Download Kennedy Assessment Index

Advanced Placement United States History
Assessment Index for Kennedy, The American Pageant, 2016-2017
Chapter 17 Terms
Mormon Trek (p. 312)
“his accidency”
Webster-Ashburton Treaty (1842)
54º 40’ or Fight!”
Young Hickory
Spot Resolution
Californios (p. 378-9)
“Conscience Whig”
Nicholas Trist
Wilmot Proviso
Chapter 17 Essay Prompts
1. Analyze the following statement: “Manifest Destiny may have been a national obsession in the 1830s, 1840s and 1850s,
but it overwhelmingly tended to serve the narrow sectional interests of the slave-owning South.”
a. Identify 3 specific ways that MD served ONLY southern interests…
b. For each of the ways you identified, explain how and why MD served the Southern interest (IC)…
c. QUALIFY… Identify 2 specific ways that MD also served the interests of the nation as a whole, not just the South.
2. Analyze the following statement: “The Mexican War (its causes and justifications, the way it was waged, and the peace
that followed) was a flashpoint for intense sectional tension and conflict in the 1840s.”
a. In what specific ways were the causes of or justification for the Mexican War sources of sectional controversy?
b. In what specific ways were the strategies employed during the Mexican War sources of sectional controversy?
c. In what specific ways were the peace efforts / agreements that ended the war sources of sectional controversy?
d. Why didn’t we take ALL of Mexico in 1848?
Chapter 18 Terms
Compromise of 1850 (6 parts)
personal liberty laws
“Old Fuss and Feathers”
Clayton-Bulwer Treaty
Matthew Perry
Ostend Manifesto
William Walker
Gadsden Purchase
Stephen Douglas
popular sovereignty
“Nebrascals”
Free Soil Party
Chapter 18 Essay Prompts
1. Analyze the following statement: “The Compromise of 1850 was a shameful surrender to the Southern slave-owning
interests – clear evidence that “King Cotton” and the “Lords of the Lash” dominated the federal agenda in 1850.”
a. QUALIFY: what was so shameful about the Cof1850 from the Northern perspective
b. HOW does the Co1850 SHOW or REVEAL that the South was calling shots
c. Who comes out better in the Comp., N or S?
2. Analyze the following statement: “Challenges to, and the slow dismantling of the Compromise of 1850 not only exposed its
fundamental failure, but became the main sources of intense sectional conflict.”
a. What are specific examples of the Comp of 1850 being dismantled or challenged (3)…
b. What developments in the 1850s SHOW that the Compromise was being undermined? (3)…
Chapter 19 Terms
Harriet Beecher Stowe
Hinton Helper
“Beecher’s Bibles”
Lecompton Constitution
Charles Sumner
John C. Fremont
Know-Nothing Party
Roger Taney
Panic of 1857
Freeport Doctrine
Raid on Harpers Ferry
John Bell
Crittenden amendments
Chapter 19 Essay Prompts
1. Analyze the following statement: “The political party re-alignments that occurred through the 1850s closely reflected the
sectional crises of that decade and foreshadowed disunion.”
a. What parties fell apart (how and why) and what new parties grew or were established (how and why)? (3)
b. In what specific ways were the collapse and formation of new parties in the 1850 direct results of the many
sectional crises of that decade?
i. What were the “sectional crises” of the 1850s?
1. outcome of the Mexican War
2. Compromise of 1850 and all its parts
3. Uncle Tom’s Cabin (1852) and the abolition movement
4. Kansas-Nebraska Act (1854)
5. Sumner-Brooks Incident
6. Bleeding Kansas (1856-1857)
7. Dred Scott Decision (1857)
8. Panic of 1857
9. Lincoln-Douglas Debates (1858)
10. John Brown’s Raid (1859)
11. Election of 1860
c. (IC Equation: complete the following sentence.)
i. “Bleeding Kansas caused the Democratic Party to split because…” [Make sure that your IC clearly
states what particular aspects of that episode contributed to that split.]
d. How did these changes (above) predict or foreshadow secession or disunion (the failure of national unity)?
2. This is modelled after the Short Answer Items that appear on the AP Exam. Please follow the directions below,
and be prepared to answer this item in 12 minutes.
DIRECTIONS: Use complete sentences; an outline or bulleted list alone is not acceptable. Be sure to support you answers with
specific factual information (SFI). Answer (a), (b) and (c).
a. Explain how and why the Democratic Party gradually polarized and split between 1850 and 1860.
b. Explain how and why the Republican coalition (identify specific elements) grew between 1850 and 1860.
c. Explain how and why the Constitutional Union Party emerged and the Know-Nothing had grown by 1860.
3. Analyze the following statement: “The sectional crises of the 1850s were exacerbated and perpetuated by failed, reckless,
and timid leadership at the national level.” (I ♥ this prompt)
a. See the list above… EVALUATE or JUDGE how the leaders of our national government (Presidents,
Congressional Leaders, and / or the Supreme Court) handled these various crises and whether or not they
managed them in a way that made the problem of sectional tension WORSE! Pick 4 or 5!
b. Could these dudes have done some things differently that would have solved or alleviated these problems? Does
this constitute a failure of leadership on their part? How? Why? MAKE YOUR CASE!
4. “The debate over the expansion of slavery westward was unavoidably and inextricably bound to the continuance of slavery
itself in the United States.” Who would have insisted on this point and why? What evidence would they have provided to
make their case?
a. SYN: How did this logic or the hostility / suspicion it inspired or influence events in the 1850s?
