APUSH Final Study Guide- (SAQ)

Things to Know

- 33 mc questions only over period 5 - 1 short answer question over period 4 + 5 - 1 essay over all periods

Briefly explain ONE historical effect of Reconstruction, as described by Du Bois or Litwack.

DuBois - Land redistribution to newly freed African Ams was extremely limited - Both southern and northern white people sought to establish systems such as sharecropping to utilize Af Am labor. - Many formerly enslaved people became sharecroppers or tenant farmers. Litwack - Many formerly enslaved people moved around the country in search of separated family members or new opportunities - The Freedmen's Bureau established schools and job agencies to help formerly enslaved people as well as white people living in poverty - Some Af Ams found political opps by being elected to local, state, and a few federal offices.

Evaluate the extent to which imperial goals of the French and of the British fostered differences in their relationships with American Indians in the period from 1607 to 1754. (Period 2)

LEQ #4

Evaluate the reasons why European powers sought to establish colonies in the Americas in the period from 1492 to 1607. (Period 1)

LEQ #5

The Fourteenth Amendment emerged from which of the following contexts?

What was the 14th amendment? When was it passed? What were the concerns that led to this amendment?

Regional Comparison between North and South 1860

Graph (3 questions)

Which of the following developments was most directly connected to the collapse of the Whig Party in United States politics during the 1850s?

What led to the end of the Whig Party?

Which of the following groups would most likely have supported secession from the United States after the 1860 presidential election?

Which political groups would have been in favor of the south leaving the union after Lincoln was elected in 1860?

Briefly explain ONE audience of the excerpt.

- The excerpt reached out to the primarily male newspaper-reading public in order to gain popular support for its position. - The excerpt attempts to reach political decision influencers and decision makers in order to gain support for women's rights. - It attempts to elicit the support of religious leaders for the cause of women's rights.

MC Excerpt: #2 "It was not automatically apparent how any of the filibustering targets of the post-1848 period could 'fit' into an American republic, or even into an American empire. . . . While it seemed only logical to some to simply take all of Mexico as booty [spoils] of the war, cut Mexico up, and turn it into new territories and states, most Americans rejected this idea. They did so because central Mexico was densely populated. . . . Many Americans feared the result of the integration of Mexico's people into the United States. Critics also doubted whether Americans could be happy in the alien landscape of central and southern Mexico." Amy Greenberg, historian, Manifest Manhood and the Antebellum American Empire, 2005 "American settlers had eclipsed the Mexicans in Texas and, with ample aid from southern Whites, had rebelled and won their independence. . . . A small band of Americans, many of them merchants, lived in Mexican California when war broke out in 1846. This dispersion of hardy migrants inspired observers to insist that pioneers and not politicians won the West. . . . "Pioneers played a role in expansion, but the historical record points to politicians and propagandists as the primary agents of empire. Racial, economic, social, and political factors coalesced [combined] to make territorial and commercial expansion enticing to American leaders. . . . "Denying any parallels between earlier empires and their own, expansionists insisted that democracy and dominion were complementary, not contradictory. Since leaders intended to transform [territorial] cessions into states and their inhabitants (at least Whites) into citizens, they scoffed at misgivings about governing a vast domain." Thomas Hietala, historian, Manifest Design: American Exceptionalism and Empire, 2003

- Be able to compare and contrast the ideas of the 2 excerpts - Topics: this is referring to the Mexican-American War

MC #7 (THE FIRST EXCERPT) "Forces committed to restoring White supremacy launched a ruthless, bloody campaign of terror and intimidation against freedpeople and their White allies in the South. As young southern units of the Republican Party broke under those blows and the Republicans of the North retreated and grew more conservative, Reconstruction collapsed. With it went many . . . gains. A resurgent southern elite once again set about imposing White supremacy and tyrannical labor discipline while stripping freedpeople of many of their civic and political rights." Bruce Levine, historian, The Fall of the House of Dixie, 2013

- Compare and contrast the ideas/thoughts of the 2 historians - How do they view Reconstruction?

