Unit 1 Study Guide – a guide to preparation for all parts of the Unit Exam

Tips: What Helps Learning? from the FAQs (Frequently Asked Questions)


If you have questions about any of this webpage, please ask. I will add more detail on the date in the Course Schedule and I will also expand these answers based on your questions. Tip: the password—and it is the same password for all exams that can be taken only 1 time—is at the bottom.


Table of Contents:

Temporary Link to the Possible Questions for the Written Exam

How to Use the Equivalent of Endnotes for the Unit 1 and 2 Written Exams

Practical Issues That Students Frequently Want to Know about the Unit Objective and Written Exams

Specific Tips for Each Chapter

In Chapter 16

In Chapter 17

In Chapter 18

In Chapter 19

The password


Temporary Link to the Possible Questions for the Written Part of the Exam

If someone posts in Students Helping Students with History for Unit 1 that he or she wants to see a link to possible questions for the Unit 1 Written Exam, I will place that link here.

Someone did post. Click here to see the Unit 1 Written questions.

How to Use the Equivalent of Endnotes for the Unit 1 and 2 Written Parts of the Exams

Two links that might help you are:

·         Why Endnotes Should Be a Lifetime Skill And a Before- and After-correction Student Example. – This would not have been possible without a kind student (one who can now do much stronger work). It also shows you the difference between:

o   The equivalent of endnotes used for a Unit Written Exam

o   Actual endnotes created with Microsoft Word for the Analysis of Primaries

·         General requirements for Unit Written Exams

Practical Issues That Students Frequently Want to Know about the Unit Objective and Written Exams

The content for Unit 1 covers Chapter 16 through Chapter 19. Reminder: one of the quizzes in Evidence Matters is part of the questions on Unit 1 Objective Exam.


With Unit 1, you do both an Objective and Written part of the Exam. Click here for information that is the same for all Unit Exams. This link covers:

·         For both Objective and Written parts of the Unit exam, the source of content, the number of questions and the point value, how the questions are in sets in Blackboard and what a set is.

·         For the Written Exam, what different about written parts of the test and how you have choices within a question

Specific Tips for Each Chapter

In Chapter 16

1.    Look for the inventions that mark this era both with products and with the rise of urban life

2.    Examine the growth of railroads.

3.    Examine device, new inventions

4.    Examine the rise of corporations in what industries and how they gained power over competitors and state government (including how they used the law to stop state legislatures from regulating corporations that they created)

·         Look for the words trust and holding company

·         What is written below is something that I am used to seeing in some form in most textbooks and these facts tend to help students understand. Favor: If you find this information in your textbook, please email me the page number(s).
At this time in history, the process was that state legislatures gave the authority for a business to have the rights of a corporation, including limited liability for their actions. New Jersey was one of the states most favorable to corporations. Here’s a simple example of liability:
- If you were the sole proprietor of a store and someone got hurt because of your actions and sued you, you could lose your business and your home and your other personal assets.
- If you were incorporated, you lost only your investment in the business.

·         Look at the terms horizontal and vertical integration and who did them

5.    Look at industrial capitalists and the famous financial capitalist

6.    Look at the relationship between government and robber barons. It will be no surprise that there is a growing movement during the Gilded Age (and notice that term) to clean up this mess.

7.    Examine the robber barons, the middle class, and varied poor in the working class—including injuries, death rate, and child labor

8.    Examine the attempts of working people to organize, including the Knights of Labor and the American Federation of Labor

9.    Notice the famous strikes covered in this period, including businesses having their own private army (wow!) and what government did


In Chapter 17

1.    Notice the term the New South

2.    Examine the South’s industries, poverty, and agriculture (especially the crop-lien system)

3.    Notice what happened to African Americans after 1890
Caution: notice the dates are in the 1890s and things change from what had happened in some areas of the South during Reconstruction and in the years after 1877 to 1890. For example, the information on Wilmington, North Carolina shows you that in some areas African Americans both voted and held office.
Notice: the Plessy case, voting, Jim Crow, the Wilmington mob attack, and what lynching was.
If you disbelieve any of those sections of the textbook, use the Videos I have added to Chapter 17 and the optional primaries in that chapter.

