Answers to document based questions for new ap u. S. History curriculum

A good response would draw upon six or seven documents (that is, all or all but one of the documents provided) to present an analysis of the topic mentioned in the question: the degree to which interactions between Europeans and indigenous Americans during the period 1500 to 1610 were primarily positive or negative. Given the thrust of the question, the thesis should focus on the historical thinking skills of historical causation, comparison, historical argumentation, appropriate use of relevant historical evidence, and synthesis. A good answer would likely argue that interactions between Europeans and indigenous Americans were primarily positive, primarily negative, or both positive and negative.

The analysis of the documents should provide evidence to support the thesis.

While evidence from at least six documents must be included, the essay should incorporate more in-depth analyses of at least four documents (a majority of the seven provided), examining point of view, intended audience, purpose, or any of the other features specified in the directions. A strong essay, however, does not simply list the characteristics of one document after another. Instead, it makes connections between documents or parts of documents to craft a convincing argument. For instance, a good essay might use Pocahontas as an example to argue that interactions between Europeans and indigenous peoples were mainly positive. Such an essay might analyze the two images depicting Pocahontas (Documents 5 and 7), explaining how the images illustrate several ways in which Pocahontas helped to improve relations between Europeans and American Indians: befriending and perhaps saving the life of John Smith, marrying John Rolfe, converting to Christianity, and traveling to England. A good response might also analyze a textual source alongside a pictorial one. For example, the excerpt from Cabeza de Vaca (Document 1) and the painting of Hernando de Soto (Document 2) might be used to analyze ways in which Indians responded to the arrival of Europeans. Several documents, including the Map of Virginia (Document 3) and the First Charter of Virginia (Document 6) could be used to examine how Europeans viewed the New World and the people who inhabited it.

A good essay would observe that the documents also reflect differences in point of view, audience, format, etc. Europeans produced most, if not all, of the sources given, and a good response would address how this fact influenced their depictions of the interactions between Europeans and Indians. For example, in Document 1, Cabeza de Vaca recorded his own journey through North America for posterity and thus had an interest in making his actions and those of his men appear as positive as possible. The artist who painted the image of de Soto discovering the Mississippi clearly had a great admiration for the explorer which shaped his depiction. Document 4, the image of Indian women planting corn, was likely produced for a European publication and may reflect the artist’s idea of what European audiences would find exciting and exotic more than it reflects what he actually observed about the Indians. A good response might also note that the time period during which a source was produced affects its content. Document 5, the portrait of Pocahontas, was painted in England after she had converted to Christianity and married John Rolfe. An image of Pocahontas as a child in Virginia might tell a very different story.

It is also important to consider the role that outside knowledge will play in a good response. Note that the directions mention that a well-integrated essay includes “knowledge of U.S. history beyond/outside the documents.” Outside knowledge might follow up on specific references in the documents, such as the travels of explorers Hernando de Soto and Alvar Nuñez Cabeza de Vaca. For instance, a good response might contrast the depiction of de Soto’s expedition in Document 2 with outside knowledge about de Soto’s cruel treatment of Indians he encountered. Students might expand upon the depiction of Indian life in Document 4 (Florida Indians Planting) with further outside knowledge about the customs and lifestyles of Indians in North America. A good response might also develop a more sophisticated analysis of the documents relating to the English settlement at Jamestown: Document 5 (the portrait of Pocahontas), Document 6 (the First Charter of Virginia), and Document 7 (the image of Pocahontas saving John Smith). For example, an essay could discuss warfare between English settlers and the Powhatan people or observe that at one point the English kidnapped young Pocahontas and held her captive in the fort at Jamestown (and possibly that it was during this incident that she converted to Christianity). A good answer would incorporate outside knowledge that is relevant to the scope of the question and that supports the overall argument being made.

Finally, a good response demonstrates an understanding of the broader context of issues relevant to the question. As mentioned above, a strong essay connects the issues raised by the documents to broader discussions about the historical background for the encounters between Europeans and indigenous Americans, as well as the nature of Atlantic World exchange after Columbus’s voyage in 1492. A good essay might also discuss the notion of culture and the ways in which the cultures of both Europeans and indigenous peoples were challenged following contact.


Period 2
Question 1 Analyze the ways that the British colonies in North America had created a separate identity as Americans by the middle of the 18^th century.
What Good Responses Will Include:

A good response would draw on four or five documents (that is, all or all but one of the documents provided) to analyze ways in which the British colonies had created a separate identity for colonists as Americans by the middle of the 18th century. Given the thrust of the question, the thesis should focus on the historical thinking skills of patterns of continuity and change over time, historical argumentation, appropriate use of relevant historical evidence, interpretation, and synthesis. A good response would make an argument about the degree to which the British colonies had created an American identity for colonists by the mid-eighteenth century.

The analysis of the documents should provide evidence to support the thesis.

