US History: Essential Review for AP, Honors, and Other Advanced Study (2021)
US History: Essential Review for AP, Honors, and Other Advanced Study (2021) helps you master complex topics with simplified explanations.
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EDITORIAL
Rob Franek, Editor-in-Chief
Selena Coppock, Managing Editor
Meave Shelton, Senior Editor
Aaron Riccio, Senior Editor
Chris Chimera, Editor
Eleanor Green, Editor
Orion McBean, Editor
Brian Saladino, Editor
Patricia Murphy, Editorial Assistant
PENGUIN RANDOM HOUSE PUBLISHING TEAM
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Alison Stoltzfus, Publishing Director
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Produced by Sideshow Media, New York
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The Princeton Review
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New York, NY 10017
Email: editorialsupport@review.com
Copyright © 2020 by TPR Education IP Holdings, LLC. All rights reserved.
Published in the United States by Penguin Random House LLC, New York, and in Canada by
Random House of Canada, a division of Penguin Random House Ltd., Toronto.
AP is a trademark registered and owned by the College Board, which is not affiliated, and
Rob Franek, Editor-in-Chief
Selena Coppock, Managing Editor
Meave Shelton, Senior Editor
Aaron Riccio, Senior Editor
Chris Chimera, Editor
Eleanor Green, Editor
Orion McBean, Editor
Brian Saladino, Editor
Patricia Murphy, Editorial Assistant
PENGUIN RANDOM HOUSE PUBLISHING TEAM
Tom Russell, VP, Publisher
Alison Stoltzfus, Publishing Director
Amanda Yee, Associate Managing Editor
Ellen Reed, Production Manager
Suzanne Lee, Designer
Produced by Sideshow Media, New York
Dan Tucker, Publisher
Frances J. Soo Ping Chow, Designer
The Princeton Review
110 East 42nd Street, 7th Floor
New York, NY 10017
Email: editorialsupport@review.com
Copyright © 2020 by TPR Education IP Holdings, LLC. All rights reserved.
Published in the United States by Penguin Random House LLC, New York, and in Canada by
Random House of Canada, a division of Penguin Random House Ltd., Toronto.
AP is a trademark registered and owned by the College Board, which is not affiliated, and
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does not endorse, this product.
This book was previously published in a different format with the title ASAP U.S. History by
The Princeton Review, an imprint of Penguin Random House LLC, in 2017.
Terms of Service: The Princeton Review Online Companion Tools (“Student Tools”) for retail
books are available for only the two most recent editions of that book. Student Tools may be
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ISBN 9780525570127
Ebook ISBN 9780525570226
The Princeton Review is not affiliated with Princeton University.
Editors: Colleen Day and Meave Shelton Original Production Editors: Kathy Carter and
Melissa Duclos
Cover art by jomar apalon / Alamy Stock Photo
All interior art by Alamy except:
this page (Thomas Jefferson) Wikimedia Commons
this page Library of Congress
a_prh_5.6.0_c0_r3
This book was previously published in a different format with the title ASAP U.S. History by
The Princeton Review, an imprint of Penguin Random House LLC, in 2017.
Terms of Service: The Princeton Review Online Companion Tools (“Student Tools”) for retail
books are available for only the two most recent editions of that book. Student Tools may be
activated only twice per eligible book purchased for two consecutive 12-month periods, for a
total of 24 months of access. Activation of Student Tools more than twice per book is in direct
violation of these Terms of Service and may result in discontinuation of access to Student
Tools Services.
ISBN 9780525570127
Ebook ISBN 9780525570226
The Princeton Review is not affiliated with Princeton University.
Editors: Colleen Day and Meave Shelton Original Production Editors: Kathy Carter and
Melissa Duclos
Cover art by jomar apalon / Alamy Stock Photo
All interior art by Alamy except:
this page (Thomas Jefferson) Wikimedia Commons
this page Library of Congress
a_prh_5.6.0_c0_r3
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ACKNOWLEDGMENTS
The Princeton Review would like to extend special thanks to the
content development team for their hard work, brilliant ideas,
enthusiasm, and above-and-beyond dedication to this project: Gina
Donegan, Kevin Kelly, Erik Kolb, and Christine Lindwall.
A big round of applause is due to the stellar production artists and
production editors for the original edition of this book: Debbie
Silvestrini, Craig Patches, Melissa Duclos, Otis Roffman, and Kathy G.
Carter. Without their careful attention and hard work, the book you are
holding would not exist.
The Princeton Review would like to extend special thanks to the
content development team for their hard work, brilliant ideas,
enthusiasm, and above-and-beyond dedication to this project: Gina
Donegan, Kevin Kelly, Erik Kolb, and Christine Lindwall.
A big round of applause is due to the stellar production artists and
production editors for the original edition of this book: Debbie
Silvestrini, Craig Patches, Melissa Duclos, Otis Roffman, and Kathy G.
Carter. Without their careful attention and hard work, the book you are
holding would not exist.
