DOCSLIB.ORG

APUSH Unit 3: Revolution and Republican Culture, 1754-1800 (Chapters 4-7)

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
APUSH Unit 3: Revolution and Republican Culture, 1754-1800 (Chapters 4-7) APUSH Unit 3: Revolution and Republican Culture, 1754-1800 (chapters 4-7) Key Theme: 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. Key Concepts 3.1 — British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and the Revolutionary War. I. The competition among the British, French, and American Indians for economic and political advantage in North America culminated in the Seven Years’ War (the French and Indian War), in which Britain defeated France and allied American Indians. II. The desire of many colonists to assert ideals of self-government in the face of renewed British imperial efforts led to a colonial independence movement and war with Britain. 3.2 — The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government. I. The ideals that inspired the revolutionary cause reflected new beliefs about politics, religion, and society that had been developing over the course of the 18th century. II. After declaring independence, American political leaders created new constitutions and declarations of rights that articulated the role of the state and federal governments while protecting individual liberties and limiting both centralized power and excessive popular influence. III. New forms of national culture and political institutions developed in the United States alongside continued regional variations and differences over economic, political, social, and foreign policy issues. 3.3 — Migration within North America and competition over resources, boundaries, and trade intensified conflicts among peoples and nations. I. In the decades after American independence, interactions among different groups resulted in competition for resources, shifting alliances, and cultural blending. II. 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. Key Concepts and Events Key People and Vocabulary o Albany Plan of o Natural rights o John Adams o Partisan/ Union o Naturalization, o Samuel Adams bipartisan o Antifederalists Alien, and o Benedict Arnold o Perceive o Articles of Sedition Acts o Charles o Popular Confederation o Necessary and Cornwallis o Postpone o Bank of the proper clause o John Dickinson o Subjects United States o New Jersey Plan o Lord Dunmore (governance) o Battle of Long o Northwest o Benjamin o Ratify Island Ordinance of Franklin o Resilient o Battle of 1787 o Horatio Gates o Reverberate Saratoga o Northwest o Citizen Genêt o Battle of Territory o Nathanial Yorktown o Patriot Greene o Bill of Rights o Pennsylvania o Alexander o Boston Constitution of Hamilton Massacre 1776 o William Howe o Boston Tea o Pontiac’s o Thomas Party Rebellion Jefferson o Checks and o Popular o Henry Knox balances sovereignty o Marquis de o Coercive/ o Proclamation of Lafayette Intolerable Acts Neutrality o James Madison o Common Sense (1793) o Thomas Paine o Committees of o Quartering Act o Edmund correspondence of 1765 Randolph o Connecticut o Republic o Baron von (Great) o Separation of Steuben Compromise powers o Charles o Constitution o Seven Years’ Townsend o Continental War o George Congress (First o Shays’ Washington and Second) Rebellion o Declaration of o Sons of Liberty ---------------------------- Independence o Stamp Act of o Declaratory Act 1765 o Abolition of 1766 o Stamp Act o Alliance o Democratic- Congress o Artisan Republicans o Sugar Act of o Assert/reassert o Federalism 1764 o Bonded labor o Federalist o Tea Act of May o Centralized Papers 1773 o Compromise o Federalists o Townshend Act (noun) o French and of 1767 o Consolidate Indian War o Treaty of o Culminating o French Greenville o Democracy Revolution o Treaty of Paris o Diplomacy o Haitian (1763) o Domestic Revolution o Treaty of Paris o Encroachment o Jacobins (1783) o Evangelical o Jay’s Treaty o Valley Forge o Erupt o Judiciary Act of o Virginia Plan o Fervor 1789 o Virginia and o Forge o Latin American Kentucky o Hereditary Revolutions Resolutions o Imperial o Loyalist o Virtual o Incorporation o Minutemen representation o Initiative o Washington’s o Institutions Farewell o Interstate Address o Launch o Whiskey o Migration Rebellion o Neutrality o XYZ Affair Review Questions Review Questions Corresponding Textbook Pages 1, 2 135-143 3 152-157 4-6 157-167 7-12 168-179 13, 14 184-196 15-18 196-204 19-23 204-211 24-29 216-223 30-36 223-231 1. Describe the impact English population growth and expansion into the interior had on British-French relations, existing French–Indian fur trade networks, and various Indian nations. 2. After the British defeat of the French in 1763, how did American Indian groups’ desire for both continued trading with Europeans and resistance to the encroachment of British colonists on traditional tribal lands affect white-Indian relations? 