1. gilder lehrman ap us history study guide

the gilder lehrman institute’s ap us history study guide is a comprehensive guide to the historical content on the exam. the college board (you know, the folks who make the apush exam) recommends this study guide on their apush website, so you know you can trust it to be reliable and well-researched.

this apush study guide is organized by period. each of the 9 apush periods has:

• a video covering the main ideas for the period
• an outline of key concepts
• an interactive timeline of events
• a collection of primary source documents
• links to other related videos and essays

gilder lehrman also offers a free multiple choice practice test so you can see how much you’ve learned.

2. khan academy ap us history study sheet

for a quick but comprehensive overview of the exam, check out khan academy’s ap us history study sheet. the most helpful feature is a chart that cross-references each of the 7 apush themes with the 9 historical periods that you’ll see on the exam. this is a great tool to help you sort through the vast amount of content on the test, and boil it down to the major ideas. it also helps you see the connections between ideas across time, which is awesome for dealing with synthesis questions on the apush exam.

also on the study sheet are some other useful features like:

• a series of video tutorials on how to approach each question type
• a list of key primary source documents you should be familiar with
• a list of landmark supreme court cases you’ll want to know for the test
• a list of vocabulary terms you’ll want to master (this is a great list to use to make some flashcards)

3. albert.io apush study guide

you’re really getting a two-for-one here, as i’m about to point you to two different resources from albert that can serve as valuable study tools as you prepare for the ap us history exam.

the first is this one month ap us history study guide. it gives you a daily plan for a month-long review of ap us history. the detailed plan gives you activities for each day, including examining resources from the test maker, reviewing concept outlines, taking practice questions, and making flashcards. if you’re overwhelmed by the breadth of the exam or if you’re just not great at getting yourself organized, this handy plan neatly lays everything out for you.

the second albert resource i want to direct you to is the ultimate study guide to ap us history. this is basically a giant chart that lists the key concepts for each period. the really cool thing, however, is that each concept links directly to practice questions so you can instantly test your knowledge of that topic.

4. glencoe online learning center: american history

this site from glencoe is designed to accompany their american history: connecting with the past textbook. however, it is a great tool whether your class uses this particular book or not, and it is totally free to use. you don’t need a book code or anything like some textbook sites require.

this study guide has two main components: chapter activities and the “primary source investigator.” the activities for each chapter (found in a drop-down menu on the left sidebar) include:

• chapter outline of main themes
• several different quiz formats, including multiple choice, true/false, and image-based essay questions
• free response short answer study questions, some based on primary source documents and some not
• “where historians disagree,” which discusses major historical interpretations involving the period
• “america in the world,” which discusses how the us related to larger global events and patterns during the period
• interactive maps

 
the primary source investigator is a vast library of primary source documents. since so much of the apush exam is stimulus-based, it’s a great idea to spend a lot of time working with these types of documents. here, glencoe provides both explanations and comprehension questions for each primary source document in their collection.

5. ap us history review and study guide

this is a pdf study guide that follows along with the american pageant textbook, which is used in many apush classrooms. whether or not you’re using this particular textbook in class, this is a very thorough outline of the content you can expect to see on the apush exam. in this apush study guide, each chapter contains both an outline and a list of key terms with definitions.

6. ap us history notes

this apush study guide from ap study notes has a lot of helpful resources, including:

• chapter outlines (based on the american pageant textbook)
• important vocabulary terms, broken down by chapter
• multiple choice practice questions (note: these questions are not formatted like the stimulus-based multiple choice questions on the current apush exam; however, they still provide helpful content review.)
• topical outlines
• timelines of major events
• a list of important supreme court cases
• sample student essays on a variety of topics

 
browse these apush study guides to find the one that works best for you, depending on how much time you have to study and the way you learn best.

the post use these 6 apush study guides to get a better score appeared first on magoosh blog | high school.

period 1 (1491-1607)

question: how did the encomienda system affect native american cultures?

answer:

the encomienda system was used by spanish settlers in the new world. the spanish used native americans as forced labor on their farms and in their mines. supposedly, the spanish were offering the native americans who worked for them the benefit of protection, but the laborers were often exploited and abused. it amounted to a system of slavery that had lasting negative effects on tribal populations and cultural identities.

period 2 (1607-1754)

question: how did the motivations for settlement differ among the british colonies?

answer:

the first colony, virginia, was founded by a joint stock company out of a purely economic motive. they were looking for gold and other natural resources in order to bring more wealth back to england. other southern colonies tended to have economic motivations as well. both north and south carolina were founded for the purpose of profit from farming and trade. georgia was originally conceived as a debtor colony.

in contrast, new england colonies were founded with religious motivations. plymouth colony, which later became part of massachusetts, was famously settled by pilgrims seeking religious freedom. they, along with puritans elsewhere in massachusetts, sought to be a shining example of morality. this led to extremism and a close connection between church and state, which drove factions to leave the colony (some by choice and some by force) and start their own. these included:

• connecticut: founded on the principles of religious and political freedom by thomas hooker, who believed the massachusetts governor held too much power
• rhode island: founded on the principle of separation of church and state by roger williams, an exile from massachusetts
• new hampshire: broke apart from massachusetts mostly for economic reasons

 
some middle colonies were also founded with religious motivations.

