United States History - Multicultural Academy of Scholarship High

766 Pages·2009·7.6 MB·English

UNITED STATES HISTORY
Preparing for the Advanced Placement Examination
John J. Newman, Ed.D., has served as Adjunct Assistant Professor of History
Education at Illinois University and Adjunct Professor of History at the College
of DuPage. He was for many years Department Coordinator of Art, Foreign
Language, and Social Studies and teacher of Advanced Placement U.S. history
at Naperville North High School, Napervile, Illinois.
John M. Schmalbach, Ed.D., is Adjunct Assistant Professor at Temple University. He
was for many years Social Studies Department Head and teacher of Advanced Place-
ment U.S. history at Abraham Lincoln High School, Philadelphia, Pennsylvania.
UNITED STATES HISTORY
Preparing for the Advanced Placement Examination
Second Edition
2010 Revision
John J. Newman
John M. Schmalbach
AMSCO
AMSCO SCHOOL PUBLICATIONS, INC.
315 Hudson Street/New York, N.Y. 10013
This book is dedicated to our wives,
Anne Newman and Rosemarie Schmalbach;
our children, Louise Newman,
and John, Suzanne, and Robert Schmalbach;
and our students, who share our study of America’s past.
Reviewers
William McKee
Chairperson, Social Studies, Brockport High School, Brockport, N.Y.
Stephen A. Shultz
Social Studies Coordinator, Rocky Point Public Schools, New York
Composition: Six Red Marbles
Printing: Maple-Vail Book Manufacturing Group
Please visit our Web site @ www.amscopub.com
When ordering this book, please specify:
either R 785 P or u.s. history: advanced placement
ISBN 978-1-56765-660-2
NYC Item 56765-660-1
Copyright © 2010, 2006, 2004, 2002, 1998 by Amsco School Publications, Inc.
No part of this book may be reproduced in any form without
written permission from the publisher.
Printed in the United States of America
1 2 3 4 5 6 14 13 12 11 10 09
Preface
United States History: Preparing for the Advanced Placement Examination
was written to help high school students develop, through a sequential and in-
tegrated approach, the essential knowledge and the analysis and writing skills
needed to deal successfully with the college-level requirements of the AP Ex-
amination in U.S. History. To accomplish this goal, a rich variety of instruc-
tional materials and resources have been developed in this book.
(cid:129) Introduction. Besides explaining the format and grading of the AP U.S.
History Examination, this section introduces students to the study of history,
historiography, and themes. A step-by-step guide for the development of AP-
level essay-writing skills for the Free-Response and Document-Based Ques-
tions is also provided, along with suggestions for answering the AP Multiple-
Choice Questions.
(cid:129) Concise History. A concise, accessible, and easy-to-review survey of es-
sential content for AP United States History is the heart of the textbook. The
selection of this content is based on the review of past AP exams, the topic
and content outlines suggested by the Advanced Placement U.S. History De-
velopment Committee, and the authors’ experience teaching U.S. history on
the AP and college levels.
(cid:129) Maps and Graphics. Maps, charts, graphs, cartoons, photographs, and other
visual materials are also integrated into the text to help students develop the
analytical skills required in both the Multiple-Choice and the Document-
Based Questions parts of the exam.
(cid:129) Historical Perspectives. Each chapter includes a section that introduces stu-
dents to key historical issues and the changing interpretations of historical
events. This section was designed to promote critical analysis of the content
to help students with the more analytical questions in the exam.
(cid:129) Key Names, Events, and Terms. In each chapter, a list of important items
is included to aid in the review of each chapter’s content and student prepara-
tion before the AP exam.
(cid:129) Multiple-Choice Questions. Ten or more Multiple-Choice Questions simi-
lar in style and content to those found on the AP exam provide review and
practice at the end of each chapter.
(cid:129) Essay Questions. Five or more Free-Response Questions similar to those
used in the AP exam are included in each chapter to promote critical-thinking
and writing skills.
v
vi Preface
(cid:129) Documents and Document-Based Questions. Each chapter concludes with
either a selection of documents or a Document-Based Question (DBQ). These
readings and graphic materials are included to promote analysis of primary
sources, understanding of different points of view, and the skills of analysis
and writing that are needed for answering the Document-Based-Question on
the exam. In addition to the nine DBQs in this text, a sequential “Guide to
Writing DBQs” is incorporated into Chapters 4, 8, 12, 13, and 17.
