Mr. Lee s Writing Packet #APUSHMEOFFACLIFF

Size: px
Start display at page:

Download "Mr. Lee s Writing Packet #APUSHMEOFFACLIFF"

Transcription

1 Mr. Lee s Writing Packet #APUSHMEOFFACLIFF

2 LEQ Sample: Evaluate the major causes that led to the development of an American Revolution. Introduction: Beginning on the North American continent and spreading to Europe and around the globe, the French and Indian War culminated with a British victory and acquisition of French lands from the Appalachians to the Mississippi River. With an enlarged empire and a burdensome war debt, Great Britain asserted its mercantilist power over its American colonies. However, American colonists responded to Britain s policies as an attack on their rights as Englishmen, as a disruption to their regional markets and commerce, and a disregard of their egalitarian lifestyle and status. With each Parliamentary act, the American patriot cause increasingly clamored for proper recognition and, ultimately, separation. Conclusion: The broad context to which the American Revolution was a small part of, revolved around the attempts of the British Empire to maintain control over its colonies; this power struggle would determine the fate of the British as a leading world power. Both their financial and political institutions required the existence of these satellite colonies, taxes and raw materials were necessary requirements to maintain their position in the world. The need to maintain control over its colonies was an essential element to maintaining that world status, thus the American Revolution was not simply a minor rebellion within a tiny colony, but a much larger revolution which would lead ultimately to the downfall of the greatest nation in the world and would give birth to the next great world power. The American Revolution can be compared to the later period of Southern Cession prior to the U.S. Civil War in two ways. First, both groups saw themselves fighting for what they perceived as injustices from a tyrannical government. Southerners viewed the injustices of the Northern government in the same light as the Americans viewed the British, so much so, they utilized many of the same points of the Declaration of Independence. Second, both groups invoked the Lockean social contract theory, which allowed the throwing off of any government when it failed to meet the needs of its citizens as a natural right.

3 Sample #2: Evaluate the extent to which the Articles of Confederation were effective in solving the problems that confronted the new nation. Thesis: The Articles of Confederation created a well-organized system for dealing with newly acquired territories and providing a financial means to increase needed revenue. However, the Articles of Confederation was not effective in solving many of the problems faced by the newly formed United States. It established a loose confederation of states that lacked a sense of national unity, it created internal gridlock that failed to establish a system of checks and balances, and it created a government that did not have the powers to conduct basic governmental business. LEQ Body Paragraphs: Topic Sentence [Paragraphs A, B, C] o Term or Event #1 (Hard Evidence)! Definition! Significance/Relation to Thesis/Analysis o Term or Event #2 (Hard Evidence)! Definition! Significance/Relation to Thesis/Analysis o Term or Event #3 (Hard Evidence)! Definition! Significance/Relation to Thesis/Analysis DBQ Body Paragraphs: Topic Sentence [Paragraphs A, B, C] o Term or Event #1 (Hard Evidence)! Definition! Significance/Relation to Thesis/Analysis o Term or Event #2 (Hard Evidence)! Definition! Significance/Relation to Thesis/Analysis o Term or Event #3 (Hard Evidence)! Definition! Significance/Relation to Thesis/Analysis o Document Citations/Relation to Documents (x2) o HIPP Analysis (x2)

4 Sample LEQ #3 [Using above Structure]: To what extent did the Civil War constitute a revolution in American society? Intro: The Civil War, occurring between the years 1861 and 1865, was the most devastating conflict in American history. In determining whether the Civil War was a revolution in American society, one must assess the extent to which society was changed by the war. Although many sectionalist attitudes and differences remained consistent after the Civil War, the Civil War represented a political, social and constitutional revolution in America. [Thesis] [or extended thesis ] Politically, the war established the supremacy of the Republican party in national politics for much of the next fifty years. Socially, the war saw significant gains in African American rights. Constitutionally, the war established the supremacy of the federal government over the states. Thus, the Civil War did, in fact, represent a political, social and constitutional revolution in America. [Advanced Thesis] Although the Civil War resulted in the supremacy of the Republican party for the next fifty years and led to a constitutional revolution regarding African American rights, blacks in the South were virtually abandoned by the North in 1877 and subsequently dominated by the white supremacist Democratic party of the Solid South. Thus, to a larger extent, the Civil War did represent a revolution constitutionally and in national politics but it was not a complete revolution regarding social and political issues in the South. [Sample Body Paragraph] The Civil War resulted in a constitutional revolution in several ways (topic sentence #1). First, the 13th Amendment, which abolished slavery (definition), ended an institution in America that had lasted well over two centuries (significance). Such a monumental change in the Constitution is certainly grounds for considering this amendment revolutionary (relates to thesis). Moreover, two more amendments were passed within a few years of the Civil War. The 14th Amendment gave African Americans citizenship while the 15th Amendment gave blacks the right to vote (definition). These two amendments were certainly revolutionary in the North as African Americans now enjoyed rights that up until this time had been largely denied (significance/relate to thesis). Furthermore, although the Constitution did not specifically declare that the federal government had gained more power over the states, the fact that the Union won the war and forced the South to accept these amendments ultimately proved that nullification issues would no longer plague the U.S. as they had earlier in the 19th century (significance/relates to theses). While many African Americans in the South did enjoy increased voting rights in the years immediately following the Civil War, many Southern states would eventually make a mockery of these sacred promises (linking sentence). Thus, African Americans in the South did not experience a revolution in the years following the end of Reconstruction in 1876 (topic sentence #2).

5 2015 AP US HISTORY FREE-RESPONSE QUESTIONS UNITED STATES HISTORY SECTION II Total Time 1 hour, 30 minutes Question 1 (Document-Based Question) Suggested reading period: 15 minutes Suggested writing time: 40 minutes Directions: Question 1 is based on the accompanying documents. The documents have been edited for the purpose of this exercise. In your response you should do the following. State a relevant thesis that directly addresses 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 that extends your argument, connects it to a different historical context, or accounts for contradictory evidence on the topic. 1. Explain the reasons why a new conservatism rose to prominence in the United States between 1960 and The College Board. -6- GO ON TO THE NEXT PAGE.

6 2015 The College Board.

7 2015 The College Board.

8 2015 The College Board.

9 2015 The College Board.

10 2015 The College Board.

