Download Politics and Power

Unit 10, Periods 1-9
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Continuity/Change over Time, Causation, & Comparison… Politics and PowerR)
Thematic Learning Objectives
Politics and Power
Students should examine ongoing debates over the role of the state in society and its potential as an active agent for change. This includes mechanisms for
creating, implementing, or limiting participation in the political process and the resulting social effects, as well as the changing relationships among the
branches of the federal government and among national, state, and local governments. Students should trace efforts to define or gain access to individual
rights and citizenship and survey the evolutions of tensions between liberty and authority in different periods of U.S. history.
Overarching questions:
.. How and why have different political and social groups competed for influence over society and government in what would become the United States?
.. How have Americans agreed on or argued over the values that guide the political system, as well as who is a part of the political process?
POL-1 Analyze the factors behind competition,
during the colonial period.
POL-2 Explain how and why major
of the 20th century.
cooperation, and conflict among different societies and social groups in North America
party systems and political alignments arose and have changed from the early Republic through the end
POL-3 Explain how activist groups and reform movements, such as antebellum reformers,
conservatives, have caused changes to state institutions and U.S. society.
POL-4 Analyze how and why the New Deal, the Great Society, and the modern
federal government’s role in U.S. political, social, and economic life.
POL-5 Analyze how arguments over the meaning
civil rights activists, and social
conservative movement all sought to change the
and interpretation of the Constitution have affected U.S. politics since 1787.
POL-6 Analyze how debates over political values (such as democracy, freedom, and citizenship) and the extension of American
abroad contributed to the ideological clashes and military conflicts of the 19th century and the early 20th century.
POL-7 Analyze how debates
21st century.
ideals
over civil rights and civil liberties have influenced political life from the early 20th century through the early
Objectives: Review main ideas from the Content Outline, evaluate and pre-write in response to main objectives/prompts, review chronology,
contextualize main events, review causes and effects of government policies, political debates, and the battle between liberty and order.
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
2
Causation… Politics and Power
Skill 1: Historical Causation (cause and effect/impact)
Historical thinking involves the ability to identify, analyze, and evaluate the relationships among multiple historical causes and effects, distinguishing between those that are long-term and proximate,
and among coincidence, causation, and correlation.
Proficient students should be able to …
•
Compare causes and/or effects, including between short-term and long-term effects.
•
Analyze and evaluate the interaction of multiple causes and/or effects.
•
Assess historical contingency by distinguishing among coincidence, causation, and correlation, as well as critiquing existing interpretations of cause and effect.
Directions: Read and highlight main ideas …consider the objective POL-1.
POL-1 Analyze the factors behind competition, cooperation,
North America during the colonial period.
and conflict among different societies and social groups in
Period 1, 1491-1607:
On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new
world. European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic.
European expansion into the Western Hemisphere caused intense social/religious, political, and economic competition in Europe and the
promotion of empire building. European exploration and conquest were fueled by a desire for new sources of wealth, increased power and
status, and converts to Christianity. New crops from the Americas stimulated European population growth, while new sources of mineral wealth facilitated the
European shift from feudalism to capitalism. Improvements in technology and more organized methods for conducting international trade helped drive changes to economies in
Europe and the Americas.
Contacts among American Indians, Africans, and Europeans challenged the worldviews of each group. Native peoples and Africans in the Americas strove to
maintain their political and cultural autonomy in the face of European challenges to their independence and core beliefs. European attempts to change
American Indian beliefs and worldviews on basic social issues such as religion, gender roles and the family, and the relationship of people with the natural environment
led to American Indian resistance and conflict. In spite of slavery, Africans’ cultural and linguistic adaptations to the Western Hemisphere resulted in varying degrees
of cultural preservation and autonomy.
What CAUSED competition, cooperation, and conflict among different societies and social groups in the early Colonial Era? List 10 causes.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
What were the short term effects of these causes?
What were the long term effects of these causes?
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
3
Chronological Reasoning… Politics and Power
Skill Type 1: Chronological Reasoning
Historical thinking involves the ability to identify, analyze, and evaluate the relationships among multiple historical causes and effects, distinguishing between those that are longterm and proximate, and among coincidence, causation, and correlation.
England founds Jamestown,
Major Turning Point
1491 1492
(Spain & Portugal Dominate New World)
Pre-Columbian Societies
Christopher Columbus – Major Turning Point
1565
1588
1607
1608
Spain founded first North American colony, St. Augustine
Defeat of the Spanish Armada, Major Turning Point
France founds Montreal
Directions: Read and highlight main ideas …consider the objective POL-1 as you review.
POL-1 Analyze the factors behind competition, cooperation,
North America during the colonial period.
Period 2, 1607-1754:
and conflict among different societies and social groups in
Europeans and American Indians maneuvered and fought for dominance, control, and security in North America, and distinctive colonial and
native societies emerged. Differences in imperial goals, cultures, and the North American environments that different empires confronted led Europeans to develop diverse
patterns of colonization. The British–American system of slavery developed out of the economic, demographic, and geographic characteristics of the British-controlled
regions of the New World. Unlike Spanish, French, and Dutch colonies, which accepted intermarriage and cross-racial sexual unions with native peoples (and, in Spain’s case,
with enslaved Africans), English colonies attracted both males and females who rarely intermarried with either native peoples or Africans, leading to the development of a rigid
racial hierarchy. The abundance of land, a shortage of indentured servants, the lack of an effective means to enslave native peoples, and the growing European demand
for colonial goods led to the emergence of the Atlantic slave trade. Reinforced by a strong belief in British racial and cultural superiority, the British system enslaved
black people in perpetuity, altered African gender and kinship relationships in the colonies, and was one factor that led the British colonists into violent confrontations with
native peoples. Africans developed both overt and covert means to resist the dehumanizing aspects of slavery.
European colonization efforts in North America stimulated intercultural contact and intensified conflict between the various groups of colonizers
and native peoples. Competition over resources between European rivals led to conflict within and between North American colonial
possessions and American Indians. Conflicts in Europe spread to North America, as French, Dutch, British, and Spanish colonies allied, traded with,
and armed American Indian groups, leading to continuing political instability. As European nations competed in North America, their colonies
focused on gaining new sources of labor and on producing and acquiring commodities that were valued in Europe. The goals and interests of European leaders at times
diverged from those of colonial citizens, leading to growing mistrust on both sides of the Atlantic, as settlers, especially in the English colonies, expressed dissatisfaction over
territorial settlements, frontier defense, and other issues.
Clashes between European and American Indian social and economic values caused changes in both cultures. Continuing contact with Europeans increased the flow of trade
goods and diseases into and out of native communities, stimulating cultural and demographic changes. Spanish colonizing efforts in North America, particularly after the Pueblo
Revolt, saw an accommodation with some aspects of American Indian culture; by contrast, conflict with American Indians tended to reinforce English colonists’ worldviews on
land and gender roles. By supplying American Indian allies with deadlier weapons and alcohol, and by rewarding Indian military actions, Europeans helped increase the
intensity and destructiveness of American Indian warfare.
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
4
Chronological Reasoning & Causation… Politics and Power
Skill Type 1: Chronological Reasoning
Historical thinking involves the ability to identify, analyze, and evaluate the relationships among multiple historical causes and effects, distinguishing between those that are longterm and proximate, and among coincidence, causation, and correlation.
Jamestown
First Powhatan War
1607
1610
1608
Montreal
1620
Plymouth
British pursue mercantilism
Navigation Acts
Third Powhatan War
King Philip’s War
1622
1644
New Amsterdam
Second Powhatan War
1650 1651
1675
Dominion of New England
1676
1686-1689
Bacon’s Rebellion
1699
1754
1763
French and Indian War
Wool Act
Skill 1: Historical Causation (cause and effect/impact)
Historical thinking involves the ability to identify, analyze, and evaluate the relationships among multiple historical causes and effects, distinguishing between those that are long-term and proximate,
and among coincidence, causation, and correlation.
Proficient students should be able to …
•
Compare causes and/or effects, including between short-term and long-term effects.
•
Analyze and evaluate the interaction of multiple causes and/or effects.
•
Assess historical contingency by distinguishing among coincidence, causation, and correlation, as well as critiquing existing interpretations of cause and effect.
What CAUSED competition, cooperation, and conflict among different societies and social groups from 1607-1763? List and explain the short and long term effect of one cause for
each topic below.
1.
Competition among European empires …
2.
Cooperation among European empires and colonies…
3.
Conflict among European empires and colonies…
4.
Competition among colonists and natives…
5.
Cooperation among colonists and natives…
6.
Conflict among colonists and natives…
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
5
Causation and Change Over Time… Politics and Power
Directions: Read and highlight main ideas …consider the objectives POL-1, POL-2, and POL-5 as you review.
POL-1 Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in
North America during the colonial period.
POL-2 Explain how and why major party systems and political alignments arose and have changed from the early Republic
through the end of the 20th century.
POL-5 Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since 1787.
Period 3, 1754-1800:
British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American
republic, along with struggles over the new nation’s social, political, and economic identity. Britain’s victory over France in the imperial struggle for North
America [French and Indian War/Seven Years War] led to new conflicts among the British government, the North American colonists, and
American Indians, culminating in the creation of a new nation, the United States. Throughout the second half of the 18th century, various American Indian
groups repeatedly evaluated and adjusted their alliances with Europeans, other tribes, and the new United States government. English population growth and expansion into the
interior disrupted existing French–Indian fur trade networks and caused various Indian nations to shift alliances among competing European powers. After the British defeat of
the French, white–Indian conflicts continued to erupt as native groups sought both to continue trading with Europeans and to resist the encroachment of British colonists on
traditional tribal lands.
The French withdrawal from North America and the subsequent attempt of various native groups to reassert their power -- such as Pontiac’s Rebellion in 1763 -over the interior of the continent resulted in new white–Indian conflicts along the western borders of British and, later, the U.S. colonial settlement and among settlers
looking to assert more power in interior regions.
During and after the imperial struggles of the mid-18th century, new pressures began to unite the British colonies against perceived and real constraints on their
economic activities and political rights, sparking a colonial independence movement and war with Britain [American Revolution]. Great Britain’s massive debt
from the
Seven Years’ War resulted in renewed efforts to consolidate imperial control over North American markets, taxes, and political institutions — actions that were
supported by some colonists but resisted by others. The resulting independence movement was fueled by established colonial elites, as well as by grassroots movements
that included newly mobilized laborers, artisans, and women, and rested on arguments over the rights of British subjects, the rights of the individual, and the ideas of the
Enlightenment. Despite considerable loyalist opposition, as well as Great Britain’s apparently overwhelming military and financial advantages, the patriot cause succeeded
because of the colonists’ greater familiarity with the land, their resilient military and political leadership, their ideological commitment, and their support from European
allies [France, Spain].
In response to domestic and international tensions, the new United States debated and formulated foreign
policy initiatives and asserted an
international presence. The continued presence of European powers in North America challenged the United States to find ways to safeguard its borders, maintain
neutral trading rights, and promote its economic interests. The French Revolution’s spread throughout Europe and beyond helped fuel Americans’ debate not
only about the nature of the United States’ domestic order, but also about its proper role in the world. Although George Washington’s Farewell Address warned about the
dangers of divisive political parties and permanent foreign alliances, European conflict and tensions with Britain and France fueled increasingly bitter partisan debates
throughout the 1790s.
