Politics and Powerr) Thematic Learning Objectives

Home , Compromise of 1790, Federalist Party, Residence Act, Roosevelt Republican

Unit 10, Periods 1-9 1 Name:______Class Period:____ Continuity/Change over Time, Causation, & Comparison… Politics and PowerR) Thematic Learning Objectives

Politics and Power Students should examine ongoing debates over the role of the state in society and its potential as an active agent for change. This includes mechanisms for creating, implementing, or limiting participation in the political process and the resulting social effects, as well as the changing relationships among the branches of the federal government and among national, state, and local governments. Students should trace efforts to define or gain access to individual rights and citizenship and survey the evolutions of tensions between liberty and authority in different periods of U.S. history.

Overarching questions: .. How and why have different political and social groups competed for influence over society and government in what would become the United States? .. How have Americans agreed on or argued over the values that guide the political system, as well as who is a part of the political process?

POL-1 Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period.

POL-2 Explain how and why major party systems and political alignments arose and have changed from the early Republic through the end of the 20th century.

POL-3 Explain how activist groups and reform movements, such as antebellum reformers, civil rights activists, and social conservatives, have caused changes to state institutions and U.S. society.

POL-4 Analyze how and why the New Deal, the Great Society, and the modern conservative movement all sought to change the federal government’s role in U.S. political, social, and economic life.

POL-5 Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since 1787.

POL-6 Analyze how debates over political values (such as democracy, freedom, and citizenship) and the extension of American ideals abroad contributed to the ideological clashes and military conflicts of the 19th century and the early 20th century.

POL-7 Analyze how debates over civil rights and civil liberties have influenced political life from the early 20th century through the early 21st century.

Objectives: Review main ideas from the Content Outline, evaluate and pre-write in response to main objectives/prompts, review chronology, contextualize main events, review causes and effects of government policies, political debates, and the battle between liberty and order.

Skill 1: Historical Causation (cause and effect/impact) Historical thinking involves the ability to identify, analyze, and evaluate the relationships among multiple historical causes and effects, distinguishing between those that are long-term and proximate, and among coincidence, causation, and correlation. Proficient students should be able to … • Compare causes and/or effects, including between short-term and long-term effects. • Analyze and evaluate the interaction of multiple causes and/or effects. • Assess historical contingency by distinguishing among coincidence, causation, and correlation, as well as critiquing existing interpretations of cause and effect.

Directions: Read and highlight main ideas …consider the objective POL-1. POL-1 Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period.

Period 1, 1491-1607: On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world. European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic. European expansion into the Western Hemisphere caused intense social/religious, political, and economic competition in Europe and the promotion of empire building. European exploration and conquest were fueled by a desire for new sources of wealth, increased power and status, and converts to Christianity. New crops from the Americas stimulated European population growth, while new sources of mineral wealth facilitated the European shift from feudalism to capitalism. Improvements in technology and more organized methods for conducting international trade helped drive changes to economies in Europe and the Americas. Contacts among American Indians, Africans, and Europeans challenged the worldviews of each group. Native peoples and Africans in the Americas strove to maintain their political and cultural autonomy in the face of European challenges to their independence and core beliefs. European attempts to change American Indian beliefs and worldviews on basic social issues such as religion, gender roles and the family, and the relationship of people with the natural environment led to American Indian resistance and conflict. In spite of slavery, Africans’ cultural and linguistic adaptations to the Western Hemisphere resulted in varying degrees of cultural preservation and autonomy.

What CAUSED competition, cooperation, and conflict among different societies and social groups in the early Colonial Era? List 10 causes.

1. 2. 3. 4. 5.

6. 7. 8. 9. 10.

What were the short term effects of these causes?

What were the long term effects of these causes?

Skill Type 1: Chronological Reasoning Historical thinking involves the ability to identify, analyze, and evaluate the relationships among multiple historical causes and effects, distinguishing between those that are long- term and proximate, and among coincidence, causation, and correlation.

England founds Jamestown, Major Turning Point

1491 1492 (Spain & Portugal Dominate New World) 1565 1588 1607 1608 Pre-Columbian Societies Spain founded first North American colony, St. Augustine Christopher Columbus – Major Turning Point Defeat of the Spanish Armada, Major Turning Point France founds Montreal

Directions: Read and highlight main ideas …consider the objective POL-1 as you review. POL-1 Analyze the factors behind competition, cooperation, and conflict among different societies and social groups in North America during the colonial period. Period 2, 1607-1754: Europeans and American Indians maneuvered and fought for dominance, control, and security in North America, and distinctive colonial and native societies emerged. Differences in imperial goals, cultures, and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization. The British–American system of slavery developed out of the economic, demographic, and geographic characteristics of the British-controlled regions of the New World. Unlike Spanish, French, and Dutch colonies, which accepted intermarriage and cross-racial sexual unions with native peoples (and, in Spain’s case, with enslaved Africans), English colonies attracted both males and females who rarely intermarried with either native peoples or Africans, leading to the development of a rigid racial hierarchy. The abundance of land, a shortage of indentured servants, the lack of an effective means to enslave native peoples, and the growing European demand for colonial goods led to the emergence of the Atlantic slave trade. Reinforced by a strong belief in British racial and cultural superiority, the British system enslaved black people in perpetuity, altered African gender and kinship relationships in the colonies, and was one factor that led the British colonists into violent confrontations with native peoples. Africans developed both overt and covert means to resist the dehumanizing aspects of slavery. European colonization efforts in North America stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples. Competition over resources between European rivals led to conflict within and between North American colonial possessions and American Indians. Conflicts in Europe spread to North America, as French, Dutch, British, and Spanish colonies allied, traded with, and armed American Indian groups, leading to continuing political instability. As European nations competed in North America, their colonies focused on gaining new sources of labor and on producing and acquiring commodities that were valued in Europe. The goals and interests of European leaders at times diverged from those of colonial citizens, leading to growing mistrust on both sides of the Atlantic, as settlers, especially in the English colonies, expressed dissatisfaction over territorial settlements, frontier defense, and other issues. Clashes between European and American Indian social and economic values caused changes in both cultures. Continuing contact with Europeans increased the flow of trade goods and diseases into and out of native communities, stimulating cultural and demographic changes. Spanish colonizing efforts in North America, particularly after the Pueblo Revolt, saw an accommodation with some aspects of American Indian culture; by contrast, conflict with American Indians tended to reinforce English colonists’ worldviews on land and gender roles. By supplying American Indian allies with deadlier weapons and alcohol, and by rewarding Indian military actions, Europeans helped increase the intensity and destructiveness of American Indian warfare.

British pursue mercantilism Navigation Acts Jamestown First Powhatan War Third Powhatan War King Philip’s War Dominion of New England

1607 1608 1610 1620 1622 1644 1650 1651 1675 1676 1686-1689 1699 1754 1763 Montreal Plymouth New Amsterdam Bacon’s Rebellion French and Indian War Second Powhatan War Wool Act

What CAUSED competition, cooperation, and conflict among different societies and social groups from 1607-1763? List and explain the short and long term effect of one cause for each topic below.

1. Competition among European empires …

2. Cooperation among European empires and colonies…

3. Conflict among European empires and colonies…

4. Competition among colonists and natives…

5. Cooperation among colonists and natives…

6. Conflict among colonists and natives…

Period 3, 1754-1800: British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation’s social, political, and economic identity. Britain’s victory over France in the imperial struggle for North America [French and Indian War/Seven Years War] led to new conflicts among the British government, the North American colonists, and American Indians, culminating in the creation of a new nation, the United States. Throughout the second half of the 18th century, various American Indian groups repeatedly evaluated and adjusted their alliances with Europeans, other tribes, and the new United States government. English population growth and expansion into the interior disrupted existing French–Indian fur trade networks and caused various Indian nations to shift alliances among competing European powers. After the British defeat of the French, white–Indian conflicts continued to erupt as native groups sought both to continue trading with Europeans and to resist the encroachment of British colonists on traditional tribal lands. The French withdrawal from North America and the subsequent attempt of various native groups to reassert their power -- such as Pontiac’s Rebellion in 1763 -- over the interior of the continent resulted in new white–Indian conflicts along the western borders of British and, later, the U.S. colonial settlement and among settlers looking to assert more power in interior regions. During and after the imperial struggles of the mid-18th century, new pressures began to unite the British colonies against perceived and real constraints on their economic activities and political rights, sparking a colonial independence movement and war with Britain [American Revolution]. Great Britain’s massive debt from the Seven Years’ War resulted in renewed efforts to consolidate imperial control over North American markets, taxes, and political institutions — actions that were supported by some colonists but resisted by others. The resulting independence movement was fueled by established colonial elites, as well as by grassroots movements that included newly mobilized laborers, artisans, and women, and rested on arguments over the rights of British subjects, the rights of the individual, and the ideas of the Enlightenment. Despite considerable loyalist opposition, as well as Great Britain’s apparently overwhelming military and financial advantages, the patriot cause succeeded because of the colonists’ greater familiarity with the land, their resilient military and political leadership, their ideological commitment, and their support from European allies [France, Spain]. In response to domestic and international tensions, the new United States debated and formulated foreign policy initiatives and asserted an international presence. The continued presence of European powers in North America challenged the United States to find ways to safeguard its borders, maintain neutral trading rights, and promote its economic interests. The French Revolution’s spread throughout Europe and beyond helped fuel Americans’ debate not only about the nature of the United States’ domestic order, but also about its proper role in the world. Although George Washington’s Farewell Address warned about the dangers of divisive political parties and permanent foreign alliances, European conflict and tensions with Britain and France fueled increasingly bitter partisan debates throughout the 1790s.

