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5 Steps to a 5: AP U.S.
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Daniel P. Murphy
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CONTENTS
Preface
Introduction: 5-Step Program
STEP 1 Set Up Your Study Program

1 What You Need to Know About the AP U.S.
History Exam
Advanced Placement Program
AP U.S. History Exam
Taking the AP U.S. History Exam
2 Preparing for the AP U.S. History Exam
Getting Started
Three Plans for Test Preparation
STEP 2 Determine Your Test Readiness

3 Take a Diagnostic Exam
How to Use the Diagnostic Exam
When to Use the Diagnostic Exam
Conclusion (After the Exam)
AP U.S. History Diagnostic Exam
Answers to the Diagnostic Exam
STEP 3 Develop Strategies for Success

4 Mastering Skills and Understanding Themes for
the Exam
The AP U.S. History Exam
Reasoning Skills, Historical Analytical Skills, Historical
Themes, and Exam Questions
5 Strategies for Approaching Each Question Type
Multiple-Choice Questions
Short-Answer Questions
Document-Based Question (DBQ)
Long Essay Question
Using Primary Source Documents
STEP 4 Review the Knowledge You Need to Score High

6 Settling of the Western Hemisphere (1491–
1607)
Native America
The Europeans Arrive
Chapter Review
Review Questions
Answers and Explanations
7 Colonial America (1607–1650)
New France
English Interest in America
Effects of European Settlement
Chapter Review
Review Questions
8 British Empire in America: Growth and Conflict
(1650–1750)
Part of an Empire
Growth of Slavery
Political Unrest in the Colonies
Salem Witch Trials
Imperial Wars
American Self-Government
Salutary Neglect
First Great American Religious Revival
Chapter Review
Review Questions
9 Resistance, Rebellion, and Revolution (1750–
1775)
War in the West
Defeat of New France
The British Need Money
Stamp Act Crisis
Townshend Acts
Boston Massacre
Boston Tea Party
Intolerable Acts
First Continental Congress
Chapter Review
Review Questions
10 American Revolution and the New Nation (1775–
1787)
Lexington and Concord
Second Continental Congress
Thomas Paine’s Common Sense
Declaration of Independence
Reactions to Independence
Balance of Forces
The War in the North
The Saratoga Campaign
The War in the South
The Treaty of Paris
New State Constitutions and the Articles of
Confederation
Financial Problems
Northwest Ordinances
Shays’ Rebellion
Chapter Review
Review Questions
11 Establishment of New Political Systems (1787–
1800)
The Constitutional Convention
The Ratification Battle
The Bill of Rights
The Birth of the Party System
Hamilton’s Economic Program
Effects of the French Revolution
Washington’s Foreign Policy
The Presidency of John Adams
Chapter Review
Review Questions
12 Jeffersonian Revolution (1800–1820)
Election of 1800
An Assertive Supreme Court
A New Frontier
The Louisiana Purchase
Burr’s Conspiracy
Renewal of War in Europe
The War of 1812
The End of the War
A Federalist Debacle and the Era of Good Feelings
Henry Clay and the American System
Missouri Compromise
Chapter Review
Review Questions
13 Rise of Manufacturing and the Age of Jackson
(1820–1845)
The Rise of Manufacturing
The Monroe Doctrine
Native American Removal
The Transportation Revolution and Religious Revival
An Age of Reform
Jacksonian Democracy
The Nullification Controversy
The Bank War
The Whig Party and the Second Party System
Chapter Review
Review Questions
14 Union Expanded and Challenged (1835–1860)
Manifest Destiny
The Alamo and Texas Independence
Expansion and the Election of 1844
The Mexican War
Political Consequences of the Mexican War
The Political Crisis of 1850
Aftermath of the Compromise of 1850
Franklin Pierce in the White House
The Kansas-Nebraska Act
“Bleeding Kansas”
The Dred Scott Decision
The Lincoln-Douglas Debates
John Brown and Harpers Ferry
The Election of 1860
Chapter Review
Review Questions
15 Union Divided: The Civil War (1861–1865)
North and South on the Brink of War
Searching for Compromise
Gunfire at Fort Sumter
Opening Strategies
The Loss of Illusions
Union Victories in the West
The Home Fronts
The Emancipation Proclamation
The Turn of the Tide
War Weariness
The End of the War
Chapter Review
Review Questions
16 Era of Reconstruction (1865–1877)
Lincoln and Reconstruction
Andrew Johnson and Reconstruction
Efforts to Help the Freedmen
Radical Reconstruction
The Impeachment of Andrew Johnson
Final Phase of Radical Reconstruction
The End of Reconstruction
Chapter Review
Review Questions
17 Western Expansion and Its Impact on the
American Character (1860–1895)
Government Encouragement of Western Settlement
Challenges for Western Farmers
Agricultural Innovation
Women and Minorities on the Agricultural Frontier
The Mining and Lumbering Frontier
The Ranching Frontier
The End of Native American Independence
Agrarian Anger and Populism
The Gold Standard
The Grange and Farmers’ Alliances
The Populist Revolt
Populism and the Election of 1896
The Idea of the West
Chapter Review
Review Questions
18 America Transformed into the Industrial Giant of
the World (1870–1910)
An Industrial Revolution
Changes in American Industry
A Changing Workplace
Big Business
The Emergence of Labor Unions
Uneven Affluence
The New Immigration
The Rise of the Modern American City
Gilded Age Politics
Social Criticism in the Gilded Age
Chapter Review
Review Questions
19 Rise of American Imperialism (1890–1913)
Postwar Diplomacy
Acquiring Hawaii
The New Imperialism
The Spanish-American War
Combat in the Philippines and Cuba
The Cuban Conundrum
The Debate over Empire
The Panama Canal
The Roosevelt Corollary
Chapter Review
Review Questions
20 Progressive Era (1895–1914)
Roots of Progressivism
Progressive Objectives
Urban Progressivism
State-Level Progressivism
Progressivism and Women
Workplace Reform
Theodore Roosevelt’s Square Deal
Taft and Progressivism
Wilson and Progressivism
Assessing Progressivism
Chapter Review
Review Questions
21 United States and World War I (1914–1921)
War and American Neutrality
Growing Ties to the Allies
The Breakdown of German-American Relations
America in the War
The American Expeditionary Force in France
The Home Front
Regulating Thought
Social Change
Wilson and the Peace
Woodrow Wilson’s Defeat
Chapter Review
Review Questions
22 Beginning of Modern America: The 1920s
The Prosperous Twenties
The Republican “New Era”
Warren G. Harding as President
President Calvin Coolidge
The City Versus the Country in the 1920s
Popular Culture in the 1920s
Jazz Age Experimentation and Rebellion
The Growth of the Mass Media
A Lost Generation?
Chapter Review
Review Questions
23 Great Depression and the New Deal (1929–1939)
Harbingers of Crisis: Economic Weaknesses of the 1920s
Black Tuesday and the End of the Bull Market
The Stock Market Crash and the Great Depression
The Great Depression and American Society
President Hoover and the Depression
The Hundred Days
The Second New Deal
Critics of the New Deal
Twilight of the New Deal
Impact of the New Deal
American Culture During the New Deal
Chapter Review
Review Questions
24 World War II (1933–1945)
American Isolationism in the 1930s
The United States, the Middle East, and Anti-Semitism
The Election of 1940 and the End of Isolationism
The Japanese Attack on Pearl Harbor
The War Against Germany
The Middle East in World War II
The War Against Japan
The Decision to Drop the Atomic Bomb
The Home Front
Civil Rights During the War
Chapter Review
Review Questions
25 Origins of the Cold War (1945–1960)
The Beginnings of the Cold War
Europe and the Cold War
Communist Victories
The Middle East and the Cold War
The Cold War at Home
The Korean War
Joseph McCarthy and McCarthyism
President Eisenhower and the Cold War
Tensions with the Soviet Union
Chapter Review
Review Questions
26 Prosperity and Anxiety: The 1950s
The Return of Prosperity
Politics in the Postwar Era
The Rise of the Civil Rights Movement
Life in Suburbia
Chapter Review
Review Questions
27 America in an Era of Turmoil (1960–1975)
The 1960 Election
The Liberal Hour of the 1960s
The Civil Right Movement in the 1960s: From Integration
to Black Power
The Expansion of Rights Movements
Cold War Crisis
The Vietnam War
Chapter Review
Review Questions
28 Decline and Rebirth (1968–1988)
The Presidency of Richard Nixon
The Ford Administration
The Carter Administration
The Reagan Administration
Chapter Review
Review Questions
29 Prosperity and a New World Order (1988–2000)
The Presidency of George H. W. Bush
The Presidency of Bill Clinton
Chapter Review
Review Questions
30 Threat of Terrorism, Increase of Presidential
Power, and Economic Crisis (2001–2016)
The Presidency of George W. Bush
The Obama Presidency
President Obama’s Second Term
Chapter Review
Review Questions
31 A Tumultuous Presidency: The Trump Years
(2017–2021)
Domestic Affairs
Chapter Review
Review Questions
STEP 5 Build Your Test-Taking Confidence