11 AP UNITED STATES HISTORY 2015 SCORING COMMENTARY Question 1 Document-Based Question Overview The Document-Based Question 1 allowed students to analyze the reasons for the development of new conservatism in the U.S. between 1960 and 1989 using a set of historical documents and excerpts. The question covered Periods 8 and 9 and required students to analyze specific background information and primary source evidence to explain the reasons why the mood of the country grew more conservative during the time period. Sample: 1A Score Thesis: 1 The response has a strong thesis. The opening paragraph states relevant issues from the time period, and the thesis statement aptly summarizes them. Score Analysis of historical evidence and support of argument: 4 The response effectively analyzes content for five documents and provides extended analysis for all five: document 2, paragraph 2, point of view, Friedman s view reflects and historical context, Friedman s admonishment regarding spending with results under Reagan; document 3, paragraph 4, historical context, drug experimentation and Beat Generation spawned fears; document 4, paragraphs 3-4, Falwell audience, social conservatives, Catholics; document 5, middle of paragraph 3, historical context, Iran hostage crisis; and document 6, paragraph 4, point of view, people like author were outraged about abortion. Outside information is abundant throughout the essay. Score Contextualization: 1 The response includes a relevant discussion of Lyndon Johnson s failures in economic and foreign policy (page 2, paragraph 1) as well as information about Jimmy Carter s foreign policy (page 3, paragraph 1). Score Synthesis: 1 The last paragraph sums up the rise of a new conservatism and relates it to the actions of presidents George H. W. Bush, George W. Bush, and Bill Clinton. It also references a possible connection to the election of 2016 as a response to current liberal policies. Sample: 1B Score Thesis: 1 The thesis directly addresses the question: the rise of a new conservatism was caused by a number of factor[s] with the main catalyst being increasingly progressive views. Score Analysis of historical evidence and support of argument: 3 The response accurately analyzes the content of four documents, providing extended analysis for all four: document 2, page 2, paragraph 2, historical context, Reagan in support of Friedman s ideology of cutting welfare programs; document 4, page 1, paragraph 2, Falwell s point of view, felt that American society should be based on ; document 5, page 2, paragraph 2, historical context, New Right groups expressed their 2015 The College Board.

12 2015 AP US HISTORY FREE-RESPONSE QUESTIONS Question 2 or Question 3 Suggested writing time: 35 minutes Directions: Choose EITHER Question 2 or Question 3. In your response you should do the following. State a relevant thesis that directly addresses all parts of the question. Support your argument with evidence, using specific examples. Apply historical thinking skills as directed by the question. Synthesize the elements above into a persuasive essay that extends your argument, connects it to a different historical context, or connects it to a different category of analysis. 2. Evaluate the extent to which the Seven Years War (French and Indian War, ) marked a turning point in American relations with Great Britain, analyzing what changed and what stayed the same from the period before the war to the period after it. 3. Evaluate the extent to which the Mexican-American War ( ) marked a turning point in the debate over slavery in the United States, analyzing what changed and what stayed the same from the period before the war to the period after it. WHEN YOU FINISH WRITING, CHECK YOUR WORK ON SECTION II IF TIME PERMITS. STOP END OF EXAM 2015 The College Board. -11-

13 2015 The College Board.

14 2015 The College Board.

15 2015 The College Board.

16 2015 The College Board.

17 AP UNITED STATES HISTORY 2015 SCORING COMMENTARY Question 2 Long Essay Overview Long Essay Question 2 allowed students to evaluate the extent to which the Seven Years War (French and Indian War) marked a turning point in American relations with Great Britain, analyzing what changed and what stayed the same from the period before the war to the period after. The question assessed the historical thinking skill of periodization and covered Period 3, which ranges from 1754 to Sample: 2A Score Thesis: 1 The thesis directly addresses all parts of the question in a clear and sophisticated manner, including establishing the extent to which the French and Indian War served as a turning point in British-American relations. Score Support for Argument: 2 There is adequate evidence in this well-written essay. The student provides the primary components of the Treaty of Paris (1763), the Stamp Act, the Quartering Act, the Molasses Act, and the Coercive Acts. This evidence is then clearly and correctly linked to major points in the argument so that the thesis is developed in a logical and analytical manner. Score Application of Targeted Historical Thinking Skill: 2 This essay does an excellent job of analyzing the extent to which the French and Indian War was a turning point by providing specific examples that illustrate both differences and similarities in the prewar and postwar periods. It points to the end of British indifference and the growth of anti-british feelings after the war. The essay argues that the colonists were still economically dependent on Britain and that the majority were still loyal. Score Synthesis: 1 The response appropriately connects the changes in American-British relations with the American Revolution period. The thesis is confined to the period, so the extension of analysis to the Declaration of Independence and the Revolution is an appropriate connection to another historical period. Sample: 2B Score Thesis: 1 The thesis claims that the war marked a major turning point and resulted in worsened tensions between America and Britain. Throughout the essay the topic sentences continue to add clarity to the argument presented. Score Support for Argument: 2 The essay is supported with specific evidence such as the Stamp Act, the Townsend Acts, the Tea Act, and the Boston Tea Party. Even though the characterization of all anti-loyalists as wild and inclined to break into the homes of Loyalists and throw tea into the sea may be going a little too far, it is linked effectively to the Boston Tea Party The College Board.

18 2015 AP US HISTORY FREE-RESPONSE QUESTIONS Question 2 or Question 3 Suggested writing time: 35 minutes Directions: Choose EITHER Question 2 or Question 3. In your response you should do the following. State a relevant thesis that directly addresses all parts of the question. Support your argument with evidence, using specific examples. Apply historical thinking skills as directed by the question. Synthesize the elements above into a persuasive essay that extends your argument, connects it to a different historical context, or connects it to a different category of analysis. 2. Evaluate the extent to which the Seven Years War (French and Indian War, ) marked a turning point in American relations with Great Britain, analyzing what changed and what stayed the same from the period before the war to the period after it. 3. Evaluate the extent to which the Mexican-American War ( ) marked a turning point in the debate over slavery in the United States, analyzing what changed and what stayed the same from the period before the war to the period after it. WHEN YOU FINISH WRITING, CHECK YOUR WORK ON SECTION II IF TIME PERMITS. STOP END OF EXAM 2015 The College Board. -11-

19 2015 The College Board.

20 2015 The College Board.

21 2015 The College Board.

22 AP UNITED STATES HISTORY 2015 SCORING COMMENTARY Question 3 Long Essay Overview Long Essay Question 3 allowed students to evaluate the extent to which the Mexican-American War marked a turning point in the debate over slavery in the U.S., analyzing what changed and what stayed the same from the period before the war to the period after. The question assessed the historical thinking skill of periodization and covered Period 5, which ranges from 1844 to Sample: 3A Score Thesis: 1 This essay has a thesis that is most clearly stated in the conclusion, namely that the war was a huge turning point due to the increased tensions that arose out of the newly acquired land. Score Support for Argument: 2 This essay uses a significant amount of specific evidence effectively to support the thesis. It notes that the lands acquired from the war posed a particular problem because their slave status could not be determined through the Missouri Compromise, thus giving rise to proposals such as the Wilmot Proviso and popular sovereignty, which ultimately led to the Compromise of The essay also notes that other tensions (labor systems, abolitionism, etc.) were inflamed by the war. Score Application of Targeted Historical Thinking Skill: 2 This essay analyzes both similarities and differences, although the discussion of popular sovereignty notes a difference that is more subtle than the similarities such as racist oppression, labor systems, and the sectional divide that the essay examines. Score Synthesis: 1 This essay s synthesis lies in its examination of the long-term roots of the crisis, arising from the Declaration of Independence and the Louisiana Purchase (and by noting that the new problems were not resolvable using earlier solutions). Sample: 3B Score Thesis: 0 This essay s thesis lacks the evaluative element required in the prompt and merely notes that the war amounted to a turning point with the expansion of Texas and a rush of Republicans to annex a new state on their side. Score Support for Argument: 1 This essay uses migrations into Texas and California as examples of expansion, though it mostly restates the thesis, rather than using the evidence to support the argument. Score Application of Targeted Historical Thinking Skill: 1 This essay points to westward migration as the basis for the application of periodization: expansion into Texas prior to the war and into California after the war, although it notes no differences The College Board.

