Documenting United States History: Themes, Concepts, and Skills for the AP\* Course

Cover 1 Title Page 6 Copyright Page 7 About the Authors 8 Preface 10 Brief Contents 18 Contents 20 Period One: 1491–1607 40 Chapter 1: First Contacts 40 Seeking the Main Point 42 Topic I: The Diverse Societies of Native America 43 Document 1.1. Gold Frog Ornaments: Mixtec, Southern Mexico, 15th to 16th Century 43 Document 1.2. Ruins of the Pueblo Town of Cicuique: New Mexico, 16th Century 44 Document 1.3. Chief Powhatan’s Deerskin Cloak: Virginia, 1608 45 Topic II: Change and Exchange 46 Document 1.4. Christopher Columbus, Journal: 1492 46 Document 1.5. Images of Hernán Cortés Assisted by the Tlaxcalan People of Mexico: 1560 47 Applying AP® Historical Thinking Skills: New Skill Continuity and Change over Time 48 Topic III: Transatlantic Conquest 51 Document 1.6. Pope Paul III, Papal Bull: Sublimis Deus: 1537 51 Document 1.7. Bartolomé de las Casas, Brief Account of the Destruction of the Indies: 1542 52 Document 1.8. Juan Ginés de Sepúlveda, Concerning the Just Causes of the War against the Indians: 1547 53 Document 1.9. Transcript of the Spanish Trial in the Aftermath of a Pueblo Revolt: 1598 54 Applying AP® Historical Thinking Skills: New Skill Periodization 55 Document 1.10. Afonso I (Mvemba a Nzinga), Letter to John III, King of Portugal: 1526 56 Document 1.11. Jacques Cartier, Voyage to the St. Lawrence: 1534 57 Document 1.12. John Smith, The Generall Historie of Virginia: 1624 58 Applying AP® Historical Thinking Skills: New Skill Historical Causation 60 Putting It All Together: Revisiting the Main Point 61 Working with Secondary Sources: AP® Short Answer Questions: Native Americans, Europeans, and the Exchange of Misconceptions 65 Period Two: 1607–1754 66 Chapter 2: Colonial North America 66 Seeking the Main Point 68 Topic I: Settling Atlantic North America 69 Document 2.1. Samuel de Champlain, “Description of the French Fur Trade”: 1608 69 Document 2.2. John Rolfe, Letter on Jamestown Settlement: 1618 70 Document 2.3. The Mayflower Compact: 1620 70 Document 2.4. John Winthrop, “A Model of Christian Charity”: 1630 71 Applying AP® Historical Thinking Skills: Review Historical Causation 72 Topic II: The Conquest of Native North America 73 Document 2.5. Native Attack on Jamestown: 1622 73 Document 2.6. John Martin, “Proposal for Subjugating Native Americans”: 1622 74 Document 2.7. Philip IV, Letter to Don Luis de Valdés: 1647 75 Document 2.8. John Easton, A Relation of the Indian War: 1675 76 Document 2.9. Edward Randolph, Assessment of the Causes of King Philip’s War: 1675 77 Document 2.10. Nathaniel Bacon, “Declaration against Governor William Berkeley”: 1676 78 Document 2.11. Experience Mayhew and Thomas Prince, Indian Converts: or, Some Account of the Lives and Dying Speeches of a Considerable Number of the Christianized Indians of Martha’s Vineyard, in New-England: 1727 79 Applying AP® Historical Thinking Skills: New Skill Comparison 81 Topic III: Slavery in the British Colonies 83 Document 2.12. Richard Ligon, Map of Barbados: 1657 83 Document 2.13. Virginia Slave Laws: 1662–1669 84 Document 2.14. Enslaved Africans to the Western Hemisphere: 1450–1900 85 Document 2.15. George Cato, “Account of the Stono Rebellion”: 1739 86 Document 2.16. South Carolina Slave Code: 1740 87 Applying AP® Historical Thinking Skills: Review Historical Causation 88 New Skill Contextualization 88 Putting It All Together: Revisiting the Main Point 90 Building Ap® Writing Skills: Comparison When Assembling Multiple Body Paragraphs 90 Chapter 3: Awakening, Enlightenment, and Empire in British North America 96 Seeking the Main Point 97 Topic I: Strengthening Empire 99 Document 3.1. First Navigation Act of 1660 99 Document 