MC #7 (THE SECOND EXCERPT) "For many poor Whites throughout the South, Jim Crow laws alone could not ease their most persistent fear. In regions like northern Louisiana, with little but pine trees rising from its barren soil, White men found themselves competing with [formerly enslaved people], and during the dozen years of Reconstruction they had not known which race would prevail. "Such men had dropped away from the Ku Klux Klan after President Grant's crackdown, but their simmering resentments had grown. With control of the South passing again to the Democrats, powerless Whites were joining plantation owners to ensure that Black workers remained without their basic rights." A. J. Langguth, historian, After Lincoln, 2014

- Compare and contrast the ideas/thoughts of the 2 historians - How do they view Reconstruction?

Briefly describe ONE major difference between Du Bois' and Litwack's historical interpretations of Reconstruction.

- DuBois argues that African Americans gained little from Reconstruction. They fought in the Civil War to protect White Americans' economic interests, and then received little in return. African Ams desired land as a source of economic security but did not receive it. - Litwack argues that African Americans experienced significant gains from Reconstruction, starting with their freedom. As a result, they could take control of their lives in ways that the never could before.

MC EXCERPT #1: "No roads marked the way to the traveler in California then: but, guided by the sun and well-known mountain peaks, we proceeded on our journey. . . . Some forty or fifty men were at work with the cradle machines, and were averaging about eight ounces [of gold] per day to the man. But a few moments passed before I was knee deep in water, with my wash-basin full of dirt, plunging it about endeavoring to separate the dirt from the gold. After washing some fifty pans of dirt, I found I had realized about four bits' worth of gold. Reader, do you know how [one] feels when the gold fever heat has suddenly fallen to about zero? I do. . . . The Indians who were working for Capts. Sutter and Weber gave them leading information, so that they were enabled to know the direction in which new discoveries were to be made. . . . "The morals of the miners of '48 should here be noticed. No person worked on Sunday at digging for gold. . . . We had ministers of the gospel amongst us, but they never preached. Religion had been forgotten, even by its ministers, and instead of their pointing out the narrow way which leads to eternal happiness . . . they might have been seen, with pick-axe and pan, traveling untrodden [untraveled] ways in search of . . . treasure . . . or drinking good health and prosperity with friends." James H. Carson, describing life in the early California gold fields, 1848

- Excerpt was written as the Gold rush has started - This is immediately after the Mexican-Am War.... - What is life like in California?

LEQ Format

- Intro: Contextualization and Thesis - 3 body paragraphs with examples/evidence - Conclusion

Briefly describe ONE purpose of the excerpt.

- It depicts an effort to convince the public to support woman suffrage - It argues in support of reform movements in the mid-19th century - It attempts to call on the influence of religion in support of 19th century reform movements.

Briefly describe ONE way in which the effects of Reconstruction for African Americans, as described by Du Bois or Litwack, compared with the effects of the American Revolution for African Americans in the period from 1776 to 1800.

- Reconstruction was broadly similar to the effects of the Am Rev on African Ams in that the 13th amendment, ratified in 1865 at the start of Reconstruction, ended slavery and created new opps for African Ams, while the Am Revolution also contributed to the end of slavery in some Northern states - Reconstruction was broadly similar to the Am Rev for Af Ams in that, in both cases, the political and social gains for Af Ams were not complete nor necessarily lasting. - The effects of Recon on Af Ams were broadly different from those of the Am Rev in that the effects of Reconstruction were much broader - ending slavery, establishing citizenship, and suffrage rights - than were the limited effects of the Am Rev.

Briefly explain ONE historical development illustrated by the excerpt.

- Reflects the growing involvement of women in the public sphere as part of reform movements that arose from the Great Awakening. - It illustrates the impact of increasing educational opportunities for women, especially in the middle class, which contributed to women seeking voting rights.