23 2015 AP US HISTORY FREE-RESPONSE QUESTIONS UNITED STATES HISTORY SECTION I, Part B Time 50 minutes 4 Questions Directions: Read each question carefully and write your responses in the Section I, Part B: Short Answer booklet on the lined pages provided for that question. Use complete sentences; an outline or bulleted list alone is not acceptable. You may plan your answers in this exam booklet, but no credit will be given for notes written in this booklet. Only your responses on the designated pages of the Section I, Part B: Short Answer booklet will be scored. 1. Answer (a), (b), and (c). a) Briefly explain ONE important similarity between the British colonies in the Chesapeake region and the British colonies in New England in the period from 1607 to b) Briefly explain ONE important difference between the British colonies in the Chesapeake region and the British colonies in New England in the period from 1607 to c) Briefly explain ONE factor that accounts for the difference that you indicated in (b) The College Board. -2- GO ON TO THE NEXT PAGE.

24 2015 The College Board.

25 AP UNITED STATES HISTORY 2015 SCORING COMMENTARY Short Answer Question 1 Overview Short Answer Question 1 allowed students to examine the similarities and differences between the Chesapeake and New England regions in colonial America. The question assessed the historical thinking skill of comparison, and the content covered Period 2, which ranges from 1607 to Students were asked to explain one similarity (task A) and one difference (task B) between the two colonial regions, then provide a factor which accounted for the difference (task C) identified in task B. Sample: 1A Score: 3 A-1: The response provides a similarity, that colonists in both regions were looking for new opportunities and a new start in the form of religious freedom or land opportunities. B-1: The response provides a difference, that colonists in New England were escaping persecution from the Church of England, while colonists in the Chesapeake wanted land opportunities. C-1: The factor that accounts for the difference was the way New England colonists were treated in England before their move. [I]n New England [they] were escaping poor treatment and oppression, while [s]outhern colonists went to the New World often by companies promising land. The response also states that Virginia promised 50 acres, and therefore the southern colonists felt as if the English government was helping them instead of oppressing them. Sample: 1B Score: 2 A-0: The response states that the regions had no interest in converting the Native Americans, which is incorrect. B-1: The response provides an adequate difference by stating the Chesapeake region was known for tobacco plantations, introduced by John Rolfe, whereas New England colonies established towns where their economy was based on farming, fishing, hunting and trading. C-1: The response identifies a factor to explain the difference in B, the land and resources each region provided, Chesapeake land was naturally more adopted to large scale plantations. Sample: 1C Score: 1 A-1: The similarity the response cites between the two regions accurately addresses relationships with Native Americans as initially civilized and mutually beneficial, but devolving into battles and fights over land conflicts. B-0: To identify the difference between the regions, the response states that colonists in the Chesapeake were more civilized with the Indians while the colonists in New England were more aggressive with Natives early on, which does not accurately describe or explain relations between colonists in both regions. C-0: The factor the response cites to explain the difference in B contains an error, that colonists in New England were focused on looking for gold rather than getting food and that this strained relations with Native Americans The College Board.

26 2015 AP US HISTORY FREE-RESPONSE QUESTIONS None of Nature s landscapes are ugly so long as they are wild. John Muir, 1901 I recognize the right and duty of this generation to develop and use the natural resources of our land; but I do not recognize the right to waste them, or to rob, by wasteful use, the generations that come after us. 2. Using the excerpts, answer (a), (b), and (c). Former president Theodore Roosevelt, 1910 a) Briefly explain ONE implication for public policy of John Muir s view on land use. b) Briefly explain ONE way in which an implication for public policy of Theodore Roosevelt s view contrasts with the implication for public policy of Muir s view. c) Identify ONE specific example of land use policy in the United States from 1890 to 1945 and briefly explain how the example is consistent with the view of either Muir or Roosevelt The College Board. -3- GO ON TO THE NEXT PAGE.

27 2015 The College Board.

28 AP UNITED STATES HISTORY 2015 SCORING COMMENTARY Short Answer Question 2 Overview Short Answer Question 2 allowed students to compare excerpted quotes from John Muir and Theodore Roosevelt concerning the best use of natural resources. The question assessed the historical thinking skill of contextualization and covered Periods 6 and 7, which range from 1865 to The question asked for brief statements explaining implications of Muir s conservationist policy outlook (task A) and how Roosevelt s preservationist policy outlook had implications that contrasted with those of Muir s (task B). Additionally, the question asked for a specific example of land use in the time period that might represent one of the excerpted viewpoints (task C). Sample: 2A Score: 3 A-1: The response earned the point for connecting Muir s views to the public policy of preservation, with a link to tourism. B-1: The response acceptably contrasts responsible use policy. C-1: Although nature reservations or parks is not a specific act, the Yosemite example earned the point. Sample: 2B Score: 2 A-1: The responsive offers an acceptable interpretation of Muir. B-1: This is an acceptable contrast, although weaker on Roosevelt. C-0: No specific land policy is cited. Sample: 2C Score: 1 A-0: This is blank. B-1: Despite leaving (A) blank, the response correctly contrasts Muir s outlook with Theodore Roosevelt s policies and outlook. C-0: The gold rush is neither a land policy nor within the time period required for this response The College Board.

29 2015 AP US HISTORY FREE-RESPONSE QUESTIONS As to the history of the revolution, my ideas may be peculiar, perhaps singular. What do we mean by the revolution? The war? That was no part of the revolution; it was only an effect and consequence of it. The revolution was in the minds of the people, and this was effected from 1760 to 1775, in the course of fifteen years, before a drop of blood was shed at Lexington. Former president John Adams to former president Thomas Jefferson, August 1815 There is nothing more common than to confound the terms of the American Revolution with those of the late American war. The American war is over: but this is far from being the case with the American Revolution. On the contrary, nothing but the first act of the great drama is closed. It remains yet to establish and perfect our new forms of government; and to prepare the principles, morals, and manners of our citizens, for these forms of government, after they are established and brought to perfection. 3. Using the excerpts, answer (a), (b), and (c). Benjamin Rush, signer of the Declaration of Independence and delegate to the Continental Congress, January 1787 a) Briefly describe ONE significant difference between Adams understanding and Rush s understanding of the American Revolution. b) Briefly explain how ONE specific historical event or development from the period between 1760 and 1800 could be used to support Adams interpretation. c) Briefly explain how ONE specific historical event or development from the period between 1760 and 1800 could be used to support Rush s interpretation The College Board. -4- GO ON TO THE NEXT PAGE.

30 2015 The College Board.

