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APUSH | Ms. Wiley | Periods 1-5 Review Name:

Midterm Overview:

Students will be assessed on Periods 1-5 o Very little Period 5 content will be on the midterm; as such, some Period 5 topics

will not be taught until after the exam 55 multiple choice questions in 55 minutes [December 22]

o Questions are all framed around stimulus material (primary/secondary sources) o Questions are relatively easy compared to the period tests you’ve taken thus far

and there is a curve, but keep in mind that test corrections are not offered for the midterm/final

1 LEQ (long-essay question) in 35 minutes [December 15] o Same requirements as the DBQ, just without the documents (see Survival Guide for tips and examples) o We’ll practice 2 LEQs in class before the midterm o 1 week before the LEQ, you’ll be told what Period your prompt will be from

Study Recommendations:

Following these recommendations will not only ensure a strong grade on the midterm, but will also help with your writing on future essays (contextualization and synthesis) and the national exam.

Review period documents (notes, primary sources, secondary sources) Review presidential vignette packet (Washington to Grant) Complete this packet; refer to period documents first, then visit text/outlines if necessary

o Part I: Due _____________________________________ o Part II: Due _____________________________________ o Part III: Due _____________________________________

Review outlines Study with a partner or group

Part I Part II Part III

Complete page 2

Page 4 (skip 2nd Great Awakening)

Page 6 (1st 2 compromises)

Page 7 (1st 2 wars)

Page 9 (stop at #5)

Finish pages 4, 6, 7, 9

Complete page 11

Work on assigned theme, Periods 1-3; indicate what Period the content is from

Assigned theme: ____________________________

Complete assigned theme (Periods 4-5) and be prepared to teach your group members

Rebellions, pp. 2-3 Religion, pp. 4-5 Compromises, p. 6 Wars, pp. 7-8 Factions & Parties, pp. 9-10 Elections, p. 11 Thematic Review, pp. 12-13

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REBELLIONS

Rebellion Causes Key Events Impact

Bacon’s Rebellion (Period 2)

Location: _______________ Date: _______________

Pontiac’s Rebellion (Period 3)

Location: _______________ Date: _______________

Shays’ Rebellion (Period 3)

Location: _______________ Date: _______________

Whiskey Rebellion (Period 3)

Location: _______________ Date: _______________

Nat Turner’s Slave Rebellion (Period 4)

Location: _______________ Date: _______________

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RELIGION

Puritanism (Period 2)

Social/Political Values Dissent Locations / Dates / Leaders

Quakers (Period 2)

Social/Political Values (theory and practice)

Founding of PA Locations / Dates / Leaders

The Great Awakening (Period 2)

Characteristics / Significance / Impacts Locations / Dates / Leaders

Second Great Awakening (Period 4)

Characteristics / Significance / Impacts Locations / Dates / Leaders

Secondary Sources (record key ideas learned regarding religion in the U.S.)

Daniel Dreisbach, The Mythical “Wall of Separation” … (Period 4, Jefferson’s Webquest document + Overview Notes 1)

Kenneth Davis, America’s True History of Religious Tolerance (Period 1, Religion in Early America document)

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A New Light, preaching during the

1st Great Awakening

Gov. John Winthrop and Puritan

followers arriving at Mass. Bay Colony

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COMPROMISES

Compromise Causes / Provisions Importance / Impact

Great Compromise (Period 3)

Year: ______________

Constitutional Slave Compromises

(Period 3) Year: ______________

Missouri Compromise (Period 4)

Year: ______________

Compromise of ________ (Period 5)

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WARS

War

Causes

Important Details

Treaty / Short- + Long-term Impacts

French and Indian War

(Period 3) Dates: ____________ __________________

Revolutionary War

(Period 3) Dates: ____________ __________________

War of 1812

(Period 4) Dates: ____________ __________________

Mexican-American War

(Period 5) Dates: ____________ __________________

Civil War (Period 5)

Dates: ____________ __________________

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FACTIONS & PARTIES

The First Faction Emerges: Federalists and Antifederalists, 1787-1791

Federalists (include beliefs, platform, notable figures, doc.’s)

Antifederalists (include beliefs, platform, notable figures, doc.’s)

1. Why did factions emerge in this period? (Keep in mind that the founders desired a faction-free republic…)

2. Which faction, if any, “won”? How did the two factions compromise?

The First Party System: Federalists and Democratic-Republicans, 1790-1816

Federalists (include beliefs, platform, notable figures, doc.’s)

Democratic-Republicans (include beliefs, platform, notable figures, doc.’s)

3. Why did this party system emerge? How did Washington feel about it?

4. Which party’s interests were more in line with the framers’ intents?

5. How/why did this party system end? Although the Federalists “died,” how did their legacy live on?

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The Second Party System: Democrats and the Whigs, 1828-1850ish