3.2. Charter of the Royal African Company: 1662 100 Document 3.3. Commission for the Dominion of New England: 1688 101 Document 3.4. Map of North America, Eastern Seaboard: 1701 103 Document 3.5. Thomas Oliver, Letter to Queen Anne: 1708 104 Document 3.6. Treaty of Utrecht: 1713 105 Applying AP® Historical Thinking Skills: Review Historical Causation 106 Topic II: Transatlantic Ideas in a North American Context 107 Document 3.7. William Penn, Preface to “Frame of Government”: 1682 107 Document 3.8. Letter from a Gentleman of the City of New York on Leisler’s Rebellion: 1689 108 Document 3.9. John Locke, “Second Treatise on Civil Government”: 1690 109 Document 3.10. Image of John Winthrop IV: 1773 110 Document 3.11. Benjamin Franklin, Poor Richard’s Almanack: 1739 111 Document 3.12. George Whitefield, “Marks of a True Conversion”: 1739 112 Document 3.13. Jonathan Edwards, “Sinners in the Hands of an Angry God”: 1741 113 Document 3.14. Interior of St. James Anglican Church: 1711–1719 115 Document 3.15. Interior of Mt. Shiloh Baptist Church: 1700s 115 Applying AP® Historical Thinking Skills: Combining Skills Review Comparison and Contextualization 116 Putting It All Together: Revisiting the Main Point 118 Building AP® Writing Skills: The Subordinated Thesis Statement 118 Working with Secondary Sources: AP® Short Answer Questions: How Puritan Were the Puritans? 122 Period Three: 1754–1800 124 Chapter 4: An Atlantic Empire 124 Seeking the Main Point 125 Topic I: Challenging an Empire 127 Document 4.1. North America before and after the French and Indian War: 1754 and 1763 127 Document 4.2. The Diary of William Trent: 1763 128 Document 4.3. Stamp Act: March 22, 1765 129 Document 4.4. Patrick Henry, Virginia Resolves: 1765 130 Document 4.5. John Dickinson, Letter from a Farmer in Pennsylvania: 1767 131 Document 4.6. Testimony in the Trial of the British Soldiers of the Nineteenth Regiment of Foot: 1770 132 Document 4.7. “Account of the Boston Tea Party,” Massachusetts Gazette: 1773 134 Document 4.8. “Memory of a British Officer Stationed at Lexington and Concord,” Atlantic Monthly: April 19, 1775 135 Applying AP® Historical Thinking Skills: Skill Review Patterns of Continuity and Change over Time 136 New Skill Appropriate Use of Historical Evidence 137 Topic II: Entangling Alliances 141 Document 4.9. Treaty of Alliance between the United States and France: 1778 141 Document 4.10. Colonel Daniel Brodhead, Letter to General George Washington on an American Expedition into Pro-British Iroquois Territory: 1779 142 Document 4.11. Treaty of Paris: 1783 143 Document 4.12. Thomas Jefferson, Letter to Thomas Pinckney: 1793 144 Document 4.13. Thomas Jefferson, Letter to James Monroe: 1795 145 Document 4.14. Anti-Jefferson Cartoon, “The Providential Detection”: 1797 146 Applying AP® Historical Thinking Skills: Combining Skills Historical Causation and Historical Argumentation 147 Putting It All Together: Revisiting the Main Point 150 Building AP® Writing Skills: The Subordinated Thesis Statement and Appropriate Organization 150 Chapter 5: A Republic Envisioned and Revised 154 Seeking the Main Point 156 Topic I: Rights-Based Government 157 Document 5.1. John Locke, Two Treatises of Government: 1690 157 Document 5.2. Jonathan Mayhew, “Discourse Concerning Unlimited Submission and Non-Resistance to the Higher Powers”: 1750 158 Document 5.3. Phillis Wheatley, “On Being Brought from Africa to America”: 1770 159 Document 5.4. Thomas Paine, Common Sense: 1776 159 Document 5.5. Abigail Adams, Letter to John Adams: 1776 160 Document 5.6. Thomas Jefferson, Declaration of Independence: 1776 161 Document 5.7. Abigail Adams, Letter to John Quincy Adams: 1780 162 Document 5.8. Franchise Restrictions in the Georgia State