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
6
Causation and Change over Time… Politics and Power
In the late 18th century, new experiments with democratic ideas and republican forms of government, as well as other new religious, economic, and
cultural ideas, challenged traditional imperial systems across the Atlantic World. During the 18th century, new ideas about politics and society led to debates about
religion and governance, and ultimately inspired experiments with new governmental structures. Protestant evangelical religious fervor strengthened many British
colonists’ understandings of themselves as a chosen people blessed with liberty [First Great Awakening], while Enlightenment philosophers and ideas inspired many
American political thinkers to emphasize individual talent over hereditary privilege. The colonists’ belief in the superiority of republican selfgovernment based on the natural rights of the people found its clearest American expression in Thomas Paine’s Common Sense and in the Declaration of
Independence. Many new state constitutions and the national Articles of Confederation, reflecting republican fears of both centralized power and
excessive popular influence, placed power in the hands of the legislative branch and maintained property qualifications for voting and citizenship.
The Influence of Enlightenment Thinkers
Author
Publication
When
Thomas
Hobbes
Leviathan
1640s
John Locke
Charles de
Secondat &
Baron de
Montesquieu
Two
Treatises on
Government
Persian
Letters
1689
1721
Voltaire
Multiple
documents
1700s
Montesquieu
The Spirit of the
Laws
1748
Denis Diderot
Encyclopedia
(28 volumes)
1751
The Social
Contract
1762
Jeanne
Jacques
Rousseau
Ideas
It contained Hobbes’ ideas about the absence of government which would be “war against all” in a “state of
nature.” (anarchy, everyman for himself, no law and order, chaos) In order to escape this terrible state, men
entered into a “social contract” in order to establish a “civil society.”
Impact
The idea of social contract was embraced by revolutionaries,
but accepting abuses was not. This idea is the foundation of
John Locke’s later philosophies which had a much greater
impact on revolutionary thinking.
Contained two works. The first criticized the ideas of patriarchalism and declared that no government could
be justified by the appeal of the “divine right” of kings to rule. The second shows a theory of civil society in
which he claims that all mean are created equal. He further elaborates by then saying that governments can
only exist by the consent of the governed, and if the government doesn’t protect the rights of the people, it
can be overthrown. Developed further the concept of natural rights; and that government did not have the
right to take them away.
The very ideas that John Locke proposed on civil societies are
woven into the DOI, the very document that officially severed
the ties of Britain and the 13 colonies. Revolutionaries took the
ability to overthrow the government to make their own start.
The letters contained criticism of French society.
They were published secretly because people were punished for criticizing the king.
These letters encouraged people to embrace the idea of
freedom of speech and the idea of criticizing government.
American revolutionaries were engaged heartily in criticizing
British political actions in the colonies.
Voltaire was the pen name of Francois-Marie Arouet. He opened people’s eyes to the corruption by officials
and aristocrats through his writings. He covered topics like slave trade and religious intolerance.
He also defended Freedom of Speech. He was supposed to have said, “I do not agree with a word that
you say, but I will defend to the death your right to say it.”
The work formed the basis for the governmental idea of separation of powers. It explained how a government with it
could function in a fairer manner. It called for other actions that would eventually come true like the abolition of slavery
and the preservation of individual rights.
His purpose was to explain the new thinking and developing ideas on government, philosophy, and religion. These
encyclopedias were translated into other languages and spread Enlightenment ideas to the rest of the world and the
American colonies.
This work argues if there can be a legitimate political authority. His ideas stem from the idea that mankind must enter a
“social contract” with others in order to achieve more. He claims that a man would not sell his freedom for slavery, so
participants in government had to be free. He proceeds to then say that a government in any form should have two parts:
the sovereign and the government. The sovereign would act as the legislative body of the state, and the government
would handle the rest.
Our Declaration of Independence also reflects British
government corruption which hurt the American colonies. Our
Bill of Right also stands for freedom of speech.
The revolutionaries were inspired by the idea of separation of powers.
The new American government (after the first failure) includes three
branches.
Diderot’s ideas could have helped form the ideas for our government,
because colonists had access to them. Revolutionary thought included
forward thinking on topics he covered.
The piece argues against the idea that monarchs have the divine right
to rule. This is one of the basic ideas of the Revolutionary War, and
revolutionaries took the works of Rousseau as support for their cause.
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
7
Causation and Change over Time… Politics and Power
The policies of the United States that encouraged western migration and the orderly incorporation of new territories into the nation both extended republican
institutions and intensified conflicts among American Indians and Europeans in the trans-Appalachian West [Northwest Indian Wars]. As settlers moved
westward during the 1780s, Congress enacted the Northwest Ordinance for admitting new states and sought to promote public education, the protection of private property,
and the restriction of slavery in the Northwest Territory. The Constitution’s failure to precisely define the relationship between American Indian tribes and the national
government led to problems regarding treaties and Indian legal claims relating to the seizure of Indian lands.
After experiencing the limitations of the Articles of Confederation, American political leaders wrote a new Constitution based on the principles of
federalism and separation of powers, crafted a Bill of Rights, and continued their debates about the proper balance between liberty and order. Difficulties
over trade, finances, and interstate and foreign relations, as well as internal unrest, led to calls for significant revisions to the Articles of Confederation and a stronger central
government. Delegates from the states worked through a series of compromises to form a Constitution for a new national government, while providing limits on federal
power. Calls during the ratification process for greater guarantees of rights resulted in the addition of a Bill
of Rights shortly after the Constitution was adopted. As the first
national administrations began to govern under the Constitution, continued
debates about such issues as the relationship between the
national government and the states, economic policy, and the conduct of foreign affairs led to the creation of political parties.
George Washington’s Farewell Address, the topic of
political parties dominated a major portion. During
In
Washington’s 2 terms, the First Two Party System was forming over
several political conflicts, one of which was the French Revolution
and whether or not the United States should support England or
France. Thomas Jefferson resigned his post as Secretary of State
largely due to his admonishment of Washington’s decision not to
support the French as they had supported us in our Revolution.
Alliances and political parties were the two most dangerous forces, in
Washington’s view, that had the power to tear the new republic apart.
In his address, he warned against "the baneful effects of
the SPIRIT OF PARTY."
Image captured from raglinen.com
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
8
Causation… Politics and Power
Skill 1: Historical Causation (cause and effect/impact)
Have you been paying attention? Explain what you, as a proficient student, must do when addressing causation…
The Art of Political Compromise
Read, review, highlight cues, and annotate the notes below. Your notes should reflect your understanding of Causation. Why were the Articles of Confederation replaced with the Constitution? What were
the fears of the anti-federalists? What effect would the Constitution and its compromises have on future party systems?
Great Compromise
The Articles of Confederation under which America operated from 1781-1787 provided that each state would
be represented by one vote in Congress. When changes were being discussed for how states should be
represented during the creation of a new Constitution, two plans were pushed forward. The Virginia Plan
provided for representation to be based on the population of each state. On the other hand, the New Jersey
Plan wanted equal representation for every state. The Great Compromise, also called the Connecticut
Compromise, combined both plans. The Senate would be based on equal representation and the House
would be based on population.
Three-Fifths Compromise
Once it was decided that representation in the House of Representatives as to be based on population,
delegates from Northern and Southern states had a difference of opinion on how slaves should be counted.
Delegates for the Northern states where the economy did not rely heavily on slavery, felt that slaves should
not be counted towards representation. This would provide the South with a greater number of
representatives. On the other hand, Southern states fought for slaves to be counted in terms of
representation. The compromise between the two became known as the three-fifths compromise because
every five slaves would be counted as three individuals in terms of representation.
Commerce Compromise
Northern interests wanted the government to be able to impose tariffs on goods in order to protect against
foreign competition. However, the Southern states feared that tariffs on their goods would hurt the trade
upon which they heavily relied. The compromise was for imports to be only allowed on imports from foreign
countries and not exports from the US.
Slave Trade Compromise
Those who opposed slavery in the northern states wanted to bring an end to the importation and sale of
slaves. On the other hand, southern states felt that slavery was vital to economy and did not want the
government interfering in the slave trade. In the end, the North agreed to wait until 1808 before Congress
would able to ban the slave trade in the US.
Election of the President
The Articles of Confederation did not provide for a Chief Executive of the United States. Therefore, when
delegates decided that a president was necessary, there was a disagreement over how he or she should be
elected to office. While some delegates felt that the president should be popularly elected, others feared that
the electorate would not be informed enough to make a wide decision. They came up with other alternatives
such as going through each state's Senate to elect the president. In the end, the two sides compromised with
the creation of the Electoral College. Thus, the citizens vote for electors who then vote for the president.
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
9
Causation and Change over Time… Politics and Power
As the first national administrations began to govern under the Constitution following the
failure of the Articles of Confederation, continued debates about such issues as the relationship
between the national government and the states, economic policy, and the conduct of foreign
affairs led to the creation of political parties. While the new governments continued to limit rights to
some groups, ideas promoting self-government and personal liberty reverberated around the
world. During and after the American Revolution, an increased awareness of the inequalities in society
motivated some individuals and groups to call for the abolition of slavery and greater political
democracy in the new state and national governments. The constitutional framers postponed a
solution to the problems of slavery and the slave trade, setting the stage for recurring conflicts over these
issues in later years.
The creation of the first two party system is linked to some intense
political debate among strict and loose constructionists in the 1790s.
Political debate between Alexander Hamilton, Washington’s Secretary of
the Treasury, and Thomas Jefferson, Washington’s Secretary of State,
epitomize this cause and effect.
Image captured from answersinhistory.wordpress.com
The first two parties were the
(Jeffersonian views).
Federalist Party
(Hamiltonian views) and the
Democratic-Republican Party
REMEMBER THE FIRST TWO PARTY SYSTEM IS DIFFERENT FROM THE FACTIONS IN THE CONSTITUTIONAL CONVENTION…
FEDERALISTS AND ANTI-FEDERALISTS WERE
NOT
POLITICAL
PARTIES.
Federalists
Republicans
1. Emphasized states' rights as empowered by the Bill of Rights, especially the 10 th
Amendment
2. "Strict" interpretation of the Constitution, if it’s not in the Constitution… the power
goes to the states
3. Preference for agriculture and rural life… agrarian virtue
4. Strength in South and West.
5. Foreign policy sympathized with France.
6. Stressed civil liberties and trust in the people
[In practice, these generalizations were often blurred and sometimes contradicted.]
1. Favored strong central government as empowered by the elastic clause in the
Constitution (“necessary and proper”)
2. "Loose" interpretation of the Constitution, elastic
3. Encouragement of commerce and manufacturing.
4. Strongest in Northeast.
5. Favored close ties with Britain.
6. Emphasized order and stability.
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
10
Synthesis… Politics and Power
Reminders: At least one of your Short Answer Questions on the AP exam will be a synthesis with varying viewpoints on an issue or event. You will also need to
use this skill when writing your DBQ essay, as you will be incorporating primary and secondary sources into your historical argument… defending your thesis as
well as noting significant insight into the circumstances of your topic.
Skill 9: Synthesis
Historical thinking involves the ability to develop meaningful and persuasive new understandings of the past by applying all of the other historical thinking skills, by
drawing appropriately on ideas and methods from different fields of inquiry or disciplines, and by creatively fusing disparate, relevant, and sometimes contradictory
evidence from primary sources and secondary works. Additionally, synthesis may involve applying insights about the past to other historical contexts or circumstances,
including the present.
Proficient students should be able to …
 Combine disparate, sometimes contradictory evidence from primary sources and secondary works in order to create a persuasive understanding of the past.
 Apply insights about the past to other historical contexts or circumstances, including the present.
Answer the questions that follow the two viewpoints in complete sentences on a separate sheet of paper. Remember when analyzing varying viewpoints you must go BEYOND
stating the obvious to making insightful observations that incorporate your understanding of history. Additionally, when incorporating evidence to support a viewpoint, remember
you CANNOT use any evidence explicit in either source. You must make a connection to your own OUTSIDE knowledge.
