sshs.ecboe.org · Web viewDocument based question (DBQ) • 45 minute suggested writing time • 22.5% of total exam grade Standard essay questions: • Answer one question each from

AP US History

Information Packet

2013-2014

ADVANCED PLACEMENT UNITED STATES HISTORY

We are exceptionally pleased to have your son/daughter enrolled in Advanced Placement United States History at Southside High School. AP U.S. History is taught as a college-level course and offers a significant opportunity for academic challenge. Early on it is not uncommon for even excellent students to feel a bit overwhelmed or intimidated. With encouragement they will quickly get over that, blossom into better thinkers, and enjoy being treated like responsible young men and women. Our primary objective is the intellectual growth of every student we teach. We work very hard on information processing skills, with an emphasis on improving student ability to analyze and evaluate the relative significance of historical data, and a corresponding ability to express those ideas through the written word. As a parent, you may wish to take into account that this course may differ from traditional honors courses in the following ways.

Fifty to sixty percent of the grade may be based on formal essay grades. Individual tests may cover a significantly greater body of information from which students may be accustomed. Homework consists primarily of reading assignments for which the student is responsible for mastery of the factual information. There are relatively few graded assignments each quarter increasing the need for adequate preparation for each one. There are optional assignments with each unit that allow students to enhance their skills and mastery

of the material.

Southside High School students who successfully complete the course and put forth the maximum effort stand an excellent chance of making a passing grade (3 or better) on the Advanced Placement United States History Examination in May, thus receiving college credit for the course.Class grades will be calculated on a total point system, by simply dividing the points a student has earned by the total points possible. Because there are optional assignments, total points possible may vary for each student. The course syllabus will be posted on the web site.

Please continue to have high expectations for your child while being supportive and understanding of the fact that they are being asked to perform at a higher level than they’ve been accustomed to in the past. Please feel free to contact me at any time with any questions or concerns you might have.

Home 413-1554 Cell 490-8263

School 442-2172 [email protected]

Sincerely,

Zane Smith11th grade AP TeacherSouthside High School

KEYS TO SUCCESS IN AP U.S. HISTORY

1. Keep up to date with all reading assignments. When you fall behind it becomes very difficult to catch up.

2. Pay attention to the dark-typed headings. They give you clues of what to look for in each section.

3. After you finish a section, be certain you can express the main idea the author had in mind. This gives meaning to the factual information.

4. Makes notes of important concepts and facts in your textbooks.

5. Become an active reader. Ask yourself questions as you read and predict what is likely to happen next. Make inferences. That is, “read between the lines” and try to ascertain the larger purpose the author has in presenting this material.

6. Do more than memorize what things are. Understand information as a cause and effect of a broader trend or movement. You should always seek to understand the connections between isolated bits of information and understand how and why they are part of a bigger picture.

7. Begin studying for tests and quizzes early. The volume of material makes it difficult to adequately prepare for assessments on the night before.

8. Find your own method of taking meaningful class notes and review those notes each night.

9. Take advantage of optional assignments to strengthen areas of weakness.

10. Actively seek out help when you need it. We want you to be successful both in class and on the AP Exam. In order for that to happen we must work as a team. We are here to help.

Themes in AP U.S. History

The Test Development Committee of the College Board has encouraged the close examination of twelve themes in U.S. History. These themes will be incorporated into each unit of study throughout the course. Students should familiarize themselves with each of these themes and consider them both within and between units. Students should attempt to ascertain the “change over time” that each of the themes undergoes in the progression of U.S. History, but they should also be aware of the interactions of these themes on each other both within and between units of study. The suggested themes follow:

American Diversity

The diversity of the American people and the relationships among different groups. The roles of race, class, ethnicity, and gender in the history of the United States.

American Identity

Views of the American national character and ideas about American exceptionalism. Recognizing regional differences within the context of what it means to be an American.

Culture

Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film throughout U.S. history. Popular culture and the dimensions of cultural conflict within American society.

Demographic Changes

Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and density. The economic, social, and political effects of immigration internal migration, and migration networks.

Economic Transformations

Changes in trade, commerce, and technology across time. The effects of capitalist development, labor and unions, and consumerism.

Environment

Ideas about the consumption and conservation of natural resources. The impact of population growth, industrialization, pollution, and urban and suburban expansion.

Globalization

Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets, imperialism, cultural exchange.

Politics and Citizenship

Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state. Defining citizenship; struggles for civil rights.

Reform

Diverse movements focusing on a broad range of issues, including anti-slavery, education, labor, temperance, women’s rights, civil rights, gay rights, was public health, and government.

Religion

The variety of religious beliefs and practices in America from prehistory to the twenty-first century; influence of religion on politics, economics, and society.

Slavery and Its Legacies in North American

Systems of slave labor and other forms of unfree labor (e.g., indentured servitude, contract labor) in Native American societies, the Atlantic World, and the American South and West. The economics of slavery and its racial dimensions. Patterns of resistance and the long-term economic, political, and social effects of slavery.

War and Diplomacy

Armed conflict from the pre-colonial period to the twenty-first century; impact of war on American foreign policy and on politics, economy, and society.

