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) | ||
b. Students for a Democratic Society (SDS) | ||
c. Taxed Enough Already (TEA) Party | ||
d. Christian Coalition | ||
e. Both A and B |
a. Distrust in the federal government | ||
b. Support of government spending | ||
c. Opposition to tax cuts | ||
d. Complete trust in federal government | ||
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. | ||
b. Now that Obama's role is to govern and not campaign, many liberals and independents have become disillusioned by his campaign rhetoric. | ||
c. Regardless of the political climate, the state of the economy is a major factor in determining elections. | ||
d. Partisanship is a major aspect of the modern American political system. | ||
e. All of the above |
a. Both convey a sense of American "right and might." | ||
b. Both acknowledge lessons learned from American failures. | ||
c. Both demonstrate American commitment to fighting for American safety and principles around the world. | ||
d. Both A and B | ||
e. Both A and C |
a. Partisanship | ||
b. Bi-partisanship | ||
c. Unity | ||
d. Military strength | ||
e. Both B and C |
a. States' rights | ||
b. Limited, decentralized government | ||
c. Increased defense spending | ||
d. Tax cuts | ||
e. All of the above |
a. The system of check and balances was weakened. | ||
b. The scope of executive privilege was broadened. | ||
c. Trust in elected officials was undermined. | ||
d. Presidential responsiveness to public opinion was lessened. | ||
e. Regular impeachment trials of presidents. |
a. Congressional immunity | ||
b. Executive privilege | ||
c. Fiscal restraint | ||
d. Judicial review | ||
e. States' rights |
a. An end to communist governments in Asia | ||
b. A change in the United States foreign policy from containment to isolationism | ||
c. A reluctance to commit American troops for extended military action abroad | ||
d. A continued boycott of trade with China | ||
e. Continued military support of anti-communist regimes |