Apush study Guide

In order to prepare for the Unit II Exam, know the information listed below. This handout is for your use.

What characteristics were common to all colonies prior to the Revolution?

What were the general characteristics of the different ethnic/religious groups in the Americas? How did

these groups compare to the citizens of Great Britain?

What were (and where) the major economic concerns in the colonies?

What factors caused friction between the colonies and Great Britain?

What was the role of educational institutions in America? Who benefited from these institutions?

Who was allowed to vote in America prior to the Revolution?

Terms (RELEVANCE, not just definition): Great Awakening
What were the causes/effects of the French/Indian War?

How did the French/Indian war impact the colonies? How did it impact the colonies relationship with

Great Britain?

Compare the growth/development of French colonies to English colonies (social, economic, political)

What were the motives of the French in colonizing N. America?

Terms & Names (RELEVANCE, not just definition): Robert de La Salle, Edward Vincennes, Antoine

Cadillac, Samuel de Champlain, New France, Jesuit priests, Treaty of Utrecht, Ohio River Valley,

Albany Congress, General Braddock, Proclamation of 1763, George Washington (in this time period),

Benjamin Franklin (this time period)
What were the causes of anger at Great Britain? Were most Americans angry at Britain? What “types”

of people were angry at the British?

At the beginning of the War for Independence, Great Britain had certain advantages. What were they?

Did the colonists have any advantages at this time?

What was the role of African Americans prior to, and during the Revolutionary War?

Create a time-line of the terms listed below (exclude the people listed). Know the order of events (what

happened first, how did ____, lead to ____). There will be numerous questions based on this bullet and

the next one.

Terms (RELEVANCE, not just definition): Whigs, republicanism, mercantilism, Navigation Laws, Sugar

Act, Stamp Act, Declaratory Act, Quartering, Townshend Acts, Tea Act, Intolerable Act, Boston

Massacre, Sam Adams, John Adams, Crispus Attucks, First Continental Congress, Battle of Lexington

and Concord, Quebec Act, meeting of the First Continental Congress, Boston Port Act, publication of

Common Sense, adoption of the Declaration of Independence (some of these terms are in Chapter 8)
Where/when did the Revolution start? Where/when did it end?

How did the role of citizen change from being a “colonist” to being a member of the New Republic (after

the Revolutionary War)?

What were the causes of the American Revolution?

What did the French assist the colonists?

What, if any, role did Native Americans play in the Revolutionary War?

What was the relationship between the colonists and the Native Americans? What factors/concepts

impacted this relationship?

How was life in England similar/different to that in the colonies for the “average” person?

Terms (RELEVANCE, not just definition): Olive Branch Petition, Thomas Paine, Common Sense,

Loyalists, Tory, Sons of Liberty, Whigs, Saratoga, Treaty of Paris
APUSH Exam – Written Responses

The College Board recommends that students spend 5 minutes organizing their ideas, and 30

minutes writing each essay.

Below are most of the free response essays pre-1777 – this list does not include DBQ’s which cover this same time period.

American colonies. Assess this change with regard to TWO of the following in the period between

1763 and 1775: Land acquisition, politics, and economics

2000 - Analyze the cultural and economic responses of two of the following groups to the Indians of

North America before 1750:[British, French, Spanish}

influenced the development of American society as illustrated in the following: legislative assemblies,

commerce, religion

1991 - “Throughout the colonial period, economic concerns had more to do with the settling of British

North America than did religious concerns.” Assess the validity of this statement with specific

reference to economic and religious concerns.

1989 - In the two decades before the outbreak of the American Revolutionary War, a profound shift

occurred in the way many Americans thought and felt about the British Government and their colonial

governments.” Assess the validity of this statement in view of the political and constitutional debates of

these decades.

aspirations, and to what extent were those aspirations fulfilled during the 17th century?

17th and 18th centuries? Answer with reference to three individuals, events, or movements in American

religion during the 17th and 18th centuries.

1979 - “During the 17th century and increasingly in the 18th century, British colonists in America

charged Great Britain with violating the ideals of rule of law, self-government, and ultimately, equality

of rights. Yet the colonist themselves violated these ideals in their treatment of blacks, American

Indians [Native Americans], and even poorer classes of white settlers.” Assess the validity of this view.

different motives and with different forms of colonial charters and political organization, by the

revolution the thirteen colonies had become remarkably similar.” Assess the validity of this statement.

1973 - From 1600 to 1763, several European nations vied for control of the North American continent.

Why did England win the struggle?

REMEMBER

On every AP exam there is ONE DBQ question and 2 essays students have to answer (write).

Students HAVE to answer the DBQ’s, which we will discuss later this year.

There are 2 essays pre-1777 – students are allowed to select which essay they

choose to answer.

There are 2 essays post-1776 - students are allowed to select which essay they