The Structure of the AP U.S. History Exam

Multiple choice:

• 80 multiple choice questions• 55 minutes• 50% of the total exam

Five minute break between multiple choice and free response section

Free response section:

• 15 minute mandatory reading period

Document based question (DBQ)

• 45 minute suggested writing time

• 22.5% of total exam grade

Standard essay questions:

• Answer one question each from two groups of two questions• 35 minute suggested writing time for each essay• Each essay 13.75% of the total exam grade• Generally, the first group of questions will be pre-1865• Generally, the second group of questions will be post-1865

TERMS FROM MULTIPLE CHOICE EXAMS

1607-1763

indentured servants proprietary, royal, charter coloniesPilgrims/Separatists

Trade and Navigation Acts Peter Zenger trialHouse of Burgesses

Mayflower Compact King Philip's War Anne Hutchinson

Roger Williams George Whitefield William Bradford

Great Puritan Migration Great Awakening French and Indian War

New England Confederation Thomas Hobbes John Locke

Freedom of consciences mercantilism Iroquios Confederacy

Jonathan Edwards Bacon's Rebellion headright system

Halfway Covenant Harvard College Salutary neglect

Salem Witch trials Middle Passage Albany Plan

city on a hill Phyllis Wheatly James Oglethorpe

William Penn Puritans

1763-1775

Proclamation of 1763 Boston Tea Party Battle of Saratoga

Thomas Paine/Common Sense/ Coercive/Intolerable Actsno taxation without representation

Crisis Papers Loyalists/Tories Stamp Act

Stamp Act Congress Sons of Liberty non-importation agreements

Olive Branch Petition First/Second Continental Congress virtual representation

Pontiac's Rebellion Boston Massacre Gaspee Affair

Quartering Act Paxton Boys Sugar Act 1764

Townshend Acts Tea Act

1775-1825

Monroe Doctrine corrupt bargain Marbury v Madison

Embargo Act 1807 loose/strict constructionism Bank of the United States

Louisiana Purchase Lewis and Clark yeomen farmers

Tecumseh Gibbons v Ogden Virginia-Kentucky Resolutions

Jay Treaty Treaty of Ghent Shay's Rebellion

Whiskey Rebellion Land Ordinance of 1785 Northwest Ordinance

Gabriel Prosser's Rebellion Critical periodLowell/Walthan System/Lowell girls

Annapolis Convention XYZ Affair Erie Canal

Orders in Council War Hawks impressment

Hartford Convention cotton gin/Eli Whitney Declaration of Independence

American Colonization Society Articles of ConfederationMissouri Compromise

republicanism/democracyThree-fifths Compromise Adams-Onis Treaty

interchangeable parts Deism American System

Henry Clay Revolution of 1800 Bill of rights

Washington's Farewell Address full funding/assumptionJudicial Review

Connecticut (Great) Compromise Virginia/New Jersey Plans

Era of Good Feelings

Barbary Pirates Samuel Slater Citizen Genet

undeclared naval war Federalist/First American Party System

Alien and Sedition Acts

Treaty of Alliance 1778 Benjamin Banneker Pinckney Treaty

Treaty of Paris 1783 Haitian Rebellion National Republicans

Republican Motherhood

1825-1865

Seneca Falls Convention Trail of Tears Compromise of 1850

Dorothea Dix Emancipation Proclamation nullification

John C. Calhoun Hinton Helper/Impending Crisis William Lloyd Garrison/Liberator

Oregon Territory Dred Scott v Sandford spoils system/rotation in office

Stephen Douglas Bank war popular sovereignty

Wilmot Proviso Mexican Cession Gadsden Purchase

John Deere Cyrus McCormick American Anti-slavery Society

Maine Laws Treaty of Guadalupe-Hidalgo Irish immigration

Mexican American War John Slidell Trent Affair

abolitionists free soilers Know Nothing/American Party

bleeding Kansas Second Great Awakening Mormons

Horace Mann Worcester v Georgia Prigg v Pennsylvania

Commonwealth v Hunt Charles River Bridge case Kansas-Nebraska Act

Transcendentalism cult of domesticity/true womanhood

Manifest Destiny

Webster-Ashburton Treaty Clayton-Bulwer TreatyRepublican party/3rd Am. Party

Sys.Whigs/2nd American Party Sys. gag rule

Lincoln-Douglas debates Freeport Doctrine

DeTocqueville/Democracy in America Tariff of Abominations

James K. Polk William Seward Ostend Manifesto

Apologist's view of slavery Fugitive Slave Lawantebellum

Force Act removal of deposits Battle of Antietam

Homestead Act Harriet Beecher Stowe Uncle Tom's Cabin

Lucretia Mott Brigham Young Neal Dow

Independent Treasury Specie Circular Sumner-Brooks Affair

Nashville Convention Crittenden Compromise Underground Railroad

Morrill Land Grant Act Lecompton Constitution National Banking Act

compact theory perpetual union nature of the union

Frederick Douglass

1865-1900

new immigrants old immigrants radical reconstruction

black codes 13th, 14th, 15th amendments Plessy v Ferguson

Populist (People's) Party bread and butter unionism Joseph Pulitzer

Molly McGuires Spanish-American War Knights of Labor

American Federation of Labor National Labor Union crop lien system

sharecropping Helen Hunt Jackson A Century of Dishonor

Booker T. Washington Social Gospel Gospel of Wealth

Dawes Act jingoism yellow journalism

Sherman Anti-trust Act Alfred Thayer Mahan social Darwinism

settlement house movement horizontal integrationvertical integration

William Jennings Bryan Freedmen's Bureau cult of domesticity

Battle of Little Bighorn Sioux Wars Boxer Rebellion

Turner (Frontier) Thesis Gilded Age Samuel Gompers

pragmatism (William James) Haymarket Incident Civil Rights Act of 1866

Tenure of Office Act scalawags Farmer's Alliances

William Randolph Hearst Compromise of 1877 Jim Crow Laws

Granger Laws Atlanta Compromise redemption (redeemers)