31 AP UNITED STATES HISTORY 2015 SCORING COMMENTARY Short Answer Question 3 Overview Short Answer Question 3 allowed students to compare two excerpts written by John Adams and Benjamin Rush, prominent figures from chronological Period 3 (1754 to 1800). The question assessed the historical thinking skill of interpretation. Referring to the excerpts, the question asked students to explain a significant difference between Adams and Rush s understanding of the American Revolution (task A) and then to explain how examples of an historical event or development in the period from 1760 to 1800 could be used to support each interpretation (tasks B and C). Sample: 3A Score: 3 A-1: The interpretation of Adams follows a general opening and, after further exposition on Adams, the Rush interpretation appears. B-1: The response presents specific events such as opposition to taxation without representation in response to the Stamp Act and the Tea Act to support its interpretation of Adams. C-1: The second half of the response contains both the Rush interpretation and the well-done explication of development of government from the Articles of Confederation to the United States Constitution. Sample: 3B Score: 2 A-0: A simple restatement for Adams and a vague reference to Rush s view evolving resulted in a 0 score. B-1: Although general, the response indicates some awareness of Adams highlighting of growing revolutionary sentiment before the war. C-1: An unexpected use of Jay s Treaty adequately illustrates Rush s focus on ongoing development, in this case with regard to foreign policy. Sample: 3C Score: 1 A-0: The basic chronology does not describe the different interpretations. B-1: Specific events such as tax protests and the development of opposition earned this point. C-0: Jefferson s embargo policies fall outside the time period The College Board.

32 2015 AP US HISTORY FREE-RESPONSE QUESTIONS 4. Answer (a), (b), and (c). a) Briefly explain why ONE of the following best marks the beginning of industrialization in the United States. The market revolution in the first half of the 1800s The Civil War era in the middle of the 1800s The rise of big business in the second half of the 1800s b) Provide ONE example of an event or development that supports your explanation in (a). c) Provide specific historical evidence that explains why ONE of the other options is less convincing as the possible beginning of industrialization in the United States. END OF SECTION I 2015 The College Board. -5-

33 2015 The College Board.

34 AP UNITED STATES HISTORY 2015 SCORING COMMENTARY Short Answer Question 4 Overview Short Answer Question 4 allowed students to explain which era best marked the beginning of industrialization in the U.S. (task A): the market revolution in the first half of the 1800s, the Civil War era in the middle of the 1800s, or the rise of big business in the second half of the 1800s. The question assessed the historical thinking skill of periodization and covered Periods 4, 5, and 6, which range from 1800 to The students had to provide a specific historical example (task B) that supported their explanation in task A. The question also asked students to provide specific historical evidence that explained why one of the other periods was less convincing as the start of industrialization in the U.S. (task C). Sample: 4A Score: 3 A-1: The discussion of railroad and canal systems earned the point. B-1: The discussion of changes to family self-sufficiency before and after the market revolution earned the point. C-1: This response earned the point because of its argument that the Civil War era provided a boost to the economy but it did not dramatically change the nature of the economy. Sample: 4B Score: 2 A-1: The response earned the point because it demonstrates that the Rise of Big Business best marks the beginning of industrialization. Factories emerged in cities, and Andrew Carnegie learned how to produce steel cheaper. B-0: The response did not earn the point because it claims that people were astonished at the advent of the telegraph and photography, but it does not note that the telegraph and photography were introduced considerably earlier. C-1: The response earned the point because it asserts that little industrialization occurred during the Civil War era due to the focus on the war. Sample: 4C Score: 1 A-1: The response earned the point because it connects the rise of big business with greater efficiency, productivity, technology, and business systems. B-0: The response did not earn a point because the examples of more radios and electronic advances are outside the time period. C-0: The response did not earn the point because the argument about the Civil War era is flawed; the assertion that it is too soon during and after the war to have the US economy be concerned with industrializing is a generality that does not address any evidence The College Board.

AP United States History 2015 Free-Response Questions

AP United States History 2015 Free-Response Questions AP United States History 2015 Free-Response Questions College Board, Advanced Placement Program, AP, AP Central, and the acorn logo are registered trademarks of the College Board. AP Central is the official

More information

Nine Historical Thinking Skills (HTS)

Nine Historical Thinking Skills (HTS) Nine Historical Thinking Skills (HTS) Historical Argumentation: Historical thinking requires one to define and frame a question about the past and to address that question by constructing an argument.

More information

APUSH Exam Review Bootcamp, Day 1: Short Answer Questions

APUSH Exam Review Bootcamp, Day 1: Short Answer Questions Name: APUSH Exam Review Bootcamp, Day 1: Short Answer Questions Everything You Ever Wanted to Know About the Short Answer (But Were Afraid to Ask) What does it look like? Four short answer questions, approx.

More information

8 th grade American Studies sample test questions

8 th grade American Studies sample test questions 8 th grade American Studies sample test questions PASS 1.2 Standard 1. The student will develop and practice process skills in social studies. PASS OBJECTIVE 1.2: Identify, analyze, and interpret primary

More information

APUSH ESSAY PLANNING

APUSH ESSAY PLANNING APUSH ESSAY PLANNING Time Period # of writing questions (analyzed from 24 released exams) LEQ DBQ SA LEQ DBQ SA Total (appearances out of 24 past exams) 1 0 0 0 0 0 0 0 2 12 0 2 14% 0% 25% 58% 3 10 3 2

More information

AP U.S. History Essay Questions, 1994-present. Document-Based Questions

AP U.S. History Essay Questions, 1994-present. Document-Based Questions AP U.S. History Essay Questions, 1994-present Although the essay questions from 1994-2014 were taken from AP exams administered before the redesign of the curriculum, most can still be used to prepare

More information

Standards Content Skills/Competency Suggested Assessment Civics D: Summarize the basic

Standards Content Skills/Competency Suggested Assessment Civics D: Summarize the basic 8 th Grade: Course Title: US History II (1776 1860) Duration: September - November 8/29/13 MAP Big Ideas/Enduring Understandings People have natural rights and governments are created to protect those

More information

Compilation of DBQs and FRQs from Italics that are underlined =not 100% aligned with the section it is written in

Compilation of DBQs and FRQs from Italics that are underlined =not 100% aligned with the section it is written in Compilation of DBQs and FRQs from 2000. Italics that are underlined =not 100% aligned with the section it is written in How to find online: "YEAR FRQs" and "AP US History" and "Scoring Guidelines" Colonial

More information

Writing in AP U.S. History

Writing in AP U.S. History Writing in AP U.S. History John P. Irish Carroll Senior High School Carroll ISD, Southlake, Texas College Board Test Development Committee Member Question Leader (SAQs) APUSH Reading APUSH and APEH Faculty

More information

Common Core Standards Standards Content Skills/Competency Suggested Assessment

Common Core Standards Standards Content Skills/Competency Suggested Assessment 8 th Grade: Course Title: US History II (1776 1860) Duration: September - November 5/10/11 MAP Big Ideas/Enduring Understandings People have natural rights and governments are created to protect those

More information

Standard 3: Causes of the American Revolution. e. Declaration of Independence

Standard 3: Causes of the American Revolution. e. Declaration of Independence Name Date Hour U.S. History to 1877 OCCT Review Study Guide Use your notes, your textbook and all of the knowledge gained this year to complete this O.C.C.T. Review Study Guide. This study guide will be

More information

Geography 8th Grade Social Studies Standard 1

Geography 8th Grade Social Studies Standard 1 Geography Standard 1 1. I can determine how geography affected the development of the United States. 8. 1. a I can identify the 5 aspects of geography including location, place, human-environmental interaction,

More information

Mr. Meighen AP United States History Summer Assignment

Mr. Meighen AP United States History Summer Assignment Mr. Meighen AP United States History Summer Assignment AP United States History serves as an advanced-level Social Studies class whose purpose is to analyze the history and development of the United States

More information

Course Text. Course Description. Course Objectives. Course Prerequisites. Course Evaluation Criteria. StraighterLine USHIST101: US History I

Course Text. Course Description. Course Objectives. Course Prerequisites. Course Evaluation Criteria. StraighterLine USHIST101: US History I US History I Course Text All materials required for this course are now integrated to the learning management system and course environment. Some text materials may even be downloaded for offline use.

