APUSH

REVIEW Manual

Units 1-10

APUSH

How to Analyze Unit and Reading Vocabulary terms and Prepare Unit “Comps” Responses

Objective: For each term you should ANALYZE the ultimate significance of the person, place, thing, idea, event, etc. to Chapter and AP Themes.

Directions for the 40 Quiz Terms:

At the beginning of each unit, number and list each of the 40 terms. Consider your background knowledge and bullet what you already know about the term and how it MAY relate to other terms in the Unit. Review the AP THEMES and decide where each term could fit best. Leave a fewlines under each term to add relevant information as you read and as we discuss the terms in class. Make special note if the term relates to primary resources, class notes or review discussions.

Directions: On the right inside page of a composition book, indicate the CHAPTER on which you are working. Note the DATE and the page numbers of the reading assignment as well as the RV numbers as they appear on the comps sheet. *You only need to do this per assignment, not on every page.Number the terms as they appear on the comps sheet. Write the term and thenunderline the term. Put the PAGE NUMBER where it appears in the text and put a colon next to it. Indent and bullet the most important bits of information that you should remember about the term and how it relates to the chapter.

**NOTICE: some terms will require more in-depth analysis than others. MOST will require no more words than you see below. SKIP A LINE BETWEEN EACH TERM.

  1. Person Term(p. #): (UNDERLINE IT)
  2. Ex: “First European to use firearms against natives”
  3. Sawed off his own arm to save village from starvation
  4. Made “peg-limbs” a fashion accessory in the 18th century
  5. Inspired authors to use him as a creepy archetype in popular fiction
  1. Place or Thing Term (p. #)#): (UNDERLINE IT)
  • The thing that makes the thing or place important
  • Person, event, political, social or economic issue related to this place or thing
  • Background info you can relate to it
  1. Idea Term (p.#) #): (UNDERLINE IT)
  • Is the idea political, economic, social or cultural in nature?
  • Is there a specific person or group associated with this term?
  • What does the idea have to do with American history? Ex: “democracy” has different meanings at different times in both world and US history
  1. Event Term (p.#) #): (UNDERLINE IT)
  2. date or dates of said event
  3. location
  4. causes (immediate and long term)
  5. effects (immediate and long term)
  6. significant other terms to associate with this event
  1. ADJECTIVE or NOUN (p.#)
  2. DEFINE IT…use a dictionary, app or Google
  3. Who or what does it describe in the text/why did the authors use THIS term?

Outline Style Comps Quality Scores (25 pts each)

These should be COMPREHENSIVE answers to the prompts. Demonstrate that you fully understood the reading assignments and vocabulary terms. Always include specific examples and precise vocabulary in your answers. Begin on a fresh RIGHT page in your comps book. Date in the middle (indent on top line: CH: X Comps

10 pts. The topic sentence answers the prompt without simply repeating or rewording the prompt and ideally indicates “something MORE.”

  • INDENTED, BULLETTED evidence is noted (and briefly connected to the topic sentence (THIS IS NOT A SENTENCE) 1-5 pts
  • INDENTED, BULLETTED evidence is noted (and briefly connected to the topic sentence (THIS IS NOT A SENTENCE either) 1-5 pts
  • INDENTED, BULLETTED evidence is noted (and briefly connected to the topic sentence (THIS IS NOT A SENTENCE either) 1-5 pts

MISC. deductions per Comps Assignment (Minus 1-25)

  • Illegible handwriting (too small, too hard to read, cursive is not legible either)
  • Too MUCH written (you are overdoing it and will gain nothing but a sigh of pity)
  • Sidebar notes, snarky commentary or passive aggressive noncompliance with instructions

OBJECTIVE: To demonstrate your understanding of both the major concepts and the supporting evidence presented in the textbook

Tips:

  • The topic sentence is the most important part. If the topic sentence is boring or simply restates the prompt, it will fail to engage the reader.
  • If a question asks you to “evaluate” something or to give your opinion, answer authoritatively instead of saying “I think” or “I feel.”
  • WRITE NEATLY
  • Bullet more than just words, bullet information and indicate how it supports the topic sentence

AP “Themes”

  1. American and National Identity (NAT) This theme focuses on how and why definitions of American and national identity and values have developed, as well as on related topics such as citizenship, constitutionalism, foreign policy, assimilation, and American exceptionalism.
  1. Politics and Power (POL) This theme focuses on how different social and political groups have influenced society and government in the United States, as well as how political beliefs and institutions have changed over time
  1. Work, Exchange, and Technology (WXT) This theme focuses on the factors behind the development of systems of economic exchange, particularly the role of technology, economic markets, and government.
  2. Culture and Society (CUL) This theme focuses on the roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States, as well as how various identities, cultures, and values have been preserved or changed in different contexts of U.S. history.
  1. Migration and Settlement (MIG) This theme focuses on why and how the various people who moved to and within the United States both adapted to and transformed their new social and physical environments
  1. Geography and the Environment (GEO) This theme focuses on the role of geography and both the natural and human-made environments on social and political developments in what would become the United States.
  1. America in the World (WOR) This theme focuses on the interactions between nations that affected North American history in the colonial period, and on the influence of the United States on world affairs.

