|
a. That the power should be shared by the people and the government |
||
|
b. That power should be separated between the sovereign and the king |
||
|
c. That power should be divided into three branches: executive, legislative and judicial |
||
|
d. That power should be separated from the individuals that are chosen to rule |
||
|
e. That power should be distributed to society’s elite |
|
a. Civil society |
||
|
b. Individuality |
||
|
c. Membership |
||
|
d. Social contract |
||
|
e. Monarchy |
|
a. Because it described a military plan for defeating England |
||
|
b. Because it outlined a detailed plan for a new form of government |
||
|
c. Because it explained the need for the Articles of Confederation |
||
|
d. Because it persuaded many undecided Americans to support efforts for independence |
||
|
e. Because it advocated for the addition of a bill of rights to the Constitution |
|
a. Aristotle |
||
|
b. Montesquieu |
||
|
c. Locke |
||
|
d. Rousseau |
||
|
e. Hobbes |
|
a. American Exceptionalism |
||
|
b. Christian Fundamentalism |
||
|
c. Religious Dogmatism |
||
|
d. Both B and C |
||
|
e. None of the above |
|
a. The importance of rugged individualism |
||
|
b. The need to conquer native tribes in New England |
||
|
c. The ideal of religious tolerance |
||
|
d. The importance of banning together for the good of all settlers in the community |
||
|
e. To work hard for material gain |
|
a. Religious freedom and tolerance is allowed in a peaceful state. |
||
|
b. Church and civil state (government) should be connected. |
||
|
c. A uniform Christian religion in society is ideal. |
||
|
d. Religion has served as a means of persecution and unnecessary violence. |
||
|
e. Both B and C |
|
a. The British stopped participating in the slave trade. |
||
|
b. The British deprived Americans of their natural rights. |
||
|
c. The British censored American representatives in Parliament. |
||
|
d. The British refused to sell products to the colonies. |
||
|
e. The British wages war with the colonies. |
|
a. Locke |
||
|
b. Rousseau |
||
|
c. Montesquieu |
||
|
d. Hobbes |
||
|
e. Aristotle |
|
a. Was an effort by colonists to use force to resist the king |
||
|
b. Established universal suffrage |
||
|
c. Expressed the importance of colonial self-government |
||
|
d. Created an early alliance with the Wampanoag Indians |
||
|
e. Established freedom of religion |
|
a. Separation of church and state. |
||
|
b. Freedom of the press. |
||
|
c. Trial by jury of one’s peers. |
||
|
d. The right to vote for all citizens. |
||
|
e. The right to bear arms. |
|
a. Federalism, a system of shared powers between the states and the federal government |
||
|
b. Confederalism, a system where power was shared by a loose alliance between the states |
||
|
c. Monarchism, a system where absolute power is given to the king |
||
|
d. Socialism, a system where all the power is in the hands of individuals |
||
|
e. None of the above |
|
a. Lead to a tyranny of the majority |
||
|
b. Promote the growth of political parties |
||
|
c. Control the effects of factions |
||
|
d. Allow the states to maintain their preeminence |
||
|
e. Lead to a tyranny of the minority |
|
a. Establishing the Articles of Confederation |
||
|
b. Creating a bicameral legislature, where the number of seats in the lower house were determined by population, and seats in the upper house were equal among all states |
||
|
c. Determining that the New Jersey plan was the best fit for the national government and provided all states equal number of representatives in Congress |
||
|
d. Continuing the practice of states’ rights and limiting the amount of power given to the national legislature |
||
|
e. Determining that 3/5 of a state’s slave population would be counted in determining representation |
|
a. Popular sovereignty |
||
|
b. Direct election of senators |
||
|
c. Democratic republicanism |
||
|
d. Confederacy |
||
|
e. Socialism |
|
a. It failed to limit the powers of the president. |
||
|
b. It did not provide adequate powers for the central government (Congress). |
||
|
c. It gave too little power to the states. |
||
|
d. It created a monarchy with too much absolute power. |
||
|
e. All of the above |
|
a. A desire to strengthen the central government |
||
|
b. A fear that foreign governments would try to overpower the new nation |
||
|
c. A fear that the states would maintain their dominance under the new government |
||
|
d. A belief that a strong chief executive was necessary |
||
|
e. A desire to see a bill of rights guaranteeing the protection of individual rights added to the Constitution |
|
a. The Constitution created a national government having three branches. |
||
|
b. The Constitution provided for the direct election of the president by the voters. |
||
|
c. The Constitution made the amendment process more difficult. |
||
|
d. The Constitution increased the powers of the states. |
||
|
e. The Constitution abolished the federal judiciary system. |
|
a. A strong executive |
||
|
b. A system of checks and balances |
||
|
c. An independent military |
||
|
d. A national education system |
||
|
e. States’ rights |
|
a. That the king should remain in power |
||
|
b. That the United States should be a monarchy |
||
|
c. That the states should have more power than the central government |
