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AP US HISTORY EXAM REVIEW QUESTIONS AND OUTLINES
Early colonial dissent (see Documents Bank: “Colonization of Americas”)
Taylor Hess (2006)
[Question]: How did the approaches to governance of New England, Pennsylvania
and Virginia differ and why did they lead to colonial dissent?
1.
Use the documents and your knowledge of the period (1600-1700) to construct your
essay.
Thesis: Due to the subtle differences of the approaches to governance of the original
colonies, dissent among colonies was cultivated and cultural differences were magnified
to an extent that led to disputes among colonists.
Evidence:
 Virginia
o Virginia was led by the House of Burgesses which was an elected body
with direct representation from the different counties.
o It was first settled by the Virginia Company in order to find precious
medals and open new trade routes.
o Church of England was the norm, however practiced freedom of protestant
religion.
 New England
o New England was settled by puritans seeking freedom from oppression
o The government was dominated by weekly local town meetings that
almost all of free white males attended.
o All of the colonies but Rhode Island was strictly Puritan.
 Pennsylvania
o Pennsylvania was settled by William Penn as a personal proprietorship for
his family.
o The government was run by appointed magistrates.
o Pennsylvania was a haven for persecuted religions. The population was
compiled with Welsh, Irish, Dutch, and German settlers, Catholics were
also allowed in the colony.
1. Jinny Ahn (2009)
[Question:] How and to what extent did the different in political and religious practices of
New England, Mid-Atlantic, and Southern colonies lead to colonial dissent in the 1600s?
[Thesis:] The colonists of Puritan New England gradually drifted away from a strict
religious society to one of more toleration and secularity, following the model of the
Mid-Atlantic and Southern colonies, because of changing times.
[Evidence:]
New England:
Highly religious-no separation of church and state
-Puritan only-no religious toleration
-John Winthrop
-“Old Deluder Satan”
-Roger White and Rhode Island
-Religious toleration/freedom
-separation of church and state)
-Anne Hutchinson
-witch hunts (Salem Witch Hunt)
Participate in town meetings
Mid-Atlantic:
Religiously tolerant
-Maryland-Catholic safe haven
-William Penn and Pennsylvania
Council /governor/General Assembly system
Southern:
Not very concerned with religion-more focused on economic aspect
If religious, mostly follow Church of England
House of Burgesses
Early colonial dissent (see Documents Bank: “Colonization of Americas”)
Brad Hahn (2010)
1.
The Americas provided the colonists with extensive land, separation from the
king, and religious freedom, which led to change in their social, political, and
economic tendencies breeding a sentiment of dissent that in later years would be
a the basis of the revolution
Asses the validity of the statement using the documents and your knowledge of the
period, 1600-1700, to construct your essay.
Thesis: Salutary Neglect and the vast space of the Americas provided colonists with
religious opportunity, a democratic system of government, and unique economic
opportunity, which planted the seeds of societal divisions between the colonists and
English.
Evidence
-
-
-
Salutary Neglect- Not as much of a written term as much as a de facto policy. The
distance was so great that the King counted on his governors and other leaders in
the colonies to control their people, which gave the people much more room to
operate socially, religiously, politically and economically.
Headright System- This system was the result of the extensive land the Americas
provided the Europeans with. Each person who paid their own way across was
given 50 acres (on average) and an additional 50 acres for every immigrant for
whom they paid to come to the colonies.
Religious divisions- Unlike England the Americas provided extensive land much
of which was unpopulated. At any time someone who disagreed with the way
-
-
2.
their town or city was being run could leave and develop their own society. In
England conformity, especially religiously, was a must because their was nowhere
else to go; but now, people like Anne Hutchinson (Women’s Role in Religion)
and Roger Williams (Religious Freedom along with separation of Church and
State) could go off and develop their own religious beliefs in their own towns.
House of Burgesses- Was an elected house of legislation established in 1619
which gave the colonists the type of political freedom they had not experienced in
England and gave them the experience of running a government which would
provide invaluable experience in running a nation and would eventually be vital to
the revolution.
Indentured Servants- While on the surface servitude would appear to limit
freedoms in ways that would be similar to England it actually allowed poorer
Europeans who sought to immigrate to the Americas to do so. People who were
avoiding persecution for religious or political reasons, or younger people who
simply saw more potential in the colonies could inexpensively move ot the
colonies and after seven years of servitude could gain their own land and start
their own businesses.
“Between the Wars: French and Indian and Revolution” (see Documents
Bank: “Road to the Revolution”) Jon Trumbull (2006)
Question: How and why did Colonial views towards Britain change between the
French and Indian War and the Revolution?
Thesis: Colonial views toward Britain changed between the French and Indian War and
the Revolution from respectful detachment to utter dissent because Colonists no longer
enjoyed the near-autonomous rule that salutary neglect had granted them.
Evidence:
 James Otis (1764): “We all think ourselves happy under Great Britain. We love,
esteem, and reverence our mother country, and adore our King. And could the
choice of independency be offered the colonies or subjection to Great Britain
upon any terms above absolute slavery, I am convinced they would accept the
latter.”
 Sons of Liberty (ca. 1765): Violent resistance  Burned effigies (Andrew Oliver
– future Distributor of Stamps for Massachusetts) and land held by officials of the
crown.
 Stamp Act Congress (1765):  Declaration of Rights and Grievances (increased
colonial unity vs. Great Britain)
 Paul Revere – Engraving of the Boston Massacre (ca. 1770) – Exaggerated
description of “massacre”
 Boston Tea Party (1773): Respect  Dissent, leads to the Coercive (Intolerable)
Acts
2. Tory Baena (2009)
[Question]: How and why did changing British policies towards the colonies trigger
increased colonial unity following the French and Indian War?
Use the documents and your knowledge of the period 1754-1776 to construct your essay.
Thesis: Britain’s French and Indian War debt prompted the end of salutary neglect with
an onslaught of tax and duty acts, fusing the disparate colonies into a united opposition
front and ultimately triggering revolution.
A. Britain’s policies
-1764 Sugar Act decreased tax rates but raised enforcement levels, Currency Act made
sterling the only official currency; 1765 Stamp Act=first direct tax, Quartering Act
allowed British soldiers to stay in colonists’ homes
-Townshend Acts of 1767, included Duty Act on trade goods
-created vice admiralty courts to try smugglers, tightened customs
-Tea Act of 1773: gave British East India Company monopoly on tea sold in colonies
-provoked Boston Tea Party
-Intolerable (Coercive) Acts included:
-Boston Port Bill, which closed Boston ports
-Justice Acts, allowing someone indicted for a crime to be tried outside his/her
own colony
-Massachusetts Government Act, replacing an elected council with appointed vice
admiralty courts
-another Quartering Act
B. Colonial Response/Increased Unity
-Sons of Liberty—held meetings to protest British acts, made an effort to include
ordinary
colonists, + Daughters of Liberty—spun own clothes/consumed local tea as form
of
protest
-non-importation policy: led to repeal of Stamp Act in 1766, collapsed with Duty Act but
reinstated with 1st Continental Congress via the Continental Association
2.Between the Wars: French and Indian and Revolution” (see Documents Bank: “Road to
the Revolution”) Dave Gallagher (2010)
Thesis
Colonists expressed their dissent with British colonial control through physical action,
organized by ideological movements, because the end of Salutary Neglect and virtual
representation of the colonies made England seem tyrannical.
Doc A- Stamp Act Congress Resolves 1765
-virtual representation taxation without representation
-end of salutary neglect
Doc B- Dickenson’s Letter from a PA farmer 1767
-taxation for revenue not regulation
Doc C- To Farmers and Traders of PA 1770
-non-importation of goods from Britainhurts GB merchants repeal Stamp act
-boycott of British goods sons of liberty/ daughters of liberty no tea
Doc D- Boston Massacre Engraving 1770
-along with gaspee incidentticked off GB tea act of 1773
-shows “propaganda-like” viewpoint.. GB provoking us- even though drunk col.
Doc E- Unite or Die cartoon 1770s
-ideological side of organizing and unifying very explicit
-spin off Ben Franklin’s “join or die” cartoon of 1750s
Doc F- Boston Tea Party 1773
-lead to Intolerable (Coercive Acts)
Doc G- Thomas Paine Common Sense 1776
-encourages colonists to break free from GB
-accuses king of tyranny virtual representation
Doc H- Declaration of Independence 1776
-culmination of all the resistance taking matters into own hands
Other evidence
-7 Years War caused the change from Salutary Neglect to increased colonial
involvement upset colonists virtual rep
-Sugar Act 1764
-Stamp Act 1765 DIRECT tax.. in your face.. upset colonists
-Quartering Act 1765 GB can use colonists homes for their troops upset
women
-Townshend Acts 1767 duty (indirect taxes)  non-importation policy
-Gaspee Incident 1772 GB customs ship looted and burned by colonists
1.
Changing interpretations of the Constitution (see Documents Bank: “Early
American Republic”) Tinni Maitra (2006)
Question:
How and why did politicians’ interpretations of the constitution change throughout
the Federal and Jeffersonian Eras?
Use the documents and your knowledge of the period <1790-1825> to construct your
essay.
Thesis:
Although the Jeffersonians believed in strict interpretations of the constitution, once in
power, the Jeffersonians employed Federalist ideas of broad constructionism because
foreign policy necessitated a pragmatic response.
Evidence:
 Hamilton’s Financial Plan
o Fund national debt at par
o Assumption of state debts
o Tariffs on imported goods
o Excise tax
o National bank
 Jay’s Treaty → dealt with unresolved issues of Treaty of Paris, invoked executive
privilege
 Alien and Sedition Acts (power to deport aliens, violated freedom of speech) →
Virginia and Kentucky Resolutions (argued for nullification)
 Louisiana Purchase – justified purchase of land by saying that it was to protect the
country, actually employed Federalist means for Jeffersonian ends
 Embargo Act of 1807 – forbade exports from US
 Non – Intercourse Act, Macon’s Bill #2 – reopened trade with Britain and France
if they promised not to interfere
 Clay’s American System
o Rechartered 2nd bank of US
o Protective tariff to increase domestic manufacturing
o National Road
3. Changing interpretations of the Constitution—Fran Nassau, 2007
Thesis: The Federalists and Jeffersonians established the partisan politics of America due
to opposing interpretations of loose versus strict construction and states versus national
power.
Evidence:
1. Hamilton’s Financial Plan- Hamilton’s Report on the National Bank- if the
end was constitutional and the means was not unconstitutional then the means
was constitutional (Norton 199)
a. Fund National debt at par
b. National Bank
c. Assumption of state debt
d. Excise/Whiskey Tax
2. Jay’s Treaty/Executive Privilege
a. Democratic Republicans face off against Federalists
b. Washington withholds all documents pertinent to the London
negotiations establishing executive privilege
3. Alien and Sedition Acts
a. Federalists attempted to defeat the Federalists by decreasing
immigrants’ effects on politics and outlawing conspiracies.
b. Sedition Act’s indictments hurt Federalist reputation and bring about
VA and KY resolutions.
4. VA and KY resolutions
a. Written by Jefferson and Madison and introduced to state legislatures
in the fall of 1798.
b. Pronounced the Alien and Sedition Acts unconstitutional because
states had the right to judge the constitutionality of the federal
governments actions because the constitution was created by a
compact among the states
5. Marbury v. Madison
a. Established Judicial Review
b. Marbury was a midnight appointee but Madison refused to certify his
appointment, so Marbury sued for a writ of mandamus
c. Marshall ruled that the Supreme court could not issue a writ of
mandamus but is able to decide whether or not a legislative act
contradicts the constitution
3. Changing interpretations of the Constitution: Ellie Barton—2008
The Democrat-Republicans were pragmatic in their interpretation of Constitutional
Federal Power during the Quasi War with France and the War of 1812. Assess the
validity of this statement.
Thesis: Democrat-Republicans pragmatically used extended Federal power during
international conflict to create an independent nation that could support Jeffersonianagrarianism, but did not approve similar Federalist usage.
Evidence:
1) The Quasi-War with France
-started after the XYZ Affair, consisted of naval hostilities, and was disliked by
the
Francophile Jeffersonians, ended by the Conference of 1800
-the Quasi-War with France took place during the presidency of Federalist John
Quincy Adams and resulted in what Democrat-Republicans considered to be an
infringement of civil rights and an overextension of federal power
-The Kentucky and Virginia Resolutions were written anonymously by Jefferson
and Madison in
response to the Alien and Sedition Acts > they were created at the
Hartford Convention where both
Virginia and Kentucky threatened to secede
-overall: strict construction and little Federal power > fear of tyranny
2) The War of 1812
-took place after the Revolution of 1800 and Jefferson allowing the Alien and
Sedition Acts to
expire
-during Jefferson tenure in office, British challenged US shipping rights (partly
due to their paranoia over the Napoleonic Wars) in the Chesapeake Affair
-extension of federal power seen in the Barbary Wars (1801-1805), NonImportation Act (1806
bans all British goods), the Embargo Act (response to the
Chesapeake Affair > hurts business pple), the Non-Intercourse Act (Barbary Wars and
British Impressments, trade so long as
France and
Britain do not interfere with
US), and Macon’s Bill (1810, US will trade with whoever stops first >
after the failed
Erskine Agreement with Britain)
-Jeffersonian War Hawks versus Britain; reasons: impressments of American
soldiers, excuse to
kick British out of forts in America, and to seize Florida from
Spain (ally of Britain)
-Federalists (Blue-Lights) respond with the Hartford Convention > look foolish at
the Treaty of Ghent in 1814
3. Changing interpretations of the Constitution (Gigi Constable 2009)
Thesis:
Although states initially had more power from a fear of tyranny, the Constitutional
Conference gave the federal government more power through Congress and the judicial
branch to protect the citizens from a fear of chaos.
 Federal Power was initially limited because of fear of tyranny (directly after American
Revolution)
 Articles of Confederation (unanimous state consent, created a weak
Congress/judicial branch/executive branch, no power to tax)
 State Power was initially high to divide up power more equally (fear of tyranny)
 shown in Doc. A (Shays’s rebellion is against high debts and taxes implemented
by states)
 state constitutions (citizens = free. of press, rights to fair trials, must consent to
taxation, prot. against search warrants)
 Constitutional Conference
 New Jersey Plan (Doc. B) vs. Virginia Plan
 debates over if state or nation should have more power
 result: create a federal government with more power
 Federal Government = more power because Congress is passing laws in favor of federal
government (less fear of tyranny, but still exists!)  used as protection against Native
Americans, European wars/countries (impressment  Chesapeake Affair), and Barbary
Wars (more fear of chaos)
 Northwest Ordinance of 1787 (Congress = power to admit new states)
 Revenue Act of 1789 (national tax law)
 Bill of Rights (1791)
 Ware v. Hilton, 1796 (declared a state law to be unconstitutional)
 Louisiana Purchase (Doc. H)
 McCulloch v. Maryland (state vs. national jurisdiction; national won; Congress =
allowed to charter banks)
 States trying to gain back some power (Republicans)
 Doc. C (Thomas Jefferson: Opinion on the Constitutionality of a National Bank,
1791)
 Virginia and Kentucky Resolutions (Doc. D) (all power not delegated to federal
government = state power)
 National Judicial Power = strong
 Judiciary Act of 1801 (Doc. E)
 Marbury v. Madison, 1803 (Doc. F)  judicial review
3. Changing interpretations of the Constitutionb (Michelle Chung 2009)
How and why did the divergent post-Revolutionary ideologies about the role of
government lead from the Articles of Confederation to the conclusive Constitution of
1789?
Thesis: Tyrannical British rule created an independent coalition of states under the
Articles of Confederation, but inefficiencies in administration and economic policies
necessitated the stronger federal powers included in the Constitution.
- Inflation rose because of an excess of paper currency printed by states; the government
lacked the power to enforce a counteractive tax levy.
-Articles Four and Five of the Treaty of Paris promised repayment of American debts to
British merchants and allowed loyalists to reclaim land taken during the war, but a lack of
effective Congressional enforcement prolonged British presence in America.
-The Northwest Ordinance, an attempt to establish equal rights in new territories,
revealed weaknesses in the Articles of Confederation's ability to enforce laws. It also
brought up the issue of slavery.
-Shays's Rebellion was a revolt by Massachusetts colonists against high taxes imposed by
a tyrannical government; it succeeded in part because there was no federal response to
quash it.
-Federalists and Antifederalists struggled to agree on a new Constitution because the
former wanted a strong centralized government while the latter wanted to maintain states'
rights and individual liberties.
-The Bill of Rights gave residual powers to states and explicitly protected liberties that
could be taken by an overly powerful central government despite the checks and balances
established in the Constitution.
3. Changing interpretations of the Constitutionb (Andrew Laboz 2010)
How and why did perceptions of the constitution change during the
Jeffersonian/Federalist Era?
Thesis: Although the Jeffersonians began with a strict constitutional interpretation, once
in office, they adopted Federalist loose constructionism to expand territory and federal
power because foreign exigency and a changing society necessitated a pragmatic
response.
Evidence:
1. Hamilton’s Financial Plan
- Report on Public Credit (1790)
- assumption of state debts
- National Bank
- Jefferson aggress with Madison that Bank is unconstitutional (not
“necessary and proper”)
- Hamilton’s Defense of the Constitutionality of the Bank
- protecting infant industries
- Whiskey tax  Whiskey Rebellion (Pittsburgh 1794)
- repealed by Jeffersonians
2. Virginia and Kentucky Revolution (1798)- Jefferson and Madison advance doctrine of
“nullification” by pronouncing the Alien and Sedition Acts unconstitutional through the
state constitutions of Virginia and Kentucky
- states had right to judge constitutionality of federal government
3. Marbury v. Madison
- Marbury, issued by Adams in his last hours as a justice, sued for writ of
mandamus after Madison and Jefferson refused to acknowledge him.
- ruled in Marbury’s favor but court couldn’t issue writ
- established judicial review- decided constitutionality of legislative acts
4. Louisiana Purchase
- expansion of Jefferson’s agrarian empire
- federalist means for conservative ends
5. Non Importation Act of 1806/Embargo of 1807
- response to British impressment
- NIA- barred British manufactured goods from entering American ports
- Leopard incident
- Embargo- forbade all exports from US to any other country to force Britian and
France into respecting US rights
- hurt economy
- against Jefferson laissez-faire idealism
 Non Intercourse Act/Macons Bill #2- reopened trade
2.
Changes in Foreign Policy (see Documents Bank: “Early American
Republic”) Will Devon-Sand (2006)
[Question]: How and why did American foreign policy shift towards isolationism
after the American Revolution.?
Thesis: American Foreign policy shifted towards isolationism through the
guidance of their leaders and treaties to rid foreign powers and fulfill manifest
destiny.
1. Jay’s Treaty- Between United States and Great Britain signed on November 19,
1794. It rid the Brittish of most of their forts they had occupied during the
Revolutionary War.
2. George Washington’s Farewell Address- In his farewell address, he warned
the United States of entangling alliances.
3. Louisiana Purchase- Purchased in 1803- Jefferson purchased from Napoleon.
Resulted in loss of French influence in the west of the United States.
4. Embargo Act of 1807- eliminated American exports so that Brittan would
reduce trade restrictions. Failed.
5. War of 1812- Increased nationalism and made the United States more
independent.
6. Adam-Onis Treaty (1819)-Established boundaries between the United States
and Spain. Increased isolationism.
7. Monroe Doctrine (1823)- outlined that foreign powers can not interven in
Western Hemisphere and in return the United States would not interfere in
Europe.
4. Changes in Foreign policy in the New Republic—Will Yarbrough, 2007
Question: To what degree did the United States abandon its state of neutrality in
foreign policy during the period of 1793-1823?
Thesis: The US abandoned it’s stance of neutrality by creating dialogue with
Europe and creating the persona of the “world policeman” because of the desire to
increase and maintain US dominance on the world stage.
- Washington’s Farewell Address and the Proclamation of Neutrality (neutrality
becomes the United States initial stance on foreign policy)
- Jays Treaty, marks the first communication between the US and Europe in
terms of foreign policy. Sedition Acts (limit foreign influence in the United
States)
- The War of 1812, marks the first war that the United States partakes in due to
indifference in issues of foreign policy with a European country (gain power
of Britain)
-
The Louisiana Purchase- the US gains land from a European power. Desire to
increase the United States power on the world stage
The Monroe Doctrine- outlines US foreign policy for the coming age. The
United States will interfere with worldly issues in order to preserve its power
on the world stage.
4. Changes in Foreign Policy: Chris Lake—2008
Question: Evaluate the validity of following statement: “Foreign policy during from
1787-1823 isolated the United States from Europe.”
Use the documents and your knowledge of the period 1787-1823 construct your essay.
Thesis: US foreign policy, including legislation like the Embargo Act, failed to isolate
the nation from European affairs or prevent violence against the United States due to the
vital nature of America’s trade with the continent.



Washington and the First 8 Years
o Lingering English influences
 Lake Erie Forts systems remain in place until after the War of 1812
despite the promise of removal during the Treaty of Paris.
 Jay’s Treaty (1794) attempts to both remove the forts and open
commercial trade with England (Document B)
o Spain
 Pinckney’s Treaty (1795) opens the Mississippi River to American
boats at the permission of the Spanish
o Citizen Edmond Genêt (1793)
 French war against monarchies of Britain, Spain and Holland
 Genêt attempts to recruit Americans for conflict, meets w/
Washington (but he refuses to join conflict—Document A)
o Farewell Address—Document C
 Warns of entanglement in European military alliances (economic
ties permissible)
Quasi-War
o French capture of US ships on the high seas provokes a pseudo-war
between the two nations
 French diplomatic agents demand a $250,000 bribe before
negotiations begin, known as the XYZ Affair
o Convention of 1800 (or the Treaty of Mortefontaine) ends the Quasi-War
and severs the military alliance between the US and France—the 1778
Treaty of Alliance
Jefferson Administration
o Louisiana Purchase (1803)—Document D
 US acquires the French territory of Louisiana, paying Napoleon
$15 million for over 800,000 sq. miles west of the Mississippi



o French, English blockades during Napoleonic Wars
 US economy dependent on trade w/ England, France
 State of war between nations and blockades prevent trade from
continuing normally
 British impressments of American sailors
o English Troubles
 Nonimportation Act (1806) bans importation of all British
manufactured goods (except cloth, metal items)—little effect upon
policies
 Leopard and USS Chesapeake clash off US, damaged Chesapeake
returns to American outrage
Embargo Act (1808)— Document E
o Forbids all export trade from US, cripples US economy
 While manufacturers find boost in sales, New England talks of
seceding (winter of 1808-9)
o Repealed by Non-Intercourse Act of 1809
 Trade w/ all but France, Britain until they obey shipping rights
 Expires in 1810, replaced w/ Macon’s Bill Number 2
 Opened trade but allowed for suspension if ship seizing
continues
 British ships control Atlantic, continue impressments of
Americans (1811)
War of 1812
o US declares war on England after Democratic Republican “War Hawks”
triumph over wary Federalists (Document F, G)
o England burns Washington DC but Americans win at Baltimore
 Defeated in New Orleans after the Treaty of Ghent is signed
Monroe Doctrine (1823)
o President Monroe declares that the United States will remain outside of
European affairs (Document H)
 Also proclaims a Greater American independence from European
interference and colonization
o England agrees with treaty only to maintain control of area over European
enemies
 The Royal Navy enforces the doctrine for the US
4. Changes in Foreign Policy: Anthony Collard (2009)
[Question]: How, why, and to what degree, did foreign policy change as a result of
involvement with England and France from the traditional neutrality stated in
Washington's Neutrality Proclamation?
Use the documents and your knowledge of the period 1790-1825 to construct your essay.
Thesis Statement: The United States altered their foreign policy from neutrality to
isolationism, strictly believing in non-entangling political alliances, because of British
impressments, excessive trade restrictions and tariffs, and refusal to leave Northern forts.
Washington's Neutrality Proclamation, 1793:
-
This proclamation was issued during the ongoing wars between Britain and
France.
Washington declared that the country would be better off without entangling
themselves in European affairs
Set a precedent for U.S. isolationism
Jay’s Treaty, 1794:
-
-
-
The president of the Continental Congress ( Jay) went to England in an attempt to settle
grievance between the US and the UK
It was signed but the Democratic-Republican Party thought the Federalist Jay had
forfeited American concerns.
This treaty was passed because the British practiced impressments, refused to leave
Northern forts, and British exports dominated the U.S. market, while American
exports were blocked by British trade restrictions and tariffs
(http://www.state.gov/r/pa/ho/time/nr/14318.htm)
Only one year after the proclamation, attempts to negotiate with British in
order to have no governing forces
Washington's Farewell Address, 1796:
- This was presented after Washington’s first term
- Washington urged his countrymen to continue to have commercial relations
with other countries but to have as little political ties as possible
-
This continues to follow the Washington Neutrality Proclamation
Alien and Sedition Acts, 1798:
- Passed during John Adams administration ( Federalists like Washington)
-
“Made it more difficult for immigrants to obtain U.S. citizenship, enacted stricter laws
against immigrants that increased the risk of deportation, and limited the rights of
freedom of assembly and freedom of the press for U.S. citizens under the guise of
preparing the United States for its entry into the Napoleonic Wars against France.” (
ABC-CLIO)
-
This shows a more aggressive approach towards isolationism, and signs of
xenophobia
Embargo Act, 1807:
- Passed during the Jefferson administration
-
halted all trade between the United States and foreign nations in response to both
British and French restrictions on neutral trade during the Napoleonic Wars in Europe
- One of the worst foreign policy failures in the history of the United states
- Instead of resulting in an increased French and British respect for American
neutrality, it lead towards great financial loss, especially for merchants
- Once more, the United States aggressively tries to show the world its desire
for a neutral, and isolationist country
Non-Intercourse Act, 1809:
- Lifted the Embargo Act of 1807
- However, it continued to prohibit any U.S. trade with either Great Britain or France.
-
-
“one of several measures enacted by the U.S. government in the early 19th century in
an attempt to preserve U.S. neutrality in the Napoleonic Wars then raging across
Europe.” ( ABC-CLIO)
Although less aggressive then the Embargo Act, it maintained US neutrality from other
countries. Up until the 20th century, the isolationist idea remained strong.
4. Changes in Foreign Policy: Sarah Bernhardt (2010)
1. [Question]: Access the validity of the following sentence: Washington’s focus on
neutral foreign relationships was overshadowed by his successors and the War of
1812.
Use the documents and your knowledge of the period 1783-1823 to construct your essay.
THESIS: Washington’s focus on political separation from foreign nations inspired his
successors to embrace American neutrality, ultimately through the War of 1812 when
American separation was violated.
EVIDENCE:
-Washington’s example of political separation through his Neutrality Proclamation (a
preview of his Farewell Address. Therefore, Washington’s foreign policy involves
neutrality, seeking separation from foreign powers) and Farewell Address (which
highlights two foreign policy principles: to engage in no permanent, entangling alliances
and to continue commercial, but not political ties to other countries, thereby proving
Washington’s foreign motives: to stay involved commercially, but to distance the United
States politically)
-Washington’s emphasis on separation from Britain particularly in the Jay Treaty
(brought about the evacuation of British troops from western forts and among others,
established two commissions to deal with American debts to the British and captured
American ships. So essentially, this treaty, which Washington submitted to the House,
furthers Washington’s emphasis on separation from Britain)
- Alien Act, passed by Washington’s immediate successor, Adams (though the primary
goal was to keep Republican immigrants out of the country) further distanced the United
States from other nations, especially during time of war
-The War of 1812 (caused by Britain’s violation of neutral trading rights, affronts to
American independence and honor, impressments, and alliances with Native Americans)
was an “active mean” for a “passive end”. Peace of Ghent: after war, US decidedly
independent: “The experience strengthened America’s resolve to steer clear of European
politics” (Norton)
- Monroe Doctrine reasserts George Washington’s separation from European affairs
Political conflict (see Documents Bank: “Early American Republic”) Sopheya
Lambertsen
[Question]: <How and why did domestic politics escalate into real political conflict,
especially regarding federal power, during the period in question?>
3.
Use the documents and your knowledge of the period <1776-1815> to construct your
essay.
Thesis: Because both factions focused their policies (Federalists- chaos, Republicanstyranny) on their respective fears, political conflict became characteristic of the period, as
is demonstrated in Shay’s Rebellion, the Burr-Hamilton duel, and the Hartford
Convention.
Southern fear of slaves
o Because of their desire for States Rights and their fear of northern
governments infringing on their rights, Southerners voted Republican.
o Northern states affirmed Southerners’ fear of their antislavery motives by
beginning to abolish slavery.
 VT- 1777
 Mass- 1780s
 PA- 1780
 NJ- 1804
Republican fear of Tyranny
o Antifederalists, the predecessors to Republicans, supported the weak
Articles of the Confederation because it gave the Executive branch very
little power, especially to tax.
o They also supported the New Jersey plan, which updated the Articles, and
opposed the Virginia plan, which broadened Congressional power.
o Thomas Jefferson’s witch hunt of Federalists immediately after he was
elected demonstrates his fear of their power, and thus their fear of tyranny,
as does his hatred for Chief Justice John Marshall.
Federalist Fear of Chaos
o The National Bank was created in response to currency instability.
o Shays’s Rebellion and the Whiskey Rebellion both demonstrated the
Federalists’ justifiable fear.
5.Political conflict (see Documents Bank: “Early American Republic”) Kate
Ruggiero 2010
[Question]: To what extent were Hamilton’s federalist ideals portrayed in the political
arena throughout the early American republic?
Thesis: With fear of chaos, Hamilton’s federal and economic ideals were evident in the
creation of the Constitution and National Bank, while facing criticism from Jeffersonians,
however ultimately used by Jefferson, exemplified through the Louisiana Purchase.
Evidence:
1) The Articles of Confederation (Doc A) showed how America society was fearful
of tyranny with a weak central government. However, Hamilton and others with
federalist ideals wanted to have a stronger central government proposed through
the Virginia Plan (Doc B) and Federalist Papers (Doc D).
2) With the Constitution in place after deliberation and stronger federal power,
Hamilton proposed the National Bank (Doc E) to institute strong mercantilist
policies like Great Britain.
3) Jefferson had laissez-faire policy and a strict interpretation of the Constitution,
however, once he became President he tended to act more like a Federalist with
loose interpretations, exemplified by the Embargo Act and Louisiana Purchase
(Doc F).
4) Anti-federalists did not accept Hamilton and his Federalist as demonstrated with
the Anti-Federalist Letter (Doc C). They felt as if Hamilton’s political and
economical ideals were too tyrannical and could create problems for new
America.
5) Although Hamilton was able to make an impression on the government with his
contributions, it all ended at a duel with Aaron Burr (Doc G). Even though
Jefferson used Federalist tendencies in his presidency, the Federalists were looked
as full of corruption and bribery (Doc H).
4.
Roots of westward expansion (see Documents Bank: “Early American
Republic”) Annie Spofford (2009)
Question: What were the reasons for and causes of American westward
expansion and how and why did they affect American foreign and domestic policies
during the era of the Early American Republic?
Thesis: Westward expansion affected both foreign and domestic policy in that foreign
policy became protective and pragmatic while domestic policy expanded because of fear
of European control of western lands and manifest destiny.
Evidence:
1. Louisiana Purchase (1802)- Spain in 1802 gave New Orleans to the French,
which posed a threat to the new American Republic. The French could take
control of the Mississippi and threaten American trade. Napoleon sold the
Louisiana territory to the United States for $15 million dollars because he was
2.
3.
4.
5.
6.
7.
gearing up for war. This shows the American fear of European control of
western lands and also shows the pragmatic foreign policy dimensions needed
to quell this fear.
Expeditions of Louis and Clark- Lewis and Clark were sent to investigate
the new Western Territories. They returned with good reports and high spirits
which caused many Americans to go westward in search for wealth, freedom,
and opportunity.
War of 1812 and Resolution- The war of 1812 demonstrates the foreign
policy initiative taken by the government in order to protect their territory.
The resolution prevented Great Britain from becoming an ally of the Indians.
This demonstrates also demonstrates fear of European presence, particularly
British presence in Western territories close to American land.
Manifest Destiny- Americans believed that they had a god given right the
territories. This may have derived from the beliefs of the Puritans in the
Massachusetts Bay colony. This demonstrates religion’s role in influencing
people to expand their territories westward.
Northwest Ordinances 1787- The NW Ordinances had a Bill of Rights,
abolished Slavery, was friendly towards the Indians, and promoted education.
This demonstrated that the West was a land of opportunity which promoted
the American democratic values as seen in Document C.
Land= vote – Although this is not in the time period given this may be useful
knowledge pertaining to the question. In the earlier colonial era owning land
mean being able to vote. Therefore many people moved westward in order to
own their own land, as well as achieve the vote. This can be seen from an
earlier time period in Bacon’s rebellion, and the Proclamation of 1763
forbidding settlement west of the Appalachians.
Monroe Doctrine (1823)- a policy of mutual noninterference. This
demonstrates how US foreign policy changed in order to prevent European
interference close to American soil.
6. Roots of Westward Expansion—Lindsey McManus, 2007
[Question]: In what ways did westward expansion affect and/or reflect changes in
both foreign and domestic policies of the early American Republic?
Use the documents and your knowledge of the period 1800-1820 to construct your essay.
Westward expansion demonstrated pragmatic response from Jefferson, instigating
an expansion of executive power and an increase in US self-reliance because it
reduced the US' foreign entanglements and trade dependence.
-
Louisiana Purchase (1803) represents westward expansion at the start of the
19th century, however “the Constitution nowhere authorized the president to
acquire new territory and incorporate it into the nation… He believed that
the president’s implied powers to protect the nation justified the purchase.”
(Norton 220) Such expansion brought on new amiable relations between
-
-
-
-
France/Spain, who had previously owned these Southern territories, and the
US.
Louisiana Purchase also incorporated inhabitants of this newly obtained land
into US government, applying citizen-like rights towards them as demanded
by the treaty. (LP Treaty)
Lewis and Clark expeditions, directed by Jefferson in effort to explore
western territory and expand the US, specifically due to “fears that the
British would dominate the West.” (Norton 221)
Indian resistance to the westward exploration and infiltration of territory led
to the creation of treaties of trade and military posts in the West, under
militant pressure from the US. (Fort Jackson)
Missouri Compromise brought change in domestic policies and divisions
regarding slavery in newly incorporated territories ceded to the US by
France. This consequently caused unrest within the US due to an imbalance
of slave and non-slave territory/states. (Missouri Compromise)
6. Roots of Westward expansion: Jasmine Pope-- 2008
[Question]: How and why did Manifest Destiny affect or reflect the behavior of the
colonists in the newly formed Early Republic concerning Westward Expansion?
Use the documents and your knowledge of the period 1776-1820 to construct your essay
Manifest Destiny affected the colonists in that it changed their foreign and
domentic policies towards Native Americans and other European nations in order to
appease colonial land greed.
Evidence 1
Change in Attitude towards Westward Expansion
Document G: “A rising nation, spread over a wide and fruitful land, traversing all
the seas with the rich productions of their industry,
-Jeff made Westward Expansion a goal to expand “empire of liberty”, superior in
thought and in deed
-Document C- Map of Western lands ceded by the US, wished to promote a great
nation
Evidence 2
Change in Attitude towards European Nations
Document A: “"His Catholic Majesty promises and engages on his part to cede to
the French Republic six months after the full and entire execution of the conditions
and Stipulations”
Document B: “we were now about to penetrate a country at least two thousand
miles in width, on which the foot of civilized man had never trodden;”
-French relations settled the land in Louisiana Purchase because Napoleon lost
interest. Jeff sent Meriwether Lewis and William Clark on an expidition. Exploration
went to the Pacific Ocean and back.
Document F- Sacagewea was a great guide because she knew the land and the
people well. Travelors brought back improved technological advances in nature and
the sciences.
Evidence 3
Change in Attitude towards Native Americans
Document E: “The United States demand an equivalent for all expenses incurred in
prosecuting the war to its termination, by a cession of all the territory belonging to the
Creek nation within the territories of the United States”
-Battle of Horseshoe in 1814 in MI led to the Treaty of Fort Jackson. (Indians ceded
2/3 of land to US and made withdrwal from the South)
Document H- US making significant gains in aquiring more Native American territory
(treaties held common misunderstanding of ceding lands to share vs. ownership)
6. Roots of Westward expansion: Bridget Gribbin-- 2009
[Question]: How and why did Manifest Destiny influence America’s desire for
Westward Expansion to ensure the continuation and growth of slavery?
Thesis: With the growth of the cotton industry, expansionists used Manifest Destiny to
justify the spread of slavery into the West in order to increase their profits in new land
and bypass restrictive slave measures.
Evidence:

Manifest Destiny: Americans had a God-given right to expand their republican
and Christian institutions to less fortunate and less civilized peoples. Provided
political rational for territorial questions. Goal was to encompass the continent.
(Norton 362)

Northwest Ordinance (1787): nominally prohibiting slavery, but at the time it had
little effect. Some residents of the territory already held slaves; first fugitive slave
law. prevented slavery from taking deep root by discouraging slaveholders from
moving into the territory with their human chattel (Norton 184-185)

Cotton Gin one person to remove the same number of seeds that required 50
people working by hand…the cultivation of short-staple cotton spread rapidly
westward into Louisiana, Mississippi, Alabama, Arkansas, Tennessee. Demand
for slaves increased (Norton 226)

Louisiana Purchase: Ensured that the US would control the Mississippi’s mouth.
Land could be set aside for Indians displaced by incursion of black settlers and
their black slaves. Some worried that it spread the population beyond the bounds
of where it could be properly controlled. Part of the US, free blacks and slaves
lost some rights accorded them under French and Spanish law (Norton 227-228)

International Slave Trade: With Jefferson’s encouragement, Congress voted to
abolish international slave trade. Some states nervous to add to their black
population when whites were already outnumbered. Smuggled slaves would be
sold in accordance with the laws of the state or territory in which they arrived
(slaves= property) (Norton 232).

Compromise of 1820: ambiguity of popular sovereignty; Southerners insisted
there would be no prohibition of slavery during territorial stage, and northerners
declared that settlers could bar slavery whenever they wished. (Norton 375);
African Americans were moved westward by their owners in enormous numbers
between 1820-1860 (Norton 364)
6. Roots of Westward Expansion: Chandler Aitken 2010
Question: During the early American republic, Americans strived to expand westward.
How and why did they do so and to what extent did these reasons for westward expansion
reflect Jeffersonian motives?
By attempting to remove Indians and to purchase Western lands, Americans strived to
expand westward to fulfill Jefferson’s desire of an agrarian republic and individual
liberties to utilize the unoccupied land for farming and slavery.



The Northwest Ordinance of 1787 (Document A) Americans tried to organize the
land that they had bought from the Indians (Iroquois) that was between the MI
River, the Great Lakes and the Ohio River; this ordinance organized the land into
townships, established public schools, revenues, guaranteed freedom of religion,
right to a jury trial, forbidding cruel punishments, prohibiting slavery
o In retrospect, the bill of rights of this land reflected Jefferson’s goals to
create a democratic society to protect individual liberty and to expand
westward to create an agrarian society
Because Americans wanted westward land for their own profits (farming and
slavery) they refused to give the land back to the Indians. During the Battle of
Fallen Timbers, General Wayne attacked Indians to acquire lands
o Treaty of Greenville- US gained land in Ohio, Indians got the NW corner
of the region
o Pinckney’s Treaty: 31st parallel as the boundary between US and Florida
o Southwest Ordinance (1790) organize the land by allowing slavery
o Ironic because Jefferson wanted democratic society for individual liberty
but yet oppressed Indians by attacking them
Louisiana Purchase: Jefferson sent Monroe to France (Document B) to purchase
New Orleans from the French (because of its strategic location) but Napoleon
actually offered to sell all of their land to Americans for only 15 million dollars=
LA Purchase of 1803 (Document D)
 Example of Jefferson’s loose constructionism of the Constitution
(especially because he wanted this land for his agrarian republic
and democratic society)
 After LA purchase, population moved westward and many states
joined the Union= fueled Jefferson’s dream of an agrarian republic
o Jefferson asked Lewis and Clark (Document E) to explore this newly
acquired region (Corps of Discovery) to establish goodwill and stimulate
interest in trading for American goods with the Indians
 Undemocratic because they allowed a slave and enlisted men on
courts martial


Jefferson acknowledged Indians intellectual capabilities but yet
pressured Indians to sell their lands and advocated trickery= not
upholding Jefferson’s idea of protecting individual liberties
The War of 1812: Clay, Calhoun and other Federalists=war hawks wanted land
(Canada) so fought against the British
5.
Politics of Indian policy (see Documents Bank: “Expansion and Jacksonian
Era”) Lara Seligman
Question: How and why did American misconception and inaccurate portrayal of
the Native Americans during the 1820s and 30s affect and/or reflect Jacksonian Era
policy towards the existing tribes?
Thesis: Due to manipulation of public conception of Native Americans for political
means, the inaccurate portrayal of Indians as savage and uncivilized that arose made way
for the Jacksonian policy of removal or assimilation.
Evidence:





Monroe last annual message to Congress (1824) - suggested that all
Indians be moved beyond Mississippi River – special message to Congress
proposing removal – “honorable” – protect Indians from invasion and
provide them with independence for “improvement and civilization” –
force unnecessary – Indians unanimously reject
Cherokee vs. Georgia(1831) - Discovery of gold on Cherokee land 1829 Cherokees under John Ross turned to federal courts – legal strategy reflect
political sophistication – John Marshall ruled that under Constitution
Indian tribe neither foreign nation nor state – no standing in federal courts
– nonetheless unquestionable right to lands – only voluntarily give it up
Trail of Tears (1831) - Congress provided Jackson with funds necessary to
negotiate new treaties and resettle tribes west of Mississippi – Indians
traded 100 million acres east for 32 million west plus $68 million –
disastrous impact – alien environment – animals plants unfamiliar –
became dependent on government payments to survive
Treaty of New Echota (1835) - Cherokees – some believed further
resistance hopeless and accepted removal only chance to preserve – agreed
to exchange southern home for western land
Second Seminole War - Florida – Treaty of Payne’s Landing 1832 – some
resisted – minority under Osceola refused to vacate homes and fought –
federal troops 1835 – fierce guerrilla war – many stayed although Osceola
died
7. Politics of Indian Policy—Ben Jones, 2007
[Question]: How and why did the desire for expansion and nationalism affect and/or
reflect the politics of Indian policy of the Jacksonian Era?
Use the documents and your knowledge of the period 1820-1840s to construct your
essay.
Thesis: Jacksonian Era expansionism and nationalism affected the politics of Indian
policy through “treaty” making, assimilation and the Trail of Tears because America’s
need for land necessitated Indian removal.
Evidence:

“Treaty” Making-U.S. Constitution treated Indian nations as foreign
nations. Thus, arrangements were treated as if they were international
treaties. “In practice, however, treaty making and Indian sovereignty
were fictions” (Norton 264). Gradually, treaties took more Indian land,
a harbinger of Jackson’s Indian removal policy. In the 1820’s “They
[Indians] gave up 200 million acres of land for pennies an acre” (264).
 Assimilation and Education-Boarding schools attempted to
assimilate Indians into American society through an emphasis on
agriculture. “Protestant missionaries administered the ‘civilizing
fund’” (265), demonstrating a patronizing view toward Indians. The
Indians could not cede enough land to the whites, no matter the degree
to which they assimilated.
 Monroe’s Removal Proposal- President Monroe proposed to
Congress that Indians be removed beyond the Mississippi river.
Monroe portrayed his proposal as “honorable” and it would protect
Indian nations from attacks and provide sovereignty for “improvement
and civilization.” He suggested force would be unnecessary because
Indians would willingly accept land free from whites. Indian nations
collectively rejected Monroe’s condescending proposition.
 Cherokee Nation v. Georgia and Removal Act of 1830-Justice
Marshall ruled in the Cherokee Nation v. Georgia case (1831) that the
Indians had a right to their land and could only lose it by giving it up
willingly. In Worcester v. Georgia (1832), Justice Marshall said the
“laws of Georgia can have no force” over the Indians (267). Georgia
rejected the ruling and President Jackson responded “Justice Marshall
has made his decision: now let him enforce it” (267). The Removal
Act of 1830 gave Jackson the necessary funds to “negotiate” new
treaties and relocate other tribes.
 Trail of Tears-As a consequence of the Removal Act, Indians are
forced to march West. About one-quarter of the Indians who marched
died of fatigue or illness. Those who managed to settle in the West
encountered an alien environment and dependency on federal
payments.
7. Sammi Arbitman: Politics of Indian Policy-- 2008
Question: How and why did the relationship between Native Americans and
government change during the Jacksonion expansionist era during the time from
the 1820 to 1845?
Thesis: Due to the desire for economic advancement through territorial expansion, the
federal government imposed forcible acts to remove Native Americans westward, which
caused hateful feelings from the Native Americans towards the government.
 The government tried to help, “civilize,” the Native Americans and justified that
the migration would protect Indians and give them independence for
“improvement and civilization.” (James Monroe)
o Created schools, emphasized agriculture, taught the value of private
property and helped Native Americans adapt to the market economy.
o Bureau of Indian Affairs (Doc E)/ Indian Removal Act (Doc H)/ Jackson’s
Message (Doc B) – recognized Indian tribes sovereignty and argued
moving to open land would help ensure their independence
o In Cherokee Nation vs. Georgia, the Supreme Court interpreted the
Constitution so that the Cherokee Nation could not come to Supreme
Court (foreign nation).
 Indian Nations resented the way the government was treating them and believed it
would be safer for them to stay on the land they know and have lived at for so
long, rather than go to a strange place.
o Cherokee Blood Law (Doc A) – will become violent if forced to move
o Indian National Memorial (Doc C) – plea not to be removed
o Constitution of Cherokee Nation (Doc F)- independence in Indian tribes
o Wocester vs. Georgia (Doc G) – Marshall ruled that Georgia’s laws had
no jurisdiction inside Cherokee Nation, however, was never enforced.
 Removal of Native Americans
o Trail of Tears – 18,000 Cherokees removed
o Map of Indian Removal (Doc D)
 Broader Picture- the government’s consistent discrimination against the “common
man” or people or were not white adult males
o Slavery
o Jim Crow Laws and discrimination against African Americans (later
separate-but-equal)
o Discrimination against Mexicans and Japanese Immigrants
7. Politics of Indian Policy—Rachel Howard 2009
Question: How and why did Manifest Destiny and westward expansion affect Indian
affairs during the Jacksonian Era?
Use the documents and your knowledge of the period from 1820 - 1845 to construct your
essay.
Thesis: As Manifest Destiny gained momentum in America and expansion began to take
precedence, subjugation of Indians increased because racism justified treating Indians as
subordinates.
Evidence:
 Bureau of Indian Affairs – to regulate trade with the tribes
 Indian Removal Act – supported by Jackson
 Cherokee Nation v. Georgia – Marshall said Indians couldn’t be forced to move
but that they couldn’t sue either because not citizens
 Worcester v. Georgia – federal government had jurisdiction over Indian affairs
and territories – Jackson said, “Marshall has made his ruling; now let him enforce
it”
 Bureau of Indian Affairs  restructured and became Department of Indian
Affairs – added responsibility of distributing Indian lands in the West
 Cherokees in Georgia tried to assimilate but ultimately forced to move West –
Trail of Tears
7. Politics of Indian Policy—Paul Riley 2010
Question: To what extent did the United States Government recognize Native Americans
as independent from the United States and was U.S. Policy towards Indians consistent?
Thesis: The United States Government, under Andrew Jackson, contradicted itself, for at
first it acknowledged Indians as independent and then issued the Indian Removal Act,
making their policy towards Indians inconsistent.
1. In 1830, the Indians begged and pleaded with the US to allow them to stay on
their lands. They didn’t want to be removed despite the fact that many Americans
thought it would be to the best interest of Indians. In the Indian Removal Act
(1830), Congress ordered that the President could take over and distribute any
area, not belonging to Indians or any US State, and divide it into districts. Under
the Removal Act, states that any lands belonging to the Indians could not be
touched; it is apparent, however, that the US continued to remove Indians from
their land.
2. The US was very successful in getting Indians to cede several acres of their land
to the US Government. The Government had a strong desire to remove Indians
from lands close to several states and when they faced opposition, primarily from
the Cherokees, they fought back. In the Indian Removal of the 1830s, Indians,
after ceding land to the Government, were forced to move to the west on
reservations. This shows that the US had no intent of protecting the interest of
Indians, for the new land that they offered to Indians was worse than the land that
Indians had before.
3. It is evident that many states infringed upon the treaties and agreements made
between Indians and the US, for there were Supreme Court cases in which Indians
and States clashed over lands and territories. In the Cherokee Nation v. Georgia,
the Cherokees claimed that the State of Georgia attempted to “annihilate the
Cherokees as a political society and to seize, for the use of Georgia, the lands…” This
shows that Georgia did not live up to the United State’s agreement with Indians which
shows how US contradicted itself for they made agreements that states broke.
4. Worcester v. Georgia ruled that the any white persons in Cherokee territory
without a permit or permission from the governor were found guilty and issued
jail time for no less than four years. The fact that the Supreme Court had to make
this ruling showed that Americans and the US had broken the agreement it had
with Indians. Although the Supreme Court ruled in the Indians favor, it shows that
some Americans were discontent with Indians taking up land near US states.
5. Andrew Jackson contradicted himself, as is noted in the thesis, for he pledges “to
observe toward the Indian tribes within our limits a just and liberal policy…Yet,
only fourteen months later, Jackson prompted Congress to pass the Removal Act,
a bill that forced Native Americans to leave the United States…”
6.
Social impact of Slavery (see Documents Bank: “Expansion and Jacksonian
Era”) Ashley Arufo (2006)
Question:
To what degree did Jacksonian expansionism impact social ideas of equality
and liberty during the era preceding the Civil War?
Thesis:
Manifest Destiny successfully encouraged expansion yet, unprecedented
annexations led to disagreements over establishing civil liberties; As Social and
economic trends changed the North impeded slave expansion, whereas the South
demanded to keep rights to property.
1. (Document B) Nat Turner’s Rebellion (1831): A Slave Rebellion led by Turner
cause great spouts of fear as many white Southern Plantation owners were
targeted in his campaign to fight against slavery. This later led to strict laws
against all blacks living in the South.
2. The Gag Rule 1836- The House of Representatives adopted the Gag rule, which
tabled all petitions to slavery presented by abolitionists.
3. (Documents G, H) The Annexation of Texas in 1845 and Oregon Fever of
1841- Led to multiple problems and sectional discord because lobbyists from the
North no longer believed in expanding slavery, they were less dependent on
African Americans for a workforce and had been weaning themselves off of their
dependencies (gradual emancipation). Also many freedom focused abolitionists
felt that immediate end to slavery was the answer. However, traditional
Southerners felt that they were necessary to further expansion (3/5 clause, later
compromise 1850, fugitive slave Act).
4. Henry Clay and Popular Sovereignty- “Great Pacificator” Clay, using
Cass’Popular Sovereignty for new territories wanted to compromise and let the
new states decide. Yet discord remained, in the year 1842 Prigg v. Pennsylvania
the Supreme Court rules to enforce fugitive slave clause in constitution as a
federal obligation.
5. Treaty of Guadalupe Hildalgo- US pays 15 million for parts of California, New
Mexico, Nevada, Utah, Arizona, Colorado and Wyoming. Represents the end of
war with Mexico and symbolizes continuing disagreements of maintaining
liberties in new states.
6. Grimke Sisters- Leaders in the Abolitionist movement that later catapulted the
movement for womens’ rights. Using common ideals for liberation and equality
for all the sister along with leaders like William Llyod Garrison applied the same
philosophies from the Declaration of independence and the American Revolution
to meet similar goals for those being oppressed in America during the 1830s-40s.
Later….
Helper’s Impending Crisis, Wilmont Proviso, Oregon Treaty, Uncle Tom’s Cabin,
Kansas-Nebraska Act, Bleeding Kansas, Brown raids Harper’s Ferry, Dred Scott case and
Lecompton Constitution
8. Social impact of slavery— Paul Vithayathil, 2007
[Question]: How and why did slavery from 1830s to 1860s continue to stratify social
class tensions in the South and create a division between the North and South ideas
of social classes?
Use the documents and your knowledge of the period 1830- 1860 to construct your essay.
Thesis: Slavery stratified social classes in south because Southern dependence on cotton
led to discrepancies in wealth, southern paternalism, and racism while the industrialized
North had laborers thus creating a rift between rural and urban societies.
Evidence:
 The Cotton South
 Tobacco prices going low and slavery is a decline in the South
 But in 1793, Eli Whitey invented the Cotton Gin and South economy
depend on slavery
 In each decade after 1830, cotton production doubled (Norton 254)
 In 1830s, slave South was the world’s dominant supplier of cotton and
US’s largest export
 Slave Society
 South trapped in a web of cotton
 Social Pyramid
 Yeoman = majority
 Yeoman farmers want to reach heights of plantation owners so slavery
gives them hope
 Yeoman felt at least there ahead of Slaves in the social pyramid
 50% of southern slaveholders with fewer than five slaves, 72% had fewer
than 10 slaves, and 88% had fewer than 20 slaves (335).
 However the upper class planters held the power
 “Southern Paternalism”- “benevolent” master
 South-North Dissimilarity
 South climate is warmer and growing season is longer than North
 “The South developed as a biracial society of brutal inequality, where the
liberty of one race directly depended on the enslavement of others”
 By 1860, only 2.3 people per square mile in Texas, 15.6 in Louisiana, and
18.0 in Georgia (Norton 327).
 Mass. has 153.1 people per square mile
 South is “a hilly wilderness, with a few dreary villages, and many isolated
cotton farms” (329)
 Feelings of the North, Immediatists vs. Gradual Emancipation
 Slaveholding is a sin
 American Anti-Slavery Society
 “Moral suasion” (Garrison)
 Slavery abolished in most northern states
 Opposition to Abolitionists
 Felt ending of slavery would be like a collapsing pryamid
 Murder of Elijah P. Lovejoy in 1837
 Dependence on cotton
 Waged Labor same as Slavery
 “positive good”
 In 1851, John Campbell writes “there is as much difference between the
lowest tribe of negroes and the white Frenchman, Englishman, or
American, as there is between the monkey and the negro” (330)
8. Social impact of slavery— Felicity Johnson, 2009
1. [Question]: To what degree did growing attention to reform and a
resurgence of religious beliefs impact ideas of equality within society during
the Jacksonian Era.
2. Thesis: During the Jacksonian Era, notions of equality that resulted from the
Second Great Awakening ignited the abolition movement, which the women’s
movement spawned off of, leading to a socially torn nation.
Background- 1787-> this land had a bill of rights granting right to jury, no cruel and
unusual punishment, and no slavery; shows that some parts of America
believed that everyone should be equal
- Gabriel’s Rebellion-> slave/blacksmith who planned an attack on
Richmond; shows that notions of equality were present before the Second
Great Awakening, but only with the blacks- after the S.G.A, whites joined
in on demanding equality for all
- Abigail Adams-> letter to husband asking him to “remember the ladies”
while writing the Constitution
Resurgence of Religion
+ Doc C-> Second Great Awakening- America experienced a resurgence of Protestant beliefs. This led to
many reform movements, such as the abolition movement.
Reform:
1) Slavery
+ Doc A-> The Liberator- Garrison writes that after traveling the country, he notices that
prejudices are more evident in the South than in the North.
- As a result of growing religious beliefs (stemmed from the Great
Awakening), new sentiments of equality for all begin to arise.
+ Lane Debates- Weld organized at the Lane Seminary a debate on slavery- 18 days
of discussions and they concluded that slavery should end
immediately (immediatism)
+ Doc H-> Forcing slavery8. Social impact of slavery— Reeva Dua, 2010
Question: How and why did slavery impact social diversity and the slave community?
1831-1851
The economic boom of King Cotton during the 1800’s deepened the slave society in the
south and led to the rise of sectionalism, the social abolitionist movement, black cultural
communities, and women’s suffrage.
o Abolitionist Movement: immediatist Garrison and The Liberator, Nat Turner
Revolt---affects: increased sectionalism since south blamed North for abolition
movement and revolt, increased issues of slave resistance (Doc A, C, G)
o Black cultural communities: music, religion and folktale major parts of slaves
lives (Norton 273), sense of community, hope and rebelliousness, increased
Christian churches – sermons (Doc D)
o Women’s Suffrage movement: moral reform movements, outcome of abolitionist
movements, Harriet Tubman, Soujourner Truth, don’t forget about the women
(Doc F)
o Paternalistic south- “justifications” for increased slavery in south, needed slaves
for economic reasons (king cotton), practical, biblical, “guardians of an inferior
race” (Norton 269) some southerners felt slaves were treated better than European
slaves (Doc B)
o Theme: slaves were a major factor in the rise and success of the south during the
cotton boom but also led to increased long-term tensions between whites and
blacks (racial superiority) and sectionalism (Union vs. Confederate, northindustrialized south-agrarian, democratic vs. republicans, manifest destiny issues)
7.
Jacksonian era social upheaval (see Documents Bank: “Expansion and
Jacksonian Era”) Mallika Khandelwal (2006)
Question: How and why during the Jacksonian era did social upheaval, in the
form of reform movements, challenge existing political, social, and cultural
practices within the United States?
Use the documents and your knowledge of the period from 1824 to 1845 to
construct your essay.
Thesis: In response to market economy vices, growing inequality and western
expansion, Jacksonian era social upheaval emerged through reform movements
such as temperance and abolitionism, inspired by the Great Awakening, to create a
more egalitarian society.
Evidence:
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Second Great Awakening – Movement’s Revivalists shared belief in
individual self-improvement and the perfectibility doctrine demanded that
Christians actively organize and convert others. Followers formed a national web of
moral-reform societies i.e. American Temperance Society (1826), American Peace
Society (1828), American Anti-Slavery Society (1833). – Document C
Temperance Movement – evangelicals considered drinking sinful; Martha
Washington societies reformed alcoholics with the support of employers who
rejected “St. Monday” as a part of their factory work-week.
Penitentiary and Asylum Reform – led by Dorothea Dix to promote humane
treatment for mentally ill and prisoners.
Antimasonry – crusade against Freemasonry, a secret fraternity, which
represented an elite appeal and was viewed as antidemocratic. Instigated by Morgan
Affair (1827).
Abolitionism – William Lloyed Garrison (immediatist) and other reform
leaders called for emancipation of black slaves claiming that slavery, like Masonry,
undermined republican values. – Document A
Women’s Rights – After crucial involvement within abolition movement,
women turned to defending their own rights as citizens beginning with Grimke’s
Letters. Public participation in religious revival and reform led women to challenge
male domination, manifest in the Seneca Falls Convention and later, Declaration of
Sentiments.
- Document F, H
9. John Bernhardt: Jacksonian Era Social upheaval-- 2008
Question: To what degree did women affect and/or reflect the social upheaval
during the Jacksonian Era?
Thesis: Women affected social upheaval by being huge supporters of the Second Great
Awakening which led them to advocate following reforms; however women, still
discriminated against, were unable to gather enough governmental support for huge
change.
Evidence:
Women in Second Great Awakening/Following Reforms
 The Second Great Awakening greatly attracted women throughout the
country, and once women started to follow the awakening they became
supporters of other reforms such as: temperance, abolitionism, and
penitentiaries.
 Women formed groups such as the American Female Moral Reform
Society, which were dedicated to pushing for reform throughout the nation
(Norton 275).
 Women were also strong abolitionists, and with the help of William Lloyd
Garrison formed the American Anti-Slavery Society (however, the party
did not ever gain enough political power to assert any real change).
Discrimination of Women
 “Public participation in religious revival and reform had led some women
to reexamine their positions in society…women began to challenge male
domination in religion” (Norton 281).
 Sarah Grimke’s Letters on the Equality of Sexes (Doc D) started new
reforms for women to try to be treated equal.
 At Seneca Falls, a crowd of men and women convened to demand equality
for women.
 As seen in Horace Mann’s report, “all men have an equal chance,” yet
women were still discriminated against and had almost no political nor
economic opportunities.
9.: Jacksonian Era Social upheaval-- Kirsten Petrocelli 2009
Question: After the Second Great Awakening, there was a series of social
movements including temperance, abolitionism and utopian socialism. How, why,
and to what degree were these movements started and maintained by women?
Thesis: In order to better their lives, women started and maintained the
Temperance and Woman Suffrage Movements, achieving delayed success, while
playing background roles in Abolition and the Common School Movement due to
increased male participation.
Evidence:
 Lowell Mills and the Industrial Revolution
 young women began to leave home early in order to work at the mills
 new sense of independence from their families and fathers
 women roomed, ate, and worked together – time to discuss issues
they faced and what they could do about them
 Dorthea Dix
 Asylum reform to help the mentally unstable
 Many Quaker women also joined the prison/penitentiary movement
along with the asylum movement
 Reaction to 2nd Great Awakening
 Seneca Falls
 Woman suffrage (uniting of all women – not women its woman)
 Declaration of Grievances
 Women joining together to get what they believe they deserve – while
many are fighting for abolition of slavery and the blacks’ right to vote,
the women feel like if the blacks deserve the right to vote, women
should too
 Not successful until the 19th Amendment
 Common School Movement
 Horace Mann – led by a man but women supported it
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
Abolitionism
 William Lloyd Garrison – The Liberator
 Gradualists and immediatists
 while women assisted in the movement they were not organizing and
orchestrating everything
Temperance
 Women wanted to prohibit alcohol because they were being abused
by their drunk husbands and they wanted to protect themselves and
their children
 Especially attacked immigrants (Irish)
 This movement was also backed by men
 Direct byproduct of the 2nd Great Awakening (the increase in – or
return to in some cases – the importance of the church in people’s
daily lives) and Puritans
 Not successful until the 18th Amendment
9.: Jacksonian Era Social upheaval—Elizabeth Picciani 2010
Question How, why, and to what extent was social upheaval of Native Americans a
reflection of Jacksonian ideals? Use the documents and your knowledge of the period
1830-1855 to construct your essay.
Thesis Social upheaval of Native Americans, which resulted from American
exceptionalism and perseverance of manifest destiny, ineffectively reflected Jacksonian
ideals due to westward expansion and through failure to extend court hearings for reform.
1) Jacksonian ideals The philosophy of the Jacksonian Era included beliefs in
limited government, strict construction, laissez-faire, and states’ rights. Support
came most from agrarian/rural white men. As a result, the era was also called the
era of the common man. Most importantly; however, was that the Jacksonian Era
reflected the themes of expansion and reform. Reform is best categorized into
political and moral development. Political reform constituted of abolitionism,
women, education, and anti-masonry. Moral reforms included temperance,
asylums, penitentiary, and immigrants. This reform was a result from the Second
Great Awakening and from the religious sentiments during the period.
2) Why West? Westward movement was in part initiated by Americans’ thirst for
a stable lifestyle. However, land was the key to many doors in the American life.
Land granted some voting rights as well as economic freedom. In addition,
westward expansion derived from Jacksonian ancestors. Manifest destiny, the
belief that the US was predestined to expand West “from sea to shining sea” was
rooted in the City on the Hill speech by John Winthrop in which he expressed
American exceptionalism. The Turner thesis also shows the idea that American
culture was developed by the frontier. The West was a part of the American
character through “rugged individualism.”
3) Western Movement Westward movement and expansion was also stimulated
by western art and literature. Mythology, exaggerating events with real people,
increased. Hagiographies were created and Daniel Boone and Davy Crockett
became heroes in frontier literature. In addition, there was also economic
incentive. Cyrus McCormick’s reaper in 1834 could do the work of 4-16 men
through the use of 2 (Norton 346). In 1837, John Deere’s steel plow also
increased farming capabilities. There were commercial interests on the Santa Fe
Trail in Mexico and in the Gold Rush in California starting in 1848 with placer
mining and “forty-niners.” In 1820 about 20% of people lived west of the
Appalachian Mountain and in 1860 50% did (Norton 360). As a result, Americans
pressed further into Texas and Oregon. Soon, due to westward expansion, Native
Americans would have to be removed.
4) Indian Removal Due to westward expansion, Americans felt that Indians
needed to move to create space. To them, there were three options: assimilate
(become immersed in European culture) exterminate (be killed) or subjugate (on
reservations). Sometimes, Indians were burdened by Americans through culture
changes. For example, the slaughter of buffalo (for 1 or 3 dollars for a buffalo),
use of other natural resources, and natural disease (anthrax and brucellosis)
resulted in Indian hardships (Norton 472). Black Hawk War (in 1832 in Illinois)
and the Trail of Tears (in 1838 which forced migration of Cherokee Indians to
Oklahoma) exemplify physical removal as well as government support.
5) Reform for Indians? In Cherokee Nation v. Georgia in 1831, Chief Justice
John Marshall said that Native American tribes didn’t have a stand in federal
courts because they weren’t considered a foreign nation or a state (Norton 260).
This prevented the US from taking Indian land. In Worcester v. Georgia in 1832,
it was said Georgia laws have no merit in regards to Indian removal. Although
Native Americans made these court accomplishments, in actuality, they were still
forced to be removed elsewhere (Trail of Tears 6 years later) and faced harsh
mistreatment.
Manifest Destiny (see Documents Bank: “Expansion and Jacksonian Era”)
Naimah Bahar (2006)
Question: Asses the validity of this statement “Americans used expansionism to extend
beyond the Mississippi at the expense of native tribes because of racism and manifest
destiny”
8.
Thesis: Americans used expansionism to extend beyond the Mississippi at the expense of
native tribes because of racism and manifest destiny.
Evidence
 Louisiana Purchase
 Worchester vs. Georgia
 Admission of Sates: Missouri, 1821 (Shawnees forced into Kansas); Arkansas,
1836; Michigan, 1837
 Removal Act of 1830
 Trail of Tears
 Annexation of Texas
10. Manifest Destiny and impact on Native Americans—Emma Imbriglia, 2007
1. [Question]: To what extent was Manifest Destiny inspired by nationalism
and/or racist subjugation of non-US citizens?
Although many claimed Manifest Destiny was purely inspired by American
Nationalism and pride, deliberate hardships forced upon non-US citizens by the
federal government prove that they were marginalized due to their race and
supposed “inferiority”.
Background Knowledge:
 Nationalism:
o Acquisition of Louisiana Territory in 1803 and Florida in 1819 caused
desire for more land
o “the proportion of Americans living west of the Appalachians grew from
one-quarter to one-half between 1830 and 1860” (290)
o “Fierce national pride spurred the quest for land…Americans were
convinced that theirs was the greatest country on earth, with a special role
to play in the world…expansion promised to extend the benefits of
America’s republican system of government to the unfortunate and the
inferior” (290)
o Alamo- under Mexican rule, 35,000 Americans settled by 1835, ignored
Mexican government and eventually fought “Battle of the Alamo” and lost
but later won independence
 Racism:
o “The impulse to colonize and develop the West was based on the belief
that Euro-Americans could use the land more productively than American
Indians or Hispanics. Euro-Americans viewed Indians and Hispanics as
inferior peoples, best controlled or conquered” (290)
o Jackson- Indian Removal Act of 1830 and Trail of Tears (100,000 eastern
and southern Indian people were removed between 1820 and 1850, 30,000
died in process)
o
10. Manifest Destiny and impact on Native Americans and others—Taylor Platt 2009
[Question]: Beginning with the election Andrew Jackson and ending with 1850, explain
how, why, and to what degree the different ethnic groups who inhabited what would
become the modern United States were affected by the public sentiment that became
known as Manifest Destiny?
Thesis: Whites benefited from expansion as they added resource rich territory to the
United States in their attempt to Americanize the continent although this damaged many
Indian tribes and came at the expense of Mexico.
Information:
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The transportation revolution (the steam engine which led to the railroad and
steamboat) permitted more migrants to travel west and helped sell the area with
advertisements.
Expansion to both the Southwest and Midwest depended upon Indian removal
(references to Doc A, B, and C) although the native peoples greatly resented this:
Miamis dodged troops in Indiana, Winnebags the same in Wisconsin, and the
Sauks tried to return to their land under leader Black Hawk.
The government sponsored expeditions west for science, diplomacy, and
commerce, in which Zebulon Pike discovered the fertile Mexican province of
Tejas.
Texas declared itself the Lone Star Republic in 1836 and essentially utilized
“ethnic cleansing” to open up the land for white plantations.
The Oregon Treaty with Great Britain, which established the boundary between
the United States and them at the 49th parallel, gave Americans the modern day
states of Washington, Idaho, and Oregon.
Mr. Polk’s War was greeted with public celebration and widespread patriotism,
while it ultimately provided the United States with California, Nevada, Arizona,
Utah, Colorado, Wyoming and New Mexico under the Treaty of Guadalupe.
9.
Politics of Slavery (see Documents Bank: “Road to the Civil War”) Alex
Kornienko (2006)
Question: How and why did the politics of slavery affect or reflect the South’s “world view”
and therefore its relations with the North in the decades leading up to the Civil War?
Thesis: The politics of slavery reinforced cultural isolation in the Union, the supposed
righteousness of slavery, and the perceived “threat” posed by the North, strengthening
secessionism.
Evidence:
1) Nat Turner’s Rebellion (1831) – Illustrated the possibilities of slave uprising and led
to a call for strengthened measures to ensure the security and longevity of the slave
system. It would also be used to incite anger and fear, to be used for political gain.
2) “Southern Paternalism” – A prevailing view among slaveholders, which attempted to
justify slavery by portraying blacks as inherently inferior and dependent on the
beneficence of their owners.
3) Fugitive Slave Act (1850) – Extended the pursuit of escaped slaves into free northern
territory. Resistance to the act, like “personal liberty laws” were seen as an attack on
the southern way of life, while the North saw the acts as a dangerous encroachment
of the “slave power”.
4) Freeport Doctrine (1858) – Part of Stephen Douglas’ response to the KansasNebraska Act debate, endorsing popular sovereignty. In this attempt to find
common ground between pro and anti slavery positions, Douglas angered
southerners who wanted stricter enactment of the Dred Scott decision.
5) Commencement of Southern Secession (1860) – The ultimate effect of slave politics.
Feeling that the southern lifestyle could not continue to exist in the Union, the
South’s “world view” had been affected so greatly that secession and armed
resistance were the only viable options.
11. Politics of Slavery: Sydney Grims-- 2008
1. [Question]: To what degree and why did the politics of slavery progress, on the road
to the Civil War?
Use the documents and your knowledge of the period (1831-1861) to construct your
essay.
Thesis: During 1831-1861, tensions between the abolitionist North and Slave South rose forcing
changes on both sides; developments were made to keep both sides at bay until the Civil War when
emancipation became the focal point.
A. Background Info:
 1830s-1840s: cotton trade grows into largest source of commercial wealth and
America’s leading export
 Arkansas, gains admission to the Union as a slave state in 1836
 FL and TX, gain admission as slaves states to the Union in 1845
 1850-planters wealth in the South is up to 95%
 growing racism, including mulattos (405,751) as 12.5% of the US population
 Southerners justify slavery by referring to the Bible, saying that it is a “positive good”
not a “necessary evil”
 Economic necessity
 “slave society”dependent on slaves, grew distant from them
 growth of yeoman farmers drew the w & b societies apart
 slaves begin to resist their overseers with violence
B. Nat Turner’s Rebellion (slave rebellion in VA 1831)
 At the same time VA legislature is debating whether or not to abolish slavery

