2021 Live Review 4 | AP U.S. History | Period 5 (1844 – 1877)

Summary

This live AP U.S. History review covers the essential content of Period 5, focusing on the division between North and South, the Civil War, and Reconstruction. It features strategies for mastering the AP exam, including document-based questions, short-answer prompts, and pre-writing techniques. The session offers a comprehensive look at historical themes like Manifest Destiny, the Mexican-American War, and significant legislative actions. Viewers are encouraged to engage with the material and utilize the tips to excel in their exams. Feedback from participants is actively used to improve the instructional approach.

Highlights

• The review aims to progress students' understanding of how to approach complex historical questions in an engaging manner. 🎯
• Focus on the significant events between 1844 and 1877, including the Mexican-American War and the Civil War. 🔍
• Instruction on how to tackle AP exam components with a focus on DBQ, sourcing techniques, and time management. ⏰
• Highlighting the importance of feedback and interaction in improving both teaching strategies and student comprehension. 💡
• Discuss the strategic importance of pre-writing techniques to structure essays effectively and maximize exam scores. ✏️

Key Takeaways

• Master the art of the AP U.S. History exam with practical tips on document-based questions and pre-writing strategies. 📚
• Explore the historical context and impact of the Mexican-American War and how it set the stage for future conflicts. 🎖️
• Understand the significant legislative actions of Period 5 that shaped the nation, like the Homestead Act and the Compromise of 1850. 🏛️
• Learn how the division between North and South evolved, leading to the Civil War and subsequent Reconstruction efforts. ⚔️
• Engage with interactive exercises and feedback to enhance your study sessions and exam readiness. 📝

Overview

In this engaging session, the AP U.S. History review delves into the intricate events of Period 5, exploring the crucial changes that occurred from 1844 to 1877. The hosts guide viewers through the complexities of the Civil War, offering insights into the factors leading up to this pivotal conflict and the struggles of Reconstruction. This review is designed to provide both the historical context and the amplification necessary to tackle the AP exam effectively.

Students are introduced to various exam strategies, including how to approach document-based questions and the significance of pre-writing techniques. By focusing on practical approaches to these sections, the session equips learners with the necessary tools to analyze historical events critically and present well-structured arguments in their essays. The importance of becoming familiar with the dynamics of mock exams and historical documents is repeatedly emphasized.

Feedback is a large part of this session, illustrating its value in tailoring subsequent lessons to better fit student needs. The hosts encourage students to constantly provide input and adjust their learning strategies in response to it. The interactive exercises presented are designed to help students digest vast amounts of historical data, enhancing both their knowledge base and their exam-taking skills.

Chapters

• 00:00 - 01:00: Introduction and Overview The introduction acknowledges the completion of the first week of AP US History live review sessions. The speaker reassures the audience that this is just the beginning of their journey in learning the subject. The week is described as overwhelming, but fruitful, filled with a wealth of information akin to 'drinking through a fire hose.' Viewers are encouraged to engage with the material by rewatching recorded sessions to fully comprehend the content. The speaker appreciates the audience's participation and questions throughout the week.
• 01:00 - 29:00: Content Essentials for Time Period 5 In the chapter titled 'Content Essentials for Time Period 5', the focus is on refining and adapting initial plans for the current week. It highlights the necessity of adjusting strategies as one progresses into week two. The chapter begins by setting a foundational framework, building on Dr. Webb's initial setup. It discusses the importance of constructing a strong introductory paragraph and extends into effective public relations strategies and advanced writing techniques. The goal is to guide the reader on how to create impactful documents that serve the author rather than the other way around, emphasizing pre-writing tactics and document structuring.
• 29:00 - 43:00: Short Answer Question Strategies In this chapter, Bill Pulaski from Stillman Valley, Illinois, introduces strategies for approaching short answer questions. He discusses the importance of understanding data sets and utilizing rubrics effectively. Pulaski emphasizes the challenge of dealing with data that lacks a clear point of view and the significance of understanding the 'why' behind happy sources. The session promises an engaging 45 to 50 minutes, aiming to equip learners with essential methods for handling and interpreting documents in this context.
• 43:00 - 60:00: Pre-writing and Essay Organization This chapter focuses on the essential content of period five in United States history, particularly the major division between the North and South that led to the Civil War, and the subsequent efforts to reunite and rebuild the nation during Reconstruction. The session includes an exploration of short answer data questions, providing a new type of inquiry for the students and guidance on how to effectively analyze and respond to these questions.
• 60:00 - 85:00: Sourcing and Use of Documents The chapter titled 'Sourcing and Use of Documents' addresses the challenge of beginning the writing process and the subsequent steps once the beginning is overcome. It emphasizes the integration of argument and information, particularly in the context of exams. The chapter elaborates on the sourcing component of Document-Based Questions (DBQ), which enhances the merging of argument and information. It also covers the practical use of various types of sources, such as statistical data, primary and secondary sources, photographs, and journal entries, in constructing an argument.
• 85:00 - 87:00: Conclusion and Preview of Next Session In the conclusion and preview chapter, the discussion reflects on the feedback received, specifically praising Dr. Webb's excellent inputs. The objective has been to advance a given case, adapting and refining strategies in real-time to better align with feedback and improve mutual understanding. The team appreciates the efforts made to enhance their work, reshaping approaches to satisfy participants' needs, while also communicating their methodology more clearly. Looking ahead, they remain committed to combining participant insights with their structured approach to progress.