AP U.S. History Practice Exam 1
Answers to Practice Exam 1
AP U.S. History Practice Exam 2
Answers to Practice Exam 2
Glossary
Bibliography
Websites
PREFACE
So, you have decided to take AP U.S. History. Prepare to be

continually challenged in this course: this is the only way you will
attain the grade that you want on the AP exam in May. Prepare to
read, to read a lot, and to read critically; almost all students
successful in AP U.S. History say this is a necessity. Prepare to
analyze countless primary source documents; being able to do this is
critical for success in the exam as well. Most important, prepare to
immerse yourself in the great story that is U.S. history. As your
teacher will undoubtedly point out, it would be impossible to make
up some of the people and events you will study in this class. What
really happened is much more interesting!
This study guide will assist you along the journey of AP U.S.
History. The chapter review guides give you succinct overviews of
the major events of U.S. history. At the end of each chapter is a list
of the major concepts, a time line, and multiple-choice and short-
answer review questions for that chapter. In addition, a very
extensive glossary is included at the back of this manual. All of the
boldface words throughout the book can be found in the glossary
(it would also be a good study technique to review the entire
glossary before taking the actual AP exam).
The first five chapters of the manual describe the AP test itself
and suggest some test-taking strategies. There are also two entire
sample tests, with answers. These allow you to become totally
familiar with the format and nature of the questions that will appear
on the exam. On the actual testing day you want absolutely no
surprises!
In the second chapter, you will also find time lines for three
approaches to preparing for the exam. It is obviously suggested that
your preparation for the examination be a year-long process; for
those students unable to do that, two alternative calendars also
appear. Many students also find that study groups are very beneficial
in studying for the AP test. Students who have been successful on
the AP test oftentimes form these groups very early in the school
year.
It should also be noted that the AP U.S. History exam that you
will be taking may be different from the one that your older brother
or sister took in the past. The format of the exam changed in 2015.
Further revisions were made to the 2018 exam. I will outline the test
in detail in the first several chapters. Please do not use old study
guides or review sheets that were used to prepare for prior tests;
these do not work anymore!
I hope this manual helps you in achieving the “perfect 5.” That
score is sitting out there, waiting for you to reach for it.
INTRODUCTION: 5-STEP
PROGRAM
The Basics
This guide provides you with the specific format of the AP U.S.
History exam, three sample AP U.S. History tests, and a
comprehensive review of major events and themes in U.S. history.
After each review chapter, you will find a list of the major concepts,
a time line, and several review multiple-choice and short-answer
questions.
Reading this guide is a great start to getting the grade you want
on the AP U.S. History test, but it is important to read on your own
as well. Several groups of students who have all gotten a 5 on the
test maintain that the key to success is to read as much as you
possibly can on U.S. history.
Reading this guide will not guarantee you a 5 when you take the
U.S. History exam in May. However, by carefully reviewing the format
of the exam and the test-taking strategies provided for each section,
you will definitely be on your way! The review section that outlines
the major developments of U.S. history should augment what you
have learned from your regular U.S. history textbook. This book
won’t “give” you a 5, but it can certainly point you firmly in that
direction.
Organization of the Book

This guide conducts you through the five steps necessary to prepare
yourself for success on the exam. These steps will provide you with
many skills and strategies vital to the exam and the practice that will
lead you toward the perfect 5.
In this introductory chapter we will explain the basic five-step
plan, which is the focus of this entire book. The material in Chapter
1 will give you information you need to know about the AP U.S.
History exam. In Chapter 2 three different approaches will be
presented to prepare for the actual exam; study them all and then
pick the one that works best for you. Chapter 3 contains a practice
AP U.S. History exam; this is an opportunity to experience what the
test is like and to have a better idea of your strengths and
weaknesses as you prepare for the actual exam. Chapter 4 describes
historical skills and themes emphasized in the exam. Chapter 5
contains a number of tips and suggestions about the different types
of questions that appear on the actual exam. We will discuss ways to
approach the multiple-choice questions, the short-answer questions,
the document-based question (DBQ), and the long essay question.
Almost all students note that knowing how to approach each type of
question is crucial.
For some of you, the most important part of this manual will be
found in Chapters 6 through 30, which contain a review of U.S.
history from the European exploration of the Americas to the
presidency of Donald Trump. Undoubtedly, you have studied much of
the material included in these chapters. However, these review
chapters can help highlight certain important material that you may
have missed or forgotten from your AP History class. At the end of
each chapter, you will also find a list of the major concepts, time line
of important events discussed in the chapter, and multiple-choice
and short-answer review questions.
After these review chapters you will find two complete practice
exams, including multiple-choice questions, short-answer questions,
and essays. Correct answers and explanations for these answers are
also included. Take one of the exams and evaluate your success;
review any material that you had trouble with. Then take the second
exam and use the results to guide your additional study. At the back
of the manual is a glossary that defines all of the boldface words
found in the review chapters. Use this to find the meaning of a
specific term you might be unfamiliar with; some students find
reviewing the entire glossary a useful method of reviewing for the
actual exam.
Five-Step Program
Step 1: Set Up Your Study Program

In Step 1, you will read a brief overview of the AP U.S. History
exam, including an outline of the topics that might be covered on
the test itself. You will also follow a process to help determine which
of the following preparation programs is right for you:
• Full school year: September through May
• One semester: January through May
• Six weeks: Basic Training for the Exam
Step 2: Determine Your Test Readiness

Step 2 provides you with a diagnostic exam to assess your current
level of understanding. This exam will let you know about your
current level of preparedness and on which areas and periods you
should focus your study.
• Take the diagnostic exam slowly and analyze each question. Do
not worry about how many questions you get right. Hopefully the
exam will boost your confidence.
• Review the answers and explanations following the exam, so that
you see what you do and do not yet fully know and understand.
Step 3: Develop Strategies for Success

