Preparing for the A\@® United States History Examination To Accompany The American Pageant 15th and 16th Editions by David M. Kennedy, Lizabeth Cohen, and Thomas A. Bailey Stacie Brensilver Berman New York University, New York, New York Bobbi Rodriguez A&M Consolidated High School, College Station, Texas Mark Epstein Greenwich High School, Greenwich, Connecticut fs CENGAGE «© Learnin ‘Australa«Brall «Japan « Korea + Mexico» Singapore» Spain United Kingdom « United States ‘AP® and Advanced Placement Program are trademarks registered andor owned by the College Board, which was not involved in the production of, and does not endorse, this product.Ty CENGAGE Learning © 2016 Cengage Leeming WEN: 01-100-101 ALL RIGHTS RESERVED. 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ISBN: 978-1-305-26742-8, Gongage Learning 20 Channol Center Street Boston, MA 02210 USA Cengage Leaming Is @ leading provider of customized learning solutions with office locations around the globe, inoluding Singapore, the United Kingdom, Australia, Mexioo, Brazil, and Japan. Locate your lcel office at: [Link]/global. ‘Cengage Learning products are represented in ‘Canada by Nelson Education, Ltd ‘To learn more about Cengage Learning Solutions, visit [Link]. “To find online supplements and other Instructional support please visit [Link]. AP® and Advanced Placement Program” are trademarks registered and/or owned by the College Board, ‘which was not involved in the produetion of, and does not endorse, this product Printed in the United States of America Print Number: 01 Print Year: 2014CONTENTS About the Author xi Preface xii Part I: Strategies for the AP Test 1 Preparing for the AP Examination 3 What's in This Book 3 Setting Up a Review Schedule 4 Before the Examination 5 Taking the AP U.S. History Examination 6 Strategies for the Multiple-Choice Section 7 ‘Types of Multiple-Choice Questions 7 Short-Answer Questions 12 Free-Response Section Il: Free-Response Questions 12 The Document-Based Question (BQ) 13 A Long Essay Question and Three Sample Essays 18 AHiistoriographical Approach 22 Thematic Learning Objectives 23 ADiagnostic Test 30 AP United States History Examination 30 Answers for Section | 51 Section |, Part A: Multiple-Choice Questions 51 Section |, Part B: Short-Answer Questions 58 Section Il, Part A: Document-Based Question (DBQ) 60 Section lI, Part B: Long Essay Questions 65 Part Il: A Review of AP U.S. History Exam 69 Period 1: 1491-1607 Pre-Columbian America and Initial European Exploration 70 Chapter 1. Initial Contacts: 1491-1607 71 Pre-Columbian Settlements in North America 72 The Columbian Exchange 73 Expansion into the New World 73 Interaction between the Europeans, Native Americans, and African Slaves 74 Content Review Questions 75 Short-Answer Questions 77 Long Essay Questions 78 Answers 79 iii (© 2016 Coogee Leaming. Al Rights Reserved. May not copied, sted or duplicated, in whol rin prt exp fo ui permite na Heese dsebwed with certin proto servic or eke ons Peewee wei for som ae.iv * Contents Period 2: 1607-1754 The Settlement of North America 82 Chapter 2. Colonization of North America: 1565-1754 83 Spain Colonized the New World 84 Dutch Settlements and A French Empit The British Empire in the New World 85 British Policy in the Colonies 88 Content Review Questions 90 Short-Answer Questions 92 Long Essay Questions 93 Answers 93 North America 84 Period 3: 1754-1800 The Rise of the American Republic 96 Chapter 3. Causes of the American Revolution: 1760-1774 97 ‘Competition between the British and French in the New World 98 Problems Inherited by Britain Following the War 99 British Attempts to Exert Authority 100 The Boston “Massacre” 103 The Tea Tax 104 The Boston Tea Party and the British Response 105 The First Continental Congress 106 Content Review Questions 107 Short-Answer Questions 109 Long Essay Questions 110 Answers 111 Chapter 4. The American Revolution: 1774-1783 114 ‘The War Begins in Earnest: Bunker Hill 115 The Declaration of independence 115 The Military Phase of the Revolutionary War 117 Major Military Events of the War 118 The Treaty of Paris 119 Two Revolutions? 121 Content Review Questions 122 Short-Answer Questions 124 Long Essay Questions 125 Answers 125 Chapter 5. Creation of the U.S. Constitution: 1781-1791 128 Creating the Nation’s First Government: Issues and Concerns 129 The Major Features of the Articles of Confederation (AOC) 130 Achievements of the AOC 132 ‘The AOC Attempt to Confront Foreign Affairs Problems 133 The Constitutional Convention 134 ‘The Ratification Debate: Federalists Versus Antifederalists 138 The Bill of Rights and Ratification of the United States Constitution 139 Content Review Questions 141 Short-Answer Questions 143 Long Essay Questions 144 Answers 144 (© 2016 Cengage Learning, Al Rights Reserve. Nano be epi seaod odopticld ia whole or in part exset fru a eit in a ene tuted wha cata produto serie or erie ona passwort protected webster cssoom we.Contents + v Period 4: 1800-1848 The Rise of the American Republic 147 Chapter 6. The New Nation: 1789-1800 148 The Hamiltonian Vision Versus the Jeffersonian Vision 149 Foreign and Domestic Affairs 151 The Presidency of John Adams 152 “The Revolution of 1800" 155 Content Review Questions 156 Short-Answer Questions 158 Long Essay Questions 159 Answers 159 Chapter 7. The Growth of the Nation from 1800 to the 1850s 163 The Marshall Court 164 Key Events in Jefferson’s Presidency 165 The War of 1812. 167 The Impulse for Expansion 169 The Monroe Doctrine 171 The Trail of Tears: The Plight of the Cherokee 172 Texan Independence 173 President James K. Polk and Territorial Expansion 173 The Mexican-American War 174 Content Review Questions _ 175 Short-Answer Questions 177 Long Essay Questions 178 Answers 178 Chapter 8. Jacksonian Democracy and the Age of Reform: 1820s-1850s 181 Setting the Stage for Reform 182 The Era of Good Feelings, the Second Party System, and Emergence of Jackson 183 Jackson's Position on Federal Versus States’ Rights 188 Grassroots Movements in the Age of Reform 189 Political and Economic Accomplishments in the Age of Reform 192 Reform Deepens Sectional Divisions 193 Content Review Questions 193 Short-Answer Questions 196 Long Essay Questions 197 Answers 197 Period 5: 1844-1877 Manifest Destiny, Civil War, and Reconstruction 201 Chapter 9. The American Civil War: 1860-1865 202 Manifest Destiny Fulfilled: President James K. Polk and Territorial Expansion 203, The Mexican-American War 203 The Effects of Expansion 204 Regional Economic Differences 204 Tensions over Political Theories 206 Attitudes in the North and South 207 The Breakdown of Compromise 208 The Road to War 211 The War 213 (© 2016 Cengage Leming Al Rights Reserved. May not be copied, xed or dupletd is whol on prt excep! fa we as pect na see sted wit etn produto serie or thereon pend tected webu for soon os.vi * Contents Impact of the War 215 Content Review Questions 216 Short-Answer Questions 218 Long Essay Questions 219 Answers 219 Chapter 10. Reconstruction: 1863-1877 223 The War, the Expansion of the Federal Government, and the Impact on Reconstruction 224 The Economic and Political Foundations of Reconstruction Policies 226 Planning Reconstruction: Conflicting Methods 227 The Fourteenth Amendment 228 The Radical Republicans Ascendant 229 ‘The Impeachment of President Johnson 230 Reactionaries and Racists Respond to Reconstruction 230 The End of Reconstruction: The Election of 1876 and the Compromise of 1877 231 The Legacy of Reconstruction 233 Content Review Questions 234 Short-Answer Questions 237 Long Essay Questions 237 Answers 238 Period 6: 1865-1898 The Gilded Age 241 Chapter 11. The Industrial Era: 1876-1900 242 US. Policy Toward Native Americans Following the Civil War 243 The Rise and Development of Industrialism in America 243 The Era of Rapid Capital Accumulation 246 Labor Unions and Labor Strikes 249 The Supreme Court, Congress, and State Legislatures Weigh In 250 Maximizing Profits: The Rationale and Tactics of the Capitalists Class 252 Content Review Questions 253, Short-Answer Questions 256 Long Essay Questions 257 Answers 257 Chapter 12. Postwar Politics and the Popt Politics in the Gilded Age 260 ‘The Tariff (Again) and the “Billion Dollar Congress" 262 Debate over Expanding the Money Supply 262 The Growth of Discontent: Farmers Organize 264 The Populist Party 267 Content Review Questions 269 Short-Answer Questions 271 Long Essay Questions 272 Answers 273 1870s-1896 260 102016 Cengage Leaning. Al RightsReserved. Nay nt be copied, scunned or duplicate n whole orp except for se aspect ina iensedsibted aha cern proto serie or oferta pseword teed abut for chseoom weContents + vi Period 7: 1890-1945 Changes at Home and Abroad 276 Chapter 13. U.S. Foreign Affairs from 1860 to 1914 277 The Purchase of Alaska 278 The New Imperialism: Theories 278 Methods Adopted by the United States to Achieve its Imperialist Goals 279 \deological Justifications for an American Imperialist Policy 280 Opponents of American Imperialism 281 USS. Foreign Relations in East Asia and the Pacific 282 The Spanish-American War (1898) 284 U.S. Foreign Relations in Latin American and the Caribbean 286 Content Review Questions 287 Short-Answer Questions 290 Long Essay Questions 290 Answers 291 Chapter 14. The Progressive Era: 1900-1920 294 Liberalism in the Twentieth Century: Historians’ Perspective 295 The Early Twentieth-Century Progressives 296 Reforming Local and State Political Systems 298 Reform Under Progressive Presidents 300 The Republican Party Splits 302 Reform under Woodrow Wilson 303 The Women’s Rights Movement 305 The Socialist Challenge 305 Black Americans and the Progressive Movement 306 The End of the Progressive Era 307 Content Review Questions 308 Short-Answer Questions 310 Long Essay Questions 310 Answers 311 Chapter 15. World War I: 1914-1918 314 Causes of World War |_ 315 American Neutrality 316 U.S. Relations with Britain and France, Public Opinion, and War Propaganda 317 USS. Intervention 317 World War | and Suppression of Civil Liberties and Dissent 318 The Economics of War 319 Treaty of Versailles and the League of Nations 320 The interwar Years 321 Economic Imperatives: Intervention, World War | Debts, and Reparations 322 Content Review Questions 323 Short-Answer Questions 326 Long Essay Questions 326 Answers 327 {©2016 Cengage Leming. Al Right Reserved. May ot be eopie, senoned, or duplet in whol cin pr kept or we os permite nicest p wit cern produto servic or others on a panweed-ptetd wet for castor se.* Contents Chapter 16. Conservatism and Cultural Diversity in the 1920s 330 Political Developments 231 “Silent Cal” Coolidge and the “Do-Nothing” Herbert Hoover 332 Mass Consumerism 333 Divisions on the Domestic Scene 334 Nativist Anxiety 336 Content Review Questions 338 Short-Answer Questions 340 Long Essay Questions 340 Answers 341 Chapter 17. The Great Depres: Causes of the Great Depression 345 ‘The Extent of the Collapse (1929-1933) 347 Hoover and the Collapse of the Economy 348 FDR 350 FOR’s First Hundred Days to the first New Deal 350 ‘The Second New Deal 352 Keynesian Economics 354 ‘The Court-Packing Scheme 355 Black Americans, Women, FDR, and the New Deal 355 The Legacy of the New Deal 357 Content Review Questions 357 Short-Answer Questions 360 Long Essay Questions 360 Answers 361 Chapter 18. World War II: 1939-1945 364 German and Italian Militarism and Territorial Expansion 365 The Spanish Civil War 367 Japanese Imperialism 368 Roosevelt and the Allies 368 Deteriorating Relations with Japan_ 370 Japanese American Internment 371 ‘The Holocaust 371 Wartime Conferences and the Cold War 372 The War 373 Content Review Questions 374 Short-Answer Questions 376 Long Essay Questions 377 Answers 378 1929-1941 Period 8: 1945-1980 Domestic and International Challenges in Cold War America 381 Chapter 19. U.S. Domestic Affairs from 1945 to the 1980s 382 The Economic "Boom" 383 Demobilization and Economic Reconversion 384 The Baby Boom and Suburbanization 385 Domestic Developments During the Truman ‘Administration (1945-1953) 386 Domestic Developments During the Eisenhower Administrations (1953-1961) 387 wit a eran pode! o serie or heron 8 passor protec ebsitfrclsoom we 344 (©2016 Cengage Leaning Alt RightsReserved. May not be copied, ened o pie, a whole orn pr, xcept for ke ax pete ns eese dndContents @ ix Domestic Developments During the Kennedy Administration: "The New Frontier” (1961-1963) 388 Domestic Developments During the Johnson Administration: "The Great Society” (1963-1969) 390 The Presidency of Richard M. Nixon (1969-1974) 392, Ford and Carter (1974-1981) 393 The Reagan “Revolution” (1981-1989) 395 Content Review Questions 396 Short-Answer Questions 398 Long Essay Questions 399 Answers 400 Chapter 20. U.S. Foreign Affairs from 1945 to the 1980s 403 Soviet and American Postwar Objectives and Priorities 404 The Cold Ward in Europe 405 Rollback, Brinkmanship, and Rising Tensions 409 The Containment Policy and Latin America: From Eisenhower to Reagan 411 U.S.-Asian Affairs: The Limitations of Containment 413 Foreign Affairs in the Post-Vietnam Era 416 Content Review Questions 418 Short-Answer Questions 420 Long Essay Questions 421 Answers 422 Period 9; 1980-Present The United States in the Global Community 425 Chapter 21. The Post-Cold War Era: 1980-2013 426 The Presidency of Ronald Reagan 427 The Presidency of George H.W. Bush 431 The Presidency of Bill Clinton 432 The Presidency of George W. Bush 435, The 2008 Election 440 Content Review Questions 443 Short-Answer Questions 446 Long Essay Questions 446 Answers 447 Part Ill: Practice Tests 451 Practice Test 1 453 AP United States History Examination 453 Answers for Section! 475 Section |, Part A: Multiple-Choice Questions 475 Section |, Part B: Short-Answer Questions 482 Section Il, Part A: Document-Based Question (DBQ) 484 Section Il, Part B: Long Essay Questions 488 (© 2016 Cengage Leaning. All Rigs Reeve My not be cope, sans, or duplicated, a wal or npr xcep or os pert n cess died ila crn pour service or oherls na pasnword-poteted mete fo casroom sex & Contents Practice Test 2 491 ‘AP United States History Examination 491 Answers for Section! 515 Section |, Part A: Multiple-Choice Questions 515 Section |, Part B: Short-Answer Questions 524 Section Il, Part A: Document-Based Question (DBQ) 525 Section Il, Part B: Long Essay Questions 530 (©2016 Cengage Leung. All Rigs Reserve My nt be copied canned or dled, in whole ar in part, except fr wea pemited in aieaeesibted ws crn proc or sevice rebate an a pusever-prtected wet for soar useABOUT THE AUTHO! STAGE BRENSILVER BERMAN taught U.S. History for ten years, and AP U.S. History for seven years, at Edward R. Murrow High School in Brooklyn, New York. She is now in the third year of a doctoral program at NYU in Teaching and Learning Social Studies where she is writing her dissertation on LGBTQ issues in high school U.S. history classes. Stacie presents annually at the AP Annual Conference, most recently conducting a full-day workshop on implementing project- based units in AP classes. She has also presented curricula at the Organization of American Historians Annual Conference and the National Council for the Social Studies Annual Conference. Stacie edited and wrote end-of-chapter questions for the 15th edition of The American Pageant. She co-authored a chapter on teaching the Civil Rights Movement in Teaching U.S. History: Dialogues among Social Studies Teachers and Historians, a chapter on teaching war crimes in a comparative perspective in Teaching Recent Global History, and a chapter on strategies for teaching the Port Huron Statement in Tom Hayden's Inspiring Participatory Democracy. Boss! RODRIGUEZ, a teacher at A&M Consolidated High School in College Station, Texas, has been teaching AP U.S. History for seven years, during which time she has been a contributing author on several projects designed to improve student performance on the AP U.S. History exam. This includes work on the original roll-out of PrepU for AP U.S. History and the alignment of The American Pageant (15th edition) with the State of Texas Essential Knowledge and Skills. She has also led the development of AP U.S. History curriculum for her school district, work that has been shared with other districts in the state. MARK EPSTEIN, a teacher for twenty-six years at Greenwich High School in Greenwich, Connecticut, has over the years taught nearly every course in the social studies curriculum, He began teaching AP U.S. History fifteen years ago, and since then his students have compiled a 4.6 group average on the examination. In 2002 he was named a Greenwich Public Schools Distinguished Teacher. xi {© 2016 Cengnge Leming Al Rights Rested. May aot be cope, send, or dul in whol orn pt excep for we os prea Heese datibuee lk cin proto sevice or orb ona paswordpteted wet for chsstam a,PREFACE History provides the context for everything we do and all that we will become. Knowing what happened in the past helps us understand the mistakes and triumphs of the present. As monumental events unfold around the world—news to us, but the history that my daughter and my students’ children will read in a textbook—it becomes even more important that we acknowledge the value of history and our place in it. This updated edition includes recent events, including the prolonged economic crisis, the battle over a national healthcare plan and the Patient Protection and Affordable Care Act, the rise of the “Tea Party,” the election of 2012, and issues facing the nation in President Obama’s second term. The chapter organization and diagnostic and practice tests have been updated to include recent United States history as well as to reflect changes to the College Board’s AP U.S, History curriculum and exam, Thad wonderful allies in my co-author, Bobbi Rodriguez, and in our editor, Craig Leonard. We also had a marvelous foundation courtesy of Mark Epstein, whose previous editions included detailed and wel contextualized information. Jim Fraser and Diana Turk, my colleagues at NYU, push me to explore projects outside of the classroom and continue to develop innovative ways to bring content into AP U.S. History classes. This book is dedicated to the teachers, staff, and students of Edward R. Murrow High School, who will always be more important to me than I can express. | would not be able to pursue my passion for history and learning without the unwavering support of my husband, Jeff, and the inspiration provided by my daughter, Mia. Lastly, T am eternally grateful for the opportunities made available by and the encouragement of my parents Vicki and Alvin Brensilver and my brother, Peter. Stacie Brensilver Berman Steinhardt School of Culture, Education, and Human Development New York University New York, NY xii (© 2016 Cengage lenming All Rigs Reserved My not be coped, sana, or duplicated a whole orn pr xcept fo ws os prin cee dstibuted ‘via crn proto or servicer oherwis on par poet mente or aaron sexiv * Preface PREFACE Why study history? The answer is one that is as simple as it is significant: Because history matters. History matters as we seek to avoid mistakes of the past in making our decisions for the future History matters as we attempt to understand the dynamics of the world around us in hopes of better predicting the impact of decisions made today. History matters because it demonstrates the capacities of our nation, and the human race, giving hope to times of uncertainty and whispering words of caution when power moves toward excess. ‘This updated edition seeks to broaden our approach to U.S. history—beginning in the Pre-Columbian Era and extending through what many of us would consider current events. At the same time, history educators and students alike must appreciate that breadth of knowledge is nearly useless without depth of understanding. To this end, we have also worked to align this book with the College Board’s new curriculum framework for AP U.S. History. There are some major changes in store for AP teachers and students, but the new format, new questions, and new standards are intended to encourage students of history to do not simply memorize facts, but to use the facts they know to build a cohesive understanding about history. 1am deeply grateful for the support of Margaret Lannamann and Craig Leonard at O’Donnell Learn, and for the contributions of Stacie Berman with whom I had the privilege of working on this latest update. Moreover, it is the support of my colleagues at A&M Consolidated High School and of my incredibly talented students that enables me to continue to pursue new ideas in teaching AP U.S. History. This book is dedicated to husband, Roy, without whose encouragement and patience this project could never have been completed; to my children, Nate and Dorothy, in whose futures I see the promises of the past; and to my parents, Sam and Fletcher Kelly, who taught me to love history and to love learning without ever losing sight of the people who are individually affected by the events that surround us all. Bobbi Kelly Rodriguez A&M Consolidated High School College Station, Texa ©2016 Cengage Leaming, Al Rights Reserve. ‘witha sera proc net be copied, cameo: dpe in whoo in pt, ecape frase a paved in iene sited te sevice roe ona pasword protected wet or elisoon te,Part I Strategies for the AP TestPREPARING FOR THE AP® EXAMINATION Advanced Placement is a challenging yet stimulating experience. Whether you are taking an AP course at your school or you are working on AP independently, the stage is set for a great intellectual experience. As the school year progresses and you burrow deeper and deeper into the coursework, you can see the broad concepts, movements, conflicts, resolutions, and personalities that have shaped the history of the United States. Fleshing out those forces with a growing collection of nuances is exciting. More exciting still is recognizing references to those forces in the media. But as spring approaches and the College Board examination begins to loom on the horizon, Advanced Placement can seem downright intimidating given the enormous scope and extent of the information that is required to score well. If you are intimidated by the College Board examination, you are certainly not alone. The best way to deal with an AP examination is to master it, not let it master you. If you manage your time effectively, you will eliminate one major obstacle—learning a considerable amount of material. In addition, if you can think of these tests as a way to show off how your mind works, you have a leg up: attitude does help. If you are not one of those students, there is still a lot you can do to sideline your anxiety. This book is designed to put you on a fast track. Focused review and practice time will help you master the examination so that you can walk in with confidence and get a 5. Wuat's IN THIS BOOK This book is keyed to The American Pageant, 15th edition, by David M. Kennedy, Lizabeth Cohen, and Thomas A. Bailey, and 16th edition, by David M. Kennedy and Lizabeth Cohen, but because it follows the College Board Topic Outline, it is compatible with all textbooks. It is divided into three sections. Part I offers suggestions for getting yourself ready, from signing up to take the test and sharpening your pencils to organizing a free-response essay. At the end of Part I you will find a Diagnostic Test. This test has all of the elements of the U.S. History examination, but the fifty-five multiple-choice questions are organized according to the College Board Concept Outline. When you go through the answers at the end of the test, a cluster of wrong answers in one content area will show you where you are weak. Page references at the end of each answer indicate where you will find the ‘AP® and Advanced Placement Program® are trademarks registered and/or owned by the CCollege Board, which was not involved in the production of, and does not endorse, this, product. £2016 Cengage Leaming. All Rights Reserve, May nat be copied, cued or dpsed In whoo in part except for we as pom in cee dibs ‘acta posto sevice or oer ana panewod-ptete web or aso4% Preparing for the AP Examination discussion on that particular point in both the 15th and 16th editions of The American Pageant. Scoring is explained, so you will have some idea of how well you can do. Part II is made up of twenty-one chapters organized chronologically by topic. These chapters are not a substitute for your textbook and s discussion; they simply review the U.S. History course. At the end of each chapter you will find fifteen content review questions, two long-essay questions, and two short-answer questions based on the material in that chapter. Again, you will find page references at the end of each answer directing you to the discussion on that particular point in The American Pageant. It is important to note that the content review questions at the end of each chapter, although in a multiple- choice format, are intended for content review—not as direct preparation for the multiple-choice section of the AP U.S. History examination. One of the biggest advantages to using these fairly specific content review questions is that it will help you to internalize details that you will need to use in your essays and short-answer responses. For practice multiple-choice questions that model the style of the AP examination, work through the diagnostic and practice exams. Part IT has two complete AP U.S. History examinations. At the end of each test you will find the answers, explanations, and references to The American Pageant for the fifty-five multiple-choice questions and comments on what essays for the document-based question (DBQ), the four short-answer, and the two long-essay questions should cover. SETTING Up A REVIEW SCHEDULE If you have been steadily doing your homework and keeping up with the coursework, you are in good shape. The key to preparing for the examination is to begin as early as possible; do not wait until the examination is just a week or two away to begin your studying. But even if you've done all that—or if it’s too late to do all that—there are some more ways to get it all together. To begin, read Part I of this book. You will be much more comfortable going into the test if you understand how the test questions are designed and how best to approach them. Then take the Diagnostic Test and see where you are right now. ‘Take out a calendar and set up a schedule for yourself. If you begin studying early, you can chip away at the review chapters in Part Il. You'll be surprised—and pleased—by how much material you can cover with half an hour a day of study for a month or so before the test. Look carefully at the sections of the Diagnostic Test; if you missed a number of questions in one particular area, allow more time for the chapters that cover that area of the course. The practice tests in Part III will give you more experience with different kinds of multiple-choice questions and the wide range of long-essay and short-answer questions, If time is short, skip reading the review chapters. Look at the Key Concepts at the beginning of each chapter to make sure you know the broad concepts, and work on the content review and free-response questions at the end of each review. This will give you a good idea of (©2016 Cengage Lenming. Al Rights Reserved. May not be copied, conned or duplicated in whoo in pt ce fr wea pete is sas diibled wit erin produto serie er ober ox apassvorgoteed webs forclssoon we.Preparing for the AP Examination + your understanding of that particular topic. Then take the tests in Part ul. If time is really short, go straight from Part I to Part IIL. Taking practice tests over and over again is the fastest, most practical way to prepare. BEFORE THE EXAMINATION By February, long before the examination, you need to make sure that you are registered to take the test. Many schools take care of the Paperwork and handle the fees for their AP students, but check with your teacher or the AP coordinator to make sure that you are on the list. This is especially important if you have a documented disability and need test accommodations. If you are studying AP independently, call AP Services at the College Board for the name of the local AP coordinator, who will help you through the registration process. ‘The evening before the examination is not a great time for partying. Nor is it a great time for cramming. If you like, look over class notes or drift through your textbook, but concentrate on the broad outlines, not the small details, of the course. You might also want to skim through this book and read the AP tips. However, the evening before the examination is a great time to get your things together for the next day. Sharpen a fistful of no. 2 pencils with good erasers for the multiple-choice section of the test; set out several black or dark-blue ballpoint pens for the free-response questions; bring a watch as no cell phones are allowed in the testing room; get a piece of fruit or a snack bar and a bottle of water for the break; make sure you have your Social Security number and whatever photo identification and admission ticket are required. Then relax. And get @ good night’s sleep. An extra hour of sleep is more valuable than an extra hour of study. On the day of the examination, make certain to eat breakfast—fuel for the brain, Studies show that students who eat a hot breakfast before testing get higher grades. Be careful not to drink a lot of liquids, necessitating trips to the bathroom during the test. You need energy to power you through the test—and more. You will spend some time waiting while everyone is seated in the right room for the right test. That’s before the test has even begun. Including the brief break and all four parts of the test, the U.S. History examination lasts for more than three hours. So be prepared for a long morning. You do not want to be distracted by a growling stomach or hunger pangs. Be sure to wear comfortable clothes, taking along a sweater in case the heating or air-conditioning is erratic—and by all means wear your lucky socks if you have some. ‘You have been on the fast track, Now go get a 5. 