Source: Excerpt from "The History of the American People", by Paul Johnson, 2011
…. One would think that the forerunner of the modern Republican Party would be
Jefferson, given his "states rights" inclination, his distrust of banks (particularly a
central bank) and his embrace of the agrarian ethos; that would be mistaken to do so.
Jefferson is considered the godfather of the modern Democratic Party, mainly for his
populist, anti-elitist sentiments. Conversely, Hamilton is considered to be the
godfather of the Republican Party, as he was the advocate for the monied classes, the
industrialists, the bankers, and the speculators. But he also favored a strong central
government, one that was dominant over all state legislatures. This is a very
Democratic sentiment. And so neither figure fits neatly into the ideological order of
the modern American political parties…
a.
b.
c.
Source: Excerpt from “Embracing the ideals of Thomas Jefferson and adapting them for the
21st Century,” 2009
.…Jefferson believed profoundly that government at all levels should be limited only
to activities that meet two criteria: 1) activities which are necessary, and 2) activities
which only the government alone can do. If an activity is not necessary, then the
government shouldn't bother with it. And if an activity can be done by ordinary
people without recourse to the power of government, then the people should do it on
their own. The modern Democratic Party does not feel the same way, as
demonstrated by the whirlwind of federal programs they constantly propose and
create, and this is the main reason that Jefferson would spurn them…
Briefly explain ONE major difference in the interpretations in “The History of the American People” and “Embracing the ideals…”
Briefly explain how ONE specific historical event not mentioned in either excerpt could be used in support of the interpretation presented in “The History of the
American People.”
Briefly explain how ONE specific historical event not mentioned in either excerpt could be used in support of the interpretation presented in “Embracing the
ideals…”
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
11
Causation and Change over Time… Politics and Power
Directions: Read and highlight main ideas …consider the objectives POL-2, POL-5, and POL-6 as you review.
POL-2
POL-5
POL-6
Explain how and why major party systems and political alignments arose and have changed from the early Republic
through the end of the 20th century.
Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since 1787.
Analyze how debates over political values (such as democracy, freedom, and citizenship) and the extension of American
abroad contributed to the ideological clashes and military conflicts of the 19th century and the early 20th century.
ideals
Period 4, 1800-1848
The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. The United
States developed the world’s first modern mass democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals
and to reform its institutions to match them. The nation’s transformation to a more participatory democracy was accompanied by continued debates over
federal power, the relationship between the federal government and the states, the authority of different branches of the federal government, and the rights and
responsibilities of individual citizens. As various constituencies and interest groups coalesced and defined their agendas, various political parties, most
significantly the Federalists and Democratic-Republicans in the 1790s and the Democrats and Whigs in the 1830s, were created or transformed to reflect and/or
promote those agendas. Supreme Court decisions sought to assert federal power over state laws and the primacy of the judiciary in determining the meaning of the
Constitution.
The Marshall Court – Essential Cases Review
John Marshall was appointed by John Adams, replacing John Jay as chief justice to the Supreme Court. Decisions of his court provided a strong, Federalist
assertion of central government power. While the Federalist Party fizzled by 1815, the Supreme Court under the leadership of John Marshalled on.
Marbury v. Madison (1803, Marshall). The court established its role as
the arbiter of the constitutionality of federal laws, the principle is known as
judicial review
Gibbons v. Ogden (1824, Marshall). Clarified the commerce clause and
Fletcher v. Peck (1810, Marshall). The decision stems from the Yazoo
Johnson v. McIntosh (1823, Marshall). Established that Indian tribes
land cases, 1803, and upholds the sanctity of contracts.
affirmed Congressional power over interstate commerce.
had rights to tribal lands that preceded all other American law; only the
federal government could take land from the tribes.
Martin v. Hunter’s Lessee (1816, Marshall). Loyalist, Fairfax, had his
land seized after Revolutionary War. He left land to relative following his
death but Virginia seized it. Court overturned state court ruling. Jay’s Treaty
and Treaty of Paris both stated loyalist land would be returned. Significance
of ruling: confirmed the Supreme Court's right to overrule a state court.
McCulloch v. Maryland (1819, Marshall). The Court ruled that states
cannot tax the federal government, i.e. the Bank of the United States; the
phrase "the power to tax is the power to destroy"; confirmed the
constitutionality of the Bank of the United States.
Cherokee Nation v. Georgia (1831, Marshall). "The conditions of the
Indians in relation to the United States is perhaps unlike that of any two
people in existence," Chief Justice John Marshall wrote, "their relation to the
United States resembles that of a ward to his guardian. . .(they were a)
domestic dependent nation." Established a "trust relationship" with the tribes
directly under federal authority.
Worcester v. Georgia (1832, Marshall). Established tribal autonomy
within their boundaries, i.e. the tribes were "distinct political communities,
having territorial boundaries within which their authority is exclusive."
Dartmouth College v. Woodward (1819, Marshall). New Hampshire
had attempted to take over Dartmouth College by revising its colonial
charter. The Court ruled that the charter was protected under the contract
clause of the U. S. Constitution; upholds the sanctity of contracts.
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
12
Causation and Change over Time… Politics and Power
With the acceleration of a national and international market economy, Americans debated the scope of government’s role in the economy, while diverging
economic systems meant that regional political and economic loyalties often continued to overshadow national concerns. For example, following the 1807 Embargo Act
which cut off trade in an effort to avoid war with Britain or France, New England opposed it as their economy was heavily reliant on trade and they tended to side with Britain (this
is the region that had a significant number of Loyalists in the Revolutionary Era). After the War of 1812, this argument continued when the American System with its federally
funded (proposed) internal improvements. These events were continuations of the political debate over state vs federal power. Additionally, many white Americans in
the South asserted their regional identity through pride in the institution of slavery, insisting that the federal government should defend that institution through enforcement of
a fugitive slave law and recognition that only states can ban slavery since it was protected by the Constitution (slavery compromise).
Concurrent with an increasing international exchange of goods and ideas, larger numbers of Americans began struggling with how to match democratic political
ideals to political institutions and social realities. The Second Great Awakening, liberal social ideas from abroad and Romantic beliefs in human perfectibility fostered the
rise of voluntary organizations to promote religious and secular reforms, including abolition and women’s rights. Despite the outlawing of the international slave trade, the rise in
the number of free African Americans in both the North and the South, and widespread discussion of various emancipation plans, the U.S. and many state governments
continued to restrict African Americans’ citizenship possibilities. Resistance to initiatives for democracy and inclusion included proslavery arguments, rising xenophobia,
antiblack sentiments in political and popular culture, and restrictive anti-Indian policies.
Various American groups and individuals initiated, championed, and/or resisted the expansion of territory and/or government powers. With expanding borders came
public debates about whether to expand and how to define and use the new territories. Federal government attempts to assert authority over the states brought
resistance from state governments in the North and the South at different times. Under John Adams, who passed Alien and Sedition Acts, the Kentucky and Virginia
Resolutions were proposed in protest of this expanse of executive/federal power to change laws and restrict 1st Amendment rights. During the War of 1812, New England
Federalists proposed the Hartford Resolutions which not only protested the war but also proposed changes to the Constitution. Perhaps most notably, following the Tariff of
1828, South Carolina’s protest began a heated, 5 year conflict known as the Nullification Crisis which nearly brought the nation to Civil War in the early 1930s.
Whites living on the frontier tended to champion expansion efforts, while resistance by American Indians led to a sequence of wars and federal efforts to control
American Indian populations. Under the Treaty of Greenville in the 1790s, land in the Ohio Valley was secured for Americans while also allowing territory to remain for Indians
(for a while at least). The 1811 Battle of Tippecanoe further asserted American power in the region. War Hawks were eager to go to war with Great Britain partially over this land
conflict in the Ohio Valley as there was still a British presence in Valley which, at times, included encouraging American Indian rebellion against the United States. After the War
of 1812, the Seminole Wars extended white encroachment into Florida and led to the acquisition of Florida in the Adams-Onis Treaty, 1819. The federal government was
asserting power over Indian relations which were originally poorly addressed in the Constitution.
The American acquisition of lands in the West gave rise to a contest over the extension of slavery into the western territories as well as a series of attempts at national
compromise. The 1820 Missouri Compromise created a truce over the issue of slavery that gradually broke down as confrontations over slavery became increasingly
bitter. As over-cultivation depleted arable land in the Southeast, slaveholders relocated their agricultural enterprises to the new Southwest, increasing sectional tensions over the
institution of slavery and sparking a broad scale debate about how to set national goals, priorities, and strategies.
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
13
Change over Time… Politics and Power
The First Two Party System ended in 1815 with the death of the Federalist Party following the Hartford Convention and Resolutions (at least at national level) and the beginning of the Era of Good
Feelings (only one party and the era of the last Founding Father president, Democrat-Republican, James Monroe). Following the Corrupt Bargain of 1824, the next party system began to form with the
Democrats rallying behind Andrew Jackson who was “robbed” of the 1824 presidential victory. It took almost two decades for the Whigs to fully form which provided the opposing party to Jackson’s
Democrats. Both parties claimed to be the “heirs” of Jeffersonianism.
Political Similarities and Differences
To what extent was universal white manhood suffrage achieved?
Jefferson believed a property requirement was a test of character that a man of
initiative should be able to meet. Therefore, he was in agreement with property
qualifications for voting.
Prior to and during Jackson’s time, property requirements for voting were done away
with. The Jackson Era is also the Era of the Common Man, as more and more white men
were granted the right to vote, shifting power westward and ending the Virginia Dynasty.
Before Jackson, Only the two Adams’ (Massachusetts) were not from Virginia.
Which citizens were considered eligible for office holding?
Jefferson, like most founding fathers, believed only the educated elite should rule. But
he proposed education for all to prepare everyone (including the poor) for public office.
All white men were qualified to hold office, and political positions should be rotated.
Spoils system.
How were candidates for president chosen?
By political party caucuses (private meetings of party leaders).
One change in Jackson’s era…Nominating conventions beginning in 1832.
Religious Similarities and Differences
To what extent was separation of church and state accomplished in each period?
Most state constitutions had eliminated established churches after the Revolution. One
of Jefferson’s proudest moments was his Virginia Statute on Religious Freedom
(Revolutionary Era).
MA was last state to end the practice of an established church in 1834, Jackson’s time.
Jackson didn’t take a strong stand on religion.
Social Similarities and Differences
What was each man’s attitude toward slavery?
Jefferson saw slavery as an evil that would eventually end, even though he owned
slaves.
Jackson owned slaves too, but had no interest in abolition.
What was each man’s attitude toward equality for women and Native Americans?
Jefferson believed neither women nor Native Americans were equals.
Jackson, too. And… had a particularly negative attitude towards Native Americans.
How did each man view education?
Jefferson, an educated man himself, believed education was necessary for officeholding and for preparing citizens for participation in democracy.
Jackson had little education, and believed education was rather unimportant.
How did each hope to remove obstacles to upward social mobility?
Jefferson believed education and ambition were keys to success, but never able to
build support for his proposed system of public education.
Jackson believed in hard work, ambition, and self-made man.
Economic Similarities and Differences
In what way did Jackson expand the concept of the “chosen class?”
Jeffersonians viewed the yeoman farmer as the “chosen class.”
Jacksonians were planters, farmers, laborers, and mechanics included in the “chosen
class.” He and Jefferson both supported the proverbial “common man.”
How did each man view industrialization?
Jefferson feared the consequences of industrialization. Feared the development of
factories, slums, poverty, and crime as the industrial revolution had seemed to create in
Europe.
