Name: Period 6 (1865 – 1898) Review Sheet

Welcome to Period 6! This period accounts for roughly 13% of the exam.

Potential Short Answer Questions/Essay Topics Include: • Comparing and Contrasting different labor unions (Knights of Labor and AFL) • Comparing and Contrasting “”Old” Immigration with “New” Immigration • US relations with Native Americans in the late 19th century • Reasons for the development of the Populist Party

Why were these years chosen for this period? 1865 marked the end of the Civil War. Americans began to expand westward at increasingly high rates. The federal government provided incentives to railroad companies to build transcontinental railroads. Native Americans, farmers, and the industrial work force make up a large portion of this time period. 1898 marked the beginning of the Spanish-American War – the US burst onto the international scene.

Key vocabulary terms to know for this time period:

Check the following terms out on Quizlet HERE Gilded Age: Coined term by Mark Twain; period from 1870s - 1890s, businesses grew at a rapid rate and many problems lied below perceived prosperity Social Darwinism: Charles Darwin's ideas applied to humans, "survival of the fittest." Used by wealthy to justify their position in life Labor Unions: Knights of Labor - skilled and unskilled; AFL - skilled labor only; sought to improve working conditions and increase pay “New South”: Idea that the south should industrialize after the Civil War. Despite calls for industrialization, sharecropping and tenant farming persisted in the South Sharecropping: Persisted in the South (especially for African Americans.) They had to give a share of their crops to plantation owners. Way for southerners to get around the 13th amendment. Mechanized Agriculture: Using machines in farming to increase farm production; displaced many farmers; farmers created organizations to resist corporate power (Grange) People’s (Populist) Party: Created in response to the growth of corporate power; called for political reform (election of senators, secret ballot) and increased government involvement in economy Political Machines: Appealed to immigrants and urban poor; provided services in exchange for support. Think Boss Tweed and Tammany Hall Settlement Houses: Helped immigrants adjust to American life. Focused on providing education and other skills for women, immigrants, and children Decimation of the buffalo: Buffalo almost became extinct due to westward expansion and over hunting of buffalo (buffalo hide); impacted Native Americans

C H E C K I T O U T !

Plessy v. Ferguson: Established the doctrine of "separate but equal." Upheld Jim Crow laws in the South, led to increased discrimination against African Americans; later overturned by Brown v. Board. Social Gospel: Protestant Church Movement that sought to improve the conditions of cities Assimilation of Native Americans: Process of making Natives "American"; Dawes Act - assimilated through cutting hair, changing tribal identities, providing individual land plots

Watch THIS video on Period 6 before you proceed. (10 minutes)

1. Why did businesses consolidate into monopolies, pools, trusts, and interlocking directorates? 2. What is Social Darwinism? How did the wealthy use this to justify their place in society? 3. What is the purpose of Unions? In conflicts between labor and management, whose side did the federal government usually take? 4. Complete the following chart based on the Knights of Labor and American Federation of Labor.

Knights of Labor American Federation of Labor Leader Membership type (skilled, unskilled, makeup, etc.)

5. What is sharecropping? How did this affect African Americans? 6. What is the “New South?” 7. Why did many farmers migrate to cities? 8. What was the purpose of farmer organizations such as the Grange? 9. What does laissez-faire mean? 10. How did the Election of 1896 demonstrate tensions between farmers and the wealthy?

Hold Up!

11. What were three goals of the Populist Party? Were they successful in achieving these goals? 12. What groups made up “New” Immigrants? 13. How did they differ from “Old” Immigrants?

“Old” Immigrants “New” Immigrants Countries of origin Places they settled When they came here Reasons for coming here

Responses to immigration

14. What are Political Machines? Why did they appeal to immigrants? 15. How did Jane Addams help immigrants adapt to U.S. society through her Hull House? 16. How did the following seek to improve life for African Americans?

• Booker T. Washington: • Ida B. Wells:

17. What was the impact of the Supreme Court decision, Plessy v. Ferguson? 18. What was the Social Gospel?

The following questions are based on Native Americans in the late 19th Century.