MC #4 "I know not how to thank you for the deep and lively interest you have been pleased to take in the cause of . . . the emancipation of a people, who, for two long centuries, have endured, with the utmost patience, a bondage, one hour of which . . . is worse than ages of that which your fathers rose in rebellion to oppose. "It is such indications on the part of the press—which, happily, are multiplying throughout all the land—that kindle up within me an ardent hope that the curse of slavery will not much longer be permitted to make its iron foot-prints in the lacerated [deeply cut] hearts of my . . . brethren. . . . I am called, by way of reproach, a runaway slave. As if it were a crime—an unpardonable crime—for a man to take his inalienable rights! "But why [you,] a New-York editor, born and reared in the State of Maine, far removed from the contaminated . . . atmosphere of slavery, should pursue such a course [supporting abolition], is not so apparent. I will not, however, stop here to ascertain the cause, but deal with fact. . . . "The object . . . is simply to give such an exposition of the degrading influence of slavery upon the master and his [supporters] as well as upon the slave—to excite such an intelligent interest on the subject of American slavery—as may react upon that country, and tend to shame her out of her adhesion to a system which all must confess to disagree with justice. . . . "I am earnestly and anxiously laboring to wipe off this foul blot from the . . . American people, that they may accomplish in behalf of human freedom that which their exalted position among the nations of the earth amply fits them to do." Frederick Douglass to New York Tribune editor Horace Greeley, 1846

- This excerpt is looking at the topics of abolition, end of slavery - What is Douglass saying? What does he want? How does he want to achieve it?

MC #5 "What fault has there been on the part of the General Government of the United States? Why break up this Union? Will any gentleman be so kind as to particularize a single instance worthy of debate, in which the Federal Government has been - derelict [negligent] in the discharge of its duty, or has failed to accomplish the purposes of its organization? . . . "I am not here . . . to defend the election of Abraham Lincoln. I believe that his election was virtually a fraud upon the people of the United States . . . nominated, as he was, by a sectional party, and upon a sectional platform, with no representation in the body which nominated him from the South; but he was nominated and elected according to the forms of law. . . . "Let us look . . . at the evils that must result from secession. The first, in my opinion, would be that our country would not only be divided into a Northern Confederacy and into Southern Confederacy, but, soon or later it would be divided into sundry [several] petty Confederacies. We would have a Central Confederacy, a Confederacy of the States of the Mississippi Valley, a Pacific Confederacy, a Western Confederacy, an Eastern Confederacy, a Northern and a Southern Confederacy. ". . . It is easy perhaps to break down this Government; but, sir, when we break it down it will not be so easy a matter to build it up. . . . Gentlemen cry out against the tyranny of their own government, and yet denounce [those opposed to secession] because we hesitate to allow ourselves to be thrust into the embraces of such a military dictatorship." Waitman T. Willey, addressing the Virginia State Secession Convention, March 4, 1861

- What is the excerpt saying about the issues of the time? - What are the opinions on the election of 1860? On Lincoln? On secession?

MC #6 "There are those who are dissatisfied with me. To such I would say: You desire peace; and you blame me that we do not have it. But how can we attain it? . . . "But to be plain, you are dissatisfied with me about the Negro. . . . You dislike the emancipation proclamation; and, perhaps, would have it retracted. You say it is unconstitutional—I think differently. I think the Constitution invests its commander-in-chief, with the law of war, in time of war. The most that can be said, if so much, is, that slaves are property. Is there—has there ever been—any question that by the law of war, property, both of enemies and friends, may be taken when needed? And is it not needed whenever taking it, helps us, or hurts the enemy? . . . "You say you will not fight to free Negroes. Some of them seem willing to fight for you. . . . I issued the proclamation on purpose to aid you in saving the Union. . . . Why should they do anything for us, if we will do nothing for them? If they stake their lives for us, they must be prompted by the strongest motive—even the promise of freedom. And the promise being made, must be kept." President Abraham Lincoln, letter to James Conkling explaining why he issued the Emancipation Proclamation, 1863

- Why did Lincoln issue the EP?

The industrial resources of the North during the Civil War most likely accounted for which of the following?

Be able to compare/contrast the economy of the north vs. the south

Which of the following developments most directly related to the increased sectional strife immediately prior to the election of 1860?

