AP-Style Short Answer Questions for Part 5

1. Use your knowledge of United States history and the excerpt below to answer parts A, B, and C.

Texas is now ours . . . [Britain and France tried] to intrude themselves [into Texas affairs] . . . for the avowed object of thwarting our policy and hampering our power, limiting our greatness and checking the fulfillment of our manifest destiny to overspread the continent allotted by Providence for the free development of our yearly multiplying millions. . . . Nor is there any just foundation for the charge that Annexation is a great pro-slavery measure—calculated to increase and perpetuate that institution. Slavery had nothing to do with it. . . . That it will tend to facilitate and hasten the disappearance of Slavery from all the northern tier of the present Slave States, cannot surely admit of serious question. The greater value in Texas of the slave labor now employed in those States, must soon produce the effect of draining off that labor southwardly. . . California will, probably, next fall away. . . . Already the advance guard of the irresistible army of Anglo-Saxon emigration has begun to pour down upon it, armed with the plough and the rifle, and marking its trail with schools and colleges, courts and representative halls, mills and meeting-houses. A population will soon be in actual occupation of California. . . . And they will have a right to independence—to self-government . . . a better and a truer right than the artificial title of sovereignty in Mexico, a thousand miles distant, inheriting from Spain a title good only against those who have none better.

Source: John L. O’Sullivan, “Manifest Destiny,” 1845

A) Identify and briefly explain ONE of the justifications for Manifest Destiny expressed in the excerpt.

B) Identify and briefly explain how the justification you identified in part A contributed to the development of sectional conflict in the United States between 1844 and 1877.

C) Identify and briefly explain how the justification you identified in part A contributed to the development of a stronger United States between 1844 and 1877.

Question 105.1

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2. The Civil War in the United States was a manifestation of the intense sectional conflicts that emerged during the 1840s and 1850s. Yet the Civil War and Reconstruction also presented new opportunities for the consolidation of the nation. Use your knowledge of United States history to answer parts A, B, and C.

A) Identify and explain ONE way that the Civil War itself contributed to the growth of a powerful American state.

B) Identify and explain ONE piece of wartime legislation that contributed to the expansion of national authority.

C) Identify and explain ONE piece of Reconstruction-era legislation that strengthened the federal government.

Question 105.2

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3. Question 3 is based on the “Out in the Cold” cartoon from Chapter 15.

image
Source: Library of Congress.

Use your knowledge of United States history and this cartoon to answer parts A, B, and C.

A) Explain the point of view reflected in the cartoon about ONE of the following:

The Fourteenth Amendment

Woman suffrage

Immigrants

B) Explain how ONE element of the image expresses the point of view explained in part A.

C) Briefly explain how ONE of the following individuals would have responded to the point of view discussed in part A:

Frederick Douglass

Elizabeth Cady Stanton

Question 105.3

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4. Question 4 is based on the following two passages.

“Every plantation of the standard Southern type was, in fact, a school constantly training and controlling pupils who were in a backward state of civilization. . . . This, rudimentary as it necessarily was, was in fact just what the bulk of negroes most needed. They were in an alien land, in an essentially slow process of transition from barbarism to civilization. New industrial methods of a simple sort they might learn from precepts and occasional demonstrations; the habits and standards of civilized life they could only acquire in the main through examples reinforced with discipline. . . . Each white family served very much the function of a modern social settlement, setting patterns of orderly, well bred conduct which the negroes were encouraged to emulate; and the planters furthermore were vested with a coercive power, salutary in the premises, of which settlement workers are deprived. The very aristocratic nature of the system permitted a vigor of discipline which democracy cannot possess.”

Ulrich Phillips, American Negro Slavery: A Survey of the Supply, Employment, and Control of Negro Labor as Determined by the Plantation Regime, 1918

“From 1783 . . . to 1861, the number of slaves in the United States increased five times over, and all this expansion produced a powerful nation. For white enslavers were able to force enslaved African American migrants to pick cotton faster and more efficiently than free people. Their practices rapidly transformed the southern states into the dominant force in the global cotton market, and cotton was the world’s mostly widely traded commodity at the time, as it was the key raw material during the first century of the industrial revolution. The returns from cotton monopoly powered the modernization of the rest of the American economy and [made] . . . the United States . . . the second nation to undergo large-scale industrialization.”

Edward Baptist, The Half Has Never Been Told: Slavery and the Making of American Capitalism, 2014

Using your knowledge of U.S. history and the two excerpts above, answer parts A, B, and C.

A) Briefly explain ONE major difference between the two authors’ interpretations.

B) Briefly explain how ONE of the following individuals could have contradicted Phillips’s interpretation during the period 1844–1877: an abolitionist OR a Radical Republican.

C) Briefly explain how someone supporting Baptist’s interpretation could use ONE piece of evidence from the period 1844–1877 not directly mentioned in the excerpt.

Question 105.4

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