APUSH, Mr. Kerwin

Unit V Study Guide (1844-1877)

Key Concepts Key Concept 5.1: The United States became more connected with the world, pursued an expansionist foreign policy in the Western Hemisphere, and emerged as the destination for many migrants from other countries. Key Concept 5.2: Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war. Key Concept 5.3: The Union victory in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

!Calendar:


Oct 29, 2015 • Unit V CF Quiz

Thursday

Monday

Nov 2, 2015 • Optional: Ch. 12 Manifest Destiny/ War, Expansion, and Slavery/ End of the Second Party online quiz due at start System (pp. 406-436) of class

Tuesday

Nov 3, 2015 • Ch. 13 online quiz due Abraham Lincoln and the Republican Triumph, 1858-1860/ Secession and at start of class Military Stalemate (pp. 437-452) AND read the article on “Slavery and Expansion in the United States.”

Thursday

Nov 5, 2015

Monday

Nov 9, 2015 • Ch. 14 online quiz due Toward Total War/ The Turning Point/ The Union Victorious (pp. 452-477) at start of class

Tuesday

Nov 10, 2015 • Ch. 15 online quiz due The Struggle for National Reconstruction/ The Meaning of Freedom/ The at start of class

Undoing of Reconstruction (pp. 478-507) • Deadline for Edpuzzle online quizzes

Wednesday

Nov 11, 2015

Thursday

Nov 12, 2015 • Deadlilne for submitting AP essay to turnitin.com

Monday

Nov 16, 2015 • Unit V Test

Tuesday

Nov 17, 2015 • Unit VI CF Quiz

Test Date and Information: There will be a test for this unit on Monday, November 16. There will be thirty stimulus-based multiple-choice questions (worth forty-five points) and two short answer questions (worth eighteen points).

!Assignments:

Online textbook chapter quizzes: Students will have to complete the online quiz for chapter one on the textbook website. Students will take the quiz, answering questions, until they get 600 points. Students may continue answering questions after they reach 600 points (or whatever minimum point level is set). Students must complete this assignment by the start of class on the date assigned. For this unit, the online quiz for ch. 12 is optional.

!Curriculum Framework Video Reviews and Other Video Quizzes:

The optional online Edpuzzle quizzes are each worth five points. These are due by the end of the day on Tuesday, November 10. • Each quiz is worth five points. You can get one question wrong and still get a full score. After that, the first wrong answer is a 0.5 point deduction and each subsequent wrong answer is a one point deduction. The number of quiz questions will vary. • If you do not want to do the assignment or do not want the score, do NOT finish the quiz. Once you submit your answers for the last set of questions, you will get the score you earned.

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1! of 8!

APUSH, Mr. Kerwin

Unit V Study Guide (1844-1877)

Lecture packs: On Monday, November 16, students will turn in their lecture packs. The lecture pack consists of: 1. The unit study guide (this document in its entirety), 2. Class lecture notes (in chronological order) 3. Worksheets and handouts in the order that they are passed out in class. 4. AP Reading Analysis (for AP students) 5. Essential Question Essay (for AP students) The lecture pack must be in this order and properly bound. By properly bound, I mean in a folder, such as a threering binder, clipped in a folder (not in one of the pockets), or stapled. Do not use clips to bind it. The lecture packs also must be numbered continuously, starting with the front sheet of the study as page #1 and going on through until your last sheet. Put a page number on any side of a sheet that has information, but you can skip blank pages, if you wish. This lecture pack is worth twenty points.

!

AP Readings and Analysis: Students will read and analyze ANY SIX of the Primary Source readings (listed below from the file available on Mr. Kerwin’s blog, entitled “Unit VI - The Civil War and the Expansion of Slavery”. For your analysis of this, you will do a full HIPPO analysis with a a one- to two-sentence explanation for each part of the HIPPPO. You will need to label each part, such as “Historical Context” and “Intended Audience”. For O (organization), explain how this document relates to the question, “Focusing on crucial documents from the 1850s and 1860s, evaluate Professor Foner's argument that the "question of the expansion of slavery" caused the Civil War.” This analysis will go in your lecture pack at the end of the handout/worksheet section but before your essay. Refer back to your earlier unit study guides for more information on the historical context. Primary Sources: A. Calhoun on the Compromise of 1850, B. Forcing Slavery Down the Throat of a Freesoiler, C. Bleeding Kansas, D. Republican Party Platform of 1856, E. A House Divided, F. National Democratic Party Platform of 1860, G. Union Must and Shall Be Preserved, H. Crittenden's Proposed Amendment, I. Response to the Crittenden Amendment, and J. Mississippi's Declaration of Secession. Essays: As homework, AP students will write a five-paragraph essay answering one of the Related Thematic Learning Objectives for this unit. The Related Thematic Learning Objectives are listed in the first column of the Curriculum Framework breakdown which appears in the last set of pages of this study guide. (This assignment is optional for accelerated students.) These objectives are connected to the seven major themes of APUSH. These themes are: 
 American and National Identity (NAT) Migration and Settlement (MIG) Politics and Power (POL) Geography and the Environment (GEO) Work, Exchange, and Technology (WXT) America in the World (WOR)
 Culture and Society (CUL) The essay will be based on the Related Thematic Learning Objective, but your essay does not have to address the full objective. You may focus on one part or aspect of the objective if you would like. However, the focus of your essay needs to be on the time period of the unit. For this unit, the time period is 1800-1848.

