prompts Regarding Immigration and Migration (reworded to match new framework): 1992 1998 1999 2000 2002 2006 2007 2008 2010 2010 2010 2012 2014
Compare and contrast the political and economic debates over American expansionism in 1840s [Manifest Destiny & westward migration] with those in the 1890s. Evaluate the impact of technological change, immigration, and unionization on the American industrial worker between 1865 and 1900. How did the federal government respond to these changes? Explain the extent to which the lives of the American Indians were impacted by internal migration and western settlement from 1865 – 1898. Evaluate the impact European emigrants [colonists] to North America had on cultural and economic experiences of the native population prior to 1750. Explain how industrialization and migration triggered a major change in American cities in the second half of the 19th century. Compare and contrast the patterns of immigration and the American response to those immigrants in TWO of the following periods: 1820 to 1860, 1880 to 1924, and 1965 to 2000. Evaluate the extent to which the mainstream American response to immigration reflected continuity as well as change between earlier immigration in the period 1830 to 1860 and later immigration in the period 1880 to 1930. Evaluate the extent to which tensions surrounding the issue of immigration led to a government response from 1880 to 1925. Compare and contrast reactions of Americans to immigration in the 1840s-1850s with immigration in the 1910s-1920s. Explain the causes and consequences of the internal migration and demographic changes in the United States during the period 1945 to 1985. Explain the causes and consequences of westward migration and territorial expansion in the United States from 1800 to 1855. Evaluate the extent to which internal migration and western expansion contributed to maintaining continuity as well as fostered change with regard to growing sectional tensions between the North and South in United States from 1800 to 1850. Compare and contrast the Jacksonian Democratic Party and the Whig Party of the 1830s and 1840s. Focus on TWO of the following. The role of the federal government in the economy, Social reform, Westward expansion Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 and 2015 Revised College Board APUSH Framework and other sources as cited in document
Unit 10, Periods 1-9
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Politics and Power) This theme focuses on how different social and political groups have influenced society and government in the United States, as well as how political beliefs and institutions have changed over time. Objectives: Students should examine ongoing debates over the role of the state in society and its potential as an active agent for change. This includes mechanisms for creating, implementing, or limiting participation in the political process and the resulting social effects, as well as the changing relationships among the branches of the federal government and among national, state, and local governments. Students should trace efforts to define or gain access to individual rights and citizenship and survey the evolutions of tensions between liberty and authority in different periods of U.S. history.
Thematic Objectives for Politics and Power POL-1.0: Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed. POL-2.0: Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions. POL-3.0: Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies.
PAST PROMPTS (REWORDED TO MATCH NEW FRAMEWORK… Some past prompts are not included, because they are too specific or are testing topics not tested with the new framework.) 1985 Support, Refute, or Modify the following statement: “The Bill of Rights did not result from a desire to protect the liberties won in the American Revolution, but rather from a fear of the powers of the new federal government.” 1990 DBQ Jacksonian Democrats viewed themselves as the guardians of the United States Constitution, political democracy, individual liberty, and equality of economic opportunity. To what extent is this view accurate? In your analysis, be sure to address the causes and effects of the Jacksonian Democrat Party. 1999 Evaluate the impact of TWO of the following on the Second Two Party System during the period 1820 to 1840: Major political personalities, States’ rights, Economic issues. 1999 How were the lives of the Plains Indians in the second half of the nineteenth century affected by technological developments and government actions? 2000 Assess the moral arguments and political actions of those opposed to the spread of slavery in the context of TWO of the following; Missouri Compromise; Mexican War; Compromise of 1850; Kansas-Nebraska Act 2001 The Jacksonian Period (1824-1848) has been celebrated as the era of the “common man.” To what extent did the period live up to its characterization? Consider TWO of the following in your response. Economic development; Politics; Reform movements 2004 Analyze the impact of political compromise on sectional tensions in the period from 1820 to 1861. 2006 Explain why and how the role of the federal government changed as a result of the Civil War with respect to TWO of the following during the period 1861-1877: Race relations; Economic development; Westward expansion 2009 Analyze the social, political, and economic forces of the 1840s and early 1850s that led to the emergence of the Republican Party. 2010B DBQ The issue of territorial expansion sparked considerable political debate in the period 1800–1855. Compare and contrast the arguments and influence of both supporters and opponents of territorial expansion in shaping federal government policy. 2011 To what extent did political parties contribute to the development of national unity in the United States between 1790 and 1840? 2011B Evaluate the causes of political change from 1815 through 1840 in regards to political parties, political campaigning, and elections. 2014 To what extend was the Democrat Party maintain continuity and foster change in political beliefs and policies? To what extent were they an extension of the DemocraticRepublican Party? Confine your analysis to 1800-1837. Rebecca Richardson, Allen High School Sources include College Board’s 2012 and 2015 Revised Framework for A.P. U.S. History, Facts on File, and other sources as cited in document.
