AP US History Survival

& AP Exam Study

Guide
Your Guide to Reading, Writing,
Multiple Choice Exams, FRQ’s,
& DBQ’s.

Mr. Trost
AP US History
Lynnwood High School
 AP US History Exam Study Guide

Structure of the Examination

Part One, 80 multiple-choice questions. You have 55 minutes. You are not able to refer to the
multiple-choice questions for facts and ideas to include in your essays.

Part Two, every student must answer the DBQ, which is question number 1. You are given 6 to 12
documents to analyze in order to answer a question relating to a particular historical circumstance,
event, issue, or theme. For your second essay, you select either question 2 or 3 to answer a question
covering the period from colonization to Reconstruction. For your third essay, you select from
questions 4 and 5 to answer a question covering the period from Reconstruction to the present. You
have a total of 130 minutes to write your three essays. Included in this 130-minute period are 15
minutes dedicated to the document-based question: to read the documents, analyze the documents, and
outline your DBQ essay. It is recommended that you use 5 minutes to outline each essay, leaving you
with 40 minutes to write the DBQ and 30 minutes to write your two essays selected from each pair.
Takes three hours and five minutes: the 55 minute multiple-choice section. The 15 minute reading
period for the document- based question, and the 115- minute essay section.

Specifications for the Examination

The specifications for the multiple-choice questions are arranged by topic as follows. 35 percent are
political history and government questions, 35 percent are social history, 15 percent are diplomatic
history, 10 percent are economic history, 5 percent are intellectual and cultural history. The
chronological specifications are as follows: 15 percent from 1607-1789 period, 45 percent from the
1790-1916 period, 30 percent from the period of 1917 to the present, and 10 percent are a mix of
questions from among these time periods, known as cross points. Few topics before 1607 appear in the
multiple-choice questions.

The time period from which the DBQ will come will published annually in the AP Course Description
for History, popularly known among AP teachers as the “Acorn Book.” This publication is sent each
year to the AP coordinator for your school.

Political and government history; social history; diplomatic history; economic history; and intellectual
or cultural history. Remember that since political history and social history constitute 70 percent of the
specifications of the multiple-choice questions, more than one political or social history essay question
may appear.

The instructions might direct you to write on one twentieth-century president and one late-nineteenth
century president. Questions recently appeared, however, on the rise and decline of the Puritans, on
the characteristics of religion in the colonial era, and on the election of 1968. You should be aware
that the colonial era is defined as ending in 1789.
 Grading The Examination
The US History AP examination is a tough, discriminating examination. It is designed to differentiate
among the students who take the examination. The average score for the multiple choice section is 55
to 60 percent correct. You must prepare for the psychological shock of taking a test and feeling that
you probably correctly answered only 6 out of every 10 questions.

Each multiple-choice question is worth 1.125 points for a total of 90 points for the 80 questions. The
document-based essay and the second and third essays are each graded on a scale of 0-9. The DBQ
essay is 45 percent of the essay portion and the other two essays are each 27.5 percent, or 55 percent of
the essay portion. The DBQ score and the two essay scores are multiplied by a weighted factor to give
a point total on a 90 point scale. the essay potential score of 0-90 and the 0-90 potential score on the
multiple choice section add up to 0-180 scale.

AP Course Survival Skills

Getting The Facts
You need tools for studying and writing history: facts and concepts. No shortcuts exists for acquiring
a body of factual information. You must work at it! You need facts about individuals, ideas,
relationships, groups, conditions, and major societal forces to support the arguments you present.
Because history suffers from too many facts, you as a student must select only the appropriate and
significant ones to support your concepts.

Always cluster your facts around a concept. A concept is an idea, scheme, or design used to groups
facts. Be able to elaborate upon each concept with at least three to five factual supports. Don’t just
touch upon a concept or compile a list of facts.

Use concepts to organize your thoughts toward achieving high-level thinking skills of analysis,
synthesis, evaluation, and interpretation. Most essay questions invite or force you to answer within the
concepts raised in the question, ”The Populist Party foolishly sought political solutions to economic
problems. Assess the validity of this statement.” What were those economic problems, what were the
political solutions proposed, and how does the element of foolishness fit in?

One approach to answering the question is the following outline, which first describes the political
solutions before addressing the economic problems. The question divides into two major conceptual
areas: political and economic. The wording of the question asks you to comment on the foolishness of
the political solutions and why these political solutions did not solve the farmers’ economic problems.

Example
I. Political Solutions
A. Sought political reforms designed to make government more responsive to the people.
1. direct election of the senators
2. referendum
3. Initiative
(Foolishness: they assumed that their demands would lead to a more sympathetic hearing
for their problems, yet farmers were becoming a smaller percentage of the population.
Farming was changing from a way of life to a business.)
 B. Sought political reforms to break the close alliance between the government and the big
business and the favoritism shown by the government for the rich and powerful.
1. Governmental ownership of railroads, telephones, and telegraphs.
2. Municipal ownership of public utilities.
3. Long haul, short haul discrimination.
4. Morgan rescue of the U.S. Treasury.
5. Income tax amendment
C. Political reforms to ease the farmers’ economic plight.
1. Reduce mortgage rates
2. Easement for debt
3. free silver.
4. stop favoritism of high tariff
( Please remember that this is only a conceptual outline. All or most of the following facts
fit under the concept of free silver: Civil War inflation, greenbacks, Granger Movement,
Greenback Party, bimetallism, demonetization of silver, Crime of ’73, Gresham’s law,
Bland-Allison Act, cheap money, 16-1, cross of gold speech, Bryan vs. McKinley)
II. Economic Problems
A. Expansion of agriculture
1. Acreage cultivated doubled
2. Increased number of farms
3. Great increases in production
4. Increased number of tenant farmers
(Yet paradoxically the percentage of farmers relative to the rest of the population
declined. There were too man marginal farmers, and their political, social, and economic
status declined)
B. Application of machinery to farming
1. New sources of machines and power
2. costs too high for marginal farmers
C. Application of science to farming
1. New methods of fertilizing
2. Prior tradition of government aid for farmers: Morrill Act, Hatch Act.
(Farming changed from a way of life to a business. The farmers were victims of their own
success. They grew too much, overproducing for the new expanded world market in
which they now sold their goods.)
III. Conclusion.
Society was changing, the agriculturally based society and isolated island communities were
disappearing, farmers becoming seen as hayseeds, Jefferson’s noble yeoman gone. Federal
government had played a role in the expansion of agriculture, and therefore the farmers demand for
governmental aid did not suggest a new departure. The new image (not reality) of laissez-faire
however, worked against the farmers’ hopes for political solutions.
In addition, by the 1890’s the farmers problems were unsolved by political proposals. The 1890’s
was a period of party realignment that ended the third party system emerging.

You may look at the concepts roughed out in this outline, and think that you could never
duplicate it. You can with practice, practice, practice! Study to master both facts and concepts.
After reading as assignment, think about the concepts involved. The key to answering any essay
question is to organize it conceptually. The way to be prepared to organize an essay is to have
already thought in terms of the concepts surrounding the topic. The first step in answering an essay
question is to decide what concepts apply and how you are going to organize answer. Outline your
answer conceptually and fill in the facts to support your concepts. Part of the judgment of your
essay is the quality and quantity of factual support. Note that quality of facts is listed first because
appropriate and significant facts count more that related facts.
A historian doing research builds from the empirical to the conceptual to the general. He (or she)
assembles a collection of facts based upon detective work. Then he brainstorms through the
material, conceptualizing it first one way, then another, ad selects the method that presents the
story best. After sufficiently digesting and analyzing the facts and concepts, he recounts the history
in his own words.
A student must answer an essay question in the opposite way that a historian researches history.
Identify the concepts and generalization the question, then assemble the appropriate facts. Unlike
the historian doing research, you select the facts and concepts. The essence of answering an essay
is to provide a firm conceptual framework with adequate factual support.
When you encounter an essay question, decide what concepts are appropriate. “the North didn’t
win the Civil War, the South lost it. Explain.” How many ways can a nation lose a war? The South
could have lost for political, economic, diplomatic, or military reasons. Politically the south
suffered a lack of cohesion, a bad governmental structure for waging war, poor leadership, division
of goals and means, and the burden of simultaneously creating a new government. Economically
the south suffered from a lack of resources, the overwhelming might of the north, too few banks,
mismanagement of resources, too little industry, and structural defects such as a poor railroad
system. Diplomatically the south proved unable to gain allies, to find an outlet for its cotton, or to
receive, recognition as a nation. Militarily the south may have pursued outdated military strategy
and tactics, lacked a unified command structure, and been hampered by to little attention to
organization and discipline. You ideally should select at least three or five major concepts for
answering the question with three to five facts supporting each concept. Which concepts you select
is determined by which concepts you understand well enough to write about and which concepts
you feel you have sufficient facts to support. A conceptually weak esay with excellent facts is also
inadequate. Always ask yourself: What are m conceptual arguments and are they factually
supported?
You might consider some of the following economic concepts for an essay question dealing with
economics: competition, scarcity, supply and demand, resource allocation, opportunity cost,
technology, invention, industrialization, interdependence, conservation, and land use patterns. A
question concerning an increasing or decreasing economic role for the federal government should
include a consideration of the simple question of who gained and who lost from the shift in policy.
Which individuals, classes, sections, regions, leaders, parties, ideas, or forces won? The decision to
create the Interstate Commerce Commission in 1887 was a victory for something over something
even if it was a hollow victory. Think and analyze before you write. You otherwise run the risk of
writing the following: “And so, to solve some kind of problem they created the ICC, and lived
happily ever after.” What problem? Who is they? Lived happily ever after? Such writing is so easy
to grade.
You might include some of the following concepts for a question concerning beliefs and ideas:
values, sovereignty, equality, liberty, natural rights, attitudes, ideology, cultural conflict, liberty
versus order, religion, myth, individualism, and moral beliefs.
Decide what political concepts apply to a political question. Three great ideas-liberty, equality,
and fraternity-dominated both the French revolution and its subsequent historiography. One cannot
write anything on the French revolution that ignores these ideas.

If a question asks for the causes of something, be aware of the diverse explanatory concepts that
surround the general concept of causation. Differentiate between long- and short-run causes.
Remember that most events have multiple causes, and assign relative weight or significance to a
few. That is, identify one as the major cause, a second as the most important, and lump the rest
together as contributing causes. Don’t forget failure as a cause, since the new in history often
springs from the defects of the old. Certainly one of the causes of the adoption of the Constitution
was the failure of the Articles of Confederation.

Reading A Textbook
Read your textbook assignments as soon as they are assigned. Many students make the mistake
of thinking that since only reading is involved they can read two or three chapters at once. Reading
a chapter is not the same as studying a chapter, and not the same as understanding a chapter. Look
for generalizations, explanations, and interpretations as you read. Textbook authors do not hide
their topic sentences; they are usually the first sentence in each paragraph.

Never simply begin reading a textbook. First look through the entire assignment—notice the
chapter title, the subheadings, and all the picture caption, cartoons, graphs, and so forth. Become
familiar with the topic before you read. Second, skim the assignment. You might even read one
subsection at a time. Next, skim it again. This approach is preferable to reading the entire
assignment twice. Concentrate when you read. Reading only words is a waste of time. If
someone asks you what you have read when you finish you should be able to say more than simply
“fifteen pages.” You might as well have read it backward!

Recent research on reading comprehension indicates that those who learn material keep going
over and over it until they understand. Don’t get discouraged. Comprehension rates differ from
student to student. Another technique is to read the first and last paragraphs of the assignment.
Still another is reading the first sentence of each paragraph before or after reading the assignment.
Teachers do students a disservice by calling it a “reading assignment.” For the student it is a
“study and mastery assignment.”

Reading a Secondary Source

You will occasionally encounter a secondary source: a journal article, a monograph, or an
interpretation. The author usually hits you between the eyes with his thesis: “this author believes
that...””In this article I will prove that...””One cannot escape the conclusion that slavery was an
unprofitable economic burden on the South.”

Ask yourself: what is the author trying to prove? Most secondary source arguments are so
emphatically stated that they are overstated. What are the author’s assumptions? What is his point
of view? How does this source compare to other sources you have read? Teachers assign
secondary sources to illustrate a point of view on a disputed concept. Ask yourself what the
concept is and what point of view is represented. This is the stuff from which essay questions
spring. Be critical as you read; be an active participant in the study of
history.
 How to Write an Essay
The Essay As An Opportunity
An essay gives you the freedom to make a statement in a unique way, but first you must have an
argument worth writing and reading. Avoid the temptation to write everything you know or to tell
a pleasant story.

An essay allows you to demonstrate your ability to organize material. Everyday conversation is
disorderly; writing should not be. Think through and organize your answers to practice essay
questions. Take a second look at your creation the next day. While working on a project we
frequently feel profound, but Monday’s masterpiece is often Wednesday’s drivel. If possible, give
yourself time to reflect on your written work.

The words used in an essay must do more than just communicate. Don’t write about a subject;
write to persuade. Be careful of abstract words such as democracy, progress, success, and
individualism. Certain abstract words carry a wide range of definitions and connotations. Take the
time to define an abstract word to yourself even if you do not incorporate the definition into your
essay. It helps you focus on that aspect of the word the essay question intends.

Use adjectives to convey the amount of generality or specificity needed for a particular sentence.
“Merchants led the revolt against Great Britain.” “Urban merchants extensively engaged in
imperial trade led the revolt against the newly enforced British navigation acts.” The first of these
two sentences is vague, the second specific. Now look at another sentence. “The U.S. has a
democratic government.” You could have written that sentence in fourth grade! Is it a
parliamentary democracy, representative democracy, direct democracy or imperfect democracy?
Do you mean political, economic, social, or religious democracy? Do you mean democratic in
results or in opportunity? Often a single adjective sufficiently describes a noun; for example,
“fascist leaders,” or “marginal farmers.”

The third opportunity offered by essay tests is the opportunity to write. Watch the adults in your
life. A major difference between those who are successful and those who are not is their ability to
express themselves by written means. Learning how to write concisely gives you an advantage,
and the only method of learning how to writ is to write. Mastering writing is hard work, and must
be redone each generation. Even the children of Ph.Ds must learn punctuation and vocabulary
usage. Concentrate on mastering the basics. Nothing you ever learn matches the supreme sense of
self-confidence you feel knowing that you know how to write. Knowledge is power; mastering the
communication of knowledge is exhilarating power.

Rules To Follow In Writing Essays

After you have decided what you want to write, the writing of an essay is a race among the
amount of paper you have, the clock on the wall, the ink in your pen, and the muscles in your hand.
First, know your history; second, organize your thoughts; third present your arguments; and fourth,
support them.
 Taking a test is scary. Allay those fears by adequate study. If you have studied, you know more
than you think, and your initial sense of panic is unjustified. Budget your time, for you have
plenty. Delay writing your essay for approximately one-fifth to one-fourth of the allotted time.
(For a 35 minute test do not write at least 10 minutes.) If you have more than one essay, outline all
your answers before you write a single essay. If you are given a choice, choose your questions
carefully after reading the directions and the wording of each question. Think about the question.
Do you understand it? Watch for absolute words-never all , only, every, and so forth. Quickly
begin to jot down ideas and facts about all the questions you are answering. Don’t forget to
number your answers correctly.

Make a conceptual arguments in your essay and check for grammatical errors and misspellings.
Some students pound a single point, believing that constant restating adds to an essay. Avoid
lengthy discussion of minor or peripheral material.

When you are finished, briefly read your essay and check for grammatical errors and
misspellings. The omission of a single word may change the meaning of your essay. A student
occasionally begins an essay with one argument, realizes, he has better support for the opposite
viewpoint, and changes the remainder of the essay without changing the introduction. For example,
he answers an essay on slavery as the sole cause of the civil war by agreeing with the statement in
the introduction and proving that there were multiple causes in the body of his essay.