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Turner led a band of rebels from farm to farm on Aug. 22
Slaughtered 60 whites of both sexes
1832, VA debates whether to emancipate following this
overruled, last time white southerners debated emancipation until the Civil War forced
their hand
C. Free Blacks
 Progressivism can be viewed while observing the free blacks of the South to
determine what their lives were like.
o Practically still slaves
o Did not own their own land
o Struggled to survive
o “one drop of blood” (black blood) made them black and therefore
enslaveable
o Southern “paternalism”
 Guardian of the inferior race
D. Wilmot Proviso
 Aug. 1846, David Wilmot, proposed an amendment: “neither slavery nor involuntary
servitude shall ever exist” in any territory gained from MX in the southwest
“Conquest”
 John C. Calhoun, argued that it was the federal government’s decision whether or not
they wanted to limit the spread of slavery
 The proviso proved that their were opponents and Slave Power growth
 “pop. Sovereignty”letting people in the West decide what they want to do
E. Missouri Compromise
 Barred slavery from most of the Louisiana Purchase
F. Fugitive Slave Act
 Southerners claimed that neither Congress nor a territorial legislature could bar
slavery (361)
 This law enforced the growing Slave Power and “paternalism” in the South believing
that they were empowered by the law to “go into court in their own states to present
evidence that a slave who owed them service had escaped.” (362)
 Abolitionists quickly attacked this law
G. Compromise of 1850
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
CAfree, TX paid $10m for loss of NM territory, NM and UT popular sovereignty
(which shows battle b/t two racist and antislavery view), fugitive slave law
strengthened, slave trade abolished in D.C.
The compromise did not settle slavery issues it merely pushed them aside, satisfying
both sides for the time being.
11. Politics of Slavery: Nikki Seligman (2009)
DBQ Question: To what degree and why did political acts during prior to the Civil War
exacerbate the sectional tensions between the North and the South that lead to Civil War?
Intro: The political acts prior to the Civil War were an attempt to keep the peace between
the North and the South by dividing American along sectional lines. These political acts
only further enhanced the sectional territory by disputes over the fairness of the division.
Thesis: The political attempts at sectional peace only further escalated tensions, because
the south believed the north was trying to prevent the spread of slavery with the
compromise of 1850, cumulating in the Kansas Nebraska fiasco.
Evidence:
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Southern and Northern Interpretation of the Constitution
o The Southern interpretation of the Constitution provides a defense of
slavery. Plain Words of the North; “the sole security for peace is to be
found in a constitution whose provisions are inviolable” constitution
provides a stable and united nation He contradicts the North on the issue
of the expansion of slayer. He says that the Constitution recognizes
slavery as right and lawful where it exists and that the South upholds the
right of each state to decide whether slavery should or shouldn’t exist. He
states that the North creates a situation that makes it impossible for any
state with Southern interest to enter into the Union. Therefore the
equilibrium which upholds the Constitution is destroyed.
o North declared that the South is promoting disunity in the United States by
adhering to an immoral way of life. They believe that there is a higher law
then the Constitution and this is God’s Law. According to God, slavery is
a moral wickedness that should be eliminated immediately.
Fugitive Slave law
o enacted the right of kidnapping of slaves to return to their masters north
used it as a criticism of the morality of slavery. In Ralph Waldo Emerson’s
address on the Fugitive Slave Law 1851 declares these acts to be “immoral
laws” and that when they are enacted they “make it a man’s duty to break
it”. “a man’s right to liberty is as unalienable as his right to life”.
Missouri Compromise
o agreement passed in 1820 between the pro-slavery and anti-slavery the
regulation of slavery in the western territories. It prohibited slavery in the
former Louisiana Territory north of the parallel 36°30' north except within
the boundaries of the proposed state of Missouri.  allowing Missouri
into the union as a slave state. The question had been complicated by the
admission in December of Alabama, a slave state, making the number of
slave and free states equal admit Maine as a free state. Second
amendment excluding slavery from the Missouri Territory north of the
parallel 36°30' north.
The Compromise of 1850
o the physical sectional division in the United States as a result of the
difference opinions of the importance of the Constitution. The Southern
states had a vast territorial majority, while the North held a popular
majority. the South had been using the Constitution as a basis for
continued slave expansion and the North had been ignoring it to keep their
lands free.
James Buchanan’s fourth annual message to congress in 1860
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-
-
o upholds the rights of cession in the South. He declares that slave’s sates
simply want to be left along and as sovereign states they are responsible
before God for slavery existing among them. On the basis of the
constitution, the southern states have a right to demand this act of justice
from the states of the North. If they ignore it, the Constitution will be
violated and the South will be justified by “revolutionary resistance to the
Government of the Union” to succeed.
President Abraham Lincoln’s message to Congress in 1861 (Document I)
o he provides the opposing viewpoint to Buchanan and Davis and shows the
sectional tension that has been moved not only from between the North
and the South but to the basis of the leadership of the government the
complete destruction other Union..
Kansas Nebraska Act
o created the territories of Kansas and Nebraska, opened new lands, repealed
the Missouri Compromise of 1820, and allowed settlers in those territories
to determine if they would allow slavery within their boundaries. The
initial purpose of the Kansas-Nebraska Act was to create opportunities for
a Mideastern Transcontinental Railroad. The act established that settlers
could vote to decide whether to allow slavery, in the name of "popular
sovereignty" or rule of the people. Democractic Senator Douglas hoped it
would ease relations in both North and South, because the South could
expand slavery to new territories but the North still had the right to abolish
slavery in their states.
Lecompton Constitution
o proslavery delegates draft a state constitution, one of the requirements for the territory to gain
admission to the Union as a state. wrote two versions of a constitution: one version protected
slavery within the territory and placed no restrictions on the importation of slaves in the future
(the constitution "with slavery"); the other version protected slavery in the territory but
prohibited the importation of slaves in the future (the constitution "without slavery"). Kansas
then petitioned the federal government to join the Union as a slave state under the constitution
"with slavery." Congressional leaders, led by the champion of popular sovereignty, Senator
Stephen A. Douglas, refused to accept it as representative of the wishes of the majority of
Kansas' population..
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Gadsden purchase
o sectional controversy, as Northerners objected to the transcontinental railroad being
constructed on a southern route.
11.Politics of Slavery (Connor McElwee 2010):
Thesis: Because of its economic benefits and detriments, slavery divided American
politics into distinct factions and made for a series of legislative actions in the expanding
west.
Evidence:
1. The Gag Rule of 1837 prohibits the congress from discussing issues
pertaining to slavery because of its divisive properties.
2. Democrats, and Southern Democrats in particular, advocate the 1846-1848
Mexican-American war waged by president James Polk in a desire to expand
Southern influence and the institution of slavery. The 15 million dollar
Mexican cession ultimately occurs in the Treaty of Guadalupe Hidalgo that
raises the question of how the new territory should be organized in regards to
slavery.
3. Compromise of 1850 admits California as a free state, instates popular
sovereignty in New Mexico and Utah, ends the slave trade in Washington
D.C., creates Texas border compensations, and establishes the Fugitive Slave
Law. This novel law that required individuals to return runaway slaves to
their masters, but was countered by personal liberty laws in northern states
opposed to the extension of slavery.
4. In 1854 the Republican party forms, comprised of Northern (pro-business)
ex-Whigs, Free Soilers, members of “Know Nothing” party, and abolitionists.
This unique blend of detractors of slavery, for both economic and
humanitarian reasons, and pro-business folk forms the opposing political party
to the typically slavery-favoring Democrats.
5. John Brown, a passionate abolitionist, raids a federal armory at Harper’s Ferry
Virginia in 1859 in an attempt to start a slave revolt. Many were killed in this
failed fomentation after a federal militia was sent in to quell the violence.
Indicative of the growing internal sectionalism, most Northerners viewed
Brown ambivalently while most Southerners saw him as treasonous.
Western Expansion (see Documents Bank: “Road to the Civil War”) Elspeth
Boynton (2006)
Question: How and why did the South and the North’s perception of slavery and property
differ and ultimately lead to the Civil War?
10.
Thesis: Despite the attempts for compromise, dissonance arose concerning slavery,
sectionalism and states rights because of differing economic needs and property
issues which led to the Civil War.
5 Pieces of Evidence:
· Annexation of Texas (1845)- Free vs. Not Free
· Compromise of 1850- Popular Sovereignty, District of Columbia becomes free,
Fugitive slave Law (leading to personal liberty laws), Texas is paid 10 million, California
is free, Douglass and Henry Clay
· Bleeding Kansas- Over popular sovereignty
· Dred Scott Decision- Chief Justice Roger Taney, No freedom for slaves
· John Brown’s Raid- Raid against slavery, Result of Kansas Nebraska Act, led to
“Bleeding Kansas”
12. Western Expansion—Blake Shafer, 2007
The reasons for US Westward Expansion during the period of 1830-1853 were
divided between northern and southern states because of the political and economic
competition that developed pre-Civil War tensions over slavery. Assess the validity
of this statement.
Thesis Statement: The polarity between north and south’s interests in Westward
expansion from 1830-1853 is summarized in the Compromise of 1850 because both sides
wanted additional territory to boost their political and economic position on slavery.
Evidence:
 James K. Polk: war message (1846)
o Entering the Mexican War was questionable because Polk’s reasons stated
in the war message over the border dispute of the Rio Grande hid his basic
plans for expansion
o Southerners supported the war as an opportunity to expand slavery
 Wilmot Proviso (1846)
o This did not pass in congress because it expressly was a northern interest
of prohibiting slavery in acquired territories thus preventing admission of
additional slave states that would through off the balance in Congress
 The Oregon Compromise 1846, the Mexican Cession 1848, Texas purchase 1850,
Gadsden Purchase 1853: These were the agreements of extensive expansion
during the period in question which established the present borders of continental
US today
 The Compromise of 1850
o This was an agreement like the Missouri Compromise that sought to
maintain the balance in Congress
o It gave California to the north as a free state but created the Fugitive Slave
Act limiting the north’s rights and approved popular sovereignty in New
Mexico
 Kansas Nebraska Act 1853
o While not in the documents this is a further example of popular
sovereignty and the issue of slavery in new states which boiled over into
Bleeding Kansas and the border ruffians
o The disputes in Kansas were arguably the first violence of the Civil War
almost a decade before its start
12. Western Expansion—Geoff Sernyak (2009)
Question: How and why did western expansion force the issue of slavery on Western
lands and provinces, and ignite a fierce battle between abolitionists, and anti-abolitionists
that had been papered over in the Constitution?
Thesis: Expansion west illuminated the issue of the extension of slavery that had
been “Papered-Over”, as abolitionist free-soilers and proslavery-supporters both
strongly opinionated collided in an array of essential legislative cases.
6 pieces of evidence:
 Wilmot proviso- David Wilmot proposed a bill that stated, “ neither slavery nor
involuntary servitude shall ever exist”
o transformed the debate over the expansion of slavery
o contested by Calhoun who stated that the states were in control of the
issue of the expansion of slavery, and that the federal government had no
power to limit the spread of slavery- he also utilized the 5th amendment
o Calhoun’s position was latter called state sovereignty
o the fear of slave power was building a large abolitionist movement
 Compromise of 1850- laws which balanced the interests of the slave states of the
South and the free states to the north. California was admitted as a free state; Texas
received financial compensation for relinquishing claim to lands west of the Rio
Grande in what is now New Mexico; the Territory of New Mexico was organized
without any specific prohibition of slavery; the slave trade was ended in the District
of Columbia; and the Fugitive Slave Law was passed, requiring all U.S. citizens to
assist in the return of runaway slaves regardless of the legality of slavery in the
specific states- the compromise was devised by Henry Clay
o The compromise had two major flaws:
 1) the ambiguity of popular sovereignty( collision between
northern and southern migrants west)
 2) the fugitive slave act which gave new controversial protection to
slavery
 Kansas Nebraska act- created the territories of Kansas and Nebraska, opened new
lands, repealed the Missouri Compromise( prohibited slavery in all land from 3630’ north to the Canadian border of the L.A. purchase) of 1820, and allowed
settlers in those territories to determine if they would allow slavery within their
boundaries. The initial purpose of the Kansas-Nebraska Act was to create for a
Mid-eastern Transcontinental Railroad. It was not problematic until popular
sovereignty was written into the proposal. The act was designed by Stephen A.
Douglas
o Abolitionists charged the aggression of the expansion of slavery on “slave
power” Dredd Scott vs. Sandford- was a decision by the United States Supreme Court that
ruled that people of African descent imported into the United States and held as
slaves, were not legal persons and could never be citizens of the United States. It
also held that the United States Congress had no authority to prohibit slavery in
federal territories. The Court also ruled that because slaves were not citizens, they
could not sue in court. Lastly, the Court ruled that slaves as chattel or private
property could not be taken away from their owners without due process. The
decision was written by Chief Justice Roger B. Taney.
o The decision invalidated the ideas of Popular sovereignty and the Wilmot
proviso
o Slave power seemed to have won a major victory Lecompton Constitution- was a proposition for Kansas’s constitution. The
document was written in response to the anti-slavery position of the 1855 Topeka
Constitution. The territorial legislature, consisting mostly of slave-owners, met at
the designated capital of Lecompton in September 1857 to produce a rival
document. Free-state supporters, who comprised a large majority of actual settlers,
boycotted the vote. This new constitution enshrined slavery in the proposed state
and protected the rights of slaveholders. In addition, the constitution provided for a
referendum that allowed voters the choice of allowing more slaves to enter the
territory.
o Buchanan thus was forcing slavery down the throats of free-soilers
demonstrated through the image of document C
 Lincoln’s House divided speech- an address given by Abraham Lincoln on 16 June
1858, in Springfield, Illinois, upon accepting the Illinois Republican Party’s
nomination as that state's United States senator. The speech created a lasting image
of the danger of disunion because of slavery, and it rallied Republicans across the
North.
o The speech contains the quotation "A house divided against itself cannot
stand", which is taken from Matthew 12:25: "Every kingdom divided
against itself is brought to desolation; and every city or house divided
against itself shall not stand".
-
Lincoln was referring to the division of the country between slave
and free states.
12. Western Expansion: (Taylor Trimble 2010)
Question: To what extent did American westward expansion affect the lives of Native
Americans and evaluate the role of the federal government in such effects.
Thesis: Due to American exceptionalism and westward expansion, Native Americans’
rights were compromised because the federal government and citizens believed the white
race to be superior.

Indian Removal Act  signed by president Andrew Jackson and relocated Indian
tribes to designated areas west of the Mississippi River. Although in theory it was
meant to be voluntary, numerous tribes were forced west.

Trail of Tears resulted from Indian Removal Act specifically regarding the
Cherokee nation. Thousands were killed as a result of the exchange of Native land
in the East for land West of the Mississippi.

Cherokee Nation vs. GA Georgia feared the US would not effect the removal of
the Cherokees and therefore passed a series of laws that stripped Cherokees of
their rights, forcing them to leave Georgia. Marshall Court ruled that only federal
government had control over Native American lands.

Black Hawk War  Black Hauk, a Sauk warrior, led group of Sauk and Fox
families into Illinois. U.S. troops were stationed in surrounding states and both
Indians and whites were killed.