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CONTENTS
Cover
Title Page
Copyright
Acknowledgments
WHERE TO GET MORE (FREE) CONTENT
INTRODUCTION
CHAPTER 1: 1491–1607
EARLY CONTACT WITH THE NEW WORLD
1. NATIVE PEOPLES OF NORTH AMERICA
2. EARLY INTERACTIONS BETWEEN EUROPEANS AND NATIVE
AMERICANS
i. First Contact with the Natives
ii. The European Nations Race to Colonize
3. THE SPANISH EMPIRE
i. Encomienda
ii. The Caste System
CHAPTER 2: 1607–1754
COLONIZATION OF NORTH AMERICA
1. FRENCH, DUTCH, AND ENGLISH COLONIZATION
i. The French and the Dutch
ii. The English
2. EARLY ENGLISH COLONIES
Cover
Title Page
Copyright
Acknowledgments
WHERE TO GET MORE (FREE) CONTENT
INTRODUCTION
CHAPTER 1: 1491–1607
EARLY CONTACT WITH THE NEW WORLD
1. NATIVE PEOPLES OF NORTH AMERICA
2. EARLY INTERACTIONS BETWEEN EUROPEANS AND NATIVE
AMERICANS
i. First Contact with the Natives
ii. The European Nations Race to Colonize
3. THE SPANISH EMPIRE
i. Encomienda
ii. The Caste System
CHAPTER 2: 1607–1754
COLONIZATION OF NORTH AMERICA
1. FRENCH, DUTCH, AND ENGLISH COLONIZATION
i. The French and the Dutch
ii. The English
2. EARLY ENGLISH COLONIES
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i. The Chesapeake Colonies
ii. New England
iii. The Middle Colonies
iv. The Southern Colonies
v. Salutary Neglect
3. EARLY CONFLICTS
i. Interactions Between Europeans and Native Americans
ii. European Alliances with Native Americans
iii. British Colonial Unrest
iv. The Salem Witch Trials
v. King Philip’s War
vi. The Pueblo Revolt
4. LATER EVOLUTION OF BRITISH COLONIES
i. European Enlightenment
ii. The First Great Awakening
iii. Colonial Legislatures and Courts
iv. Mercantilism
5. SLAVERY
i. Transition from Indentured Servitude
ii. Triangular Trade and the Middle Passage
iii. Racial Segregation and the Law
iv. The Development of Early African American Cultures
CHAPTER 3: 1754–1800
CONFLICT AND AMERICAN INDEPENDENCE
1. SEVEN YEARS’ WAR (1754–1763)
i. Albany Plan of Union (1754)
ii. Outcome of the Seven Years’ War
iii. Crown and Indian Resistance to Westward Expansion
ii. New England
iii. The Middle Colonies
iv. The Southern Colonies
v. Salutary Neglect
3. EARLY CONFLICTS
i. Interactions Between Europeans and Native Americans
ii. European Alliances with Native Americans
iii. British Colonial Unrest
iv. The Salem Witch Trials
v. King Philip’s War
vi. The Pueblo Revolt
4. LATER EVOLUTION OF BRITISH COLONIES
i. European Enlightenment
ii. The First Great Awakening
iii. Colonial Legislatures and Courts
iv. Mercantilism
5. SLAVERY
i. Transition from Indentured Servitude
ii. Triangular Trade and the Middle Passage
iii. Racial Segregation and the Law
iv. The Development of Early African American Cultures
CHAPTER 3: 1754–1800
CONFLICT AND AMERICAN INDEPENDENCE
1. SEVEN YEARS’ WAR (1754–1763)
i. Albany Plan of Union (1754)
ii. Outcome of the Seven Years’ War
iii. Crown and Indian Resistance to Westward Expansion
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iv. Fallout of the Seven Years’ War
2. THE REVOLUTIONARY WAR
i. Declaratory Act
ii. The Priority of Self-Rule
iii. Hobbes and Locke
iv. Founding Fathers
v. Quartering of Soldiers
vi. I’m the Tax Man
vii. Sons of Liberty
viii. Boycotts
ix. Committees of Correspondence
x. The First Continental Congress
xi. Loyalists vs. Patriots
xii. Timeline of the Revolutionary War
3. REVOLUTIONARY POLITICS
i. Natural Rights
ii. Push for Representative Democracy
iii. Republican Motherhood
iv. Broad Impact of the American Revolution
4. CREATION OF THE CONSTITUTION
i. Articles of Confederation
ii. Constitutional Convention
iii. A Tale of Two Rebellions
5. THE EARLY REPUBLIC
i. George Washington
ii. John Adams
iii. Federalists vs. Democratic-Republicans
iv. Regional Disagreements over Slavery
v. Rise of American Art, Literature, and Architecture
2. THE REVOLUTIONARY WAR
i. Declaratory Act
ii. The Priority of Self-Rule
iii. Hobbes and Locke
iv. Founding Fathers
v. Quartering of Soldiers
vi. I’m the Tax Man
vii. Sons of Liberty
viii. Boycotts
ix. Committees of Correspondence
x. The First Continental Congress
xi. Loyalists vs. Patriots
xii. Timeline of the Revolutionary War
3. REVOLUTIONARY POLITICS
i. Natural Rights
ii. Push for Representative Democracy
iii. Republican Motherhood
iv. Broad Impact of the American Revolution
4. CREATION OF THE CONSTITUTION
i. Articles of Confederation
ii. Constitutional Convention
iii. A Tale of Two Rebellions
5. THE EARLY REPUBLIC
i. George Washington
ii. John Adams
iii. Federalists vs. Democratic-Republicans
iv. Regional Disagreements over Slavery
v. Rise of American Art, Literature, and Architecture
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6. EXPANDED MIGRATION AND INTERACTION WITH THE
INDIANS
i. Increased Alliances Between the British and Indians
ii. The Iroquois
iii. Early Westward Expansion and Territorial Disputes
iv. Northwest Ordinance (1787)
v. Treaty with the Indians
vi. Spanish Mission Settlements
7. RELATIONS WITH EUROPE
i. Attempts at Diplomacy
ii. Parties Further Divide over Foreign Policy
CHAPTER 4: 1800–1848
BEGINNINGS OF MODERN AMERICAN DEMOCRACY
1. THE DEFINING ISSUES OF THE ERA
i. Jefferson, Hamilton, and Party Politics in the Early Republic
ii. The Marshall Court
iii. The War of 1812
iv. Monroe and the “Era of Good Feelings”
v. Jacksonian Democracy
2. SOCIAL AND CULTURAL MOVEMENTS OF THE PERIOD
i. The Second Great Awakening and the Quest for Utopia
ii. A Very Romantic Era