Step 3 provides strategies and techniques that will help you do your
best on the exam. These strategies cover the multiple-choice, the
short-answer, and the two different essay parts of the test. These
tips come from discussions with both AP U.S. History students and
teachers. In this section you will:
• Learn the skills and themes emphasized in the exam.
• Learn how to read and analyze multiple-choice questions.
• Learn how to answer multiple-choice questions, including
whether or not to guess.
• Learn how to respond to short-answer questions.
• Learn how to plan and write both types of essay questions.
Step 4: Review the Knowledge You Need to

Score High
Step 4 makes up the majority of this book. In this step you will
review the important names, dates, and themes of American history.
Obviously, not all of the material included in this book will be on the
AP exam. However, this book is a good overview of the content
studied in a “typical” AP U.S. History course. Some of you are
presently taking AP courses that cover more material than is
included in this book; some of you are in courses that cover less.
Nevertheless, thoroughly reviewing the material in the content
section of this book will significantly increase your chance of scoring
well.
Step 5: Build Your Test-Taking Confidence

In Step 5, you will complete your preparation by taking two
complete practice exams and examining your results on them. It
should be noted that the practice exams included in this book do not
include questions taken from actual exams; however, these practice
exams do include questions that are very similar to the “real thing.”
Graphics Used in This Book

To emphasize particular skills and strategies, we use several icons
throughout this book. An icon in the margin will alert you that you
should pay particular attention to the accompanying text. We use
three icons:
The first icon points out a very important concept or fact that you
should not pass over.
The second icon calls your attention to a problem-solving

strategy that you may want to try.
The third icon indicates a tip that you might find useful.
Boldface words indicate terms that are included in the glossary

at the end of the book. Boldface is also used to indicate the answer
to a sample problem discussed in the test. Throughout the book, you
will find marginal notes, boxes, and starred areas. Pay close
attention to these areas because they can provide tips, hints,
strategies, and further explanations to help you reach your full
potential.
STEP 1
Set Up Your Study Program
CHAPTER 1 What You Need to Know About the AP U.S.

History Exam
CHAPTER 2 Preparing for the AP U.S. History Exam
CHAPTER 1
What You Need to Know About

the AP U.S. History Exam
IN THIS CHAPTER
Summary: Learn about the test, what’s on it, how it’s scored, and
what benefits you can get from taking it.
Key Ideas
Most colleges will award credit for a score of 4 or 5. Even if you
don’t do well enough on the exam to receive college credit,
college admissions officials like to see students who have
challenged themselves and experienced the college-level
coursework of AP courses.
Since 2015, the exam has had a new format. The new exam de-
emphasizes the simple memorization of historical facts. Instead,
you have to demonstrate an ability to use historical analytical
skills and think thematically across time periods in American
history.
In addition to multiple-choice and short-answer questions, the test
contains a DBQ (document-based question) and one long essay
question.
Advanced Placement Program

The Advanced Placement (AP) program was begun by the College
Board in 1955 to administer standard achievement exams that would
allow highly motivated high school students the opportunity to earn
college credit for AP courses taken in high school. Today there are
38 different AP courses and exams, with well over 5 million exams
administered each May.
There are numerous AP courses in the social studies besides U.S.
History, including European History, World History, U.S. Government
and Politics, Comparative Government, Psychology, and Micro and
Macro Economics. The majority of students who take AP courses and
exams are juniors and seniors; however, some schools offer AP
courses to freshmen and sophomores (AP U.S. History is usually not
one of those courses). It is not absolutely necessary to be enrolled
in an AP class to take the exam in a specific subject; there are rare
cases of students who study on their own for a particular AP
examination and do well.
Who Writes the AP Exams? Who Scores Them?

AP exams, including the U.S. History exam, are written by
experienced college and secondary school teachers. All questions on
the AP exams are field tested before they actually appear on an AP
exam. The group that writes the history exam is called the AP U.S.
History Development Committee. This group constantly reevaluates
the test, analyzing the exam as a whole and on an item-by-item
basis.
As noted in the preface, the AP U.S. History exam has undergone
a substantial transformation that took effect beginning with the 2015
test. New revisions were made to the 2018 exam. The College Board
has conducted a number of institutes and workshops to ensure that
teachers across the United States are well qualified to assist
students in preparing for this new exam.
The multiple-choice section of each AP exam is graded by
computer, but the free-response questions are scored by humans. A
number of college and secondary school teachers of U.S. History get
together at a central location in early June to score the free-
response questions of the AP U.S. History exam administered the
previous month. The scoring of each reader during this procedure is
carefully analyzed to ensure that exams are being evaluated in a fair
and consistent manner.
AP Scores
Once you have taken the exam and it has been scored, your raw
scores will be transformed into an AP grade on a 1-to-5 scale. A
grade report will be sent to you by the College Board in July. When
you take the test, you should indicate the college or colleges that
you want your AP scores sent to. The report that the colleges
receive contains the score for every AP exam you took this year and
the grades that you received on AP exams in prior years. In addition,
your scores will be sent to your high school. (Note that it is possible,
for a fee, to withhold the scores of any AP exam you have taken
from going out to colleges. See the College Board website for more
information.)
As noted above, you will be scored on a 1-to-5 scale:
• 5 indicates that you are extremely well qualified. This is the
highest possible grade.
• 4 indicates that you are well qualified.
• 3 indicates that you are qualified.
• 2 indicates that you are possibly qualified.
• 1 indicates that you are not qualified to receive college credit.
Benefits of the AP Exam

If you receive a score of a 4 or a 5, you can most likely get actual
college credit for the subject that you took the course in; a few
colleges will do the same for students receiving a 3. Colleges and
universities have different rules on AP scores and credit, so check
with the college or colleges that you are considering to determine
what credit they will give you for a good score on the AP History
exam. Some colleges might exempt you from a freshman-level
course based on your score even if they don’t grant credit for the
score you received.
The benefits of being awarded college credits before you start
college are significant: You can save time in college (by skipping
courses) and money (by avoiding paying college tuition for courses
you skip). Almost every college encourages students to challenge
themselves; if it is possible for you to take an AP course, do it! Even
if you do not do well on the actual test—or you decide not to take
the AP test—the experience of being in an AP class all year can
impress college admissions committees and help you prepare for the
more academically challenging work of college.
AP U.S. History Exam
Achieving a good score on the AP U.S. History exam will require you
to do more than just memorize important dates, people, and events
from America’s history. To get a 4 or a 5 you have to demonstrate an
ability to master primary and secondary sources, construct an
argument, and utilize specific historical analytical skills when
studying history. In addition, you will be asked to demonstrate your
ability to think thematically and evaluate specific historical themes
across time periods in American history. Every question on the AP
U.S. History exam is rooted in these analytical skills and historical
themes. You’ll find more information about these analytical skills and
historical themes in Chapter 4.
As far as specific content, there is material that you need to
know from nine predetermined historical time periods of U.S. history.
For each of these time periods, key concepts have been identified.
You will be introduced to a concept outline for each of the historical
periods in your AP course. You can also find this outline at the
College Board’s AP U.S. History website. These concepts are
connected to the historical themes and analyzed using historical
analytical skills.
To do well on this exam you have to exhibit the ability to do
much of the work that “real” historians do. You must know major
concepts from every historical time period. You must demonstrate an
ability to think thematically when analyzing history, and you must
utilize historical thinking skills when doing all of this. The simple
memorization of historical facts is given less emphasis in the new
exam. This does not mean that you can ignore historical detail.
Knowledge of historical information will be crucial in explaining
themes in American history. Essentially this exam is changing the
focus of what is expected of AP U.S. History students. It is asking
you to take a smaller number of historical concepts and to analyze
these concepts very carefully. The ability to do this does not
necessarily come easily; one of the major functions of this book is to
help you “think like a historian.”
Periods of U.S. History

