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''' Historical timeline for SAT Reading section historical passages | ''' Historical timeline for SAT Reading section historical passages | ||
[[category:SAT verbal]] | [[category:SAT verbal]] | ||
[[category:SAT prep]] | [[category:SAT exam prep]] | ||
[[category:SAT Reading]] | |||
{{New SAT test disclaimer}} | |||
* This entry is a subpage of [[SAT Reading section techniques, strategies & approaches]] | * This entry is a subpage of [[SAT Reading section techniques, strategies & approaches]] | ||
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** wars mark historical turning points | ** wars mark historical turning points | ||
*** therefore ideas, discussions and themes are different before and after wars | *** therefore ideas, discussions and themes are different before and after wars | ||
* you can also isolate non-historical possible answers because the language or perspective would not apply to that particular period or historical actors | |||
* | |||
== Major wars timeline == | == Major wars timeline == | ||
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* 1861-65: U.S. Civil War | * 1861-65: U.S. Civil War | ||
* 1898: Spanish-American War | * 1898: Spanish-American War | ||
* 1914-18: WWI | * 1914-18: WWI (U.S. 1917-1918) | ||
* 1939-45: WWII | * 1939-45: WWII (U.S. 1941-1945) | ||
* 1959-75: Vietnam War (U.S. ground war: 1965) | * 1959-75: Vietnam War (U.S. ground war: 1965-72) | ||
* 2002- | * 2002-2021: Afghanistan/ War on Terror | ||
* 2003-11: Iraq War (Iraqi Insurgency: 2003-2006) | * 2003-11: Iraq War (Iraqi Insurgency: 2003-2006) | ||
|| Other wars to know: | || Other wars to know: | ||
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|- style="vertical-align:top;" | |- style="vertical-align:top;" | ||
|<nowiki>*</nowiki>'''American Revolution timeline:''' | |<nowiki>*</nowiki>'''American Revolution timeline:''' | ||
- 1765-1775: Colonial agitation | - 1765-1775: Colonial agitation against British rule & laws | ||
- 1774: fist Continental Congress & other colonial organization in opposition of British rule | |||
- 1775-76: Thomas Paine's "Common Sense", Declaration of Indepenndence | |||
- 1775-1781: War | - 1775-1781: War | ||
- 1783: Treaty of Paris formally ends War | - 1783: Treaty of Paris formally ends War | ||
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|- | |- | ||
|} | |} | ||
== Historical terminology == | |||
* '''abolition/ abolitionism / emancipation''' = movement to end slavery | |||
** the 13th amendment "abolished" slavery (1865) | |||
* '''civil rights, Jim Crow, Segregation, Civil Rights Movement''' | |||
** the 13th, 14th & 15th amendments, which followed the Civil War, abolished slavery, guaranteed citizenship for freed slaves, and guaranteed the right to vote by former male slaves, respectively | |||
** those protections were only as good as the laws were implemented | |||
*** "Reconstruction" = the period from 1865-1877, during which Union armies occupied the South and enforced "reconstruction" era protections of the rights of the former slaves | |||
*** Reconstruction failed to fully implement those laws, and "segregation" | |||
* '''disenfranchised''' | |||
** = not having the vote (franchise) | |||
* dissent | |||
** = disagreement, usually regarding official policy | |||
* '''domestic''' | |||
** in politics/ economics = the homeland, or "home" politics, economy, etc. | |||
* '''franchise''' | |||
** = the vote, the right to vote | |||
* '''imperialism''' | |||
* '''"Manifest destiny"''' = movement for U.S. westward expansion across the continent (term coined in 1845) | |||
** U.S. imperialism commences with the taking of Cuba, Puerto Rico and Philippines after the Spanish-American War (1898) | |||
* '''popular sovereignty''' | |||
** political theory from 1850s, pushed by Sen. Stephen Douglas, that people of the states themselves should decide if slavery was to be allowed | |||
* '''prohibition''' = movement to ban alcohol | |||
** in the U.S., the 18th amendment banned the manufacture and sale of alcohol (1917) | |||
*** the 21st amendment repealed the 18th amendment (1933) | |||
* '''"republican motherhood"''' | |||
* '''states rights''' | |||
