AMSCO 2016 Answer Key Searchable
AMSCO 2016 Answer Key Searchable
AMSCO 2016 Answer Key Searchable
John J. Newman
John M. Schmalbach
AMS C 0
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1 2 3 4 5 6 pp 20 19 18 17 16 15
Introduction
PERIOD l: 1491-1607
Chapter 1 A New World of Many Cultures, 1491-1607 2
PERIOD 2: 1607-1754
Chapter 2 The Thirteen Colonies and the British Empire, 1607-1750 3
Chapter 3 Colonial Society in the 18th Century 5
Period 2 Review 7
PERIOD 3: 1754-1800
Chapter 4 Imperial Wars and Colonial Protest, 1754-1774 8
Chapter 5 The American Revolution and Confederation, 1774-1787 10
PERIOD 4: 1800-1848
Chapter 7 The Age of Jefferson, 1800-1816 16
Chapter 8 Nationalism and Economic Development, 1816-1848 18
Chapter 9 Sectionalism, 1820-1860 20
PERIOD 5: 1848-1877
Chapter 12 Territorial and Economic Expansion, 1830-1860 30
Chapter 13 The Union in Peril, 1848-1861 32
Chapter 14 The Civil War, 1861-1865 34
Chapter 15 Reconstruction, 1863-1877 36
Period 5 Review 38
PERIOD 7: 1898-1945
Chapter 20 Foreign Policy, 1865-1914 52
Chapter 21 The Progressive Era, 1901-1918 54
Chapter 22 World War I, 1914-1918 56
Chapter 23 A New Era: The 1920s 58
Chapter 24 The Great Depression and the New Deal, 1929-1939 59
Chapter 25 Diplomacy and World War II, 1929-1945 61
Period 7 Review 64
PERIOD 8: 1945-1980
Chapter 26 Truman and the Cold War, 1945-1952 68
Chapter 27 The Eisenhower Years, 1952-1960 70
Chapter 28 Promises and Turmoil: The 1960s 72
Chapter 29 Limjts of a Superpower, 1969-1980 74
Period 8 Review 77
PERIOD 9: 1980-PRESENT
Chapter 30 Conservative Resurgence, 1980-2000 80
Chapter 31 Challenges of the 21st Century 83
Period 9 Review 86
1. Historical Thinking Skills: One or more thinking skills are identified for each
question, such as Causation or Comparison. The thinking skills are explained on pages
7-9 of the Course and Exam Description.
2. Thematic Learning Objectives: One or more learning objectives are identified for
each question, such as WXT-1 or CUL-2. The learning objectives are explained on
pages 10-21 of the Course and Exam Description.
3. Key Concepts: One or more key concepts from the AP U.S. History concept outline
are identified for each question, such as 9.1.I or 9.3.III. The complete list of key
concepts is found on pages 22-89 of the Course and Exam Description.
4. Textbook Pages: Finally, the key for each question includes a list of specific textbook
pages that can be used to support the answer. Again not every page that may provide
some background or context is included, but those that seemed most relevant to the
authors.
The questions in the third edition, as in previous editions, were created to prepare AP® students
for the exam in a sequential chapter-by-chapter and period-by-period approach. Therefore,
chapter and period questions were usually designed to review the previous chapter or period.
Some questions will evaluate a student's ability to make comparisons with content in earlier
chapters and to apply thinking skills, such as change over time. We also attempted to broaden
chapter and period reviews by creating questions, especially in the short-answer sections,
with an expanded number of options. This gives teachers more choices on how they can
use or assign the questions. Again, our priority was preparation of students for the AP® U.S.
History exam, not to make every question imitate current samples of possible future College
Board exam questions.
PERIOD 2: 1607-1754
Chapter 2 The Thirteen Colonies and the British Empire, 1607-1754
Multiple-Choice Questions, pp. 40-42
PERIOD 3: 1754-1800
Chapter 4 Imperial Wars and Colonial Protests, 1754-1774
Multiple-Choice Questions, pp. 79-81
PERIOD 3 REVIEW
Long-Essay Questions, pp. 126
Good responses start with a relevant thesis supported by evidence such as below and/or from
other sources:
3. POL-2, WXT-1, GE0-1, Analyzing Evidence, Argumentation, 4.1.III, 4.3.II, pp. 178, 181
a) That Massachusetts is opposed to slavery as well as any fugitive slave laws. It calls on
its sister state, Virginia, to also be faithful to the founding fathers' belief in freedom.
b) Since there is no mention of slavery being wrong in the Bible, then if the "Saviour"
didn't challenge it, how can anyone else question it?
c) Support for the views of Whittier can be found in the industrialization and the
immigrants who flooded New England and the North, providing both a supply of
inexpensive labor and consumers of the new mass-produced consumer goods. Support
for the views of Drew can be found in the actions of the Baptist and Methodist
churches in the South that preached biblical support for slavery and thus gained in
membership. For some in the South there was sensitivity about how they treated slaves
so they referred to slavery as "that peculiar institution."