While evidence from at least four documents must be included, the essay should incorporate more in-depth analyses of at least three documents (a majority of the five provided), examining point of view, intended audience, purpose, or any of the other features specified in the directions. A strong essay, however, does not simply list the characteristics of one document after another. Instead, it makes connections between documents or parts of documents to craft a convincing argument. For instance, a good essay might connect the chart listing imports and exports (Document 1) to Hugh Jones’s observations about the Virginia gentry (Document 3) in order to make a case about colonial consumer culture and the colonies’ relative dependence upon the parent country. A good response might examine religion in the colonies using the New Jersey law discussing the conversion of slaves (Document 2) and the sermon written by Jonathan Edwards (Document 4). Similarly, an essay might discuss the slave trade and slavery in the colonies using the imports/exports chart (Document 1) and the New Jersey slavery law (Document 2). Hugh Jones’s observations (Document 3) might be combined with the aphorisms from Poor Richard’s Almanack (Document 5) to discuss the degree to which Americans looked to Europe for cultural leadership.

A good essay would observe that the documents also reflect differences in point of view, audience, format, etc. The legislators who drafted the New Jersey law (Document 1) clearly believed that baptism was not sufficient reason to set a slave free; they likely had an economic stake in slaves remaining in bondage. The author of Document 4, Jonathan Edwards, also had a very specific purpose in mind while drafting his sermon: he wanted to frighten his listeners into a consciousness of their own sinfulness and by doing so prompt their conversion. In Document 3, Hugh Jones makes a generalization about the Virginia gentry, but it is highly unlikely that he based his observation on an examination of every single member of that group. His conclusion may be true to the extent he observed, but a good response would recognize that his statement cannot be automatically applied to every member of the Virginia gentry. Finally, the aphorisms in Document 5 reflect the conventions of almanac writing. Almanacs were written to be read and enjoyed by Americans of lower social status and lesser education, and Franklin’s witty sayings reflect a consciousness of his audience.

It is also important to consider the role that outside knowledge will play in a good response. Note that the directions mention that a well-integrated essay includes “knowledge of U.S. history beyond/outside the documents.” Outside knowledge might follow up on specific references in the documents, such as colonial slave codes (Document 2) or the Great Awakening (Document 4). A good answer might include additional information about the individuals mentioned in several of the documents, such as Jonathan Edwards or Benjamin Franklin, providing evidence as to whether they viewed themselves primarily as Americans or as British subjects. A good response would also address relevant topics not explicitly addressed in the documents. For example, a student might discuss religious toleration in the British colonies, using the founding of Pennsylvania as an example. A discussion of the spread of Enlightenment ideas, such as those of Adam Smith and John Locke, would also be appropriate. A good answer might also mention the development of a shared culture of print across the Atlantic, as well as the expansion of American publishing, particularly with regards to newspapers, in the eighteenth century.

Finally, a good response demonstrates an understanding of the broader context of issues relevant to the question. As mentioned above, a strong essay connects the issues raised by the documents to broader discussions about trans-Atlantic exchange, Anglicization, and the creation of an American identity. A good essay might also theorize about how the developments described influenced the conflict between the mainland colonies and Britain later in the eighteenth century.

Period 3
Question 1 Compare the motivations of ordinary Americans—including the working class, ordinary farmers, women, freed blacks, and slaves-- who participated in the American Revolution, with the motivations of the established colonial elites.
What Good Responses Will Include:

A good response would draw on seven or eight documents (that is, all or all but one of the documents provided) to present an analysis of each element mentioned in the question: the motivations of ordinary Americans who participated in the American Revolution--including the working class, ordinary farmers, women, freed blacks, and slaves—as compared with the motivations of the established colonial elites. Given the thrust of the question, the thesis should focus on the historical thinking skills of historical causation, comparison, appropriate use of historical evidence, and historical interpretation. A good essay should address the motivations of both ordinary Americans and elites who participated in the American Revolution and make an argument about how their motivations were similar to or different from each other.

The analysis of the documents should provide evidence to support the thesis. While evidence from at least seven documents must be included, the essay should incorporate more in-depth analyses of at least five documents (a majority of the eight provided), examining point of view, intended audience, purpose, or any of the other features specified in the directions. A strong essay, however, does not simply list the characteristics of one document after another. Instead, it makes connections between documents or parts of documents to craft a convincing argument. For instance, a good essay might use several documents to argue that elite Americans favored the Revolution because they believed it would enhance their economic status, while working class Americans sought a social revolution. The Stamp Act itself (Document 2), which specifically mentions “trade and revenues” of colonies, might be used to support the assertion that merchants who engaged in overseas trade found the Stamp Act and other acts of Parliament in the 1760s particularly offensive. The excerpt from Common Sense (Document 6) could be used to further support the idea that merchant elites and those connected with them fought the Revolution to enhance their economic positions. The letter regarding the New York mob that punished merchants (Document 3) might be used to support the claim that the protests organized by the Sons of Liberty attracted many working class people who cared less about Parliament’s regulation of trade and more about the opportunity to assert themselves over those traditionally above them on the social hierarchy. A good answer might also examine the place of ideals and ideology in motivating Americans in the Revolution. The excerpt from the Declaration of Independence (Document 5) and the antislavery petition (Document 8) both draw on the rhetoric of natural rights and human liberty.

