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United States History Teacher Resource 4Th Edition John J Newman Full Chapter PDF
United States History Teacher Resource 4Th Edition John J Newman Full Chapter PDF
United States History Teacher Resource 4Th Edition John J Newman Full Chapter PDF
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TEACHER RESOURCE
JOHN J. NEWMAN
JOHN M. SCHMALBACH
JOHN J. NEWMAN
JOHN M. SCHMALBACH
1 2 3 4 5 6 7 PP 26 25 24 23 22 21 20
TOPIC 1.5 Labor, Slavery, and Caste in the Spanish Colonial System 4
TOPIC 4.2 The Rise of Political Parties and the Era of Jefferson 38
TOPIC 7.3 The Spanish-American War and U.S. Foreign Policy to 1917 102
Race and Justice: Race, Ethnicity, and Imperialism
Historical Perspectives: Did Economics Drive Imperialism?
TOPIC 7.4 The Progressives 104
Historical Perspectives: Reform or Reaction?
TOPIC 8.6 Early Steps in the Civil Rights Movement, 1945–1960 136
TOPIC 8.10 The African American Civil Rights Movement in the 1960s 142
TOPIC 8.13 The Environment and Natural Resources from 1968 to 1980 147
TOPIC 8.14 Society in Transition 148
Historical Perspectives: End of the Imperial Presidency?
TOPIC 9.5 Migration and Immigration in the 1990s and 2000s 162
This Teacher Resource accompanies the 4th edition of United States History: Advanced
Placement® Edition. This revision was made in response to the the College Board’s AP® United
States History Course and Exam Description that became effective in the fall of 2019.
Answers
In developing this book, the priority was to ask students questions that matched the difficulty
of those found on the AP® U.S. History exam, not to make every question imitate current
samples of possible future College Board exam questions. Questions were usually designed to
review the previous topic or period.
The first purpose of the key is to provide recommendations for what could be included in
good responses to specific questions. Each multiple-choice question was written with one best
answer in mind, which is identified by the letter in the key. The recommendations for possible
responses to the short-answer, long essay, and document-based questions were intended to
provide guidance to teachers for the kind of analysis and historical evidence that could be
included in a good response. Unlike the grading guidelines provided by the College Board
to readers, the recommendations are not an exhaustive list of possible answers, but primarily
analysis and evidence that can be related back to the content of this textbook. Good responses
could also include analysis and evidence from outside of this one source.
The second purpose of the key is to correlate each question to the elements of the curriculum
framework presented in the Course and Exam Description. These correlations use the notation
system provided in that document.
Correlation
The final element of this Teacher Resource is a correlation showing how the student textbook
meets the standards stated in the CED for the course content, historical thinking skills,
history reasoning processes, and themes.
3. The interactions between Europeans and Native Americans in the period from 1491
to 1607 had far-reaching effects. Contact between them resulted in a transatlantic
trade known as the Columbian Exchange. Colonies were established using natives
and enslaved Africans for labor in agriculture and mining precious metals.
1. (a) A specific difference was that the North American societies, during the period
1491–1607, were smaller and less sophisticated than those in Central and South
America. It has been suggested that the reason for this difference was the slow
cultivation of corn (maize) which had come northward from Mexico.
1. (b) The people and societies of the Americas, during the period 1491–1607, may
have been diverse in some ways, but spread over a vast area, they all lived in
response to their environments with established systems and traditions that
guided their lives.
1. (c) While English, Spanish, and almost all other European languages were part of just
one language family (Indo-European), American Indian languages constituted
more than 20 language families. Among the largest of these were Algonquian
in the Northeast, Siouan on the Great Plains, and Athabaskan in the Southwest.
Together, these 20 families included more than 400 distinct languages.
1. (a) Nunn and Quian’s interpretation places an emphasis on the negative conse-
quences of the exchange, while Lewis and Maslin’s view focuses more on the
positive results.
1. (b) Nunn and Quian’s argument can be bolstered by looking more closely at the
impact on the European rivalries from the wealth gained from the New World
during the period 1491–1607.
1. (c) Lewis and Maslin’s argument can be expanded by showing that the Columbian
Exchange was part of a worldwide increase in contact and trade between differ-
ent people during the period from 1491–1607. European interaction with parts
of Asia served to increase the desire to trade and also improved the means to
navigate the oceans.
TOPIC 1.5 Labor, Slavery, and Caste in the Spanish Colonial System, p. 19
Reflect on the Learning Objective, p. 20
1. Specific effects of the Spanish Empire’s colonization of the New World included establishing
an encomienda system, with the king of Spain giving grants of land and natives to individual
Spaniards. These Indians had to farm or work in the mines, but their numbers declined due
to Europeans’ diseases and brutality. Then the Spanish brought enslaved people from West
Africa under the asiento system. This required the Spanish to pay a tax to their king on
each slave they imported. With few families coming from Spain, the explorers and soldiers
intermarried with natives and Africans. A rigid class system developed in the Spanish
colonies, one dominated by pure-blooded Spaniards.