Constitution: 1777 163 Document 5.9. Articles of Confederation and Perpetual Union: 1781–1789 164 Applying AP® Historical Thinking Skills: Skill Review Contextualization and Historical Argumentation 166 Topic II: Debating Liberty and Security 167 Document 5.10. “The Address and Reasons of Dissent of the Minority of the Convention of Pennsylvania to Their Constituents”: December 12, 1787 167 Document 5.11. James Madison, Federalist No. 10: November 22, 1787 168 Document 5.12. Political Cartoon on Virginia’s Ratification of the Constitution, Boston Independent Chronicle: June 12, 1788 169 Applying AP® Historical Thinking Skills: Skill Review Comparison and Historical Argumentation 170 Topic III: Reverberations 172 Document 5.13. Pennsylvania Act for the Gradual Abolition of Slavery: 1780 172 Document 5.14. US Constitution, Preamble: 1787 173 Document 5.15. US Constitution, Article I, Sections 2 and 9: 1787 173 Document 5.16. Declaration of the Rights of Man: 1789 174 Document 5.17. Toussaint L’Ouverture, Letter to the Directory: 1797 175 Document 5.18. Sedition Act: 1798 176 Document 5.19. Kentucky Resolution: 1799 177 Applying AP® Historical Thinking Skills: Skill Review Appropriate Use of Relevant Historical Evidence 178 Putting It All Together: Revisiting the Main Point 181 Building AP® Writing Skills: Avoiding the Either/Or Fallacy in Historical Argument 181 Chapter 6: Growing Pains 184 Seeking the Main Point 185 Topic I: The Perils and Possibilities of Expansion 187 Document 6.1. William Henry, Letter Regarding Attacks of Paxton Boys on Conestogo Indians in Lancaster, Pennsylvania: 1763 187 Document 6.2. A Declaration and Remonstrance of the Distressed and Bleeding Frontier Inhabitants of the Province of Pennsylvania (Paxton Boys’ Declaration): 1764 188 Document 6.3. Father Junipero Serra, Letter to Father Palóu Regarding the Founding of Mission San Diego de Alcala in California: 1769 189 Document 6.4. Correspondence between Daniel Shays and Benjamin Lincoln: 1787 190 Applying AP® Historical Thinking Skills: Skill Review Historical Causation and Historical Argumentation 192 Topic II: Securing Borders 193 Document 6.5. Northwest Ordinance, Key Sections: 1787 193 Document 6.6. Treaty of Greenville, Article 9: 1795 194 Document 6.7. Pinckney’s Treaty, Article IV: 1795 195 Applying AP® Historical Thinking Skills: Skill Review Comparison and Appropriate Use of Relevant Historical Evidence 196 Topic III: Regional and National Identities 197 Document 6.8. James Peale, The Artist and His Family: 1795 197 Document 6.9. Thomas Jefferson, Letter to Philip Mazzei: 1796 198 Document 6.10. Isaac Weld, Travels throughout the States of North America: 1797 199 Applying AP® Historical Thinking Skills: Skill Review Contextualization and Appropriate Use of Historical Evidence 200 Putting It All Together: Revisiting the Main Point 201 Building AP® Writing Skills: Historical Causation: The Linear Argument 201 Working with Secondary Sources: AP® Short Answer Questions: Rationales for Revolution 206 Period Four: 1800–1848 208 Chapter 7: Reform and Reaction 208 Seeking the Main Point 209 Topic I: Factions and Federal Power 210 Document 7.1. James Monroe, Second Inaugural Address: 1821 210 Document 7.2. John C. Calhoun, Address to the Southern States: 1831 211 Document 7.3. James Madison, Letter to Mathew Carey: 1831 212 Document 7.4. Justice John Marshall, Worcester v. Georgia: 1832 213 Applying AP® Historical Thinking Skills: New Skill Interpretation 215 Topic II: Debating the Identity of America 217 Document 7.5. Lyman Beecher, “The Evils of Intemperance”: 1827 217 Document 7.6. David Walker, “Walker’s Appeal . . . to the Coloured Citizens of the World”: 1830 218 Document 7.7. William Lloyd Garrison, The