...APUSH Study Guide 8 A weak Confederacy and the Constitution, 1776-1790 Themes/Constructs: The federal Constitution represented a moderately conservative reaction against the democratilizing effects of the Revolution and the Articles of Confederation. The American Revolution was not a radical transformation like the French or Russian revolutions, but it produced political innovations and some social change in the direction of greater equality and democracy. The American Revolution did not overturn the social order, but it did produce substantial changes in social customs, political institutions, and ideas about society and government. Among the changes were the separation of church and state in some places, the abolition of slavery in the North, written political constitutions, and a shift in political power from the eastern seaboard toward the frontier. The first weak government, the Articles of Confederation, was unable to exercise real authority, although it did successfully deal with the western lands issue. The Confederation’s weakness in handling foreign policy, commerce and the Shays Rebellion spurred the movement to alter the Articles. Instead of revising the Articles, the well-off delegates to the Constitutional Convention created a charter for a whole new government. In a series of compromises, the convention produced a plan that provided for a vigorous central government, a strong executive, the protection for property, while still upholding republican...
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...In order to best answer the question posed one must break expansionism into two separate time periods. Both of these time periods show comparisons and contrasts with US expansionism. From 1776-1880 and the late 1800s-1914 are chronicled by major events in United States and World history. Using these documents as well as commonly known events that occurred during these time periods I will show the similarities and differences that late nineteenth century and early twentieth century United States expansionism exhibit from past United States expansionism. United States expansionism has undergone many changes throughout the years. We have expanded for land, for God, and for the economy. As the people of the United States progressed both socially and economically, the methods of expansionism evolved from non-interference to democratic control, all the while struggling to stay true to the ideals of the forefathers. The departures have grown on a parallel with US power. The growth of the navy gained bargaining power for the US. With our big stick we had the means to venture into non contiguous lands, such as the Philippines and even China. We began expanding to find markets for our ever-growing production. Once we had conquered the continental United States we saw that we had the ambition to take on the world, as well as a faith in God that expanded Manifest Destiny across bodies of water into previously unobtainable lands. Document C underlines the importance of naval power...
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...AP US History, often referred to as 'APUSH' (A as in letter A and push as in push--literally), is the CollegeBoard's second most frequently taken AP class (first is AP English Language and Composition). I took this class during my sophomore year, and I got an A in the class and a 4 on the exam, if you were curious. I was very interested in succeeding in that class and I wanted to share some advice on what helped me, and what I wish I did. The AP US History course is divided up into nine units, and there are seven themes (identity, work exchange, and technology, peopling, politics and power, America in the World, environment and geography, and ideas, beliefs, cultures) that can be, and are applied to each unit. The class is to be identical...
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...1. Women in the 1870s a. Women struggled for some political rights, a foothold in the new industrial economy, and a way to make their voices heard about social issues. b. Faced significant barriers to any kind of participation in public affairs. c. Debates over the adoption of the 15th amendment underscored the importance of this problem. d. Women hoped they may share in the expansion of political rights. e. Susan B. Anthony advocated women’s suffrage, opposed the amendment because it left women out. Believed minorities should not be allowed to vote before women, unlike Frederick Douglass. f. At meeting of Equal Rights Association, differences about how to achieve suffrage produced an open break. Two distinct groups emerged. i. Nation Woman Suffrage Association reflected the views of Anthony and Elizabeth Cady Stanton that the 15th amendment should be shunned until women were included. ii. Wyoming granted women suffrage in 1869. g. Another champion of women’s rights was Victoria Woodhull, announced her candidacy for president of the US. h. The 1870s offered some opportunities and more reminders of their status of second-class citizens. i. On the positive side, educational opportunities expanded during this decade, more women graduated from high school. j. Some Universities began accepting female applicants, but were not guaranteed a degree. iii. Myra Bradwell tried to become a...