Unit 10, Periods 1-9
America in the World – Foreign Policies
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America in the World (WOR)
America in the World This theme focuses on the interactions between nations that affected North American history in the colonial period, and on the influence of the United States on world affairs. Students should focus on the global context in which the United States originated and developed, as well as the influence of the U.S. on world affairs. Students should examine how various world actors (such as people, states, organizations, and companies) have competed for the territory and resources of the North American continent, influencing the development of both American and world societies and economies. Students should also investigate how American foreign policies and military actions have affected the rest of the world as well as social issues within the U.S. itself.
WOR-1.0
Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.
WOR-2.0
Analyze the reasons for and results of U.S. diplomatic, economic, and military initiatives in North America and overseas.
This theme has been well represented in long essays and DBQs over the years. Last year, the long essays were war related. Review the past prompts and ask yourself how prepared you are to analyze these events.
Image captured from Princeton.edu; book cover; America in the World: A History in Documents from the War with Spain to the War on Terror Edited by Jeffrey A. Engel, Mark Atwood Lawrence & Andrew Preston
PAST PROMPTS (some have been omitted, and some have been re-worded to better match the new framework) Colonial Era Conflicts and Policies 1990 To what extent were economic factors responsible for European conquest of the Americas from 1500-1700? 1975 Early encounters between American Indians and European colonists led to a variety of different relationships among different cultures in North America. Analyze how the actions taken by BOTH Indians and colonists shaped those relationships in TWO of the following areas in the 17 th century. Northern colonies, Middle colonies, Southern colonies 2011 Compare and contrast the British, French, and Spanish imperial goals in North America between 1580 and 1763. French and Indian War 2007B The French and Indian War (1754-1763) altered the relationship between Britain and its North American colonies. Assess this change with regard to TWO of the following in the period between 1763 and 1775. Land acquisition; Politics; Economics 2004 DBQ In what ways did the French and Indian War (1754-63) alter the political, economic and ideological relations between Great Britain and its American colonies? 2012 Analyze the effect of the French and Indian War and its aftermath on the relationship between Great Britain and the British colonies. 2008 Analyze the ways in which British imperial policies between 1763 (end of the French and Indian War) and 1775 (the beginning of the Revolution) intensified colonials’ resistance to British rule and their commitment to republican values. 2015 Evaluate the extent to which the Seven Years’ War (French and Indian War, 1754-1763) marked a turning point in American relations with Great Britain, analyzing what changed and what stayed the same from the period before the war to the period after it. Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 and 2015 Revised College Board APUSH Framework, socialstudies.com, and Facts on File
Unit 10, Periods 1-9
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PAST PROMPTS continued… American Revolution 2010 Analyze the political, diplomatic, and military reasons for the United States victory in the Revolutionary War. Confine your answer to the period 1775–1783. 2009B Analyze how the ideas and experiences of the revolutionary era influenced the principles embodied in the Articles of Confederation. 2004 Analyze the impact of the American Revolution on both slavery and the status of women in the period from 1775-1800. 2005 DBQ To what extent did the American Revolution fundamentally change American society? In your answer, be sure to address the political, social, and economic effects of the Revolution in the period from 1775 to 1800. Early Republic, Era of Good Feelings, and Era of the Common Man 2013 Analyze the ways in which the United States sought to advance its interests in world affairs between 1789 and 1823. 2002DBQ Historians have traditionally labeled the period after the War of 1812 the “Era of Good Feelings.” Evaluate the accuracy of this label, considering the emergence of nationalism and sectionalism. Use the documents and your knowledge of the period 1815-1825 to construct your answer. 2003 Evaluate the relative importance of domestic and foreign affairs in shaping American politics in TWO of the following eras: Early Republic; the 1790’s, Era of Good Feelings; 1815-1824, Era of the Common Man; 1824-1840 Westward Expansion, Manifest Destiny, Mexican-American War, and the coming Civil War 2010 Analyze the ways in which controversy over the extension of slavery into western territories contributed to the coming of the Civil War. Confine your answer to the period 1845– 1861. 2000 Assess the moral arguments and political actions of those opposed to the spread of slavery in the context of TWO of the following; Missouri Compromise; Mexican War; Compromise of 1850; Kansas-Nebraska Act 2004 Analyze the effectiveness of political compromise in reducing sectional tensions and preventing Civil War in the period from 1820 to 1861. 2012 Analyze how western expansion contributed to growing sectional tensions between the North and the South. Confine your answer to the period from 1800 to 1850. 