Sample Answer
(a) Point of View
The artist expresses a point of view that supports New World (American) political
institutions as independent and superior to European monarchies. By emphasizing rejection of
a “Crown,” the artist suggests that American republican government—based on popular
sovereignty and elected leadership—is more legitimate than hereditary rule.
Why this earns the point:
-Clearly identifies one category (New World political institutions)
-Explains the artist’s perspective, not just describing the image
-Connects to republicanism vs monarchy
(b) Development (1800–1820):
One development that led to this point of view was the War of 1812, which reinforced
American nationalism and opposition to British influence. The conflict encouraged many
Americans to see their republican system as worth defending against monarchy.
Why this earns the point:
-Identifies a specific development in the correct time frame
-Explains how it connects to anti-monarchical sentiment/nationalism Other acceptable
answers students could use:
-Expansion of Jeffersonian democracy after the Election of 1800
-Decline of the Federalist Party after the Hartford Convention
-Growth of nationalism during the Era of Good Feelings
(c) Challenge to the Point of View:
One way developments challenged this point of view was the persistence of elitism in
American politics, such as property requirements for voting in many states, which limited
democratic participation and contradicted the ideal of a fully representative republic
distinct from European hierarchy.
Why this earns the point:
-Identifies a specific contradiction
-Explains how it undermines the artist’s idealized view Other acceptable answers students
could use:
-Continued admiration for British culture among elites
-Economic dependence on trade with Britain after the War of 1812
-Regional divisions (e.g., Federalist sympathy for Britain)
-Limited rights for women, Native Americans, and enslaved people
Teaching Tip
Students often lose points by:
-Describing instead of explaining POV in (a)
-Naming a development in (b) without explaining how it shaped the viewpoint
-Giving a vague contradiction in (c) instead of tying it directly to the artist’s claim If you
want,
The artist expresses a point of view that supports New World (American) political
institutions as independent and superior to European monarchies. By emphasizing rejection of
a “Crown,” the artist suggests that American republican government—based on popular
sovereignty and elected leadership—is more legitimate than hereditary rule.
Why this earns the point:
-Clearly identifies one category (New World political institutions)
-Explains the artist’s perspective, not just describing the image
-Connects to republicanism vs monarchy
(b) Development (1800–1820):
One development that led to this point of view was the War of 1812, which reinforced
American nationalism and opposition to British influence. The conflict encouraged many
Americans to see their republican system as worth defending against monarchy.
Why this earns the point:
-Identifies a specific development in the correct time frame
-Explains how it connects to anti-monarchical sentiment/nationalism Other acceptable
answers students could use:
-Expansion of Jeffersonian democracy after the Election of 1800
-Decline of the Federalist Party after the Hartford Convention
-Growth of nationalism during the Era of Good Feelings
(c) Challenge to the Point of View:
One way developments challenged this point of view was the persistence of elitism in
American politics, such as property requirements for voting in many states, which limited
democratic participation and contradicted the ideal of a fully representative republic
distinct from European hierarchy.
Why this earns the point:
-Identifies a specific contradiction
-Explains how it undermines the artist’s idealized view Other acceptable answers students
could use:
-Continued admiration for British culture among elites
-Economic dependence on trade with Britain after the War of 1812
-Regional divisions (e.g., Federalist sympathy for Britain)
-Limited rights for women, Native Americans, and enslaved people
Teaching Tip
Students often lose points by:
-Describing instead of explaining POV in (a)
-Naming a development in (b) without explaining how it shaped the viewpoint
-Giving a vague contradiction in (c) instead of tying it directly to the artist’s claim If you
want,