Master Advanced Placement (AP) with Fun Quizzes & Brain Teasers!
(100 POINTS)I have a total of 5 questions I need so I'll just put them all here, you don't need to answer all of them if you don't know a few. Thanks!1. Identifying the question Evaluate the extent of change in the size and scope of the federal government from 18601877.Consider the above prompt. What limitations does the prompt place on the writer, and what choices can the writer make? (5 points) 2. Writing an acceptable thesis Evaluate the extent of change in the size and scope of the federal government from 18601877.Draft an initial thesis in response to the prompt. Then explain why this prompt meets essay requirements. (10 points) 3. Reviewing historical documentsSource: President Jefferson Davis, message to the Confederate Congress (April 29, 1861)"It was by the delegates chosen by the several States . . . that the Constitution of the United States was framed in 1787 and submitted to the several States for ratification. . . . [These] States endeavored in every possible form to exclude the idea that the separate and independent sovereignty of each State was merged into one common government and nation, and . . . to impress on the Constitution its true characterthat of a compact between independent States.". . . Amendments were added to the Constitution placing beyond any pretense of doubt the reservation by the States of all their sovereign rights and powers not expressly delegated to the United States by the Constitution."Strange, indeed, . . . [the Constitution has] proved unavailing to prevent the rise and growth in the Northern States of a political school which has persistently claimed that the government thus formed was not a compact between States, but was in effect national government, set up above and over the States."What are the four components of the HIPP strategy for analyzing sources? Model the strategy by analyzing the above document using these four qualities. (10 points) 4. Connecting to a larger contextSource: President James Buchanan, fourth annual message to Congress (December 3, 1860)". . . All for which the slave States have ever contended, is to be let alone and permitted to manage their domestic institutions in their own way. As sovereign States, they, and they alone, are responsible before God and the world for the slavery existing among them. . . ."The Southern States, standing on the basis of the Constitution, have a right to demand this act of justice from the States of the North. Should it be refused, then the Constitution, to which all the States are parties, will have been willfully violated by one portion of them in a provision essential to the domestic security and happiness of the remainder. In that event the injured States, after having first used all peaceful and constitutional means to obtain redress, would be justified in revolutionary resistance to the Government of the Union. . . ."Write a short paragraph that connects this excerpt from document 2 to its larger historical context during the era in question. After your paragraph, explain how you are meeting the essays requirements for contextualization. (5 points) 5. Demonstrating a complex understandingIdentify two ways of demonstrating a complex understanding of the argument. Then explain which method you are using to earn this point. (1 point)
It has been objected also against a bill of rights, that, by enumerating particular exceptions to the grant of power, it woulddisparage those rights which were not placed in that enumeration; and it might follow by implication, that those rights whichwere not singled out, were intended to be assigned into the hands of the General Government, and were consequentlyinsecure. This is one of the most plausible arguments I have ever heard against the admission of a bill of rights into thissystem; but, I conceive, that it may be guarded against.- James Madison, 1789According to Madison, why did some people oppose the addition of a bill of rights to the Constitution?