162016 Cengage Tearing. ll Rights Reserved, May nat be copied, eae or doplctd in whole oi part, except fr use as permed ina ens ditibuted ih cata prodto seve or thei aha passwort otetad webster classoom we.TAKING THE AP® U.S. HISTORY EXAMINATION ‘The AP U.S. History examination consists of four parts in two sections. Section 1 includes Parts A and B. Section 1 Part A has fifty-five multiple-choice questions for which you will have 55 minutes to answer; all questions will be organized into sets of two to five questions that will follow along with a stimulus material (a primary or secondary source). Section 1 Part B consists of four short-answer questions that you will answer in 50 minutes. Section 2 includes its own Part A and Part B. Section 2 Part A contains a document-based question assessing continuity and change over time as well as your ability to apply your understanding of the documents using the historical thinking skills. You will be given 55 minutes to read the documents and answer the question. Section 2 Part B consists of two long-essay questions that focus on the same historical thinking skill as it applies to two time periods; you will choose to respond to one of these in the allotted 35 minutes. Keep an eye on your watch. Watch alarms are not allowed. ‘The College Board has identified seven themes that run through a U.S. history course: Identity (1D)—how American national identity has been shaped, debated, and defined over time; Work, Exchange, and Technology (WXT}—how changes in markets, transportation, labor systems, and technology have been debated and what impact they have had in the role of government, the economy, and society; Peopling (PEO)—the effects of migrations to, from, and within North America; Politics and Power (POL)—the debate and competition among different political and social groups seeking to influence American values and government; America in the World (WOR)—the interaction between events in North America/the United States and contemporary developments in the rest of the world; Environment and Geography, Physical and Human (ENV)—the impact of the natural environment on the institutions and values of Americans, as well as the impact of political, economic and demographic changes within the United States on the environment itself; Ideas, Beliefs, and Culture (CUL)—reasons for and impacts of the changes in moral, philosophical, and cultural values among the people of the United States (and their colonial predecessors). A theme won't appear in every chapter of the textbook, but it will turn up over and over again in the course. For example, American identity evolved throughout the Revolutionary era, during Westward Expansion, in the build-up to and aftermath of the Civil War, as Americans turned toward imperialism, and throughout the twentieth century as America contended with conflicts in the wider world, The themes can give you a real assist in AP® and Advanced Placement Program® are trademarks registered and/or owned by the College Board, which was not involved in the production of, and does not endorse, this product ‘©2016 Cengage Leming. Al Rights Reseed. May note copied, cand ce dpi wae on pt except forse as pei ina iene dtd ‘witha crainpodint o serve or akerin ons penvond tet wala for elessenm ase.Taking the AP U.S. History Examination @ 7 writing free-response essays; they provide the big idea, which you support with your historical facts. STRATEGIES FOR THE MULTIPLE~CHOICE SECTION Here are some rules of thumb to help you work your way through the multiple-choice questions—your score on this section will make up 40 percent of your final score. @ Understand how the multiple-choice questions are scored. Each correct answer is worth 1 point; you will not lose points for incorrect answers. Therefore it is worthwhile to answer every question, even if you have to guess, There are four possible answers for each question. If you cannot narrow down the choices at all, you have a 25 percent chance of guessing correetly. If you can eliminate even just one response, it will always improve your chances of guessing correctly. Your best strategy is to go through the entire multiple-choice section, answering all questions to which you know the answers. If you skip a question, be careful to skip that line on the answer sheet as well. Then go back and work on the questions you skipped. Leave yourself enough time to fill in answers—even quesses—on all unanswered items before the time expires. @ Read the question and stimulus material carefully. Pressured for time, many students make the mistake of reading the questions too quickly or merely skimming them. By reading a question carefully, you may already have some idea about the correct answer. You can then look for it in the responses, Be sure to use the stimulus material to help inform your thoughts as you work through each set of questions, and pay attention to connections among test questions within a set for cues to other questions. @ Eliminate any answer you know is wrong. You can write on the multiple-choice questions in the test book. As you read through the responses, draw a line through any answer you know is wrong, Read alll of the possible answers, then choose the most accurate response. The AP examination is written to test your ability to reason about the document you are given as it relates to your knowledge of history. Sometimes a few answers are probable, but one of them is more specific. For example, a question dealing with the Open Door policy in 1899 may have an answer that seems correct: “It sought to promote U.S. interests overseas.” However, there may be an even better answer, one that is more specific to the topic: “To provide the United States access to trade in Asia.” Avoid absolute responses. These answers often include the words “always” or “never.” For example, the statement “Jefferson always rejected the Hamiltonian economic program” is an overstatement in that Jefferson never attempted to eliminate one of the key features of Hamilton’s economic program, the Bank of the United States. (© 2016 Cengage Leming. A Rights Reseved May not be soie, seamed duplicated a whole ot in part except for us as permite in Heese dstbted ‘with can prodot or svi or terse ona passwor-poteced webs fr lassen we8 — & Taking the AP U.S. History Examination TYPES OF MULTIPLE-CHOICE QUESTIONS There are various kinds of multiple-choice questions and all will require you to review a primary or secondary source to supplement the question itself. Here are some suggestions for how to approach each kind of stimulus: CHART/GRAPH QUESTIONS ‘These questions require you to examine the data on a chart or graph. Although these questions are not difficult, spending too much time interpreting a chart or graph may slow you down. To avoid this, first read the question and all of the possible answers so that you know what you are looking for. Before you look at the chart, you may be able to eliminate some obviously incorrect responses. For example: Mion 1,247,000, 1,110,000, England, Ireland, Germany 81,000 __ESA aly, Austia~ Hungary, Russia 1871-1880 1881-1890 1891-1800 1801-1810 1911-1020 ‘@congage Learning Which of the following statements does the table above best support? (A) Immigration remained at the same level from 1871 to 1920. (B) The period 1871-1880 witnessed the largest immigration of New Immigrants in the late nineteenth century. (©) Most immigrants came from Italy and Germany. (D) The period 1891-1900 was the first decade in the late nineteenth century in which the number of New Immigrants exceeded the number of Old Immigrants, Answer: (D) After analyzing the table, option A can be eliminated because the measurement bars are not level in any period. Option B is incorrect because the total number of New Immigrants in 1871-1880 is the lowest of any decade represented. Option C is incorrect in that there is no way to tell from the table what percentage of the immigrants came from a specific country. Option D therefore is correct because the bar for New Immigrants is higher for the first time than the bar for Old Immigrants. faigg Leena nations ofthe Of migration Leading nations of the New Immigration: = ‘7 . (©2016 Cengage Leuning Al Rights Reserved. May note copied, scanned or duped In woe in pat eee fr wea perite n a iense tite ‘wih cern produc or ervce or ohersise on apuseri-pteted web fo cist os,Taking the AP U.S. History Examination # 9 PoLiTicAL CARTOON QUESTIONS ‘These questions require you to interpret a political cartoon. Every political cartoon contains symbolism and a point of view. Examine the cartoon before you read the question and possible responses to determine what each part of the drawing represents and to identify the artist’s viewpoint, For example: ‘The Granger Collection, New York 1. What is the viewpoint expressed in the above cartoon? (A) The United States rejected the Roosevelt Corollary to the Monroe Doctrine. (B) Under Roosevelt the United States allowed European nations to take part in the colonization of South America. (C) Roosevelt brought the Caribbean under the control of the United States. (D) Roosevelt was protecting the Caribbean nations from U.S, intervention. ANSWER: (C) Roosevelt actually strengthened the Monroe Doctrine with his Roosevelt Corollary. Therefore A and B are incorrect because one of the primary purposes of the Monroe Doctrine and the Roosevelt Corollary was to prevent European intervention in the Western Hemisphere, Because the United States consistently intervened in South American affairs, answer D is incorrect, (© 2016 Cengage Lean. Al Rights Restve May not be copied, canned duplicated in whol on part, excep for usw permite in Heese dsb wit cera padit or serie er lhe ens pssor-rtectd webs er elesstom se,10% Taking the AP U.S. History Examination INTERPRETING A MAP For history students, maps are used to describe not just geography but social and political organization as well. Asked to interpret a map, you can pick up a lot of information just by looking at the key. Missoni Compromise oa oo, et sse5 Spore tao Woaly Ho, 1618 Sere Bins ‘ecengage Learning 1. The map above shows the United States (A) at the end of the Revolutionary War. (B) following the end of the Mexican-American War. (©) after all of the Eastern Native American tribes had been moved to reservations in the West. (D) after the passage of the Missouri Compromise. ¢ (D) At the end of the Revolutionary War the United States ed the thirteen original colonies; therefore answer A is incorrect. B is incorrect for several reasons, foremost being the absence of Texas and the Mexican Cession on the map. ‘There is no information on the map that indicates it has anything to do with Native ‘American removal, thus answer C is incorrect. INTERPRETING A PRIMARY SOURCE Primary sources are a historian’s best window on the past and should be read carefully. Particularly when dealing with sources from the sixteenth or seventeenth century, be sure that you understand the s meaning. Give careful consideration to the intended audience you are familiar with the author listed, be aware of their actions, beliefs, and motivations. Take any dates given to help you place the passage in context. “While we have land to labor then, let us never wish to see our citizens occupied at a work-bench, or twirling a distaff... For the general operations of manufacture, let our workshops remain in Europe....The mobs of great {©2016 Cengage Loring. Al Rights Reseve May not copied, canned or depleted in whoo in pat, exoep fr wea eit in ena abated ik ex produto serie or otherwise ona passion ocetod webstfrclsscom we.Taking the AP U.S. History Examination 14 cities add just so much to the support of pure government, as sores do to the strength of the human body.” ‘Thomas Jefferson, 1784 1. Which of the following eighteenth-century political debates is most likely the topic of Jefferson’s writing? (A) whether or not to replace the Articles of Confederation with a stronger central government (B) whether or not to declare independence from Britain (C) whether or not to involve the federal government in supporting the national economy (D) whether or not to allow slaves to work in factories in the South ANswER: (C) In this passage, Jefferson is discussing the problems with industrial work, in line with his belief in the virtue of agricultural work. Jefferson believed that there was little desirability in developing an industrial economy such as Britain’s, In 1784, the United States was operating under the Articles of Confederation as an independent nation; a stronger national government was not seriously considered until 1787 and even then Jefferson preferred the decentralized government of the Articles; therefore A and B are incorrect. Even by the language of the time (‘such persons” held to labor, for example, from the Constitution), no mention is made of slavery in this passage. INTERPRETING A SECONDARY SOURCE Secondary sources reveal historian’s thoughts about the past and often present an argument about causes or impacts of historical events, When presented with one (or a pair of sources), first identify the author’s argument, then try to contextualize the issue. What era is being discussed? What was happening at that time? “The function of the ideology of mobility was to supply the citizens of nineteenth century America with a scheme for comprehending and accommodating themselves to a new social and economic order.... The defining characteristic of this open society was perfect competitiveness, which guaranteed a complete correspondence between social status and merit.... A general acceptance of the mobility ideology by the lower class would have served to integrate workmen into the social order, minimizing discontent and directing it at targets other than the society itself.” —Stephan Thernstrom, Poverty and Progress: Social Mobility in a Nineteenth Century City (1964) pp. 58-59 1. Which of the following groups most clearly did not buy into the ideology of mobility that ‘Thernstrom discusses? (A) labor unions (B) industrial leaders (C) urban reformers (D) believers in Social Darwinism 102016 CenggeLowing. Al Rigs Reserve, May note copied, saaned or dplictd in whol a in part, exept fr use as permite na lense dstibted wha cevain proto vee robe on a paswrd-prcted woke or irom ws.12 Taking the AP U.S. History Examination ANSWER: (A) Clues about the “new social and economic order,” “competitiveness,” and “workmen” help reveal that ‘Thernstrom is discussing the industrial changes in the nineteenth century. The argument he is making is, generally, that society was inherently fair and that the best would rise to the top. This was the basic tenet of Social Darwinism, making D incorrect. Of the groups listed, labor unions most clearly disagreed with this idea; they argued, in fact, that the economic system in place unfairly gave benefits to those who owned capital, thus A is correct. Many industrial leaders believed that they deserved their wealth because of superior talont (more Social Darwinism, or the Gospel of Wealth), therefore B is incorrect. Urban reformers (early progressives seeking to improve industrial conditions) focused on bettering the lives of those at the bottom of the social ladder rather than debating their ability to improve their station, making C a poor choice. SHORT-ANSWER QUESTIONS You are required to write responses to a total of four short-answer question in the provided 50 minutes. Your score on this portion will count for 20 percent of your final score. Each question will consist of two or more parts and at least two of the four questions will contain elements of internal choice, allowing you to demonstrate the knowledge that you know best. Each question will require you to use your knowledge about American history to respond to a stimulus such as a primary or secondary source, a map or image, or a general statement about U.S. history. You do not need to develop and defend a thesis—however, bulleted answers will automatically receive a zero. Instead, focus on answering them fully (and in complete sentences) and on including evidence or examples to support your response. The questions are designed to give you the freedom to choose from a wide range of possible examples. This means that you can pick from what you might have studied in-depth in class or what you might have read more about, rather than worrying about knowing one, specific fact or event. FREE-RESPONSE SECTION II: FREE-RESPONSE QUESTIONS You are required to write essays for two free-response questions on Part 2 of the U.S. History examination, Section II Part A presents the Document-Based Question. It is mandatory and will count as 25 percent of your final score. For the DBQ, you are given 55 minutes to read the documents, organize your answer, and write your response. ‘The essay will ask you to use your historical thinking skills in addition to analysis of one or more of the themes of American History. In Section II Part B you will respond to one of two Long-Essay Questions, both of which will focus on the same historical thinking skill as applied to different time periods. You will be asked to choose one question to answer in the given 35 minute time period. Your score on this portion will count for 15 percent of your final score. (©2016 Congage Leung. Al Right Reser. May nob copied cnc dpe whale or in pat xcept fr se apie in iene dsb ‘wih cra produto Servicer other cna pssword tested wets or leetonm ue.Taking the AP U.S. History Examination 13 THE DOCUMENT-BASED QUESTION (DBQ; ‘The DBQ is considered by many students to be the most complex and challenging component of the AP examination. As its name implies, the DBQ presents you with a wide variety of primary-source information in the form of a series of documents. Primary sources are contemporaneous with a time period or event and include everything from maps, political cartoons, photographs, and illustrations to speeches, essays, books, documentaries, and editorials. Documents will not be taken from secondary sources such as textbooks. All free-response essays require you to utilize your knowledge of the topic, but with the DBQ your essay needs to be grounded on the documents. Your goal is to demonstrate your ability to tease out the thrust and substance of each document, then combine this information with your own general knowledge in an analytical and evaluative essay. The following are necessary for a quality DBQ essay: ckground—your own knowledge of the topic @ Analysis—your ability to interpret and explain the documents and identify patterns across time periods ® Contextualization—your ability to link your argument to broader historical events and/or processes 5 Synthesis—your ability to blend your outside information with the information provided in the documents to explain an issue ‘There are three DBQs in this book, one in the Diagnostic Test and one in each of the practice tests. In addition, you will find fifteen DBQs at the end of the 15th and nineteen DBQs at the end of the 16th edition of The American Pageant. ‘Take a look at an abbreviated DBQ, one that contains only four documents for explanation purposes. (You will have the opportunity to practice on full DBQs when you work on the diagnostic and practice tests.) Question: Using the documents provided and your knowledge of the period, write an answer to the following question: ‘Analyze the factors that determined the degree of success that labor unions had in securing the goals that American workers desired during the years 1865-1900. (©2016 Cengage Lean. Al Rights Reserve. May sot be eopie, sand or duplicated in whol or in par, excep fo use ss permite in cose dstibted i cra podt or serie rather ons paved rteted wae or clissTom14 # Taking the AP U.S. History Examination Document 1: The Address of the National Labor [Union] Congress to the Working Men of the United States Andrew C. Cameron, August 1867 The question of all others which at present engrosses the attention of the American workman, and, in fact, the American people, is the proposed reduction of the hours of daily labor and the substitution of the eight- for the ten-hour system... . As might have been expected, the employing capitalists, aided by a venal press, have set up a howl of rage and protested the adoption of such [an] innovation. . . ‘There are, probably, no organizations upon the nature of which so much ignorance exists, even among workingmen, or against which such persistent and systematic opposition has been urged, as trades unions. (Their establishment has been beneficial to the community in general and the working classes in particular. Source: excerpted from The Annals of America, Vol. 10 Document 2: The Preamble to “The Constitution of the Knights of Labor,” adopted 3 January 1878 [We] submit to the world the objects sought to be accomplished by our organization 2, ‘To secure to the toilers a proper share of wealth they create. . . 6. the adopting of measures providing for the health and safety of those engaged in mining, manufacturing, or building pursuits. 11. The prohibition of the employment of children in workshops, mines, and factories. . 14, ‘The reduction of the hours of labor to eight per day, so that the laborers may have more time for social enjoyment and intellectual improvement. Source: excerpted from The Annals of America, Vol. 10 (©2016 Cengage Leming. Al Right Reseed May no be copied, canned cr duplited in whale a in part, ecu for ww pemited aliens dite ‘wih ace produ or service ohare ona pasrvor protested ws for clesoorTaking the AP U.S. History Examination + No. 51 [Family number], American [birthplace] EARNINGS Of father Of mother Ofson, aged sixteen Total CONDITION Family numbers 10—parents and eight children, five girls and three boys, aged from two to sixteen. Four of the children attend school. Father works only 30 weeks in the year, receives $3 per day for his services. ‘They live in a comfortably furnished house, of 7 rooms, have a piano, take an interest in society and domestic. affairs, are intelligent, but do not dress very well. Their expenditures are equal to, but do not exceed their income. Father belongs to trades union, and is interested and benefited byand init. FOOD Breakfast—Bread, meat and coffee. Dinner—Bread, meat, vegetables and tea. Machinist, $1050 Supper—Bread, meat, vegetables and coffee. COST OF LIVING Rent $300 Fuel 50 Meat 100 Groceries 200 Clothing 160 Boots and shoes 50 Dry goods 25 Books, papers, ete. 15 ‘Trades union 10 Sickness [insurance] 50 Sundries 90 Total $1050 Document 3: Earnings, Expenses and Conditions of Workingmen and Their Families z Source: 1884, Illinois Bureau of Labor Statistics, Third Biennial Report, 1884 (excerpted from Hollitz, ‘Thinking Through the Past, 2nd ed., Boston: Houghton Mifflin Co.) 15 No, 112 [Family number], Coal Miner, American [birthplace] EARNINGS. Of father CONDITION $250 Family numbers 7—husband, wife, and five children, three girls and two boys, aged from three to nineteen years. ‘Three of them go to the public school. Family live in 2 room tenement, in healthy locality, for which they pay $6 per month rent. The house is scantily furnished, without carpets, but is kept neat and clean. They are compelled to live very economically, and every cent they earn is used to the best advantage. Father had only thirty weeks work during the past year, He belongs to trades union. The figures for cost of living are actual and there is no doubt the family lived on the amount specified. FOOD Breakfast—Bread, coffee and salt meat. Dinner—Meat, bread, coffee and butter. Supper—Sausage, bread and coffee. COST OF LIVING Rent $72 Fuel 20 Meat 20 Groceries 60 Clothing 28 Boots and shoes 15 Dry goods 20 ‘Trades union 3 Sickness [insurance] 10 Sundries Total ©2016 Cengage Leming, Al Rights Reserved, May not copia, sand or dptcatd ie whol orn part exer fo usa peste a Verse dsb wh carn pede or serve arteries ena pastes wat or cesta os.16% Taking the AP U.S. History Examination Debs's Claim Is Puerile: Violence the Strikers’ Main Reliance to Insure Success President Debs of the American Railway Union, President Gompers of the American Federation of Labor, and other labor leaders who are responsible for strikes, have repeatedly affirmed that during the present [Pullman] strike and in strikes in the pastt.] all violent acts were done by men [who were] not strikers. ... When several persons were shot by the United States troops, he claimed none of them was a member of the American Railway Union and instanced this fact to prove that the strikers were not the ‘ones who were committing overt acts [of violence] . . . and are not accountable for the bloodshed, arson, destruction of property in other ways, hindrance to business, and other losses which the [state] always suffers when a big strike is in progress, ‘That the contrary is true is proved beyond cavil [frivolous objection] by reference to the history of every big strike ever ordered in this country. In a railway strike success can only be achieved by the forcible detention of trains . .., and the forcible detention of trains means rioting, and perhaps bloodshed. It is because Debs and his ik cannot, and know they cannot, achieve their communistic ends by the ballot or in any other lawful way that they resort to the use of hurled rocks, blows with clubs, shots fired from ambush, and all the other base acts of arelentless and bloodthirsty guerilla warfare, Source: New York Times, 11 July 1894 (excerpted from the Times through Proquest, an electronic database) Steps in organizing and structuring the DBQ essay: Step 1: Brainstorm ideas that relate to the question. Step 2: Consider a structure for your response. Step 3: Analyze each document, What is the meaning of the document? What or who is the source—the Supreme Court, a presidential candidate, a labor leader, a capitalist? The source provides important clues to the position being put forth in the document. As you analyze the meaning or significance of the document, jot down margin notes—generalizations that relate to the document. For example: = Margin note for Document 1: Address to the NLU (National Labor Union) in support of the eight-hour day = Margin note for Document 2: Extract from the Knights of Labor constitution regarding higher wages, improved working conditions, and a shortened workday = Margin note for Document 3: Bureau of Labor Statistics cost-of- living figures for union members equals the amount paid in salary for the machinist, slightly less for the coal miner ™ Margin note for Document 4: Criticism of claim by Eugene Debs, president of the American Railway Union, that acts of violence were not perpetrated by union members and that Debs’s union was interfering with the railroads; suggestion that Debs is communistic (©2016 Cengage Leuming. Al Rights Rezeryed, May nt be copied cand or duped i wale opt, except fr wea peed in iene dsb ‘wil cata prod or serge ar aes ona pasword protected web for ensoomTaking the AP U.S. History Examination “ 17 When you begin to map out your essay, remember that the DBQ calls for a synthesis of the document information and your own knowledge of the topic. With that in mind, start with your own knowledge that the period 1865-1877 was characterized by tensions between labor and the business owners, or capitalists. You will need to point out the conditions—low pay and dangerous work environments—faced by workers. Documents 1, 2, and 3 provide the grist for this point; you might note that the sources for Documents 1 and 2 were partisan, while the source for Document 3 was nonpartisan. To assess the level of success for workers in achieving their objectives, you will need to address factors—in