4. WXT-2, CUL-4, GE0-1, Causation, Contextualization, 4.2.III, 4.3.II, pp. 173, 177-180
a) A number of factors contributed to the lack of manufacturing in the South and they
included cotton as the basis of the South's economy in part due Eli Whitney's cotton
gin and Great Britain providing the market for the South's cotton. With its mechanized
textile mills, by 1860 the world depended chiefly on Britain for its supply of cloth,
and Britain depended largely on the South for its supply of cotton fiber. Slavery
provided the labor to do whatever owners demanded. Because of the great profits
to be made on the cotton plantations, the value of a field slave had risen to almost
$2,000 by 1860. Thus the heavy investment in slaves left much less capital than the
North to industrialize. Also Southern society was dominated by a very small minority,
the planter aristocracy, that maintained power, dominated the state legislatures, and
enacted laws that favored their economic interests.
b) Advantages for the North included states bound together by transportation routes and
economic growth based on commercial farming and industrial innovation that drew
strong investment. Labor was plentiful due to both a high birthrate and increased
immigration.
c) In Gregg's view a number of possible consequences could result if the South continued
as in the past and they include a limited economy based on agriculture and a single
crop, the constant need for new land to replace the depleted soil from cotton farming,
a society unable to react to any future changes and a growing separation from the
industrialization that was taking hold in the rest of the nation.
Think As a Historian: Statements about Continuity and Change Over Time,p. 223
2,4,5
PERIOD 4 Review
Long-Essay Questions, pp. 224-225
Good responses start with a relevant thesis supported by evidence such as below and/or from
other sources:
1. NAT-1, POL-2,Argumentation,Synthesis,3.1.II,3.2.1-II, pp. 94-95
A thesis in support of the belief that the revolution was to continue basic British
rights would view it not as a revolt against outmoded institutions,but a quest for
independence that carried to maturity a liberal, democratic movement that had been
gaining force for years. The fight had been for the same rights as those living in Britain,
including representation.
For those refuting the statement, they can look to the nature of the new revolutionary
government and the distinctions it made with the British system,including no lifetime
head of state,separation of church and state,and abolition of aristocratic titles.
2. NAT-2,POL-1,Argumentation,Synthesis,4.1.I,pp. 191-195
A thesis in support of Jackson as a revolutionary force for the common man can point
to more elected offices during the Jacksonian era, popular campaigning as candidates
directed their campaigns to the interests and prejudices of the people,and the
introduction of the spoils system and rotation of officeholders. Even the Peggy Eaton
affair showed Jackson's disdain for elitism and acceptance of all as equal.
Those arguing that Jackson was simply a continuation of the trend toward greater voter
participation can point to the expansion of universal male suffrage in the new western
states, Indiana (1816), Illinois (1818),and Missouri (1821). This broad trend was
recognized by many,such as Alexis de Tocqueville,French aristocrat, who wrote about
the democratic attitudes of Americans.
3. NAT-2, POL-1,WXT-2,Contextualization, Causation,3.2.III,pp. 110-111
An analysis of Alexander Hamilton policies as the first secretary of the treasury would
look at his three-part program: 1. pay off the national debt and assume the war debts of
the states, 2. protect new industries and collect revenues at the same time by tariffs on
imported goods, 3. create a national bank for depositing government funds and printing
banknotes that would provide a stable currency.
8. WOR-1, WOR-2, WXT-2, Contextualization, Causation, 4.1.1, 4.3.1, pp. 139, 151,
158-159
Florida Purchase resulted in part because Spain, worried that the United States would
seize Florida, and preoccupied with troubles in Latin America, decided to turn over all
of its possessions in Florida and its claims in the Oregon Territory. In return the United
States agreed to assume claims against Spain in Florida and give up any U.S. territorial
claims to the Spanish province of Texas.
Monroe Doctrine was a response to the ambitions of Europe in the Western
Hemisphere. Monarchies in Europe were considered to be helping Spain to return
to power in South America, where a number of republics had recently declared their
U.S. History Answer Key 27
independence. Also, Russia's presence in Alaska worried both Britain and the United
States. The Doctrine asserted that the American continents not be considered as
subjects for future colonization by any European power and that any attempts by a
European power to interfere in the affairs of any republic in the Western Hemisphere
would be opposed by the United States War Hawks were a group of new, young
Democratic-Republicans in Congress, many from frontier states. They quickly gained
influence, arguing that war with Britain would be the only way to defend American
honor, gain Canada, and destroy American Indian resistance on the frontier.
9. MIG-I, CUL-I, CUL-2 Causation, Periodization, 2.1.11, 2.2.1 pp. 45-47, 51-52
Education was limited and varied among the colonies. Formal efforts were directed
to males, since females were trained only for household work. In New England the
Puritans' emphasis on the Bible led them to create the first tax-supported schools. The
Middle Colonies schools were either church-sponsored or private. In the southern
colonies, parents gave their children whatever education they could. On plantations,
tutors provided instruction for the owners' children. The first colonial colleges were
sectarian, promoting the doctrines of a particular religious group. The Puritans founded
Harvard in 1636 in order to train ministers. Only one nonsectarian college was founded
during this period, the College of Philadelphia, which later became the University of
Pennsylvania, and had no religious sponsors.
Immigration was continuous from England, Scotland, Wales, and Ireland, and also
from parts of Western and Central Europe. Many were Protestants coming from
France and German-speaking kingdoms. Some came to escape religious persecution
and wars while others sought economic opportunity either by farming or as an artisan
or a merchant. Most settled in the Middle Colonies and on the western frontier. Few
immigrants headed for New England, where land was limited and under Puritan
control.
Religion was recognized with varying degrees of toleration. All of the colonies
permitted the practice of different religions with Massachusetts, the most conservative,
accepting several types of Protestants, but it excluded non-Christians and Catholics.