Liberator: 1831 219 Document 7.8. John C. Calhoun, “Slavery a Positive Good”: 1837 220 Document 7.9. Frederick Douglass, Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself: 1845 221 Document 7.10. Elizabeth Cady Stanton, Declaration of Sentiments and Resolutions: 1848 223 Document 7.11. Asher Durand, Dover Plains: 1850 224 Applying AP® Historical Thinking Skills: New Skill Synthesis 225 Putting It All Together: Revisiting the Main Point 227 Building AP® Writing Skills: Patterns in Historical Argument 227 Chapter 8: The Market Revolution 230 Seeking the Main Point 231 Topic I: A Market Economy 232 Document 8.1. Eli Whitney, Petition for Renewal of Patent on Cotton Gin: 1812 232 Document 8.2. Election Ticket: Agriculture, Trade, Manufactures: 1828 233 Document 8.3. Thomas Griggs, Advertisement of a South Carolina Slave Dealer: 1835 234 Document 8.4. Joseph H. Davis, Family Portraits: 1832–1837 235 Document 8.5. Mike Walsh, “Meeting: Democratic Mechanics and Working Men of New York”: 1842 236 Document 8.6. Harriet Robinson, Loom and Spindle: or, Life among the Early Mill Girls: 1898 237 Applying AP® Historical Thinking Skills: Skill Review Patterns of Continuity and Change over Time and Interpretation 238 Topic II: The Politics of Growth 241 Document 8.7. John C. Calhoun, “South Carolina Exposition and Protest”: 1828 241 Document 8.8. “General Jackson Slaying the Many-Headed Monster”: 1836 242 Document 8.9. John L. O’Sullivan, “The Great Nation of Futurity,” United States Democratic Review: 1839 243 Applying AP® Historical Thinking Skills: Skill Review Synthesis 244 Putting It All Together: Revisiting the Main Point 245 Building AP® Writing Skills: Knowing What and When to Quote 245 Chapter 9: Expansionism: Part 1 252 Seeking the Main Point 253 Topic I: Expansion, Compromise, and Conflict 254 Document 9.1. Map of the Louisiana Purchase: 1805 254 Document 9.2. Two Opinions on the Missouri Crisis: 1819 255 Document 9.3. Missouri Compromise of 1820 256 Document 9.4. Monroe Doctrine: 1823 257 Document 9.5. Indian Removal Act of 1830 258 Applying AP® Historical Thinking Skills: Skill Review Historical Causation and Interpretation 259 Topic II: Destinies Manifested 261 Document 9.6. Texas Declaration of Independence: 1836 261 Document 9.7. “On the Webster-Ashburton Treaty, ”Brooklyn Daily Eagle: 1842 262 Document 9.8. Democratic Party Platform: 1844 263 Document 9.9. Parody of the Democratic Party: 1848 264 Applying AP® Historical Thinking Skills: Skill Review Appropriate Use of Relevant Historical Evidence, Causation, and Synthesis 265 Putting It All Together: Revisiting the Main Point 268 Building AP® Writing Skills: Organizing and Outlining a Reason-Based Historical Argument 268 Working with Secondary Sources AP® Short Answer Questions: Race and Democracy 272 Period Five: 1844–1877 274 Chapter 10: Expansionism: Part 2 274 Seeking the Main Point 275 Topic I: Conquest West 276 Document 10.1. James K. Polk, War Message: 1846 276 Document 10.2. Abraham Lincoln, “Spot Resolutions”: 1847 277 Document 10.3. “Commodore Perry at the Loo Choo Isles,” New York Daily Times: 1853 279 Document 10.4. American (or Know-Nothing) Party Platform: 1856 280 Applying AP® Historical Thinking Skills: Skill Review Periodization and Comparison 282 Document 10.5. Homestead Act of 1862 282 Document 10.6. Report from the Spotted Tail Indian Agency: 1877 283 Applying AP® Historical Thinking Skills: Skill Review Synthesis 284 Putting It All Together: Revisiting the Main Point 286 Building AP® Writing Skills: Counterarguments in Historical Essays 286 Chapter 11: The Union Undone? 