Henry George (Progress and Poverty)

John Dewey "waving the bloody shirt"

Bland-Allison Act Thomas Nast Seward's Folly

Edwin Stanton Sherman Silver Purchase Act Edward Bellamy (Looking

Backward)

the Grange Pendleton (Civil Service) Act Boss Tweed

Young Men's Christian Association Salvation Army

Chataugua movement

open range Munn v Illinois "forty acres and a mule"

Pullman Strike Interstate Commerce Act Coxey's Army

Frederick Olmstead Louis Sullivan Chinese Exclusion Act

injunction long drives Andrew Carnegie

"Crime of '73" John Peter Altgeld Crédit Moblier Scandal

Horatio Alger J.P. Morgan Teller Amendment

Platt amendment Chief Joseph Wounded Knee

John D. Rockefeller Cross of Gold Speech Anti-Saloon League

Pullman Strike Ida Wells Jacob Riis (How The Other Half

Women’s Christian Temperance Union Lives)

1900-1918

Treaty of Versailles Panama Canal Hay-Buneau-Varilla Treaty

League of Nations Federal Trade Commission Woodrow Wilson

Committee on Public Information Creel Committee

Progressive movement

muckrakers International Workers of the World Wobblies

Russo-Japanese War Federal Reserve System Article X

Henry Cabot Lodge irreconcilables reservationists

Open Door Policy Dollar Diplomacy spheres of influence

Fourteen Points W.E.B. DuBois (Niagara movement) Ballinger-Pinchot Affair

16th, 17th amendments Theodore Roosevelt Big Stick Policy

Upton Sinclair (The Jungle) Gentlemen's AgreementRoosevelt Corollary

Volstead Act "Birth of a Nation"/D.W. Griffith Keating-Owen Child Labor Act

Mann-Elkin Act "good and bad" trusts Food Administration

Sussex/Arabic Pledges Emilio Aguinaldo Insular Cases

Charles and Mary Beard "Black Jack" John Pershing New Nationalism

Anthracite Coal Strike Jacob Riis Pure Food and Drug Act

Zimmerman Note (Telegram) Lusitania Northern Securities Case

Eugene V. Debs Muller v Oregon Lochner v New York

Samuel "Golden Rule" Jones triple wall of privilegeClayton Anti-trust Act

Underwood-Simmons Tariff insurgent's revolt New Freedom

Bull Moose Party Robert LaFollette Great White Fleet

1918-1941

Harlem Renaissance Langston Hughes Washington Naval Conference

National Origins Act quota system Ku Klux Klan

cultural isolation NAACP Scottsboro boys

18th, 19th, 20th, 21st amendments Bonus March

Scopes trial

Andrew Mellon Schenck v U.S. Schechter v U.S. (sick chicken case)

Albert Fall Sacco and Vanzetti Herbert Hoover

John L. Lewis TVA (Tennessee Valley Authority) dole

Hoovervilles Henry Ford Marcus Garvey

"Back to Africa movement" Universal Negro Improvement Assc. Charles Lindbergh

"Spirit of St. Louis" America First Committee Elijah Mohammad (Black Muslims)

Palmer Raids Kellogg-Briand Pact Stimson Doctrine

"lost generation" hundred days brain trust

Keynesian economics New Deal Franklin Roosevelt

Warren G. Harding Calvin Coolidge Sinclair Lewis

F. Scott Fitzgerald Social Security Act Wagner Act

National Labor Relations Act Fair Labor Standards Actsit-down strike

National Industrial Recovery Act Frank Lloyd Wright

Federal Deposit Insurance Corp (FDIC)

Huey Long (Kingfish) "share the wealth" Teapot Dome/Elk Hills Scandals

Georgia O'Keeffe Thomas Hart Benton Edward Hopper

John Steinbeck (Grapes of Wrath) H.L. Menken

Ernest Hemingway

Lend-Lease Act normalcy destroyer deal

court packing scheme cash and carry bank holiday

Indian Reorganization Act Congress of Industrial Organization National Recovery Administration

Works Progress Administration (WPA) Securities and Exchange

flappers Francis Townsend Commission

Neutrality acts phony war Margaret Sanger

Agricultural Adjustment Adm. (AAA) Prohibition

Reconstruction Finance Corporation

1941-1960

Japanese interment Korematsu v U.S. Federal Highway Act

Greensboro sit-ins Montgomery bus boycott Employment Act of 1946

Julius and Ethel Rosenberg McCarthyism Brown v Board of Education

U-2 incident Harry Truman Fair Deal

Marshall Plan Truman Doctrine containment

Casablanca Conference Teheran Conference Yalta Conference

Dumbarton Oaks Conference San Francisco ConferenceUnited Nations

Alger Hiss NSC 68 Berlin Airlift

"long hot summers: Youngstown Sheet and Tube v Sawyer

George Kennan

Henry Wallace Douglas MacArthur Korean War

baby boomers Sputnik NATO

Jack Kerouac (On the Road) beat generation Taft-Hartley Act

Little Rock school crisis Eisenhower Doctrine National Defense Education Act

GI Bill of Rights Servicemen's Readjustment Act Ralph Bunche

Jackie Robinson New Frontier dynamic conservatism

David Riesman Dixiecrats Civil Rights Commission

National Aeronautics and Space Administration (NASA)