Rhode Island and Pennsylvania were the most liberal. As religious diversity increased,
the colonial governments gradually reduced their tax support of churches. Religion
continued to play an important role as evidenced by the influence of the Great
Awakening.
10. MIG-I, MIG-2, CUL-I, Causation, Periodization, 4.1.11, 4.2.III, pp. 175-176, 181,
207-208, 213
Education saw the need for free public schools for children of all classes. Reformers
were motivated by growing numbers of the uneducated poor, both immigrant and
native-born. In the 1840s free schools spread rapidly from Massachusetts to other
states. Reformers wanted children to learn not only basic literacy, but also moral
principles. Fearing the Protestant tone of the schools, Roman Catholics founded
schools for their children. Private colleges grew, in part due to the religious enthusiasm
of the Second Great Awakening. Various Protestant denominations founded small
colleges, especially in the western states. Also, several new colleges began to admit
women. Adult education was furthered by lyceum lecture societies, organizations that
brought speakers to small towns.
Immigration in the 1830s began to increase and by 1860 nearly 4 million people from
northern Europe, including 2 million Irish and 1 million Germans, crossed the Atlantic
arriving in Boston, New York, and Philadelphia. Many remained where they landed
Question Answer Learning Objective Historical Thinking Key Concept Text Pages
Number Skill
1. C GE0-1, WOR-1, 2 Contextualization 5.1.1 232-233
2. A GE0-1, WOR-1, 2 Causation 5.1.1 233
3. A GE0-1, WOR-1, 2 Analyzing Evidence 5.1.1 232-233
4. D GE0-1, WOR-1, POL-1 Using Evidence 5.1.1, 5.2.11 232-234
5. D GE0-1, WOR-1, POL-1 Contextualization 5.1.1, 5.2.11 232-234
6. D GE0-1, WOR-1, POL-1 Contextualization 5.1.1, 5.2.11 232-234
7. B GE0-1, WOR-1, POL-1 Contextualization 5.1.1 233-234
8. A GE0-1, WOR-1, POL-1 Analyzing Evidence 5.1.1 234
PERIOD 5 Review
Long-Essay Questions, pp. 311
Good responses start with a relevant thesis supported by Evidence such as below and/or from
other sources:
1. WOR-2, Contextualization, Argumentation, 5.3.I, pp. 274-275
A good response would recognize that the Confederate's hopes for gaining
independence depended as much on its diplomats as on soldiers. Confederate leaders
fully expected that cotton would prove to be "king" and induce Britain or France,
or both, to give direct aid to their war effort. British sympathies can be seen in the
Trent Affair when a Union warship stopped a British ship and removed Confederate
diplomats. Britain threatened war over the incident and the diplomats were released.
But after again sailing for Europe, they failed to obtain full recognition of the
Confederacy from either Britain or France. Ultimately, the South's hopes for European
intervention were disappointed. Cotton did not have the power to dictate foreign policy
since Europe found ways of obtaining it from other sources. Other factors influencing
Britain's decision not to recognize the Confederacy included the lack of a decisive
Confederate military victory, and Lincoln's Emancipation Proclamation that appealed
to Britain's working class.
2. WOR-1, POL-1, Contextualization, Argumentation, 3.1.II, p. 90
Any thesis evaluating the role of international support for Americans in the
Revolutionary war must consider a number of factors. For many the turning point of
the war came with the victory at Saratoga in 1777 as it persuaded France to join in the
war against Britain. France's king, Louis XVI, had no interest in aiding a revolutionary
movement but saw a chance to weaken his country's enemy, Great Britain. The French
alliance widened the war and forced the British to divert military resources away
from America. At Yorktown in 1781, supported by French naval and military forces,
Washington's army forced the surrender of a large British army, which led directly to a
treaty ending the war.
NAT-1, NAT-2, POL-1, Analyzing Evidence, Argumentation, 5.2.1, 5.2.11, pp. 247-260
A good thesis can be presented to defend either position on the statement. The point
of view that compromise on the issues, including slavery, was possible, and that the
abolitionists in the North and the "fire eaters" in the South poisoned the political
debate is supported by the suggestions for restraint in documents 1 and 5. Document
3 provides data showing how evenly divided the political factions were although the
trend was toward the North. In this context Lincoln can be seen as promoting conflict,
while Douglas is a symbol of compromise and peace. The opposite view, that the war
was inevitable can be based on the point that moral issues such as slavery could not be
compromised and conflict was inevitable, regardless of the leadership. The strong views
in documents 2, 4, 6, and 7 would support this interpretation. A good response will use
six or seven of the documents.
PERIOD 6: 1865-1898
Chapter 16 The Rise of Industrial America, 1865-1900
Multiple-Choice Questions, pp. 334-336
Question Answer Learning Historical Thinking Skill Key Concept Text Pages
Number Objective
1. D WXT-2 Analyzing Evidence 6.1.11 347
2. A WXT-2 Comparison 6.1.11 347
3. A WXT-2 Comparison 6.1.11 347
4. D POL-2 Analyzing Evidence 6.1.111 352
5. D POL-2 Comparison 6.1.111 351-352
PERIOD 6 REVIEW
Long-Essay Questions, pp. 398-399
Good responses start with a relevant thesis supported by evidence such as below and/or from
other sources:
1. WXT-2, Argumentation, Comparison, 6.1.II and III, pp. 329-331, 350-352, 386-389
A good response would explain the context of the period for farmers and labor.