4.    Notice the 2 quite different African American leaders: Booker T. Washington and W.E.B. Du Bois


1.    Notice the new west that is between the Mississippi and the Rockies

2.    Notice the ways people make a living and how hard it is.

3.    Notice what happens to women, both negatively and positively.

4.    Notice what happens to Native Americans and how they are treated in the Dawes Severalty Act.
Tip: .Severalty means to own property as an individual. This is the opposite of how Native Americans owned property—they owned it as a tribe and they had the right to use the land but not cut it or destroy it. This is a move to destroy the tribal structure. Further, as your textbook adds, this policy resulted in the loss of 86 million of their prior 130 million acres.

5.    Notice the brief introduction to the Populists, the rise of the farmers in opposition to this destruction new world.
Tip: .Since the time of Jefferson, the farmers had been considered the foundation of the American republic where people could support themselves and therefore vote for themselves and the general welfare, not just vote as a boss might demand.
Reminder: we do not have the secret ballot yet. If you want confirmation, click on the Smithsonian’s link on the vote that failed and the rise of the secret ballot


In Chapter 18

1.    Notice urbanization and how it spreads across the nation, including technologies, leisure, and the dangers such as the tenement.

2.    Notice the “new immigration” and their traits. Also notice the first federal law to block an immigrant group—the Chinese Exclusion Act.

3.    Notice Darwinism and—the creation of Herbert Spencer, not Charles Darwin—Social Darwinism. Also notice the counter voices of Lester Frank Ward—with more coming after 1900.

4.    Notice in general bossism, partisan politics and local and national levels, and corruption. Notice the Pendleton Act for reform of government jobs (civil service)
Tip: You will not have to recognize each of these presidencies in what has been called an era where the voters couldn’t tell the difference in their policies.

5.    Notice the railroads and the Interstate Commerce Commission—a federal version of a method the farmers had gotten passed at the state level.

Tip: The Constitution makes Congress the power when it comes to commerce between states and railroads—to be of use—would have to cross between states. This commission form of government will become the model for regulation after 1900.

6.    Notice the farmers’ problems and how they overlap with currency.

·         Debtors want inflation—whether it is with more paper money or by coining a cheaper metal than gold (in other words, silver).

·         Creditors want deflation—and they got what they wanted.

7.    Notice the Farmers Alliance and how it became a 3rd party as the Populists and notice both the election of 1892 and the one in 1896.


In Chapter 19

1.    Notice Alfred Thayer Mahon and what he observes.

2.    Notice Alaska and Hawaii and why the imperialism in the Pacific.
Tip: Remember your U.S. History I course. Empire means gaining territory that is a colony, one whose people do not have the same rights as the mother country. The American Revolution was against being a colony of Great Britain.

3.    Notice the lead up the Spanish-American War, in brief the war itself, and what the United States gets as colonies.
Caution: With Cuba use your index to make sure you notice what both of these say:

·         The Teller Amendment to the war declaration

·         The Platt Amendment that eventually ends up as an amendment to the new Cuban Constitution and in a treaty (That section is not clearly written in the textbook but I can provide a copy of a specific source if anyone wants to see it.)  Tip: One of its issues is a place called Guantanamo Bay.

4.    Notice these basics of the war, including the Rough Riders and John Hay’s famous line.

5.    Notice the Filipino resistance and the final outcome.

6.    Notice the American Anti-Imperialist League.

7.    Notice the Open Door policy and what it is.

8.    After the assassination of William McKinley, notice the foreign policies of Theodore Roosevelt (a Republican)

9.    Notice the foreign policies of his successors: William Howard Taft (a Republican) and Woodrow Wilson (a Democrat).

The password

You may take exams only 1 time; therefore, the password is

onetimeonly – no spaces and no capital letters.




Copyright C. J. Bibus, Ed.D. 2003-2016


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