• pennsylvania: created as a safe haven for quakers by william penn
• maryland: founded so that catholics could have freedom of worship
• delaware: founded for religious tolerance

 
the other middle colonies, including new york and new jersey, were founded for economic and political reasons.

period 3 (1754-1800)

question: how did the end of the french and indian war contribute to the growth of revolutionary sentiments in the colonies?

answer:

after the french and indian war, britain found itself in tremendous debt. in an effort to raise revenue, it ended its policy of salutary neglect in the 13 colonies and began to more strictly enforce mercantilism. the british began to levy new taxes on the colonies, which were met with a great deal of resistance. following the war, the british also sought more peaceful relations with native americans, resulting in the proclamation of 1763. colonists greatly resented this restriction on their freedom of movement and it further fueled anti-british sentiments.

period 4 (1800-1848)

question: how did westward expansion serve to deepen the nation’s divide over the issue of slavery?

answer:

the delicate balance of representation in the federal government, especially the senate, was important to both the north and the south. as the nation rapidly expanded westward, fueled by manifest destiny, both pro- and anti-slavery forces battled for the new lands. each group wanted to expand its territory and enforce their side in the slavery debate.

period 5 (1844-1877)

question: how did the emancipation proclamation affect the civil war?

answer:

the emancipation proclamation, which declared slaves in the rebelling states to be free, changed the meaning of the war. up to this point, president lincoln had carefully maintained that while he personally opposed slavery, his priority was saving the union. with the proclamation, the tone of the war changed and the focus became on freedom. this served to give the north the moral high ground in the final years of the war, and helped to weaken the confederacy.

period 6 (1865-1898)

question: how did immigration change in the late 1800s?

answer:

the 1880s marked a shift in the demographics of immigrants to the united states. prior to this, most immigrants came from northern and western europe. after 1880, more and more came from eastern and southern europe, as well as from asia. in response, some quotas and other immigration policies were enacted, such as the chinese exclusion act.

period 7 (1890-1945)

question: how did the new deal change the role of the government?

answer:

the new deal made the government more actively involved in people’s lives. it changed the role of the government to that of a protector, with programs such as the fdic designed to protect consumers from the dangers of completely unrestricted capitalism. the government also set up assistance programs such as social security and work programs such as the tva to help more people obtain secure incomes.

period 8 (1945-1980)

question: how did the domino theory contribute to us foreign policy in the 20th century?

answer:

throughout the cold war, the united states feared the further spread of communism. efforts such as the marshall plan and the establishment of nato were designed to limit the soviet union’s growing global influence. this line of thinking was especially evident in us foreign policy in asia, where it was believed that if one nation fell to communism, the rest would soon fall “like dominoes” (an idea known as the domino theory). this is the reason that the united states was drawn into conflicts in korea and vietnam.

period 9 (1980-present)

question: how did the vietnam war affect american foreign policy in the decades that followed?

answer:

after the vietnam war dragged on for nearly two decades and failed to bring victory, america fell into what became known as “vietnam syndrome.” americans were hesitant to get involved in another foreign conflict for feat that it would turn into “another vietnam.” the first gulf war in the 1990s began to pull the country out of this, as did the wars in iraq and afghanistan in the 2000s. the underlying feelings remained, however, as the war in afghanistan dragged on and people began to compare it to vietnam.

the post 9 us history questions to master for your apush exam appeared first on magoosh blog | high school.

what is new conservatism?

new conservatism marked a change in the republican party from the more moderate stance of president eisenhower in the 1950s to a more extreme stance espousing small government, traditional values, constitutionalism, states-rights, and free-market economics. the rise of new conservatism began with the politics of barry goldwater and the economics of milton friedman in the 1960s. goldwater and friedman reacted against roosevelt’s new deal programs, considering them to embody governmental overreach and to be the cause of deficits, inflation, and unemployment. big government, they claimed, stifled states rights, individual liberties, and the economy.

these conservative political and economic views merged in the 1970s and ’80s with conservative social outlooks. the evangelical movement that arose at this time railed against the removal of prayer from public schools and pitted social progressivism against christian morals. the protestant work ethic was invoked to condemn welfare programs. socialism, sexual liberation, and drug culture were seen as signs that the country had turned away from god.