||
|
d. That the executive branch should hold more power than the legislative branch |
||
|
e. That states with a larger population should have more of a say in national politics |
|
a. Ruled in favor of increasing states’ rights |
||
|
b. Supported an increased role of the federal government |
||
|
c. Made rulings that supported a more federalist political perspective |
||
|
d. Both A and C |
||
|
e. Both B and C |
|
a. Article III of the Constitution |
||
|
b. Plessy v. Ferguson |
||
|
c. Marbury v. Madison |
||
|
d. McCulloch v. Maryland |
||
|
e. The Preamble of the Constitution |
|
a. Federal government |
||
|
b. State governments |
||
|
c. Labor unions |
||
|
d. Citizens |
||
|
e. Racial minorities |
|
a. That state laws are superior to federal laws |
||
|
b. The federal government had the authority to establish the National Bank |
||
|
c. States do not have the power to tax the federal government |
||
|
d. Both A and B |
||
|
e. Both B and C |
|
a. Because Congress has the ultimate power over the American economy |
||
|
b. Because the creation of the National Bank was deemed “necessary and proper” |
||
|
c. Because the states failed to create a viable bank |
||
|
d. Because the “power to tax involves the power to destroy” |
||
|
e. Because the president gave Congress the authority |
|
a. Serve as long as they maintain good behavior |
||
|
b. Apply stare decisis when making decisions |
||
|
c. Have appellate jurisdiction |
||
|
d. Be the supreme law of the land |
||
|
e. Declare a congressional act unconstitutional |
|
a. Popular sovereignty |
||
|
b. Democratic republicanism |
||
|
c. Checks and balances |
||
|
d. Judicial inferiority |
||
|
e. Stare decisis |
|
a. That Hamilton supported states’ rights over federal authority |
||
|
b. That Hamilton did not support the creation of the National Bank |
||
|
c. That Jefferson believed it was the obligation of the federal government to take on the debt incurred by states |
||
|
d. That Hamilton believed in a strong central government |
||
|
e. None of the above |
|
a. The need for political parties |
||
|
b. The importance of controlling government through the presidency |
||
|
c. The spirit of bi-partisanship |
||
|
d. The hope of ending individual freedoms |
||
|
e. The mission of limiting the power of states |
|
a. To avoid permanent alliances with other foreign nations |
||
|
b. To avoid the creation of national political parties |
||
|
c. To protect the continuance of the Union under the Constitution |
||
|
d. All of the above |
||
|
e. A and C only |
|
a. Society hinders someone from being truly “self-reliant.” |
||
|
b. In matters of principle, it is best to conform to societies’ expectations. |
||
|
c. Government enables individuals to have maximum freedom and self-reliance. |
||
|
d. It is the job of government to provide for the needs of individuals. |
||
|
e. All of the above |
|
a. Federal laws being nullified by the states |
||
|
b. Elected officials rewarding their supporters with government jobs |
||
|
c. All free males given the right to vote |
||
|
d. The end of political corruption in the federal government |
||
|
e. The creation of a merit based system for positions in the government |
|
a. The benefits of a strong central government |
||
|
b. The importance of liberty and individuality |
||
|
c. The importance of the presidency |
||
|
d. Both A and C |
||
|
e. None of the above. |
|
a. His support for past U.S. Supreme Court rulings |
||
|
b. His support for elites and wealthy businessmen |
||
|
c. His belief in the continuation of the Bank is “necessary and proper” |
||
|
d. His support for states’ rights and the protection of individual liberties |
||
|
e. His support for federal involvement in the economy |
|
a. Voluntary relocation |
||
|
b. Forced removal |
||
|
c. Integration into American society |
||
|
d. Increasing educational opportunities |
||
|
e. None of the above |
|
a. Local government |
||
|
b. Civic associations |
||
|
c. The presence of religion |
||
|
d. All of the above |
||
|
e. None of the above |
|
a. Rousseau believed in the benevolent power of monarchies, and Tocqueville believed in the power of the aristocracy. |
||
|
b. Rousseau was French and therefore supported the French king. |
||
|
c. Rousseau trusted the “general will,” where as Tocqueville was somewhat suspicious of universal suffrage. |
||
|
d. Both agreed in popular sovereignty, but Tocqueville felt it was more important to have all of the power in the hands of the middle class. |
||
|
e. There are no major differences between the two. |
|
a. The president should serve as a strong leader acting as a champion of the people. |
||
|
b. The federal government should have little involvement in economic affairs. |
||
|
c. States’ rights and individual liberty are important components of American politics. |
||
|
d. Elections should have increased democratic political participation. |
||
|
e. All of the above |
|
a. He believes that democratic governments have less capital punishment. |
||
|
b. He believes that aristocracy creates equality. |
||
|
c. He believes that a democratic system fosters a sense of “alikeness” and empathy. |
||
|
d. He believes that democracy creates a system of perpetual inequality. |
||
|
e. All of the above |
|
a. An era of expanded voting rights |