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2! of 8!

APUSH, Mr. Kerwin

Unit V Study Guide (1844-1877) Related Thematic Learning Objectives (Focus of Exam Questions)

Key Concept 5.1: The United States became more connected with the world, pursued an expansionist foreign policy in the Western Hemisphere, and emerged as the destination for many migrants from other countries.

NAT-3.0: Analyze how ideas about

I. Popular enthusiasm for U.S. expansion, bolstered by economic and security interests, resulted in the acquisition of new territories, substantial migration westward, and new overseas initiatives.

!

A. The desire for access to natural and mineral resources and the hope of many settlers for economic opportunities or religious refuge led to an increased migration to and settlement in the West.

national identity changed in response to U.S. involvement in international conflicts and the growth of the United States.

MIG-2.0: Analyze causes of internal

migration and patterns of settlement in what would become the United States, and explain how migration has affected American life.

!

GEO-1.0: Explain how geographic

and environmental factors shaped the development of various communities, and analyze how competition for and debates over natural resources have affected both interactions among different groups and the development of government policies.

!

B. Advocates of annexing western lands argued that Manifest Destiny and the superiority of American institutions compelled the United States to expand its borders westward to the Pacific Ocean.

WOR-1.0: Explain how cultural

interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.

!

WOR-2.0: Analyze the reasons for,

and results of, U.S. diplomatic, economic, and military initiatives in North America and overseas.

C. The U.S. added large territories in the West through victory in the Mexican–American War and diplomatic negotiations, raising questions about the status of slavery, American Indians, and Mexicans in the newly acquired lands.

D. Westward migration was boosted during and after the Civil War by the passage of new legislation promoting Western transportation and economic development.

E. U.S. interest in expanding trade led to economic, diplomatic, and cultural initiatives to create more ties with Asia.

3! of 8!

APUSH, Mr. Kerwin

Unit V Study Guide (1844-1877)

!

Related Thematic Learning Objectives (Focus of Exam Questions)

Key Concept 5.1: The United States became more connected with the world, pursued an expansionist foreign policy in the Western Hemisphere, and emerged as the destination for many migrants from other countries.

NAT-4.0: Analyze relationships

II. In the 1840s and 1850s, Americans continued to debate questions about rights and citizenship for various groups of U.S. inhabitants.

among different regional, social, ethnic, and racial groups, and explain how these groups’ experiences have related to U.S. national identity.

!

CUL-4.0: Explain how different

group identities, including racial, ethnic, class, and regional identities, have emerged and changed over time.

A. Substantial numbers of international migrants continued to arrive in the United States from Europe and Asia, mainly from Ireland and Germany, often settling in ethnic communities where they could preserve elements of their languages and customs.

!

MIG-1.0: Explain the causes of

migration to colonial North America and, later, the United States, and analyze immigration’s effects on U.S. society.

B. A strongly anti-Catholic nativist movement arose that was aimed at limiting new immigrants’ political power and cultural influence.

C. U.S. government interaction and conflict with Mexican Americans and American Indians increased in regions newly taken from American Indians and Mexico, altering these groups’ economic selfsufficiency and cultures.

4! of 8!

APUSH, Mr. Kerwin

Unit V Study Guide (1844-1877)

!

Related Thematic Learning Objectives (Focus of Exam Questions)

Key Concept 5.2: Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

NAT-1.0: Explain how ideas about

I. Ideological and economic differences over slavery produced an array of diverging responses from Americans in the North and the South.

democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity.

!

POL-2.0: Explain how popular

movements, reform efforts, and activist groups have sought to change American society and institutions.

!

WXT-1.0: Explain how different

labor systems developed in North America and the United States, and explain their effects on workers’ lives and U.S. society. CUL-2.0: Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions.

A. The North’s expanding manufacturing economy relied on free labor in contrast to the Southern economy’s dependence on slave labor. Some Northerners did not object to slavery on principle but claimed that slavery would undermine the free labor market. As a result, a freesoil movement arose that portrayed the expansion of slavery as incompatible with free labor.

B. African American and white abolitionists, although a minority in the North, mounted a highly visible campaign against slavery, presenting moral arguments against the institution, assisting slaves’ escapes, and sometimes expressing a willingness to use violence to achieve their goals.