white conservative christians felt threatened by the social movements of the time: civil rights, feminism, and gay rights. antiwar protests, militant black power groups, and roe v. wade convinced many americans that the country was losing its traditional values. they saw new conservatism as a way to return the country to its moral roots.

important years to note for new conservatism:

• 1960: barry goldwater publishes his biography, the conscience of a conservative, laying the foundation for the new conservative movement.
• 1964: barry goldwater wins the republican presidential nomination.
• 1980: ronald reagan is elected president by new conservatives and “reagan democrats.”

why is new conservatism so important?

new conservatism reformed the platform of the republican party, transforming it from a pro-business, laissez-faire party into one more concerned with individual liberties and traditional christian morals. this shift gave the party a more populist face, allowing it to appeal to southern whites who felt abandoned by the democratic party. new conservatism paved the way for ronald reagan’s presidency, and its reverberations can be felt today in the rise of the tea party and libertarian movements within the republican party.

who are some historical people related to new conservatism?

• barry goldwater: businessman whose political campaigns sparked the rise of new conservatism
• milton friedman: economist whose staunch free-market and “trickle-down” philosophies informed the fiscal platform of new conservatism
• jerry falwell: a southern baptist pastor, televangelist, and leader of the evangelical movement that swayed new conservatism’s moral principles
• ronald reagan: republican whose presidency marked the culmination of the new conservative movement

what is an example new conservatism apush question?

“in this present crisis, government is not the solution to our problem; government is the problem. from time to time we’ve been tempted to believe that society has become too complex to be managed by self-rule, that government by an elite group is superior to government for, by, and of the people. well, if no one among us is capable of governing himself, then who among us has the capacity to govern someone else? all of us together, in and out of government, must bear the burden. the solutions we seek must be equitable, with no one group singled out to pay a higher price.”
-first inaugural address of ronald reagan, 1981 (source)

as reflected in this quote, the new conservative movement that began in the 1960s and culminated with reagan’s election was in large part a reaction against
a) the social welfare programs of the new deal era.
b) the cost of vietnam and other wars.
c) the spread of communism during the cold war.
d) the corrupting influence of special interest groups.

answer:

the correct answer to this example new conservatism apush question is (a). a major platform of the new conservative movement was the advocacy for small government. new conservatives believed that social welfare programs led to corruption, high taxation, and a stunted economy, as well as intrusions into the lives of ordinary americans. proponents of the free market and individual liberties, new conservatives believed that social programs like those implemented during roosevelt’s new deal were egregious abuses of power by the federal government.

the post new conservatism: apush topics to study for test day appeared first on magoosh blog | high school.

how do apush score calculators work?

the scoring of ap exams is tricky. you have a test with multiple choice, short answer, and essay questions, each of which is graded separately. then, somehow, all of that boils down to a single score from 1-5. that’s all you ever get on your score report. you won’t get any information on how many multiple choice questions you got right or how you scored on your dbq. you’ll just have that single number.

even more frustrating than that can be the fact that there is no set consistent formula that translates your raw scores into the 1-5 scaled score, because the apush exam is scored on a curve. this is to account for test variation and to try to keep scores consistent across different tests. but it can make it a little tricky to estimate your score when you don’t know exactly how many multiple choice questions will equal a 5.

that’s where apush score calculators come in. they use the weighted scales of past ap exams to help you estimate your 1-5 score by inputting the individual raw scores you received on each section. the most important thing to remember about any apush score calculator is that it is an estimate. college board does not release an official score calculator, so test prep companies create their own based on the information available and try their best to be accurate.

where to find apush score calculators

practice tests included in the review books of major test prep companies will usually include a score conversion chart, along with the answer key to help you estimate your score. these are created for that particular test and are a helpful tool for estimating your future test performance. these charts, however, should not be seen as exact tools for figuring out your score on other tests.

there are also online apush score calculators. there are a lot of score calculators out there, so it can be difficult to know which ones to trust. when looking for a reliable calculator, check for the following:

• up-to-date test specifications. does the number of multiple choice points you’re asked to input match what’s currently on the real exam? the apush exam format has changed numerous times in recent years. make sure you’re looking at the most current information.
• the test version the calculator is based on. a good score calculator will tell you which year of the real apush exam it used to create its formula.
• consistency. it never hurts to check one score calculator against another. be sure you’re comparing the same year, and then put in the same numbers to see what score you get on each. if one is giving you a wildly different score than the others, you probably shouldn’t trust it.

 
with that in mind, ap pass and exam owl have apush score calculators worth checking out.

tips for using an apush score calculator

1. use it to grade practice tests.

an apush calculator can give you a good idea of where you are likely to score on the exam. a lot of students will just check how many multiple choice questions they got right or see how their essays stack up to the rubric. taking the extra step of estimating your 1-5 score with an apush score calculator can give a clearer idea of how you will stack up on test day.