this case, obstacles—such as the role played by government in assisting the capitalist class to put down strikes (for example, the Railroad Strike of 1877); the influx of millions of immigrants, which drove down wages; and the methods used by businesses and government to undermine union efforts. As you discuss these features, you should refer to the documents that support your own analysis. For example the degree of success for the ‘American workers in general and unions specifically was in part determined by the attitudes expressed in Document 4, which portrays unions as violent, This turned public opinion against labor unions, therefore limiting their success. AP Tip Do not wait until you've read the documents to develop your own personal knowledge. Even before reading the documents take a few minutes to brainstorm information that you can recall about the topic. If time permits, organize this information so that you can construct the essay while incorporating the documents into the essay. When the document information is similar to what you have brainstormed, present that knowledge as it is expressed in the documents. Possibly the document material can be used to help you analyze other issues. STRUCTURE OF A FREE-RESPONSE ESSAY In writing a free-response essay, whether a DBQ or a general long- essay question, you need the following: @ a well-developed thesis that sums up your perspective @ an effective analysis and appropriate use of information a lucidly cogent essay that is well structured and lucidly written Below is one model for organizing your thoughts in preparation for writing the free-response and DBQ essays Thesis (Opinion) Supporting Arguments (major reasons, to be developed in the body paragraphs, that defend or support your thesis) {©2016 Congnge Leung. All Rights Reserve May no be copied, canes oF doped in whole a in part, excep frase as pried in ens ditibuted ‘wih conn produ or sere oars passwri-proteted woh fo ism we.18 Taking the AP U.S. History Examination Structured Body Paragraphs § Topic Sentence supports the thesis HM introduces the topic of the paragraph Historical and Factual Information ™ facts details statistics ™ quotes @ Analysis explains the separate parts of your arguments ™ explains the significance of the information you present as itrelates to the thesis FRAMING THE DEBATE To demonstrate an understanding of the complexity of the issue or question, you need to show that you are aware of both sides of the argument or perspective. This frames the debate for the reader. Thus in the introduction, you want to present the “other” view—the one you are not supporting. Make certain, however, that you do not develop the other perspective so fully that the reader is unclear about your thesis. Your objective is to convince the reader that you have a strong thesis and that it is well developed with historical information and analysis. OUTLINING For each essay in Section II, the AP examination has built in time for you to develop an outline. Time spent on your outlines is important for a number of reasons: ® It prevents you from writing an essay that is unorganized because you begin writing whatever comes into your head at the moment. © It helps you determine your perspective on the issue. If after completing an outline you realize that your information tends to support one view over the other, then this is the perspective you should develop, It provides you with a brief brainstorming opportunity before writing the essay. Once you have outlined your essay, it is time to put pen to paper. Remember that examination readers are looking for a clear thesis backed up with specifics. Concentrate on setting out accurate information in straightforward, concise prose. You cannot mask vague information with elegant prose. ALONG-ESSAY QUESTION AND THREE SAMPLE ESSAYS Having established the ingredients of a free-response answer, let us now look at three essays—one excellent, one good, and one poor. ‘Comments following each essay explain ways in which each essay succeeded or failed. All three essays respond to the following long- essay question that focuses on the skill of Historical Argumentation: Question: Analyze the extent to which compromise was no longer possible between the North and South by the 1850s. (©2016 Cengage Leaming. All Rights Reserve. May note copied, canned cr dicated in whole on part except fr wes pent i iene dit witha erin produto serie or eerie ona passwort yrotced webster caso wt.Taking the AP U.S. History Examination # 19 SAMPLE ESSAY 1 By the time Abraham Lincoln was elected president in 1860, the time for compromise between the North and South had passed. Lincoln's election was the spark that ignited secession, Throughout the antebellum period political leaders had attempted to preserve the Union through compromise and by maintaining the political balance in the Senate. As early as the Constitutional Convention there were indications that the conflicting economies and cultures of the regions would ultimately have to be resolved, either through ongoing political compromise or through war. As late as 1858, just two years before secession, Lincoln had said “a house divided against itself cannot stand.” The outbreak of the Civil War was the tragic resolution to the sectional differences and the inability ‘to maintain two different economic, political, and cultural systems under ‘one governtnent. Territorial expansion played a significant role in straining sectional relations because it involved the debate over the expansion or containment of slavery, In 1820 Congress seemed to have resolved this problem when it passed the Missouri Compromise, which prevented the expansion of slavery north of the 36° 30” line. For a time, Congress was able to balance representation in the Senate by admitting both a slave state and a free state into the Union. For example, Missouri, a slave state, was admitted at the same time as Maine, a free state. Compromise could only address the symptoms of the problem; it could not resolve the basic economic, moral, and cultural differences, especially because the two regions had completely different economic systems dominated by opposing dominant social, economic, and political classes: the planter-slaveholder in the South and the industrial capitalist in the North, Economically, Northern manufacturers and the Northern economy required a protective tariff, internal improvements, and a national bank to facilitate commerce, whereas the South wanted low tariffs, state banks, and was opposed to internal improvements. The North’s economy and culture rested on the wage-labor system, which was, of course, inconsistent with the South's slave economy and culture. Both sought to expand their systems for a variety of reasons: politically the North and South quarreled over the extension of slavery because the addition of a new slave state or free state meant greater political representation in Congress. This in turn meant that either region, if given the political advantage, could pass legislation that affected not only the future expansion of slavery, but other burning political issues as well, such as the tariff, Furthermore, the North maintained that the Union had been established as a contract between the people of the United States. Southern political leaders responded that the Union was the result of a compact between the states, and that a state had the authority to nullify federal laws and even secede from the Union, These. conflicting (© 2016 Cengage Laming, All Rigs Reserved May not copie smaed, or duplcated ie whol or in part excep for use as poi na Heese cities, ‘a certan pot or service rahe a pasevrd-prteted web for clear20 # Taking the AP U.S. History Examination political theories made compromise even more difficult to achieve because the South claimed to have the authority to reject any federal law it deemed unconstitutional or a threat to states’ rights, ‘Added to this was the role of Northern abolitionists and Southern defenders of slavery whose justifications for or against the peculiar institution added a moral element to the already significant differences, Thus by the time Congress passed the Kansas-Nebraska Act in 1854 and ‘the Supreme Court handed down the Dred Scott decision in 1857, the possibility of maintaining the Union became increasingly tenuous. Politically, by the 1850s the two major political parties represented, for the most part, different sections: the Democrats articulated the South's objectives, whereas the Republicans represented an adversarial view. Up until the election of Lincoln, the presidency was occupied either by a Southerner or a Northerner who tended to favor the South's position. Lincoln, a Republican and an advocate of the containment of slavery, represented to the South that the executive branch would now become an obstacle to the South's political objectives, and that its political and economic influence would therefore wane over time. Thus, by the 1850s, conditions for secession were already present, and the time for compromise had, for all intents and purposes, passed. ComMeNT This essay effectively outlines the divisions that prevailed between the North and South in the antebellum period. Although it by ho means completely addresses the issue, given the time constraint (35, minutes) it successfully indicates that while Lincoln's election was the event that finally shattered the Union, deep social, economic, and political divisions had already been festering for decades. ‘The writer articulates the view that the Civil War was the result of irreconcilable differences that could no longer be resolved through compromise Although listing the features of the Dred Scott case would certainly help, the writer successfully synthesizes selective historical content with effective analysis to support the thesis. (Excellent) ‘SAMPLE ESSAY 2 Although there were many disputes, differences, and events that made compromise in the decades before the 1850s very difficult, political leaders such as Clay and Calhoun were able to work out solutions that politically resolved the differences between North and South and therefore prevented secession and war, Unfortunately the nation's political leaders were not up to the task in the 1850s, As early as the Constitutional Convention the Framers developed solutions to sectional problems such as the Three-fifths Compromise and the Assumption Bill In the early nineteenth century, with tensions high over the attempt to expand or limit the spread of slavery, congressional leaders were able to work out the Missouri Compromise, which defined where slavery could and could not expand. In 1850 the United States could have experienced civil war had not political leaders worked out the Compromise of 1850, which strengthened the Fugitive Slave Act in the South's favor but (©2016 Cengage Leming. All Rights Reserve May nate copied, canned or dicted in whale or in pat excep fr se asprin iene died ‘wih cua prior ervce or allarise on pasword retested wiki or caso useTaking the AP U.S. History Examination 21 allowed California to enter as a free state, True, the Dred Scott decision effectively eliminated the Missouri Compromise, but political leaders such as Senator Stephen Douglas could not create compromises that would reduce tensions, Instead, they offered the controversial Kansas-Nebraska Act. The idea of popular sovereignty made compromise almost impossible because Congress could no longer establish areas where slavery could expand and where it could not. Besides, the Kansas-Nebraska Act further enforced the Fugitive Slave Act, which angered Northerners immensely. The only thing holding the Union together at this point was the hope on the part of the South that it could in the future continue to expand slavery, Lincoln, who was opposed to the expansion of slavery, concerned the South so much that no one in 1860 could find any way to compromise. With Lincoln's election the South seceded. But it didn't have to come to that. The nation's political leaders had failed to do what their predecessors in Congress had been able to achieve: effective compromises. COMMENT This essay has a clear thesis: The nation’s political leaders in the 1850s were responsible for failing to reduce or resolve the ectional tensions through effective compromises that earlier political leaders had accomplished. The writer cites several important political compromises. The scope of this essay could be broader, however, in that the author does not incorporate the role of territorial expansion into the discussion. Further, the discussion is limited in that no clear differences between the sections are established, Thus the essay focuses only on the controversy over the expansion of slavery and not on its economic and political consequences for the sections. It also depicts the Compromise of 1850 as a workable solution that had no subsequent repercussions. In fact the North was outraged by the Fugitive Slave component of the act. There is also a factual error: the Kansas-Nebraska Act did not strengthen the Fugitive Slave Act. An explanation of popular sovereignty would also add to the quality of this essay. Nevertheless, the writer exhibits a good understanding of the topic and uses information that sustains the thesis throughout the essay. (Good) ‘SAMPLE ESSAY 3 Compromise in the 1850s was impossible because the North and South no longer wanted to negotiate. They believed that only through war would their differences be settled. The Missouri Compromise was more effective than the Kansas-Nebraska Act. It prevented war, whereas the Kansas-Nebraska Act made war more possible, Popular sovereignty wos not an effective solution either. Now slavery could spread anywhere and the North would be opposed to this. Lincoln was opposed to the spread of slavery, but he was not willing to break up the Union for it. Therefore a better solution to the problem could not be found. If Lincoln opposed the spread of slavery, what other option did the South have but to leave the Union? Also, the North and South viewed slavery differently. The (© 2016 Cengage Leaming. All Rights Reserve May nat copied, seated or doped in whol or ia part, exo focus as permite in Heese dsb wh cra produto servic artes en psod-prtected weet er elissoom i,22 = Taking the AP U.S. History Examination North opposed it as inhumane, but the South claimed it was an institution that benefited both Southern whites and slaves. Had the Framers at the Constitutional Convention addressed the issue of slavery, future generations would not have to find solutions and compromises to this problem, But even if Congress did work out compromises, such as the Missouri Compromise, no one could determine what the Supreme Court would do, such as the Dred Scott case. Lincoln's election was not the couse of the war. True, he was a Northerner, but so were other presidents. Put simply, neither the North nor the South favored compromise by the 1850s because they could not resolve their political differences, COMMENT This essay is weak in a number of areas. While it has a thesis, it is rudimentary; the thesis is not developed in the essay effectively. ‘The writer strings together generalizations that have little connection to one another. Important issues are not explained. For example the writer contends that the Missouri Compromise was more effective than the Kansas-Nebraska Act but does not explain how or why the former prevented war. This essay lacks focus, analysis, and sufficient historical information to defend the thesis. (Poor) A HISTORIOGRAPHICAL APPROACH One misconception about historical study is that it is merely a string of facts, meaningless dates, and the names of often long-dead individuals, with little relevance to our lives and the times. Nothing could be further from the truth. Historians study the nature of change. To be sure, facts are an integral component of historical study and discourse, but equally important is the meaning we give to historical information. One interesting approach to the study of history is historiography- the interpretation of information. There are two dominant schools of historiography. One historiographic perspective argues that change is the result of consensus among groups, classes, ethnicities, races, and genders that change is needed; strains, divisions, and class interests exist, but they are not fundamental and have not interfered with the process of consensual change. Those who subscribe to this view are called consensus or traditional historians. Other historians, referred to as revisionist or conflict historians, view conflict among groups, classes, ethnicities, races, and genders as fundamental to change, its wellspring. As you become immersed in the study of U.S. history at the AP level, filtering the information you learn through the lens of historiographic analysis can make for a richer experience and provide you with the analytical tools to interpret the nature of change. ‘Analyzing, synthesizing, and evaluating the forces that shaped this nation are important aspects of any student's intellectual growth, and they are essential tools for achieving a 5 on the AP U.S. History examination when you take it in May. (©2016 Cengage Leaning. ll Rigs Reserved. May nt be opi, scanned dps, whole pat, except for seas pete in icese dtu ‘With crn prado service or there era poewor- pated webster cae we,THEMATIC LEARNING OBJECTIVES As indicated earlier, the College Board has identified seven themes, or topics, that can guide our exploration of history. Importantly, they have also identified a series of learning objectives, categorized by theme, to help identify important understandings that they expect students to grasp. As you study U.S. History, refer often to these themes and objectives and ensure that you can offer analysis and factual details for each. On the AP examination, every question will measure your understanding of one of these objectives. To assist you, references to the tested objectives have been included in the answer keys to all multiple-choice questions in this guide. Identity (ID) Essent Understanding In particular, students can... Students demonstrate understanding of ways that debates over national identity have changed over time. through the antebellum per ID-1 Analyze how competing conceptions of national identity were expressed in the development of political institutions and cultural values from the late colonial ID-2 Assess the impact of Manifest Destiny, territorial expansion, the Civil War, and industrialization on, popular beliefs about progress and the national destiny of the United States in the nineteenth century. ID-3 Analyze how U.S. involvement in international crises such as the Spanish-American War, World Wars | and II, the Great Depression, and the Cold War influenced public debates about American national identity in the twentieth century. Students demonstrate understanding of ways that gender, class, ethnic, religious, regional, and other group identities changed in different eras. ID-4 Explain how conceptions of group identity and autonomy emerged out of cultural interactions between colonizing groups, Africans, and American Indians in the colonial era. Analyze the role of economic, political, social, and ethnic factors on the formation of regional identities in what would become the United States from the colonial period through the nineteenth, century. ID- 23 {©2016 Cengage Leming. Al Rights Reserved May note copi, seamed or duplicated in whol orn part, etc fous a permite in a Heese ditt nt ceria pedut or serve or othe ons par preted wae fo ison .24 = Thematic Learning Objectives Essential Understanding —_| In particular, students can... ID-6 Analyze how migration patterns to, and migration within, the United States have influenced the growth of racial and ethnic identities and conflicts over ethnic assimilation and distinctiveness. ID-7 Analyze how changes in class identity and gender roles have related to economic, social, and cultural transformations since the late nineteenth century. ID-8 Explain how civil rights activism in the twentieth century affected the growth of African American and [ other identity-based political and social movements, Work, Exchange, and Technology (WXT) Essential Understanding _| In particular, students can... Students demonstrate WXT-1 Explain how patterns of exchanging understanding of ways that —_| commodities, peoples, diseases, and ideas around the changes in markets, Atlantic World developed after European contact and transportation, and technology | shaped North American colonial-era societies. have affected American society. WXT-2 Analyze how innovations in markets, transportation, and technology affected the economy and the different regions of North America from the | colonial period through the end of the Civil War. WXT-3 Explain how changes in transportation, technology, and the integration of the U.S. economy into world markets have influenced U.S. society since the Gilded Age. Students demonstrate WXT-4 Explain the development of labor systems understanding of ways that such as slavery, indentured servitude, free labor, and different labor systems have _| sharecropping from the colonial period through the developed over time. end of the eighteenth century. WXT-5 Explain the development of labor systems that accompanied industrialization since the nineteenth century and how industrialization shaped U.S. society and workers’ lives. £2016 Cengage Learing. Al RightsReserved. May not be copied, cand dpsed in wae on part except for ew peited ina Hien dstabted ‘wh crn prodet or serc rote ons pasword tet webu fos csroom se.Essential Understanding Thematic Learning Objectives + 25 In particul: students can... Stuclents demonstrate understanding of debates over economic values and the role of government in the U.S. economy and how these debates affected politics, society, the economy, and the environment, WXT-6 Explain how arguments about market capitalism, the growth of corporate power, and government policies influenced economic policies from the late eighteenth century through the early twentieth century. WXT-7 Compare the beliefs and strategies of movements advocating changes to the U.S. economic system since industrialization, particularly the organized labor, Populist, and progressive movements. WXT-8 Explain how and why the role of the federal government in regulating economic life and the environment has changed since the end of the nineteenth century. Peopling (PEO) Essential Understanding In particular, students can... Students demonstrate understanding of why people have migrated to, from, and within North America. PEO-1 Explain how and why people moved within the ‘Americas (before contact) and to and within the ‘Americas (after contact and colonization). PEO-2 Explain how changes in the numbers and sources of international migrants in the nineteenth and twentieth centuries altered the ethnic and social makeup of the U.S. population. PEO-3 Analyze the causes and effects of major internal migration patterns such as urbanization, suburbanization, westward movement, and the Great Migration in the nineteenth and twentieth centuries, Students demonstrate understanding of how changes in migration and population patterns have affected American life. PEO-4 Analyze the effects that migration, disease, and warfare had on the American Indian population after contact with Europeans, PEO-5 Explain how free and forced migration to and within different parts of North America caused regional development, cultural diversity and blending, and political and social conflicts through the nineteenth century. toe cope Leming A Ri Reon Maya cp snalo dapat noe aint een re pie i st ied acorn prod cr sive or eheise na pasord-ptcted wot fo esroom we.26 Thematic Learning Objectives Essential Understanding In particular, students can. PEO-6 Analyze the role of both internal and international migration on changes to urban life, cultural developments, labor issues, and reform movements from the mid-nineteenth century through the mid-twentieth century. PEO-7 Explain how and why debates over immigration to the United States have changed since the turn of the twentieth century. Politics and Power (| POL) Essential Understanding In particular, students cat Students demonstrate understanding of how different political and social groups ‘competed for influence over society and government in colonial North America and the United States. POL-1 Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period. POL-2 Explain how and why major party systems and political alignments arose and have changed from the early Republic through the end of the twentieth century. POL-3 Explain how activist groups and reform | movements, such as antebellum reformers, civil rights activists, and social conservatives, have caused changes to state institutions and U.S. society. POL-4 Analyze how and why the New Deal, the Great Society, and the modern conservative movement all sought to change the federal government's role in U.S. political, social, and economic life. Students demonstrate understanding of how Americans have agreed on or argued over the values that guide the political system, as well as who is a part of the political process POL-5 Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S politics since 1787. POL-6 Analyze how debates over political values (such as democracy, freedom, and citizenship) and the extension of American ideals abroad contributed to the ideological clashes and military conflicts of the nineteenth century and the early twentieth century. POL-7 Analyze how debates over civil rights and civil liberties have influenced political life from the early twentieth century through the early twenty-first century. (© 2016 Cengnge Leming Al Rights Reseed May no copied, sesaed, duplicated in whole ori prt, ecept fr ua erie ina license ditt wilh certain produto serve or ohervise on fssword teed wabte or casooe ur.America in the World (WOR) Essential Understanding understanding of the relationship among events in North America and the United States and contemporary events in the rest of the world ‘Thematic Learning Objectives 27 In particular, students cai WOR-1 Explain how imperial competition and the exchange of commodities on both sides of the Atlantic Ocean influenced the origins and patterns of development of North American societies in the colonial period. WOR-2 Explain how the exchange of ideas among different parts of the Atlantic World shaped the belief systems and independence movements into the early nineteenth century. WOR-8 Explain how the growing interconnection of | the U.S, with worldwide economic, labor, and migration systems affected U.S. society since the late nineteenth century, WOR-4 Explain how the U.S. involvement in global conflicts in the twentieth century set the stage for | domestic social changes Students demonstrate factors have influenced U.S. military, diplomatic, and economic involvement in international affairs and foreign cgnflicts, both in North America and overseas. understanding of how different WOR-5 Analyze the motives behind, and results of, economic, military, and diplomatic initiatives aimed at expanding U.S. power and territory in the Western Hemisphere in the years between independence and the Civil War. WOR-6 Analyze the major aspects of domestic debates over U.S. expansionism in the nineteenth century and the early twentieth century. WOR-7 Analyze the goals of U.S. policymakers in major international conflicts, such as the Spanish- American War, World Wars I and II, and the Cold War, and explain how U.S. involvement in these conflicts has altered the U.S. role in world affairs. ee ese WOR-8 Explain how U.S. military and economic involvement in the developing world and issues such | as terrorism and economic globalization have changed U.S. foreign policy goals since the middle of the twentieth century. 