3. Why and in what ways did Great Britain’s massive debt from the Seven Years’ War result in renewed efforts to consolidate imperial control over North America while also limiting American colonists’ migration west? 4. How and why did the various Indian tribes and interest groups of colonists respond to British consolidation efforts? Pay special attention to regional and class conflicts. 5. Which groups participated in the colonial independence movement, and how did the Enlightenment impact the arguments and ideals at the root of the drive for independence from Britain? Pay special attention to groups based on gender, class, region, and trade. 6. How did Protestant evangelical religious fervor affect many British colonists’ understandings of themselves? 7. Why did British economic and political actions during the mid-18th century begin to unite the colonists against perceived and real constraints on their economic activities and political rights? 8. Describe the political beliefs that many American leaders shared about individual rights, rights of Englishmen, self-rule, and the Enlightenment. 9. How did Enlightenment philosophers and ideas inspire many American political thinkers to emphasize individual talent over hereditary privilege? 10. Explain how the independence movement was energized by political leaders like Benjamin Franklin and other people such as laborers, artisans, and women. 11. During the era of the Intolerable Acts and other actions by Britain, how were Americans able to mobilize in large numbers and from where did they get financial and economic support? 12. How do both Common Sense and the Declaration of Independence illustrate the colonists’ belief in republican government and the natural rights of man? 13. Why did the colonial independence movement succeed in the face of apparently overwhelming British military superiority and opposition by Loyalists? 14. How were the Americans able to mobilize their population for war, pay for the war, and ultimately defeat the world’s preeminent empire? 15. How did awareness of social and economic inequalities in the face of the principles of the American Revolution motivate some people to call for the end of slavery and greater political democracy? 16. During and after the colonial war for independence, why did various Indian tribes attempt to forge advantageous political alliances with one another and with European powers? 17. Why did the first state constitutions and the Articles of Confederation put most power in the hands of the legislatures and limit suffrage and citizenship? 18. Describe the effect of the Northwest Ordinance on education, westward expansion, private property, and slavery. 19. Why did many post-Revolution leaders call for revising then replacing the Articles of Confederation? Be sure to include foreign relations, domestic political issues, and economics in your answer. 20. Why can the U.S. Constitution be called a “bundle of compromises”? 21. How is the Constitution a reaction to both the Revolution and the Articles of Confederation? 22. What was the legal and constitutional status of slavery under the early Constitution and what may result from this status over the next 90 years? 23. Why did the Constitutional status of slavery, its expansion westward, and the principles of the American Revolution lead to the development of distinctive regional attitudes towards slavery? 24. Describe the positions of Federalists and Anti-Federalists during the ratification process, making special note of the writings of Alexander Hamilton and James Madison in the Federalist Papers. 25. Why was the Bill of Rights adopted after the Constitution was ratified? 26. What was the status of social, political, and economic inequality during and after the Revolution and under the early Constitution? How did some groups respond? 27. Describe the precedents set by the Washington and Adams Administrations and explain how these precedents related to the U.S. Constitution. 28. How did American partisanship develop out of domestic and foreign policy disagreements, even though George Washington’s Farewell Address warned against the dangers of political parties and foreign entanglements? 29. How did the French Revolution and war in Europe affect U.S. foreign policy and domestic political conflict? 30. How did the American Revolution affect France, Haiti, and other Latin American countries? 31. Why and how did the continued presence of European powers in North America challenge the United States to find ways to safeguard its borders, maintain neutral trading rights, and promote its economic interests? 32. In particular, what effects did the expansion of Spanish mission settlements have on Indians and Spanish soldiers? 33. Explain the relationship between the states, the United States, and the Indian tribes regarding treaties, land seizures, and conflict. 34. How did the frontier culture continue to grow as a result of immigrants and internal migrants and how did this growth lead to social, political, and ethnic tensions? 35.