iii. The Nation Remains Divided
3. MAJOR POLITICAL ORGANIZATIONS
i. The Temperance Societies
ii. Abolitionism
iii. Women’s Suffrage
iv. Other Reform Movements
INDIANS
i. Increased Alliances Between the British and Indians
ii. The Iroquois
iii. Early Westward Expansion and Territorial Disputes
iv. Northwest Ordinance (1787)
v. Treaty with the Indians
vi. Spanish Mission Settlements
7. RELATIONS WITH EUROPE
i. Attempts at Diplomacy
ii. Parties Further Divide over Foreign Policy
CHAPTER 4: 1800–1848
BEGINNINGS OF MODERN AMERICAN DEMOCRACY
1. THE DEFINING ISSUES OF THE ERA
i. Jefferson, Hamilton, and Party Politics in the Early Republic
ii. The Marshall Court
iii. The War of 1812
iv. Monroe and the “Era of Good Feelings”
v. Jacksonian Democracy
2. SOCIAL AND CULTURAL MOVEMENTS OF THE PERIOD
i. The Second Great Awakening and the Quest for Utopia
ii. A Very Romantic Era
iii. The Nation Remains Divided
3. MAJOR POLITICAL ORGANIZATIONS
i. The Temperance Societies
ii. Abolitionism
iii. Women’s Suffrage
iv. Other Reform Movements
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4. THE MARKET REVOLUTION
5. SHIFTS IN THE LABOR MARKET AND CLASS STRUCTURE
6. REGIONALISM
7. TERRITORIALISM
i. A Trail of Tears
8. CONFLICT OVER SLAVERY INCREASES
CHAPTER 5: 1844–1877
TOWARD THE CIVIL WAR AND RECONSTRUCTION
1. WESTWARD EXPANSION
i. The Gold Rush
ii. Silver and Copper Mining
iii. Ranching
iv. The Homestead Act
v. Manifest Destiny
vi. Texas
vii. The Mexican-American War
viii. The Transcontinental Railroad
ix. American Connections with Asia
x. Missionaries
xi. The Mormons
2. IMMIGRATION
i. Irish, German, and Scandinavian Immigration
ii. Nativism and Anti-Catholic Sentiment
iii. Mexican-Americans in the Southwest
3. CONFLICT OVER SLAVERY
i. Geographic Variations in Labor
ii. The Free-Soil Movement
5. SHIFTS IN THE LABOR MARKET AND CLASS STRUCTURE
6. REGIONALISM
7. TERRITORIALISM
i. A Trail of Tears
8. CONFLICT OVER SLAVERY INCREASES
CHAPTER 5: 1844–1877
TOWARD THE CIVIL WAR AND RECONSTRUCTION
1. WESTWARD EXPANSION
i. The Gold Rush
ii. Silver and Copper Mining
iii. Ranching
iv. The Homestead Act
v. Manifest Destiny
vi. Texas
vii. The Mexican-American War
viii. The Transcontinental Railroad
ix. American Connections with Asia
x. Missionaries
xi. The Mormons
2. IMMIGRATION
i. Irish, German, and Scandinavian Immigration
ii. Nativism and Anti-Catholic Sentiment
iii. Mexican-Americans in the Southwest
3. CONFLICT OVER SLAVERY
i. Geographic Variations in Labor
ii. The Free-Soil Movement
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iii. The Underground Railroad
iv. John Brown
v. Arguments for and Against Slavery
vi. The American Colonization Society
4. PRE–CIVIL WAR TENSIONS
i. Mexican Cession
ii. The Compromise of 1850
iii. The Fugitive Slave Act of 1850
iv. Dred Scott v. Sandford
v. The Emergence of the Republican Party
vi. The Election of 1860
vii. Southern Secession
5. THE CIVIL WAR
i. Union vs. Confederacy
ii. The Emancipation Proclamation
iii. Black Soldiers in the Civil War
iv. The Gettysburg Address
v. The End of the Civil War
6. RECONSTRUCTION
i. Radical Republicans vs. Moderate Republicans
ii. The Reconstruction Amendments
iii. The Impeachment of Andrew Johnson
iv. Successes and Failures of Reconstruction
v. Sharecropping
vi. Discrimination and Segregation During Reconstruction
vii. The Ku Klux Klan and Lynching
viii. The End of Reconstruction
CHAPTER 6: 1865–1898
iv. John Brown
v. Arguments for and Against Slavery
vi. The American Colonization Society
4. PRE–CIVIL WAR TENSIONS
i. Mexican Cession
ii. The Compromise of 1850
iii. The Fugitive Slave Act of 1850
iv. Dred Scott v. Sandford
v. The Emergence of the Republican Party
vi. The Election of 1860
vii. Southern Secession
5. THE CIVIL WAR
i. Union vs. Confederacy
ii. The Emancipation Proclamation
iii. Black Soldiers in the Civil War
iv. The Gettysburg Address
v. The End of the Civil War
6. RECONSTRUCTION
i. Radical Republicans vs. Moderate Republicans
ii. The Reconstruction Amendments
iii. The Impeachment of Andrew Johnson
iv. Successes and Failures of Reconstruction
v. Sharecropping
vi. Discrimination and Segregation During Reconstruction
vii. The Ku Klux Klan and Lynching
viii. The End of Reconstruction
CHAPTER 6: 1865–1898
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THE INDUSTRIAL REVOLUTION
1. THE INDUSTRIAL REVOLUTION
i. Government-Subsidized Technology
ii. Factories and the Assembly Line Increase Productivity
iii. Electricity
iv. Monopolies and Trusts
v. Increasing the Gap Between Rich and Poor
vi. International Trade
2. BUSINESS AND ECONOMIC INTERESTS
i. Panics
ii. Unions
3. AGRICULTURAL INTERESTS
i. “New South”
ii. Mechanization
iii. Railroads: Benefits and Liabilities
iv. The Grange
v. Populist Party
4. IMMIGRATION AND URBAN DEVELOPMENT
i. Asian, Italian, and Eastern European Immigration
ii. Exodusters
iii. The Rise of Urbanism
iv. Cultural Assimilation
v. Political Machines
vi. Growth of the Middle Class and Consumerism
5. WESTWARD MIGRATION
i. The Transcontinental Railroad
ii. Pioneer Homesteading
iii. Near-Extinction of the Bison
iv. Conflict Between White Settlers, Indians, and Mexican
1. THE INDUSTRIAL REVOLUTION
i. Government-Subsidized Technology
ii. Factories and the Assembly Line Increase Productivity
iii. Electricity
iv. Monopolies and Trusts
v. Increasing the Gap Between Rich and Poor
vi. International Trade
2. BUSINESS AND ECONOMIC INTERESTS
i. Panics
ii. Unions