Comparisons could include efforts to influence politics, such as the reform program of
the National Labor Union and Farmer Alliances and Populist movements, comparison
of farmer cooperatives to the collective bargaining of labor unions and their common
lack of success before 1900. However, a comparison of their objectives and strategies
can also explain while the two movements did not easily work together. One was
mostly rural and the other mostly an urban development. Farmers as small business
owners had a different set of objectives than labor as employees, and therefore were at
odds on some issues such as the tariff and gold standard in the 1896 election.
2. WXT-2, Argumentation, Comparison, 6.1.I, II, pp. 320-325, 346-347, 386, 389-390
One could support an argument that the federal government during the period was more
of a promoter of industrial development as evidenced in the land grants and subsidies to
railroads, the mineral and lumber rights given out, the passage of very high tariff rates
to protect large-scale industries, and the hard currency policies to support investors and
U.S. History Answer Key 49
bankers. The federal courts also struck down state efforts at regulation and consistently
ruled against organized labor. The case for regulation is mainly based on the weak
Interstate Commerce and Sherman Anti-Trust Acts and some moves to increase the
money supply and the conservation of public lands.
3. WXT-2, POL-3, Continuity and Change, Causation, 7.1.II-III, pp. 321, 387-388,
435-443, 502-511
a) The causes and effects of the Great Depression had similarities to the earlier
depressions, including over-speculation, a stock market crash, widespread
bankruptcies, widespread unemployment, and protests by the jobless. However,
differences included the federal government was more willing to take more action
during the New Deal, such as, abandoning the gold standard (except for foreign
exchange), greater regulation of banks and businesses, direct relief to unemployed
and poor, and social programs to improve the lives of ordinary Americans, such as
government-funded jobs and pensions.
5. MIG-1,Argumentation,Causation,7.2.II,pp. 422,485,513,533
A well-written thesis should show awareness of the changes and consequences during
the period. A good response could include explanation of the context at the beginning
of the period (1900) and the high rate of "new" immigrants entering the nation from
southern and Eastern Europe and the resulting rise of the nativist opposition. Evidence
could include rise of the Ku Klux Klan in the 1910s and their campaign against
foreigners,Catholics,and Jews,as well as the Sacco and Vanzetti case. An analysis of
the Quota Acts of 1921 and 1924 are essential to explaining the change to immigrant
patterns for the rest of the period,and the effects of the Great Depression should also
be considered. Students could follow up on the changing patterns of immigration
from the Americas (not limited by the Quota Acts),especially the changing affects of
World Wars I and II (braceros policy) and the Great Depression on Latin American
immigrants,and the granting of citizenship to Puerto Ricans in 1917.
6. MIG-2,Argumentation,Causation,7.2.II,426,467,512,533-534
A good response would deal with the effects of World Wars I and II and the Great
Depression on internal migration of the general population,and individual ethnic
groups,such as,African Americans,Mexican Americans,and Japanese Americans.
Evidence could include the effects of the wars on the migration to industrial centers,
first to the North and Midwest,but expanded in World War II to the west,and to the
Sunbelt after the war. The migration of African Americans from the South accelerated
during World War I (Great Migration) to northern cities,but continued throughout this
U.S. History Answer Key 65
period. Analysis could also include impact of the Great Depression on farmers and the
Dust Bowl populations,and the internment and removal of Japanese to other parts of
the nation during World War II.
7. POL-3,WXT-2,Argumentation, Using Evidence, 7.1.II-III,pp. 435-443,460-461,
503-508,531-533
A good response will include a thesis that supports,modifies or refutes the
interpretation of the effects of the increased role of the federal government in the U.S.
economy. Evidence to support the interpretation could include the legislation of the
Progressive Era,the controls and spending during World Wars I and II,and the reliefs,
recovery,and reform programs of the New Deal,with special emphasis on the creation
of institutions with long-lasting impact,such as federal income tax,Federal Reserve,
Anti-trust Department,consumer protection laws,Federal Trade Commission,FDIC,
Securities and Exchange Commission,Social Security,Fair Labor Standards Act,and
conservation legislation.
8. POL-3,NAT-2,Argumentation,Using Evidence, 7.2.II,7.3.III,pp. 410-412,456-457,
461,467,533-534
A good response will include a thesis that supports,modifies or refutes the "greatest
threat" interpretation of the effects of the wartime events and policies on civil liberties,
and what kind of civil liberties,e.g. freedom of speech,equal opportunity to jobs,
etc. Evidence could include the impact of jingoism and imperialism, anti-German
propaganda,the Espionage and Sedition Act,Schenck v. United States, the Eugene
Debs Case,Red Scare,internment of Japanese Americans,and prosecutions related to
the draft laws. Evidence to support a modified thesis may include ongoing racial and
ethnic discrimination against African Americans and others during the period,of which
the segregated armed forces is just part of the bigger picture.
9. WOR-2,Argumentation, Comparison, Using Evidence, 7.1.I-III,pp. 412-416,455-
460,524-531
A good response would include both a comparison and contrast of the goals of all
three wars. Evidence from the Spanish American War could include expansionist
and humanitarian goals and need to satisfy public opinion,and how goals were refined
after the war,particularly in relationship to Cuba,Puerto Rico and the Philippines.