Load more

Recommended publications
  • American Federalism: More Than Two Centuries of Political Tension
    CHAPTER ONE American Federalism: More Than Two Centuries of Political Tension efore one explores the components and particulars of the BConnecticut polity, it is important to first discuss the features of American federalism, as well as the ongoing tension between federal and state authority throughout the course of American history. This general overview should demonstrate the centrality of state governments within the context of the American federal system, and why this work has special relevance in the twenty-first century. One of the bedrock principles of the United States Constitution is that the power of government should be limited and restrained. Heavily influenced by the writings of classical liberal philosophers, most notably the English philosopher John Locke (1632-1704), the Founding Fathers devised an ingenious constitutional system in which power would never be concentrated in one branch or one level of government.1 Limited government was viewed as a prerequisite to individual liberty and more generally the preservation of the newly- formed republic. The Founding Fathers’ deep belief in a system of limited government is clearly reflected in the principle known as federalism. Drafted during a swelteringly hot summer in Philadelphia more than two hundred years ago, the Constitution of the United States established a governing system in which power would be divided between two levels of government, national and state. The principle of federalism is among the several distinguishing features of the American constitutional framework. 2 AMERICAN FEDERALISM Federalism and Divided Power The Constitution, written in response to the failure of the Articles of Confederation (1781-88), provides the national govern- ment with both enumerated and implied powers.
    [Show full text]
  • Apush Review Packet
    APUSH REVIEW PACKET The Exam: • The exam is 3 hours and 5 minutes in length and consists of two sections. In section I, students answer 80 multiple choice questions in 55 minutes. In section II, students are given 15 minutes to plan and 45 minutes to write an essay on the document-based question (DBQ), and 70 minutes to answer two essay questions. Suggested time to be spent on each of the essay questions is 5 minutes planning and 30 minutes writing. Scoring: • The DBQ & two FRE are scored on a scale of 1-9 – Basis of a thesis, argument, and supporting evidence (including documents for DBQ) • The M/C counts for 50%, the Essays 50% – DBQ counts for 22.5%, FRE 27.5% ea. • 180 possible points – [# correct] x 1.125 = _________ MC – # out of 9 x 4.50 = ________ DBQ – # out of 9 x 2.750 = _______ FRE 1 – # out of 9 x 2.750 = _______ FRE 2 DBQ: • Requires you to answer by using documentary evidence AND your outside knowledge • READ QUESTION • BRAINSTORM!! • READ DOCUMENTS – Not statements of FACTS; descriptions, interpretations or opinions; READ THE SOURCE! • WRITE YOUR ESSAY Writing an Essay: • Thesis Paragraph – Addresses the QUESTION!! – Contains Thesis (what is YOUR theme) – Organizational Categories (set up your following paragraphs) • Supporting Paragraphs – Topic sentence – Specific factual information – Interpretive commentary – Documentation (DBQ)* – Clincher sentence • Conclusion – Supports, sums up Level of Questions Level One: questions are the facts of history. They can be answered from the text or other resources Level Two: questions require students to make inferences as to how and why the factual information has an impact in the historical context in which it occurs.
    [Show full text]
  • The Power of Modern Partisanship
    The Power of Modern Partisanship The Aligning of Social and Political Identity and Its Effects An Our Age of Uncertainty paper by Chris Jackson Ipsos Presents Age of Uncertainty The Power of Modern Partisanship The Power of Modern Partisanship The Aligning of Social and Political Identity and Its Effects Politicians, pollsters, and social scientists all seek to understand and predict how people will respond to events. To this end, we have found that identity—or, more precisely, how people define themselves—is a powerful predictor of behavior. This is an outgrowth of using demographics in social sciences as proxies for a wider range of socio-cultural beliefs. Since people have many different ways of characterizing themselves in different circumstances, contexts, or times, researchers have traditionally relied on context-specific identifiers. For instance, someone may behave like a parent at home but an employee at work. However, one particular type of identity—political partisanship—has become the lens for many Americans in how they relate to the world around them. This has problematic implications, not just for government, but for civil society and the economy, as party identification has an increasingly zero-sum logic of “with us or against us.” Political partisanship is not a new phenomenon. It has When people hear of “increased partisanship,” as they often existed since the establishment of the American Republic do today, they may think that an ever-larger proportion of when Thomas Jefferson’s Democratic-Republican Party Americans are closely identifying with either of the two faced off against Alexander Hamilton’s Federalist Party.