** the that states have distinct powers and laws from the federal government | |||
*** or, = an assertion of those powers over federal power | |||
*** related to "nullification" and the "nullification crisis" | |||
**** = when a state "nullifies" a federal law | |||
**** = a crisis because it puts state power above federal power (in violation of the "Supremacy cause") | |||
* '''suffrage''' = "the vote" or the right to vote | |||
** the 15th amendment guaranteed the right to vote for male former slaves (1869) | |||
** women who championed or protested for the vote between the Civil War and 1919 were known as "'''Suffragettes'''" | |||
* '''suffragette''' = a woman who advocated, often in public protest, for women's suffrage | |||
* '''tariff''' = import duties (taxes) | |||
** the tariff was a dominant political issue in the first +/- 120 years of the country | |||
*** low tariff advocates tended to be states that exported agricultural products (esp. cotton) and imported manufactured goods | |||
**** early Democrats (Jeffersonians) were anti-tariff | |||
**** low-tariff advocates argue/argued that import taxes punish consumers and create high prices of domestic as well as foreign goods | |||
*** high-tariff advocates tended to be manufacturing states | |||
**** Whigs (Hamiltonians) and early Republicans were pro-tariff | |||
**** high-tariff advocates were/ are called "protectionists" in that they want to "protect" American industry and jobs from foreign competition (imports) | |||
* '''temperance''' or '''temperance movement''' = anti-alcohol / prohibition of alcohol movements | |||
* '''women's suffrage''' = right to vote for women | |||
** in U.S. the 19th Amendment guaranteed the right of women to vote (1919) | |||
* '''women's rights''' = | |||
**the 19th Amendment guaranteed <u>political equality</u> for women, but not equality in economics, education, etc. | |||
** so passages on women's rights after 1919 will focus on those aspects of equality, not suffrage | |||
* | |||
== Historical actors to know == | |||
By knowing these persons and the periods and themes they represent, you can relate to them any unfamiliar authors on the test who have a similar outlook or historical significance | |||
* '''Susan B. Anthony''', 1820-1907 | |||
** women's suffrage leader and abolitionist | |||
* '''William Jennings Bryan''', 1860-1925 | |||
** Democratic leader and candidate for President | |||
** promoted "populism" and "soft money" (silver) | |||
* '''Edmund Burke''', 1729-1797 | |||
** Conservative British politician and critic of the French Revolution | |||
*** Burke argued against radicalism and destruction of institutions | |||
** supported U.S. colonies against British suppression of colonial dissent | |||
*** articulated theory of "salutary neglect" which argued that direct British control of the American colonies was undesirable, whereas when British policies towards the colonies were hands-off, it constituted "salutary" or healthy, neglect | |||
* '''Frederick Douglass''', 1818-1895 | |||
** born in slavery, escaped slavery and became nation's prominent abolitionist and civil rights advocate | |||
* '''Stephen Douglas''', 1813-1861 | |||
** Illinois Democratic Senator who championed ""Popular Sovereignty" as a solution to the pre-Civil War problem of the spread of slavery across the continent and for entry of new states | |||
** Douglas famously debated Lincoln during the Illinois Senate race of 1858 | |||
* '''Abraham Lincoln''', 1809-1865 | |||
** note that Lincoln opposed the Mexican-American War (1846-48) | |||
* '''John Stuart Mill''', 1806-1873 | |||
** British politician, philosopher; supported women's suffrage; proponent of utilitarianism (the idea of maximal "utility" to create maximum benefit) | |||
* '''Thomas Paine''' | |||
** radical, pro-revolution | |||
** wrote "Common Sense" | |||
* '''Elizabeth Cady Stanton''', 1815-1902 | |||
** women's suffrage; organizer of the 1848 Seneca Falls Convention | |||
* '''Henry David Thoreau''', 1817-1862 | |||
** mid-19th century essayist, abolitionist; championed civil rights and dissent in "Civil Disobedience" | |||
* '''Alexis de Tocqueville''', 1805-1859 | |||
** French aristocrat who authored a study of the nature of American democracy, "Democracy in America" | |||
*'''Mary Wollstonecraft''', 1759-`797 | |||
**early British advocate of women's rights; considered founder of feminist philosophy | |||
== Themes & events timelines == | == Themes & events timelines == | ||