The context of the goals for World War I were defined by traditional U.S. policies of
neutrality,freedom of the seas and open markets for non-belligerents. However,one
can argued to what extent the goals were changed by Wilson's idealistic foreign policy,
the Fourteen Points and progressive motives to promote democracy. One could also
contrast the imperialist goals of the Spanish-American war the non-territorial goals of
World War I. A thoughtful analysis could attempt to contrast the apparent similar goals
of Franklin Roosevelt in World War II to Woodrow Wilson,the role that economic
goals played in each war,or the influence of more "realist" policy goals in the conduct
of World War II (unconditional surrender,enlarged spheres of influence for the United
States,overseas bases).
10. WOR-2,Argumentation,Comparison,Using Evidence,7.3.I-III,pp. 416-423,466-
467, 486-488,538-539,563-569
A good response would include a comparison and contrast of effects of TWO wars on
foreign policy. One could argue that while the causes of Spanish American War were
humanitarian,but the results were imperialistic. Evidence may include annexation of
Hawaii,building of the Panama Canal,the war in the Philippines,policies related to
China and Japan,Roosevelt Corollary to the Monroe Doctrine,and the political debate
over imperialism. Evidence for post-war effects of World War I on foreign policy
may include U.S. debate and failure to ratify the Treaty of Versailles,impact of public
66 U.S. History Answer Key
disillusionment concerning overseas involvement, and to what extent involvement
without commitment characterized U.S. foreign policy in the 1920s (Kellogg-Briand
Pact). While Chapter 25 does not provide background about all of the post-war effects
of World War II much beyond the founding the United Nations and U.S. role as world
leader, the wartime treaties and commitments explained in the chapter set the stage for
the Cold War explained in Chapter 26.
11. CUL-2, Argumentation, Causation, Using Evidence, 7.2.1, pp. 434, 479-483, 506, 533
A good response will take into account how the rise of an urban, industrial society
encouraged the development of a variety of cultural expressions from ethnic, immigrant,
and regional artists, and how innovations contributed to the national culture by making
shared experiences more possible through the cinema and mass media, such as radio.
Evidence could include the role of popular magazines and newspapers, new national
radio networks, films and movie palaces, professional and amateur sports, literature of
the "lost generation," artists with urban subject matter such as Edward Hopper, regional
artists such as Grant Wood and Thomas Hart Benton, the musical theater enriched
by Jewish immigrants and composers such as George Gershwin, the role of Harlem
Renaissance in the arts and changing attitudes towards African Americans, the New
Deal in sustaining the arts during the depression (WPA), and artists, such as Norman
Rockwell, contributions to World War II.
12. CUL-2, Argumentation, Causation, Using Evidence, 7.1.1, 7.2.1, pp. 433, 463, 478-480,
498, 532
A good response could include how large corporations increasingly focused on the
production of consumers' goods during this period and through new manufacturing
techniques and new technologies contributed to improved standards of living, greater
personal mobility, and better communications. Evidence could include mass production,
assembly line, scientific management, use of electric motors in factories, shift from coal
to oil as an energy source, development and production of automobiles, commercial
aircraft, electric consumer appliances, radio, movies, and for both military and peaceful
uses, jet engines, rockets radar, sonar, penicillin, and atomic energy.
PERIOD 8: 1945-1980
Chapter 26 Truman and the Cold War, 1945-1952
Multiple-Choice Questions, pp. 574-576
3. POL-2, Analyzing Evidence, Contextualization, Using Evidence, 8.2.I, pp. 559-561, 570
a) The context of race relations in 1949 included the segregation of African Americans
in the South by state and local laws, the growing opposition to segregation and
discrimination (especially from African-American veterans returning from World War
II), the efforts of northern liberal reformers, and the efforts of President Truman to
integrate the federal government and armed forces by executive order in 1948.
b) Supporters of segregation accused American writers and playwrights of musicals
such as South Pacific of being un-American and tools of the worldwide Communist
movement, saying their works were designed to start a race war. Desegregation was also
attacked as a way the Communists were trying to de-stabilize American society before
starting a Communist revolution in United States.
U.S. History Answer Key 69
c) Within the political reality of the times, President Truman used executive orders to
establish the Committee on Civil Rights in 1946 and end the policy of segregation
of the U.S. armed services in 1948, and strengthened the Civil Rights division of the
Justice Department. His efforts to pass a Fair Employment Practices law and other
civil rights legislation were blocked by southerners in Congress.
4. WXT-3, MIG-2, Causation, Using Evidence, 8.3.1, pp. 557-558
a) The GI Bill of Rights paid for the continued education of returning veterans of World
War II. Over two million veterans used the GI Bill to attend colleges, which started
a postwar boom in higher education. The growth of the economy, technology, and
military spending also created demand for a more highly educated workforce.
b) The end of the Great Depression and World War II and a prosperous peacetime
economy encouraged more and younger marriages and a subsequent baby boom. The
relative high wages of middle and working class men encouraged women to return to
the traditional role of homemakers and raise larger families.
c) A warmer climate, wartime assignments to bases in the South and West, lower taxes,
and economic opportunities in defense-related industries attracted many Gis and their
families to the Sunbelt states from Florida to California. Many parts of the Sunbelt
also had fewer regulations on business and had laws that limited the labor unions
while providing little legal protection for workers and consumers. This pro-business
environment encouraged companies to move to the Sunbelt.
3. POL-1, WXT-3, WOR-2, Causation, Using Evidence, 8.1.II, 8.3.I, pp. 580-581, 587
a) The "Modern Republicanism" of the Eisenhower administration, while committed
to balanced budgets, but accepted the continuation of New Deal programs such as
Social Security, in fact extended its coverage to ten million more citizens. However,
Eisenhower opposed federal aid to education and federal health care insurance.