    [Show full text]
  • Symmetric Constitutionalism: an Essay on Masterpiece Cakeshop and the Post-Kennedy Supreme Court
    University of California, Hastings College of the Law UC Hastings Scholarship Repository Faculty Scholarship 2019 Symmetric Constitutionalism: An Essay on Masterpiece Cakeshop and the Post-Kennedy Supreme Court Zachary S. Price UC Hastings College of the Law, [email protected] Follow this and additional works at: https://repository.uchastings.edu/faculty_scholarship Recommended Citation Zachary S. Price, Symmetric Constitutionalism: An Essay on Masterpiece Cakeshop and the Post- Kennedy Supreme Court, 70 Hastings L.J. 1273 (2019). Available at: https://repository.uchastings.edu/faculty_scholarship/1736 This Article is brought to you for free and open access by UC Hastings Scholarship Repository. It has been accepted for inclusion in Faculty Scholarship by an authorized administrator of UC Hastings Scholarship Repository. For more information, please contact [email protected]. 70.5-PRICE (DO NOT DELETE) 5/27/2019 9:48 AM Symmetric Constitutionalism: An Essay on Masterpiece Cakeshop and the Post- Kennedy Supreme Court † ZACHARY S. PRICE Following Justice Kennedy’s retirement and the bitter fight over Justice Kavanaugh’s confirmation, increasingly polarized views about constitutional law in general, and specific constitutional cases in particular, threaten to undermine courts’ legitimacy, degrade their institutional capacity, and weaken public support for important civil liberties. To help mitigate these risks, this Essay proposes that judges subscribe to an ethos of “symmetric constitutionalism.” Within the limits of controlling considerations of text, structure, history, precedent, and practice, courts in our polarized era should lean towards outcomes, doctrines, and rationales that confer valuable protections across both sides of the nation’s major political divides, and away from those that frame constitutional law as a matter of zero-sum competition between competing partisan visions.
    [Show full text]
  • Of Belligerent Humor: the End of Alexander Hamilton's Political
    2I%HOOLJHUHQW+XPRU 7KH(QGRI$OH[DQGHU+DPLOWRQ¶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¶V &ROOHJH &ROXPELD 8QLYHUVLW\ LQ 1HZ <RUNDWRQO\IRXUWHHQ\HDUVROG+HZRXOGHYHQWXDOO\MRLQWKH5HYROXWLRQ DV D PHPEHU RI :DVKLQJWRQ¶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
    [Show full text]
  • 160 Years of Presidential Campaigns
    Buttons, Badges and Bumper Stickers – 160 Years of Presidential Campaigns An Exhibit from the Collection of John Owen Clark November 3, 2008 to December 15, 2008 Smathers Library Exhibit Gallery – Second Floor George A. Smathers Libraries About the Collector John Clark, 59, is a seventh generation Floridian who has had a deep and abiding love of politics and history for more than 40 years. His fi rst venture into collecting was to buy both a Nixon and a Kennedy button at the North Florida Fair in Tallahassee in October, 1960. From there Clark developed a casual interest in politics which grew into a job managing several political campaigns and eventually into being the district assistant to Florida Congressman Don Fuqua, who represented Tallahassee and Gainesville. Along the way, Clark’s love for history and its preservation evolved into amassing a collection of political memorabilia specializing in Florida politics as well as presidential elections. The collection spans the mid 1850’s through the election of 2008, and includes buttons, badges, banners, posters, bumper strips, brochures, political torches and assorted 3-D items and ephemera. The collection has been exhibited extensively both nationally and in numerous forums in Florida. It has been featured in Florida Trend and as a cover story in Tallahassee Magazine as well as several newspaper articles. Clark has degrees in Political Science and Law from FSU, but is also an active Gator Booster with a son at UF and is a founding member of the UF Library’s Stewards of Florida History. He lives in Tallahassee and is a Vice President of a major New York Stock Exchange fi rm.