19. Explain two conflicts between the American government and Natives after the Civil War. 20. What is assimilation? How did the Dawes Act impact Native Americans? 21. How did the Ghost Dance lead to conflicts between Natives and the federal government?

Document Analysis To every one applying to rent land upon shares, the following conditions must be read, and agreed to….. The croppers are to have half of the cotton, corn, and fodder (and peas and pumpkins and potatoes if any are planted) if the following conditions are complied with, but-if not-they are to have only two-fifths (2/5). Nothing can be sold from their (sharecroppers’) crops until my rent is all paid, and all amounts they owe me are paid in full. All must work under my direction……..Work of every description, particularly the work on fences and ditches, to be done to my satisfaction, and must be done over until I am satisfied that it is done as it should be. - Sharecropping Contract, 1882 (Modified) (Check out THIS video for a quick review.) 1. What is the Historical Circumstance of this document? 2. Who is the Intended Audience of this document? 3. What is the Point of View of the document? 4. What is the Purpose of this document?

(Check out THIS video for a quick review.)

Document Analysis Questions

1. What issue is the political cartoon bringing attention to? 2. What ultimately fixed this issue?

HIPP Analysis 1. What is the Historical Circumstance of this cartoon? 2. Who is the Intended Audience of this cartoon? 3. What is the Point of View of the cartoon? 4. What is the Purpose of this cartoon?

(Check out THIS video for a quick recap) 1. How would nativists view the cartoon? 2. What are character traits that the Chinese offer according to the cartoonist?

3. What were reasons that the Chinese were specifically barred from immigrating to America? 4. What are other examples of nativism in US History? (Potential synthesis point)

HIPP Analysis 1. What is the Historical Circumstance of this cartoon? 2. Who is the Intended Audience of this cartoon? 3. What is the Point of View of the cartoon? 4. What is the Purpose of this cartoon?

(Check out THIS video for a quick recap) 1. What is the Historical Circumstance of this document? 2. Who is the Intended Audience of this document? 3. What is the Point of View of the document?

4. What is the Purpose of this document? “You come to us and tell us that the great cities are in favor of the gold standard. I tell you that the great cities rest upon these broad and fertile prairies. Burn down your cities and leave our farms, and your cities will spring up again as if by magic. But destroy our farms and the grass will grow in the streets of every city in the country…. Having behind us the commercial interests and the laboring interests and all the toiling masses, we shall answer their demands for a gold standard by saying to them, you shall not press down upon the brow of labor this crown of thorns. You shall not crucify mankind upon a cross of gold.” - William Jennings Bryan, 1896 (Check out THIS video for a quick review.) 1. What is the Historical Circumstance of this document? 2. Who is the Intended Audience of this document? 3. What is the Point of View of the document? 4. What is the Purpose of this document?

Name: Period 7 (1890 – 1945) Review Sheet

Welcome to Period 7! This period is the largest period of the APUSH curriculum, at 17%. Almost 1/5 of the exam will be devoted to this time period, so make sure you are familiar with it.

Potential Short Answer Questions/Essay Topics Include: • Causes and effects of the following wars: the Spanish-American War, World War I, and World War II • Reasons for overseas expansion in the late 19th century • Comparing and Contrasting US foreign policy after WWI and WWII • Turning Points: The Spanish-American War or The Progressive Era

Why were these years chosen for this period? Using the census data from 1890, Frederick Jackson Turner believed the frontier was closed. This helped lead to overseas expansion. After the Spanish-American War, the US entered the Progressive Era, which could also be seen as a Turning Point. The 1920s, while “roaring,” saw the US become isolated. After entering the Great Depression, FDR became president and ushered in the New Deal. Finally, World War II ended in 1945.