11.
Americanization of Native Americans  many believed the only way for Native
Americans to be accepted was if they accepted the American culture and
traditions; however, many tribes refused to give up their own traditions.
Military impact of Civil War (see Documents Bank: “Civil War and
Reconstruction”) Shane Isdaner (2006)
Question: How and why did the cause and the moral motivation of the Union lead them
to victory over the Confederacy?
Thesis: Disunity and resent within the Confederates caused a weakening strength and
morale, and integration of Union troops fighting for freedom facilitated Union victory
because the motivation of the Union provided willingness to sacrifice for victory.
Evidence:
1. The southern class system threatened the Confederate cause
a. Planters’ increasing opposition to government
b. Centralizing policies of Davis administration unpopular
c. Food riots- spring of 1863- Atlanta, Macon, Columbus, and Augusta,
Georgia, and also in Salisbury and High Point, North Carolina
2. “What man is there that would stay in the army and no that his family is sufring at
home?” (qtd in Norton, 406). Confederate soldiers, worried about loved ones and
resentful of the “rich man’s war,” left the armed forces in large groups. In
November of 1863, Secretary of War James Seddon admitted that one third of the
army could not be accounted for.
3. Union general William Tecumseh Sherman decided to keep the war in the south
“until they are not only ruined, exhausted, but humbled in pride and spirit.” Deep
invasion was very risky, because the further an attacking army penetrates, the
more vulnerable they become.
4. Approximately 360,000 Union soldiers died, 110,000 of them from wounds
suffered in battle. 275,175 Union soldiers were wounded but survived. 260,000
Confederates lost their lives, and almost as many suffered wounds.
5. Black troops were extremely dedicated and motivated to destroy slavery and
demonstrate equality. As Union units became more and more integrated, the
opinion of white soldiers about black soldiers changed dramatically.
13. Military impact of Civil War—Loren Mead 2007 Discuss how and why the Civil
War transformed the role(s) of the United States military.
Use the documents and your knowledge of the period of 1858 to 1868 to construct your
essay.
Thesis: The Civil War and Reconstruction eras changed the United States' military's role
from that of a national defense organization to a policing power in order to maintain its
goal of protecting African-Americans.
Evidence:
How1. During the Civil War the Federal army was raised in order to
combat the threat of states seceding and fracturing the Union
2. The post-bellum South was under martial law, thus the army
became a governing body
3. With the rise of terrorist organizations such as the Klan, the
army gained the new responsibility of quelling unrest and
protecting the newly freed African-Americans
Why1. The Union's moral justification for the Civil War was the need
for the cessation of slavery.
2. During the Reconstruction period, Southern administrators
could not be trusted to protect the rights of African-Americans
- As evidenced by the numerous lynchings and hate
crimes that went unpunished as well as the presence of
officials who were Klan members
13. Rob Margolis: Military Impact of Civil War-- 2008
Question: What military and economic strategies did Northern and Southern
generals and leaders use and why were these tactics successful or unsuccessful?
Thesis: Northern political and military leaders, with some exceptions, attempted
to maximize their advantage in industry and manpower, whereas Southern leaders
resorted to desperate measures.
1. Lincoln went out of his way not to provoke the Confederates to attack Fort
Sumter; however, he resupplied the fort and would not voluntarily relinquish it (Norton
377).
2. George McClellan was too cautious in his command of the Union Army and
failed to utilize his advantage in manpower, weaponry, and industry (Norton 384)
3. At Shiloh, Grant began his successful strategy of sacrificing thousands of lives
and trading causalities with the South; in contrast to the North, the South could not afford
such heavy losses (Norton 388-389).
4. Jefferson Davis raised taxes, centralized the Confederate government, and
forced its citizens to be drafted against their will; these actions directly conflicted with
the states’ rights philosophy usually advocated by Confederates (Norton 389).
5. William Tecumseh Sherman razed sections of Georgia and had his soldiers live
off of the countryside in order to destroy the Southern economy and minimize its ability
to support the war (Degler 214).
6. The Confederacy was able to sustain the war effort for four years because
Generals Robert E. Lee and Stonewall Jackson outsmarted their Union counterparts, at
least for the first couple years of the war (Norton 388).
13. Military Impact of Civil War—Parker Crockett 2009
Question: To what extent and why did military actions of the Union Ultimately prevent
the creation of a southern independent country and extend tension with the confederacy?
Thesis: The South was prevented from creating an independent country because of the
Union’s many attempts at acting out their bold tactics of destruction, obliteration and
complete carelessness all the while tension between the two grew.
Evidence:
1. The anaconda Plan- Union general McClellan called for a southern port block to
take down the Mississippi
a. But didn’t ever stop the southern commerce
b. This allowed the south to continue trade and fund their side of the war
2. Battle of Shiloh-Union wanted to take the battle because it would provide the
union with key positioning in Tennessee
a. Union on first day experienced staggering losses however they force was
soon replenished on the second day when reinforcements came giving the
Union enough power to force the Confederates to back out
3. “Twenty Negro” law-giving southern plantation and farm owners the ability to
opt out of the draft simply because of their status
a. People were upset over the discrimination that was present in the south
during a time when as a whole it was trying to form a separate nation
4. Second confiscation act-took away the property of anyone who supported the
confederacy
a. Often times it took the properties of people who lived in the south and
abided by confederate rules even though they had no direct affiliation with
the confederacy
5. Occupation Zones-areas where the Union army was present to control newly
acquired territory
a. Towns with troops stationed
b. Confederate lands but overlooked by the union army
c. “no man’s land”-area between the two armies\
6. Vicksburg-one of the pivotal points in the war for the Union Army
a. Union army defeated the confederacy at the confederacy’s last station
located on the Mississippi river
b. Grant’s victory here gave the Union complete control over the Mississippi
which completely split them in two
c. After this loss, the confederacy hoped for a peaceful ending, not a
independent country
13. Military Impact of Civil War—JP Waldron 2010
How and to what extent did the military decisions of the Civil War curtail or limit
human rights and civil liberties in the Union and in the Confederacy?
Thesis: The civil liberties of citizens and the human rights of combatants were violated
on both sides because the opposing governments made increasingly drastic decisions
causing to the conflict to devolve into "total war".
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


12.
Citizens of the Confederacy were essentially cut off from the rest of the world.
This limited almost all economic opportunities and eventually caused mass
poverty and even starvation. This was part of the "Anaconda Plan" and is shown
by Lincoln's ordering of a naval blockade around the Confederacy. This is also
shown by events such as the siege of Petersburg and the Siege of Vicksburg.
Largest exception to the theory that the Civil War essentially limited the human
rights of those involved was the periodic freeing of slaves throughout the
conquered Confederacy, culminating with the Emancipation Proclamation. This is
shown by Freemont's Order freeing Missouri Slaves (Document C). However,
ironically, this war fought for the liberty of a group of people did curtail the
liberties of many others.
The human rights of soldiers were violated by the horrible conditions in prison
camps such as Andersonville and Camp Douglas. Also, it could be argued that
certain civil liberties were violated by the conscription of men in both the Union
and the Confederacy.
Certain laws and parts of the United States Constitution were undeniably violated
during the Civil War. This is most notably seen in Abraham Lincoln's suspension
of the Writ of Habeas Corpus (Document D).
The conflict devolved into "total war" during Sherman's march through the South,
or the "March to the Sea". In this march, Sherman and his men burned, pillaged
and destroyed fields as well as buildings. This is a clear violation of certain
human rights. This is shown by Sherman's own letter on his march through
Georgia (Document G).
Social impact of Civil War (see Documents Bank: “Civil War and
Reconstruction”) Megan McFarland (2006)
1. Question]: How and why did the American Civil War with respect to slavery
change the lives of the people both of the Confederate and Union states?
Thesis: At the end of the Civil War, which attacked the establishment of slavery, citizens
of the Union and Confederacy had to alter their lives socially, economically and
politically to adapt to the new society.
1. Lincoln’s “War to Preserve the Union” Speech- Slavery was a divisive issue that
was an underlying reason for the Confederacy’s separation from the Union. The
speech highlights the tensions between the north and south and Lincoln’s
concerted effort to unite.
2. 13th & 14th Amendments: fighting to end slavery and grant freedmen equal rights
and protection under the law
3. Civil Right’s Act of 1866- People of both the north and south had to deal with the
emancipation of the slaves; freedmen now had access to all rights and protections
as white people.
4. Westward Expansion: Missouri Compromise, Kansas-Nebraska Act, Compromise
of 1850 all shared components regarding slavery in the western territories. The
illegalization of slavery freed settlers and legislators from having to determine the
validity of slavery in new territories.
5. Sherman’s March to the Sea (1864): Destroys land, crops and resources. The
south largely depended on these things for the livelihood; losing the free manual
of numerous slaves burdened white slave owners because they were faced with
the work themselves.
14. Social impact of Civil War (see Documents Bank: “Civil War and
Reconstruction”) Matt Martellucci 2009
How did the Union during the Civil attempt to support African American’s
endeavor for civil rights and why or why not did they succeed in this?
By gradually asserting African Americans as freedmen into society through presidential
legislation and army participation, the Union attempted to support the banishment of
slavery; however, sectional tension and southern racism undermined their attempts at
equality.

Racism in Union Army- even though they are fighting for the end to slavery,
white soldiers still were discriminatory against the black soldiers that they fought
with- shows that because of the intensive racism in the country, the Union could
only gradually fight for the end to slavery and not for total equality amongst
society- begin with end to slavery and then focus on civil rights

Confiscation Acts- Union could seize any property (slaves) of anyone who
supported the rebellion even those who simply paid Confederate taxes- Lincoln
opposed this because he called for gradual emancipation- shows how racism and
sectional tension affect the president’s decisions on the end to slavery- could not
possibly call for equal rights with heavy racism in the country

Battle of Antietam- shows the Union is fighting and dying for the rights of
African Americans and the profound victory of the Union ultimately influenced
the decision of the Emancipation Proclamation- allowed for the president to be
confident that the Union will win the war to just end slavery but that the Union
was many steps away from equality in society

Freedmen’s Bureau- aid to citizens post Civil War- some agents were devoted to
the freemen’s rights but the ravages of the war after Sherman’s march shows
southern resentment for the Union. This will ultimately decide how the Union
could not further push for civil rights due to the intensive racism in the South and
the sectional divide with intensive racism stems all the way back to the
Constitutional Convention debate over slavery and even further back (i.e. Slavery
vs. sectional chart)

Lincoln’s main goal during the Civil War was to preserve the Union- he wanted to
also extend freedom to slaves but his main focus was to preserve the Union- this
shows that due to the divide the nation faced during the Civil War, Lincoln could
not and would not push for the equality of freedmen in the country and had to
settle for the first task of gradual freedom for many slaves during the war

Fourteenth Amendment- although not during the Civil War, the 14th Amendment
shows great steps that the government took to support African American civil
rights- connections to the Constitutional Convention yet again over the
controversy of slavery and even further back to the sectional divide dating back
all the way back to the founding of America- southern racism at ballots show
unwillingness to cooperate with sense of equality amongst blacks
Political impact of Civil War (see Documents Bank: “Civil War and
Reconstruction”) Eric Chan
How did political policies and stances on class and slavery affect the outcome of the
Civil War?
13.
Because political policies enacted by Davis neglected the opinions of citizens,
Confederate policies diminished the will to fight while Lincoln promoted unity and
purpose to the war through anti-slavery legislation which won him the war.

April 1862 Confederate government enacts first national draft in U.S History.
Davis suspended writ of habeus corpus in case of opposition. Hiring of substitutes
allowed the wealthy to be exempt from the draft. October 1862, Confederate
government enacted twenty –slave law which exempted slaveholders with more
than 20 slaves. Northern drafts did not affect war efficiency as much as the South



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because of industrialization. Northern commutation system (substitutes/fees to
escape draft) ended in 1864.
Confiscation Acts, Emancipation Proclamation, and Thirteenth amendment
Davis took a strong central government approach to the war but it contradicted
with the Confederate preference to states rights. Davis essentially controlled
economy through drafts and also forced farmers to switch from cash crop to food
crop. Confederate Congress raised taxes and tax agents made sure taxes were
paid.
Election of 1864. Peace Democrats vs. Republicans. Davis hoped to display
military strength and hoped north would elect a president who would work for
peace instead of continue with war. Rested on defense of Atlanta. Fall of Atlanta
=> Election of Lincoln.
April 2, 1863 Southern Food Riots. Davis stopped riot using force.
15. Eric Cross: Political Impact of Civil War-- 2008
Question: How and why did political and constitutional changes take place following the
Civil War?
Thesis:
Post Civil War political changes took place through addressing civil rights of
minorities and reorganization of the south, in order to resolve the issues of
sectionalism and slavery that had originally caused the war itself.
Evidence:
1) The 13th, 14th and 15th Amendments
a. All established the that slavery is illegal, and that blacks are citizens and
having voting rights
b. Attempt to eliminate racism by granting blacks the same rights as whites
c. These amendments address the status of blacks, or slavery related issues
2) Reconstruction of the South
a. Divided seceded states into 5 military districts prior to readmission as
states
b. Requirements such as loyalty oaths sworn by southerners and agreement
to comply with civil rights laws would re-grant statehood
c. Attempt to relax former sectional tensions and foster civil rights for blacks
3) Civil Rights Act of 1866/75 and Enforcement Acts
a. Granted blacks Civil rights
b. Although not approved by racist white southerners, the Enforcement acts
“required” the enforcement of civil rights and voting laws for blacks
c. Attempt to resolve slavery related issues of antebellum America
4) Freedmen’s Bureau
a. Group for black achievement not seen prior to the war
b. Established for black equality and advancement- addressing previous
slavery related issues
5) Undermining of Civil Rights Laws
a. Court cases such as the Slaughter-house Cases, USA v. Cruikshank
undermined the laws allowing permitting black equality
b. The Election of 1876 and Compromise of 1877 ended Reconstruction
c. Although undermined attempts for equality among races, these moderate
decisions lessened sectional tensions
15. Political Impact of Civil War-- Stephen Carpinello 2009
1. [Question]: Why and to what extent did the Civil War expand and/or inhibit the
political rights of the working classes and the marginalized?
Use the documents and your knowledge of the period of 1860 to 1885 to construct your
essay.
Although the Civil War temporarily reduced the freedom of the working class
through conscription and poor military conditions, wartime contributions from the
marginalized led to black voting rights and a new call for women’s rights.
- African Americans were granted(through the 13-15th amendments) emancipation,
citizenship, and voting rights during this period
- 100,000 African American men served in Union army and navy
- Wealthy northerners could avoid being drafted by paying a 300 dollar commutation fee
or producing a substitute to fight in their places
- camps were neither well supplied nor sanitary, and 222k Union troops died from disease
or accidents while only 110k died in combat
-Northern women raised 3 million dollars to help injured troops, created US Sanitary
Commission, served as nurses in frontline hospitals
Political impact of Reconstruction (see Documents Bank: “Civil War and
Reconstruction”) Christina Vick-Kell (2006)
How and why did the course of Reconstruction stir up recognition of old prejudices?
What political shifts came with this re-evaluation of the place in society of African
Americans?
14.
During Reconstruction (1865-1890), federal efforts to combat racist division through
two amendments, plans to reunify the Union and the installation of new rules dividing
capabilities by race revealed continuing racism.
 Thirteenth Amendment [1965]: end of involuntary servitude, which Congress can
enforce through “appropriate legislation”.
Fourteenth Amendment: citizenship for freedmen, making them ‘whole’ people.
 Freedmen’s Bureau [Congress 1865]: helped freed blacks, hated by many Southern
whites.
 Johnson orders army removal of former slaves from Sea Island land given by
Sherman’s Special Field Order #15
 Johnson established Reconstruction plan to establish state governments in which
only Southerners who took the oath of amnesty could take part, excluding blacks
from this important process. Radical Republicans eventually changed this to
include extension of Freedmen’s Bureau and a civil rights bill. Ku Klux Klan then
rose in 1869 to combat Reconstruction.
 Black Codes severely limited the southern transformation, as many old laws still
applied to freed blacks. This led many Northerners to challenge the Southern ability
to change with the times.
16. Political impact of Reconstruction (see Documents Bank: “Civil War and
Reconstruction”) Joey Narzikul (2009)
Thesis: Southerners and Northerners did not re-unite to the degree desired under
increased, but necessary, political reconstruction because the civil rights movement,
longing hangover of the civil war, and geographical party lines meant continued
confrontations.
1. The amount of time that it took for the confederate states to be admitted to the
union and adopt a conservative government (Doc A) was longer than expected,
which showed the longing hangover of the civil war for people in the south, as
Mr. Bryant would say, “Sherman did” was very evident in this time period. Also,
the amount of trouble people had to go through to be reinstated into the union
under a pardon from Pres. Johnson was so tumultuous that it was very hard for
southerners that it caused more anger after the war was lost for the confederates.
(Doc B)
2. Although it was hard and painful for southerners, reconstruction was viewed as
necessary by the north (doc C) since the south was so destroyed after the war and
it was the only way to attempt to bring things back to the norm. The southerners
however, did not feel the same amount of desire for re-unification as the
northerners did
3. Civil rights was a huge issue, since in the south slavery was predominant and so
was discrimination. With the northerners taking control, slavery was ended, which
did not help unify the north and south again
4. Adding insult to injury, not only were the slaves freed, African Americans were
also considered citizens (doc D) and given the right to vote (doc F) and were
becoming very close to being equal to their white “superiors”, making
reconstruction a non-desire for southerners, and reunification not a priority.
5. Reconstruction was almost a continuance of the civil war since troops were still
monitoring the south as if the war was never over, even to the degree that the
south was turned into military districts (Doc E). it was tough to reunify when the
“northern” military has to go to each district and enforce the new laws.
6. In 1876, the year before reconstruction, it is obvious that the south is still in favor
of the democratic party, and party lines are still sectional (doc G) showing not
much improvement during reconstruction. Reconstruction was looking for an end,
and in a peaceful way also (Doc H) since it was not working as well as it was
supposed to. Finally, political reconstruction ended in 1877, and therefore, the
country was finally able to unify since there was no longer a superior side of the
country.
Michael Ballard
16. Political impact of Reconstruction (see Documents Bank: “Civil War and
Reconstruction”) Michael Balllard 2010
Question: How and why did the American political system experience change in the
years after the Civil War and during the Reconstruction?
Because the Republican North militarily occupied the South during Reconstruction, the
Union was able to impose Republican government and ideals while pushing
constitutional but not social changes in the South.





When the South was readmitted into the Union, slavery was abolished. As a
result, the South reformed the Slave Codes and renamed them the Black Codes in
order to include all African Americans within those laws. The Black Codes
continued discrimination and a “de facto” slavery in the South.
Once the North won the Civil War, it took control of Confederate governments
and dismantled them. The North instead replaced them with Republican
governments which allied with the North. Because the majority of states were
Republican, the North initiated several political reforms.
During Reconstruction, the US passed the 14th and 15th amendments along with
other Civil Rights Acts. The 14th amendment made African Americans American
citizens and gave them civil rights while the 15th amendment guaranteed the
ability to vote to all African Americans.
In hopes of creating better opportunities for African Americans, the North formed
the Freedman’s Bureau in the South. Originally, the Bureau educated African
Americans but, in the years following, it caused problems such as sharecropping
and debt peonage.
In response to the Civil Rights Acts and new amendments, the South created the
Jim Crow Laws which enforced the separate but equal status of African
Americans. Because this law was strengthened by the Supreme Court Case of
Plessy v. Fergusson, African Americans experienced poor education and a lack of
economic and social opportunities.
1.
Social impact of Reconstruction (see Documents Bank: “Civil War and
Reconstruction”) Rahul Jha (2006)
Assess the validity of the following statement:
“Reconstruction Era reform brought about a lasting transformation in the social
fabric of American society.”
Thesis: Reconstruction failed to engender a lasting social revolution because federal
subordination of the states did not fully guarantee equality for Freedmen, especially amid the
revitalized North-South tensions that followed the Civil War.
Initial Congressional Activism (Federal Supremacy)
 13th Amendment recognizes slavery’s centrality to the war, abolishing slavery throughout
the states.
 Freedmen’s Bureau, Civil Rights Bill similarly emphasize Radical desire to protect the
Negro’s equality before the law, revealingly invoking federal power to accomplish their
ends.
 14th and 15th Amendments: Blacks are equal in civil rights and voting privileges (federal
issue now); their ratification reflects an unprecedented use of federal power, embodied in
the 14th Amendment’s “due process clause,” which was most certainly aimed at the heart
of Southern secessionist philosophy.
Revolutionary Potential Blunted
 Freedman’s Bureau fails because of work contract, which perpetuates sharecropping,
tenancy, and debt peonage
o Failure of Radical Republican’s land redistribution program: Johnson
overturns Sherman’s Special Field Order 15, Johnson’s vetoes of Freedman’s
Bureau
 Rise of the KKK (“’Tis but a change of banners”) actively combats black gains
o Failure of Grant’s Enforcement Acts: federal supremacy, but ineffective
 Cruikshank v US, Bradwell V US, Slaughterhouse cases: attack 14th and 15th
Amendments
Compromise of 1877: disputed Hayes-Tilden election ends Reconstruction
17. Jack Archer: Social Impact of Reconstruction-- 2008
1. [Question]: To what extent and why did the Civil War adequately address the
issue of slavery and the oppression of African-Americans?
Use the documents and your knowledge of the period 1865-1877 to construct your essay.
Thesis: Because of racism and the Union’s desire for a speedy recovery, the Federal
government failed to “free” blacks, allowing them to become enchained once more.
-Johnson accepted emancipation as a result of the war, but he did not favor black civil
and political rights. He was a white suprecist. Johnson once declared that blacks have less
“capacity for government than any other race of people . . .”
-Land redistribution also failed, as only 1/10th of the land affected by the plan went to
freedmen. The rest mainly helped finance the cost of the way.
-To define the legal condition of freed men and women--and control them—many
legislatures simply reformatted slave codes, perpetuating the oppression. “It seemed to
northerners that the South was intent on returning African Americans to servility and that
Johnson’s reconstruction policy held no one responsible for the terrible war,” (Norton
429).
-Johnson did his best to oppose the Fourteenth Amendment, which gave the right to vote
to all males, black or white. Similarly, states blocked the Fifteenth Amendment by
creating endless voting tests.
-Terrorist organizations such as the KKKterrified blacks, discouraging them from voting
and owning propery. Few whites would sell to or buy from blacks. Violent campaigns
and lynchings became the norm. Anti-Klan legislation made actions by individuals
against the civil and political rights of others a federal a offense.
-Reconstruction left a spotty record; it was an era of contradictions, aspirations and
failures. It did, however, provide national media attention to the problem, and gradually
the state of affairs
17. Social Impact of Reconstruction-- Ryan Martin (2009)
Question: Analyze the affect Reconstruction had on African American lifestyle.
Thesis: Reconstruction gave African Americans newfound political and social rights
through various amendments, but they never achieved equality because Plessy vs.
Ferguson and sharecropping prevented them from achieving success and opportunities
that whites enjoyed.
Evidence:
1. The 13th amendment abolished involuntary servitude in the United States and declared
that congress had the power to enforce the law, thus ending slavery for African
Americans in the United States.
2. Congress created the Freedmen’s Bureau which supplied food and medical services,
built schools, negotiated employment contracts, and tried to manage new land in order to
aid the newly freed African Americans.
3. The Southern Republican Party was formed largely due to African American support
and the party worked towards more Democratic goals than any Southern party previously
had.
4. The passing of the 14th amendment prohibited states from taking privileges and
immunities from citizens and barred states from denying equal protection under law,
regardless of race.
5. The First Reconstruction Act guaranteed freedmen the right to vote and forced stats to
adopt the 14th amendment. Subsequent Reconstruction Acts provided details for equality
such as details of operations for voting registration boards.
6. Plessy vs. Ferguson established the separate but equal basis that proved that although
blacks were granted rights, true equality was long away.
2.
impact of westward expansion on Native Americans (see Documents Bank:
“Post-Bellum Western and Urban development”) Jennie Norcini
[Question]: How and why did Westward expansion impact the Native Americans?
Use the documents and your knowledge of the period between 1850 and 1880 to
construct your essay.
Thesis: Westward expansion, encouraged by the Homestead and Morrill Acts, resulted in
the suppression and assimilation of the Native Americans and their culture because of
forceful placement into reservations and the dominance of US federal troops.
1. The Homestead Act 1862 and the Morrill Act 1862 -The Homestead Act gave land to
people who were willing to settle the West. The Morrill Land Grant Act gave each state
30,000acres of land from congress.
2. Reservation Policy- The federal government tried to civilize the Native Americans by
organizing them into reservations. The government guaranteed the Native Americans on
the reservations food, clothing and protection. The residents had no rights in the affairs
on the reservation. The federal government disregarded Indian culture and weakened
Indian society.
3. Sand Creek Massacre 1864- Indian chief Black Kettle moved his tribe to Sand Creak,
where the US command guaranteed them safety. On November 29th, 1864, US cavalry
men, led by John Chivington, attacked the Indian settlement. They massacred Cheyenne
men, women and children.
4. Fort Laramie Treaty 1868- In this treaty the US promised to improve the Lakota Indian
reservation. They guaranteed the construction of buildings like a store and a school.
5. Battle of Little Bighorn 1876- Lakota forces attacked federal soldiers led by General
Custer. At first the Indians obliterated the US forces but the US ultimately overcame the
Lakota by starving them.
18. impact of expansion on Native Americans—Luke Harrison 2007
Thesis: Increased governmental focus on improving agriculture meant expanding
westward because new acreage was needed to supply domestic and world markets,
resulting in inevitable violent outbreaks with Native Americans despite attempts at
peaceful resolutions.
1. The agricultural revolution in late 19th century America marked an important change:
the transforming of agriculture into big business. This was achieved through new
technological innovations supported by the federal government (see Morrill Land Grant
Act and Hatch Act).
2. Besides simply improving agricultural technology, the government provided settlers
with affordable land. The Homestead Act, for example, “offered cheap of free plots to
people who would reside on and improve their property” (Norton 470-471).
3. The increasing encroachment of white settlers onto Native American lands resulted in
inevitable violent clashes between tribal leaders and federal troops (see Sand Creek
Massacre, Bones at Little Big Horn, Wounded Knee Massacre). At Little Big Horn, the
Lakotas, led by Sitting Bull and Crazy Horse, surrounded and killed 256 troops led by
General Custer.
4. Despite the violent conflicts between Native Americans and whites, the federal
government did make attempts at peaceful resolutions, including the reservation policy
and peace treaties. Between the 1860s and 1880s, the government attempted to force
Indians onto reservations and make them civilized. Formal treaties that attempted to
establish peace were scarce, and ultimately proved ineffective (see Fort Laramie Treaty).
5. The U.S. government changed its reservation policy with the Dawes Severalty Act,
which called for the “dissolution of community-owned Indian property and granted land
allotments to individual Indian families” (Norton 458). The Act also awarded citizenship
to all who accepted allotments.
18. impact of expansion on Native Americans—Alexa Buckley 2009
Thesis: The Native Americans were subjugated, eradicated and forced to assimilate by
Americans moving westward who were driven to fulfill Manifest Destiny and the Turner
thesis.






3.
The Turner Thesis transformed American character by creating an image of
rugged individualism and self-reliance. The icon of “Buffalo Bill”, who hunted
and took away buffalo which were sacred to the Native Americans, was a
representation of America’s movement toward eradicating the Indians.
As Americans travelled westward, they tried to assimilate Native Americans
through legislation such as the Dawes-Severalty Act of 1887. This act called for
the separation of Native American community-owned land, and instead gave this
land to individual Indian families in attempt to sever the ties between the tribes
and break apart their communal relations.
In addition to the direct government legislation working to assimilate Native
Americans into the white American society, there were acts such as the
Homestead Act of 1862, which although it was not directed limiting the rights and
property ownership of the Native Americans, this was one of its indirect
consequences. The act provided free land to any migrant who was willing to live
on it for five years and improve the quality of the land. This act along with the
Morill Land Grant Act helped to continue America’s push westward by taking
what was once free Native American land and claiming it as property of the
Untied States.
The expansion of railroads significantly effected the lives of Native Americans as
it took over previously own Indian land and helped to eradicate them as
Americans moved West. The railroad subsidies, which were government land
given through the Homestead Act, were not only a way to get settlers and goods
to the West, but also a way to remove Native Americans as well. Pieces of land
along the railroads were claimed by the government which broke apart Native
American communities and forced them to assimilate to the culture of the white
settlers.
Conflict arose from the surge in Americans’ westward expansion. In 1864,
Colonel John Chivington was ordered to wage a full-scaled ware against the
Sioux, Arapahos and Cheyennes in an attempt to eradicate Indians in Eastern
Colorado. The Sand Creek Massacre occurred in 1864 when a group of 700
drunken cavalrymen attacked a group of Cheyenne Indians and murdered 105 of
them, later scalping and mutilating the dead victims.
Treaties between the Native Americans and the U.S. government were made
however they rarely were upheld. The Treaty of Fort Laramie, in which the
government promised to continuously provide allotments of land to the Indians in
turn building roads and railroads out West, was minimally upheld and the
government took its time in granting Indians their land, leaving them starving and
homeless. Other treaties such as the Treat of Fort Stanwix and the Treaty of Fort
Harmar also represented the American government’s “effort to promote
expansion and to protect those citizens who caught the western fever” (Norton
360).
social impact of Immigration (see Documents Bank: “Post-Bellum Western
and Urban development”) Brittany McCormick (2006)
Question: What was the American attitude towards the influx of Immigrants entering the
United States in the late Eighteenth Century? How did this impact the society of that
time?
Thesis: As a result of intimidation and charges of inferiority, both American people and
government of the late 1800’s discriminated against immigrants through cruel social
practices and legislation.
Evidence
 Many Irish workers were refused employment upon the basis of their nationality
(Document B)
 Which American Industrialization on the rise, many inexpensive Chinese laborers
constructed railroads throughout the United States, especially in the West
(Document E)
 Then government became so intimidated by the Chinese workers that they passed
the Chinese Exclusion Act to prohibit their employment opportunities (Document
D)
 The People’s objection to Immigrants became so strong that a political party,
entitled the Know Nothing Party was created. In addition to this, the Union Labor
Party adopted a similar platform (Document F)
 While many Americans wanted to rid of Immigrants, others tied to the Moral
Reform Movement advocated Americanization through settlements like the Hull
House (Document G)
19. Social Impact of Immigration—Jackie Bailey, 2007
Question: What was the American opinion and attitude toward immigrants during
the period 1860-1915 and how did this affect their societal situation?
Thesis: The American people feared immigrants because of prejudice, job competition,
and overpopulation of cities which prompted the establishment of anti-immigration laws
and discrimination.
- Labor
Immigration increased during the industrial revolution providing cheap labor. 43.5
percent of foreign-born were engaged in manufacturing in 1910. Congressional
Immigration Committee in 1907 discovered labor supply dominated by immigrants.
Workers at Lowell were 70% foreign-born.
- Urbanization
Immigrants were also a major force behind urbanization. Between 1870 and 1920 the
number of Americans in cities increased from 10 million to 54 million. The number
of cities with more than 100,000 people went from 15 to 68. The immigrant poor
lived in overcrowded housing. Many lived in tenements. In 1900, two-thirds of
Manhattan's residents lived in tenements.
- Chinese Exclusion Act (1882)
The act was passed in response to the large number of Chinese who had immigrated
to the Western United States as a result of unsettled conditions in China, the
availability of jobs working on railroads, and the gold rush in California. This was the
first immigration law passed in the United States targeted at a specific ethnic group.
- 1892 Geary Act extended immigration restriction and required Chinese
Americans to carry certificates of residence
- Fong Yue Ting v. United States Japanese immigrants prevented from becoming
citizens.
-Social Reform
Reform targeting immigrants included teaching English and citizenship to children.
The Settlement houses provided vocational classes, childcare, education, and housing.
Jane Addams and Florence Kelley were early settlement leaders.
19. Steve Faulkner: social impact of Immigration: 1839-1910—(2008)
[Question]: To what extent did American prejudices towards immigrants change as
a result of the urbanization and influx of immigrant workers into the economy?
Use the documents and your knowledge of the period 1830-1910 to construct your essay.
Thesis: Although Americans were indeed prejudicial through legislative trends and
journalistic defamation, in some cases immigrants were able to achieve some success
through the nationwide trend of westward expansion.
Evidence:
1. The public opinion of the influx of foreign immigrants was developed as a result
of the belief that “the activity of benevolence” in American society at this point
was being threatened, with the only cause being external (Document A).
2. In order to preserve jobs for the American- born population, many businesses
denied higher paying jobs to immigrants (Document C). Ironically, the lower
wage working immigrants eventually became favored. Still, in some cases,
immigrants were discriminated even in becoming citizens.
3. Upon entering the country, often with insufficient funds, immigrants often were
subjugated to harsh working and living conditions.
4. Through legislation such as the Chinese Exclusion Act (1882) and Immigration
Act (1891), Immigrants of various ethnicities were banned from naturalization,
and in some cases, compared to convicted felons and the insane, or thought to be
carriers of malicious disease (Documents D & H).
Despite the numerous attempts to subjugate the incoming minority groups, once
established as U.S. citizens, Immigrant families were able to promote the trend of
westward expansion under the Homestead Act (Document B), and were
19. Social Impact of Immigration—Merriel Foster, 2009
Thesis: Increased immigration, resulting from a rise in urbanization, led to development
of protective labor unions and a xenophobic society due to animosity in the work-force.
1. Important labor unions formed: Knights of Labor, American Federation of Labor,
I.W.W., I.L.G.W.U. Movement towards conservative unions were more
successful in organization and gaining rights.
2. Chinese Exclusion Act- legally preventing immigration of Chinese citizens in
response to anti-foreign feelings of laborers who feel competition in the work
force. Many Chinese immigrants working on railroads and other physical
infrastructure projects.
3. Less than 1/5 of the population lived in urban areas while more than 2/5 of
immigrants resided there (Degler).
4. New Immigration- “increased numbers came from Eastern and Southern Europe”;
2/3 of immigrants came from Italy, Austria-Hungary, and Russia. (Norton 535)
5. Labor strikes, i.e. Haymarket, National Railway Workers, Pullman, Homestead
Steel. Signify social discontent of those in the work force and their ability to
strike due to formation of unions.
10. Manifest Destiny (see Documents Bank: “Expansion and Jacksonian Era”)
Eliza Strong 2010
1. [Question]: How and why did the American idea of manifest destiny affect the
U.S. government’s policy towards Native Americans and westward expansionism?
Use the documents and your knowledge of the period 1819-1850 to construct your essay.
Thesis: Manifest destiny gave Americans, driven by Social Darwinism and American
exceptionalism, a bolder attitude towards Western expansion and subjugation of Native
Americans.
Background information:
 Native Americans:
o Indian Removal Act (1830)
o 86 treaties between 1829-1851
o Black Hawk War in 1832
o Indian Office/ Office of Indian Affairs created in 1824 as part of the War
Department
 Expansion Westward
o Land speculators, entrepreneurs, etc. bringing “civilization” to the West
o Increase in transcontinental exploration for diplomatic, scientific, and
commercial goals
o Army used to help settle the west
o Annexed Texas
o Christian missions throughout the frontier
o “54 40’ or fight”—Polk, in Canada; War with Mexico on the Rio Grande
border—US expanding in all directions