A good essay would observe that the documents also reflect differences in point of view, audience, format, etc. Document 4 provides an example of propaganda designed to create sympathy and fervor for the Patriot cause, as does Document 6. One would expect these documents to make use of emotional appeal and highlight the most attractive reasons for favoring independence at the expense of the opposing arguments. Likewise, the authors of Document 8 also had in mind a very specific purpose – to gain their freedom – and their document likely reflects their desire to please the legislators to whom they submitted the petition, as well as demonstrate that they would not threaten the well-being of society as free men and women. The goal of Document 5, the Declaration of Independence, was to justify the decision of the country to declare its independence, not only to the people of the country, but also the rest of the world. Thus, to some extent, the document reflects what its author, Thomas Jefferson, believed would make a most convincing argument. Document 3 highlights the problems of point of view, reflecting the perspective of one individual who might not have personally heard or seen the entire series of events he narrates.

It is also important to consider the role that outside knowledge will play in a good response. Note that the directions mention that a well-integrated essay includes “knowledge of U.S. history beyond/outside the documents.” Outside knowledge might follow up on specific references in the documents, such as the Proclamation Line of 1763 (Document 1), the Stamp Act protests (Documents 2 and 3), the Declaration of Independence (Document 5), and Thomas Paine’s pamphlet Common Sense (Document 6). Good responses might mention other important events that motivated Americans to seek independence, such as the Coercive (Intolerable) Acts. Good essays might also use outside knowledge to provide further context for topics mentioned in the documents, such as the role of women in the Revolution (Document 7). Students might mention women’s role in the boycotting of British goods (pledging not to purchase tea, and spinning and weaving cloth at home, for example). Students might also include further details about African Americans in the Revolution. In addition to petitions submitted to legislatures (Document 8), free blacks in the North sued in court for their freedom, and slaves in the North and South took advantage of the turmoil of war to run away, serving in both the Continental and British armies.

Finally, a good response demonstrates an understanding of the broader context of issues relevant to the question. A strong essay would connect the issues raised by the documents to broader discussions of class in colonial society, as well as the status of women, free blacks, and slaves. Students might also compare the motivations of American revolutionaries with the motivations of revolutionaries in other civil wars in world history.

A good response would draw on seven or eight documents (that is, all or all but one of the documents provided) to present an analysis of each element mentioned in the question: the changing nature of political parties from 1800 to 1850 in terms of national and group identity. Given the thrust of the question, the thesis should focus on the historical thinking skills of patterns of continuity and change over time, contextualization, historical argumentation, appropriate use of historical evidence, interpretation, and synthesis. It should analyze the interaction between national identity, group identities, and political parties in the United States between 1800 and 1850.

The analysis of the documents should provide evidence to support the thesis.

While evidence from at least seven documents must be included, the essay should incorporate more in-depth analyses of at least five documents (a majority of the eight provided), examining point of view, intended audience, purpose, or any of the other features specified in the directions. A strong essay, however, does not simply list the characteristics of one document after another. Instead, it makes connections between documents or parts of documents to craft a convincing argument. For instance, a good essay might use the Hartford Convention cartoon (Document 1) and the map of the Election of 1828 (Document 2) to argue that New Englanders had a strong regional identity that manifested itself in political preference. During the War of 1812, many New Englanders voted Federalist and some even considered secession from the Union. In 1828, many New Englanders voted National Republican, in contrast to the rest of the country. A good response might also use several of the documents to analyze the relationship between white American identity and American Indian identity. Andrew Jackson’s Second Annual Message to Congress (Document 3) outlines a policy of exclusion; Jackson, and many others, could not conceptualize Indians as participating citizens in the United States. Cherokee Chief John Ross’s Annual Message (Document 4) hints at a competing perspective – one that viewed the United States as a protector of Indian rights. Justice Marshall’s opinion in Cherokee Nation v. State of Georgia (Document 5) attempts to grapple with the relationship of American Indians to the United States government. Many of the documents address the issue of state versus federal rights (Documents 5, 6, 7, and 8), and a good essay might focus on perspectives regarding that issue throughout the first half of the nineteenth century.

A good essay would observe that the documents also reflect differences in point of view, audience, format, etc. For example, the political cartoons (Documents 1 and 8) are satirical, written from a particular perspective and meant to mock those holding opposing views. Thus, their depictions do not represent reality, although they do offer a window into the climate of politics of the time. The content of other documents was shaped by the conventions of their forms – an annual message of an executive (Documents 3 and 4), a presidential proclamation (Document 5), and a Supreme Court decision (Document 6). To some extent, the authors of each of these documents based their messages on the established, accepted formats for each one. The annual messages may also have been shaped by the consideration that they would be delivered orally to a live audience.

It is also important to consider the role that outside knowledge will play in a good response. Note that the directions mention that a well-integrated essay includes “knowledge of U.S. history beyond/outside the documents.” Outside knowledge might follow up on specific references in the documents, such as the Hartford Convention, the Election of 1828, Indian Removal and the Trail of Tears, the nullification crisis, and the controversy over the renewal of the charter of the Bank of the United States. A good essay might also draw upon concepts not addressed in the document, such as the characteristics of the South as a region, as well as its relationship to other regions and the federal government. Such an analysis would perhaps merit a discussion of the regional distinctiveness of the South compared to New England. A good response might also analyze how other groups, such as African Americans or women, viewed themselves, as well as how they sought to participate fully in the nation. For example, some American women saw themselves as political beings who deserved to participate equally with men in the political life of the nation. The Seneca Falls women’s rights convention would provide a good concrete example of the movement that developed from this belief. Any knowledge included from beyond/outside the documents should support the overall argument of the essay.

