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APUSH Unit 4 Review

Authored by Ryan Ashby

History

11th - 12th Grade

Used 2K+ times

APUSH Unit 4 Review
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This quiz comprehensively covers the Jacksonian Era and Antebellum Period of American history, spanning roughly 1824 to 1844. The content is appropriately designed for 11th and 12th grade students studying Advanced Placement United States History (APUSH). The questions assess students' understanding of the rise of New Democracy and expanded suffrage, Andrew Jackson's presidency including the nullification crisis and Bank War, westward expansion and Indian removal, the Texas Revolution, technological innovations of the Industrial Revolution, immigration patterns, and reform movements of the Second Great Awakening. Students need strong analytical skills to evaluate cause-and-effect relationships, understand the tensions between federal and state power, and synthesize how economic, social, and political changes transformed American society during this pivotal period. The quiz requires mastery of specific historical figures, events, and concepts while demanding higher-order thinking to connect these elements within the broader narrative of American democratic development. Created by Ryan Ashby, a History teacher in the US who teaches grades 11 and 12. This comprehensive review quiz serves multiple instructional purposes throughout Unit 4 instruction, functioning effectively as a formative assessment tool to gauge student understanding before major examinations, homework assignments to reinforce key concepts, or review sessions to consolidate learning before the AP exam. Teachers can utilize individual questions as warm-up activities to activate prior knowledge or deploy the entire quiz as a comprehensive practice test. The quiz aligns with College Board standards for APUSH, specifically addressing Key Concept 4.1 (democratic ideals and revolutionary ideology), Key Concept 4.2 (innovations in technology and agriculture), and Key Concept 4.3 (migration and settlement patterns), while supporting the development of historical thinking skills including analyzing evidence, crafting historical arguments, and understanding continuity and change over time.

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60 questions

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1.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

With the rise of the New Democracy, Westerners believed that a man was well qualified for office if he 

had an education
was a military leader and looked like a common man
had gained considerable wealth
was a leading citizen

2.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

At the core of the New Democracy was the belief that government should be

highly centralized
in the hands of the common people
confined to the property-owning
left to the well educated

3.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

The property qualifications to vote became meaningless in the West because

so few owned land
new ways had been found to keep the common man from voting
land was so easily obtained
so few on the frontier wanted to vote

4.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

The New Democracy was based on the idea that the right to vote should be extended to 

all adults
women and African-Americans
only those who owned property
all adult white men

5.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

The Missouri Compromise was especially instrumental in causing many _______ to become involved in national politics.

southerners
northern urban laborers
New England merchants
westerners

6.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

The House of Representatives decided the 1824 presidential election when 

no candidate received a majority of the vote in the Electoral College
William Crawford suffered a stroke
forced to do so by King Caucus
Henry Clay, as Speaker of the House, made the request 

7.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

The president elected in 1824, John Quincy Adams, was charged by his political opponents with having struck a "corrupt bargain" when he appointed _______ to become _______. 

John C. Calhoun, vice-president
William Crawford, chief justice
Henry Clay, secretary of state
Daniel Webster, secretary of state

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