Organizing Your Essay

The first rule of organizing an essay is understanding that there are no standard patterns of
organization to follow in cookbook fashion. The nature of the material, the purpose of the essay,
and the potential grader determine the pattern of organization. Many teachers insist upon a five
paragraph format-introduction, three well developed paragraphs, and a conclusion. The wording of
some questions, however, does not fit the five paragraph pattern. “In the 1790’s, the infant United
States was confronted y the hostile policies of the two European superpowers. Assess the validity
of this statement.” You might organize your answer around at least three broad conceptual points,
being careful to include both Great Britain and France. Or you could use a four paragraph format,
one for each nation in the body of your essay, and incorporate some concepts within the
introduction and the conclusion.
Organize your answer according to the key words in the question-list, compare, contrast, define,
discuss, illustrate, explain, defend, differentiate, outline, summarize, and asses. An essay is written
in the form of a thesis or argument defending a position or point of view. Substantiate concept with
specific facts. Concrete details should fit in with one another and with the appropriate concepts.
Stalin died March 5, 1953. Broke your train of thought. Didn’t it? An appropriate fact thrown into
an essay in order to impress a grader with your depth knowledge usually has a opposite effect.

A question often permits choice in organization. “In the 1790s, Great Britain and France
interfered with our domestic politics, violated our neutral rights, and prevented us from achieving
our foreign policy goals. Assess the validity of this generalization.” One approach is to write three
paragraphs in the body of your essay, one for each conceptual generalization concerning domestic
politics, neutral rights, and foreign policy goals. Suppose you feel weak in one area, though, such is
a violation of our neutral rights. Do you want a skimpy, two sentence paragraph sandwiched
between two healthy paragraphs? An alternative is to organize the answer around the two countries
rather than the three concepts.

In the first approach you discuss the concept itself, and trace it through British and French
policies. Along the way you should introduce distinction between these nations and explain shifts
in policy. This organization is an effective method to emphasize differences between something
that initially seemed similar. For example, the degree of French interference in our domestic affairs
far exceeded Great Britain’s. Be careful to remember to focus constantly on the concept.
In the second approach the focus is on the French rather then on French violations of our neutral
rights or on French interference with our domestic politics. You should treat the three concepts in
the same order within both your French and British paragraphs. If you begin the French paragraph
with the violation of our neutral rights, begin the British paragraphs the same way. A disadvantage
of this organization is that it may leave the grader wondering if you answered the question.

Answering an essay question requires a plan. In order to answer an essay you must first
understand what is being asked. The first five to do in answering an essay are to read the question,
read the question, read the question, read the question, read the question. Like reading problems in
mathematics, the phrasing is that gives students trouble. Underline the key words or phrases in the
question.

Outline an answer before writing. Use a topic, phrase, or sentence outline, whichever you prefer,
but watch the time. If you are unorganized, jot down on scrap paper all the concepts and facts
pertaining to the answer, and then organize the essay. The final picture doesn’t emerge by itself;
you must outline because otherwise your essay will resemble the transcript of a monologue. In
conversation you keep talking until the listener gets your point, but in writing you don’t have the
advantage of watching facial expressions to determine if the reader understands.

The sequence of conceptual points should be carefully planned. Put conceptual assertions in their
approximate order of difficulty, with the most complex or interesting either at the end, to finish
your essay on a high note, or at the beginning, to get the grader’s attention.

Each one of your conceptual points should reveal something about the central topic. Your basic
assumptions must be as explicit as possible. Be sure not to contradict assumptions.

Test generalizations by thinking of exceptions and counterarguments. The essay grader knows
the counterarguments; therefore, you must address them. Either explain the counterarguments
fully or put them in a subordinate clause. “The argument that slavery would have died naturally
west f the 100th meridian is a hypothesis that assumes slavery was primarily tied to cotton culture.
It was instead a racial institution...” This proves you understood, considered, and dismissed that
argument because you had a better explanation.

The Beginning Paragraph

Introductory paragraphs are difficult to write. A good beginning paragraph has a clear, precise
thesis that unequivocally states your main idea and what you are proving. It takes a
position/attitude. In other words, it takes a stand and lets the reader know exactly where you stand.
Precision is crucial in the beginning paragraph. Don’t be too broad, including ideas that the essay
will not address, or too narrow, omitting ideas or limiting your eventual scope. Let your
introduction lead into the body of your essay. You may state your thesis by rewording the question
in the form of an argumentative statement, but you run the risk of simply restating the prompt.
This is a risky maneuver and one you should avoid unless out of ideas.

History students frequently link their essay to inappropriate, if authoritative, historiography. If

the question asks what caused the Civil War, do not build your essay around the remark that the
Civil War began with the initial arrival of blacks in 1619 because you have assumed the
responsibility for filling in the years between 1619 and 1861. Argue instead that the institution of
slavery created political and economic differences too profound for compromise, or that the
existence of blacks, emphasizing slavery as a racial system rather than a system of labor, was the
root cause of the war. Either statement is more precise than the mere arrival of blacks. Historians
who begin with the argument continue to develop it; students usually have difficulty filling in the
intervening years. Constantly ask yourself: what does the question ask, what is my
thesis, is my thesis manageable?

The Concluding Paragraph

The concluding paragraph is your last impression on the grader. A conclusion should strengthen
your essay, not undermine it. Don’t hastily throw a conclusion together. Think about what you
have written. If the essay is long, write a brief summary of your main points. Avoid a mere
recapitulation of your essay, but don’t introduce new ideas. Another possible ending is to briefly
elaborate on your thesis from your introduction.

You may introduce new material in a conclusion if you are not making a new conceptual point.
After carefully describing specific causes of the Civil War, you might make some short comments
on the causes of war in general. Move from the specific to the general. “The Civil War, like all
wars, illustrates man’ inability to compromise. Emotion renders compromise either impossible to
achieve or impossible to sustain. Moral righteousness and practical politics cannot coexist.”

Another exception to the rule against introducing new material is the essay that describes the
aftermath or result of something. An essay describing the achievements of blacks during
Reconstruction might end on a negative or positive note. For instance, racial equality was written
into the Constitution but later ignored. “The civil rights laws represented a deferred promise of
equal rights. The South slumbered until injustices awakened the North to effective intervention to
give blacks minimum legal equality. What might have been in the 1860s was achieved by the
bitter struggles of the 1960s. The second Reconstruction completed the promise of the first.”

End an essay strongly. Don’t confess that your essay probably is not worth reading. A
conclusion is not the place for apologies for inadequate preparation, acknowledgement of
exceptions to your thesis, or concession to opposing ideas. Deal with possible contradictions to
your thesis in the body of the essay. Leaving objections out until the end suggests that you just
thought of the points and threw them in, like a cook throwing a missing ingredient on top of a half-
baked cake. Don’t end an essay with a smiley face, “The End,” or dramatic signature. These give
the impression you are trying to get by on personality instead of knowledge.

AP US History FRQ & DBQ Writing

Guideline Packet
 To be a successful writer in AP US History you must follow certain guidelines. I have
compiled a collection of tips, rules, and must do’s for you to use in the writing process and assist you
in your quest to develop into an accomplished writer.

Use this as a checklist on every FRQ & DBQ we do in class to insure that you’ve done
everything you must do. It will eventually become second nature and with practice become much
easier. This will help all of you, even accomplished writers, become better at writing for all of your
classes.

1) Answer the Prompt: This is the absolute number one rule. If you do not answer the
prompt you will not score on the FRQ or DBQ standards. You are simply eliminated. Also, be
sure you answer all parts of the prompt. Prompts often have multiple sections, so make sure to
underline parts of the prompt like key words or areas to address.

2) Assume a Position/Attitude: Take a side. Of course you may discuss the virtues of both
sides of an issue, that’s simply good debating, but you must ultimately choose a side and
support it in your paper. If you do not choose a side you are simply being undecided and you
will score either not at all or poorly.

3) What are you proving?: You must prove a point in your FRQs & DBQs. If you go back
and read your thesis does it tell you exactly what you’re proving. Not your introductory
paragraph, but your thesis. If it does not you need to alter your thesis to make it easier for your
writer to follow what you are proving and easier for them to read. The less the reader has to
work at reading your paper and searching for meaning the higher your score will be. Think
about it, they read hundreds of papers and if you make them work hard they will dock you
points for it. Know the system in which you will be tested and work the system.

4) Develop a Strong Thesis: A thesis statement in an essay is a sentence that explicitly

identifies the purpose of the paper. This is the lynchpin to any good paper. It will tell the
reader in one sentence what you are proving and what they are to look for in the paper. Do not
list in your thesis, that’s what your introductory paragraph is for (paraphrasing what you will
use to support your thesis.) Bottom line, if you have a weak thesis, you have a weak thesis
you have a weak paper. Prove a point!!!

5) Dump Your Brain Out On Paper: When you first see the FRQ or DBQ question
simply write down on a scratch sheet of paper everything you know about the subject. You
may then use that to “steal” information for later while you are writing your outline or essay.
This is extremely helpful when you are stuck while writing or to jog your memory about facts
that you may not recall while writing. There also may be parts of this you simply don’t use and
that’s ok. It gets your mind working and helps prevent writer’s block.

6) Outline, Outline, Outline: After reading, underlining important parts, and dumping your
brain out on paper the next step is to create an outline. Start with your thesis and develop an
outline like I showed you in class. Everything on it must support your thesis or it doesn’t
belong. Use specific details, facts, and support information to prove your point. When done,
it’s useful because you can look at the information on one page and see that it all fits. Your
prewriting should not take more than 5 minutes for FRQ, reading the material and prewriting
15 minutes for DBQ so you do not leave yourself short of time to write the actual essay. Doing
an outline well will help eliminate anxiety and allow you to concentrate on your writing.
7) Political, Economic, Culture (PEC): Readers are looking for you to address all three
areas in your essay, because all three put together provide the reader with a sense that you
completely understand and are able to analyze the topic from multiple perspectives.

8) Use Transitions: The use of strong transitions links ideas, sentences, and paragraphs
together. They will greatly add to the flow and readability of your essay. It will make the
essay more enjoyable to the reader, make it easier to read, and increase your score. Vary your
use of these words and avoid using the same transitions over and over.

9) Be Specific (BS): In your thesis and within your answers. Site specific information to aid in
your analysis and support your thesis. Develop a detailed outline, within the time frame, that
you may use later to write from.

10) Translate, Organize, Thesis, Essay (TOTE): Translate: underline key words. What
do they want to know? Put the questions in your own words. Organize: 5 minutes to brainstorm
& outline. Thesis: 5 minutes, be specific and use words from your outline. Essay: 24 minutes to
write.

11) Audience, Voice, Message, Significance (AVMS): Author. Voice-

perspective or viewpoint. Message- What does it say? What does it suggest? Significance-
Why is it important? These tips are extremely helpful when examining documents for your
DBQs.

12) Defend, Analysis, Back to Question, Answer The Prompt: In your body
paragraphs defend your position. Refer back to the question. These both make it easier for you
to prove your point and remind the reader what you are proving. Briefly, and in some way,
refer back to the question. This allows you and the reader to maintain focus on what you are
proving, your analysis, and your supports. Consistently throughout the paper check back and
make sure that you are answering all parts of the prompt and what it is asking, not what you
want it to ask.

13) Avoid Direct Quoting: Use paraphrasing, and incorporate the quotes within your
thoughts. The readers are looking for your ability to analyze, not dictate.

14) Avoid Laundry Listing: “In document A..., and document B...” Just say what you’re
going to say and prove what you’re going to prove.

15) Never Stop Writing During the Exam.

16) Double Space so you can go back and edit.

17) If you make an error put one line through it, avoid scribbling it out.

18) Assume the readers know the documents.

AVMS Analysis
A – Author -- Identify the source of the document

V – Voice -- What is the author’s perspective?

Slave Owner? President? Criminal?

M – Message -- Brief summary of the contents

In your own words – do not quote!

S – Significance -- Why is the message important?

How does it prove your thesis?

AP Essay Rubric
 Has a clear well-developed thesis that "answers" the prompt and which guides the essay
throughout.
 Demonstrates understanding of the complexity of the topic.
 Effectively uses all or a substantial number of documents and interprets them correctly (DBQ); uses many
8-9 accurate facts and details from the time period (FR).
 Effectively analyzes, interprets, and makes inferences from the information.
 Supports thesis with many relevant facts and interprets that information correctly.

 May contain insignificant errors that do not hinder argument or organization.

 Has a thesis which addresses the essay prompt.

 Clearly explains the differences or similarities of the issue; some imbalance is acceptable.
 Effectively uses some of the documents (DBQ) or uses some facts to support interpretation (FR).
5-7
 Includes some outside facts with little or superficial interpretation.

 May contain minor errors that do not interfere with comprehension.

 Has a limited, confused, or poorly developed thesis, may restate the prompt, or has weak organization and
writing.
 Describes differences or similarities in a general or simplistic manner; may cover only part of the topic.
 Briefly cites documents (sometimes in a "laundry list") or quotes documents (DBQ), interprets documents
2-4 or outside facts incorrectly (DBQ & FR), simply mentions facts without interpretation (FR).
 Contains few facts or contains facts that are irrelevant or inaccurate.

 May contain major historical errors.

0-1

 Has no thesis or a thesis that does not address the topic.

  Shows inadequate or inaccurate understanding of the question.
 Contains little or no understanding of the documents or ignores them completely.
 Contains inappropriate facts or no outside facts.

 Includes numerous errors, both major and minor.

TOTE Writing Process

T – Translate – Identify what the question is asking

Put it into your own words

O – Organize -- List the historical topics you remember

that are relevant to the question
Categorize topics
Key Words Only!
Include documents on DBQ’s

T – Thesis -- Answer all parts of the question in one paragraph

Be Specific and Concise
REVISE!!!

E – Essay -- Follow the outline you created

Describe the history you know
And Why it is significant to your thesis

Technical Essay Writing (TEW)

An Approach to Teaching Timed AP Essay Writing

One of the more difficult things to teach young students in AP US History, who often
find themselves in their first Advanced Placement class, is effective essay writing within
a time restricted environment. Sometimes even the brightest students are unable to
write essay in the mid-range 5 – 7 category within the time limit. Technical Essay
Writing is not a silver bullet approach to that difficulty, but it is an approach that has
worked well for me and for my students, and I hope it gives you some success.
TEW for the Free Response Essay

In this testing situation, the student has 30 – 35 minutes choose between two essay
questions, translate the question into familiar terms, frame an outline of specific history
to write about, and then to construct an essay. No easy task for most 16 year olds. I
find that this approach helps them to better manage their time while taking the test, and
students end up writing more organized essays that meet the criteria for the grading
rubric.

TOTE

Translate (1 minute) – The most common error we find on AP essays when we grade
them in Texas is that the student fundamentally fails to answer the question. I have all
of my students rewrite the question in their own words at the top of the essay, to
continually remind them of what the essay question is asking for. If the student has
trouble understanding the question, and is unable to “translate”, I simply have them
rewrite it verbatim.

Outline (5 minutes) – I’m a broken record on this with my students. If the

outline/brainstorm is well constructed, the rest of the essay writes itself. Here the
students list as many specific events, people, court cases, etc. that pertain to the question
as they can remember. By early December at least, they should be organizing the items
on the outline as they write them down into useful categories. For the weaker writers,
Economic, Social and Political will do. Although cliché, they need to start somewhere.
I also tell my students to use the category guidelines provided with many essay
questions. For example, the following essay question from the 1995 DBQ:

“Analyze the changes that occurred during the 1960’s in the goals, strategies and
support of the movement for African-American civil rights.”

Instead of using E, S, P on this essay, all student should use Goals, Strategies and
Support. By using the categories provided in the question itself, you minimize the risk
that students will ignore a major portion of the question (which is commonly done).

As writers become more advanced throughout the year, I encourage them to create their
own more sophisticated categories when the question does not provide them.