As noted earlier, U.S. history has been divided into specific time
periods for the purposes of the AP course. The creators of the AP
U.S. History exam have established the following nine historical
periods and have also determined approximately how much of the
year should be spent on each historical era:
• Period 1: 1491 to 1607. Approximately 4 to 6 percent of
instructional time should be spent on this period.
• Period 9: 1980 to present. Approximately 4 to 6 percent of
On the actual AP test that you will take:
• 4 to 6 percent of the exam will relate to issues concerning Period
1.
• 36 to 59 percent of the exam will relate to issues concerning
Periods 2, 3, 4, and 5.
• 30 to 51 percent of the exam will relate to issues concerning
Periods 6, 7, and 8.
• 4 to 6 percent of the exam will relate to issues concerning Period
9.
Many students are worried when their AP class doesn’t get to the
present day. As you can see, only 5 percent of the test is on material
after 1980; therefore, not making it all the way to Donald Trump will
not have a major impact on your score.
Structure of the AP U.S. History Exam

The AP U.S. History exam consists of two sections, each of which
contains two parts. You’ll be given 95 minutes to complete Section I,
which includes multiple-choice questions (Part A) and short-answer
questions (Part B). You’ll have 100 minutes to complete Section II,
which includes the document-based question (Part A) and the long
essay question (Part B). Here is the breakdown:
Section I
• Part A: 55 multiple-choice questions—55 minutes recommended
—40% of the exam score.
• Part B: Three short-answer questions—40 minutes recommended
—20% of the exam score. Questions 1 and 2 are required; you
can choose between 3 and 4. These questions will address one or
more of the themes that have been developed throughout the
course and will ask you to use historical thinking when you write
about these themes.
Section II
• Part A: One document-based question (DBQ)—60 minutes
(including a 15-minute reading period) recommended—25% of
the exam score. In this section, you will be asked to analyze and
use a number of primary-source documents as you construct a
historical argument.
• Part B: One long essay question—40 minutes recommended—
15% of the exam score. You will be given a choice between three
options, addressing periods 1–3, 4–6, or 7–9. It will be critical to
use historical analytical skills when writing your response.
This presents an overview. There will be more information about
the different components of the exam later in this book.
Taking the AP U.S. History Exam
Registration and Fees
If you are enrolled in AP U.S. History, your teacher or guidance
counselor is going to provide all of these details. However, you do
not have to enroll in the AP course to take the AP exam. When in
doubt, the best source of information is the College Board’s website:
www.collegeboard.com.
There are also several other fees required if you want your scores
rushed to you or if you wish to receive multiple score reports.
Students who demonstrate financial need may receive a refund to
help offset the cost of testing.
Night Before the Exam
Last-minute cramming of massive amounts of material will not help

you. It takes time for your brain to organize material. There is some
value to a last-minute review of material. This may involve looking at
the fast-review portions of the chapters or looking through the
glossary. The night before the test should include a light review and
various relaxing activities. A full night’s sleep is one of the best
preparations for the test.
What to Bring to the Exam
Here are some suggestions:

• Several pencils and an eraser that does not leave smudges.
• Several black pens (for the essays).
• A watch so that you can monitor your time. The exam room may
or may not have a clock on the wall. Make sure you turn off the
beep that goes off on the hour.
• Your school code.
• Your driver’s license, Social Security number, or some other ID, in
case there is a problem with your registration.
• Tissues.
• Something to drink—water is best.
• A quiet snack.
• Your quiet confidence that you are prepared.
What Not to Bring to the Exam
It’s a good idea to leave the following items at home or in the car:
• Your cell phone and/or other electronic devices.
• Books, a dictionary, study notes, flash cards, highlighting pens,
correction fluid, a ruler, or any other office supplies.
• Portable music of any kind (although you will probably want to
listen as soon as you leave the testing site!).
• Panic or fear. It’s natural to be nervous, but you can comfort
yourself that you have used this book and that there is no need
for fear on your exam.
Day of the Test

Once the test day has arrived, there is nothing further you can do.
Do not worry about what you could have done differently. It is out of
your hands, and your only job is to answer as many questions
correctly as you possibly can. The calmer you are, the better your
chances are of doing well.
Follow these simple commonsense tips:
• Allow plenty of time to get to the test site.
• Wear comfortable clothing.
• Eat a light breakfast and/or lunch.
• Think positive. Remind yourself that you are well prepared and
that the test is an enjoyable challenge and a chance to share your
knowledge.
• Be proud of yourself !
CHAPTER 2
Preparing for the AP U.S. History

Exam
IN THIS CHAPTER
Summary: The right preparation plan for you depends on your
study habits and the amount of time you have before the test. This
chapter provides some examples of plans you can use or adapt to
your needs.
Key Ideas
Choose the study plan that is right for you.
Begin to prepare for the AP exam at the beginning of the school
year. Developing historical analytical skills, evaluating themes in
U.S. history, and studying important concepts take far more time
and effort than simply memorizing facts. The sooner you begin
preparing for the test, the better.
Getting Started
You have made the decision to take AP U.S. History. Enjoy! You will
be exposed to all of the fascinating stories that make up U.S. history.
To be successful in this course, you will have to work much harder
than you would in a “regular” high school U.S. history course. You
will be required to read more, including reading and analyzing a
wide variety of primary source documents throughout the year. In
addition, you will be required to utilize historical thinking, to analyze
history in a thematic way, and to be knowledgeable of specific
concepts that help guide the study of American history. It cannot be
stressed enough that the examination for this course that you will
take in May is not a test that will simply measure what you “know”
about U.S. history; instead, it is an examination that tests your
ability to analyze major events, concepts, and themes in American
history utilizing specific historical analytical skills.
Being able to utilize historical analytical skills, study history
thematically, and develop conceptual thinking are not skills that
develop overnight. In fact, it is difficult to develop these skills in the
context of one specific course. If you are reading this before you are
actually enrolled in an AP U.S. History course, you may want to take
the most challenging history courses you can before you take AP
U.S. History. Try to think conceptually in any history course that you
take; it involves integrating historical facts into larger interpretive
themes.
Creating a Study Plan

As has already been noted several times, preparing for this exam
involves much more than just memorizing important dates, names,
and events that are important in U.S. history. Developing historical
analytical skills, evaluating themes in U.S. history, and studying
important concepts take far more time and effort than simply
memorizing facts. Therefore, it is strongly suggested that you take a
year-long approach to studying and preparing for the test.
However, for some students this is not possible. Therefore, some
suggestions for students who have only one semester to prepare for
the exam and students who have only six weeks to prepare for the
exam are included. In the end, it is better to do some systematic
preparation for the exam than to do none at all.
Study Groups
Many students who have gotten a 5 on the U.S. History exam
reported that working in a study group was an important part of the
successful preparation that they did for the test. In an ideal setting,
three to five students get together, probably once a week, to review
material that was covered in class the preceding week and to
practice historical, thematic, and conceptual thinking. If at all
possible, do this! A good suggestion is to have study groups set a
specific time to meet every week and stick to that time. Without a
regular meeting time, study groups usually meet fewer times during
the year, often cancel meetings, and so on.
THREE PLANS FOR TEST PREPARATION
Plan A: Yearlong Preparation for the AP U.S.