=== 1500s-1700s === | === 1500s-1700s === | ||
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** it is useful to know the general timeline, anyway | ** it is useful to know the general timeline, anyway | ||
{| class="wikitable" style="vertical-align:top; width:75%;" | {| class="wikitable" style="vertical-align:top; width:75%;" | ||
|+ 16th | |+ 16th-18th centuries | ||
|- | |- | ||
| 1500-1600s | | 1500-1600s | ||
* colonization of Americas by European powers | |||
* Early British colonial settlements: | * Early British colonial settlements: | ||
** 1584 Roanoke | ** 1584 Roanoke | ||
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1700s General: | 1700s General: | ||
* Enlightenment / Age of Reason | * Enlightenment / Age of Reason | ||
* European economic / political expansion/ colonization/ slavery / mercantilism | * European economic / political expansion/ colonization/ slavery / mercantilism | ||
* U.S. colonial westward expansion | * U.S. colonial westward expansion | ||
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- taxes | - taxes | ||
- dispute over representation in Parliament | - dispute over representation in Parliament | ||
'''1775-81 American Revolution''' | '''1775-81 American Revolution & early American Republic''' | ||
- 1776: Declaration of Independence | - 1776: Declaration of Independence | ||
- 1787: US Constitution (ratified 1789) | - 1787: US Constitution (ratified 1789) | ||
- 1789 US Gov operates under constitution | - 1789: US Gov operates under constitution | ||
- 1789-95: George Washington President, consolidation of the presidency, assertion federal powers | |||
- 1790s: growing partisan divide between Adams/Hamilton Federalists (pro-central power, pro-tariff, pro-national bank) and Jefferson's Democratic-Republicans (anti-strong central gov, pro-states, anti-tariff and anti-bank) | |||
- 1798: Alien & Sedition Acts enacted as part of bitter US political divide over France-Britain wars | |||
'''1789-95: French Revolution''' | '''1789-95: French Revolution''' | ||
- 1793: French Rev: Reign of Terror | - 1789: Estates General called but Third Estate (commoners) creates rival National Assembly, hurch property is nationalized by the National Assembly, Declaration of the Rights of Man issued | ||
- 1790-93: Nobility abolished, Haitian Revolution starts, new Constitution enacted, King attempts to flee Paris and is tried and executed (1792-3) | |||
- 1793-94: French Rev: Reign of Terror ("Jacobin Club" = anti-royalists who seize power in 1793), fall of Jacobins (1795), the Directory takes over (governing council) | |||
- 1799: Napoleon Bonaparte seizes power | - 1799: Napoleon Bonaparte seizes power | ||
|- | |- | ||
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|- | |- | ||
|* '''1800s general:''' | |* '''1800s general:''' | ||
- Rise of US political parties | |||
- US western expansion (new states) | - US western expansion (new states) | ||
- Slavery / Civil War/ Reconstruction / Segregation | |||
- Social and economic change/ progress | - Social and economic change/ progress | ||
- Rising middle and professional class | - Rising middle and professional class | ||
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- Democracy / expanding rights and freedoms | - Democracy / expanding rights and freedoms | ||
'''Early 1800s timeline''' | '''Early 1800s timeline''' | ||
- 1800: Election of Jefferson called the "Revolution of 1800" = 1st successful transition of power between rival political parties | |||
- 1803: Louisiana Purchase expands US territory west of the Mississippi River | |||
- 1803-1815 Napoleonic Wars | - 1803-1815 Napoleonic Wars | ||
- 1812-1815 War of 1812 (US v Britain) | - 1812-1815 War of 1812 (US v Britain) | ||
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- 1840s-50s: Karl Marx / Irish potato famine / direct British rule in India / Charles Darwin | - 1840s-50s: Karl Marx / Irish potato famine / direct British rule in India / Charles Darwin | ||
'''1820s-1850s Antebellum US:''' | '''1820s-1850s Antebellum US:''' | ||
- Missouri Comprise of 1820 | - 1820, Missouri Comprise (also "Compromise of 1820") | ||
- Alexander de Tocqueville’s “Democracy in America” (study of America by French diplomat) | - 1830s, Alexander de Tocqueville’s “Democracy in America” (study of America by French diplomat) | ||