New attitude of Manifest Destiny
Made “subjugation, eradication, and assimilation” seem justified
Belief that the US was predestined by God to expand West from ‘sea to shining
sea’
o City on a Hill ideal of American exceptionalism
o Turner thesis—Frontier life changed American character
o Alexis de Toqueville- Americans are rugged individualists
o Extension of slavery
4.
Economic expansion in Gilded Age (see Documents Bank: “Post-Bellum
Western and Urban development”) Victor Rodin (2006)
Question:
How and why did economic expansion affect politics during the Gilded Age?
Thesis: Economic expansion during the Gilded age created a new age of political reform
because an increase in immigration coupled with industrialization created new rising
issues such as unions, trusts, and “free silver.”
Evidence:
1) Immigration:
 Between 1870 and 1920, almost 26 million people immigrated to the
United States
 Most of these immigrants settled in ethnic neighborhoods in cities,
creating large bodies of voters
 After 1880, most immigration consisted of Southern and Eastern
Europeans
 Most immigrants entered the work force as unskilled laborers, taking low
paying jobs
2) Unions




3) Free silver
Important unions during the time included The National Labor Union, The
Knights of Labor, and The American Federation of Labor
The Haymarket Riot dealt a major blow to unions when a bomb exploded
and killed people during a demonstration
Railroad Strikes during 1877 were not successful and President Hayes was
forced to send in federal troops
During the Pullman strike, President Clevland sent in troops to end the
strike and union leader Eugene Debs was sent to jail


William Jennings Bryan was first a Democrat and then a Populist and
supported the “Free Silver” platform
The major parties did not support “Free Silver” because they feared a lack
of national support
4) Trust-busting
 Theodore Roosevelt was the first president to back unions over big
businesses
 Trust-busting legislature included the Sherman and Clayton Anti-Trust
Acts
 The Sherman Anti-Trust Act had loopholes that the Clayton Act attempted
to close.
20. Julian Rodriguez: Economic expansion in the Gilded Age (2008)
[Question]: To what extent was the economic expansion in; monopolies such as
Standard Oil and Labor Unions such as the knights of Labor provide a successful
economic change in America?
Use the documents and your knowledge of the period 1870-1900 to construct your essay.
-
Thesis: While during the gilded age there was economic expansion it was not
great because of the unions battling big business monopolies in tariffs, monetary,
and railroads.
-
Silver v. GoldSilver farmers poorGold Rich, ConservativesSherman
Silver Purchase Act and Bland Allison Act increase the money towards silver
- Tariffs Highs tariffs by Republicans while Democrats wantd low tariffs
Mckinley Tariff and Dingley Tarriff raising tariffs
-Railroads Interstate Commerce Act Granger Laws limit abuse of RR rates
Segragation Plessy v Fergson separate but equal more people part of the economy
Womens Suffrage AWSA NWSA advocate womens rights coming at the same time as
the African-americans wanting their rights
Unions/Alliances Farmer alliances anti-monopolies trying to better the life of the
farmers
NCL- protect workers from monopolies such as Rockefeller, Carnegie, Morgan
Sherman-Anti Trust Act making monopolies illegal
20. Economic expansion in the Gilded Age—Christy DiSilvestro (2009)
Question: How and why did economic expansion during the Gilded Age differ in its
effects on Native Americans, laborers, and business owners?
Use the documents and your knowledge of the period 1865-1920 to construct your essay.
Thesis: Gilded Age expansion subjugated Native Americans and laborers while boosting
business owners because the government seized Native Americans’ land for westward
growth, and businesses burgeoned by demanding long hours from a low-paid, increasing
labor supply.
Evidence
1. Native Americans: Economic expansion included westward expansion to fulfill
Manifest Destiny, which affected Native Americans because the government took
their land for white settlers with the Homestead Act, and took their land for
colleges with the Morrill Act.
2. Native Americans: During their westward expansion, whites killed many Indians
when in war with them (war because Native Americans were treated as a separate
nation), and had violent conflicts such as the Sand Creek Massacre, Little
Bighorn, Custer’s Last Stand, and Wounded Knee.
3. Laborers: Immigration increased the number of laborers and overcrowded cities,
so xenophobia took over. People feared that new immigrants, especially Irish and
Chinese RR workers, who were willing to work bad jobs for low wages, would
not only take jobs, but also destroy American society.
4. Laborers: Because of decreasing wages and increasing hours (because of
increased labor supply), laborers formed unions and took part in strikes to better
their situation. Examples included the Haymarket Square riot and the Homestead
Steel strike.
5. Business Owners: Big business owners, while taking advantage of cheap labor,
often thought they were supporting the common good. Economic expansion
positively affected their lives and made them wealthier. Examples included John
D. Rockefeller, who used horizontal integration to boost his company, and
Andrew Carnegie, who used vertical integration.
6. Business Owners: The Sherman Anti-Trust Act unsuccessfully tried to combat
monopolies, and the Supreme Court often ruled in favor of business. One
example is EC Knight v. US, which ruled in favor of the Sugar Trust, who had a
98% monopoly on sugar.
21. Economic expansion in the Gilded Age—Kyle Henson (2010)
How and why did land availability and technological innovation augment economic
growth, and, as a result social standing of minorities during the gilded age?
•
•
•
Intro
• Thesis: Gilded Age economic growth, prompted by land availability and
technological innovation, was made possible by the subjugation of
minorities and decreased their social standing.
Body 1 - Economic Growth
• The Homestead Act and Morril Land Grant Act provided the need for
distances to conquered through both transportation and communication
• Inventions Sprung up to deal with the distances that needed to be
conquered, telephone, telegraph, steam engine, transcontinental railroad,
locomotive, steamboat and steam press.
• These inventions sparked economic growth, evidenced by Carnegie’s
“Wealth”
Body 2 - Minorities
• Transcontinental railroad was built by Chinese workers mostly
• Land that was available through homestead act and morril act was former
native american land
• African Americans were subjugated in the south and not integrated into
society, living under de facto slavery and building up the nation through
largely uncompensated labor.
5.
Woman’s movement c. 1895-1920 (see Documents Bank: “Graft, Reform and
Empire”) Rachel Dadonna (2006)
Question:
Assess the validity of this statement: Due to increased power in the “woman’s
sphere”, women’s political activity increased significantly throughout the United States
during the period of 1895-1920.
Thesis: Power in the “woman’s sphere” reemerged between 1895 and 1920 and led
to increased political activity due to activism in the women’s workforce because of
domestic authority that transferred to a public level.
Evidence:

Female reform in the 1830s: Female Reform Society, Temperance, Penitentiaries
and Asylums- spurred off of social reform in the Jacksonian era (See Ashley and
Mallika’s DBQs) and leads to a basis for social expansion during 1895-1920.
Also: Seneca Falls Convention, 1848.

Mechanization and the Changing Status of Labor: (Norton, 487) Industrialization
→ need for more workers → dramatic increase of women laborers → need for
women’s reform in the workplace → rise in women’s power. “Between 1880 and
1900, the numbers of employed women soared from 2.6 million to 8.6 million”
(Norton, 488).

Women Unionists: Ladies Garment Workers Union (ILGWU) leads the “Uprising
of 20,000” strike in NYC, 1909. Women dominate the Telephone Operators’
Department of the International Brotherhood of Electrical Workers union (note
irony).

Young Women’s Christian Association (YWCA): Symbol of the increased
solidarity and independence of young women from men during the early 1900’s1920’s. Also: The rise of public women activists such as Alice Stone Blackwell
(Document F) and Carrie Chapman Catt (Document G) during the 1910’s.

Woman’s suffrage: the ultimate symbol of women’s success and independence
from men: by 1920, all states granted full women’s suffrage (Document A).
21. Woman’s movement c. 1895-1920, Alex Buzby (2006)
1. Question]: Was the Women’s Movement successful in achieving their goals?
How and why did they fail or succeed?
Use the documents and your knowledge of the period 1890-1920 to construct your essay.
The Women’s Movement was successful in achieving their goal of women’s suffrage
through the 19th amendment due to their effective speeches citing and activism by
activists like Blackwell and Addams.




Woman’s suffrage slowly increased by state, finally capped off by the 19th
amendment in 1920 (Document A).
Women said that they can not fully fulfill their duties as women without the
ability to vote (Document B).
Women are citizens of the USA and are under the same laws as the men who
are able to vote. In a democracy the voice of all the citizens should be heard.
This is part of the logical argument pointing to the constitution and other
laws (Document E).
The Women’s movement was marked by those who gave speeches however
there was a large amount of support by thousands of organizations united for
the common goal (Document D).

The Women’s movement did not ask for a massive shift in their place in
society or treatment and position in the home, however they went for what
they viewed as a realistic goal that could be supported by the laws that the
country were run by.
6.
Woman’s movement c. 1895-1920, Sydney McElwee (2009)
Question: How and why did the Populist Party come to exist and gain power during the
Gilded Age?
Thesis: Motivated by the Grange and William Jennings Bryan’s activism, the Populist
Party came to exist and gained power by using silver coinage and promising better
representation of farmers and other minorities.
1. The Grange (Document A) (Document B)
Document A promotes the Grange, which was founded by the farmers to confront
railroad subsidies and other unjust economic conditions farmers faced.
Document B shows the principles of the Grange, which were to “develop a better and
higher manhood and womanhood among ourselves.” These are later shared in the
Populist Party.
2. William Jennings Bryan’s activism (Document D)
In his Cross of Gold speech, Bryan, a Republican Party delegate, gave hope to the
farmers that their economic conditions could be improved. Furthermore, his speech
inspired the farmers to create a party for their views to be reflected.
3. Using silver coinage (Document C)
This document shows that president Grover Cleveland found a free Silver policy to be a
“dangerous and reckless experiment”. This point of view was against that of the farmers
because silver coinage could potentially improve the agricultural market by circulating
more money.
4. Promising better representation of farmers and of other minorities
(Document G)
This document shows that “Democracy has made little attempt to assert itself in social
affairs.” The government’s failure to reflect farmers’ views influenced them to create the
Populist Party where minorities’ socioeconomic views were better represented.
22. Woman’s movement c. 1895-1920 (see Documents Bank: “Graft, Reform and
Empire”) Kirsten Kuhn (2010)
[Question]: How and why did women’s social role in the Progressive Era effect the
increasing political power for women?
Use the documents and your knowledge of the period 1895 to 1920 to construct your
essay.
Thesis:
Women’s increasing political power was a result of their role as moral superiors and
reformers during the Progressive Era because political equality was deemed necessary to
preserve the rectitude of society by granting women suffrage.

Settlement House Movement (Addams): women protectors of moral society/ moral
superiors to men  need for political representation to protect and improve
homestead

Separate social spheres; women morally superior  Progressive social gospel and
social purity movements: anti-prostitution- White Cross Organization; religious
resurgence (WWJD?); endeavors to clean up cities

Women/child labor reform (Kelley): following trend of Progressive labor reform;
efforts to improve quality of life

Temperance- crusade against alcohol and alcohol related issues; ultimately led to
Prohibition (18th Amendment): Women’s Christian Temperance Union (Willard),
Anti-Saloon League (Carrie B. Nation)

Woman’s Suffrage movement- rallying for women’s right to vote, suffrage granted in
the 19th Amendment: initially Stanton and Mott; National Women’s Suffrage
Association and American Women’s Suffrage Association  join under AWSA
(Harriet Stanton Blatch)
23. Roots of Populism (see Documents Bank: “Graft, Reform and Empire”) Maria
Alexander (2006)
Question: To what extent was the Populist agrarian class capitalistic in their response to
the politics and economic growth of the Gilded Age?
Thesis Statement: The Populists were not capitalistic in their organized, political
response to the Gilded Age’s industrial growth, because of their call for free silver and
federal regulation and ownership of the economy.
Evidence:

Gilded Age Issues
o Party patronage  Civil Service Reform (Pendleton Act 1881)
o Monetary debate (silver or gold)  Greenback Party, Panic of 1873,
Bland Alison Act 1878, Sherman Silver Purchase Act 1890, Panic of 1893
o Tariffs (high or low)  McKinley Tariff 1890
o Antitrust movement  Sherman Antitrust Act 1890

National Grange Movement 1870s
o Granger Laws  Railroad regulation (Munn v Illinois, Wabash v Illinois)
o Interstate Commerce Act & ICC 1887: “reasonable and just” railroad rates
(Alabama Midlands and Maximum Freight cases of 1890s)

Farmers’ Alliance 1880s
o Greater potential for political movement

Populist Party
o Ocala Platform 1890 and Omaha Platform 1892
 Free silver; Australian ballot; Initiative, referendum, recall; Direct
election of U.S. Senators; govt ownership of RR, telephone and
telegraphs; govt “sub-treasury” system (grain silos) to control farm
prices; new banking system regulated by federal govt
22. Zoe LaPalambara: Roots of Populism-- 2008
Question: How did the Grange movement and business-labor relations during the mid to
late 19th century influence the Populist movement?
Thesis: The limited success of the Grange movement in combating the farmers’ plight
and the government’s support of business caused the Populists to seek government
regulation of railroads, free coinage of silver, and economic intervention.
Evidence:
 Grange Movement – network of farmers with constitutions, elected officers,
membership oaths: Granger Laws on transportation and storage rate regulation
(Wabash, 1886)
 Farmers’ Alliances – vs. crop liens, merchants, railroads, money power; goals =
warehouses to store nonperishable items while prices rise, low-interest loans and
treasury notes, legal tender to pay debts
 Populism – Omaha Platform: government ownership of railroad and telegraph lines
(and company land), free coinage of silver, graduated income tax, postal savings banks,
direct election of U.S. senators, shorter weekday
 Government and business – Standard Oil, J.P. Morgan, holding companies, pools,
trusts, monopolies, corporations, tariffs (McKinley Tariff, Dingley Tariff), Sherman
Anti-Trust Act, U.S. v. E. C. Knight Co., Munn v. Illinois, Maximum Freight Rate,
Alabama Midlands, Sherman Silver Purchase Act, Bland-Allison Act, Interstate
Commerce Act, Interstate Commerce Committee
 Labor movement’s influence (shorter workday, government support of common
folk) – Frederick Taylor’s efficiency, “Iron law of wages”, Holden v. Hardy, Lochner v.
New York, Muller v. Oregon, Railroad strikes of 1877, Knights of Labor, Haymarket
Riot, AF of L, Homestead Strike, Pullman Strike, IWW
22. Roots of Populism—Jay Woo Kim (2009)
Question: How and why did the Populist Party come to exist and gain power during the
Gilded Age?
Thesis: Motivated by the Grange and William Jennings Bryan’s activism, the Populist
Party came to exist and gained power by using silver coinage and promising better
representation of farmers and other minorities.
1. The Grange (Document A) (Document B)
Document A promotes the Grange, which was founded by the farmers to confront
railroad subsidies and other unjust economic conditions farmers faced.
Document B shows the principles of the Grange, which were to “develop a better and
higher manhood and womanhood among ourselves.” These are later shared in the
Populist Party.
2. William Jennings Bryan’s activism (Document D)
In his Cross of Gold speech, Bryan, a Republican Party delegate, gave hope to the
farmers that their economic conditions could be improved. Furthermore, his speech
inspired the farmers to create a party for their views to be reflected.
3. Using silver coinage (Document C)
This document shows that president Grover Cleveland found a free Silver policy to be a
“dangerous and reckless experiment”. This point of view was against that of the farmers
because silver coinage could potentially improve the agricultural market by circulating
more money.
4. Promising better representation of farmers and of other minorities
(Document G)
This document shows that “Democracy has made little attempt to assert itself in social
affairs.” The government’s failure to reflect farmers’ views influenced them to create the
Populist Party where minorities’ socioeconomic views were better represented.
22. Roots of Populism—Mike Jahnle (2010)
Thesis: Members and leaders of the Populist Party unified through common Agrarianbased backgrounds to achieve increased intrastate social, economic, and political
independence, but its radical ideals and lack of cooperation and hindered its progress.
1. Grange Movements and Laws (1870s): Agrarian socially-focused system
a. State-level laws to focus power into hands of American farmers
- worked to reform Railroad use and misuse
b. Grange Laws were:
- Upheld by Munn vs. Illinois (1877)- intrastate
- Undermined by Wabash vs. Illinois (1886)- interstate
2. Gilded Age Politics’ Monetary disputes:
a. Greenback Party loses election (1872)
b. “Crime of ‘73”: silver is demonetarized, leads to panic of Panic ’73 (1873)
c. Bland-Alison act: allows fed. Gov. to buy silver (1878)
d. Sherman Silver Purchase Act: govt buys silver (1890)
e. Sherman Silver Purchase Act is repealed, which leads to Panic of 1893
3. Farmer’s Alliances (1880s): Agrarian economics-focused system
Economic attempts to address RR and “middleman” abuses
“Cooperatives” buy grain silos, elevators, etc.
failed because farmers could not agree on common goals
4. The Populist Party (1890s): Agrarian-based on politics
Ocala Platform (1890) and Omaha (1892) platforms:
Free Silver at 16 to 1 ratio
Australian (secret) ballot
Initiative, referendum, recall
Direct election of U.S. Senators
Government ownership of RR, telephone and telegraphs
Government “sub-treasury” system (grain silos) to control farm prices
5. Election of 1896: Bryan (Democrat and Populist) vs. McKinley (Rep)
“Boy Orator”: Bryan’s “Cross of Gold” speech:
Free Silver—could not attract urban laborers
(Dems have “gold bug” V.P. candidate; Pop V.P. favors Silver)
•
23 Results of Progressivism (see Documents Bank: “Graft, Reform and Empire”)
Teresa Giblin (2006)
How and why did progressivism lead to a period of internal reform throughout the
early 1900’s?
Thesis:
Progressivism led to a period of internal reform by attracting politicians’ attention to
major social flaws due to the wide variety of social backgrounds of the activists involved.
Evidence:
1. In the early 20th century, women rallied for suffrage, and in 1920, the 19th
amendment was passed, granting women full voting rights.
2. Elizabeth Cady Stanton and Margaret Sanger organized the Seneca Falls
Convention for women’s rights after being discriminated during a abolitionist
convention.
3. Activists such as Upton Sinclair brought the unsanitary practices of meat packers
and the unregulated practices of drug manufacturers, thus causing the passing of
the Pure Food and Drug act.
4. A religious revival lead to believe in temperance due to the social malice that
alcohol caused such as the destruction of families and inability to hold a job.
5. The 18th amendment lead to a temporary ban on alcohol in December, 1919 due to
groups such as the anti-saloon league.
23. Results of Progressivism—Alex Bernabei, 2007
[Question]: How and why did reforms during the period 1895-1920 affect and/or
reflect the political and social changes as well as the outcome of the Progressive
Era?
Thesis: With legislature changing the political role of women and improving conditions
for laborers, reforms influenced the result of the Progressive Era because of the change to
conservative thinking and a country with increased equal opportunities.

The 19th Amendment- allowed women the right to vote and affected their
political power, as well as social

Labor reforms
 Robert La Follete- Wisconsin governor concerned about low
wages and extensive hours, specifically child labor, and worked for
increased labor legislation
 Pure Food and Drug Act- response to poor factory working
conditions, as well as Sinclair’s The Jungle,
 Muller v. Oregon- women and laborers could stand up against
oppressive factory owners because had political rights not to work
long hours

Clayton Anti-Trust Act- limited monopolies, reflected the Progressive
Era by the increase of equal economic opportunities to more people


National Parks- reflected the conservative nature of the time period
Muckrakers- concern for exaggeration and slander that affected the
public, reflected the period’s want of equality and fairness
23. Results of Progressivism: A.P. Strong-- 2008
Question: How and to what extent were the progressives able to achieve their
political and social goals during the early twentieth century?
Thesis: Acting from urbane Christian roots, Progressives successfully advocated
social, labor, moral, and democratic reforms although conservatism and national
courts kept them from ending segregation.
 Democratic = Direct Election of Senators + Initiative, Referendum, Recall +
Australian Ballot
 Moral = Dewey and Progressive Education + Prohibition + Controlling
Prostitution + Pure Food and Drug Act
 Social = Women’s Suffrage… Women’s Clubs + Feminism + Margaret
Sanger + Harriot Stanton Blatch
 Labor/Economic = Muller v. Oregon (10 hour women limit) + Holden v.
Hardy (Working Hours for Miners) + Regulations of Trusts
 Segregation = Denied legal and Voting Rights + Booker T Washington +
WEB Du Bois + NAACP +KKK + US v Reese (no control over local and
State Elections) + Grandfather clause + Plessy v. Ferguson (Segregation) +
Commins v County Board of Education (Legalizing school segregation)
 EXTRA = Regulation of Rail Roads + Federal Reserve + Conservation +
Muckrakers (Sinclair) + Comparison to Populists
23. Results of Progressivism—Bryan Zoll
Question: How and to what extent were the progressives able to achieve their
political and social goals during the early twentieth century?
Thesis: Acting from urbane Christian roots, Progressives successfully advocated
social, labor, moral, and democratic reforms although conservatism and national
courts kept them from ending segregation.
 Democratic = Direct Election of Senators + Initiative, Referendum, Recall +
Australian Ballot
 Moral = Dewey and Progressive Education + Prohibition + Controlling
Prostitution + Pure Food and Drug Act
 Social = Women’s Suffrage… Women’s Clubs + Feminism + Margaret
Sanger + Harriot Stanton Blatch
 Labor/Economic = Muller v. Oregon (10 hour women limit) + Holden v.
Hardy (Working Hours for Miners) + Regulations of Trusts
 Segregation = Denied legal and Voting Rights + Booker T Washington +
WEB Du Bois + NAACP +KKK + US v Reese (no control over local and
State Elections) + Grandfather clause + Plessy v. Ferguson (Segregation) +
Commins v County Board of Education (Legalizing school segregation)
 EXTRA = Regulation of Rail Roads + Federal Reserve + Conservation +
Muckrakers (Sinclair) + Comparison to Populists
23. Results of Progressivism—Annie Dunlap 2010
Question: How and why did values encompassed by the Progressive movements and
reforms from 1895-1920 affect the later issues of women’s suffrage and rights,
imperialism, and reaction to immigration during the 1920s?
Thesis: Conservative Progressive ideals manifested themselves in the later movements of
the 1920s through the white middle class values of American exceptionalism and
religious revivalism because of the largely conservative “return to normalcy” of the
1920s.
Evidence:
 Mann Act (1910) – anti prostitution, strengthened ICC, social purity movement
 New KKK - wider scope of hate, religious roots
--> Spanish-American-Cuban-Filipino War
 Sheppard-Towner Maternity Act
 Synder Act (1924) – Indian Citizen Act, Americanize native Americans
24. Imperialism (see Documents Bank: “Graft, Reform and Empire”) Laura
Underwood
Question: “How, why and to what extent did America become an imperial nation
between 1860 leading up to World War I?”
Thesis: The United States became imperialistic as foreign policy changed, due to new
technologies and foreign economic crisis, by abandoning the Monroe Doctrine and using
“the civilizing impulse” as justification for U.S intervention.
Evidence:
1. Spanish-American-Cuba-Filipino War
a. American supported Cuba in their quest for independence from Spain.
b. McKinley believed that Spain should give up his colony
i. Teller Amendment: “disclaimed any U.S intention to annex Cuba
or control the island except to ensure its pacification.
c. McKinley remained in Cuba as he felt that they were not yet ready for
self-governing
d. America aided the Philippines in their revolution against Madrid.
e. Treaty of Paris 1898: America and Spain met and agreed on peace terms
1. Independence for Cuba from Spain
2. Cession of the Philippines, Puerto Rico, and Guam to the
U.S.
3. American payment of $20,000,000 to Spain for its
territories
2. Abandoning the Monroe Doctrine
a. Venezuelan Crisis of 1895: Venezuela and Britain were fighting over the
border between Venezuela, and the British territory, Guiana. The United
States intervened against the bullying Britain. The United States then
disregarded the Venezuelan people, and divided the disputed territory in
1896.
b. McKinley Tariff of 1890 and the Organic Act of 1900: The tariff created
an economic crisis for Hawaii because it undermined the original
government; it proclaimed a duty-free status of all Hawaiian-sugar
exports. Later, after Cleveland confirmed his belief that most Hawaiians
opposed the annexation being sought after (in response to the tariff), the
organic act was drafted. The Act, which was passed, proclaimed
Hawaiian’s American citizens who had the right to vote in elections.
c. Motives for war: McKinley said that it was a “humanitarian impulse to
stop the bloodletting, a concern for commerce and property…”
d. Seward:
i. sent troops to the border with Mexico to fight off the French
ii. Paid Russia for Alaska
iii. Claimed the Midway Islands
3. Policy in China
a. In 1895, Japan was victorious over China, Americans petitioned
Washington to interfere in china before they were closed out
b. Resumed the principal of Open Door- “ became an instrument first to pry
open markets and then to dominate them, not just in china but throughout
the world.” (Pg. 613, Norton)
4. Anti-Imperialist Sentiments (domestic) “ Offering liberty to the Cubans with
one hand, cramming liberty down the throats of the Filipinos with the other,
but with both feet plated firmly upon the neck of the Negro.”(Pg.609,
Norton).
a. Anti-Imperialistic League:
i. Stopped Seward’s mission to buy the Virgin Islands
5. “The Civilizing Impulse”
a. Missionaries in Africa and Asia: sought to bring civilization to these
“primitive” areas
6. Navalism: “ expansionists embraced navalism-the campaign to build an imperial
navy…they argued for a bigger, modernized navy adding the “blue water”
command of the seas…”(Pg.604, Norton).
a. The building up of a large navy to control foreign waters shows America’s
new imperial views.
24. Imperialism—Kaitlin Brennan (2007)
1. [Question]: How and why did American Imperialism during the time period of
1865 – 1914 affect and/or reflect the idea of “The Whites Man’s Burden
?”
Use the documents and your knowledge of the period 1865 - 1914 to construct your
essay.
Thesis: “The White Man’s Burden” reflected the increasing sentiment of superiority
which imbued American Imperialists during this time because foreign policy was laden
with self-interest, idealism and a sense of responsibility to “less civilized” nations.
Evidence:
1) Spanish-American War
- Imperialists viewed the war as an opportunity to realize their
expansionist dreams
- Double Standard –> “offering liberty to the Cubans with one hand,
cramming liberty down the throats of the Filipinos with the other, but with
both feet planted upon the neck of the Negro.”
2)Philippines
- attempted to lift up the Philippines “to a point of civilization”
that will make them “call the name of the United States blessed”
24. Imperialism—Alex Nelson (2009)
Thesis Statement: “American imperialism and its role as “an international police power”,
which created lasting ties and contrastingly heighten tensions with foreign nationalists,
directly affected international relations through America's enforced legislation and
militant intervention.”
 Sinking of the Maine:
In January of 1898, when anti reform pro-Spansih loyalists and army personnel
rioted in
Havana, Washington ordered the battleship Maine to Havana harbor to
demonstrate U.S.
concern and to protect American citizens. On February 15h, an
explosion ripped the Maine, killing 266 of 354 American officers and crew. Congress
soon compiled unanimously with
McKinley's request for 50 million in defense funds.
Vengeful Americans blamed Spain. Cause, possibly spark of Spanish-American War.
 Dewey in the Philippines and Treaty of Paris:
 Madrid faced a rebellion from Filipinos seeking independence. On May 1,
1898, Commodore George Dewey's New Navy ship Olympia led an American
squadron into Manila Bay and wrecked the outgunned Spanish fleet. Dewey and
his sailors had been on alert in Hong Kong since February, when he received
orders from imperial-minded Washington to attack the islands if war broke out.
Facing Americans and rebels in both Cuba and the Philippines, Spanish resistance
collapsed. On August 12, Spain and the United States signed an armistice to end
the war. Agreed with cession of the Philippines, Puerto Rico, and the Pacific
Island of Guam to the U.S.
 Pros and Cons of Imperialism:
 Pro: It was America's duty, they insisted, quoting a then-popular Rudyard
Kipling poem, to “take up the white man's burden.” Furthermore, Filipino
insurgents were beginning to resist US rule, and it seemed cowardly to pull out
under fire. Germany and Japan, two powerful international competitors, were
nosing around the Philippines, apparently ready to seize them if the United States'
grip loosened. In February 1899, by a 57 to 27 vote the Senate passed the Treaty
of Paris, ending the war with Spain. Con: Some critics appealed to principle,
citing the Declaration of Independence and the Constitution: the conquest of
people against their wills violated the right of self-determination. U.S. is
practicing a double standard “offering liberty to the Cubans with one hand,
cramming liberty down the throats of the Filipinos with the other, but with both
feet planted under the neck of the negro,” as an African American politician from
Massachusetts put it.
 American Economic Muscle:
 By 1929 direct American investments in Latin American totaled 3.5 billion
and US exports dominated the trade of the area. Latin American nationalists
protested that their resources were being drained away as profits for US
companies...Americans believed they were bringing not only material
improvements but also the blessings of liberty to Latin American neighbors.
 Good Neighbor Policy:
 Renouncing unpopular military intervention, the US shifted to other methods
to maintain its influence in Latin America. The Good Neighbor Policy decreased
US military interventions, but economic interests remained strong in the
hemisphere. Pan-Americanism, support for strong local leaders, export-import
bank loans, financial supervision, and political subversion.
 FDR and the Batista Era:
 Although FDR refrained from sending US ground troops to Cuba, he
instructed the American ambassador in Havana to work with conservative Cubans
to replace the new government with a regime more friendly to US interests. With
Washington's support, arm sergeant Fulgencio Batista took power in 1934. During
the Batista era, Cuba attracted and protected US investments white it aligned itself
with US foreign policy goals. Nationalistic Cubans protested that their nation had
become a mere extension-a dependency- of the US.
25. Imperialism— Chloe Perate (2010)
Question]: How and why did American foreign policy transform and adapt the
tenants of Washington’s Farewell Address and the Monroe Doctrine in the
period from 1887-1906?
Thesis: America moved away from its hemispherical isolation towards quasiimperialism in the Caribbean, Central America, South America, and the Pacific as a
reflection of the Progressive spirit and America’s increased desire for export
markets.
Evidence:
1. (Background: Leading up to the time period)
a. Manifest Destiny
b. Seward- Alaska and Midway 1867
c. Social Darwinism
d. Eugenics
2. The Influence of Sea Power upon History by Alfred T. Mahan
a. pro-navalism
b. building up navy
c. supported by Theodore Roosevelt
3. Hawai’i
a. annexed in 1900
b. McKinley Tariff
c. ousted Queen Loli’uokalani 1893
4. Spanish-American War
a. Cuba
b. Sinking of the The Maine
c. Treaty of Paris
i. Cuban independence
ii. US gained Phillipines
iii. Puerto Rico
iv. Guam
v. US paid 20 mill
5. Open Door Policy in china
a. John Hay
b. helped US exports
6. Panama
a. US promoted a revolution
b. New gov granted canal zone to US
c. Panama Canal
7. United Fruit Company
26. Social and political impact of World War I (see Documents Bank: “World War I,
20’s and Depression) Meghan McCormick
Question: WWI showed a decline in political idealism and had social implications
for labor, immigrants, women and African Americans because war blended
distinctions between sexes and classes while fostering hatred for the “enemy” race.
Asses the validity of this statement.
Thesis: Although women and labor gained more equality due to their wartime
contributions, the horrors of WWI caused a decline in idealism, racism and antiimmigrant sentiment as people wanted to blame the “enemy” for their losses.
 Decline in Idealism
o Rejection of the League of Nations
o Lodge’s Reservations
o “Return to Normalcy”
o “Death” of Progressivism
 Women’s Equality
o Flapper culture
o Passing of the 19th amendment
 Racism
o Revival of the KKK
 Anti- Immigrant Sentiment
o Sacco and Venzetti
o Nativists
o Espionage Acts
o Reduction of European immigrants to U.S.
 Labor Equality
o Heavy industry was developed during the war increasing factory jobs
o Labor could bargain more easily
o Fair Labor Standards Act
25. Social and political impact of World War I—Laura McDavid, 2007
Thesis: Because of the significant role played in WWI, America became recognized as a
leader, no longer isolated, where patriotism and national cooperation demonstrated
national pride.
Evidence:
 World War I ended with peace negotiations- Included in Treaty of Versailles:
Wilson’s League of Nations. “To promote international co-operation and to
achieve international peace and security… international law as the actual rule of
conduct among Governments” (Document A). Idea of international peace and
security. Failure of the League leads back to isolation in the U.S. Return to
Normalcy. Opposition to League- Henry Lodge. “As it stands there is no doubt
whatever in my mind that American troops and American ships may be ordered to
any part of the world by nations other than the United States, and that is a
proposition to which I for one can never assent” (Document B). “Let us try to
develop international law. Let us associate ourselves with the other nations for
these purposes. But let us retain in our own hands and in our own control the lives
of the youth of the land” (Document B). International cooperation- national
control. National confidence- pride (stability).