Jackson accepted industry as being important to the American economy.
How did the Charles River Bridge v Warren Bridge decision affect the access to
corporate charters prevalent in Jefferson’s time?
In Jefferson’s time corporate charters were granted to favorites of state legislators and
often implied monopoly rights to a business.
Roger Taney, Jackson’s appointee as Chief Justice, and the Supreme Court, ruled in this
decision that corporate charters should be available to all who chose to risk starting a
business. Charles River Bridge decision opened up economic opportunities for many
more people of middle class.
What was each man’s attitude toward the Bank of the United States (BUS)?
Originally opposed the BUS on constitutional grounds. But, as President, he permitted the
BUS to continue to exist. The charter of the first BUS
was not renewed in 1811 when it expired. [However following the War of 1812, as part of
the American System, the Second Bank of the United States was chartered, set to expire
in 1836].
BUS was seen by Jackson as a monopoly of the rich and a “monster.” Ended BUS in the
“Bank War” with Nicholas Biddle, and with it, control over credit. The BUS hurt the
common man in his eyes.
Image captured from loudonyoungdems.com
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
Change over Time… Politics and Power
SECOND TWO-PARTY SYSTEM
Democrats
1. The party of tradition.
2. Looked backward to the past.
3. Spoke to the fears of Americans
4. Opposed banks and corporations as. state-legislated economic privilege.
5. Opposed state-legislated reforms and preferred individual freedom of choice.
6. Were Jeffersonian agrarians who favored farms and rural independence and the
right to own slaves.
7. Favored rapid territorial expansion over space by purchase or war.
8. Believed in progress through external growth.
9. Democratic ideology of agrarianism, slavery, states rights, territorial expansion
was favored in the South.
14
Whigs
1. The party of modernization.
2. Looked forward to the future.
3. Spoke to the hopes of Americans.
4. Wanted to use federal and state government to promote economic growth, especially
transportation and banks.
5. Advocated reforms such as temperance and public schools and prison reform.
6. Were entrepreneurs who favored industry and urban growth and free labor.
7. Favored gradual territorial expansion over time and opposed the Mexican War.
8. Believed in progress through internal growth
9. Whig ideology of urbanization, industrialization, federal rights, commercial
expansion was favored in the North.
MID-19TH CENTURY POLITICAL CRISIS
Disputes over slavery in the territories first erode, then destroy what had become America's second two-party system. The erosion began in the 1840s as various factions opposed
to the post-Jackson Democratic political coalition begin to form.
Liberty Party
1. Run abolitionist candidate James Birney, for president in 1844.
2. Won only 2% of the vote but drew votes from the Whigs, especially in New
York.
Whigs…the end of…
Split over slavery into:
1. Southern, "Cotton" Whigs who eventually drifted into the Democratic Party.
2. Northern, "Conscience" Whigs who moved to new parties, i.e. Free Soil and,
later, into the Republican Party.
Free Soil Party
1. Not abolitionist but opposed to expansion of slavery in the territories.
2. Won 10% of the popular vote with Martin Van Buren as their candidate in 1848.
3. Lost 50% of their support in 1852 when their candidate repudiated the Compromise of
1850
American Party
1. Popularly known as the "Know Nothing" Party.
2. Nativist party based on opposition to immigration and on temperance.
3. Run Millard Fillmore in 1856 and win 21% of the popular vote.
4. Absorbed into the Republican Party after 1856.
Timed Writing…. On a separate sheet of paper, address the following prompt. Spend at least 20 minutes writing this essay, no more than 35 minutes.
Explain the causes of and effects of early 19th century debates over political values (such as democracy, freedom, and citizenship). To what extent did these debates contribute ideological clashes in the
early 19th century?
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
15
Chronological Reasoning… Politics and Power
Skill Type 1: Chronological Reasoning
Historical thinking involves the ability to identify, analyze, and evaluate the relationships among multiple historical causes and effects, distinguishing between those that are longterm and proximate, and among coincidence, causation, and correlation
Treaty of Paris, 1763
1763
Constitution
First Two Party System Forming
Proclamation of Neutrality
Battle of Tippecanoe
Missouri Compromise
Indian Removal Act
1776
1789
1791
1793
1795
1798
1803
1811
1812
1815
1820
1824
1828-1833
Common Sense & Declaration of Independence
Louisiana Purchase
War of 1812
Corrupt Bargain Nullification Crisis
Haitian Revolution
Marbury v Madison
Treaty of Ghent
French Revolution
Alien & Sedition Acts
Hartford Resolutions and death of Federalist Party
KY and VA Resolutions
Election of Jackson – Democratic Party
Battle of Fallen Timbers; Treaty of Greenville
Second Two Party System Forming
1832
Causation and Change over Time… Politics and Power
Directions: Read and highlight main ideas …consider the objectives POL-2, POL-5, and POL-6 as you review.
POL-2
Explain how and why major party systems and political alignments arose and have changed from the early Republic through the end of the 20th century.
POL-5
Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since 1787.
POL-6
Analyze how debates over political values (such as democracy, freedom, and citizenship) and the extension of American ideals abroad contributed to the
ideological clashes and military conflicts of the 19th century and the early 20th century.
Period 5, 1844-1877:
Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.
States’ rights, nullification, and racist stereotyping provided the foundation for the Southern defense of slavery as a positive good. Repeated attempts at political
compromise failed to calm tensions over slavery and often made sectional tensions worse, breaking down the trust between sectional leaders and culminating in the
bitter election of 1860, followed by the secession of southern states. National leaders made a variety of proposals to resolve the issue of slavery in the territories,
including the Compromise of 1850, the Kansas–Nebraska Act, and the Dred Scott decision, but these ultimately failed to reduce sectional conflict. The
second party system ended when the issues of slavery and anti-immigrant nativism weakened loyalties to the two major parties and fostered the emergence of
sectional parties, most notably the Republican Party in the North and the Midwest. Lincoln’s election on a free soil platform in the election of 1860 led various
Southern leaders to conclude that their states must secede from the Union, precipitating civil war.
ESSENTIAL COURT CASE TO KNOW!!!!! Dred Scott v. Sanford (1857) -- Speaking for a widely divided court, Chief
Justice Taney ruled that Dred Scott was not a citizen and had no standing in court; Scott’s residence in a free state and
territory had not made him free since he returned to Missouri; Congress had no power to prohibit slavery in a territory
(based on the 5th Amendment right of a person to be secure from seizure of property), thus voiding the Missouri
Compromise of 1820. This case propelled the nation closer to war as it made the art of compromising at the federal level
arbitrary. This case occurred at the same time as Bleeding Kansas… where some say the Civil War began!
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
16
Causation and Change over Time… Politics and Power
Republican Party
1. Formed in 1854 when a coalition of Independent Democrats, Free Soilers, and Conscience Whigs united in opposition to the Kansas-Nebraska Bill.
2. Stressed free labor and opposed the extension of slavery in the territories ("Free Soil, Free Labor, Free Men!").
3. Moderates, like Abraham Lincoln, could, therefore, oppose slavery on "moral" grounds as wrong, while admitting that slavery had a "right" to exist where the Constitution
originally allowed it to exist.
4. John C. Fremont was the first Republican presidential candidate in the election of 1856.
The Election of 1860
Democrats
1. Split at its 1860 Convention in Charleston, South Carolina when a platform
defending slavery was defeated and Deep South delegates walked out.
2. At a splinter convention held at Baltimore, Maryland, Stephen Douglas of
Illinois was nominated as presidential candidate on a platform opposing any
Congressional interference with slavery..
3. Southern delegates met and nominated John Breckenridge of Kentucky as a
candidate on a pro-slavery platform.
Republicans
1. The Republicans, by this time a overtly sectional and decidedly opposed to slavery draw
in most northerners with a platform favoring a homestead act, a protective tariff, and
transportation improvements.
2. The platform opposed the extension of slavery but defended the right of states to control
their own "domestic institutions."
3. Abraham Lincoln is nominated presidential candidate on the third ballot.
Westward expansion, migration to and within the United States, and the end of slavery reshaped North American boundaries and caused conflicts over American
cultural identities, citizenship, and the question of extending and protecting rights for various groups of U.S. inhabitants. Substantial numbers of new international
migrants — who often lived in ethnic communities and retained their religion, language, and customs — entered the country prior to the Civil War, giving rise to a major, often
violent nativist movement that was strongly anti-Catholic and aimed at limiting immigrants’ cultural influence and political and economic power. Asian, African American,
and white peoples sought new economic opportunities or religious refuge in the West, efforts that were boosted during and after the Civil War with the passage of new
legislation promoting national economic development such as the Pacific Railway Act and the Homestead Act. As the territorial boundaries of the United States expanded
and the migrant population increased, U.S. government interaction and conflict with Hispanics and American Indians increased, altering these groups’ cultures and
ways of life and raising questions about their status and legal rights.
The Union victory in the Civil War and the contested Reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the
power of the federal government and citizenship rights. The Civil War and Reconstruction altered power relationships between the states and the
federal government and among the executive, legislative, and judicial branches, ending slavery and the notion of a divisible union, but leaving unresolved
questions of relative power and largely unchanged social and economic patterns. The 13th Amendment abolished slavery, bringing about the war’s most dramatic social
and economic change, but the exploitative and soil-intensive sharecropping system endured for several generations. Efforts by radical and moderate Republicans to reconstruct
the defeated South changed the balance of power between Congress and the presidency and yielded some short-term successes, reuniting the union, opening up
political opportunities and other leadership roles to former slaves, and temporarily rearranging the relationships between white and black people in the South. Hiram
Revels, Blanche K. Bruce, Robert Smalls became some of the first African Americans to serve in the federal government following the Civil War.
ESSENTIAL AMENDMENTS TO KNOW!!! (RECONSTRUCTION AMENDMENTS)
Amendment #13- Abolishes slavery (Emancipation Proclamation in 1863 was NOT an amendment… it was an executive order and only freed states in the Confederacy (not Border States)… 13th
Amendment ended slavery period.
Amendment #14- Provides equality and due process of the law for all citizens including African Americans; state governments must follow previously passed amendments, and secured citizenship
by saying if you’re born here, as slaves were, you were citizens… would cause controversy later but was originally about enfranchising freed slaves with Constitutional rights.
Amendment #15- All males have the right to vote… women were really peeved over this one as the women’s movement and the abolition movement were closely connected before the Civil War…
Women’s movement and early civil rights movement split after this
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
17
Causation and Change over Time… Politics and Power
Radical Republicans’ efforts to change southern racial attitudes and culture and establish a base for their party in the South ultimately failed, due both to determined
southern resistance and to the North’s waning resolve. The constitutional changes of the Reconstruction period embodied a Northern idea of American identity and
national purpose and led to conflicts over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities. Although
citizenship, equal protection of the laws, and voting rights were granted to African Americans in the 14th and 15th Amendments, these rights were
progressively stripped away through segregation, violence, Supreme Court decisions, and local political tactics. The Civil War Amendments established
judicial principles that were stalled for many decades but eventually became the basis for court decisions upholding civil rights in the next century.
The Art of Political Compromise
… Compromises to Save the Union
Read, review, highlight cues, and annotate the notes below. Your notes should reflect your understanding of Causation. How did the failure of political compromise lead to war? What were the forces that
destroyed and built up Party systems? How did the battle between states and the federal government impact the nation?
Compromise of 1790 Alexander Hamilton and Thomas Jefferson, concerned his financial plan would
fail and the young nation would fall apart as conflict intensified between Jeffersonian and Hamiltonian
though, hammered out the compromise which brought the Assumption Act (public credit; assumption
of state debt) and the Residence Act (building the capital city in Southern territory of Virginia and
Maryland.