History Exam
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centre of Russia, and on the other to the new northern through
route, which, via Kotlass and Archangel, is this year to bring
the cereals of Siberia to London."
Great Britain, Parliamentary Publications

(Papers by Command: Miscellaneous Series No. 533,
1900, pages 5-7).
"It may be a wild idea, but Russian engineers are actually

talking of a railroad from Stryetensk to Bering Strait, over a
comparatively easy route that does not enter the Arctic
Circle. This imaginary line, they hope, would connect with the
American line which is now being built to Dawson City, the
distance from which to Stryetensk is about three thousand
miles. If this road ever is completed they figure that New
York will be placed in railroad connection with London,
Calcutta and Cape Town."
A. H. Ford,
The Warfare of Railways in Asia
(Century, March, 1900).
"Siberia and the Amur lands are rich beyond belief. … This
vast territory, long looked upon as a barren waste, is
destined to be one of the world's richest and most productive
sections. In northern France, wheat ripens in 137 days; in
Siberia, in 107. Even heavy night frosts do not injure the
young seed. Under such conditions, the possibilities of
agriculture are practically unlimited. I may add that oats
require, in Siberia and in the Amur country, only 96 days, and
in the regions of the Yenisei only 107. The frost period lasts
only 97 days in the Irkutsk country. Transbaikalia lies
entirely within the agricultural regions; so, too, almost the
entire territory traversed by the Amur as far north as it
runs. Efforts are being made to obtain along the Amur at least
300,000 square kilometers (115,835 square miles) for the
higher forms of northern agriculture. Climatically, the best
of northern Asia's territory, for planting purposes, is the
Usuri country, which, in spite of its vast tracts of wood and
grazing lands, has 195,000 square kilometers (75,292 square
miles) of arable ground. The building of the Trans-Siberian
Railroad has already added to the Empire's wheat product.
"The mineral resources of western Siberia are vast. Between

Tomsk and Kooznesk lie 60,000 square kilometers (23,167 square
miles) of coal lands which have never been touched. The coal
is said to be excellent. In eastern Siberia, with its 280,000
square kilometers (108,112 square miles) of fruitful soil,
there are 400 places yielding gold. Rich mineral
deposits—graphite, lapis lazuli; iron mines, particularly rich
in quality (as high as 60 per cent); hard and soft coals, i.
e., black and brown coals—await hands willing to work for
them. To-day, thousands of colonists are hurrying to these
promising lands. Russia's output in gold and silver is already
very large, and is constantly increasing.
"The industries of Siberia are in their infancy; still, they

are growing and are bound to grow, so rich are the rewards
promised. Chemical, sugar, and paper mills have been put up in
several places and are paying well. Even Manchuria, a province so
vast that it might make an empire, is looking to Russia for
its future development. The wealth of this province, like that
of Siberia and all eastern Russia, is ripe for harvesting. The
traffic in Siberia and eastern Russia is increasing faster
than even the advocates of the great Trans-Siberian road
anticipated. The Ob, one of the world's big rivers, emptying
through the Gulf of Ob into the Arctic Ocean, has 102 steamers
and 200 tugs running already. On the Yenisei, 10 steamers
carry the mails regularly. The mouths of both these rivers
were visited last summer by English and Russian ships. This
proves the practicability of connecting eastern and western
Siberia with Europe by water."
United States Consular Reports,

November, 1899, page 411.
An official publication of the year 1900 from St. Petersburg,

furnished to American journals by the Russian embassy at
Washington, is the source of the following statements relative
to the rapid development of the vast Siberian country along
the line of the great railway:
"When viewed with reference to colonization Siberia divides

itself naturally into two zones, extending east and west, and
differing essentially from one another. The first of these
embraces the region traversed by the new Siberian railway, the
more populous southern portion of Siberia, in which the
conditions of climate and soil are favorable to the
development of agriculture and colonization. The other zone
occupies the extensive, deserted northern region, the land of
tundras, or polar marshes, with a constantly frozen subsoil
and a severe climate, a dreary tract of land totally unfit for
agriculture. Between these two zones stretches a broad belt of
forests of tall trees, partly primeval pine and fir, partly
leafy trees. The wealth of these broad agricultural and timber
areas is, moreover, augmented by mineral deposits of every
conceivable nature, as abundant and diversified as those of
America, and into this whole region immigration is pouring in
volume unequalled except in the history of American
colonization. Ever since the serfs were emancipated in 1861
they have formed the bulk of the emigrants from the thickly
populated agricultural districts of European Russia, but the
great tide of settlers in the new territory is only now
assuming tremendous proportions. During the twenty years'
period of 1860 to 1880 about 110,000 persons emigrated to
Siberia, while for the thirteen years from 1880 to 1892 there
were over 440,000, and for the succeeding years since the
great railway has been building the number of immigrants of
both sexes has been as follows:
1893, 65,000;
1894, 76,000;
1895, 109,000;
1896, 203,000;
1897, 87,000;
1898, 206,000;
1899, 225,000.
Total, 971,000.
According to the census of 1897, the population of Siberia had

risen to 8,188,368 inhabitants, of which the Russian peasantry
formed over 25 per cent."
RUSSIA IN ASIA: A. D. 1899 (May).

Steps toward the abolition of transportation.
See (in this volume)

RUSSIA: A. D. 1899 (MAY).
{430}
RUSSIA IN ASIA: A. D. 1900.

Russian railway building and railway projects in
Persia and Afghanistan.
By several writers who seem to have knowledge of what is doing

in those parts of the eastern world, it was reported in the
spring of 1900 that an active projection, planning, and
building (to some extent) of railroads in Persia and
Afghanistan was on foot among the Russians. From Tiflis, it
was said, their plans contemplated a line of rail to Teheran;
thence to be extended by one branch, southward, via Ispahan,
to the Persian Gulf, and by another branch westward to Herat,
in Afghanistan. From their Central Asian acquisitions they had
advanced their railway to within 70 miles of Herat, and were
said to be confidently expecting to push it on, through
Kandahar and through Baluchistan, to the Arabian Sea. If these
extensive plans could be carried out, and if Russian influence
in Persia, said to be growing fast, should become actually
controlling, the Muscovite Power would have made an enormous
gain, by planting itself on the shores of the Indian Ocean.
How far Russia can continue to press forward in this line of
policy without collision with Great Britain and with
Germany—which seems to have aims in the same direction,
through Asiatic Turkey—is an interesting question for the
future.
The following is from a despatch to the "London Times" from

its correspondent at Vienna, February 24, 1901:
"According to trustworthy information from Teheran, Russia is

particularly active just now in Persia and the Persian Gulf. …
The road from Resht to Teheran, which has been built by a
Russian company, is of no value for European trade in the
absence of an agreement with Russia respecting the transit
traffic through that country. European commerce is dependent
upon the long and expensive caravan routes via Trebizond,
Bushire, Baghdad, Mochamera,&c. These occupy from four to six
months."
RUSSO-CHINESE BANK, Concessions to the.

CHINA: A. D. 1898 (FEBRUARY-DECEMBER).
S.
SAGASTA, Señor Praxedes Mateo:

Resignation from Spanish Ministry.