“New York City's Fifth Avenue is crowded with Model T Fords” (Document C). People are
spending. “Business of America is business”. “Coolidge prosperity”. New trend
of consumer spending.

Calvin Coolidge- Destiny of America. American power: power to the people.
(American Superiority) Patriotic Society. WWI- Political change- national pride.
Feeling of superiority (came through the war better than Europe).

Return of the Klu Klux Klan. The KKK demonstrates failure of Idealism. “All
White Christians must unite, at this juncture in history” (Document D). Lack of
integration.

Sacco-Vanzetti Case (unfair trial) death penalty. Improper treatment of
immigrants. Racism remains in America after WWI.
25. Hallie Snyder: Social and political impact of World War I-- 2008
Question: Analyze the political and social impacts on immigrants, women, African
Americans and labor triggered by WWI in a comprehensive, analytical essay.
Thesis: Thoughimmigrant and racist tensions exacerbated since the war fostered hostility
towards the enemy, WWI encouraged a pragmatic federal response and increased women
and labor equality due to wartime contributions.
 Anti-immigrant sentiment
o Espionage (1917) and Sedition (1918) Acts
Forbade “false statements” that impede the draft or military
participation; banned treasonous mail
 No obstruction of war bond sale; forbade improper language
use with regards to the government, the Constitution, the flag,
or the military uniform
o Immigration Quotas
 Emergency Quota of 1921; National Origins Act 1924
o Sacco and Venzetti
 Convicted these two immigrant anarchists of murdering a
guard and paymaster in a Massachusetts robbery  executed
even though not thoroughly proven guilty
Female Equality
o Flappers
 Independence and sexual freedom
 Short skirts and bobbed hair
 New woman with new equality
th
o 19 Amendment’s Passage
 patriotic work during war won praise from men 
partnership with women should be a “partnership of privilege
and right” (Wilson)
Racism
o KKK resurgence
 “Native, white, Protestant supremacy”
o Northern whites resent “the Negro invasion”
o Chicago race riots 1919
o Marcus Garvey
Labor Equality
o Heavy war industry ^ factory jobs
 New consumerism
 Ford Model T
o National Labor Relations Act
 Right to organize unions and to bargain collectively outlawed
“unfair labor practices”
 Better labor-management relationship
Diminishing Idealism
o US Rejection of League of Nations
 Central issue: whether US would endorse collective security or
contine to travel the more solitary path articulated in GW’s
“Farewell Adress” in in the Monroe Doctrine
o New Deal liberalism during Depression
 FDR pragmatic response to dire needs
o Return to Normalcy”





25. Social and political impact of World War I—Tim Suspenski (2009)
Question: How and why did the events of WWI affect the social and political status
of the American people?
Thesis: Catastrophic events of WWI exacerbated xenophobic attitudes toward decedents
of axis powers while steering the US towards traditional neutrality to avoid the
monstrosities of war.
Evidence:





Schenck V. US
Creel Commission
Palmer Raids
Fardney-McCumber Tariff
Proeger Lynching
25. Nina Vithayathil: Social and political impact of World War I-- 2010
Question: Leading up to and throughout US intervention in World War 1, analyze how
political measures segregated and distinguished people and why that reflected domestic
and international suspicions and hostility that led to World War 2.
Thesis: World War 1 suspicions and hostility intensified xenophobic attitudes because the
gruesome and long-term effects of the war necessitated the return to traditional neutrality
and isolationism to avoid further international intervention.
Evidence:
Social
1. The Espionage Act of 1917 prohibited any attempt to interfere with military
operations, support of American enemies, defiance in the military, or
interference with the military draft.
2. The Sedition Act of 1918 was a modification of the espionage act and it
forbade the any expression of disloyalty to the US political decisions. For
example, it allowed withholding mail was classified as against American
intentions.
3. Newton D. Baker on the treatment of German-Americans, 1918
“There is a growing frenzy of suspicion and hostility toward disloyalty.
Already a number of men and some women have been "tarred and
feathered," and a portion of the press is urging with great vehemence more
strenuous efforts at detection and punishment.” (Document D)
4. Decreasing immigration to U.S. in Emergency Quota of 1921 and National
Origins Act 1924
5. Sacco and Venzetti- unfair trial and death penalty demonstrated the antiimmigration sentiment
6. Revival of Klu Klux Klan who renewed their racist views that embodied a
white, middle-class perspective
Political
1. Schnek v US- court ruling that upheld the Espionage Act by not saying that it
violated inalienable rights (Freedom of speech)
2. Fourteen Points- Wilson tried to implement a politically ideal way of solving
the causes of World War 1 but they were rejected. This is demonstrated in the
Allied’s vindictive stance towards Germany in the Treaty of Versailles.
3. Palmer Raids- (Red Scare) shows the reaction of the fear post World War 1
4. The Fordney-McCumber Tariff exemplified a pro-business attitude by providing loans to Allied governments in exchange for purchasing American
goods.
 reflected American isolationist intentions post World War 1 because it
sought to ensure economic self-sufficiency to avoid foreign dependence
27. “Return to Normalcy?”—society in the 1920’s (see Documents Bank: “World
War I, 20’s and Depression) Addie Johnston
The society of the 1920’s showed a return to conformity after the
revolutionary entrance of the US into World War I. Assess the validity of this
statement.
Thesis:
Although consumerism created an increasingly homogeneous nation, American
society diversified because racial, ethnic and gender struggles for equality challenged
white supremacy and through progressive reform legislation forever altered society.
Evidence:
1. Conformity – mass production and consumerism; an increase in competition
drove down prices on commodities (i.e. cars – Model T Ford by 1926 was less
than $300, transforming cars from a luxury to a necessity [Norton]). Clothes
became a form of self-expression (new, brighter colors and untraditional styles)
showing a lack of conformity and a turn away from “normalcy” resulting from
industrialization.
2. Racial Struggle: Indians – rejected the “return to normalcy”
a. Indian Rights/Defense Associations – worked to get justice and social
services although they still retained their traditional, cultural attachment to
land and wouldn’t migrate to cities. Document E (Indian Citizenship Act
of 1924) = a legislative reform showing a new turn in society away from
old Indian policy.
3. Gender Struggle: Women – rejection of conformity
a. Document H (Excerpt from “The Blue Book”, 1917) was part of the
women’s suffrage movement that succeeded in extending the vote to
women in 1920.
b. New tactics – lobbying legislators, publicized their causes. The Cable Act
of 1922 allowed women to retain their US citizenship if they married a
foreigner.
c. Cars gave women a new independence as well as new responsibilities
(family shopper, childrens’ chauffeur, etc.).
4. Immigration: Latin America
a. Kept traditional customs and values. I.e. Puerto Ricans in NYC settled in
barrios (essentially replanting thus introducing new cultural influences)
and set up bodegas (social organizations).
5. Racial, Ethnic Struggles: a return to “normal” prejudices as well as a new
acceptance
a. Sacco/Vanzetti Supreme Court Case – two Italians charged with murder;
although evidence failed to prove guilt, the judge sided with the
prosecution, sentencing their execution (“normal” stigma against
immigrants). Document F (Walter Lippmann) shows a new acceptance of
the diverse face of America, as citizens took the side of Sacco/Vanzetti.
b. Reemergence of the KKK – Document G is an excerpt from their
Membership Requirements. Lasting racial hatred (return to “normalcy”.
c. New political views that veered away from conventional American
thought. Socialist and communist groups emerged – Document C
(Workers Party Platform) – challenging capitalism.
d. A new racial integration seen in Document D (Cotton Club).
e. Harlem Renaissance, The Jazz Age (the 1920’s) – African American
literature, music and art took a commanding role in shaping American
culture.
26. Return to Normalcy?—Zander Lee, 2007
 Thesis: Prevailing racism and the increased stratification of wealth in American
society did not vindicate Harding’s desire for a “Return to Normalcy” due to
domestic prejudices and political confusion exposed by the war.
 Evidence
o Resurgence of KKK
 Revived in 1915 (most active through 1920’s) used violence,
assemblies, and political pressure to achieve “native, white,
Protestant supremacy”
o Sacco and Vanzetti Trial
 Two Italian immigrant anarchists executed based upon flawed and
insufficient evidence for the murder of a guard and paymaster
during a robbery
o Bonus Army

Veterans seeking the immediate payment of “bonuses”, dispersed
by General Douglas McArthur under Hoover who wielded
excessive force in their attempts to dissolve the “mob”
o Hoover’s “Hard Times”
 Caused by unrelenting faith in associationalism and voluntarism
and the pursuit of hard money policies, Hoover refused to use
government intervention to avert the Depression in order to
preserve the American spirit of self-reliance
o Father Coughlin
 A Roman Catholic priest who condemned elitism and social
bureaucratization during his weekly radio sermons.
26. Return to Normalcy?—David Carpinello (2009)
Question]: How and why did the prevailing social notions of the 1920’s change in
response to the end of the Great War?
Use the documents and your knowledge of the period 1920-1929 to construct your essay.
Thesis: Though restricted by continued prejudice, a consumer society formed and
weakened traditional customs and values because the war caused women and men to seek
new forms of self-expression and gratification
1.
2.
3.
4.
5.
6.
Prohibition (Volstead Act)  speakeasies, organized crime, flappers
Harlem Renaissance  new identity and jazz
Scopes Trial  modernists claimed victory over fundamentalists
Social Values  sexual, gay and lesbian culture, employment of women
Rise of “New” Klan  “Native, White, Protestant supremacy”
Xenophobia  Sacco and Vanzetti, National Origins Act
26. Return to Normalcy?—Will Breskman (2010)
Thesis: The 1920s were a time of social progress, especially for blacks and women,
despite still-intense racism and sexism, due to the nearly unparalleled economic
prosperity and opportunity of the period following WWI.
-Al Jolson in blackface illustrated the race breakthroughs of the time period. This was a
revolutionary step for African Americans in the theatre. African Americans were able to
move up through the social ladder due to the economic prosperity of the time.
-The nineteenth amendment to the constitution (women’s right to vote) illustrated an
unparalleled breakthrough for women.
-The flapper lifestyle developed out of prohibition and economic wealth. Flappers defied
the traditional Victorian dress and lifestyle and were truly original and revolutionary.
-Snyder act gave citizenship to all indigenous peoples. Although this does not fall under
the “women and blacks” category, it does represent social progress during the 1920s.
-The Shepard-Towner maternity act illustrated the growing care for women during the
1920s. The act was intended to provide care to women and children and, although it was
not representative of Harding’s administration, it did indeed represent the social mentality
of the era.
28. social effects of the Great Depression (see Documents Bank: “World War I, 20’s
and Depression”) Erin Espe
Question: How and why did government intervention in the everyday lives of the
American people change throughout the period of the Great Depression?
Use the documents and your knowledge of the period 1928-1940 to construct your essay.
Thesis: Government intervention greatly increased from 1928-1940 through presidential
support and legislation because people realized a lassez-faire approach would fail as a
means to counter the effects of the Great Depression.
Evidence:
 In 1928, President Herbert Hoover spoke about “rugged individualism”, and
believed that if the government were to become too hands-on, this sense of
American workmanship would die down; therefore, if the government remains
hands-off, the depression would work itself out (Doc A).
 President Franklin D. Roosevelt believed that “one of the duties of the stat is that
of caring for those citizens who find themselves the victims of such adverse
circumstances…” – he believed in an increased role for the government. (Doc B)
 In 1933, the National Industrial Recovery Act was employed, and stated “it is a
policy of Congress to remove obstructions to the free flow of interstate and
foreign commerce which tend to diminish the amount thereof”.
 In 1935, the Social Security Act was adapted, where the state governments are
given federal funds to “make more adequate provision for” people in need of aid.
 The WPA took it upon themselves to “Americanize” immigrants through Literacy
and Americanization classes; the government was concerned with the social lives
of its people (Doc H).
27. Social Effects of the Great Depression—Woodie Hillyard, 2007
Question: How and why did government intervention in the social problems of the Great
Depression affect the well being of the American people?
Use the documents and your knowledge of the period 1929-1940 to construct your essay.
Thesis: The well being of Americans from 1929-1940 increased due to presidential
support of relief programs and various legislations which helped end the problems of
unemployment and poverty.
Evidence:
 Hoover





o Presidents Organization on Unemployment Relief
 Private donations for relief
o Associational, voluntarism, and self reliance
o Public Works Projects (Grand Coulee Dam)
Roosevelt
o New Deal-direct relief payments for unemployed (aid was a “matter of
social duty”), use power of federal government to combat unemployment
National Industrial Recovery Act
o Businesses work together and make industry “codes” and stabilize wages
and prices
Relief Programs
o “Give a man a dole and you save his body and destroy his spirit; give him
a job and pay him an assured wage and you save both the body and the
spirit.”(Norton 692)
o Emergency Relief Administration
o Public Works Administration
 Large public works projects throughout the country
o Unemployment fell from 13 million in 1933 to 9 million in 1936
Second New Deal
o Emergency Relief Appropriation Act
 $4 Billion in deficit spending
o Rural Electrification Administration
o National Youth Administration
o Workers Progress Administration
 Employed 8.5 Million people, built roads and buildings, cultural
programs
o National Labor Relations Act (1935)-organized unions could bargain
collectively
o Tennessee Valley Authority- jobs, brought power to rural areas, helped
farming
o Fair Labor Standards Act
Social Securities Act
o Federal System to provide welfare to Americans
o Federal pension- workers pay a tax and employers pay equivalent amount
27. Hannah LaPalombara—social effects of the Great Depression-- 2008
Question: Analyze the impact of both Hoover’s and FDR’s federal policies on the
welfare of society during the Great Depression
Thesis: Roosevelt’s policies of extensive relief and public works programs provided
more aid to a suffering society than Hoover’s because FDR increased government
involvement in daily life whereas Hoover focused on volunteerism and limited federal
intervention.
Evidence:
 Hoover’s voluntarism: President’s Organization on Unemployment Relief
(POUR)




Hoover’s limited and ineffective federal involvement/support: Agricultural
Marketing Act of 1929, Hawley-Smoot Tariff, Bonus Army
FDR’s First New Deal: National Industrial Recovery Act, Agricultural
Adjustment Act, Civilian Conservation Corps, Public Works Administration
The Second New Deal: Emergency Relief Appropriation Act (funded
Resettlement Administration, National Youth Administration, Works Progress
Administration),
Social Security Act, Aid to Dependent Children, Wagner Act
27. Social Effects of the Great Depression: Hannah Saÿen-- 2008
[Question]: How, why, and to what extent did President Franklin D. Roosevelt’s
“New Deal” ameliorate social conditions during the Great Depression?
Use the documents and your knowledge of the period 1929-1940 to construct your essay.
Thesis: Although Roosevelt increased jobs and services during the Depression by
expanding federal authority under the “New Deal,” many Americans received limited
benefits due to their gender or socioeconomic status.





The American economy, already undermined by overproduction and speculation,
collapsed in 1929, leaving many people without work, food, or housing
(Document B).
The “New Deal” represented a drastic departure from the limited government of
Hoover’s administration (Document A). Roosevelt believed that the federal
government should fulfill its “continuous responsibility for human welfare,
especially for the protection of children” (Document C).
The Tennessee Valley Authority (TVA) was created to support the economies of
seven southern states and to provide resources, particularly electricity, to residents
(Document D).
Roosevelt introduced Social Security to provide for unemployed, disabled, and
elderly Americans. However, his program did not include certain occupations,
including domestic workers. Most of these workers were in an ethnic minority.
Also, it was difficult for women to receive benefits (Documents E, F, H).
Roosevelt created the Fair Labor Standards Act to protect workers’ quality of life,
thereby hoping to establish a more efficient economy, simultaneously ending the
Depression and improving labor conditions (Document G).
27. Social Effects of the Great Depression—Evan Marks (2009)
Question: How and why did the public perception of the government change as a
result of the Great Depression plans for social improvement?
Thesis: Because New Deal policies failed to address every portion of the demographic efficiently,
public confidence continued to wane until WWII demand stabilized the economy.
Background:
1. Scottsboro Boys-lasting depression racism
2. Sit-down Strikes- UAW in Detroit  union recognition
3. Wagner Act- right to organize unions and bargain collectively
4. Works Progress Administration- better public services and more jobs
5. Hoovervilles
6. Dust Bowl
27. Social Effects of the Great Depression—Cameron Maple (2010)
Explain how and why FDR’s “New Deal” affected both racial and class interactions
during the era (1929-1941).
Thesis: Roosevelt’s New Deal improved American quality of life through job
opportunities and financial aid, but unfair distribution of aid and the unsure
circumstances of the depression led to continued class and racial disunity and inequality.
Evidence:
Class Relations:
1) The saying “Use it up, wear it out, make it do or do without” became representative of
the initial status of struggling middle class and lower class Americans during the Great
Depression. Roosevelt later soothed the hysteria by creating a series of effective labor
groups that decreased the number of jobless Americans (Norton 711):
A) CWA: Civil Works Administration
i) 4 million people (paid roughly $15 a week) were employed under this
administration by 1934
B) CCC: Civilian Conservation Corps
C) PWA: Public Works Administration
D) WPA: Works Progress Administration
2) 1936: the United Auto Workers (UAW) Union Disagreement (Norton 726):
A) The UAW (an industrial union) wanted recognition from General Motors
(GM), Ford and Chrysler motor companies  eventually leads to the
popularization of the “sit-down strike” strikers were initially met with strong
opposition from all companies but GM finally agreed to compromise and
recognize the union, then Chrysler, and eventually Ford in 1941
Racial Relations:
3) New Deal Racial interactions in the South, and the Southwest (Norton 733):
A) In the South, African Americans were statistically given lower relief payments
and earned lower WPA wages than Whites.
B) Race also played a part in Western relief: ex. In Tucson, Arizona, “Federal
Emergency Relief Agency Officials” separated relief applicants into different
groups (ie. Anglos, Mexican-Americans, Mexican Immigrants, Native
Americans) and these groups received descending payments in this order.
4) The New Deal Inspires African-American Approval (Norton 734):
A) Though the New Deal did not proportionally improve blacks’ situation in
turbulent Great Depression, greater than 30% of black homes made do with a
WPA wage.
B) First Lady, Eleanor Roosevelt’s commitment to improving racial relations also
inspired African American support.
Class and Racial Relations:
5) 1934: Formation of Southern Tenant Farmers’ Union (Norton 734):
A) Formed by black share-croppers and poor whites to support the dire needs of
poor farmers as many saw that the New Deal legislations would only help in
certain aspects and did not completely eliminate the daily struggle of typical
farmers’ lives.
Broader Context:
-Shows the transition of American society in dealing with differences of race, and
equality and the ultimate upholding of the American Constitution.
29. political effects of the Great Depression (see Documents Bank: “World War I,
20’s and Depression”) Kelsey Platt (2009)
Question: Documents A-H reveal political actions taken in response to the Great
Depression (1929-41). Using the documents and your knowledge of the period, (a)
address how and why federal power expanded during the time period, and (b) evaluate
the success and necessity of political measures taken.
Thesis:
Despite Supreme Court opposition, Roosevelt pragmatically demonstrated liberal
means to achieve conservative ends, immensely expanding federal power through the
abandonment of laissez-faire policies, which proved necessary to enact mildly successful
reforms after the Depression.
Evidence:
 Necessary and Mildly Successful Reforms
 Agricultural Adjustment Act and Farm Credit ActHelped limit crop production and buy surpluses
 Tennessee Valley AuthorityBrought electricity to the poverty stricken South
 Federal Emergency Relief Administration in 1933, Civil Works
Administration, Civil Conservation Corps, and Public Works
AdministrationProvide work opportunities and “relief” for the unemployed
 Abandonment of laissez-faire
 Emergency Banking Relief ActReopened solvent banks



National Industry Recovery Act and National Recovery
AdministrationRegulated competition and held industry wide “codes” to stabilize
prices and wages
Social Security Act (1935)Provided pensions and welfare for the American people
Supreme Court Opposition
 United States v. ButlerDeemed AAA unconstitutional
 Schechter v. United StatesSupreme Court under the leadership of Charles Evan Hughes ruled
the NRA unconstitutional
 Judicial Reorganization Bill (1937)Roosevelt’s attempt to appoint new judges that would be more
inclined to accept his policies
28 political effects of the Great Depression (see Documents Bank: “World War I,
20’s and Depression”) Julia Eklund (2009)
How and why did the American political system change as a result of the Great
Depression?
Thesis: In order to get out of the Great Depression, the political system shifted from one
of very limited government intervention to one of major involvement in business and for
relief, creating a guarantor state.
Evidence:
 Hoover’s Reconstruction Finance Corporation: associationalism

Hoover’s Farmers’ Holiday Association: volunteerism

FDR’s Agricultural Adjustment Act: direct government intervention to help boost
economy

Wagner Act: shows government involvement in business by supporting unions,
instead of using laissez faire capitalism

Social Security: prime example of government directly handing out money
28. political effects of the Great Depression (see Documents Bank: “World War I,
20’s and Depression”) Carl Lampe (2010)
Question: How and why did the Great Depression ignite an unprecedented degree of
government intervention, the emergence of new political parties, and the change of
preexisting ones?
Thesis: The hysteria and instability of the Great Depression prompted Americans to
question Laissez Faire Capitalism and Republican principles with Communism and
support Roosevelt’s Keynesian economics with the New Deal due to desperation.
Evidence:
1.
Hysteria and instability of the Great Depression-Hoover ignored basic economics
with the passage of the Smoot Hawtley Tariff and advocated limited government
intervention. Believed in the “trickle down effect”(supports the why of the thesis
because in desperation people are willing to sacrifice their principles for the
results)
2. Shephard act-progressive in nature but was arguably too little too late to change
the poor opinion of the republic party illustrated in the 1932 election.(evidence of
Republican party support deteriorating)
3. Strengthening of the Communist Party and socialism
4. First New Deal: unprecedented government intervention displayed in AAA,
NIRA, TVA.
5. Second New Deal: National Labor Relations Act of 1935, and criticism from
Father Coughlin.
30. “Isolationism” (see Documents Bank: “Isolationism and War: Cold War at Home
and Abroad”—see also WW I documents bank) Rachel Vass (2006)
How and why did United states Progress in both foreign and domestic policies
during a presumably isolationist period?
Thesis:
Because America’s National Security proved to be at high risk through the creation of the
Atomic Bomb and threat of nuclear war, America overcame isolationism and took on
realistic and policies of national involvement.
Evidence:
-US pulls out from Versailles treaty- (1919) congress refuses to ratify treaty…
Monroe doctrine… no permanent entanglement
- Good Neighbor Policy (1936)- try to deal more fairly with Latin America—
withdraw troops from Nicuragua, Cuba, etc; modifies Roosevelt Corollary to Monroe
Doctrine
-Neutrality Acts (1935-1941)- US fear of foreigners causes congress to limit
immigration and make stricter laws and requirements to obtain citizenship as an
immigrant.
-Lend-Lease Act (1941)- US “lends” weapons with a disposable fate, free of charge,
to allies in Great Britian and others to ensure homeland security without having to
physically enter the war.
-Japanese Bomb Pearl Harbor Naval base (December 7, 1941)- Put real fears in
American people bbecuase it was an attack so close to their homeland and it took the
country off guard.
- US Drop atomic bomb on Hiroshima and Nagaski on August 6, 1945 in retaliation.
We officially enter the war.
29. Isolationism—Chris Ballard 2007
Question: How and why did the United States’ foreign policy evolve from isolationist to
independent internationalism?
Thesis: Japanese and German aggression toward American economic and political
interests culminating in Pearl Harbor forced the United States to shift their foreign policy
from isolationism to independent internationalism.
1. Isolationist feelings begin in response to horrors of WWI
a. Hindered reform
b. Increased racial tensions
c. Restricted civil liberties
d. Disrupts economy
2. 1920s begin as isolationist and staying out of European powers
a. Refusal to sign onto the League of Nation due to ambiguity of Article 10
b. Washington Naval Conference – limits power of naives, strengthens Open
Door, Pacific balance of power
c. Kellog-Briand Act
3. Great Depression strikes worldwide
a. German and Japanese aggression
i. Japanese invade Manchuria
1. US responds with Stimson Doctrine and later cut oil
b. Western Europe open to attack
4. Isolationist feelings continue in America
a. Nye Commission hearings
i. Called WWI a conspiracy of arms dealers
b. America Firsters
c. Peace groups
d. Roosevelt tries to remain neutral
i. Neutrality Acts 1935, 36, 37
5. America finally responds to German and Japanese threats
a. Neutrality Act of 1939- cash and carry, shoot Germans on sight
b. Atlantic Charter – return to Wilsonianism
c. Peacetime Draft
d. Japan attacks Pearl Harbor
i. US enter war against both Japan and Germany
29. Isolationism: Elias Kohn-- 2008
Question: Assess the validity of the statement]: WWI and WWII fundamentally
changed US policy in regard to involvement with the world.
Thesis
 Due to WWI and WWII the US fundamentally shifted its foreign policy to a more
aggressive approach with the World to avoid a future world war catastrophe.
Evidence
 Washington Conference limits naval arms in 1921-22
 Dawes Plan eases German reparations in 1924
 Neutrality Acts of the 1930’s during Italy’s invasion of Ethiopia, the Spanish
Civil War
 In 1947 there is the Truman Doctrine and Marshal Plan
 US helps restore Shah to power in Iran, Involvement with Korea, CIA in
Guatemala
29. Isolationism—Stephanie Bernabei (2009)
Question: How and why did American foreign policy shift from isolationism to full
involvement in WWII?
Thesis: Because of increasing Japanese and German aggression towards the US,
American foreign policy gradually shifted from isolationism to full involvement in WWII
in order to protect American interests.