The Outline technique is also a good 5-minute entry task for a class, as well as a
diagnostic tool to assess whether or not students are mastering the material as you
progress throughout a unit.
Thesis (5 minutes) -- The AP Graders are a quick read.
While they are carefully normed to standards and monitored for grading
inconsistencies, each reader spends on average about 3 – 4 minutes on
each essay. While I have participated many times in this process, and have faith in its
accuracy, I also train my students to place the thesis in the first paragraph of the essay,
and to specifically answer the question with details from their outline. It minimizes the
risk that the reader will miss the student’s main argument, and ensures that the student
will not forget to include a well-developed thesis later in the essay.

In this portion of TOTE, I encourage my students to spend a full five minutes writing a
one-paragraph thesis to start their essay with. This is also a good entry task or practice
exercise to help develop their writing skills. I remind them that the thesis sets the tone
for the essay, and mentions specifically what they are going to discuss in the essay. It
also allows me to coach them towards writing a thesis in a more specific and directed
fashion instead of the general theses we so often read.

Essay (19 – 24 minutes) – Students are most nervous about this aspect of the essay test,
but using the TEW writing method, the actual body of the essay is the easiest to write if
they have made an accurate and complete outline.

At this point, the first paragraph of the body should be written straight from the outline
of the first category. In the case of our civil rights question, again:

“Analyze the changes that occurred during the 1960’s in the goals, strategies and
support of the movement for African-American civil rights.”

that first paragraph should discuss the Goals of the movement. Take the first key word
in the outline and express it in full sentences format, explaining the idea completely, and
then linking it back to the thesis. Repeat this process, in the exact order of the outline,
thus wasting no time at all considering the order of what is to be written next. Repeat
the process with new paragraphs for Strategies and Support. Their pencil never stops
moving during this process, and students who have always struggled to write a timed
essay well find they can generate 3 or more pages of good historical material on a Free
Response.

Conclusions are fine and can add to the strength of an essay. That being said, I teach
my students not to write them for two reasons. First, a common mistake is that the
thesis and the conclusion disagree with each other or do not complement each other,
leaving the reader confused as to the overall intent of the essay. Secondly, each reader
is giving the essay an average of two minutes at the grading. It’s not that they don’t
read the whole essay, but the part they will pay less attention to is the conclusion, as no
new evidence is introduced.
This gives the students a few extra minutes at the end of the timed write that allows
them to add to or rework their thesis, correct errors, proofread, etc.

IMPORTANT: The readers do not grade down for punctuation, grammar and
misspellings, as long as they do not interfere with the comprehension of the essay. Poor
handwriting is OK, as long as it is legible (you would be surprised what we can read).
Rather than wasting time on spelling, the student should concentrate on making sure the
ideas and content about the question are there. A single line through a sentence you
want to admit instead of a mass of scribbles or erasing is more effective and less
distracting. Students can even label the thesis or underline it to highlight for the reader,
or, if they want to edit the order of paragraphs, they can number them in order. Be sure
they write the label “thesis” in big letters if they feel the need to do that.

Some teachers tell their students to underline the thesis every time, and even to
underline documents or specific pieces of evidence they want the readers to notice. I
can’t say it will make a difference to every reader at the grading, but it surely doesn’t
hurt to use these techniques.

Novels commonly found on the AP Exam

Uncle Tom’s Cabin  by Harriet Beecher Stowe – fictional description of slavery’s evils, wide
readership, credited with influencing more to the abolitionist cause

Influence of Sea Power by Alfred T. Mahan – 1890’s book which predicts that the next major war
between empires will be won or lost on the oceans

A Century of Dishonor by Helen Hunt Jackson – Early 1890’s novel criticizing government policies
towards Native tribes.  She sent a red leather bound, signed copy to each member of Congress.

The Octopus by Frank Norris – exemplifies and criticizes the monopoly held by the railroads and how
it strangled the American farmer.
How the Other Half Lives by Jacob Riis – photojournalism book portraying the horros of tenement
housing and inner city conditions.  Sometimes criticized for staging some of the
photos/muckraking/yellow journalism

The Jungle by Upton Sinclair – somewhat sensationalized account of the meatpacking industry in
Chicago and the unsanitary conditions there.  Contributes to Teddy Roosevelt’s signing of the Meat
Inpection Act, but fails to convince the populace of its socialist message.

The Great Gatsby by F. Scott Fitzgerald – exemplifies and subtly criticizes the rampant materialism
and greed of the 1920’s post World War I generation.

The Sun Also Rises by Hemingway – an anti-war book contributing to the popular belief that World
War I was a tragedy that could not be repeated

The Grapes of Wrath by John Steinbeck – story of a Dust Bowl family’s migration to California and
the hardships of the Great Depression

Silent Spring by Rachel Carson – considered by many to be the beginning of the modern
environmental movement, her book lamented the effects of pesticides on the animal population and the
dangers of DDT in particular

AP US History and Related Websites

1) http://apcentral.collegeboard.com/– The College Board Website – has some good lesson

plans, test details, teaching tips and course syllabi. Generally good information, but the
CB guards specific test material with fierce copyright protections. Downside: you must
register to use the site, and some of the information is used for marketing research for
publishers.

2) http://www.apstudent.com/ -- An independent site with a wealth of AP study guides,

information about the test, document databases, and a forum for students and teachers to
exchange ideas and issues on. Downside: Updates are sometimes infrequent, and a little of
the test info is out of date. Information overload in the notecard section.

3) http://www.yale.edu/lawweb/avalon/avalon.htm -- The Avalon Project – lots and lot of

primary source documents. Great for having the students create their own DBQ
assignment, or to use as a resource for document analysis exercises. Downside: Sometimes
tedious picking through the extensive archive to find what you need or want.

4) http://memory.loc.gov/ammem/ - The American Memory Project. The Library of

Congress maintains this site, so it is extensive, accurate and well organized. Get
 everything from sheet music to pamphlets to lesson plans on this site. Downside: As with
many internet lesson plans, hard to find ones that are both valuable and interesting to kids.

5) http://www.historymentor.com/#FORMAT – AP Site from Bishop Verot High School,

Mr. J. Hamann, Instructor. Site has a nice concise description of the test, but most
valuable is a list of recent DBQ topics for the past several years. Gives you an idea of the
pattern of testing the College Board uses. Has some useful links to other AP related
topics. Downside: None

6) http://www.orange.k12.oh.us/teachers/ohs/TJordan/Pages/APSyllabus.html - Orange
High School History site – TONS of links to research sites, class sites, historical sites, you
name it. A clearinghouse for history. Downside: about 1/5 of the links no longer work.

Test Tips for the Week of the Mock Exam

1) Sleep -- Sure, you laugh, but it’s probably the single best thing you can do. You might be able
to pick up a couple more of pieces of information, or practice a few brainstorms, and you
should – but all night study sessions and cram studying don’t work. There’s research to prove
that too. The majority of the content you can learn for this test you already know (or don’t
know) and a few hours of studying won’t change that. Get some sleep scheduled into your life.

2) Eat – Not junk food, brain food. Caffeine is a test enemy. So is sugar. Get a very good
breakfast on test days – eggs, orange juice, or oatmeal and some potatoes. They will give your
brain morning food to run on and you won’t caffeine/sugar high out in the middle of the test.
Also start drinking more water than usual – your brain runs on it, as does everything else. The
week after the test, it’s back to burritos and mountain dew. Oh, and one other thing –
peppermint stimulates brain function – more studies prove that also.

3) The day of -- run through your notecards during breakfast, and take a look at the trigger
question list you’ve made. Look over one or two of the more difficult brainstorm topics for
you. Nothing much else will help you on the actual test day.

4) Tonight, Monday and Wednesday– Five brainstorms tonight and five Monday night, another
five on Wednesday. Pick the themes you know the least. Try to brainstorm themes instead of
questions. Use this list to help you:
a. Settlement
b. Religion
c. Economic Development
 d. Slavery
e. 1763-1775
f. Revolution – C, C, R
g. Articles of Confederation
h. Constitution
i. 1790’s
j. Manifest Destiny
k. Jefferson and Madison
l. Transportation Revolution
m. Abolition
n. 1800’s Reformers
o. War of 1812
p. Jacksonian Democracy
q. The Mexican War – C, C, R
r. 1850’s
s. Civil War – C, C, R
t.
AP Review/Notecard Terms
1600’s
 Jamestown, Virginia
 Plymouth Plantation
 Mayflower Compact
 John Smith/Powhatan
 Cash crops
 Indentured servants
 The middle passage
 West Indies
 Anne Hutchinson
 Roger Williams
 Puritans/Separatists
 Halfway Covenant
 Bloody tenant of Persecution
 Maryland Act of Toleration
 Single Proprietorship/Royal/Charter
 Lord Baltimore
 Calvinism
 The Iroquois Constitution
 Triangular Trade
 William Penn
 Rice and Indigo
 Harvard and Yale
 Salem
 Quakers
 Bacon’s Rebellion

1700’s
o Colonial Social Pyramid
o Scots-Irish Immigrants
o Jonathan Edwards
o “Sinners in the hands of an Angry God”
o The Great Awakening
o Peter Zenger
o George/Oglethorpe
o French and Indian War
o Albany Plan of Union
o Treaty of Paris (1763)
o Proclamation of 1763
o Mercantilism
o Navigation Acts/Salutary Neglect
o Sugar Act/Boycott
o Stamp Act/congress/riots
o Quartering Act
o NY Legislature Fired
o Townsend Duties
o Boston Massacre
o Sons of liberty/Propaganda
o Committees of Correspondence
o Tea act
o Boston Tea Party
o The Coercive/Intolerable Acts
o Lexington and Concord
o Olive Branch Petition
o Bunker Hill
o Samuel Adams
o Patrick Henry
o Thomas Jefferson
o Declaration of Independence
o King George III
Loyalists/Tories
o Thomas Paine
o Common Sense
o John Adams
o Ben Franklin
o George Washington
o Trenton
o Molly Pitcher
o Saratoga/Treaty of Alliance
o Yorktown
o Treaty of Paris (1783)
o Land Ordinance
o Judiciary Act of 1789
o Shay’s Rebellion
o Articles of Confederation
o Continental Congress
o Large State/Small State Plan
o Bicameral Legislature
o Separation of Powers
o Federalists
o Anti-federalists
o Alexander Hamilton
o Northwest Ordinance
o The Bill of Rights
o 3/5 Compromise
o Checks and Balances
o Jay’s Treaty
o Pinckney’s Treaty
o Hamilton’s Finances
o Washington’s Neutrality Proclamation
o Alien and Sedition Acts
o XYZ Affair
 o Kentucky – Virginia Resolutions

1800’s
 Revolution of 1800
 War with Tripoli Pirates
 Marbury vs. Madison
 Louisiana Purchase
 Manifest Destiny
 “Outfederalizing and Federalists”
 Lewis and Clark
 The Embargo Act
 1808 Slave import ban
 Non-Intercourse Act
 Impressment
 War of 1812
 The Hartford Convention
 James Madison
 Treaty of Ghent
 McCulloch vs. Maryland
 Rush-Bagot Treaty
 Florida/Jackson/Seminole
 Era of Good Feelings
 Cumberland Road
 Transportation Revolution
 Second Great Awakening
 Missouri Compromise
 Fugitive Slave Act
 Monroe Doctrine
 American Colonization Society
 Compensated Emancipation
 Nat Turner
 Elections of 1824 and 1828
 The Spoils system
 Brook Farm/Oneida Community
 John C. Calhoun
 “Nullification”
 Indian Removal Act
 Jacksonian vs. Jeffersonian Democracy
 William Lloyd Garrison
 Henry Clay
 Trail of Tears
 Texas War of Independence
 Sam Houston
 Alamo
 Goliad
 San Jacinto
 Grimke Sisters
 Amistad Case
 Know Nothing Party
 54 40’ or fight
 Texas Annexation
 Rio Grande/Nueces
 Wilmot Proviso
 Ostend Manifesto
 Mexican-American War
 Free Soil Party
 Spot Resolutions
 Treaty of Guadalupe Hidalgo
 Seneca Falls Convention
 Temperance Union
 Gold Rush
  Dorothea Dix
 Oregon Trail
 Mormon Migration
 King Cotton
 Compromise of 1850
 Gadsden Purchase
 Popular sovereignty
 “Bleeding Kansas”
 Harriet Tubman/Underground Railroad
 Pottawatomie Creek
 Dred Scott vs. Sanford
 John Brown/Harper’s Ferry
 Uncle Tom’s cabin
 Brooks-Summer incident
 James Buchanan
 Election of 1860
 Secession
 Northern/Southern Advantages
 Border States
 Fort Sumter
 Mary Chesnutt
 Anaconda Plan
 Bull Run I/Manassas
 Antietam
 Emancipation Proclamation
 EX Parte Milligan
 Gettysburg
 10% Plan
 Horace Greeley
 Monitor vs. Merrimack
 Vicksburg
 Atlanta/Total War
 Prisoner Exchange
 March to the sea
 Blockade Runners
 Technology vs. Tactics
 Election of 1864
 Copperheads
 Andersonville
 Appomattox

1865-1900

 10% Plan
 Radical Republicans
 Thaddues Stevens
 Conquered Province Theory
 “Redeemer” Governments
 Hiram Revels/Federick Douglas
 Davis Bend/South Carolina Sea Islands
 “40 acres and a mule”
 Amnesty Act
 Black Codes
 Freedmen’s Bureau
 Tenure of Office Act/Impeachment
 1868/Grant/Bloody Shirt
 Sharecroppers
 Tenant Farmers
 Carpetbaggers
 Scalawags
 Seward’s Folly/1867
 Transcontinental Railroad/Labor
 Promontory Point/Wedding of the Rails
 Credit Mobilier
 Election of 1876
 Compromise of 1877
 Boss Tweed/Samuel Tilden
 Tenement Houses/Sweatshops
 Growth of the cities
 Knights of labor/Haymarket Square
 A F of L/Sam Gompers
 International Workers of the World (IWW)/”Wobblies”
 Pinkertons
 Booker T. Washington/Atlanta Compromise
 Plessy vs. Ferguson
 W.E.B. DuBois/NAACP
 Robber Barons:
 John D. Rockefeller
 Andrew Carnegie
 Cornelius Vanderbilt
 Jay Gould
 JP Morgan
 William Randolph Hearst
 Gospel of Wealth
 Social Darwinism