SPAIN: A. D. 1895-1896.

Return to power.

SPAIN: A. D. 1897 (AUGUST-OCTOBER).

Resignation.

SPAIN: A. D. 1899.
SAGHALIEN.

SAKHALIN.
SAHARA, The: French possessions.

NIGERIA: A. D. 1882-1899.
ST. KITTS: Industrial condition.

WEST INDIES, THE BRITISH: A. D. 1897.
ST. LOUIS: A. D. 1896.

Republican National Convention.

UNITED STATES OF AMERICA: A. D. 1896 (JUNE-NOVEMBER).
ST. VINCENT, The British colony of.

WEST INDIES, THE BRITISH: A. D. 1897.
SAKHALIN.
"Of late years … its increasing importance as a place of exile

for Russian political and criminal offenders has invested
Sakhalin with a certain interest, derived, perhaps, more from
penal associations than physical resources, which latter may,
when fully developed, materially affect trade and commerce in
the far East. The island of Sakhalin is 584 miles in length,
its breadth varying from 18 to 94 miles. The southern
extremity is separated from the island of Yezo, twenty miles
distant, by the Straits of La Perouse, and its western coast
by the shallow Gulf of Tartary (at one point barely five miles
across) from the mainland of Siberia. Although Dutch explorers
are said to have landed here in 1643, the first reliable
survey of the island was probably obtained in the year 1787 by
La Perouse. Russian fur traders followed in the early part of
the present century, but it was only in 1853 that,
disturbances having occurred with the natives, a score or so
of Cossacks were stationed at Dui on the west coast. In 1867
negotiations were entered into by the Russian and Japanese
Governments for joint occupation of Sakhalin, but the
subsequent discovery of coal, and consequent influx of Russian
convicts, rendered this arrangement highly unsatisfactory.
Further negotiations, therefore, ensued, with the result that,
in 1875, the island was formally ceded to Russia, Japan
receiving, in exchange, the entire Kurile Archipelago.
"Sakhalin is by no means easy of access. Even during the open

season (from May to September) but very few vessels visit the
island, and, with the exception of the monthly arrival of
convict-ships from Europe, and a couple of small Russian trading
steamers, there is no fixed service with Vladivostok, which, with
the exception of Nikolaefsk, is the only Siberian port whence
Sakhalin may, in three days, be reached. During the winter months
the island is completely ice-bound and unapproachable by water.
Communication with the mainland is then maintained by means of
dog-sledges, and the mails for Europe are dispatched across
the frozen Gulf of Tartary—a journey, under favourable
circumstances, of about three months. …
"Sakhalin is, for administrative purposes, divided into three

districts, viz.: Korsakovsky-Post in the south, Tymovsk in the
north, and Alexandrovsky-Post on the western coast. The
latter, which is situated in the centre of the coal district,
is a picturesque, straggling town of about 7,000 inhabitants,
consisting almost entirely of officials and convicts. This is
the most important penal settlement on the island, contains
the largest prison, and is, moreover, the residence of the
Governor of Sakhalin, a subordinate of the Governor-General of
Eastern Siberia. Alexandrovsky is garrisoned by about 1,500
men, and contains large foundries and workshops for convict
labour, but most of the prisoners are employed in the adjacent
coal mines of Dui. … Korsakovsky-Post, on the south coast, is
the next largest settlement, containing about 5,000 convicts
who are chiefly employed in agricultural pursuits. Although it
may seem a paradox, the remaining prisons in the interior of
the island, Derbynskaya, Rykovskaya, and Onor are not prisons
at all, but huge wooden barracks, innocent of bolts and bars.
Here, also, the work done is solely agricultural."
Harry de Windt,
The Island of Sakhalin
(Fortnightly Review, May, 1897).
SALISBURY, Lord Robert Cecil, Marquis of:

Third Ministry.

ENGLAND: A. D. 1894-1895.
{431}

Correspondence with the Government of the United States
on the Venezuela boundary question.

VENEZUELA: A. D. 1895 (JULY) and (NOVEMBER).

Fourth Ministry.

ENGLAND: A. D. 1900 (NOVEMBER-DECEMBER).

Tribute to Queen Victoria.

ENGLAND: A. D. 1901 (JANUARY).
SALISBURY PLAIN: Purchase by Government.

ENGLAND: A. D. 1897 (FEBRUARY).
SALVADOR.

CENTRAL AMERICA.
SALVATION ARMY, The:

Secession of the American Volunteers.
Late account of the Army's work.
Much feeling in the American branch of the Salvation Army, and

among those who valued its work, was caused in January, 1896,
by an order from the London headquarters of the Army recalling
Mr. Ballington Booth, who had been its American Commander for
nine years. Commander Booth and Mrs. Booth had been remarkably
successful in their organization and direction of the
Salvation Army work, and had won a high place in the esteem,
not only of their own followers, but of the American public at
large. A wide and strong movement of protest against their
removal from the field failed to change the London order,
which was said to be made in obedience to a necessary rule of
the Army against long service in any one post. Miss Eva Booth,
representing her father, General Booth, with Colonel Nicol, from
London, and Commandant Herbert Booth, from Canada, came to New
York as mediators, endeavoring to heal a threatened breach in
the ranks; but their mission failed. Commander Ballington
Booth resigned his office, and withdrew from the Salvation
Army service, declining to return to London. After a time, he
and Mrs. Booth became the heads of a new organization called
the "Volunteers of America," for religious work, not in
rivalry with that of the Salvation Army, but directed more
towards the awakening of the interest of the working people,
Mr. Ballington Booth was succeeded as Commander in America by
a son-in-law of General Booth, Commissioner Frederick St.
Clair Tucker. —For an account of the origin and growth of the
Salvation Army see, under that heading, in the Supplement
(volume 5) of the original edition of this work, or in volume
4 of the revised edition.
Of results accomplished in that part of the work of the

Salvation Army known as the "Darkest England Scheme," General
Booth wrote, early in 1900, an extended account in the "Sunday
Strand." He stated that the public had subscribed altogether
for his scheme about $1,300,000. "It is a debated point," he
wrote, "with the intelligent admirers of the scheme and the
careful observers of its progress whether the benefits
bestowed on the wretched classes for whom it was originated
have been greater within than without our borders. The
copyists of our plan have been legion, both at home and
abroad, in church and state. The representatives of the
different governments specially charged with the
responsibility for the outcast classes have been gradually
coming to appreciate the principles and methods involved in
the scheme, and to show willingness to cooperate in giving it
a chance. They have done this in two ways:
(1) In attempting similar tasks themselves;