||
|
b. A time of increased popular political participation |
||
|
c. The political roots of the modern political system |
||
|
d. A time when elites dominated politics |
||
|
e. An era of factions and partisanship |
|
a. All freed slaves were given the right to vote. |
||
|
b. Former slaves were considered property and therefore did not have legal rights as citizens. |
||
|
c. Former slaves were granted citizenship. |
||
|
d. Slaves could not be treated unfairly by racially motivated Jim Crow laws. |
||
|
e. Separate facilities for the races were permissible, providing that they were equal. |
|
a. Appealing to the moral and religious roots of the American public. |
||
|
b. Appealing to American’s sense of liberty by adapting the Declaration of Independence. |
||
|
c. Appealing to the biological differences between men and women. |
||
|
d. Both A and B |
||
|
e. Both A and C |
|
a. Slave owners |
||
|
b. Southern congressmen |
||
|
c. The federal government |
||
|
d. States’ rights advocates |
||
|
e. Abolitionists |
|
a. Slavery is morally wrong. |
||
|
b. Negro slaves are better than slaves of other races in the past. |
||
|
c. Opponents of southern slavery are hypocrites, because slavery, in a sense, exists in both free society and slave society. |
||
|
d. Slavery is clearly in line with the American ideals expressed in the Declaration of Independence and therefore should continue to exist. |
||
|
e. Slavery is unique to the American experience and therefore is an important part of the American legacy. |
|
a. Americans fought for justice and equality on the Fourth of July. |
||
|
b. Justice and equality are present throughout American society. |
||
|
c. Slaves usually partake in Fourth of July celebrations on plantations. |
||
|
d. The Fourth of July is a clear reminder of the hypocrisy of slavery in America. |
||
|
e. American independence from Britain was well-deserved. |
|
a. The federal government’s violation of states’ rights |
||
|
b. The federal government’s obligation to protect slaves |
||
|
c. The election of Abraham Lincoln |
||
|
d. Their right to support the British government |
||
|
e. Their desire to end slavery |
|
a. Universal suffrage |
||
|
b. Minority Rights |
||
|
c. Slavery |
||
|
d. All of the above |
||
|
e. A and C only |
|
a. That the Southern economic system relied on the existence of slavery |
||
|
b. That slaves were provided all the comforts and necessities by their masters |
||
|
c. That slavery was tied to historic Biblical and colonial roots |
||
|
d. That African slaves are by nature inferior and need to be protected |
||
|
e. All of the above |
|
a. Lincoln’s anger towards southern states for seceding from the Union |
||
|
b. Lincoln’s belief that the sectional differences between the North and South could not be healed |
||
|
c. Lincoln’s commitment to instilling the prestige of the presidency |
||
|
d. Lincoln’s justification for emancipating the slaves |
||
|
e. Lincoln’s desire to protect and restore the Union |
|
a. Although slavery existed, the American government recognized slaves as citizens. |
||
|
b. In the mid-1800s, the American government did not firmly support the rights of slaves. |
||
|
c. In the mid-1800s, it is clear that the Anti-Slavery Society was winning the debate. |
||
|
d. Slaves celebrated their freedom along with all other Americans on the Fourth of July. |
||
|
e. The federal government was not willing to legislate on the issue of slavery. |
|
a. Even though slavery has ended, blacks are still denied many freedoms, especially in the South. |
||
|
b. Blacks and whites are treated the same way under the law, especially in the South. |
||
|
c. Whites and blacks mostly agree on using mob-rule lynching to enforce punishments for horrible crimes. |
||
|
d. Blacks are still greatly protected by the federal government from being mistreated, especially in the Southern states. |
||
|
e. None of the above |
|
a. The importance of saving one’s riches |
||
|
b. The paternalistic duty of the rich to take care of the less fortunate |
||
|
c. How the Bible outlines the best way to become wealthy |
||
|
d. Adam Smith’s religious viewpoints |
||
|
e. The role that money plays in politics |
|
a. That the government should have control over the means of production and the market |
||
|
b. That all social class distinctions in American society should be eliminated |
||
|
c. That economic success comes to those who are the hardest working and most competent |
||
|
d. That wealth and income should be more equally distributed |
||
|
e. That luck is more important than ability when it comes to economic success |
|
a. Equality and cooperation |
||
|
b. Separation of church and state |
||
|
c. Laissez-faire and liberty |
||
|
d. States’ rights and independence |
||
|
e. Socialism and planned economy |
|
a. Socialism |
||
|
b. Equality |
||
|
c. Independence |
||
|
d. Individualism |
||
|
e. Cooperation |
|
a. Imperialism |
||
|
b. Nativism |
||
|
c. Immigration |
||
|
d. Racism |
||
|
e. All of the above |
|
a. Racism |
||
|
b. Imperialism |
||
|
c. Immigration |
||
|
d. Both A and B |
||
|
e. Both B and C |
|
a. Liberty |
||
|
b. Imperialism |
||
|
c. Anti-Imperialism |
||
|
d. Socialism |
||
|
e. Communism |
|
a. Speaker A |
||
|
b. Speaker B |
||
|
c. Speaker C |