Study Terms – 1900 – Present

AP US History

 Boxer Rebellion
 Great white Fleet
 Roosevelt Corollary (Monroe Doctrine)
 Panama Canal
 Philippines Insurrection
 Emiliano Aguinaldo
 Open Door Policy/John Hay
 Russo-Japanese War (TR’s involvement/significance)
 The Jungle
 Meat Inspection Act
 Pure Food and Drug Act
 8/8/8
 Upton Sinclair
 “Caveat emptor”
 Muller vs. Oregon
 The Square Deal
 Trustbusting/Taft
 Election of 1912
 Wilson’s Neutrality
 “Merchants of Death”
 U-Boat war
 Elections of 1916
 Causes of US entry into WWI
 Zimmerman Telegram
 Lusitania sinking
 Russian Revolution
 Birth of a Nation (1915)
 Committee for Public Information (Propaganda)/George Creel
 Wilson’s Fourteen Points
 Schenck vs. United States
 16th amendment
 Treaty of Versailles
 Lodge vs. Wilson
 18th amendment
 Volstead Act
 Speakeasies
 Bootleggers
 19th amendment
 The First Red Scare
 Palmer raids
 Warren G. Harding
 Teapot Dome Scandal
 Calvin Coolidge
 “Business is King”/Laissez-Faire
 Xenophobia
 Sacco and Vanzetti
 Emergency Quota Act
 National Origins Act
 Scopes “Monkey” trial
 Materialism
 The Great Gatsby
 Henry Ford
 Specialized labor
 Assembly line
 Tin Lizzie
 Lucky Lindy
 Babe Ruth
 The “it” Girl/Clara Bow
 Inventions
 Talkies/The Jazz Singer
 Women in the workplace
 Flappers
 Harlem Renaissance
 Langston Hughes
 Washington Naval Conference
 Kellog-Briand pact
 Who didn’t prosper?
 Herbert Hoover
 Black Tuesday
 Margin buying
 Causes of Great Depression
 Hoover Blankets
 Hooverilles
 Reconstruction Finance Corp.
 The bonus army
 Unemployment
 Deflation
 Election of 1932
 FDR’s first inaugural address
 Trickle-down theory (Keynesian economics)
 The Brain trust
 The New Deal (Three R’s)
 Bank holiday/Glass Steagall Act
 CCC
 TVA
 PWA
Bay of Pigs
Camp David Accords
Chiang Kai Shek
Cold War
Cuban Missil Crisis
Dien Bien Phu
Domino Theory
Douglas MacArthur
Dwight Eisenhower
Fidel Castro
George Kennan
Gulf of Tonkin Resolution
Henry Kissinger
Ho Chi Minh
Iran-Contra Affair
Iran Hostage Crisis
Jimmy Carter
John Foster Dulles
Joseph Stalin
Lyndon Johnson
Mao Zedong
Marshall Plan
Massive retaliation
Ngo Dinh Diem
NSC-68
Nikita Khrushchev
North Atlantic Treaty Organization
Peaceful coexistence
Richard Nixon
Strategic Air Command
Tet Offensive
Truman Doctrine
Yalta Conference
Alger Hiss
Black Power
Brown v. Board of Education (1954)
Civil Rights Act of 1964
Civil Rights Act of 1965
Earl Warren
Fair Deal
Federal Highway Act (1956)
Freedom rides
George Wallace
House Un-American Activities Committee
Hubert Humphrey
John Kennedy
Joseph McCarthy
Julius and Ethel Rosenberg
Lyndon Johnson
Malcolm X
Martin Luther King, Jr.
National Defense Education Act
Richard Nixon
Robert Kennedy
Rosa Parks
Sit-ins
Sputnik
Strom Thurmond
Taft-Hartley Act
Thomas Dewey
Thurgood Marshall
Betty Friedan
Equal Rights Amendment
George McGovern
Gerald Ford
H.R. Haldeman
Hippies
James McCord
John Dean
 John Mitchell
New Left
National Organization for Women
Organization of Petroleum Exporting Countries
Reagan Revolution
Ronald Reagan
Saturday Night Massacre
Silent Majority
Spiro Agnew
Stagflation
Student for a Democratic Society
Warren Burger
Watergate scandal
Woodstock

Supreme Court Case Review

AP US History
MR. Trost
All of the following are court cases which have appeared on past AP US History exams. I have added
some of the more modern ones which may be in this year’s exam. For each one, identify the ruling in
the case and the significance. You will not need to know the specifies of the case itself, only the
decision and the result.

1) Marbury vs Madison (1803)

2) McCulloch v Maryland (1819)
3) Gibbons v Ogden (1824)
4) Dred Scott v Sanford (1857)
5) Ex Parte Milligan (1866)
6) Reynolds v United States (1879)
7) The Civil Rights Cases (1883)
8) Plessy v Ferguson (1896)
9) Muller v Oregon (1908)
10) Weeks v United States (1914)
11) Schenck v United States (1919)
12) Olmstead v United States (1928)
13) Powel v Alabama (1932)
 14) Korematsu v United States (1944)
15) Everson v Board of Education (1947)
16) Dennis v United States (1951)
17) Brown v Board of Education (1954)
18) Griswold v Connecticut (1965)
19) Miranda v Arizona (1966)
20) Roe v Wade (1973)
21) United States v Nixon (1974)
22) Gregg v Georgia ( 1976)

Novels commonly found on the AP Exam

Uncle Tom’s Cabin by Harriet Beecher Stowe-fictional description of slavery’s evils, wide readership,
credited with influencing more to the abolitionist cause.

Influence of Sea Power by Alfred T. Mahan – 1890’s book which predicts that the next major war
between will be won or lost on the oceans.

A Century of Dishonor by Helen Hunt Jackson – Early 1890’s novel criticizing government policies
towards native tribes. She sent a red leather bound, signed copy to each member of congress.

The Octopus by Frank Norris – exemplifies and criticizes the monopoly held by the railroads and how
they strangled the American farmer.

How the Other Half Lives by Jacob Riis – photojournalism book portraying the horrors of tenement
housing and inner city conditions. Sometimes criticized for staging some of the
photos/muckraking/yellow journalism.

The Jungle by Upton Sinclair – somewhat sensationalized of the meatpacking industry in Chicago and
the unsanitary conditions there. Contributes to teddy Roosevelt’s signing of the meat inspection act,
but fails to convince the populace of its socialist message.

The Great Gatsby by F. Scott Fitzgerald – exemplifies and subtly criticizes the rampant materialism
and greed of the 1920’s post world war 1 generation.

The Sun Also Rises by Hemingway – an anti-war book contributing to the popular belief the World
War 1 was a tragedy that could not be repeated.
 Key words in essay questions
Enumerate- name over, one after another; list in concise form. Enumerate the great Dutch painters of
the seventeenth century.
Evaluate- give the good points and the bad ones; appraise; give an opinion regarding the value of; talk
over the advantages and limitations. Evaluate the contributions of teaching machines.
Contrast- Bring out the points of difference. Contrast the novels of Jane Austen and William
Hakepeace Thackeray.
Explain- Make clear; interpret; make plain, tell “how” to do; tell the meaning of.
Explain how man, at times, trigger a full-scale rainstorm.
Describe- give an account of tell about; give a word picture of. Describe the pyramids of Giza.
Define- give the meaning of a word or concept; place it in the class to which it belongs and set it off
from other items in the same class. Define the term “archetype”.
Compare- Bring out points of similarity and points of difference. Compare the legislative branches of
the state government and the national government.
Discuss- talk over; consider from various points of view; present the different sides of. Discuss the use
of pesticides in controlling mosquitoes.
Criticize- State your opinion of the correctness or merits of an item or issue; criticism may approve or
disapprove. Criticize the increasing use of executive agreement in international negotiations.
Justify- Show good reasons for; give your evidence; present facts to support your position. Justify the
American entry into World War II.
Trace- Follow the course of; follow the trail of; give a description of progress. Trace the development
of television in school instruction.
Interpret- make plain; give the meaning of; give your thinking about; translate. Interpret the poetic
line, “the sound of cobweb snapping is the noise of my life”.
Prove- establish the truth of something be giving factual evidence or logical reasons. Prove that in a
full-employment economy a society can get more of one product only by giving up another product.
Illustrate- use a word picture, a diagram, a chart, or a concrete example to clarify a point. Illustrate the
use of catapults in the amphibious warfare of Alexander.
Summarize- Sum up, give the main points briefly. Summarize the ways in which man preserves food.
 Create Review Sheets Examining the Big Pictures

Make one sheet of paper for each of the following ideas.

First try to fill out the information by memory.
Then fill in the blanks with your notes and the book.
If you are really rough in one area, use APEX tutorials to review the material.

Colonial Society

New England Middle Southern (Chesapeake)

When
What Colonies
Why they settled
Key People
Government Organization
Religion
Economics
*Think about their relationship/connection to/or respect for the home country

British Control

How did they try to control the colonies? Why? Time Line

Mercantilism What is going on in Britain?

How does this correspond with
British Policy with the Colonies?
Salutary Neglect

Road to Revolution

Go through and describe the events that led to the Revolution

Post Revolution: New Nation

Look at the Articles of Confederation

Powers
 Weaknesses

Accomplishments

Issues occurring with Western Territories, Foreign powers, Inter and intra state commerce

Why did these issues lead to the Constitution?

Federalist vs. Antifederalists
Bill of Rights

War of 1812
What is going on between England and France at the turn of the century?
Impressments
American Reaction

Causes
Results of the War

Connection to Democracy and Westward Expansion.

Study the Themes: Politics, Nationalism, Democracy, Sectionalism, & Westward Expansion

Themes:
Politics Nationalism Democracy Sectionalism Westward Expansion
Federalist vs. Antifederalist Judicial Jefferson Events, opinions led towards War of 1812
Hamilton vs. Jefferson Economic Jackson What events/people/compromises Natives
States’ Rights vs. Federal Power Political kept the Union together Louisiana Purchase
Adam’s Presidency Literature, art, & architecture Economic Lewis & Clark
Cultural Reforms etc. Role of War of 1812
Treaties
Manifest Destiny
Industrial Revolution

*Make the connections with these themes

Include key terms (people, events, etc.) in chronological order
Think about how they impacted the theme

Explain how manifest destiny and expansion led to attempts to expand outside of the continental U.S.
(steps towards imperialism)

Connect the themes to Sectionalism and the road to the Civil War
 Mr. Trost
ADVANCED PLACEMENT UNITED STATES HISTORY
REVIEW ASSIGNMENTS FOR FINAL EXAMINATION
AND ADVANCED PLACEMENT EXAM

1. Rating the Presidents-Rate the top five and bottom five presidents in U.S. History.
Include evaluations and reasons.

2. History of African-Americans- Unit by Unit in outline form. Attach notes where needed.

3. History of American Women- Unit by Unit in outline form. Attach notes where needed.

4. International/Foreign Policy Continuum Lines (3)

Ten events for each line spanning U.S. History from the colonial period to the
present. Include line placements, descriptions, and reasons.

5. Domestic Continuum Lines (5)

Same directions as in #4. Remember there are five lines, ten events in each line.

6. Court Decisions-Twenty most important Supreme Court decisions in U.S. History

Outcomes and reasons for importance.

7. Time Period Identification-Include descriptions and controversies of each of the major

time periods studies in the course.

8. Literature by Unit or Time Period-Include five major works of literature for each time
periods with description and genre.

9. Personal Timelines- Your own timelines including major events and influences.

10. Social History-Lives of the poor and unknown throughout U.S. History-a review.

*Note: Items 4 and 5 ARE REQUIRED you may choose any five of the remaining eight items. You must
complete a total of 7 of the 10 items listed.

With acknowledgement and appreciation to Dr. Paul Dickler, Neshaminy High School Langhorne, Pa.

CONTINUUM LINES
ADVANCED PLACEMENT U.S. HISTORY
INTERNATIONAL/FOREIGN POLICY

Isolationism-----------------------------------------------------------------Interventionism

Imperialism-----------------------------------------------------------------Anti-Imperialism

Use of-----------------------------------------------------------------------No Use of Military

Military Force Force

DOMESTIC CONTINUUMS

States Rights----------------------------------------------------------------National Power

Individual Rights-----------------------------------------------------------Majority Rule

Immigration-----------------------------------------------------------------Nativism

Laissez-Faire----------------------------------------------------------------Governmental control of
Business

Labor-------------------------------------------------------------------------Management

Women’s Rights
Look these up:
Equal Rights Amendment (ERA)
Equal Opportunity Act
Title IX
Title VII of the civil Rights Act of 1964—look up and read
Affirmative Action

The (un)Official

United States History


Cram Packet
This is not intended as a substitute for regular study ……. But it is a powerful tool for review.
1494: Treaty of Tordesillas – divides world between Portugal and Spain
 1497: John Cabot lands in North America.
 1513: Ponce de Leon claims Florida for Spain.
 1524: Verrazano explores North American Coast.
 1539-1542: Hernando de Soto explores the Mississippi River Valley.
 1540-1542: Coronado explores what will be the Southwestern United States.
 1565: Spanish found the city of St. Augustine in Florida.
 1579: Sir Francis Drake explores the coast of California.
 1584 – 1587: Roanoke – the lost colony
 1607: British establish Jamestown Colony – bad land, malaria, rich men, no gold
- Headright System – land for population – people spread out
 1608: French establish colony at Quebec.
 1609: United Provinces establish claims in North America.
 1614: Tobacco cultivation introduced in Virginia. – by Rolfe
 1619: First African slaves brought to British America.
 Virginia begins representative assembly – House of Burgesses
 1620: Plymouth Colony is founded.
- Mayflower Compact signed – agreed rule by majority
 1624 – New York founded by Dutch
 1629: Mass. Bay founded – “City Upon a Hill”
- Gov. Winthrop
- Bi-cameral legislature, schools
 1630: The Puritan Migration
 1632: Maryland – for profit – proprietorship
 1634 – Roger Williams banished from Mass. Bay Colony
 1635: Connecticut founded
 1636: Rhode Island is founded – by Roger Williams
 Harvard College is founded
 1638 – Delaware founded – 1st church, 1st school
 1649 – Maryland Toleration Act – for Christains – latter repealed
 1650-1696: The Navigation Acts are enacted by Parliament.
- limited trade, put tax on items
 1660 – Half Way Covenant – get people back into church – erosion of Puritanism
 1670: Charles II grants charter for Carolina colonies – Restoration Colony
 1672: Blue Laws: Connecticut – death codes for disagreeing with parents or bible
 1676: Bacons Rebellion – Virginia – Bacon wants frontier protection from royal Gov. Berkeley
– put down
- first uprising against British
 1682: Pennsylvania is founded by William Penn. – Quaker – 1st library – center of thought

North
Set up laws / codes South
Brought families Dependent on crop – kills land
Less land = closeness Less urbanized
Social and economic mobility Poorer communication, transportation
Puritan work ethic Indian problems
Better relations with Indians Slower defense
 1686: Dominion of New England – royal Gov. Andros – attempt to unify Northern colonies to
curb independence –
- Suspended liberties – town meetings
- Failed – Andros left
 1689-1713: King William's War (The War of the League of Augsburg).
 1692: The Salem Witchcraft Trials.
 1696: Parliamentary Act.
 1699-1750: Restrictions on colonial manufacturing.
 1700’s – Enlightenment – reason, natural rights, diesm (god made universe but doesn’t control
it)
- John Locke, Adam Smith, Rousseau

Colony Characteristics
Bi-cameral legislature White, male,
landowners vote
Town meetings No British Troops
Mobocracy to oppose authority Legislature –
governor is puppet
Courts / law Small, Balanced,
Elected
No standing armies

 1702-1713: Queen Anne's War (War of the Spanish Succession).