Finally, a good response demonstrates an understanding of the broader context of issues relevant to the question. As mentioned above, a strong essay connects the issues raised by the documents to broader discussions about regional distinctiveness and class, race, and gender conflict. It would also address the debate over the relative strength of states and the federal government, as well as the market revolution and its impact on party politics.

Period 5
Question 1 Analyze the political issues and debates, in the period between the writing of the Constitution and 1860, that led to the Civil War.
What Good Responses Will Include:

A good response would draw on six or seven documents (that is, all or all but one of the documents provided) to present an analysis of each element mentioned in the question: the political issues and debates, in the period between the writing of the Constitution and 1860 that led to the Civil War.

Given the thrust of the question, the thesis should focus on the historical thinking skill of historical causation. It should address the issues and debates with regard to political tension and to the particular time period noted (1787-1860). It might also connect the specific theme to broader historical events or global processes.

The analysis of the documents should provide evidence to support the thesis.

While evidence from at least six documents must be included, the essay should incorporate more in-depth analysis of at least four documents (a majority of the seven provided), examining point of view, intended audience, purpose, or any of the other features specified in the directions. A strong essay, however, does not simply list the characteristics of one document after another. Instead, it makes connections between documents or parts of documents to craft a convincing argument. For instance, a good essay might note that slavery was a primary factor in the political debates of the period leading to the Civil War. The political cartoon (document 7) and the American Anti-Slavery Society’s Declaration of Sentiments (document 5) support that claim. Additionally, several documents illustrate the deep connection between slavery and United States expansion, which divided northerners and southerners. The United States Constitution (document 1) set the stage for this connection when it included the Three-Fifths Compromise, counting slaves in the population as three-fifths of a person for the purposes of representation and taxation. The Missouri Compromise of 1820 (document 2) attempted to cease conflict by prohibiting slavery in the former Louisiana Territory north of the parallel 36°30′ north except within the boundaries of the proposed state of Missouri. But the Wilmot Proviso (Document 3) tried to prohibit slavery in the newly annexed territory of Texas while Lincoln (document 6) reveals that the Kansas territory wants to be admitted as a slave state.

A good essay would observe that the documents also reflect differences in point of view, audience, format, etc. Document 5 is intent on convincing the nation that slavery is inherently anti-constitutional. It is important to note that the convention assembled in Philadelphia, a city located in a free state, with an interest in seeing the three-fifths clause in Document 1 abolished with the end of slavery. It takes the form of an appeal to patriotic sentiments, recalling the patriots of the American Revolution and the Founding Fathers. Document 7, on the other hand, uses a violent visual to represent what they feel is the assertion of one political party’s objectives, the Democratic platform of slavery expansion, over the will of others such as the freesoilers. While both were written with white audiences in mind, their methods to achieve the aims of anti-slavery are quite different. These both raise questions about effective methods of communication. A good essay will weave crucial observations such as these into the analysis that creates the overall historical argument.

It is also important to consider the role that outside knowledge will play in a good response. Note that the directions mention that a well-integrated essay includes “knowledge of U.S. history beyond/outside the documents.” Outside knowledge might follow up on specific references in the documents, such as the reference to the Kansas-Nebraska Act of 1854 (documents 6 and 7) or the John Brown’s raid on Harper’s Ferry (document 4). In other cases, students might use outside knowledge to provide context and demonstrate historical causation beyond the documents listed or the time period specified in the question. Mention of the Supreme Court case Dred Scott v. Sanford which threatened to recast the political landscape that had thus far managed to prevent war.  The classification of slaves as property made the federal government’s authority to regulate the institution much more ambiguous. South Carolina’s vote to secede and the subsequent attack on Fort Sumter revealing the complete break between federal and state authority would also be helpful and appropriate. Also, the essay might discuss Jim Crow laws of the South and de facto segregation in the North as a means to analyze whether or not the Civil War settled any of the political divisions and issues that led to the war. The inclusion of knowledge that extends beyond the documents themselves should strengthen the argument and demonstrate an appreciation for the nuances of historical thinking.

Finally, a good response demonstrates an understanding of the broader context of issues relevant to the question. As mentioned above, a strong essay connects the issues raised by the documents to broader discussions of slavery and expansion in U.S. history; it might mention the transition of slaves to freedmen with the Thirteenth Amendment, the impact ending slavery had on economic institutions, and the transition to new social causes.

A good response would draw on eight or nine documents (that is, all or all but one of the documents provided) to present an analysis of each element mentioned in the question: changes and continuities in the lives of former slaves during Reconstruction. Given the thrust of the question, the thesis should focus on the historical thinking skills of historical causation, patterns of continuity and change over time, comparison, historical argumentation, appropriate use of relevant historical evidence, and interpretation. It should address changes and/or continuities in the lives of former slaves after 1865, connecting the Reconstruction era to the era of the Jim Crow South that followed.

The analysis of the documents should provide evidence to support the thesis.

