Instructional Time % of the exam

1. 1491–1607 5% 5%

2. 1607–1754 10%

3. 1754–1800 12% 45%

4. 1800–1848 10%

5. 1844–1877 13%

6. 1865–1898 13%

7. 1890–1945 17% 45%

8. 1945–1980 15%

9. 1980–present 5% 5%

55 Multiple-choice questions – 40% of the overall grade

55 minutes (organized in sets of 2-6)

4 short-answer questions – 20% of the overall grade

45 minutes.

1 document-based question – 25% of the overall grade

60 minutes

1 long-essay question- 15% of the overall grade

35 minutes

COURSE THEMES

Identity

Work, Exchange, Technology

Peopling

Politics and Power

America in the World

Environment and Geography

Ideas, Beliefs, and Culture

The following are specific terms that are included in the curricular framework and may therefore appear on the AP U.S. History Exam.

Period 1 Terms

maize cultivation Great Basin Great Plains hunter-gatherer economy agricultural economy permanent villages

Western Hemisphere Spanish exploration Portuguese exploration West Africa encomienda system slave labor plantation-based agriculture empire building feudalism capitalism white superiority political autonomy cultural autonomy

Period 2 Terms

Spanish colonization French colonization Dutch colonization British colonization intermarriage cross-racial sexual unions indentured servants Atlantic slave trade overt resistance covert resistance New England colonies Puritans homogeneous society diverse middle colonies staple crops Pueblo Revolt English view of land ownership and gender roles “Atlantic World” African slave trade Anglicization Enlightenment ideas British imperial system mercantilist economies

Period 3 Terms

French-Indian fur trade encroachment Seven Year’ War colonial elites artisans loyalists patriots French Revolution George Washington Washington’s farewell address republican government natural rights Thomas Paine Common Sense legislative branch

Declaration of Independence Articles of Confederation property qualifications Constitution separation of powers Bill of Rights federalism ratification process American Revolution multi-ethnic multi-racial backcountry mission settlements trans-Appalachian west Northwest Ordinance Republican Motherhood free navigation of the Mississippi

Period 4 Terms

participatory democracy constituencies Federalists Democratic-Republicans Democrats Whigs Second Great Awakening human perfectibility (perfectibility of man)

secular reforms international slave trade free African Americans

xenophobia steam engines interchangeable parts

canals railroads agricultural inventions textile machinery telegraph arable land

semi-subsistence agriculture urban entrepreneurs the American System

market revolution national bank tariffs

internal improvements Louisiana Purchase Missouri Compromise

Period 5 Terms

Manifest Destiny Mexican-American War intensified sectionalism slave-based agriculture abolitionists nullification slavery as a positive good secession Compromise of 1850 Dred Scott case Kansas-Nebraska Act Republican Party 24

Second American party system Abraham Lincoln free-soil Confederacy Union radical Republicans

Emancipation Proclamation 13th Amendment sharecropping system

14th Amendment 15th Amendment

Period 6 Terms

big business urbanization Gilded Age subsidies monopolies Social Darwinism conspicuous consumption New South tenant farming sharecropping People’s (Populist) Party national parks increased southern and eastern European immigration “Americanize” political machines settlement houses women’s clubs self-help groups transcontinental railroads assimilation policies laissez-faire economics Plessy v. Ferguson Social Gospel

Period 7 Terms

Great Depression Progressive reformers laissez-faire capitalism limited welfare state New Deal tradition v. innovation urban v. rural management v. labor native born v. new immigrants fundamentalist Christianity v. scientific modernist white v. black idealism v. disillusionment Harlem Renaissance xenophobia freedom of speech Red Scare “Great Migration” closing of the frontier Spanish-American War Philippines neutrality Woodrow Wilson American Expeditionary Force Treaty of Versailles League of Nations unilateral foreign policy isolationism Pearl Harbor Axis powers

Period 8 Terms

World War II containment Korean War Vietnam War decolonization nationalist movements Middle East military-industrial complex desegregation

non-violent civil disobedience Brown v. Board of Education Civil Rights Act of 1964Lyndon Johnson “Great Society” baby boom middle-class suburbanization “Sun Belt” Immigration Act of 1965 nuclear family counterculture