3. AGRICULTURAL INTERESTS
i. “New South”
ii. Mechanization
iii. Railroads: Benefits and Liabilities
iv. The Grange
v. Populist Party
4. IMMIGRATION AND URBAN DEVELOPMENT
i. Asian, Italian, and Eastern European Immigration
ii. Exodusters
iii. The Rise of Urbanism
iv. Cultural Assimilation
v. Political Machines
vi. Growth of the Middle Class and Consumerism
5. WESTWARD MIGRATION
i. The Transcontinental Railroad
ii. Pioneer Homesteading
iii. Near-Extinction of the Bison
iv. Conflict Between White Settlers, Indians, and Mexican
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Americans
v. Indian Reservations
vi. Assimilation vs. Cultural Preservation
6. THE GILDED AGE
i. Corruption and the Captains of Industry
ii. Andrew Carnegie’s Inconsistent Philosophy
iii. Rise of Socialism
7. SOCIAL CHANGE
i. Government Corruption
ii. Tariffs
iii. Women in the Gilded Age
iv. Plessy v. Ferguson
CHAPTER 7: 1890–1945
THE EARLY 20TH CENTURY
1. THE INDUSTRIAL ECONOMY
2. THE PROGRESSIVE ERA (1890–1920)
i. Corruption in Politics and Business
ii. Labor Reform
iii. Women’s Suffrage
iv. Prohibition
v. Environmentalism
vi. The End of the Progressive Era
3. THE GREAT DEPRESSION
i. The Stock Market Crash
ii. The Presidential Response
4. POPULAR CULTURE
i. The Scopes Monkey Trial
ii. The Reproductive Rights Movement
v. Indian Reservations
vi. Assimilation vs. Cultural Preservation
6. THE GILDED AGE
i. Corruption and the Captains of Industry
ii. Andrew Carnegie’s Inconsistent Philosophy
iii. Rise of Socialism
7. SOCIAL CHANGE
i. Government Corruption
ii. Tariffs
iii. Women in the Gilded Age
iv. Plessy v. Ferguson
CHAPTER 7: 1890–1945
THE EARLY 20TH CENTURY
1. THE INDUSTRIAL ECONOMY
2. THE PROGRESSIVE ERA (1890–1920)
i. Corruption in Politics and Business
ii. Labor Reform
iii. Women’s Suffrage
iv. Prohibition
v. Environmentalism
vi. The End of the Progressive Era
3. THE GREAT DEPRESSION
i. The Stock Market Crash
ii. The Presidential Response
4. POPULAR CULTURE
i. The Scopes Monkey Trial
ii. The Reproductive Rights Movement
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iii. The Harlem Renaissance
iv. Cultural Changes and African Americans
5. MIGRATION AND IMMIGRATION
i. The Immigration Acts of the 1920s
ii. The First Red Scare
iii. Migration
6. FOREIGN DIPLOMACY
i. Imperialism vs. Isolationism
ii. The Spanish-American War
7. WORLD WAR I
i. From Neutrality to War
ii. The Treaty of Versailles and the League of Nations
iii. Post–WWI Isolationism
8. WORLD WAR II
i. Democracy vs. Totalitarianism
ii. Nazi Germany and the Holocaust
iii. Japanese Atrocities
iv. U.S. Internment of Japanese Americans
v. The End of the War
CHAPTER 8: 1945–1980
THE POSTWAR PERIOD AND THE COLD WAR
1. THE COLD WAR
i. Containment
ii. The Korean War
iii. The Vietnam War
iv. Cold War Politics in the Third World
v. The Space Race
vi. Nixon and Détente
iv. Cultural Changes and African Americans
5. MIGRATION AND IMMIGRATION
i. The Immigration Acts of the 1920s
ii. The First Red Scare
iii. Migration
6. FOREIGN DIPLOMACY
i. Imperialism vs. Isolationism
ii. The Spanish-American War
7. WORLD WAR I
i. From Neutrality to War
ii. The Treaty of Versailles and the League of Nations
iii. Post–WWI Isolationism
8. WORLD WAR II
i. Democracy vs. Totalitarianism
ii. Nazi Germany and the Holocaust
iii. Japanese Atrocities
iv. U.S. Internment of Japanese Americans
v. The End of the War
CHAPTER 8: 1945–1980
THE POSTWAR PERIOD AND THE COLD WAR
1. THE COLD WAR
i. Containment
ii. The Korean War
iii. The Vietnam War
iv. Cold War Politics in the Third World
v. The Space Race
vi. Nixon and Détente
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2. FEDERAL POWER VS. INDIVIDUAL CIVIL LIBERTIES
3. THE CIVIL RIGHTS MOVEMENT
i. Resistance to Desegregation
4. OTHER SOCIAL MOVEMENTS
5. LIBERALISM IN THE POSTWAR ERA
i. The Liberal Sixties
ii. The Liberal Seventies
iii. The Rise of Conservatism
6. OTHER CULTURAL CHANGES OF THE POSTWAR YEARS
7. CULTURAL CONFLICT
i. The Culture Clash and the Era of Assassination
CHAPTER 9: 1980–PRESENT
ENTERING THE 21ST CENTURY
1. CONSERVATISM AND THE “NEW RIGHT”
i. Ronald Reagan
ii. Contract with America
iii. Welfare Reform Act
iv. Block Grants
v. Growth of the National Debt
vi. Debate over Social Security Reform
vii. Liberal Backlash
viii. Citizens United v. FEC
ix. Rise of the Tea Party
2. SCIENCE, TECHNOLOGY, BUSINESS, BANKING
i. Globalism
ii. Digital Revolution
iii. Manufacturing Jobs Go Away
3. THE CIVIL RIGHTS MOVEMENT
i. Resistance to Desegregation
4. OTHER SOCIAL MOVEMENTS
5. LIBERALISM IN THE POSTWAR ERA
i. The Liberal Sixties
ii. The Liberal Seventies
iii. The Rise of Conservatism
6. OTHER CULTURAL CHANGES OF THE POSTWAR YEARS
7. CULTURAL CONFLICT
i. The Culture Clash and the Era of Assassination
CHAPTER 9: 1980–PRESENT
ENTERING THE 21ST CENTURY
1. CONSERVATISM AND THE “NEW RIGHT”
i. Ronald Reagan
ii. Contract with America
iii. Welfare Reform Act
iv. Block Grants
v. Growth of the National Debt
vi. Debate over Social Security Reform
vii. Liberal Backlash
viii. Citizens United v. FEC
ix. Rise of the Tea Party
2. SCIENCE, TECHNOLOGY, BUSINESS, BANKING
i. Globalism
ii. Digital Revolution
iii. Manufacturing Jobs Go Away
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iv. Decline of Unions
v. Repeal of Glass-Steagall
3. DEMOGRAPHIC SHIFTS
i. Migration to South and Southwest
ii. Increased Immigration
iii. Anti-Immigration Sentiment
iv. Diversity: Asset or Liability?