290 Seeking the Main Point 291 Topic I: The Breakdown of Compromise 292 Document 11.1. John C. Calhoun, “The Clay Compromise Measures”: 1850 292 Document 11.2. Harriet Beecher Stowe, Uncle Tom’s Cabin: 1852 293 Document 11.3. Mary Henderson Eastman, Aunt Phillis’s Cabin: 1852 295 Document 11.4. Map of Kansas-Nebraska Act: 1854 298 Document 11.5. Republican Campaign Song: 1856 299 Document 11.6. Roger B. Taney, Dred Scott v. Sandford: 1857 300 Document 11.7. Abraham Lincoln, Speech at Edwardsville, Illinois: 1858 301 Applying AP® Historical Thinking Skills: Skill Review A ppropriate Use of Historical Evidence and Contextualization 303 Topic II: Explaining Secession 305 Document 11.8. Jefferson Davis, Inaugural Address: 1861 305 Document 11.9. Abraham Lincoln, First Inaugural Address: 1861 306 Document 11.10. James E. Taylor, The Cause of the Rebellion: Published Sometime Between 1861 and 1865 308 Document 11.11. Emily Dickinson, “Much Madness is Divinest Sense”: 1862 309 Applying AP® Historical Thinking Skills: Skill Review Comparison and Synthesis 309 Putting It All Together: Revisiting the Main Point 311 Building AP® Writing Skills: Addressing Exceptions in Historical Argument: The Role of the Qualifier 311 Chapter 12: War and Emancipation 314 Seeking the Main Point 316 Topic I: Emancipation 317 Document 12.1. “What to Do with the Slaves When Emancipated,” New York Herald: 1862 317 Document 12.2. Abraham Lincoln, Letter to Horace Greeley: 1862 318 Document 12.3. Abraham Lincoln, Emancipation Proclamation: 1862 320 Document 12.4. “President Lincoln and His Scheme of Emancipation,” Charleston Mercury: 1862 322 Document 12.5. Thomas Nast, “The Emancipation of the Negroes, January, 1863—The Past and the Future,” Harper’s Weekly: 1863 323 Applying AP® Historical Thinking Skills: Skill Review Comparison, Contextualization, and Historical Argumentation 324 Topic II: Total War 326 Document 12.6. Ulysses S. Grant, Memoirs: 1885 326 Document 12.7. Call for Black Troops: 1863 327 Document 12.8. Abraham Lincoln, Gettysburg Address: 1863 328 Document 12.9. “Emancipation of the Slaves by the Confederate Government,” Charleston Mercury: 1864 329 Document 12.10. Ruins of Richmond: 1865 330 Applying AP® Historical Thinking Skills: Skill Review Historical Causation and Periodization 331 Topic III: Reconstruction 333 Document 12.11. Anti-Reconstruction Cartoon, Independent Monitor: 1868 333 Document 12.12. Fourteenth and Fifteenth Amendments: 1868 and 1870 334 Document 12.13. Thomas Nast, “This Is a White Man’s Government”: 1874 334 Document 12.14. Sharecropper Contract: 1882 335 Applying AP® Historical Thinking Skills: Skill Review Comparison, Interpretation, and Synthesis 337 Putting It All Together: Revisiting the Main Point 340 Building AP® Writing Skills: Beginning an Argument with Sources: The Preliminary Claim 340 Working with Secondary Sources AP® Short Answer Questions: Reconstructions 344 Period Six: 1865–1898 346 Chapter 13: A Gilded Age 346 Seeking the Main Point 347 Topic I: The New Economy 348 Document 13.1. Completion of the Transcontinental Railroad at Promontory Point: 1869 348 Document 13.2. Henry Grady, “The New South”: 1886 349 Document 13.3. Joseph Keppler, “Bosses of the Senate,” Puck: 1889 350 Document 13.4. New Year’s Greetings in Puck: 1898 350 Document 13.5. John Foster, Memo to President Grover Cleveland: 1893 351 Document 13.6. Andrew Carnegie, “The Gospel of Wealth”: 1889 352 Applying AP® Historical Thinking Skills: Skill Review Contextualization 353 Topic II: Discontents of the New Economy 355 Document 13.7. “Hopelessly Bound to the Stake,” Puck: 1883 355 Document 13.8. Reaction to African American Agricultural Activism, St. Louis Globe-Democrat: 1889 356 Document 13.9. Las Gorras Blancas, Nuestra Platforma: 1890 357 Document 13.10. Jacob Riis, How the Other Half Lives: 1890 358 Document 13.11. Benjamin Harrison, Presidential