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. ![]() |
||
c. College students were not an active part of the MLK’s civil rights movement but were at the core of Black Nationalism. ![]() |
||
d. MLK was not interested in achieving civil rights for African Americans, but Malcolm X did. ![]() |
||
e. Both groups had similar rhetoric and beliefs about racial equality. ![]() |
a. It expressed the sentiments of the Black Nationalist movement. ![]() |
||
b. It outlined the sentiments of the SDS regarding civil rights and American foreign policy. ![]() |
||
c. It outlined the core beliefs of equality in the women’s movement. ![]() |
||
d. It was written to undermine the actions of the SNCC. ![]() |
||
e. It was a clear criticism of the anti-war and anti-establishment movements. ![]() |
a. George McGovern ![]() |
||
b. A Liberal ![]() |
||
c. A Conservative ![]() |
||
d. Barry Goldwater ![]() |
||
e. Both C and D ![]() |
a. Desegregation ![]() |
||
b. Civil disobedience ![]() |
||
c. Radicalism ![]() |
||
d. Black nationalism ![]() |
||
e. Separatism ![]() |
a. His belief that Americans had become blind to racial differences ![]() |
||
b. His belief that violence was often necessary for the protection of civil liberties ![]() |
||
c. His belief that civil disobedience will stop segregation in the South ![]() |
||
d. His belief that equal rights for all were guaranteed by the founders of this nation ![]() |
||
e. His belief that civil rights for African Americans would create more money for the government ![]() |
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 ![]() |
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 ![]() |
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 ![]() |
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 ![]() |
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 ![]() |
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 ![]() |
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. ![]() |
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 ![]() |
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 ![]() |