 1720 – 1740: Great Awakening – George Whitefield, Edwards, Gibbens – threatning
- salvation for all, extreme piety, Divine Spirit
 1733: Georgia Colony is founded. – buffer state Historiography
 Molasses Act – import tax on molasses, sugar, rum – Bonomi – awakening was
to curb trade with French West Indies – not strictly enforceda contest between
 1735: Zenger Trial – victory for freedom of the press – truth is Enlightenment
not libel and
 1740-1748: King George's War (War of the Austrian Succession). Pietism
 1754-1763: The French and Indian War
- Over Ohio River Valley – trade / settlement
- French build forts – Fort Duquesne – and are friendly with the Indians
- English Gov. Dunwittie has stock in Ohio Land Company – sends George
Washington to expel the French
- British declare war
 1754 – Albany Plan of Union - for defense – fails and shows disunity of colonies
 Colonies Reject Crown’s Rejection
Taxation by colony, crown, and colonial Colonies make own laws
gov. Colonies have own protection
Southern stated don’t want to participate Colonies have right to declare war
in
Northern wars
Representation based on hom much
money each
colony gives
British should be responsible for
protection
President not elected

 1761 – writs of assistance – search warrents to enforce Navigation acts – James Otis opposes
 1763: Treaty of Paris ends the French and Indian War - French loose all territory
 Paxton Boys Rebellion – dissatisfied about frontier protection in PA
 Proclamation of 1763 restricts settlement west of the Appalachians
 Pontiac’s Rebellion – tribes organize against British movement Side Note:
 SALUTORY NEGLECT ENDS Admiralty Courts – royal
courts that were paid for
 1764: The Sugar – to raise revenue – England in debt
convictions.
- cut Molasses Act in half
- Colonists
- objection – 1st direct tax – “No taxation without representation”
oppose
 Currency Acts – prevents printing of colonial money
 1765: The Stamp Act – tax on printed materials to “keep troops in colonies”
- colonists don’t want standing army
- Sons of Liberty enforce non-importation
 Stamp Act Congress – Protests Stamp Act
- We buy only from England, and deserve equal privileges
 1766: Quartering Act – colonies must support troops
 1767: The Townshend Acts – tax lead, paint, paper, glass, tea
- colonies react by non-importation, Samuel Adams Circular letter
- Governor of Mass suspends legislature
 1770: The Boston Massacre.
 Golden Hill Massacre in NY
 1772: Samuel Adams organizes the Committees of Correspondence.
 Gaspee Incident – British ship burned – attempted to collect taxes
 1773: The Tea Act - reduces price to tea – gives England a monopoly
 Boston Tea Party – dump tea into sea
 1774: The Intolerable Acts – to punish Boston
 Boston Port Act – closes ports
 Massachusetts Government Act – no town meetings, no trial by jury, military rule,
Quartering Act
 Quebec Act – Quebec added to Ohio River Valley
- Britain supports people in Quebec Catholic, don’t have trial by jury, no
election
 The First Continental Congress convenes in Philadelphia
 First Continental Congress
Moderate – don’t want to split from England
Demand rights of Englishmen
Joseph Galloway – Plan of Union – council with delegates from colonies, president by
Crown – rejected
Declaration of Rights and Resolves – reject Intolerable Acts, ultimatum – no trade
Establish Continental Association to enforce
.
 1775: Battles of Lexington and Concord
 The Second Continental Congress convenes.

Second Continental Congress

More radical
Issued “Declaration of Causes and Necessity of Taking up Arms”
Appoint George Washington as commander
Olive Branch Petition – last attempt to reconcile- rejected

 1776: R.H. Lee’s Resolution – “should be independent states”

For Independence Against Independence

Military advantages
Loss of natural rights
trial by jury, taxation without
representation,
quartering, charters, no assembly
Limited currency
Fighting for home rule
British government impractical
Best time to unite
No military
Laws were broken – we are being punished
Democracy hasn’t worked before
No certain foreign support
Consequences of losing
Not unified
Taxation for protection

 1776: American Declaration of Independence

 Thomas Paine's Common Sense
 Battles of Long Island and Trenton
 1777: Battle of Saratoga – turning point in Revolution
 Congress adopts the Articles of Confederation - Dickinson
 Articles of Confederation
Independent, free, sovereign states Union for defense
Have same duties and restrictions Delegates appointed
annually
Each state one vote Freedom of speech and
debate
Individual states can’t enter into alliances Can’t wage war without
consent
with foreign states Money in treasury
depends on value of land
Can’t enter alliance or hold treaties without Can’t control trade
consent of congress

 Vermont ends slavery.

 1778: Treaty of Alliance between the United States and France – sends navy and army
 1779: Spain declares war on England.
 1781: British surrender at Yorktown - Cornwallis looses
 1783: Treaty of Peace is signed – violated – Articles of Confederation weak
- Independence recognized
- Granted fishing rights Historiography
- Loyalist restitution of property Bancroft – quest for liberty
- Britain withdraws from forts (Not really) Beer, Andrews, Gipson – constitutional issues
- Free Navigation of Mississippi Charles Beard – economic – conflict of classes
 Boorestine – preserve traditional rights
1785: Land Ordinance of 1785. – government responsible
over territory Bailyn – Intillectual Revolution
 Treaty of Hopewell - ends hostilities with Cherokee
 1786: Shay's Rebellion – depression, no market, no hard
currency, farmers poor
- want Mass. Government to print more money
- rebellion put down by donations – Articles of Confederation fails- no army
 Annapolis Convention – agreement between states - fails
 1787: Constitutional Convention in Philadelphia. – to revise Articles
.

Constitution
I. House of Representatives – sole power to impeach, bill for revenue
Senate – try impeachments
Congress – tax, excese, duties, commerce regulation, declare war, raise army
II. Executive – commander, make treaties with consent, appoint judges
III. Supreme Court – original jurisdication
IV. Protection against invasion, domestic and foreign
V. 2/3 of both houses to amend constitution

 Great Compromise – bi-cameral legislature (equality in Senate, popular in House)

 3/5 Compromise
 No importation of slaves after 1808
 James Madison develops principles for the US Constitution
  Northwest Ordinance – prohibits slavery in west, provides for states to be admitted on
equal status
 1789: George Washington is inaugurated first President.
 Judiciary Act – establish courts beneath Supreme Court
 French Revolution – don’t help France
W  1791: The Bill of Rights is ratified
A
S
H
I
Bill of Rights
N I. Freedom of speech, press, religion, assembly
G II. Right to keep and bear arms
T III. No quartering without consent
O IV. Against search and seizure
N V. Not subjected to same offense twice, be deprived of life, liberty, or property
VI. Right to speedy trial
1789 VII. Guaranteed trial by jury
1796 VIII. No excessive bail, fines or cruel and unusual punishment
IX. Rights not confined to what is written
X. Powers not delegated to U.S. are reserved to states
 First Bank of the United States is established
 Hamilton’s Program – debt is good, tie interests of rich, promote home manufacturing,
alliance with Britain

Hamilton Jefferson
People checked by elite Government run by people
Strong central government Central government too oppressive and
National debt expensive
British government is model British government corrupt
Executive in for life Executive not perpetual
Weak state government Against standing army

 1793: Eli Whitney invents the Cotton Gin.

 1794: The Whiskey Rebellion – poor farmers don’t want to pay excise tax – Wash. uses troops
to put down
 1795: Jay Treaty - with Britain – US will not trade with ports opened during war time that
were closed .
during peace time – Britain will leave forts (Not really) and will allow US to trade in
Asia
 Pinckney’s Treaty – with Spain – free navigation of Mississippi River, right of deposit in
New Orleans.
 1796: Washington's Farewell Address – strong central government and foreign neutrality
A  1796: John Adams (Federalist) elected ; Jefferson (Rep) VP
D  XYZ Affair: France attacks Am. Ships and makes unreasonable demands – no money, no
A war
M  1798: Alien and Sedition Acts – illegal to publish anything against government or president
S  1798-1799: Virginia and Kentucky Resolutions – gave states right to nullify if
179 unconstitutional – anti-Alien and Sedition Acts
6  1799: Fries Uprising – oppose federal tax on property – put down
  Logan Act – citizen can’t represent government - George Logan attempts to negotiate with
France
 1800: Convention of 1800 – Hamilton negotiate with France, we pay to Am. attacked by
France
 Thomas Jefferson elected – government changes to Democratic-Republican
J
E
 1803: Louisiana Purchase – Federalists oppose – establish loose construction of the
Constitution
F
F  Marbury vs. Madison - Supreme Court declares parts of the Judiciary Act of 1789 –
E Supreme Court could declare law unconstitutional and powers of Court only given in
R Constitution
S  1804: New Jersey ends slavery.
O  12th Amendment – separate ballots for President and Vice President
N  Essex Junto – Federalist organization in New England attempts to seceed
 1804-1806: Lewis and Clark Expedition.
 1805: Tipoli war ends – defeat of Barbary pirates
 1807: Robert Fulton builds his first steamboat.
 US ship Leopard sunk by Br. for refusal to be searched
 Embargo Act – stop exports – no war, no impressment – Federalist object to cut off trade
M  1808: African Slave Trade ends.
A  1809: Nonintercourse Act – resumes trade with all but France and Britain
D  1810: Fletcher vs. Pack - action of state can be declared unconstitutional
I  1811: Charter for Bank of U.S. rejected
S  Battle of Tippecanoe: Harrison defeats Indian Tecumseh who made alliance with Indians
O for defense
N  1812-1814: The War of 1812 – to protest trade, stop impressment, protect mercantilism
- War Hawks – want Canada to join
180 - Federalist against war
 1814: Treaty of Ghent – ends war with a status-quo
 Era of Good Feelings begins
 Hartford Convention – Federalists against War of 1812 and mercantile practices of
Madison
 1816: 2nd Bank of U.S. created
M  1st protective tariff
O  American Colonization Society founded – to relocate free blacks to Liberia
N  Election of Madison (Rep) vs. King (Fed)
R  Henry Clay’s American System – federally founded domestic improvements and protective
O tariff
E  1817 – Veto of Bonus Bill by Madison – Bonus bill for domestic improvements
 Rush- Bagot Disarmament – between US and Br. – to get fishing rights
181  1818: Convention of 1818 – enforcement of fishing rights – N. Louisiana boundary at 49
6 parallel
182  1819: Transcontinental Treaty - Get Florida from Spain – Jackson invades, remove Spanish
4 threat
 Panic of 1817 – land speculation, banks can’t pay loans of Bank of US = bank runs
 McCulloch vs. Maryland – Enforced constitutionality of 2nd Bank of US and “the power to
tax is the power to destroy”
 Dartmouth College vs. Woodward- Broad interpretation of contract
 1820: Missouri Compromise – Main admitted as free state and Missouri a slave state but no
slavery north
 Missouri
 Land Act – reduce price of land – encourage development
 1822: Cumberland Road Bill – to build road – Monroe vetoes
 1823: Monroe Doctrine declared – No future colonization of this hemisphere
 Treaty with Russia – get everything under 54 parallel
 1824: Election John Quincy Adams (Rep) defeats Andrew Jackson (Rep), Clay (Rep)
A - Jacksons “Corrupt Bargain”
D  Gibbons vs. Ogden – interstate trade controlled by fed. courts
A  1825: The Erie Canal is opened.
M  1826: Panama Conference (PAN American) - Congress doesn’t send ambassador to avoid
S slavery issue
182
 1828: Tariff of Abominations – protective – South opposes
4
 South Carolina Exposition and Protest – by Calhoun –
182
reaffirms right of state to nullify
 Election of 1828: Jackson promises to limit executive
power, internal improvements, lower debt
 1828: Removes appointies – trusts friends – “kitchen cabinet”
J
 1829: Maysville Road Bill Veto – only within Kentucky
A
 Webster (nationalist) – Hayne (states rights) Debates – began over Tariff of Abominations
C
K  1830s: The Second Great Awakening.
S  1830: Baltimore and Ohio Railroad begins operation.
 Historiography
1831: The Liberator begins publication. – abolitionist become vocal
O
N  Nat Turner Rebellion Parton – Jackson wanted to
 Cyrus McCormick invents the reaper. dominate
182  Turner – Jackson triumph of
1831-1838: The Trail of Tears--Southern Indians are removed to Oklahoma.
8  1832 – Tariff of 1832 – raises tariffs again – Calhoun resigns democracy and representation
183  Force Bill – allows president to do what is necessary to enforceoftariff
people – universal manhood
6 suffrage and two party system
 Ordinance of Nullification – South Carolina nullifies tariff –
Clay negociates and reduces tariff
 Veto of Bank of U.S. re-charter
 Department of Indian affairs established
 Seminole War with Indians begins
 Cherokee Nation vs. Georgia – Federal government has control, not Georgia
 Agreement with Britain to open West Indies ports
 1833: Roger Taney removes federal funds from Bank of U.S. by order – thinks bank is
unconstitutional
 1835-1836: Texas War for Independence – “Lone Star Republic”
 1836: The Gag Rule
V
 Specie Circular – western land must be paid by hard currency
A
 Election of 1836 – Harrison (Whig) defeated by Van Buren (Democrat)
N
 1837: US recognizes the Republic of Texas.
B  Oberlin College enrolls its first women students.
U  Charles Bridge vs. Warren Bridge- only strict interpretation of contract
R  Panic of 1837 – in part due to Jackson’s withdrawal of funds from Bank of U.S.
E - Van Buren does nothing
N  1938 – 1839: Aroostook “War” – bloodless – boundary dispute between Maine and New
183 Brunswick
6  1840: Independent Treasury System – constructs vaults to hold federal money
 Election of 1840 – Harrison (Whig) defeats Van Buren
 - Harrison catches pneumonia and dies, VP John Tyler becomes president

Democrats Whigs
T Jackson, Calhoun, Van Buren, Benton Clay, Webster, John Quincy Adams,
Y “Republicans” Harrison
L Against monopolies and privilege “Federalists”
E Decrease tariff For national power; Bank of US
R For state rights Increase in tariffs
Internal Improvements
184
0
 1841: Independent Treasury Act Repealed
184
 Tyler vetoes re-charter of Bank of U.S.
4
 Preemption Bill – to distribute money from sale of western lands to states – bill defeated
 1842: Tariff Bill – raised tariffs back to 1832 status
 Dorr Rebellion: Rhode Island – rebellion against land qualifications for voting – Tyler puts
down
 1839: Webster – Ashburton Treaty – ends boundary dispute
 1843: Oregon Trail - migration
 1844: Election of 1844 –Polk (Dem) defeats Clay (Whig) and Birney (Liberty – anti-slavery)
P  1845: Taxes annexation Bill – by Tyler – permits admission of Texas and Florida
O
 Annexation of Texas
L
 1846: Elias Howe invents the sewing machine.
K
 1846-1848: Mexican-American War- Gen. Taylor provokes Mexicans by moving into disputed
184 Rio-Grande / Neuces River
4 - Three part plan to take over Mexico – decide against
184  Slidell Mission –Slidell sent to negotiate – rejected by Mexico
8  1846,1847: Wilmont Provisto – no slavery in new states formed from Mexican land –
rejected
 54” 40’ or Fight – Get Oregon below 49th parallel
 Reestablish Independent Treasury System – vaults
 Walker Tariff Bill – lowered tariff
 1847 – Polk Doctrine – resurrection of Monroe Doctrine concerning admitting new states into
union
 Obtain Oregon below 49 parallel
 1848: Trist Mission – Trists negotiates Treaty of Guadelupe Hidalgo
- Get territory of Arizona, California, Colorado, Nevada, New Mexico, Utah, and Wyoming
 Gold is discovered at Sutter's Mill in California.
 Women's Rights Convention is held in Seneca Falls, NY – headed by Mott and Stanton
T F  Election of 1848 – Taylor (Whig) defeats Cass (Dem. – father of pop. sovereignty) and
A I Van Buren(Free-Soil – abolitionists) – Taylor dies (1850) – Milard Fillmore VP
Y L  1850: Clay’s Compromise of 1850 – passes as separate acts during Fillmore – but violated
L L - California free state
O M - Other areas – popular sovereignty
R O - US takes Texas debts
R - Slave trade banned in Washington
E - Fugitive Slave Law strengthened
1848
 Clayton – Bulwer Treaty – U.S. and Britain agree to neutrality of a canal in Central
America
 1852: Commodore Matthew Perry opens Japan to US trade.
  Election of 1852: Pierce (Dem) defeats Scott (Whig)
P  1853: Gadsden Purchase – buy land from Mexico to build RR
I  Uncle Tom’s Cabin - Stowe
E
 1854: The Kansas-Nebraska Act - passed to create two states for a RR to go to west – slavery
R
in states
C
determined by popular sovereignty – North fears overturn of Missouri Compromise
E
 New England Emigrant Aid Society – into Kensas / Nebraska territory
185  1854-1859 – Bleeding Kansas – Topeka (Free Soilers) government vs. LeCompton
(slavery) gov.
 Ostend Manifesto – by Buchanan to take Cuba – rejected
 Walker expedition – Walker raises army, takes Nicaragua, Pierce recognizes new
government
 1856: Lawrence Mob Violency: abolitionist materials burned
 Pottawatomie Massacre: John Brown kills four pro-slavery people
 Election of 1856: Buchanan (Dem) defeats Fremont (Rep –Free Soil) and Fillmore (Know
B Nothings)
U  1857: The Dred Scott decision.
C - slaves are property to be taken anywhere – allows for slavery in North
H - Missouri Compromise unconstitutional
A  LeCompton Constitution rejected
N
 Panic of 1857 – depression – Buchanan does nothing
A
 1858 – Lincoln – Douglas Debates – on extension of slavery into new territories
N
 Free Port Doctrine – Dred Scott decision has to be enforced – if not popular sovereignty
185 rules
6  “A House Divided” against itself can’t stand – Lincoln’s speech
 1859 – John Brown’s Raid – Harpers Ferry to free slaves
 1860: Crittenden Compromise – last attempt at amendment against barring slavery below 36’
30 line - fails
 1860: Election of 1850 – Lincoln (Rep) defeats Douglas (Dem)
- Lincoln not abolitionst