Proclamation, Wyoming: 1891 360 Document 13.12. People’s Party Platform: 1892 361 Applying AP® Historical Thinking Skills: Skill Review Historical Causation and Continuity and Change over Time 362 Putting It All Together: Revisiting the Main Point 363 Building AP® Writing Skills: Contextualizing Historical Argument 363 Chapter 14: The Throes of Assimilation 366 Seeking the Main Point 367 Topic I: The Western War against Native Peoples 368 Document 14.1. Columbus Delano, Testimony before the House Committee on Military Affairs: 1874 368 Document 14.2. General Philip Sheridan, Description of Custer’s Battlefield: 1876 369 Document 14.3. “Educating the Indians,” Frank Leslie’s Illustrated Newspaper: 1884 370 Document 14.4. Dawes Allotment Act: 1887 371 Document 14.5. “Consistency,” Puck: 1891 371 Applying AP® Historical Thinking Skills: Skill Review Contextualization and Comparison 372 Topic II: The New Urban Environment 374 Document 14.6. Jane Addams, Twenty Years at Hull House: 1900 374 Document 14.7. George Washington Plunkitt, “Honest Graft and Dishonest Graft”: 1905 375 Document 14.8. Forrester B. Washington, A Study of Negro Employees of Apartment Houses in New York City: 1916 376 Applying AP® Historical Thinking Skills: Skill Review Interpretation and Synthesis 378 Putting It All Together: Revisiting the Main Point 379 Building AP® Writing Skills: Synthesizing Themes in Historical Argument 379 Chapter 15: New Ideas and Old Ideas in the New Industrial Age 382 Seeking the Main Point 383 Topic I: Reform Impulses 384 Document 15.1. Women of Lorain County, Petition against Woman Suffrage: 1870 384 Document 15.2. Susan B. Anthony, Speech in Support of Woman Suffrage: 1873 385 Document 15.3. “A Model Office Seeker,” Puck: 1881 386 Document 15.4. Chinese Exclusion Act: 1882 387 Document 15.5. Edward Bellamy, Looking Backward, 2000–1887: 1887 389 Document 15.6. Andrew Carnegie, Autobiography of Andrew Carnegie: 1920 390 Document 15.7. Robert M. Lafollette, “The Danger Threatening Representative Government”:1897 391 Document 15.8. Daniel Deleon, “What Means This Strike?”: 1898 393 Applying AP® Historical Thinking Skills: Skill Review Periodization and Historical Argumentation 394 Putting It All Together Revisiting the Main Point 395 Building AP® Writing Skills: Periodization in Writing: Historical Arguments 395 Working with Secondary Sources AP® Short Answer Questions: Economic Consolidation 397 Period Seven: 1890–1945 400 Chapter 16: Prosperity and Reform 400 Seeking the Main Point 401 Topic I: The Consumer’s City 402 Document 16.1. United States Strike Commission, Report on the Chicago Strike: 1894 402 Document 16.2. Louis Gilrod and David Meyrowitz, “A Boychik Up-to-Date”: c. 1900 403 Document 16.3. Luna Park, Coney Island: c. 1908 404 Document 16.4. Two Women Reading Employment Advertisements: 1909 405 Applying AP® Historical Thinking Skills: Skill Review Contextualization 406 Topic II: The Progressive Critique and New Deal Response 408 Document 16.5. Lincoln Steffens, The Shame of the Cities: 1904 408 Document 16.6. Upton Sinclair, The Jungle: 1906 410 Document 16.7. Ida M. Tarbell, The Business of Being a Woman: 1921 411 Document 16.8. Clifford K. Berryman, “Dr. New Deal”: 1934 412 Document 16.9. Franklin D. Roosevelt, Message to Congress on Making the Civilian Conservation Corps a Permanent Agency: 1937 413 Document 16.10. Clifford K. Berryman, “Old Reliable”: c. 1938 415 Document 16.11. Charles Fusco, Interview on the New Deal: 1938 416 Applying AP® Historical Thinking Skills: Skill Review Patterns of Continuity and Change over Time 417 Putting It All Together: Revisiting the Main Point 418 Building AP® Writing Skills: Evaluating Evidence: Discovering Turning Points 418 Chapter 17: Challenges to the Status Quo 420 Seeking the Main Point 421 Topic I: Modernity 423 Document 17.1. Chicago Streetcar: 1900 423 Document 17.2. “Our Superb 1914 Model Peerless Bicycle”: 1914 424 Document 17.3. Model T Fords Coming Off the Assembly Line: 1900 424 Document 17.4. Clarence Darrow versus William Jennings Bryan: 1925 425 Document 17.5. F. Scott Fitzgerald, The Great Gatsby: 1925 427 Document 17.6. Zora Neale Hurston, “How It Feels to Be Colored Me”: 1928 428 Applying AP® Historical Thinking Skills: Skill Review Continuity and Change over Time, Contextualization, and Historical Argumentation 430 Topic II: Challenges to Civil Liberties 432 Document 17.7. Espionage Act: 1917 432 Document 17.8. Sedition Act: 1918 433 Document 17.9. Eugene Debs, Speech in Canton, Ohio: 1918 434 Document 17.10. Meeting of the Communist Labor Party, New York Times: 1919 435 Document 17.11. John Vachon, Picket Line, Chicago: 1941 437 Document 17.12. Lawrence E. Davies, “Zoot Suits Become Issue on Coast,” New York Times: 1943 438 Applying AP® Historical Thinking Skills: Skill Review Comparison, Appropriate Use of Evidence, and Contextualization 440 Putting It All Together: Revisiting the Main Point 441 Building AP® Writing Skills: Evaluating Context and Multiple Perspectives 441 Chapter 18: Isolated No More 444 Seeking the Main Point 445 Topic I: From Frontier to Empire 446 Document 18.1. Frederick Jackson Turner, The Closing of the Frontier: 1893 446 Document 18.2. US Diplomatic Cable to the Spanish Ambassador: 1898 447 Document 18.3. Platform of the American Anti-Imperialist League: 1899 448 Applying AP® Historical Thinking Skills: Skill Review Periodization, Continuity and Change over Time, Historical Causation, and Historical Argumentation 449 Topic II: War in the Name of Democracy? 451 Document 18.4. Woodrow Wilson, Remarks to the Senate: 1917 451 Document 18.5. Woodrow Wilson, On the League of Nations: 1919 452 Document 18.6. Kellogg-Briand Pact: 1928 453 Document 18.7. Russell Lee, Japanese American Child on the Way to Internment: 1942 455 Document 18.8. “Rosie the Riveter,” Office of War Information: 1943 455 Document 18.9. Carl Murphy, An Open Letter Home during World War II: 1943 456 Document 18.10. Franklin Delano Roosevelt , State of the Union Address: 1944 458 Applying AP® Historical Thinking Skills: Skill Review Patterns of Continuity and Change over Time, Comparison, and Synthesis 459 Putting It All Together: Revisiting the Main Point 461 Building AP® Writing Skills: Implications in Historical Argument 461 Working with Secondary Sources AP® Short Answer Questions: International and Grassroots Progressivism 464 Period Eight: 1945–1980 466 Chapter 19: Containment and Conflict 466 Seeking the Main Point 467 Topic I: The Origins of the Cold War 468 Document 19.1. Harry S. Truman, On Atomic Technology: 1945 468 Document 19.2. George F. Kennan, The Long Telegram: 1946 469 Document 19.3. Harry S. Truman, On Greece and Turkey: 1947 471 Document 19.4. John n. Wheeler, Letter Home from Korean War: 1950 472 Document 19.5. Central Intelligence Agency, A Study of Assassination: 1953 473 Document 19.6. Pete Seeger, Testimony before the House Un-American Activities Committee: 1955 474 Document 19.7. Dwight D. Eisenhower, Farewell Address: 1961 476 Document 19.8. Nikita Khrushchev, Diplomatic Cable to Fidel Castro: 1962 477 Document 19.9. “The Commune Comes to America,” Life: 1969 478 Document 19.10. Jimmy Carter, Inaugural Address: 1977 479 Applying AP® Historical Thinking Skills: Skill Review Contextualization and Interpretation 481 Putting It All Together: Revisiting the Main Point 484 Building AP® Writing Skills: Organizing Themes in Historical Arguments 484 Chapter 20: The Breakdown of Consensus 486 