v. Gender Roles
vi. Rise of Nontraditional Families
vii. LGBT Rights
4. 1980S AND 1990S FOREIGN POLICY
i. Fall of the Soviet Bloc
ii. Diplomacy between the United States and U.S.S.R.
iii. Increased Military Spending
iv. End of the Cold War
5. POST 9/11 FOREIGN POLICY
i. 9/11
ii. Iraq War
iii. Climate Change
v. Repeal of Glass-Steagall
3. DEMOGRAPHIC SHIFTS
i. Migration to South and Southwest
ii. Increased Immigration
iii. Anti-Immigration Sentiment
iv. Diversity: Asset or Liability?
v. Gender Roles
vi. Rise of Nontraditional Families
vii. LGBT Rights
4. 1980S AND 1990S FOREIGN POLICY
i. Fall of the Soviet Bloc
ii. Diplomacy between the United States and U.S.S.R.
iii. Increased Military Spending
iv. End of the Cold War
5. POST 9/11 FOREIGN POLICY
i. 9/11
ii. Iraq War
iii. Climate Change
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INTRODUCTION
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FWHAT IS THIS BOOK AND WHEN SHOULD I USE IT?
ast Track: U.S. History is a one-stop guide meant to help you
keep up with your course—or to accelerate your content expertise.
Whether you’re a crammer, visual learner, or high-level student
looking for extra review, this book is filled to the brim with information
that you’ll benefit from knowing (or brushing up on). We’ve taken
every opportunity to translate key content into friendly and succinct
formats, from timelines of major wars and concise profiles of notable
figures, to flow charts illustrating the causes and effects of significant
policy decisions, and much more. In short—which is the point of this
book—think of the following material as a fantastic set of class notes.
This book is pocket-sized because it’s meant to be used whenever
and wherever you want. Waiting on a tardy friend? Spend some time
with the Founding Fathers! Stuck on a sluggish commute? Wake
yourself up with the Transcontinental Railroad! These are bite-sized
topics that you can pick up and put down at your own pace. Whether
you need it for a last-minute review or as a supplement for your class,
you’ll find no judgment here. Remember: it’s never too late (or too
early) to start studying.
THIS ISN’T STANDARDIZED TEST PREP
What you won’t find here are test-taking strategies or practice
questions for a specific standardized test, like the AP or SAT Subject
exams; for that kind of focus, check out our test-specific U.S. History
prep titles online or at your local bookstore.
ast Track: U.S. History is a one-stop guide meant to help you
keep up with your course—or to accelerate your content expertise.
Whether you’re a crammer, visual learner, or high-level student
looking for extra review, this book is filled to the brim with information
that you’ll benefit from knowing (or brushing up on). We’ve taken
every opportunity to translate key content into friendly and succinct
formats, from timelines of major wars and concise profiles of notable
figures, to flow charts illustrating the causes and effects of significant
policy decisions, and much more. In short—which is the point of this
book—think of the following material as a fantastic set of class notes.
This book is pocket-sized because it’s meant to be used whenever
and wherever you want. Waiting on a tardy friend? Spend some time
with the Founding Fathers! Stuck on a sluggish commute? Wake
yourself up with the Transcontinental Railroad! These are bite-sized
topics that you can pick up and put down at your own pace. Whether
you need it for a last-minute review or as a supplement for your class,
you’ll find no judgment here. Remember: it’s never too late (or too
early) to start studying.
THIS ISN’T STANDARDIZED TEST PREP
What you won’t find here are test-taking strategies or practice
questions for a specific standardized test, like the AP or SAT Subject
exams; for that kind of focus, check out our test-specific U.S. History
prep titles online or at your local bookstore.
Loading page 21...
WHAT DOES THIS BOOK COVER?
This book opens with a survey of the indigenous cultures of North
America and the interactions between Europeans and Native
Americans. These early chapters explore the impact of European
colonization on the continent, colonial society, slavery, and the
conflicts that arose both with the British and among the colonists
themselves.
From there, we’ll discuss the Revolutionary War, independence, the
creation of the Constitution, and the formative period of the American
democratic system. We’ll then review 19th-century developments such
as westward expansion, the Civil War, Reconstruction, and the
Industrial Revolution, as well as 20th-century modernization and wars,
the Great Depression, Civil Rights, and the post–Cold War period
including the factors shaping the 21st century.