Key vocabulary terms to know for this time period:

Check the following terms out on Quizlet HERE. “Closing” of the Frontier: Frederick Jackson Turner's Frontier Thesis argued the frontier was "closed." Led many Americans to call for overseas expansion Progressive Era: 1890 - 1920, Progressives tended to be women, middle class, and live in urban areas. Progressives sought to use government influence to solve societal problems. Transition from Rural to Urban Society: US society adjusted as more people moved to cities - 1920 census - more people live in cities than rural areas Harlem Renaissance: Celebration of African American culture through music, poetry, and writing. Key people - Langston Hughes, Claude Monet, Zora Neale Hurston World War I: US entrance in 1917. US played a relatively minor role in the war, but large role in postwar negotiations. Treaty of Versailles and League of Nations: Treaty that ended WWI; League led to debates over the role of the US in the world; ultimately, the US did NOT join the League Great Migration: Mass movement of African Americans from the South to the North during WWI for economic opportunities Red Scare: Fear of Communism after WWI, caused by: Russian Revolution, labor strikes post WWI, nativism; led to a crackdown on immigrants and radicals (suppression of rights) Restrictive Immigration Quotas: 1921 and 1924 acts that severely limited

C H E C K I T O U T !

immigration from Southern and Eastern Europe ("New immigrants") Great Depression: Worst financial crisis in US history, led to calls for the creation of a stronger financial regulatory system New Deal: Drew on ideas from the Progressive Era, sought to address causes of the Depression; faced opposition by the left and right; left a legacy of reforms that are still around today World War II: US remained neutral until Pearl Harbor; US and Allies won due to: political and military cooperation, industrial production, and scientific advancements; US emerged as a world power Japanese Internment: Japanese and Japanese Americans were placed in camps beginning in 1942; upheld by Korematsu v. US Decision to drop the atomic bombs on Japan: Many reasons - save American lives, end the war quickly, etc.; raised questions about American values

Watch THIS video on Period 7 before you proceed. (12 minutes) 1. Identify 3 reasons for US expansion overseas in the late 19th century.

The following questions are based on the Spanish-American War. 2. What were three causes of the Spanish-American War? 3. What did the US gain as a result of the Spanish-American War? 4. How did the Spanish-American War lead to debates in the US about foreign policy? 5. How can the Spanish-American War be seen as a turning point?

The following questions are based on the Progressive Era. 6. What were characteristics of Progressives? 7. How did Progressives reform the following areas of life?

• Businesses: • Economy: • Environment: • Democracy:

Hold Up!

8. Identify two important individuals and three amendments from the Progressive Era.

• Individuals: • Three Amendments:

9. How could the Progressive Era be seen as a turning point?

The following questions are based on World War I. 10. What were reasons the US entered World War I? 11. How did the war affect African Americans and women?

• African Americans: • Women:

12. How did President Wilson view the Treaty of Versailles? How did the Senate? What was its fate?

• Wilson’s view: • Senate’s view: • Treaty’s fate:

13. How were civil liberties limited during World War I?

The following questions are based on the 1920s. 14. What were three causes of the 1st Red Scare? What was a result?

• Causes: • Effect:

15. What does a “Return to Normalcy” mean? 16. What type of foreign policy did the US pursue in the 1920s? 17. What were three reasons for African American migration to the North and West? 18. What was the Red Summer? 19. What happened to immigration in the 1920s? 20. How was the Trial of Sacco and Vanzetti an example of nativism? 21. How did women challenge gender roles in the 1920s? 22. Provide an example of conflict between science and religion in the 1920s.

23. Identify three new pieces of technology during this decade. 24. What was the Harlem Renaissance? 25. Identify three figures from the Harlem Renaissance. 26. What was the message of the “Lost” generation? 27. What did Marcus Garvey advocate? What future figure did he inspire?

• Advocated: • Inspired:

28. What groups did the KKK target?

The following questions are based on the Great Depression and New Deal. 29. What was the purpose of the New Deal? 30. Identify and describe 3 different New Deal programs.

1. 2. 3.

31. How did the Supreme Court react to some New Deal programs? 32. What were the views of the following people as it relates to the Great Depression/government involvement in the economy?

• Dr. Townsend: • Huey Long: • John Maynard Keynes:

33. How did political realignment change as a result of the Great Depression and New Deal?

The following questions are based on World War II. 34. What was the impact of the Nye Committee? 35. Was the US “neutral” prior to World War II? Provide examples. 36. Why did the US enter World War II? 37. How did the war affect the following groups?