Be aware of the issues in the 1850s (Decade of Crisis) leading to the election of 1860

How to Write Essay #4

Contextualization - Competition increased between European powers over access to resources to fulfill demand at home, especially in the fur trade - Britain and France competed with each other to establish alliances with American Indians - There were large populations of British settlers compared with relatively low French populations - British settlement focused mainly along the Atlantic coast - French settlers and traders primarily lived in the Great Lakes and MS River regions Thesis - The British and the French used their relationships with American Indians to gain access to valuable trade goods and to establish defensive alliances against each other's influence - The relationships between American Indians and Europeans hinged mostly on whether the Europeans focused on trade (the French) or on settlement (the British) in the Americas Evidence - Fur Trade - Both the French and British pursued the fur trade with Native Americans, but the French did so more vigorously as part of their larger imperial goal of pursuing trade more than permanent settlement. Intermarriage between American Indians and French Settlers - French settlers were most likely to intermarry with Native Americans than were British settlers. This reflects different approaches to colonization. While the French sought to interact and trade with Native Ams (and thus were more likely to intermarry), the British tended to separate themselves from Native Ams and establish separate colonies - Iroquois Confederacy - Both the British and French sought to make alliances with the Iroquois Confederacy in order to pursue an advantage in their imperial rivalry with the other. More examples you can bring in: - Albany Congress - Battle of Fort Necessity - Beaver Wars - Spread of contagious diseases to American Indians - Hudson's Bay Company - Joint-stock companies - King George's War (War of Jenkins' Ear) - King William's War - Metacom's Rebellion (King Phillip's War) - Praying towns - Queen Anne's War

How to Write Essay #3

Contextualization - Experience gained by Am military leaders in the Seven Years' War - British efforts to tighten imperial control over the colonies in the 1760s and 1770s - Enlightenment ideas emphasizing individual and natural rights - Loyalist opposition Thesis - Although the outcomes of particular battles mattered in the American Revolutionary War, the key reasons for the Patriots' victory were the resilience of the Continental Army and the support of European allies. - Major reasons for the American victory in the Rev War included George Washington's military leadership, the colonists' ideals and commitment, and aid from European countries. Evidence - Battles of Lexington and Concord - Battle of Bunker Hill - George Washington's crossing of the Delaware River; - - Battle of Trenton - Battle of Saratoga - The American victory at the Battle of Saratoga encouraged the French to provide support for the revolutionary cause, providing military and financial assistance to the US...(use this as evidence to support an argument that emphasizes military developments) - Division of the Iroquois Confederacy between British alliances, American alliances, and neutrality - Valley Forge - Alexander Hamilton - Marquis de Lafayette - Lord Cornwallis - Battle of Yorktown - Colonists' commitment to ideals of liberty and equality - Motivated them to fight for this goals in the war - Use as part of an argument that emphasizes cultural or intellectual elements - Assistance from France - Support from women (for example, by making homespun clothes or supporting armies) - As part of an argument about popular support for the war effort

How to Write Essay #5

Contextualization - Explain the religious competition in Europe in the 1500s between Protestants and Catholics - The desire of Europeans to gain access to new trade routes for luxury goods from southern and eastern Asia - The political divisions of Europe - Warfare and conflicts between European kingdoms Thesis - Between 1492 and 1607, European powers founded colonies in order to gain new sources of wealth from the Americas, political competition between European kingdoms, and the desire for religious converts. Evidence - Voyages of Columbus to the Caribbean - Spanish conquest of the Aztec Empire in Mexico - Spanish conquest of the Inca Empire in Peru - Spanish Catholic conversions of Native Americans in Mexico and Central America/South America - The beginning of sugar plantation agriculture in the Caribbean and South America - Development of the encomienda system for agricultural work and mining of gold/silver - English and French raiding of Spanish ships in the Americas in the 1500s - Spanish missionary settlements in Florida and southwestern North America - English attempt to establish a colony at Roanoke in North Carolina - English founding of the first permanent colony in Jamestown

