...pg 15-20: How do groups of people (sometimes called factions) contribute sometimes positively and sometimes negatively to the democratic process? In the words of Abraham Lincoln, the democratic government is one “of the people, by the people, and for the people.” The factions (parties or interest groups) contribute to the democratic process in that they use the theory of pluralism, and unite through shared interest to influence public policy. Because of the wide spread of power in our democratic government, these factions are capable of causing change only through the influence of a branch of the government, or through the people. Through the lens of the elitist theory, it could be viewed that certain factions have more pull because of their upper class status, and are more capable of swaying the government to gain what they want because of this disproportionate power balance. Hyperpluralism suggests that when factions of people compete, they inevitably weaken the government's control because the endless conflict of views makes policy far more difficult. What types of factions exist today in the world of politics? Factions are parties or interest groups from a political standpoint. There are two standard types of factions, the majority, who possess little or no property, and the minority, those with property. The majority faction usually desires to reduce the wealth of the minority, and the minority wants to secure its own gains. Those states that allow factions to sway their...
Words: 1047 - Pages: 5
...1. Amnesty was a pardon to southerners. 2. Andrew Johnson became president after Lincoln’s assassination. 3. Black Codes prevented African Americans from reaching equality with southern whites. 4. Reconstruction Acts divided the Confederacy into 5 military districts. 5. Carpetbaggers were the name of northern Republicans. 6. The Compromise of 1877 made Republicans withdraw the federal troops from the south and the Democrats accepted President Hayes. 7. Sharecropping was a system that gave laborers a share of the crop, a cabin, seed, tools, and a mule. 8. Jim Crow laws were a series of laws that enforced segregation. 9. Madame C.J. Walker was the first black woman millionaire. 10. Booker T. Washington encourages African Americans to be educated and discouraged them to stop protesting. 1. Johnson’s plan said that there would be pardon for those with a loyalty oath whole Lincoln’s said that people had to take an oath about not putting up arms against the U.S. 2. Johnson’s plan called for wanting to bring the South back into the Union. The radicals were more interested in making the South suffer instead of help. 3. The fifteenth amendment allowed African Americans to vote so did the Reconstruction Act. 4. The Compromise of 1877 helped put Reconstruction to an end. 5. In the early 1860’s poor whites and African Americans worked for money on plantations and as years passed sharecropping came along making farming a low-income job. 6. The Jim Crow laws were all about segregation...
Words: 413 - Pages: 2
...APUSH DBQ Rubric | Name: ___________________________ | Essay topic: _______________________ | | | | 0 points | 1point | 2 points | 3 points | Thesis (0-1 pts) | * Thesis does not address all parts of the question * Thesis simply restates the question | * Thesis addresses all parts of the question * Thesis sets up the argument * Thesis addresses the targeted skill | | | Analysis of historical evidence & support of argument (0-3 pts) | * Only describes or paraphrases documents (inadequate analysis) * May use <4 documents | * Analyzes 4+ documents to support or prove argument/thesis | * Analyzes content of 4+ documents to support or prove argument/thesis AND * Does one of the following for 4+ documents: * Historical context * Audience * Purpose * Point of View | * Analyzes content of 6+ documents to support or prove thesis/argument AND * Does one of the following for 6+ documents: * Historical context * Audience * Purpose * Point of View | Outside Evidence (0-1 pt) | * Does not include any outside evidence * Has outside evidence but does not use it to advance the argument of the essay | * Uses substantial outside information to support or prove thesis/argument | | | Context (0-1 pt) | * Has only limited connections between the question and the time period | * Accurately and explicitly works the essay into the larger story of the United...
Words: 346 - Pages: 2
...APUSH Study Guide 8 A weak Confederacy and the Constitution, 1776-1790 Themes/Constructs: The federal Constitution represented a moderately conservative reaction against the democratilizing effects of the Revolution and the Articles of Confederation. The American Revolution was not a radical transformation like the French or Russian revolutions, but it produced political innovations and some social change in the direction of greater equality and democracy. The American Revolution did not overturn the social order, but it did produce substantial changes in social customs, political institutions, and ideas about society and government. Among the changes were the separation of church and state in some places, the abolition of slavery in the North, written political constitutions, and a shift in political power from the eastern seaboard toward the frontier. The first weak government, the Articles of Confederation, was unable to exercise real authority, although it did successfully deal with the western lands issue. The Confederation’s weakness in handling foreign policy, commerce and the Shays Rebellion spurred the movement to alter the Articles. Instead of revising the Articles, the well-off delegates to the Constitutional Convention created a charter for a whole new government. In a series of compromises, the convention produced a plan that provided for a vigorous central government, a strong executive, the protection for property, while still upholding republican...
Words: 3481 - Pages: 14
...AP US History, often referred to as 'APUSH' (A as in letter A and push as in push--literally), is the CollegeBoard's second most frequently taken AP class (first is AP English Language and Composition). I took this class during my sophomore year, and I got an A in the class and a 4 on the exam, if you were curious. I was very interested in succeeding in that class and I wanted to share some advice on what helped me, and what I wish I did. The AP US History course is divided up into nine units, and there are seven themes (identity, work exchange, and technology, peopling, politics and power, America in the World, environment and geography, and ideas, beliefs, cultures) that can be, and are applied to each unit. The class is to be identical...
Words: 734 - Pages: 3