His middle-of-the-road approach did not satisfy the conservative Republicans, who
wanted to repeal the New Deal legislation.
b) The Highway Act of 1956 transformed the United States with 42,000 miles of
high-speed interstate highways linking the nation's major cities. The project sped
up intercity travel and trade, created jobs, promoted long distance trucking, and
accelerated the spread and the growth of suburbs. It contributed to the decline
of railroads and towns and cities not on the interstate network. However, this
transformational legislation is considered by many as President Eisenhower's greatest
legacy.
PERIOD 8 Review
Long-Essay Questions, p. 648
Good responses start with a relevant thesis supported by evidence such as below and/or from
other sources:
1. WOR-2, Argumentation, Causation, Using Evidence, 8.1.I, pp. 563-569, 581-687,
612-615, 625-627
Supporting arguments for the ways that the Cold War altered the role of the United
States in the world could include: 1) The containment policy in essence turned the
U.S. into a worldwide superpower or international police force to stop the spread of
communism not only in Europe, but Asia, Africa, and the Americas. 2) The Cold War
led the U.S. for the first time to make military peacetime alliances with nations around
the world in such organizations as NATO and SEATO. 3) In the effort to contain
Communism, the U.S. also developed extensive foreign aid programs of both economic
and mjlitary help, often modeled on the successful Marshall Plan. 4) The nature of
the Cold War also encouraged the U.S. to develop its capabilities for covert actions
around the world, starting with the organization of the CIA and operations such as the
overthrow of governments in Iran and Guatemala and the failed effort in Cuba. Other
arguments could include the worldwide role as advocate for freedom and human rights
and the development of a nuclear force (umbrella) to protect allies around the world.
2. WOR-1, Argumentation, Causation, Using Evidence, 8.1.II, pp. 569-71, 614-615, 626,
631
An analysis of the impact of the Cold War on domestic politics could include: 1) The
impact of the anti-Communism hysteria of the Second Red Scare following World War
II and culminating in the popularity of Joseph McCarthy. The fears of the era produced
loyalty oaths, blacklists, destroyed reputations, and poisoned American politics
for years to come. 2) The domestic conflicts over U.S. involvement in the Vietnam
War produced a split in the nation between "Hawks and Doves," numerous anti-war
demonstrations, violation of draft laws, and the end of LBJ's presidency. 3) The Cold
War also helped to produce a lasting "credibility gap" between U.S. citizens and their
government, evident in the resignation of LBJ, the reaction to Nixon's secret attack on
Cambodia, and the Watergate investigation. 4) The escalating involvement in the Cold
War also produced a reaction to the concentration of powers in the executive branch,
evident in the passage of the War Powers Act and the abuse of powers charges in the
Nixon impeachment.
U.S. History Answer Key 77
3. POL-2, Argumentation,Comparison,Using Evidence, 8.2.III, pp. 503-507,511,
604-606
Both the New Deal and the Great Society had similarities,primarily in their progressive
philosophy to use the powers and funding of the federal government to address
problems of poverty and conditions in an urban and industrial society. LBJ's War of
Poverty and Food Stamp program also served much the same function as New Deal
relief programs,such as the Federal Emergency Relief and WPA. However, the New
Deal took place during the Great Depression and had to address financial and market
reforms, while the Great Society was created in an era of prosperity. Among the
differences,the Great Society program went beyond the New Deal in attacking racial
segregation through the Civil Rights Acts,creating the health insurance programs of
Medicare and Medicaid,funding education from Head Start through the university
levels,immigration reform,and funding of the arts and humanities.
PERIOD 9: 1980-PRESENT
Chapter 30 Conservative Resurgence, 1980-2000
Multiple-Choice Questions, pp. 674-676
PERIOD 9 REVIEW
Long-Essay Questions, p. 701
Good responses start with a relevant thesis supported by evidence such as below and/or from
other sources:
1. POL-1,-2,-3,Argumentation,Continuity and Change over Time,Using Evidence,
9.1.I,pp.654-655,656-659,667,680-681,685,690,691-692
A good response to this "to what extent " question demands a well-worded thesis
that takes into account both continuity and changes in both U.S. economic and
social policies. Among the evidence to support the continuity and the failure of the
conservative resurgence to change economic policies included the continued increases
in the federal budgets and the national debt, maintenance of New Deal and Great
Society programs such as Social Security and Medicare,and the increases in regulation
and consumer protection after the Great Recession. However, the Reagan and Bush
administrations made significant cuts in federal taxes on income,capital gains,and
estates taxes and business regulations, which benefited investors and upper incomes.
The increases in the powers and protections of corporations and the reduction of
the power and influence of labor unions could prove lasting conservative economic
changes.In the area of social policies,conservatives have been successful in expanding
gun rights and eliminating gun control laws,overturning or rushing back on affirmative
action laws,and while conservatives have not overturned Roe v. Wade, conservative
state governments with the support of conservative courts have chipped away on access
to abortion. An analysis of the conservative achievements could also take into account
the actions and successes of specific phases of the resurgence,such as the Reagan
Revolution,the Contract with America (welfare reform),the Tea Party movement, and
the role of the Supreme Court under Chief Justices Rehnquist and Roberts.