2021 Live Review 4 | AP U.S. History | Period 5 (1844 – 1877) Transcription

• 00:00 - 00:30 good evening and welcome to the end of week one of ap live daily review ap us history we're so glad to have you here with us um this does not represent the beginning of the end it's more the end of the beginning if you made it this full week with us and we hope to see you for next week as well doing what we do um we showed you a lot this week sort of like drinking through a fire hose there's a whole lot to see hopefully you can engage with some of it when you go back and watch the recorded episodes once they're up in the mainstream but so many questions you've asked us which have been really great we've been working with those trying to
• 00:30 - 01:00 internalize and make some modifications and shifting to what our real episodes were for this week as we head towards week two and i set the table for you in some ways in my second episode uh after dr webb initially said our table in episode one i'd set the table with uh some four one one proudest of intro paragraph well what do you do after that intro what do you do with pr what do you do with actually writing beyond there how do you actually make your documents work for you instead of you working for the documents how do you pre-write and actually structure out your paper so you know
• 01:00 - 01:30 where to go and you can get there when the time comes we're gonna introduce you to some things with that today and additionally short answer questions data sets and rubrics how do you how do you contend with data when it's a blank thing without a point of view and of course the other thing that the source saying the why of happy what is it that we're going to uh try to do with those documents in that sense my name is bill pulaski i'm here from stillman valley illinois a really exciting 45 50 minutes together and we'll talk a little bit about what we're going to learn today in terms of uh what we're going to go through in
• 01:30 - 02:00 particular scheduling for tonight's session we're going to review our content essentials from time period five one of those really big uh mainstream elements the united states history which is the big break the division between north and south the things leading up to that division civil war and the attempts to then uh restore that union to a more perfect union on the back end after the civil war and reconstruction we're going to explore short answer data today data set questions a different kind of question than we've shown you yet we're going to take a look at one of those and try to pick it apart and give you a sense of also how you should approach
• 02:00 - 02:30 a question that involves statistical data as opposed to a primary source or a secondary source or a photograph or a journal entry or what have you pre-writing the hardest part we said is beginning but once you get past the beginning well then what do you do we're going to talk about merging argument and information in that sense and then we're also going to explore exam component uh the sourcing component of dbq which almost comes as a the bonus part of merging argument information that why of happy how do we actually use
• 02:30 - 03:00 our documents to advance a case versus just using our documents to use our documents and so when it comes to feedback you've given us such excellent feedback dr webb and i are so thrilled with the feedback you've gotten as we've been trying to make you better you have very deliberately made us better we have reshifted and shaped our craft here on the fly to try to meet you where you're at with some of the things that you want while also maybe finding ways to be clear about us you meeting us where we're at in terms of why we're setting things up the way we
• 03:00 - 03:30 are and how you can use it to your greatest advantage so keep those comments coming keep the uh the things you like and the things that you want coming it's been so helpful to us and this is the first feature to uh sneak in there that we haven't really talked about till now the end of the week as we've looked at the questions you've asked i've got a few of them here that we wanted to address can i could you please slow down mr pulaski please that's the story of my life i had a dime for every kid that said that in class uh i will try my best um i'm not a caffeine guy and
• 03:30 - 04:00 you couldn't even imagine four or five cups of coffee i'm already wound tighter in a three dollar watch so uh i'm gonna cheat a little bit today we're actually allotted 45 minutes i'm going to bump it to 50 maybe 55 if i have to in order to allow you you all time to digest what it is you want to digest even though you can still watch us on the review piece i know there's a lot of notes in real time for you to see when it comes to content yes we've talked a lot about ap classroom or ap daily and we're referencing ap classroom which is on the college board side for
• 04:00 - 04:30 uh your web page information where all your uh sample questions are that your teachers can bring you from and so there is where you've got eight minute videos that will cover all every key topic every topic in period five and six seven eight nine and one two three four in a lot more depth than we can do shoehorning a whole period into 45 minutes or 50 in this instance maybe 55. and so that's why we've always made the pitch for that we're here to kind of take the content which you can get content anywhere you don't need us for content to the extent that you need us for process
• 04:30 - 05:00 what do you do with those things that you're going to try to find and know and here's the information we can give you that we've been trying to deploy for you that you might not necessarily get at any one of any number of other sites and places because we sort of have a lot of experience with the face of ap and a lot of things on the inside and outside of it and uh there's much that we can offer in that regard multiple choice portion exam those of you that asked it will unfold in chronological order that was a change was made a couple years ago so your stimuli will go through from period one through period nine in that sequence if that's
• 05:00 - 05:30 comforting to you in some ways to know we have questions could you actually walk us through the first steps of dbq well today is your lucky day for those of you shown because that is exactly what we have going on today and we are going to continue in that model that next step that pre-writing piece what you do beyond just writing your 4-1-1 we are asked if they were spelling a grammar check in the digital exam and the answer that i'm almost convinced is no it's not there on the uh practice exam materials on the platform my own students were accessing that platform today to get familiar and it would serve the reason and it's
• 05:30 - 06:00 not there because remember as we told you in episode two your essays are considered to be a first draft written in a time constraint in a pressure situation style and mechanics are not graded in your work if i had a dime for every different way that i saw constitution or sacagawea spelled over time and essays were those applied i could buy lots of cups of coffee but the more important thing was we knew who they meant and so as long as you're there you're kind of okay and good and also it would not be great if spell checked if autocorrect began correcting
• 06:00 - 06:30 words you did not want corrected that would shift your message so i don't think that's going to happen uh where did you document explanation that is very much a main body of the essay portion as you make your argument uh that's what we're going to show you some today the why of happy it goes in the guts of the essay when you're doing your real business you know making your case making your sale for your thesis and it gets us to this question i'm always asking my kids that you should be asking yourself as you write are you showing how or telling what document 3 says document 5 says you're telling what your goal is to try
• 06:30 - 07:00 to show how showing how is using evidence for argument and we're going to get that piece all day long concluding paragraph nope you do not need one we talked about this some the other day if you've got a solid introduction you've got a tight thesis you know where you want to go you took a position on the question you just keep all those body paragraphs that being said if you know enough to know that you were a little weak or shaky on what your actual argument was then you probably do need to bring things back together into a conclusion in order to make sure you do earn your thesis point document citations