While evidence from at least eight documents must be included, the essay should incorporate more in-depth analyses of at least five documents (a majority of the nine provided), examining point of view, intended audience, purpose, or any of the other features specified in the directions. A strong essay, however, does not simply list the characteristics of one document after another. Instead, it makes connections between documents or parts of documents to craft a convincing argument. For instance, a good essay might examine the political activity of freed slaves using the excerpt from Black over White (Document 1), the Thomas Nast cartoon (Document 2), Edward King’s recollections (Document 7), and Blanche K. Bruce’s speech (Document 8). These documents provided very different perspectives on black political participation; documents 1 and support the idea that freed slaves were active and capable political agents, while documents 2 and 7 portray them as uninterested or incompetent. A good essay might critically evaluate the attitudes and motivations of the documents’ authors in order to explain the different portrayals. Several documents, including the Tuskegee Institute photo (Document 3), calculations of assessed property (Document 5), and Edward King’s recollections (Documents 6 and 7) provide support for the idea that freed slaves made considerable economic progress during and after Reconstruction.

A good essay would observe that the documents also reflect differences in point of view, audience, format, etc. For example, several documents (2 and 7 in particular) reflect the deep-seated racism of their creators and must be viewed in that light. Document 3, a photograph, may be considered much more reliable in depicting reality than Document 2, a political cartoon. Yet, a good essay would observe that the Tuskegee Institute teacher and students knew that they were being photographed and likely posed in a certain way as a result. Both format and audience shaped Blanche K. Bruce’s speech (Document 8). Protocol for speaking in the Senate and the fact that he was speaking to a mostly white audience likely influenced what he said and how he said it. Most of the documents are primary sources, but Document 1 is a secondary source. Its author did not live through the era about which he wrote, and this perspective shaped the content of his description.

It is also important to consider the role that outside knowledge will play in a good response. Note that the directions mention that a well-integrated essay includes “knowledge of U.S. history beyond/outside the documents.” Outside knowledge might expand upon specific references in the documents, such as Booker T. Washington and the Tuskegee Institute, lynching, Henry Grady, or Blanche T. Bruce. For example, an essay might discuss Washington’s Atlanta Compromise speech, during which he told African Americans to focus on economic development rather than achieving political rights. It would be appropriate to discuss the Ku Klux Klan as an expansion of the topic of lynching. A good response might also discuss African-American involvement in Union Leagues as an expansion of the topic of black political participation. A good essay would also draw upon knowledge that supports the thesis, but is not referenced in the documents. For example, a response might discuss legislative developments such as the Reconstruction Amendments or the Civil Rights Act of 1875. Mention of judicial developments, such as Plessy v. Ferguson (1895), would also be appropriate. A good response could discuss the impact of the Freedmen’s Bureau on African Americans during Reconstruction. All additional examples of outside knowledge should contribute to the overall argument of the essay.

Finally, a good response demonstrates an understanding of the broader context of issues relevant to the question. As mentioned above, a strong essay connects the issues raised by the documents to broader discussions of race in American history. It might also discuss debates about the meaning of freedom and the definition of citizenship in the United States. Also relevant would be a discussion of Reconstruction and the Jim Crow South in light of the relationship among the executive, legislative, and judicial branches, as well as the relationship between the federal government and the states.


Period 6
Question 1 Analyze major changes and continuities in the debates over national identity during the Gilded Age as a result of the rise of big business.
What Good Responses Will Include:

A good response would draw on seven or eight documents (that is, all or all but one of the documents provided) to present an analysis of each element mentioned in the question: changes and continuities in the debates over national identity during the Gilded Age as a result of the rise of big business.

Given the thrust of the question, the thesis should focus on the historical thinking skill of patterns of continuity and change over time. It should address debates over national identity for the particular time period noted (The Gilded Age, 1870s-1900) in the context of the rise of big business. It might also connect the specific theme to broader regional, national, or global processes.

The analysis of the documents should provide evidence to support the thesis. While evidence from at least seven documents must be included, the essay should incorporate more in-depth analyses of at least five documents (a majority of the eight provided), examining point of view, intended audience, purpose, or any of the other features specified in the directions. A strong essay, however, does not simply list the characteristic of one document after another. Instead, it makes connections between documents or parts of documents to craft a convincing argument. For instance, a good essay might note the increasing tensions between business leaders and the average American citizen. For example, Andrew Carnegie and John D. Rockefeller, who consolidated corporations into trusts and monopolies, defended their rights through theories like Social Darwinism. Document 5 provides evidence, with Carnegie suggesting that the concentration of business in the hands of the few is the natural play of competition, ensuring survival of the race. Document 8, which argues that industrial combinations are a necessity, also highlights this claim. Documents 4, 6, and 7 contradict these businessmen’s claims. In Document 4, President Grover Cleveland argues corporations must be carefully restrained, as they fast become the people’s masters, while Document 6, a political cartoon, visually illustrates this concept. Document 7 provides personal testimony of the devastation wrought by monopolies, aided by the increase in railroad systems found in Document 1.

A good essay would observe that the documents also reflect differences in point of view, audience, format, etc. Document 6 is a political cartoon meant to sway the opinion and perception of the average newspaper reader. Documents 7 and 8 are both testimonies before the U.S. Industrial Trade Commission in 1899 over the Standard Oil Trust. Document 7 provides the testimony of a small business owner intent on preserving his source of income, while Document 8 is the testimony of John D. Rockefeller, head of Standard Oil Trust, who is trying to support the rights of the company. Documents 2 and 5 are both cultural and intellectual appeals to the masses—one, a religious figure (Document 2) giving an oral presentation, and the other, a man at the top of the socioeconomic ladder (Document 5) offering defense through the written word, in order to garner support for big business. A good essay will weave crucial observations such as these into the analysis that creates the overall historical argument.