AP Historical Thinking Skills

Analyzing Historical Sources and Evidence:

  • Primary Sources (Analyzing evidence: Content and Sourcing)
  • A1: explain the relevance of the author’s point of view, purpose, audience, format/medium, and/or historical context as well as the interaction among these features; demonstrate understanding of the significance of a primary source
  • A2:evaluate the usefulness, reliability and/or limitations of a primary source in answering particular historical questions
  • Secondary Sources (Interpretation)
  • B1:Analyzea historian’s argument, explain how the argument has been supported through the analysis of relevant historical evidence, and evaluate the argument’s effectiveness
  • B2:Analyze diverse historical interpretations
  • Comparison
  • C1: Compare diverse perspectives represented in primary and secondary sources in order to draw conclusions about one or more historical events
  • C2: Compare different historical individuals, events, developments and/or processes, analyzing both similarities and differences in order to draw historically valid conclusions. Comparisons can be made across different time periods, across different geographical locations, and between different historical events or developments within the same time period and/or geographical location
  • Contextualization
  • C3:Situate historical events, developments, or processes within the broader regional, national or global context in which they occurred in order to draw conclusions about their relative significance
  • Synthesis
  • C4:Make connections betweena given historical issue and related developments in a different historical context, geographical area, period, or era, INCLUDING THE PRESENT
  • C5: Make connections between different course themes and/or approaches to history (such as political, economic, social, cultural or intellectual) for a given historical issue
  • Causation
  • D1:Explain long and/or short-term causes and/or effects of an historical event, development or process
  • D2: Evaluate the relative significance of different causes and/or effects on historical events or processes, distinguishing between causation and correlation and showing an awareness of historical contingency
  • Patterns of Continuity and Change Over Time
  • D3:Identify patterns of continuity and change over time and explain the significance of such patterns
  • D4: Explain how patterns of continuity and change over time relate to larger historical processes or themes
  • Periodization
  • D5:Explain ways historical events and processes can be organized into discrete, different, and definable historical periods
  • D6: Evaluate whether a particular event or date could or could not be a turning point between different, definable historical periods, when considered in terms of particular historical evidence
  • D7: Analyze different and/or competing models of periodization
  • Argumentation
  • E1: Articulate a defensible claim about the past in the form of a clear and compelling thesis that evaluates the relative importance of multiple factors and recognizes disparate, diverse, or contradictory evidence or perspectives
  • E2: Develop and support a historical argument, including in a written essay, through a close analysis of relevant and diverse historical evidence, framing the argument and evidence around the application of a specific historical thinking skill (e.g., comparison, causation, patterns of continuity and change over time, or periodization)
  • E3: Evaluate evidence to explain its relevance to a claim or thesis, providing clear and consistent links between the evidence and the argument
  • E4: Relate diverse historical evidence in a cohesive way to illustrate contradiction, corroboration, qualification, and other types of historical relationships in developing an argument
  • Period 1 (1491-1607):______

______

______

Key Concept 1.1: As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments.

Key Concept 1.2: Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean.

  • Period 2 (1607-1754):______

______

______

Key Concept 2.1: Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and American Indians for resources.

Key Concept 2.2: The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control.

  • 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 and the Revolutionary War.

Key Concept 3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.

Key Concept 3.3: Migration within North America and competition over resources, boundaries, and trade intensified conflicts among peoples and nations.

  • Period 4 (1800-1848):______

______

______

Key Concept 4.1: The United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and change their society and institutions to match them.

Key Concept 4.2: Innovations in technology, agriculture, and commerce powerfully accelerated the American economy, precipitating profound changes to U.S. society and to national and regional identities.

Key Concept 4.3: The U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives.

  • Period 5 (1844-1877):______

______

______

Key Concept 5.1: The United States became more connected with the world, pursued an expansionist foreign policy in the Western Hemisphere, and emerged as the destination for many migrants from other countries.

Key Concept 5.2: Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

Key Concept 5.3: The Union victory in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

  • Period 6 (1865-1898): ______

______

______

Key Concept 6.1: Technological advances, large-scale production methods, and the opening of new markets encouraged the rise of industrial capitalism in the United States.

Key Concept 6.2: The migrations that accompanied industrialization transformed both urban and rural areas of the United States and caused dramatic social and cultural change.