    [Show full text]
  • American History and National Security: Supplementary Lessons for High School Courses
    DOCUMENT RESUME ED 286 809 SO 018 471 AUTHOR Patrick, John J., Ed.; And Others TITLE American History and National Security: Supplementary Lessons for High School Courses. INSTITUTION Ohio State Univ., Columbus. Mershon Center. PUB DATE 87 MOTE 222p. PUB TYPE Guides Classroom Use Guides (For Teachers) (052) Guides Classroom Use Materials (For Learner) (051) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS Civil War (United States); *Foreign Policy; High Schools; Instructional Materials; International Relations; National Defense; *National Security; *Social Studies; *United States History IDENTIFIERS Cold War; Cuban Missile Crisis; *Department of Defense; North Atlantic Treaty Organization; United States Constitution; World War I; World War II ABSTRACT Effective citizen participation implies the acquisition of skills and knowledge necessary for discussing and deciding national security issues. This book was developed to provide teachers with resources to design and strengthen national security education. The 30 self-contained lessons supplement and enrich current textbook treatment of national security issues rooted in U.S. history. The text outlines national security topics beginning with the writing of the U.S. Constitution and continuing through contemporary issues. Unit 1 focuses on the powers relating to national security and how they are distributed between the President and Congress. Unit 2 emphasizes the westward expansion of the nation before the Civil War and how national security was affected by that growth. Unit 3 discusses national security problems relating to the Civil War. Unit 4 stresses the problems caused by the nation's development into a world power after the Civil War. Unit 5 focuses on the two World Wars and national security topics related to them.
    [Show full text]
  • How Political Parties Began and Examine a Chart Describing Some of Hamilton's and Jefferson's Views
    Topic: Candidates, Parties, and Ballot Measures What the students do: Read about how political parties began and examine a chart describing some of Hamilton's and Jefferson's views. Select views they think were important both during the founding period and today. California History-Social Science Standards: 8.3, 11.1, 12.6, 12.7 CMS Proven Practices: 1,2 Thanks to: Constitutional Rights Foundation How American Political Parties Began Overview In this lesson, students read about how political parties began during the founding period. Next, working in pairs or small groups, students examine elements of Hamilton’s and Jefferson’s views on major topics. Putting themselves in the time period of the new nation, they decide which overall vision was best for America, then they select federalist and republican views that they think are relevant today. Objectives Students will be able to: Describe the evolution of political parties in American history through the early 1800s. Analyze items from Hamilton’s and Jefferson’s political agendas. Select items from those agendas that were most important then and now, and justify their choices. Materials Copies of the reading, “How American Political Parties Began” — one per student. Copies of the handout, “Two Visions for America” — per student. Procedure I. Focus Activity — Political Parties A. Engage the students in a discussion using the following questions: What are political parties? What are some political parties you have heard of? Do you think it is good or bad to have political parties in our country? Why? Explain to students that political parties play a big role in American politics and elections and that today they are going to learn more about how political parties got started.
    [Show full text]
  • Personality Analyses of Presidents Donald Trump and Andrew Jackson
    Citation: Mirza, M, N., Babar, S. I., & Nizamani, F, Q. (2021). Leadership, Idiosyncrasies, and Political Behaviour: Personality Analyses of Presidents Donald Trump and Andrew Jackson. Global Political Review, VI(I), 12-23. https://doi.org/10.31703/gpr.2021(VI-I).02 Muhammad Nadeem Mirza * | Summar Iqbal Babar † | Farheen Qasim Nizamani‡ Leadership, Idiosyncrasies, and Political Behaviour: Personality Analyses of Presidents Donald Trump and Andrew Jackson URL: Vol. VI, No. I (Winter 2021) http://dx.doi.org/10.31703/gpr.2021(VI-I).02 Pages: 12 – 23 p- ISSN: 2521-2982 e- ISSN: 2707-4587 p- ISSN: 2521-2982 DOI: 10.31703/gpr.2021(VI-I).02 How do leaders’ idiosyncrasies are developed, and Headings Abstract • Key Words how do these, in turn, impact their political behaviour? This study traces the idiosyncratic behaviour of • Introduction Presidents Andrew Jackson and Donald Trump. It details four • Historical Traditions in the historical traditions – Hamiltonian, Wilsonian, Jeffersonian, and United States Jacksonian. The study expands upon Jacksonian tradition and sees that how Trump pursued this tradition and how is his • Narcissist and Authoritarian political behaviour remained similar to that of Andrew Jackson. Behaviour Three specific areas in which these variables are determined are • Conclusion personal lives, narcissism and authoritarian behaviour, and populism and corruption. The paper also charts out the ways and • References means through which Donald Trump’s administration is termed as Jacksonian in nature. Key Words: Andrew Jackson, Donald Trump, Idiosyncrasy, Leadership, Political Personality profiling, Populism Introduction Political commentators were astonished to also the person against whom the highest see the rise and rise of candidate Donald number of Republican primary votes were Trump through US primaries before the 2016 cast (earlier the record was held by John presidential elections.