1© 2016 Cengage Lonmin. Al Rights Resved. May ot be cope, sanned, or dupe a whole ain pt xcept for se pete in iene dite ‘wha certain produto sevice robes napus pated Wot fu custom28 Thematic Learning Objectives Environment and Geography—Physical and Human (Env) Essential Understanding In particular, students can... Students demonstrate understanding of the various ways in which interactions with the natural environment shaped the institutions and values of various groups living in North America from prior to European contact through the Civil War. ENV-1 Explain how the introduction of new plants, animals, and technologies altered the natural environment of North America and affected interactions among various groups in the colonial period. ENV-2 Explain how the natural environment contributed to the development of distinct regional group identities, institutions, and conflicts in the precontact period through the independence period. ENV-3 Analyze the role of environmental factors in, | contributing to regional economic and political identities in the nineteenth century, and how they affected conflicts such as the American Revolution | and the Civil War. Students demonstrate understanding of how economic and demographic changes affected the environment and led to debates over use and control of the environment and natural resources ENV-4 Analyze how the search for economic resources affected social and political developments from the colonial period through Reconstruction. ENV-5 Explain how and why debates about policies concerning the use of natural resources and the environment more generally have changed since the late nineteenth century. Ideas, Beliefs, and C Essential Understanding ‘ulture (CUL) : In particular, students can. Students demonstrate understanding of how and why moral, philosophical, and cultural values changed in what would become the United States. CUL-1 Compare the cultural values and attitudes of different European, African American, and Native peoples in the colonial period and explain how contact affected intergroup relationships and conflicts CUL-2 Analyze how emerging conceptions of national identity and democratic ideals shaped value systems, gender roles, and cultural movements in the late eighteenth century and the nineteenth century. CUL-3 Explain how cultural values and artistic expression changed in response to the Civil War and the postwar industrialization of the United States. (© 2016 Cengage Leming. Al Rights Reserved May nat bs copied, canned or diced nwa o in pt ecu fr wo puted in isos dated "wi een prod or service ohare on apusword-rtected webs er elisstom we.Thematic Learning Objectives 29 - —J Essential Understanding —_| In particular, students cai Students demonstrate CUL-4 Analyze how changing religious ideals, understanding of how and jhtenment beliefs, and republican thought shaped why changes in moral, the politics, culture, and society of the colonial era philosophical, and cultural through the early Republic. values affected U.S. history. - CUL-5 Analyze ways that philosophical, moral, and scientific ideas were used to defend and challenge the dominant economic and social order in the nineteenth and twentieth centuries. CUL-6 Analyze the role of culture and the arts in the nineteenth- and twentieth-century movements for social and political change. CUL-7 Explain how and why “modern” cultural values and popular culture have grown since the early twentieth century and how they have affected American politics and society. (© 2016 Cengage Lessing. All Rights Reserved, May not be ope, sane, or opie, whole on pat, except er wes peed ina iene stile wilh cen padt or serie or bere oon pasword qotetd weet fo clesoo ee.A DIAGNOSTIC TEST The purpose of this diagnostic test is to provide you with an indication ‘of how well you will perform on the AP U.S. History examination. Keep in mind that the exam changes every year, so it is not possible to predict your score with certainty. For this diagnostic exam, the questions are organized by historical periods, with each represented by one or two sets of questions. You can thus identify which periods to concentrate on when preparing for the AP exam. AP UNITED STATES HISTORY EXAMINATION Section I Part A: Multiple-Choice Questions Time—55 minutes Number of Questions—55 Directions: Each of the following questions is part of a set of 2-5 questions that focus on a primary source, secondary source, or other historical issue, Each individual question has four possible answers. For each question, select the best response. Questions 1-3 refer to the following diagram. at, ser Sys rewwouo | ‘Wheat, sigur, cater K Hoses cows as ‘Srlox mesos, bao agers, pus, dhe, sare evr K Sector = ‘ica ~ Leese) engage Leaning , ana statements be: Americans, who were perceived as 1. Which of the following statements best racially and culturally inferior. Se eee (B) The rise of the slave trade in the occurred as a result of the a phenomenon depicted in the dagram? Carfnbean supplied foreed labor to (A) Violent conflict emerged between Sn ee eee reel European explorers and the Native of the near annihilation of Native ‘ populations as a result of disease. ob wom {© 2016 Cengage Leeming. All Rights Reserve, May totbe copied, crane or dicted In whale in prt excotfor wea ponmited ina liens diatibted "wi crsin pro or serves or oharWis na paswori-prateted webster elusoom we(©) Improved economic and political stability in Europe paved the way for more rapid exploration and settlement of the New World. (D) In search of power and profit for themselves and their nation, conquering European explorers laid waste to large parts of Central disrupting 2, Which of the following events was most directly caused by the phenomenon depicted in the diagram? (A) The development of the encomienda system (B) The spread of Christianity across the Americas (C) The intermarriage of Spanish conquerors with Native women (D) The rise of capitalism among European nations Which of the following most accurately describes the impact in Europe of the phenomenon depicted in the diagram? (A) Economic connections reduced imperial competition, (B) The rise of the slave trade led reformers to challenge the government. (© The arrival of new goods allowed for population growth, (D) New diseases caused social unrest and instability, Questions 4-6 refer to the following quotations. “for having protected, favored, and emboldened the Indians against iis Majesty’s loyal subjects, never contriving, requiring, oF appointing any due or proper means of satisfaction for their many invasions, robberies, and murders committed upon us.” Declaration of Nathaniel Bacon, leader of a rebellion of freemen (former indentured servants) against Royal Governor William Berkeley (1678) “I have lived thirty-four years amongst you [Virginians], as uncorrupt and diligent as ever [a] Governor was, {while} Bacon is a ‘man of two years amongst you, his person and qualities unknown to most of you, and to all men else, by any virtuous act that ever ADiagnostic Test 34 T heard of...I will take counsel of wiser men than myself, but Mr. Bacon has none about him but the lowest of the people.” Response of Governor William Borkoley to news of the grievances of ‘Nathaniel Bacon (1676) 4, Which of the following best explains the role of Native Americans in the conflict at the heart of Bacon's Rebellion and other flare-ups among colonial settlers? (A) Faced with dwindling resources and violent, discriminatory actions by colonists, Native Americans often raided border settlements. (B) Native Americans fought on the side of the colonists against royal authorities. (©) Native Americans often allied and intermarried with British colonial settlers, forcing the British government to ban the practice out of fear and racial prejudice. (©) The threat of a Native American- Slave alliance in the southern colonies increased tensions among white settlers 5. Which of these major developments was caused in part by conflicts between former indentured servants and the landed gentry? (A) The rise in the regulation of trade among the colonies (B) Uprisings by confederations of Native Americans against the colonists (©) An increase in the importation of enslaved African laborers (D) A general movement toward support of Republicanism 6. In which of the colonial regions was indentured servitude a major source of labor in the seventeenth century? (A) The New England colonies (like Massachusetts Bay) (B) The Chesapeake Bay and Middle colonies (like Virginia) (©) The southern colonies (like South Carolina) (D) The British West Indies (like Barbados) GO ON TO NEXT PAGE (© 2016 Cngage Leaming Al Rights Reseed. May not be coped, szaaned, or dupctd in whol tin part xcept for se pnitd tees dsb ‘wba ctan produto sevice robes an punswrd-peteted wet or arom ne32. A Diagnostic Test Questions 7-9 refer to the following map. Na tates ees tr (ct mae ume so Eee Cengage Learning 7. Which of the following helped to counteract the great diversity among the British colonies apparent in this map? (A) The slow but steady rise of manufacturing (B) The rapid increase in the use of chattel slavery (C) The arrival of religious dissidents seeking a haven from persecution (D) The growth of cultural movements steeped in religion and education 8 Which of the following conclusions can best be drawn from the map’s depiction of the development of the colonial economy? (A) The British colonies were of significant economic value to Great Britain, (B) The British colonies had quickly developed a sense of nationalism based on their productivity. (© Very early, the British colonies worked to establish their own manufacturing centers as a means of self-sufficiency. (D) Trade with the West Indies helped to support the fledgling economy of the British colonies. 9, ‘The British issue of the Proclamation of 1763, as depicted in the map, sought to prevent colonial expansion west of that point. What motivated the British to make such an assertion? (A) Their desire to increase colonial productivity (B) An open hostility toward settlers of the west, who tended to harbor resentment toward the Crown (©) A desire to consolidate imperial control and limit further conflict with the Native Americans (D) The slow growth of the colonial population Questions 10-12 refer to the following quotation. However, it matters very little now what the king of England either says or does; he hath wickedly broken through every moral and human obligation, trampled nature and conscience beneath his feet, and by a steady and constitutional spirit of insolence and cruelty procured for himself an universal hatred. It is now the interest of America to provide for herself. She hath already a large and young family, whom it is more her duty to take care of, than to be granting away her property to support a power who is become a reproach to the names of men and christians, ... if ye wish to preserve your native country uncontaminated by European corruption, ye must in secret wish a separation. ‘Thomas Paine, Common Sense, 1776 10. Which of the following best explains the impact of publications like the one excerpted here? (A) They served to organize and galvanize the general public in support of independence. (B) They served to dismiss loyalist claims that the British had a right to control the colonies. ©2016 Cengage Lowing, All Rights Reserve, May note capi, etme cr dupes, in whale or a put, xcept fr use as permited in aliens stibled ‘wth crn proto serve ohare en a pasawerd-prteted west reason ue(© They served to secure significant international support for the American Revolution. (D) They made the case for the preservation of the mercantilist system. 11, Which of the following most strongly influenced the development of the American ideology expressed in this excerpt? (A) The French Revolution (B) The Enlightenment (©) The Seven Years’ War (D) Conflict with the Native Americans 12. The rhetoric used in this passage was mirrored by advocates of which of the following? (A) Manifest Destiny as a justification for expanding the United States (B) States’ rights in the face of national policies that threatened the institution of slavery (©) The Constitution as a replacement for the Articles of Confederation (D) Immigration restrictions as newcomers flooded the United States Questions 13-15 refer to the following two documents. “Be it enacted . . , That if any person shall write, print, utter. Or publish ...any false, scandalous and malicious writing or writings against the government of the United States, or either house of the Congress of the United States, or the President of the United States, with intent to defume the said government... or to bring them... info contempt or disrepute; or to excite against them...the hatred of the good people of the United States... or to resist, oppose, or defeat any such law or act, or to aid, encourage or abet any hostile designs of any foreign nation against the United States...then such person, being thereof convicted before any court of the United States having jurisdiction thereof, shall be punished by a fine not exceeding two thousand dollars, and by imprisonment not exceeding two years.” The Sedition Act of 1798 “RESOLVED, ...That the General Assembly lof Virginial doth particularly protest against’ the palpable and alarming A Diagnostic Test 33 infractions of the Constitution, in the twe late cases of the "Alien and Sedition Act passed at the last session of Congress; the first of which exercises 2 power no where delegated to the federal government...and the other of which acts, exercises in like manner, a power not delegated by the constitution, but on the contrary, expressly and positively forbidden by one of the amendments thereto;_a power, which more than any other, ought to produce universal alarm, because it is levelled against that right of freely examining public characters and measures, and of free communication among the people thereon, which has ever been justly deemed, the only effectual guardian of every other right. ...the General Assembly doth solemenly appeal to the like dispositions of the other states, in confidence that they will concur with this commonwealth in declaring, as it does hereby declare, that the acts aforesaid, are unconstitutional James Madison, Virginia Resolution (1798) 13. The national debate over the Alien and Sedition Acts of 1798, as highlighted by James Madison’s response, most directly reflects which of the following enduring controversies in United States history? (A) Debates about the nature of federalism (B) Debates about the role of the national government in the economy (©) Debates about the nature of American involvement in foreign affairs (D) Debates about the application of the Bill of Rights to the states 14, Which of the following best explains the direct impact of this and similar debates during the presidencies of Washington and Adams? (A) The development of a political consensus and a long period of national unity (B) The adoption of a secessionist doctrine by many states (C) The rise of competing politi parties (D) The shift in power from the political elites to the “common man” GO ON TO NEXT PAGE {© 2016 Cengage Lernng Al RightsReserved: May not be copied sean or dpa, fa whale o in pat except for wes permite ina lcs tributed witha cerain produto see ar aherss ona passwori-pteted wot or es00m i,34 A Diagnostic Test 45. Which of the following political controversies of the twentieth century most closely mirrors the debate over the Alien and Sedition Acts of 1798? (A) The scandal that erupted over charges of corruption during the Republican administrations of the 1920s (B) The outcry over the limitations of civil liberties during World War I (C) The public protest over American foreign policy decisions related to the conflict in Vietnam (D) The deep divisions that emerged over attempts at integration during the 1950s and 1960s Questions 16-19 refer to the following quotation. “(The laws of our national government], when made in pursuance of the Constitution, form the supreme law of the land... Although, among the enumerated powers of Government, we do not find the word “bank or "incorporation," we find the great powers, to lay and collect taxes; to borrow money; to regulate commerce; to declare and conduct a war; and to raise and support armies and navies. ... it may with great reason De contended that a Government entrusted with such ample powers, ... must also be entrusted with ample means for their execution. ‘The power to tax involves the power to destroy [therefore, such a tax)... on the operations of the [national] bank... must be unconstitutional.” McCulloch v. Maryland (1819) Majority Opinion of the Supreme Court delivered by Chief Justice John Marshall, addressing the Constitutionality of the National Bank and of a tax levied by Maryland upon the bank 16. Which of the following groups would be most likely to support the perspective offered by Chief Justice ‘Marshall in this opinion? (A) Members of the Democratic- Republican Party (of Thomas Jefferson) (B) Members of the Democratic Party (of Andrew Jackson) 17. 18, 19. (©) Members of the Radical Republican Party (of Thaddeus Stevens) (D) Members of the Federalist Party (of ‘Alexander Hamilton) Which of the following best explains the ideology used by Marshall in this decision? (A) Preservation of states’ rights in the face of a growing federal government is the most important end of the Court. (B) A narrow interpretation of the Constitution is necessary to protect liberty and avoid the tyranny of the national government. (© Federal power must be expanded into every possible outlet in order to build up the prestige of the nation. (D) Created by the people through the Constitution, the federal government must be able to exercise its power to maintain the nation, What rationale was given in support of the nation’s charter of a national bank, the object at the center of the controversy here addressed? (A) Unification and added efficiency for the national economy (B) Protection of the interests of the land and factory owners (© Favorable conditions for increased international trade (D) Limitation of the power of the British commercial interests Although the Bank’s constitutionality ‘was upheld in McCulloch v. Maryland, the Second Bank of the United States was later dissolved by Andrew Jackson amidst great popular support because it (A) negatively affected the nation’s manufacturers. (B) made credit too widely available. (©) had become a place for spoils- system appointments. (D) was seen as a regional and elite interest. (©2016 Cengage Lewning, Al RightsReserved, May nat be copied, cuned or plied Whale o a put xcept fr use as pete ina ieee disbuted hs crn oto service or thers n a pswor yoteted west or clsoom we.Questions 20-24 refer to the following quotation. “Have not results in Mexico taught the invincibility of American arms?... The North Americans will spread out far beyond their present bounds. They will encroach again and again upon their neighbors. New territories will be planted, declare their independence, and be annexed. We have ‘New Mexico and California! We will have Old Mexico and Cuba! The isthmus cannot arrest—nor even the Saint Lawrencel! Time thas all of this in her womb. A hundred states will grow up where now exists but thinty.” DeBow’s Commercial Review, 1848 20. Which of the following ideas from the mid-nineteenth century is best reflected in the sentiments expressed by the Commercial Review? (A) Nationalist fervor for the continued expansion of the United States (B) Agitation for war based on the assumed racial inferiority of opposing groups (©) Nativist campaigning against the assimilation of new groups (D) Abolitionist rhetoric supporting the exclusion of slavery from all new territories 21. Which of the following debates made the most significant impact on national politics during the expansionism of the 1840s and 1850s? (A) How best to assimilate the Mexican people into American culture (®) Whether federal funds should pay for the development of infrastructure in new territories (©) Which of the many contested territories ought to be sought after by the United States (D) Whether slavery ought to be allowed in territory taken via conques ADiagnostic Test + 35 22. Amidst a desire to acquire territory for new resources and land to settle, many ‘Americans felt that (A) American claims against Mexico and Britain made likely the diplomatic transfer of territory in the West and Southwest. (B) American settlements in the West were so vast by 1848 that no other nation could legitimately claim the land. (© American cultural superiority made the nation’s triumph over Mexico inevitable, (©) the nation’s future lay in the expansion of agriculture, which could only be done in the West. 23, One of the groups least likely to agree with the jubilant tone of the passage was (A) white Southern planters who desired the extension of th of life. (®) Western Democrats who sought to expand their influence. (©) the Californios and Native Americans who inhabited the territory. (D) urban industrialists who prioritized developing new markets. way 24, Chief among the benefits of expansionism in the mid-nineteenth century was (A) the acquisition of valuable new resources, (B) relieving the extreme population pressures faced by eastern cities, {C) the addition of several new states to the union. (D) the assimilation of new groups into the American identity. Questions 25-28 refer to the following quotation. “Many people in both North and South sometimes faltered in the face of the war's terrible cost in lives and resources. But...the war continued four long years, ending only when Souther resources and Confederate armies had been so eviscerated that they were no longer capable of fighting... Both sides were willing to sustain such Punishment and keep fighting because the GO ON TO NEXT PAGE (© 2016 Cengage Lean. Al Rights Reserve. May no copied, canned or dplieted in whoo inp exe for use as pried in Hens sted wi cern pod! or servic or terse ona password retested wee for caso se,“A Diagnostic Test stakes were so great: nationality and freedom, If the Confederacy lost the war, & clerk in the Confederate War Department declared in 1863...[they would} “lose thelr property, country, freedom, everything...” But [Northerners}...believed [that if they were defeated] they would no longer have a country worthy of the name.” James McPherson, The Civil War Remembered (2012) 25. Which of the following pre-War developments led Southerners to believe that defeat would result in the loss of “everything”? (A) Booming cotton prices due to the growth of the textile industry {B) Population growth in Northern industrial cities (©) The victory of an anti-slavery party at the national level (D) Opposition in the North to the annexation of Texas 26. Which of the following best explains the Union’s eventual victory in the Civil War? (A) The Union’s superior military leadership (B) The lack of opposition to the war effort in the Union (C) The Union’s superior economic and demographic resources {D) The Union’s diplomatic victory in securing the support of the British and French. 27. Which of the following resulted from the ideological conflict of the Civil War? (A) A universal rejection of slavery as an institution (B) A unification of the economic interests of North and South (C) A balanced, political approach to Reconstruction based on mutual respect (D) An acceptance of the supremacy of federal law and a rejection of secession 28, Before resorting to war, which of the following remedies was tried in attempting to mediate the conflict between North and South? (A) Commitment to the bounds of “slave” and “free” territory as set forth by the national legislature (B) Allowing free blacks to enjoy the rights of citizenship (©) The passage of a stronger law requiring the return of fugitive slaves to their masters (D) Resolutions passed in both the Whig and Democratic parties taking strong positions on the issue of slavery Questions 29-30 refer to the following quotation. This Is a free country, we are told—every ‘man has a vote and every man has a chance. . The inequalities in condition result from the inequalities of human nature.... This, in substance, is the teaching which we constantly hear. It is accepted by some because it is flattering to their vanity,...by others, because it is dinned into their ears [And yet] the head of one of the largest manufacturing firms in the United States said to me recently, ‘It is not on our ordinary business that we make our money; it is where we can get a monopoly.’ And this, I think, is generally true. I am not..seeking...to excite envy and hatred; but if we would get a clear understanding of social problems, we must recognize the fact that it is due to monopolies which we permit — and create...that some men are enabled to get so enormously rich while others remain 50 miserably poor, Henry George, Social Problems (1883) pp. 68, 71, 78 29, Which of the following individuals would most likely agree with the sentiments expressed by George? (A) A leading capitalist (B) A reformer fighting for better urban conditions (©) A labor union organizer (D) An immigrant from eastern Europe (©2016 Cengage Leuring. Al Rights Reserve May not be copied, eaned of dplcted, in whoo inp, exep fr wes permite in esas distributed it eran proto serve robes ona paevr rotetod webster elassonm ut.30. Which of the following Gilded Age policies attempted to mitigate the problems described by George? (A) Regulation of the railroad companies (B) Raising the tarift (©) Maintenance of the gold standard (D) Civil-service laws like the Pendleton Act Questions 31-33 refer to the following quotation. “The great common people of this country are slaves, and monopoly is the master. The West and South are bound and prostrate before the manufacturing East The parties lie to us and the political speakers mislead us. We were told two years ago to go to work and raise a big crop...and what came of it? Eight-cent corn, ten-cent oats, two-cent beef, and no price at all for butter and eggs. We want money, land, and transportation. We want the abolition of the national banks, and we want the power to ‘make loans direct from the government. We want the accursed foreclosure system wiped out.” Mary B. Lease, lawyer, speech (1890) 34 32. 33. A Diagnostic Test # 37 Which of the following best explains the cause of some of the farmers’ problems listed here? (A) Conservationism and protectionism (B) Union organization (© Racism and the sharecropping system, (D) Industrialization and mechanization Which of the following groups formed in response to the problems described by Lease? (A) Social Darwinists (B) The Populists (©) Suffragists (D) The progressives ‘The ideas expressed in the passage reflect which of the following continuities in U.S. history? (A) Conflict over corporate influence in government (B) Conflict between agrarian and industrial interests (©) Conflict about the rote of the national government in the economy (D) Conflict over federal responsibility for social welfare GO ON TO NEXT PAGE (© 2016 Cengage Leming. All Rights Reserved. May not cope, sumed, of duplicated n whol ota part, exept forse as pein Heeve dsibted ilk cern produto service of obese na paswontpoteed web for chasm ne38 A Diagnostic Test Questions 34-38 refer to the following graph. Milion 6 5k 4 g 3h og a 8 z gh 8 +h 9 82 8 Se oa 8 ; g g 5 5 pak O'Je7i-1880 1881-1890 189) [ag Letting nation ofthe Ot immigration: gy England, ireland, Germany Cengage Learning 34. Which of the following best explains the growth of immigration to the United States as seen between 1871 and 1920? (A) A well-known warmth and openness in America toward immigrants (B) The steady growth of industry in the United States (© Warfare throughout the European continent (D) The abolition of slavery in the years following the Civil War 35. The trend revealed in this graph helps to explain the rise in America of feelings of (A) nativism ©) abolitionism, (© socialism. (D) isolationism. 