Apush Unit 6 Progress Check Mcq

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APUSH Unit 6 Progress Check MCQ: Your Comprehensive Guide to Success

The APUSH Unit 6 Progress Check MCQ delves into the complexities of the late 19th and early 20th centuries in American history – a period defined by industrialization, urbanization, immigration, and reform movements. Mastering this era is crucial for success not only on the Progress Check but also on the AP exam as a whole. This article breaks down the key concepts, themes, and figures you need to know, providing strategies and insights to tackle those challenging multiple-choice questions.

Understanding the Context: Key Themes of Unit 6

Before diving into specific questions, it’s essential to grasp the overarching themes that define this period:

• Industrialization and its Impact: This era witnessed unprecedented industrial growth fueled by technological innovation, abundant natural resources, and a growing labor force. Understand the rise of big business, the impact on workers, and the resulting social and economic inequalities.
• Urbanization and Immigration: Cities exploded in population as people migrated from rural areas and immigrants poured into the country seeking opportunity. Be familiar with the challenges of urban life, the immigrant experience, and the rise of nativism.
• The Gilded Age and Progressive Era: The Gilded Age was characterized by immense wealth alongside widespread poverty and corruption. The Progressive Era emerged as a response, with reformers seeking to address these issues through government action and social change.
• Westward Expansion and the Frontier: The continued westward expansion led to conflict with Native Americans, the development of agriculture in the Great Plains, and the romanticized ideal of the "Wild West."
• American Imperialism: The United States emerged as a global power, expanding its influence through territorial acquisition, economic dominance, and military intervention in various parts of the world.

Key Concepts and Figures to Master

To effectively answer the Unit 6 Progress Check MCQs, you need to be familiar with the following key concepts and figures:

Industrialization:

• Captains of Industry/Robber Barons: Individuals like Andrew Carnegie (steel), John D. Rockefeller (oil), Cornelius Vanderbilt (railroads), and J.P. Morgan (finance). Understand their contributions to industrial growth and the criticisms leveled against them.
• Laissez-faire Economics: The belief that the government should not interfere in the economy.
• Social Darwinism: The application of Darwin's theory of evolution to society, justifying wealth and inequality.
• Gospel of Wealth: Carnegie's belief that wealthy individuals had a responsibility to use their fortunes for the benefit of society.
• Technological Innovations: The Bessemer process (steel production), the telegraph and telephone (communication), the electric light bulb (illumination), and the assembly line (mass production).
• Labor Unions: Organizations like the Knights of Labor and the American Federation of Labor (AFL) that sought to improve working conditions, wages, and hours. Understand their strategies and successes/failures.
• Haymarket Affair (1886): A labor protest in Chicago that turned violent, damaging the labor movement.
• Pullman Strike (1894): A nationwide railroad strike that was put down by the federal government.

Urbanization and Immigration:

• New Immigrants: Immigrants from Southern and Eastern Europe who arrived in large numbers during this period. They often faced discrimination and lived in ethnic enclaves.
• Nativism: Anti-immigrant sentiment fueled by fears of economic competition and cultural differences.
• Chinese Exclusion Act (1882): Prohibited Chinese laborers from entering the United States.
• Settlement Houses: Community centers like Hull House (founded by Jane Addams) that provided services to immigrants and the poor.
• Political Machines: Corrupt organizations that controlled city politics by providing favors in exchange for votes. Tammany Hall in New York City is a prime example.