Period 9 Terms

neo-conservatism deregulation of industry “big government” end of the Cold War Ronald Reagan Mikhail Gorbachev

interventionist foreign policy September 11, 2001 war of terrorism World Trade Center war in Afghanistan war in Iraq climate change internet

AP US History Vocabulary

Abolitionists

Adams, Abigail

Allen, Richard

American Expeditionary Force

American Federation of Labor

American Indians

American Protective Association

American Revolution

American system

Annexing Texas

Anthracite coal mining

Asian Americans

Articles of Confederation

Atlantic Charter

Atomic Bomb

Audubon, John

Axis Powers

Bakke vs. University of California

Baldwin Locomotive Works

Battle of Fallen Timbers

Beat Movement

Beaver Wars

Bellamy, Edward

Bill of Rights

Black Panthers

Boomtown areas of West

Braceros program

Brown vs. Board of Education 26

Bruce, Blanche

Common Sense (Thomas Paine)

Canals

Calhoun, John C.

Carson, Rachel

Caste system

Chief Joseph

Child, Lydia M.

China, trade with

Chinese Exclusion Act

Chinook

Civil Rights Act of 1964

Clayton Anti-Trust Act

Clean Air Act

Clipper Ships

Closing of the frontier

Cold War

Colored Farmer’s Alliance

Columbian Exchange: horses, cows, sugar, silver, smallpox, corn, potatoes

Committees of correspondence

Compromise of 1850

Conspicuous consumption

Containment

Constitution (US)

Contract with America

Corridors

Cult of domesticity

Dawes Act

Declaration of Independence

Decolonization

Deficits, budget

De Las Casas, Bartolome

Democratic Party

Democratic-Republican Party

Department of Interior

Détente (mutual coexistence)

Dollar Diplomacy

Dominion of New England

Don’t Ask, Don’t Tell

Dred Scott 27

Dutch colonial efforts

Election of 1860

Emancipation Proclamation

Evangelical Christian churches

Federalism

Federalists

Federal Deposit Insurance Corporation (FDIC)

Federal Reserve Bank

Federal Writers’ Project

Feminine Mystique

Finney, Charles

Focus on the Family – 1980’s

French Revolution

Freedom of speech

Free trade agreements

George, Henry

Gettysburg

Gilded Age

Ghost Dance Movement

Gold Rush

Gorbachev, Mikhail

Gospel of Wealth

Gradual emancipation, Pennsylvania

Grange

Great Society

Great Awakening

Great Migration

Griswold vs. Connecticut

Hamer, Fannie Lou

Hamilton’s Financial Plan

Harlem Renaissance

Hartford Convention

Health Care Reform debate – 1990’s

Holding companies

Homestead Act

Hopper, Edward

Hudson River School

Huron Confederation, dispersal of

Hydrogen Bomb

Immigration Reform and Control Act of 1986 28

Imperialist (anti-imperialists)

Indian Removal Act

Inflation – 1970’s

Interchangeable parts

Internet

Internment of Japanese

Interstate Commerce Act

Intolerable Acts

Iranian Hostage crisis

Iroquois Confederation

Jays Treaty

Jazz

Johnson, Lyndon

Joint-stock company

Jones, Mother

Kansas-Nebraska Act

Kelley, Florence

Kentucky and Virginia Resolves

King Phillips war

Knights of Labor

Know-Nothings

Korean War

Laissez-faire

Land grant colleges

Las Gorras Blancas

Latinos

League of Nations

Letters from a Pennsylvania Farmer

Lewis, John L.