More information

Eighth Grade, page 1 rev. May 10, 2011

Eighth Grade, page 1 rev. May 10, 2011 Eighth Grade, page 1 rev. May 10, 2011 PROCESS OBJECTIVES--------------------------------------------------------------------------------------------------1 st 9 Weeks 1 st 9 Weeks 1. Explain the political

More information

The Americans (Reconstruction to the 21st Century)

The Americans (Reconstruction to the 21st Century) The Americans (Reconstruction to the 21st Century) Chapter 2: TELESCOPING THE TIMES Revolution and the Early Republic CHAPTER OVERVIEW Colonists declare their independence and win a war to gain the right

More information

CHAPTER FOUR IMPERIAL WARS AND COLONIAL PROTEST

CHAPTER FOUR IMPERIAL WARS AND COLONIAL PROTEST UNIT TWO 1754-1816 CHAPTER FOUR IMPERIAL WARS AND COLONIAL PROTEST 1754-1774 Series of worldwide wars between Spain, France, and Great Britain Queen Anne s War (1702-1713) British gains* King George s

More information

Pre-AP American Cultures I

Pre-AP American Cultures I Pre-AP American Cultures I 1: Beginnings of American History 25 World history influence Pennsylvanians, citizens of the ed States, and individuals throughout the world today. Commonwealth influence Pennsylvanians

More information

7 th Grade Review Sheet for Final Exam.1) What you need to know: What is History? Why do people study history?

7 th Grade Review Sheet for Final Exam.1) What you need to know: What is History? Why do people study history? Name: Rondinelli Date: 7 th Grade Review 7 th Grade Review Sheet for Final Exam.1) What you need to know: What is History? Why do people study history? 2) What is Geography? 3) What is archeology? 4.)

More information

Eighth Grade Social Studies United States History Course Outline

Eighth Grade Social Studies United States History Course Outline Crossings Christian School Academic Guide Middle School Division Grades 5-8 Eighth Grade Social Studies Chapter : Early Exploration of the Americas How do new ideas change the way people live? Why do people

More information

Social Studies Content Expectations

Social Studies Content Expectations The fifth grade social studies content expectations mark a departure from the social studies approach taken in previous grades. Building upon the geography, civics and government, and economics concepts

More information

U.S. History UNIT 1: TRANSFORMATION IN NORTH AMERICA: Honors

U.S. History UNIT 1: TRANSFORMATION IN NORTH AMERICA: Honors Honors traces the nation's history from the pre-colonial period to the present. Students learn about the Native American, European, and African people who lived in America before it became the United States.

More information

FB/CCU U.S. HISTORY COURSE DESCRIPTION / LEARNING OBJECTIVES

FB/CCU U.S. HISTORY COURSE DESCRIPTION / LEARNING OBJECTIVES FB/CCU U.S. HISTORY COURSE DESCRIPTION / LEARNING OBJECTIVES In the pages that follow, the Focus Questions found at the beginning of each chapter in America: A Narrative History have been reformulated

More information

MARKING PERIOD 1. Shamokin Area 7 th Grade American History I Common Core I. UNIT 1: THREE WORLDS MEET. Assessments Formative/Performan ce

MARKING PERIOD 1. Shamokin Area 7 th Grade American History I Common Core I. UNIT 1: THREE WORLDS MEET. Assessments Formative/Performan ce Shamokin Area 7 th Grade American History I Common Core Marking Period Content Targets Common Core Standards Objectives Assessments Formative/Performan ce MARKING PERIOD 1 I. UNIT 1: THREE WORLDS MEET

More information

Reading Essentials and Study Guide

Reading Essentials and Study Guide Lesson 2 Uniting for Independence ESSENTIAL QUESTION Why and how did the colonists declare independence? Reading HELPDESK Academic Vocabulary draft outline or first copy consent permission or approval

More information

APUSH Period Review Guides: Period 3 ( )

APUSH Period Review Guides: Period 3 ( ) APUSH Period Review Guides: Period 3 (1754-1800) Description: British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic,

More information

AP U.S. History UNIT 1: TRANSFORMATION IN NORTH AMERICA: Advanced Placement

AP U.S. History UNIT 1: TRANSFORMATION IN NORTH AMERICA: Advanced Placement Advanced Placement AP U.S. History In, students investigate the development of American economics, politics, and culture through historical analysis grounded in primary sources, research, and writing.

More information

AP U.S. History UNIT 1: TRANSFORMATION IN NORTH AMERICA: Advanced Placement

AP U.S. History UNIT 1: TRANSFORMATION IN NORTH AMERICA: Advanced Placement Advanced Placement AP U.S. History In, students investigate the development of American economics, politics, and culture through historical analysis grounded in primary sources, research, and writing.

More information

1- England Became Great Britain in the early 1700s. 2- Economic relationships Great Britain imposed strict control over trade.

1- England Became Great Britain in the early 1700s. 2- Economic relationships Great Britain imposed strict control over trade. 1- England Became Great Britain in the early 1700s 2- Economic relationships Great Britain imposed strict control over trade. Great Britain taxed the colonies after the French and Indian War Colonies traded

More information

Grade Eight: US History Semester Two REVIEW PACKET. Student Final Exam Study Sheet

Grade Eight: US History Semester Two REVIEW PACKET. Student Final Exam Study Sheet Grade Eight: US History Semester Two 2015 REVIEW PACKET Student Final Exam Study Sheet Office of Curriculum and Instructional Programs Department of Curriculum and Instruction Grade Eight US History: Semester

More information

4th Grade. Aligned State Standard Students will learn about the exploration period of the Americas.

4th Grade. Aligned State Standard Students will learn about the exploration period of the Americas. Theme District Curriculum Heading District Curriculum Statement Aligned State Standard Teacher Resources Performance Indicator Exploration exploration period of the Americas. 16.D.2a significant contributions

More information

X On record with the USOE.

X On record with the USOE. Textbook Alignment to the Utah Core 8 th Grade Social Studies U.S. History This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.)

More information

X On record with the USOE.

X On record with the USOE. Textbook Alignment to the Utah Core 8 th Grade Social Studies U.S. History This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.)

More information

X On record with the USOE.

X On record with the USOE. Textbook Alignment to the Utah Core 8 th Grade Social Studies U.S. History This alignment has been completed using an Independent Alignment Vendor from the USOE approved list (www.schools.utah.gov/curr/imc/indvendor.html.)