36. All of the following are true of the experiences of immigrants to the United States during the period between 1871 and 1920 EXCEPT 5,789,000 a7. -1900 1901-1910 1911-1920 Leading nations of the New Immigration: Italy, Austria Hungary, Russia (A) immigrants often found themselves living in ethnic enclaves, deep in the slums of Eastern cities (B) despite discrimination, immigrants found significant economic opportunities available to them in both urban factories and Western settlements. (O in the face of nativist pressure, most immigrants worked quickly to assimilate and abandoned all ties with their native cultures, (D) largely due to their very numbers, most immigrants found work in very low-paying, low-skilled industries. Which of the following groups’ experiences were most unlike those of immigrants to America during this time period? (A) Working-class women. (8) Urban blacks (C) Union organizers (D) Low-level government employees (©2016 Congage Leaning. Al Rights Reserve. Mey not be copied, ened or pie i whe orn pa xcapt fr seas pete in esas dabbles rh ertn pret or sevice rhein ons pss preted webu fr elesoom ie.38, Which of the following resulted from tensions surrounding immigration in both the Gilded Age and the Roaring ‘Twenties? (A) Laws were passed excluding or greatly reducing the number of immigrants from “undesirable” groups. (B) Fear of socialist influences led to violence against various immigrant groups, (©) New homesteading provisions were made to encourage a reduction in the number of immigrants concentrated in cities. (©) Legal provisions were made to protect the political rights of immigrants. Questions 39-41 refer to the following quotation. “..Nearly all are agreed that private enterprise in times such as these cannot be Jeft without assistance and without reasonable safeguards lest it destroy not only itself but also our processes of civilization. The underlying necessity for such activity is indeed as strong now as it was years ago when Elihu Root said... ‘Instead of the give and take of free individual contract, the tremendous power of organization has combined great aggregations of capital in enormous industrial establishments...s0 great in the mass that each individual concemed in them is quite helpless by himself... And in many directions, the intervention of that organized control which we — call govemment seems necessary to produce the same result of justice and right conduct...” Franklin D. Roosevelt, Fireside Chat (September 30, 1934) 39. Which of the following movements from American history most directly inspired the sentiments offered here by President Franklin Roosevelt? (A) The work of the progressives to address the problems brought on by the new industrial order of the 1890s (B) The work of the abolitionists to combat the great evil of slavery that was defended in the South on an economic basis 441 ADiagnostic Test + 39 (© The work of the suffragists to expand the vote by national amendment, after the failure of a state-by-state approach (D) The work of the Federalists to expand the powers of the national government in order to reduce divisions among states . Which of the following groups would most likely have disagreed with Roosevelt's approach? (A) African American industrial workers concerned with unemployment (B) Western farmers concerned with plummeting prices (C) Eastern capitalists concerned with the national debt (D) Immigrant families concerned with protecting their meager savings One of the most significant results of the New Deal as advocated by Roosevelt here was (A) long-term political realignment among class-based and racial groups. (B) an aversion toward social welfare spending among the vast majority of American voters. (© a quick end to the economic catastrophe of the Great Depression. (D) unprecedented levels of regional stability and a decline in internal migration, GO ON TO NEXT PAGE (©2016 Cengage Lenming. Al Rights Resecyed May no be copied, scanned or dpe in whoo in pat, exe fr use permite in cee dtebated ‘witha cran prod or sevice or eerste on a pusswerdroeted weber lo ae40 + A Diagnostic Test Questions 42-44 refer to the following image. OURS....to fight f . ee @ Wat ‘Freadon from Freedom fro Fear 42. Which of the following events most directly contradicts the ideas presented by Rockwell's poster? (A) African American’s “Great Migration” (B) American movement away from neutrality in the 1930s (© Anti-strike laws passed to govern wartime union activity (D) Use of the atom bomb in 1945 43. Which of the following generalizations best represents the assertion of Rockwell's poster as it applies to ‘American rhetoric surrounding its, involvement in conflicts from the Spanish-American War, the Great War, and World War I? (A) Americans fight to preserve liberty and democracy. (B) The United States fights only to defend itself from an attack. (©) America always fights to overthrow colonialism. (D) America never gets involved in a fight it cannot win, 44. Which of the following groups struggled to attain another kind of freedom during their wartime experiences? (A) Women seeking roles in the armed forces (8) African American workers seeking ‘war jobs (© Mexican immigrants seeking admission to the United States (D) Japanese Americans seeking to protect property rights Questions 45-47 refer to the following quotation. “It was also inevitable that the policy of containment would develop a political- military dimension...President Truman had already applied the principles of containment to Latin America. The Rio Pact, signed in September 1947, provided that “an armed attack by any State shall be considered as an attack against all the ‘American States and, consequently, each fone of the said Contracting Parties undertakes to assist in meeting the attack.” Collective security was invoked again in the North Atlantic ‘Treaty. Signed in Washington in April 1949, it created the North Atlantic Treaty Organization (NATO)...[which] formally marked the end of George Washington’s policy of no entangling alliances. Economic assistance and collective defense agreements became the bulwark of Western containment policy.” “Containment and the Collective Defense,” U.S. Department of State, Office of the Historian (2013) (©2016 Cengage Leming All Right Reserved May no be copie, ean or dpticted fn whale o in put except fr wes pete in aiens dsb "th eran podurt or eve or oervte an apaswori-pteted website or elisoom we,45, Which of the following actions of the United States follows most closely from the perspective offered by the U.S. Department of State? (A) The division of Germany between the Soviets, the British, the French, and the Americans following World War IT (B) The establishment of alliances and trade agreements among the newly independent Middle Eastern countries (C) The involvement of American military forces in support of the Republic of Korea (South Korea) in 1950 (D) The development of the hydrogen bomb and the continued testing of nuclear weapons 46. Which of the following features of American Cold War policy most strongly led many to question whether America was truly fighting to protect democracy and freedom? (A) American financial aid to European nations ravaged by war (B) United States support of anti- communist military dictatorships in Latin America (© American leadership in the creation of the North Atlantic Treaty Organization, uniting Western powers (D) President Nixon’s attempts to restrain the conflict of the Cold ‘War through periods of détente 47. Based on the passage, American foreign policy served most directly to (A) inflame conflict with the Soviets to the point of wa (B) undermine civil liberties in the United States, (C) solidify the American desire for olationism., (D) bolster smaller democracies around the world, A Diagnostic Test # 41 Questions 48-50 refer to the following quotation. “Por better or for worse, your generation has been appointed, by history, to deal with those problems and to lead America toward anew age.... So will you join in the battle to give every citizen the full equality which God enjoins and the law requires, whatever his belief, or race, or the color of his skin? Will you join in the battle to give every citizen an escape from the crushing weight of poverty? Will you join in the battle to make it possible for all nations to live in enduring peace as neighbors and not as mortal enemies?... There are those timid souls that say this battle cannot be won;...[ do not agree. We have the power to shape the clvilization that we want...” Lyndon B. Johnson, Speech at the University of Michigan (1964) 48. Which of the following government actions followed directly from the ideology put forth by President Johnson? (A) Expanded American involvement in the conflict in Vietnam (B) The growth of the conservative movement (© Passage of legislation under the Great Society (D) Significant migration into the Sun Belt 49. Which of the following movements helped to spark the activism proposed by Johnson here? (A) The civil rights movement (B) The anti-war movement (©) The women’s liberation movement (D) The anti-communist movement 50, Which of the following movements in American history most closely parallels the call to action here issued by Johnson? (A) The labor movement of the 1890s (B) The progressive movement of the 1900s {C) The abolition movement of the 1850s (D) The temperance movement of the 1880s GO ON TO NEXT PAGE {©2016 Cengage Learning. All RightsReserved, May nt be copied, cand or duplicated in whole ot in pat, exe fuse ns permite na ens tte ‘witha certain proto sevice ether an a passwd tet weiter arto we,42 A Diagnostic Test Questions 51-53 refer to the following political cartoon. Jim Borgman. Reprinted with permiston of Universal Press Syndicate Al rights reserved. 51, Which of the following best explains the growth of the power of conservatives in the 1980s? (A) Increasing confidence in the effectiveness of the national government (B) A decline in political participation among evangelical Christians (© Strong economic performance, particularly in the industrial sector (D) An increase in the popula opposition to national social and economic policies 52, Which of the following most strongly limited the policy successes of the neo- conservatives? (A) Opposition to deregulation by small business owners (B) The filibuster efforts of House Democrats that impeded changes to the tax code (©) The escalation of international conflict, threatening U.S. national security (D) Widespread voter support for social insurance programs ‘The political shift depicted by this cartoon mirrors in many ways the changes that occurred (A) in the wake of the Great Depression. (B) after the signing of the U.S. Constitution. 58, © 2016 Conggs Leaning. All Rights Reserve, May nt be cop cane, or dplete, f wnle of pa (©) at the conclusion of Reconstruction, (D) at the conclusion of the Mexican War. Questions 54-55 refer to the following excerpt. “traq continues to flaunt its hostility toward America and to support terror. The Iraqi regime has plotted to develop anthrax, nerve gas, and nuclear weapons for over a decade, This is a regime that has already used poison gas to murder thousands of its ‘own citizens... This is a regime that...kicked ‘out [international] inspectors...land) has something to hide from the civilized world. States like these...constitute an axis of evil..the price of indifference would be catastrophic.” George W. Bush, State of the Union ‘Address (2002) 54. Which of the following best explains the conflict that surrounded President Bush's actions surrounding this issue. (A) Debate over the right of the United States to respond to threats to its national security abroad (B) Disputes over America’s use of its power to promote economic growth (©) Disagreement over the United States’ ability to protect its allies (D) Disagreement over the legitimacy of the nation’s military force cep for we as permite na Heese dstebucd nl cern pot or servic or lherwie ona paseo oteced webs fr cnstoom ve.55. Which of the following most strongly contributed to international mistrust of American foreign policy in Iraq and elsewhere? (A) Questions over the United States’ motives and intelligence in building the case for war (B) Debate over the desirability of maintaining Saddam Hussein’s A Diagnostic Test + 43 (© Fears about the United States’ role as the largest remaining superpower in the post-Cold War era (D) Widespread sympathy for Islamic fundamentalist groups that protested the United States’ involvement in the Middle East regime STOP END OF SECTION I, PART A IF YOU FINISH BEFORE TIME IS CALLED, YOU MAY CHECK ¥ ORK ‘THIS SECTION. DO NOT GO ON TO SECTION L YX TO DO SO, {© 2016 Cengage Leming, Al Rights Reaeved. May not be cope scanned, or doped, a whole ot inp, excep for se aspen Ticese dab wit certain prods or service of oars on paso preted web fo casson44 & A Diagnostic Test AP UNITED STATES HISTORY EXAMINATION Section I Part B: Short-Answer Questions Writing Time—50 minutes Directions: Part B of the examination contains four questions. You will have 50 minutes to respond to all questions. You are not required to develop and support a thesis, statement in your response. Rather, focus on directly answering each question using evidence from your study of history. 4. Answer aand b. a) Choose ONE of the groups listed below, and explain the impact of United States westward expansion on that group. Asian Immigrants African Americans Native Americans Homesteaders b) Compare your choice to ONE of the other options and explain which group was more affected by the course of American expansion. Seven good reasons -wese=tisima for bvo FORDS {© 2016 Cengage Learning. A Rights Reserve. May nob copii scant or dpctd in woe orn part except fr ue a perited in ions rated "ote ctain pod o vk or obarviee na passwor-potcted wats or scons.A Diagnostic Test # 45 2. Use the image on the previous page and your knowledge of U.S. history to answer Parts a, b, and c. a) Explain the significance of the image as it reveals changes in the United § after World War II with respect to ONE of the following: ‘Transportation Family life Consumerism b) Provide ONE piece of evidence that contrasts the change you explained in Part a with life in the United States before 1950, ©) Explain the long-term impact of the change you identified in Part a on the American culture, economy, or government. “That this Assembly doth explicitly and peremptorily declare, that it views the powers of the federal government, as resulting from the compact, to which the states are parties; as limited by the plain sense and intention of the instrument constituting the compact; as no further valid than they are authorized by the grants enumerated in that compact; and that in the case of a deliberate, palpable, and dangerous exercise of other powers, not granted by the said compact, the states who are parties thereto, have the right, and are in duty bound, to interpose for arresting the progress of the evil, and for maintaining within their respective limits, the authorities, rights, and liberties appertaining to them.” James Madison, “Virginia Resolutions” (1798) 3. Using the passage above, answer a, b, and c. a) Briefly explain the argument made by Madison about the power of the national government. b) Offer ONE piece of evidence from American political history between 1781 and 1820 that would lead some to make claims like that of Madison. ©) Provide ONE piece of evidence of a similar political protest made in the United States after 1820, explaining the similarities as you see them, 4, Answer a and b. a) Defend or refute the identification of September 11, 2001, as a turning point in American history with respect to ONE of the following: ‘American military engagements Civil liberties and domestic security measures American political unity b) Identify another major event that has significantly changed the politics, economy, or culture of the United States after the end of the Cold War. Briefly explain the changes brought about by this event. STOP END OF SECTION I IF YOU FINISH BEFORE TIME I LED, Y« YOUR WORK ON THIS SECTION. DO NOT GO ON TO SECTION I] UNTIL YOU ARE TOLD TO DO SO. (© 2016 Cengage Leuming Al Rights Rested. May ot be cope, seaane, or pict, n whole on pt act for use pernsited ina icensedstiuted ‘wh cern produto sevice o aarse on password ated web for sro ae46 # A Diagnostic Test Section II: Free-Response Essays Section II of the examination has two kinds of questions. Part A is the Document-Based Question, which includes a series of primary source documents organized around a central question. Part B will present a pair of long-essay questions, both focusing on the same historical thinking skill. Each of the two long-essay prompts will apply the skill to a different time period, and you will choose ONE of the two prompts to answer. You will have a total of 90 minutes to complete the document-based essay and the long essay. Part A: Document-Based Question (DBQ) Time—55 minutes Directions: Question 1 is based on the accompanying documents. The documents have been edited for the purpose of this exercise. You are advised to spend 15 minutes planning and 40 minutes writing your answer. In your response you should do the following. State a relevant thesis that directly answers all parts of the question. Support the thesis or a relevant argument with evidence from all, or all but one, of the documents. Incorporate analysis of all, or all but one, of the documents into your argument. Focus your analysis of each document on at least one of the following: intended audience, purpose, historical context, and/or point of view. @ Support your argument with analysis of historical examples outside the documents, = Connect historical phenomena relevant to your argument to broader events or processes. @ Synthesize the elements above into a persuasive essay. Question 1. Was U.S, imperialism at the turn of the twentieth century based on arrogance and superiority or did it reflect a humanitarian concern for the nations of South America and the Pacific? We hold that the policy known as imperialism is hostile to liberty and tends toward militarism, an evil from which it has been our glory to be free. We regret that it has become necessary in the land of Washington and Lincoln to reaffirm that all men, of whatever race or color, are entitled to life, liberty, and the pursuit of happiness. We maintain that governments derive their just powers from the consent of the governed. We insist that the subjugation of any people is “criminal aggression” and open disloyalty to the distinctive principles of our government. We earnestly condemn the policy of the present national administration in the Philippines. It seeks to extinguish the spirit of 1776 in those islands. We deplore the sacrifice of our soldiers and sailors, whose bravery deserves admiration even in an unjust war. We denounce the slaughter of the Filipinos as a needless horror. We protest against the extension of American sovereignty by Spanish methods. (© 2016 Cengage Lsning, Al Rights Reserve, May nob copied, canned or dplice, in wee o in pat, except fr ses permed incense sited ‘vith cern pda vce eerie on a pasword protected wet fo cnstoom we.A Diagnostic Test 47 Uncle Sam Gets Cocky European chickens: “You're not the only rooster in South America.” Uncle Sam rooster: “I was aware of that when J cooped you up.” LUbrary of Congress GO ON TO NEXT PAGE {©2016 Cengage Leming, Al Right Reserve. May not be copied, cana or dpc in whole ot in pat, excep far ute permite ina Leese dilated wil ertinpadit or servic or hewie ot passwort teed webu for easton e,48 A Diagnostic Test Document 4: Alfred Taylor Mahan Defines Security in Terms of Sea Power, 1897 ‘The interesting and significant feature of this changing attitude is the turning of the eyes outward, instead of inward only, to seek the welfare of the country. To affirm the importance of distant markets, and the relation to them of our own immense powers of production, implies logically the recognition of the link that joins the products and the markets—that is, the carrying trade; the three together constituting that chain of maritime power to which Great Britain owes her wealth and greatness. Further, is it too much to say that, as two of these links, the shipping and the markets, are exterior to our own borders, the acknowledgment of them carries with it a view of the relations of the United States to the world radically distinet from the simple idea of self-sufficingness? We shall not follow far this line of thought before there will dawn the realization of America's unique position, facing the older worlds of the East and West, her shores washed by the oceans which touch the one or the other, but which are common to her alone. . LUbrary of Congress (©2016 Cengage Learig. All Right Reserve May note cpio omned o dpe, whole or in part except for we as pemitd ina iease dsb vical pod or sore robes cna passwort tested website fr castoom we.A Diagnostic Test + 49 Document 6: Roosevelt Corollary to the Monroe Doctrine Roosevelt, Theodore 1904 Itis not true that the United States feels any land hunger or entertains any projects as regards the other nations of the Western Hemisphere save such as are for their welfare. All that this country desires is to see the neighboring countries stable, orderly, and prosperous. Any country whose people conduct themselves well can count upon our hearty friendship. If a nation shows that it knows how to act with reasonable efficiency and decency in social and political matters, if it keeps order and pays its obligations, it need fear no interference from the United States. Chronic wrongdoing, or an impotence which results in a general loosening of the ties of civilized society, may in America, as elsewhere, ultimately require intervention by some civilized nation, and in the Western Hemisphere the adherence of the United States to the Monroe Doctrine may force the United States, however reluctantly, in flagrant cases of such wrongdoing or impotence, to the exercise of an international police power. documents for Go on to the next page, ion 1. GO ON TO NEXT PAGE 1 2016 Cengage Lenring Al Rights Rescved, May nt be copied, canned oF dpc in whoo in pat excep fr wea pert ina license ditibuted ‘wha certen produto sevice or oherwse on apstwor-poteted weber saroom we,50 A Diagnostic Test Part B: Long Essay Questions Writing Time—35 minutes Directions: Answer ONE of the following questions, It is recommended that you spend 5 minutes planning your essay and 30 minutes for writing. Write a well-structured, clearly written essay that provides sufficient evidence to support your thesis. Make certain to identify in the test booklet which essay questions you have selected. Question 1. To what extent were the Jeffersonian Democrats and the Jacksonian Democrats similar in their political views and goals? Question 2. To what extent were the Democratic Party of the 1930s and the Democratic Party of the 1960s similar in their political views and goals? IND OF EXAMINATION {© 2016 Cengage Lenin, Al Rights Reserve, May nit be cpl canned or duplicated in whoo in part excep for ea pied ina cent stibted a eran podit oer or thre oa psswordotected website fr classoon weADiagnostic Test 51 ANSWERS FOR SECTION | ANSWER KEY FOR MULTIPLE-CHOICE QUESTIONS LB 2B 23.6 34.B | 45.6 2.D 13. 24.4 3A | 46.8 3.6 14.€ 25.6 36.C 47. aA 15.B | 26.C 37.D 48.C 5.C 16D | 27D 38, A 49. 6B | 28. 39. A, 50.B 7D 29.6 40.C | 51D BA 30.A 4A 52D aC 31D 42.6 SA | 10.A 43.4 54.D 11.8 44.D 5A Part A: EXPLANATIONS FOR THE MULTIPLE-CHOICE ANSWERS Questions 1-3 cover Period 1, Pre-Columbian America and Initial European Exploration (The American Pageant, 15th and 16th eds., Chapter 1), 1.) Although all of these changes occurred, the diagram depicts the Columbian Exchange. One of the impacts of this exchange was the devastation of the populations of Native Americans. In the absence of a Native labor force, conquerors turned to imported slave labor (The American Pageant, 15thed., p. 12/16th ed., pp. 14-15; Learning Objective WXT-1).. 2. (D) Mineral wealth—in the form of gold and silver from the Americas—facilitated the European shift trom feudalism to capitalism (The American Pageant, 15th ed, p. 16/16th ed., p. 18; Learning Objective WOR-1). 3. (C) Nutrient and calorie-dense foods brought from the New World supported European population growth and economic expansion (The American Pageant, 15th ed,, p. 14/16th ed, p. 14; Learning Objective ENV-1) Questions 4-8 cover Period 2, English Settlement of North America (The American Pageant, 15th and 16th eds., Chapters 2-5), 4, (A) The large number of British settlers combined with poor relations led to violence between Native Americans and colonists, especially along the vulnerable frontier (The American Pageant, 15th ed., p. 62/16th ed., pp. 48-49; Learning Objective POL-1). 5. (C) Because of frustrations over the shortages of indentured servants and the challenges of accommodating the newly independent freedmen, the Chesapeake colonies eventually turned (©2016 Cengage Leaming. Al Rights Reserved. May nat bo copied,szamed or dulctd in whole rin part exp for we os permite in Heese stibued ‘wha cern pada o service or elke ons pamwerd teed wel for som52 A Diagnostic Test to slave labor (The American Pageant, 15th ed., p. 62/16th ed., pp. 63-65; Learning Objective WXT-4). (B) Particularly in Virginia, indentured servants were initially a significant source of labor under the headright system, unlike in the Southern colonies that had adopted the chattel slavery institution as modeled by colonists in Barbados (The American Pageant, 15th od., p. 61/16th ed., p. 63; Learning Objective ID-5). 7. (D) Though economic differences continued to exist, the development of a uniquely American culture, spurred on in part by movements like the Great Awakening, helped to unify the colonies in the decades before the American Revolution (The American Pageant, 15th ed., pp. 87-88/16th ed., pp. 90-91; Learning Objective CUL-4) (A) Although their attempts to pursue mercantilism often frustrated the colonists in North America, the growth of an Atlantic economy (particularly as a source of raw materials and market for European goods) in North America was of great interest to the British (The American Pageant, 15th ed., pp. 82- 85/16th ed., pp. 86-88; Learning Objective WOR-1). Questions 9-15 cover Period 3, The Rise of the American Republic (The American Pageant, 15th and 16th eds., Chapters 6~10).. 9. (C) Following the French and Indian War, the British wanted to reduce the cost of governing the colonies and hoped to prevent expensive military action (The American Pageant, 15th ed., p. 111/16th ed., p. 117; Learning Objective POL-1). 40. (A) Paine’s pamphlet helped to communicate the ideology behind independence to the American masses (The American Pageant, 15th ed., pp. 135-136/ 16th ed., pp. 138-139; Learning Objective CUL-4), 14. (B) The Enlightenment introduced Americans to ideas about liberty, individualism, and republican government (The American Pageant, 15th ed., p, 91/16th ed., pp. 94-95; Learning Objective CUL-4). 12. (B) The idea that a central power might act contrary to the interests of a particular region—and that this justified separation from that power—persisted through the American Civil War (The ‘American Pageant, 18th ed., pp. 414-415/16th ed., p. 418; Learning Objective ID-1). 13, (A) Madison challenged the constitutionality of the Alien and Sedition Acts, arguing that the powers of the Alien Act went beyond the scope of federal power and calling upon all states to likewise condemn the overreach of the national government (The ‘American Pageant, 15th ed., pp. 197-198/46th ed., pp. 199-200; Learning Objective POL-5). (02016 Cengage Leaning. All Rigs Reserved, May nt be copied, cand or plea, in whee or in pat except fr sew peed ina Hse distibuted ‘ila crela poet or sevice rehab ons peor pected webu or casstoom use,A Diagnostic Test + 53 14. (C) Partisanship had in part accounted for the original enacting of the Alien and Sedition Acts; this and other controversies (such as those over the tariff and American foreign policy) fueled the growing partisan divide between Federalists and Jeffersonian Republicans (The American Pageant, 15th ed., pp. 198-200/16th ed., pp. 198-199; Learning Objective POL-2). 15. (B) The outcry against the Espionage and Sedition Acts of 1918 closely mirrored the debate of 1798, with opponents charging that the laws put undue restrictions on freedom of speech in the name of national security (The American Pageant, 15thed., pp. 681-682/ 16th ed., p. 676; Learning Objective POL-6). Questions 16-19 cover Period 4, The Growth of America (The American Pageant, 15th and 16th eds., Chapters 11-17), 16. (D) Marshall himself was a staunch Federalist and the last, remaining member of that party in power after the collapse of the Federalists following the War of 1812 (The American Pageant, 415th ed., pp. 208-209, 238/16th ed., pp. 210-211, 234; Learning Objective POL-5). 17. (D) Many of Marshall’s rulings, including this one, focused on expanding the power of the federal government through a broad interpretation of its rights and a dedication to the supremacy clause (The American Pageant, 15th ed., pp. 208-209/16th ed., p. 240; Learning Objective POL-5). 18. (A) Championed by Alexander Hamilton and later Henry Clay’s American System, the Bank of the United States (BUS) was designed to improve the stability of the national economy and allow for growth (The American Pageant, 15thed., pp. 184-185, 234/16th ed., pp. 186-187, 233; Learning Objective WXT 19. (D) Despite hopes of creating a unified national economy, the Bank was associated with the commercial interests of the elite in the Northeast and, after vetoing its recharter, Jackson withdrew federal funds from the Second Bank of the United States and “xilled’ it (The American Pageant, 15thed., pp. 259-262/16th ed., pp. 261-262; Learning Objective ID-5). Questions 20-28 cover Period 5, Manifest Destiny, Civil War, and Reconstruction (The American Pageant, 15th and 16th eds., Chapters 17-22). 20. (A) The very definition of “Manifest Destiny,” this selection reveals the extent of the belief that America’s conquest of new lands was assured and preordained (The American Pageant, 15th ed, p. 366/ 16th ed, pp. 369-370; Learning Objective CUL-2). 21, (D) Though discussion was opened about how, when, and where to acquire and integrate new territories, the most significant debate that emerged was that over the expansion of slavery— beginning with the debate over the Wilmot Proviso (The American (©2016 Cengage Leming. Al Rights Reserve, May not be copied, sand or dled in whole oa pt excep for use a8 permed in cent tbe wi erin pod! or servo therwise on passvortroteted webu or clase ie,54% A Diagnostic Test 22, 23. 