Lincoln, Abraham

Little Big Horn

Little Turtle and the Western Confederacy

Locke, John

Long, Huey

Lowell system

Louisiana Purchase

Loyalist

Manhattan Project

March to the Sea, (Sherman)

Mariano Vallejo 29

Maroon communities

Marshall, Thurgood

Maryland Act of Toleration

Massive Retaliation

McCulloch vs. Maryland

Mechanical reaper

Medicare

Medicaid

Mestizo

Metis

Mexican-American War

Mexican Intervention

Military-industrial complex

Minstrel shows

Missouri Compromise

Mission settlements (missionaries)

Miranda vs. Arizona

Mission system, Spanish

Molasses Act

Monroe Doctrine

Moral Majority

Moreno, Luisa

Morgan, J.P

Mormons

Mulatto

National Bank

National Parks

National Recovery Administration

Navigation Acts

NAWSA – National Woman Suffrage Association

Neutrality Acts

New Deal

New immigrants vs. native-born

North American Free Trade Agreement

Northwest Ordinance

Nuclear arsenal

Nullification

Nullification crisis

“Oregon Border dispute”

Parochial schools 30

Paxton Boys

Perry, Commodore Mathew

Pontiac’s Rebellion

Praying towns

Proclamation of 1763

Proclamation of Neutrality

Pueblo

Oil crises

Oil Embargo

Onate, Juan de

OPEC (Organization of Petroleum Exporting Countries)

Patriot

Pearl Harbor

Pennsylvania, founding of

People’s Party (Populists)

Pinckney’s treaty

Planned Parenthood vs. Casey

Plessy vs. Ferguson

Portuguese Explorers

Positive good

Postwar optimism

Praying towns

Proclamation of 1763

Proclamation of Neutrality

Property qualifications to vote

Progressive reformers

Pueblo revolt

Reagan, Ronald

Referendum

Religious fundamentalism

Railroad building

Republicanism

Red Scare

Republican Party

“Republican motherhood”

Revels, Hiram

Rock and roll

Rockefeller, John D.

Roosevelt, Franklin

Rousseau, Jean 31

Sand Creek Massacre

Scots-Irish

SDI (Star Wars Defense Initiative)

Shays’ Rebellion

Schlafly. Phyllis

Secession

Second Great Awakening

Seminole Wars

Seneca Falls Convention

Separation of powers

September 11, 2001 attacks

Sepulveda, Juan de

Settlement houses

Seven Years’ War

Sextant

Sharecropping

Shays Rebellion

Sierra Club

Slater, Samuel

Smallpox

Smalls, Robert

Smith, Adam

Social Darwinism

Socialism

Social Security Act

Sons of Liberty

Space race

Spanish-American War

Stanton, Elizabeth C.

States’ rights

Stamp Act

Start I

Stimson Doctrine

Steel plow

Steinem, Gloria

Students for a Democratic Society

Subsidies

Suez Crisis

Tax cuts, Reagan and Bush

Telegraphs 32

Tennessee Valley Authority

The Affluent Society

Thirteenth Amendment

“Triangular Trade”: furs, tobacco, Carolinas-rice, Barbados - sugar

Urban middle class

Utopian societies

US Fish Commission

Vaqueros

Vietnam War

Walker, David

Wampanoag

War Hawks

Warren, Mercy Otis

Wars: Afghanistan, Iraq, Korea, Vietnam, Mexican-American, Spanish-American, World War I,

World War II, Civil War, American Revolution, against the Indians, on Terror,

Afghanistan and Iraq,

Washington, Booker T.

Washington, George

Washington’s Farewell Address

Watergate

Washington naval Conference

Webster-Ashburton Treaty

Wells, Ida B.

Whigs

Wilson, Woodrow

Women’s rights movement

Women’s Christian Temperance Union

World Trade Center

Wool Act

Worcester vs. Georgia

Xenophobia

Yiddish Theater

Zambo

13th amendment

14th amendment

15th amendment

Native American history present: tribes, battles and issues in Illustrative examples:

Algonquin

Catawba Nation

Chickasaw Wars

Chief Joseph

Chinook

Dawes Act

Ghost Dance Movement

Huron Confederation, dispersal of

Indian Removal Act

Seminole Wars

Iroquois Confederation

Little Turtle and the Western Confederacy

Pontiac’s Rebellion

Praying towns

Wampanoag

King Phillips war

Pueblo Revolt

Sand Creek Massacre

Little Big Horn

Inventions:

Radio

Motion pictures

Automobiles

Mechanical reaper

Sonar

Steel plow

Telegraph

Geography: terms and places

Great Basin,

Atlantic World

Western Great Plains,

Atlantic Seaboard

Middle East

Sun Belt

West (depends upon the period of time under study)

Trans-Appalachian West

Western Hemisphere

Northeast

Mid-west

Northwest Territory

West Indies

The Pacific

Caribbean

Latin America

Philippines

France

Haiti

Interior regions – the middle part of contemporary United States (i.e. Great Lakes Region

Frontier vs. Tidewater Va.