2010 DBQ Compare and contrast the viewpoints of those in favor of territorial expansion to those who opposed it. To what extent did each group impact government policy. Use the documents and your knowledge of the years 1800–1855 in your answer. 2009 Analyze the social, political, and economic forces of the 1840s and early 1850s that led to the emergence of the Republican Party. (westward expansion & expansion of slavery) 2015 Evaluate the extent to which the Mexican-American War (1846-1848) marked a turning point in the debate over slavery in the United States, analyzing what changed and what stayed the same from the period before the war to the period after it. 2006 Explain why and how the role of the federal government changed as a result of the Civil War with respect to TWO of the following during the period 1861-1877: Race relations; Economic development; Westward expansion 2003 Evaluate the impact of the Civil War on political and economic developments in TWO of the following regions: the South; the North; the West. Focus your answer on the period between 1865 and 1900. 2009 In what ways did African Americans shape the course and consequences of the Civil War? Confine your answer to the years from 1861 to 1870. Westward Expansion Post Civil War, Enclosure of the West 1999 How were the lives of the Plains Indians in the second half of the nineteenth century affected by westward expansion, technological developments, and government policies?
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 and 2015 Revised College Board APUSH Framework, socialstudies.com, and Facts on File
Unit 10, Periods 1-9
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PAST PROMPTS continued… Spanish American War/Imperialism 2008 Analyze the extent to which the Spanish-American War was a turning point in American foreign policy. 1994 DBQ To what extent was late nineteenth-century and early twentieth-century United States expansionism a continuation of past United States expansionism and to what extent was it a departure? World Wars 2013 Analyze the ways in which the United States sought to advance its interests in the First World War. 2000 To what extent did the United States achieve the objectives that led it to enter the First World War? 2007 Analyze the ways in which the federal government sought support on the home front for the war effort during the First World War. ???? The United States decision to drop an atomic bomb on Hiroshima was a diplomatic measure calculated to intimidate the Soviet Union in the post-Second World War era rather than a strictly military measure designed to force Japan’s unconditional surrender. Support, refute, or modify this statement using the documents and your knowledge of the military and diplomatic history of the years 1939 through 1947. 2002 Compare and contrast United States foreign policy after the First World War and after the Second World War. Consider the periods 1919-1928 and 1945-1950. 2009 Analyze the home-front experiences of TWO of the following groups during the Second World War: African Americans -Japanese Americans -Jewish Americans -Mexican Americans. Cold War 2006 DBQ Analyze developments from 1941 to 1949 that increased suspicions and tensions between the United States and the Soviet Union, causing the Cold War. Use the documents and your knowledge of the period 1941-1949 to construct your response. 2001 DBQ What were the Cold War fears of the American people in the aftermath of the Second World War? How successfully did the administration of President Dwight D. Eisenhower address these fears? Use the documents and your knowledge of the years 1948-1961 to construct your response. 2004 Analyze the successes and failures of the United States Cold War policy of containment as it developed in TWO of the following regions of the world during the period 1945 to 1975. East and Southeast Asia; Europe; Latin America; Middle East 2002 Analyze the ways in which TWO of the following shaped American politics after the Second World War. Anticommunism in the 1940’s and 1950’s; The women’s liberation movement in the 1960’s; The “silent majority” in the 1970’s 2011 DBQ Analyze the international and domestic challenges the United States faced between 1968 and 1974, and evaluate how President Richard Nixon’s administration responded to them. (Vietnam War) 2008 Analyze the ways in which the Vietnam War heightened social, political, and economic tensions in the United States. Focus your answer on the period 1964 to 1975. 2012 Compare and contrast the Cold War foreign policies in the Korean War with those of the Vietnam War. 2010 Analyze the effects of the Vietnam War on TWO of the following in the United States in the period from 1961 to 1975: The presidency, The population between 18 and 35 years old, Cold War diplomacy
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 and 2015 Revised College Board APUSH Framework, socialstudies.com, and Facts on File
Unit 10, Periods 1-9
Geography & the Environment Environment and Geography – This theme focuses
on the role of geography and both the natural and human-made environments on social and political developments in what would become the United States. (quotegram.com)
Students need to analyze how geography impacted the development of various communities from the pre-Columbian Native American communities all the way through to modern times. Students should investigate efforts to preserve, manage, or exploit natural and man-made environments, as well as the historical contexts within which interactions with the environment have taken place. Students should be able to explain how different groups interacted with the environment, and how that led to debates over the use and control of the environment and natural resources.