||
|
d. Speaker D |
||
|
e. All of the above |
|
a. That America and its people possess an exceptional quality unlike any other nation |
||
|
b. That Americans are not as strong as their European ancestors |
||
|
c. That the American government lacks true sovereignty |
||
|
d. That American resources have not shaped the American experience and culture |
||
|
e. None of the above |
|
a. Decentralized self-government |
||
|
b. Capitalism |
||
|
c. Equal Opportunities |
||
|
d. Individual Freedom |
||
|
e. All of the above |
|
a. Creating a socialist regime that valued government distribution of wealth |
||
|
b. Implementing practices that benefitted business and hindered the progress of the labor movement |
||
|
c. Insisting the federal government takes some responsibility for the well-being of citizens |
||
|
d. Changing the way Americans felt about the concerns of southern and mid-western farmers |
||
|
e. None of the above; most would argue that the Populist Party was insignificant in American politics |
|
a. At first, the American government tried to maintain neutrality, but they were increasing drawn into the war in Europe. |
||
|
b. The American government supported European allies from the start and immediately joined in the fight along their side. |
||
|
c. Americans were able to maintain isolationism throughout the European conflict. |
||
|
d. Americans, like in previous wars, fought to prevent the spread of communism. |
||
|
e. None of the above |
|
a. Both Lodge and Washington believed in keeping the United States free from foreign entanglements. |
||
|
b. Both Lodge and Washington believed in the importance of making the world safe for democracy. |
||
|
c. Both Lodge and Washington believed in supporting American European allies unconditionally. |
||
|
d. Both Lodge and Washington supported the importance of fighting for one’s ideals. |
||
|
e. Both Lodge and Washington supported the creation of an international peace organization, like the League of Nations. |
|
a. It advocated a hands-off approach by the government to solve the economic crisis of the Great Depression. |
||
|
b. It advocated government sponsorship of laissez-faire economic policies. |
||
|
c. It supported an increase of taxes and a decrease of wages to prevent people from overconsumption. |
||
|
d. It advocated an increase in government spending and programs to increase demand and employment in the public and private sectors. |
||
|
e. It advocated a complete government take-over of the economy and business until full-employment was established once again. |
|
a. It conveyed the problems of deforestation in the South American rainforest and the need for conservation. |
||
|
b. It conveyed the problems of the meatpacking industry and the need for government involvement in reforming industry. |
||
|
c. It conveyed life in the cities and the need for better wages. |
||
|
d. It conveyed the need for people to become vegetarian and save animals. |
||
|
e. It conveyed the need for industry to be owned by the central government to stop business from violating human rights. |
|
a. Women became involved in city government and reform movements outside their traditional domestic realm. |
||
|
b. The first woman was elected president, and then social and political reforms were put in place to give women more rights. |
||
|
c. The fight for women’s suffrage finally came to an end with the implementation of the 19th Amendment. |
||
|
d. Both A and B |
||
|
e. Both A and C |
|
a. Neither showed a shift in the American philosophy of “steering clear of entangling alliances.” |
||
|
b. Both speeches demonstrated American commitment to aiding freedom and democracy around the world. |
||
|
c. Both speeches support a continued American presence in Europe. |
||
|
d. Both speeches underscore the need for continued economic interests in European markets. |
||
|
e. Both B and C |
|
a. Socialism |
||
|
b. Popular sovereignty |
||
|
c. Freedom |
||
|
d. Liberty |
||
|
e. All of the above |
|
a. Isolationism |
||
|
b. Interventionism |
||
|
c. Independence |
||
|
d. Socialism |
||
|
e. Neutrality |
|
a. An end to government involvement in daily life |
||
|
b. An increase in limited government |
||
|
c. An increase in the role of government in social and economic life |
||
|
d. The benefits of the industrial era and big business in American society |
||
|
e. An end to American isolationism |
|
a. The government commitment to laissez-faire capitalism had lessened. |
||
|
b. The government commitment to laissez-faire capitalism had strengthened. |
||
|
c. The government commitment to laissez-faire capitalism continued. |
||
|
d. The government no longer supported labor. |
||
|
e. The government solely supported the continued economic success of big business. |
|
a. Both parties influenced the national government to take a more active role in the social well-being of American citizens. |
||
|
b. The United States has steadily moved from a two-party system to a multiparty system. |
||
|
c. Religious ideals have most often motivated people to splinter away from major parties. |
||
|
d. An increasing number of citizens have grown weary of party politics and fail to vote in elections. |
||
|
e. Third parties, like the Populist and Progressive parties, have had no impact on American politics or American political thought. |