1960 to present

Miranda v Arizona Cuban Missile Crisis John F. Kennedy

Huey Newton (Black Panthers) Stokely Carmichael (Black Power)

Gulf of Tonkin Resolution Jimmy Carter Civil Rights Act of 1964

Vietnamization (Guam/Nixon Doctrine) Ronald Reagan

Washington outsiders George Wallace Martin Luther King

Bay of Pigs Roe v Wade Gideon v Wainwright

Economic Opportunity Act War on Poverty Great Society

Malcolm X Warren Commission Lee Harvey Oswald

SALT I Treaty hippies Camp David Accords

Mayaguez incident Bakke v Board of Regents affirmative action

Gerald Ford Michael Harrington (The Other America)

supply-side economics Reaganomics stagflation

Voting rights Act 1965 Barry Goldwater Lyndon Johnson

Rachel Carson (Silent Spring) Ralph Nader (Unsafe at any Speed) Kent State

War Powers Act Equal Rights Amendment Betty Friedan (The Feminine

Southern Christian Leadership Conference Mystique)

OPEC Helsinki Accords Peace Corps

Tet Offensive SNCC Black Panthers

o Critical Reading Strategies

• Understanding the structure of the text

• Previewing the text

• Looking for levels of meaning (L.I.E.)

o Literal (reading the lines)o Interpretative (reading between the lines)o Evaluative (reading beyond the lines)

• Asking questions and predicting

• Summarizing, evaluating, looking for main idea

Levels of Questions

Level one questions are the “facts” of history. They can be answered from the text or other resources.

Level two questions require students to make inferences as to how and why the factual information has an impact in the historical context in which it occurs. Students might ask themselves “So what?” about the factual information to help them understand the relevance and move to level two questions.

Level three questions are more abstract and attempt to get students to consider broader truths outside the historic context of the information.

Level one - What was the Stamp Act?

Level two - What was the most important impact of the Stamp Act on colonial resistance?

Level three - Do attempts to assert control over people who have been allowed freedom for a long period of time always lead to resistance?

Level one - What were the provisions of the Compromise of 1850?

Level two - To what degree and in what ways did the Compromise of 1850 ultimately lead to increased sectional tension?

Level three - Are attempts to compromise on moral issue ever successful?

Level one - What is a lame duck president?

Level two - To what degree and in what ways did Theodore Roosevelt’s announcement that he would not to seek reelection in 1908 compromise his ability to successfully enact his reform agenda in 1904?

Level three - Does the 22nd amendment ensure that all two-term presidents will be less effective in their second term?

The Theory of Essay Writing

1. Writing is thinking on paper. It doesn’t matter how well you say nothing, it’s still nothing. There is ONLY one best choice and arrangement of words to express a given idea.

2. You are writing to impress an AP reader who will have approximately two minutes with your essay. You must convince the reader at the outset that you are an intelligent life-form.

3. Read the question carefully and focus your discussion on directly answering that question. Be certain you answer the question you are asked. AP Free response questions in recent years have tended to emphasize the following:

Analyzing or assessing the DEGREE to which a statement is true

Analyzing or assessing the IMPACT of an event or concept on some aspect of American society

Analyzing or assessing the RELATIVE IMPORTANCE of various factors on an event or concept

Analyzing or assessing the EXTENT to which a historical stereotype is true for a given period or concept

Analyzing or assessing the REASONS that cause a particular movement to develop

COMPARING and CONTRASTING differing attitudes toward a general concept or particular policy or

comparing and contrasting a factor or factors from different time periods.

Analyze means: examine HOW and WHY.

4. Always use the following format in organizing your essay. A predictable format will make it easier for the reader to extract information from your essay. Use the question as a logical cue as to how the essay should be organized (categories). USE THE CORE STRUCTURE.

I. Well developed thesis statement that directly answers the question, takes a position (interpretation), and establishes organizational categories. Your thesis statement should NOT be longer than two sentences.

A. Most important topic sentence which introduces the category to be discussed, directly answers

the question, and takes a position on this particular category.

1. Most important specific factual information (SFI) which demonstrates both knowledge of the material

and an understanding of how this information supports the thesis (interpretive commentary).

2. Next most important same as above. Interpretive commentary.


4. Next most important same as above. Interpretive commentary.Clincher sentence which ties the paragraph directly back to

the thesis.

B. Next most important topic sentence which introduces the category to be discussed, directly answers the

question, and takes a position on this particular category.


and an understanding of how this information supports your thesis (interpretive commentary).




Clincher sentence which ties the paragraph directly back to the thesis.

C. Next most important topic sentence which introduces the category to be discussed, directly answers the

question, and takes a position on this particular category.


and an understanding of how this information supports your thesis (interpretive commentary).




Clincher sentence which ties the paragraph directly back to the thesis.

Repeat A, B, and C as many times as necessary to completely answer the question.

II. Conclusion which restates the thesis in different words.

5. "Hit 'em with a brick." Begin with a well-developed thesis statement that does more than repeat the question. It should (1) answer the question, (2) take a position, and (3) establish organizational categories. This will get you thinking about logical flow and also lend predictability to the essay for the reader.

6. Begin each paragraph with a topic sentence which defends your thesis and directly answers the question, and support it with as much specific factual information as you can. Use the names, dates, places, events, and terminology of history. Do not merely list or describe information but use it to prove your thesis. Explain how and why the specific information supports your point of view (interpretive commentary). Avoid "vomit" essays in which you merely throw-up information in a random manner without relating it back to your thesis.