24. 25. 26. 27. 28. Pageant, 15thed., pp. 373, 376/16th ed., p. 377; Learning Objective CUL-5). (©) Central to the idea of Manifest Destiny was the notion of white racial superiority and the certainty that American democracy would triumph over all (The American Pageant, 15thed,, p. 366/16th ed., p. 369; Learning Objective WOR-5). (CAs more white settlers moved into the region, the West’s earlier inhabitants—like the Californios and the Native ‘Americans—faced losing their land and, in the case of former Mexican citizens, their rights to participate in government (The American Pageant, 15th ed., pp. 374-375/16th ed., pp. 378-379; Learning Objective PEO-5). (A) Though the new territories brought about much controversy—especially as several sought statehood and questions arose about how to integrate the existing populations into the United States—the access to the vast farm lands and valuable resources (like gold) stood out as the most important benefit of expansion (The American Pageant, 15th ed., p. 373/16th ,p. 363; Learning Objective ENV-4), (O Given that the South was tied economically, politically, and socially to slavery, the success of Republican Lincoln—running on a free-soil platform—led the South to believe that its interests could no longer be protected by the U.S. government (The American Pageant, 15thed., pp. 414-415/16th ed., pp. 412-415; Learning Objective POL-6). (© More manpower (owing to significant immigration) and more industrial and financial resources allowed the North to outlast the South (The American Pageant, 15th ed., pp. 433, 453-454/16th ed., pp. 425, 428-429; Learning Objective ENV-3). (D) Despite enormous challenges facing the still divided nation at the end of the Civil War, the war itself had decided the question of federal supremacy for good (The American Pageant, 15thed., p. 461/16th ed., p. 462; Learning Objective POL-5). (©) As part of the Compromise of 1850, the Fugitive Slave Act added teeth to the constitutional requirement that escaped slaves be caught and returned to their masters—hoping to placate the South and convince Southerners that the federal government respected their interests (The American Pageant, 5thed., pp. 384- 387/16th ed., p. 389; Learning Objective POL-6). Questions 29-33 cover Period 6, The Gilded Age (The American Pageant, 15th and 16th eds., Chapters 23-26). 29. (©) Rejecting the idea that capitalists had earned and deserved their immense wealth, union organizers fought for restrictions on the power of large corporations to dictate prices and wages (The American Pageant, 15th ed., pp. 530-532/16th ed., pp. 532-533; Learning Objective CUL-5). {© 2016 Cengage Levting. All Rights Reserve May na be copie, cane of dplictd in whoo a pat except fr ues permite in license diated nacre produto serie rer ona pan ated webster cassoom ue.A Diagnostic Test # 55 30. (A) In passing the Interstate Commerce Act, early reformers hoped to increase the fairness of the railways making room for more industrial competitors and improving farm shipping rates (The American Pageant, 15thed., p. 519/ 16th ed,, p. 519; Learning Objective POL-6). 31. (D) Overproduction due to large numbers of new farmers in the ‘West and the mechanization of agriculture lay at the heart of the farmers’ problems, though the rise of industrial powers reduced their political voice (The American Pageant, 15thed., pp. 594-596/ 16th ed., pp. 591, 594; Learning Objective WXT-7), 32. (B) Developing from economic cooperatives like the Farmers’ Alliance, the Populist party represented the interests of the agricultural workers and sought (fairly unsuccessfully) political influence on the state and national scale (The American Pageant, 15th ed., p. 598/16th ed., pp. 597-598; Learning Objective WXT-7). 33. (B) Because of the differences in the economic and political desires of rural farmers who were often in debt and urban manufacturers who competed with international imports, conflict among agrarian and industrial interests has pervaded American history (The American Pageant, 15th ed., pp. 486-487/16th o p. 602; Learning Objective ID-5). Questions 34-44 cover Period 7, The United States Becomes a World Power (The American Pageant, 15th ed. Chapters 27-35; 16th ed., Chapters 27-34), 34. (B) The economic opportunities in the United States—a result of growing industrialism—made the United States a magnet for immigration throughout this period, despite widespread nativism and racism (The American Pageant, 15thed,, pp. 544-545/16th ed., pp. 542-543; Learning Objective WOR-3). 35. (A) The “New Immigrants” from southern and eastern Europe were so culturally, linguistically, and ethnically different from so- called “native-born” Americans that anti-immigrant feelings rose dramatically during this time (The American Pageant, 15th ed., pp. 542-544/16th ed., p. 546; Learning Objective PEO-6). 36. (C) Though many assimilation attempts were made by mostly ned Americans, most immigrants maintained ties to their native cultures while also adopting some American ways (The American Pageant, 15th ed,, p. 544/16th ed., p. 547; Learning Objective ID-6). 37. (D) Many groups faced similar discrimination in wages, political representation, and popular opinion, but most government employees were part of the accepted middle class (The American Pageant, 15th ed., pp. 537, 545, 547/16th ed., pp. 542-546; Learning Objective WXT-5), 38. (A) In the Gilded Age, the Chinese Exclusion Act sought to reduce the influence of Chinese immigrants in Western communities. In (©2016 Congge Lewning. All Rights Reserve May not be copied, seamed, oducts, n whol oa part, excep fo we as permite in cess sed ‘witha cern prod or veo eee en a asswed- preted wai or som we56% A Diagnostic Test the 1920s, the Emergency Quota Act and National Origins Act sought to reduce the number of “New Immigrants” coming to America (The American Pageant, 15th ed., pp. 551, 703/16th ed., pp. 551, 695; Learning Objective PEO-6), 39. (A) Roosevelt was inspired by the multifaceted, government-led approach to solving structural economic problems that caused suffering that was not the fault of individual citizens (The American Pageant, 15th ed., pp. 754-769/16th ed., pp. 743, 745; Learning Objective WXT-8). 40. (C) Roosevelt built a broad coalition of supporters for the New Deal, but some radical liberals charged him with not doing enough while many conservatives felt that government increases in spending and power were out of control (The American Pageant, 15th ed., pp. 773-774/16th ed., pp. 750, 764-765; Learning Objective CUL-5), 41. (A) Though it did help to mitigate economic suffering, the New Deal's greatest legacy was political change—change in the Democratic coalition being one of the most significant (The American Pageant, 15th ed,, p. 770/16th ed., p. 761; Learning Objective PEO-6). 42. (©) Though significant changes were to be expected during wartime, government limits on the rights of unions contradicted Roosevelt's insistence (and Rockwell’s characterization) that the United States was fighting for absolute freedom (The American Pageant, 15thed,, pp. 802-803/16th ed. p. 794; Learning Objective POL-6), 43. (A) Though not always the end result, rhetoric surrounding all three major wars listed focused on America’s role as the defender of democracy and freedom—against Spanish colonialism, German aggression, and fascism (The American Pageant, 15th ed., pp. 636- 637/16th ed., pp. 784-785; Learning Objective WOR-7). 44, (D) Though World War Il presented opportunities for many historically disadvantaged groups, Japanese Americans were forced into internment camps in the post-Pearl Harbor hysteria (The American Pageant, 15th ed., pp. 800-807/16th ed., pp. 792- 793; Learning Objective WOR-4). Questions 45-50 cover Period 8, Domestic and International Challenges in Cold War America (The American Pageant, 15th ed, Chapters 36-39; 16th ed., Chapters 35-38) 45. (C) Collective security and the general idea of containment led the United States into several military conflicts to support nations where communist forces threatened to take over (The American Pageant, 15th ed., pp. 854-856/16th ed. pp. 862-865; Learning Objective WOR-8). 46. (B) Particularly in Latin America—but also in Vietnam—America’s commitment to oppose communism often led it to support {©2016 Cengage Ling. All Rights Retry. May nt be copied, sone optic, whole orn pat, xcept fr seas pete in Heese catia ha certain pedo svc rather on a pasword webu or esoom we41. 48. 49. 50. A Diagnostic Test 57 regimes that bore little resemblance to the democratic ideals the United States claimed to defend (The American Pageant, 15thed., pp. 878-879/16th ed., pp. 877-879; Learning Objective ID-3). (D) Collective security agreements like NATO lent American strength to weaker nations, helping to prevent Communist attempts at spreading (The American Pageant, 15thed., p. 849/ 16th ed. p. 829; Learning Objective WOR-7). (©) The Great Society was the name for Johnson’s domestic policies, including civil rights and anti-poverty legislation (The ‘American Pageant, 15thed., pp. 901-904/16th ed. p. 885; Learning Objective POL-4) (A) Since the 1950s—and even earlier—civil rights activists had been calling for increased government activism in support of ‘equal rights and equal opportunities for all citizens, no matter their race (The American Pageant, 15th ed., pp. 895-900/16th ed., pp. 858-859; Learning Objective ID-8). (B) In both scope and aim, the Great Society closely parallels the progressive movement's desire to improve Americans’ political, economic, and social well-being (The American Pageant, 15th ed., p. 902/16th ed., pp. 887-889; Learning Objective POL-3). Questions 51-55 cover Period 9, The United States in a Changing World (The American Pageant, 15th ed. Chapters 40-42; 16th ed., Chapters 39-41), 51, 52, 83. 54, (D) Together with the rise of Christian fundamentalism and a decline in public faith in the government's ability to solve problems, the 1980s revealed a strong growth in the opposition to government policies related to spending, affirmative action, and abortion (The American Pageant, 15thed., pp. 951-954/16th ed., pp. 942, 945; Learning Objective POL-3). (D) Despite strong success in cutting taxes and reducing governmental regulation in industry, popular support for Medicare, Medicaid, and Social Security limited conservatives’ ability to dramatically reduce the scope of government (The ‘American Pageant, 15th ed,, p. 951/16th ed., pp. 935-936; Learning Objective WXT-8), (A) Just as the policies of the Republican Party during the 1920s had led to a reactionary shift in favor of activist Democratic policies in the 1930s, the activism of the Democratic Party during the 1960s and 1970s—along with their own missteps—had provoked a conservative backlash in the 1980s (The American Pageant, 15th ed., pp. 943-944/16th ed., pp. 942, 945; Learning Objective POL-4). (D) Although there was widespread international support for the United States’ response to 9/11 in Afghanistan, U.S. leadership in the war in Iraq has been questioned both at home and abroad due to faulty evidence and the protracted conflict (The American (© 2016 Cengage Learning. All Rights Reserved May nt copied, seamed or duplicated a whale rin pat exp fous os permite na Heese dated ia eran produto seve or lherwite on a puswori-peozted wet fo stom58 4 A Diagnostic Test Pageant, 15thed., p. 982/16th ed., pp. 982-984; Learning Objective WOR’). 55. (A) Despite its generally strong support from European allies, the United States struggled to build a coalition for the invasion of Iraq, in part because many were skeptical of the case for war presented by President George W. Bush and Colin Powell (The American Pageant, 15thed., pp. 976-977/16th ed, p. 984; Learning Objective WOR-7). SECTION |, PART B: SHORT-ANSWER QUESTIONS QUESTION 1 Your response should identify the positive and negative impacts on your group of choice, In Part B, you should identify a second group and compare them to your original choice, explaining which was more significantly affected (Learning Objectives PI Asian immigrants experienced severe di greeted with hostile legislation, such as the Chinese Exclusion Act of 1882. They began as miners and service workers among mining communities but were eventually pushed out and into the only remaining opportunity: railway work. Many Chinese immigrants worked for the Central Pacific railway building the transcontinental railroad under dangerous conditions. African Americans saw the West as an opportunity to escape the Jim Crow South with its Black Codes. Some, the Exodusters, managed to take advantage of the Homestead Act and began life as independent farmers. Many more, however, were unable to afford the capital outlay required for such a trip. From another perspective, the emancipation of African Americans has its roots in Westward expansion, as the annexation of new territories accelerated the conflict that resulted in the Civil War, Native Americans, already pushed out of the land East of the Mississippi River, faced dire consequences as the United States expanded. Particularly after the onset of the Gold Rush, Native Americans found themselves in conflict with settlers whose way of life competed directly with their own. A series of violent conflicts (like the Battle of Little Big Horn) led ultimately to the military subdual of all major tribes and their forced removal from the Great Plains to small, desolate reservations. Homesteaders, mostly middle-class families, took advantage of the national government's promise of 160 acres of free land under the 1862 Homestead Act. Many struggled to adapt to the new climate, and the difficulties of Western life impacted the culture of the hardy settlers. Over time, the dominance of the railroads would lead to difficulties Question 2 Your response should explain one of the social or economic changes revealed by this advertisement and contrast that change with life before World War Il, In Part c, explain how that postwar change impacted America in the long term (Learning Objectives ID-7, CUL-7), {©2016 Cenage Lening. Al Rights Reserve, May nt be copied, cand dpsed in whale or in pt xcept fr wea pete in eens daibute witha cran produto serve or oherwis ea pass wor qroteted west fr csoo ue,ADiagnostic Test + 59 In terms of transportation, the ad reveals the increasing availability of the automobile to middle-class families. Due to high savings rates during the war and an increase in average family income after the war, more families owned cars than ever before, increasing their ability to travel and changing the American countryside. The Interstate Highway Act expanded the influence of the automobile. Suburbanization and pollution concerns are both long-term impacts of increased auto use. The ad also depicts the large families that were common in the postwar baby boom, Economie security and a cultural emphasis on family life led to the idealization of parenting as the epitome of middle- class living. Unlike the cautious perspective of the war years, the baby boom revealed a newfound optimism (and newfound disposable income). Long term, the baby boom paved the way for skyrocketing productivity in later decades and, more recently, impending crisis for the nation’s Social Security system. ‘Consumerism climbed to new heights after World War II due to high savings rates and postwar prosperity. With a college education paid for by the American GI Bill (Serviceman’s Re-adjustment Act) more families could claim membership in the middle class. Buying cars fell in line with increases in ownership of convenience appliances and matched other ads of the time period. In the long run, consumerism became motivation for spending beyond means and high levels of personal debt that contributed to the economic crises of the late twentieth and early twenty-first century. QUESTION 3 ‘Your response should summarize the argument made by Madison, place his argument in historical context by explaining an event that would have led to such a controversy, and finally connect that debate over the just use of governmental power to a more recent example of political conflict (Learning Objectives POL-5, POL-6). Madison is writing specifically in response to the Alien and Sedition ‘Acts passed by the government of Federalist president John Adams. ‘Along with that of Kentucky, the Virginia legislature wrote a resolution condemning what it saw as an abuse of the power granted to the national government by the state governments. Madison is arguing that, if the national government's exercise of power exceeds the bounds of the Constitution, then the states may rightfully view those actions as null and void (and not follow them). Besides the controversy over the Alien and Sedition Acts (which were ostensibly passed to protect against supposed French aggr but were widely seen as a political move to reduce the power of the Democratic-Republicans), other early conflicts over the just exercise of national power include the creation of the national bank (which faced particular opposition in Maryland, culminating in the McCulloch v. ‘Maryland decision in 1819), Hamilton’s financial plan for the funding and assumption of state debts and for the creation of a tariff, or the Whiskey Rebellion (which protested the federal tax on whiskey that hurt the economic prospects of frontier farmers). Later, the Federalists would cry foul at the Hartford Convention over anti-British policies of the Jeffersonian administration, 62016 Congas Lenin. Al Rights Reserve May not be copied, sandr duplicated in whole tin part, excep or we as permite ina seme dstbued nhs eran pad or etoee thas on a paswond-petasted wet or sro we60 A Diagnostic Test In the time after 1820, the most obvious parallel to this conflict is the Nullification Crisis of 1832 (whereby South Carolina tried to nullify the so-called Tariff of Abominations before being stopped by the forceful President Jackson). Other conflicts related to the protection (or prohibition) of slavery followed similar veins—especially the Dred Scott decision and the debates over the Fugitive Slave Act. Though not going as far as nullification, modern protests over moral-political issues like abortion and gay marriage have inspired similar protests. QUESTION 4 Your response should explain why September 11th did (or did not) cause a significant change in American policies with respect to one of the categories. In Part B, you should identify and explain the cause of another significant change in the United States since 1991 (Learning Objectives WOR-8, CUL-7) After 9/11, the United States has seen direct military action in both Afghanistan and Iraq, as well as significant covert engagements in places like Pakistan and Yemen. Fears about international terrorism have also heightened tension between the United States and nations such as Iran and Syria. Even so, the United States had been militarily involved in the Middie East since the 1991 Gulf War. Debates about the relative value of civil liberties and domestic security have raged since 9/11, especially with respect to the controversial USA PATRIOT Act. Other concerns have focused on increased screenings in airport security lines. Still others have highlighted the rise of discriminatory profiling for immigrants and travelers. On the other hand, racial and ethnic discrimination were hardly unknown in the country before 9/11. Americans were politically and culturally united in the wake of the 9/11 crisis with widespread displays of patriotism common in the weeks and months after the attack. Nevertheless, defense against terrorism and the position of the United States in international affairs has quickly become a significant source of division between Republicans and Democrats. SECTION II, PART A: DOCUMENT-BASED QUESTION (DBQ} Below are short analyses of the documents. The italicized words suggest what your margin notes might include: DOCUMENT 1 This statement by the American Anti-Imperialist League harshly criticizes U.S. imperialism as an affront to the principle of self- determination as well as contradicts American political and cultural values. DocumeNT 2 This political cartoon depicts Uncle Sam’s voracious appetite for colonial possessions. President McKinley, the waiter, is obviously intent on satiating the nation’s hunger for an international empire, DocuMENT 3 Although this political cartoon shows the aggressive nature of U.S. foreign policy at the turn of the twentieth century, it also represents the United States as a protector of South American nations (©2016 Congge Lemming. A Rights Reserved, May not be copied, scaned or dpi n whoo o in part excep for we as peited incase debuted ‘wha cern podoct or servicer therws on jusword-roleted wed for eastoom se.ADiagnostic Test 61 from the imperialistic European powers. The “cooped-up” chickens represent European powers whose designs on the Western Hemisphere are contained by the Roosevelt Corollary to the Monroe Doctrine. Document 4 In this passage, Mahan articulates the need for international markets, the protection of which would be the responsibility of the U.S. Navy. The navy, in turn, would require access to colonies, which would serve as coaling and supply stations, as well as markets for U.S. commodities. DOCUMENT 5 This political cartoon depicts an athletic and robust ‘Theodore Roosevelt flexing his muscles in a demonstration of U.S. hegemony in South America. DOCUMENT 6 Roosevelt portrays U.S. hegemony in the Western Hemisphere as benevolent and paved with good intentions. Yet, the passage implies a sense of moral, political, and cultural superiority in that “wrongdoing” on the part of the South Americans is tantamount to being uncivilized. Documents that reflect arrogance or superiority on the part of the United States in its relationship with South America and the Pacific are grouped as negative; those documents that suggest a humanitarian concern on the part of the United States are grouped as positive. Documents that are not necessarily identified with one perspective or another can nonetheless be used to defend your perspective. The following is a categorization of the documents: Negative Positive —_—Neutr: Documents Documents Documents 1 3 4 2 6 In developing the essay, you should incorporate the following historical information: m ‘The “New Imperialism” paved the way for the adoption of expansionist policy by the United States with the intention of establishing international markets for domestically produced commodities as well as providing raw materials necessary for industrialization. Furthermore, colonies could ostensibly provide a “safety valve” for those discontented with domestic conditions in the United States. Social Darwinism was used as a justification for imperialism. Social Darwinists claimed that certain civilizations had evolved faster than others, In other words, some societies were civilized and others were “barbaric.” The implication was that Western cultures, being more advanced than other generally non-Western cultures, had the right and duty to expand and “uplift” other “less developed” people. @ President Roosevelt's “Big Stick” policy in South America called for US. military and political intervention in Venezuela and other South American nations that could default on loans to European nations and therefore risked European intervention in violation of {© 2016 Cengage Leming. All RightsReserved: May nt be cope ssn opiates, le orn put, nce fr we peed ina lense distributed "he crla product or eve or eerie on a pasower-poeted website for loom we,62 # A Diagnostic Test the Monroe Doctrine. This convinced Roosevelt to extend the authority of the United States under the Monroe Doctrine. Roosevelt Corollary, the United States claimed the right to intervene in South American countries whenever the United States deemed it necessary to do so. = The United States supported Panamanian independence as part of an arrangement to build the Panama Canal and ultimately to provide the United States with long-term control of the canal. ‘The causes and effects of the Spanish-American War played an important role. Make certain to include the following: ® Teller Amendment Platt Amendment Insular Cases A SAMPLE ESSAY An essay that takes the position that the United States was arrogant and felt superior to those in South America and the Pacific might look something like this: By the late nineteenth century the United States had embarked on a policy of international territorial expansion based on its own ideas of superiority, Having expanded to the Pacific Ocean, it now looked to establish a world empire (Document 2), first by gaining new colonies, and second by preventing the European imperial powers from colonizing the Western Hemisphere. This would allow America to comfortably maintain authority over her own "house". The United States, like other imperial powers, had certain assumptions regarding those nations in which it had either direct or indirect control, For example, in 1823 the United States adopted a hegemonic policy in the Western Hemisphere, warning Europe not to take steps to recolonize South America, This pivotal foreign policy statement, the Monroe Doctrine, has been the cornerstone of U.S. foreign policy, not only in the Western Hemisphere, but as applied to Asia, Europe, and Africa as well. For, though the initial document applied to the Western Hemisphere, the United States has used it to justify its intervention in other areas of the world where Americans felt that they could better manage the conflict or challenge facing a developing nation, This same ideology would serve to guide American intervention in the Cold War era as the nation sought to project its "superior" ideas about government and the economy to nations that might be influenced by Communism, At the tun of the twentieth century, the United States was arrogant and condescending in its treatment of South American nations, In order to justify its feeling of superiority, U.S. political leaders rationalized ‘that the application of the Monroe Doctrine (Document 6) by means of periodic U.S, interventions in the internal affairs of these nations was based in large part on the ideas associated with Social Darwinism. Those who advocated this perspective claimed that nonmodern or less (© 2016 Cenggs Learning, Al Rights Reserve May not be copied, caned or duplicated in whoo in part excep fr usw pried in cense dtrbted ‘witha ceain product or eves o aes on password pected wet fo arom ae.A Diagnostic Test # 63 developed nations were simply less evolved than, for example, the United States, which had over time developed into a modern nation. This perspective was held by many political leaders such as President Theodore Roosevelt, who maintained that U.S. hegemony was beneficial to less developed cultures. For example, in his Corollary to the Monroe Doctrine (Document 6) he claimed the United States had the right to intervene when South American nations acted "irresponsibly." We see this attitude conveyed in the political cartoon "His Foresight” (Document 5), in which the United States (Roosevelt) is depicted as the protector ‘of South American nations, which could fall prey to the European powers were it not for the United States, In the Corollary President Roosevelt further articulated the view that the United States would intervene in South American nations if “it became evident that their inability or unwillingness to do justice at home and abroad had violated the rights of the United States or had invited foreign aggression to the detriment of the entire body of American nations" (Document 6), placing American interests above respect for other nations’ integrity. This view of superiority was expressed in the Platt Amendment following the Spanish- ‘American War, which legitimized U.S. intervention in order to maintain political stability in Cuba, as well as to establish a U.S. military presence in Cuba (the naval base at Guantanamo) and restricted Cuba's diplomatic ‘autonomy. By establishing a strategic naval base in Cuba, the United States was fulfilling the recommendation of Captain Alfred Thayer ‘Mahan (whose The Influence of Sea Power upon History had a profound influence on Roosevelt), In Document 4 Mchan articulates the view that the United States needed to protect its international trade and markets by establishing a powerful navy, as well as by obtaining naval bases and coaling stations to supply the navy's ships. Together with the ideas about ‘American racial superiority, this was enough to motivate the nation to secure territory around the globe in order to promote American interests, No thought was given to the idea of Cuban self-determination, which had been one reason why the United States claimed it fought against Spain in the war. COMMENT: This essay synthesizes