Hawley- Smoot Tariff (1930)
o Protectionistretaliatory tariffs
o Economic isolationism

Dawes and Young Plans (1924, 1929)
o (German reparations pyramid) decreased annual payments and increased
time to make payments
o limited involvement in German reparations pyramid in order to prevent
further involvement (independent internationalism)

US Policy in Latin America
o nations, however not the case because of independent internationalism
o Examples: Panema (marines to keep peace in canal), Cuba (marines based
on Platt Amendment)
o Leads to Good Neighbor Policy

Good Neighbor Policy
o Support of right wing dictators to support capitalism
o Pledge not to intervene in “internal or external affairs” of any other

Neutrality Acts
o Reaction to growing European threat (rise of Mussolini, Hitler and
Stalintotalitarianism)
o 1935-established after Italy attacks Ethiopia, no arms shipments to any
belligerents
o 1936-after Spanish civil war, no loans to belligerents, embargo
o 1939- after Hitler’s attack on Poland, cash and carry

“Europe First”
o Full involvement in WWII
o Focus on European front because of traditional alliances, Germany as a
greater threat and heritage
29. Isolationism: Nicky Leonard 2010
Thesis: The US initially practiced Isolationism prior to WWII, but as homeland security,
democracy and interests were compromised, Washington began to intervene globally on a
new level, Wilsonian Idealism and Independent Internationalism, eventually leading to
war.
 Isolation was first adopted after WWI in order to appease the people and
re-establish normalcy. The US restricted direct intervention to their own
hemisphere and later further refined intervention in our own hemisphere
(think Good Neighbor Policy) (Doc A)
 Wilsonian Idealism adopted on top of Isolation in order to preserve
democracy on a worldwide level and shows first sign of global
intervention which led the US into war (think Washington Naval
Conference and Dawes Plan) (Doc B)
 Shortly after the WWII started, the US reaffirmed a sense of Isolationism
saying that they would stay neutral. Shows how US attempting to being
isolated (Doc C)



As the war unfolded, threats of homeland security arose, and the US began
to think of action and took precautions. (Doc D) (Doc F)
Independent Internationalism brought the US closer towards war and away
from Isolationism, as FDR implemented the Lend Lease Acts, 1st
Peacetime Draft, Atlantic Charter, etc (Doc E and Doc F)
Isolationism is far from sight as the US and FDR advocate intervention
prior and after Pearl Harbor. (Doc G and Doc H)
31. Military impact of WW II (see Documents Bank: “Isolationism and War: Cold
War at Home and Abroad”) Will Oldfather (2006)
Question:
Explain how and why the U.S. decision to enter into World War II
affected the U.S. military and vaulted the country into the position of foremost world
power, setting the stage for the Cold War arms race.
Thesis:
The U.S.’s entry into WWII had a large impact because it swung the tide
of the war, changed U.S. foreign policy and revamped the economy by ending
isolationism and increasing the production of military goods.
Evidence:
 The United States were able to combat Japan and keep them out of the European
Theater while the rest of the Allied Powers struggled with Germany’s army
 The “Europe First” strategy aided the Allies, and in the fight over North Africa,
the United States allowed the Allies to surround and force a retreat from Rommel
 United States began development of an atomic bomb with the Manhattan Project
to race Germany and the Soviets, and became the first country to use it on August
6, 1945
 In 1939 the U.S. Army ranked 45th in the world in terms of size, but after the war
it was the most powerful nation in the world
 Entered America onto world stage, erasing League of Nations sentiments after
American refusal to join, and helped to restore prosperity to Europe by mediating
peacetime negotiations and instituting the Truman Doctrine and Marshall Plan
30. Military impact of WW II: Edwin Wee—2008
[Question]: How and why did World War II and its causes and consequences, from
1931-1961, affect or reflect military?
Use the documents and your knowledge of the period 1939-1961 to construct your essay.
WWII marked increasingly powerful militaries and aggression, with the coming of
age of airpower and nuclear power, forcing the US to reverse its foreign policy.
Military Advancements
-Guided missiles and aircraft trumped fixed fortifications and battleships
-Japanese Attack on Pearl Harbor
-Radar
-could detect coming attacks by sea, air and land
-dramatically helped the US and UK in preparation
-Atomic Bomb
-one bomb, one plane, two pilots v. hundreds of bombs, dozens of planes, and hundreds
of pilots
-almost virtually undetectable by radar
-Hiroshima and Nagasaki
-started arms race of Cold War, competed with Germany and USSR to develop the first
atomic bomb
-Manhattan Project
-Huge Armies
-WWII had huge armies, after, military was scaled down to smaller numbers, but better
equipped and more specialized
Impact on US
- Japanese strategic bombing on Pearl Harbor, impetus for US enter
o End of US neutrality
- League of Nations gone, UN formed- US one of founders, and joins this time,
“Big 5”
o World’s Policeman
30. Military impact of WW II: Lily Austin (2009)
How did changes in the functions of the military during and after WWII reflect
and/or deflect from the goals of American society?
Thesis: Reflecting on the military's experience in WWII and the policy of containment,
many Americans believed in the moral duty to reform American society even though the
foreign concerns were given preeminent importance by the government.
Background Evidence:
 Fair Employment Practices Committee (FEPC) created after Executive Order
8802 to ensure its enforcement, which was uneven but did help spur the “Great
Migration.” Hundreds of thousands of African Americans migrated north to find
jobs in the industrial sector after this (Norton 774).
 89% of Americans were white during WWII; majority of Americans opposed
integration despite NAACP's “Double V” campaign (victory at home and abroad).
Dulles said the army was not a “sociological laboratory,” although AfricanAmericans served with distinction, like the Tuskegee Airmen, and AfricanAmerican marines. (Norton 783)



After the war, African-Americans were able to benefit from the G.I. Bill, though
many did suffer discrimination from society with getting loans for
houses/admission to universities/getting grants from VA.
Mehta Incident in Houston Airport-Indian ambassador subjected to racism in
1955 when he entered a segregated restaurant. Note that now in the Cold War,
Dulles said that racism was “ruining our foreign policy” in Asia and Africa
(Norton 817). Remember WWII was seen as a “struggle for democracy and
against hatred” (Norton 837).
Cold War policy of containment, covert involvement in Guatemala...to promote
“democracy,” while Jim Crow laws in the South still prevented AfricanAmericans of having full political, economic, and social rights.
Themes:
 “Liberty and Justice for All?” Military fought against Nazis in WWII, but came
home to a segregated and unjust society. As African-American soldiers helped
spur the movement for civil rights, the nation was forced to face its unequal
society. This experience in WWII helped spur the reform.
30. military Impact of World War II: Chris Paterno 2010
1. [Question]: How and why did the military impact of World War II affect
domestic and foreign affairs during the period of 1941-1947? Be sure to assess the
differences in the policies of that time and the policies preceding and post ceding it.
Use the documents and your knowledge of the period 1941-1947 to construct your essay.
Thesis: Due to the augmented military complex and the United States’ dominance,
government in both domestic and foreign affairs became more prominent, seen in the
Office of Price Administration and the change to international interventionism.


Pre-War Policies
o Domestic – Great Depression and New Deal
 Roosevelt’s 1st 100 days – Alphabet Soup – Relief, Recovery,
Reform (TVA, Social Security, Economy Act, SEC, AAA)
 Wagner Act – Guarantees worker’s right to unionize (1935)
o Foreign
 Stimson Plan – “Paper threat” to Japan for encroachment on
U.S interests (i.e Open Door Policy in China)
 Good Neighbor Policy - FDR – lowers presence and
investments in Latin America
 Appeasement
Wartime Policies
o Domestic
 Increased military complex  War Production Board – (1942)
– Corporations doubled their net profits between 1939-1942 –


from 1940-1944 the government awarded contracts totaling
$175 billion.
 Mobilization ends Great Depression bringing
unemployment rate nearly to 0
Great migration of African Americans to the north  increases
civil liberties for women and minorities by giving them the
well paying jobs soldiers used to have  emergence of new
middle class
o Jap Internment
Manhattan Project – Leads to 1st atomic bomb  bombing of
Hiroshima and Nagasaki  Atomic Diplomacy and
Brinkmanship
31.Social impact of WW II (see Documents Bank: “Isolationism and War:
Cold War at Home and Abroad”) Jessie Small (2006)
[Question]: The Second World War was the impetus for social issues which stripped
Americans of civil liberties and opened up a new work arena for women.
Assess the validity of this statement, in the light of your knowledge of the social
issues between 1941 and 1948.
Thesis: World War II led to the limitation of civil liberties to prevent potential threats on
America, and offered a work arena for women because the lack of men during wartime
increased opportunity outside the home.
Women
- Executive Order No. 8802- prohibited discrimination in war industries and in
the government, thus allowing women to take on jobs
- Women played an important role in the production front
- “Rosie the Riveter”-> an inspiring image
- Number of women working increased by 57%
- 7,000,000 women moved to war-production areas
- Baby boom
Civil Liberties taken away
- Labor Disputes (Smith-Connally) Act- gave the president authority to seize and
operate any strike-bound plant deemed necessary to national security
- Alien Registration (Smith) Act (1940)- made it unlawful to advocate the
overthrow of the US government by force or violence or join organizations
that did so
- The Internment of Japanese Americans
- Japanese living in California, Oregon, and Washington were forced to move
to “relocation centers”
- Korematsu v. US(1944)- Supreme Court upheld government’s action
- Segregated Military- US military segregated by race because didn’t want to
worry about racial conflicts because had to defeat axis powers first
Racial Conflicts
- More opportunities available for home-front Americans, people of different
backgrounds moving to the cities
- Confrontation of different types of people through migration led to
widespread racism
- Zoot Suit Riots- City of Los Angeles outlawed zoot suits and arrested men who
wore them
31. Social Impact of World War II—Cimmie Binning, 2007
Question: How and why did World War II affect American society?
World War II affected American society both at work and at home because of the
growing defense factories, demand for a new civilian labor force and increased
government intervention by way of financing and rationing.
 The Government provided significant aid to businesses and factories during
World War II, including compensation for retooling and factory expansions. The
government also allowed openhanded tax write-offs and exceptions from antitrust laws. By September of 1944, the American government had granted 175
billion dollars worth of business contracts, which yielded major profits for
businesses. By 1943, American businesses had doubled their profits since 1939.
 The defense factories that resulted from wartime demand also greatly changed the
American work force. Because of the 16 million men fighting the war abroad,
Women, African Americans and Mexican Americans began taking their jobs.
During this time, Roosevelt issued the Executive Order No. 8802, which forbade
discrimination in war industries or in the government. Due to this law, over 1.5
million African Americans moved from the south to industrial cities elsewhere in
the country.
 Women played a great role in shaping American society during World War II.
During this time, over 6 million women began working; the number of women
working as part of the labor force had grown by 57 percent. The government saw
the many sacrifices that these women had to make, and thus offered them
generous support. One company, The West Coast Kaiser shipyards, granted
childcare, healthcare and subsidized healthcare. The government also began
financing childcare programs, including before and after school programs.
 American families changed not only the way they worked, but also how they
lived. In 1942, Congress developed the Office of Price Administration, which
established a strict system of rationing consumer goods, ranging from sugar, to
gasoline and to coffee. Housewives began adjusting cooking processes, often
saving fat from meat and returning it to butchers which could be made into black
powder.
 The finances of American families also changed during World War II. By the end
of the war the per capita income was 1,515 dollars, which rose from 691 dollars
in 1939. From 1940 to 1945, the American worker often saw wage and salary
increase 135 percent. The government during World War II also sought other
ways to finance the war than through taxation and decided on deficit spending.
Despite this, because of wartime revenue acts, Americans also found themselves
paying significant personal income taxes.
31. Erin Flynn: Social Impact of WWII-- 2008
Question
How and why was American involvement in World War II an impetus for domestic
social change?
Thesis
Because WWII emphasized differences between America and other cultures and
highlighted American hypocrisy, postwar domestic changes occurred regarding race,
labor, population, and view of communism, both alienating and normalizing the US on
the world stage.
Evidence
o Labor
o Postwar strikes: railroad strikes (Truman didn’t support workers)
o Taft-Hartley Act: no closed shops, 80-day cooling off period (overrode
Truman’s veto)
o Population
o Soldiers return from war  Baby boom  suburbanization  need for
increased housing
o Baby boom  youth culture and counterculture
o Middle class nation: television, Sunbelt, increase in marriages, strict
gender roles
o Race
o Brown v. Board of Edu.; Smith v. Allwright; Morgan v. Virginia; Shelley
v. Kraemer
o Montgomery Bus Boycott (Rosa Parks, MLK Jr.)
o 1957 Civil Rights Act (Eisenhower)
o 1957: Little Rock Nine
o View of Communism
o McCarthy and (2nd) Red Scare: HUAC, Hollywood Ten, UC Berkeley
controversy
o Internal Security Act (McCarran Act) – 1950: members of “Communistfront” organizations had to register with the government, could not hold
government jobs
o 1954 Communist Control Act: illegal to belong to the Communist Party
o Army-McCarthy hearings (McCarthy loses credibility)
Overarching Themes
o Racial issues
o “You must change the hearts and minds of the people…”
o Fear of encroachment (Wash. Farewell Address, Monroe Doctrine, etc.)
31. Social impact of WW II Sophia Ahl 2010
I. DBQ Question: How and why did World War II affect racial discrimination
and civil rights in the United States, and how did this compare to
Germany?
II. Thesis: During WWII, because of heightened racial tensions in society and in the
military comparable to that of Germany, the US moved towards the civil
rights movement by implementing new laws regarding social justice.
a. Germany: Racial tensions at home continued to rise and were partly a
result of the war:
i. Zoot Suit Riots (Mexican Americans)
ii. NAACP (National Association for the Advancement of Colored
People)
iii. CORE (Congress of Racial Equality)
b. Military: Racial tensions heightened with segregation within the military
i. 99th Pursuit Squadron/”Tuskegee Airmen”
ii. Japanese Internment
1. Plan was declared by Roosevelt in Executive Order 9066
2. Upheld by Korematsu v. US
c. Germany: Internment camps during the Holocaust comparable to Japanese
Internment Camps in the US
i. German concentration camps like Buchenwauld and Dachau
ii. US hypocrisy
1. Criticizing German intolerance and cruelty
2. Racial segregation in society and military
d. Limited Reform
i. Executive Order 8802: no discrimination in the defense industry
(1941)
ii. Executive Order 9981: desegregation of the armed forces (1948)
e. Civil Rights Movement
i. Racism escalated in WWII and contributed to growing racial
tensions in UScarried on to Cold War (Mehta Incident) Civil
Rights Movement
ii. Racial injustice was rooted in slavery and WWII heightened it
32. Foreign policy impact of WW II (see Documents Bank: “Isolationism and War:
Cold War at Home and Abroad”) Spencer Squire
Question: How and why did emergence of the Soviet Union and the United States as
the two competing world powers following World War Two impact United State’s
foreign policy?
Thesis: Due to the ideological split between a defensive Russia and an expansionistic
United States, the US began a policy of containment, backed by both military and
financial support for countries threatened by communism.
Evidence #1: Russia wanted to prevent a third invasion of their relatively
defenseless country where as the US wanted to take advantage of the newly
decolonized countries as markets for their goods.
Evidence #2: The ideological split (Communism vs. Capitalism), Stalin’s
xenophobia, and Truman’s tough stance impeded the path of compromise leading to
a policy of containment as proposed in Kennan’s Long Telegram.
Evidence #3: The Truman Doctrine declared support for free people who resist
control by armed minorities or outside pressure after Britain asked for help in
defending the Grecian government.
Evidence #4: US created the Marshall plan to reconstruct Europe to create support
for capitalism and passed the National Security Act which created The Secretary of
Defense, the National Security Council, and the Central Intelligence Agency.
Evidence #5: US created the North Atlantic Treaty Organization to unite other
countries against communism (an attack on one is an attack on all) and sent troops
to South Korea, placed Bao Dai in power in South Vietnam (to be later replaced by
Ngo Dinh Diem), and withdrew support for the Aswan Dam but later forced the
British, French, and Israeli troops to withdraw from Egypt.
32. Foreign Policy impact of WW II: Kraig Lunkenheimer—2008
Question: How and why did World War II affect and reflect a change in United
States foreign policy?
Thesis: U.S. foreign policy from pre-WWII to the Cold War changed from an limited,
independent internationalist standpoint to an interventionist view due to US involvement
in WWII which precipitated a bipolar world order.
Evidence:
Independent Internationalism
Washington Naval Conference
Arms limitation by ratio
Dawes and Young Plans
Collection of German reparations
Stimson Doctrine
Non-recognition of territorial changes in Japan and China, Manchuria
Interventionist
George Kennan, Mr. “X”
Writing concerning the containment policy of the US and its affect on
Russia as well as Russian diplomatic affairs
Creation of NATO (North Atlantic Treaty Organization)
A mutual alliance of western powers that was created in hopes of
preventing an attack from the Soviet Union
United States Involvement in Korea
UN and more specifically the US gets involved in proxy when North
Korea invades South Korea
33. Cold War foreign policy (see Documents Bank: “Isolationism and War:
Cold War at Home and Abroad”—see also “America at the Crossroads”)
Nantale Nsbirwa (2006)
Question: “Because of a growing power struggle between the world’s two strongest
countries, the Soviet Union and the United States, a rising fear of Communist expansion
and a potential nuclear war, for the United State’s own protection, the nation became
more involved in foreign affairs, abandoning its policy of isolationism.” Asses the
validity of this statement in light of your knowledge of this period between the years
1945-1961; regarding U.S. participation in the Cold War.
Thesis: The United States changed its foreign policy from isolationism to complete
participation because of the increasing power struggle between itself and the Soviet
Union, its fear of Communism, and fear of a nuclear war.
Evidence:
-
Federal financial aid to the Eastern Hemisphere
o The Truman Doctrine was designed to give 400 million dollars to Greece
and Turkey to prevent them from welcoming Communism during
Europe’s reconstruction.
o The Marshall Plan gave 12.7 billion dollars to aid in Western Europe’s
reconstruction.
-
The National Security Act
o Created the Department of Defense and the CIA
o Expanded the military and increased military spending to prepare for a
potential nuclear war.
-
NATO
o A collective defense system between North America and a collection of
Western European countries that supported the North Atlantic Treaty
creating permanent entangling alliances. (1949)
-
The Twin Shocks
o When the Soviets detonated their first atomic bomb, Truman detonated
the world’s first hydrogen bomb to demonstrate America’s might.
-
Berlin Blockade and Airlift
o Truman airlifted food and fuel to Berlin when the Soviets blockaded land
access to Berlin, supporting America’s promise to prevent the spread of
Communism.
33. Cold War foreign policy (see Documents Bank: “Isolationism and War:
Cold War at Home and Abroad”—see also “America at the Crossroads”)
Bruce Leto (2009)
Thesis: Truman’s and Ike’s foreign policies shifted from “containment” to “roll back”
and “massive retaliation” because of increasing Proxy Wars, the international spread of
democracy to combat communism, and military buildup influenced by McCarthyism.
Evidence:
1. “Twin Shocks” and Soviet Atom Bomb + “Red China”  U.S. on the defensive,
wanting to “Contain” communism
2. Cuban Missile Crisis and Proxy Wars  Increasing international dichotomy and
nuclear arms race, Khruschev “teams up” with Castro
3. “Massive Retaliation” (Ike)  “More Bang for the Buck” philosophy
4. Lippman’s critique of Truman’s “Containment” – too extensive
5. Atomic Energy Act of 1954  “More Bang for the buck” and increased military
armaments for the U.S
6. Korean War  Truman’s proof that he’s not “soft” on communism  increasing
international dichotomy
33. Cold War foreign policy : Ryan Gallagher 2010
Thesis: Because of increasing fears of communism during the Cold War, US foreign
policy changed from a containment policy to a rollback policy by implementing the use
of covert operations in order to completely eradicate communism.
Background Info:
 Hungarian Independence – during the Eisenhower administration, the US foreign
policy was one of rollback with regards to communism. However, many events
concerning communism seem to have been dealt with through the use of a
containment policy. This is an example of containment rather than rollback,
because the US chose not to intervene when it found out that Soviet tanks had
moved into Budapest.
 Formosa Resolution – again, an example of containment during the Eisenhower
administration rather than an example of rollback. The Formosa Resolution is an
example of containment rather than rollback, because the US was simply
protecting Jiang Kai-shek and the Guo Min Dang from the communists of the
People’s Republic of China and Mao. Rather than attacking China and trying to



overthrow Mao, the US navy patrolled the seas around Taiwan in order to save
the Chinese Capitalists.
The Suez Crisis – this event is an example of US containment//preservation of
no/anti-communist beliefs. The Us intervened in a war between Britain, France,
Israel, and Egypt over who was to control the Suez canal. As a result, Egypt
asked both the USSR as well as the US for back up and help. The US intervened,
and eventually ended the war, out of fear that the USSR would gain control of the
canal and use it to spread communism throughout the world.
Guatemala – the US intervention of Guatemala is an example of the US trying to
rollback communism in a foreign country through the use of covert operations by
the CIA. The CIA tried to overthrow Guatemalan president, Arbenz because the
US feared that Arbenz was beginning to shift his beliefs to communism rather
than capitalism.
Vietnam War – the Vietnam War is a final example of the US attempting to
rollback communism.. Although Vietnam had free democratic elections, the most
popular candidate to lead Vietnam was Ho Chi Minh. Because the US knew that
Minh had communistic views, the US and South Vietnam launched a war against
North Vietnam in an effort to destroy communism in all of Vietnam.
34. Cold War domestic issues (see Documents Bank: “Isolationism and War:
Cold War at Home and Abroad”) Cameron Seiber (2006)
Question: “In response to Cold War comparisons between Soviet and American society,
US domestic policy changed to one of reform in order to fend off Soviet attacks on
American society.”
Thesis: In order to counter Soviet attacks on American society that could damage the US
internationally, American officials reformed US domestic policy by giving rights to
people of color, condemning unions and supporting aid for education.
Evidence:
Change from Black Codes and limited voting rights before the Cold War
to Civil Rights acceptance:
- 1949 – Truman’s Fair Deal is dismantled because of the amount of Federal
“socialist aid” it attempted to give out. (Universal Health Insurance, Federal Aid
for Education, Civil Rights “anti-lynching” legislation)
Later: It becomes apparent that lack of equality for all is hurting the United States on
the world stage:
- G. L. Mehta Incident in 1955 in which the Indian Ambassador could not receive
service in Houston International Airport, leading John Foster Dulles to declare
racial discrimination, “a major international hazard.”
o Us Attorney General called for desegregation of the schools because
segregation “furnished grist for the Communist Propaganda Mills.” (Leads
to support of Brown Vs. Board of Education in 1954)
- 1964 – Civil Rights Act guarantees legal equality
Change from support of unions to condemning them:
- 1935 – National Labor Relations Act (Wagner Act) supports the rights of
collective bargaining and Unions and outlawed “unfair labor policies”
- 1946 – Taft Hartley Act- outlaws “closed shops” or shops or businesses that only
hire Union workers. It is against Soviet idea of United workers
Education: Change to support of math and science to counter the soviets:
- Fair Deal Federal aid for education in 1949 did not pass through congress
- 1958 – Eisenhower’s National Defense Education Act quickly receives support
and funding
34. Cold War domestic issues—Jack McCallum 2007
Question: How and why did McCarthyism and the Red Scare grow out of the Cold War
period, and how effectively did the government respond to it
Thesis: McCarthyism rose through anti-communist acts because American fears of
espionage and the monolithic nature of the Soviet Union created a hysteria, which fueled
a “Witch Hunt”, with the support of the government
Evidence
-Fears of espionage and communist infiltration of America were plentiful prior to
the rise of McCarthyism, with such organizations as “Venona” proving that
“Soviet spies had infiltrated U.S. government agencies and nuclear programs”
(806 Norton).
-
President Truman and many other politicians went along with the “Witch Hunt”
stating “Reds, phonies, and ‘parlor pinks’ lurked everywhere” (Norton 807).
-
Most Americans believed that the Soviets were trying to infiltrate the world due
to the monolithic tendencies that were described by Kennan in both the Mr. X
article, and the Long Telegram
-
Congress fueled the Red Scare with bills such as the McCarran Act, which
required members of Communist organizations to register with the government,
and also with the Communist Control Act, which made Communist membership
illegal
-
McCarthyism and the Red Scare died out in 1954, when McCarthy made a fool of
himself on national television in the Army-McCarthy hearings, through berating
witnesses. Drunk, McCarthy accused a uninvolved lawyer, which caused an army
official to state “Have you no sense of decency, sir?” (808) to the applause of the
courtroom. This represented the downfall of McCarthyism and the Red Scare.
34. Cold War domestic issues: Kate Gadsden—2008
How and why did the domestic policy from 1945 – 1965 affect and/or reflect cold
war fears?
Use the documents and your knowledge of the period 1946 – 1965 to construct your
essay.
Thesis: Cold War tensions, which put America in a global spotlight, necessitated a
domestic policy which aligned perfectly with internationally projected ideals, inspiring
anti-communist McCarthyism, increased education and technology, and incremental civil
rights legislation.
 Increased Infrastructure – promoted technological preparedness and victory over USSR
o Highway Act (1956) – made for efficient military transport and flat areas
for wartime/emergency landing of aircrafts
 Increased Education – to make citizens smarter and win “battle of brain power” (Norton
805) against USSR/communism; also response to USSR’s Sputnik
o National Defense Education Act (1958) – funds and loans for math,
languages, sciences
 McCarthyism + Anti-Communism - foreign policy overlapping with domestic policy,
but also overlooking racism at home
o Truman government loyalty investigations (1947) – 3 million employees
o HUAC and Hollywood 10
o Internal Security Act + Communist Control Act
o Senator McCarthy’s Wheeling Address
o Army-McCarthy Hearings
o Rosenberg and Hiss sentences
 Mehta Incident and overzealous McCarthyism  incremental civil rights legislation:
Because the US promoted equality and justice abroad, it was hypocritical to continue
segregation and racist values on the home front. Civil Rights legislation was also often
worded to promote anti-communism.
o Morgan vs. Virginia (1946) – against interstate bus segregation
o Shelley vs. Kraemer (1948) – against racially restrictive house covenants
o Brown vs. Board of Education (1954) – overturned Plessy vs. Ferguson
o Executive Order 9881 - desegregating the army
o Little Rock 9
34. Cold War domestic issues: Taylor Wright—2010
How and why did the domestic issues of the Cold War affect the Civil Rights
Movement in the United States?
Use the documents and your knowledge of the period of 1945-1960 to construct your
essay
Thesis: The fear of Communists initially delayed most Civil Rights movements because
of the immediate danger the government felt, but eventually African-Americans became
more active after years of little progress due to the Cold War.
1. The Mehta incident was one of the best examples of Cold War issues that
affected the Civil Rights. Indian representative Mehta was denied service at a
segregated restaurant at the Houston airport because he was “colored”. If the
United States was to be the greater power in a bipolar war, they could not
have a national embarrassment like this caused by an inhumane law such as
segregation.
2. Early legislation that was apparently in favor of Civil Rights issues was the
desegregation of the armed forces. (Ex. Order 9981) Although it is a step in
the right direction it also would help mobilize forces in case the Cold War
turned hot. Priority probably was the Cold War issue.
3. During the years the Cold War raged the fiercest, the 50’s and early 60’s, the
Civil Rights Movement was peaceful in nature for the most part with leaders
such as the Rev. Dr. Martin Luther King Jr. preaching non-violence and love.
(Bus Boycott-Rosa Parks) (SNCC) Not much major legislation that was
initially effective.
4. Most of the government focus at the time was on keeping Communism out of
American politics and culture. Hollywood 10, McCarthyism, Soviet Espionage
(Rosenburg Case) (McCarthy-Army hearings) Same year that McCarthy fell
from the public view, segregation ended in schools (Brown v. Board) Cold
War issues came first
5. This is an example of a set of reactions in an important time in the nation.
Government reaction to Cold War situations, African-Americans reaction to
the government and eventually the government reacted to the Civil Rights
movement with legislation that supported it.
35. Environmental and Consumer Activism (see Documents Bank: “America
at the Crossroads: the Sixties to the Present”) Logan Greer (2006)
[Question]: Assess the validity of the following statement:
“Environmental Activism in the 1960’s reflected the revolutionary attitudes of
the era” (Period 1960-`1975)
Thesis: Environmental Activism reflected the social and political attitudes of the
1960’s and 1970’s, because Johnson’s Great Society, Anti-war Protest, and the Civil
Rights Movement, gave the public power to change and question the status quo.
Background Evidence (Prior to 1960)
Environmental Degradation (accompanying economic growth 1950’s)
1. New consumer Society of 1950’s,
2. Plastics and cheap products, newly developed to cut costs, were not
biodegradable,
3. Rapid Middle class Growth,
4. Sub urbanization, relying on the automobile’s ability to transport American
citizens into urban centers
Evidence:
1. Johnson supports preservation legislation. Lady Bird Johnson wages war on
billboards and junkyards along interstate highways.
2. 1962-Rachel Carson indicts DDT for the deaths of mammals, birds and fish
3. Water Quality Act, Air Quality Act, Clean Water Restoration Act (19651966)
4. 1969 Oil spill in Santa Barbara, California; Cuyahoga River catches fire in
1969
5. Oil Embargo, energy crisis 1970’s (Recognition that earth’s resources finite)
6. Public environmental activism in 70’s, Environmental Protection Agency
1970 (18 major laws enacted by congress)
7. Earth Day April 22, 1970
8. Barry Commoner “The present course of environmental degradation..is so
serious, that, if continued, it will destroy the capability of the environment to
support a reasonably civilized human society.”
35. Environmental and Consumer Activism—Michael Whalen, 2007
Question: Why did both the United States government’s regulations and the
population’s activism in the protection of the environment arise during the decades
following WWII, and to what degree was this activism successful?
Use the documents and your knowledge of the period 1960s to the present to construct
your essay.
Thesis: Because of new technology developed during World War Two and the consumer
society and suburbanization that arose afterwards, degradation of the environment
quickened and citizens recognizing this actively participated in successful
demonstrations.
Evidence
1) During WWII DDT was used to protect troops from disease carrying insects
a) Rachel Carson’s Silent Spring
2) Consumer Society- War Bonds and citizens’ saved cash
a) oil and cheap unbiodegradable plastics
3) Suburbanization
a) people not within walking distance of stores- people need own cars
b) damming of rivers for pools and golf courses
4) Environmental and Natural Resources’ crises
a) Oil Embargo (1970’s)
b) 3 Mile Island (1979)
c) NY’s Love Canal- dumping ground for chemicals
- 30% of local residents suffer chromosome damage
5) 20 million Americans celebrate the first Earth Day (April 22, 2007)
6) EPA Environmental Protection Agency (Nixon) and 18 other environmental laws
35. Environmental and Consumer Activism (see Documents Bank: “America at the
Crossroads: the Sixties to the Present”) Teighlor Bonner (2009)
DBQ Question: To what extent did the legislation of 1963-1980 concerning
environmental and consumer advocacy appease activists who spoke out in the United
States?
Thesis: Because of increasing consumer and environmental activism, the federal
government, though legislation concerning environmental protection and governmentpublic relations, successfully appeased the activists of 1963 to 1980.
Background Evidence:
Consumer Activism
 Public Citizen – founded in 1971 by Ralph Nader; congressional reform, freedom
of information, tax justice, food and drug safety, and consumer empowerment
 Freedom of Information Act (1974) – required that the public have access to
government records
 Civil Service Reform Act of 1978 – Office of Personal Management, Merit
Systems Protection Board, the Equal Employment Opportunity Commission
 Occupational Safety and Health Administration, Consumer Product Safety
Commission
o OSHA: prevent work-related injuries, illnesses, and deaths by creating
standards for workplace safety and health
o CPSC: protect against the risk of injury associated with consumer products
Environmental Activism







organizations: Green Peace and Friends of the Earth
Clean Water Act (1963)
Endangered Species Act (1973)
National Environmental Policy Act (1969)
Environmental Protection Agency (1975)
Marine Mammal Protection Act (1972)
Earth Day (1970)
Connection to AP US History Themes:
 consumer activism: public attempt to ensure that the government is working in
their favor rather than just the favor of those in power
 environmental activism: continuation of Americans’ concern for the Earth (Teddy
Roosevelt, conservation vs. preservation)
35. Environmental and Consumer Activism (see Documents Bank: “America at the
Crossroads: the Sixties to the Present”) Xander Greer (2010)
[Question]: How and why did the counterculture of the 1960’s and 1970’s influence
public action and government intervention in the environment?
Use the documents and your knowledge of the period 1960-1975 to construct your essay.
By appealing to the public conscience with large demonstrations, 60s and 70s
Counterculture transformed the environmental movement from a small issue delegated to
states into an international crisis met with morally driven comprehensive government
regulation.