Missouri Compromise 1820 Missouri would be admitted to the Union as a slave state. Maine would be
admitted at the same time as a free state in order to maintain the balance between free and slave
states. Slavery would be declared illegal north of the 36o30' parallel west of Missouri. This
compromised settled the dispute over slavery in the Louisiana Territory and maintained balanced
representation with equal number of slave and free states.
The Nullification Crisis and Compromise Tariff of 1833 John C. Calhoun & his Exposition and
Protest… proposed South Carolina (and other states targeted by Tariff of 1828) were not obligated by
the U.S. Constitution to follow the law. South Carolina threatened to secede from the Union. But the
Compromise Tariff of 1833 kept things together.
The Compromise of 1850 After the Mexican War, the United States gained territory in the West, and
the slavery issue ignited again over the question of whether slavery would be allowed to exist in the
new states and territories. The Compromise of 1850 was a series of bills in Congress which sought to
settle the issue, and it did postpone the Civil War by a decade. But the compromise, which contained
five major provisions, was destined to be a temporary solution. Settled Texas border, ended slave
trade in D.C., California entered as free state, and stronger fugitive slave law passed.
The Kansas-Nebraska Act The last major compromise that sought to hold the Union together, and it
proved to be the most controversial. Engineered by Stephen A. Douglas the legislation inflamed
conflict rather than quelling it. Newspaper editor, Horace Greeley, coined the term "Bleeding
Kansas." to describe the outbreaks of violence in the territory and also in
the Senate chamber (Brooks-Sumner).
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
18
Causation and Change over Time… Politics and Power
Directions: Read and highlight main ideas …consider the objectives POL-3 and POL-6 as you review.
POL-3
Explain how activist groups and reform movements, such as antebellum reformers, civil rights activists, and social conservatives, have caused
changes to state institutions and U.S. society.
POL-6
Analyze how debates over political values (such as democracy, freedom, and citizenship) and the extension of American ideals abroad contributed to the
ideological clashes and military conflicts of the 19th century and the early 20th century.
Period 6, 1865-1898:
The transformation of the United States from an agricultural to an increasingly industrialized and urbanized society brought about significant economic, political,
diplomatic, social, environmental, and cultural changes. The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and
popular efforts to reshape the U.S. economy and environment, and renewed debates over U.S. national identity. Westward migration, new systems of farming and transportation,
and economic instability led to political and popular conflicts. Business interests battled conservationists as the latter sought to protect sections of unspoiled wilderness through
the establishment of national parks (President Grant set aside Yellowstone, for example) and other conservationist and preservationist measures. Government agencies
and conservationist organizations contended with corporate interests about the extension of public control over natural resources, including land and water. Examples include the
creation of the U.S. Fish Commission in 1871 which sought to protect fisheries and the creation of the Department of the Interior in 1849… with duties expanding
many times over the years.
Farmers adapted to the new realities of mechanized agriculture and dependence on the evolving railroad system by creating local and regional organizations that sought to
resist corporate control of agricultural markets. The Grange fought for state Granger Laws, but they were found unconstitutional. The Interstate Commerce Act took over
by beginning government regulation of railroads. This was [Gilded Age] a major turning point for the role of government, however large scale liberalism didn’t occur until the
20th century. Other farming groups included Las Gorras Blancas and the Colored Farmer’s Alliance. The growth of corporate power in agriculture and economic instability in the
farming sector inspired activists to create the People’s (Populist) Party, which called for political reform and a stronger governmental role in the American economic system.
Many farmers’ groups ended up Populists.
As transcontinental railroads were completed, bringing more settlers west, U.S. military actions, the destruction of the buffalo, the confinement of American Indians to
reservations, and assimilationist policies reduced the number of American Indians and threatened native culture and identity. Post–Civil War migration to the American
West, encouraged by economic opportunities and government policies, caused the federal government to violate treaties with American Indian nations in order to
expand the amount of land available to settlers. For example, the government subsidized much of this expansion as well as subsidized Indian reservations, and battles like Custer’s
Last Stand illustrate the fervor for “unused” Indian lands or lands on which new resources were being discovered. The competition for land in the West among white settlers,
Indians, and Mexican Americans led to an increase in violent conflict. The U.S. government generally responded to American Indian
resistance with military force, eventually dispersing tribes onto small reservations and hoping to end American Indian tribal identities
through assimilation. [Dawes Act, outlawing Ghost Dance, turning Chief Joseph around at Canadian border, etc.]
The emergence of an industrial culture in the United States led to both greater opportunities for, and restrictions on immigrants,
minorities, and women. International and internal migrations increased both urban and rural populations, but gender, racial, ethnic, religious,
and socioeconomic inequalities abounded, inspiring some reformers to attempt to address these inequities. Increased migrations from Asia and
from southern and eastern Europe, as well as African American migrations within and out of the South, accompanied the mass movement of
people into the nation’s cities and the rural and boomtown areas of the West. Cities dramatically reflected divided social conditions among
classes, races, ethnicities, and cultures, but presented economic opportunities as factories and new businesses proliferated. Immigrants sought
both to “Americanize” and to maintain their unique identities; along with others, such as some African Americans and women, they were able
to take advantage of new career opportunities even in the face of widespread social prejudices. In a urban atmosphere where the access to
power was unequally distributed, political machines like the Tweed Ring in New York provided social services in exchange for political
support, settlement houses helped immigrants adapt to the new language and customs, and women’s clubs and self-help groups targeted
intellectual development and social and political reform. (Thomas Nast cartoon of Boss Tweed, public domain)
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
19
Causation and Change over Time… Politics and Power
The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies. Gilded Age politics were intimately tied to
big business and focused nationally on economic issues — tariffs, currency, corporate expansion, and laissez-faire economic policy — that engendered numerous calls for reform. Corruption in
government — especially as it related to big business — energized the public to demand increased popular control and reform of local, state, and national governments, ranging from minor
changes to major overhauls of the capitalist system. Increasingly prominent racist and nativist theories, along with Supreme Court decisions such as Plessy v. Ferguson, were used to justify
violence, as well as local and national policies of discrimination and segregation.
ESSENTIAL COURT CASE TO KNOW!!! Plessy v. Ferguson (1896).
Originally a case about segregated rail cars, this ruling legalized segregation in publicly owned facilities on the basis of "separate
but equal." This was the federal government, essentially, giving a stamp of approval to much of the Jim Crow culture cultivated by
the South following the Civil War Amendments.
POLITICS OF THE GILDED AGE
Republicans & Democrats
1. Party differences blur during this period with loyalties determined by region, religious, and ethnic differences.
2. Voter turnout for presidential elections averaged over 78 percent of eligible voters; 60 to 80 percent in non-presidential years.
3. Both parties were pro-business.
4. Both parties were opposed to any type of economic radicalism or reform.
5. Both parties advocated a "sound currency" and supported the status quo in the existing financial system.
6. Federal government and, to some extent, state governments tended to do very little.
7. Republicans dominate the Senate; Democrats dominate the House of Representatives.
8. Republican Party splinter groups during this period: Stalwarts, Halfbreeds, Mugwumps.
- Stalwarts: traditional republicans who favored Grant for a third term; against Hayes and his civil service reform; in favor of political machines and patronage (spoils system)
- Halfbreeds: moderates who favored Hayes; against political machines and patronage, favored civil service reform and merit system; they wrote the Pendleton Civil Service
Reform Act signed by President Arthur, ending the spoils system
- Mugwumps: republicans who left the party to vote for the Democrat in the 1884 election, Grover Cleveland, opposed Republican nominee, Blaine, due to his alleged
corruption.
Greenback Party (Third Party)
Also known as the Independent Party, the National Party, and the Greenback-Labor Party, active 1874 and 1884 -Anti-monopoly ideology - established as a political party
whose members were primarily farmers financially hurt by the Panic of 1873.
Its name referred to paper money, or "greenbacks," that had been issued during the American Civil War and afterward. The party opposed the shift from paper money back to a
bullion coin-based monetary system because it believed that privately owned banks and corporations would then reacquire the power to define the value of products and labor. It
also condemned the use of militias and private police against union strikes. Conversely, they believed that government control of the monetary system would allow it to keep more
currency in circulation, as it had in the war. This would better foster business and assist farmers by raising prices and making debts easier to pay. Succeeded by the Populist Party
Populist Party (People’s Part… Third Party
Formed in 1891 by remnants of the Farmers' Alliances & Greenbacks. -- a healthy list of demands that included: free coinage of silver, government ownership of the railroads,
telegraphs, and telephone lines, graduated income tax, direct election of U. S. senators, the use of initiative, referendum, and recall. The party eventually fades because farmers'
situation improved in the late 1890s and because their political agenda was assumed by the major parties. In the Progressive Era, many of their goals are reached such as the 16th
and 17th Amendments. Progressives, both Republican and Democrat, embraced much of their beliefs except silver and government ownership of railroads. (although Teddy
Roosevelt does support increased regulation of railroads)
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
20
Causation… Politics and Power
Skill? What is the skill being tested?
Explain what skill you are demonstrating and how you will tackle this prompt…
Directions: Address the prompt using your thesis formula and contextualization skill by writing a complete introductory paragraph.
Prompt: Explain how debates over politics and identity impacted major party systems, political alignments, and domestic policies in the 19th century.
1. CONTEX… Define your parameters…
2. CONTEXT…Characterize the era(s)…
3. Brainstorm/brain dump everything that comes to mind when you think of party systems, political alignments, and domestic policies…
4. THEME…Identify the theme(s) being tests…
5. SKILL…Identify the skill being tested…
6. Identify three specific changes (impact/effect on) to party systems in the 19th century due to debates over identity and politics
a)
b)
c)
7. Identify three specific changes (impact/effect on) to political alignments in the 19th century due to debates over identity and politics
a)
b)
c)
8. Identify three specific changes (impact/effect on) to domestic policies in the 19th century due to debates over identity and politics
a)
b)
c)
On a separate sheet of paper, write your introductory paragraph using your thesis formula and including your contextualization of the topic.
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
21
Causation and Change over Time… Politics and Power
Directions: Read and highlight main ideas …consider the objectives POL-2-3-5-6-7 as you review.
POL-2
POL-3
Explain how and why major party systems and political alignments arose and have changed from the early Republic through the end of the 20th century.
Explain how activist groups and reform movements, such as antebellum reformers, civil rights activists, and social conservatives, have
POL-5
POL-6
caused changes to state institutions and U.S. society.
Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since 1787.
Analyze how debates over political values (such as democracy, freedom, and citizenship) and the extension of American
POL-7
contributed to the ideological clashes and military conflicts of the 19th century and the early 20th century.
Analyze how debates over civil rights and civil liberties have influenced political life from the early 20th century through the early 21st century.
ideals abroad
Period 7, 1890-1945:
An increasingly pluralistic United States faced profound domestic and global challenges, debated the proper degree of government activism, and sought to
define its international role .Governmental, political, and social organizations struggled to address the effects of large-scale industrialization, economic uncertainty, and
related social changes such as urbanization and mass migration. The continued growth and consolidation of large corporations transformed American society and the nation’s
economy, promoting urbanization and economic growth, even as business cycle fluctuations became increasingly severe. Large corporations came to dominate the U.S. economy
as it increasingly focused on the production of consumer goods, driven by new technologies and manufacturing techniques. The United States continued its transition from a rural,
agricultural society to an urban, industrial one, offering new economic opportunities for women, internal migrants, and international migrants who continued to flock to the United
States. Even as economic growth continued, episodes of credit and market instability, most critically the Great Depression, led to calls for the creation of a stronger financial
regulatory system.