Other “conceptual” terms present – groups, eras, trends

African Americans

African chattel

American Indians

Anglicization

Antebellum reform

Asian Americans

Atlantic slave trade

Autonomous political communities

Autonomy

Baby boom

Big government -

British colonies

British Empire

Capitalism

Civil liberties

Civil rights movement

Civil War

Class

Cold War

Colonial independence movement

Colonization

Columbian Exchange

Communism

Conservation

Conservatism

Confederacy

Confederate States of America

Communications revolution – increasing rapidness of communication in antebellum period. Telegraph, clipper ships and mail

Constitutions

Corporate growth

Counterculture

Culture

Cultural blending

Democratic ideas

Demographic changes

Depression, Great

Desegregation

Economies

Economics

Encomienda system

Enlightenment

European expansion (global perspective)

Evangelical religious fervor

Evangelical Christian Churches – modern fundamentalist churches that rejected the liberalism of post-World War II generation.

Expansion, expansion

Exploration and conquest of America

Federalism (make sure to define states’ rights)

Foreign policy

Free-labor manufacturing economy

Fundamentalism, religion

Gender

Gilded Age

Globalization, economic

Great Awakening, First

Great Awakening, Second

Great Depression

Great Migration

Great Society

Harlem Renaissance

Hereditary privilege

Hispanics

Imperialism (imperial system)

Independence movements (British colonies, emergence of democratic ideals)

International migrants

International security system – system of collective security amongst western nations against communist aggression

Internal migrants

Latinos

Liberalism

Limited welfare state

Industrialization

Intermarriage

International affairs

Labor systems

Labor unions

Liberalism

Manifest Destiny

Markets

Mercantilist economic aims (mercantilism)

Migration

Middle-class suburbanization

Mexican-Americans

Native American

Nativism

Neutral trading rights

Participatory democracy

Personal liberty

Political machines

Political parties

Populist movements – grassroots movements that middle class and laborers support (not just the Populist movement or Agrarian revolt of the 1890’s)

Presentism

Progressive reformers

Racial stereotyping

Racial gradations

Ratification

Reconstruction

Red Scare

Regional economic specialization – Antebellum growth of divergence in economies between Northeast, South and West

Republican self-government

Shared labor market – sharing of labor between eastern and western hemispheres during colonial period.

Secession

Sectionalism

Self-government

Segregation

Slavery

Social Darwinism

Social Gospel

Social justice

Social safety net

Trans-Atlantic print culture

Women’s Rights Movement

Long-Essay Rubric // Final score: (6)

Thesis:

Not present or a restatement of the question (0)

Clear statement present; it answers all parts of the question (1)

Comments:

Support for Argument:

Supports thesis with some evidence (1)

Clearly develops argument with appropriate evidence throughout essay; clear linkage between thesis and argument (2)

Comments:

Synthesis:

Not present: (0)

Present and how seen: (1)

Counterargument & development / Additional appropriate area of analysis / Connects to other historical periods, geographical contexts, or circumstances

Comments:

Extended Analysis of Documents

Four ways to extend the analysis of primary sources include correctly analyzing:

Author’s Point of View (POV) Author’s Purpose Author’s Audience Historical Context

Point of View (POV)

The best way to earn the Point of View (POV) point is to go beyond the basic identity of the source author and the source itself, as described in the document source line. In order to write a successful POV statement, you should try to establish a better understanding of the identity of the author; you can do this by asking yourself questions about the author and the source. What is the author’s profession? What is the author’s gender or social class? What religion does the author follow? Does the author have an identifiable ethnicity, nationality, or other allegiance to a particular group? Once you’ve asked these questions, go further and explain how one of these factors may have influenced the content of the source. Your complete POV statement should both identify an influence that may have shaped the author or source and explain how that particular influence specifically affected the content of the document.