(2) in using and subsidizing the army for doing the work for
them.
Many governments make grants to our various institutions in

varying amounts toward the cost of dealing with different
classes of the submerged."
The following is a summary of the agencies which have been set

at work by the general: "We have now 158 shelters and food
depots for homeless men and women, 121 slum posts, each with
its own slum sisters, 37 labor bureaus, (10 labor factories
for the unemployed, 11 land colonies, 91 rescue homes for
women, 11 labor homes for ex-criminals, several nursing
institutions, 2 maternity hospitals for deserted women, an
institution with branches in forty-five countries and colonies
for finding lost and missing persons, together with a host of
allied and minor agencies which I am not able here to
enumerate. The total number of institutions named above is now
545, under the care of more than 2,000 trained officers and
others wholly employed, all working in harmony with the
principles I have laid down for helping the poorest and most
unfortunate of their fellows, and all more or less experts at
their work.
"Nearly 20,000 destitute men and women are in some way or

other touched by the operations of the scheme every day. No
less than 15,000 wretched and otherwise homeless people are
housed under our roofs every night, having their needs met, at
least in part, with sympathy and prayer and the opportunity
for friendly counsel. More than 300 ex-criminals are to-day in
our houses of reformation, having before them another chance
for this life, and in many cases the first they have ever had
for preparing for the life to come. More than 5,000 women
taken from lives of darkness and shame are safely sheltered in
our homes each year, on the way—as we have abundantly proved
in the case of others, in respect of a large proportion of
them—to a future of virtue, goodness, and religion. Over 1,000
men are employed on the land colonies. Many of them are working
out their own deliverance, and at the same time helping to
solve one of the most difficult problems of modern times, and
proving that many of the helpless loafers of the great cities
can be made useful producers on the soil. Over the gates of
every one of these homes, elevators, labor factories, and
colonies there might be written: 'No man or woman need starve,
or beg, or pauperize, or steal, or commit suicide. If willing
to work, apply within. Here there is hope for all.'" General
Booth adds that he has always 2,000 women in the rescue homes
of the army.
SAMOAN ISLANDS, The:

Ending of the joint control of the Islands by Germany,
England and the United States.
Partition between Germany and the United States.
Retirement of England.
Said President Cleveland, in his annual Message to the

Congress of the United States, December 4, 1893: "Led by a
desire to compose differences and contribute to the
restoration of order in Samoa, which for some years previous
had been the scene of conflicting foreign pretensions and
native strife, the United States, departing from its policy
consecrated by a century of observance, entered [in 1889] …
into the, treaty of Berlin [see, in volume 4, SAMOA], thereby
becoming jointly bound with England and Germany to establish
and maintain Malietoa Laupepa as King of Samoa.
{432}
The treaty provided for a foreign court of justice; a
municipal council for the district of Apia, with a foreign
president thereof, authorized to advise the King; a tribunal
for the settlement of native and foreign land titles, and a
revenue system for the Kingdom. It entailed upon the three
powers that part of the cost of the new Government not met by
the revenue of the islands. Early in the life of this triple
protectorate the native dissensions it was designed to quell
revived. Rivals defied the authority of the new King, refusing
to pay taxes and demanding the election of a ruler by native
suffrage. Mataafa, an aspirant to the throne, and a large
number of his native adherents were in open rebellion on one
of the islands. Quite lately, at the request of the other
powers and in fulfillment of its treaty obligation, this
Government agreed to unite in a joint military movement of
such dimensions as would probably secure the surrender of the
insurgents without bloodshed. The war ship Philadelphia was
accordingly put under orders for Samoa, but before she arrived
the threatened conflict was precipitated by King Malietoa's
attack upon the insurgent camp. Mataafa was defeated and a
number of his men killed. The British and German naval vessels
present subsequently secured the surrender of Mataafa and his
adherents. The defeated chief and ten of his principal
supporters were deported to a German island of the Marshall
group, where they are held as prisoners under the joint
responsibility and cost of the three powers. This incident and
the events leading up to it signally illustrate the impolicy
of entangling alliances with foreign powers."
United States, Message and Documents

(Abridgment), 1893-1894.
In his next annual Message, December 3, 1894, the President

thus summarized the later situation in the islands: "The
suppression of the Mataafa insurrection by the powers and the
subsequent banishment of the leader and eleven other chiefs,
as recited in my last message, did not bring lasting peace to
the islands. Formidable uprisings continued, and finally a
rebellion broke out in the capital island, Upolu, headed in
Aana, the western district, by the younger Tamasese, and in
Atua, the eastern district, by other leaders. The insurgents
ravaged the country and fought the Government's troops up to
the very doors of Apia. The King again appealed to the powers
for help, and the combined British and German naval forces
reduced the Atuans to apparent subjection, not, however,
without considerable loss to the natives. A few days later
Tamasese and his adherents, fearing the ships and the marines,
professed submission. Reports received from our agents at Apia
do not justify the belief that the peace thus brought about
will be of long duration. It is their conviction that the
natives are at heart hostile to the present Government, that
such of them as profess loyalty to it do so from fear of the
powers, and that it would speedily go to pieces if the war
ships were withdrawn. … The present Government has utterly
failed to correct, if indeed it has not aggravated, the very
evils it was intended to prevent. It has not stimulated our
commerce with the islands. Our participation in its
establishment against the wishes of the natives was in plain
defiance of the conservative teachings and warnings of the
wise and patriotic men who laid the foundations of our free
institutions, and I invite an expression of the judgment of
Congress on the propriety of steps being taken by this
Government looking to the withdrawal from its engagements with
the other powers on some reasonable terms not prejudicial to
any of our existing rights."
United States, Message and Documents

(Abridgment, 1894-1895).
In the Message of 1895 the subject was again pressed on the

attention of Congress without result.
In August, 1898, Malietoa Laupepa died. By the Berlin Treaty

of 1889 "it was provided that in case any question should
arise in Samoa, respecting the rightful election of King, or
of any other Chief claiming authority over the islands, or
respecting the validity of the powers which the King or any
Chief might claim in the exercise of his office, such question
should not lead to war, but should be presented for decision
to the Chief Justice of Samoa, who should decide it in
writing, conformably to the provisions of the Act, and to the
laws and customs of Samoa not in conflict therewith, and that
the Signatory Governments would accept and abide by such
decision. After the death of Malietoa an exchange of views
took place between the Powers, and it was agreed that there
should be no interference with the right of the Samoans to
elect a King, and that the election should proceed strictly in
accordance with the provisions of the Final Act. Some time
elapsed before any action was taken, pending the completion of
certain ceremonial usages customary in Samoa on the death of a
High Chief. … As soon as the funeral ceremonies were at an end,
deliberation and discussion among the Chiefs ensued. There
were in the first instance several candidates for the
succession. Their number was eventually reduced to two:
1. Malietoa Tanu, the son of the late King.

2. The High Chief Mataafa.
This Chief had been in rebellion against Malietoa Laupepa, but

had suffered defeat, and with other Chiefs had been deported,
by agreement between the three Powers, to the Marshall
Islands. On the recommendation of the Consular officers at
Apia, the Powers, in July 1898, consented to his return. … On
the 19th September, Mataafa and the other exiled Chiefs landed
in Samoa. It does not appear that he took any overt steps to
claim the vacant throne, but a section of the natives
pronounced in his favour and announced on the 12th November to
the Consuls and to the Chief Justice that he had been duly
elected King. On the 13th November the opposing faction
declared that the real election of a King had not taken place,
and on the following day announced that their choice had
fallen upon Malietoa Tanu. Both parties appealed to Mr.
Chambers, the Chief Justice, who considered himself then in a
position to take cognisance of the matter, according to the
provisions of the Final Act, a question having arisen 'in
Samoa respecting the rightful election or appointment of
King.'"
Great Britain, Parliamentary Publications

(Papers by Command: Samoa, Number 1, 1899).
The decision of the Chief Justice was in favor of Malietoa