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...Europeans began exploring the New World by the late fifteenth century. Many expeditions have been accomplished since then. Due to Columbus's discoveries, the Spanish claimed the New World for themselves. Stories were told about great treasures in Mexico. Spanish colonists decide to go and search for them. While they voyage westward into Mexico, they come across a sophisticated society known as the Aztecs. The Europeans repercussions affected the Aztecs. They settled on the Islands of the Caribbean and began exploring the same route as Columbus did, on his second voyage, moving westward into Mexico. “ Hernando Cortes led a small military expedition of about 600 men into Mexico”. After the Europeans conquered the Aztecs, the Southwest cultural regions were affected the most because European Missions were converting natives to Catholicism. “ They tried, in short, to eliminate the underpinnings of existing native civilizations so as to bring the Indian population fully under the Spanish control and to remove all obstacles to the spread of Christianity”. The Europeans had a major impact in these areas because of the discovery of silver, which lured them to go on a search for fortune. “ The news that silver was to be found in Mexico attracted the attention of other Spaniards”. The initial exploration allowed future explorers to settle easier in the areas because the Europeans had already colonized there. Also because of European civilization that altered both the landscape...
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...The mass- consumption economically, radio, films, cars, and prohibition had social and cultural impact on the American people. The mass- consumption dramatically increased the availability of consumer goods. The prohibition had a strong impact on America socially. The prohibition was supported by churches and woman, and greatly promoted in the south and west, but it was opposite in eastern cities. The Volstead act, passed by congress in 1919, implemented prohibition. The laws was unable to become enforced due to understaffed and underpaid federal and state agencies. This led to underground nightclubs, home brew, bathtub gin, and bootleggers. But economically, saving did increase and absenteeism from work decrease during the prohibition. The prohibition also spawned organized crimes and gangsters like Al Capone. These crimes and gangsters led to gang wars in the cities, and moved crime into other illicit activities, such as gambling, prostitution and narcotics. Organized crimes became one of the nations most profitable business, due to the prohibition. Cars also had a cultural and social impact on america. In 1910, there were about 69 car companies, which impacted people's lives. Henry ford was best known for, cheap, rugged and reliable cars. Production was based on standardization, interchangeable parts, and the assembly line. Dependence of the car industry on steel, made steel industry boom, and thousand of jobs support industries were created. Cars was consider a new standard...
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...Review 11: America at War, 1941-1945 1. Which of the following best describes the experience of Americans of Japanese descent during the Second World War? They were forced to take loyalty oaths along with Americans of Italian and German descent. They were expelled from Hawaii and California. The Supreme Court intervened to protect them from wartime hysteria. They were forced from their homes and businesses on the West Coast into detention camps. The Department of the Army repatriated them forcibly to Japan. 2. Conscription policies in the First and Second World Wars differed significantly in that in the Second World War African Americans were drafted into integrated units conscientious objectors were not officially recognized the draft began before the United States entered the conflict the draft was administered at the regional and federal levels by the armed forces exemptions were offered for a range of war-related occupations 3. In response to several unfavorable Supreme Court rulings concerning New Deal programs, Franklin Roosevelt urged 'the voting public to write letters of protest to Supreme Court justices submitted four separate Constitutional amendments broadening the powers of the presidency abandoned the New Deal and replaced it with a laissez-faire policy instructed both the legislative and executive branches to ignore the rulings proposed legislation that would allow him to appoint new federal and Supreme Court judges 4. Which of the following...
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...Dwight D. Eisenhower, a republican won the Presidential election in both 1952 and 1956. During World War II, he was distinguished as the Commander of Allied Forces. He was an extremely well liked president, however, he faced many huge controversies during his reign as President. As President, Eisenhower was forced to deal with the new civil rights ideas that were surfacing as well as the increasing tension between the Soviet Union and the U.S. During Eisenhower’s time as president, there was a tremendously debated subject and Supreme Court case. People were fighting to remove segregation in school but also remove segregation in public areas. In the case Brown vs. Board of Education, it was ruled unconstitutional to keep colored and white people segregated, causing colored people to be allowed to attend public school. Many southern states disagreed with this ruling simply because it was just the way it had always been. Schools had always been separated and it was believed that colored people were not as smart as white people. In one case, when two colored people, who were clearly certified to attend the University of Alabama tried to go to class, there was complete chaos and Eisenhower called for the use of the military to escort them to class. It sent a national message that whether it was accepted or not, there would be no question that these colored people would no longer be segregated from the whites in any aspect of life. The tensions between the United States and Soviet...