The Influence of Enlightenment Thinkers Author Publication When Ideas Impact It contained Hobbes’ ideas about the absence of government which would be “war against all” in a “state of The idea of social contract was embraced by revolutionaries, Thomas nature.” (anarchy, everyman for himself, no law and order, chaos) In order to escape this terrible state, men but accepting abuses was not. This idea is the foundation of Hobbes Leviathan 1640s entered into a “social contract” in order to establish a “civil society.” John Locke’s later philosophies which had a much greater impact on revolutionary thinking. Contained two works. The first criticized the ideas of patriarchalism and declared that no government could be justified by the appeal of the “divine right” of kings to rule. The second shows a theory of civil society in The very ideas that John Locke proposed on civil societies are John Locke Two 1689 which he claims that all mean are created equal. He further elaborates by then saying that governments can woven into the DOI, the very document that officially severed Treatises on only exist by the consent of the governed, and if the government doesn’t protect the rights of the people, it the ties of Britain and the 13 colonies. Revolutionaries took the Government can be overthrown. Developed further the concept of natural rights; and that government did not have the ability to overthrow the government to make their own start. right to take them away. Charles de These letters encouraged people to embrace the idea of Secondat & Persian The letters contained criticism of French society. freedom of speech and the idea of criticizing government. Baron de Letters 1721 They were published secretly because people were punished for criticizing the king. American revolutionaries were engaged heartily in criticizing Montesquieu British political actions in the colonies. Voltaire was the pen name of Francois-Marie Arouet. He opened people’s eyes to the corruption by officials Voltaire Multiple 1700s and aristocrats through his writings. He covered topics like slave trade and religious intolerance. Our Declaration of Independence also reflects British documents He also defended Freedom of Speech. He was supposed to have said, “I do not agree with a word that government corruption which hurt the American colonies. Our you say, but I will defend to the death your right to say it.” Bill of Right also stands for freedom of speech. The work formed the basis for the governmental idea of separation of powers. It explained how a government with it The revolutionaries were inspired by the idea of separation of powers. Montesquieu The Spirit of the 1748 could function in a fairer manner. It called for other actions that would eventually come true like the abolition of slavery The new American government (after the first failure) includes three Laws and the preservation of individual rights. branches. His purpose was to explain the new thinking and developing ideas on government, philosophy, and religion. These Diderot’s ideas could have helped form the ideas for our government, Denis Diderot Encyclopedia 1751 encyclopedias were translated into other languages and spread Enlightenment ideas to the rest of the world and the because colonists had access to them. Revolutionary thought included (28 volumes) American colonies. forward thinking on topics he covered. This work argues if there can be a legitimate political authority. His ideas stem from the idea that mankind must enter a Jeanne “social contract” with others in order to achieve more. He claims that a man would not sell his freedom for slavery, so The piece argues against the idea that monarchs have the divine right Jacques The Social 1762 participants in government had to be free. He proceeds to then say that a government in any form should have two parts: to rule. This is one of the basic ideas of the Revolutionary War, and Rousseau Contract the sovereign and the government. The sovereign would act as the legislative body of the state, and the government revolutionaries took the works of Rousseau as support for their cause. would handle the rest.

The policies of the United States that encouraged western migration and the orderly incorporation of new territories into the nation both extended republican institutions and intensified conflicts among American Indians and Europeans in the trans-Appalachian West [Northwest Indian Wars]. As settlers moved westward during the 1780s, Congress enacted the Northwest Ordinance for admitting new states and sought to promote public education, the protection of private property, and the restriction of slavery in the Northwest Territory. The Constitution’s failure to precisely define the relationship between American Indian tribes and the national government led to problems regarding treaties and Indian legal claims relating to the seizure of Indian lands. After experiencing the limitations of the Articles of Confederation, American political leaders wrote a new Constitution based on the principles of federalism and separation of powers, crafted a Bill of Rights, and continued their debates about the proper balance between liberty and order. Difficulties over trade, finances, and interstate and foreign relations, as well as internal unrest, led to calls for significant revisions to the Articles of Confederation and a stronger central government. Delegates from the states worked through a series of compromises to form a Constitution for a new national government, while providing limits on federal power. Calls during the ratification process for greater guarantees of rights resulted in the addition of a Bill of Rights shortly after the Constitution was adopted. As the first national administrations began to govern under the Constitution, continued debates about such issues as the relationship between the national government and the states, economic policy, and the conduct of foreign affairs led to the creation of political parties.

In George Washington’s Farewell Address, the topic of political parties dominated a major portion. During Washington’s 2 terms, the First Two Party System was forming over several political conflicts, one of which was the French Revolution and whether or not the United States should support England or France. Thomas Jefferson resigned his post as Secretary of State largely due to his admonishment of Washington’s decision not to support the French as they had supported us in our Revolution. Alliances and political parties were the two most dangerous forces, in Washington’s view, that had the power to tear the new republic apart. In his address, he warned against "the baneful effects of the SPIRIT OF PARTY." Image captured from raglinen.com

Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document Unit 10, Periods 1-9 8 Causation… Politics and Power Skill 1: Historical Causation (cause and effect/impact) Have you been paying attention? Explain what you, as a proficient student, must do when addressing causation…

The Art of Political Compromise Read, review, highlight cues, and annotate the notes below. Your notes should reflect your understanding of Causation. Why were the Articles of Confederation replaced with the Constitution? What were the fears of the anti-federalists? What effect would the Constitution and its compromises have on future party systems?

Great Compromise The Articles of Confederation under which America operated from 1781-1787 provided that each state would be represented by one vote in Congress. When changes were being discussed for how states should be represented during the creation of a new Constitution, two plans were pushed forward. The Virginia Plan provided for representation to be based on the population of each state. On the other hand, the New Jersey Plan wanted equal representation for every state. The Great Compromise, also called the Connecticut Compromise, combined both plans. The Senate would be based on equal representation and the House would be based on population.

Three-Fifths Compromise Once it was decided that representation in the House of Representatives as to be based on population, delegates from Northern and Southern states had a difference of opinion on how slaves should be counted. Delegates for the Northern states where the economy did not rely heavily on slavery, felt that slaves should not be counted towards representation. This would provide the South with a greater number of representatives. On the other hand, Southern states fought for slaves to be counted in terms of representation. The compromise between the two became known as the three-fifths compromise because every five slaves would be counted as three individuals in terms of representation.

Commerce Compromise Northern interests wanted the government to be able to impose tariffs on goods in order to protect against foreign competition. However, the Southern states feared that tariffs on their goods would hurt the trade upon which they heavily relied. The compromise was for imports to be only allowed on imports from foreign countries and not exports from the US.

Slave Trade Compromise Those who opposed slavery in the northern states wanted to bring an end to the importation and sale of slaves. On the other hand, southern states felt that slavery was vital to economy and did not want the government interfering in the slave trade. In the end, the North agreed to wait until 1808 before Congress would able to ban the slave trade in the US.

Election of the President The Articles of Confederation did not provide for a Chief Executive of the United States. Therefore, when delegates decided that a president was necessary, there was a disagreement over how he or she should be elected to office. While some delegates felt that the president should be popularly elected, others feared that the electorate would not be informed enough to make a wide decision. They came up with other alternatives such as going through each state's Senate to elect the president. In the end, the two sides compromised with the creation of the Electoral College. Thus, the citizens vote for electors who then vote for the president.

As the first national administrations began to govern under the Constitution following the failure of the Articles of Confederation, continued debates about such issues as the relationship between the national government and the states, economic policy, and the conduct of foreign affairs led to the creation of political parties. While the new governments continued to limit rights to some groups, ideas promoting self-government and personal liberty reverberated around the world. During and after the American Revolution, an increased awareness of the inequalities in society motivated some individuals and groups to call for the abolition of slavery and greater political democracy in the new state and national governments. The constitutional framers postponed a solution to the problems of slavery and the slave trade, setting the stage for recurring conflicts over these issues in later years.

The creation of the first two party system is linked to some intense political debate among strict and loose constructionists in the 1790s. Political debate between Alexander Hamilton, Washington’s Secretary of the Treasury, and Thomas Jefferson, Washington’s Secretary of State, epitomize this cause and effect. Image captured from answersinhistory.wordpress.com The first two parties were the Federalist Party (Hamiltonian views) and the Democratic-Republican Party (Jeffersonian views).

REMEMBER THE FIRST TWO PARTY SYSTEM IS DIFFERENT FROM THE FACTIONS IN THE CONSTITUTIONAL CONVENTION… FEDERALISTS AND ANTI-FEDERALISTS WERE NOT POLITICAL PARTIES.

Federalists Republicans

1. Favored strong central government as empowered by the elastic clause in the 1. Emphasized states' rights as empowered by the Bill of Rights, especially the 10th Constitution (“necessary and proper”) Amendment 2. "Loose" interpretation of the Constitution, elastic 2. "Strict" interpretation of the Constitution, if it’s not in the Constitution… the power 3. Encouragement of commerce and manufacturing. goes to the states 4. Strongest in Northeast. 3. Preference for agriculture and rural life… agrarian virtue 5. Favored close ties with Britain. 4. Strength in South and West. 6. Emphasized order and stability. 5. Foreign policy sympathized with France. 6. Stressed civil liberties and trust in the people [In practice, these generalizations were often blurred and sometimes contradicted.]

Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document Unit 10, Periods 1-9 10 Synthesis… Politics and Power Reminders: At least one of your Short Answer Questions on the AP exam will be a synthesis with varying viewpoints on an issue or event. You will also need to use this skill when writing your DBQ essay, as you will be incorporating primary and secondary sources into your historical argument… defending your thesis as well as noting significant insight into the circumstances of your topic.

Skill 9: Synthesis Historical thinking involves the ability to develop meaningful and persuasive new understandings of the past by applying all of the other historical thinking skills, by drawing appropriately on ideas and methods from different fields of inquiry or disciplines, and by creatively fusing disparate, relevant, and sometimes contradictory evidence from primary sources and secondary works. Additionally, synthesis may involve applying insights about the past to other historical contexts or circumstances, including the present. Proficient students should be able to …  Combine disparate, sometimes contradictory evidence from primary sources and secondary works in order to create a persuasive understanding of the past.  Apply insights about the past to other historical contexts or circumstances, including the present.