• 07:00 - 07:30 some of our exemplars we were talking about doc3 and some of those things document citation is not required the college board has no position on it i've always had my students do it simply because as you know some of your points are earned in a strictly numeric sense did you use three documents for description did you use three for happy did you use six to advance your argument i think it gives you the all-suffering student a really quick way to see as you tally up how many values did i use all the ones i wanted to use or did i forget one and so parenthetical citation is not
• 07:30 - 08:00 compulsory at all i just find it to be a useful uh coaching strategy for my students when they write how soon to study i would say be starting now if you get the chance 15 to 20 minutes a night give yourself friday off maybe saturday too but that ought to grow as may rolls around to 20 to 30 minutes in small digestible portions as we talked about to work your way through some things and you are correct thesis and planner what i call plan of attack or some of you called road mapper line of reasoning yep same thing and then last of all a really important question that one of you asked social political economic thesis i've
• 08:00 - 08:30 told you run away from it but we were asked is it okay if you follow up by being specific to the question like with evidence in there if you're saying for instance the revolution had many social political and economic factors politically we saw the colonists sort of unite around this idea of natural rights or something i'm making a bad example to get my point doing that immediately following an introductory paragraph then you're talking about what your political social economic is being tied to the question then you're okay you're okay if you do it that way but if you simply say there
• 08:30 - 09:00 were many political social and economic factors that impacted revolution or civil war or whatever period full stop uh that's that's not gonna deliver you won't be any good there exam formats we're in day four but we never know who's showing it for the first time so again to show you paper administration and digital administration differ in a couple ways 55 questions 55 minutes multiple choice is identical short answer three questions 40 minutes identical to the extent that you will answer three questions the digital at home and uh in school digital students
• 09:00 - 09:30 will have three questions with no choice whereas the paper and pencil paper and pen examination students will have four choices to pick three questions from uh document-based question after uh the restoring interval i think it's like a 20-minute window or break um same for everyone then paper and pencil does the uh long essay short answer does two additional non-negotiable required 40-minute uh short-answer questions so let's walk into some of that content as i said you can get this in numerous places besides us even places beyond college board besides
• 09:30 - 10:00 us but uh unit 5 ap daily ap classroom videos are a really great place to start um there's more depth there as we look at the setup for chapter or period five in many ways starting with manifest destiny this notion in terms of a concept that the united states had this special unique charter this unique uh providence from god that it was our destiny to expand across this continent and develop it and annex it absorb it for the advancement and benefits of white christian civilization and the motivations behind this would
• 10:00 - 10:30 beer therefore be political but also social and in many ways of course economic and so in the concept to make this take place how do you turn that concept reality oregon trail and other westward trails were very important part of this just for some exemplars of proper nouns that would be specific at this point these mass migrations of people across the continent the california gold rush and notice of both oregon and california we're not talking about getting to kansas nebraska north and south dakota sorry kansas nebraska north south dakota my apologies
• 10:30 - 11:00 but the reason was the goal was in many ways to get to those westward coasts because of resource or uh climate regions for opportunities for agriculture or economic extraction in fact if you imagine the united states as being like a big you know a sheet cake shaped like united states baked many of these individuals heading west if they had their way would have taken a cake knife sliced it the mississippi river sliced at the rocky mountains shoved that part of the cake out and then whammed the country together because the goal was to get to the west and getting through the west was simply
• 11:00 - 11:30 means to have to have that happen economic and environmental impacts of course are profound your impacts here wind up being economically a transformation of the united states in terms of wealth with the wealth that is found in a comstack load and of course the gold strikes in california environmental impacts involve things such as the degradation of the land through things like hydraulic mining where they're blasting the top slowing the covering layers off leaving sort of a martian like uh landscape in these regions
• 11:30 - 12:00 and ecological transformation as european cattle are brought in and the frontiers the open ranges fenced in and the native buffalo are sort of limiting constrained and of course this leads to a real impact on native peoples in terms of new land and resource competitions with these white uh white settlers and colonizers and the violence that comes with that as well as societal disruption as previous native american trade routes and economic systems and societies built on migratory buffalo hunting in the west are put under increasing
• 12:00 - 12:30 strain and ultimately uh ending that way of life on a large continental scale mormon migration is a separate motivation a religious one specifically for a subset of americans and there is linkage here to the idea of the puritans think back to dr webb and uh period one uh period one and two rather city on a hill the puritans coming to establish their new zion to look for their new promised land where they could you know make the world anew you know start over in that sense of of
• 12:30 - 13:00 providing that godly society as they saw it the mormons are doing precisely the same thing only their new zion will be around the great salt lake as opposed to uh being on the rocky sandy's shores of massachusetts and they will make they will make the desert bloom in that sense homestead act will open up the range as a piece of legislation passed during the civil war notice the homestead act which set up for about 163 acre sections is going to set the west up not for being a plantation forced labor camp
• 13:00 - 13:30 system of agricultural extraction but more the small independent yeoman farmer replicating that northern model of agriculture which will lead to that large flood tide of migration west for those opportunities and the transcontinental railroad with an impact of tying east to west and then as the railroad comes branching throughout those regions of uh of kansas the high plains nebraska colorado all those areas the impact allows those areas to truly connect to the country and be part of the uh of that national market economy in the market revolution
• 13:30 - 14:00 the mexican-american war also an important element here as we've discussed in this period mexican-american war in many ways will set the table for the greater conflicts to follow because wars as i've told you before a great lie to my class they don't always solve old problems sometimes they make new ones they create new ones and like all conflicts concerning yourself with causes and consequences texas independence in 1836 the origins with the texacans or texas americans who migrated to to mexico where maggot
• 14:00 - 14:30 of texas which was a mexican territory a mexican province if you will the mexicans encouraged this migration because they had wanted to see their northern provinces get developed so they could become of real value to their nation state the problem is they have too much of a good thing by 1836 there's something like 20 000 uh white americans and their slaves living in mexico in about 5 000 mexican nationals and so there's a feeling for those uh americans those texas americans that they want to throw off the uh pressures against slavery they want to throw off the pressures against uh
• 14:30 - 15:00 converting their mexican roman catholicism which leaves of course the mexican war lone star republic texas being the only state to spend its time as a separate state prior to a separate country prior to joining the union for nine halting years and then by 1846 manifest destiny is working itself to the point where the united states as policy wants to expand either negotiation or force and occupy those southwestern regions outright this begins with disputed borders which you learned about your history class between the rio grande and the nueces river president polk sends troops into this