• Women:

• Japanese Americans: • Mexican Americans: • African Americans:

38. What was the Double V Campaign? 39. What was the Manhattan Project? 40. What did Stalin promise at the Yalta Conference? 41. Why did the United States use atomic weapons against Japan? 42. What is the “Sunbelt”? What happened to it during World War II?

Document Analysis

(Check out THIS video that break’s down the above photo)

1. Why did Riis use photography to spread his message? 2. How might people respond differently to photos than articles? 3. Why might people live in a small apartment? 4. How would a supporter of Social Darwinism view the people in the picture?

HIPP Analysis

1. What is the Historical Circumstance of this image? 2. Who is the Intended Audience of this image? 3. What is the Point of View of the image? 4. What is the Purpose of this image?

(Check out THIS video that break’s down the above document)

HIPP Analysis

1. What is the Historical Circumstance of this image? 2. Who is the Intended Audience of this image? 3. What is the Point of View of the image? 4. What is the Purpose of this image?

(Check out THIS video that breaks down the above cartoon) 1. What is the Historical Circumstance of this document? 2. Who is the Intended Audience of this document? 3. What is the Point of View of the document? 4. What is the Purpose of this document? 5. How would the following view the cartoon? (Support/oppose)

• JP Morgan: • Progressive Reformers: • Other Business Tycoons:

(Check out THIS video that breaks down the above cartoon) 1. What is the Historical Circumstance of this speech? 2. Who is the Intended Audience of this speech? 3. What is the Point of View of the speech? 4. What is the Purpose of this speech?

(Check out THIS video that breaks down the above cartoon)

HIPP Analysis 1. What is the Historical Circumstance of this document? 2. Who is the Intended Audience of this document? 3. What is the Point of View of the document? 4. What is the Purpose of this document? “Since 1915 the colored population of Chicago has more than doubled, increasing in four years from a little over 50,000 to what is now estimated to be between 125,000 and 150,000. Most of them lived in the area bounded by the railroad on the west, 30th Street on the north, 40th Street on the south and Ellis Avenue on east. Already overcrowded, this so-called "Black Belt" could not possibly hold the doubled colored population. One cannot put ten gallons of water in a five-gallon pail. Although many Negroes had been living in "white" neighborhoods, the increased exodus from the old areas created an hysterical group of persons who formed "Property Owners' Associations" for the purpose of keeping intact white neighborhoods.…

In a number of cases during the period from January, 1918, to August, 1919, there were bombings of colored homes and houses occupied by Negroes outside of the "Black Belt." During this period no less than twenty bombings took place, yet only two persons have been arrested and neither of the two has been convicted, both cases being continued.” Source: The document above was published in an African-American newspaper in 1919 (Check out THIS video that breaks down the above excerpt)

HIPP Analysis 1. What is the Historical Circumstance of this document? 2. Who is the Intended Audience of this document? 3. What is the Point of View of the document? 4. What is the Purpose of this document?

Unemployment Chart

(Check out THIS video that breaks down the above excerpt) 1. What is the Historical Circumstance of this document? 2. Who is the Intended Audience of this document?

3. What is the Point of View of the document? 4. What is the Purpose of this document? “By the afternoon of March 3, a week ago last Friday, scarcely a bank in the country was open to do business. Proclamations closing them in whole or in part had been issued by the governors in almost all of the states. “It was then that I issued the proclamation providing for the national bank holiday, and this was the first step in the government’s reconstruction of our financial and economic fabric. “Please let me make it clear to you that if your bank does not open the first day, you are by no means justified in believing that it will not open. A bank that opens on one of the subsequent days is in exactly the same status as the bank that opens tomorrow. “The success of our whole national program depends, of course, on the cooperation of the public—on its intelligent support and its use of a reliable system.” - FDR, First Fireside Chat – March, 1933 (Check out THIS video that breaks down the above excerpt) 1. What is the Historical Circumstance of this document? 2. Who is the Intended Audience of this document? 3. What is the Point of View of the document? 4. What is the Purpose of this document?

(Check out THIS video that breaks down the above excerpt) 1. What is the Historical Circumstance of this document? 2. Who is the Intended Audience of this document? 3. What is the Point of View of the document? 4. What is the Purpose of this document?