More information

Essential Question Section 1: The Colonial Period Section 2: Uniting for Independence Section 3: The Articles of Confederation Section 4: The

Essential Question Section 1: The Colonial Period Section 2: Uniting for Independence Section 3: The Articles of Confederation Section 4: The Essential Question Section 1: The Colonial Period Section 2: Uniting for Independence Section 3: The Articles of Confederation Section 4: The Constitutional Convention Chapter Summary Content Vocabulary

More information

United States History I

United States History I PEABODY VETERANS MEMORIAL HIGH SCHOOL SOCIAL STUDIES DEPARTMENT United States History I Mid Year Exam Review Packet 2013-14 Exam Overview The Mid Year Exam serves as a summative assessment to measure your

More information

Foundations. Background to American History

Foundations. Background to American History Foundations Background to American History ISN Set Up! Page Description 1 Table of Contents 2 Gradebook 3 Unit 1 Cover Page 4 Daily Objectives 5-6 Unit Timeline 7-10 Cornell Notes 136 Amendments 137140

More information

Course Title: Advanced Placement United States History I. American Beginnings to 1763

Course Title: Advanced Placement United States History I. American Beginnings to 1763 Unit 1, September American Beginnings to 1763 What is the state if the Atlantic world in 1492 What are the results of the clash of cultures and the early explorations and settlements of the Western hemispheres?

More information

Grade 8 Plainwell Social Studies Curriculum Map

Grade 8 Plainwell Social Studies Curriculum Map First Trimester Unit 1 Colonial Review: Causes of the American Revolution 1-3 3 weeks 4 5-6 Toward Independence - Before 1763 - French and Indian War - Proclamation of 1763 - Parliamentary Acts o Stamp

More information

Unit 2 A New Nation Emerges

Unit 2 A New Nation Emerges Unit 2 A New Nation Emerges Where we ve been: Exploration and Colonization Colonial society, politics, economics Where we are: End of Salutary Neglect Road to Revolution Where we re going: Revolutionary

More information

Georgia Standards Covered. This module reinforces students understandings of grids on maps and globes to meet the 4 th Grade Skills requirement.

Georgia Standards Covered. This module reinforces students understandings of grids on maps and globes to meet the 4 th Grade Skills requirement. Grade 4 Module Where People Live This module reinforces students understandings of grids on maps and globes to meet the 4 th Grade Skills requirement. Matters This module may be used at the start of the

More information

PERIOD 3 Review:

PERIOD 3 Review: PERIOD 3 Review: 1754-1800 Long-Essay Questions Directions: Write an essay to respond to one of each pair of questions, Cite relevant historical evidence in support of your generalizations and present

More information

SOCIAL STUDIES Grade 8 Standard: History

SOCIAL STUDIES Grade 8 Standard: History Standard: History Chronology A. Interpret relationships between events shown on multipletier time lines. 1. Select events and construct a multiple-tier time line to show relationships among events. Early

More information

AMERICAN REVOLUTION STUDY GUIDE

AMERICAN REVOLUTION STUDY GUIDE RW Name: Period: Date: AMERICAN REVOLUTION STUDY GUIDE Directions: Sort the list of phrases into the correct categories in the chart below. To help finance the French and Indian War Colonists opposed taxes

More information

American Cultures I. Unit 1: Beginnings of American History. Part 1 Roots of the American and European People. Competencies (Do)

American Cultures I. Unit 1: Beginnings of American History. Part 1 Roots of the American and European People. Competencies (Do) American Cultures I Unit 1: Beginnings of American History Part 1 Roots of the American and European People 12 Days World history influence Pennsylvanians, citizens of the United, and individuals throughout

More information

Period 3: American Revolution Timeline: The French and Indian War (Seven Years War)

Period 3: American Revolution Timeline: The French and Indian War (Seven Years War) Period 3: 1754-1800 British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation

More information

Unit 3: Building the New Nation FRQ Outlines. Prompt:Analyze the reasons for the Anti-Federalists opposition to ratifying the Constitution.

Unit 3: Building the New Nation FRQ Outlines. Prompt:Analyze the reasons for the Anti-Federalists opposition to ratifying the Constitution. Prompt:Analyze the reasons for the Anti-Federalists opposition to ratifying the Constitution. Re-written as a Question: What were the reasons for the Anti-Federalist opposition to ratifying the constitution?

More information

Period 1: Period 2:

Period 1: Period 2: Period 1: 1491 1607 Period 2: 1607 1754 2014 - #2: Explain how intellectual and religious movements impacted the development of colonial North America from 1607 to 1776. 2013 - #2: Explain how trans-atlantic

More information

AP U.S. History UNIT 1: TRANSFORMATION IN NORTH AMERICA: LESSON 1: THINKING LIKE A HISTORIAN

AP U.S. History UNIT 1: TRANSFORMATION IN NORTH AMERICA: LESSON 1: THINKING LIKE A HISTORIAN Advanced Placement AP U.S. History In AP* U.S. History, students investigate the development of American economics, politics, and culture through historical analysis grounded in primary sources, research,

More information

America, History of Our Nation Civil War to the Present 2014

America, History of Our Nation Civil War to the Present 2014 A Correlation of Civil War to the Present 2014 To the Utah Core State Standards for Resource Title:, Civil War to the Present Publisher: Pearson Education publishing as Prentice Hall ISBN: SE: 9780133231441

More information

Guided Reading & Analysis: The American Revolution and Confederation, Chapter 5- The American Revolution and Confederation, pp

Guided Reading & Analysis: The American Revolution and Confederation, Chapter 5- The American Revolution and Confederation, pp 3.2 Name: Class Period: Due Date: / / Guided Reading & Analysis: The American Revolution and Confederation, 1774-1787 Chapter 5- The American Revolution and Confederation, pp 85-102 Reading Assignment:

More information

Indiana Academic Standards Social Studies

Indiana Academic Standards Social Studies A Correlation of To the Introduction This document demonstrates how,, meets the for,. Correlation page references are to the Student Edition and Teacher Edition. The all new myworld Interactive encourages

More information

Colonial Era-Constitutional Era STAAR Quiz

Colonial Era-Constitutional Era STAAR Quiz NAME DATE PERIOD Colonial Era-Constitutional Era STAAR Quiz 1. Why was the Mayflower Compact considered an important step in the development of American democracy? A. It established the principle of separation

More information

4 th Grade Social Studies

4 th Grade Social Studies 4 th Grade Social Studies UNITED STATES HISTORY Year 2: Revolution to Reconstruction In fourth grade, students continue with year two of a three year study of United States history in which all four strands

More information

Proclamation of French and Indian War. Sugar Act

Proclamation of French and Indian War. Sugar Act Proclamation of 1763 French and Indian War Sugar Act Official announcement made by King George III of England which stopped colonists from settling lands west of the Appalachian Mountains. War fought by

More information

Period 3: 1754 to 1800 (French and Indian War Election of Jefferson)

Period 3: 1754 to 1800 (French and Indian War Election of Jefferson) Period 3: 1754 to 1800 (French and Indian War Election of Jefferson) Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government

More information

Period 3: In a Nutshell. Key Concepts

Period 3: In a Nutshell. Key Concepts Period 3: 1754-1800 In a Nutshell British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over

