P3 Midterm In-Class Review
Period 3 In-Class Review Name: _________________________________
APUSH Block: ____
Directions: You and your group will be working through this worksheet in class today. Please finish the worksheet before leaving class. The material that you will be reviewing together will be pertinent to your Midterm.
Section I - Buildup of Tensions
Directions: Fill in the task below using your notes.
Task: In the Arrow below, explain how the event on the left led to the effect on the right.
| Pontiac’s Rebellion |  | Proclamation of 1763 |
| French and Indian War Debt |  | End of Salutary Neglect |
Section II - Taxation
Directions: From the terms below, complete three strands and explain the cause and effect relationship between them. You are not allowed to use a term more than once and each strand should follow a logical and chronological order. The terms listed below are in chronological order from left to right.
| Sugar Act | Quartering Act | Stamp Act | Stamp Act Congress | Townshend Acts | Nonimportation Agreements |
| Boston Massacre | Committees of Correspondence | Boston Tea Party | “Intolerable Acts” | Quebec Act | 1st Continental Congress |
| Lexington and Concord | 2nd Continental Congress | Common Sense | Declaration of Independence | ||
Cause and Effect Strand #1
Task: fill in the Cause-and-Effect strand below, then explain the connection in the box below.
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| Explanation: | ||||
Cause and Effect Strand #2
Task: fill in the Cause-and-Effect strand below, then explain the connection in the box below.
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| Explanation: | ||||
Cause and Effect Strand #3
Task: fill in the Cause-and-Effect strand below, then explain the connection in the box below.
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| Explanation: | ||||
Section III - Early Important Docs
Directions: Match the correct doc on the left with its description on the right.
_____ 1. Articles of Confederation A. Sold parcels of land to help pay off the Revolutionary War debt
_____ 2. Land Ordinance of 1785 B. Sets up governance of territories under the rule of the federal gov’t
_____ 3. Northwest Ordinance of 1787 C. Loose joining of the colonies/states in a common cause
Section IV - Constitutional Debate
Directions: Match the correct debate on the left with its description on the right.
_____ 1. Virginia Plan A. Essays written in support of ratification of the Constitution
_____ 2. New Jersey Plan B. HOR reflected population and the Senate reflected equal representation of states
_____ 3. The Great Compromise C. Representation by population
_____ 4. The 3/5 Compromise D. Compromise to decide how slaves accounted into representation
_____ 5. The Federalist Papers E. Absolute representation by state
Section V - Federalist vs. Anti-Federalist
Directions: Read the description on the left and check if it is a Federalist or Anti-Federalist view.
| Federalist vs. Anti-Federalists | ||
| Description | Federalist View | Anti-Federalist View |
| Party was lead by Thomas Jefferson | ||
| Believed that the power should go to the wealthy class | ||
| Government power should go to the national government | ||
| Had a strict interpretation of the Constitution | ||
| Control of money should be handled by the State Banks | ||
| Large part of their voter population lived in the South | ||
Section VI - Early Issues
Directions: Complete the chart below. Use your notes to help you complete this chart.
| Early Issues in the United States | |||
| Issue | Description of Issue in your own words | How did we solve this issue? | |
| Whiskey Rebellion |  | ||
| Neutrality Proclamation |  | ||
| Alien and Sedition Laws |  | ||
| Kentucky and Virginia Resolutions |  | ||
Teacher Check
Directions: After you and your group have finished this Period 1 review, you will bring it up to me to be checked and discussed. After your full completion and discussion, you will get a stamp below to indicate completion. You’ll keep this packet to help study for the Midterm, then turn it in the day of your midterm. You will get credit for completing this assignment only if you have the stamp.
| Check Stamp |
Period 3 Midterm In-Class Review | APUSH |