For Seccession Against Seccession

North violates rights – doesn’t enforce Not truly free and independent state
fugitive laws Agreed to follow majority
History – right to abolish a destructive Gave up rights to join union
government “form a more perfect union”
Money from treasury goes for Northern Contract among people not states
interests
Government for the north
Gov. taking away property
No majority – rights taken away
L
I  1860-1865: The Civil War
N  1860: South Carolina secedes.
C Historiography
 Beginning of Industrial Revolution – “Guilded Age”
O  1861: The Civil War begins at Fort Sumter – Beauregard Sibly
(S) – slavery
L fires first shot overemphasized as cause for
N Civil War – more sectional
 “Necessity Knows no Law” – Lincoln increases army,
navy, 1st income tax, green backs, no freedom
186
0
186
 of press or speech, Villandigham (Copperhead – Peace Dem) jailed
 Confederacy established – Davis – President; Stephens - VP

Confederate Constitution
No protective tariffs No federal funded
improvements
States could impeach federal officers States supreme
Slavery protected 2/3 of house to appropriate
money (Problem)

 1861 – Kansas admitted as a free state

 Ex Parte Marryman – Lincoln suspends habeas corpus and
passes martial law in Maryland – Taney says only Congress can
Suspend habeas corpus Historiography
 Bull Run – South wins – Civil War becomes long Woodward – South unique,
 1862: Pacific RR Act – partially fed. funded – gave land for RRdifferent, agric.
 Homestead Act – 1862 – gov. land grants for agricultural college
Goven – sectional differences
 1863: Battle at Antietam exaggerated
 Banking Acts (1863, 1864) – establish federally charted banksBeringer – Confederacy defeated
 Draft Riot - NY because of loss of will – poor
 The Emancipation Proclamation. leadership, defeat
 Battle of Gettysburg – turning point
 Lincoln announces "10 Percent Plan." – lenient plan –
must plan allegiance to US
 1864: Election of 1864 – Lincoln (Rep) defeats McClellan (Dem)
 Wade – Davis Bill: South divided into military units until majority pledges allegiance and
bans slavery
 Wade - Davis Manifesto: Congress controls Reconstruction
 Pullman Car and Refrigerated Car invented
 Sand Creek Massacre – Chivington attacks defenseless Indian village
Historiography
 1865: Civil War Ends – Lee surrenders to Grant at Appomattox, VA
 1865: Freedman's Bureau is established – education and foodStamp – Reconstruction
successful – economic
 Lincoln is assassinated – Andrew Johnson becomes president
consolidation, democracy,
 Johnson’s amnesty plan – pardons almost all Confederates
 Thirteenth Amendment – abolishes slavery
J  1866: Ex Parte Milligan – Military courts can’t try civilians when civil courts are open
O  Civil Rights Act is passed over Johnson's veto – gave blacks equal rights
H  National Labor Union formed – short lived – attempted political involvement (womens
N rights, temperance, 8hr day, cooperatives)
S  Fetterman Massacre – troops killed
O  1867: Alaska Purchased.
N  Grange – organization formed by Kelly for social and educational reform for the farmer –
Farmers face deflation, debt, drought, depression
186  Reconstruction Acts – divide South into 5 military units, protect black voting, est. new
5 constitutions
186  1868: Tenure of Office Act – Pres. Can’t remove any appointed official without Senate consent
8 - declared unconstitutional – Congress can’t take away powers of Pres.
 14 Amendment – All persons born/ naturalized within US are citizens – equal protection
th

 Ku Klux Klan begins.

  Washita River – Custer destroys Cheyenne village
 Carnegie Steel Company is formed.
 Election of 1868: Grant (Rep) defeats Seymore (Dem)
 1869: Transcontinental RR completed from Union Pacific and Central Pacific
 Knights of Labor formed - secret
G  1870: Fifteenth Ammendment is ratified – right to vote can’t be determined by race, color, etc.
R  Force Acts - to protect the constitutional rights guaranteed to blacks by the 14th and 15th
A Amendments
N  Standard Oil Company is formed.
T  1872: Credit Mobilier Scandal – stock holders of RR construction
company overcharge gov. for job Historiography
186  Election 1872: Grant re-elected Tipple – Robber Barons –
8  1873: Slaughterhouse Cases – 14th Am doesn’t place fed gov’tthreatened
under traditional
187 obligation to protect basic rights concerning monopolies beliefs, destruction of
6  1874: Red River Wars – last attempt to resist reservationis competition
 Farmers Alliances – anti-RR pools, rebates, pass Granger Chandler
laws – entrepreneurs
were hard working and
 1875: Civil Rights Act – gave blacks equal rights
 Pearl Harbor acquired.
 1876: Battle of Little Bighorn. – Custer killed
 U.S. vs. Reese- allows voting qualifications – literacy test, poll tax, grandfather clause
 Alexander Graham Bell invents the telephone.
 Election 1876: Hayes (Rep) defeats Tilden (Dem)
H  1877: Munn vs. Illinois – If in interest of public good, than states can regulate prices reasonably
A
 Compromise of 1877 – Hays becomes president, troops withdraw from South
Y
 1878: Hall vs. DeCuir – allowed segregation
E
S  Bland – Allison Act – coined a limited number of silver
187  Treaty of 1878 – get rights to Pago- Pago, Samoa
6  1879: Thomas Edison invents the electric light.
 Knights of Labor go public – Pres. Powderly – no strike stand – both skilled and unskilled –
too diverse
 1880’s Dust Bowl begins
A  1880: Election of 1880: Garfield (Rep) defeats Hancock (Dem); Garfield dies – V.P. Chester
R Arthur
T  1881: Tuskeegee Institute is founded.
H  Helen Hunt Jackson writes A Century of Dishonor
U  1882: Chinese Exclusion Act
R  European Restriction Act
188  1883: Brooklyn Bridge is completed.
1
 Civil Rights Cases: allowed individual discrimination
 More Jim Crow laws passed
 1884: Election of 1884: Cleveland (Dem) defeats Blaine (Rep)
C  1886: The American Federation of Labor is founded by Gompers – for skilled only (no women/
L blacks) – dealt only with labor – used strikes
E  Interstate Commerce Act – regulate RR and private businesses
V  Haymarket Incident – 1886 – peaceful turned violent
E
Historiography
– people think unions are radical
L Laurie – labor radical – want
 1887: Interstate Commerce Commission - forbid long haul / short
A gov’t regulation, public
haul practices
N ownership
 American Protective Association – Anti-Catholic
D
188
  Dawes Severalty Act – government break up land individually –
break up farms - failed
 1888: Election of 1888- Harrison (Rep) defeats Cleveland (Dem)
 1889: Jane Addams founds Hull House
 Berlin Conference – US, Britain and Germany agree to joint protection of Samoa – doesn’t
H work
A  1st Pan American Conference – trade agreement
R
 Bering Sea Controversy – over seals
R
 1890: North American Women's Suffrage Association is founded.
I
S  The Sherman Antitrust Act. – “Trusts in restraint of trade are illegal”
O  1890-1900: Blacks are deprived of the vote in the South.
N  Wounded Knee – Indians revolt to outlawing the sacred ghost dance – Last Indian war
 Sherman Silver Purchase Act – gov’t buys silver but doesn’t coin – curb inflation
188  McKinley Tariff Act – raises tariffs
8  1892: The Homestead Strike –at Carnegie Steel – Pinkerton guards and troops put down strike
189  Miners strike - Idaho
2  General Electric Company formed.
 Populist Omaha Platform – 8hr work day, nationalization of RR,
Historiography
inflation, coinage of silver, anti-rich capitalist, decrease tariff
 Election of 1892: Cleveland (Rep) defeats Harrison (Dem) and
Goodwyn – populist are democratic
Weaver (Populist) Activists - reactionary
C  1893: Depression Hicks – populists are rational
L  Sherman Silver Purchase Act repealed – devalued gold people
E  1894: The Pullman strike – Pullman Co. controls prices but reacting to harsh laissez-faire
V fires workers – Am Railway Union strikes Hofstadter – anti-intillectuals
L
 Coxey’s Army marches on Wash. for unemployment relief
A
 1895: U.S. vs. E. C. Kight Company. – difference between
N
manufacturing and commerce – manufacturing doesn’t fall under anti – Trust Act
D
 Pollack vs. Farmers’ Loan and Trust Co. – income tax is unconstitutional
189  In reDebs – strikes are a restraint of trade under the Sherman Anti-Trust Act
2  Booker T. Washington's Atlanta Compromise Speech – both races must accept and help
each other – blacks have to earn rights
 1896: Plessy vs. Ferguson – “Separate but Equal”
 Election of 1896: McKinley (Rep) defeats Bryan (Dem)
M  Cross of Gold Speech by Bryan
C
 1897: Dingley Tariff – raises tax on duties
K
 1898: Spanish American War – because of election year and yellow journalism (Pulitzer and
I
Hearst)
N
L  Maine explodes – “Remember the Maine”
E  DeLome Letter – criticizes McKinley
Y  Williams vs. Miss. Upheld literacy test Historiography
 Get Hawaii Beards – Imperialism due to
189  Peace of Paris: Gives Cuba Independence and US economic gets reason – trade
6 Puerto Rico, Philippines, and Guam
190  1899: Samoa divided between US and Germany
0  Teller Amendment – gave Cuba freedom
 Open Door Notes – Hay – agree to territorial integrity of China
 1900: National Negro Business League founded by Booker T. Washington
 Gold Standard Act – gold standard unit of value
  Progressive Era – cure corruption, anti-monopolies, temperance, help immigrants and labor,
building codes, public utilities
 Boxer Rebellion – Chinese nationalist rebel – foreign nations unite to put down rebellion
R  1901: US Steel Corporation formed.
O  Platt Amendment – gave US a base in Cuba and permission for troops to intervene and
O consent to treaties
S  Insular Cases – Constitution does not follow the flag
E  1902 – Coal Strike
V
 1903: Department of Commerce and Labor created
E
 Hay-Herran Treaty – for Panama canal – rejected by Columbia
L
T  Hay – Buena Varilla Treaty – gives US land in Panama
 Elkins Act – dealt with RR rebates – part of “Square Deal”
190  1904: Panama Canal Zone acquired.
0  The National Child Labor Committee is formed.
190  Roosevelt Corollary: addition to Monroe Doctrine – made US a police force
8 - Take over Dominican customs duty
- Arbitrates in Venezuela dispute with Germany
 1905: Industrial Workers of the World is formed.
 1906: Upton Sinclair writes The Jungle – meat packing reform – resulted in Meat Inspection
Act
 Gentleman’s Agreement – Japanese can return to school – if Japan limits immigration
 T. Roosevelt negotiates Treaty of Portsmouth of Russo-Japanese War – receives Nobel
Peace Prize
 Hepburn Act - strengthened the powers of the Interstate Commerce Commission
 Pure Food and Drug Act - Established Food and Drug Administration
 1907: Drago Doctrine – Invest in Latin America at own risk
 Bank Panic
 1908: Muller vs. Oregon – limited number of hours for women
T
A  Root-Takahira Agreement – Japan will honor Open Door Notes
F  1909: NAACP is founded.
T  Taft begins implementation of Dollar Diplomacy (Haiti, Nicaragua)
190  Payne-Aldrich Tariff – lowered tariffs
8  Ballinger - Pinchot Controversy – Ballinger, Sec. of Interior, dismissed – charged with not
191 following nation;s conservation policy
 1911: Standard Oil Co. vs. US – court determines what’s a reasonable trust – Standard Oil Co.
W broken up
I  1913: The Sixteenth Amendment – authorized income taxes
L  The Seventeenth Amendment – direct popular election of Senate
S  Underwood Tariff – lowered duties
O  Federal Reserve Act – created federal reserve system
N
 1914: The Federal Trade Commission is established.
 The Clayton Antitrust Act – amendment to Sherman Anti-Trust Act – strengthed anti-
191
2 monopolistic reform
192  Federal Trade Bill.
0  United States invades Veracruz in Mexico – US soldiers arrested
 1915: The USS Lusitania is sunk by a German submarine
 troops sent to Haiti
 1916: Adamson Act – allowed government to take over RR - administered by McAdoo
 troops sent to Dominican Republic
  War Industries Board – coordinate production and mobilize – headed by Beruch
 Food Administration – headed by Hoover
- Leiver Act – set prices for agricultural products
 Fuel Administration – headed by Garfield – control fuel prices
 1917: US enters WWI
 Great Migration – blacks move from South to North – causes race riots – Harlem
Renaissance – Garvey back to Africa movement
 Creel Committee: Public Info. – spread propaganda – formed Liberty Leagues

For War Against War

Submarine warfare “He Kept Us Out of War”
Destroying trade Only benefit the wealthy
W Violating rights British violated our rights too
I Espionage and sabotage Germany tried to avoid Lousitania
L Zimmerman Note Propaganda
S Keep balance of power
O Make world safe for democracy
N
 1918: National War Labor Board – Under Taft – prevented strikes
191
2  Armistice Day
192  Treaty of Versailles – Germany accepts full blame, demilitarize Rhineland, Ger. Looses all
0 colonies
 1918: Wilson's Fourteen Points.