1. (a) There were a number of specific effects of Spain’s policy toward Native
Americans during the period 1492–1607. The Spanish overwhelmingly
subjugated Native Americans, resulting in death and a sharp reduction
in the native population. They established the encomienda system which
allowed the king to give grants of land and natives to individual Spaniards.
The Spanish also debated the status of Native Americans and the best way to
treat them. The work of Bartolomé de Las Casas, the New Laws of 1542, and
the Valladolid Debate all helped establish the basic arguments on behalf of
justice for Indians. This debate resulted in limited improvements, and justice
would long be denied the Native Americans.
1. Migrating through the centuries prior to Columbus, people traveled southward from
near the Arctic Circle to the southern end of South America. Wherever they settled,
they adapted to the varied environments of the regions they found. Responding to their
surroundings, they became farmers, fishermen, gatherers, and hunters. When food was
plentiful and the climate supportive, populations and societies grew. The vastness of the
area enabled the development of hundreds of tribes with different languages and cultures.
3. Positive aspects of the Columbian Exchange for Native Americans included the
supply of sugar cane, bluegrasses, pigs, and horses, as well as the introduction of the
wheel, iron implements, and guns. Gains for Europeans included many new plants
and foods, including beans, corn, sweet and white potatoes, tomatoes, and tobacco.
1. Over time, people migrated southward from near the Arctic Circle to the southern tip
of South America. As they adapted to the varied environments they encountered, they
evolved into hundreds of tribes speaking hundreds of languages. In Central and South
America, the native population was concentrated in three highly developed civilizations.
The Maya built remarkable cities in the rain forests of the Yucatán Peninsula. After the
decline of the Maya, the Aztecs from central Mexico developed a powerful empire.
While the Aztecs were dominating Mexico and Central America, the Incas based
in Peru developed a vast empire in western South America. All three civilizations
developed highly organized societies and cultivated crops that provided a stable food
supply, particularly corn (maize) for the Maya and Aztecs, and potatoes for the Incas.
The population in the region north of Mexico (present-day United States and Canada)
included fewer people and had less complex social structures than those in Mexico
and South America.
One reason for these differences was how slowly the cultivation of corn (maize) spread
northward from Mexico. The nutrition provided by corn allowed for larger and more
densely settled populations. In turn, this led to more socially diversified societies in
which people specialized in their work. By the time of Columbus, most people in
the Americas in what is now the United States and Canada lived in semi-permanent
settlements in groups seldom exceeding 300 people. In most of these groups, the men
made tools and hunted for game, while the women gathered plants and nuts or grew
crops such as corn (maize), beans, and tobacco. The tremendous variety of landforms
and climates prompted people in North America prior to 1492 to develop widely
different cultures. While Europeans often grouped their varied cultures together, each
tribe was very conscious of its own distinctive systems and traditions. Not until much
later in history did they develop a shared identity as Native Americans.
2. The European explorers in the Americas—first the Spanish and Portuguese, then
the French and Dutch, and later the English—competed for land in the Americas.
Some were motivated by the desire to spread Christianity. The Catholics of Spain and
Portugal and the Protestants of England and Holland wanted to spread their own
versions of Christianity to people in Africa, Asia, and the Americas. The Spanish
incorporated the Native Indians into their empire. To control them, the Spanish
instituted the encomienda system in which Spain’s king gave grants of land and natives
to individual Spaniards. In the 15th century, the Portuguese began using enslaved
West Africans on plantations, and the profitability of these plantations worked by
enslaved Africans provided a model for other Europeans. The combination of Native
Americans, Europeans, and Africans made the Spanish colonies ethnically diverse.
Since most Spanish colonists were single men rather than families, many had children
with native or African women. The result was that the Spanish colonies included many
people with mixed heritage.
England’s earliest claims to territory in the Americas rested on the voyages of John
Cabot, an Italian sea captain who sailed under contract to England’s King Henry VII.
Cabot explored the coast of Newfoundland in 1497. England, however, did not follow
up Cabot’s discoveries with other expeditions of exploration and settlement. An
English adventurer, Sir Walter Raleigh, attempted to establish a settlement at Roanoke
Island off the North Carolina coast in 1587, but the venture failed.
Eventually the English colonists came in families rather than as single young men,
so marriage with natives was less common. They expelled the natives rather than
subjugating them.