There is only one objective for this theme, but it applies to all 9 historical periods and many different groups. GEO-1.0 Explain how geographic and environmental factors shaped the development of various communities, and analyze how competition for and debates over natural resources have affected both interactions among different groups and the development of government policies.
Past Prompts (reworded to match new framework) 2001 Evaluate the ways economic, geographic, and social factors impacted the use of slavery in the southern colonies between 1607 and 1775? 2005 “Geography was the primary factor in shaping the development of the British colonies in North America.” Support, refute, or modify this statement. 2006 For whom and to what extent was the American West a land of opportunity from 1865 to 1890? 2007 To what extent President Theodore Roosevelt maintain continuity and foster change in the role of the federal government in regard to TWO of the following: Labor; Trusts; Conservation; World affairs
Thematic Review written by Rebecca Richardson, Allen High School, using the 2012 & 2015 Revised College Board Framework for A.P. U.S. History, energy.gov, Gilder-Lehrman.org, nps.org , Boundless.com, Wikipedia.org, ushistory.org. or other sources as cited in document. Some sources are public domain.
Unit 10, Periods 1-9
Society & Culture
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Make the most of every section and of every moment of your review! Fight Fiercely!
Thematic Learning Objectives
Society and Culture… This theme focuses on the roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States, as well as how various identities, cultures, and values have been preserved or changed in different contexts of U.S. history.
CUL-1.0: Explain how religious groups and ideas have affected American society and political life. Part 1, pages 4-14 CUL-2.0: Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions. Part 2, pages 14-28 CUL-3.0: Explain how ideas about women’s rights and gender roles have affected society and politics. This objective was covered in the review packet titled “Remember the Ladies.” CUL-4.0: Explain how different group identities, including racial, ethnic, class, and regional identities, have emerged and changed over time. These objectives were mostly covered in the reviews on African Americans, American Indians, and Migration. The rest of this review focuses on some key causes and effects within the broad “social” theme.”
Rebecca Richardson, Allen High School Sources include the 2012 and 2015 Revised College Board APUSH Framework and other sources as cited in document.
Unit 10, Periods 1-9
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Past prompts (Culture and Identity included): You will notice that many of the past prompts that include analysis of beliefs and identity also include other themes and objectives. Review the list below, consider your present readiness for each, and then begin your thematic review. (Prompts have been reworded to match the new framework by AP teachers during the summer of 2014, edited by John P. Irish) Colonial Era Religion Explain how religious ideas and values held by the British American colonists influenced the political, economic, and social development from 1607 to 1700. (2010) Explain how religion impacted the development of European regions of North America prior to 1607. (2010) Evaluate the impact of religious development in the New England, Chesapeake, and Mid-Atlantic colonies. (2002) Evaluate the extent to which religious makeup and the concept of religious toleration within the British North American colonies maintained continuity as well as changed over the period 1607-1700. (1998) Explain how religious movements influenced the development of American society from the late seventeenth century to the early nineteenth century. (1994) Evaluate the extent to which a unique sense of identity and unity fostered change or maintained continuity in the relationship between Britain and its colonies from 1750-1776 (1999 DBQ)
Colonial Era Interaction with Indians Evaluate the impact that European colonists had on the cultural and economic experiences of the native population prior to 1750. Compare and contrast the ways that social and political tensions in colonial society between colonizers and other groups reflected conflict in the period from 1607 1754. (2003) Colonial Era Regional Development Compare and contrast the economic and social development of the Upper and Lower South from the early seventeenth century to the nineteenth century.(2010)
Revolutionary Era Explain the ways in which Britain’s policies prior to the beginning of the Seven Years War (1754) influenced the political, economic, and social development of the American colonies. (1995) Evaluate the extent to which the American Revolution changed the political, economic, and social aspects of American society from 1775 to 1800. (2006) Evaluate the extent to which a sense of identity and unity contributed to maintaining continuity as well as fostered change within the American colonies from the years 1607 to 1776. (1999) Women & Minorities Explain the continuities and changes in the roles that women played in the Progressive Era political and social reforms from the 1880s through the 1920s. (2011) Explain the ways that popular culture maintained continuity as well as fostered change in the lives of women in the United States during the twentieth century. (2005) Evaluate the extent to which the role of women maintained continuity as well as fostered change in economic, political, and social arenas between 1790 and 1860? Evaluate major changes and continuities in the social and economic experiences of women and minorities during World War II. (2009) Slavery Evaluate the extent to which Africa Americans developed a distinct culture in slavery. (2008) Evaluate the legal, religious, and economic factors which led to the defense of the institution of slavery. (1995) Evaluate the economic, geographic, and social factors which impacted the growth of slavery in the southern colonies between 1607 and 1775. (2001)
NOTE: There are other prompts that relate to these themes; this is just a selection that includes typical social concepts such as beliefs and identity. Many of the objectives regarding American Indians (assimilation, for example) and Migration also have aspects of these social themes. Keep in mind that your prompts on the AP exam are likely to have multiple themes.