Put simply, to do POV identify an important aspect of WHO the author is, and explain HOW the author’s personhood might have impacted what they wrote.

Author’s Purpose

Author’s Purpose can be thought of as the goal sought by the author. It involves identifying the author’s endgame, what they hope to accomplish, and why they are writing the document. Common purposes include attempts to inform, to entertain, to persuade, to influence, to teach, to record, requirements of the author’s job or profession, to describe, self-aggrandizement, and/or to regulate (as in laws or rules).

If you pick up on a ‘purpose’ of the author in producing the document write sentences which describe the purpose conveyed. In describing author’s purpose in creating a source include the phrases “the author’s purpose in writing was to ______” and “is shown by______.”

Author’s Audience

Author’s Audience – Authors sometimes express attitudes about the people they are writing to influence. Authors occasionally express attitudes such as respect, deference, disdain, dislike, camaraderie, superiority, inferiority, and etc., toward their audience. To comment on an author’s tone toward their audience it is necessary to identify both the audience and the particular tone expressed. If you pick up on a ‘feeling’ of the author about their audience write a sentence which describes the attitude conveyed, label that feeling, and include the phrase “the author’s tone expressed an attitude of ______ toward their audience who was ______”. Go further and provide an explanation of what specific elements of the passage show this.

Historical Context

Analysis of ‘Historical Context’ involves connecting a document to specific historical events, to specific circumstances of time and place, and/or to broader regional, national, or global processes. Identifying the Historical Context places the document within broader trends contemporary to the source. It might also connect the document across time to earlier and later eras, or across space to events happening in different places.

To place a document within an historical context, identify the particular historical trend or process in which the document fits. Write a sentence which describes the context, explain how the document participates in that historical trend or process. Include the phrase “the historical context of this document is ______ “.

New Guidelines for DBQs

Pre-writing strategies

1. Read the question carefully. Understand that you are to answer a question, not simply to discuss the documents. Approach it as an essay question for which you DON’T have documents.

2. Make certain you understand what the question asks you to look for in the documents.

3. Establish potential categories BEFORE you examine the documents. If the question gives you categories, use those categories.

4. After you read the question and BEFORE you examine the documents, jot down all of the specific factual information that comes to mind from that time period relative to this question.

5. Have a gut reaction as to how you’re going to answer the question BEFORE you read the documents.

Examining the documents

The DBQ will be scored on a scale of 0-7 using an analytic rubric. That means you get points for doing certain things. You must be CERTAIN to do these things.

1. You MUST analyze the content of ALL OR ALL BUT ONE of the documents and use that analysis to explicitly support your thesis. You will not be given points if you only imply or hint at how the information in the document answers the question. Directly state how and why the information supports your argument. You will not get points for simply telling what the document says.

2. Additionally you MUST do at least ONE of the following for ALL OR ALL BUT ONE of the documents.

analyze the intended audience of the document and how that affects the credibility of the document relative to your argument

analyze the purpose for which the document was written

analyze the historical content of the document

analyze the author’s point of view and explain why the author might have that point of view

3. You MUST use the documents as clues to bring in information from the time period that is not mentioned in the documents.4. You MUST explicitly connect the information from the documents and outside information to broaden historical events or trends.

5. You MUST synthesize your argument, evidence, documents, and context into a persuasive essay by doing ONE of the following:

extend or modify your thesis or argument

account for contradictory evidence from primary or secondary source

appropriately connects the topic of the question to other historical periods, geographic areas, contexts, or circumstances. In other words, how does this question fit in with the things that came before or after it.

Writing strategies

1. Start with a thesis statement by taking a position that DIRECTLY answers the question, establishes categories, and gives direction to those categories. You will get NO points for simply restating the question or turning the question into a statement.

Examples:

Question: To what degree did the American Revolution result in fundamental change politically,economically, and socially between 1776 and 1800?