outside information—the reader’s knowledge and use of Social Darwinism, the Roosevelt Corollary to the Monroe Doctrine, the Platt Amendment, and Mahan’s thesis—with information gleaned from the documents—a political cartoon, two quotes from the Roosevelt Corollary, and Mahan’s view on sea power. Together, the information from the documents and the outside information sustain a defense of the thesis. ScoRING: Based on the AP U.S. History Document-Based Question Rubric as established by the College Board, you should score your essay as follows (with a maximum possible score of 7). £62016 Conggs tearing. Al Rights Reserve May note copied, sexed or duplicated in whol or in par, excep for we ss permitted in cess dnebed vt poduto serie or fhe ons pasword protected wot or chssrom se.64 = A Diagnostic Test A. Thesis: 0-1 point Give 1 point for a stated thesis that directly answers all paris of the question. It must do more than simply restate the question. B. Analysis of historical evidence and support of argument: 0-4 points Give 1 point for an essay that offers plausible analysis of the content of a majority of the document, explicitly using that analysis to support the stated thesis or a relevant argument, OR Give 2 points for an essay that offers plausible analysis of BOTH the content of a majority of the documents, explicitly using this analysis to support the stated thesis or a relevant argument; AND at least one of the following for the jority of the documents: intended audience, purpose, historical context, and/or the author's point of view, OR Give 3 points for an essay that offers plausible analysis of BOTH the content of all or all but one of the documents, explicitly using this analysis to support the stated thesis or a relevant argument; AND at least one of the following for all or all but one of the documents: intended audience, purpose, historical context, and/or the author’s point of view. PLUS: Add 1 additional point for an essay that offers plausible analysis of historical examples beyond or outside of the documents to support the stated thesis or a relevant argument. C. Contextualization: 0-1 point Give 1 point for an essay that accurately and explicitly connects historical phenomena relevant to the argument to broader historical events and/or processes. D. Synthesis : O-1 point Give 1 point for an essay that appropriately extends or modifies the stated thesis or argument, OR Give 1 point for an essay that effectively accounts for disparate, sometimes contradictory evidence from primary sources and/or secondary works in crafting a coherent argument, OR Give 1 point for an essay that appropriately connects the topic of the question to other historical periods, geographical areas, contexts, or circumstances, (©2016 Congge Leasing. All Rights Reser, May not be copied cand or dplited in whoa in pat except fr use as pm ina esas dseibuted ia crn proto service raha onspaswondteted wet for essoomA Diagnostic Test 65 SECTION II, PART B: LONG ESSAY QUESTIONS QUESTION 1 At the heart of a discussion on Jeffersonian democracy and Jacksonian democracy is the nature of reform—the democratization of the nation’s socioeconomic and political institutions and rights. Pointing out that some historians refer to Jefferson’s election as the “Revolution of 1800” sets the tone of this part of the answer. Thus an explanation of the ways in which Jefferson’s election promoted the interests of the common man over the interests of bankers and manufacturers is needed. You should also take up Jefferson's attempt to implement the ideals of limited government and strict constructionism. Like Jefferson, Jackson claimed to represent the common man. He too claimed to attack the expansive nature of government. Thus a discussion of the Bank War is essential, as is an analysis of Jackson's political responses, such as the spoils system and the kitchen cabinet, to entrenched elitism. ‘An effective essay is one that addresses how the two administrations viewed the nature of reform and liberalism. However, a fuller discussion should indicate that reform did not emanate exclusively from the federal government; state governments also sought to address abuses in government, society, and the economy that were not democratic. Also, a discussion of grassroots movements—that is, citizens at the local level engaged in improving and democratizing American institutions and social life, such as urban decay, abolition of slavery, education, and women’s rights—is essential to an excellent essay on this topic. A first-rate essay might also corporate the inconsistencies and contradictions of Jeffersonian and Jacksonian reform—for example, the treatment of Native Americans under both governments, the fact that both presidents were slave owners, and the territorial expansion that sought to expand American democracy at the expense of Native Americans. QUESTION 2 Key to an effective essay on the evolution of the Democratic Party is a discussion of the Democratic coalition and that party’s stance on civil rights. No discussion of the Democratic Party of the 1930s would be complete without reference to Franklin D. Roosevelt and the New Deal. By emphasizing a role for the national government in the country’s economic and social well-being, the New Dealers initiated the Democratic Party’s advocacy for an activist national government. Furthermore, it was the New Deal and Roosevelt's willingness to include black Americans (at least to some extent) in the relief programs that brought about the historic shift in voting patterns whereby African Americans switched their support from the Republican Party of Lincoln to the Democrats under Roosevelt. Though the New Deal was not a civil rights initiative, Roosevelt did make some concessions to African American leaders, such as presidential appointments and, when threatened with a wartime protest, the prohibition on discrimination in defense industry hiring. Nevertheless, the South remained part of the Democratic coalition as it ©2016 Coagag Leming, All Rights Reserved May not be cope, seamed, of duplicated in whole or inp, except or se spent in Heese dob tha cram pod or eves o ele na peword-prteted wet or lasroom se66 A Diagnostic Test made secure protections for agriculture and as Roosevelt was politically cautious not to alienate segregationists in the South, Advances in the Democratic Party on the issue of civil rights, however, began fairly quickly after Roosevelt's death. President Truman desegregated the military with EO 9981. When Kennedy was elected, he promised black voters federal support for changes to the Jim Crow South. Though he moved fairly slowly, Kennedy set in motion the historic Civil Rights Act of 1964, signed by President Johnson. Upon signing, Johnson remarked that the Democrats had “lost the South for a generation.” Indeed, the Solid South changed its tune quickly and, by 1968, voted firmly for the Republican Party (Wixon’s Southern Strategy and courting of segregationist interests didn’t hurt), This served to further liberalize the Democratic Party, which continued to advance significant reforms throughout the 1960s. Johnson’s Great Society was reminiscent of the New Deal in scope and aim, and increased the reach of the federal government to the fields of education and health care. Based on the AP U.S. History Long Essay Question Rubric as ied by the College Board, you should score your essay as follows (with a maximum possible score of 6). A. Thesis: 0-1 point Give 1 point for a stated thesis that directly answers all parts of the question. It must do more than simply restate the question. B. Support for argument: 0-2 points Give 1 point for an essay that supports a stated thesis or makes a relevant argument using specific evidence, OR Give 2 points for an essay that supports the stated thesis or makes a relevant argument using specific evidence, clearly and consistently stating how the evidence supports the thesis or argument, and establishing clear linkages between the evidence and the thesis or argument. C. Application of targeted historical thinking skill: 0-2 points This is a COMPARISON Essay, therefore: Give 1 point for an essay that describes similarities AND differences among historical developments, OR Give 2 points for an essay that describes similarities AND differences among historical developments, providing specific examples AND analyzes the reasons for their similarities AND/OR differences OR evaluates the relative ignificance of the historical developments D. Synthesis: 0-4 point Give 1 point for an essay that appropriately extends or modifies the stated thesis or argument, OR (©2016 Cengage Lenming. All Rights Reseved, May nt be copied came or dpsed in whole or in pt except fr uso permite ina iene dibuted with certain produto sec or aharvs on a pasrond-roteted web for sroom weA Diagnostic Test 67 Give 1 point for an essay that explicitly employs an additional appropriate category of analysis (e.g., political, economic, social, cultural, geographical, race/ethnicity, gender) beyond that called for by the prompt, OR Give 1 point for an essay that appropriately connects the topic of the question to other historical periods, geographical areas, contexts, or circumstances. It is important that you be as objective as possible when evaluating your essays. You might ask a teacher, parent, fellow student, or friend to evaluate your essays for you and to offer advice on areas for improvement. ‘© 2016 Cengage Leming, Al Rights Reseed May nt bs cope sane, or dap, a whol or npr tcp fr se sprite in Hee dst ‘nha crea produ or asic roe on a passwar-prsceted weit or asco se,Part Il A Review of AP U.S. History ExamPeriod 1: 1491-1607 Pre-Columbian America and Initial European Exploration ‘The America “discovered” by the Spanish crew of Christopher Columbus in 1492 had in fact been occupied for thousands of years by a diverse group of Native American tribes and civilizations. The arrival of Europeans marked the beginning of a new age and the description of the discovered lands as the “New World” seems appropriate. In fact, it would be the contact among the peoples of Europe—the Spanish the first to arrive in large numbers—the Americas, and West Africa that would give birth to an entirely new world, full of new promise and new devastation. Key CONCEPTS FROM THE COLLEGE BOARD 1.1 Before the arrival of Europeans, native populations in North America developed a wide variety of social, political, and economic structures based in part on interactions with the environment and each other, 1.2 European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic, 1.3 Contacts among American Indians, Africans, and Europeans challenged the worldviews of each group. 70 (©2016 Cogugs Leen All Rights Resrved. May not be cope, scaned 0 duplicate n whole amp, seep for ses pei ina cee dst ‘wh cen produto seven or ahervse an apasvond-pteted we for csoom ae.INITIAL CONTACTS: 1491-1607 ‘Thirty to forty thousand years before Christopher Columbus—or any western European, for that matter—found his way to the New World (the Western Hemisphere), the continent had already been settled by migrants who had crossed a land bridge that once connected Alaska with Russia. Much later, in the early eleventh century, Viking ships entered the Western Hemisphere intent on establishing colonies in North America, but the Norse venture failed. In the latter stages of the feudal era, powerful western European nations such as Spain and Portugal were emerging, and they too were bent on expanding their political and economic advantages through colonization. As Europe emerged from its feudal period around the fifteenth to sixteenth century, commerce and exploration increased in intensity, stimulated by new navigational developments such as the compass and better shipbuilding techniques, as well as nonmaritime discoveries and advancements such as the printing press. In the feudal age, power had been diffused and often decentralized, but with the rise of the modern nation-state, powerful monarchs and wealthy merchants were willing to finance explorations of discovery. Colonization ultimately followed these explorations, and it was not long before France, Holland, and England set covetous eyes on the New World as well. In fact, the expansion of commerce was an essential element in the explorations that took place in the fifteenth and sixteenth centuries. Leading the way were Spain and Portugal, but England, the latecomer, would gain the upper hand in North America and set the stage for the unfolding of United States history. Key CONCEPTS & The Americas were richly populated with diverse groups before the arrival of European explorers. 71 (©2016 Cengage Leung. ll Rights Reseved, May note copid cand or dpc in whole orn part exer for we a permite ina Heme dstibted, "nth cain peor erie oer on paarwor-poected wots for epsom we72° Chapter 1 ™ The Columbian Exchange set off a series of economic, cultural, social, and political changes that would revolutionize the world. @ The rise of nation-states in Europe was a factor in stimulating explorations to the New World and dictated the goals of settlers and explorers. ™ Contact between Native Americans, enslaved Africans, and European explorers led to intense competition and to the development of ideas about race and class that would permeate colonial society and beyond. The exploration of the New World and colonial life in North America are discussed in depth in The American Pageant, 15th and 16th eds., Chapter 4 PRE-COLUMBIAN SETTLEMENTS IN NORTH AMERICA Long before the arrival of permanent European settlers, a wide variety of complex Native American societies had developed on the North American continent. American Indian civilizations were diverse in their structure, culture, and lifestyle and most differences can be traced to their interactions with the environment across a broad range of climates. In adapting to local conditions, Native American communities transformed their environment—a theme that would only accelerate with the arrival of the first colonists in the New World. The Natives of North America can be divided into four major groups as follows: = The American Southwest After the advent of maize cultivation, many of the nomadic tribes of the American Southwest began to develop complex, urban settlements characterized by large, apartment-like stone and adobe structures. While never giving up hunting completely, these groups began to rely on highly organized systems of agriculture supported by well-engineered irrigation systems. Despite the challenges of the arid Southwest, tribes such as the Pueblo were able to grow enough food to sustain fairly large population centers that, in some places, may have numbered in the ‘thousands. ™ The American Northwest (and California) In the resource-rich areas of modern day Oregon, Washington, and northern California, other groups of Native Americans, like the Chinook, were able to establish sedentary communities by developing sophisticated methods for hunting and fishing, combined with some foraging. Because of their use of fixed settlements, American Indians in this region rarely experienced conflict or competition among tribal groups. Their resulting prosperity also allowed for the development ofa highly structured system of social stratification. = The Great Basin and the Great Plains Unlike other regions, the Great Basin (between the Rocky Mountains and the Sierra Nevadas) and the Great Plains posed such significant challenges to native inhabitants that permanent settlements were impossible. Relying on large, migratory game, the American Indians of these regions lived as nomads in fairly small groups scattered across the vastness of the land. Some of the archetypes of Native Americans are based on the lives of those who lived in this region; the Plains Indians, like the Pawnee, hunted bison and built highly mobile dwellings that (© 2016 Cengage Lenming. All ights Restevel. May not bo copied, scat duped, in whol orn pr exept fr use a peril in license dtibted with eran produto serie or otherwise on a Fsswordoteted weer clasoom ie.Initial Contacts: 1491-1607 could be transported easily (like the teepee). These groups were articularly astute at using every bit of any animal they killed— including organs, bones, hide, and hair. ® American Northeast and Atlantic Seaboard Because of the variety of available resources, weather patterns, and game, the Native peoples of the East Coast of North America—tike the Iroquois and the Algonquian—utilized mutti-crop patterns of cultivation (like maize, beans, and squash planted together) to provide for more stable, permanent villages. Although the nature of the terrain lent itself to fairly small communities, connections among tribes that were part of confederacies like the Iroquois, nation were highly complex. By forming self-governing bodies, the American Indian inhabitants of the Eastern Seaboard capitalized on and made efficient use of the resources of the territory they occupied. THE COLUMBIAN EXCHANGE When Christopher Columbus returned to Spain after having discovered the New World, he initiated a system of trade that would revolutionize the world. Once brought back by Columbus and other explorers, New World goods like corn and potatoes quickly became staples in the diets of people all over Europe and Africa, enabling population growth. Old World transplants such as sugar and coffee thrived in the rich soil and warm weather of Central and South America, a fact that led to thei rapid development as cash crops in the plantation system that relied upon forced labor. Furthermore, the introduction to the New World of cattle and horses dramatically changed the lifestyle of Native Americans, such as the Plains Indians, like the Apache and Sioux, whose nomadic culture quickly embraced the horse’s ability to expand their hunting grounds and further increase their mobility. ‘Most dramatic of all, however, was the result of the introduction of European diseases to populations of Native Americans with no natural resistance. Though usually unintentional, deadly epidemics of yellow fever and smallpox reduced Native American populations by as much as 90 percent in a single century. Many of those infected had never even seen a European. Over time, the pace of these changes only accelerated as new technologies and new methods for raising the funds required for exploration made the exploration of the New World much easier. ‘These developments, in turn, opened the door for colonization and settlement, a change that would literally turn the course of history. EXPANSION INTO THE NEW WORLD ‘The Treaty of Tordesillas, drafted in 1494 with influence from the pope, had drawn a line of demarcation to divide the world between Catholic Spain and Portugal. All of the Western Hemisphere except Brazil was assigned to Spain; Portugal was permitted to colonize Asia. Although other nations did not take this agreement seriously, Spain and Portugal were in the forefront of exploration, spurred on by new 73 (© 2016 Cengage Leaming All RightsReserved. May not be cope, sanned, or pian hele In pa except fr se pete in ene ibd ‘wha cerin poet o servicer ober o a asswerd-predcted weit fo clasroom We74% Chapter 1 technological developments in navigation and the consolidation of power by their respective royal families, Initially, the Spanish journeyed to North and South America in search of precious metals and gave little thought to colonizing the areas they explored. The gold and silver that they discovered and mined provided the capital necessary for a host of political changes among European powers, among which is counted the shift from feudalism to capitalism. On the heels of the early explorers and settlers came Catholic missionaries, who viewed the Western Hemisphere as fertile ground for proselytizing their religious views. Furthermore, as competition among European monarchies heated up, the New World offered fertile ground for the seizure of territory (and power) in hopes of beating out Old World rivals. AP Tip Information in this chapter can be used in a free-response question that deals with the causes of imperialism, inter- imperialist competition, and the clash of cultures. INTERACTION BETWEEN THE EUROPEANS, NATIVE AMERICANS, AND AFRICAN SLAVES First to lay claim to the New World, the Spanish sought to subdue the vast new territory claimed for it by explorers such as Francisco Coronado, Francisco Pizzaro, and Hernén Cortés. Though the Americas were full of rich resources, labor was required to extract them. Initially, the Spanish developed an institution known as the encomienda system, which granted colonists the rights to the labor of Native Americans in exchange for providing for their food, shelter, and, above all, for Christianizing them. Little more than slavery, this system powered sugar plantations and silver mines for a short time, until the many thousands of Natives who had been present at the time of Spanish colonization were all but annihilated by disease. Though there were some voices of protest—most notably that of missionary Bartolomé de Las Casas—most of the conquistadors felt that the ‘American Indians’ lack of “civilization” was an indicator of their inferiority and made their subjugation natural. Despite being vastly overpowered, Native Americans who remained under Spanish rule— in encomiendas or on Spanish missions—resisted the changes forced upon them, and some rebelled violently (as did the Pueblo Indians in Popé’s Rebellion in 1680). Over time, however, intermarriage led to the creation of new cultural identities and to the development of a caste- like system defined by race and power. In response to the issues that developed with the use of Native labor, the Spanish quickly turned to African forced labor. In partnership with the Portuguese (who controlled the European trade in slaves along the West African coast), Spanish slave ships brought hundreds of thousands of slaves to work in sugar plantations and silver mines in the Americas. Though Arab and African traders had practiced the sale of slaves for centuries, the scale of the importation (©2016 Cengage Leming. All Right Reserved, Mayne be copi caned or dplictd in whole in pat exept for wes pone in ens dstbutod "witha cen prot or ervce or oes on swer-oaled web or lasoom WeInitial Contacts: 1491-1607 75 of slaves to the New World dwarfed any prior model. Furthermore, ‘the institution of slavery that developed in the New World—with its permanency and basis in race, not conquest—created tensions that would set up racial conflicts in the centuries to come. However, despite every attempt to confound slave organization and cooperation, African slaves nevertheless managed to maintain some cultural autonomy, particularly on plantations where incredible numbers of slaves toiled together. Though many adopted the religion of their captors, slave communities often preserved tribal traditions and blended them into their practice of Christianity. Content Review Questions 1. Which of the following best describes the impact European colonization had on the Western Hemisphere’s native population? (A) The native population was highly respected in terms of territorial possessions and religious beliefs. (8) The Europeans for the most part did not interact with the native population (C) Spain was the only European country to successfully create an alliance with the native population, (D) Native populations were often killed off or driven away by the Europeans. 2. Which of the following regions was home to bands of nomadic Native Americans who relied on their game for the vast majority of their needs? (A) The Southwest (B) The Northwest (©) The Great Plains (D) The Eastern Seaboard 3. Which of the following shows how Native Americans adapted to and transformed the environment in which they lived? (A) The creation of large-scale irrigation works to promote the growing of maize (B) The development of highly structured systems of social stratification (C) The construction of monuments to nature-based deities (D) The organization of self-governing confederacies among disparate tribes 4. Which of the following tribes was encountered by English settlers and best known for their highly evolved system of government? (A) The Pueblo (B) The Chinook (© The Sioux (D) The Iroquois (©2016 Cengage Leming, All Right Reserved May not be copied, eanaed or duplicated, a whole ein pr kept or sn a8 pein Heed wid cern pode or service rctheris na pasvard-proteted web for iar at76 Chapter 1 10. As a result of the Columbian Exchange, the New World gained (A) a significant new source of staple food crops. (B) an influx of gold and silver capital for the construction of new urban centers. (C) advanced medical techniques that extended the life-span of Native Americans, (D) new animals as sources of food and to serve as beasts of burden. European diseases that arrived in the New World were particularly deadly because (A) little medical aid was available so far from European urban centers, (B) the European conquerors deliberately accelerated the spread of the most deadly strains. (©) the Native Americans had no natural resistance to these diseases. (D) the vast devastation of warfare with the Europeans left few to care for the sick. One significant impact of the Columbian Exchange on the Old World was (A) the growth of the food supply and subsequent population increase. (B) the introduction of slavery as a significant source of labor for European landowners. (©) the widespread devastation of new diseases among the poor. (D) a draining of capital from the royal families and a shift of wealth to the hands of the merchant clas: Which of the following explains the impact of the Treaty of ‘Tordesillas (1494)? (A) It offered eternal life to anyone who would convert the natives of North Americ (8) It encouraged Spanish exploration of the New World. (C) It banned the Portuguese slave trade. (0) It condoned the use of the encomienda system. Which of the following served as the initial motivation for Spanish exploration? (A) Desires to convert the Native Americans to Catholicism (B) Hopes of establishing permanent colonies for settlement (© The desire to beat out European rivals in the land grab for North America (D) The need for new sources of wealth to support the growth of the nation All of the following contributed to European expansion into the New World EXCEPT (A) the development of new navigational technology. (B) an end to European wars between competing royal families. (© a rise in nationalism among European states. (D) the desire to spread Christianity. (©2016 Ceogage Leaning All Rights Resred. May not be cope scanned, or pie, in whole arpa, except for seas peed na iene dsb with cern podit or serie or lberise os passwort seed west for elsstoom weInitial Contacts: 1491-1607 77 11. Which European nation was first to lay claim to the New World? (A) Portugal (B) Spain (C) France () England 12. In the view of the encomienda system, Native Americans were seen primarily as (A) a source of labor. (B) a group to be protected. (©) a focus of evangelization. (D) outcasts to be excluded from Spanish settlement, 13. What aspect of Spanish colonization did missionary Bartolomé de Las Casas famously protest? (A) The refusal of explorers to tithe on the wealth they discovered (B) The lack of missionary zeal among the conquistadors (C) The treatment of Native Americans as subhuman and expendable (D) The focus of the Spanish Crown on Latin America while neglecting the Reconquista at home 14. Allof the following encouraged the growth of African slavery EXCEPT (A) the cooperation of Portuguese, Arab, and African merchants, (B) the cultural unwillingness of the Spanish to work alongside the Native Americans who they perceived to be pagan. (© the success of the slave-based labor system in the English colonies. (D) the dramatic reduction in the population of able-bodied Native Americans due to disease. 15. All of the following characteristics of the Atlantic Slave Trade distinguished it from the forms of slavery that had existed previously EXCEPT (A) the scale of the slave trade. B) slavery's basis in race. (© the use of African slaves. (D) the permanent nature of this form of slavery. Short-Answer Questions 1. The arrival of Europeans in the New World greatly impacted the American Indian populations {a) Of the choices below, choose ONE and explain the effects of that particular development for the Native Americans. ‘The exchange of crops and animals The spread of diseases ‘The political and social interaction between Native Americans and Europeans (b) Explain the impact of the change you chose in Part a on the Europeans, (©2016 Cengage Lenin, Al Rights Reserve May not be cope, sense, o duit, a whole in pt xcept fore ape i ene distibatd wilt cols produto vce or oarviee an apussword-potcted wstie er loom wes78 % Chapter 1 Question 2 is based on the following map. joan Oe InorTH ATLANTIC MERICA \%S OCEAN oe Pg Cengage Learning 2. Use the map and your knowledge of U. S. history to answer Parts a andb. (a) Briefly explain the culture of one of the groups of Natives encountered by Spanish explorers in the 16th century. (b) Briefly explain the interaction between the Native Americans and Spanish explorers in the New World. Long Essay Questions 1. Explain how contact between Europeans, Native Americans, and the people of West Africa created a new world. 