Many Americans began to advocate overseas expansionism in the late 19th century, leading to new territorial ambitions and acquisitions in the Western Hemisphere and
the Pacific. The perception in the 1890s that the western frontier was “closed,” economic motives, competition with other European imperialist ventures of the time, and racial
theories all furthered arguments that Americans were destined to expand their culture and norms to others, especially the nonwhite nations of the globe. The American victory in
the Spanish-American War led to the U.S. acquisition of island territories, an expanded economic and military presence in the Caribbean and Latin America, engagement in a
protracted insurrection in the Philippines, and increased involvement in Asia. Questions about America’s role in the world generated considerable debate, prompting the
development of a wide variety of views and arguments between imperialists and anti-imperialists and, later, interventionists and isolationists.
Progressive reformers responded to economic instability, social inequality, and political corruption by calling for government intervention in the economy,
expanded democracy, greater social justice, and conservation of natural resources. In the late 1890s and the early years of the 20th century, journalists and Progressive reformers
— largely urban and middle class, and often female — worked to reform existing social and political institutions at the local, state, and federal levels by creating new
organizations aimed at addressing social problems associated with an industrial society. Progressives promoted federal legislation to regulate abuses of the economy
[Clayton Anti-Trust Act, Federal Reserve Act] and the environment, and many sought to expand democracy.
The global ramifications of World War I and wartime patriotism and xenophobia, combined with social tensions created by increased international migration, resulted in
legislation restricting immigration from Asia and from southern and eastern Europe. World War I created a repressive atmosphere for civil liberties, resulting in official
restrictions on freedom of speech [Espionage Act, Schenck case]. As labor strikes and racial strife disrupted society, the immediate postwar period witnessed the first
“Red Scare,” which legitimized attacks on radicals and immigrants. Several acts of Congress established highly restrictive immigration quotas, while national
policies continued to permit unrestricted immigration from nations in the Western Hemisphere, especially Mexico, in order to guarantee an inexpensive supply of labor. Global
conflicts over resources, territories, and ideologies renewed debates over the nation’s values and its role in the world, while simultaneously propelling the United States into a
dominant international military, political, cultural, and economic position.
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
22
Causation and Change over Time… Politics and Power
Progressive Era Politics
1. Spanned the period 1900-1920 and the presidencies of three "Progressive" Presidents: Theodore Roosevelt (Republican), William Howard Taft (Republican), and Woodrow
Wilson (Democrat).
2. Believed that the laissez-faire system was obsolete, yet supported capitalism.
3. Believed in the idea of progress and that reformed institutions would replace corrupt power.
4. Applied the principles of science and efficiency to all economic, social, and political instituting.
5. Viewed government as a key player in creating an orderly, stable, and improved society.
6. Believed that government had the power to combat special interests and work for the good of the community.
7. Political parties were singled out as corrupt, undemocratic, outmoded, and inefficient.
8. Power of corrupt government could be diminished by increasing the power of the people and by putting more power in the hands of non-elective, nonpartisan, professional
officials.
9. The progressives eventually co-opt many of the Populist demands such as referendum, initiative, direct election of Senators, etc. Some of these are incorporated in the
"Progressive" Amendments to the U. S. Constitution: 16th, 17th, 18th, and 19th Amendments.
ESSENTIAL AMENDMENTS TO KNOW!!!!!
(PROGRESSIVE AMENDMENTS)
Amendment #16- Congress has the power to pass direct taxes, such as income tax… This began the shift from the federal
government raising most of its funds from tariffs to raising most of its funds through income taxes
Amendment #17- Senators are to be elected by the voters in their state; governor fills state senator positions if position opens during
a term… originally, the Constitution set up a system where State Legislatures chose their State Senators… direct election was seen
as increasing democracy – power to the people!
Amendment #18- Selling and drinking of alcoholic beverages is made illegal (prohibited)… this is the culmination of a long battle
(Temperance Movement) which began in the Antebellum Era… was a huge failure (impossible to enforce) and was repealed with the
21st Amendment in 1933.
Amendment #19- Gives women the right to vote… so sad that Susan B. Anthony and Elizabeth Cady Stanton didn’t live to see this
day after being among those at Seneca Falls in 1848 where the battle truly began in earnest
World War I and its aftermath intensified debates about the nation’s role in the world and how best to achieve national security and pursue American interests. After
initial neutrality in World War I the nation entered the conflict, departing from the U.S. foreign policy tradition of noninvolvement in European affairs in response to Woodrow
Wilson’s call for the defense of humanitarian and democratic principles. Although the American Expeditionary Force played a relatively limited role in the war, Wilson was
heavily involved in postwar negotiations, resulting in the Treaty of Versailles and the League of Nations, both of which generated substantial debate within the United States. In
the years following World War I, the United States pursued a unilateral foreign policy that used international investment, peace treaties, and select military intervention to
promote a vision of international order, even while maintaining U.S. isolationism, which continued to the late 1930s. [Washington Naval Conference, Stimson Doctrine, Neutrality
Acts].
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
23
Causation and Change over Time… Politics and Power
THE REPUBLICAN ERA – Roaring Twenties
1. From 1921 to 1933 both the presidency and congress were dominated by Republicans (Presidents Harding, Coolidge, and Hoover).
2. The position of the government was decidedly pro-business.
3. Though conservative, the government experimented with new approaches to public policy and was an active agent of economic
change to respond to an American culture increasingly urban, industrial, and consumer-oriented.
4. Conflicts surfaced regarding immigration restriction, Prohibition, and race relations.
5. Generally, this period was a transitional one in which consumption and leisure were replacing older "traditional" American values
of self-denial and the work ethic.
National, state, and local reformers responded to economic upheavals, laissez-faire capitalism, and the Great Depression by transforming the U.S. into a
limited welfare state. The liberalism of President Franklin Roosevelt’s New Deal drew on earlier progressive ideas and represented a multifaceted approach to both
the causes and effects of the Great Depression, using government power to provide relief to the poor, stimulate recovery, and reform the American economy. [National
Recovery Administration, Tennessee Valley Authority, Federal Writers’ Project] Radical, union, and populist movements pushed Roosevelt toward more extensive reforms, even
as conservatives in Congress and the Supreme Court sought to limit the New Deal’s scope. [Huey Long and Francis Townsend thought he wasn’t doing enough,
Supreme Court found several items unconstitutional which led to his court packing plan, the elite thought he had abandoned them]. Although the New Deal did not completely
overcome the Depression, it left a legacy of reforms
and agencies that endeavored to make society and individuals more secure, and it helped foster a long-term political
realignment in which many ethnic groups, African Americans, and working-class communities identified with the Democratic Party. [Permanent government reform with
Social Security Act, Securities and Exchange Commission, and Federal Deposit Insurance Corporation (FDIC), for example.]
THE POLITICAL LEGACY OF THE NEW DEAL
1. Created a Democratic party coalition that would dominate American politics for many years (1933-1052).
2. Included ethnic groups, city dwellers, organized labor, blacks, as well as a broad section of the middle class.
3. Awakened voter interest in economic matters and increased expectations and acceptance of government involvement in American life.
4. The New Deal coalition made the federal government a protector of interest groups and a mediator of the competition among them.
5. "Activists" role for government in regulating American business to protect it from the excesses and problems of the past.
6. Fair Deal of the post-war Truman administration continued the trend in governmental involvement: i.e. advocated expanding Social Security benefits, increasing the minimum
wage, a full employment program, slum clearance, public housing, and government sponsorship of scientific research.
7. In 1948, the "liberal" or Democratic coalition split into two branches:
States' Rights
1. Southern conservative Democrats known as "Dixiecrats."
2. Opposed the civil rights plank in the Democratic platform.
3. Nominated South Carolina Governor Strom Thurmond for President.
Progressive Party
1. "Liberal" Democrats who favored gradual socialism, the abolition of racial segregation, and a
conciliatory attitude toward Russia.
2. Nominated Henry A. Wallace for president.
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
24
Causation and Change over Time… Politics and Power
The involvement of the United States in World War II, while opposed by most Americans prior to the attack on Pearl Harbor, vaulted the United States into global
political and military prominence, and transformed both American society and the relationship between the United States and the rest of the world. The mass mobilization of
American society to supply troops for the war effort and a workforce on the home front ended the Great Depression and provided opportunities for women and minorities to
improve their socioeconomic positions. Wartime experiences, such as the internment of Japanese Americans, challenges to civil liberties, debates over race and segregation, and
the decision to drop the atomic bomb raised questions about American values. The United States and its allies achieved victory over the Axis powers through a combination of
factors, including allied political and military cooperation, industrial production, technological and scientific advances, and popular commitment to advancing democratic ideals.
[Atlantic Charter, development of sonar, Manhattan Project] The dominant American role in the Allied victory and postwar peace settlements, combined with the war-ravaged
condition of Asia and Europe, allowed the United States to emerge from the war as the most powerful nation on earth.
ESSENTIAL CASES TO KNOW!!!!
Schenck v. U. S. (1919). Unanimously upheld the Espionage Act of 1917 which declared that people who interfered with
the war effort were subject to imprisonment; declared that the 1st Amendment right to freedom of speech was not
absolute; free speech could be limited if its exercise presented a "clear and present danger." President Woodrow Wilson
was not the first to suspend civil liberties in the name of national security… John Adams did it in the name of avoiding
war with Europe (while fighting quasi-war with France) and Abraham Lincoln did it in the name of preventing the border
states from seceding.)
Korematsu v. U. S. (1941). The court upheld the constitutionality of detention camps for Japanese-Americans during
World War 2. However, later the government did apologize and pay reparations to those interned.
Using your knowledge of history and the image at left, answer the following questions.
a.
b.
c.
Briefly explain ONE way the federal government restricted individuals civil liberties.
Briefly explain ONE way the restriction of civil liberties by government action impacted political
debate in the United States in the 20th century.
Briefly explain ONE way a group or individual reacted to your answer in part a.
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
25
Causation and Change over Time… Politics and Power
Directions: Read and highlight main ideas …consider the objectives POL-2-3-4-5-7 as you review.
POL-2
POL-3
Explain how and why major party systems and political alignments arose and have changed from the early Republic through the end of the 20th century.
Explain how activist groups and reform movements, such as antebellum reformers, civil rights activists, and social conservatives, have
POL-4
caused changes to state institutions and U.S. society.
Analyze how and why the New Deal, the Great Society, and the modern
federal government’s role in U.S. political, social, and economic life.
POL-5
POL-7
Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since 1787.
Analyze how debates over civil rights and civil liberties have influenced political life from the early 20th century through the early 21st century.
conservative movement all sought to change the
POST-WORLD WAR 2 POLITICS
Democrats
1. The Democrats maintain what by this time had become their "traditional" power
base of organized labor, urban voters, and immigrants.
2. In the 1952 election, the Democrats run Illinois Governor Adlai Stevenson, a
candidate favored by "liberals" and intellectuals.
3. As the post-World War 2 period progresses, the Democratic Party takes "big
government" positions advocating larger roles for the federal government in
regulating business and by the 1960s advocate extensive governmental involvement
in social issues like education, urban renewal, and other social issues.
4. The Democratic Party very early associates itself with the growing civil rights
movements and will champion the Civil Rights Act and the Voting Rights Act.
Republicans
1. In 1952, the pro-business Republican Party ran General Dwight D. Eisenhower
for
president.
2. The Republicans accuse the Democrats of being "soft" on communism.
3. Republicans promise to end the Korean War.
4. Conservative Southern Democrats, the "Dixiecrats," increasingly associate
themselves
with Republican candidates who oppose civil rights legislation.