7. "Kill the dang dog." Keep the essay focused on answering the question. Combine thoughts into clear, concise, sophisticated sentences. Make the important factual information the subject of your sentence. A complete historical thought is a cause/effect relationship so show cause/effect relationships in single sentences. Avoid wordiness!

Example:

"See Spot run. Spot runs past Dick. The grass is wet. See Spot run past Jane. Dick has a stick. The sun is shining. Hear Baby cry. Spot runs into the road. Spot gets hit by a car."

"While running across the yard to avoid being hit by a stick that Dick was swinging, Spot was blinded by the morning sun reflecting off the dewy grass, ran into the road, and was hit by a car."

8. End each paragraph with a clincher sentence that ties the entire paragraph directly back to the thesis statement.

9. Always focus on the complexity of history. Demonstrate that you understand the concept of multi-causation/ multi-effect. Bring as much depth and breadth into the essay as possible.

10.Essays must always be written in dark blue or dark black ink. Penmanship, spelling, and grammar make a difference because they subconsciously affect the ability of the reader to extract information from your essay and they interfere with the logical flow of the essay. Use only past tense and DO NOT attempt to make your essay relevant to today's world. Use only third person. Avoid starting sentences with pronouns.

11.Long essays are not always good essays, but short essays are almost never good essays. Don't be locked in to preconceived notions of length or five paragraph essays. Budget your time. It is imperative that you give each essay your best shot. In all likelihood you will score higher by attempting both free response questions than you will by concentrating all of your efforts on one to the exclusion of the other.

12.The question every reader asks themselves at the end of an essay is, "How sophisticated a knowledge of history has this student demonstrated in this essay?" The demonstrated level of sophistication will ultimately determine the grade.

REMEMBER THE CORE STRUCTURE

More Essay Writing Tips

Every thesis statement must

Directly answer the question Take a position Establish categories

The word “change” should not appear in a thesis or topic sentence. You should be clearly expressing WHAT the

change is.

Every topic sentence must

Directly answer the question Take a position Establish a category

Every paragraph must include

Tons of specific factual information Interpretive commentary THROUGHOUT the paragraph which explains how and why

the informationsupports the topic sentence and thesis (IC should answer the question “So what”

concerning the SFI)

A clincher sentence which restates the topic sentence in different words

Every essay should end in a conclusion that must

Restate the thesis statement and demonstrate consistency with the opening thesis statement

ALL students should attempt to increase the volume of their writing

Add depth by examining MANY factors within each paragraph, not just one or two Add specific factual information to show both a depth and breadth of knowledge Don’t be satisfied with minimal SFI

EXAMPLES OF FREE RESPONSE QUESTIONS

Beginning To 1763

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

Compare and contrast the ways in which economic development affected politics in Massachusetts and Virginia in the period from 1607 to 1750.

Compare the ways in which religion shaped the development of colonial society (to 1700) in TWO of the following areas:

New England

Chesapeake

Middle Atlantic

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 cultural and economic responses of TWO of the following groups to the Indians of North America before 1750. British

French

Spanish

Analyze the extent to which religious freedom existed in the British North American colonies prior to 1700.

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 acquisitions

Politics

Economics

“Geography was the primary factor in shaping the development of the British colonies in North American.” Assess the validity of this statement for the 1600s.

Compare the ways in which TWO of the following reflected tension in colonial society.

Bacon’s Rebellion (1676)

Pueblo Revolt (1680)

Salem witchcraft trials (1692)

Stono Rebellion (1739)

Early encounters between American Indians and European colonists led to a variety of relationships among the different cultures. Analyze how the actions taken by BOTH American Indians and European colonists shaped those relationships in TWO of the following regions. Confine your answer to the 1600s.

New England

Chesapeake

Spanish Southwest

New York and New France

Additional themes

1763-1789

Evaluate the extent to which the Articles of Confederation were effective in solving the problems that confronted the new nation.

Analyze the extent to which the American Revolution represented a radical alteration in American political ideas and institutions. Confine your answer to the period 1775 to 1800.

Settlers in the eighteenth century American backcountry sometimes resorted to violent protest to express their grievances. Analyze the causes and the significance of TWO of the following:

March of the Paxton Boys

Regulator movement

Shays’ Rebellion

Whiskey Rebellion

“The United States Constitution of 1787 represented an economic and ideological victory for the traditional American political elite.” Assess the validity of this statement for the period 1781 to 1789.

To what extent was the United States constitution a radical departure from the Articles of Confederation?

Additional themes

1789-1820

Analyze the contributions of TWO of the following in helping establish a stable government after the adoption of the Constitution.John Adams

Thomas Jefferson

George Washington

In what ways and to what extent was the industrial development from 1800 to 1860 a factor in the relationship between the northern and southern states?

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

To what extent 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

Although the power of the national government increased during the early republic, this development often faced serious opposition. Compare the motives and effectiveness of those opposed to the growing power of the national government in TWO of the following. Whiskey Rebellion, 1794

Virginia and Kentucky Resolutions, 1798-1799

Hartford Convention, 1814-1815

Nullification Crisis, 1832-1833

Additional themes

1820-1860

To what extent did the debates about the Mexican War and its aftermath reflect the sectional interests of New Englanders, westerners, and southerners in the period from 1845 to 1855 ?

Analyze the effectiveness of political compromise in reducing sectional tensions in the period 1820-1861.