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...DBQ: “ Jacksonians Democrats viewed themselves as the guardians of the United States Constitution, political democracy, individual liberty, and equality of economic opportunity. In light of the following documents and your knowledge of the 1820’s and 1830’s, to what extent do you agree with the Jacksonians’ view of themselves? According to the Jacksonians, they were guardians of the United States Constitution, political democracy, individual liberty, and equality of economic opportunity; this I agree with, for the most part. There are things in which evidence does not support the Jacksonians’ protection of the U.S Constitution and individual liberty. However, there are multiple examples of the Jacksonians guarding political democracy and equality of economic opportunity. Many documents from the time period of the 1820’s to the 1830’s provide obvious proof of the Jacksonians’ preservation of political democracy and equality of economic opportunity. The Jacksonians plainly guarded the political democracy through the people’s part as a whole in government, (doc E) especially in elections. Some refer to “democracy” as “mob rule” and with good reason as (doc E) Philip Hone’s Diary of Philip Hone described many riots during the election times. These riots seem negative as persecution of blacks also took place during the election and law riots, but nevertheless theses riots are evidence of political democracy. The Jacksonians’ claims to conserving political democracy are also proven...
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...Spanish, English and French Colonial Outline Thesis: Throughout the early period of colonization in America, the three chief colonial powerhouses Spain, England, and France, tackled the issues of royal authority, sources of profit and trading rituals, as well as religious practice and toleration in shockingly different ways with few similarities. Background: As each of these world superpowers arrived in the new world during the 1500s, they were all looking to expand their empire and gain wealth. The Spanish came first and took the most action early. The French and English soon began to experiment in the Americas as well, although the French would only grasp a small portion of valuable land during their campaigns. Political Paragraph: Spanish, French, and English colonial empires had some clear similar political strategies in that this land was theirs for the taking, yet these similarities were shattered by the many other differences in their political policies. ● Spanish and French colonies both totally subservient to the crown, English had some degree of autonomy through salutary neglect. ● Spanish were extremely aggressive towards Indians, English were peaceful when it was good for them, brutal when it wasn't, and the French traded with the Indians and hired them to gather beaver fur under good relations. ● The English colonies grew much faster than the French and Spanish due to loose immigration policies and dedicated colonies. ● English colonies were populated...
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...Patrick Henry’s “Give me liberty or give me death” speech in 1775 along with Thomas Paine’s “Common sense” pamphlet in 1776 greatly influenced the ideas of American colonists when they began questioning their role in the empire of England. The declaration of resolves of the first continental congress in 1774 and the declaration of independence, devised in 1776 had the same effect on these American Colonists. About a year after the declaration, the articles of confederation were published as the first actual constitution, having it’s own effect on personal feelings of colonists. On one hand, the American colonists had a self government which could have influenced their mindset during the 17th through 18th century. On the other hand, a speech by Patrick Henry, a pamphlet by Thomas Paine, two different declarations, and the articles of confederation all lead up to questioning in terms of authority in the empire of England and are what truly caused the mindset of American colonists to change. In March 1775, at the third Virginia convention, held in St. John's Church in Richmond, Patrick Henry gave his iconic “give me liberty or give me death” speech to discuss the latest relations with Great Britain. During Henry’s speech, he states "There is no longer any room for hope. If we wish to be free if we mean to preserve inviolate those inestimable privileges for which we have been so long contending if we mean not basely to abandon the noble struggle in which we have been so long engaged...
