APUSH | Ms. Wiley | Periods 1-5 Review
Name:
Midterm Overview:
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Rebellions, pp. 2-3
Religion, pp. 4-5
Compromises, p. 6
Wars, pp. 7-8
Factions & Parties, pp. 9-10
Elections, p. 11
Thematic Review, pp. 12-13
Students will be assessed on Periods 1-5
o Very little Period 5 content will be on the midterm; as such, some Period 5 topics
will not be taught until after the exam
55 multiple choice questions in 55 minutes [December 22]
o Questions are all framed around stimulus material (primary/secondary sources)
o Questions are relatively easy compared to the period tests you’ve taken thus far
and there is a curve, but keep in mind that test corrections are not offered for the
midterm/final
1 LEQ (long-essay question) in 35 minutes [December 15]
o Same requirements as the DBQ, just without the documents (see Survival Guide for tips and examples)
o We’ll practice 2 LEQs in class before the midterm
o 1 week before the LEQ, you’ll be told what Period your prompt will be from
Study Recommendations:
Following these recommendations will not only ensure a strong grade on the midterm, but will also help with your writing on future
essays (contextualization and synthesis) and the national exam.
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Review period documents (notes, primary sources, secondary sources)
Review presidential vignette packet (Washington to Grant)
Complete this packet; refer to period documents first, then visit text/outlines if necessary
o Part I: Due _____________________________________
o Part II: Due _____________________________________
o Part III: Due _____________________________________
Review outlines
Study with a partner or group
Part I
Complete page 2
Page 4 (skip 2nd Great Awakening)
Page 6 (1st 2 compromises)
Page 7 (1st 2 wars)
Page 9 (stop at #5)
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Part II
Finish pages 4, 6, 7, 9
Complete page 11
Work on assigned theme, Periods 1-3;
indicate what Period the content is from
Assigned theme:
____________________________
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Part III
Complete assigned theme
(Periods 4-5) and be
prepared to teach your
group members
1
REBELLIONS
Rebellion
Causes
Key Events
Impact
Bacon’s Rebellion
(Period 2)
Location: _______________
Date:
_______________
Pontiac’s Rebellion
(Period 3)
Location: _______________
Date:
_______________
Shays’ Rebellion
(Period 3)
Location: _______________
Date:
_______________
Whiskey Rebellion
(Period 3)
Location: _______________
Date:
_______________
Nat Turner’s Slave Rebellion
(Period 4)
Location: _______________
Date:
_______________
2
3
RELIGION
Puritanism (Period 2)
Social/Political Values
Dissent
Locations / Dates / Leaders
Founding of PA
Locations / Dates / Leaders
Quakers (Period 2)
Social/Political Values
(theory and practice)
The Great Awakening (Period 2)
Characteristics / Significance / Impacts
Locations / Dates / Leaders
Second Great Awakening (Period 4)
Characteristics / Significance / Impacts
Locations / Dates / Leaders
Secondary Sources (record key ideas learned regarding religion in the U.S.)
Daniel Dreisbach, The Mythical “Wall of Separation” …
(Period 4, Jefferson’s Webquest document + Overview Notes 1)
Kenneth Davis, America’s True History of Religious Tolerance
(Period 1, Religion in Early America document)
4
Gov. John Winthrop and Puritan
followers arriving at Mass. Bay Colony
A New Light, preaching during the
1st Great Awakening
5
COMPROMISES
Compromise
Causes / Provisions
Importance / Impact
Great Compromise
(Period 3)
Year: ______________
Constitutional Slave
Compromises
(Period 3)
Year: ______________
Missouri Compromise
(Period 4)
Year: ______________
Compromise of ________
(Period 5)
6
WARS
War
Causes
Important Details
Treaty /
Short- + Long-term Impacts
French and Indian War
(Period 3)
Dates: ____________
__________________
Revolutionary War
(Period 3)
Dates: ____________
__________________
War of 1812
(Period 4)
Dates: ____________
__________________
Mexican-American War
(Period 5)
Dates: ____________
__________________
Civil War
(Period 5)
Dates: ____________
__________________
7
8
FACTIONS & PARTIES
The First Faction Emerges: Federalists and Antifederalists, 1787-1791
Federalists
Antifederalists
(include beliefs, platform, notable figures, doc.’s)
(include beliefs, platform, notable figures, doc.’s)
1.