3. Europeans and the original inhabitants of the Americas had developed vastly different
cultures over the millennia. The contact between them resulted in the Columbian
Exchange, a transfer of plants, animals, and germs from one side of the Atlantic to the
other for the first time. Europeans gained many new plants and foods, including beans,
corn, sweet and white potatoes, tomatoes, and tobacco. These food items transformed
the diet of people throughout Eurasia and touched off rapid population growth in
regions from Ireland to west Africa to eastern China. Europeans also contracted a new
disease: syphilis. People in the Americas learned about sugar cane, bluegrasses, pigs,
and horses. In addition, they were introduced to new technology, such as the wheel,
iron implements, and guns. But while the Columbian Exchange led to population
growth in Europe, Africa, and Asia, it had an opposite effect in the Americas. Native
Americans had no immunity to the germs and the diseases brought by Europeans,
such as smallpox and measles; as a result, the native population declined rapidly in
the first century after contact. These exchanges, biological and cultural, permanently
changed the entire world.
4. The Spanish incorporated the Native Indians into their empire. To control them,
the Spanish instituted the encomienda system in which Spain’s king gave grants of
land and natives to individual Spaniards. Since most Spanish colonists were single
men rather than families, many had children with native or African women. The
result was that the Spanish colonies included many people with mixed heritage. The
English colonists came in families rather than as single young men, so marriage with
natives was less common. The American Indians saw their way of life threatened as
the English began to take more land to support their ever-increasing population. The
English occupied the land and forced the small, scattered tribes they encountered
to move away. They expelled the natives rather than subjugating them. The French,
looking for furs and converts to Catholicism, viewed American Indians as potential
economic and military allies. Compared to the Spaniards and the English, the French
maintained good relations with the tribes they encountered.
1. From the first contact, Europeans saw Native Americans as inferiors to be used or
pushed aside. The Spanish faced strong Native American resistance, particularly in
Florida and with the Pueblos in New Mexico. The French, initially mainly trappers
and traders, often allied themselves with Native American groups for support against
other Europeans or Native Americans. Usually the British colonists largely viewed
the American Indian as an obstacle to growth. Often by taking different approaches,
the Royal Governors and the colonial settlers confused their relationships with the
Native Americans. Overall, the Native Americans suffered from their contact with
Europeans in the period from 1607 to the 1750s.
2. Gradually many of the colonists turned to agriculture, which brought with it a demand
for labor.
The Native Americans had proven hostile to laboring for the colonists, and their
population was decimated by European diseases. The supply of indentured servants
was limited and provided only short-term workers.
An alternative was the labor of enslaved Africans, especially in the southern colonies.
The transatlantic slave trade was important to the economy, and much of the trade,
the triangular trade, was financed or conducted by people in northern colonies. This
trade prospered in the period from 1607 to the 1750s.
3. The besieged colonial villages of the British colonies at the start of the 17th century
grew, and by the middle of the 18th century their inhabitants evolved a culture
distinct from any in Europe. The population grew dramatically due to two factors: the
immigration of almost a million people and a high birthrate among colonial families.
The immigrants were diverse groups from England, Scotland, Wales, and Ireland, as
well as from Western and Central Europe. Many were Protestants, including those
from France and German-speaking regions. With a growing economy and wealth and
social mobility for White males, a unique society and culture developed based on
varied European tastes and ideas.
1. (a) Beverly believed that only a person of low class would leave England to explore
uncharted territories in the New World because England was such a safe and
comfortable place to live.
1. (b) Agreement with Beverly can be supported by reference to the criminals that came
to the colonies as well as the poor and destitute who were indentured servants.
1. (c) Those who disagree could note the educated and well-to-do who came to the
colonies for religious reasons or as investors in the new lands. The Pilgrims and
Puritans in New England, as well as the Calverts in Maryland and William Penn
in Pennsylvania, would be examples to refute this view.
1. (a) Puritanism influenced the development of New England from 1630 to 1685
in a number of ways. The strict demands of the Puritan leaders led directly
to the development of separate, distinct colonies: Providence (Rhode Island),
Hartford (Connecticut), and Portsmouth. Representative government in New
England was supported beginning with the Mayflower Compact, an early form
of self-government and a rudimentary written constitution. Throughout New
England, communities held town meetings and elected members to colonial
legislatures. Voting rights were relatively broad for the time. In Massachusetts
Bay Colony, all freemen—male members of the Puritan Church—had the right
to elect the colony’s governor and a representative assembly. As the years passed,
strict Puritan practices weakened in most New England communities in order to
maintain church membership.
1. (b) Another way in which Puritanism influenced the development of New En-
gland from 1630 to 1685 would be any of the following not used to answer #1.
Puritanism influenced the development of New England from 1630 to 1685
in a number of ways. The strict demands of the Puritan leaders led directly
to the development of separate, distinct colonies: Providence (Rhode Island),
Hartford (Connecticut), and Portsmouth. Representative government in New
England was supported beginning with the Mayflower Compact, an early form
of self-government and a rudimentary written constitution. Throughout New
England, communities held town meetings and elected members to colonial
1. (a) Specific historical benefits the colonies received under the British policy of
mercantilism in the period 1607–1754 included military protection, guaranteed
markets in England for many of their exports, and access to British goods.