2. play around with it.

after you get your practice test score, play around with the score calculator. see how many more multiple choice questions or free response points it would take you to go from a 3 to a 4, or a 4 to a 5. this gives you a better sense of the impact of each question and each question type. it can also help you to set goals that will be manageable and most helpful.

3. use it more than once.

if you try one practice test, put your scores into an apush score calculator, and get a 5, you may be tempted to stop there. don’t! getting a 5 once is awesome, but you should be aiming for consistency. what happens when you come across a test with a less familiar essay topic? would you still be able to get a 5? you should try (and score) several full practice tests over the course of your studying to make sure that you are able to handle anything that may come up on the exam.

4. remember that it is only an estimate.

apush score calculators are useful tools, but none of them are 100% accurate. use them to help guide your studying and goal-setting, but don’t rely on them too heavily. remember that the ap grades on a curve, so getting 45 multiple choice questions right might get you a 4 on one exam and a 3 on another. to give yourself some wiggle room, set your goals at the high end of the range for the score you want.

the post which apush score calculators are legit? appeared first on magoosh blog | high school.

apush review throughout the year

so you’re planning ahead and want to keep up with your studying throughout the course? awesome! this is the best way to go. kaplan has a monthly and quarterly study plan to make sure you’re staying on track as new content is added.

as each new unit is added, it’s a good idea to:

• keep or create a concept outline of just the most important ideas of the unit. if you have unit or chapter outlines from your class, great! use them. there are also tons of great apush outlines online. some of them align to specific textbooks, while others are more broadly-based.
   
• make flashcards covering key vocabulary, people, and events and review them frequently. flashcards are free and easy to make, and they are a great tool because they’re so simple and versatile to use. get a parent, sibling, or friend to quiz you, or just quiz yourself. if you like a hands-on experience, you can make index card flashcards. you can also use an app to make digital flashcards on your phone.

  either way, flashcards are a tool you can carry around in your pocket or bag and pull out any time. riding the bus? brush up on your new deal programs with all their pesky acronyms. waiting around for soccer practice to start? what a great time to review the colonial tax laws!

  flashcards make it easy to squeeze in a few minutes of studying anytime, anywhere. this kind of small, frequent studying helps keep the information fresh so you’ll be less likely to need to cram later on.
   

• do practice questions which mimic the real exam, and are relevant to the unit you’re studying.

 
in addition to keeping up with the current work your teacher assigns you, it’s a good idea to review old material all year long so you don’t forget it by the time may comes around. if your teacher gives cumulative unit tests (meaning they cover the current unit plus everything that came before), studying for these will help make sure that even the old material stays fresh. if, however, your teacher gives unit tests that are not cumulative (meaning they only cover the material from the current unit), then you’ll need to do cumulative review on your own. at a minimum, right after you’ve taken your unit test (so you can concentrate on studying for that test) but before you dive deep into the new unit, use that window for review of old material. break out the flashcards, take some practice questions, and take note of your areas of weakness so you can give them more attention.

apush review if you have three months

you’ve made it through the holidays and through midterms, and now it’s time to buckle down and think about the ap exam. if you have three months for apush review before test day, here’s what you should plan to cover each week:

week 1: prepare to review + period 1 (1491-1607)

first off, spend a couple of days preparing to review. this may not sound like much, but it’s super important. this is the time to gather your materials and perform a self-assessment to see where you need to focus. this week, you should:

1. review the apush themes and historical thinking skills that you’ll need to know for the test. think about which ones you’re confident in and which ones need more work.
    
2. take a practice test. as you review the results, take careful note of what you got right and wrong. keep a tally of the units that your missed questions came from. notice any patterns? which units need the most review? is there a specific type of question you keep getting wrong? are you strong on multiple choice but your dbqs need work? take stock of where you are so you know where you need to go in the next 11 weeks.
    
3. make flashcards if you haven’t already. have these ready to go when it comes time to review each unit.
    