Answer the questions that follow the two viewpoints in complete sentences on a separate sheet of paper. Remember when analyzing varying viewpoints you must go BEYOND stating the obvious to making insightful observations that incorporate your understanding of history. Additionally, when incorporating evidence to support a viewpoint, remember you CANNOT use any evidence explicit in either source. You must make a connection to your own OUTSIDE knowledge.

Source: Excerpt from "The History of the American People", by Paul Johnson, 2011 Source: Excerpt from “Embracing the ideals of Thomas Jefferson and adapting them for the 21st Century,” 2009 …. One would think that the forerunner of the modern Republican Party would be Jefferson, given his "states rights" inclination, his distrust of banks (particularly a .…Jefferson believed profoundly that government at all levels should be limited only central bank) and his embrace of the agrarian ethos; that would be mistaken to do so. to activities that meet two criteria: 1) activities which are necessary, and 2) activities Jefferson is considered the godfather of the modern Democratic Party, mainly for his which only the government alone can do. If an activity is not necessary, then the populist, anti-elitist sentiments. Conversely, Hamilton is considered to be the government shouldn't bother with it. And if an activity can be done by ordinary godfather of the Republican Party, as he was the advocate for the monied classes, the people without recourse to the power of government, then the people should do it on industrialists, the bankers, and the speculators. But he also favored a strong central their own. The modern Democratic Party does not feel the same way, as government, one that was dominant over all state legislatures. This is a very demonstrated by the whirlwind of federal programs they constantly propose and Democratic sentiment. And so neither figure fits neatly into the ideological order of create, and this is the main reason that Jefferson would spurn them… the modern American political parties…

a. Briefly explain ONE major difference in the interpretations in “The History of the American People” and “Embracing the ideals…” b. Briefly explain how ONE specific historical event not mentioned in either excerpt could be used in support of the interpretation presented in “The History of the American People.” c. Briefly explain how ONE specific historical event not mentioned in either excerpt could be used in support of the interpretation presented in “Embracing the ideals…”

The Marshall Court – Essential Cases Review John Marshall was appointed by John Adams, replacing John Jay as chief justice to the Supreme Court. Decisions of his court provided a strong, Federalist assertion of central government power. While the Federalist Party fizzled by 1815, the Supreme Court under the leadership of John Marshalled on.

Marbury v. Madison (1803, Marshall). The court established its role as the arbiter of the constitutionality of federal laws, the principle is known as Gibbons v. Ogden (1824, Marshall). Clarified the commerce clause and judicial review affirmed Congressional power over interstate commerce.

Fletcher v. Peck (1810, Marshall). The decision stems from the Yazoo Johnson v. McIntosh (1823, Marshall). Established that Indian tribes land cases, 1803, and upholds the sanctity of contracts. had rights to tribal lands that preceded all other American law; only the federal government could take land from the tribes. Martin v. Hunter’s Lessee (1816, Marshall). Loyalist, Fairfax, had his land seized after Revolutionary War. He left land to relative following his Cherokee Nation v. Georgia (1831, Marshall). "The conditions of the death but Virginia seized it. Court overturned state court ruling. Jay’s Treaty Indians in relation to the United States is perhaps unlike that of any two and Treaty of Paris both stated loyalist land would be returned. Significance people in existence," Chief Justice John Marshall wrote, "their relation to the of ruling: confirmed the Supreme Court's right to overrule a state court. United States resembles that of a ward to his guardian. . .(they were a) domestic dependent nation." Established a "trust relationship" with the tribes McCulloch v. Maryland (1819, Marshall). The Court ruled that states directly under federal authority. cannot tax the federal government, i.e. the Bank of the United States; the phrase "the power to tax is the power to destroy"; confirmed the Worcester v. Georgia (1832, Marshall). Established tribal autonomy constitutionality of the Bank of the United States. within their boundaries, i.e. the tribes were "distinct political communities, having territorial boundaries within which their authority is exclusive." Dartmouth College v. Woodward (1819, Marshall). New Hampshire had attempted to take over Dartmouth College by revising its colonial charter. The Court ruled that the charter was protected under the contract clause of the U. S. Constitution; upholds the sanctity of contracts. Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document Unit 10, Periods 1-9 12 Causation and Change over Time… Politics and Power

With the acceleration of a national and international market economy, Americans debated the scope of government’s role in the economy, while diverging economic systems meant that regional political and economic loyalties often continued to overshadow national concerns. For example, following the 1807 Embargo Act which cut off trade in an effort to avoid war with Britain or France, New England opposed it as their economy was heavily reliant on trade and they tended to side with Britain (this is the region that had a significant number of Loyalists in the Revolutionary Era). After the War of 1812, this argument continued when the American System with its federally funded (proposed) internal improvements. These events were continuations of the political debate over state vs federal power. Additionally, many white Americans in the South asserted their regional identity through pride in the institution of slavery, insisting that the federal government should defend that institution through enforcement of a fugitive slave law and recognition that only states can ban slavery since it was protected by the Constitution (slavery compromise). Concurrent with an increasing international exchange of goods and ideas, larger numbers of Americans began struggling with how to match democratic political ideals to political institutions and social realities. The Second Great Awakening, liberal social ideas from abroad and Romantic beliefs in human perfectibility fostered the rise of voluntary organizations to promote religious and secular reforms, including abolition and women’s rights. Despite the outlawing of the international slave trade, the rise in the number of free African Americans in both the North and the South, and widespread discussion of various emancipation plans, the U.S. and many state governments continued to restrict African Americans’ citizenship possibilities. Resistance to initiatives for democracy and inclusion included proslavery arguments, rising xenophobia, antiblack sentiments in political and popular culture, and restrictive anti-Indian policies. Various American groups and individuals initiated, championed, and/or resisted the expansion of territory and/or government powers. With expanding borders came public debates about whether to expand and how to define and use the new territories. Federal government attempts to assert authority over the states brought resistance from state governments in the North and the South at different times. Under John Adams, who passed Alien and Sedition Acts, the Kentucky and Virginia Resolutions were proposed in protest of this expanse of executive/federal power to change laws and restrict 1st Amendment rights. During the War of 1812, New England Federalists proposed the Hartford Resolutions which not only protested the war but also proposed changes to the Constitution. Perhaps most notably, following the Tariff of 1828, South Carolina’s protest began a heated, 5 year conflict known as the Nullification Crisis which nearly brought the nation to Civil War in the early 1930s. Whites living on the frontier tended to champion expansion efforts, while resistance by American Indians led to a sequence of wars and federal efforts to control American Indian populations. Under the Treaty of Greenville in the 1790s, land in the Ohio Valley was secured for Americans while also allowing territory to remain for Indians (for a while at least). The 1811 Battle of Tippecanoe further asserted American power in the region. War Hawks were eager to go to war with Great Britain partially over this land conflict in the Ohio Valley as there was still a British presence in Valley which, at times, included encouraging American Indian rebellion against the United States. After the War of 1812, the Seminole Wars extended white encroachment into Florida and led to the acquisition of Florida in the Adams-Onis Treaty, 1819. The federal government was asserting power over Indian relations which were originally poorly addressed in the Constitution. The American acquisition of lands in the West gave rise to a contest over the extension of slavery into the western territories as well as a series of attempts at national compromise. The 1820 Missouri Compromise created a truce over the issue of slavery that gradually broke down as confrontations over slavery became increasingly bitter. As over-cultivation depleted arable land in the Southeast, slaveholders relocated their agricultural enterprises to the new Southwest, increasing sectional tensions over the institution of slavery and sparking a broad scale debate about how to set national goals, priorities, and strategies.

Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document Unit 10, Periods 1-9 13 Change over Time… Politics and Power The First Two Party System ended in 1815 with the death of the Federalist Party following the Hartford Convention and Resolutions (at least at national level) and the beginning of the Era of Good Feelings (only one party and the era of the last Founding Father president, Democrat-Republican, James Monroe). Following the Corrupt Bargain of 1824, the next party system began to form with the Democrats rallying behind Andrew Jackson who was “robbed” of the 1824 presidential victory. It took almost two decades for the Whigs to fully form which provided the opposing party to Jackson’s Democrats. Both parties claimed to be the “heirs” of Jeffersonianism.

Political Similarities and Differences Economic Similarities and Differences To what extent was universal white manhood suffrage achieved? In what way did Jackson expand the concept of the “chosen class?” Jefferson believed a property requirement was a test of character that a man of Jeffersonians viewed the yeoman farmer as the “chosen class.” initiative should be able to meet. Therefore, he was in agreement with property Jacksonians were planters, farmers, laborers, and mechanics included in the “chosen qualifications for voting. class.” He and Jefferson both supported the proverbial “common man.” Prior to and during Jackson’s time, property requirements for voting were done away How did each man view industrialization? with. The Jackson Era is also the Era of the Common Man, as more and more white men Jefferson feared the consequences of industrialization. Feared the development of were granted the right to vote, shifting power westward and ending the Virginia Dynasty. factories, slums, poverty, and crime as the industrial revolution had seemed to create in Before Jackson, Only the two Adams’ (Massachusetts) were not from Virginia. Europe. Which citizens were considered eligible for office holding? Jackson accepted industry as being important to the American economy. Jefferson, like most founding fathers, believed only the educated elite should rule. But How did the Charles River Bridge v Warren Bridge decision affect the access to he proposed education for all to prepare everyone (including the poor) for public office. corporate charters prevalent in Jefferson’s time? All white men were qualified to hold office, and political positions should be rotated. In Jefferson’s time corporate charters were granted to favorites of state legislators and Spoils system. often implied monopoly rights to a business. How were candidates for president chosen? Roger Taney, Jackson’s appointee as Chief Justice, and the Supreme Court, ruled in this By political party caucuses (private meetings of party leaders). decision that corporate charters should be available to all who chose to risk starting a One change in Jackson’s era…Nominating conventions beginning in 1832. business. Charles River Bridge decision opened up economic opportunities for many more people of middle class. Religious Similarities and Differences What was each man’s attitude toward the Bank of the United States (BUS)? To what extent was separation of church and state accomplished in each period? Originally opposed the BUS on constitutional grounds. But, as President, he permitted the Most state constitutions had eliminated established churches after the Revolution. One BUS to continue to exist. The charter of the first BUS of Jefferson’s proudest moments was his Virginia Statute on Religious Freedom was not renewed in 1811 when it expired. [However following the War of 1812, as part of (Revolutionary Era). the American System, the Second Bank of the United States was chartered, set to expire MA was last state to end the practice of an established church in 1834, Jackson’s time. in 1836]. Jackson didn’t take a strong stand on religion. BUS was seen by Jackson as a monopoly of the rich and a “monster.” Ended BUS in the “Bank War” with Nicholas Biddle, and with it, control over credit. The BUS hurt the Social Similarities and Differences common man in his eyes.