How to Write Essay #1

Contextualization - The expansion of the US to the West - The Mexican-Am War and the acquisition of new US territories as a result - Idea of Manifest Destiny - Concept of Popular sovereignty - Efforts to maintain a political balance of power between free states and slave states - Election of 1860, in which Lincoln won with no electoral votes in the South Thesis - Northern Identity was shaped by ideas of free labor and a desire for free soil (no slavery) while southern identity was shaped by ideas that the concept of slavery was the key to economic prosperity. - Southern identity was shaped by the idea that the north sought to destroy their way of life whereas northern identity was shaped by a desire to maintain the Union. Main Points - Explaining that the Northern economy relied more on manufacturing while the Southern economy relied more on commercial agriculture - Explaining that the northern economy relied on free labor and had a large immigrant population of workers while the southern economy relied on the labor of enslaved African Ams - Both the North and south favored expansion, but did so for different reasons. The north wanted expansion to provide more land for free white farmers and workers while the south wanted expansion to provide more land for plantation agriculture and enslaved labor. - Both the north and south wanted to expand their representation in Congress, which would be achieved through having more free or slave states. Both at least wanted to maintain a balance of power between the 2 regions. Other pieces of Evidence - Abraham Lincoln - Emancipation Proclamation - Slavery - Robert E. Lee - Jefferson Davis - Gettysburg Address - Lincoln articulated ideas that the main goals of the Civil War were to preserve the Union, expand on the ideas of liberty central to the founding of the US, and to ensure that the sacrifices of Union soldiers should not be in vain - Confederate Constitution - Protected slavery in all states and all new territories that could be acquired by the Confederacy, solidifying the Southern idea that slavery was key to economic prosperity - Homestead Act - The Homestead Act, passed during the Civil War mainly with Northern Republican votes, provided affordable land for settlers, making the idea of free soil concrete. - Transcontinental Railroad

How to Write Essay #2

Contextualization - The shift of the US from an agrarian to a capitalist society in the 19th century - The rise of industrialization in the US in the 19th century - The formation of a national market in the US that connected and created interdependence between the Northeast and the Midwest, and less frequently, the South. - The rise of industrialization in northwestern Europe and the US and the sharing of technological information and innovation across the Atlantic - The dominance of the cotton economy and enslaved labor in the southern US in the first half of the 19th century Thesis - Between 1800 and 1848, new technologies, including machines and processes applied to manufacturing, as well as innovations in transportation and communications, caused a market revolution in the US by increasing the production of goods while lowering the costs - Another example: New technologies, such as innovations in transportation and the rise of the factory system, contributed to a market revolution in the US, but the majority of the population persisted in an agricultural economy, where human and animal power, as well as forced labor, remained primary - Another ex: While new technologies contributed to a market revolution in the US in the period from 1800 to 1848, the primary cause was the increasing number of Americans who worked for wages and participated in the early capitalist economy. Evidence - Wage Labor - Earning wages for factory labor provided many Americans with a greater ability to purchase goods, while reducing the time it took them to produce goods at home - Capitalism - Division of Labor - Spinning Jenny, water frame, spinning mule - Factory System - Lowell Mills - Textile Mills - The establishment of textile mills that used new technologies such as the spinning jenny to produce yarn and relied on the wage labor of young men and women contributed to connecting an increasing number of Amers to the market economy and making them depending upon it - Cotton Gin - Development of cotton production in the South only linked a small class of elite plantation holders to commercial agriculture and the market economy - Steel plow, mechanical reaper - Innovations in agriculture, such as the steel plow and mechanical reapers, allowed farmers to produce more products for market, shifting agricultural production from subsistence within local markets to profit making in regional, national, and even international markets. - Interchangeable parts - Roads, Railroads, Robert Fulton (steam power, steamboats, steam engines), Canals and Barges Innovations in transportation, such as the construction of canals and adoption of steam technology, reduced the time and cost of shipping goods over long distances, allowing more Americans to purchase and sell products beyond local markets. - Telegraph - The telegraph transformed business communications by providing instant access to information about goods, production, and shipping in distant markets and allowing companies to expand operations to new areas.

The passage of the Kansas-Nebraska Act was intended to resolve debates about which of the following issues in the 1850s?

Define the KS-NE Act...what issues were central to the act? How does it relate to the Decade of Crisis?