In what ways did developments in transportation bring about economic and social change in the United States in the period 1820 to 1860?

The Jacksonian Period (1824-1848) has been celebrated as the era of the “common man.” To what extent did the period live up to this characterization? Consider TWO of the following in your response.


Politics

Reform movements

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

How did two of the following contribute to the reemergence of a two party system in the period 1820 to1840?

Major political personalities

States’ rights

Economic issues

Discuss the impact of territorial expansion on national unity between 1800 and 1850.

In what ways did the Second Great Awakening in the North influence TWO of the following?

Abolitionism

Temperance

The cult of domesticity

Utopian communities

Compare the experiences of TWO of the following groups of immigrants during the period 1830 to 1860.

English

Irish

German

Analyze the impact of the market revolution (1815-1860) on the economies of TWO of the following regions.

The Northeast

The Midwest

The South

Additional themes

1860-1900

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


Westward expansion

Describe the patterns of immigration in TWO of the periods listed below. Compare and contrast the responses of Americans to immigrants in these periods.

1820 to 1860

1880 to 1924

1965 to 2000

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.

How were the lives of the Plains Indians in the second half of the nineteenth century affected by technological development and government action?

How and why did transportation developments spark economic growth during the period from 1860 to 1900 in the United States?

Analyze the economic consequences of the Civil War with respect to any TWO of the following in the United States between 1865 and 1880.

Agriculture

Labor

Industrialization

Transportation

Analyze the impact of any TWO of the following on the American industrial worker between 1865 and 1900.

Government actions

Immigration

Labor unions

Technological changes

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

For whom and to what extent was the American West a land of opportunity from 1865 to 1890?

Analyze the primary causes of the population shift from a rural to an urban environment in the United States between 1875 and 1925.

Analyze the ways in which farmers and industrial workers responded to industrialization in the Gilded Age (1865-1900).

Following Reconstruction, many southern leaders promoted the idea of a “New South.” To what extent was this “New South” a reality by the time of the First World War? In your answer be sure to address TWO of the following.


Politics

Race relations

Additional themes

1900-1920

Compare and contrast the programs and policies designed by reformers of the Progressive era to those designed by reformers of the New Deal period. Confine your answer to the programs and policies that addressed the needs of those living in poverty.

Describe and account for the growth of nativism in American society from 1900 to 1930.

To what extent did the United States achieve the objectives that led it to enter the First World War?

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 ways in which the federal government sought support on the home front for the war effort during the First World war.

How successful were progressive reforms during the period 1890 to 1915 with respect to TWO of the following?

Industrial conditions

Urban life

Politics

Additional themes

1920-1940

In what ways did economic conditions and developments in the arts and entertainment help create the reputation of the 1920s as the Roaring Twenties?

Historians have argued that Progressive reform lost momentum in the 1920s. Evaluate this statement with respect to TWO of the following:

Regulation of business

Labor

Immigration

Compare and contrast Untied States society in the 1920s and 1950s with respect to TWO of the following:

race relations

role of women

consumerism

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

To what extent and why did the United States adopt an isolationistic policy in the 1920s and 1930s?

How did TWO of the following help shape American national culture in the 1920s?

Advertising

Entertainment

Mass production

Additional Themes

1940-1960

While the United States appeared to be dominated by consensus and conformity in the 1950s, some Americans reacted

against the status quo. Analyze the critiques of United States society made by TWO of the following:

Youth

Civil rights Activists

Intellectuals

Analyze the successes and failures of the Unites 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

How did the African American Civil Rights movement of the 1950s and 1960s address the failures of Reconstruction?

Assess the success of the United States policy of containment in Asia between1945 and 1975.

How do you account for the appeal of McCarthyism in the United States in the era following the Second World War?

Analyze the ways in which TWO of the following contributed to the changes in women’s lives in the United States in the mid-twentieth century.

Wars

Literature and/or popular culture

Medical and/or technological advances

Presidential elections between 1928 and 1948 revealed major shifts in political party loyalties. Analyze both the reasons for these changes and their consequences during this period.

Additional themes

1960-present

Analyze the extent to which TWO of the following transformed American society in the 1960’s and 1970’s.

The Civil Rights movement

The antiwar movement

The women’s movement

Discuss, with respect to TWO of the following, the view that the 1960s represented a period of profound cultural change.

Education

Gender roles

Music

Race relations

"1968 was a turning point for the United States." To what extent is this an accurate assessment? In your answer, discuss TWO of the following: National politics

Vietnam War

Civil Rights

“Landslide presidential victories do not always ensure continued political effectiveness or legislative success.” Assess the validity of this statement by comparing TWO of the following presidential administrations.

Franklin Roosevelt (1936)

Lyndon Johnson (1964)

Richard Nixon (1972)

Ronald Reagan (1984)

“Between 1960 and 1975, there was great progress in the struggle for political and social equality.” Assess the validity of this statement with respect to TWO of the following groups during that period.

African Americans

Asian Americans

Latinos

Native Americans

Women

Describe and account for the changes in the American presidency between 1960 and 1975, as symbolized by Kennedy’s “Camelot,” Johnson’s “Great Society,” and Nixon’s “Watergate.” In your answer, address the powers of the presidency and the role of the media.

Additional themes

New Guidelines for DBQs

1. Read the question carefully. Understand that you are to answer a question, not simply to discuss documents. Approach it as an essay question for which you DON’T have documents.