5. In their 1858 debates, Douglas frequently tried to discredit Lincoln by claiming that he was a “secret abolitionist” and
radical who believed in “racial equality” (which Lincoln vigorously denied). What exactly is the distinction between Free
Soilers, abolitionists, and advocates of racial equality and why did Lincoln reject any connection with the latter two?
a. SYN: How does this rhetorical fight reflect or relate to real events and sectional crisis of the 1850s?
Chapter 20 Terms
Border States
blockade
“cotton famine”
“king wheat”
Trent Affair
Alabama dispute
suspended writ of habeas corpus
New York Draft Riots
bounty-jumpers
Morrill Tariff Act
National Banking System
“shoddy millionaires”
U.S. Sanitary Commission
Chapter 20 Essay Prompts
1. Analyze the following statement: “Lincoln’s diplomacy with European powers was carefully contrived and intended to
undermine the Confederate war effort and bring about a Union victory.”
a. What specific steps did Lincoln take to maintain good relations with Britain and France… and in what specific
ways did these steps hurt the Confederate war effort?
b. How, specifically, did Lincoln make it less likely that European powers would trade, help or ally with the
Confederates?
2. Analyze the following statement: “Compare and contrast the various advantages enjoyed by the Union or Confederacy at
the outset of the Civil War in 1861.”
a. Identify 4-5 specific advantages that the Union had… and EXPLAIN why these are advantages.
b. Identify 4-5 specific advantages that the CSA had… and EXPLAIN why these are advantages.
c. Identify 4-5 specific disadvantages that the Union had… and EXPLAIN why these are disadvantages.
d. Identify 4-5 specific disadvantages that the CSA had… and EXPLAIN why these are disadvantages.
3. (IC Equation: complete the following sentence.)
a. “Lincoln’s greatest challenge during the Civil War was _____ (x) _____ because… (multiple reasons).”
4. (SFI Brainstorm: free-associate on this theme / concept / idea / trend)
a. “managing and maintaining Northern public support for war effort”
b. “meeting the logistical needs / demands of the massive Union war effort”
5. (Synthesis Practice: “What if history... it’s a logical fallacy, but so what, it’s fun”)
a. The Civil War could have been avoided in 1861 if only _______ (x) ________ because… (multiple reasons).”
Chapter 21 Terms
Peninsula Campaign
USS Monitor
Battle of Shiloh
Emancipation Proclamation
54th Massachusetts Regiment
Siege of Vicksburg
“total war”
Copperheads
“vote as you shoot”
Appomattox Courthouse, VA
Battle of Bull Run (1861)
Battle of Antietam (1862)
Battle of Fredericksburg (1862)
Pickett's Charge
Clement Vallandingham
Grant's Wilderness Campaign (1864)
Chapter 21 Essay Prompts
1. What were the key military turning points of the Civil War? Identity at least three specific moments or events
and defend your claims with specific factual information.
2. Analyze the following statement: “Lincoln’s personal leadership and key decisions that he made were decisive
factors in producing a Union victory in 1865.” Identity and explain at least three specific examples or incidents
and defend your claims with specific factual information.
3. View the video entitled Abraham Lincoln’s Terrible War. In a well-reasoned argument supported by evidence,
explain how and why the views expressed in this short film are incorrect or based on false premises.
4. DBQ: Explain the relationship between Lincoln’s two war aims of 1) preserving the Union and 2) freeing the
slaves.
Chapter 22
Freedmen’s Bureau
Wade-Davis Bill
“10% Plan”
Black Codes
Civil Rights Act of 1866
Military Reconstruction
13th Amendment
14th Amendment
15th Amendment
Hiram Revels
Tenure of Office Act
“Seward’s Folly”
Johnson's "swing 'round the circle"
Union League
Thaddeus Stevens
Ex parte Milligan (1866)
Civil Rights Cases (p. 495)
Election of 1876 and the Compromise of 1877 (p. 494-5)
Chapter 22 Essay Prompts
1. Compare and contrast the three distinct plans for Reconstruction: Lincoln’s, Johnson’s and the Radical
Republicans’ Congressional Plan. Which of these plans was the most practical, or the most likely to achieve a
just and reasonable reunification between the North and South? Consider that elements of some plans were
extremely idealistic, while others promoted hostility and resistance (is this practical and productive?).
a. Evaluate Presidential Reconstruction. In what ways was it practical, in what ways impractical?
b. Evaluate Congressional Reconstruction. In what ways was it practical, in what ways impractical?
2. Explain how the political, economic and social status of the Freedmen changed or evolved during
Reconstruction (1865-1877). Explain the real impact of these shifting goals and policies on the lives, living and
working conditions of the Freedmen through this period.
3. Explain THREE distinct reasons that Reconstruction came to an end in 1877.
a. SYN: “What is more remarkable than its eventual collapse was the genuine idealism and determination
that sustained the Radical Republican vision for more than a decade within a national political
atmosphere that was generally hostile to notions of racial equality.”
b. SYNTHESIS may either 1) in some way extend the argument or go beyond the prompt, 2) connect or
compare the argument with another period or region of US history.
4. DBQ: In what ways did African-Americans shape the course and consequences of the Civil War between 1861
and 1870? [This perspective gives credit to the freedmen for taking the initiative and achieving
freedom and equality through their own decisions and actions – not just as passive recipients of
governmental generosity. We historians call this “agency” – a term that recognizes the courage,
personhood, and self-efficacy of otherwise marginalized groups.]
5. DBQ: To what extent was Reconstruction either a success (≥2 reasons) or failure (≥2 reasons)?
a. QUALIFY: “In some ways it was a success… but in other ways it was a failure…”