Why did factions emerge in this period? (Keep in mind that the founders desired a faction-free republic…)
2.
Which faction, if any, “won”? How did the two factions compromise?
The First Party System: Federalists and Democratic-Republicans, 1790-1816
Federalists
Democratic-Republicans
(include beliefs, platform, notable figures, doc.’s)
(include beliefs, platform, notable figures, doc.’s)
3.
Why did this party system emerge? How did Washington feel about it?
4.
Which party’s interests were more in line with the framers’ intents?
5.
How/why did this party system end? Although the Federalists “died,” how did their legacy live on?
9
The Second Party System: Democrats and the Whigs, 1828-1850ish
Whigs
Democrats
(include beliefs, platform, notable figures, doc.’s)
(include beliefs, platform, notable figures, doc.’s)
6.
Why did this party system emerge? Why did the parties choose their labels?
7.
Territorial expansion and the issue of slavery would eventually destroy the Second Party system. Describe the key third parties
that emerged during the 1840s and 1850s:
Free-Soil Party,
1848-1852
Liberty Party,
1840-1860ish
American (Know-Nothing) Party,
1850ish-1860
Republicans and the Democrats, 1854 to 1877 (end of Reconstruction)
Republicans
Democrats
(include beliefs, platform, notable figures, doc.’s)
(include beliefs, platform, notable figures, doc.’s)
8.
Were the Republicans wartime policies in line with their 1860 platform? Why or why not?
9.
Describe the Republican governments in the South during Reconstruction: (see pages 493-5)
10
ELECTIONS
Election of 1800: “Revolution of 1800” (Periods 3 and 4)
Democratic-Republican Candidate:
________________________
Federalist Candidate:
___________________________________
Platform / Key Beliefs:
Results / Important Notes Regarding Election:
Election of 1824: “The Corrupt (?) Bargain” (Period 4)
4 Dem.-Rep.’s
Ran for Election
DR 1:
__________________
Results of the Election:
DR 2:
__________________
DR 3:
__________________
DR 4:
__________________
Who claimed it was “corrupt,” and why?
Election of 1860: “Divided Democrats / Divided Country” (Period 5)
Democrats Split:
Republican Candidate:
Platform:
Platform / Key Beliefs and Goals (in 1860):
Results / Important Notes Regarding Election:
Election of 1876: “Reconstruction Ends With a Backroom Deal” (Period 5)
Republican Candidate:
Democratic Candidate:
__________________________________
__________________________________
Immediate Results (1876-77):
Long-term Impacts:
11
THEMATIC REVIEW
Theme
Content from Periods 1-5
Key terms, events, documents, groups, people
American & National Identity
This theme focuses on the formation of both American national identity and group
identities in U.S. history. Students should be able to explain how various identities,
cultures, and values have been preserved or changed in different contexts of U.S.
history, with special attention given to the formation of gender, class, racial, and
ethnic identities. Students should be able to explain how these sub-identities have
interacted with each other and with larger conceptions of U.S. national identity.
 Explain how ideas about democracy, freedom, and individualism found
expression in the development of cultural values, political institutions, and
American identity.
 Explain how interpretations of the Constitution and debates over rights,
liberties, and definitions of citizenship have affected American values, politics,
and society.
 Analyze how ideas about national identity changed in response to U.S.
involvement in international conflicts and the growth of the U.S.
 Analyze relationships among different regional, social, ethnic, and racial
groups, and explain how these groups’ experiences have related to U.S.
national identity.