4. gather your resources. pull together whatever review books, outlines, videos, games, practice questions, or other resources you plan on using. get them in one place. bookmark websites you plan to come back to. spend this time figuring out what resources you want to use so that you can spend your time in the upcoming weeks actually using them.

 
next, start your review with period 1, which covers everything that came before the british founded the 13 colonies. we’re only devoting part of the first week to this period because it is only worth 5% of the exam.

weeks 2-5: review periods 2-5

week 2: period 2 (1607-1754)
week 3: period 3 (1754-1800)
week 4: period 4 (1800-1848)
week 5: period 5 (1844-1877)

week 6: combined review of periods 1-5

take this week to go over everything you’ve covered so far.

do at least one practice essay (or even better, one essay of each type). here are some past essay questions relevant to these periods:

• dbq on the revolutionary era (p. 7-11)
• leq on trans-atlantic trade (#2 on p. 34)
• leq on the french and indian war (#2 on p. 11)
• leq on the market revolution (#2 on p. 12)
• leq on the mexican-american war (#3 on p. 11)

weeks 7-10: review periods 6-9

week 7: period 6 (1865-1898)
week 8: period 7 (1890-1945)
week 9: period 8 (1945-1980)
week 10: period 9 (1980-present)

week 11: combined review of periods 6-9

take this week to go over everything you’ve covered in the last month of review.

do at least one practice essay (or even better, one essay of each type). here are some past essay questions relevant to these periods:

• dbq on imperialism (p. 29-32)
• dbq on the women’s rights movement (p. 6-11)
• dbq on new conservatism (p. 6-10)
• leq on the 14th and 15th amendments (#2 on p. 12)
• leq on technology and industrialization (#3 on p. 34)
• leq on world war i (#3 on p. 12)
• leq on the 19th amendment (#3 on p. 12)
• leq on globalization (#4 on p. 34)

week 12: complete apush review

perform a quick cumulative review of the entire course. this is also a good time to take another practice test in preparation for exam day.

apush review if you have two months

ok, so you weren’t quite on top of things enough to follow the 3-month schedule, but that’s ok. you’ve still got two months left to get in a great apush review. here’s how to divide your time.

week 1: take a practice test, gather materials, and study period 1
week 2: periods 2 and 3
week 3: periods 4 and 5
week 4: review periods 1-5
week 5: periods 6 and 7
week 6: periods 8 and 9
week 7: review periods 6-9
week 8: final review of the whole course

apush review if you have one month

if you’ve waited until a month before the test to buckle down, here’s how to divide your time to make sure you stay on track and cover everything:

week 1: periods 1-3
week 2: periods 4-6
week 3: periods 5-9
week 4: final review of the whole course

if you’re looking for a very prescribed day-to-day plan, albert has a nice one-month plan as well.

apush review if you have one week

cutting it a little close, are we? when you’ve only got a week left, there’s still a lot you can do to prepare for the exam. check out our in-depth article on what to do when you’ve got one week left for apush review.

this is also a great time for a crash course. check out our list of some of the best video and text-based crash courses to help you get the most out of your speedy apush review.

 
no matter when you decide to begin your apush review, we hope you find these tips and resources helpful. let us know what you think, and happy studying!

the post apush review: a handy study plan appeared first on magoosh blog | high school.

what is the american revolution?

the american revolution was the war for independence of the thirteen colonies from great britain. the war was fought on american soil from 1775-1783.

there were many factors that led the american colonists to seek their independence. in brief, these reasons included:

• the development of an american identity and culture separate from that of great britain
• a sense of independence that grew from life on a frontier
• resentment over the end of salutary neglect and the implementation of more strict colonial control, especially new taxes that were levied without the colonists consent via direct representation in parliament
• the influence of enlightenment ideas (especially those of john locke) about natural rights, consent of the governed, and the ability of the people to abolish or alter an unjust government

all of this led to increased tensions, culminating in protests and, eventually, violent revolution. fighting began with the battle of lexington and concord in 1775. the following year, the colonists issued the declaration of independence.

the war continued over the next several years. the colonists were outnumbered and out-armed, and they had inferior military experience. they did, however, have some advantages, including familiarity with the terrain and the desire to fight for their own homes. they also found an excellent leader in general george washington, who would later be elected the nation’s first president. towards the end of the war, the colonists also benefitted from aid from the french.

the british surrendered following their defeat in the battle of yorktown in 1781. the treaty of paris brought the war to its official close in 1783.

important years to note for the american revolution:

• 1775: the american revolution begins with the battle of lexington and concord.
• 1776: the declaration of independence is signed.
• 1781: the british surrender at yorktown.
• 1783: the treaty of paris officially ends the war.

why is the american revolution so important?

very simply, the american revolution enabled the united states to break free of british colonial rule and start its new journey as an independent nation. the american revolution also inspired revolutionary efforts in other nations in the years that followed, including france and haiti.

what are some historical people and events related to the american revolution?

key events leading up to the war:

• french and indian war (1754-1763): war between britain and france that left britain with enormous war debt, and led to the end of salutary neglect in the colonies as britain levied new taxes to raise money
• new taxes levied on colonists such as the sugar act (1764), the stamp act (1765), the townshend acts (1767), and the tea act (1773)
• boston massacre (1770): angry mob of colonial protestors confront british soldiers, who open fire, killing five
• boston tea party (1773): protest in response to the tea act, in which patriots dumped british tea into boston harbor
• intolerable acts (1774): a series of laws (also called the coercive acts) passed as a punishment for the boston tea party

important people of the revolutionary era:

• king george iii: british king during the revolution
• benjamin franklin: key journalist and political figure in the pre-revolutionary era
• thomas jefferson: primary author of the declaration of independence
• samuel adams: member of the sons of liberty
• john adams: key political leader
• thomas paine: author of common sense, which helped convince many to join the revolutionary cause
• george washington: general during the revolution and first president of the united states

important battles in the american revolution:

• lexington and concord (1775): first battle of the war
• bunker hill (1775): ccstly british victory that showed them that the war would not be quickly and easily won
• saratoga (1777): american victory that convinced the french to openly join the war on the side of the americans
• yorktown (1781): battle in which the british surrendered, ending the war

what is an example american revolution apush question?

the battle of saratoga is considered significant primarily because
a) it caused native americans to join the war on the side of the british.
b) it inspired the french to begin their own revolution.
c) it convinced most loyalists to abandon their support of the british.
d) it enabled the americans to secure the assistance of foreign allies.
 

answer:

the correct answer to this american revolution apush question is (d). the french had supported the americans through indirect means throughout the war, but were hesitant to commit actual military support to what was considered a risky cause. the american victory in the battle of saratoga brought enough confidence in the americans’ chances that the french finally provided military aid, which helped the americans win the war decisively.

the post the american revolution: apush topics to know for test day appeared first on magoosh blog | high school.

what is the bank of the united states?

after the revolutionary war, america suffered widespread economic instability. the country’s debt was steep, and many states were bankrupt. in order to stabilize the economy, alexander hamilton, the secretary of the treasury, proposed an ambitious financial plan that would establish a national bank, create a federal mint, and impose excise taxes. the bank was conceived as a way to improve and build the nation’s credit, as well as create a common currency.

president washington signed hamilton’s bill into law, and what would later be known as the first bank of the united states was opened in 1791 with a 20-year charter. at the time it was opened, the bank was the largest financial institution and corporation in america. it opened branches in major port cities, establishing a vast financial network across the country. the bank was successful as both a commercial bank and as the government’s fiscal agent. its banknotes were widely accepted and gave the country a stable national currency. although not intended to regulate the banking system, by accumulating state banknotes it could control the flow of money and credit, thus helping control inflation.

despite its success, the first bank of the united states faced much criticism, and in 1811 its charter was allowed to expire. in 1816 the second bank of the united states was created in the wake of the financial difficulties brought on by the war of 1812.

important years to note for the bank of the united states:

• 1791: the bill establishing the bank of the united states was signed, and the first bank of the united states was opened.
• 1811: the twenty-year charter of the bank expires.
• 1816: the second bank of the united states is opened.
• 1836: the second bank’s charter is allowed to expire under president andrew jackson, an outspoken opponent of the institution.

why is the bank of the united states so important?

the first bank of the united states was the first central bank to serve as the american government’s fiscal agent. it was also a stable national bank open to public and commercial transactions, at a time when the nation only had local banks with limited scope. the paper currency issued by the banks helped establish a uniform national currency, stabilizing the young country’s fragile economy after the devastating war.

the bank was also controversial, opening up the divide between the federalists and the democratic-republicans (led by thomas jefferson), as well as the divide between the northern mercantile economy and the southern agricultural economy. jefferson claimed that it was unconstitutional for the government to establish a corporation, and he feared that the bank would benefit the elite interests of northern business over the common interests of the public, especially those in the south, who likely would not see the commercial benefits of such a bank. this strong opposition to the bank persisted even after its success and was the reason its charter was not renewed.

who are some historical people related to the bank of the united states?

• alexander hamilton: first secretary of the treasury who proposed the bank.
• thomas jefferson: led the opposition to the bank.

what is an example bank of the united states apush question?

