Archive for April 4th, 2011

Backwards review schedule for AP exam

The Home Stretch!!!!

Backwards Study program for April- May

Reviewing the material in backwards order will ensure that you review the oldest material right before the exam. It will also allow to reverse the usual cause/effect relationship to make new connections for remembering information.

Now if this freaks you out too much, you could do it in regular chronological order, but you run the risk of still then remembering the  newer topics far better than the older topics. It’s up to you….

Week of April 4-10

Modern US- WWII:

Chapters 34-40

Main theme: the US becomes a world power and continues to try to live up to its claim of exceptionalism in political, economic and social equality and opportunity in the face of challenges from communism abroad and protest from within. The US also realigns politically from concepts of government activism to growing support for limited government from Reagan onward.

Week of April 11- 17

Great Depression- Imperialism and Populism:

Chapters 26-33

Main theme: the US adjusts to industrialization and deals with the closing of the frontier and the absorption and assimilation of diverse ethnic, economic, and racial groups (New Immigrants, Native Americans, urban poor, etc). We begin to seek new markets for goods overseas and ports to expand our growing naval reach.

Week of April 18- 24

Gilded Age and Reconstruction to Sectionalism:

Chapters 18- 25

Main theme: the United States finally has to confront the challenge of slavery and then create an economic and political system that acknowledges the challenges of our remade country. We absorb immigrants from new areas of the world and deal with economic and political disparity.

Week of April 25- May 1

Manifest Destiny- Washington’s administration:

Chapters 10-17

Main theme: the New Republic sets an independent and (somewhat isolationist) course, developing its understanding of life as a constitutional republic and expanding its frontier as well as its understanding of democracy and distribution of power and wealth. We develop our ideas of what our constitution actually means and continue actions based upon the belief that our country is exceptional– favored by destiny to continually grow and flourish.

Week of May 1- May 6

Constitution- Colonization:

Chapters 1-9

Main theme: European colonizing powers encounter indigenous peoples and subdue them, and English settlements begin for religious and economic motives. As settlements spread, the growing  colonies are often objects of competition from various European powers. Finally, the “united states” are formed out of political and economic critiques of perceived unfair treatment by Britain, and we have to figure out how to guard our liberty while keeping ourselves secure from “tyranny” and outside interference by Britain and France in particular.

MC practice 2-7

MC practice 2-7

1. The Taft-Hartley Act delivered a major blow to labor by                                    853

A. outlawing strikes by public employees.

B. creating a serious inflationary spiral.

C. banning unions’ political action committees.

D. outlawing closed (all-union) shops.

E. forbidding union organizers from entering workplaces

2. The Truman Doctrine dealt with attempting to halt the spread of communism in ________________; the Eisenhower Doctrine attempted to halt the spread of communism in ____________________________.                                                                        d, 869-870, 899-900

A. Spain and Portugal; north Africa

B. Greece and Turkey; the Middle East

C. former British colonies; the Caribbean

D. Latin America; southeast Asia

E. the Middle East; sub-Saharan Africa

3. Much of the prosperity of the 1950s and 60s rested on                              d, 856-7

A. welfare programs and entitlements.

B. a rising stock market.

C. absolute reliance on laissez-faire capitalism.

D. colossal military and defense spending.

E. a thriving automobile industry.

4. Which of the following is NOT TRUE about the baby boom generation?   a, d, 883

A. Mrs. Scoopmire is a baby boomer—just barely.

B. It peaked in the late 1940s.

C. It will place an enormous strain on the Social Security System in the coming decades.

D. It added more than 50 million people to the nation’s population.

E. They were the children of the World War II generation.

5. The Suez crisis marked the last time in history that the US could

A. use the threat of nuclear weapons to win concessions.

B. use its “oil weapon.”

C. condemn its allies for their actions in the Middle East (sound familiar, France?)

D. invoke the Eisenhower Doctrine.

6. Match each postwar program with its primary purpose.

A. New Look—————1. assist communist-threatened Greece and Turkey

B. NATO——————-2. promote economic recovery of Europe

C. Truman Doctrine——3. increase nuclear forces and decrease conventional forces

D. Marshall Plan———4. resist Soviet military threat

A. A-4, B-1, C-3, D-2

B. A-2, B-3, C-1, D-4

C. A-1, B-4, C-4, D-3

D. A-3, B-4, C-1, D-2

7. In 1956, when Hungary revolted against continued domination by the USSR, the US under President Eisenhower

A. sent money to the rebels.

B. did nothing to help defeat the communists.

C. refused to admit any Hungarian refugees.

D. gave only outdated military equipment to the freedom fighters.

8. In an effort to overturn Jim Crow laws and segregation, African-Americans in the 1950s used all of the following methods EXCEPT

A. economic boycotts.

B. attacking segregation in the courts.

C. nonviolent resistance.

D. mobilizing black churches to fight for civil rights.

E. appeals to foreign governments to pressure the US.

9. During his anticommunist crusade, Senator McCarthy

A. had the strong personal support of President Eisenhower.

B. had the approval of the majority of the American people.

C. actually exposed 57 members of Congress who were communists.

D. was shunned by his Republican party colleagues in Washington.

10. Among President Harry Truman’s most valuable qualities as a leader were

A. his considerable experience in international affairs.

B. his personal courage, authenticity, and sense of responsibility for big decisions.

C. his high level of educational achievement.

D. his patience and willingness to compromise with honest critics.

E. his willingness to obey the will of the people.

Kennedy’s inaugural address

“The torch has been passed to a new generation of Americans, born in this century, tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage, and unwilling to witness or permit the slow undoing of those human rights to which this nation has always been committed….”

What vision of world leadership does Kennedy outline for the United States?

How idealistic is his vision of true citizenship?