• 15:00 - 15:30 disputed area shots are fired and um polk uses this as the pretext to declare war on the nate republic of mexico there's the pressures of slavery which pushed this as well because after the missouri compromise south of the 3630 line there was not a great deal of american territory that could be used for uh slave uh forced labor force labor camp slave uh plantation economics and so therefore there was a real push of white southerners to extend slavery beyond louisiana where it's going to end and move it further west your public opinion divided on this as
• 15:30 - 16:00 lincoln and the whigs question whether or not this war was actually valid the spot resolution plays into this as lincoln proposes this question in congress show me the spot showing spot on the map where american blood was shed and polk of course retreats on it he surely challenges on this question because there is this dispute on the border and where these things took place the treaty of guadalupe hildago which grants the united states uh the entire south western portion of our country today california new mexico arizona and texas as well as then the wilmot proviso whereby a freshman congressman from
• 16:00 - 16:30 pennsylvania says fine we'll take this land but we're not going to uh not going to turn that land into uh slave states this is shot down in congress but it begins to expose pull the veneer off this real rift between the north and south and lead straight away in many ways to the creation of the free soil party henry clay's compromise of 1850 which delays civil war for about 10 years because of this pressure over slavery and free states four-part compromise these are your main four parts california comes in as a free state new mexico and utah allow for popular sovereignty stop the slave trade
• 16:30 - 17:00 international stage rate and district of columbia and in exchange for that a future slave act allowing southern slave catchers or patrols to go anywhere in the country including the north and return escaped slaves or even non-slaves who did not have adequate documentation back to slavery this becomes controversial and starts a ladder of escalation as northern states and northern citizens black and white begin participating in underground railroad and northern states start playing with nullification fire they start passing personal liberty laws
• 17:00 - 17:30 making it difficult for federal law on catching slaves to be enforced in their states as they're trying to find ways around that process so ironically enough we tend to think in popular convention of the south as being the group that broke away where in many instances you see northerners like they did at the harper convention kind of dabbling in this notion of do we have to follow federal law should we maybe not migration immigration origins and impacts motivations being push-pull theories what would push people out of their
• 17:30 - 18:00 european or asian nations and conversely what would pull them specifically to the united states um the first great wave of immigration chinese on the west coast involved in cities like san francisco and also railroad construction there's a story of migration in the united states that is undertold of migration from west to east as opposed to migration from east to west and uh my friends on the left coats can uh vouch for that with a with a whole lot of authority uh as for the irish and german immigration on the east coast chain migration which is a term that has popular political currency now
• 18:00 - 18:30 is something that is not new the notion of fathers or husbands coming to the united states first working to earn a key to generate enough revenue to then bring over wives daughters grandparents sisters that's a rather common historical pattern of migration uh from europe for americans for well over a century and of course the settlement urban enclaves of these people which generates nativist pushback any great wave of immigration the united states always generates a counterwave of saying not so fast and with that wave
• 18:30 - 19:00 particularly regarding the irish there's a significant amount of anti-catholicism as for african-americans it is not immigration but migration the second middle passage of the so-called internal slave trade as slaves were sold down the river from the uh up country more mixed economy state mixed agricultural economy states of virginia and kentucky and tennessee down to the cotton belt or the black belt of alabama georgia louisiana and mississippi as the large
• 19:00 - 19:30 intensive scale agriculture provides for that let's look at an example of a multiple choice prompt now that covers some of these pieces and you can see how the content applies here the ideology most supporting the trend on the map and what's our trend on the map a continuous uninterrupted uh series of territorial acquisitions of the united states by treaty by trade or by force by annexation what have you which of these would support that the most or which is similar ideology well participation in the first world war was not really about territory acquisition of the united
• 19:30 - 20:00 states at all nor was opposition to slave trade in fact which might have prevented some of these things and isolationism prior to world war one is not particularly relevant your best answer is the spanish-american war where imperialism in some ways will become a global modification of the notion of manifest destiny which trench on the map led most of the following the trend showed here led to most of the following uh not really a decrease in gap in wealth we see as america urbanizes uh wealth gaps increase um increasing legal immigration for asians that will never be the case in
• 20:00 - 20:30 fact asian americans are the first group to be specifically tagged by ethnicity to be forbidden to enter the country in something that dr webb will talk about in period six with the chinese exclusion act and so decreasing tensions between white settlers and native americans um that's certainly not going to be the case the story of our very next set of content we cover increasing divisions between north and south over what to do with these new territories this is the profound question of the federal union for the 20 years or so or the 15 years after the mexican war
• 20:30 - 21:00 by mid 19th century supporters on this which of these things would they believed in most or what's going to most ideology most support this i think it's one of those names things named the curriculum framework and we talked about how important that is and those things would be manifest destiny so that brings us then uh back to our failure of compromise tensions over slave versus free labor and one of you actually asked a question is there someone you can give us a name who is actually an advocate for slavery there's several people uh d james d w de
• 21:00 - 21:30 beau hinton helper uh george fitzhugh who's going to be in a documentary today and of course the poster child for uh this john calhoun who writes a piece that pretty much spells it out for you his thesis slavery as a positive good this of course leads to a backlash in the expansion of abolition oh as this tension over slave and free labor rises and frankie douglas and william lloyd garrison who need no introduction in many ways are active in that piece and abolitionism goes from being this fringe thought in american political discourse gradually gradually gradually more to
• 21:30 - 22:00 the center of the conversation about something that is just too big to ignore and so the consequences also of regional economies play into this as the north and south are sort of moving on two separate tracks if you will the north is replicating across the land a diverse economy of market market capitalism industrialism business commerce trade the south is replicating across the map a large-scale agrarian extractive economy of a one-trick pony of growing cotton and lots of it with some variations of
• 22:00 - 22:30 course and those two economies aren't really intertwining so you're seeing them replicate in this pattern which is going to increase some of the ways in which they're not going to understand one another and one there's priority harry features toes uncle tom's cabin one of the most significant books in american history because it changed people's minds as they read about its fictional account there's a picture of the horrors of slavery the kansas nebraska act which allowed for popular sovereignty people to go with those territories and then vote to become slavery free which instantly generates a pre-war