Name: Period 8 (1945 – 1980) Review Sheet

Welcome to Period 8! This period is the second largest period of the APUSH curriculum, at 15%. This is the second largest period in the APUSH curriculum.

Potential Short Answer Questions/Essay Topics Include: • Comparing the Civil Rights Movement of the 1950s and 1960s with a

previous period (Reconstruction or early 1900s – Niagara Movement) • Analyzing the tactics used, and successes of the Civil Rights Movement • US foreign policy during the Cold War – Containment, Korean War,

Vietnam War, etc. • Comparing the Great Society with the New Deal

Why were these years chosen for this period?

1945 marked the end of World War II and the beginning of the Cold War. The Cold War led to a new US foreign policy and involvement in two wars – Korea and Vietnam. During the 1950s and 1960s, the Civil Rights Movement achieved many milestones. The 1970s saw an increase in the American public distrust in the federal government, particularly under Richard Nixon. Finally, 1980 ushered in a Conservative Movement with the election of Ronal Reagan.

Key vocabulary terms to know for this time period: Check the following terms out on Quizlet HERE

Containment: Coined by George Kennan; urged the US to keep communism from spreading (Contain communism) Korean War: Example of Containment; US sided with South Korea against communist North Korea; some minor domestic opposition to the war Military-Industrial Complex: Eisenhower warned of a drastic military buildup in his farewell address Baby Boom: Post WWII drastic increase in births in the US (1946 - 1964); led to future issues with Social Security Suburbanization: More and more Americans moved to suburbs after WWII (cars, Interstate Highway System, Levittown) Civil Rights Activists: Used various techniques (sit-ins, legal challenges, etc.); post-1965, debates emerged over the proper role of activists Brown v. Board of Education: 1954 Supreme Court Case that ruled separate facilities based on race inherently unequal. Reversed Plessy v. Ferguson Sunbelt: VA to FL, extending to CA; saw a large population increase after WWII and rise of key industries Great Society: LBJ's platform; increased the size and involvement of the government in society. Extension of New Deal programs and Civil Rights (24th amendment, Civil Rights Act of 1964.) Immigration Laws of 1965: Reversed discriminatory quotas acts from the 1920s;

C H E C K I T O U T !

favored immigrants from Latin America and Asia Vietnam War: US aided the South (non-communist); led to sizeable, passionate, and sometimes violent protests, especially as the war went on Counterculture: "Hippies" - protested Vietnam War; rejected many ideas of their parents' generation; used marijuana; helped start a sexual revolution Détente: Easing of Cold War tensions between the US and Soviet Union (Examples include: SALT I and Salt II) Environmental Problems: Brought to the attention of the public by Rachel Carson and Silent Spring; helped lead to the creation of the EPA and Clean Air Act

Watch THIS video on Period 8 before you proceed. (10 minutes)

1. What is the “sunbelt?” Why did this area see an increase in population after WWII? 2. What was the image of a nuclear family in the 1950s? 3. What did the Immigration Act of 1965 reverse? 4. What was the message of Betty Friedan’s The Feminine Mystique? 5. Describe the rights the following groups hoped to achieve/did achieve:

• Latinos: • Native Americans: • Women: • Gay and lesbian activists:

6. What was the message and impact of Rachel Carson’s Silent Spring? 7. What was the goal of Lyndon Johnson’s Great Society? 8. How did the Presidency of Richard Nixon lead to a decrease of public trust in government?

The following questions are based on the beginning of the Cold War:

Hold Up!

9. What is Containment? 10. What was the purpose of the Truman Doctrine? How is this an example of Containment? 11. What was the purpose of the Marshall Plan? How is this an example of Containment? 12. Please describe the Cuban Missile Crisis.

The following questions are based on the Presidency of Harry Truman: 13. What was The “Fair Deal?” Was it successful? 14. Why did the US establish the North Atlantic Treaty Organization (NATO)? 15. How would George Washington view NATO based on his advice in his Farewell Address? 16. When China became a communist nation, how did that impact Truman? 17. What did Executive Order 9981 do?