“hamilton’s financial system had then passed. it had two objects; 1st, as a puzzle, to exclude popular understanding and inquiry; 2nd, as a machine for the corruption of the legislature; for he avowed the opinion, that man could be governed by one of two motives only, force or interest; force, he observed, in this country was out of the question, and the interests, therefore, of the members must be laid hold of, to keep the legislative in unison with the executive. and with grief and shame it must be acknowledged that his machine was not without effect; that even in this, the birth of our government, some members were found sordid enough to bend their duty to their interests, and to look after personal rather than public good.”
-thomas jefferson, 1818 (source)

 
what was jefferson’s primary criticism of the bank of the united states?
a) the paper currency it issued was largely inaccessible to citizens in the agrarian south.
b) the bank’s foreign shareholders were allowed to vote on elections and corporate issues.
c) the incorporation of a financial institution by the federal government was unconstitutional.
d) the bank’s accumulation of state notes would stifle lending and cause financial collapse.
 

answer:

the correct answer to this bank of the united states apush question is (c). jefferson believed that it was unconstitutional for the federal government to establish a corporation. such a move, he argued, created a vast conflict of interest that benefited an elite ruling class of politicians and bankers. he also believed that a central bank took power away from local financial institutions and would cause an imbalance in the country’s monetary system.

the post bank of the united states: apush topics to study for test day appeared first on magoosh blog | high school.

what is the headright system?

the headright system was a land grant program designed to attract settlers. tracts of land called “headrights” were offered to settlers who would come and work the land. a typical headright was 50 acres. this system was used throughout the colonies, but was most popular in virginia, maryland, georgia, and the carolinas.

the first headright system was used in virginia. the new settlement at jamestown was desperate for more tobacco farmers. in 1618, the virginia company offered free land to settlers. most of the settlers to arrive were indentured servants—individuals who were required to labor for another for a period of time, typically 5-7 years, in order to repay a debt.

in most cases, a wealthy individual would secure a headright and pay the passage for an indentured servant to travel to the colony and work the land on his behalf. that way, the englishman would acquire wealth and lands in the new world without actually having to make a risky journey across the ocean, or perform any labor himself. these sponsors sent many indentured servants, thus acquiring many tracts of land. many of the early settlers in the colonies were indentured servants.

important year to note for the headright system:

1618: the virginia company began to offer headrights to settlers.

why is the headright system so important?

the headright system allowed for poorer people to come to the new world who otherwise would not have been able to afford it. the system was incredibly important to the growth of the colonies, especially in the south. tobacco farming, especially, required large tracts of land and many workers. the headright system allowed this to develop relatively quickly.

what is a historical group related to the headright system?

virginia company: joint stock company that founded the virginia colony, and first implemented the headright system

what is an example headright system apush question?

tobacco cultivation at jamestown circa 1615 (source)

the growth of the tobacco industry in colonial virginia was most directly impacted by
a) the use of native americans as laborers on large tobacco farms.
b) the direct sale of colonial tobacco to new markets throughout europe.
c) indentured servants brought to the colony under the headright system.
d) the decline of cotton as a cash crop, which allowed tobacco to rise to prominence.
 

answer:

the correct answer to this example headright system apush question is (c). tobacco farming requires large tracts of land and many workers. in order to attract additional settlers, the virginia company started the headright system, which offered land grants. many of these settlers ended up being indentured servants who worked the land for wealthy sponsors in exchange for their passage across the atlantic.

the post the headright system: apush topics to study for test day appeared first on magoosh blog | high school.

what is the encomienda system?

in the early 16th century, the spanish crown set up the encomienda system in the americas to divide up the american indian labor force in order to aid the development of their mining ecomony. under this system a spanish conquistador, or another prominent male spaniard (known as an encomendero), was granted the labor of a certain number of native americans living in the area. the encomendero provided the laborers protection from warring tribes, and teachings in the catholic faith. the native laborer paid tributes to the encomendero in the form of gold or other metals, or agricultural products.

the system was intended to be a way to enter into a peaceable and mutually beneficial relationship with the indigenous peoples of america; however, the system quickly devolved into essentially a system of slavery. native americans were treated cruelly and forced into hard labor.

the crown attempted to fix the system by passing various laws throughout the century, but the encomenderos refused to comply with these new measures. eventually, the encomienda system was replaced by the repartimiento system, but it was not abolished until the late 18th century.

important years to note for the encomienda system:

• 1503: the first encomiendas are granted to spanish conquistadors in the americas.
• 1512-13: spain passes the laws of burgos in an attempt to end the abuses of the system.
• 1542: spain passes the new law of the indies, another failed attempt to end the abuse of native americans under the encomienda system.

why is the encomienda system so important?

the encomienda system allowed for a vast accumulation of wealth by the conquistadors and the spanish crown. they benefited from the discovery of gold and silver in the new world, and the mining of those metals by their laborers. the system resulted in the widespread abuse of indigenous peoples, as well as the theft of their land. since a person of mixed native and spanish ancestry could not be entered into the encomienda system, some of the indigenous started to intermarry with europeans so as to save their families from a life of forced labor. this practice, along with the forced conversions to catholicism, resulted in the dilution of tribal identity and culture throughout the americas.

the encomienda system was also the first racially-based system of slavery in the new world, and can be seen as a precursor to the african slave trade that eventually replaced it.

who are some historical people related to the encomienda system?

