AP U.S. History SAQ – 2025 FRQ Set 1 | Terms and Complete Definitions | Grade A | 100% Correct (Verified Solutions) Document Description  2025 AP U.S. History Exam DBQ  Thesis  DBQ Source Analysis  Outside Evidence

AP U.S. History SAQ – 2025 FRQ Set 1 | Terms and Complete Definitions | Grade A | 100% Correct (Verified Solutions) Document Description  2025 AP U.S. History Exam DBQ  Thesis  DBQ Source Analysis  Outside Evidence The following are all examples, that with proper explanation and connection to your argument, could earn credit. SAQ 1: Early U.S. Politics & Historical Interpretation Source 1 “The...rise of American democracy was an extraordinary part of the most profound transformation in modern history.... The American Revolution had proved more egalitarian1 in its outcome than many of its leaders had hoped or expected it would be in 1776.... Portions of the [people] once largely excluded from the exercise of power were now among the people’s governors. Efforts to rein in the egalitarian impulse had faltered.... [But] democracy’s achievements were fragile...and its future far from guaranteed.... [After 1800,] by beating back [the Federalists], the Jeffersonian ascendency opened up the political system.... The filters on democracy created by the Framers [of the Constitution] were proving porous, while the suppression of democracy sought by the Federalists in the 1790s was thoroughly discredited.” Source: Sean Wilentz, historian, The Rise of American Democracy: Jefferson to Lincoln, 2005 Source 2 “[After the American Revolution] elite men from [many] states...create[d] a new national government designed to be a stronger barrier against democracy.... Ordinary folk continued to resist.... But they remained unable to mobilize in ways that would bring the changes they wanted.... It would be an enduring victory for the elite. Although the Federalists both fell politically and personally, the system they created to check democracy has lasted.... Although the DemocraticRepublicans rode to power...across the nation by promising to restore the popular vision of the Revolution,...most Democratic-Republican leaders...were content to leave the bulk of the Federalist system in place.... To these men, ‘reform’...did not mean pulling down the barriers to democracy that they had helped to create.” Source: Terry Bouton, historian, Taming Democracy: “The People,” the Founders, and the Troubled Ending of the American Revolution, 2007 1: equal A. Briefly describe one major difference between Wilentz’s and Bouton’s historical interpretations of early United States politics. · Expansion of white male suffrage (Wilentz) · Federalist attempts to restrict democracy via Alien & Sedition Acts (Bouton) · Jefferson's election in 1800 as a 'revolution of the people' (Wilentz) · Creation of the Electoral College to insulate democracy (Bouton) · Rise of Democratic-Republican clubs (Wilentz) · Maintenance of elite-dominated institutions like the Senate (Bouton) · Popular political campaigning (Wilentz) · Shay’s Rebellion as evidence of elite fear of popular rule (Bouton) B. Briefly explain how one event or development from 1789 to 1820 not directly mentioned in the excerpts could be used to support Wilentz’s argument. · Election of 1800 (Jefferson’s peaceful transfer of power) · Decline of Federalist Party after War of 1812 · Expansion of white male suffrage laws in western states · Growth of partisan newspapers & popular political culture · Founding of Democratic-Republican Societies · Virginia and Kentucky Resolutions challenging central power · Embargo Act opposition showing active public engagement · Hartford Convention backlash, discrediting Federalist elitism C. Briefly explain how one event or development from 1789 to 1820 not directly mentioned in the excerpts could be used to support Bouton’s argument. · Suppression of the Whiskey Rebellion · Judiciary Act of 1789 and elite-dominated federal courts · Senate chosen by state legislatures, not by popular vote · Maintenance of property requirements for voting in many states · Alien and Sedition Acts targeting dissenters · Opposition to direct democracy in Constitutional Convention debates · Founders’ fears of 'mob rule' in Federalist Papers · Limited national officeholding opportunities for non-elites SAQ 2: Webster’s Speech & Federal Power “[There is a] real and wide difference, in political opinion, between the honorable gentleman [from South Carolina] and myself. On my part, I look upon [internal improvements] as connected with the common good.... [He believes] Ohio and Carolina are different Governments and different countries.... We [in New England] look upon the States, not as separated, but as united. We love to dwell on that Union, and on the mutual happiness which it has so much promoted, and common renown which it has so greatly contributed to acquire. In our contemplation, Carolina and Ohio are parts of the same country; States, united under the same General Government.... We do not impose geographical limits to our patriotic feeling.... I do not desire to enlarge the powers of the Government.... But when it is believed that a power does exist, then it is, in my judgment, to be exercised for the general benefit of the whole.” Source: Daniel Webster, senator from Massachusetts, future member of the Whig Party, speech in the United States Senate, responding to Robert Y. Hayne of South Carolina, a member of the Democratic Party, 1830   A. Briefly describe one purpose of political leaders in promoting ideas such as Webster’s. · Promote nationalism and unity amid growing sectionalism · Justify internal improvements like roads and canals · Counter nullification arguments from states like South Carolina · Defend the supremacy of federal government · Maintain cohesion during westward expansion · Encourage economic growth via national infrastructure · Appeal to Northern industrial/commercial interests · Frame sectional loyalty as anti-American B. Briefly explain one development from 1820 to 1848 that contributed to the political ideas debated in the speech. · Missouri Compromise (1820) · Tariff of Abominations (1828) · Nullification Crisis (1832–1833) · American System (Henry Clay’s plan) · Erie Canal & transportation revolution · Panic of 1837 and debates over federal economic intervention · Founding of the Whig Party and rise of economic nationalism · Supreme Court rulings like Gibbons v. Ogden (1824) C. Briefly explain how one political debate between 1848 and 1865 was similar to the debate in the speech. · Compromise of 1850 debates over federal authority vs. states' rights · Kansas-Nebraska Act (1854) and popular sovereignty · Dred Scott decision (1857) challenging Congressional authority · Secession debates and Lincoln’s arguments for Union · Fugitive Slave Act enforcement and Northern resistance · Lincoln-Douglas debates over slavery in the territories · Formation of Republican Party in response to federal expansion of slavery · Civil War as ultimate test of Union vs. state sovereignty SAQ 3: British North America to Revolutionary Era A. Briefly describe one political development in British North America from 1607 to 1753. · Establishment of Virginia House of Burgesses (1619) · Mayflower Compact (1620) as proto-self-government · Colonial town meetings in New England · Creation of proprietary governments (e.g., Pennsylvania) · Dominion of New England & its resistance · Salutary neglect fostering local control · Fundamental Orders of Connecticut (1639) · Charter colonial governments like Rhode Island B. Briefly describe one effect of the Seven Years’ War from 1754 to 1765. · End of salutary neglect · Proclamation of 1763 limiting westward expansion · Increased British debt → new colonial taxes · Standing British army presence in colonies · Shift in British policy toward tighter imperial control · Colonists’ sense of entitlement to frontier lands · Increased intercolonial cooperation during wartime · Rise of colonial resentment over taxation without representation C. Briefly explain how one group responded to debates about the rights of British colonists from 1765 to 1783. · Sons of Liberty resisting Stamp Act · Daughters of Liberty promoting boycotts · Committees of Correspondence organizing protest · Continental Congress (especially 1st and 2nd) · Common Sense by Thomas Paine advocating independence · Boston Tea Party as protest action · African Americans petitioning for freedom · Loyalists resisting rebellion and remaining pro-British