The Gilded Age and Progressive Era:

• Populist Party: A political party that advocated for reforms to help farmers and workers, such as government regulation of railroads and a graduated income tax.
• Progressive Movement: A broad reform movement that sought to address social, economic, and political problems through government action.
• Muckrakers: Investigative journalists who exposed corruption and social ills. Examples include Ida Tarbell (Standard Oil), Upton Sinclair (The Jungle), and Jacob Riis (How the Other Half Lives).
• Progressive Reforms: Initiatives like the direct primary, the initiative, the referendum, and the recall, which aimed to increase citizen participation in government.
• Theodore Roosevelt's Square Deal: Roosevelt's progressive agenda, which focused on consumer protection, corporate regulation, and conservation of natural resources.
• Trust-busting: Government efforts to break up monopolies and promote competition.
• Conservation Movement: Efforts to protect natural resources and preserve wilderness areas.
• Women's Suffrage Movement: The movement to gain women the right to vote. Key figures include Susan B. Anthony, Elizabeth Cady Stanton, and Alice Paul. The 19th Amendment (1920) granted women suffrage.
• Prohibition: The ban on the manufacture and sale of alcohol, achieved through the 18th Amendment (1919).

Westward Expansion and the Frontier:

• Dawes Act (1887): Aimed to assimilate Native Americans by dividing tribal lands into individual allotments.
• Indian Wars: Conflicts between the U.S. Army and Native American tribes, such as the Battle of Little Bighorn.
• The Frontier Thesis: Frederick Jackson Turner's argument that the frontier shaped American character and promoted democracy.
• Homestead Act (1862): Granted settlers 160 acres of land in the West if they agreed to live on it and cultivate it for five years.

American Imperialism:

• Spanish-American War (1898): A war between the United States and Spain that resulted in the U.S. acquiring territories like Cuba, Puerto Rico, and the Philippines.
• Reasons for Imperialism: Economic interests, strategic concerns, and a belief in American cultural superiority.
• Anti-Imperialist League: A group that opposed American imperialism, arguing that it violated the principles of self-government.
• Roosevelt Corollary to the Monroe Doctrine: Asserted the right of the United States to intervene in the affairs of Latin American countries.
• Panama Canal: A strategic waterway built by the United States that connected the Atlantic and Pacific Oceans.
• Open Door Policy: A policy that aimed to ensure equal access to trade with China.

Strategies for Tackling the MCQ

Now that you have a solid understanding of the key concepts, let's explore some strategies for tackling the APUSH Unit 6 Progress Check MCQ:

1. Read the Question Carefully: This seems obvious, but it's crucial. Pay close attention to the wording of the question, including any qualifiers or negative phrases (e.g., "except," "not"). Identify what the question is actually asking before looking at the answer choices.

2. Eliminate Incorrect Answers: Start by eliminating answer choices that you know are incorrect. This can significantly narrow down your options and increase your chances of choosing the right answer. Look for answers that are factually incorrect, irrelevant to the question, or contradict your understanding of the topic.

3. Look for Keywords and Contextual Clues: The question and answer choices often contain keywords or phrases that can help you identify the correct answer. Consider the historical context of the question and how it relates to the key themes of Unit 6.

4. Consider All Answer Choices: Don't jump to a conclusion after reading the first answer choice that seems correct. Read all the answer choices carefully before making your final decision. Sometimes, there may be multiple answers that are partially correct, but only one that is the best answer.

5. Think Like a Historian: Put yourself in the shoes of a historian and consider the different perspectives and interpretations of the events and issues being addressed in the question.

6. Use Your Knowledge of Cause and Effect: Many questions on the APUSH exam require you to understand the cause-and-effect relationships between different events and developments. Think about the consequences of industrialization, urbanization, immigration, and reform movements.

7. Pay Attention to Dates and Chronology: A strong understanding of chronology is essential for answering many APUSH questions. Be aware of the major events and their dates, and how they relate to each other in time.

8. Practice, Practice, Practice: The best way to prepare for the APUSH Unit 6 Progress Check MCQ is to practice answering multiple-choice questions. Use practice tests, review books, and online resources to hone your skills and identify areas where you need to improve.

Sample Questions and Explanations

Let's look at some sample questions that are representative of what you might encounter on the Unit 6 Progress Check MCQ:

Question 1:

Which of the following was a major consequence of industrialization in the United States during the late 19th century?