• 22:30 - 23:00 civil war in canvas kansas that lasts a decade as you have large numbers of pro-slave and anti-slave factions arriving in kansas where there is not really established law and order and they passionately disagree and they're all heavily armed and so this is the story of kansas prior to the civil war but the two big elements the top of our ladder of escalation would be the dred scott decision which scares the daylights out of the north in which roger tawny says a black man has no rights that a white man is bound to respect a state claiming to be a free state
• 23:00 - 23:30 would actually limit or restrict an individual's white rights to property and so therefore if this scares the daylights out the north that slavery could be allowed uh on a citizenship base on an individual citizen ownership basis rather than on the basis of a state declaring themselves to be slave or free and then john brown's raid which has the converse effect of scaring the daylights out of the south making them convinced that the north is not only radicalized but they are actively interested in radicalizing the slave populations to rise up on a nationwide scale and murder all the
• 23:30 - 24:00 slave owners and free the country in that way uh dred scott decision in many ways generates the political coalition necessary it's the catalyst necessary to actually make the republican party a viable regional party within the north and the election of 1860 lincoln's election although he never said he was going to banish slavery was going to only keep it where it was was never going to abolish it the south takes his election as being convinced that slavery will end on his watch and they see that as a bridge too far
• 24:00 - 24:30 such as such they leave the union as for the civil war economic mobilization of both economies the the north and the south is important as they shift and transfer from peace time to wartime footing both sides finance this war through uh issuance of bonds through paper money uh through basically deficit financing and spending the difference is the north has robust enough of an economy they can sustain this sort of deficit finance spending in a way the south could not not unlike how the united states essentially outspent the soviet union
• 24:30 - 25:00 to collapse it at the end of the cold war making the cold war arms race by the 80s uh sort of unsustainable both sides actively use conscription or the draft to fill their armies it meets a fair amount of resistance in the north and open open violence against it in the north uh bullets and bombs again not a major part of our class the anaconda plan the norse plan to sort of surround like a snake and strangle the south the two battles of significance for our purposes because of policy decisions that came from them antietam after which lincoln issues the
• 25:00 - 25:30 gettysburg address and get and gettysburg antidote after which lincoln issues the emancipation proclamation i'm sorry and gettysburg after which lincoln issues the gettysburg address it's also the second and final attempt the high-water mark of the confederacy they will never really have another attempt to take the war to the north which in both these instances took place and then vicksburg in which a major part of the anaconda plan is dealt with as the confederacy is sliced into along the mississippi river emancipation proclamation the war that began as a war about states rights and
• 25:30 - 26:00 sectionalism it changes it shifts over time into a war of human liberation a war to set other individuals free and that was not an initial goal of that conflict and the gettysburg dress in 250 260 words is a real tight uh sort of summation of this war aim shifting and what this nation is really uh all about and going to try to continue to be all about in that sense with total war you get another harbinger of things to come sherman's march to the sea
• 26:00 - 26:30 which sort of destroys the internal organs of the confederacy operates on the premise of the south may not like the fact that they're going to stay in the union but they're not going to be a position to do things about it and this is going to be a a harbinger a good s.a.t word a sign of a small hint of what modern 20th century wars will be all about wars that are fought to destroy countries economically to break their ability to resist irrespective of what their will is in terms of resistance last but not least reconstruction how do you put this back together again three really important amendments number
• 26:30 - 27:00 13 that outlaw is slavery 14 african-americans become citizens and 15th uh forbids denial of voting rights based on race they're in the framework you do need to know them you'll need to know them again for ap governor i'm sure you're seniors um the cons the struggle you have over reconstruction political football who's actually going to run it you have the plan of andrew johnson being from republican northern views too lenient and there's this struggle within congress culminating in johnson's impeachment
• 27:00 - 27:30 which allows the republicans the so-called radical republicans to actually try to implement true reform and change in the south the freedmen's bureau is a major piece of this as sort of a social agency to meet various educational financial and legal needs into a certain sense social needs of the ex-slaves it was tasked with an enormous amount on its plate and it did make gains that being said its gains were limited by the enormity of the task before to provide services for the four and a half million former slaves who are now citizens and
• 27:30 - 28:00 have to find some way to integrate and make their way in this world the pushback against all of this is redemption the white south goal to turn back the clock to essentially have slavery without the chain which is the black codes restrictive laws on um what african-americans could do or could not do the property they could own their work conditions loitering migrant stuff finding excuses to in many ways create a color line class system white supremacy culminating in organizations like the knights the white camellia and the ku klux klan
• 28:00 - 28:30 and then sharecropping which becomes a new form of economic slavery for southerners black and white individual land ownership among white southerners goes down after the war as more and more land concentrates in the power of the elite club of the elite planter class uh after the war and then the compromise of 1877 which effectively ends reconstruction by withdrawing federal troops in the south in exchange for guaranteeing a republican victory in the presidential election of 1876. a lot of content let's spin from that
• 28:30 - 29:00 content now as i said uh i tried to slow it down hopefully i am slower for you today i want to pivot now from content to process what are you going to do with that content how do you actually you know earn your pay on the ap exam and do what you want to do with it let's start their saq prompts here database prompts now remember in your short answer booklet here you've got these directions i've showed them to you before outline or bolted list is not successful you do need sentences you can plan your examples and this is for the in-house in-person test takers
• 29:00 - 29:30 um only responses and designated pages will be scored and there's something even more important about that look closely this is only only for people on the paper exam you must mind the rule of the box all that outside border stuff you cannot write anything there you want if you run out of space inside that box well you better find a way to squeeze it into the box because the way that the technology is used for the reading when you're when these essays are read and scored the digital technology that captures your written work
• 29:30 - 30:00 it only captures the box that's built around there and the reader on their computer screen only sees that box that outside white outline stuff it's not even there so not only will it be scored it couldn't be even if we wanted to because the grader is never going to see it those of you in digital exam here's your crucial difference there is no box for you in which you can find your remarks there is no box that also means you have no space constraints you can just type away and write all you want and that can be trouble because you need to watch the clock
• 30:00 - 30:30 you've got five essays five short answers to do total see i even misspoke and said essays and that's trouble because this is not a miniature essay you have five short answers to do told i just say seven yeah that's not gonna work got five to do total don't you and so three on the first half two on the back half that's what i was doing three and two but uh so you need to watch the clock because you're going to compartmentalize and divide your time to make sure you give the prompt what it is but then pivot and move on to the next one and what is this thing and what is it not it is most definitely not a miniature essay so using the graph answer a b and c got