MC Excerpt #3 "Mr. President, it was solemnly asserted on this floor, some time ago, that all parties in the non-slaveholding States had come to a fixed and solemn determination upon two propositions. One was that there should be no further admission of any States into this Union which permitted, by their constitutions, the existence of slavery; and the other was that slavery shall not hereafter exist in any of the territories of the United States, the effect of which would be to give to the non-slaveholding States the monopoly of the public domain. . . . The subject has been agitated in the other House [of Congress], and they have sent up a bill 'prohibiting the extension of slavery . . . to any territory which may be acquired by the United States hereafter.' At the same time, two resolutions which have been moved to extend the compromise line from the Rocky Mountains to the Pacific, during the present session, have been rejected by a decided majority. "Sir, there is no mistaking the signs of the times; and it is high time that the Southern States—the slaveholding States—should inquire what is now their relative strength in this Union, and what it will be if this determination is carried into effect hereafter." John C. Calhoun, senator, speech in the United States Senate, 1847

Excerpt looking at the Mexican-American War and the issues that resulted

Evaluate the most significant differences between ideas of regional identity in the North and in the South during the Civil War from 1861 to 1865. (Period 5)

LEQ #1

Evaluate the extent to which new technologies caused a market revolution in the period from 1800 to 1848. (Period 4)

LEQ #2

Evaluate the reasons for the United States victory in the American Revolutionary War. (Period 3)

LEQ #3

"If your [newspaper] columns are open to the women of Seneca county, we throw down the glove to any one who will meet us, in fair argument, on the great question of Woman's Rights. Depend upon it, this soon will be the question of the day. All other reforms, however important they may be, cannot so deeply affect the interests of humanity as this one. Let it [this challenge] therefore be fairly and candidly met. . . . "We have recently had the pleasure of listening to a sermon on this subject, and we feel truly grateful that the pulpit is, at length, calling public attention to this important question. In the course of this sermon the Bible argument was touched upon. We hope it may yet be gone into more fully: for the Bible is the great Charter of human rights when it is taken in its true spiritual meaning; though its great, immortal, life-giving truths can be perverted by narrow, bigoted, sectarian teachers so as to favor all kinds of oppression, and to degrade and crush humanity itself." Elizabeth Cady Stanton and Elizabeth W. McClintock, letter to the editor of the Seneca County Courier in New York State, 1848

SAQ #1

"To win the war America freed the slave and armed him; and the threat to arm the mass of the Black workers of the Confederacy stopped the war. . . . Most Americans used the negro to defend their own economic interests and, refusing him adequate land and real education and even common justice, deserted him shamelessly as soon as their selfish interests were safe. "The main question to which the Negroes returned again and again [during Reconstruction] was the problem of owning land. It was ridiculed as unreasonable and unjust to the impoverished landholders of the South, and as a part of the desire for revenge which the North had. . . . [But] again and again . . . [formerly enslaved people] expressed their right to the land and the deep importance of this right. . . . "What [White Southerners and some White Northerners] insisted on during Reconstruction was labor, continuous, steady labor. . . . Of labor for the economic benefit of the laborer . . . they had no conception; and to any transfer of capital in land to the laborer . . . they were bitterly opposed." W. E. B. Du Bois, Black Reconstruction: An Essay Toward a History of the Part Which Black Folk Played in the Attempt to Reconstruct Democracy in America, 1860-1880, published in 1935

SAQ #2 (the first excerpt)

"For the Black men and women who lived to experience the Civil War, there would be the moment when they learned a complex of new truths: they were no longer slaves, they were free to leave the families they had served, they could negotiate the terms of their future labor, and they could aspire to the same rights and privileges enjoyed by their former owners. . . . "Never before had Black people in the South found any reason to view the future with more hope or expectation than in the 1860s. . . . To measure the significance of emancipation is not to compare the material rewards of freedom and slavery, as many contemporaries were apt to do, but to appreciate the many and varied ways in which the newly freed moved to reorder their lives and priorities and the new assumptions upon which they acted." Leon F. Litwack, historian, Been in the Storm So Long: The Aftermath of Slavery, published in 1979

SAQ #2 (the second excerpt)