2. What role did competition over resources play in the conflicts that emerged in the Americas after European exploration and settlement? (62016 Cengage Leaming. All Rights Reterved, May not be copia scone or dled in whoa ix part except fr uses permite in wns ribet ‘via cern pods or sence bert on a puswand-ptected Webi or eso,Initial Contacts: 1491-1607 # 79 Answers CONTENT REVIEW QUESTIONS 1. (D) The impact of European colonization on the native populations of both North and South America and the Caribbean was devastating (The American Pageant, 15th ed., pp. 15-16/16th ed., pp. 15-16; Learning Objective PEO-4) 2. (© Low levels of rainfall and large herds of buffalo encouraged the nomadic lifestyle of the Plains Indians (The American Pageant, 15th ed., p. 8/16th ed., pp. 9-10; Learning Objective ENV-2). 3. (A) In light of scant rainfall, the Pueblo developed irrigation to support the maize farming that sustained their large urban populations (The American Pageant, 15th ed., p. 8/16th ed., p. 8; Learning Objective ENV-1). 4. (D) The Iroquois Confederacy was noted by English settlers for its advancement in self-government and democratic principles (The American Pageant, 15th ed., p. 8/16th ed., p. 8 Learning Objective CUL-1) 5. (D) Cattle and horses revolutionized the lifestyles of many groups of Native Americans in the New World within a few centuries of their introduction by Columbus (The American Pageant, 15th ed., p. 14/16th ed., p. 14; Learning Objective WOR-1). 6. (©) Isolated for millennia from such strains as smallpox and yellow fever, the Native Americans had almost no way to fight off the dread diseases (The American Pageant, 15th ed., p. 15/ 16th ed., pp. 14-15; Learning Objective PEO-4). 7. (A) The arrival of such crops as maize and potatoes provided an easy-to-grow source of more calories to support the growth of the European population (The American Pageant, 15th ed., p. 14/16th ed,, p. 14; Learning Objective WOR-1). 8 (B) By ceding rights to the exploration of Asia to the Portuguese, the ‘Treaty opened the doors to Spanish exploration and profit-seeking in the Americas (The American Pageant, 15th ed., p. 15/16th ed., p. 16; Learning Objective PEO-1), 9. () Though all certainly played a role in Spanish exploration, the search for gold and silver—a valuable trading commodity in the Eastern world—was paramount (The American Pageant, 15th ed., pp. 15-17/16th ed., pp. 15-16; Learning Objective POL-1) (©2016 Cengage Lean. All Rights Reserved, May not be cpio, sane or duped in whol apart, excet for usw permite ina license dstrbuted ‘wi carala rod or crow or ehert on aster poeted web or arom we.80 & Chapter 1 10. (B) Competition and conflict continued in Europe as each of the major powers sought to lay claim to the wealth of the New World (The American Pageant, 15th ed., p. 13/16th ed., pp. 12- 13, 20; Learning Objective WOR-1). 11. (B) Columbus’ discovery, an early unification, and the Treaty of Tordesillas gave Spain the head start in the exploration of the New World (The American Pageant, 15th ed., p. 15/16th ed., pp. 13-14; Learning Objective PEO-1). 12. (A) Though recipients of the grants of rights to the Native Americans were encouraged to provide for the sustenance of the Natives and to attempt to Christianize them, they were primarily a source of semi-slave labor for mining and plantation style agriculture (The American Pageant, 15th ed., p. 17/46th ed., p. 16; Learning Objective WXT-4) 13. (C) De Las Casas was one of the only voices condemning the treatment of Native Americans (The American Pageant, 15th ed., p. 17/16th ed., p. 16; Learning Objective ID-4). 14. (©) The Spanish followed the Portuguese in the use of slave labor in mines and on plantations, to be adapted first by English colonists in the Barbados and then by English colonists in North America (The American Pageant, 15th ed., p. 12/16th ed., pp. 12-13; Learning Objective WXT-4). 15. (C) Other civilizations, including the kingdoms of Western Africa, had used slavery for centuries, but the new form of slavery identified the status of a slave by his or her race, not by the conquest of one nation over another, and classified those slaves (captured on an unprecedented scale) as enslaved for their lives and the lives of their posterity. (The American Pageant, 15th ed,, p. 12/ 16th ed., pp. 12-13; Learning Objective WXT-4). SHORT-ANSWER QUESTIONS 1. (a) The exchange of crops and animals changed the lifestyle of Native groups by providing additional sources of food and beasts of burden. In particular, the hunting and migration patterns of the North American Plains Indians were affected by their adoption of the horse in the seventeenth century. The spread of diseases devastated Native American communities who had no immunity to diseases like smallpox and yellow fever. By some accounts, their population was reduced by 90 percent. The political and social interaction between Native Americans and Europeans resulted in the creation of a distinct hierarchy among racially mixed populations with Europeans serving as the ruling class, followed by a mestizo class that oversaw the Native and African slave labor, In some places, these relationships played out in the encomienda system. {©2016 Cengage Leaning. All Rights Reserve, May tbe cop, sinned o pinta wl or pat, xcept fr we speed ina ces dst with cers pedo serve or hei ons password voreced website cssoom ue.Initial Contacts: 1491-1607 # 81 (b) The exchange of crops and animals provided the Old World with new staple crops like corn and potatoes that provided a much-needed boost to the food supply and allowed for a growing population. The spread of diseases affected Europeans to a lesser extent, though syphilis did arrive in the Old World as part of the Columbian Exchange. To a greater degree, the devastation of Native populations eased the path of conquest for European settlers and necessitated the use of African slave labor. The political and social interaction between Native Americans and Europeans led to a distinct, New World culture that in many cases would ultimately lead to differences in the views of colonial and European leaders. Ideas of superiority further developed racial conflict among New World settlers. 2. (a) The Pueblo of the Southwest (encountered by Coronado) created large urban centers based on irrigated agriculture. He, along with Hernando de Soto, also encountered some of the Plains Indians, nomadic people who relied on their skill in hunting vast herds of buffalo. Ponce de Leén encountered groups of Natives along the Eastern Seaboard who lived in highly organized, though small, bands and relied on a combination of agriculture and hunting and gathering for their survival. (b) Discuss the violence of conquest and the cultural misunderstandings and perceived inferiority of Native American groups. Explain the role of disease in reducing the strength of the American Indian population. Include a discussion of the encomienda system of forced labor combined with Christianization as a model for Spanish conquest. LONG Essay QUESTIONS 1. You should address the nature of the interaction among these groups—with Europeans as conquerors exploiting the labor of West African slaves and subjugating the Native American groups they encounter. Discuss the results of these contacts for all involved, including the impact of the Columbian Exchange (especially the impact of European diseases among Native Americans and the value of New World staple crops for expanding the global food supply). (Historical Thinking Skill I- 1: Historical Causation) 2. You should point out that the accumulation of resources (particularly gold and silver, but also new cash crops) served as a primary motivator for the Spanish conquerors. Include a discussion of the role of religion in Spanish encomiendas and missions and the reactions of the Native Americans. Explain the additional role of race and culture as factors that further complicated the interaction between the Spanish and the Native American groups they perceived as inferior and savages. (Historical Thinking Skill II-5: Contextualization and IIL-6: Historical Argumentation) (©2016 Congage Leung. All Rights Reserved May no copied canned or doped in whol ora part exept fa we permit ina Heese dsibted ‘wi coala pour seve o aber on asword-proeted web for SistoPeriod 2: 1607-1754 The Settlement of North America On the heels of the Spanish explorers, the French, Dutch, and English each made their way to the New World of North America. Based on ‘their unique resources, goals, and on the varied environments encountered by each group, the European colonies were in every way diverse, As each maneuvered to reap the greatest possible gain from their American settlements, they in turn created distinctive societies that would find their identity in their survival (and thriving) in the New World. Nevertheless, these changes would not come without conflict: conflict between intercolonial rivals and between settlers and the Native Americans who desperately wanted to maintain their way of life Key CONCEPTS FROM THE COLLEGE BOARD 2.4 Differences in imperial goals, cultures, and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization. 2.2 European colonization efforts in North America stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples. 2.3 The increasing political, economic, and cultural exchanges within the “Atlantic World” had a profound impact on the development of colonial societies in North America. “©2016 Cengage Leming Al RightsReserved. May no cole, ead, or duplicated in whoo in at, excen fr use as pormited in ens itibueed wih erin produto sre or thew ona parvo qoteted bate or clesoom use.COLONIZATION OF NORTH AMERICA: 1565-1754 After the initial establishment of a colonial foothold by the Spanish, other European powers scrambled to seize a piece of the New World for themselves. In the subsequent century, the Spanish, French, Dutch, and English each developed their own unique patterns of colonization. Differing decisions about how to interact with Native populations and how best to profit from the development of colonies produced distinctive settlement patterns and defined much of their ultimate success. Geography played an imporiant role, particularly among the British colonies, whose individual situations were so different as to form four distinct regions with diverse needs, values, and challenges Over time, the rise in the trade system of the Atlantic world helped to unify colonists and, among other developments, contributed to the growth of a unique, American identity. Key Concerts 8 Spain and Portugal initially colonized the Western Hemisphere and used a mixture of intermarriage and subjugation to dominate the Native people of Central and South America ™ ‘The Dutch colonized the Hudson River Valley, while the French settled in parts of Canada and the Ohio River Valley, both developing significant trade alliances with the American Indians in order to establish a profitable export industry. = The English ultimately established a strong foothold of permanent settlements on the Eastern Seaboard, where they developed hostile relationships with the Indians who occupied territory they desired. ‘The origins of the English colonies varied, as did their social and political systems. ™ ‘The British pursuit of mercantilist policies in the Americas was fairly unsuccessful in light of strong colonial resistance. 83 {©2016 CongageLeveig. All Rights Reserve, May not be copied, canned dpe in whole or in pat, exop far we ws permed eco dtribted with erin podt or serie or oben ona password teed beter elessoom ese,84% Chapter 2 ‘The exploration of the New World and colonial life in North America are discussed in depth in The American Pageant, 15th and 16th eds., Chapters 2-5. SPAIN COLONIZES THE NEW WORLD Initially, the Spanish journeyed to North and South America in search of precious metals and gave little thought to colonizing the areas they explored. Only when other European powers such as France took an interest in North America did Spain make a concerted effort to establish permanent settlements, first at St. Augustine, Florida (1565), later in South America, the American Southwest, and as far west as California. On the heels of the early explorers and settlers came Catholic missionaries, who viewed the Western Hemisphere as fertile ground for proselytizing their religious views. The goal of the Spanish monarchy, however, was to establish and defend a mercantilist policy that would reserve to Spain all the rewards that the New World had to offer. In North and South America, the authority of the king and his representatives was supreme. By the 1640s, the economic benefits accrued by Spain in the New World began to seriously decline. There were many causes: increased pressure from the other imperial nations, especially from the Dutch; domestic problems in Spain itself; declining profits because of the expense of maintaining its colonies, particularly after the Pueblo Revolt in 1680; enormous military expenditures for the protection of its colonies; and a fleet to defend its trade ships. Spain was left a second-rate power. In its colonies that remained, Spain was forced to accommodate—in some respects—the culture of the American Indians they encountered, intermarrying with them in many cases and creating an entirely new society. AP Tip Information in this chapter can be used in a free-response question that deals with the effects of geography on the development of social, economic, and political systems. DUTCH SETTLEMENTS AND A FRENCH EMPIRE IN NORTH AMERICA ‘The Dutch entered the race for colonies in the late sixteenth century, exploring what later became known as the Hudson River, where they established a colony, New Netherland. Shortly thereafter another major colony, New Amsterdam, was founded on Manhattan Island. ‘The Dutch, like the French, sought to exploit the lucrative fur trade. And like the French colony in Quebec, New Amsterdam did not receive support from the government at home. Despite enticing settlers with patroonships (arge tracts of land given in return for settling an area), few Dutch emigrants arrived, and the colony suffered incessant attacks by Native Americans and incursions by other European nations. {© 2016 Cengage Lewing. All Rights Reserved, May not be copied, cn or piste wale orn part except fr se as permite in aliens diributed ithe crn proto service other ens passwerprteted web frelon we.Colonization of North America: 1565-1754 @ 85 While the Spanish settled colonies in warmer climates, the French established their first permanent settlement in the less hospitable climate of Quebec and Nova Scotia, collectively referred to as New France in the seventeenth century. Not surprisingly, the colony was at first sparsely settled. The French government provided little incentive for its citizens to resettle in the frigid areas in and around Quebec, and it forbade French citizens who were looking for a way out of France, the Huguenots (Protestant reformers persecuted for their break from the Catholic Church), from emigrating. Not surprisingly, the vast majority of French citizens who settled in Canada returned home. Not until 1608 would the French make inroads into acquiring lucrative North American resources, such as beaver pelts. The French (like the Spaniards) would experience some success in the New World because of the alliances they established with various Native American tribes. In fact, the French had earlier joined with two tribes, the Algonquian and the Huron, in a fight with the powerful Iroquois. Unfortunately for all Native Americans, regardless of their tribe, the Europeans brought with them diseases to which the Native Americans had no immunity. The mortality rate was staggering, Later in the century (1682), the French laid claim to the Mississippi Valley, calling it Louisiana after their king, Louis XIV. Thirty years later the city of New Orleans was established; it would eventually become an important military and economic strategic location. By the second decade of the eighteenth century, the French had settled as far west as present-day New Mexico and South Dakota. As a consequence, the English colonies that had been settled in the early seventeenth century along the East Coast were restricted to territory east of the Appalachian Mountains by French control of the area from the Ohio River Valley to Louisiana. The turning point, however, for French expansion in North America came with the Treaty of Utrecht (1713). Having been on the losing side in the War of Spanish Succession (Queen Anne’s War, as it was known in the colonies), France lost Newfoundland, Hudson Bay, and Acadia (Nova Scotia) to Britain. Although France could ostensibly afford to lose territory—though of course it preferred not to, especially to its rival Britain—it was the lack of French inhabitants there that hampered the development of its empire in the New World; British settlers outnumbered French settlers in the mid-eighteenth century by a ratio of 3:1, Both Britain and France had Native American allies to swell their numbers as far as defense was concerned, but in 1763, when Franee was defeated by Britain and its American colonists in the French and Indian War, France temporarily had no major territorial possessions in North America. The Louisiana Territory had been ceded to Spain in 1762, and although Napoleon Bonaparte regained it in 1800, this vast territory was sold to the United States in 1803, Simply stated, by 1763 Great Britain controlled nearly all of North America from the Eastern Seaboard to the Mississippi River as well as Canada. THE BRITISH EMPIRE IN THE NEW WORLD England had established a colony, the doomed Roanoke Island settlement in Virginia, as early as 1585, but grander forays into the New World had been slowed by the need to resolve religious division (© 2016 Cengage Leming. Al Right Reserve. May not be copie, seated, or dipet, in whol on pat excep for ws as permite acess dst wit ein pdt or service or aes on passer’ tested wet for caerom86 + Chapter 2 between Catholics and Protestants, a result of King Henry VIII's decision to separate from the Catholic Church. With that settled, and buoyed by the defeat, under Queen Elizabeth I, of the invading Spanish Armada in 1588, the English caught up with the other European imperial powers in exploring and settling the New World. As with the Dutch and French, the English sailed to North America in search of a Northwest Passage to Asia. But the English had other motives as well: exploration could yield lucrative benefits for investors who bought into joint-stock companies in the hopes of realizing a profit. The lure of raw ‘materials was an important incentive as well, especially as these resources were vital to England’s expanding manufacturing sector. At the heart of the government's desire for colonies was mercantilism; the need to accumulate gold, silver, and other precious resources; the establishment of a favorable balance of trade between the mother country and its colonies; and the establishment of colonies to act as a counterbalance to the influence of other imperial nations. The major early English colonies included the following: Jamestown England's first permanent colony in North America, Jamestown was established by the Virginia Company after receiving a charter from King James I in 1606. The original settlers suffered from disease (especially malaria because the colony was established near swampland), internal strife, and starvation, and they were heavily dependent on supplies from the mother country and assistance from Native Americans. The colony’s economy finally stabilized when tobacco was successfully cultivated after its introduction by John Rolfe. In 1676, Jamestown was burned to the ground during Bacon’s Rebellion. Rebuilt a number of years later, it was again destroyed by a fire in 1698. Plymouth Whereas the settlers who established Jamestown did so for predominantly economic reasons, Plymouth Colony was established by religious separatists seeking autonomy from the Church of England (Anglican Church). In 1620, these “Pilgrims” sailed on the Mayflower to New England after receiving a charter from the Virginia Company. When they arrived, they created a document known as the Mayflower Compact—the first form of self- government in the British colonies. By the end of the century, Plymouth, where the Pilgrims settled first, had become part of the colony of Massachusetts. & Massachusetts Bay Colony Started in 1630, the Massachusetts Bay Colony was home to many Puritans, who left England because of the persecution they faced from the Crown and the Anglican Church. Under Calvinist religious leaders such as John Winthrop, the colony almost immediately developed into a theocracy in which the church was paramount in all decisions, political as well as religious. Though far from democratic, it became the first English colony to establish the basis of a representative government when residents demanded representation if they were to be taxed Other New England colonies Major colonies were also established in Connecticut, Rhode Island, New Hampshire, and Maine. In the former, a productive fur trade operated in the Connecticut River Valley. Unlike the Massachusetts Bay Colony, religion was less important than commerce in Connecticut. Importantly, Connecticut colonists were the first in America to {© 2016 Cangage Lenin, Al Rights Reserved Mayne copi,saned duplicated in whole ot in pst, exept fr wea permed in lense distributed nth cera pot or serv eben na pssvond protected webs for elasoom We.Colonization of North America: 1565-1754 # 87 write a constitution, The New Hampshire and Maine colonies originated when two Englishmen, given a government grant to the areas north of Massachusetts, divided the land. Both colonies eventually were absorbed into the Massachusetts Bay Colony, but New Hampshire became an independent royal colony in 1679. Maine remained a part of Massachusetts until 1820. Rhode Island’ colonial history is very much tied to the trials and tribulations of Roger Williams, whose advocacy of separation of church and state and complete individual religious freedom convinced Boston’s Puritan leaders to banish him from the Massachusetts Bay Colony. Undeterred, Williams went on to establish the colony of Providence. Other religious refugees, among them Anne Hutchinson, soon found their way to Rhode Island, and in 1663, Parliament granted the colony a new charter that guaranteed religious freedom. & The middle colonies New York became an English colony through conquest. In the seventeenth century, England and Holland had engaged in a series of commercial wars in which the North American fur trade became increasingly important, To eliminate Dutch competition, the Duke of York was provided a fleet by his brother, King Charles IJ, to capture New Netherland, which he did in 1664. Under the duke, democracy was, at best, limited in the colony now named for him—New York. New Jersey originally belonged to the duke as well, but he transferred parts of it to other nobles. Quakers inhabited parts of east and west New Jersey, but in 1702, the colony was unified and granted a royal charter. Its neighbor to the west, Pennsylvania, was founded as a sanctuary for Quakers when William Penn was provided a grant to establish a settlement, It would be home to Germans, Quakers, and a wide variety of settlers who wanted good farmland in a colony that was, by and large, democratic for the time, Delaware—once Sweden’s colony, then taken by the Dutch, and finally lost to the English—was also owned by the Duke of York. Concerned that Pennsylvania was landlocked, Penn purchased Delaware to provide his settlers access to the sea. % The southern and Chesapeake Bay colonies Despite its rocky start, Virginia would become an economic powerhouse by the dawn of the eighteenth century—supported by a profitable trade in tobacco and other labor intensive crops. Maryland was conceived as a refuge for Catholics by Lord Baltimore, a recent convert to Catholicism and a London Company stockholder. After his death, the English Crown granted his son, the second Lord Baltimore, a charter to administer the colony. For all intents and purposes, Lord Baltimore ran Maryland as if it was a fieftiom, giving vassals land in return for their loyalty and assistance. Over time, republican features seeped into Maryland’s political system, and a bicameral legislature was established, Religious problems ensued, however, between Protestants, who settled the area in increasing numbers, and Catholics, for whom the colony was originally established. In 1649, the Maryland Toleration Act guaranteed freedom of worship for Christians, while punishing those who made blasphemous remarks and committed other religious transgressions. In the Carolinas, land was granted as a reward for those who had helped {© 2016 Cengage Lewin. Al Right Reserve. May not be copied, seated dpc in whol or inp excep for we as permed in ees stb wit erin pods o servic or arise ona pasar qeteted wet for casroom88 © Chapter 2 in the restoration of the monarchy, following the English Civil War and parliamentary rule. The Carolinas were similar to the middle colonies, which had for the most part been founded by proprietors, not (stock) companies. However, like Maryland, they were initially reminiscent of feudal kingdoms. Over time the Carolinas came to be identified with religious and political freedom, but, paradoxically, slavery was introduced almost immediately because the proprietors also had investments in the slave trade. Thus while indentured servants were represented in the labor force of other colonies, the Carolinas embraced slavery. Not until 1729 was the huge colony divided into North and South Carolina. Georgia, as already mentioned, began its history as a penal colony (where originally rum, Catholics, and blacks were prohibited) and as a first line of defense against Spanish-held Florida. When the number of convicts was found to be insufficient to sustain a viable colony, Georgia welcomed Protestants and skilled craftsmen from England, Scotland, and Germany. By the eighteenth century the American colonies were on the way to developing their own unique cultures while maintaining the essence of their Old World customs. Some colonies were more theocratic and politically elitist than others; a few had some of the political rights found in a democracy—or anywhere in Europe, for that matter—such freedom of religion and political expression. For their part, typical English colonists came to the New World in the hopes of improving their economic status or to seek greater political and religious autonomy-the goal of Quakers, Puritans, and Catholics. Once in North America, some sought to convert the Native American population to Christianity, Some arrived as indentured servants, others as refugees from persecution, some as slaves, and still others as castoffs because of criminal records or, more often, indebtedness. Some found success and freedom in the New World; others sank into poverty and despair. As in Europe, the wealthy colonists were generally politically powerful, their interests and concerns not necessarily consistent with those of their less-fortunate fellow colonists. Despite significant economic, political, social, and racial divisions, the American colonies’ common British heritage and the unique challenges (like coming to terms with hostile Native Americans) and experiences (like the religious revival movement known as the Great Awakening) that they encountered in the New World led slowly to the emergence of an American identity. This common culture would, with the added motivation of Enlightenment ideals of self-government and liberty, help establish the foundation of the United States as an independent country. BRITISH POLICY IN THE COLONIES Despite the reality of the colonies’ ultimate revolution for independence, many historians view the British-colonial relationship as initially benign. In other words, although the British sought to regulate trade and influence the colonial governments overall, it generally limited its intervention and management. During what is often referred to as a period of “salutary (benign) neglect,” the years ©2016 Cengage Lewing All Rips Reserved May not be copie, sinned, or pian whole on pa except fr use as pert na ices dsb nhs eran prod! or serie or teri ona paver ated website fr lssoon ws