• 30:30 - 31:00 some data here explain one factor contributing to change explain one effect of that change and then explain another effect of that change so do thing one do thing two and then do thing two again to give you thing three and so that's immigration the united states here how do we account for data now what are you going to do with something that's not a quote a picture a political cartoon primary source data sets are they're neutral they have no voice if you will there's no audience i mean
• 31:00 - 31:30 you're the audience the purpose is to compile numbers they have no point of view they're sterile in that sense their numeric reflectors do tell a story if you can take the time to listen and that's sort of what i'm driving at in this piece so this is supposed to generate for you historical context what is the backstory that you can know and come up with that explains why those bars move the way they move and it's not a miniature essay notice that you have here three separate tasks so feed the question no thesis no conclusion give it what it asks for
• 31:30 - 32:00 thing one thing two thing three in this instance it's thing two again for thing three and we talked the other day about the rule of nine being a really good way to do this as you answer your questions write one sentence responding to your first task one sentence that gives evidence and support that first task and then one sense explaining what that evidence means for each of the three that's your rule of nine it's just uh it's a convenient way to think about how to make sure you have enough to say as you're saying something but not getting yourself lost in the weeds of something you know writing a
• 32:00 - 32:30 four paragraph response part a one factor contributing to the change any of these factors here that you would lay out and then explain your evidence for and then explain the meaning of that expanding market economy opportunities for land homestead act things we've just gotten into in our previous segment here domestic service factory positions in the east and west we're going to drive that immigration lots of ways contract labor coming over religious freedom or opportunity the potato famine in ireland for that matter religious persecution in europe pushing people out
• 32:30 - 33:00 uh the instability in europe that's going on after the revolutions of 1848 which if you take an ap world you probably know a little something about already part b this looks like a real whole lot but remember part b and c you'll notice i uh toggle back and forth it's the same information because you're doing part b then you're doing part b again that same thing another historical fact so what do you have concentration immigrants in cities that nativist pushback the anti-catholic element coming in with it concerns about native or concerns of nativists
• 33:00 - 33:30 about ethnic groups living together in town generating power in their numbers uh parties against that the contributions of immigrants as a labor force that literally build the infrastructure of the nation and help our shape our national culture in many ways so now let's move on and pivot again to another a push survival skill here got ourselves about 20 minutes left i think we're going to kick it into pre-writing a little bit i had shown you the other day the notion of 4-1-1 because the hardest part is beginning once you cross that first hurdle beginning well now what are you going to
• 33:30 - 34:00 do how do you marry content to argument all right you've got to do it fast 15 minutes to break down those dbq documents and you can't just do it all in the documents you know you need outside information and a whopping five minutes an leq for your pen and paper uh testers out there so the hardest part's beginning we covered that so i want to throw a few more pieces at you now 4-1-1 if you watched episode 2 you know what that's all about we're going to add in a new piece called 4x4 relay and you put those two together you get something called skeleton this is something you can do with one
• 34:00 - 34:30 classmate or partner between now on the exam or you can do it with you know three other people for a group of four on your own time this that's something my kids tell me the end of every year mr pulaski whatever you do do four by four relay mores keep doing it and so it came from my year's track coach something to generate time and pressure to make my kids really have to put things forth in a short amount of time so what do you do with this on your own time pick a question you can find us history questions doesn't even have to be an ap question a us history essay
• 34:30 - 35:00 type question find that question your focus here is outside information because we're generating review information for you so what are we looking at here here's our procedure pick a question allow yourself one minute to spill your brains on the page what do you know this germain and relative to that question persons books laws treaties events proper nouns stuff from your history class that will be your outside evidence pool then after a minute pair up with your partner for two minutes and grow that list don't you're gonna share from each other but
• 35:00 - 35:30 then still try to pull more of each other it's a quick study thing and we're up to what three minutes now if you have two other people doing this so you've got a group partner and someone else is a partner then make that group into a group of four turn into quads or one quad and repeat this for three minutes that actually gets you six minutes but five to six minutes it's a huge economy of space and time when you're done you might get something like this now before you say i'm done that's just too much i'm not gonna have that you don't need all this this is my general purpose list i show my kids
• 35:30 - 36:00 after we do one of these from one of my real four by fours to show them this is all the sort of germane relevant information that i know we've talked about in class you don't need all this to write a good saq but what we're trying to convince you is you know and remember more than you think you know any six to nine pieces of outside evidence elaborated upon and developed will be more than enough to make your case for context points for evidence points even the dbq for evidence points but remember any evidence you have whether it's one thing or a hundred
• 36:00 - 36:30 it's only as good as its use and argument allows it to be so all this stuff here this gets you in the door you have to have it it gets you you want to content we're giving you content what are you gonna do with that content you got to show demonstrate illustrate prove justify advocate support that's what it's there for that's what you're going to do with it so 4x4 relay gets you a lot after little and those sheets there you should have a sheet your own smaller version of mine in fact i've got one here from a different one my students get a whole bunch of these because we do a bunch of them over the course of april
• 36:30 - 37:00 if you do two to three essay things like this per time period so you do one for a civil war question one for a reconstruction question one for a manifest estate question or something like that you're getting an instant set of fact sheets which will help you review content and chronology and that's a really big deal and in that review content chronology knowing your information putting in order i've seen my students actually lay these out on their basement floor these numerous sheets in order and say okay here's progressive era here's what the facts go with that okay
• 37:00 - 37:30 here's the 1920s here's what comes after okay here's the gilded age here's the information coming before so you can actually sequence out a physical timeline of information for yourself and then let's do some skeleton now create your 401 model like we've done in the past we're going to do it again and finish by writing your first full sentence of each body paragraph followed by a bullet point information of your little list of information you have here that's your skeleton this truly is instant rice just add water it's instant
• 37:30 - 38:00 paper just add complete sentences just add your your uh evaluation so let's put one of these to work let's see what it looks like dbq question for ap classroom we're not even going to use the documents like i said you can use with dbqs as well as leqs just go for it any old question will do evaluate the relative importance of the causes of the civil war from 1830 to 1861. all right my 4x4 information list in no particular order just randomly thinking of stuff