Politics and Power
Students should examine ongoing debates over the role of the state in society and
its potential as an active agent for change. This includes mechanisms for creating,
implementing, or limiting participation in the political process and the resulting
social effects, as well as the changing relationships among the branches of the
federal government and among national, state, and local governments. Students
should trace efforts to define or gain access to individual rights and citizenship and
survey the evolutions of tensions between liberty and authority in different periods
of U.S. history.
 Explain how and why political ideas, beliefs, institutions, party systems, and
alignments have developed and changed.
 Explain how popular movements, reform efforts, and activists groups have
sought to change American society and institutions.
Explain how different beliefs about the federal government’s role in U.S. social and
economic life have affected political debates and policies.
Work, Exchange, and Technology
This theme focuses on the development of American economies based on
agriculture, commerce, and manufacturing. Students should examine ways that
different economic and labor systems, technological innovations, and government
policies have shaped society. Students should explore the lives of working people
and the relationships among social classes, racial and ethnic groups, and men and
women, including the availability of land and labor, national and international
economic developments, and the role of government support and regulation.
 Explain how different labor systems developed in North America and the U.S.,
and explain their effects on workers’ lives and U.S. society.
 Explain how patterns of exchange, markets, and private enterprise have
developed, and analyze ways that govt.’s have responded to economic issues.
 Analyze how technological innovation has affected economic development
and society.
12
Culture and Society
This theme explores the roles that ideas, beliefs, social mores, and creative expression
have played in shaping the U.S. Students should examine the development of aesthetic,
moral, religious, scientific, and philosophical principles and consider how these
principles have affected individual and group actions. Students should analyze the
interactions between beliefs and communities, economic values, and political
movements, including attempts to change American society to align it with specific
ideals.
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Explain how religious groups and ideas have affected American society and
political life.
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Explain how artistic, philosophical, and scientific ideas have developed and shaped
our society and institutions.
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Explain how ideas about women’s rights and gender roles have affected society
and politics.
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Explain how different group identities, including racial, ethnic, class, and regional
identities, have emerged and changed over time.
Migration and Settlement
This theme focuses on why and how the various people who moved to, from, and
within the U.S. adapted to their new social and physical environments. Students
examine migration across borders and long distances, including the slave trade and
internal migration, and how both newcomers and indigenous inhabitants transformed
North America. The theme also illustrates how people responded when “borders
crossed them.” Students explore the ideas, beliefs, traditions, technologies, religions,
and gender roles that migrants/immigrants and annexed peoples brought with them
and the impact these factors had on both these peoples and on U.S. society.
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Explain the causes of migration to colonial North America and, later, the U.S., and
analyze immigration’s effects on U.S. society.
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Analyze causes of internal migration and patterns of settlement in what would
become the U.S., and explain how migration has affected American life.
Geography and the Environment
This theme examines the role of environment, geography, and climate in both
constraining and shaping human actions. Students should analyze the interaction
between the environment and Americans in their efforts to survive and thrive. Students
should also explore efforts to interpret, preserve, manage, or exploit natural and manmade environments, as well as the historical contexts within which interactions with
the environment have taken place.
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Explain how geographic and environmental factors shaped the development of
various communities, and analyze how competition for and debates over natural
resources have affected both interactions among different groups and the
development of government policies.
America in the World
In this theme, students should focus on the global context in which the U.S. originated
and developed as well as the influence of the U.S. on world affairs. Students should
examine how various world actors (such as people, states, organizations, and
companies) have competed for the territory and resources of the North American
continent, influencing the development of both American and world societies and
economies. Students should also investigate how American foreign policies and military
actions have affected the rest of the world as well as social issues within the United
States itself.
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Explain how cultural interaction, cooperation, competition, and conflict between
empires, nations, and peoples have influenced political, economic, and social
developments in North America.
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Analyze the reasons for and results of U.S. diplomatic, economic, and military
initiatives in North America and overseas.
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