Whigs (include beliefs, platform, notable figures, doc.’s)

Democrats (include beliefs, platform, notable figures, doc.’s)

6. Why did this party system emerge? Why did the parties choose their labels?

7. Territorial expansion and the issue of slavery would eventually destroy the Second Party system. Describe the key third parties that emerged during the 1840s and 1850s:

Free-Soil Party, 1848-1852

Liberty Party, 1840-1860ish

American (Know-Nothing) Party, 1850ish-1860

Republicans and the Democrats, 1854 to 1877 (end of Reconstruction)

Republicans (include beliefs, platform, notable figures, doc.’s)

Democrats (include beliefs, platform, notable figures, doc.’s)

8. Were the Republicans wartime policies in line with their 1860 platform? Why or why not?

9. Describe the Republican governments in the South during Reconstruction: (see pages 493-5)

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ELECTIONS

Election of 1800: “Revolution of 1800” (Periods 3 and 4)

Democratic-Republican Candidate: ________________________

Federalist Candidate: ___________________________________

Platform / Key Beliefs:

Results / Important Notes Regarding Election:

Election of 1824: “The Corrupt (?) Bargain” (Period 4)

4 Dem.-Rep.’s

Ran for Election

DR 1:

__________________

DR 2:

__________________

DR 3:

__________________

DR 4:

__________________

Results of the Election: Who claimed it was “corrupt,” and why?

Election of 1860: “Divided Democrats / Divided Country” (Period 5)

Democrats Split: Republican Candidate:

Platform: Platform / Key Beliefs and Goals (in 1860):

Results / Important Notes Regarding Election:

Election of 1876: “Reconstruction Ends With a Backroom Deal” (Period 5)

Republican Candidate: __________________________________

Democratic Candidate: __________________________________

Immediate Results (1876-77): Long-term Impacts:

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THEMATIC REVIEW

Theme Content from Periods 1-5

Key terms, events, documents, groups, people American & National Identity This theme focuses on the formation of both American national identity and group identities in U.S. history. Students should be able to explain how various identities, cultures, and values have been preserved or changed in different contexts of U.S. history, with special attention given to the formation of gender, class, racial, and ethnic identities. Students should be able to explain how these sub-identities have interacted with each other and with larger conceptions of U.S. national identity.

Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity.

Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society.

Analyze how ideas about national identity changed in response to U.S. involvement in international conflicts and the growth of the U.S.

Analyze relationships among different regional, social, ethnic, and racial groups, and explain how these groups’ experiences have related to U.S. national identity.

Politics and Power 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.

Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed.

Explain how popular movements, reform efforts, and activists groups have sought to change American society and institutions.

Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies.

Work, Exchange, and Technology 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 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.

Explain how different labor systems developed in North America and the U.S., and explain their effects on workers’ lives and U.S. society.

Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that govt.’s have responded to economic issues.

Analyze how technological innovation has affected economic development and society.

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Culture and Society This theme explores the roles that ideas, beliefs, social mores, and creative expression have played in shaping the U.S. Students should examine the development of aesthetic, moral, religious, scientific, and philosophical principles and consider how these principles have affected individual and group actions. Students should analyze the interactions between beliefs and communities, economic values, and political movements, including attempts to change American society to align it with specific ideals.

Explain how religious groups and ideas have affected American society and political life.

Explain how artistic, philosophical, and scientific ideas have developed and shaped our society and institutions.

Explain how ideas about women’s rights and gender roles have affected society and politics.

Explain how different group identities, including racial, ethnic, class, and regional identities, have emerged and changed over time.

Migration and Settlement This theme focuses on why and how the various people who moved to, from, and within the U.S. adapted to their new social and physical environments. Students examine migration across borders and long distances, including the slave trade and internal migration, and how both newcomers and indigenous inhabitants transformed North America. The theme also illustrates how people responded when “borders crossed them.” Students explore the ideas, beliefs, traditions, technologies, religions, and gender roles that migrants/immigrants and annexed peoples brought with them and the impact these factors had on both these peoples and on U.S. society.

Explain the causes of migration to colonial North America and, later, the U.S., and analyze immigration’s effects on U.S. society.

Analyze causes of internal migration and patterns of settlement in what would become the U.S., and explain how migration has affected American life.

Geography and the Environment This theme examines the role of environment, geography, and climate in both constraining and shaping human actions. Students should analyze the interaction between the environment and Americans in their efforts to survive and thrive. Students should also explore efforts to interpret, preserve, manage, or exploit natural and man-made environments, as well as the historical contexts within which interactions with the environment have taken place.

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.

America in the World In this theme, students should focus on the global context in which the U.S. 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 United States itself.

Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.

Analyze the reasons for and results of U.S. diplomatic, economic, and military initiatives in North America and overseas.

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