Rebecca Richardson, Allen High School Sources include the 2012 and 2015 Revised College Board APUSH Framework and other sources as cited in document.
Unit 10, Periods 1-9
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Past prompts continued: Nativism and/or Immigrant Groups Evaluate the extent to which politics, economics, and religion impacted tensions between Roman Catholics and native-born Protestants in the United States from the 1830s through the 1850s (2009) Evaluate the effect of various European immigrant groups on the development of a distinct American identity in the period 1830 to 1860. (2007) Evaluate the causes and consequences of nativism and anti-immigrant sentiment in American society from 1900-1930. (2001) Antebellum Era Reform Evaluate the causes and consequences of religious and intellectual movements on American reform during the mid-nineteenth century. (2008) Antebellum Era Technological Development Evaluate ways developments in transportation brought about economic and social change in the United States in the period 1800 to 1848. (2004) Gilded Age Analyze the impact of technological innovations on the lives of TWO of the following groups. Confine your answer to the period 1865–1920. Factory workers, Middle-class urban residents, Midwestern farmers (2013) Vietnam War and/or Counterculture (1960s-1970s) Explain the major causes and consequences of protest among different members of the counterculture from 1945 to 1975. (2013) Evaluate the extent to which the 1960s counterculture constituted a societal and political turning point. (2000) Evaluate the extent to which the 1960s counterculture was a turning point for the United States in regards to domestic and international issues. (1998) Explain the extent to which the Vietnam War impacted social and political domestic developments in the United States.(2009) Evaluate the extent to which the Vietnam War impacted social and economic tensions in the United States from 1964 to 1975. (2008) 20s and/or 50s Explain the major causes and consequences for the cultural conflicts of the 1920’s in the United States. (2012) Evaluate the extent to which the 1920’s were a cultural turning point in American History. (2012) Compare and contrast technology and attitudes of Americans in the 1920s and 1950s. (2006) Evaluate the extent to which new technologies impacted American culture in the 1920's. (2006)
“The 1950s were a decade of political, social, and cultural conformity.” Support, modify, or refute this statement. (1994) Compare and contrast cultural and economic characteristics in United States society in the 1920s with the 1950s. 92004) Foreign Policy (America in the World, Wars) Compare and contrast the foreign policy beliefs of isolationists and interventionists over the period 1917-1932. (1998) Evaluate the economic, social and cultural consequences of the Civil War during the period of 1865-1880. (1997) Explain how United States political and cultural policies during the Cold War led to an increase in anti-Communist sentiment in the United States following WWII. Political Parties & American Democracy Explain the social, political, and economic forces that led to the emergence of sectional political parties before the Civil War. (2008) Explain the extent to which social and political issues contributed to the reemergence of a two party system in the period 1820 to 1840. (1999) Evaluate the impact that political, economic, and social factors had on the development of American democracy between 1820 and 1840. (1996) Great Society Evaluate the extent to which the policies of President Lyndon B. Johnson were caused by the social, economic, and political problems of the United States. (2007) Progressive Era Reform Compare and contrast the responses of industrial leaders and progressive era reformers to the economic and social problems created by industrialization during the late nineteenth and early twentieth centuries. (2007) Modern Civil Rights Era To what extent, was the period of 1960 to 1975 a time of great progress for political and social equality. (2004) Evaluate the ways in which social movements from 1950 to 1980 shaped American politics. (2002) Civil War and Reconstruction Explain the extent to which constitutional and social developments contributed to maintaining continuity as well as fostering change during the Civil War to the end of Reconstruction. (1996) Evaluate the extent to which the political, economic and social reform goals of Reconstruction contributed to continuity as well as fostered change in American society between 1864 and 1900. (1992)
Rebecca Richardson, Allen High School Sources include the 2012 and 2015 Revised College Board APUSH Framework and other sources as cited in document.