It is also important to consider the role that outside knowledge will play in a good response. Note that the directions mention that a well-integrated essay includes “knowledge of U.S. History beyond/outside the documents.” Outside knowledge might follow up on specific references in the documents, such as what the Great Railway Strike of 1886 in East St. Louis, Illinois, was about (Document 3) and/or the tensions remaining from the Civil War (Document 6). Additionally, a good essay might note that all of these documents share one thing in common: written for white men with an opportunity to enter the capitalist fray in a way that women and African Americans could not. A good essay might provide context and demonstrate change and continuity beyond the time period in question. For example, Elizabeth Cady Stanton was a prominent figure in the women’s rights movement with her Declaration of Sentiments presented at the Seneca Falls Convention of 1848. Students could express outside knowledge by introducing Ida B. Wells, an African American journalist and activist who documented lynching in the United States as a way to control or punish African Americans who tried to compete with whites, or Booker T. Washington who argued for African American education and entrepreneurship. The inclusion of knowledge that extends beyond the documents themselves should strengthen the argument and demonstrate an appreciation for the nuances of historical thinking.

Finally, a good response demonstrates an understanding of the broader context of issues relevant to the question. As mentioned above, a strong essay connects the issues raised by the documents to broader discussions of national identity in U.S. history. it might also mention the transitions faced in a post-war society, conformity and challenges to capitalism, and the development of new social movements.


Period 7
Question 1 Analyze major changes and continuities in American foreign policy with respect to isolationism in the period 1919 - 1941.
What Good Responses Will Include:

A good response would draw on six or seven documents (that is, all or all but one of the documents provided) to present an analysis of each element mentioned in the question: changes and continuities in American foreign policy with respect to isolationism between 1919 and 1941.

Given the thrust of the question, the thesis should focus on the historical thinking skill of patterns of continuity and change over time. It should address American foreign policy for the particular time period noted (1919-1941) in the context of isolationism. It might also connect the specific theme to broader regional, national, or global processes.

The analysis of the documents should provide evidence to support the thesis. While evidence from at least six documents must be included, the essay should incorporate more in-depth analyses of at least four documents (a majority of the seven provided), examining point of view, intended audience, purpose, or any of the other features specified in the directions. A strong essay, however, does not simply list the characteristic of one document after another. Instead, it makes connections between documents or parts of documents to craft a convincing argument. For instance, a good essay might note that World War I intensified debates about America’s role in the world and about which kind of foreign policy would best serve American interests. Calvin Coolidge’s speech (Document 1), Franklin D. Roosevelt’s letter (Document 4), and Bennett Clark’s article (Document 5) each offer different justifications and support for America’s neutrality in the promotion of peace and friendship. However, James Randolph’s and Edwin James’s articles (Documents 2 and 3), Franklin D. Roosevelt’s later speech (Document 6), and the 1940 advertisement (Document 7) each suggest that isolationism is impossible, particularly in the face of global expansionism and the threat of future war. Here, students could reflect on the differences between isolationism and interventionism in an increasingly globally connected world.

A good essay would observe that the documents also reflect differences in point of view, audience, format, etc. Document 2, for example, is an article in Scientific America whose readership is likely more limited than those for the articles of International Digest (Document 3) and Harper’s Monthly (Document 5). Documents 1 and 6 were both political speeches, by Vice President Calvin Coolidge and President Franklin D. Roosevelt respectively, whose purposes were to sway the American population based on the political situations of the time. The advertisement placed in the New York Times by the Committee to Defend America by Aiding the Allies (Document 7) also had a specific purpose: to reach as large an audience as possible with the intent of swaying them to the side of interventionism. A good essay will weave crucial observations such as these into the analysis that creates the overall historical argument.

It is also important to consider the role that outside knowledge will play in a good response. Note that the directions mention that a well-integrated essay includes “knowledge of U.S. History beyond/outside the documents.” Outside knowledge might follow up on specific references in the documents, such as the Washington Conference on the Limitation of Armaments and Pacific Questions (Document 1) or the developments and improvements to rocket armament technology (Document 2). In other cases, students might use outside knowledge to provide context and demonstrate continuity and change beyond the time period specified in the question. The outcomes of World War I would help contextualize why isolationism appealed to many Americans. Additionally, the perception in the 1890s that the western frontier was “closed,” certain economic motives, as well as competition with European imperialist ventures could help support an argument for why interventionism appealed to other Americans. The inclusion of knowledge that extends beyond the documents themselves should strengthen the argument and demonstrate an appreciation for the nuances of historical thinking.

Finally, a good response demonstrates an understanding of the broader context of issues relevant to the question. As mentioned above, a strong essay connects the issues raised by the documents to broader discussions of American foreign policy in U.S. history; it might mention the implementation of Neutrality Acts and the transition to World War II. A good essay might also explore the impact of isolationism versus interventionism on American social order and movements.
Question 2 Analyze the impact of earlier progressive ideas on the responses of New Deal reformers to the challenges of the Great Depression.
What Good Responses Will Include:

A good response would draw on seven or eight documents (that is, all or all but one of the documents provided) to present an analysis of each element mentioned in the question: Analyze the impact of earlier progressive ideas on the responses of New Deal reformers to the challenges of the Great Depression.