- | - 1820s-30s, temperance movement (precursor to Second Great Awakening) | ||
- Nat Turner’s | - 1831, Nat Turner’s (slave) Rebellion | ||
- Indian wars 1830s (also 1870s) | - 1830s, Indian wars 1830s (also 1870s) | ||
- religious movements / Second Great Awakening | - 1840s-50s, religious movements / Second Great Awakening | ||
> Thoreau/ Emerson/ Transcendentalism, individualism, individual morality, nature | |||
> women's political participation (part of Jacksonian democracy) | |||
> women's suffrage (voting) & rights / franchise / disenfranchisement | |||
- 1848, Seneca Falls/ Declaration of Sentiments | |||
- Seneca Falls/ Declaration of Sentiments | - anti-slavery/ abolition movement / Frederick Douglass / Underground Railroad / Uncle Tom’s Cabin / "Bleeding Kansas" / John Brown's rebellion | ||
- anti-slavery/ abolition movement / Frederick Douglass / Underground Railroad / Uncle Tom’s Cabin | || '''Antebellum themes:''' | ||
|| '''Antebellum | - sectional division, political conflict & compromises: | ||
>> slavery/territorial expansion / tariff/ national bank | |||
- 1820s-40s US: railroads/ canals / telegraph | - 1820s-40s US: railroads/ canals / telegraph | ||
- | - 1829-1837: Jackson presidency/ Jacksonian Revolution (increased political participation) | ||
- | - 1834-45: Texas independence (1845 annexation to U.S.) | ||
- Manifest Destiny / western expansion (1830s-1850s) | |||
- 1846-48: Mexican-American War: ends compromise of 1820 due to new states/ territories; leads to heightened North-South division | |||
- 1850: Compromise of 1850 (Stephen Douglas, popular sovereignty) | |||
- 1854: Kansas-Nebraska Act | |||
'''1861-1865: Civil War''' | '''1861-1865: Civil War''' | ||
- slavery / states’ rights / union | - slavery / states’ rights / union | ||
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|- | |- | ||
|} | |} | ||
== Example of applying historical knowledge or context on SAT Reading == | |||
=== Historical knowledge === | |||
* [https://collegereadiness.collegeboard.org/pdf/sat-practice-test-7.pdf College Board practice test 7, 4th passage, question 40]: | |||
* these two passages are from 1840 and 1851 | |||
** '''1840 by Alexis de Tocqueville''' | |||
*** students are likely to have heard of Tocqueville, a French aristocrat who studied American democracy and notions of equality | |||
*** he wrote a book "Democracy in America" with his observations on American social, economic, and political outcomes through the point of view of 1) a French aristocrat; and 2) the effects of democratic and egalitarian views of white Americans | |||
** '''1850 by Harriet Taylor Mill''' | |||
** students would be less likely to know Mill, but we can infer from the introduction her arguments, especially as counter to those of a French aristocrat | |||
*** Mill was an important British advocate for women's rights | |||
*** she married the British political philosopher, John Stuart Mill | |||
** students are likely to know that the 1840s-1850s were a time of reform called the "Second Great Awakening" | |||
*** and that many of these reform movements intersected | |||
**** especially women's rights and abolition of slavery | |||
click EXPAND for elimination based upon historical understanding of the perspectives of these authors: | |||
<div class="mw-collapsible mw-collapsed"> | |||
* passage perspectives: | |||
** Tocqueville is an observer and not an advocate, | |||
*** therefore he will speak about how things are (if filtered through his own points of view) | |||
** Mill is a reformer, | |||
*** therefore, she will speak about how things ought to be (in this case equality between the sexes) | |||
* '''Question 40 reads''': | |||
<pre>Which choice best describes the ways that the two authors conceive of the individual’s proper position in society?</pre> | |||
* and the possible answers are: | |||
<pre>A) Tocqueville believes that an individual’s position should be defined in important ways by that individual’s sex, while Mill believes that an individual’s abilities should be the determining factor. | |||
B) Tocqueville believes that an individual’s economic class should determine that individual’s position, while Mill believes that class is not a legitimate consideration. | |||