The following questions are based on the Second Red Scare: 18. What were two reasons for the Second Red Scare? 19. What was the purpose of HUAC? 20. How is the “Hollywood Ten” an example of fear of communism? 21. How could Joseph McCarthy be seen as a demagogue? How did he contribute to the Second Red Scare? 22. What happens to individual rights and liberties during times of crisis?

The following questions are based on the Korean War: 23. How could the Korean War be seen as an example of Containment? 24. Why did President Truman fire General MacArthur? 25. What was the boundary between North and South Korea at the end of the war?

The following questions are based on the Civil Rights Movement of the 1950s and 1960s:

26. What did the Supreme Court rule in Brown v. Board of Education? Which

previous court case did it reverse? 27. What was the message of the Southern Manifesto? 28. Why did Eisenhower send troops to Little Rock, Arkansas in 1957? 29. How did the following contribute to Civil Rights? (Please make sure you know them in detail. These are so significant in American history.)

• Civil Rights Act of 1964: • Voting Rights Act of 1965: • 24th Amendment:

The following questions are based on the Vietnam War:

30. What is the “Domino Theory?” 31. What the impact of the Gulf of Tonkin Resolution? 32. Why did protests increase as the war continued? 33. What is Vietnamization? 34. What did the War Powers Act do? 35. What was the impact of the war on the economy?

Document Analysis “Greece is not a rich country. Lack of sufficient natural resources has always forced the Greek people to work hard to make both ends meet. Since 1940, this industrious and peace loving country has suffered invasion, four years of cruel enemy occupation, and bitter internal strife. The very existence of the Greek state is today threatened by the terrorist activities of several thousand armed men, led by Communists, who defy the government's authority at a number of points, particularly along the northern boundaries………… Meanwhile, the Greek Government is unable to cope with the situation. The Greek army is small and poorly equipped. It needs supplies and equipment if it is to restore the authority of the government throughout Greek territory. Greece must have assistance if it is to become a self-supporting and self-respecting democracy. The United States must supply that assistance. We have already extended to Greece certain types of relief and economic aid but these are inadequate.” - Truman Doctrine (Check out THIS video for a quick review.)

Document Analysis Questions

1. Why does Greece struggle economically according to the author? 2. Who is threatening the Greek government? 3. Please explain how each of the following people would view this request for aid.

• George Washington: • Henry Cabot Lodge: • George Kennan: • Charles Lindbergh:

4. How could this be seen as a turning point in US foreign policy?

HIPP Analysis 1. What is the Historical Circumstance of this document? 2. Who is the Intended Audience of this document? 3. What is the Point of View of the document? 4. What is the Purpose of this document? "The unwarranted decision of the Supreme Court in the public school cases is now bearing the fruit always produced when men substitute naked power for established law."

"The original Constitution does not mention education. Neither does the 14th Amendment nor any other amendment. The debates preceding the submission of the 14th Amendment clearly show that there was no intent that it should affect the system of education maintained by the States." "This unwarranted exercise of power by the Court, contrary to the Constitution, is creating chaos and confusion in the States principally affected. It is destroying the amicable relations between the white and Negro races that have been created through 90 years of patient effort by the good people of both races. It has planted hatred and suspicion where there has been heretofore friendship and understanding." - Southern Manifesto, 1956 (Check out THIS video for a quick review.)

HIPP Analysis 1. What is the Historical Circumstance of this document? 2. Who is the Intended Audience of this document? 3. What is the Point of View of the document? 4. What is the Purpose of this document?

“It is important that the reasons for my action be understood by all our citizens. As you know, the Supreme Court of the United States has decided that separate public educational facilities for the races are inherently unequal and therefore compulsory school segregation laws are unconstitutional. Our personal opinions about the decision have no bearing on the matter of enforcement; the responsibility and authority of the Supreme Court to interpret the Constitution are very clear. Local Federal Courts were instructed by the Supreme Court to issue such orders and decrees as might be necessary to achieve admission to public schools without regard to race—and with all deliberate speed. During the past several years, many communities in our Southern States have instituted public school plans for gradual progress in the enrollment and attendance of school children of all races in order to bring themselves into compliance with the law of the land. They thus demonstrated to the world that we are a nation in which laws, not men, are supreme.” - President Eisenhower’s Address About Little Rock High School, 1957 (Check out THIS video for a quick review.)