Important Points
Open covenants Freedom of seas and
trade
Disarmament Rebuilding of Belgium
Form Poland *League of Nations

 Espionage and Sedition Act.- suppress criticism, can’t interfere with draft
 1919: The Palmer Raids.
 Shenck vs. US – “clear and present danger” –
open opposition to war will undermine war effort Historiography
 Abrahms vs.US – upheld Sedition Act Kennan – Wilson an impractical
 American Protective League – pro-war activists, idealist
prosecuted and censored
 Senate rejects Versailles Treaty and League of Nations
- Ireconcilables – Borah – disagree with Article X = involvement in foreign affairs
- Reservationist – Lodge – accept treaty if Article X is clarified – only Congress can
commit troops
 Eighteenth Amendment is ratified prohibiting alcoholic beverages.
 Race riots - Chicago Historiography
H  Volstead Act – enforced 18 Amendment
th
Barnham – prohibition
A  1920: Nineteenth Amendment grants Womens Sufferage. works – aimed at saloons,
R
 Women vote 1st time
D
 KDKA – 1st radio station
I
N  Sinclair Lewis writes Main Street
G  First Commercial radio broadcast.
192
0
  1921: Margaret Sanger founds the American Birth Control League.
 Revenue Act – decreases taxes
 Washington Disarmament Conference – limit naval arms
 Post War Depression
 Immigration Act – restricts immigration
 1922: Sinclair Lewis writes Babbit
 Fordney McCumber Tariff – high increase in duties
 1923: Teapot Dome Scandal – Sec. of Interior Fall sells oil reserves to private industry
 Harding dies
 1924: McNary – Haugen Bill – vetoed – help farmers by buying surplus
C  Dawes Plan – helped Germany with reparation – provided loan
O  Peak of KKK
O  1925: The Scopes "Monkey" Trial.
L  Great Gatsby by Fitzgerald
I  The New Negro by Locke
D  1926: Weary Blues by Hughes
G  1927: Charles Lindbergh flies from New York to Paris solo.
E  Immigration Law
192  Sacoo and Vanzitte executed
 “The Jazz Singer” – 1st talkie
 1929: Kellog – Briand Pact: Peace alliance
 The Great Stock Market crash
H
O Causes of Crash
O Durable goods Profits increase; wages
V stay same
E Easy credit Federal Reserve does
R nothing
Overproduction Speculation and
192 margin buying
8 Debt
193
2  Agricultural Market Act – establish Federal Farm Board – assistance to farmers
 Tax Cut
 Young Plan – reduced reparation payments, no longer involved in German economy
 1930: The Smoot-Hawley Tariff – high protective tariff
 London Naval Treaty – decrease number of ships
 1931: Japan invades Manchuria
 1932: Stimpson Doctrine
R  Federal Home Loan Bank Act – assist with morgages
O  Public Works Project
O  The Reconstruction Finance Corporation – part of trickle down economics – lent money to
S banks
E  Bonus Army – marches on DC to receive veterans bonus – Hoover sends in troops
V  Franklin D. Roosevelt is elected President.
E  1933: New Deal begins
L  WPA – Works Progress Administration – employed artists, writers, photographers
T  CCC – Civilian Conservation Corps
193
2
  NIRA- National Industrial Recovery Act – sets up NRA – business men make codes for
min wages, hr.
 Glass Stegall Banking Act – kept us on gold standard – and created FDIC – against bank
runs
 SEC – Securities and Exchange Commission – watched market prices
 AAA – Agricultural Adjustment Association – paid farmers not to overproduce
 TVA – Tennessee Valley Authority – bring electricity – competes with private industry
 CWA – Civil Works Administration
 NYA – National Youth Administration
 HOLC – Home Owners Loan Corp.
 “Good Neighbor” Policy – Repudiated Roosevelt Corollary
 Japan and Germany withdraw from League of Nations
 20th Amendment –Presidential term starts on Jan. 20
 1934: NYE Investigation: determines cause of WWI
 Indian Reorganization Act - restored tribal ownership of lands, recognized tribal
constitutions and government, and provided loans for economic development.
 Share the Wealth society founded by Huey Long – called for distribution of wealth
 1935: Schechter Poultry Corporation vs. US – NRA unconstitutional – put legislative power
under executive administration
 Wagner Act: set up National Labor Relations Board
 Fair Labor Standard Act – set min. wage and hours
 CIO – Congress of Industrial Organization – labor union for skilled and semi-skilled
 Social Security Acts – provided benefits to old and unemployed
 Revenue Act – 1935 – tax the wealthy
R  1st Neutrality Act – stop selling munitions to belligerents – Am. can’t travel on belligerent
O ships
O  1936: Butler vs. US - AAA unconstitutional – put taxes on processing
S  2nd London Conference on disarmament
E  2nd Neutrality Act – no lending money to belligerent nations
V  1937: 3rd Neutrality Act: Cash n’ Carry (pay for it and transport it yourself) – doesn’t apply to
E Latin America and China
L  Quarantine Speech – isolate belligerent nations
T  Panay Incident- Japanese bomb Am. ship – U.S demands only apologies and reparations
 Japan moves into East China – US does nothing
193
 1938: End of New Deal Reforms.
2
194
5 For New Deal Anti - New Deal
Regulation of federal institutions Socialistic program
Benefits to labor Unconstitutional
Help unemployed Deficit spending
Restored confidance Gov’t competes with Private industry
Monopolistic
Worthless – creates dependency

 John Steinback’s Grapes of Wrath

 1940: Selective Service – peace time draft
 Destroyers for Bases Deal
 Smith Act – finger printing of aliens
  1941: Japanese attack Pearl Harbor
 Lend Lease - lend materials for war
 US enters WWII.
 Relocation Camps for Japanese
 1942: Congress of Racial Equality – prevent segregation and discrimination
 Revenue Act of 1942 - effort to increase tax revenues to cover the cost of WWII
 1943: Office of Price Administration – seals prices, rations food
 Detroit race riots - government does nothing
 Casablanca Conference - FDR and Churchill met in Morocco to settle the future strategy of
the Allies
 Cairo Conference - conference of the Allied leaders to seek Japan's unconditional surrender.
 Tehran Conference - FDR, Stalin, Churchill to discuss strategy against Germany
 1944: GI Bill - benefits for veterans – money for education, mortgage – creates middle class
 D-Day – July 6, 1944
 1945: Yalta Conference – Allies meet to decide on final war plans
 Battle of Bulge – Last German offensive
 Okinawa - deadly military campaign on Pacific island
 US joins the United Nations
 Nationwide strikes due to inflation – OPA disbanded
 A-Bomb dropped on Hiroshima and Nagasaki
 Germany and Japan surrender ending World War II
 Roosevelt dies – Truman VP
 Potsdam Conference - Truman, Churchill, and Stalin meet in Germany to set up zones
T  1946: Kennan containment – prevent spread of communism
R
 Employment Act – goal to have full employment
U
 Atomic Energy Act – establish Atomic Energy Commission – develop better bombs
M
A  President’s commission on Civil Rights – advocate rights
N  Philippines get independence
 Churchill's "Iron Curton" speech in response to Russian aggression.
194  1947: The Marshall Plan – economic aid to Europe after WWII
 Taft –Hartley Act – 80 cooling period not to strike – labor leaders must sign Non-
Communist oath
 Truman Doctrine – financial commitment to nations fighting Communism
 Federal Employee Loyalty Program – anti-communistic oaths
 National Security Act – created CIA
 Jackie Robinson breaks color barrier
 1948: Election of 1848- Truman defeats Dewey and Thurman(DixiCrat)
 Truman desegregates armed forces
 Berlin Blockade - Berlin Airlift
 OAS – Alliance of North America and South America
 Alger Hiss Case – convicted of purgery
 Nuremberg trials
 1949:NATO formed Historiography
 Communistic Victory in China Kelly – conflict between USSR and
 Russia’s 1 A-Bomb
st US inevitable – different values,
 Department of Defense created
 West and East Germany created
 Fair Deal: most don’t pass; Housing Act (construction increases); minimum wage increases
  Orwell, Ninteen Eighty-Four
 1950: Korean War begins – enter because of containment
 McCarren Internal Security Act – illegal to contribute to Communism
 McCarthyism – fear of communism wide spread
 National Security Council Memo 68 – beginning of massive defense spending
 1951: 22nd Amendment – President can only serve 2 terms or 10 years
 Denis vs. United States- upheld Smith Act under “clear and present danger clause”
 Catcher in the Rye – Salinger
 US – Japanese Treaty – bases in Japan
 ANZUS – Australia, New Zealand, and US ally
 MacArthur fired by Truman – invades China
 1952: Election of 1952: Eisenhower (Will end war) vs. Stevenson
 1953: Rosenbergs executed
 terminate reservations for N.A.
 Armistice in Korea – 38th parallel
 Shah of Iran returns to power in coup – to keep Iran from going Communistic
 Krushchev in control of Russia
E  1954: Army – McCarthy hearings – brought down Joseph McCarthy
I  Brown vs. Board of Education – overturns Plessy vs. Furguson decision
S  SEATO – alliance Turkey, US, Iraq, and Iran
E  Fall of Dien Bien Phu – French loose in Vietnam
N  Geneva Conference – reduction of nuclear weapons, divide Vietnam along 17th parallel –
H elections in a year
O  Mao bombs Taiwan – Eisenhower threatens to send troops in and the A-bomb -
W brinkmanship
E  China bombs Taiwan – Eisenhower sends in troops – China backs off
R  1955: Montgomery bus boycott begins – Rosa Parks
 AFL and the CIO merge
195  Warsaw Pact: USSR and Eastern European allies unite to counter NATO
2
 1956: Election of 1956: Eisenhower re-elected: ended Korean “War” and balanced budget
196
0
 Suez Crisis – Egyptian President nationalizes canal
 Howl – by Allen Ginsberg – bohemianism – Beat Generation
 Interstate Highway Act - building federal roads; movement into rural area; creation of
suburbs
 Hungarian Revolution – rebel against Communism – US doesn’t support
 US puts Diem in power in South Vietnam
 Election 1956: Eisenhower defeats Stevenson again
 1957: Eisenhower Doctrine – extends to Truman Doctrine to Middle East – help fight Commies
 Domino Theory - if one country fell to Communism, it would undermine another that one
would fall, producing a domino effect.
 Baby Boom peaks
 Civil Rights Act- create permanent civil rights commission – supervise voting
 Little Rock school desegregation
 Russians launch Sputnik – space race
 1st nuclear power plant
 On the Road – Jack Kerouac
 1958: National Defense Education Act- funding to math, science, and language programs
 NASA formed
  1959: Cuban Revolution –Castro invades
 Labor Reform Act – protect employees
 Alaska and Hawaii admitted as states
 1960: U-2 incident – US spy plane goes down in USSR – convert operation discovered
 Greensboro sit -in
K  Civil Rights Act – federal government registers black voters
E  Election 1960: Kennedy (Dem) defeats Nixon (Rep) – 1st TV debate
N  National Lieration Front – Viet Cong formed
N  1961: Bay of Pigs: attempt to overthrow Castro – fails
E  Trade Embargo on Cuba
D  Alliance for Progress - to build up Third World nations to the point where they could
Y manage their own affairs.
 Berlin wall built to stop crossing
196  Peace Corps – encouraged US citizens to help third world countries
0  Coup regime in Vietnam – Diem assassinated
196  Organization of Petroleum Exporting Countries (OPEC) - an Arab majority - oil trade -
3 joined together to protect themselves.
 1962:Cuban Missle Crisis – USSR sends missiles to Cuba – US removes missiles from Turkey
and USSR from Cuba.
 Baker vs. Carr – end of gerrymandering – manipulating voting districts
 Engel v. Vitale - prayer in public schools were banned on violation the First Amendment.
 Silent Spring Rachel Carson – on pollution
 Students for a Democratic Society (SDS) - condemned anti-Democratic tendencies of large
corporations, racism and poverty
 1963: Kennedy assassinated by Oswald – Johnson becomes President
J  Test Ban Treaty – no testing in atmosphere or ocean – US, USSR, Br
O  March on Washington: Martin Luther King Jr. I have a Dream Speech
H
 The Feminine Mystique , Betty Ferdan
N
 1964: 24th Amendment – outlaws poll tax
S
O  US enters Vietnam War - Tonkin Gulf – 1 bullet fired at US ship causes war:
N  Gulf of Tonkin Resolution - Johnson can police Vietnam
196  War Powers Act – restrained president’s ability to commit troops overseas
3  Economic Opportunity Act: Job Core for youth training; Volunteers in Service to America
196 (VISTA); Office of Economic Opportunity – establish Equal Opportunity Laws
8  Civil Rights Act: public accommodations could not be segregated and that nobody could be
denied access to public accommodation on the basis of race.
 Tax reduction
 Great Society- Platform for LBJ's campaign, it stressed the 5 P's: Peace, Prosperity, anti-
Poverty, Prudence and Progress.
 1965: Medicare and Medicaid – aid to elderly
 Higher Education Act – Federal Scholarships
 Ralph Nadar's Unsafe at any Speed -criticized poor construction and design of automobiles
 Watts, Detroit race riots - army sent in
 Voting Rights Act - it allowed for supervisors to register Blacks to vote in places where
they had not been allowed to vote before.
 1966: Department of Housing and Urban Development established
 Department of Transportation created
 National Traffic and Motor Vehicle Safety Act – promote car safety requirements
 Miranda vs. Arizona –the accused must be read his/her rights
  National Organization for Women (NOW) - advocate equal rights
 1967:25th Amendment – Allowed VP who becomes Pres. to pick a new VP
 1968: Election of 1968 – RFK shot; Nixon elected
 Nixon's "New Federalism" - returning power to the states
 Vietnamization begins – war extends
N  TET – Viet Cong attacks during Vietnamese holiday
I
 War extended to Laos and Cambodia
X
 Civil Rights Act - attempted to provide Blacks with equal-opportunity housing.
O
N  1969: Vietnamization begins – slow withdrawal of troops from Vietnam
 Nixon Doctrine – reducing number of troops abroad by helping nations economically and
196 militarily
8  Armstrong walks on the moon
197  Warren E. Burger appointed - a conservative to fill Earl Warren's liberal spot.]
4  U.S. bombed North Vietnamese positions in Cambodia and Laos. Technically illegal
because Cambodia and Laos were neutral
 1970: Kent State – Protest war – troops sent in – 4 die
 1971: Reed vs. Reed – outlawed sexual discrimination
 Desegregation – kids bused into black/white schools
 New Economic Policy: wage and price controls to curb inflation
 1972: Election of 1972: Nixon re-elected defeating McGovern in largest landslide victory
 Nixon visits Red China and Russia: eases tensions
 SALT1: Nuclear arms limitation agreement
 Watergate Scandal begins: burglarizing and wiretapping the national headquarters of the
Democratic Party
- investigation headed by Baker
 Equal Rights Amendment (ERA) - proposed the 27th Amendment, calling for equal rights
for both sexes
 1973: VP Agnue resigns: Ford replaces him
 Treaty of Paris: Ends Vietnam – troops withdrawn – Vietnam temp. divided again
 Gideon vs. Wainwright - court decided that state and local courts must provide counsel for
defendants in felony cases
 Roe vs. Wade - restricting abortion is unconstitutional.
F
 1974: Nixon resigns
O
 Ford pardons Nixon
R
D  Vietnam becomes Communistic
197  Kaher roge – ruthless regime established in Cambodia
4  1975: US ship Mayaquez attacked by Cambodia - crew rescued
 South Vietnam becomes Communist
 1976: Election of 1975: Carter defeats Ford
C
 1977:US gives up rights to Panama Canal in 1999
A
R  1978: China and US agree to establish diplomatic relations
T  1979: Create Department of Energy and Department of Education
E  Fuel shortage
R  Camp David Accords: Peace between Israel and Egypt
197  Shah expelled from Iran: American embassy taken hostage: Carter’s rescue mission fails
6  SALT II - Strategic Arms Limitation Treaty with Russia - removed after Russia attacked
Afghanistan
 Three Mile Island - power plant failure emits radiation in Pennsylvania
  1980: Election of 1980: Reagan wins with his “Reaganomics” program of reducing taxes and
spending -
"supply-side" and "trickle-down" economics
R  Iran hostages released
E  Olympic Boycott - The U.S. withdrew from the competition held in Moscow to protest the
A Soviet invasion of Afghanistan
G  1981: Air Traffic Controllers Stike
A
 Assassination attempt on Reagan
N
 Economic Recovery Tax Bill:
198
0  Sandra Day O'Connor becomes first woman Supreme Court justice
198  1983: Military invasion of Grenada (Caribbean island) to stop Communism
8  American peacekeeping force in Lebanon attacked by terrorists - 241 dead
 1984: Taxes increase
 1986: US bombs terrorist targets in Libya
 1988: Intermediate-Range Nuclear Forces Treaty (INF Treaty) limiting intermediate-range
nuclear missiles with Russia
1979 New lawsshorten
12: Separated allowed lame
out an duck
electoral
additional U.S.
college 50,000 Government
vote for vice president
refugees to be Structure
to avoidannually,
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of the election
the
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man professing
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and whites urging
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commander in chief U.S. senate selection to direct election by people (instead of by the state
opportunity
chief of state legislation
legislatures), 1916 in federally-contracted defense industries. Executive Order 8802.
Amendments
Securities
1917
gives Literacy
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Exchange
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dream"
the Constitution
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enforce
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manipulation
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National of Amendment
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Act
abolishing
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wages, hours andorganized
prices. hisand
1948
1964
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President
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state court orders
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19: Established
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1921
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staffed
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collectively,
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KKK. or
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“lame duck” amendment moved up presidential inauguration and Congress meetings to
1954
1868 Brown
Asians. 14th v. Board ofratified,
Amendment Education: granting"separate equaliscitizenship
inherentlyand unequal."
rights under the law,
January
Social
2. Federalism (from
Security March)
Act,
– Role 1935:
for statesOld age
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aged included
Emmet
regardless Till
2: tortured
Right
of raceof and
militia
or color killed
to bear in Mississippi,
arms. creating nationwide shock at
in 1965.
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1924 21:
Southern Nationalhostility
Repealed Originsand violence
Act reduces
prohibition, 1933 uponthe blacks.
annual total to 164,000. It also drastically
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quartering closed shop,
of soldiers permits homes
in citizens’ states to bar union shop, allow temporary
reduced
1870
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the
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limit to 4,000
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persons.
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opposed
Taylor
“unwritten
1956 Act,4: 1967,
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constitution,”
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1951 search in Newand York
seizure State
of of public
property employees
without a (police,
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Appointments
teachers, etc.).must be Bus
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Boycott
approved a success; city bus system desegregated; African-
fines for violations. Many other states have similar laws.
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removed the the number
is South,
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people endingfrom each countryenforcement
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can’t be deprived of life, liberty, or private property without due process.
4. Unwritten constitution-
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24: Abolished
2 term-limit for train
President the poll tax,asaofcharge
(“written” 1951) for the right to vote, 1964
1956-57,
buses,
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trains,
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Rock Nine
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that in
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of 1957, but it has little impact on voting institutions
refugees
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1882
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rights.
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21), 1971 and slightly amended exisiting laws.
Elastic
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Sit-ins, Asians
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1960; again,
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someone from France or Germany. Gives preference to professionals and skilled workers,
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and It
those required
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Administration)
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permission (1798)
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response to demands of Senate. additional labor during north begins to all
nationally
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a college.
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 - Smoot-Hawley - Korean Tariff War (1930)- General - Reconstruction Douglas MacArthur Finance Corporation (RFC)