What was each man’s attitude toward slavery?

Jefferson saw slavery as an evil that would eventually end, even though he owned slaves. Jackson owned slaves too, but had no interest in abolition. What was each man’s attitude toward equality for women and Native Americans? Jefferson believed neither women nor Native Americans were equals. Jackson, too. And… had a particularly negative attitude towards Native Americans. How did each man view education? Jefferson, an educated man himself, believed education was necessary for office- holding and for preparing citizens for participation in democracy. Jackson had little education, and believed education was rather unimportant. How did each hope to remove obstacles to upward social mobility? Jefferson believed education and ambition were keys to success, but never able to build support for his proposed system of public education. Jackson believed in hard work, ambition, and self-made man. Image captured from loudonyoungdems.com

Change over Time… Politics and Power SECOND TWO-PARTY SYSTEM Democrats Whigs

1. The party of tradition. 1. The party of modernization. 2. Looked backward to the past. 2. Looked forward to the future. 3. Spoke to the fears of Americans 3. Spoke to the hopes of Americans. 4. Opposed banks and corporations as. state-legislated economic privilege. 4. Wanted to use federal and state government to promote economic growth, especially 5. Opposed state-legislated reforms and preferred individual freedom of choice. transportation and banks. 6. Were Jeffersonian agrarians who favored farms and rural independence and the 5. Advocated reforms such as temperance and public schools and prison reform. right to own slaves. 6. Were entrepreneurs who favored industry and urban growth and free labor. 7. Favored rapid territorial expansion over space by purchase or war. 7. Favored gradual territorial expansion over time and opposed the Mexican War. 8. Believed in progress through external growth. 8. Believed in progress through internal growth 9. Democratic ideology of agrarianism, slavery, states rights, territorial expansion 9. Whig ideology of urbanization, industrialization, federal rights, commercial was favored in the South. expansion was favored in the North.

MID-19TH CENTURY POLITICAL CRISIS Disputes over slavery in the territories first erode, then destroy what had become America's second two-party system. The erosion began in the 1840s as various factions opposed to the post-Jackson Democratic political coalition begin to form. Liberty Party Free Soil Party

1. Run abolitionist candidate James Birney, for president in 1844. 1. Not abolitionist but opposed to expansion of slavery in the territories. 2. Won only 2% of the vote but drew votes from the Whigs, especially in New 2. Won 10% of the popular vote with Martin Van Buren as their candidate in 1848. York. 3. Lost 50% of their support in 1852 when their candidate repudiated the Compromise of 1850

Whigs…the end of… American Party

Split over slavery into: 1. Popularly known as the "Know Nothing" Party. 1. Southern, "Cotton" Whigs who eventually drifted into the Democratic Party. 2. Nativist party based on opposition to immigration and on temperance. 2. Northern, "Conscience" Whigs who moved to new parties, i.e. Free Soil and, 3. Run Millard Fillmore in 1856 and win 21% of the popular vote. later, into the Republican Party. 4. Absorbed into the Republican Party after 1856.

Timed Writing…. On a separate sheet of paper, address the following prompt. Spend at least 20 minutes writing this essay, no more than 35 minutes.

Explain the causes of and effects of early 19th century debates over political values (such as democracy, freedom, and citizenship). To what extent did these debates contribute ideological clashes in the early 19th century?

Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document Unit 10, Periods 1-9 15 Chronological Reasoning… Politics and Power Skill Type 1: Chronological Reasoning Historical thinking involves the ability to identify, analyze, and evaluate the relationships among multiple historical causes and effects, distinguishing between those that are long- term and proximate, and among coincidence, causation, and correlation

First Two Party System Forming Treaty of Paris, 1763 Constitution Proclamation of Neutrality Battle of Tippecanoe Missouri Compromise Indian Removal Act

1763 1776 1789 1791 1793 1795 1798 1803 1811 1812 1815 1820 1824 1828-1833 1832 Common Sense & Declaration of Independence Louisiana Purchase War of 1812 Corrupt Bargain Nullification Crisis Haitian Revolution Marbury v Madison Treaty of Ghent French Revolution Alien & Sedition Acts Hartford Resolutions and death of Federalist Party KY and VA Resolutions Election of Jackson – Democratic Party Battle of Fallen Timbers; Treaty of Greenville Second Two Party System Forming

Causation and Change over Time… Politics and Power Directions: Read and highlight main ideas …consider the objectives POL-2, POL-5, and POL-6 as you review. POL-2 Explain how and why major party systems and political alignments arose and have changed from the early Republic through the end of the 20th century. POL-5 Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since 1787. POL-6 Analyze how debates over political values (such as democracy, freedom, and citizenship) and the extension of American ideals abroad contributed to the ideological clashes and military conflicts of the 19th century and the early 20th century.

Period 5, 1844-1877: Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war. States’ rights, nullification, and racist stereotyping provided the foundation for the Southern defense of slavery as a positive good. Repeated attempts at political compromise failed to calm tensions over slavery and often made sectional tensions worse, breaking down the trust between sectional leaders and culminating in the bitter election of 1860, followed by the secession of southern states. National leaders made a variety of proposals to resolve the issue of slavery in the territories, including the Compromise of 1850, the Kansas–Nebraska Act, and the Dred Scott decision, but these ultimately failed to reduce sectional conflict. The second party system ended when the issues of slavery and anti-immigrant nativism weakened loyalties to the two major parties and fostered the emergence of sectional parties, most notably the Republican Party in the North and the Midwest. Lincoln’s election on a free soil platform in the election of 1860 led various Southern leaders to conclude that their states must secede from the Union, precipitating civil war.

ESSENTIAL COURT CASE TO KNOW!!!!! Dred Scott v. Sanford (1857) -- Speaking for a widely divided court, Chief Justice Taney ruled that Dred Scott was not a citizen and had no standing in court; Scott’s residence in a free state and territory had not made him free since he returned to Missouri; Congress had no power to prohibit slavery in a territory (based on the 5th Amendment right of a person to be secure from seizure of property), thus voiding the Missouri Compromise of 1820. This case propelled the nation closer to war as it made the art of compromising at the federal level arbitrary. This case occurred at the same time as Bleeding Kansas… where some say the Civil War began!

Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document Unit 10, Periods 1-9 16 Causation and Change over Time… Politics and Power Republican Party 1. Formed in 1854 when a coalition of Independent Democrats, Free Soilers, and Conscience Whigs united in opposition to the Kansas-Nebraska Bill. 2. Stressed free labor and opposed the extension of slavery in the territories ("Free Soil, Free Labor, Free Men!"). 3. Moderates, like Abraham Lincoln, could, therefore, oppose slavery on "moral" grounds as wrong, while admitting that slavery had a "right" to exist where the Constitution originally allowed it to exist. 4. John C. Fremont was the first Republican presidential candidate in the election of 1856. The Election of 1860 Democrats Republicans 1. Split at its 1860 Convention in Charleston, South Carolina when a platform 1. The Republicans, by this time a overtly sectional and decidedly opposed to slavery draw defending slavery was defeated and Deep South delegates walked out. in most northerners with a platform favoring a homestead act, a protective tariff, and 2. At a splinter convention held at Baltimore, Maryland, Stephen Douglas of transportation improvements. Illinois was nominated as presidential candidate on a platform opposing any 2. The platform opposed the extension of slavery but defended the right of states to control Congressional interference with slavery.. their own "domestic institutions." 3. Southern delegates met and nominated John Breckenridge of Kentucky as a 3. Abraham Lincoln is nominated presidential candidate on the third ballot. candidate on a pro-slavery platform. Westward expansion, migration to and within the United States, and the end of slavery reshaped North American boundaries and caused conflicts over American cultural identities, citizenship, and the question of extending and protecting rights for various groups of U.S. inhabitants. Substantial numbers of new international migrants — who often lived in ethnic communities and retained their religion, language, and customs — entered the country prior to the Civil War, giving rise to a major, often violent nativist movement that was strongly anti-Catholic and aimed at limiting immigrants’ cultural influence and political and economic power. Asian, African American, and white peoples sought new economic opportunities or religious refuge in the West, efforts that were boosted during and after the Civil War with the passage of new legislation promoting national economic development such as the Pacific Railway Act and the Homestead Act. As the territorial boundaries of the United States expanded and the migrant population increased, U.S. government interaction and conflict with Hispanics and American Indians increased, altering these groups’ cultures and ways of life and raising questions about their status and legal rights. The Union victory in the Civil War and the contested Reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights. The Civil War and Reconstruction altered power relationships between the states and the federal government and among the executive, legislative, and judicial branches, ending slavery and the notion of a divisible union, but leaving unresolved questions of relative power and largely unchanged social and economic patterns. The 13th Amendment abolished slavery, bringing about the war’s most dramatic social and economic change, but the exploitative and soil-intensive sharecropping system endured for several generations. Efforts by radical and moderate Republicans to reconstruct the defeated South changed the balance of power between Congress and the presidency and yielded some short-term successes, reuniting the union, opening up political opportunities and other leadership roles to former slaves, and temporarily rearranging the relationships between white and black people in the South. Hiram Revels, Blanche K. Bruce, Robert Smalls became some of the first African Americans to serve in the federal government following the Civil War.