1. (b) Specific historical disadvantages the colonies had under the British policy of
mercantilism in the period 1607–1754 included the stifling of manufacturing,
requiring that many exports go only to England, requiring that most imports
only come from England, and limiting colonial money supplies.
1. (c) Specific historical actions the colonies took in response to the British policy
of mercantilism in the period 1607–1754 included smuggling, boycotts, and
political protests.
1. (a) Jonas Michaelius believed that the natives were savage and that it was a
useless endeavor to try and civilize them. John Eliot thought that the
Indians were uncivilized, but he believed that they were not without hope.
He believed that God would enlighten a few of the Indians to the error of
their ways and that those enlightened ones would eventually convert all the
others.
1. (b) Michaelius’s view can be supported by references to King Phillip’s War or the
death of Anne Hutchinson during a Native American uprising.
1. (c) Eliot’s assessment finds backing from John Rolfe and Pocahontas in Virginia,
the first Thanksgiving of the Pilgrims, and Penn’s experiences.
1. (a) Specific historical developments or circumstances between 1660 and 1780 that
led to the changes in slavery levels depicted in the graph included several factors:
• Reduced migration as increases in wages in England reduced the supply of
immigrants to the colonies.
• Desire for a dependable workforce as large plantation owners were disturbed
by the political demands of small farmers and indentured servants and by
the disorders of Bacon’s Rebellion. They thought that slavery would provide a
stable labor force totally under their control.
• Desire for low-cost labor as tobacco prices fell and rice and indigo became the
most profitable crops. To grow such crops required a large land area and many
inexpensive, relatively unskilled field hands.
• The increased demand also supported the active, profitable, and ruthless trian-
gular trade.
1. (b) The British authorities during the 17th and earlier 18th centuries made orga-
nized efforts to increase the population in this period. They provided indentured
servants who were under contract with a master or landowner who paid for
their passage across the Atlantic and agreed to work for a specified number of
years in exchange for room and board. At the end of that period, they gained
their freedom and could work for wages or obtain land of their own. There was
also the headright system in Virginia which attempted to attract immigrants
through offers of land. It offered 50 acres of land to each immigrant who paid for
his own passage and to any plantation owner who paid for an immigrant’s passage.
Recognition of the profitable transatlantic slave trade was an additional means of
increasing the overall population.
1. (a) The various ethnic groups who migrated to the colonies in this period each
contributed to the culture and society. The Germans largely became farmers
and maintained their German language, customs, and religious beliefs as
Lutherans, Amish, Brethren, or Mennonites. They obeyed colonial laws but
took little interest in English politics. The Scotch-Irish were English-speaking
Protestants who came from the northern part of Ireland. They had little respect
for the British, who had pressured them to leave Ireland. Other European groups
included French Protestants (known as Huguenots), the Dutch, and the Swedes.
The largest single group of people entering the English colonies were forced to
from Africa. They had been taken captive and sold as enslaved laborers. They
furnished the needed labor and worked a range of occupations, such as laborer,
bricklayer, or blacksmith, but the most common work was as field laborers on
plantations. Most lived in the southern colonies. A few Africans obtained their
freedom. However, every colony passed laws that discriminated against African
Americans. The American Indians, while often violently pushed aside, impacted
the farming and trapping of the colonists and the conflicts between the European
powers in the colonies.
1. (b) There were a number of causes of the religious revivals in the mid-18th century.
This movement was commonly known as the Great Awakening, a movement
of fervent expressions of religious feeling among the masses. One cause was a
reaction to the recent changes with ministers giving less emphasis than their
ancestors to human sinfulness and damnation. There was an inherent appeal in
this new revival which taught that ordinary people with faith and sincerity could
understand the gospels without ministers to lead them. There was an empow-
erment of the individual to take control of their religious life and this would
gradually influence the people’s view of politics.
1. (c) There were a number of specific reasons for the differences in economic devel-
opment between colonial regions. The most significant was the varied environ-
ments of the different regions. The climate, with longer growing seasons in the
South and shorter ones in New England, made a difference, as did the rocky soil
of New England and the rich soil of the Middle colonies. The particular groups
of people who settled in a region also contributed to the distinct economic na-
ture of the region. The Germans and Scotch-Irish came as farmers and pursued
that work where they settled. The Puritans in New England espoused the family
farm and business. Another factor was British mercantilist policy which limited
manufacturing in all regions and forced colonists to decide on what their region
could best support among agriculture, forestry, and fishing.
