SAMPLE ANSWER
(a) Difference in Historical Interpretation
What students need to show:
-Schlesinger = class conflict / working-class support for Democrats
-Benson = similarities between parties / ethnicity over class Possible Evidence Students
Could Use:
-Rise of universal white male suffrage in the 1820s–1830s (expands working-class political
-participation → supports Schlesinger)
-Growth of mass political parties (Democrats vs Whigs appealing to voters broadly)
-Ethnic voting patterns (immigrant groups like Irish/Germans tending to support Democrats →
-supports Benson)
-Similar economic backgrounds of party leaders (elite dominance in both parties → supports
-Benson)
(b) Development Supporting Schlesinger (Class Conflict / Jacksonian Democracy)
Strong Evidence Options:
-Bank War (Jackson opposed the national bank as favoring elites; working-class voters rallied
to him)
-Expansion of suffrage (elimination of property requirements & more political power for
“common man”
-Election of 1828 (Seen as a triumph of the “common man” over elites)
-Growth of labor movements in urban areas (Increasing class consciousness)
-Use of the spoils system (Rewarding ordinary supporters rather than elites)
(c) Development Supporting Benson (Party Similarities / Limited Differences)
Strong Evidence Options:
-Market Revolution (Both parties operated within and benefited from expanding capitalism)
-Continued dominance of elites in politics (Many leaders in both parties were wealthy or well-
connected)
-American System (Even Democrats sometimes supported internal improvements, blurring
differences)
-Ethnic and regional voting patterns (Differences based more on background than ideology)
-Limited democracy (women, African Americans excluded) (Suggests both parties were similar
in restricting political participation)
TEACHING TIP
Students often miss:
1. They name an event (e.g., Bank War) but don’t explain how it shows class conflict
2. They accidentally reinforce Schlesinger instead of showing similarities/minimal differences
(a) Difference in Historical Interpretation
What students need to show:
-Schlesinger = class conflict / working-class support for Democrats
-Benson = similarities between parties / ethnicity over class Possible Evidence Students
Could Use:
-Rise of universal white male suffrage in the 1820s–1830s (expands working-class political
-participation → supports Schlesinger)
-Growth of mass political parties (Democrats vs Whigs appealing to voters broadly)
-Ethnic voting patterns (immigrant groups like Irish/Germans tending to support Democrats →
-supports Benson)
-Similar economic backgrounds of party leaders (elite dominance in both parties → supports
-Benson)
(b) Development Supporting Schlesinger (Class Conflict / Jacksonian Democracy)
Strong Evidence Options:
-Bank War (Jackson opposed the national bank as favoring elites; working-class voters rallied
to him)
-Expansion of suffrage (elimination of property requirements & more political power for
“common man”
-Election of 1828 (Seen as a triumph of the “common man” over elites)
-Growth of labor movements in urban areas (Increasing class consciousness)
-Use of the spoils system (Rewarding ordinary supporters rather than elites)
(c) Development Supporting Benson (Party Similarities / Limited Differences)
Strong Evidence Options:
-Market Revolution (Both parties operated within and benefited from expanding capitalism)
-Continued dominance of elites in politics (Many leaders in both parties were wealthy or well-
connected)
-American System (Even Democrats sometimes supported internal improvements, blurring
differences)
-Ethnic and regional voting patterns (Differences based more on background than ideology)
-Limited democracy (women, African Americans excluded) (Suggests both parties were similar
in restricting political participation)
TEACHING TIP
Students often miss:
1. They name an event (e.g., Bank War) but don’t explain how it shows class conflict
2. They accidentally reinforce Schlesinger instead of showing similarities/minimal differences