The issues of rapid economic growth after the war led to both pollution as a
byproduct of industry and pollution because of pesticides like DDT. This harm to
eco-systems is first addressed in Silent Spring (Doc A).
Despite the publication of this influential book, efforts to curb pollution were

still marked by:
Delegation to localities (Doc B)

No mention of the pollutants impact on ecology (Doc B)

And not attribution to man

Punitive
measures to conserve lands

No additional funding (Doc C)

The
Hippy
movement
emphasized respect for the earth on an unprecedented

level. Photo of Woodstock depicts a Van painted in indian drawings and stylized
depictions on nature and animals (Doc D)
The first earth day, reveals the moral obligation many demonstrators feel

towards the earth; Personifying and victimizing it, (Doc E)
Changes in governmental approach to the environmental movement.

Recognition of man’s role in protecting nature and conversely not harming it and
causing climate change (Doc F). Measures become global (doc H). Grants
expanded authority to agencies and creates the ability for new unprecedented
programs (doc G).
36. The Civil Right Movement (see Documents Bank: “America at the
Crossroads: the Sixties to the Present”—see also “Cold War at Home”)
Andrew Nassau (2006)
During the Civil Rights Movement, the black community was divided between the
use Non-violent protests versus standing up against the oppression. To what extent
were both of these methods able to achieve their goals?
1946-1966
Although the violent Black Power achieved few of its goals through publicity, terror and
violence, they did compliment the non-violent movement, which through communal
support and faith was able to achieve all of its goals.
-Student Nonviolent Coordinating Communittee (SNCC) was created in 1960. However,
in 1965 it kicked out all white members and decided it needed to “stand up and take
over”.
-Key Phrases: Emmett Till, Little Rock Nine, Montgomery Bus Boycott, Freedom Rides,
SNCC, and SCLC.
-1954 was Brown vs. Board of Education of Topeka
-Race Riots occurred from 1965 to 68 in much the same fashion as they did in France in
2005
-The Civil Rights Act of 1964 and Voting Rights Act of 1965 LEGALLY ended
discrimination.
Duality of protest can be tied into the Revolution, when the upper class mainly had nonviolent and demonstrative protests, while the rabble had violent and fiery protests.
36. Civil Rights Movement—TJ Carson, 2007
[Question]: To what extent was the civil rights movement successful in guaranteeing
social, political, and economic equality for African-American citizens?
Use the documents and your knowledge of the period 1953-1968 to construct your essay.
Thesis: Despite prevailing social attitudes of racism, the civil rights movement was
largely successful in guaranteeing political and economic equality through legal
action and protest because of African-Americans’ commitment to justice.
1. Freedom Rides. Thirteen members of CORE purchased bus tickets and
traveled to the Deep South in order to draw attention to the racism present in
this part of the country. The riders were assaulted and badgered, but their
efforts drew national attention to the social attitudes of the South.
2. Brown v. Board of Education. This Supreme Court case helped to ignite the
civil-rights movement and proved the justice through legal means was
possible.
3. Sixteenth Street Baptist Church Bombing. This event proved that despite the
legal and economic progress made by African-Americans, the social attitudes
of racist would not die a silent death.
4. Civil Rights Act of 1968. This Act was an instance of economic progress for
African-Americans in that it largely barred racism from playing a role in
economic transactions.
5. Eisenhower’s speech about Little Rock. This shows the progress made
through protest and legal action. The social opposition is evident, but the
legal progress is even more apparent in that the students did attend the
school.
36. Civil Rights Movement: Todd Harrity—2008
Question: To what degree did African Americans achieve a greater acceptance in
society and reduce racial tensions in America between 1946 and 1970?
Thesis: Although African Americans saw a greater acceptance from a federal standpoint,
racial tensions and resistance toward integration continued.
Growing Black Political Power
-Black voters in some political-industrial states began to control the political
balance of power (Norton 808)
-In 1946, Truman established the President’s Committee on Civil Rights,
committed to anti-lynching, anti-segregation, and enforcing voting rights and equal
employment opportunity
School Desegregation and Supreme Court Victories
-African American Supreme Court Justice, Thurgood Marshall and his colleagues
worked to end the separate-but-equal doctrine from Plessy vs. Ferguson (1896)
-Resulting from efforts from the NAACP, African American students won
admission to professional and graduate schools
-Morgan vs. Virginia (1946)-ended segregation in interstate bus transportation
-Shelley vs. Kraemer (1948)-ruled that racially restrictive covenants could not
legally be enforced
White Resistance
-White resistance dominated the South, urging communities to defy the Court and
not implement school desegregation
-The KKK experienced resurgence, and violence increased in the 1950s
-Emmett Till was murdered in Mississippi by a white man for the way he spoke to
a white woman
Freedom Rides
-1961- Members from the Congress of Racial Equality (CORE) purchased bus
tickets in Washington D.C. to New Orleans. Many suffered lifelong injuries, and one bus
was firebombed outside Anniston, Alabama, black passengers were badly beaten in
Birmingham, and more than a thousand whites attacked black riders with baseball bats
and steel bars
Whitness and National Culture
-America’s population became more homogeneous in the 1950s because the U.S.
greatly restricted immigration from Asia, Africa, and Latin America, while accepting
millions of European Immigrants. The population of the U.S. in 1950 was 88% white,
10% African American, 2% Hispanic, and Native Americans and Asian Americans made
up about one fifth of 1% of the population
36. Civil Rights Movement—Kristin Lee (2009)
1. Question]: “But the vast majority of white people and the vast majority of black people in
this country want to live together, want to improve the quality of our life, and want justice for all
human beings that abide in our land.”
Robert F. Kennedy: On the Death of Martin Luther King Jr. speech (1968)
Analyze the accuracy of this statement in the years before, during and after
the Civil Rights Movement.
Thesis: In the years preceding the Civil Rights Movement African-Americans attempted
to create a American society without racial prejudices with non-violent protests but soon
resorted to emphasizing cultural nationalism over assimilation after the assassination of
MLK
Evidence:





Sit-in movement fight Jim Crow Laws that remained after the SC
declared them unconstitutional
o Formation of the SNCC (student Non-violant coordinating
committee) and CORE = Freedom Riders  demonstrate the
exsistence of Jim Crow Laws still
MLK= NON-violence
o Against “Segregation Forever”
o Childrens crusade
o Bus boycott
Black Power
o Malcolm X
 Separatism from white society
o Black Panthers
 SNCC supports black power
Cultural Nationalism
o Black culture more important, resent assimilation
New Inequality
o America is two separate societies
o White vs. black
o Still prejudices
37. The Woman’s Rights Movement (see Documents Bank: “America at the
Crossroads: the Sixties to the Present”) Trina Long
[Question]: How, why, and to what degree was the Woman’s Rights Movement
successful in achieving equality for women in the 1960s and 1970’s?
Thesis: Women made great strides in achieving equality and received more rights under
law by joining together and radically fighting for their cause, but did not fully succeed
legally and met a good deal of opposition.
Evidence:
1. In 1972 Congress approved the Equal Rights Amendment stating that the
“equality of rights under the law shall not be denied or abridged by the United
States or by any State on account of sex” (Norton p.865).
2. Congress also passed Title IX of the Higher Education Act preventing funds from
entering colleges or universities that discriminated against women. As a result
more money went to women’s causes, namely sports.
3. In 1973 the Supreme Court decided in Roe v. Wade that women have the right to
make choices about their pregnancies.
4. Women became more active in religious communities and a greater percent of
women attended universities and got degrees in law and medicine.
5. Opposition to the Women’s Rights Movement existed, even from a large number
of women. Women and many men felt that the movement threatened gender
roles. The STOP-ERA movement led by Phyllis Schlafly opposed the movement
for rights and prevented the Equal Rights Amendment from being ratified, so that
it expired in 1982. Many black women also felt that the movement was a “white”
movement that took time away from gaining rights for blacks.
37. The Woman’s Rights Movement—Julia Williams, 2007
[Question]: From the 1960’s to present day, to what degree and why did the United
States government effectively respond to women’s requests to make American men and
women politically and socially equal?
[Thesis]: The government enacted policies to raise women’s status; however, they did
not effectively respond to some requests because they could not enforce certain policies
or the requests did not represent the majority of women.
Use the documents and your knowledge of the period from 1960 to the present to
construct your essay.
Evidence:

Equal Pay Act (Document B)
-enacted in 1963
-Section 2 of the Equal Pay Act discusses some of the drawbacks to paying men
and women different wages such as:
-lower wages for women mean that they have a lower living standard and
are therefore less efficient
-unequal pay “...tends to cause labor disputes...”
-is an unfair form of competition
 Earnings by Women as a Percentage of Men’s (Document H)
-a chart that shows how much a women make as a percentage of what men
make from 1975 to 2004
-1975- the average women’s salary is 58.8% of the men’s salary
-2004- the average women’s salary is 76.5% of the men’s salary
 National Organization for Women: A Bill of Rights for Modern Women
(Document C)
-written in 1967 by the feminist group National Organization for Women
(NOW)
-it is a manifesto that outlines what rights NOW believes women should
have
-some of what NOW wanted eventually became laws; however, some of
their requests did not represent the majority of women
-for example, NOW asked for maternity leave, which are now
legally permitted to take
-one of NOW’s requests that did not represent the majority of
women and proved too liberal was the Equal Rights Amendment
-The Equal Rights Amendment:
-faced much opposition, for example the STOPERA movement led by Phyllis Schlafly, a lawyer and conservative political activist
-she and her supporters said that the ERA would
force Americans to use unisex toilets and include women in the military draft
-by the mid 1970’s the STOP-ERA movement
stalled the Equal Rights amendment, and even though Congress extended its ratification
deadline, it expired in 1982 when it needed a minimum of 3 more states to be ratified
 Title IX of the Higher Education Act (Document D)
-passed in 1972
-Section 1681
-forbids discrimination based on gender that prevents men or
women from participating in government-funded educational programs or activities
-one of the very successful acts the United States government has
passed to raise women’s status
-see Women Playing Soccer (Document G)
 Glass Ceiling Commission: Summary of Recommendations (Document E)
-“ Too often, minorities and women find themselves channeled
into staff positions that provide little access and visibility to corporate decision makers,
and removed from strategic business decisions.”
-the commission also makes suggestions of how to expand
opportunities to women and minorities such as adding mentor programs that will help
women and minorities achieve senior positions
37. The Woman’s Rights Movement—Kelsey Baldwin (2009)
Question: How and why did the women’s right’s movement effectively gain influence in
the political world and pass legislation of equal rights through social movements during
1960-1975?
Thesis: The liberalization of American society allowed for a more radicalized women’s
rights movement, which gained intense momentum through aligning themselves with the
civil rights movement.
Background Info:
-World War II-“Rosie the Riveter”- symbol of the woman war worker-represented a
generation of women that were given the opportunity to work in the place of men during
wartime, and were able to gain momentum in society through the Women’s Suffrage
Movement and aligning themselves with abolitionists groups.
-1950’s-Age of Consensus-conservative idealism increased housewife society-more and
more women stayed at home during the baby boom era to represent the typical
“American Dream” family
-Americans rebelled against the conservative society after the Cold War era and raised
awareness for civil rights movement, which in turn caused the rise of the women’s rights
movement, gay rights movement and Hispanic and Native American rights movement
-radical social change was a response to the homogeneity and xenophobia that was
encouraged during the anti-communist administrations of both Truman and Eisenhower
-women that were particularly radical during the rise of feminism were involved with
NOW, or the National Organization for Women, which was a civil rights group for
women that lobbied for equal opportunity, filed lawsuits against gender discrimination
and mobilized public opinion against sexism-much of their inspiration came from the
Feminine Mystique by Betty Friedan, who questioned a woman’s role in the home and in
society further than anyone publically had before
-Now lobbied for the Equal Pay Act of 1963, as well as lobbied for Title 8 of the Civil
Rights Act in 1964 which essentially assured the rights of not just African American
men, but African American women, something that NOW and the women’s rights
movement were staunch supporters of
-Equal Rights Amendment-1972-Constitutional amendment that barred discrimination of
the basis of sex
37. Woman’s Rights Movement (Laura Agosto 2010):
DBQ Question: How and why were hypocrisy and inconsistencies in both foreign
and domestic policy used to promote the Civil Rights Movement?
Thesis: The Civil Rights Movement capitalized on the inherent hypocrisy of American
policy to propagate its cause, because foreign affairs during the Cold War and
contradictory domestic practices exposed discrepancies preventing American supremacy.
Evidence
 Mehta Incident: In 1955, when an Indian ambassador came to the US he was
refused service in the whites-only section at Houston International Airport.
Displaying America’s racism in a country fighting against communism and trying
to gain support from Third World Nations, this occurrence was a stain on
America’s foreign affairs that was used to argue for civil rights.

Exhibit in World’s Fair of 1958 titled “The Unfinished Work”: An attempt by the
US to counter propaganda displaying the inconsistencies, the exhibit focused on
race relations and desegregation in the US. This exhibit shows the importance that
the hypocrisy found in foreign policy during the Cold War played in the
movement towards civil rights.

NAACP Legal Defense Fund: Headed by Thurgood Marshall, it applied
Eisenhower’s Cold War strategy of rollback (a foreign policy) to restrict the
practices of “separate but equal” and Jim Crow. Therefore Cold War policies
influenced how supporters of the movement approached the contradictions in
domestic policy.

Montgomery Bus Boycott (1955-1956): This boycott pointed out the hypocrisy
evident in an America touting democracy, in which busses were segregated and
racism was rampant. Led by SCLC (Southern Christian Leadership Conference),
and Dr. Martin Luther King Jr. the boycott was successful in non-violently
questioning the discrepancies in America.

Freedom Rides (1964): Spearheaded by the SNCC the freedom rides were a nonviolent protest of segregation in America. Once again this protest utilized the
inconsistencies of American domestic policy to fight for civil rights.
38.Vietnam (see Documents Bank: “America at the Crossroads: the Sixties to the
Present”) Ross Godick (2006)
1. [Question]: Asses the validity of the following statement. Lyndon B. Johnson’s
continued support of the war in Vietnam was necessary in light of foreign political
alignments and his preoccupation with it deterred him from achieving his liberal
“Great Society” goals at home.
Thesis
Johnson was unable to fully achieve the social and economic goals of his “Great
Society” because of the proven threat to the US by Vietnam, thus emphasizing foreign
affairs over his domestic agenda.
Evidence
1- 1964 Commencement Address at the University of Michigan Johnson stressed his
vision for the new US. He foresaw, “ abundance and liberty for all… demanding
an end to poverty and racial injustice. This shows Johnson’s desire to end the
inequality that plagued the United States and thereby make it one of his top
priorities.
2- Civil Rights Act 1964- ended legal discrimination on the basis of race, color,
religion, national origin, and sex in federal programs, voting, unemployment, and
public accommodation. Shows he did vehemently try to promote his “Great
Society” early on in his term before truly committing all his time and national
focus to Vietnam.
3- Johnson saw the world in, “simple, bipolar terms-them against us- and he saw a
lot of them.” Johnson saw that in order to protect the United States from possible
communism he needed to work actively to protect his country. By the early 1960s
the situation in Vietnam had escalated with “Ho Chi Minh’s North assisting
Vietcong guerrillas in the South.” Attack on Tonkin Gulf fortified Johnson’s need
to intervene and the resulting Tonkin Gulf Resolutions “opened the floodgates”
which eventually took much of the focus from his domestic agenda.
4- Northern response to the new Civil Rights Act showed the large dissatisfaction
within white society. White officer shot a black teenager in Harlem and numerous
riots occurred between whites and blacks.
-The Black Panther Party, “blending black separatism and revolutionary
communism, dedicated themselves to destroying both capitalism and the military
arms of the oppressors.”
-Malcolm X urged blacks so seize freedom “by any means necessary.”
5- In 1964 only 23,300 troops in Vietnam, but by 1968-69 that number had reached
536,100. The war truly escalated at a frantic pace therefore adding to the need for total
government support and focus. Many other countries also under communist influence:
China, USSR. Ect.
38. Vietnam—Doreen El-Roeiy, 2007
How and why did the overriding anti communism of the presidents’ beliefs affect
the US foreign policy in Vietnam, despite the public’s reaction?
Thesis: Due to Johnson’s need to maintain their superlative global position and
Eisenhower’s fear of the domino effect, America’s foreign policy towards Vietnam
was unnecessarily harsh despite the public’s animosity.
1. The election of Ngo Dinh Diem (Norton)
 Due to Eisenhower’s fear of communism and the emergence of the theory
of the domino effect, Eisenhower discouraged the idea of democratic
elections assuming Ho would win.
2. Gulf of Tonkin Resolution (Norton)
 Congress quickly passed this legislation that gave the president the
authority “to take all necessary measures to repel any armed attack against
forces of the United States and to prevent further aggression.”
3. Operation Rolling Thunder (Norton)
 A bombing program in Vietnam that occurred from February 1965 to
October 1968.
4. Women’s International League for Peace & Freedom, “ teach – ins” (Norton)
 Two of the many forms of protests that the public held, condemning the
war in Vietnam. The sentiment was that America was unnecessarily harsh
to the Vietnamese and cruel in its
5. The costs of the war (Norton)
 58 thousand American soldiers and 1.5 – 3 million Vietnamese soldiers
died.
 The total cost of the war for the US was 170 billion, with more due to be
paid to the veterans.
 Nation suffered from inflation, political schisms, abuses of executive
power, delayed talks with Soviet Union and People’s Republic of China,
alienated Third World countries, and partially estranged allies.
38. Vietnam: Christine Chen-- 2008
Question: How and why did the Vietnam War impact the power of the American
government, and the relationship between the government and the people?
Thesis: The stalemate in Vietnam necessitated an expansion of federal power, leading to
estrangement between American protestors, and the government, which lied about
America’s increasing involvement.
Impact on Government: How: expansion of federal power
 Gulf of Tonkin Resolution (Document C)
o Relinquishes war-making powers of Congress to the president
 CIA undercover missions
o Operation Rolling Thunder – bombing program and retaliation to Tonkin
Gulf incident
o Assassination of Diem in 1963 at the encouragement of Kennedy
administration
o CIA is not new, but its continued usage further expanded federal power
 1960, Young Americans for Freedom (YAF) formed by conservative college
students, writes “Sharon Statement”
o Supported limited government power, opposed New Deal liberalism
Impact on Government: Why: stalemate in Vietnam
 Soviet Union and China increased involvement when America increased
involvement
 Johnson rejects suggestion to mobilize U.S. reserve forces and the declaration of
national emergency
o Forced U.S. military to rely more heavily on the draft
 North Vietnamese matched American escalation
 Geography was familiar to Vietnamese but unfamiliar to American troops
 Tet Offensive, 1968 – U.S. victory after heavy fighting
o Demonstration by Vietcong and North Vietnamese – proved that they
could strike when they wished, without warning
o Caused questioning of predictions that the war would be over soon
Impact on Relationship: How: estrangement between American protestors and the
government
 March on the Pentagon 1967, (Document B)
o Protestors march on the pentagon, one of the first/most significant antiwar protests
 Protestors march on the Democratic National Convention in Chicago, 1968
(Document D)
o Support for antiwar candidate Eugene McCarthy
o Police attacked peaceful antiwar protestors and journalists
 (Document E), Depiction of Vietnam Moratorium
o Protestors and peace activists at headquarters, shows extent of protest and
opposition to Vietnam War
 Richard Nixon, Vietnam War Speech, 1969 (Document F)
o Nixon had no plans to end the war soon, despite American protests, and
despite the advice of most of the U.S.’s allies and Nixon’s advisors
o Difference of opinions of the people and the government
 American troops didn’t really know why they were fighting the war
o Interview with Edward Bruce Allen, veteran of Vietnam War, 2002
(Document G)
 Allen wasn’t informed of the bigger picture, or plans regarding
even his small area

Didn’t have much idea of how the war was going, or “how [he] fit
into the scheme of things”
 George McGovern, speech to Senate, 1967 (Document H)
o Disapproved of war, shows majority opinion of government advisors
o Presidents continued to escalate involvement despite pessimistic opinions
of advisors
Impact on Relationship: Why: Government increases involvement, while lying to
American protestors
 Pentagon Papers published, 1971 (Document A)
o Top-secret study of U.S decision making in Vietnam
o Showed increasing involvement and escalation in Vietnam at the same
time presidents Johnson and Kennedy had vowed to decrease involvement
o Nixon administration attempted to prevent the papers’ publication
 1965, Johnson publicly announced significant troop increase
o However, American government had already been considering expanding
the involvement in Vietnam up to and throughout 1964 (Norton)
36. Vietnam (see Documents Bank: “America at the Crossroads: the Sixties
to the Present”) Ned Dana 2010
Question: The United States’ entry into the War in Vietnam was inevitable due to its foreign
policy with respects to Europe and its desire to maintain capitalism’s dominance over
communism.
Assess the validity of the statement above.
Thesis: Because the U.S. decided to support France over Ho Chi Minh, the bipolar world of the
Cold War forced the previously pro-capitalist North Vietnamese to turn to communism,
ultimately making war with the U.S. inevitable.



Ho Chi Minh originally supported the United States and had hoped that the
U.S. government would aid him in his movement. The Vietnam Declaration of
Independence (Document E) illustrates his love for America’s tenets. Note that
he quotes the United States Declaration, “All men are created equal…pursuit of
Happiness.”
The United States, after promising Ho Chi Minh support, instead chose to
support France in recapturing previously-French colonies such as Vietnam.
They believed it was more important to side with a European ally than a
seemingly unimportant political movement in a developing country. This is
emphasized in the Military Hearings in 1975 (Document F) in that Senator
Montoya admits that “We have had a commitment to Europe…terminal date.”
This betrayal causes Ho Chi Minh to have no other option but ask America’s
enemy, the Soviets, for help. This inevitably leads to a US vs. USSR conflict, as
emphasized in Nixon’s speech (Document A), “with the logistical support of
Communist China…revolution.”


It becomes quite clear over time that the main purpose of the war was not
necessarily related to the welfare of the Vietnamese, rather the deterrence of
the spread of communism. This is evident from the Pentagon Papers
(Document B) that describe the need to maintain a capitalist foothold in the
region, and that if Vietnam is lost, the region shall be lost to communism. “…a
loss of South Vietnam…subcontinent.” These papers were published in the
New York Times after growing public concern for the war.
The two Vietnam protest movement image documents (Documents C and D)
illustrate the rise of anti-war feelings among the American people. This
spurred the search for the real reasons behind the war. John Kerry illustrates
in his speech (Document G) that it was apparent to him and his friends in the
field that the idea of preserving freedom was merely a pretext for a fight for
power. Key quote: “We found that not only…saving them from.”
Question
Assess the cause, along with the success, of the Women’s rights movement during
the 1960s and 1970s as they fought for their social and political civil liberties.
37.The Woman’s Rights Movement (see Documents Bank: “America at the
Crossroads: the Sixties to the Present”) Nicole Frederick 2010
Thesis
The civil rights movement of the 60s spurred the emergence of a second women’s rights
movement that fought to achieve social and political equality with men and to end sex
discrimination through activist organizations.
Evidence
Civil Rights Act (1964)
-Signed into law by Johnson and ended legal race and gender discrimination in
employment, federal programs and public spaces. Hardly enforced.
 Equal Employment Opportunity Commission (1964)
-Created to investigate cases of job discrimination in work force. However, did
little to enforce the end of sex discrimination.
National Organization for Women (1966)
-A organized group consisting of educated and professional women. They
worked to ensure enforcement of the Civil Rights Act in order to end sex discrimination
in the work force and society.
Title IX (1972)
-Withheld federal funds from colleges and universities that discriminated against
women.
 Roe v. Wade (1973)
-Large victory for the Women’s rights movement where the Supreme Court ruled
that privacy rights protected a women’s decision to abort a pregnancy,
38. Watergate (see Documents Bank: “America at the Crossroads: the Sixties
to the Present”) Cliff Satell
Question: “The Watergate affair proved to be the culminating event that ended the
dominance of the executive branch, and led to an ‘increased level of cynicism about
politics’”. (http://www.watergate.info/aftermath/)
Asses the validity of this statement using the documents and your knowledge of the
period from 1968-1975 to construct your essay.
THESIS: Following the Watergate fiasco and concurrent strife over Vietnam, the
American people lost faith in the executive branch, marking the end of an
unprecedented period of government growth that had existed since WWII.

Vietnam
o Nixon continued war…increasing troop levels to nearly half a million
o Cambodian Incursion: shocked Americans’ morality; hurt Nixon’s
credibility and popularity
o Pentagon Papers: leaked from Pentagon in 1971 in NY Times and
Washington Post; showed US intent for war well before Tonkin Gulf
o War Powers Resolution: greatly reduced executive power by limiting the
President’s ability to commit troops (must have statutory authority,
declaration of war, or imminent threat to the US) “…The President in
every possible instance shall consult with Congress before introducing
United States Armed Forces into hostilities…”

Watergate
o Nixon recorded all his conversations and telephone calls, and is heard on
tape conspiring with top aids the deceit necessary for the Watergate
cover-up
o Woodward and Bernstein: Washington Post writers who uncovered the
Watergate scandal with the help of Deapthroat, a mysterious Washington
insider, now known to be Mark Felt, the number two man at the FBI
o Impeachment: articles of impeachment drawn up in 1974, alleging
conspiracy, obstruction, perjury, and other covert activities
 Nixon resigns before impeachment, Gerald Ford pardons him
39. Ankur Arya (2007)
Question]: How, why and to what degree did the Watergate Scandal show the
imbalance of power between the branches of government?
Use the documents and your knowledge of the period 1952-1975 to construct your essay.
Thesis: The Watergate Scandal greatly exposed the commanding influence of the
executive branch over the other two branches because Nixon was able to escape
prior charges and remain out of prison despite being proven guilty.
Evidence:
- Even before becoming president of the United States, Nixon had already
committed the crime of using campaign money to finance his own personal
need in the “Checkers” issue in 1952
-
Gerald Ford was able to pardon Richard Nixon, a right only given to the
president but he used it obviously when Nixon was guilty and was greatly
disliked by the public. The idea that many wanted the fiasco to end worse for
Nixon did not play a role in the decision of Ford.
-
Nixon’s unwillingness to hand over the tapes is met with an uproar but there
is a long battle over whether Nixon would be forced to release the tapes or
not. Nixon claims “executive privilege” but is eventually forced to hand over
the remainder of the tapes but not without a struggle. Nixon’s unwillingness
to do something like this was wrong with such an investigation going on
especially after he promised to help.
-
In the Watergate Investigations address Nixon states that he will do
everything in his power to, “ensure that the guilty are brought to justice.”
Yet when proven guilty and sentenced to prison he argues in US v Nixon.
-
“Deep Throat” also exposed the power of the executive because the
informant was forced to use a code name to get information. Nixon and
others involved would not admit it and covered it up and without the help of
“Deep Throat” he may not have been exposed.
39. Watergate: Connor Sullivan—2008
[Question]: How and why did Congress’s reaction to the Watergate Scandal lead to
a balancing in Presidential and Congressional power?
Thesis: Congress’s reaction to the unconstitutional Watergate Scandal led to the War
Powers Resolution, a disregard for Nixon’s Presidential privilege, and an impeachment
trial, decreasing Presidential power and increasing Congressional influence to prevent
tyrannical actions.


Nixon took many actions that were unconstitutional in order to win the 1972
election: illegal wire tapping, black mail, illegal investigations, releasing false
information, misappropriating campaign funds and stealing Democratic campaign
files.
The War Powers Resolution was passed less than a year after the Scandal was
publicized, and took away the President’s ability to declare war without their
approval.



Nixon recorded several conversations concerning incriminating subjects with his
aids, but refused to turn them over to the House of Reps. investigation committee
claiming Presidential Privilege.
The House of Reps. Subpoenaed the tapes, which had several minutes of the most
incriminating conversations was edited out, and impeached Nixon on his un-Presidential
behavior and hindering the investigation.
Nixon quit after facing impeachment, where Congress proved that they could
remove a President and would not stand for the unconstitutional actions taken by
Nixon.
39. Watergate: Kacey Hirtle—2010
1. Question]: Assess the validity of the statement based on your knowledge of
the 1960s to the 1970s.
The Watergate Scandal was an accurate reflection of growing corruption in
campaigning tactics and the government as a whole.
Although the government presented falsifications to Americans during the
Cold War, particularly Vietnam, the level of corruption displayed by the Watergate
Scandal was unprecedented and was due to Nixon’s paranoia and pragmatism towards
enemies.





The American public began to doubt to doubt the authenticity of the government’s
reports on the Vietnam War, due to events like the Tet Offensive after the
government said American troops had made serious headway, and the My Lai
Massacre. Growing unrest made led to government concealing & fabricating
events during the late 60s and early 70s.
Nixon was “happy to use dirty tricks and the power of the presidency against
those he considered his enemies, and driven by a sense of resentment that
bordered on paranoia” (Norton 905).
Nixon made “enemy lists” hundreds of names long during his presidency, which
included the black members of congress and Ivy League university presidents,
which shows his paranoia. He hated the “elite” upper class of North Easterners,
who hated him as well. (Norton)
In the words of one of the members of the Nixon administration, its job was to
“use the available federal machinery to screw up our political allies”. (Norton
905).
Segretti said about the Watergate scandal, “Nixon knows something is being
done. It’s a typical deal” (Woodward & Bernstein Watergate Article). This quote
reflects Nixon’s attitude towards his presidency, which was pragmatic because he
was willing to do anything to achieve his goals.