(cid:129) Practice Examination. Following the fi nal chapter, a complete practice
examination in the current AP format (80 Multiple-Choice Questions, a Doc-
ument-Based Question, and four standard essay questions) is also provided
for AP preparation.
(cid:129) Index. The index is included to help students locate key terms and items for
review.
(cid:129) Answer Key. A separate Answer Key for all the Multiple-Choice Questions,
essays, and DBQs is available.
This textbook can be used by teachers and students in a variety of ways.
Many teachers have used it as a supplemental text to bridge the gap between a
college-level history textbook and the needs of their high school students. Other
teachers have successfully used it as their concise core textbook, in conjunction
with other college-level resources and supplemental materials. Students have
also effectively used it on their own, as a preparation book in the months or
weeks before taking the exam. However, given the diverse instructional settings
across the nation, the most effective use of this textbook is an instructional de-
cision best made by the educators responsible for their students’ performance.
The authors are committed to an ongoing process of revising this textbook
to keep it current, and plan to incorporate in future editions the changes to be
announced by the College Board for implementation in 2012–2013. We ap-
preciate the continued opportunity through this work to support the efforts of
high school students and teachers, as they strive to meet the challenges of the
Advanced Placement United States History Examination.
John Newman and John Schmalbach
Summer 2009
Contents
Preface v
Introduction: Preparing for the Advanced Placement Exam ix
Chapter Page
1 Exploration, Discovery, and Settlement, 1492–1700 1
Historical Perspectives: Columbus 12
Essay-Writing Guide: Stating Your Thesis 16
2 The Thirteen Colonies and the British Empire, 1607–1750 23
Historical Perspectives: The Puritan Influence 34
3 Colonial Society in the Eighteenth Century 42
Historical Perspectives: Was Colonial Society Democratic? 53
4 Imperial Wars and Colonial Protest, 1754–1774 60
Historical Perspectives: Revolution or Evolution? 69
DBQ Guide: Deciding What Position to Argue 72
Document-Based Question 74
5 The American Revolution and Confederation, 1774–1787 77
Historical Perspectives: The Revolution—Radical or Conservative? 87
6 The Constitution and the New Republic, 1787–1800 96
Historical Perspectives: Views of the Constitution 112
7 The Age of Jefferson, 1800–1816 121
Historical Perspectives: Political Parties 132
8 Nationalism and Economic Development 140
Historical Perspectives: The Monroe Doctrine 155
DBQ Guide: Organizing the Historical Evidence 160
Document-Based Question 163
9 Sectionalism 166
Historical Perspectives: The Nature of Slavery 176
10 The Age of Jackson, 1824–1844 184
Historical Perspectives: Jacksonian Democracy 193
11 Society, Culture, and Reform, 1820–1860 202
Historical Perspectives: Motives for Reform 212
12 Territorial and Economic Expansion, 1830–1860 221
Historical Perspectives: Manifest Destiny 231
Document-Based Question 235
DBQ Guide: Organizing a DBQ Essay 239
13 The Union in Peril, 1848–1861 240
Historical Perspectives: Causes of the Civil War 254
DBQ Guide: Writing the Introduction and the Conclusion 258
Document-Based Question 260
14 The Civil War, 1861–1865 265
Historical Perspectives: Why the North Won 280
vii
viii Contents
15 Reconstruction, 1863–1877 289
Historical Perspectives: Was Reconstruction a Failure? 302
16 The Last West and the New South, 1865–1900 310
Historical Perspectives: Stages of Frontier Development 324
17 The Rise of Industrial America, 1865–1900 333
Historical Perspectives: Industrial Statesmen or Robber Barons? 346
DBQ Guide: Making Use of the Documents 350
Document-Based Question 353
18 The Growth of Cities and American Culture, 1865–1900 358
Historical Perspectives: Melting Pot or Cultural Diversity? 371
19 National Politics in the Gilded Age, 1877–1900 380
Historical Perspectives: Who Were the Populists? 391
Document-Based Question 395
20 Foreign Policy, 1865–1914 400
Historical Perspectives: Was Imperialism Driven Only by
Economic Motives? 414
21 The Progressive Era, 1901–1918 424
Historical Perspectives: Reform or Reaction? 438
22 World War I, 1914–1918 447
Historical Perspectives: Wilson’s Decision for War 461
Document-Based Question 465
23 A New Era: The 1920s 470
Historical Perspectives: How Conservative Were the 1920s? 484