(A) A decline in agricultural production (B) A decrease in urbanization (C) The rise of a large working class (D) A reduction in income inequality

Explanation:

The correct answer is (C). Industrialization led to the growth of factories and industries, which attracted workers from rural areas and immigrants from abroad. This resulted in the rise of a large working class, often facing difficult working conditions and low wages. Option (A) is incorrect because agricultural production actually increased during this period due to technological innovations. Option (B) is incorrect because urbanization increased significantly as people moved to cities for work. Option (D) is incorrect because income inequality increased dramatically during the Gilded Age.

Question 2:

The primary goal of the American Federation of Labor (AFL) was to:

(A) Unite all workers, regardless of skill or trade (B) Advocate for socialist reforms in the United States (C) Improve wages, working hours, and working conditions for skilled workers (D) Organize industrial workers into one large union

Explanation:

The correct answer is (C). The AFL, led by Samuel Gompers, focused on practical goals such as higher wages, shorter hours, and better working conditions for skilled workers. It did not seek to unite all workers (A) or advocate for socialist reforms (B). Option (D) is more representative of the Industrial Workers of the World (IWW).

Question 3:

Which of the following best describes the attitude of nativists toward the "new immigrants" who arrived in the United States during the late 19th and early 20th centuries?

(A) Nativists welcomed the new immigrants as a source of cheap labor. (B) Nativists generally supported the new immigrants' efforts to assimilate into American culture. (C) Nativists viewed the new immigrants as a threat to American culture and economic stability. (D) Nativists advocated for government policies to assist the new immigrants in finding housing and employment.

Explanation:

The correct answer is (C). Nativists were generally hostile toward the "new immigrants" from Southern and Eastern Europe, viewing them as culturally different and economically threatening. They feared that the immigrants would take jobs away from native-born Americans and undermine American values. Options (A), (B), and (D) are all incorrect because they contradict the historical reality of nativist sentiment.

Question 4:

Upton Sinclair's novel The Jungle primarily exposed the:

(A) Corrupt practices of political machines in urban areas (B) Unsanitary conditions in the meatpacking industry (C) Exploitation of child labor in factories (D) Environmental damage caused by industrial pollution

Explanation:

The correct answer is (B). The Jungle was a muckraking novel that exposed the horrific conditions in the meatpacking industry, leading to public outcry and the passage of the Pure Food and Drug Act and the Meat Inspection Act. While the novel also touched on other social issues, its primary focus was on the meatpacking industry.

Question 5:

The Roosevelt Corollary to the Monroe Doctrine asserted the right of the United States to:

(A) Acquire new territories in Asia and Africa (B) Intervene in the internal affairs of Latin American countries (C) Form alliances with European powers (D) Promote free trade throughout the world

Explanation:

The correct answer is (B). The Roosevelt Corollary stated that the United States had the right to intervene in the affairs of Latin American countries to prevent European powers from doing so. This policy was often used to justify U.S. intervention in the region.

Common Mistakes to Avoid

• Overgeneralizing: Be careful not to make broad generalizations about entire groups of people or historical periods.
• Anachronisms: Avoid imposing present-day values and beliefs on the past.
• Assuming Correlation Equals Causation: Just because two events happened around the same time does not mean that one caused the other.
• Ignoring Nuance: History is complex, and there are often multiple perspectives and interpretations of events.
• Relying on Assumptions: Base your answers on factual knowledge and historical evidence, not on assumptions or stereotypes.

Additional Resources for Review

• APUSH Review Books: Princeton Review, Barron's, Kaplan, etc.
• Online APUSH Resources: Khan Academy, Crash Course U.S. History, Heimler's History.
• College Board APUSH Website: Official resources, including practice exams and course descriptions.
• Textbooks: Your APUSH textbook is a valuable source of information.

Conclusion

The APUSH Unit 6 Progress Check MCQ requires a thorough understanding of the key themes, concepts, and figures of the late 19th and early 20th centuries. By mastering the content, practicing your skills, and avoiding common mistakes, you can increase your chances of success on the Progress Check and the AP exam as a whole. Remember to read questions carefully, eliminate incorrect answers, look for keywords, and think like a historian. Good luck!