C) Tocqueville believes that an individual’s temperament should determine that individual’s position, while Mill believes that temperament should not be a factor in an individual’s position. | |||
D) Tocqueville believes that an individual’s position should be determined by what is most beneficial to society, while Mill believes it should be determined by what an individual finds most rewarding</pre> | |||
* Since we know that Mill advocates for women's equality, and we know that Tocqueville is an aristocrat, we can eliminate as follows: | |||
* A) | |||
** Tocqueville believes that an individual’s position should be defined in important ways by that individual’s sex | |||
*** can't eliminate because aristocrats at the time believed in traditional roles for men and women | |||
** while Mill believes that an individual’s abilities should be the determining factor. | |||
*** Mill believes in equality for women | |||
** so we can't eliminate A) | |||
* B) | |||
** Tocqueville believes that an individual’s economic class should determine that individual’s position | |||
*** an aristocrat would likely believe this, so we can't eliminate (even if it is not in the text) | |||
** while Mill believes that class is not a legitimate consideration. | |||
*** Mill is concerned about gender equality and not among the economic classes | |||
** so eliminate B) | |||
* C) | |||
** Tocqueville believes that an individual’s temperament should determine that individual’s position | |||
*** Tocqueville is not concerned with individual "temperament" (character) | |||
** while Mill believes that temperament should not be a factor in an individual’s position. | |||
*** Mill argues the opposite of that statement, so eliminate | |||
** however, we can also eliminate this possible answer from a general historical perspective | |||
*** an aristocrat would not care about character in determining social position and instead would argue for birth for that determination | |||
*** an egalitarian would argue the opposite, that character and not birth should define an individual's position in society | |||
** so eliminate C) | |||
* D) | |||
** Tocqueville believes that an individual’s position should be determined by what is most beneficial to society | |||
*** an aristocrat may take this position (and Tocqueville does) | |||
** while Mill believes it should be determined by what an individual finds most rewarding | |||
*** as an egalitarian, Mill would believe in a more altruistic point of view, | |||
**** i.e., society will benefit from empowerment of individuals and not simply from individuals getting what they each find "most rewarding" | |||
**** (that would be a different, generally, economic point of view regarding the social benefits of individual selfishness, and not the point of view of a mid-19th century egalitarian reformer) | |||
**** (this possible answer is likely intended to deliberately confuse students between Harriett Taylor Mill and John Stuart Mill who did advocate for individual protection from state control) | |||
** so eliminate D) | |||
</div> | |||
=== Historical context & language === | |||
* [https://collegereadiness.collegeboard.org/pdf/sat-practice-test-10.pdf College Board practice test 10, 4th passage, question 39]: | |||
* the passages are from 1898 & 1900 regarding the Spanish-American War, in which the U.S. fully engaged in imperialism and colonialism | |||
** possible answers to question 39 are: | |||
<pre>A) founding and history of the United States. | |||
B) vibrancy and diversity of American culture. | |||
C) worldwide history of struggles for independence. | |||
D) idealism that permeates many aspects of American society</pre> | |||
click EXPAND for eliminate based upon the perspective of the 1898/1900's: | |||
<div class="mw-collapsible mw-collapsed"> | |||
* x B) "diversity" = a modern not a c. 1900 political value or expression | |||
* x C) "worldwide history" = a modern not a c. 1900 political value or expression (which would be concerned about American and not "worldwide" history) | |||
* x D) "idealism that permeates" = a modern and not a c. 1900 perspective | |||
** without looking at the text, we can eliminate down to the correct answer, A) | |||
</div> | |||
== General SAT Reading section topics & themes == | == General SAT Reading section topics & themes == |