ESSENTIAL AMENDMENTS TO KNOW!!! (RECONSTRUCTION AMENDMENTS) Amendment #13- Abolishes slavery (Emancipation Proclamation in 1863 was NOT an amendment… it was an executive order and only freed states in the Confederacy (not Border States)… 13th Amendment ended slavery period. Amendment #14- Provides equality and due process of the law for all citizens including African Americans; state governments must follow previously passed amendments, and secured citizenship by saying if you’re born here, as slaves were, you were citizens… would cause controversy later but was originally about enfranchising freed slaves with Constitutional rights. Amendment #15- All males have the right to vote… women were really peeved over this one as the women’s movement and the abolition movement were closely connected before the Civil War… Women’s movement and early civil rights movement split after this Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document Unit 10, Periods 1-9 17 Causation and Change over Time… Politics and Power Radical Republicans’ efforts to change southern racial attitudes and culture and establish a base for their party in the South ultimately failed, due both to determined southern resistance and to the North’s waning resolve. The constitutional changes of the Reconstruction period embodied a Northern idea of American identity and national purpose and led to conflicts over new definitions of citizenship, particularly regarding the rights of African Americans, women, and other minorities. Although citizenship, equal protection of the laws, and voting rights were granted to African Americans in the 14th and 15th Amendments, these rights were progressively stripped away through segregation, violence, Supreme Court decisions, and local political tactics. The Civil War Amendments established judicial principles that were stalled for many decades but eventually became the basis for court decisions upholding civil rights in the next century.

The Art of Political Compromise … Compromises to Save the Union Read, review, highlight cues, and annotate the notes below. Your notes should reflect your understanding of Causation. How did the failure of political compromise lead to war? What were the forces that destroyed and built up Party systems? How did the battle between states and the federal government impact the nation?

Compromise of 1790 Alexander Hamilton and Thomas Jefferson, concerned his financial plan would fail and the young nation would fall apart as conflict intensified between Jeffersonian and Hamiltonian though, hammered out the compromise which brought the Assumption Act (public credit; assumption of state debt) and the Residence Act (building the capital city in Southern territory of Virginia and Maryland.

Missouri Compromise 1820 Missouri would be admitted to the Union as a slave state. Maine would be admitted at the same time as a free state in order to maintain the balance between free and slave states. Slavery would be declared illegal north of the 36o30' parallel west of Missouri. This compromised settled the dispute over slavery in the Louisiana Territory and maintained balanced representation with equal number of slave and free states.

The Nullification Crisis and Compromise Tariff of 1833 John C. Calhoun & his Exposition and Protest… proposed South Carolina (and other states targeted by Tariff of 1828) were not obligated by the U.S. Constitution to follow the law. South Carolina threatened to secede from the Union. But the Compromise Tariff of 1833 kept things together.

The Compromise of 1850 After the Mexican War, the United States gained territory in the West, and the slavery issue ignited again over the question of whether slavery would be allowed to exist in the new states and territories. The Compromise of 1850 was a series of bills in Congress which sought to settle the issue, and it did postpone the Civil War by a decade. But the compromise, which contained five major provisions, was destined to be a temporary solution. Settled Texas border, ended slave trade in D.C., California entered as free state, and stronger fugitive slave law passed.

The Kansas-Nebraska Act The last major compromise that sought to hold the Union together, and it proved to be the most controversial. Engineered by Stephen A. Douglas the legislation inflamed conflict rather than quelling it. Newspaper editor, Horace Greeley, coined the term "Bleeding Kansas." to describe the outbreaks of violence in the territory and also in the Senate chamber (Brooks-Sumner).

Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document Unit 10, Periods 1-9 18 Causation and Change over Time… Politics and Power Directions: Read and highlight main ideas …consider the objectives POL-3 and POL-6 as you review. POL-3 Explain how activist groups and reform movements, such as antebellum reformers, civil rights activists, and social conservatives, have caused changes to state institutions and U.S. society. POL-6 Analyze how debates over political values (such as democracy, freedom, and citizenship) and the extension of American ideals abroad contributed to the ideological clashes and military conflicts of the 19th century and the early 20th century. Period 6, 1865-1898: The transformation of the United States from an agricultural to an increasingly industrialized and urbanized society brought about significant economic, political, diplomatic, social, environmental, and cultural changes. The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S. economy and environment, and renewed debates over U.S. national identity. Westward migration, new systems of farming and transportation, and economic instability led to political and popular conflicts. Business interests battled conservationists as the latter sought to protect sections of unspoiled wilderness through the establishment of national parks (President Grant set aside Yellowstone, for example) and other conservationist and preservationist measures. Government agencies and conservationist organizations contended with corporate interests about the extension of public control over natural resources, including land and water. Examples include the creation of the U.S. Fish Commission in 1871 which sought to protect fisheries and the creation of the Department of the Interior in 1849… with duties expanding many times over the years. Farmers adapted to the new realities of mechanized agriculture and dependence on the evolving railroad system by creating local and regional organizations that sought to resist corporate control of agricultural markets. The Grange fought for state Granger Laws, but they were found unconstitutional. The Interstate Commerce Act took over by beginning government regulation of railroads. This was [Gilded Age] a major turning point for the role of government, however large scale liberalism didn’t occur until the 20th century. Other farming groups included Las Gorras Blancas and the Colored Farmer’s Alliance. The growth of corporate power in agriculture and economic instability in the farming sector inspired activists to create the People’s (Populist) Party, which called for political reform and a stronger governmental role in the American economic system. Many farmers’ groups ended up Populists. As transcontinental railroads were completed, bringing more settlers west, U.S. military actions, the destruction of the buffalo, the confinement of American Indians to reservations, and assimilationist policies reduced the number of American Indians and threatened native culture and identity. Post–Civil War migration to the American West, encouraged by economic opportunities and government policies, caused the federal government to violate treaties with American Indian nations in order to expand the amount of land available to settlers. For example, the government subsidized much of this expansion as well as subsidized Indian reservations, and battles like Custer’s Last Stand illustrate the fervor for “unused” Indian lands or lands on which new resources were being discovered. The competition for land in the West among white settlers, Indians, and Mexican Americans led to an increase in violent conflict. The U.S. government generally responded to American Indian resistance with military force, eventually dispersing tribes onto small reservations and hoping to end American Indian tribal identities through assimilation. [Dawes Act, outlawing Ghost Dance, turning Chief Joseph around at Canadian border, etc.] The emergence of an industrial culture in the United States led to both greater opportunities for, and restrictions on immigrants, minorities, and women. International and internal migrations increased both urban and rural populations, but gender, racial, ethnic, religious, and socioeconomic inequalities abounded, inspiring some reformers to attempt to address these inequities. Increased migrations from Asia and from southern and eastern Europe, as well as African American migrations within and out of the South, accompanied the mass movement of people into the nation’s cities and the rural and boomtown areas of the West. Cities dramatically reflected divided social conditions among classes, races, ethnicities, and cultures, but presented economic opportunities as factories and new businesses proliferated. Immigrants sought both to “Americanize” and to maintain their unique identities; along with others, such as some African Americans and women, they were able to take advantage of new career opportunities even in the face of widespread social prejudices. In a urban atmosphere where the access to power was unequally distributed, political machines like the Tweed Ring in New York provided social services in exchange for political support, settlement houses helped immigrants adapt to the new language and customs, and women’s clubs and self-help groups targeted intellectual development and social and political reform. (Thomas Nast cartoon of Boss Tweed, public domain)

ESSENTIAL COURT CASE TO KNOW!!! Plessy v. Ferguson (1896). Originally a case about segregated rail cars, this ruling legalized segregation in publicly owned facilities on the basis of "separate but equal." This was the federal government, essentially, giving a stamp of approval to much of the Jim Crow culture cultivated by the South following the Civil War Amendments.

POLITICS OF THE GILDED AGE Republicans & Democrats 1. Party differences blur during this period with loyalties determined by region, religious, and ethnic differences. 2. Voter turnout for presidential elections averaged over 78 percent of eligible voters; 60 to 80 percent in non-presidential years. 3. Both parties were pro-business. 4. Both parties were opposed to any type of economic radicalism or reform. 5. Both parties advocated a "sound currency" and supported the status quo in the existing financial system. 6. Federal government and, to some extent, state governments tended to do very little. 7. Republicans dominate the Senate; Democrats dominate the House of Representatives. 8. Republican Party splinter groups during this period: Stalwarts, Halfbreeds, Mugwumps. - Stalwarts: traditional republicans who favored Grant for a third term; against Hayes and his civil service reform; in favor of political machines and patronage (spoils system) - Halfbreeds: moderates who favored Hayes; against political machines and patronage, favored civil service reform and merit system; they wrote the Pendleton Civil Service Reform Act signed by President Arthur, ending the spoils system - Mugwumps: republicans who left the party to vote for the Democrat in the 1884 election, Grover Cleveland, opposed Republican nominee, Blaine, due to his alleged corruption. Greenback Party (Third Party) Also known as the Independent Party, the National Party, and the Greenback-Labor Party, active 1874 and 1884 -Anti-monopoly ideology - established as a political party whose members were primarily farmers financially hurt by the Panic of 1873. Its name referred to paper money, or "greenbacks," that had been issued during the American Civil War and afterward. The party opposed the shift from paper money back to a bullion coin-based monetary system because it believed that privately owned banks and corporations would then reacquire the power to define the value of products and labor. It also condemned the use of militias and private police against union strikes. Conversely, they believed that government control of the monetary system would allow it to keep more currency in circulation, as it had in the war. This would better foster business and assist farmers by raising prices and making debts easier to pay. Succeeded by the Populist Party Populist Party (People’s Part… Third Party Formed in 1891 by remnants of the Farmers' Alliances & Greenbacks. -- a healthy list of demands that included: free coinage of silver, government ownership of the railroads, telegraphs, and telephone lines, graduated income tax, direct election of U. S. senators, the use of initiative, referendum, and recall. The party eventually fades because farmers' situation improved in the late 1890s and because their political agenda was assumed by the major parties. In the Progressive Era, many of their goals are reached such as the 16th and 17th Amendments. Progressives, both Republican and Democrat, embraced much of their beliefs except silver and government ownership of railroads. (although Teddy Roosevelt does support increased regulation of railroads) Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document Unit 10, Periods 1-9 20 Causation… Politics and Power

Skill? What is the skill being tested? Explain what skill you are demonstrating and how you will tackle this prompt…

Directions: Address the prompt using your thesis formula and contextualization skill by writing a complete introductory paragraph.