©Perfection Learning® UNITED STATES HISTORY: AP ® EDITION ANSWER KEY 17
TOPIC 2.8 Comparisons in Period 2, p. 75
1. The early colonists in New England, mainly Puritans, had a narrow view of religious
toleration whereas colonists in Pennsylvania and Maryland enjoyed much greater
religious freedom. The economies in the various regions gradually followed the
influence of environmental factors. In New England, poor soil led to lumber,
shipbuilding, fishing, and trading as primary industries. The Middle colonies, with
better soil and a more temperate climate, turned to both commercial and subsistence
farming. The warmer climate and soil of the Southern colonies encouraged cash crops
such as tobacco, rice, and cotton. Regardless of the type of charter, Corporate, Royal,
or Proprietary, initial difficulties were basically overcome when the people adapted to
their new environment.
2. All of the colonies recognized the British tradition of representative government. This
continued even when colonies experienced an influx of non-British immigrants. While
there was general dissatisfaction with mercantilism, it was greatest in the “trading”
cities, particularly in New England. Religious differences among the colonies were
clearly evident. The proprietary colonies of Pennsylvania and Maryland offered the
greatest toleration of different religions, while the New England colonies, with some
exceptions, took a narrower view of those who had different beliefs. Gradually as trade,
transportation, and communication improved among the colonies, they developed a
unique American culture and society separate from Britain and Europe.
3. Initially, all of the colonies accepted slavery. During this period, all the colonies, in
varying degrees, engaged in the trading of slaves. Gradually the economics of slavery
proved to be of limited value in the environment of those in New England and Middle
Atlantic colonies. In the South, with its favorable climate and soil, slavery became very
profitable for some. With the development of the southern plantation system, efforts
were made to legalize hereditary slavery. These efforts were supported by racism and
beliefs that non-Christian Africans were fundamentally different.
1. Most students will say this claim is historically defensible. Sources may include
colonists’ letters about and records from the triangular trade.
2. Most students will say this claim is not historically defensible. Sources may include
the text of the Navigation Act and letters or records related to trade in the colonies.
3. Most students will say this claim is historically defensible. Sources may include
letters and birth and death records that show the existence of Native Americans who
intermarried and became part of white colonial culture. Sources may also include
websites and documents from the Native American tribes and nations who live in
New England today.
5. Most students will say this claim is historically defensible. Sources may include
demographic information from the thirteen colonies and women’s accounts of daily
life and child rearing.
6. Most students will say this claim is historically defensible. Sources may include tax
records or other documents related to the incomes and lifestyles of those who owned
land and those who did not.
1. The Spanish colonies were founded by conquistadors who were supported by the
Roman Catholic King and Queen as well as the church leaders. One of their major goals
was to convert the natives to their religious faith, even under the penalty of death for
those who refused conversion. Many of the English, including the Puritans, Pilgrims,
Catholics, and Quakers, fled to the New World to escape religious persecution. There
was limited interest in the English colonies in the religious conversion of the American
Indians.
2. While many of the early English colonists had escaped religious persecution, their
reactions varied in the New World. The Puritans of New England opposed differing
religious views so as to preserve their own beliefs, while the Catholics of Maryland
pledged toleration to all Christians and the Quakers of Pennsylvania and the Baptists
of Rhode Island were open to all faiths.
4. Living thousands of miles from a controlling mother country, England, the colonists
slowly expanded on their democratic heritage as evidenced by a series of events
during the period from 1607 to 1745 that established a desire for self-rule. One of
these influential events was the Great Awakening which provided many Americans
for the first time with a shared or common experience. It had a democratizing effect by
changing the way people viewed authority. If common people could make their own
religious decisions without relying on the authority of ministers, then they might start
to make their own political decisions without deferring to the authority of the great
landowners and merchants. The revolutionary idea fermented for years and would
later support the challenges to the authority of the king and his royal governors.
1. After the Seven Years’ War ended in 1763, the British desired greater control and
revenue from the colonies they were protecting. At the same time, many American
colonists saw themselves as self-sufficient and questioned their relationship with the
British government. These changing views on both sides would lead to the conflict
between the British and their American colonies.
2. Some in the colonial leadership had developed new beliefs of an “enlightened” thinking
on the relationship between the people and their leaders and government. Initially,
the United States was governed by the limited Articles of Confederation created in
response to the strong, oppressive British government. The national government was
so weak that people soon replaced it with a new constitution. This document created
a federal government that was stronger than the one under the Articles, but still with
some limits on its powers with detailed rights for the people.
3. With the end of Washington’s eight years in office, it was obvious that two political
parties had emerged. A key difference between the parties was how to balance power
between the federal and state governments.
The Federalists, strong in the New England states, argued for a stronger federal
government. The Democratic-Republicans, strong in the southern states, argued for
stronger state governments.
As new migrants arrived, citizens continued to migrate westward in search of
land and economic opportunities. This caused increased conflicts with the Native
Americans and other European nations that had claims on territories. At the same
time, they all helped to form the culture and identity of the new nation so that by
1800 a national identity could truly be recognized.