    [Show full text]
  • Thomas Jefferson's Opposition to the Federalists, 1810
    1 Thomas Jefferson’s opposition to the Federalists, 1810 Introduction The Federalist Party evolved from the core of Federalists, like George Washington and Alexander Hamilton, who wrote and defended the US Constitution in 1787–1788. The political party advocated a strong central government and supported a liberal construction of the Constitution. John Adams, elected in 1796, served as the only Federalist Party president, and the party held little power after 1801. In this letter, Thomas Jefferson responds to a letter from his old acquaintance from Congress and fellow Republican, David Howell of Rhode Island. Howell had requested Jefferson’s support for Rhode Island’s Governor James Fenner. Rather than simply give Fenner an endorsement, Jefferson uses this opportunity to discuss his opposition to the Federalist Party: I learn with pleasure that republican principles are predominant in your state, because I conscientiously believe that governments founded in them are most friendly to the happiness of the people at large; and especially of a people so capable of self government as ours. I have been ever opposed to the party, so falsely called federalists, because I believe them desirous of introducing, into our government, authorities hereditary or otherwise independant [sic] of the national will. these always consume the public contributions and oppress the people with labour & poverty. Questions for Discussion Read the introduction, view the image, and read the transcript of Thomas Jefferson’s letter. Then apply your knowledge of American history to answer the following questions: 1. Explain the criticisms Jefferson leveled against the Federalists regarding “the national will,” consuming “public contributions,” and oppression of “the people with labour & poverty.” 2.
    [Show full text]
  • Charting a Path for Federal Judiciary Reform
    Revisiting and Confronting the Federal Judiciary Capacity “Crisis”: Charting a Path for Federal Judiciary Reform Peter S. Menell* and Ryan Vacca** The modern federal judiciary was established well over a century ago by the Judiciary Act of 1891. Over the next seventy years, the structure and core functioning of the judiciary largely remained unchanged apart from gradual increases in judicial slots. By the mid- 1960s, jurists, scholars, practitioners, and policy-makers had voiced grave concerns about the capacity of the federal system to function effectively in the face of ever-increasing caseloads. Heeding calls for reform, in 1972 Congress charged a commission chaired by Senator Roman Hruska to study the functioning of the federal courts and recommend reforms. After extensive study, the Hruska Commission concluded that “[n]o part of the federal judicial system has borne the brunt of . increased demands [to protect individual rights and basic liberties and resolve difficult issues affecting the financial structure and commercial life of the nation] more than the courts of appeals.”1 The Commission called attention to the Supreme Court’s capacity constraints and the risks to the body of national law posed by the growing number of circuit conflicts. DOI: https://doi.org/10.15779/Z38BK16Q3Q. Copyright © 2020 Peter S. Menell and Ryan Vacca. * Koret Professor of Law and Director, Berkeley Center for Law & Technology, University of California, Berkeley, School of Law. ** Professor of Law, University of New Hampshire School of Law. We thank the Administrative Office of the U.S. Courts and the Federal Judicial Center for providing data on the federal judiciary and to Su Li for exceptional research assistance in formatting, synthesizing, and analyzing the data.
    [Show full text]
  • The Politics of American Party Ideology Development
    The Politics of American Party Ideology Development Verlan Lewis Eugene, Oregon A Dissertation presented to the Graduate Faculty of the University of Virginia in Candidacy for the Degree of Doctor of Philosophy Department of Politics University of Virginia July 2015 THE POLITICS OF AMERICAN PARTY IDEOLOGY DEVELOPMENT VERLAN LEWIS ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! © 2015 Verlan Lewis All rights reserved For Katherine TABLE OF CONTENTS CHAPTER 1: A POLITICAL INSTITUTIONAL THEORY OF AMERICAN PARTY IDEOLOGY DEVELOPMENT!..............................................................................................................................................!2! 1!Introduction!........................................................................................................................................................!2! 2!Defining!Parties,!Ideologies,!and!Development!...................................................................................!8! 3!Problems!with!Our!Current!Understanding!of!Party!Ideology!Development!.....................!13! 4!Improving!Our!Understanding!of!Party!Ideology!Development!...............................................!18! 5!A!Political!Institutional!Theory!of!American!Party!Ideology!Development!.........................!21! 6!Research!Design!.............................................................................................................................................!44! 7!Conclusion!.........................................................................................................................................................!46!
    [Show full text]