24 The Great Depression and the New Deal, 1929–1939 492
Historical Perspectives: Was the New Deal Revolutionary
or Conservative? 510
25 Diplomacy and World War II, 1929–1945 518
Historical Perspectives: Could Pearl Harbor Have Been Avoided? 536
Document-Based Question 540
26 Truman and the Cold War, 1945–1952 545
Historical Perspectives: Who Started the Cold War? 560
27 The Eisenhower Years, 1952–1960 570
Historical Perspectives: A Silent Generation? 583
28 Promises and Turmoil: The 1960s 593
Historical Perspectives: The Lessons of Vietnam 610
Document-Based Question 614
29 Limits of a Superpower, 1969–1980 619
Historical Perspectives: End of the Imperial Presidency? 633
30 A New Global Era, 1980–Present 642
Historical Perspectives: Meaning of Freedom 673
Practice Examination 682
Acknowledgments 699
Index 700
Introduction
Preparing for the Advanced Placement
Examination in U.S. History
H
igh school students take over 2 million Advanced Placement (AP) examina-
tions each year. Advanced Placement U.S. History is the most popular of the
exams with nearly 300,000 students participating yearly. The growth of Ad-
vanced Placement programs in many states and school often refl ects an effort to
raise academic standards on the high school level. For students, the benefi ts of
Advanced Placement frequently cited are:
Earning college credit for work done during high school
Testing out of introductory college courses for placement in courses ap-
propriate for the student’s ability and interests
Saving on college tuition costs or gaining additional time to pursue other
studies
Demonstrating academic motivation and performance to colleges and uni-
versities
Enriching one’s high school experience
While most colleges and universities recognize the Advanced Placement
program and its examinations, the amount of college credit offered and the ad-
vanced placement granted will vary from college to college. A list of the col-
leges that use Advanced Placement grades in determining credit and advanced
placement is given in the annual edition of the College Board’s “Acorn” booklet,
Advanced Placement Course Description: History. Students can receive addi-
tional information on the policies of specifi c colleges and universities from their
high school guidance or counseling department or by writing to the directors of
admissions of the colleges that they are interested in attending.
Each Advanced Placement examination, including the United States His-
tory exam, grades student performance on a fi ve-point scale:
5: Extremely well qualifi ed; 4: Well qualifi ed; 3: Qualifi ed; 2: Possibly
qualifi ed; 1: No recommendation.
ix
x Introduction
The AP grade refl ects the level of student profi ciency on an examination
based on the AP U.S. History course description. An AP grade of 3 or higher is
usually considered evidence of mastery of course content similar to that demon-
strated in a college-level introductory course in the same subject area. However,
since the content of these introductory courses varies from college to college, it
is diffi cult to relate a grade on an AP exam to a grade given in a specifi c college
or university. Some colleges may accept a 2 on the AP History exam, while more
selective institutions may require a score of 4.
Overview of the AP Exam in U.S. History
The AP exam in U.S. History is designed to evaluate the knowledge, un-
derstanding, and thinking and writing skills that would be demonstrated in a
yearlong introductory-level college course in U.S. history. A combination of
factual knowledge and ability to analyze historical questions in a critical man-
ner is the key to successful performance on the exam.
The AP exam lasts three hours and fi ve minutes and consists of two sections:
(1) multiple choice and (2) free response. The free-response section consists of two
parts: (a) a document-based question (DBQ) and (b) two standard essay questions.
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The U.S. History exam is administered in high schools on the same day
sometime during a two-week AP exam schedule from early May through mid-
May. For example, in 2010 the AP U.S. history is scheduled for May 7. The
exam dates often do not match school calendars and classroom instruction.
Therefore, AP students should be prepared to do some preparation for the exam
on their own.
Multiple-Choice Section
The multiple-choice part of the exam consists of 80 questions and accounts
for 50 percent of students’ grades. The questions assess the depth and breadth