1. (a) From the war, the British had a low opinion of the colonial military and the
colonies that had refused to contribute to the war effort. The British government
shifted its policies to be forceful and take control of North America. The British
wanted the colonists to pay for troops to guard the frontier.
1. (b) The colonists were proud of their military performance and developed confi-
dence that they could provide for their own defense. They were not impressed
with British troops or their leadership.
1. (c) The changing views contributed to a range of actions:
• Pontiac’s Rebellion, with the American Indians angered by the growing west-
ward movement of colonists. They destroyed forts and settlements from New
York to Virginia before British troops put down the uprising.
• The Proclamation of 1763 prohibited colonists from settling west of the
Appalachian Mountains.
• New regulations by Parliament such as the Sugar Act, Quartering Act, and the
Stamp Act, many of which raised new revenues. From the colonists’ point of
view, each act represented a threat to their liberties and practice of representa-
tive government.
1. (a) Bailyn saw the colonists reacting to the threats from Britain against their liberty
while Wood viewed the Americans acting for independence based on a combi-
nation of their long-held spirit of freedom and intellectually enlightened ideas.
1. (b) Support for Bailyn’s interpretation can be found in a multitude of events. The
Proclamation of 1763, Sugar Act, Quartering Act, and the Stamp Act were all
British measures to restrict the colonists. The Townshend Acts and Intolerable
Acts continued the efforts to limit the liberty of the colonists and impose con-
trols on them.
1. (c) Support for Wood’s interpretation can be found in a number of areas. The
basis for the Americans’ view were the feelings of freedom and self-sufficiency
demonstrated in such actions as their success in the French and Indian War,
various petitions and boycotts, and the calling of Continental Congresses. Build-
ing on the feelings of liberty was the influence of the Enlightenment, specifi-
cally writers such as Locke and Rousseau, on the founding fathers, particularly
Jefferson, Franklin, and Adams. This provided the intellectual framework for the
independence movement.
1. (a) Abigail Adams believes that power is something that, by nature, man becomes
dangerous with, regardless if it is held by one man or a group. She also expresses
a major concern about liberties and how the new government can protect them.
Adams additionally speaks of prejudices which are common among men, in her
view, and a cause for anxiety over the new government.
1. (b) Any of the events or actions by the colonists and/or the British government
during the period from the 1760s through 1776 can assist in explaining the
views Abigail Adams expressed in the excerpt. Events starting with the Procla-
mation of 1763 and going to the Declaration of Independence shaped Adams’s
views.
1. (c) Events or actions such as the concerns with the Articles of Confederation and
the debates over a new Constitution and its ratification can be used to challenge
or support the point of view expressed by Abigail Adams.
1. (a) With the largest segment of the colonial population supporting them, the Patriots
had a number of specific strengths in the American Revolution during the period
1774 to 1783. Many colonists had a strong commitment to independence, so they
provided a solid core of people resilient enough to undergo hardships. The Patriots
gained the support of France and other European nations who also declared war on
Great Britain. The Patriots’ determination outlasted the British public’s support of
the war, resulting in a change in the British government leading to peace.
1. (b) France openly allied itself with the Americans after their victory at Saratoga in
1778. The alliance proved decisive because it widened the war and forced the
British to divert military resources away from America.
1. (c) Native Americans tried to stay out of the war. Eventually, attacks by colonists
prompted many to support the British, who promised to limit colonial settle-
ments in the West.
1. (a) There is a distinction between the two historians over the idea of equality. Wood
speaks of the “egalitarian” nature of the new nation while Raphael points out
that all were not equal. Raphael distinguishes between those who seized power
and those who were not able to share in it.
1. (b) Support for Wood’s interpretation can be found in the changes to the structure
of government and society. Specific evidence is found in the development of new
state constitutions which did away with aristocratic titles, provided a listing of
basic rights and freedoms, and expanded voting rights.
1. (c) Support for Raphael’s interpretation can be found in a number of areas. In some
instances, the estates of former loyalists were confiscated, subdivided, and sold.
Shay’s Rebellion demonstrated the feelings of farmers that the new government
was unfairly taxing them. Many of the new state constitutions still did not treat
all equally, particularly women and non-Whites. The continued existence of
slavery made it clear that the revolutionary principle that “all men are created
equal” did not apply to all.
1. (a) The two writers take opposite views of the Articles of Confederation. Van Cleve
sees the government paralyzed under the Articles, with small groups able to
stop any changes in the government. Freedman has a different interpretation
seeing the nation prospering under the Articles. He sees an effective exercise of
national power taking place during this period and the evolution of institutions
extending beyond the text of the articles. Congress and the state judiciaries
viewed the Articles broadly and expansively in response to the practical needs
of the country. The institutions created by Congress exercised wide powers that
furthered national unity with the agreement of the states.