2. WOR-2,NAT-2,Argumentation, Continuity and Change over Time,Using Evidence,
9.3.1-11,pp.664,669-671, 681-684,688-689
A good response would deal with the changes from the bipolar world of the Cold War
to a world in which the United States was the lone "superpower." A strong thesis could
deal with "to what extent" the war on terrorism changed U.S. foreign policy during
this period,and debates between advocates of collective security and and supporters of
unilateral actions.Arguments to support continuity after the Cold War era could include
the high level of defense spending and the worldwide network of military bases and
naval power of the United States. Evidence to support the role of the U.S. as "world
policeman" could include the invasion of Panama in 1989, leadership in the Persian
Gulf War in 1991,and involvement in Somalia in 1993,Haiti in 1994,and Bosnia and
Kosovo in 1995 and 1998. The analysis of the impact of war on terrorism could include
the Bush Doctrine and the wars in Afghanistan and Iraq, and changes in policies under
the Obama administration. Shifts in U.S. foreign policies after the Cold War could
include relations with China and other emerging economic powers, relations with
86 U.S. History Answer Key
the Middle East and energy dependence, the U.S. role in Europe and NATO, and the
conflicted relationship with Russia.
3. POL-2, WXT-2, Argumentation, Comparison, Using Evidence, 9.1.I, pp. 501-507,
510-511, 655-659
A good response will address all parts of the question, comparing both Roosevelt's
and Reagan's leadership and economic policies. Comparisons of leadership could
include their abilities as public speakers to inspire followers, to clearly and powerfully
communicate their policies, and their long-term influence on the development of the
Democratic and Republican parties in their perspective eras of dominance on the
political scene. The differences in their economic policies are as dissimilar as the
economic conditions that they faced, for Roosevelt a deep and long Great Depression
that halved the GNP and for Reagan a recession caused by efforts to control inflation.
Roosevelt's New Deal used Keynesian economic theory in its increased government
spending and intervention in the economy, evident in relief programs such as FERA,
WPA, and CCC, and new financial legislation such as the Glass-Steagall Act and
SEC, and passage of pro-labor legislation and Social Security. Reagan followed the
conservative policies of "supply-side" economics or "Reaganomics" that promoted the
interests of businesses and investors by cutting taxes, reducing government regulations,
and taking anti-union actions such as crushing the PACTO strike. However, Reagan did
work with Democrats to help keep Social Security solvent, and like Roosevelt, Reagan
ran a large federal deficit to fund his goals, such as cutting taxes and increasing military
spending.
4. POL-3, WXT-2, WOR-2, Argumentation, Comparison, Using Evidence, 9.1.I, 9.2.I,
9.3.I-II, pp. 662-665, 666-670, 680-685, 686-691
This question gives students many options for comparisons and offers possible diverse
interpretations of events, such as the controversial Affordable Health Care Act of
the Obama administration: a chief success or a failure? Evidence to consider for the
George H. W. Bush administration includes policies during the transition after fall of
Communism, START agreement, invasion of Panama, Persian Gulf War, his support
for the Americans with Disabilities Act, and his compromise on tax policy. For the Bill
Clinton administration, evidence could include failure of health reform, the "Don't
Ask, Don't Tell" policy for gays in the military, the Anti-Crime Bill, the ban on assault
rifles, tax increases to balance the budget, welfare reform, his role in the government,
passage of NAFTA, peace efforts in Northern Ireland, Haiti, Bosnia, Kosovo, and
Israel, efforts to stop nuclear proliferation in North Korea, and his impeachment. For
the George W. Bush administration, evidence to consider could include the Bush tax
cuts, the increase of federal deficits, No Child Left Behind educational legislation, drug
insurance coverage for seniors, response to the terrorist attacks of 9/11, implementation
of the Patriot Act, conduct of the wars in Afghanistan and Iraq, responses to Hurricane
Katrina, and policies related to the Great Recession. Evidence to consider for
evaluation of the Barack Obama administration could include leadership and policies
to deal with the Great Recession, such as the Recovery Act, Cash for Clunkers, and the
Dodd-Frank Reform Act, Lilly Ledbetter Fair Pay Act, passage and implementation
of the Affordable Health Care Act, handling of debate over federal deficits, the
political gridlock in Washington, use executive orders to end of the use of torture
and discrimination against gays, killing of Osama bin Laden, negotiated end of the
Afghanistan and the Iraq wars, diplomacy in the Middle East and during the Arab
Spring, and diplomacy with Europe and emerging nations in Asia.