|
a. To retaliate for the German attack on Pearl Harbor |
||
|
b. To avenge the death of all our Europeans allies whose lives had already been lost in the war |
||
|
c. To end war and create a world that is safe for democracy |
||
|
d. To serve American’s selfish economic interests around the world |
||
|
e. All of the above |
|
a. It was democratic and provided well for all individuals regardless of race, class, or party affiliation. |
||
|
b. It was corrupt and run by big business, political machines, and party bosses. |
||
|
c. It was most like the government found in colonial New England. |
||
|
d. It was constantly being influenced by the federal government. |
||
|
e. It dealt extremely well with problems of poverty, immigration, and health. |
|
a. Each demonstrates the government’s commitment to states’ rights in determining race relations. |
||
|
b. Each action demonstrates federal actions towards ending segregation. |
||
|
c. Each action demonstrates the federal government’s limited ability to change race relations in the country. |
||
|
d. Each action demonstrates the use of the military to end segregation. |
||
|
e. They are not obviously related in any way. |
|
a. American foreign policy to advance democratic government and stop the spread of communism |
||
|
b. American foreign policy to continue neutrality and isolationism |
||
|
c. American foreign policy to spread communism in Latin America and Africa |
||
|
d. American foreign policy to prevent imperialism into capitalistic markets |
||
|
e. American domestic policy related to the military-industrial-complex |
|
a. Eisenhower’s Military-Industrial-Complex |
||
|
b. The Truman Doctrine |
||
|
c. Isolationism |
||
|
d. Domino Theory |
||
|
e. Both B and D |
|
a. The Cold War was over and the Soviet Union was beginning to unravel. |
||
|
b. President Kennedy was encouraging a strong foreign policy presence to protect democratic governments in the Cold War era. |
||
|
c. Compromise and appeasement were the best avenues to world peace. |
||
|
d. President Kennedy understood the limitations of power, even for a strong nation like the United States. |
||
|
e. Kennedy was advocating a continuation of isolationist policies. |
|
a. During each time period, Americans were expelled from the United States for their political beliefs. |
||
|
b. During each time period, the Communist Party gained many members in the United States. |
||
|
c. During each time period, government employees were investigated and convicted for sharing secrets with the Soviet Union. |
||
|
d. During each time period, the fear of communism threatened civil liberties of American citizens. |
||
|
e. During each time period, pro-immigration sentiments greatly increased. |
|
a. States’ rights |
||
|
b. Fiscal constraint |
||
|
c. Limited federal government |
||
|
d. Strong military defense |
||
|
e. All of the above |
|
a. Ending costly military operations (in Vietnam) |
||
|
b. Middle-class tax cuts |
||
|
c. Supporting domestic social programs |
||
|
d. All of the above |
||
|
e. A and C only |
|
a. Used their power as commander-in-chief to implement an all-volunteer military |
||
|
b. Expanded the role of the federal government to implement social reforms |
||
|
c. Deregulated business |
||
|
d. Reduced defense spending |
||
|
e. Decreased the power of the federal government |
|
a. African Americans |
||
|
b. Native American Indians |
||
|
c. Migrant workers |
||
|
d. Women |
||
|
e. College students |
|
a. The political discourse of Malcolm X was seen as more radical and violent. |
||
|
b. White society embraced the Black Nationalist movement more than the civil rights movement under MLK. |
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c. College students were not an active part of the MLK’s civil rights movement but were at the core of Black Nationalism. |
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d. MLK was not interested in achieving civil rights for African Americans, but Malcolm X did. |
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e. Both groups had similar rhetoric and beliefs about racial equality. |
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a. It expressed the sentiments of the Black Nationalist movement. |
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b. It outlined the sentiments of the SDS regarding civil rights and American foreign policy. |
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c. It outlined the core beliefs of equality in the women’s movement. |
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d. It was written to undermine the actions of the SNCC. |
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e. It was a clear criticism of the anti-war and anti-establishment movements. |
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a. George McGovern |
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b. A Liberal |
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c. A Conservative |
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d. Barry Goldwater |
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e. Both C and D |
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a. Desegregation |
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b. Civil disobedience |