Additionally, we’ll delve into topics such as social change, class,
immigration, gender roles, foreign policy, innovations in technology,
and more. In short, this book covers all of the U.S. history content—
and probably then some!—that you would study in a high school class,
AP or otherwise. This means that whether you’re cramming for your
class’s final exam or prepping for an AP or SAT-level test in U.S.
History, this book can help get you there—on the fast track.
HOW DO I USE THIS BOOK?
Think of this book like a toolkit: figure out what you’re trying to
accomplish, and then choose the part that works best for your
schedule and your needs.
DIG DEEP
Start by looking at the ASK YOURSELF questions throughout these
pages. You’re checking to see where your knowledge might be a bit
loose, testing your connections, and identifying tough spots that
This book opens with a survey of the indigenous cultures of North
America and the interactions between Europeans and Native
Americans. These early chapters explore the impact of European
colonization on the continent, colonial society, slavery, and the
conflicts that arose both with the British and among the colonists
themselves.
From there, we’ll discuss the Revolutionary War, independence, the
creation of the Constitution, and the formative period of the American
democratic system. We’ll then review 19th-century developments such
as westward expansion, the Civil War, Reconstruction, and the
Industrial Revolution, as well as 20th-century modernization and wars,
the Great Depression, Civil Rights, and the post–Cold War period
including the factors shaping the 21st century.
Additionally, we’ll delve into topics such as social change, class,
immigration, gender roles, foreign policy, innovations in technology,
and more. In short, this book covers all of the U.S. history content—
and probably then some!—that you would study in a high school class,
AP or otherwise. This means that whether you’re cramming for your
class’s final exam or prepping for an AP or SAT-level test in U.S.
History, this book can help get you there—on the fast track.
HOW DO I USE THIS BOOK?
Think of this book like a toolkit: figure out what you’re trying to
accomplish, and then choose the part that works best for your
schedule and your needs.
DIG DEEP
Start by looking at the ASK YOURSELF questions throughout these
pages. You’re checking to see where your knowledge might be a bit
loose, testing your connections, and identifying tough spots that
Loading page 22...
may need special attention.
OPEN THE BRAIN VALVES
Once you’ve identified a trouble spot for yourself, target that
specific chapter (or section). Sometimes you just need to
replace some bad connections with some new ones, and
these visualizations will help you get the job done!
NAIL THAT INFORMATION INTO PLACE
Pick topics at random and try to explain or summarize them.
Can you reproduce notes on the subject? Really make sure
you can visualize each concept: for instance, when you think about
the Bill of Rights, can you recall the 3rd Amendment? The 9th
Amendment?
DO IT ALL
There’s no wrong way to use this book! Read it cover to cover
—more than once if that’s what helps you to connect each
piece. Try focusing on the graphics the first time through, then go back
through and line it up with the text—or read the text first, and then use
the images to solidify those thoughts.
WHAT DO THE DIFFERENT SIDEBAR TYPES MEAN?
You may not realize it, but every class you take is carefully aligned to
some set of standards that your instructor, principal, or even local
government have determined needs to be covered. What you’re
getting, then, is what may have worked in the past, or what’s
comfortable for your instructor—which isn’t necessarily what’s best for
you, and which may cause the class to feel overwhelming.
Instead of going at the teacher’s pace, Fast Track: U.S. History
works more like a self-guided tour of the subject. If there’s something
you’re interested in, you can linger on that topic instead of sitting back
as the class glosses over it. To that end, the graphics and icons are
designed to make you read more actively and to keep you engaged.
Most of the visuals will be self-explanatory, but there are a few
OPEN THE BRAIN VALVES
Once you’ve identified a trouble spot for yourself, target that
specific chapter (or section). Sometimes you just need to
replace some bad connections with some new ones, and
these visualizations will help you get the job done!
NAIL THAT INFORMATION INTO PLACE
Pick topics at random and try to explain or summarize them.
Can you reproduce notes on the subject? Really make sure
you can visualize each concept: for instance, when you think about
the Bill of Rights, can you recall the 3rd Amendment? The 9th
Amendment?
DO IT ALL
There’s no wrong way to use this book! Read it cover to cover
—more than once if that’s what helps you to connect each
piece. Try focusing on the graphics the first time through, then go back
through and line it up with the text—or read the text first, and then use
the images to solidify those thoughts.
WHAT DO THE DIFFERENT SIDEBAR TYPES MEAN?
You may not realize it, but every class you take is carefully aligned to
some set of standards that your instructor, principal, or even local
government have determined needs to be covered. What you’re
getting, then, is what may have worked in the past, or what’s
comfortable for your instructor—which isn’t necessarily what’s best for
you, and which may cause the class to feel overwhelming.
Instead of going at the teacher’s pace, Fast Track: U.S. History
works more like a self-guided tour of the subject. If there’s something
you’re interested in, you can linger on that topic instead of sitting back
as the class glosses over it. To that end, the graphics and icons are
designed to make you read more actively and to keep you engaged.
Most of the visuals will be self-explanatory, but there are a few
Loading page 23...
different types of sidebars that will pop up over and over again, which
we’d like to explain here:
ASK YOURSELF…
ASK YOURSELF questions look like this. These are opportunities to
solidify your understanding of the material you’ve just covered.
They’re also a great way to take these concepts outside of the book
and make the sort of real-world connections you’ll be able to use in
any essays or short-answer questions you come across.
If you see this feature and you’re interested in learning more,
the ONLINE CONTENT icon points you toward even more
information that can be accessed for free in your online student
tools.
This feature calls out BONUS INFORMATION & TRIVIA—fun facts
that may help you to remember a tricky concept. If nothing
else, you can use the info learned here to impress your friends!