• 38:00 - 38:30 which was not unlike the one you saw stuff above from the previous list looks like this again don't say i'm done don't do that this is just a list of general things and you'll find out a lot of this is information that's been covered in your class nullification crisis references 1832 when the south didn't want to pay a tariff to tariff abominations because they felt it hurt them economically jackson threatens to march into the south it's one of the first major incidents where you could have had a civil war even more than hartford convention jackson threatens to march in henry clay's compromise tariff undoes this
• 38:30 - 39:00 then i've just got sort of a laundry list of other things relevant to uh causes of the civil war or sectional crisis things underground railroad you've heard of it gag rule prevents where bills discussing slavery were tabled in congress automatically garrison liberator nat turner his rebellion eli whitney the cotton gin everybody knows him john calhoun i've talked about already and then a big laundry list of items that we've seen already through our content coverage the factory system with lowell's in there uh wage slaves irish immigration some things that came from uh dr webb's
• 39:00 - 39:30 period four material the other day and of course then dred scott sumner brooks affair election 1860 south carolina college of session that sort of big march the civil war all those facts in there so remember what thesis is it's your position on the question being asked all right and contextualization is your backstory or your historical background you know the how we got to hear moment is what i called it uh two days ago 48 hours ago so let's build a thesis and context our question is evaluate the relative importance of these causes of civil war
• 39:30 - 40:00 four background sentences setting your stage one sentence stating your thesis position and one sentence that i called the road map you might call it the line of reasoning we'd sort of discuss that a little bit uh your plan of attack give yourself five to eight minutes to do this practice the partner study buddy or do it on your own and then here's mine okay last time i went right to thesis this time let's start with context there were several reasons for dividing the union between 1830 and 1860. it started out things that start out
• 40:00 - 40:30 small became larger over time these disputes the north and south had very different economies as developments like bam outside information the factory system at lowell maybe two maybe one led the north to become bam an urban manufacturing region while the south pursued bam contaction plantation economy based on bam for slave labor which became practical after bam eli whitney invented bam the cotton gym other factors were political such as concerns over states trying to use nullification bam to cancel federal laws
• 40:30 - 41:00 such as the tariff of abomination bam eight proper nouns in the effort to preserve their local control so that's my background that's my how we got to hear all this sort of reasoning now my position on the question even though sectional competit economic competition and concerns over states rights were factors that led to the civil war disagreeing over slavery was the most important factor that caused the conflict this is shown through the differing views of the north and south on the
• 41:00 - 41:30 mexican war what should become of the western territories and the election of 1860 that's my line of reasoning or my plan of attack all right so good giddy up for me now let's go to skeleton follow-up first paragraph um what do we got here differing views of north and south in the mexican war defeating mexico in war caused more problems that it solved as both the north and south had different ideas about why the war was fought and what should come from it that's my topic since my first body paragraph here's what i think i'll drop into that paragraph the war the complications from the gold
• 41:30 - 42:00 rush leading to early settlement california compromise 1850 will not provide those it's going to be slave or free land second paragraph er which was what um what should become of the western territories okay although the economic priorities for both north and south influence their plans for the western territories ultimately making those territories slave or free came to be of greater importance to each region bam here's the laws my personal liberty laws because i get mad about slavery railroad expansion which is going to drive settlement and also drive the move
• 42:00 - 42:30 to like make kansas and nebraska into states the kansas nebraska act itself popular sovereignty and the bleeding cans that comes from it as the railroad gets lost in the dust as people are more concerned about slave states or free states then last by the 1860 election neither side trusted the other as the north feared being legally dominated by the south and the south feared the outlawing of slavery making national unity impossible and my information here dred scott's getting the daylights out of the north leading to the real viability of the republican party john brown and abraham
• 42:30 - 43:00 lincoln's election scaring the daylights out of the south leading south carolina to say thank you but we've had enough we're leaving so you got that out there and now we're going to take a breath we're going to pivot again and our final pivot here is to a tutorial in dbq sourcing so now you're like what do i do with my documents where do i use them you use them in that main body of those main body paragraphs to make that case we're going to even keep this on the same essay question to make it better for you and simpler so it's in your mind what is sourcing at least three documents and i would say
• 43:00 - 43:30 use more than three cover for yourself if you're wrong on one another document might get it um a document's point of view purpose situation audience how is that relevant to argument this is your hip or happy work you've seen this before any one aspect will do i think you understand it right now you don't have to do this for all four so what is historical situation means it means causation can you tell the connections between the documents and facts chronology can you put the source where it belongs in the timeline or prior knowledge there's something you know about the source that can kind of
• 43:30 - 44:00 lead you to understand it a little better audience intended audience for hip people who was it created for and or how might who is creative for affect its reliability or accuracy purpose why or for what reason was this source made why'd they do it okay what's the author's goal what is the author's goal and then point of view can you identify who the author is does that trigger something why they might have written it
• 44:00 - 44:30 or can you explain an influence that might shape the author because of who they are they might influence what the document says or simply main idea what points author trying to get across all that is in your head to get you to the why what does this document have to do with whatever question you're being asked and the position you're taking on that question on any given dbq one of these might be easier than any document one might be easier than others that's fine i've talked to this already hip width and happier for practice the why is all you're really looking for once you get the exam
• 44:30 - 45:00 and so let's look at an example we're going to keep the same question your question on the relative importance of the cause of the civil war notice you have seven documents here and i've kind of summed them up for you because we're not going to get into all that we'd be here all day and all night john calhoun as you'd expect is riding against the tariff he's pro-nullification states rights in that regional southern sense document two frederick douglass what to the slave is the fourth of july i didn't put it in there but you can ballpark that this is going to say that the slave slavery is a big hypocrisy within our country and i'm at 45 minutes
• 45:00 - 45:30 i'm scooting along as fast i can we're going to bleed over a little bit from here on out document three a new york editorial new york article that actually opposes the outlawing of slavery in the territories taking a southern view from a new york new york media source george fitzhugh who i mentioned arguing against the factory system saying that slave slave labor is actually better than the factory system mccann is a run inaugural address which is supportive of states rights saying that kansas nebraska acts with popular sovereignty denies southerners their fair share of access to the west for slave holding purposes