HIPP Analysis 1. What is the Historical Circumstance of this document? 2. Who is the Intended Audience of this document? 3. What is the Point of View of the document? 4. What is the Purpose of this document? “YOU express a great deal of anxiety over our willingness to break laws. This is certainly a legitimate concern. Since we so diligently urge people to obey the Supreme Court's decision of 1954 outlawing segregation in the public schools, it is rather strange and paradoxical to find us consciously breaking laws. One may well ask, "How can you advocate breaking some laws and obeying others?" The answer is found in the fact that there are two types of laws: there are just laws, and there are unjust laws. I would agree with St. Augustine that "An unjust law is no law at all." Martin Luther King, Jr. – Letter From A Birmingham Jail (Check out THIS video for a quick review.)

HIPP Analysis 1. What is the Historical Circumstance of this document? 2. Who is the Intended Audience of this document? 3. What is the Point of View of the document?

4. What is the Purpose of this document? “To promote the maintenance of international peace and security in Southeast Asia. Whereas naval units of the Communist regime in Vietnam, in violation of the principles of the Charter of the United Nations and of international law, have deliberately and repeatedly attacked United Stated naval vessels lawfully present in international waters, and have thereby created a serious threat to international peace….. Resolved by the Senate and House of Representatives of the United States of America in Congress assembled, That the Congress approves and supports the determination of the President, as Commander in Chief, to take all necessary measures to repel any armed attack against the forces of the United States and to prevent further aggression.” -- 1964, Gulf of Tonkin Resolution (Check out THIS video for a quick review.)

Document Questions 1. What is the impact of this document? 2. How does it affect checks and balances? 3. What was passed to limit/overturn this act?

HIPP Analysis 1. What is the Historical Circumstance of this document? 2. Who is the Intended Audience of this document? 3. What is the Point of View of the document? 4. What is the Purpose of this document? “I am acutely aware that you have not elected me as your President by your ballots, and so I ask you to confirm me as your President with your prayers. And I hope that such prayers will also be the first of many... If you have not chosen me by secret ballot, neither have I gained office by any secret promises. I have not campaigned either for the Presidency or the Vice Presidency. I have not subscribed to any partisan platform. I am indebted to no man, and only to one woman—my dear wife, Betty—as I begin this very difficult job... My fellow Americans, our long national nightmare is over... Our Constitution works; our great Republic is a government of laws and not of men. Here the people rule. But there is a higher Power, by whatever name we honor Him, who ordains not only righteousness but love, not only justice but mercy.” - President Gerald Ford’s Inaugural Address, 1974 (Check out THIS video for a quick review.)

HIPP Analysis 1. What is the Historical Circumstance of this document? 2. Who is the Intended Audience of this document? 3. What is the Point of View of the document? 4. What is the Purpose of this document?

Name: Period 9 (1980 – Present) Review Sheet

Welcome to Period 9! This period is the last period and is roughly 5% of the APUSH curriculum.

Potential Short Answer Questions/Essay Topics Include: • Just like period 1, you will not see a Long Essay or DBQ exclusively on this time period. You could see this time period combined with period 8, as was the case of the DBQ in 2015 on the rise of Conservatism. • Reasons for the rise of Conservatism • Impact of the end of the Cold War (Short Answer Question)

Why were these years chosen for this period? 1980 ushered in a Conservative Movement with the election of Ronal Reagan. The US increasingly traded with other countries as the world became more globalized. The 1990s was a prosperous time for many Americans and the 21st century saw the US involvement in the Middle East increase as a result of 9/11.