Period 8, 1945-1980:
The United States responded to an uncertain and unstable postwar world by asserting and attempting to defend a position of global leadership, with far-reaching domestic
and international consequences. Cold War policies led to continued public debates over the power of the federal government, acceptable means for pursuing international
and domestic goals, and the proper balance between liberty and order. Americans debated policies and methods designed to root out Communists within the
United States even as both parties tended to support the broader Cold War strategy of containing communism. Although the Korean conflict produced some minor domestic
opposition, the Vietnam War saw the rise of sizable, passionate, and sometimes violent antiwar protests that became more numerous as the war escalated. Americans debated the
merits of a large nuclear arsenal, the “military-industrial complex,” and the appropriate power of the executive branch in conducting foreign and military policy. [Gulf of
Tonkins Resolution, War Powers Act]. Liberalism, based on anticommunism abroad and a firm belief in the efficacy of governmental and especially federal power to
achieve social goals at home, reached its apex in the mid-1960s and generated a variety of political and cultural responses.
Seeking to fulfill Reconstruction-era promises, civil rights activists and political leaders achieved some legal and political successes in ending segregation,
although progress toward equality was slow and halting. Following World War II, civil rights activists utilized a variety of strategies — legal challenges, direct action, and
nonviolent protest tactics — to combat racial discrimination. Decision-makers in each of the three branches of the federal government used measures including
desegregation of the armed services, Brown v. Board of Education, and the Civil Rights Act of 1964 to promote greater racial justice. Continuing white resistance
slowed efforts at desegregation, sparking a series of social and political crises across the nation, while tensions among civil rights activists over tactical and philosophical issues
increased after 1965.
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
26
Causation and Change over Time… Politics and Power
As many liberal
principles came to dominate postwar politics and court decisions, liberalism came under attack from the left as well as from resurgent
conservative movements. Liberalism reached its zenith with Lyndon Johnson’s Great Society efforts to use federal power to end racial discrimination,
eliminate poverty, and address other social issues while attacking communism abroad. Liberal ideals were realized in Supreme Court decisions that expanded
democracy and individual freedoms, Great Society social programs and policies, and the power of the federal government, yet these unintentionally
helped energize a new conservative movement that mobilized to defend traditional visions of morality and the proper role of state authority. [ Griswold v.
Connecticut, Miranda v. Arizona]. Groups on the left also assailed liberals, claiming they did too little to transform the racial and economic status quo at home and pursued
immoral policies abroad.
Postwar economic, demographic, and technological changes had a far-reaching impact on American society, politics, and the environment. New demographic and social
issues led to significant political and moral debates that sharply divided the nation. Although the image of the traditional nuclear family dominated popular perceptions in the
postwar era, the family structure of Americans was undergoing profound changes as the number of working women increased and many social attitudes changed.
Conservatives and liberals clashed over many new social issues, the power of the presidency and the federal government, and movements for greater
individual rights. [ Watergate, Bakke v. University of California].
ESSENTIAL CASES TO KNOW!!!
*****Brown v. Board of Education of Topeka, Kansas
(1954, Warren). Unanimous decision declaring "separate
but equal" unconstitutional. This case reversed the Plessy decision of 1896.
Engel v Vitale (1962) ended school prayer
Baker v. Carr (1962) Reapportion/Equal Protection/Voters’ Rights
Gideon v. Wainwright (1963). Extends to the defendant the right of counsel in all state and federal criminal trials regardless of their ability to
pay.
Escobedo v. Illinois (1964). Ruled that a defendant must be allowed access to a lawyer before questioning by police.
Miranda v. Arizona (1966). The court ruled that those subjected to in-custody interrogation be advised of their constitutional right to an
attorney and their right to remain silent.
Epperson v Arkansas (1968) overturned law prohibiting teaching evolution
Roe v. Wade (1973). The court legalized abortion by ruling that state laws could not restrict it during the first three months of pregnancy. Based
on 4th Amendment rights of a person to be secure in their persons.
U. S. v. Richard Nixon (1974). The court rejected Richard Nixon’s claim to an absolutely unqualified privilege against any judicial process. This
forced him to hand over his tapes… shortly after he resigned as impeachment was inevitable had he not.
Bakke v. Regents of the University of California (1978). Ambiguous ruling by a badly divided court that dealt with affirmative action
programs that used race as a basis of selecting participants. Debate over whether or not affirmative action created reverse discrimination and
violation of liberties led to some revisions of affirmative action. Essentially race can be a factor, but not the only factor.
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
27
Causation and Change over Time… Politics and Power
NIXON'S NEW FEDERALISM
Democrats
1. The Democratic Party by the late 1960s is deeply fragmented and seemingly
incapable of dealing with the violence and turmoil, social and political, caused by
the Vietnam War.
2. In 1968, the Democratic Party candidate is Vice President Hubert Humphrey.
3. In the post-Vietnam War period, Democrats advocate a range of "liberal" social
issues including the extension of civil rights, support for "reproductive rights" (i.e.
birth control and abortion rights), fair housing legislation, etc.
Republicans
1. Opposition to the War in Vietnam and to growing federal social programs "converts"
southern Democrats to vote Republican in increasing numbers.
2. Republicans run former Vice President Richard Nixon for president in 1968. He runs
on a small-government, anti-war campaign as a defender of the "silent majority."
3. Nixon advocated a policy of cutting back Federal power and returning that power to
the states. This was known as the "New Federalism."
Directions: Read and highlight main ideas …consider the objectives POL-3-4-7 as you review.
groups and reform movements, such as antebellum reformers, civil rights activists, and social conservatives, have
caused changes to state institutions and U.S. society.
POL-4 Analyze how and why the New Deal, the Great Society, and the modern conservative movement all sought to change the
federal government’s role in U.S. political, social, and economic life.
POL-7 Analyze how debates over civil rights and civil liberties have influenced political life from the early 20th century through the early 21st century.
POL-3
Explain how activist
Period 9, 1980-Present:
As the United States transitioned to a new century filled with challenges and possibilities, it experienced renewed ideological and cultural debates, sought to redefine its
foreign policy, and adapted to economic globalization and revolutionary changes in science and technology. A new conservatism grew to prominence in U.S. culture and
politics, defending traditional social values and rejecting liberal views about the role of government. Reduced public faith in the government’s ability to
solve social and economic problems, the growth of religious fundamentalism, and the dissemination of neoconservative thought all combined to invigorate
conservatism. Public confidence and trust in government declined in the 1970s in the wake of economic challenges, political scandals [Watergate], foreign policy
“failures,” and a sense of social and moral decay.
The rapid and substantial growth of evangelical and fundamentalist Christian churches and organizations, as well as increased political participation by some of
those groups, encouraged significant opposition to liberal social and political trends. [ Moral Majority, Focus on the Family]. Conservatives achieved some of their
political and policy goals, but their success was limited by the enduring popularity and institutional strength of some government programs and public support for cultural
trends of recent decades. Conservatives enjoyed significant victories related to taxation and deregulation of many industries, but many conservative efforts to
advance moral ideals through politics met inertia and opposition. [ tax cuts passed under Ronald Reagan and George W. Bush, Contract with America, Planned Parenthood v.
Casey]
Although Republicans continued to denounce “big government,” the size and scope of the federal government continued to grow after 1980, as many
programs remained popular with voters and difficult to reform or eliminate. [ expansion of Medicare and Medicaid, growth of the budget deficit].
Following the attacks of September 11, 2001, U.S. foreign policy and military involvement focused on a war on terrorism, which also generated debates about domestic
security and civil rights. In the wake of attacks on the World Trade Center and the Pentagon, U.S. decision-makers launched foreign policy and military efforts against
terrorism and lengthy, controversial conflicts in Afghanistan and Iraq.. The war on terrorism sought to improve security within the United States but also raised questions about
the protection of civil liberties and human rights. [Patriot Act].
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
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Causation and Change over Time… Politics and Power
REAGAN AND THE "NEW RIGHT"
Democrats
1. Strongly support environmental legislation, limiting
economic development, halting the production of nuclear
weapons and power plants.
2. Pro-choice movement emerged during the 1980s to defend a
woman's right to choose whether and when to bear a child.
3. Affirmative Action, the use of racial quotas to "balance" the
workforce, to one degree or another, becomes an issue of
political disagreement with Democrats favoring it and
Republicans opposing it.
Republicans
1. Fueled by the increasingly "liberal" social agenda of the Democrats and spurred on by the rise of a militant
and extremely well-organized Evangelical Christianity, most southern states begin voting Republican in
considerable majorities.
2. Conservative Christians, Southern whites, affluent ethnic suburbanites, and young conservatives form a
"New Right" that supported Ronald Reagan in 1980 on a "law and order" platform that advocated
a. stricter laws against crime, drugs, and pornography,
b. opposition to easy-access abortions,
c. and an increase in defense spending,
d. a cut in tax rates.
3. While Reagan curbed the expansion of the Federal Government, he did not reduce its size or the scope of its
powers.
The Conservative resurgence was, in large part, a reaction to the liberalism of the 1960s , mainly LBJ’s Great Society– but also a counter to the increased size and scope
of the federal government before that with Progressive Reform and the New Deal. Review the activities linked below and consider first… why did the government
“grow?” and second… why have conservatives been unable to reverse the trend?
Liberalism in the 20th Century… The Changing Role of Government from the Progressive Era through the Great Society
If you did not complete the Progressive Reform activity before the EOC Simulation, consider completing it now! It is located on the EOC page…
http://allenisd.org/cms/lib/TX01001197/Centricity/Domain/1919/Super%20Saturday%20review%20Preform.pdf
Find your Unit 8 comparison activity where you analyzed and compared the New Deal and the Great Society. This activity is essential to helping you prepare
for the VERY likely questions regarding these two events!
If you did not do it… or only “did it”… take time to seriously complete this activity! It is located on the Writing Activities page…
http://www.allenisd.org/cms/lib/TX01001197/Centricity/Domain/1919/HISTORICAL%20ANALYSIS%20unit%208%20comparison%20new%20deal%20great
%20society.pdf
Turn in these two completed activities with this review packet for 5 bonus points.
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
29
Hmmm… what’s the skill? Hmmmm… what’s the theme?
Directions:
Objective:
Complete the graphic organizer below by listing pertinent facts to support your answer to the prompt. Use the sample entries as a model for the remaining parts.
Explain how activist groups and reform movements, such as antebellum reformers, civil rights activists, and social conservatives, have caused changes
to state institutions and U.S. society.
Civil rights Activists
Changes
to State
Institutions and
U.S. Society
Antebellum Era
Reformers
2.
Reform Movement = Abolition Movement
Activist Groups = such as William Lloyd
Garrison Antislavery Society
Caused change = increasing efforts to end
slavery ultimately leading to Civil War, argued
for full and uncompensated emancipation,
rallied Northern Christians to movement,
increased support for Underground Railroad
1.
Caused change = helped form the N.A.A.C.P. which fought to
end segregation and racial discrimination through the court
system. Formed in Progressive Era but real progress in
changing policies did not occur until 1950s and 1960s, Brown v
Board of Education – 1954 – Thurgood Marshall worked for
NAACP and argued the case on behalf of Brown.
Parameters & Main Topic:
Themes:
2.
Skill:
3.
Which group had
the greatest impact?
Caused change =
4.
3.
Which era saw the
most change?
Activist =
Caused change =
Reform Movement =
Activist Group/Activist =
Activist = W.E.B. DuBois
Activist =
Caused change =
Reform Movement =
Social Conservatives
Activist Group/Activist =
1.