More information

Work Period: 2.1 Westward Expansion Notes. Closing: QUIZ

Work Period: 2.1 Westward Expansion Notes. Closing: QUIZ USHC 2.1: Summarize the impact of the westward movement on nationalism and democracy, including expansion, displacement of Native Americans, conf licts over states rights and federal power during the era

More information

OHIO ACADEMIC CONTENT STANDARDS, BENCHMARKS & INDICATORS Grade-Level Indicators

OHIO ACADEMIC CONTENT STANDARDS, BENCHMARKS & INDICATORS Grade-Level Indicators Prentice Hall The American Nation 2005, Beginnings Through 1877 Ohio Academic Content Standards, Social Studies, Benchmarks and Indicators (Grade 8) Grade-Level Indicators History Students use materials

More information

4: TELESCOPING THE TIMES

4: TELESCOPING THE TIMES The Americans (Survey) Chapter 4: TELESCOPING THE TIMES The War for Independence CHAPTER OVERVIEW The colonists clashes with the British government lead them to declare independence. With French aid, they

More information

The Road to Independence ( )

The Road to Independence ( ) America: Pathways to the Present Chapter 4 The Road to Independence (1753 1783) Copyright 2003 by Pearson Education, Inc., publishing as Prentice Hall, Upper Saddle River, New Jersey. All rights reserved.

More information

COMPACTED SEVENTH GRADE UNITED STATES HISTORY FROM EXPLORATION THROUGH RECONSTRUCTION AND CITIZENSHIP

COMPACTED SEVENTH GRADE UNITED STATES HISTORY FROM EXPLORATION THROUGH RECONSTRUCTION AND CITIZENSHIP COMPACTED SEVENTH GRADE UNITED STATES HISTORY FROM EXPLORATION THROUGH RECONSTRUCTION AND CITIZENSHIP CONTENT STRANDS: Domestic Affairs Global Affairs Civil Rights/Human Rights Economics Culture *denotes

More information

Name Date Per. Social Studies Primary source: Examples: 2. Define geography: Mountain: Island: Peninsula: Hemisphere: Equator:

Name Date Per. Social Studies Primary source: Examples: 2. Define geography: Mountain: Island: Peninsula: Hemisphere: Equator: Name Date Per. Social Studies 7 7 th Grade Final Review Mrs. Myles- McAnally Geography/ Culture/ Native Americans: 1. Primary source: Examples: 2. Define geography: Mountain: Island: Peninsula: Hemisphere:

More information

Events Leading to the American Revolution

Events Leading to the American Revolution Events Leading to the American Revolution Colonization Main Reason was for Mercantilism: Making money for the mother country Joint-stock company: investors share ownership and profits Charters: grants

More information

Fourth Grade United States History

Fourth Grade United States History Fourth Grade United States History Year 2: Revolution to Reconstruction In fourth grade, students continue with year two of a three year study of United States history in which all four strands (history,

More information

Social Studies: 8 th Grade

Social Studies: 8 th Grade Social Studies: 8 th Grade Unit: Unit 1: American and Wisconsin Native Cultures Unit Sub-Topics: Origin of Native Americans Native American Cultures Time Line: 2-4 weeks Wisconsin State Standards: A.8.1,

More information

AP United States History Tentative Schedule *Subject to Change* August 2018

AP United States History Tentative Schedule *Subject to Change* August 2018 AP United States History Tentative Schedule 18-19 *Subject to Change* August 2018 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 1 st Day of School How to HIPPO Analyzing

More information

Unit 3 Test Review (Study Guide) 1) Who were some of the important figures in George Washington's administration?

Unit 3 Test Review (Study Guide) 1) Who were some of the important figures in George Washington's administration? Name: Unit 3 Test Review (Study Guide) 1) Who were some of the important figures in George Washington's administration? 2) What were the primary beliefs of the Democratic Republican Party? Who was the

More information

AMERICAN REVOLUTION. U.S. History Chapter 4

AMERICAN REVOLUTION. U.S. History Chapter 4 AMERICAN REVOLUTION U.S. History Chapter 4 The primary cause of economic differences among the colonies in North America was geography. Longer growing season in the South led to an agriculture-based economy.

More information

The American Revolution & Confederation. The Birth of the United States

The American Revolution & Confederation. The Birth of the United States The American Revolution & Confederation The Birth of the United States 1774-1787 Essential Question Evaluate the extent to which the Revolution fundamentally changed American society. The First Continental

More information

European Settlement in the New World

European Settlement in the New World European Settlement in the New World Place the information in the correct section of the chart below: Canada Cooperative relationships with American Indians East Coast of North America Fur trade No large-scale

More information

8th grade I. American Revolution A. A New Nation ( ) *Unit 3 1. The Thirteen Colonies Rebel a. Tighter British Control (1) Main

8th grade I. American Revolution A. A New Nation ( ) *Unit 3 1. The Thirteen Colonies Rebel a. Tighter British Control (1) Main 8th grade 1770-1900 I. American Revolution A. A New Nation (1763-1791) *Unit 3 1. The Thirteen Colonies Rebel a. Tighter British Control Colonists resented new laws and taxes passed by the British after

More information

Period 3 Content Outline,

Period 3 Content Outline, Period 3 Content Outline, 1754-1800 The content for APUSH is divided into 9 periods. The outline below contains the required course content for Period 3. The Thematic Learning Objectives are included as

More information

MISSISSIPPI SOCIAL STUDIES FRAMEWORKS, UNITED STATES HISTORY TO 1877 EIGHTH GRADE

MISSISSIPPI SOCIAL STUDIES FRAMEWORKS, UNITED STATES HISTORY TO 1877 EIGHTH GRADE Mississippi Social Studies Frameworks, Mississippi Social Studies Frameworks, United States History to 1877 (Grade 8) EIGHTH GRADE (United States History to 1877) STRANDS: (C-Civics); (H-History); (G-Geography);

More information

Period 3: Give examples of colonial rivalry between Britain and France

Period 3: Give examples of colonial rivalry between Britain and France Period 3: 1754 1800 Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self government led to a colonial independence movement

More information

Academic Vocabulary CONTENT BUILDER FOR THE PLC SOCIAL STUDIES GRADE 8

Academic Vocabulary CONTENT BUILDER FOR THE PLC SOCIAL STUDIES GRADE 8 Academic Vocabulary CONTENT BUILDER FOR THE PLC SOCIAL STUDIES GRADE 8 : academic vocabulary directly taken from the standard : academic vocabulary used on the assessment (source released tests) STANDARD

More information

The Birth of a Nation

The Birth of a Nation The Birth of a Nation The student will demonstrate an understanding of the conflicts between regional and national interest in the development of democracy in the United States. Analyze the impact of the

More information

US History Ms. Jones Unit 3 Test

US History Ms. Jones Unit 3 Test US History Ms. Jones Unit 3 Test Please read the following instructions carefully. For each question, please select the best answer and fill in the bubble on your answer sheet. Do not write on the test,

More information

Answer Key. Scoring Criteria

Answer Key. Scoring Criteria Name: Teacher: Date: Class/Period: 1) 2) 3) 4) Task Please use the space below to write your response(s) to the writing assignment provided by your teacher. If there are multiple tasks to the question,

More information

Subject: U.S. History Calendar: Aug., Sept. Timeframe: 2 wks Level/Grade: 5

Subject: U.S. History Calendar: Aug., Sept. Timeframe: 2 wks Level/Grade: 5 Subject: U.S. History Calendar: Aug., Sept. Timeframe: 2 wks Level/Grade: 5 Our Country s Geography Apply critical thinking skills to organize and analyze information Use primary sources to acquire information

More information

Spanish Colonization Explain the causes and effects of the transatlantic slave trade.