Key vocabulary terms to know for this time period: Check the following terms out on Quizlet HERE

Foreign Policy “Failures”: Helped lead to public distrust in government; example is Iran Hostage Crisis Taxation and deregulation as victories for conservatives: Tax rates decreased under Ronald Reagan and government regulation of businesses decreased as well Denouncing “Big Government”: Reagan criticized the growth of the federal government over the previous years (Great Society) Reagan Administration: Elected in 1980, focused on denouncing "Big Government", decreasing taxes, increased military spending Mikhail Gorbachev: Soviet leader that saw improved relations with Reagan, instituted glasnost and perestroika which helped lead to the downfall of the Soviet Union 9/11 attacks on the World Trade Center and Pentagon: Led to the war in Afghanistan, increased US involvement in the Middle East Conflicts in Afghanistan and Iraq: Afghanistan - response to 9/11; Iraq - concerns over WMDs and terrorism (no WMDs were found); both resulted in prolonged wars War on terrorism: Response to 9/11, US would actively fight terrorism throughout the world Free Trade Agreements: Goal is to increase trade among countries by reducing tariffs (NAFTA - no tariffs between US, Canada, and Mexico) Concerns over climate change: Continuing of the environmental movement of the 1960s and 1970s. Debates over sources of energy

C H E C K I T O U T !

Watch THIS video on Period 8 before you proceed. (10 minutes)

1. Identify and describe three reasons for the growth of conservatism: 1. 2. 3. 2. What were two successes of the conservative movement? 1. 2. 3. What were two failures of the conservative movement? 1. 2. 4. During Ronald Reagan’s first term, did he continue, or change relations with the Soviet Union? Provide an example to support your answer. 5. How did Reagan and Mikhail Gorbachev improve relations between the US and USSR? 6. Identify and describe two military and peacekeeping interventions the US participated in after the end of the Cold War. 7. What has happened to many manufacturing jobs after 1980? 8. What is the “rust belt”?

Hold Up!

9. What did the North Atlantic Free Trade Agreement do? Why were there debates over this agreement? 11. How has immigration changed since 1965? 12. Quick connection – what happened to immigration in the 1920s? 13. Why has the environment been a concern since the 1980s? 14. Why did the US engage in a conflict in Afghanistan? 15. Why did the US engage in a conflict in Iraq? 16. How has the war on terrorism led to debates over civil liberties?

Document Analysis “You and I, as individuals, can, by borrowing, live beyond our means, but for only a limited period of time. Why, then, should we think that collectively, as a nation, we are not bound by that same limitation?...... …..In this present crisis, government is not the solution to our problem; government is the problem….. …..It is no coincidence that our present troubles parallel and are proportionate to the intervention and intrusion in our lives that result from unnecessary and excessive growth of government.” - Ronald Reagan’s Inaugural Address, 1981 (Check out THIS video for a quick review.)

Document Analysis And Other Questions 1. What government “intervention and intrusion” did conservatives such as Reagan criticize? 2. What led to increased government spending in the 1960s and 1970s? 3. What were economic impacts of this spending in the 1970s and early 1980s?

HIPP Analysis 1. What is the Historical Circumstance of this document? 2. Who is the Intended Audience of this document? 3. What is the Point of View of the document? 4. What is the Purpose of this document? “We welcome change and openness; for we believe that freedom and security go together, that the advance

of human liberty can only strengthen the cause of world peace. There is one sign the Soviets can make that would be unmistakable, that would advance dramatically the cause of freedom and peace. General Secretary Gorbachev, if you seek peace, if you seek prosperity for the Soviet Union and Eastern Europe, if you seek liberalization, come here to this gate. Mr. Gorbachev, open this gate. Mr. Gorbachev, tear down this wall!” - Ronald Reagan, June 12, 1987 (Check out THIS video for a quick review.)

HIPP Analysis 1. What is the Historical Circumstance of this document? 2. Who is the Intended Audience of this document? 3. What is the Point of View of the document? 4. What is the Purpose of this document? “We will starve terrorists of funding, turn them one against another, drive them from place to place, until there is no refuge or no rest. And we will pursue nations that provide aid or safe haven to terrorism. Every nation, in every region, now has a decision to make. Either you are with us, or you are with the terrorists. From this day forward, any nation that continues to harbor or support terrorism will be regarded by the United States as a hostile regime.” - George W. Bush Address To Congress, September 20, 2001 (Check out THIS video for a quick review.)

HIPP Analysis 1. What is the Historical Circumstance of this document? 2. Who is the Intended Audience of this document? 3. What is the Point of View of the document? 4. What is the Purpose of this document?