Social Conservative = Phyllis Schlafly
Caused change = Led anti-ERA movement that helped defeat the Equal Rights Amendment and protect traditional role of women and prevent
further change such as allowing women to be drafted or relieving husbands from their obligations to care for their wives even they divorce.
Impacted society by countering feminism and defending those who support traditional gender roles.
Caused change =
2.
Social Conservative =
Caused change =
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
30
Hmmm… what’s the skill? Hmmmm… what’s the theme?
Directions:
Objective:
Complete the graphic organizer below by listing pertinent facts to support your answer to the prompt.
To what extent did the New Deal, the Great Society, and the modern conservative
and foster change in U.S. political, social, and economic life.
Changes
to Role of the
Federal
Government
New Deal
Historical Context…
movement maintain continuity
Great Society
Historical Context…
Fostered change or continuity in political life…
Parameters & Main Topic:
1.
Themes:
2.
Fostered change or continuity in political life…
1.
Skill:
Fostered change or continuity in social life…
1.
2.
Fostered change or continuity in social life…
Which one fostered
the most change?
2.
Which one
maintained the
most continuity?
1.
Fostered change or continuity in economic life…
1.
2.
2.
Fostered change or continuity in economic life…
Modern Conservative Movement
Historical Context…
1.
2.
Fostered change or continuity in political life…
1.
2.
Fostered change or continuity in economic life…
1. by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Historical Analysis Activity written
2.
Unit 10, Periods 1-9
Noteworthy Moments in the Senate… Politics
31
and Power
Directions: Review the timeline of noteworthy events in the United States Senate, highlight cues, and then address the short answer questions that follow.
1805
1814:
1820:
1824:
1830
Vice President Aaron Burr delivered his farewell address to the Senate, while under indictment for the murder of Alexander Hamilton in a duel.
During the War of 1812, British troops set fire to the Capitol building.
Missouri Compromise (if you don’t know what this is… LOOK IT UP NOW!!!!!!)
The Senate received the Marquis de Lafayette, who was given a seat of honor to the right of the presiding officer. (French volunteer during American Revolution)
Webster-Hayne Debate
Who has more power, the Federal Government or the States? This basic question took on vast importance as arguments over slavery divided the nation. Is illustrates a
continuation of the conflict between federal and state power that began with the Hamiltonian and Jeffersonian divergence. It also inspired one of the Senate's most famous debates.
Robert Y. Hayne of South Carolina presented the Southern viewpoint. He argued that states could ignore Federal laws that violated constitutional rights. “Liberty first, and Union afterwards,” Hayne
proclaimed.
Daniel Webster of Massachusetts responded with a ringing defense of the Federal Government's power to establish policies benefiting all Americans. He concluded with the now immortal words, "Liberty and
Union, now and forever, one and inseparable!" Webster's speech propelled him to the top rank of American statesmen and strengthened relations between the North and West—at the South's expense.
"Liberty and Union, now and forever, one and inseparable!" — Senator Daniel Webster of Massachusetts, January 27, 1830
1832
Defending the American System
Henry Clay used the first speech of his Senate career to launch a major attack on the Jackson administration. This three-day speech, entitled focused principally on the
importance of maintaining protective tariffs, despite complaints of such southern spokesmen as Senator Robert Y. Hayne of South Carolina and Vice President John C.
Calhoun that they would ruin the region's economy. A compromise tariff was proposed and rejected (this during the Nullification Crisis… FYI… you should know the Nullification
Crisis!) and in 1833 a Compromise Tariff ended the Crisis.
1834-1837 censuring a president
The Senate gained new prominence in the 1830s as a result of its battle with President Andrew Jackson. Jackson's veto of an act to renew the charter of the Bank of the
United States angered many members of Congress. When the President refused to comply with a Senate request for important documents related to bank operations,
the Senate censured, or formally rebuked, him for assuming powers that he did not have under the Constitution. Jackson angrily rebuffed the Senate and dismissed its
censure. Three years later, when Jackson's Democratic Party regained control of the Senate, the new majority voted to strike, or delete, the censure from the Senate Journal.
Behind this debate lay a fierce struggle for power between Congress and the President over which branch would take the lead in shaping national policy.
1836: The Senate reserved one-third of its chamber's circular gallery for the exclusive use of women. They couldn’t vote, but hey… they could watch!
1850
“Seventh of March Speech” by Daniel Webster of Massachusetts …"I wish to speak today, not as a Massachusetts man, nor as a Northern man, but as an American."
For the Union… the Compromise of 1850
Three great Senators dominated what has come to be called the Senate's "Golden Age of Oratory," from the 1830s to the 1850s. The legendary orator Daniel Webster of Massachusetts spoke for industrial New
England. Henry Clay of Kentucky, the "Great Compromiser," represented the Western frontier. The Southerner John C. Calhoun of South Carolina defended states' rights and the institution of slavery. Yet all
three represented the United States. Alternately feuding and cooperating, this "great triumvirate" helped forge major legislative agreements, culminating with the Compromise of 1850.
The compromise included the Fugitive Slave Act, which required Northern states to return escaped slaves to their owners. By supporting it, Webster defied his antislavery constituents in Massachusetts,
sacrificing his political career. The Massachusetts Senator believed passionately that he should defend the interests of the whole nation.
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
Noteworthy Moments in the Senate Continued… Politics
1856:
1860
1868:
1875:
1917:
1923:
1933:
1950:
1954:
1957:
1964:
1973:
1978:
1983:
1986:
1987:
1999:
32
and Power
Senator Charles Sumner delivered his "Crime Against Kansas" speech, prompting the violent attack on his person by Representative Preston Brooks.
Senator Jefferson Davis gave his farewell speech before leaving with his state for the Confederacy. “I hereby solemn this, that states
are sovereign.”
The Andrew Johnson impeachment trial began on March 30, and ended on May 16 when the Senate acquitted President Johnson by a
one-vote margin.
Seven years after the Senate acquitted him in an impeachment trial, Andrew Johnson became the first former president to serve as a senator .
President Woodrow Wilson delivered his "Peace Without Victory" speech in the Senate Chamber on January 22. He returned two years later
to deliver the Treaty of Versailles to the Senate.
The Committee on Public Lands and Surveys began a series of hearings to investigate the leasing of government oil reserves in Wyoming to oil men and
developers. This became known as the "Teapot Dome" investigation.
On March 9, the Senate passed the Emergency Banking Act after several hours of debate. The first of several New Deal Acts that led to banking reform.
Margaret Chase Smith delivered her "Declaration of Conscience" speech, attacking -- without naming -- Senator Joseph McCarthy for his anti-communist tactics, referring to them as "vilification" and
"smear." This soon after his “Wheeling Speech” in which he first raised charges that communists had infiltrated the federal government
Senate began a 55-day series of "Army-McCarthy" hearings . Television transformed the hearings into a national spectacle. The Senate later “condemned” him.
On August 28-29, Senator J. Strom Thurmond of South Carolina delivered the longest speech in Senate history. Filibustering against the 1957 Civil Rights Act, Thurmond spoke for a record-breaking 24
hours 18 minutes.
The Senate ended a lengthy filibuster, allowing for passage of the historic Civil Rights Act of 1964.
The Senate Select Committee on Presidential Campaign Activities (the Watergate Committee) opened public hearings.
Senate debates on the Panama Canal Treaty broadcasted over National Public Radio.
Terrorists explode a bomb on the second floor of the U.S. Capitol, outside the Senate chamber
Regular television coverage (C-Span 2) of Senate floor proceedings began.
The Senate participates in a joint committee to investigate the Iran-Contra affair.
The Senate held an impeachment trial of President William Clinton. Trial began on January 14, and the Senate voted on articles of impeachment, ending the trial with acquittal, on February 12.
Diversity in the Senate
1845: David Levy Yulee became the first Jewish senator
1870: Hiram Revels of Mississippi became the first African American senator
1902: Reed Smoot (of Smoot-Hawley Tariff fame) became the first Mormon senator
1907: Charles Curtis of Kansas became the first Native American senator
1928: Octaviano Larrazolo (R-NM) became the first Hispanic senator
1932: Hattie Ophelia Wyatt Caraway became the first female senator
1959: Hiram L. Fong (R-HI) became the first senator of Chinese-American ancestry
1993: Carol Moseley-Braun of Illinois became the first African-American female to serve in the U.S. Senate.
The House of Representatives is more diverse than the Senate… including several homosexual representatives and more women and ethnic diversity… including the first Muslim to serve (2007). Why do
you think the House has more diversity? Think about it!!!
On a separate sheet of paper, answer the following questions in complete sentences.
a. Briefly explain ONE way debates over how to interpret the Constitution impacted the nation prior to the Civil War.
b. Briefly explain ONE way the Legislative Branch of the federal government addressed political discord between the Democrats and the Whigs.
c. Briefly explain how your answer in part a. is similar to or different from ONE legislative action from the 20th century.
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
33
Politics and Power
Skill ?
Have you been paying attention? Explain the skills you must demonstrate in this type of question…
Prompt:
To what extent have major party systems and political alignments maintained continuity or fostered change in the role of government and the power of
the federal government from 1901-2000.
Define your parameters, and analyze important turning points referenced on the timeline .
1901
1913
1917
1918
1919
1922
1933
1939
1941
1945
1954
1965
1980
2000
1. CONTEX… Define your parameters…
2. CONTEXT…Characterize the era(s)…
3. Brainstorm/brain dump everything that comes to mind when you think of party systems and political alignments…
4. Identify the theme(s) being tests…
5. Identify the skill being tested…
6. Identify three major turning points and briefly explain how they maintained continuity or fostered change. Be sure to address EXTENT!
a)
b)
c)
Which one fostered more change? (specific event)
Which one maintained continuity the most? (specific event)
7. On a separate sheet of paper, write your introductory paragraph using your thesis formula and including your contextualization of the topic.
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
34
Continuity and Change Over Time… Politics and Power
Objective: Analyze how arguments over the meaning and interpretation of
what extent have these arguments maintained continuity or fostered change?
the Constitution have affected U.S. politics since 1787. To
Directions: Complete the graphic organizer . Keep in mind you do not have to have all of these cases memorized, but you should recognize enough
from each court to be able to generalize. The Marshall Court is completed for you as an example.
Marshall Court 1803-1832
Marbury v Madison, Fletcher v. Peck, Martin v Hunter’s Lessee
McCulloch v. Maryland, Dartmouth College v Woodward, Gibbons v Ogden
Cherokee Nation v Georgia, Worcester v Georgia
The Marshall Court rulings asserted the power of the federal
government by upholding the sanctity of contracts, preventing states
from taxing the national bank, and asserting judicial review. These
decisions strengthened the Court and the federal government in an
era when states rights’ advocates challenged the power of the federal
government repeatedly. Some decisions failed to assert power as the
executive under Jackson chose to ignore rulings regarding Indians.
Earl Warren Court 1953-1969
Brown v Board of Education, Baker v Carr, Gideon v Wainwright,
Engel v Vitale, Escobedo v Illinois, Miranda v Arizona, Epperson v Arkansas
Warren Burger Court 1969-1986
Swann v Charlotte-Mecklenburg, Roe v Wade, U.S. v Richard Nixon, Milliken v Bradley
Pasadena Board of Education v Spangler, Bakke v Regents of U.of California
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document
Unit 10, Periods 1-9
35
Continuity and Change Over Time… Politics and Power
Objective: Identify the historical significance of the following key Supreme Court Decisions by recording what each “locked in.” You need to be able to identify and analyze
significance of these cases! If you don’t know them now… now them ASAP!!!
Directions: Complete the graphic organizer.
Keep in mind you DO need have to have these three
cases memorized.
Dred Scott is completed for you as an example.
Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document