• 45:30 - 46:00 lincoln in his speech delivered starting his senate campaign in 1858 his house divided speech where he says the us can't remain half slave and half free and then last of all an image on cotton picking which shows a lot of harmony shows uh sort of an idyllic romanticized view of slave labor is in the illustration image itself that's sort of the main point if you will these are seven documents we're gonna pick three of them and show how you could use the happy thing or happy uh strategy as dr webb gave you
• 46:00 - 46:30 another day yesterday a big tip of cat of the cap to her as my colleagues called what are your buckets she talked about two two three or three two two what buckets could you put these uh documents into calhoun buchanan in new york paper are arguing for states rights douglas and lincoln are looking at the impact of slavery on the nation fitzhugh and uh the cotton illustration are looking at slavery in terms of economics and labor your question is asking about multiple causes and their relative importance some more important than others perhaps here's our thesis
• 46:30 - 47:00 from way back even though sectional economic competition and concerns over states rights were factors that led to the civil war it was that disagreement over slavery that caused the conflict all right this is shown through the things that's shown through all right so our thesis is slavery caused it more than these other things so with that being the case let's make a connection now this point you know what's the most powerful use of any aspects to drive your why ap stands for address the prompt answer
• 47:00 - 47:30 the question not advanced placement address the prompt use your documents to answer the question so you could take one of the following approaches document two frederick douglass is saying here why am i called to speak today what if i or those i represent being persons of color enslaved people particularly to do with your national independence are the principles of political freedom and justice extended us your independence only reveals the distance between us the blessings in which you this day rejoice are not enjoyed in common
• 47:30 - 48:00 a person of color didn't get them the rich inheritance of justice liberty prosperity and independence given by your fathers is shared by you but not by me he says the sunlight that brought life and healing to you has brought death to me it's your fourth of july not mine so your situation here he's reflecting upon the american experiment some of its contradictions and this is four short years after the end of the mexican war which opened up lots of territories for slavery the audience is unclear but probably northerners this would be tough zelda even get him up on the roster and to be able to speak this in the south um but his point his reason is is to
• 48:00 - 48:30 speak tough truths and to try to change minds on whether or not slavery ought to be allowed and his point of view i think it's pretty well stated here slavery is incompatible with a nation that believes in freedom it's got to be destroyed if freedom is going to mean anything so making your case maybe one good way to do it might be to use his purpose like so notice i'm going to use this document not to say his purpose is i'm going to do something else by speaking of uncomfortable truths that would not go away douglas was making the point that even
• 48:30 - 49:00 the act of trying to suppress and larry's harsh realities would only make the evils of slavery clearer and the inconsistency of americans practicing it greater his purpose in sharing these ideas was his hope that once they were released they would become impossible to permanently ignore over time this is what it looks like to use evidence to advance an argument that slavery more than anything else was what divided the union document six super short lincoln says the government can endure half slave and have free he thinks it'll
• 49:00 - 49:30 become all one thing or all the other all right situation it's given us is accepting the nomination to run for senator for the republican party in illinois it started campaigning at stephen douglas the lincoln douglas debates are going to follow by the way his audience is in springfield individual illinois citizens making his case for a vote for me he's explaining his position uh wants to win votes for election and expresses concerns on what is the real problem as he sees it in the union today and then his point of view we're going to be all one thing all the other we can't keep being half and half these two societies are incompatible
• 49:30 - 50:00 so maybe lincoln's point of view which was they're incompatible maybe that's the strongest case to make here continuing on for a previous one the uncountable truths spoken of by douglas did not go away these facts only increased in their visibility demonstrated by the fact that in 1858 as a candidate for the senate lincoln opened his campaign on the position or you could say from the point of view if you want to use it that compromise is ultimately impossible last but not least we'll look at one other cause here southern rider sympathetic to slavery he
• 50:00 - 50:30 says that in many ways should we read this free laborers shouldn't sleep because the capitalist is trying to exploit them every chance he gets the free labor is going to work or starve he's more of a slave than the slave is because he works longer and doesn't get that cradle-to-grave treatment that the slave gets this is fitzhugh's view as a southern rider factory system's going on competing economies audience is for the north in general he's trying to convince american workers and northerners that you know tone down your criticisms of slavery it's your system that's worse he wants to persuade and his point of
• 50:30 - 51:00 view is that capitalism sucks that the agrarian slave forced labor model is far better for the nation in the long run how could you make the case here audience in a time of competing economic systems fitzhugh tried to appeal to the country northern workers in particular that the wage slavery that they all lived under represented more exploitation than actually being in slavery this argument ultimately went nowhere as the northern working class came to see slavery as an economic threat to themselves
• 51:00 - 51:30 since slave labor competition could drive down their wages because of this they rejected his argument illustrating how many northern workers put themselves in a position to reject slavery overall rejection of his argument at least rejection that entire model and so attempting to reach his audience he doesn't reach it so what should we take away then it's been a long long trip to get here a fast trip i hope i slowed down and pumped the brakes a little for you today i really tried even though i cheated went a little longer here we made our way through the content essentials of time period five
• 51:30 - 52:00 we went through the short answer data set questions how you look at data as a sterile discrete thing and try to pull your own knowledge in to make sense those numbers and the story they tell organizational pre-writing we used 4-1-1 which taught you how to set up the beginning of an essay and then married it to 4x4 which could give you information for an essay and drop that into skeleton and by the way skeleton with dbqs works as well but i don't know if you guys are going to go down that road chart the information used for a document if you're practicing with those and then of course we practiced sourcing and sourcing is not really about what a
• 52:00 - 52:30 document says says is not argument says leads you to descriptive narrative you want what that document shows proves demonstrates or illustrates about your thesis because what is your thesis it's star of the show it's center stage the moment you say document three says you're bumping the thesis to the side mentioned you are and it's your argument so stay tuned for monday's episode get a weekend to rest and recoup and recover a little bit and dr webb will be back with period six uh the post-civil war period uh just prior to the dawn of the 20th century
• 52:30 - 53:00 and so that being said please again our qr codes you notice we're reading your feedback we're seeing it we're getting it we're trying to meet you we're trying to get what you want out of this as best we can in that sense and remember it can be done like i said before it can always be done and you're gonna do it you did not come this far just to come this far see the thing through work through some steady review content with yourself stay on a schedule and see us next week that's what we're here for to make you better and give you a fighting chance to do the thing that you want to do on the exam
• 53:00 - 53:30 i'm bill pulaski from stillman valley high school in stillman valley illinois and i'm so glad you're with us we hope to see you back after the weekend keep the questions coming keep all the other things coming thanks so much and we will see you on the other side you enjoy your weekend we'll talk to you soon