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Classroom Resources

Guided Readings: Political Battles of the Jacksonian Era: The Bank War

Government and Civics

9, 10, 11, 12

Reading 1: It is to be regretted that the rich and powerful too often bend the acts of government to their selfish purposes. Distinctions in society will always exist under every just government. Equality of talents, of education, or of wealth cannot be produced by human institutions. In the full enjoyment of the gifts of Heaven and the fruits of superior industry, economy, and virtue, every man is equally entitled to protection by law; but when the laws undertake to add to these natural and just advantages artificial distinctions, to grant titles, gratuities, and exclusive...
Classroom Resources

Guided Readings: Political Battles of the Jacksonian Era: Nullification

Economics, Government and Civics

9, 10, 11, 12

Reading 1: And, sir, let it be remembered that a revenue system, grossly and palpably unequal in itself--a system which, under the most favorable modification, would levy the entire amount of the federal taxes from one-fifth part of the productions of the Union, while the other four-fifths are entirely exempted...that this is the substratum upon which has been reared this monstrous and iniquitous superstructure--the protecting system....Let me, then, beseech the advocates of that system...relieve a high-minded and patriotic people from an unconstitutional and oppressive burden,...
Classroom Resources

Guided Readings: Origins of the Cold War: The Containment Policy

Economics, Government and Civics

9, 10, 11, 12

Reading 1 Soviet power...bears within itself the seeds of its own decay, and the sprouting of these seeds is well advanced...[If] anything were ever to disrupt the unity and efficacy of the Party as a political instrument, Soviet Russia might be changed overnight from one of the strongest to one of the weakest and most pitiable of national societies....This would...warrant the United States entering with reasonable confidence upon a policy of firm containment, designed to confront the Russians with unalterable counter-force at every point where they show signs of encroaching...
Classroom Resources

Guided Readings: Origins of the Cold War and Soviet-American Confrontation

Economics, Government and Civics, World History

9, 10, 11, 12

Reading 1 From Stettin in the Baltic to Trieste in the Adriatic an iron curtain has descended across the Continent. Behind that line lie all the capitals of the ancient states of Central and Eastern Europe. Warsaw, Berlin, Prague, Vienna, Budapest, Belgrade, Bucharest and Sofia; all these famous cities and the populations around them lie in what I must call the Soviet sphere, and all are subject, in one form or another, not only to Soviet influence but to a very high and in some cases increasing measure of control from Moscow. The safety of the world, ladies and gentlemen,...
Classroom Resources

Guided Readings: The Korean War

Economics, Government and Civics, World History

9, 10, 11, 12

Reading 1 In Korea the Government forces, which were armed to prevent border raids and to preserve internal security, were attacked by invading forces from North Korea. . . . The attack upon Korea makes it plain beyond all doubt that communism has passed beyond the use of subversion to conquer independent nations and will now use armed invasion and war. President Harry Truman Reading 2 [While flying back to Washington after receiving news that North Korea had attacked South Korea, Truman pondered the Communist action in Korea. He later wrote in his memoirs]: This was not the...
Classroom Resources

Guided Readings: Anti-Communism at Home

Economics, Government and Civics, World History

9, 10, 11, 12

Reading 1 Sec. 2: (a) It shall be unlawful for any person— (1) to knowingly or willfully advocate, abet, advise, or teach the duty, necessity, desirability, or propriety of overthrowing or destroying any government in the United States by force or violence, or by the assassination of any officer of such government; (2) with the intent to cause the overthrow or destruction of any government in the United States, to print, publish, edit, issue, circulate, sell, distribute, or publicly display any written or printed matter advocating, advising, or teaching the duty, necessity,...
Classroom Resources

Guided Readings: Roots of Reform: Religion and Social Reform

Religion and Philosophy

9, 10, 11, 12

From 1801 for years a blessed revival of religion spread through almost the entire inhabited parts of the West. . . . The Presbyterians and Methodists in a great measure united in this work, met together, prayed together, and preached together. . . . They would erect their camps with logs or frame them, and cover them with clapboards or shingles. They would also erect a shed, sufficiently large to protect five thousand people from wind and rain, and cover it with boards or shingles; build a large stand, seat the shed, and here they would collect together from forty to fifty...
Classroom Resources

Guided Readings: Antebellum Social Reform

Government and Civics

9, 10, 11, 12

Reading 1: “The elementary schools throughout the state are irresponsible institutions, established by individuals, from mere motives of private speculation or gain, who are sometimes destitute of character, and frequently, of the requisite attainments and abilities. From the circumstance of the schools being the absolute property of individuals, no supervision or effectual control can be exercised over them; hence, ignorance, inattention, and even immorality prevail to a lamentable extent among their teachers.” “Report of the Joint Committees of the City and County of...
Classroom Resources

Guided Readings: Religion and Social Reform: Abolitionism

9, 10, 11, 12

Reading 1 Assenting to the “self-evident truth” maintained in the American Declaration of Independence, “that all men are created equal, and endowed by their Creator with certain inalienable rights” . . . I shall strenuously contend for the immediate enfranchisement of our slave population. . . . I am aware, that many object to the severity of my language; but is there not cause for severity? I will be as harsh as truth, and as uncompromising as justice. . . . Tell a man whose house is on fire, to give a moderate alarm; tell him to moderately rescue his wife from the hands of...
Classroom Resources

Guided Readings: Urban Political Machines

Economics, Government and Civics

9, 10, 11, 12

Reading 1 An army led by a council seldom conquers: It must have a commander-in-chief who settles disputes, decides in emergencies, inspires fear or attachment. The head of the Ring is such a commander. He dispenses places, rewards the loyal, punishes the mutinous, concocts schemes, negotiates treaties. He generally avoids publicity, preferring the substance to the pomp of power, and is all the more dangerous because he sits, like a spider, hidden in the midst of his web. He is a Boss. —Lord James Bryce Reading 2 Have you ever thought what would become of the country if the...

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