Prompt: Explain how debates over politics and identity impacted major party systems, political alignments, and domestic policies in the 19th century.

1. CONTEX… Define your parameters…

2. CONTEXT…Characterize the era(s)…

3. Brainstorm/brain dump everything that comes to mind when you think of party systems, political alignments, and domestic policies…

4. THEME…Identify the theme(s) being tests…

5. SKILL…Identify the skill being tested…

6. Identify three specific changes (impact/effect on) to party systems in the 19th century due to debates over identity and politics

a) b) c)

7. Identify three specific changes (impact/effect on) to political alignments in the 19th century due to debates over identity and politics

a) b) c)

8. Identify three specific changes (impact/effect on) to domestic policies in the 19th century due to debates over identity and politics

a) b) c)

On a separate sheet of paper, write your introductory paragraph using your thesis formula and including your contextualization of the topic.

Period 7, 1890-1945: An increasingly pluralistic United States faced profound domestic and global challenges, debated the proper degree of government activism, and sought to define its international role .Governmental, political, and social organizations struggled to address the effects of large-scale industrialization, economic uncertainty, and related social changes such as urbanization and mass migration. The continued growth and consolidation of large corporations transformed American society and the nation’s economy, promoting urbanization and economic growth, even as business cycle fluctuations became increasingly severe. Large corporations came to dominate the U.S. economy as it increasingly focused on the production of consumer goods, driven by new technologies and manufacturing techniques. The United States continued its transition from a rural, agricultural society to an urban, industrial one, offering new economic opportunities for women, internal migrants, and international migrants who continued to flock to the United States. Even as economic growth continued, episodes of credit and market instability, most critically the Great Depression, led to calls for the creation of a stronger financial regulatory system. Many Americans began to advocate overseas expansionism in the late 19th century, leading to new territorial ambitions and acquisitions in the Western Hemisphere and the Pacific. The perception in the 1890s that the western frontier was “closed,” economic motives, competition with other European imperialist ventures of the time, and racial theories all furthered arguments that Americans were destined to expand their culture and norms to others, especially the nonwhite nations of the globe. The American victory in the Spanish-American War led to the U.S. acquisition of island territories, an expanded economic and military presence in the Caribbean and Latin America, engagement in a protracted insurrection in the Philippines, and increased involvement in Asia. Questions about America’s role in the world generated considerable debate, prompting the development of a wide variety of views and arguments between imperialists and anti-imperialists and, later, interventionists and isolationists. Progressive reformers responded to economic instability, social inequality, and political corruption by calling for government intervention in the economy, expanded democracy, greater social justice, and conservation of natural resources. In the late 1890s and the early years of the 20th century, journalists and Progressive reformers — largely urban and middle class, and often female — worked to reform existing social and political institutions at the local, state, and federal levels by creating new organizations aimed at addressing social problems associated with an industrial society. Progressives promoted federal legislation to regulate abuses of the economy [Clayton Anti-Trust Act, Federal Reserve Act] and the environment, and many sought to expand democracy. The global ramifications of World War I and wartime patriotism and xenophobia, combined with social tensions created by increased international migration, resulted in legislation restricting immigration from Asia and from southern and eastern Europe. World War I created a repressive atmosphere for civil liberties, resulting in official restrictions on freedom of speech [Espionage Act, Schenck case]. As labor strikes and racial strife disrupted society, the immediate postwar period witnessed the first “Red Scare,” which legitimized attacks on radicals and immigrants. Several acts of Congress established highly restrictive immigration quotas, while national policies continued to permit unrestricted immigration from nations in the Western Hemisphere, especially Mexico, in order to guarantee an inexpensive supply of labor. Global conflicts over resources, territories, and ideologies renewed debates over the nation’s values and its role in the world, while simultaneously propelling the United States into a dominant international military, political, cultural, and economic position.

ESSENTIAL AMENDMENTS TO KNOW!!!!! (PROGRESSIVE AMENDMENTS) Amendment #16- Congress has the power to pass direct taxes, such as income tax… This began the shift from the federal government raising most of its funds from tariffs to raising most of its funds through income taxes Amendment #17- Senators are to be elected by the voters in their state; governor fills state senator positions if position opens during a term… originally, the Constitution set up a system where State Legislatures chose their State Senators… direct election was seen as increasing democracy – power to the people! Amendment #18- Selling and drinking of alcoholic beverages is made illegal (prohibited)… this is the culmination of a long battle (Temperance Movement) which began in the Antebellum Era… was a huge failure (impossible to enforce) and was repealed with the 21st Amendment in 1933. Amendment #19- Gives women the right to vote… so sad that Susan B. Anthony and Elizabeth Cady Stanton didn’t live to see this day after being among those at Seneca Falls in 1848 where the battle truly began in earnest

World War I and its aftermath intensified debates about the nation’s role in the world and how best to achieve national security and pursue American interests. After initial neutrality in World War I the nation entered the conflict, departing from the U.S. foreign policy tradition of noninvolvement in European affairs in response to Woodrow Wilson’s call for the defense of humanitarian and democratic principles. Although the American Expeditionary Force played a relatively limited role in the war, Wilson was heavily involved in postwar negotiations, resulting in the Treaty of Versailles and the League of Nations, both of which generated substantial debate within the United States. In the years following World War I, the United States pursued a unilateral foreign policy that used international investment, peace treaties, and select military intervention to promote a vision of international order, even while maintaining U.S. isolationism, which continued to the late 1930s. [Washington Naval Conference, Stimson Doctrine, Neutrality Acts].

THE REPUBLICAN ERA – Roaring Twenties 1. From 1921 to 1933 both the presidency and congress were dominated by Republicans (Presidents Harding, Coolidge, and Hoover). 2. The position of the government was decidedly pro-business. 3. Though conservative, the government experimented with new approaches to public policy and was an active agent of economic change to respond to an American culture increasingly urban, industrial, and consumer-oriented. 4. Conflicts surfaced regarding immigration restriction, Prohibition, and race relations. 5. Generally, this period was a transitional one in which consumption and leisure were replacing older "traditional" American values of self-denial and the work ethic.

National, state, and local reformers responded to economic upheavals, laissez-faire capitalism, and the Great Depression by transforming the U.S. into a limited welfare state. The liberalism of President Franklin Roosevelt’s New Deal drew on earlier progressive ideas and represented a multifaceted approach to both the causes and effects of the Great Depression, using government power to provide relief to the poor, stimulate recovery, and reform the American economy. [National Recovery Administration, Tennessee Valley Authority, Federal Writers’ Project] Radical, union, and populist movements pushed Roosevelt toward more extensive reforms, even as conservatives in Congress and the Supreme Court sought to limit the New Deal’s scope. [Huey Long and Francis Townsend thought he wasn’t doing enough, Supreme Court found several items unconstitutional which led to his court packing plan, the elite thought he had abandoned them]. Although the New Deal did not completely overcome the Depression, it left a legacy of reforms and agencies that endeavored to make society and individuals more secure, and it helped foster a long-term political realignment in which many ethnic groups, African Americans, and working-class communities identified with the Democratic Party. [Permanent government reform with Social Security Act, Securities and Exchange Commission, and Federal Deposit Insurance Corporation (FDIC), for example.]

THE POLITICAL LEGACY OF THE NEW DEAL 1. Created a Democratic party coalition that would dominate American politics for many years (1933-1052). 2. Included ethnic groups, city dwellers, organized labor, blacks, as well as a broad section of the middle class. 3. Awakened voter interest in economic matters and increased expectations and acceptance of government involvement in American life. 4. The New Deal coalition made the federal government a protector of interest groups and a mediator of the competition among them. 5. "Activists" role for government in regulating American business to protect it from the excesses and problems of the past. 6. Fair Deal of the post-war Truman administration continued the trend in governmental involvement: i.e. advocated expanding Social Security benefits, increasing the minimum wage, a full employment program, slum clearance, public housing, and government sponsorship of scientific research. 7. In 1948, the "liberal" or Democratic coalition split into two branches: States' Rights Progressive Party

1. Southern conservative Democrats known as "Dixiecrats." 1. "Liberal" Democrats who favored gradual socialism, the abolition of racial segregation, and a 2. Opposed the civil rights plank in the Democratic platform. conciliatory attitude toward Russia. 3. Nominated South Carolina Governor Strom Thurmond for President. 2. Nominated Henry A. Wallace for president.

ESSENTIAL CASES TO KNOW!!!! Schenck v. U. S. (1919). Unanimously upheld the Espionage Act of 1917 which declared that people who interfered with the war effort were subject to imprisonment; declared that the 1st Amendment right to freedom of speech was not absolute; free speech could be limited if its exercise presented a "clear and present danger." President Woodrow Wilson was not the first to suspend civil liberties in the name of national security… John Adams did it in the name of avoiding war with Europe (while fighting quasi-war with France) and Abraham Lincoln did it in the name of preventing the border states from seceding.) Korematsu v. U. S. (1941). The court upheld the constitutionality of detention camps for Japanese-Americans during World War 2. However, later the government did apologize and pay reparations to those interned.

Using your knowledge of history and the image at left, answer the following questions.

a. Briefly explain ONE way the federal government restricted individuals civil liberties. b. Briefly explain ONE way the restriction of civil liberties by government action impacted political debate in the United States in the 20th century. c. Briefly explain ONE way a group or individual reacted to your answer in part a.