- Roosevelt
The
America
‘Roaring’
- Good
Becomes
20s &Athe
Superpower:
Corollary
Depression:1940-1960
- Hay-Bunau-Varilla
- Bonus
Neighbor
- Ho Chi
1920-1940
- Gandhi Army Treaty
to Monroe
Minh
- Dien
Policy Doctrine
- “Hoovervilles”
--Bricker
Bien- Panama
Norris-LaGuardia
Phu Canal
-Amendment
“ColossusAct of the
(1932)North”
- election
- John of
- Russo-Japanese
Foster1932Dulles - 20War th & 21st- Amendments
- mutual Treatyassured of Portsmouth
desgtruction (M.A.D.)

MAJOR THEMES: - Emergency

America Becomes A Global Power: 1900-1920s
- Gentleman’s
- Hungarian
- -brinksmanship
- Banking
bankAgreement
Muckrakers Revolt
holiday
Relief (1956) Act
- Jacob
- -Hundred
(1933)
- Nikita
Great Khrushchev
- Common
Riis -[How
White
DaysFleet
“Relief,
Market
theRecovery,
Other HalfReform!”
Lives]
1 - - Glass-Steagall
Thorstein
- Organization
Harding and
Compare Veblen Banking
of [The
American
the 1920safter
isolationism Reform
Theory
as the States
of
World Act
the
endWar (1933)
(OAS)
Leisure
of Progressivism.- -
U-2
- Federal
Lincoln
Incident Deposit
Steffens
I with leadership of the Western Insurance
[The Shame Corp.
world (FDIC)
of after
the Cities]
World War II.
2 - National
What aspects
Compare Industrial Class]
- Bay Recovery
of Progressivism
and contrast of Pigs- Frank
Act
Americansurvived - (NIRA)
Alliance
Norris
foreign into [The
-for
policy National
Progress
Octopus]
thein1920s? Industrial Recovery Administration
the 1920s and 1930s with American foreign
3
policy
MAJOR in -Were
THEMES: Idafifteen
the Tarbell
the 1920s -[History
years Cuban
- the “Blue
“golden”
after Missile
ofWorld
Standard
Eagle”
or Crisis
War Oil
“roaring” II. (NRA)
Co.]
-forICBM - John Dewey
farmers, labor, and [Thebusiness?
School and Society]
4
3 -
Coolidge:
The -
impactMargaret
Agricultural
- G. I.
The Bill manSanger
Adjustment
of
ofS.communism Rights
who -
(1944)
Act
builds 16
upon th ,
(AAA)17
aboth - th
factory ,
Baby 18-
foreign ,
Civilian
thBoom
builds 19 th Amendments
and Conservation
a temple;
domestic the Corps
man
affairs who
in (CCC)
theworks there
twoEast,
decades worships
after
1 Organize U. foreign policy from 1870-1920 by: (1) geographic regionFar Latin
there.
World
America, - Federal
WarCaribbean,
II. - Triangle
Emergency
- Taft-Hartley
Shirtwaist Relief ActCo.
Admin. fire
- Senator
(FERA)
- Anti-Saloon
Europe; (2) American motives economic, moral, Monroe Doctrine, Robert- Civil A.Works
League
Taft Administration (CWA) balance of
5
4
power among The
Was- Public
1920s
the
European Works
Cold as War an -nations,
-Square
Administration
Dixiecrats
age Deal (PWA)
of nonconformity:
inevitable?dominance - -Senator
Newlands
in the -Blacks,
Works
Strom Reclamation
Caribbean; Progress
Thurmond
feminists, Act (1902)
(3)Administration
literary
influence criticism,(WPA)
new sexual
of domestic policies on
freedoms.
5
foreign policy.Compare - Forest and Reserve
- Henry
Harry
contrast Hopkins
Wallace
Act
the (1891)
foreign - Federal
Fair
- Anthracite
policies Deal of Arts
Truman Coal
Project Strike
and (1902)
Eisenhower.
6
2 - Home
The
How - National
dark
Imperialism: Owners’
consistent side Security
- characteristics,
Hepburn
ofLoan Act
the 1920s:
was Corporation
U. Act
S.(1947,
(1906) 1949)(HOLC)
anti-immigration,
policy toward
sources, - “Trustbuster”
-China
McCarthyism
nature, - Federal
KKK,
from Scopes
causes, Housing
1900-1949?
impact, Authority
Trial, (FHA)
prohibition.
results, compared to European
7 - Securities
imperialism. Alienation
Impact - Senator
of-andMeat
as Exchange
the Inspection
Josephthem
aSpanish-American
literary McCarthy
Commission
Act in the - Upton
War, - (SEC)
1920s Alger
World Sinclair
F.Hiss
-Scott
Joseph
War [The Kennedy,
Jungle]
I,Fitzgerald’s
and World War Sr. II on
Great Gatsby [the “Lost
our commitments and
Generation”].
security
3 inLink-Asia -and
Tennessee
- JuliusPure
Reconstruction, the Food
and Valley
Ethel
Pacific and Drug Act(TVA)
Authority
Rosenberg
Ocean.
Populism, and- Imperialism.
Panic
- McCarran
- Rural of 1907 Electrification
Internal Security Administration
Act (1950)(REA)
8 -American
-Wisconsin,
National
Causes - 22 ofnd Amendment
Youth
the “Laboratory
foreign Great Administraiton
policyDepression.
from -Democracy”
ofold Ayn Rand [The
(NYA)
1945-1960 -was
-Indian
BobFountainhead]
LaFollette
Reorganization
controlled by the ghost Act (1934)
of Woodrow Wilson.
4 Compare and contrast the and the new Manifest Destiny.
9
5 - McCarran-Walter
Compare
Roosevelt’s - -Ballinger-Pinchot
Wagner
theforeign
and criticisms
contrast Immigration
Act (1935) controversy
of American
the
policy. Act
experiences - National
(1952)
society - -
“Dollar
Labor
of variousInterstate Relations
Diplomacy”
Highway
writersgroups—labor, Board
made in the 1920s Act(NLRB)
Blacks, withbusiness,
those made in the
farmers—
1930s.
following
6 -Wilson’s
Dept.
the First -ofFair Health,
- Bull
and
foreign Labor Moose
Second Educ.
Standards
policy. Party
& Welfare
World Act
Wars. - Roosevelt’s
(HEW)
- Congress - St.Osawatomie,
Lawrence
of Industrial Seaway
KS
Organization
speech (CIO)
10
7 Compare
Disputes
U. S. policy Hoover’s
among toward--New
John
Jimmy
black andFreedom
L.leaders
Mexico Hoffa
Lewis
FDR’s andresponse
over --AFL-CIO
Cuba, Dust
New
goals, Bowl
Nationalism
merger
tomethods,
1890s-1930s.the Depression.and the degree of integration.
11
8 Compare
1950s as the
an role
era of -
Socialist
of Sputnik
Causes of U. S. entry into World War I and its attempts toof
- Oakies the
social Party
-
federal John
anxiety. - National
Steinbeck
- IWW
government Defense
[“Wobblies”]
[The
in the Education
Grapes
economies Act
remainof (NDEA)
Wrath]the 1920s and 1930s.
neutral.
12
9 The
Reasons- Frances
twenties - - “military-industrial
for“Big Perkins,
were
and Bill” Haywood
Secy.
pro-business;
consequences of
complex”
Defeat of the Versailles Treaty: immediate and long-term consequences. Labor
-of Federal
the black - Eleanor
-
thirties desegregation
Reserve
migrationwere Roosevelt
Act (1913)
anti-business.
from the rural South to the urban North in
13
10 20c. Compare
the War and - Underwood-Simmons
- Keynesian- “Separate
Progressivism
the threat of economics
war Butand Equal”
unitedTariff
the and - Huey
New - -divided
Jones
Thurgood
Deal. Long Act [the
(Philippines),
Marshall
Americans “Kingfish”]
in the19161898-1920s period.
14
13
11 Compare
Civil - rights
Jones -and“Share
Actcontrast
movement (Puerto
- Rosa
the Weath” Parks
Rico),
tothe First
1960. 1917
Populist --Father
and Montgomery,
- Pancho
Second
and Charles
ProgressiveNew Villa
AL
Coughlin
bus
Deals. boycott
movements.
15
14
12 The
Why-
CompareGeneral
-
New Rev.
is FDR -
Deal John
Martin
Election
ranked
Progressivism “Blackjack”
Luther
of 1936
was revolutionary.
as a and King, Pershing
-Jr.Social
greatJacksonianism.
President? - Little
- Triple
Security Rock, Entente
ActAR desegregation crisis
16
13 The
Goals New - Civil- Rights
“Court - Triple
Deal was a conservative
of Progressivism: Act
Packing” (1957)
Alliance - Chief
successes,program. - Civil
Central Rights
Justice
failures. Powers Act
Charles (1960)
Evans Hughes
- poll
17
14 Hatch taxes Act (1939)
The New Deal-as
Progressives Lusitania
helped
the new - Zimmermann
theFederalists:
rich more than Comparethe Noteneedy. Hamilton’s program and Progressivism.
18
15 Successes - War and Industries
failures
Progressivism as the “have-nots” against the “haves”: Board
of the New - Herbert
Deal. Hoover, Foodrole Administration
of labor unions, immigrants, Blacks,
19 The
women, and urban poor. Supreme- Espionage Court Act
and (1917)
the New - Sedition
Deal. Act (1918)
TERMS
16 TO Impact
20 KNOW:of various
Corporations - selective
and New
unions service
Deal both programs
wanted - Fourteen
and agencies
governmental Points protection
on American butsociety.
not governmental
IMPORTANT
21
regulation. Rise SUPREME
of- theMontevideo COURT
- Versailles
welfare CASES:
Conference
state. Treaty -- Rio Big de Four Janeiro Conference (1933)
17** Schechter
22 Korematsu Big
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[1935]
and
- Senator
(1936) and -civilians
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interpretations from
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programs
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23 v.
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S. Board
v. U. the S.Civil of Education,
critics
Steel War - Red Scare
of(1936-1939)
Corp. theinNew Topeka,
1920. Deal: - KS
Palmer [1954]
- Francisco
Townsend, raids blacks,
Franco
Coughlin, education
Huey and Long, theleftists,
equal conservatives.
protection
24
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thehistoryAdolph
reformofeffort Hitler
a reform by the - Benito
such lateas Mussolini
1930s?
prohibition, women’s rights, or banking.
25
19 Reform
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Joseph come Stalin
without and-aChiang depression
changing Kai-shek becauseand
economic reform
socialin conditions,
American history is the
1890-1920.
periodic
20 readjustment of - Panay
aspects
Significant elections: 1900, 1912, 1920. Incident
of the economy.- General Tojo
IMPORTANT
26
21 SUPREME
Compare andCOURT
the labor- Lend
contrast CASES:
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movement
the programs of -the Atlantic
1930s Charter
with the(1941)
and administrations labor of movement
TheodoreofRoosevelt,
the late 19c.Woodrow
27 * Insular Why Cases did - the[1901,
Pearl Socialist 1903,
Harbor 1904]
(12/7/41)
Party
Wilson, and William Howard Taft: banking, railroads, trusts, tariffs, etc. failconstitutional
to - War
become a rights
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serious in territories
Board
factor in American politics?
22* Northern - Office
World Securities
War of IPrice both Case helped [1904]
Administraiton and antitrust
hurt (OPA)Blacks laws - and
genocide labor.
23* Lochner Compare v. New the York -[1905]
domestic Holocaust due process
impact of- the
“Final and
First state
Solution”
and Second police power World Wars.
* Schenck v. U. S. [1919] - D-Day radicals(6/4/44) and the 1
- Stalingrad
st Amendment
24 Progressivism a liberal or conservative movement?
* Abrams
TERMS TOv. U. S. [1919]- Winston
KNOW: radicals and Churchill the 1st Amendment
- Casablanca Conference (1943)
- Teheran- “Return to Normalcy”
Conference (1943)- Teapot Dome Scandal
- “unconditional surrender”
- Muscle
- Battle of the ShoalsBulge - Secy. - Manhattan of the Treasury Project Mellon (tax cuts)
- J. -RobertElection of 1924 - Progressive
Oppenheimer - HiroshimaParty
TERMS TO KNOW: - Federal- Farm Nagasaki Board - -V-E “The Day Lost Generation”
- Theodore Dreiser - James -[An G.
V-JAmerican
Day Blaine- Manzinar - Pan-Americanism
Tragedy] - Ernest Hemingway [A Farewell to Arms]
- T. S. - “Yellow
Eliot journalism”
[The
- relocation Waste - jingoism
- Yalta Conference [Volstead Act]
Land] - prohibition
-- Alfred
Potsdam Conference -- -U.
- Thayer
fundamentalists Mahan S. S. Maine
Immigration
Churchill’s “IronActs (1921, speech
Curtain” 1924)
-- Commodore - Billy Matthew
Sunday
Bretton Woods Conference - Dunbarton Oaks ConferencePerry - -
Scopes Commodore Trial Dewey
- Henry Ford - Queen [Model - UN T]
Liliokalani
Charter - The Jazz -- Rough Singer
Nuremberg Riders [1trials
st talking movie]
- Treaty of-Paris
- Voice flappers (1898) - the
of America - Walter
- “New
Marshall Reed
Woman” Tito
- Harlem --Insular Cases --George
Renaissance
containment Teller
- Langston Amendment
F. Kennan Hughes
---Platt
Marcus
Truman Amendment
Garvey ---Pan-African
Doctrine protectorate
Marshall Plan movement
- Charles - Aguinaldo
- Berlin Blockade - John
Lindbergh “Spirit
- NATO Hay,of St. Secretary
Louis” of State
- Twenty-One - Open
- Warsaw PactDoor
Demands Notes - - Boxer
Washington
- SEATO Rebellion Naval Conference
- -5:5:3:1.75:1.75
extraterritoriality
- CENTO naval - most-favored-nation
ratio
- ANZUS - Dawes Plan clause
- Teddy Roosevelt’s - Young “Big
Plan
- collective security - Mao Tse-tungStick” - policy
Kellogg-Briand - Clayton-Bulwer
Treaty Treaty