2. Be alert to the time parameters of the question.

3. Make certain you understand what the question asks you to look for in the documents.

4. Establish potential categories BEFORE you examine the documents. You may need to adjust these after examining the documents. If the question gives you categories, use those categories.

5. After you read the question and BEFORE you examine the documents, jot down all of the outside information that comes to mind from that time period.

6. Formulate a tentative thesis statement BEFORE you read the documents. You may have to adjust this, but in will give you something to consider the documents in relation to.

7. Examine the document for the MAIN IDEA relative to this particular question. Do not simply state what is in the document or tell what the document says.

8. Use the CORE STRUCTURE. Begin with a thesis statement that fully addresses the question, takes a position, establishes organizational categories, and follow normal essay writing procedure. Look for organizational cues in the question itself.

9. YOU must determine the logical organization of your essay; the arrangement of the documents should not dictate that organization. Avoid referring to the documents in the exact order in which they appear.

10.You should refer to the majority of documents in your essay, but you do not have to use every one.

11. Do not merely paraphrase the document. Show that you understand how the essence of the document relates to your thesis. Extract the MAIN IDEA of the document relative to this question. NEVER start a sentence with any form of

"Document A says......" The IDEA of the document should be the subject of the sentence not the document itself.

12.Avoid lengthy direct quotations from the documents like the plague. You are to be the author of the essay, not the editor.

13.Attempt to ascertain why each document is included. Documents are designed to trigger the memory of outside information. Many documents can be used to support both sides of a question. Carefully analyze each document to determine how it can support your thesis and clearly relate it back to your thesis with interpretive commentary. Focus on using level two questions to draw inferences from the documents.

14.Bring in as much outside specific factual information as you can. Use the documents as clues for the outside information readers are looking for. No single thing is as important as outside information in the DBQ.

15.The manner in which you refer to the documents is inconsequential. The most unobtrusive way to refer to the documents is simple to put the letter of the document in parenthesis following the sentence in which it is used (A). This will help both you and the reader keep up with the number of documents that are being used.

16.Remember, direct your discussion of both document based and outside information toward supporting your thesis. Use interpretive commentary to directly relate the information back to the question

17.The reader has only approximately two minutes with your essay. Make your information easy to extract.

18.CHILL!!! The DBQ is nothing more than writing an essay with a cheat sheet.

AP PARTS

AUTHOR

Who created the source? What do you know about the author? What is the author’s point of view?

PLACE AND TIME

Where and when was the source produced? How might this affectthe meaning of the source?

PRIOR KNOWLEDGE

Beyond information about the author and the context of its creation, what do youknow that would help you further understand the primary source? For example, do you

recognize any symbols and recall what they represent?

AUDIENCE

For whom was the source created and how might this affect the reliability of the source?

REASON

Why was this source produced and how might this affect the reliability of the source?

THE MAIN IDEA

What point is the source is trying to convey?

SIGNIFICANCE

Why is this source important? Ask yourself, “So what?” in relation to the question asked.

Examples of DBQ’s

2008 Analyze the ways in which the Vietnam War heightened social, political, andeconomic tensions in the United States. Focus your answer on the period 1964 to 1975.

For the years 1880 to 1925, analyze both the tensions surrounding the issue ofimmigration and the United States government’s response to these tensions.Use the following documents and your knowledge of the period from 1880 to 1925 toconstruct your answer.

2007 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.

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.

2006 Discuss the changing ideals of womanhood between the American Revolution (1770s) and the outbreak of the Civil War. What factors fostered the emergence of “republican motherhood” and the “cult of domesticity?” Assess the extent to which these ideals influenced the lives of women during this period. In your answer be sure to consider issues of race and class.

Analyze the developments from 1941 to 1949 that increased suspicion and tension between the United States and the soviet Union.

2005 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 1775 to 1800.

In the early nineteenth century, Americans sought to resolve their political disputes through compromise, yet by 1860 this no longer seemed possible. Analyze the reasons for this change. (1820-1860)

2004 In what ways did the French and Indian War (1754-1763) alter the political, economic, and ideological relations between Britain and its American colonies? (1740-1766)

How and for what reasons did United States foreign policy change between 1920 and 1941?

2003 Analyze the responses of Franklin D. Roosevelt’s administration to the problems of the Great Depression. How effective were these responses? How did they change the role of the federal government? (1929-1941

Evaluate the effectiveness of Progressive Era reformers and the federal government in bringing about reform at the national level. In your answer be sure to analyze the successes and limitations of these efforts in the period 1900-1920.

How successful was organized labor in improving the position of workers in the period from 1875-1900. Analyze the factors that contributed to this level of success.

Jacksonian Democrats viewed themselves as the guardians of the United States Constitution, political democracy, individual liberty, and equality of economic opportunity. To what degree do you agree with the Jacksonians’ view of themselves?

“By the 1850s the Constitution, originally framed as an instrument of national unity, had become a source of sectional discord and tension and ultimately contributed to the failure of the union it had created.” Assess the validity of this statement.

Booker T. Washington and W.E. B. DuBois offered different strategies for dealing with the problems of poverty and discrimination faced by blacks at the end of the nineteenth and beginning of the twentieth centuries. Assess the appropriateness of each of these strategies in the historical context in which each was developed.

“From 1781 to 1789 the Articles of Confederation provided the United States with an effective government.” Evaluate this statement.

To what extent did economic and political development as well as assumptions about the nature of women affect the position of American women during the period 1890-1925?