C. Defenders of slavery based their arguments on racial doctrines, the view that slavery was a positive social good, and the belief that slavery and states’ rights were protected by the Constitution.

5! of 8!

APUSH, Mr. Kerwin

Unit V Study Guide (1844-1877)

!

Related Thematic Learning Objectives (Focus of Exam Questions)

Key Concept 5.2: Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

NAT-2.0: Explain how

II. Debates over slavery came to dominate political discussion in the 1850s, culminating in the bitter election of 1860 and the secession of Southern states.

interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society.

!

A. The Mexican Cession led to heated controversies over whether to allow slavery in the newly acquired territories.

POL-1.0: Explain how and why

political ideas, beliefs, institutions, party systems, and alignments have developed and changed.

B. The courts and national leaders made a variety of attempts to resolve the issue of slavery in the territories, including the Compromise of 1850, the Kansas– Nebraska Act, and the Dred Scott decision, but these ultimately failed to reduce conflict.

C. The Second Party System ended when the issues of slavery and antiimmigrant nativism weakened loyalties to the two major parties and fostered the emergence of sectional parties, most notably the Republican Party in the North.

D. Abraham Lincoln’s victory on the Republicans’ free-soil platform in the presidential election of 1860 was accomplished without any Southern electoral votes. After a series of contested debates about secession, most slave states voted to secede from the Union, precipitating the Civil War.

6! of 8!

APUSH, Mr. Kerwin

Unit V Study Guide (1844-1877)

!

Related Thematic Learning Objectives (Focus of Exam Questions)

Key Concept 5.3: The Union victory in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

NAT-1.0: Explain how ideas about

I. The North’s greater manpower and industrial resources, the leadership of Abraham Lincoln and others, and the decision to emancipate slaves eventually led to the Union military victory over the Confederacy in the devastating Civil War.

democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity.

!

WOR-2.0: Analyze the reasons for,

and results of, U.S. diplomatic, economic, and military initiatives in North America and overseas.

A. Both the Union and the Confederacy mobilized their economies and societies to wage the war even while facing considerable home front opposition.

B. Lincoln and most Union supporters began the Civil War to preserve the Union, but Lincoln’s decision to issue the Emancipation Proclamation reframed the purpose of the war and helped prevent the Confederacy from gaining full diplomatic support from European powers. Many African Americans fled southern plantations and enlisted in the Union Army, helping to undermine the Confederacy.

C. Lincoln sought to reunify the country and used speeches such as the Gettysburg Address to portray the struggle against slavery as the fulfillment of America’s founding democratic ideals.

D. Although the Confederacy showed military initiative and daring early in the war, the Union ultimately succeeded due to improvements in leadership and strategy, key victories, greater resources, and the wartime destruction of the South’s infrastructure.

! 7! of 8!

APUSH, Mr. Kerwin

Unit V Study Guide (1844-1877)

!

Related Thematic Learning Objectives (Focus of Exam Questions)

Key Concept 5.3: The Union victory in the Civil War and the contested reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

NAT-2.0: Explain how interpretations of

II. Reconstruction and the Civil War ended slavery, altered relationships between the states and the federal government, and led to debates over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities.

the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society.

!

POL-3.0: Explain how different beliefs

about the federal government’s role in U.S. social and economic life have affected political debates and policies.

!

A. The 13th Amendment abolished slavery, while the 14th and 15th amendments granted African Americans citizenship, equal protection under the laws, and voting rights.

WXT-1.0: Explain how different labor

systems developed in North America and the United States, and explain their effects on workers’ lives and U.S. society.

!

CUL-3.0: Explain how ideas about

women’s rights and gender roles have affected society and politics.

B. The women’s rights movement was both emboldened and divided over the 14th and 15 Constitution.

C. Efforts by radical and moderate Republicans to change the balance of power between Congress and the presidency and to reorder race relations in the defeated South yielded some short-term successes. Reconstruction opened up political opportunities and other leadership roles to former slaves, but it ultimately failed, due both to determined Southern resistance and the North’s waning resolve. D. Southern plantation owners continued to own the majority of the region’s land even after Reconstruction. Former slaves sought land ownership but generally fell short of selfsufficiency, as an exploitative and soilintensive sharecropping system limited blacks’ and poor whites’ access to land in the South.

E. Segregation, violence, Supreme Court decisions, and local political tactics progressively stripped away African American rights, but the 14th and 15 amendments eventually became the basis for court decisions upholding civil rights in the 20th century.

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Unit V Study Guide 2015.pdf

Freesoiler, C. Bleeding Kansas, D. Republican Party Platform of 1856, E. A House Divided, F. National. Democratic Party Platform of 1860, G. Union Must and ...

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