• nicolas de ovando: the royal governor who first established the encomienda system on behalf of the crown
• bartolome de las casas: a former encomendero and priest who advocated for the rights of native americans

what is an example encomienda system apush question?

“also, we order and command that no person or persons shall dare to beat any indians with sticks, or whip him, or call him ‘dog,’ or address him by any name other than his proper name alone; and if an indian should deserve to be punished for something he has done, the said person having him in charge shall bring him to the visitor for punishment, on pain that the person who violates this article shall pay, for every time he beats or whips an indian or indians, five pesos gold; and if he should call an indian ‘dog,’ or address him by any name other than his own, he shall pay one gold peso, to be distributed in the manner stated.”
-the laws of burgos, 1512-1513 (source)

 
the laws of burgos was an attempt to reform
a) indentured servitude.
b) the repartimiento system.
c) indigenous slavery.
d) the encomienda system.
 

answer:

the correct answer is (d). spain began the encomienda system in the new world at the beginning of the 16th century. the encomienda system granted a spanish leader a number of native american laborers. the spanish colonists abused the encomienda system, essentially rendering it a system of slave labor. the spanish crown, against the forced labor of indigenous people, passed the laws of burgos in an attempt to reform the system. the attempt failed, as encomenderos ignored the laws and revolted against any attempt to weaken their power of the their laborers.

the post the encomienda system: apush topics to study for test day appeared first on magoosh blog | high school.

what is king philip’s war?

the war is named after philip, the adopted english name of metacom (or metacomet), a wampanoag sachem (chief). metacom was also the son of massasoit, the chief who had created a harmonious relationship with the pilgrims who first landed in new england in 1621. metacom had hoped to maintain a peaceful relationship with the new englanders as well. however, tensions were rising among the wampanoag and other new england tribes and the colonists in the area.

as the colonists claimed more and more settlements and expanded their agriculture, they encroached on native american lands, including hunting and fishing grounds. the power and sovereignty of native americans began to dwindle as they lost land and became more reliant on the english for resources.

in june of 1675, three wampanoags were found guilty of murdering john sassamon, a native american who had converted to christianity. sassamon was an advisor to metacom, but metacom accused him of being a spy for plymouth colony. the three wampanoag men were executed, sparking outrage among native americans and leading to the first conflicts of the war.

during the war, the wampanoag joined forces with other new england tribes, including the narragansett and nipmuck. other tribes, including the mohegan and pequot, sided with colonists in massachusetts, connecticut, rhode island, and maine. while metacom and his allies destroyed or damaged over 50 settlements, in the end they could not withstand the might of the flourishing colonies. metacom was beheaded in august 1676 and the conflict ended soon after, with most of his warriors either dead, sold into slavery, or else escaping into the north.

important years to note for king philip’s war:

• 1675: three wampanoags are executed for the murder of john sassamon, sparking king philip’s war.
• 1676: metacom is killed and his forces are largely destroyed.

why is king philip’s war so important?

king philip’s war was perhaps the deadliest war in american history on a per capita basis. both english settlers and the native american population of new england lost 10% of their able-bodied men. on the english side, major settlements were destroyed, including their goods and foodstuffs, stunting the growth of the affected colonies. less conflict with native americans, however, allowed the colonists to quickly rebuild and recover.

the war was a devastating loss for the various native american bands involved, as they had already suffered severe population loss due to epidemics of smallpox and other infectious diseases brought by the european colonists. after the war, the wampanoag and their allies lost their land and resources in new england, making it impossible for them to further resist and stop the expansion of english settlement.

who are some historical people related to king philip’s war?

king philip (metacom; metacomet): leader of the wampanoag during the conflict

what example king philip’s war apush question might come up on the exam?

portrait of “king philip,” 1881 (source)

the late 17th century conflict known as king philip’s war was named after
a) an iroquois leader who sided with the english settlers against the wampanoag in the conflict.
b) a wampanoag convert to christianity whose murder by english settlers sparked the conflict.
c) a spy who gave to plymouth colony information about a wampanoag conspiracy to wage war.
d) a wampanoag chief who led native american warriors against english settlers during the war.

answer:

the correct answer is (d). king philip was the english name of metacom (metacomet), a wampanoag chief. the name “king philip” was derived from his peaceful relationship with english settlers. however, he felt betrayed by plymouth colony’s continual encroachment on wampanoag land, and eventually led the wampanoag and other native american bands in new england in the conflict with english settlers.

the post king philip’s war: apush topics to study for test day appeared first on magoosh blog | high school.