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c. Radicalism |
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d. Black nationalism |
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e. Separatism |
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a. His belief that Americans had become blind to racial differences |
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b. His belief that violence was often necessary for the protection of civil liberties |
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c. His belief that civil disobedience will stop segregation in the South |
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d. His belief that equal rights for all were guaranteed by the founders of this nation |
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e. His belief that civil rights for African Americans would create more money for the government |
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a. National Organization of Women (NOW) |
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b. Students for a Democratic Society (SDS) |
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c. Taxed Enough Already (TEA) Party |
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d. Christian Coalition |
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e. Both A and B |
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a. Distrust in the federal government |
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b. Support of government spending |
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c. Opposition to tax cuts |
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d. Complete trust in federal government |
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e. Neutrality on political matters |
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a. The anti-establishment, libertarian constituency of the 1960s, has in many ways manifested itself into a winning Republican coalition, known as the TEA Party. |
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b. Now that Obama’s role is to govern and not campaign, many liberals and independents have become disillusioned by his campaign rhetoric. |
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c. Regardless of the political climate, the state of the economy is a major factor in determining elections. |
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d. Partisanship is a major aspect of the modern American political system. |
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e. All of the above |
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a. Both convey a sense of American “right and might.” |
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b. Both acknowledge lessons learned from American failures. |
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c. Both demonstrate American commitment to fighting for American safety and principles around the world. |
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d. Both A and B |
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e. Both A and C |
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a. Partisanship |
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b. Bi-partisanship |
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c. Unity |
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d. Military strength |
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e. Both B and C |
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a. States’ rights |
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b. Limited, decentralized government |
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c. Increased defense spending |
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d. Tax cuts |
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e. All of the above |
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a. The system of check and balances was weakened. |
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b. The scope of executive privilege was broadened. |
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c. Trust in elected officials was undermined. |
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d. Presidential responsiveness to public opinion was lessened. |
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e. Regular impeachment trials of presidents. |
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a. Congressional immunity |
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b. Executive privilege |
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c. Fiscal restraint |
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d. Judicial review |
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e. States’ rights |
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a. An end to communist governments in Asia |
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b. A change in the United States foreign policy from containment to isolationism |
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c. A reluctance to commit American troops for extended military action abroad |
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d. A continued boycott of trade with China |
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e. Continued military support of anti-communist regimes |