Given the thrust of the question, the thesis should focus on the historical thinking skills of historical causation and patterns of continuity and change over time. It should address the impact of progressive ideas with regard to how New Deal reformers responded to them in relation to the challenges the Great Depression posed. It might also connect the specific theme to broader regional, national, or global processes. The analysis of the documents should provide evidence to support the thesis.

While evidence from at least seven documents must be included, the essay should incorporate more in-depth analyses of at least five documents (a majority of the eight provided), examining point of view, intended audience, purpose, or any of the other features specified in the directions. A strong essay, however, does not simply list the characteristics of one document after another. Instead, it makes connections between documents or parts of documents to craft a convincing argument. For instance, a good essay might note the two photographs (Documents 4 and 8), discussing the desperate situation in which many people found themselves during the Great Depression. Despite the outcry against child labor (Document 2), many companies used child labor—as children could more easily access small spaces in factory machinery and were cheaper sources of labor—and families needed any additional income they could earn. A good essay might also discuss calls for increased wages (Document 1) and the creation of social welfare programs, such as the Tennessee Valley Authority and the Social Security Act (Documents 6 and 7) as responses to the poverty and destitute situations that affected so much of the population.

A good essay would observe that the documents also reflect differences in point of view, audience, format, etc. For example, Document 8 is one of a series of photographs Dorothea Lange created for the Farm Security Administration, conveying the extreme poverty wrought by the Great Depression. Her intention was to humanize the consequences of the Great Depression and to bring the plight of the poor to public attention. Document 5 was President Franklin Delano Roosevelt’s inaugural address to the nation. His purpose was to restore the nation’s faith in the American government and to show the world the might of the American people—that invasion by a foreign foe would not be tolerated. The National Child Labor Committee, whose purpose was to expose child labor and push for child labor reform commissioned the photograph of Document 4.

It is also important to consider the role that outside knowledge will play in a good response. Note that the directions mention that a well-integrated essay includes “knowledge of U.S. history beyond/outside the documents.” Outside knowledge might follow up on specific references in the documents, such as President Franklin Roosevelt’s fear of invasion by a foreign foe (Document 5). Students could note the growing international tension as the second international conference on disarmament ends without any firm conclusions. Students might also note the Keating-Owen Child Labor Act of 1916 mentioned in Document 2, which limited how many hours a day children could work and prohibited the interstate sale of goods produced by child labor. The Act was later declared unconstitutional in Hammer v. Dagenhart (1918), when the Supreme Court argued that it overstepped the government's powers to regulate interstate commerce. The inclusion of knowledge that extends beyond the documents themselves should strengthen the argument and demonstrate an appreciation for the nuances of historical thinking.

Finally, a good response demonstrates an understanding of the broader context of issues relevant to the question. As mentioned above, a strong essay connects the issues raised by the documents to broader discussions of the degree to which and the ways which federal power may intervene over national concerns. It might discuss how the New Deal significantly increased the power of the federal government and exacerbated tensions between federal and state governments, the influence it had on liberal social activism, and the development of a strong split between political parties about how best to address challenges like the Great Depression.

Period 8
Question 1 Analyze major changes and continuities in American cultural values between 1945 and 1961 in terms of conformity and challenges to conformity.
What Good Responses Will Include:

A good response would draw on six or seven documents (that is, all or all but one of the documents provided) to present an analysis of each element mentioned in the question: changes and continuities in American cultural values between 1945 and 1961 in terms of conformity and challenges to conformity.

Given the thrust of the question, the thesis should focus on the historical thinking skill of patterns of continuity and change over time. It should address American cultural values for the particular time period noted (1945-1961) in the context of conformity and challenges to conformity. It might also connect the specific theme to broader regional, national, or global processes.

The analysis of the documents should provide evidence to support the thesis. While evidence from at least seven documents must be included, the essay should incorporate more in-depth analyses of at least four documents (a majority of the seven provided), examining point of view, intended audience, purpose, or any of the other features specified in the directions. A strong essay, however, does not simply list the characteristic of one document after another. Instead, it makes connections between documents or parts of documents to craft a convincing argument. For instance, a good essay might observe that despite challenges to conformity, ultimately, conformity was popular in the time period noted. The image of a 1950s suburb (Document 3), J. Edgar Hoover’s speech against Communism (Document 4), the investigation into the impact of comic books on children (Document 5), and The Southern Manifesto (Document 7) support this claim. Here, students could discuss post-war fears about “otherness” observed in Communism, debates over free speech, and encroachment of state’s rights.

A good essay would observe that the documents also reflect differences in point of view, audience, format, etc. Documents 1, 2, and 3, for example, are photographs, each serving their own purpose. Document 1 offers visual support of the Supreme Court decision in Document 5, showing that the concept of “separate but equal” facilities was inherently unequal and detrimental. Document 7 is a manifesto in response to Document 5, whose purpose is to reproach the Supreme Court over encroaching on the rights reserved to the states, offering support of conformity and the continuation of “separate but equal” facilities. Document 6 also supports conformity, but rejects the notion that all government censorship is unconstitutional. Similarly, J. Edgar Hoover’s speech to the House Committee on Un-American Activities (Document 4) suggests that the government should take steps to limit free speech with respect to Communism.

