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APUSH - AMSCO Ch 11

Authored by Cicely Sigue

History

9th - 12th Grade

Used 53+ times

APUSH - AMSCO Ch 11
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This quiz addresses the Antebellum Period in American history, specifically covering the reform movements, political developments, and social changes from approximately 1800 to 1860. The content is appropriate for 11th grade students studying Advanced Placement United States History (APUSH). Students need comprehensive understanding of the Second Great Awakening's role in spurring social reform movements, including temperance, public education, women's rights, and abolitionism. They must grasp the political dynamics of the Jacksonian era, including the expansion of democratic participation, the formation of the Democratic Party, and major constitutional conflicts like the Nullification Crisis and Worcester v. Georgia. The quiz requires students to analyze cause-and-effect relationships between religious revival and social activism, understand the development of judicial review through Marbury v. Madison, and evaluate the interconnections between various reform movements and key figures like Dorothea Dix, Horace Mann, Elizabeth Cady Stanton, and Frederick Douglass. Created by Cicely Sigue, a History teacher in the US who teaches grades 9-12. This comprehensive assessment serves as an excellent review tool for students preparing for their APUSH exam, particularly focusing on Chapter 11 content from the AMSCO textbook. The quiz can be effectively used as a formative assessment to gauge student understanding before a unit test, as homework to reinforce classroom learning, or as a warm-up activity to activate prior knowledge before diving deeper into Antebellum period discussions. Teachers can also utilize this as a review session before the AP exam in May, helping students identify knowledge gaps in their understanding of early 19th-century reform movements and political developments. The quiz aligns with AP U.S. History Course Framework standards, particularly those addressing Period 4 (1800-1848) themes of politics and power, work, exchange and technology, and American and regional culture, while also connecting to the College Board's emphasis on analyzing historical developments in context and crafting historical arguments.

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15 questions

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1.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which of the following is not true about the Antebellum Period?

Slavery was abolished with the 13th Amendment.

It was the period before the Civil War.

Focuses were - establishing free (tax-supported) public schools, improving the treatment of the mentally ill, and controlling or abolishing the sale of alcohol.

People fought for equal rights for women and abolishing slavery.

2.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

A religious revival during the early 1800s which began among educated people. Successful preachers were audience-centered and easily understood by the uneducated; they spoke about the opportunity for salvation to all.

The Second Great Awakening

The First Great Awakening

The Temperance Movement

The Public Education Reform Movement

3.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which of the following is not true about the Temperance movement?

Dorthea Dix led the crusade to fix the conditions in mental health hospitals by publicizing the awful treatment she had witnessed.

The high rate of alcohol consumption prompted reformers to target alcohol as the cause of social ills.

German and Irish immigrants were largely opposed to the Temperance campaign but they lacked the political power to prevent governments from passing reforms.

Factory owners and politicians joined when it became clear that Temperance measures could reduce crime and poverty and increase workers’ output on the job.

4.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which of the following is not true about the movement for Public Asylums?

People fought for equal rights for women and abolishing slavery.

Dorthea Dix led the crusade to fix the conditions in mental health hospitals by publicizing the awful treatment she had witnessed.

Schools for the blind and the deaf were established in many states.

Prison reform reflected a major doctrine of the asylum movement: structure and discipline would bring about moral reform.

5.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which of the following is not true about the reform of Public Education?

The reform only focused on educating the wealthy urbanites.

The reform was spurred by fears for the future of the republic posed by growing numbers of the uneducated poor.

Horace Mann was the leading advocate of the common (public) school movement and worked for compulsory attendance for all children, a longer school year, and increased teacher preparation.

Reformers wanted children to not only learn basic literacy, but also moral principles.

6.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which of the following is not true about the Seneca Falls Convention (1848)?

Men understood their errors and Congress immediately passed the 19th Amendment, giving women the right to vote.

It was the first women’s rights convention in American history.

The “Declaration of Sentiments” declared that “all mean and women are created equal” and listed women’s grievances against laws and customs that discriminated against them.

Elizabeth Cady Stanton and Susan B. Anthony led the campaign for equal voting, legal, and property rights for women after the convention.

7.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Which of the following is not true about the Antislavery Movement?

No women were allowed because the movement was seen as a violent one, unfit for women.

The idea of transporting freed slaves to an African colony was first tried in 1817 with the founding of the American Colonization Society, and founded an African-American settlement in Monrovia, Liberia in 1822.

The American Antislavery Society was founded in 1833, demanding for an immediate abolition of slavery without compensation to the slaveowners, and condemned and burned the Constitution as a proslavery document.

Fredrick Douglass advocated both political and direct action to end slavery and racial prejudice.

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