Love U.S. history? For a deeper dive, check out our list of resources
to explore further, found in your online supplement. It will point you
toward books like A People’s History of the United States, films such
as All the President’s Men and Malcolm X, and documentaries like
Selma and The Civil War—all acclaimed resources that will give you
different perspectives on important events in U.S. history.
we’d like to explain here:
ASK YOURSELF…
ASK YOURSELF questions look like this. These are opportunities to
solidify your understanding of the material you’ve just covered.
They’re also a great way to take these concepts outside of the book
and make the sort of real-world connections you’ll be able to use in
any essays or short-answer questions you come across.
If you see this feature and you’re interested in learning more,
the ONLINE CONTENT icon points you toward even more
information that can be accessed for free in your online student
tools.
This feature calls out BONUS INFORMATION & TRIVIA—fun facts
that may help you to remember a tricky concept. If nothing
else, you can use the info learned here to impress your friends!
Love U.S. history? For a deeper dive, check out our list of resources
to explore further, found in your online supplement. It will point you
toward books like A People’s History of the United States, films such
as All the President’s Men and Malcolm X, and documentaries like
Selma and The Civil War—all acclaimed resources that will give you
different perspectives on important events in U.S. history.
Loading page 24...
Loading page 25...
United States history is traditionally thought to have begun
when Christopher Columbus inadvertently discovered the
Americas and claimed the land for Spain. This section
examines the various cultures of the indigenous people
living here at that time and the effects of the early contacts
between Europeans and Native Americans.
CHAPTER CONTENTS
1. Native Peoples of North America
2. Early Interactions Between Europeans and Native
Americans
3. The Spanish Empire
NATIVE PEOPLES OF NORTH AMERICA
When Christopher Columbus discovered the “New World” and set
the stage for European colonization, there were already millions of
indigenous people living there. These Native Americans, who are
believed to be descendants of Asian migrants who traveled across the
Bering land bridge thousands of years earlier, were scattered across
modern-day North and South America. The name “Indian,” which has
been historically applied to these earliest Americans, comes from
Columbus’s mistaken belief that he had in fact reached his intended
when Christopher Columbus inadvertently discovered the
Americas and claimed the land for Spain. This section
examines the various cultures of the indigenous people
living here at that time and the effects of the early contacts
between Europeans and Native Americans.
CHAPTER CONTENTS
1. Native Peoples of North America
2. Early Interactions Between Europeans and Native
Americans
3. The Spanish Empire
NATIVE PEOPLES OF NORTH AMERICA
When Christopher Columbus discovered the “New World” and set
the stage for European colonization, there were already millions of
indigenous people living there. These Native Americans, who are
believed to be descendants of Asian migrants who traveled across the
Bering land bridge thousands of years earlier, were scattered across
modern-day North and South America. The name “Indian,” which has
been historically applied to these earliest Americans, comes from
Columbus’s mistaken belief that he had in fact reached his intended
Loading page 26...
destination—the East Indies. During the pre-Columbian era, various
tribes with widely divergent cultures and lifestyles were scattered
throughout the region.
TRIBES OF
THE PACIFIC
NORTHWEST
Typically lived in permanent shelters made of wood and tree bark
and survived through hunting, foraging, and especially fishing
Notable tribes include the Chinook (who would later famously
encounter explorers Lewis and Clark in the 19th century).
TRIBES OF
THE
NORTHEAST
Typically lived in permanent single-family shelters (“wigwams”) or
long multi-family wooden dwellings (“longhouses”) and survived
through farming and local hunting
Notable tribes include the Iroquois and the Algonquian.
TRIBES OF
THE GREAT
PLAINS
Typically lived a nomadic lifestyle, often hunting bison for survival
and living in makeshift shelters made from animal skins (“teepees”)
Notable tribes include the Lakota Sioux.
TRIBES OF
THE
SOUTHWEST
Typically lived in permanent structures made from clay and straw
and survived through dry farming; maize cultivation, which spread
northward from present-day Mexico, facilitated the establishment of
these permanent settlements
Notable tribes include the Pueblo people of the desert, known for
their impressive towns and elaborate multistory houses.
TRIBES OF
THE
SOUTHEAST
Typically lived in permanent single-family dwellings and survived
through farming a variety of crops, as well as through hunting and
gathering
Notable tribes include the Cherokee.
THE INUIT
Typically lived a nomadic lifestyle in extremely cold northern regions
and survived through hunting, gathering, whaling, and fishing; they
lived in “igloos” (houses built out of snow) in the winter and in
makeshift (often wooden) shelters in the summer
Notable tribes include the Iñupiat people of Alaska (sometimes
called “Eskimos”).
Some Regional Lifestyle Differences Among Pre-Columbian Native Americans
tribes with widely divergent cultures and lifestyles were scattered
throughout the region.
TRIBES OF
THE PACIFIC
NORTHWEST
Typically lived in permanent shelters made of wood and tree bark
and survived through hunting, foraging, and especially fishing
Notable tribes include the Chinook (who would later famously
encounter explorers Lewis and Clark in the 19th century).
TRIBES OF
THE
NORTHEAST
Typically lived in permanent single-family shelters (“wigwams”) or
long multi-family wooden dwellings (“longhouses”) and survived
through farming and local hunting
Notable tribes include the Iroquois and the Algonquian.
TRIBES OF
THE GREAT
PLAINS
Typically lived a nomadic lifestyle, often hunting bison for survival
and living in makeshift shelters made from animal skins (“teepees”)
Notable tribes include the Lakota Sioux.
TRIBES OF
THE
SOUTHWEST
Typically lived in permanent structures made from clay and straw
and survived through dry farming; maize cultivation, which spread
northward from present-day Mexico, facilitated the establishment of
these permanent settlements
Notable tribes include the Pueblo people of the desert, known for
their impressive towns and elaborate multistory houses.
TRIBES OF
THE
SOUTHEAST
Typically lived in permanent single-family dwellings and survived
through farming a variety of crops, as well as through hunting and
gathering
Notable tribes include the Cherokee.