COMPARISON OF SAMPLE MULTIPLE CHOICE QUESTIONS

1-A The first direct tax that was levied on the American colonists in 1765 was A) the Currency Act B) the Sugar Act C) the Stamp Act D) the Quartering Act

1-B After 1763, changes in the British imperial system threatened the interests of which of the following groups of American colonists.

I. Land speculators with interests west of the Appalachians

II. Newspaper editors and lawyers

III. Farmers wishing to settle in the Ohio River valley

IV. Boston smugglers

A) III B) IV C) I, III D) I, III, IV E) I, II, III, IV

1-C Which of the following is true of the Stamp Act? A) it placed taxes on lead, tea, and paint B) it prohibited the exportation of enumerated commodities from the colonies to foreign countries C) it reflected the successful attempt of Great Britain to reexert control over the colonies D) it resulted in unified, violent resistance by the colonists E) it directly led to the calling of the First Continental Congress

2-A How did the Committee on Public Information get people to participate in the war effort? A) through newspaper articles B) through voluntary press censorship C) through propaganda D) all of the above

2-B The post-war effect of the Creel Commission is reflected, to some degree, in all of the following EXCEPT A) the increased acceptance of

change and difference B) the Red Scare C) the Emergency Quota Act of 1921 D) the reemergence of the KKK E) tendency toward a mass society

3-A The Teller Amendment A) guaranteed the independence of Cuba B) made Cuba an American possession C) directed President McKinley to order troops into Cuba D) appropriated funds to help combat yellow fever in Cuba

3-B Which of the following is true of the Teller Amendment? A) it claimed for the U.S. the right to intervene in the internal affairs of Cuba B) it represented a formal statement of the Roosevelt Corollary C) it was directly tied to the "moral diplomacy" of Woodrow Wilson D) it was a self-denial of imperialistic tendencies E) it was an "insurgent" backed attack on the power of the Speaker of the House

4-A The Emancipation Proclamation declared that A) all slaves were free B) all slaves held in states in rebellion were free C) all loyal slaves were free D) all slaves in southern and border states were free

4-B Which of the following is true of the Emancipation Proclamation?

I. it was designed to prevent a British alliance with the Confederacy

II. reflected the basic sentiment of freesoilers

III. it effectively freed no slaves

IV. its original purpose was to free all slaves

A) all B) III, IV C) I, III D) I, IV E) I only

SAMPLE MULTIPLE CHOICE QUESTIONS

1. The Civilian Conservation Corp had all of the following purposes EXCEPT A) employment of urban youth between the ages of 18 and 25 B) reducing the possibility of civil unrest C) preserving available jobs for heads of households D) preparing soldiers for World War II E) conservation of America’s resources

2. The purpose of the Boston Tea Party was to A) inflict serious economic hardship of British merchants B) force Great Britain into unwise acts of retaliation C) cower apathetic colonists into support for the patriot cause D) force the French into an open alliance with the colonies E) lower the price of colonial tea

3. Samuel Eliot Morison contends that the American Revolution was fought not to gain freedom, but to retain freedoms that the colonists already enjoyed under British rule prior to 1763. Which of the following reflect support for Morison's contention that the colonists enjoyed a significant degree of self government under British control?

I. New England town meetings

II. salutary neglect

III. the Massachusetts Government Act

IV. the Quebec Act

A) all B) I, II, III C) II, III, IV D) I, II E) I only

4. All of the following are true of the Monroe Doctrine EXCEPT A) it was a self-denial of American intent to become involved in European affairs B) it was designed to support fledgling nations created by colonial uprisings in Latin America C) it was extensively used to support U.S. intervention in Latin America in the 19th century D) it forbid the establishment of new colonies in the Western Hemisphere by European nations E) it was supported by the government of Great Britain

5. Which of the following reflect results of the American Civil War?

I. it encouraged business consolidation and centralization

II. it effectively determined the nature of the Union

III. it dramatically altered the subsequent economic focus of the South

IV. it effectively altered both the economic and social status of a majority of Southern Blacks

A) I, II, III B) II, III, IV C) I, II D) I, III E) II, IV

6. Progressives sought to improve life for the common man in which of the following ways?

I. through the regulation of big business

II. through the enactment of direct welfare programs for the poor

III. by enactment of social welfare legislation

IV. by making government more responsive to the people

A) all B) I, II, III C) I, III, IV D) I, II E) I, IV

7. The post-war effect of the Creel Commission is reflected, to some degree, in all of the following EXCEPT A) the creation of a mass society B) the Red Scare C) the Emergency Quota Act of 1921 D) the reemergence of the KKK E) the fear of change and difference

8. The Equal Rights Amendment serves as an example of A) an unsuccessful effort to constitutionally protect civil rights B) a successful attempt by women to gain constitutionally denied freedoms C) the conservative majority mood of the 1960s D) judicial activism Supreme Court under Earl Warren E) a constitutional remedy for Roe v Wade

9. The impeachment of Andrew Johnson serves as an example of A) a typical post-war power struggle between the legislative and executive branches B) the constitutional remedy of obvious abuses of Presidential power C) the inequality of various branches of government despite separation of powers D) the failure of the constitutional system E) the effect that popular displeasure can have on the security of the Presidency

10.Which of the following is true of the Emancipation Proclamation?

I. it was a Northern attempt to gain advantage in the Civil War

II. reflected the basic sentiment of freesoilers

III. it effectively freed no slaves

IV. it led to a British alliance with the North

A) all B) III, IV C) I, III D) I, IV E) I only