Question Answer Learning Historical Thinking Skill Key Concept Text Pages
Number Objective
1. B WOR-1 Using Evidence 1.2.111 11-12
2. A WOR-1 Using Evidence 1.2.111 11-12
3. C GE0-1 Using Evidence 1.2.11 11-12
4. C WOR-1 Interpretation 1.2.111 11-12
5. B NAT-2, POL-3 Contextualization 5.3.11 298
6. C NAT-2, POL-2 Contextualization 6.3.11 350
7. A NAT-2, POL-3 Contextualization 5.3.11 303
8. D MIG-1 Contextualization 1.2.11 8-11
9. B MIG-1,WXT-1 Comparison 1.2.11 8-11
10. C MIG-1,WXT-1 Analyzing Evidence 1.2.11 8-11
11. B WOR-1 Causation 2.1.1 24-25
12. A WOR-1 Contextualization 2.1.1 24-25
13. D WOR-1 Analyzing Evidence 2.1.1 24-25
14. D NAT-3,WOR-2 Analyzing Evidence 8.1.11 612,625
15. A NAT-3,WOR-2 Interpretation 8.1.11 612,625
16. C NAT-3,WOR-2 Comparison 8.1.11 612,625
17. A WXT-2 Interpretation 9.1.1 665-670
18. C WXT-2 Contextualization 9.2.11 665-670
19. B POL-3 Analyzing Evidence 9.1.1 665-670
20. A NAT-2 Analyzing Evidence 5.3.11 298-303
21. B POL-3 Contextualization 5.3.11 298-303
22. D NAT-2 Analyzing Evidence 5.3.11 298-303
23. D POL-3 Contextualization 6.2.11 343-345
24. C NAT-1 Analyzing Evidence 6.2.11 343-345
25. B GE0-1 Analyzing Evidence 6.2.11 343-345
26. D NAT-4,WOR-2 Contextualization 7.3.111 531-534
27. A WOR-2 Contextualization 7.3.111 531-534
28. D WOR-2 Contextualization 7.3.111 531-534
29. D CUL-3 Analyzing Evidence 4.1.111 214
30. B CUL-3, POL-2 Contextualization 4.1.111 214
31. A CUL-3 Contextualization 4.1.111 214
32. C WOR-2 Causation 6.1.1 360-362
33. D MIG-1 Using Evidence 6.2.11 360-362
34. C WOR-2, MIG-3 Causation 7.2.111,8.3.1 533,558
35. D WXT-2,3 Continuity & Change 9.2.1 666-672
36. A POL-1 Analyzing Evidence 9.1.1 666-672
37. D WXT-1 Analyzing Evidence 9.2.1 666-672
SECTION 1
Part B: Short-Answer Questions, pp. 721-723
Good responses may include the following explanations and information and/or additional
information from other resources:
1. 1. NAT-3, WOR-1, WOR-2, Contextualization, Analyzing Evidence, 3.3.II, 3.2.I, pp.
90-93, 103, 111-112, 136-138
a) Americans realized that while Britain recognized the United States in the Treaty
of Paris, the two countries faced difficulties ahead. The new U.S. government
would have to honor treaty terms, including the payment of debts owed to British
merchants and Loyalist claims for property confiscated during the war.
b) Along with their reluctant recognition of the United States, the British realized that
they would have continued close interaction with their former colonies based on
many factors including trade, the new nation's borders with Canada in the north,
and relations with the Indians living west of the Mississippi River.
c) In 1785, the American government reacted in varying ways to the continuing
resentment by the British. One reaction was recognizing the need for a stronger
form of government, which resulted in the Constitution. Later actions to avoid
foreign confrontation would include Washington's Proclamation of Neutrality
in 1793, the Jay Treaty of 1794, Jefferson's Embargo Act of 1807, Madison's
Nonintercourse Act of 1809, and Macon's Bill No. 2 of 1810.
SECTION 2
Document-Based Question, pp. 724-727
POL-2, POL-3, CUL-3, Argumentation, Analyzing Evidence, 7.1.II, pp. 431-447
Interpretations of the Progressive Era may range from viewing it as a conservative effort to maintain the
existing society, an attempt at reforming the political system, or a radical movement for fundamental
change. Some may interpret Progressives as conservatives attempting to maintain society using new
scientific methods to control the labor strife, the agrarian discontent of the Populists, and the revolutionary
ferment among the urban masses. Others may present a thesis that the Progressives were truly seeking
to move society in new directions as genuine reformers with a strong sense of social conscience. They
had a sense of responsibility and justice to assist the poor along with outrage with dishonest politics. A
good response will use six or seven of the documents. The documents support the range of views, with a
conservative interpretation supported by Documents 3 and 4, reform ideas expressed in Documents 1 and 2,
and a more radical approach suggested by Documents 5, 6, and 7.
SECTION 2
Part B: Long-Essay Questions, pp. 728
Good responses start with a relevant thesis supported by evidence such as below and/or from other sources:
American and National Identity (NAT) This theme focuses on how and why definitions of American and
national identify and values have developed,as well as on related topics such as citizenship,constitutionalism,
foreign policy assimilation,and American exceptionalism.
NAT-1.0 Explain how ideas about democracy,freedom, 7-8,9-10,11-12,25,28,34,45-46,91,105,110-111,
and individualism found expression in the development 115-117,155-157,164,174,176,232-234,247,
of cultural values,political institutions,and American 294-295,296,298,300,302-303,322-323, 324-325,
identity. 326-327,329-330,347,360-362,384-386,502,504-
507,508-509,512-513,665-670,680-681,687-688
NAT-2.0 Explain how interpretations of the Constitution 110,115-117,131,132-135,136,137,138-140, 192-
and debates over rights,liberties,and definitions of 198,199,209,232-234,247,248-249,252,255-258,
citizenship have affected American values,politics,and 281, 294-296,298-303,324-325,331,348-349,350,
society. 363,364,365,366-367,380-383,384-388,390,
480-481,559,588-589,606-608,681-682,683-684,
688-689,691
NAT-3.0 Analyze how ideas about national identity 115,138-139,232-234,411-413,414-416,418-420,
changed in response to U.S. involvement in 422,423,455-457, 459-460,461,486-487,521-529,
international conflicts and the growth of the United 531-534,583,612-614,625,627,631-632,633,
States. 681-684,688-689,691
STUDENT BOOK
* NARRATIVE THAT IS CONCISE, ACCESSIBLE, AND DIVIDED INTO
9 CHRONOLOGICAL PERIODS
ANSWER KEY
* PROVIDES ANSWERS OR GUIDANCE FOR GOOD RESPONSES FOR
ALL QUESTIONS