Tanu, and the adherents of Mataafa took up arms, defeating
those of the favored candidate and driving many of them to
take refuge on British and German ships of war. Subsequent
events were related by the President of the United States in
his Message to Congress, December 5, 1899, as follows: "In
this emergency a joint commission of representatives of the
United States, Germany, and Great Britain was sent to Samoa to
investigate the situation and provide a temporary remedy.
{433}
By its active efforts a peaceful solution was reached for the
time being, the kingship being abolished and a provisional
government established. Recommendations unanimously made by
the commission for a permanent adjustment of the Samoan
question were taken under consideration by the three powers
parties to the General Act. But the more they were examined
the more evident it became that a radical change was necessary
in the relations of the powers to Samoa. The inconveniences
and possible perils of the tripartite scheme of supervision
and control in the Samoan group by powers having little
interest in common in that quarter beyond commercial rivalry
had been once more emphasized by the recent events. The
suggested remedy of the Joint Commission, like the scheme it
aimed to replace, amounted to what has been styled a
'tridominium,' being the exercise of the functions of
sovereignty by an unanimous agreement of three powers. The
situation had become far more intricate and embarrassing from
every point of view than it was when my predecessor, in 1894,
summed up its perplexities and condemned the participation in
it of the United States. The arrangement under which Samoa was
administered had proved impracticable and unacceptable to all
the powers concerned. To withdraw from the agreement and
abandon the islands to Germany and Great Britain would not be
compatible with our interests in the archipelago. To
relinquish our rights in the harbor of Pago Pago, the best
anchorage in the Pacific, the occupancy of which had been
leased to the United States in 1878 by the first foreign
treaty ever concluded by Samoa, was not to be thought of
either as regards the needs of our Navy or the interests of
our growing commerce with the East. We could not have
considered any proposition for the abrogation of the
tripartite control which did not confirm us in all our rights
and safeguard all our national interests in the islands. Our
views commended themselves to the other powers. A satisfactory
arrangement was concluded between the Governments of Germany
and of England, by virtue of which England retired from Samoa
in view of compensations in other directions, and both powers
renounced in favor of the United States all their rights and
claims over and in respect to that portion of the group lying
to the east of the one hundred and seventy-first degree of
west longitude, embracing the islands of Tutuila, Ofoo,
Olosenga, and Manua."
United States, Message and Documents (Abridgment),

1899-1900, volume 1.
The compensations to England "in other directions" were given

by Germany, in the following provisions of a treaty signed at
London, November 14, 1899:
"ARTICLE II.
Germany renounces in favour of Great Britain all her rights
over the Tonga Islands, including Vavau, and over Savage
Island, including the right of establishing a naval station
and coaling station, and the right of extra-territoriality in
the said islands. … She recognizes as falling to Great Britain
those of the Solomon Islands, at present belonging to Germany,
which are situated to the east and southeast of the Island of
Bougainville, which latter shall continue to belong to
Germany, together with the Island of Buka, which forms part of
it. The western portion of the neutral zone in West Africa, as
defined in Article V of the present Convention, shall also
fall to the share of Great Britain. …
"ARTICLE IV.
The arrangement at present existing between Germany and Great
Britain and concerning the right of Germany to freely engage
labourers in the Solomon Islands belonging to Great Britain
shall be equally extended to those of the Solomon Islands
mentioned in Article II, which fall to the share of Great
Britain.
"ARTICLE V.
In the neutral zone the frontier between the German and
English territories shall be formed by the River Daka as far
as the point of its intersection with the 9th degree of north
latitude, thence the frontier shall continue to the north,
leaving Morozugu to Great Britain, and shall be fixed on the
spot by a Mixed Commission of the two Powers, in such manner
that Gambaga and all the territories of Mamprusi shall fall to
Great Britain, and that Yendi and all the territories of Chakosi
shall fall to Germany.
"ARTICLE VI.
Germany is prepared to take into consideration, as much and as
far as possible, the wishes which the Government of Great
Britain may express with regard to the development of the
reciprocal Tariffs in the territories of Togo and of the Gold
Coast.
"ARTICLE VII.
Germany renounces her rights of extra-territoriality in
Zanzibar, but it is at the same time understood that this
renunciation shall not effectively come into force till such
time as the rights of extra-territoriality enjoyed there by
other nations shall be abolished."
To the treaty was appended the following "Declaration":
"It is clearly understood that by Article II of the Convention

signed to-day, Germany consents that the whole group of the
Howe Islands, which forms part of the Solomon Islands, shall
fall to Great Britain. It is also understood that the
stipulations of the Declaration between the two Governments
signed at Berlin on the 10th April, 1886, respecting freedom
of commerce in the Western Pacific, apply to the islands
mentioned in the aforesaid Convention. It is similarly
understood that the arrangement at present in force as to the
engagement of labourers by Germans in the Solomon Islands
permits Germans to engage those labourers on the same
conditions as those which are or which shall be imposed on
British subjects nonresident in those islands."
Great Britain, Parliamentary Publication,

(Papers by Command: Treaty Series, Number 7, 1900).
Article III of the general treaty between the United States,

Germany and Great Britain stipulated: "It is understood and
agreed that each of the three signatory Powers shall continue
to enjoy, in respect to their commerce and commercial vessels,
in all the islands of the Samoan group, privileges and
conditions equal to those enjoyed by the sovereign Power, in
all ports which may be open to the commerce of either of
them."
United States, 56th Congress, 1st Session,

Senate Document Number 157.
{434}
On the 17th of April, 1900, an "instrument of cession" was

signed by the marks of twenty-two chiefs, conveying to the
United States the islands of the Samoan group lying east of
the 171st degree of west longitude, and the American flag was
raised over the naval station at Pago-Pago. From Pago-Pago,
March 27, 1901, a Press despatch announced: "The natives under
the United States Government number 5,800, according to a
census just taken, while the natives in the other islands
under German rule number 32,000. The population has increased
very slightly in the last thirty years, and the main cause of
this failure to increase is the infant mortality, due to the
violation of the simplest health principles in the care and
diet of children. … Reports from the six islands under United
States control show that the natives are improving in general
conditions, and that they show a desire to keep their houses
neat and to educate their children. Not a single native has
been arrested for drunkenness since the Americans assumed
control of Tutuila island."
SAMPSON, Rear-Admiral William T.:

Commanding North Atlantic Station.
Blockade of Cuban ports.

UNITED STATES OF AMERICA: A. D. 1898 (APRIL-MAY: CUBA).

Operations at Santiago de Cuba.
UNITED STATES OF AMERICA: A. D. 1898 (APRIL-JUNE).

Destruction of Spanish squadron.

UNITED STATES OF AMERICA: A. D. 1898 (JULY 3).
SAN DOMINGO.

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STEP 1 Set Up Your Study Program

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So, you have decided to take AP U.S. History. Prepare to be

Organization of the Book

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Step 3: Develop Strategies for Success

Step 4: Review the Knowledge You Need to

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Set Up Your Study Program

CHAPTER 1 What You Need to Know About the AP U.S.

What You Need to Know About

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Who Writes the AP Exams? Who Scores Them?

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AP U.S. History Exam

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Plan A: Yearlong Preparation for the AP U.S.

Great Britain, Parliamentary Publications

"It may be a wild idea, but Russian engineers are actually

"The mineral resources of western Siberia are vast. Between

"The industries of Siberia are in their infancy; still, they

United States Consular Reports,

An official publication of the year 1900 from St. Petersburg,

"When viewed with reference to colonization Siberia divides

According to the census of 1897, the population of Siberia had

RUSSIA IN ASIA: A. D. 1899 (May).

See (in this volume)

RUSSIA IN ASIA: A. D. 1900.

By several writers who seem to have knowledge of what is doing