Spanish Colonization Explain the causes and effects of the transatlantic slave trade. Middle School United States History - From Early Exploration Through the (1877) Unit Lesso Experience Objectives Identify reasons for European exploration of the Americas. European Exploration European

More information

11th. Section 1 Causes of the Revolution. Define: George Greenville. Non-importation agreements. Charles Townshend. Patrick Henry.

11th. Section 1 Causes of the Revolution. Define: George Greenville. Non-importation agreements. Charles Townshend. Patrick Henry. 1 Chapter 4 The American Revolution Reading Guide HW # 4 If I cannot read it I will not grade it. The more effort you put in now, the better in the long run! 11th Define: George Greenville Section 1 Causes

More information

Reading/Note Taking Guide APUSH Period 3: (American Pageant Chapters 6 10)

Reading/Note Taking Guide APUSH Period 3: (American Pageant Chapters 6 10) Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self government led to a colonial independence movement and the Revolutionary

More information

FINAL EXAM (2018) STUDY GUIDE

FINAL EXAM (2018) STUDY GUIDE FINAL EXAM (2018) STUDY GUIDE *Semester Final will be divided into two parts: Part 1 DBQ Essay December 14 (B Day), December 17 (A Day) You will use one of the outlines you created to write ONE document-based

More information

Guided Reading & Analysis: The American Revolution and Confederation, Chapter 5- The American Revolution and Confederation, pp

Guided Reading & Analysis: The American Revolution and Confederation, Chapter 5- The American Revolution and Confederation, pp THIS IS A TRADITIONAL ASSIGNMENT IT MUST BE PRINTED AND COMPLETED IN INK! Name: Class Period: Due Date: / / Guided Reading & Analysis: The American Revolution and Confederation, 1774-1787 Chapter 5- The

More information

1. How did the colonists protest British taxes? Pg They boycotted, petitioned the English government, and signed nonimportation

1. How did the colonists protest British taxes? Pg They boycotted, petitioned the English government, and signed nonimportation Topic 3 1. How did the colonists protest British taxes? Pg 88-89 They boycotted, petitioned the English government, and signed nonimportation agreements 2. How did the British respond to the Boston Tea

More information

Georgia 4th Grade Clickbook Page-by-Page Outline

Georgia 4th Grade Clickbook Page-by-Page Outline Georgia 4th Grade Clickbook Page-by-Page Outline Special Content Color Key: Related Module(s) Expansion Activity Click & Learn Activity Page Name & Description Unit 1: Geographical Understandings Chapter

More information

HS AP US History Social Studies

HS AP US History Social Studies Scope And Sequence Timeframe Unit Instructional Topics 5 Week(s) Course Rationale This course provides a broad-based understanding of our past as well as prepares students for college-level academics.

More information

Period 3 Concept Outline,

Period 3 Concept Outline, Period 3 Concept Outline, 1754-1800 Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence

More information

US Early Test #1 TEST A

US Early Test #1 TEST A US Early Test #1 TEST A Matching A. Boston Tea Party B. Bill of Rights C. George Washington D. Railroads E. 13 th Amendment AB. Robert E Lee AC. Nueces AD. Dred Scott AE. Crop Lien BC. Sharecropping BD.

More information

Study Guide for Test representative government system of government in which voters elect representatives to make laws for them

Study Guide for Test representative government system of government in which voters elect representatives to make laws for them Study Guide for Test 4 1. In general, who could vote in the English colonies? Free men, over 21 years old, who owned a certain amount of land. Sometimes had to be church members. 2. representative government

More information

Declaration of Independence

Declaration of Independence Declaration of Independence Reasons for Independence Over 100 years of the policy of salutary neglect by the British government (relaxed policies, allowed for self government in the colonies) French and

More information

JEFFERSON COLLEGE COURSE SYLLABUS HST103 U.S. HISTORY I TO RECONSTRUCTION. 3 Credit Hours. Prepared by: Gabrielle Everett January 2009

JEFFERSON COLLEGE COURSE SYLLABUS HST103 U.S. HISTORY I TO RECONSTRUCTION. 3 Credit Hours. Prepared by: Gabrielle Everett January 2009 JEFFERSON COLLEGE COURSE SYLLABUS HST103 U.S. HISTORY I TO RECONSTRUCTION 3 Credit Hours Prepared by: Gabrielle Everett January 2009 Mindy Selsor, Dean Arts and Science Education HST103 U.S. History I

More information

Complete the warm-up about Jefferson s quote

Complete the warm-up about Jefferson s quote Complete the warm-up about Jefferson s quote The 13 Colonies America: 13 colonies ruled by Great Britain (England) 1620-1783 European settlement initiated by Puritans & people seeking economic opportunities

More information

Chapter 5 Place & Time: The British Colonies

Chapter 5 Place & Time: The British Colonies Chapter 5 Place & Time: The British Colonies 1763-1776 Lesson 1 No Taxation Without Representation Essential Question: Name: Core: Date: Dealing with Great Britain Enforcing Trade Laws The Sugar Act _

More information

AP U.S. HISTORY SUMMER READING and MEMORY WORK, 2015

AP U.S. HISTORY SUMMER READING and MEMORY WORK, 2015 AP U.S. HISTORY SUMMER READING and MEMORY WORK, 2015 1. OHS APUSH Summer Reading: Founding Brothers: The Revolutionary Generation by Joseph J. Ellis, 2000 (Check Amazon.com for used copies at reduced prices.)

More information

LECTURE 3-2: THE AMERICAN REVOLUTION

LECTURE 3-2: THE AMERICAN REVOLUTION LECTURE 3-2: THE AMERICAN REVOLUTION British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement

More information

AP United States History

AP United States History 2018 AP United States History Sample Student Responses and Scoring Commentary Inside: Long Essay Question 3 RR Scoring Guideline RR Student Samples RR Scoring Commentary College Board, Advanced Placement

More information

Unit Overview. Unit Title: Revolutionary War Unit: 2

Unit Overview. Unit Title: Revolutionary War Unit: 2 Content Area: Social Studies Unit Overview Unit Title: Revolutionary War Unit: 2 Target Course/Grade Level: Seventh Grade Timeline: 6-8 weeks Unit Summary: Through the study of the events that led to and

More information

Chapter 6. APUSH Mr. Muller

Chapter 6. APUSH Mr. Muller Chapter 6 APUSH Mr. Muller Aim: How is the New Republic tested? Do Now: Thus I consent, sir, to this Constitution, because I expect no better, and because I am not sure that it is not the best. The opinions

More information