No credit: The American Revolution resulted in fundamental change politically, economically, and socially.

Credit: The American Revolution resulted in fundamental political change as the United States moved from the unitary system under Great Britain to the federal system under the Constitution. Economically there was moderate change as the U.S. moved from a mercantilistic economy to a free economy. Socially there was little change as the women and African American gained few rights.

2. Begin every paragraph with a topic sentence that directly answers the question and gives yourself something to prove.

46

3. Use ALL OR ALL BUT ONE of the documents and explicitly use the information to support your thesis or argument. Be certain to directly discuss how and why the information supports your

thesis.

4. Remember to discuss one or more of the following for ALL OR ALL BUT ONE of the documents.

analysis of the intended audience of the document and how that affects the credibility of the document relative to your argument

analysis of the purpose for which the document was written

analysis of the historical content of the document

analysis of the author’s point of view and explain why the author might have that point of view

(Note: Do not become bummed out if you can’t use or explain all or all but one of the documents. You may still receive a reduced number of points for doing that, so don’t give up, just do the best you can.)

4. Bring outside information that is not included in the documents and explicitly use the information to support your thesis or argument. Be certain to directly discuss how and why the information supports your thesis.

5. End every paragraph with a clincher sentence that directly ties the entire paragraph back to your thesis and directly answers the question.

6. Provide synthesis that does at least ONE of the following:

extends or modifies your thesis or argument

accounts for contradictory evidence from primary or secondary source

appropriately connects the topic of the question to other historical periods, geographic areas, contexts, or circumstances. In other words, how does this question fit in with the things that came before or after it.

Document 1Who is the intended audience?

What is the point of view of the document and why (introduce background of the author)?

What is the author’s purpose in writing?

What broader national or international events or trends could this document be linked to (context)?

What outside information not mentioned in the documents does this document bring to mind?

In one concise sentence express at least two of the above and tie to answering the question ?

Test Taking Strategies – For students

1.) List + Define the common language present in Multiple Choice ?sa. Conflicts, Undermines, Continues, most directly…challenged, associated, reflected,

contributed, foreshadowed, illustrates, and undermine etc etc.2.) TEXT – crucial to understand the context of where the source is coming from

a. Time period – if it’s from the revolution there’s a STRONG chance it’s not going to be an answer about Reagan! Periodization!

b. Who is saying it? – Number 1-3 on the practice test used Benjamin Franklin writing about George Whitefield, teach students to see Ben Franklin and think ‘individual thinker, enlightenment, not very religious’ so when they see the question about Whitefield they won’t get wrapped up in religion and will think more about the individual thought aspect from Franklin’s perspective.

c. Location and writing piece – is it an autobiography? a first hand account? a bystander, media source?

3.) DISTRACTORS – ‘Slash and Trash’ – Put information into 3 different bucketsa. ‘No way, jose’ – Useless, no way this is right, ‘it’s a question about Native Americans, Bill

Clinton cannot possibly be included in the answer.’b. ‘Possibility’ – There’s a chance, but you don’t love it.c. ‘Love it’ – You really think this it the one. Now go back and compare it to the possibilities

and other love it answers4.) GENERAL STRATEGIES

a. this is 4 individual tests, not just 1 3:15 test. Make them think it won’t be bad at all once you break it down that way.

5.) PAST/PRESENT/FUTURE paradigm – basic cause and effecta. before you answer, think about the context of this piece, what was happening before

that caused it, what is happening at the time, and what are the after effects of this ?.6.) DECODING – have them ask themselves the following -

a. If you have little understanding of the question – ask What do I already know and apply it to the question.

b. is the word you’re having trouble with – ask Is it necessary to understand the question?c. Ask yourself – Can I come up with a synonym for the word ?d. Ask yourself - Is the word negative or positive? Large or small? Etc. Get students to do

these things on their own throughout the year7.) TIME – If you are spinning your wheels on a question (read twice and no understanding or

possibility of getting it) or they are very long passages skip and come back to the question. You don’t want to miss questions you can get correct because you never get to them.