1. (b) George William Van Cleve’s criticisms of the Articles and the need for a new
government can be demonstrated by studying the problems under the Articles.
These problems included: non-payment of war debts as the government lacked
the power to tax, lack of respect and challenges from European nations such as
Britain and Spain, domestic unrest such as Shay’s Rebellion, dissatisfaction over
taxes, and a lack of a stable currency among many issues.
1. (c) Freedman’s interpretation of the success of the Articles can be supported by the
winning of the Revolutionary War under its leadership, the Land Ordinance of
1785, establishing a policy for surveying and selling the western lands, and the
Northwest Ordinance that set the rules for creating new states. All pointed to an
effective government.
TOPIC 3.8 The Constitutional Convention and Debates Over Ratification, p. 123
Reflect on the Learning Objective, p. 128
1. From the start, in the discussions of a new federal government through ratification of the
Constitution there were two distinct approaches. One, which became known as the Federalist
view, called for a strong federal government which could resist pressures from foreign nations,
provide a stable currency and financing for government operations, and resolve disputes
between the individual states. The second view, sometimes known as the Anti-Federalists,
called for strict limits on the federal government and strong protections for individual rights.
States were to have strong rights and the central government was to be controlled so as to
avoid abuses such as those demonstrated by the king and the British government.
Questions are on pp. 128–129.
1. (a) Slavery was accepted when the Convention provided for a Three-Fifths Com-
promise, which counted each enslaved individual as three-fifths of a person in
determining a state’s level of taxation and representation. It was also decided to
guarantee that slaves could be imported until 1808, when Congress could vote to
abolish importation of slaves while leaving the institution of slavery to continue.
1. (b) Criticisms were many, with the office of the presidency concerning those who
feared a lifetime rule such as found with a monarch, while others feared that
with democracy came the danger of a mob constantly changing and disrupting
the government. The system of representation was challenged by both those
who believed that all states should be equal and those in large states who want-
ed all of their larger populations empowered. The compromise on slavery was
questioned by those who saw no justification for slavery and by others who
wanted no limits on the right to buy enslaved people.
1. (c) Responses will vary as the Anti-Federalists believed that a stronger central gov-
ernment would destroy the work of the Revolution, limit democracy, and restrict
states’ rights. They also argued that the proposed Constitution contained no bill
of rights to protect individual freedoms and that the proposed Constitution gave
the central government more power than the British ever had.
1. (a) The two historians had very different views on the principal influences on the
making of the Constitution. Beard saw economic interests as the driving force
behind the Constitution, while Hofstadter believed that the Revolution was the
pivotal point that motivated both the interests and ideas that went into the writ-
ing of the Constitution.
1. (b) Support for Beard’s interpretation can be found in a number of areas. Prob-
lems with the government under the Articles of Confederation, particularly its
economic weakness including trade, tariffs, and taxes, motivated many to call
for change. The majority of the delegates writing the Constitution were wealthy
as compared to the average citizen. The ratification battle over the Constitution
was waged between the Federalists, mainly from the large coastal cities, and the
Anti-Federalists, small farmers from the west.
1. (c) Support for Hofstadter’s interpretation can be found in that most of those
involved in writing the Constitution had played active roles in the Revolution.
George Washington, Alexander Hamilton, James Madison, and Benjamin
Franklin were among the many delegates who had been deeply involved in the
revolutionary struggle. The delegates, in writing the Constitution and the Bill
of Rights were ever mindful of why they had fought for the Revolution. Pro-
tections from the perceived abuses of Britain and its king were incorporated in
their work, including, to name a few, a presidential term limit, no quartering of
troops, and a system of checks and balances to control government power.
1. (a) The Citizen Genêt controversy had Genêt, the French minister to the United
States, objecting to Washington’s policy on neutrality. Genêt broke all the normal
rules of diplomacy by appealing directly to the American people to support the
French cause. Pressure was brought on France to remove the official. A more
difficult problem was the British searching and seizing American ships and
impressing seamen. President Washington sent John Jay to Britain to solve the
problem. Jay’s treaty with the British had their agreement to evacuate posts on
the U.S. western frontier but no mention of British seizures. Another situation
that threatened war was the XYZ Affair. It started with reports that U.S. ships
were being seized by the French. President Adams sent a delegation to negotiate
a settlement. French ministers, known only as X, Y, and Z, requested bribes to
enter into negotiations. Infuriated, many Americans clamored for war against
France. “Millions for defense, but not one cent for tribute” became the slogan of
the hour. President Adams resisted the popular sentiment for war and sent new
ministers to Paris.