Period 8, 1945-1980: The United States responded to an uncertain and unstable postwar world by asserting and attempting to defend a position of global leadership, with far-reaching domestic and international consequences. Cold War policies led to continued public debates over the power of the federal government, acceptable means for pursuing international and domestic goals, and the proper balance between liberty and order. Americans debated policies and methods designed to root out Communists within the United States even as both parties tended to support the broader Cold War strategy of containing communism. Although the Korean conflict produced some minor domestic opposition, the Vietnam War saw the rise of sizable, passionate, and sometimes violent antiwar protests that became more numerous as the war escalated. Americans debated the merits of a large nuclear arsenal, the “military-industrial complex,” and the appropriate power of the executive branch in conducting foreign and military policy. [Gulf of Tonkins Resolution, War Powers Act]. Liberalism, based on anticommunism abroad and a firm belief in the efficacy of governmental and especially federal power to achieve social goals at home, reached its apex in the mid-1960s and generated a variety of political and cultural responses. Seeking to fulfill Reconstruction-era promises, civil rights activists and political leaders achieved some legal and political successes in ending segregation, although progress toward equality was slow and halting. Following World War II, civil rights activists utilized a variety of strategies — legal challenges, direct action, and nonviolent protest tactics — to combat racial discrimination. Decision-makers in each of the three branches of the federal government used measures including desegregation of the armed services, Brown v. Board of Education, and the Civil Rights Act of 1964 to promote greater racial justice. Continuing white resistance slowed efforts at desegregation, sparking a series of social and political crises across the nation, while tensions among civil rights activists over tactical and philosophical issues increased after 1965.

ESSENTIAL CASES TO KNOW!!!

*****Brown v. Board of Education of Topeka, Kansas (1954, Warren). Unanimous decision declaring "separate but equal" unconstitutional. This case reversed the Plessy decision of 1896.

Engel v Vitale (1962) ended school prayer Baker v. Carr (1962) Reapportion/Equal Protection/Voters’ Rights Gideon v. Wainwright (1963). Extends to the defendant the right of counsel in all state and federal criminal trials regardless of their ability to pay. Escobedo v. Illinois (1964). Ruled that a defendant must be allowed access to a lawyer before questioning by police. Miranda v. Arizona (1966). The court ruled that those subjected to in-custody interrogation be advised of their constitutional right to an attorney and their right to remain silent. Epperson v Arkansas (1968) overturned law prohibiting teaching evolution Roe v. Wade (1973). The court legalized abortion by ruling that state laws could not restrict it during the first three months of pregnancy. Based on 4th Amendment rights of a person to be secure in their persons. U. S. v. Richard Nixon (1974). The court rejected Richard Nixon’s claim to an absolutely unqualified privilege against any judicial process. This forced him to hand over his tapes… shortly after he resigned as impeachment was inevitable had he not. Bakke v. Regents of the University of California (1978). Ambiguous ruling by a badly divided court that dealt with affirmative action programs that used race as a basis of selecting participants. Debate over whether or not affirmative action created reverse discrimination and violation of liberties led to some revisions of affirmative action. Essentially race can be a factor, but not the only factor.

Directions: Read and highlight main ideas …consider the objectives POL-3-4-7 as you review. POL-3 Explain how activist groups and reform movements, such as antebellum reformers, civil rights activists, and social conservatives, have caused changes to state institutions and U.S. society. POL-4 Analyze how and why the New Deal, the Great Society, and the modern conservative movement all sought to change the federal government’s role in U.S. political, social, and economic life. POL-7 Analyze how debates over civil rights and civil liberties have influenced political life from the early 20th century through the early 21st century.

Period 9, 1980-Present: As the United States transitioned to a new century filled with challenges and possibilities, it experienced renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic globalization and revolutionary changes in science and technology. A new conservatism grew to prominence in U.S. culture and politics, defending traditional social values and rejecting liberal views about the role of government. Reduced public faith in the government’s ability to solve social and economic problems, the growth of religious fundamentalism, and the dissemination of neoconservative thought all combined to invigorate conservatism. Public confidence and trust in government declined in the 1970s in the wake of economic challenges, political scandals [Watergate], foreign policy “failures,” and a sense of social and moral decay. The rapid and substantial growth of evangelical and fundamentalist Christian churches and organizations, as well as increased political participation by some of those groups, encouraged significant opposition to liberal social and political trends. [ Moral Majority, Focus on the Family]. Conservatives achieved some of their political and policy goals, but their success was limited by the enduring popularity and institutional strength of some government programs and public support for cultural trends of recent decades. Conservatives enjoyed significant victories related to taxation and deregulation of many industries, but many conservative efforts to advance moral ideals through politics met inertia and opposition. [ tax cuts passed under Ronald Reagan and George W. Bush, Contract with America, Planned Parenthood v. Casey] Although Republicans continued to denounce “big government,” the size and scope of the federal government continued to grow after 1980, as many programs remained popular with voters and difficult to reform or eliminate. [ expansion of Medicare and Medicaid, growth of the budget deficit]. Following the attacks of September 11, 2001, U.S. foreign policy and military involvement focused on a war on terrorism, which also generated debates about domestic security and civil rights. In the wake of attacks on the World Trade Center and the Pentagon, U.S. decision-makers launched foreign policy and military efforts against terrorism and lengthy, controversial conflicts in Afghanistan and Iraq.. The war on terrorism sought to improve security within the United States but also raised questions about the protection of civil liberties and human rights. [Patriot Act].

1. Strongly support environmental legislation, limiting 1. Fueled by the increasingly "liberal" social agenda of the Democrats and spurred on by the rise of a militant economic development, halting the production of nuclear and extremely well-organized Evangelical Christianity, most southern states begin voting Republican in weapons and power plants. considerable majorities. 2. Pro-choice movement emerged during the 1980s to defend a 2. Conservative Christians, Southern whites, affluent ethnic suburbanites, and young conservatives form a woman's right to choose whether and when to bear a child. "New Right" that supported Ronald Reagan in 1980 on a "law and order" platform that advocated 3. Affirmative Action, the use of racial quotas to "balance" the a. stricter laws against crime, drugs, and pornography, workforce, to one degree or another, becomes an issue of b. opposition to easy-access abortions, political disagreement with Democrats favoring it and c. and an increase in defense spending, Republicans opposing it. d. a cut in tax rates. 3. While Reagan curbed the expansion of the Federal Government, he did not reduce its size or the scope of its powers.

The Conservative resurgence was, in large part, a reaction to the liberalism of the 1960s , mainly LBJ’s Great Society– but also a counter to the increased size and scope of the federal government before that with Progressive Reform and the New Deal. Review the activities linked below and consider first… why did the government “grow?” and second… why have conservatives been unable to reverse the trend?

Liberalism in the 20th Century… The Changing Role of Government from the Progressive Era through the Great Society

If you did not complete the Progressive Reform activity before the EOC Simulation, consider completing it now! It is located on the EOC page… http://allenisd.org/cms/lib/TX01001197/Centricity/Domain/1919/Super%20Saturday%20review%20Preform.pdf

Find your Unit 8 comparison activity where you analyzed and compared the New Deal and the Great Society. This activity is essential to helping you prepare for the VERY likely questions regarding these two events! If you did not do it… or only “did it”… take time to seriously complete this activity! It is located on the Writing Activities page… http://www.allenisd.org/cms/lib/TX01001197/Centricity/Domain/1919/HISTORICAL%20ANALYSIS%20unit%208%20comparison%20new%20deal%20great %20society.pdf

Turn in these two completed activities with this review packet for 5 bonus points.

Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document Unit 10, Periods 1-9 29 Hmmm… what’s the skill? Hmmmm… what’s the theme? Directions: Complete the graphic organizer below by listing pertinent facts to support your answer to the prompt. Use the sample entries as a model for the remaining parts. Objective: Explain how activist groups and reform movements, such as antebellum reformers, civil rights activists, and social conservatives, have caused changes to state institutions and U.S. society. Civil rights Activists Antebellum Era Changes Reformers to State 1. Activist = W.E.B. DuBois Institutions and 2. Reform Movement = Abolition Movement Caused change = helped form the N.A.A.C.P. which fought to Activist Groups = such as William Lloyd U.S. Society end segregation and racial discrimination through the court Garrison Antislavery Society Parameters & Main Topic: system. Formed in Progressive Era but real progress in Caused change = increasing efforts to end changing policies did not occur until 1950s and 1960s, Brown v slavery ultimately leading to Civil War, argued Board of Education – 1954 – Thurgood Marshall worked for

for full and uncompensated emancipation, NAACP and argued the case on behalf of Brown. Themes: rallied Northern Christians to movement, increased support for Underground Railroad 2. Activist = Skill: 3. Reform Movement = Caused change =

Activist Group/Activist = Which group had

the greatest impact? 3. Activist = Caused change = Which era saw the most change? Caused change =

4. Reform Movement = Social Conservatives 1. Social Conservative = Phyllis Schlafly Activist Group/Activist = Caused change = Led anti-ERA movement that helped defeat the Equal Rights Amendment and protect traditional role of women and prevent further change such as allowing women to be drafted or relieving husbands from their obligations to care for their wives even they divorce. Caused change = Impacted society by countering feminism and defending those who support traditional gender roles.

2. Social Conservative =

Caused change =

Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document Unit 10, Periods 1-9 30 Hmmm… what’s the skill? Hmmmm… what’s the theme? Directions: Complete the graphic organizer below by listing pertinent facts to support your answer to the prompt. Objective: To what extent did the New Deal, the Great Society, and the modern conservative movement maintain continuity and foster change in U.S. political, social, and economic life. Great Society

Historical Context… New Deal Changes to Role of the Historical Context… Federal Fostered change or continuity in political life… Government Parameters & Main Topic: 1.

Fostered change or continuity in political life… Themes: 2. 1. Fostered change or continuity in social life… Skill: 1. 2.

Which one fostered 2. Fostered change or continuity in social life… the most change? Which one Fostered change or continuity in economic life… 1. maintained the 1. most continuity? 2. 2.

Modern Conservative Movement Fostered change or continuity in economic life… Historical Context…

Fostered change or continuity in political life… 1. 2. 2.