Seeking the Main Point 487 Topic I: The Beginnings of the Modern Civil Rights Movement 489 Document 20.1. Dwight D. Eisenhower, On Earl Warren and the Brown Decision: 1954 489 Document 20.2. Students for a Democratic Society, Port Huron Statement: 1962 490 Document 20.3. Betty Friedan, The Feminine Mystique: 1963 491 Document 20.4. Martin Luther King Jr., “I Have a Dream”: 1963 493 Document 20.5. Civil Rights Act of 1964 494 Document 20.6. Cesar Chavez, “We Shall Overcome”: 1965 495 Applying AP® Historical Thinking Skills: Skill Review Historical Causation and Historical Argumentation 497 Topic II: The Shattering Consensus 498 Document 20.7. Lyndon B. Johnson Campaign Poster: 1964 498 Document 20.8. H. Rap Brown, Speech at Free Huey Rally: 1968 499 Document 20.9. Martin Luther King Jr., Address at Mason Temple, Memphis: 1968 500 Document 20.10. Edmund White, Letter to Ann and Alfred Corn: 1969 501 Document 20.11. Weatherman Underground, Communiqué No. 1: 1970 503 Document 20.12. American Indian Movement governing Council, Trail of Broken Treaties: 20-Point Proposal: 1972 504 Document 20.13. Ronald Reagan, Address to the First Conservative Political Action Conference: 1974 505 Applying AP® Historical Thinking Skills: Skill Review Historical Causation, Periodization,and Interpretation 507 Putting It All Together: Revisiting the Main Point 509 Building AP® Writing Skills: Analyzing and Evaluating Persona in Documents 509 Chapter 21: Discontinuities 512 Seeking the Main Point 513 Topic I: Conflicting Postwar Visions 514 Document 21.1. Levittown: 1948 514 Document 21.2. William Faulkner, Nobel Prize Acceptance Speech: 1950 514 Document 21.3. Trans World Airlines Advertisement: 1953 515 Document 21.4. Senate Subcommittee to Investigate Juvenile Delinquency, Interim Report on Comic Books and Juvenile Delinquency: 1955 516 Document 21.5. Rachel Carson, Silent Spring: 1962 518 Document 21.6. Abbie Hoffman, Steal This Book: 1970 519 Document 21.7. Governor’s Investigating Committee on Problems of Wisconsin’s Spanish-SpeakingCommunities, Report to the Governor: 1971 520 Document 21.8. Phyllis Schlafly, Interview with the Washington Star: 1976 521 Applying AP® Historical Thinking Skills: Skill Review Historical Causation, Use of Relevant Evidence, Interpretation, and Synthesis 522 Putting It All Together: Revisiting the Main Point 524 Building AP® Writing Skills: Incorporating Secondary Sources into Historical Argument 524 Working with Secondary Sources AP® Short Answer Questions: Civil Rights Leadership 526 Period Nine: 1980 to the Present 528 Chapter 22: A Conservative Tenor 528 Seeking the Main Point 530 Topic I: An End to the Twentieth Century 531 Document 22.1. Jimmy Carter, “Crisis of Confidence” Speech: 1979 531 Document 22.2. Reginald Stuart, “Michigan Requests Federal Loan to Bolster Unemployment Fund,” New York Times: 1980 532 Document 22.3. “Morning in America” Campaign Television Commercial: 1984 533 Document 22.4. Ronald Reagan, Speech at the Berlin Wall: 1987 534 Document 22.5. Ronald Reagan, Speech at the University of Virginia: 1988 535 Document 22.6. Francis Fukuyama, “The End of History?”: 1989 536 Document 22.7. Bill Clinton, Address on Health Care Reform: 1993 537 Document 22.8. Republican Party, Contract with America: 1994 538 Document 22.9. Southern Baptist Convention Executive Committee, “Resolution on Homosexual Marriage”: 1996 540 Applying AP® Historical Thinking Skills: Skill Review Contextualization and Synthesis 541 Topic II: An End to History’s End 543 Document 22.10. George W. Bush, Presidential Nomination Acceptance Speech: 2000 543 Document 22.11. Office of the President, Proposal to Create the Department of Homeland Security: 2002 545 Document 22.12. George W. Bush, On