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...As a country, America has gone through many political changes throughout her lifetime. Leaders have come and gone, all of them having different objectives and plans for the future. As history takes its course, though, most all of these “revolutionary movements” come to an end. One such movement was Reconstruction. Reconstruction was a time period in America consisting of many leaders, goals and accomplishments. Though, like all things in life, it did come to an end, the resulting outcome has been labeled both a success and a failure. When Reconstruction began in 1865, a broken America had just finished fighting the Civil War. In all respects, Reconstruction was mainly just that. It was a time period of “putting back the pieces”, as people say. It was the point where America attempted to become a full running country once more. This, though, was not an easy task. The memory of massive death was still in the front of everyone’s mind, hardening into resentment and sometimes even hatred. The south was virtually non-existent politically or economically, and searching desperately for a way back in. Along with these things, now living amongst the population were almost four million former slaves, who had no idea how to make a living on their own. They had been freed by the 13th amendment in 1865, and in the future became a great concern to many political leaders. Still, it was no secret that something had to be done. So, as usually happens, political leaders appeared on the stage...
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... In spite of the fact that the United States had endeavored endeavors to maintain a strategic distance from European issues and protect lack of bias all through the greater part of its history, the twentieth century brought world clashes so serious that the U.S. was at last compelled to intercede. Fortunately, the U.S. had two quite solid pioneers amid these contentions: President Woodrow Wilson amid World War I and President Franklin D. Roosevelt amid World War II. The two presidents were adroit at controlling the U.S. through what might wind up risky clashes since they kept up official lack of bias before entering the war for whatever length of time that conceivable; both settled on the much-reprimanded choice of taking endlessly affable freedoms amid wartime; and both imagined the U.S. as a component of a world-peace association toward the finish of the separate clashes. In any case, inside their apparently comparable approaches there were likewise checked contrasts that recognized the two presidents from each other. Before the twentieth century, the U.S. for the most part looked to stay away from association in European undertakings—From George Washington's goodbye address cautioning against changeless partnerships to the Monroe Doctrine advancing segregation of the U.S. from Europe to the finish of Manifest Destiny to the Spanish-American War, the United States looked to restrict European association in the Western half of the globe. Be that as it may, in the meantime...
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...APUSH DBQ Rubric | Name: ___________________________ | Essay topic: _______________________ | | | | 0 points | 1point | 2 points | 3 points | Thesis (0-1 pts) | * Thesis does not address all parts of the question * Thesis simply restates the question | * Thesis addresses all parts of the question * Thesis sets up the argument * Thesis addresses the targeted skill | | | Analysis of historical evidence & support of argument (0-3 pts) | * Only describes or paraphrases documents (inadequate analysis) * May use <4 documents | * Analyzes 4+ documents to support or prove argument/thesis | * Analyzes content of 4+ documents to support or prove argument/thesis AND * Does one of the following for 4+ documents: * Historical context * Audience * Purpose * Point of View | * Analyzes content of 6+ documents to support or prove thesis/argument AND * Does one of the following for 6+ documents: * Historical context * Audience * Purpose * Point of View | Outside Evidence (0-1 pt) | * Does not include any outside evidence * Has outside evidence but does not use it to advance the argument of the essay | * Uses substantial outside information to support or prove thesis/argument | | | Context (0-1 pt) | * Has only limited connections between the question and the time period | * Accurately and explicitly works the essay into the larger story of the United...
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...10-12 million slaves were transported to the Americas during the slave trade. 76% of slaves arrived from 1701-1810. Half went to Dutch, French, or British plantations in the Caribbean, a third to Portuguese Brazil, and a tenth to Spanish America. About 5% went to the North American British colonies. With the exception of the Seven Years’ War (1756-1763, a world war between the French and their allies versus the British and their allies), the slave trade continued to become more important to the colonies up to the Revolution. There were twice as many male African slaves as female; most slaves were young, between 15 and 30, in order to use them for labor and represented nearly every West African ethnic group. All western European nations participated in the slave trade, shipping slaves from coastal outposts and, later, through independent American and European traders. Many slave traders lived permanently in coastal outposts and married local women, reinforcing commercial ties through family relations. Many slaves resented African involvement in the slave trade. Most Africans were enslaved through warfare. As the demand for slaves increased, slave raids pressed deeper into the continent. Captives would wait in dungeons or pens called “barracoons”, separated from family and people of the same ethnic group to discourage rebellion, before being branded with the mark of their buyer. The “Middle Passage” referred to the middle part of the trade triangle from England to Africa to...
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