Ap u. S. History Unit 4: The Late National Period, Slavery & Manifest Destiny

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AP U. S. History

Unit 4: The Late National Period, Slavery & Manifest Destiny

Textbook chapters

Maps & documents

Chapter 10: The South and Slavery

Chapter 12: Industry and the North

Chapter 13: Coming to Terms With the New Age

  1. Thomas Dew, a defense of slavery

  2. Seneca Falls Declaration

  3. The Legal Rights of Married Women: Reforming the Law of Coverture

Essential questions: [At the end of this unit you should be able to answer all of the following using specific names, dates, locations, events (i.e. proper nouns!), to demonstrate your understanding of the significant concepts listed below.]

  1. In what ways did the Second Great Awakening in the North influence TWO of the following?

  • Abolitionism

  • Temperance

  • The cult of domesticity

  • Utopian communities

  1. In what ways did the early nineteenth-century reform movements for abolition and women's right illustrate both the strengths and weaknesses of democracy in the early American republic?

  1. Analyze the ways in which supporters of slavery in the nineteen century used legal, religious, and economic arguments to defend the institution of slavery.

  1. Identify THREE of the following and evaluate the relative importance of each of the THREE in promoting the abolition of slavery.

  • Frederick Douglass

  • William Lloyd Garrison

  • Angelina and Sarah Grimke

  • Harriet Beecher Stowe

  1. "Any activity that throws woman into the attitude of a combatant, either for herself or others, lies outside her appropriate sphere." (Catharine Beecher, 1837) To what extent did women agree with this view in the decades before the Civil War?

  1. "American reform movements between 1820 and 1860 reflected both optimistic and pessimistic view of human nature and society." Assess the validity of this statement in reference to reform movements in THREE of the following areas:

  • education

  • temperance

  • women's rights

  • Utopian communities

  • penal institutions

  1. Use TWO of the following categories to analyze the ways in which African Americans created a distinctive culture in slavery.

  • Family

  • Music

  • Oral traditions

  • Religions

Know the following.   Be prepared to identify, define, and explain the significance of the people, places, and events listed below.  They appear roughly in the order in which they appear in the text chapters, left to right, top to bottom.

planter class

Cotton Belt

gang system

task system

Richard Allen

Gabriel Prosser

Denmark Vesey

Nat Turner

Underground Railroad

passive & clandestine resistance



cult of chivalry

ideology of paternalism

yeoman farmers


American Colonization Society

gradual emancipation

“positive good” argument

Hinton R. Helper

internal slave trade

short-staple cotton

cotton gin

J. D. B. DeBow

evangelical Christianity

Second Great Awakening

Peter Cartwright

camp meetings


Lyman Beecher

Charles Grandison Finney

voluntary organizations


“the benevolent empire”

ideology of “separate spheres”

cult of domesticity

domestic feminism

Catharine Beecher

“child-centered” family

workingmen’s movements

Horace Mann

social mobility

McGuffey’s Eclectic Readers

Lyceums & debating societies

asylum movement

Dorothea Dix

the “new perfectionism”

William Lloyd Garrison

American Anti-Slavery Society

Theodore Dwight Weld

Lewis & Arthur Tappan

Elijah Lovejoy

the Liberty Party

Frederick Douglass

David Walker

Sojourner Truth

Harriet Tubman

gag rule

Sarah & Angeline Grimké

Lucretia Mott

Elizabeth Cady Stanton

Seneca Falls Convention

Robert Owen


Shakers, Mother Ann Lee

Oneida Community

John Humphrey Noyes


Ralph Waldo Emerson

Margaret Fuller

George Ripley

Brook Farm

Henry David Thoreau

Nathaniel Hawthorne


Young America

Walt Whitman

Herman Melville


Suggestions for required and extra work outside readings:

  1. Chapters 4, 15, & 16 from Democracy In America, volume 1, by Alexis de Tocqueville [available in Microsoft Word format at the class web site at www.murrayschools.org/MHS/apus/documents/].

  2. Any 30 to 50 pages from the Narrative of the Life of Frederick Douglass, by Frederick Douglass. If you want to read from this book, see me. I have some copies that I can check out to you.

  3. Harriet Beecher Stowe’s novel Uncle Tom’s Cabin, is one of two novels that are pre-approved for outside reading.

  4. Civil Disobedience or any 30 to 50 page selection from Walden by Henry David Thoreau. [Civil Disobedience is available at the class web site at www.murrayschools.org/MHS/apus/documents/ ]

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