Fostered change or continuity in economic life… Historical Analysis Activity written1. by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document

Unit 10, Periods 1-9 31 Noteworthy Moments in the Senate… Politics and Power Directions: Review the timeline of noteworthy events in the United States Senate, highlight cues, and then address the short answer questions that follow.

1805 Vice President Aaron Burr delivered his farewell address to the Senate, while under indictment for the murder of Alexander Hamilton in a duel. 1814: During the War of 1812, British troops set fire to the Capitol building. 1820: Missouri Compromise (if you don’t know what this is… LOOK IT UP NOW!!!!!!) 1824: The Senate received the Marquis de Lafayette, who was given a seat of honor to the right of the presiding officer. (French volunteer during American Revolution) 1830 Webster-Hayne Debate Who has more power, the Federal Government or the States? This basic question took on vast importance as arguments over slavery divided the nation. Is illustrates a continuation of the conflict between federal and state power that began with the Hamiltonian and Jeffersonian divergence. It also inspired one of the Senate's most famous debates.

Robert Y. Hayne of South Carolina presented the Southern viewpoint. He argued that states could ignore Federal laws that violated constitutional rights. “Liberty first, and Union afterwards,” Hayne proclaimed.

Daniel Webster of Massachusetts responded with a ringing defense of the Federal Government's power to establish policies benefiting all Americans. He concluded with the now immortal words, "Liberty and Union, now and forever, one and inseparable!" Webster's speech propelled him to the top rank of American statesmen and strengthened relations between the North and West—at the South's expense.

"Liberty and Union, now and forever, one and inseparable!" — Senator Daniel Webster of Massachusetts, January 27, 1830

1832 Defending the American System Henry Clay used the first speech of his Senate career to launch a major attack on the Jackson administration. This three-day speech, entitled focused principally on the importance of maintaining protective tariffs, despite complaints of such southern spokesmen as Senator Robert Y. Hayne of South Carolina and Vice President John C. Calhoun that they would ruin the region's economy. A compromise tariff was proposed and rejected (this during the Nullification Crisis… FYI… you should know the Nullification Crisis!) and in 1833 a Compromise Tariff ended the Crisis.

1834-1837 censuring a president The Senate gained new prominence in the 1830s as a result of its battle with President Andrew Jackson. Jackson's veto of an act to renew the charter of the Bank of the United States angered many members of Congress. When the President refused to comply with a Senate request for important documents related to bank operations, the Senate censured, or formally rebuked, him for assuming powers that he did not have under the Constitution. Jackson angrily rebuffed the Senate and dismissed its censure. Three years later, when Jackson's Democratic Party regained control of the Senate, the new majority voted to strike, or delete, the censure from the Senate Journal. Behind this debate lay a fierce struggle for power between Congress and the President over which branch would take the lead in shaping national policy.

1836: The Senate reserved one-third of its chamber's circular gallery for the exclusive use of women. They couldn’t vote, but hey… they could watch!

1850 “Seventh of March Speech” by Daniel Webster of Massachusetts …"I wish to speak today, not as a Massachusetts man, nor as a Northern man, but as an American."

For the Union… the Compromise of 1850 Three great Senators dominated what has come to be called the Senate's "Golden Age of Oratory," from the 1830s to the 1850s. The legendary orator Daniel Webster of Massachusetts spoke for industrial New England. Henry Clay of Kentucky, the "Great Compromiser," represented the Western frontier. The Southerner John C. Calhoun of South Carolina defended states' rights and the institution of slavery. Yet all three represented the United States. Alternately feuding and cooperating, this "great triumvirate" helped forge major legislative agreements, culminating with the Compromise of 1850. The compromise included the Fugitive Slave Act, which required Northern states to return escaped slaves to their owners. By supporting it, Webster defied his antislavery constituents in Massachusetts, sacrificing his political career. The Massachusetts Senator believed passionately that he should defend the interests of the whole nation.

Noteworthy Moments in the Senate Continued… Politics and Power

1856: Senator Charles Sumner delivered his "Crime Against Kansas" speech, prompting the violent attack on his person by Representative Preston Brooks. 1860 Senator Jefferson Davis gave his farewell speech before leaving with his state for the Confederacy. “I hereby solemn this, that states are sovereign.” 1868: The Andrew Johnson impeachment trial began on March 30, and ended on May 16 when the Senate acquitted President Johnson by a one-vote margin. 1875: Seven years after the Senate acquitted him in an impeachment trial, Andrew Johnson became the first former president to serve as a senator . 1917: President Woodrow Wilson delivered his "Peace Without Victory" speech in the Senate Chamber on January 22. He returned two years later to deliver the Treaty of Versailles to the Senate. 1923: The Committee on Public Lands and Surveys began a series of hearings to investigate the leasing of government oil reserves in Wyoming to oil men and developers. This became known as the "Teapot Dome" investigation. 1933: On March 9, the Senate passed the Emergency Banking Act after several hours of debate. The first of several New Deal Acts that led to banking reform. 1950: Margaret Chase Smith delivered her "Declaration of Conscience" speech, attacking -- without naming -- Senator Joseph McCarthy for his anti-communist tactics, referring to them as "vilification" and "smear." This soon after his “Wheeling Speech” in which he first raised charges that communists had infiltrated the federal government 1954: Senate began a 55-day series of "Army-McCarthy" hearings . Television transformed the hearings into a national spectacle. The Senate later “condemned” him. 1957: On August 28-29, Senator J. Strom Thurmond of South Carolina delivered the longest speech in Senate history. Filibustering against the 1957 Civil Rights Act, Thurmond spoke for a record-breaking 24 hours 18 minutes. 1964: The Senate ended a lengthy filibuster, allowing for passage of the historic Civil Rights Act of 1964. 1973: The Senate Select Committee on Presidential Campaign Activities (the Watergate Committee) opened public hearings. 1978: Senate debates on the Panama Canal Treaty broadcasted over National Public Radio. 1983: Terrorists explode a bomb on the second floor of the U.S. Capitol, outside the Senate chamber 1986: Regular television coverage (C-Span 2) of Senate floor proceedings began. 1987: The Senate participates in a joint committee to investigate the Iran-Contra affair. 1999: The Senate held an impeachment trial of President William Clinton. Trial began on January 14, and the Senate voted on articles of impeachment, ending the trial with acquittal, on February 12.

Diversity in the Senate 1845: David Levy Yulee became the first Jewish senator 1870: Hiram Revels of Mississippi became the first African American senator 1902: Reed Smoot (of Smoot-Hawley Tariff fame) became the first Mormon senator 1907: Charles Curtis of Kansas became the first Native American senator 1928: Octaviano Larrazolo (R-NM) became the first Hispanic senator 1932: Hattie Ophelia Wyatt Caraway became the first female senator 1959: Hiram L. Fong (R-HI) became the first senator of Chinese-American ancestry 1993: Carol Moseley-Braun of Illinois became the first African-American female to serve in the U.S. Senate.

The House of Representatives is more diverse than the Senate… including several homosexual representatives and more women and ethnic diversity… including the first Muslim to serve (2007). Why do you think the House has more diversity? Think about it!!!

On a separate sheet of paper, answer the following questions in complete sentences. a. Briefly explain ONE way debates over how to interpret the Constitution impacted the nation prior to the Civil War. b. Briefly explain ONE way the Legislative Branch of the federal government addressed political discord between the Democrats and the Whigs. c. Briefly explain how your answer in part a. is similar to or different from ONE legislative action from the 20th century.

Historical Analysis Activity written by Rebecca Richardson, Allen High School using the 2012 College Board APUSH Framework, socialstudies.com, and Facts on File … and other sources as cited in document Unit 10, Periods 1-9 33 Politics and Power Skill ? Have you been paying attention? Explain the skills you must demonstrate in this type of question…

Prompt: To what extent have major party systems and political alignments maintained continuity or fostered change in the role of government and the power of the federal government from 1901-2000.

Define your parameters, and analyze important turning points referenced on the timeline.

1901 1913 1917 1918 1919 1922 1933 1939 1941 1945 1954 1965 1980 2000

1. CONTEX… Define your parameters…

2. CONTEXT…Characterize the era(s)…

3. Brainstorm/brain dump everything that comes to mind when you think of party systems and political alignments…

4. Identify the theme(s) being tests…

5. Identify the skill being tested…

6. Identify three major turning points and briefly explain how they maintained continuity or fostered change. Be sure to address EXTENT!

Which one fostered more change? (specific event)

Which one maintained continuity the most? (specific event)

7. On a separate sheet of paper, write your introductory paragraph using your thesis formula and including your contextualization of the topic.

Objective: Analyze how arguments over the meaning and interpretation of the Constitution have affected U.S. politics since 1787. To what extent have these arguments maintained continuity or fostered change?

Directions: Complete the graphic organizer . Keep in mind you do not have to have all of these cases memorized, but you should recognize enough from each court to be able to generalize. The Marshall Court is completed for you as an example.

The Marshall Court rulings asserted the power of the federal Marshall Court 1803-1832 government by upholding the sanctity of contracts, preventing states Marbury v Madison, Fletcher v. Peck, Martin v Hunter’s Lessee from taxing the national bank, and asserting judicial review. These McCulloch v. Maryland, Dartmouth College v Woodward, Gibbons v Ogden decisions strengthened the Court and the federal government in an Cherokee Nation v Georgia, Worcester v Georgia era when states rights’ advocates challenged the power of the federal government repeatedly. Some decisions failed to assert power as the executive under Jackson chose to ignore rulings regarding Indians.

Earl Warren Court 1953-1969 Brown v Board of Education, Baker v Carr, Gideon v Wainwright, Engel v Vitale, Escobedo v Illinois, Miranda v Arizona, Epperson v Arkansas

Warren Burger Court 1969-1986 Swann v Charlotte-Mecklenburg, Roe v Wade, U.S. v Richard Nixon, Milliken v Bradley Pasadena Board of Education v Spangler, Bakke v Regents of U.of California

Directions: Complete the graphic organizer. Keep in mind you DO need have to have these three cases memorized. Dred Scott is completed for you as an example.