Unit IV Schedule

Unit IV Homework Guide

Overlapping Revolutions, 1800-1860


Note:  for reading pages below, you are responsible to have read those pages BEFORE YOU ARRIVE TO CLASS THE NEXT DAY.  If it is HW on Monday, you might have a quiz on it on Tuesday


Unit IV—Ch. 9  Transforming the Economy 1800-1860;  Ch. 10 A Democratic Revolution, 1800-1844; Ch. 11


Religion and Reform, 1800-1860; Ch. 12 the South Expands: Slavery & Society 1800-1860

          Part 4

College Board Periodization:  1800-1848 

   October/ November 


Go over Rev. DBQ 


Due—Ch. 9 Online

Google Classroom--Periodization


Due—Ch. 9 Subheadings

Go over Unit III test


 No School

HW:  Ch. 10  p. 322-331


 No School

Due—Ch. 10 Online

Compare & Contrast President Jackson & President Trump

Vocab Test-Ch. 9-10
Due—Ch. 10 Subheadings


Jackson Cartoons & Andrew Jackson Style


Due—Ch. 11 Online

Ch. 11 ideas--common thread activity




Essay in Class

Due—Ch. 11 Sub-headings 



 CAPP work--p. 384-5


Change AND Continuity over time
p. 386--see Google Classroom
Vocab Test-Ch. 11-12 


p 405 Slavery activity

Due--Ch. 12 Online 


CAPP--p. 398-399


Due—Ch. 12 Subheadings

Marshall Case--review Activity


Unit 4 SAQ's


No School



Unit IV Final Exam






























Concept Outline for Unit 4

The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes.


PERIOD 4 (1800-1848)


Key Concept 4.1 –The United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation's democratic ideals and change their society and institutions to match them.

Key Concept 4.2 – Innovations in technology, agriculture, and commerce powerfully accelerated the American economy, precipitating profound changes to U.S. society and to national and regional identities.

Key Concept 4.3 –U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives.

Unit 4 Vocabulary

You do not have vocabulary “assignments” but you will have a vocab test for every 2 chapters.


Ch 9

Concepts & Events

Industrial Revolution (in US)

Mineral-based economy

Labor theory of value

Market Revolution

Erie Canal

Self-made man

Benevolent Empire

American Temperance Society

Nativist movements

People to Know

Samuel Slater

Eli Whitney

Cyrus McCormick

Charles Grandison Finney


Ch. 10

Concepts & Events

Political machine

Spoils system

American System

Corrupt bargain

“consolidated government”

Tariff of Abominations


Second Bank of the US

Indian Removal Act of 1830

Trail of Tears


People to Know

John Quincy Adams

Henry Clay

Andrew Jackson

John C. Calhoun

Daniel Webster

Nicholas Biddle

Roger B. Taney


Ch. 11 

Concepts & Events





Seneca Falls Convention

People to Know



Margaret Fuller

Walt Whitman

Herman Melville

William Lloyd Garrison

Dorothea Dix

Elizabeth Cady Stanton

Susan B. Anthony


Ch. 12

Concepts & Events

Chattel principle

“positive good” argument

Black Protestantism


People to Know

Stephen Austin

Sam Houston 


Reading Strategies

Careful reading is one of the most essential skills in APUSH.  As such, knowing how to read your textbook (in particular) is an acquired skill, and here is a list of suggestions:

  • eliminate all distractions (find a quiet place, turn off electronics, etc.)
  • USE YOUR VOCABULARY LIST à while this seems obvious, don’t overlook it…the terms are there for a reason, so you’re accountable for knowing them!
  • skim the headings, visual aids and excerpts à maps, pictures, quotations, etc. are included as essential tools to the understanding… they’re not just decorations (so expect quiz items to cover them)!
  • don’t write annotate, take notes, etc. the first time you read à it is often much better to take notes, highlight, etc. once you have become familiar with the content… so read it through once, then go back and double-check for the important facts, conclusions, etc… this way you’re not transcribing the book or playing “paint by numbers” with your highlighter
  • general categories à what is political in nature?  economic?  religious? social?  intellectual?  artistic? (these will usually overlap, but that’s okay…)
  • patterns à when are events consistent with the past and when are they new directions?
  • fact/opinion à distinguish between statements of  historical fact(s) and the author’s bias
  • primary vs. secondary sources à which bits of evidence are directly from a participant or a witness (then determine the source’s credibility!) and which are not… which is better?


Use the strategies that will work best for you.  Use your performance on the assessments to gauge whether or not your reading strategies are sufficient.  The purpose of note-taking is to support your learning.  If you feel that you’re struggling with the readings, seek out a classmate and compare notes.  If that doesn’t help, let’s sit down together to discuss your process.