Key Concept 6.3: The Gilded Age produced new cultural and intellectual movements, public reform efforts, and political debates over economic and social policies.

  • Period 7 (1890-1945):______

______

______

Key Concept 7.1: Growth expanded opportunity, while economic instability led to new efforts to reform U.S. society and its economic system.

Key Concept 7.2: Innovations in communications and technology contributed to the growth of mass culture, while significant changes occurred in internal and international migration patterns.

Key Concept 7.3: Participation in a series of global conflicts propelled the United States into a position of international power while renewing domestic debates over the nation’s proper role in the world.

  • Period 8 (1945-1980): ______

______

______

Key Concept 8.1: The United States responded to an uncertain and unstable postwar world by asserting and working to maintain a position of global leadership, with far-reaching domestic and international consequences.

Key Concept 8.2: New movements for civil rights and liberal efforts to expand the role of government generated a range of political and cultural responses.

Key Concept 8.3: Postwar economic and demographic changes had far-reaching consequences for American society, politics, and culture.

  • Period 9 (1980- PRESENT):______

______

______

Key Concept 9.1: A newly ascendant conservative movement achieved several political and policy goals during the 1980s and continued to strongly influence public discourse in the following decades.

Key Concept 9.2: Moving into the 21st century, the nation experienced significant technological, economic, and demographic changes.

Key Concept 9.3: The end of the Cold War and new challenges to U.S. leadership forced the nation to redefine its foreign policy and role in the world.

Helpful Preview/Review Websites:

General:

On this site, you can access several APUSH textbooks with a variety of review formats. Poke around and see what you find useful.

“Khan Academy”

US History Overview I: Jamestown to Civil War (18:28)

US History Overview II: Reconstruction to the Great Depression (14:23)

US History Overview III: World War II to Vietnam (14:46)

Korean War Overview (16:10)

Cuban Missile Crisis (19:00)

Overview of the Vietnam War (17:41)

Patterns of Cold War Intervention (9:19)

20th Century Capitalism and Regulation in the US (14:21)

Example of SAQ and Sample Response:

Look over these requirements for Short Answer Questions. They will give you an idea of the information you should be looking for as you learn new material.

EX: Using your knowledge of United States history, answer (a), (b), and (c).

  1. Explain ONE important cause of the American Revolution.
  2. Explain a SECOND important cause of the American Revolution.
  3. Explain ONE important effect of the American Revolution

Sample Response:

Notice:

  • No topic sentence or overarching “thesis statement” appears
  • Answers are in complete sentences.
  • No bullets of information
  • Each response is LABELED
  • There is a space after each response
  • The writer did not try to fill the entire box and did not “go outside the box”
  • The writer uses SPECIFIC evidence

SAQ Templates

  1. Historical Causation
  1. Explain one cause of X (historical EVENT)
  2. Explain another specific cause of X
  3. Explain one specific result of X
  1. Explain one specific cause of Y
  2. Explain one specific result of Y
  3. Explain another specific result of Y
  1. Explain one specific cause of X (Historical event)
  2. Explain one specific cause of Y (a different historical event)
  3. Account for a similarity or difference between (a) and (b)
  1. Explain one specific cause of X
  2. Explain one specific short term effect of X (specify the short time period)
  3. Explain one specific long term effect of X (specify a long time period)
  1. Explain why change took place from X to Y (time periods—also comparison or change over time)
  2. Explain one specific piece of evidence which explains the existence of X
  3. Explain one specific piece of evidence which explains the existence of Y
  1. Patterns of Continuity and Change Over Time
  1. Explain one specific historical continuity from ______to ______(date range)
  2. Explain one specific historical change from ______to______
  3. Make an argument that there was more continuity OR change from ______to ______
  1. Explain a specific event which lead to the continuity of X from ______to ______
  2. Explain another specific event which lead to the continuity of X from _____ to ______
  3. Explain a specific event which led to a change of X from _____ to ______
  1. Explain a specific event from the period X (a traditional historical period)
  2. Explain a specific event from the period Y
  3. Make an argument for how the event identified in (A) and (B) exemplify either a continuity OR a change
  1. Periodization
  1. Explain a specific piece of evidence which illustrates X (traditional historical period)
  2. Explain another specific piece of evidence which illustrates X
  3. Explain a specific piece of evidence which DISPROVES X
  1. Select one of the following events and argue for why it best illustrates the beginning of X (traditional historical time period or event)

a.A

b.B

c.C

  1. Explain a specific piece of evidence which illustrates your choice in (A)
  2. Make an argument for why one of the other options is not the better choice

a. Select one of the following events and argue for why it represents a turning point in U.S. History

a.

b.

c.

b. Explain a specific piece of evidence which illustrates your choice in A