1. (b) One positive result of the American foreign policy came from the Proclamation
of Neutrality that kept the young nation out of a European war. Other positive
results came from the Jay Treaty which removed British posts on the western
frontier and the Pinckney Treaty with Spain which opened the lower Mississippi
River to trade and settled the Florida border. Negative aspects of the American
foreign policy included the Jay Treaty which was supposed to deal with the loss
of American property and impressment of seamen, yet it did not. The British
continued their searching and seizing of American ships and impressing sea-
men. The unpopular treaty angered American supporters of France, but it did
maintain Washington’s policy of neutrality. Similarly, the XYZ Affair did not
end with the halting of the French violation of American shipping rights.
©Perfection Learning® UNITED STATES HISTORY: AP ® EDITION ANSWER KEY 31
1. (c) Challenges to the policy of avoiding war varied, specifically related to the XYZ
Affair. One faction of the Federalist Party, led by Alexander Hamilton, hoped
that by going to war the United States could gain French and Spanish lands
in North America. There were also two overriding factors during this period.
One was the French Revolution and the continued conflict between France and
Britain. Many Americans, particularly Federalists, wanted to thank France for
its support and sided with them. Those on the western frontier had an issue with
the actions of Britain and Spain agitating American Indians and threatening
western settlements from their frontier outposts.
TOPIC 3.11 Developing an American Identity, p. 145
Learning Text
Item Number Answer Skill
Objective Pages
Multiple-Choice Questions
1 B 5.A Unit 3: N 132–133
2 D 4.A Unit 3: N 118–119, 151
3 C 4.B Unit 3: N 151
Short-Answer Questions
1 (a) See below. 2.B, 4.A Unit 3: O 106, 153–154
1 (b) See below. 3.D, 4.A Unit 3: O 112
1 (c) See below. 3.D, 4.A Unit 3: O 112, 151
1. People wanted and made changes to reflect their revolutionary ideas. A Bill of Rights
was written, aristocratic titles were outlawed, Church and State separated, and voting
rights for White, male property owners ensured. For women, they still saw their legal
rights limited while they maintained an influence in family life, on the farm, and in
society. There appeared a new role for women, what has become known as Republican
Motherhood. British culture still had a role as reflected in the continued presence of
the Anglican Church, or Church of England, political parties, and the expanded ideas
of representative government.
1. Identify: This section describes the development of political parties during George
Washington’s terms in office. Explain: Students should identify the two parties (the
Democratic-Republicans and the Federalists).They should also explain the differing
beliefs of each party, such as: “The Democratic-Republicans thought that state
governments should be strong. In contrast, the Federalists believed that the federal
government should be stronger than the states’ governments.”
2. Identify: Students may identify King William’s War, Queen Anne’s War, or King
George’s War. Explain: Students should list the combatants of the war they selected
and explain what the combatants were fighting over. Students may also include the
dates of the war.
4. Identify: Students may identify the process of passing and protesting new taxes.
Explain: Students should explain what each law required and describe public reaction
to the law. Students may also include the date each law passed.
5. Identify: Students may identify any of these concepts: Deism, rationalism, or the social
contract. Explain: Students should define the term as it relates to this era of history
and described the changes it brought about.
7. Identify: Students should identify the process of ratifying the U.S. Constitution.
Explain: Students should describe the compromises the different participants made,
including the idea of the Bill of Rights.
12:ta kohtaus.
13:ta kohtaus.
Klaara. Minä säälin sinua Bruno, mutta tyttöjen valat ovat yhtä
kalliita kuin muutkin, eikö niin, Emanuel? Ja kun minä en saa nauttia
avioliiton onnea, täytyy tyytyä osaani.
14:ta kohtaus.
Klaara. Toini.
15:ta kohtaus.
Klaara (väistyen). Seis, hyvä herra! Niin pitkällä eivät asiat vielä
ole. Minä olisin hyvin kiittämätön, jos en seuraisi viisasten ja hellien
holhojieni neuvoja.
Bruno. Ei, Klaara kulta, elä nyt kiellä. Ellet voi tehdä sitä itsesi
takia, niin tee se meidän mieliksemme. Uhraa itsesi veljiesi hyväksi
ja tee meidät kaikki onnellisiksi!
Klaara (vallattomalla riemulla astuen alemmaksi). No vihdoinkin!
Tunnustatteko nyt tekopyhät, että omaksi hyväksenne vaaditte
minulta samaa, jonka äsken kielsitte minulta muka minun hyväkseni?
No olkoon menneeksi! — sekä sisarellisesta rakkaudesta —
kootakseni tulisia hiiliä pääni päälle — että rakkaudesta tähän
huonomaineiseen maankiertäjään, mutta pääasiallisesti sen vuoksi,
että olen nälissäni ja tahdon päivällistä, suostun minä täyttämään
pyyntönne ja vaihdan kolme holhojaani yhteen ainoaan. (Ojentaa
Edvardille kätensä,)
Emanuel. Oi, kun nyt tarvittaisi vielä kahdeksas lautanen. Olisi nyt
minun Eleonooranikin täällä!
Esirippu alas.
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