THE INUIT
Typically lived a nomadic lifestyle in extremely cold northern regions
and survived through hunting, gathering, whaling, and fishing; they
lived in “igloos” (houses built out of snow) in the winter and in
makeshift (often wooden) shelters in the summer
Notable tribes include the Iñupiat people of Alaska (sometimes
called “Eskimos”).
Some Regional Lifestyle Differences Among Pre-Columbian Native Americans
Loading page 27...
The Native Americans of the Great Plains would later embrace the
Spanish introduction of the horse to North America, which greatly
facilitated their nomadic lifestyle. They would often travel on
horseback and sleep in teepee tents that were easily constructed and
disassembled. They fiercely resisted European occupation of their
lands and were viewed as warlike, sometimes wearing war paint and
the brightly colored “feathered war bonnet.”
Pre-Columbian Disbursement of Native American Tribes Throughout the
Modern-Day United States
ASK YOURSELF…
The Native Americans of the Great Plains are most closely associated
with the iconic image of the “Indian” in popular culture. Accordingly, to
what extent have Hollywood depictions (particularly those of the
western genre) distorted our modern perceptions of what life was
historically like for the majority of indigenous people?
Spanish introduction of the horse to North America, which greatly
facilitated their nomadic lifestyle. They would often travel on
horseback and sleep in teepee tents that were easily constructed and
disassembled. They fiercely resisted European occupation of their
lands and were viewed as warlike, sometimes wearing war paint and
the brightly colored “feathered war bonnet.”
Pre-Columbian Disbursement of Native American Tribes Throughout the
Modern-Day United States
ASK YOURSELF…
The Native Americans of the Great Plains are most closely associated
with the iconic image of the “Indian” in popular culture. Accordingly, to
what extent have Hollywood depictions (particularly those of the
western genre) distorted our modern perceptions of what life was
historically like for the majority of indigenous people?
Loading page 28...
Columbus’s proposal to find a new sea passage to Asia was
rejected by the rulers of Portugal, France, and England. Many
experts at the time believed his calculations were way off and
that he’d never make it. They were right.
EARLY INTERACTIONS BETWEEN EUROPEANS AND
NATIVE AMERICANS
Columbus’s arrival in 1492 marked the beginning of the Contact
Period, during which Europeans and Native Americans interacted.
While in some places, such as the Roanoke Colony, initial relations
could be characterized as friendly and mutually beneficial, conflict
soon arose as the various foreign nations began to colonize the region
and dominate the indigenous people. While the native population
reaped the benefit of some European technologies and advances,
their population was eventually decimated by the introduction of
deadly disease.
FIRST CONTACT WITH THE NATIVES
When the Europeans first arrived in the Americas, the two races
exchanged goods and information, creating new opportunities for both
cultures. Unfortunately, however, there were substantial negative
repercussions from this Columbian exchange, particularly for the
native people.
rejected by the rulers of Portugal, France, and England. Many
experts at the time believed his calculations were way off and
that he’d never make it. They were right.
EARLY INTERACTIONS BETWEEN EUROPEANS AND
NATIVE AMERICANS
Columbus’s arrival in 1492 marked the beginning of the Contact
Period, during which Europeans and Native Americans interacted.
While in some places, such as the Roanoke Colony, initial relations
could be characterized as friendly and mutually beneficial, conflict
soon arose as the various foreign nations began to colonize the region
and dominate the indigenous people. While the native population
reaped the benefit of some European technologies and advances,
their population was eventually decimated by the introduction of
deadly disease.
FIRST CONTACT WITH THE NATIVES
When the Europeans first arrived in the Americas, the two races
exchanged goods and information, creating new opportunities for both
cultures. Unfortunately, however, there were substantial negative
repercussions from this Columbian exchange, particularly for the
native people.
Loading page 29...
THE EUROPEAN NATIONS RACE TO COLONIZE
Spain, the nation that sponsored Columbus and the superpower of the
day, was the first to establish colonies in the Americas. Eventually
other countries, such as France, England, and the Netherlands,
followed suit in an eager effort to carve out their own valuable pieces
of the vast New World. While the different nations interacted with the
indigenous population with varying levels of acceptance, with some
(such as the French) permitting intermarriage, the natives and their
culture were almost invariably viewed as inferior. Colonization was
Spain, the nation that sponsored Columbus and the superpower of the
day, was the first to establish colonies in the Americas. Eventually
other countries, such as France, England, and the Netherlands,
followed suit in an eager effort to carve out their own valuable pieces
of the vast New World. While the different nations interacted with the
indigenous population with varying levels of acceptance, with some
(such as the French) permitting intermarriage, the natives and their
culture were almost invariably viewed as inferior. Colonization was
Loading page 30...
seen as a civilizing force, particularly in the realm of religion.
The establishment of a colony in the New World was an extremely
expensive and risky venture! The likelihood of success was often slim,
and the monetary losses involved could be catastrophic (even for the
governments of Europe). The willingness of some nations (especially
England) to gamble on colonization was largely due to the
development of JOINT STOCK COMPANIES, which operate much like
modern corporations. Stock in the company is sold to many different
investors (or “shareholders”), who then reap the profits of a
successful enterprise but risk only their own investment.
JAMESTOWN, the first permanent British colony in America, was
founded through joint stock funding.
ASK YOURSELF…
Was it possible for the Europeans to effect a respectful colonization of
The establishment of a colony in the New World was an extremely
expensive and risky venture! The likelihood of success was often slim,
and the monetary losses involved could be catastrophic (even for the
governments of Europe). The willingness of some nations (especially
England) to gamble on colonization was largely due to the
development of JOINT STOCK COMPANIES, which operate much like
modern corporations. Stock in the company is sold to many different
investors (or “shareholders”), who then reap the profits of a
successful enterprise but risk only their own investment.
JAMESTOWN, the first permanent British colony in America, was
founded through joint stock funding.
ASK YOURSELF…
Was it possible for the Europeans to effect a respectful colonization of
Loading page 31...
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Subject
Advanced Placement