It is also important to consider the role that outside knowledge will play in a good response. Note that the directions mention that a well-integrated essay includes “knowledge of U.S. History beyond/outside the documents.” Outside knowledge might follow up on specific references in the documents, such as the reference in Document 1 to the Little Rock Nine and Daisy Bates or the House Committee on Un-American Activities of Document 4 and its inference to the “Red Scare.” In other cases, students might use outside knowledge to provide context and demonstrate continuity and change beyond the time period specified in the question. For example, mentioning Thurgood Marshall’s role as lawyer in the Brown v. Board of Education Supreme Court case and his ultimate rise to become the first African American justice on the Supreme Court offers an avenue to discuss the ways in which challenges to conformity continued beyond the 1960s. Here, students could discuss the Civil Rights Movement and the rise of legal, political, and non-violent protest tactics to combat racial discrimination. Changes and continuity could be reflected in a brief discussion from the Fourteenth and Fifteenth Amendments to the Civil Rights Act of 1964. The inclusion of knowledge that extends beyond the documents themselves should strengthen the argument and demonstrate an appreciation for the nuances of historical thinking.

Finally, a good response demonstrates an understanding of the broader context of issues relevant to the question. As mentioned above, a strong essay connects the issues raised by the documents to broader discussions of conformity and challenges to conformity in U.S. history. It might mention political and cultural responses to anticommunism and social goals in the form of gender and gay/lesbian activism, growing awareness of inequality in the U.S., and the rise of the “military-industrial complex.”


Period 9
Question 1 Analyze major changes and continuities in American culture and politics with the rise of the modern conservative movement.
What Good Responses Will Include:

A good response would draw on six or seven documents (that is, all or all but one of the documents provided) to present an analysis of each element mentioned in the question: Analyze major changes and continuities in American culture and politics with the rise of the modern conservative movement.

Given the thrust of the question, the thesis should focus on the historical thinking skill of patterns of continuity and change over time. It should discuss aspects of American culture and politics with respect to the modern conservative movement and to a particular time period (1970s–Present). It might also connect the specific theme to broader regional, national, or global processes. The analysis of the documents should provide evidence to support the thesis.

While evidence from at least six documents must be included, the essay should incorporate more in-depth analyses of at least four documents (a majority of the seven provided), examining point of view, intended audience, purpose, or any of the other features specified in the directions. A strong essay, however, does not simply list the characteristics of one document after another. Instead, it makes connections between documents or parts of documents to craft a convincing argument. For instance, a good essay might note that there was a sharp rise in the growth of evangelical and fundamentalist Christian churches and organizations. The picture (Document 1) shows a large congregational gathering at an evangelical church. Students might note that the group is made up of men and women of many different ages and races, showing a uniting concern for America’s moral and cultural status. A good essay might also note that these churches and organizations began to be more politically active in the face of what they saw as frightening liberal social and political trends. The Christian Coalition, a political Christian organization, described its role in effective citizenship (Document 4) as providing education and political training to its membership and the pro-family community, so that individuals and churches would be better equipped to challenge and make a difference at all levels of government. Television and radio programs also helped reach a broader audience (Document 2). A good essay would also note the extreme growth and reach of the federal government. As the federal budget dramatically increased and the deficit grew (Document 7), taxes were increased (Documents 3 and 6) to help cover the costs of expanded social programs (Document 5).

A good essay would observe that the documents also reflect differences in point of view, audience, format, etc. Document 7 is designed in such a way that a general audience can visually see the expansion of the federal government. Such a document provides evidence for those whose confidence and trust in the government’s ability to handle economic challenges declined. Documents 2 and 4 are from conservative Christian organization websites, whose intended audiences are their members and potential members. Each of them attempts to provide encouragement and hope for those who are disheartened by political scandals and perceived social and moral decay. Students might note that Document 6 is an opinion piece written by an economist evaluating the tax reform under President Reagan. The piece was published in the New York Times, whose readership is large and varied. A good essay will weave crucial observations such as these into the analysis that creates the overall historical argument.

It is also important to consider the role that outside knowledge will play in a good response. Note that the directions mention that a well-integrated essay includes “knowledge of U.S. history beyond/outside the documents.” Outside knowledge might follow up on specific references in the documents, such as the budget surplus in the 1990s in Document 7. Here, students could discuss the economic strategies of the Clinton administration, such as a tax increase on upper-income taxpayers, budget restraints and decreased military spending, and Social Security tax on payrolls. Additionally, students might note the booming economy aided by huge gains in the stock market—called the “dot-com bubble”—that brought in unexpected tax revenue because of taxes on capital gains and rising salaries. Students might also discuss the Internal Revenue Code of 1954 mentioned in Document 3, which, among other things, imposed a “progressive tax” applying to tax rates ranging from 20% to 91% on 24 income brackets. The inclusion of knowledge that extends beyond the documents themselves should strengthen the argument and demonstrate an appreciation for the nuances of historical thinking.