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AP U.S. HISTORY EXAM SAMPLE QUESTIONS

Scoring Guidelines and Notes for Document-Based Question Evaluate the effects of industrialization on U.S. society in the years 1865 to 1900.

Curriculum Framework Alignment

Learning Objectives Historical Thinking Skills

Key Concepts

WXT-2.0 – Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues.

Targeted Skill: Causation

Additional Skills: Analyzing Evidence: Content and Sourcing Argumentation Contextualization Synthesis

6.1.I and 6.1.II

Scoring Guidelines Maximum Possible Points: 7

Please note:

Each point of the rubric is earned independently, e.g., a student could earn the point for argument development without earning the point for thesis.

Unique evidence from the student response is required to earn each point, e.g. evidence in the student response that qualifies for the contextualization point, could not be used to earn the point for synthesis or the point for sourcing the documents.

A. Thesis and Argument Development (2 points) Targeted Skill: Argumentation (E1)

1 point Presents a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.

Scoring Note: Neither the introduction nor the conclusion is necessarily limited to a single paragraph.

SAMPLE QUESTIONS 1

© 2016 College Board


1 point Develops and supports a cohesive argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence such as contradiction, corroboration, and/or qualification.

0 points Neither presents a thesis that makes a historically defensible claim and responds to all parts of the question nor develops and supports a cohesive argument that recognizes and accounts for historical complexity.

B. Document Analysis (2 points) Targeted Skills: Analyzing Evidence: Content and Sourcing (A1 and A2) and Argumentation (E2)

1 point Utilizes the content of at least six of the documents to support the stated thesis or a relevant argument.

1 point Explains the significance of the author’s point of view, author’s purpose, historical context, and/or audience for at least four documents.

0 points Neither utilizes the content of at least six of the documents to support the stated thesis or a relevant argument nor explains the significance of the author’s point of view, author’s purpose, historical context, and/or audience for at least four documents.

C. Using Evidence Beyond The Documents (2 points) Targeted Skills: Contextualization (C3) and Argumentation (E3)

Contextualization

1 point Situates the argument by explaining the broader historical events, developments, or processes immediately relevant to the question.

Scoring Note: Contextualization requires using knowledge not found in the documents to situate the argument within broader historical events, developments, or processes immediately relevant to the question. The contextualization point is not awarded for merely a phrase or reference, but instead requires an explanation, typically consisting of multiple sentences or a full paragraph.

Evidence Beyond the Documents

1 point Provides an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument.

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Scoring Notes:

Å This example must be different from the evidence used to earn other points on this rubric.

Å This point is not awarded for merely a phrase or reference. Responses need to reference an additional piece of specific evidence and explain how that evidence supports or qualifies the argument.

0 points Neither situates the argument by explaining the broader historical events, developments, or processes immediately relevant to the question, nor provides an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument.

D. Synthesis (1 point) Targeted Skill: Synthesis (C4 or C5)

1 point Extends the argument by explaining the connections between the argument and ONE of the following.

a) A development in a different historical period, situation, era, or geographical area.

b) A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history).

0 points Does not extend the argument by explaining the connections between the argument and the other areas listed.

Scoring Note: The synthesis point requires an explanation of the connections to a different historical period, situation, era, or geographical area, and is not awarded for merely a phrase or reference.

On Accuracy: The components of this rubric each require that students demonstrate historically defensible content knowledge. Given the timed nature of the exam, the essay may contain errors that do not detract from the overall quality, as long as the historical content used to advance the argument is accurate.

On Clarity: These essays should be considered first drafts and thus may contain grammatical errors. Those errors will not be counted against a student unless they obscure the successful demonstration of the content knowledge and skills described above.

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Scoring Notes Note: Student samples are quoted verbatim and may contain grammatical errors.

A. Thesis and Argument Development (2 points)

a) Thesis

Responses earn one point by presenting a thesis that makes a historically defensible claim that responds to all parts of the question (1 point). While the thesis does not need to be a single sentence, it does need to be discrete, meaning it cannot be pieced together from across multiple places within the essay. It can be located in either the introduction or the conclusion, but not split between the two.

Acceptable thesis statements would need to address the effects of industrialization on U.S. society in the years 1865 to 1900.

Examples of acceptable thesis:

Å “The changes as a result of the growth of industrialization in the late 19th century had overwhelmingly negative effects on American society, which included the decline of working pride, damage to the economy, poverty, and governmental corruption.”

Å “The years from 1865 to 1900 in American society were ones heavily impacted by industrialization. American citizens and workers seldom benefited from the effects of industrialization, but were rather oppressed. Society was negatively affected as monopolists began to take over economics, politics changed as workers began to form unions, and factory work changed due to new industrial techniques. All of these changes proved to be of little benefit to the common American citizen.”

Example of unacceptable thesis:

Å “Industrialization drastically changed the economic, social, and political aspects of U.S. society in the years 1865 to 1900.”

i This attempt at a thesis is general and formulaic. This could be an effective thesis if there were specific references to the kinds of economic, social, and political changes that industrialization caused in the United States from 1865 to 1900.

Å “Industrialization had many effects on U.S. society, both good and bad, from 1865 to 1900.”

i This attempt at a thesis is just a restatement of the question. If the response could at least name what some of these “good” and “bad” effects were, then it would approach being a historically defensible thesis.

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b) Argument Development

To earn this point, responses must move beyond a single sentence or a listing of facts in support of the thesis or argument; they must explain the relationship of historical evidence to a complex and cohesive thesis or argument and do so throughout the essay (1 point). Evidence can be related to the argument in ways such as contradiction (e.g., using evidence to address a possible counterargument to the main argument in the essay), corroboration (e.g., combining multiple pieces of evidence to support a single argument), or qualification (e.g., use of evidence to present an argument that is subsequently made more complex by noting exceptions).

Unacceptable argument development would include:

Å Responses that do not develop a cohesive essay

Å Responses that simply parrot the documents or list the documents in order

Å Responses that fail to organize documents in any meaningful way

Å Responses that do not reconnect the evidence of the essay back to a thesis or argument

Examples of acceptable argument development:

Å “However, although the widespread industrialization of the 19th century produced a variety of negative effects on society, it allowed for a series of positive changes. For instance, the growth of factories opened and expanded the job market, offered more jobs for those with limited experience. Additionally, the increase of mass production and cultivation lowered prices for various items, including food (Doc. 1). This provided positive effects for the middle and lower class. A good and important philosophy that emerged from industrialization was Andrew Carnegie’s Gospel of Wealth. The gospel of wealth stood as a constant reminder for those of a wealthier status to ‘give back’ to those poorer than them (Doc. 4).”

i This response is part of a cohesive essay that argues that industrialization created many negative effects on society, specifically the increase of working hours and a decrease of wages and increased consumer prices due to the growth of monopolies. This paragraph then qualifies this argument by noting that industrialization did create some positive social changes. The paragraph corroborates this argument with evidence from two of the documents.

Å “Although the common people were most negatively affected by industrialization, some positive results did come from the changes in industry in the late 1800s. The

SAMPLE QUESTIONS 5



standard for living increased and lead to cleaner and wealthier cities. While the average income of a person did not increase, the prices of one’s necessities decreased (document 1). Therefore, the actual cost of living decreased and lead to the rise of the middle class. With the rise of the middle class came more jobs in a consumer society, which in turn helped the economy. Clearly, some of the changes in urban America such as an increase in department stores and jobs fro women resulted from the industrialization of the late 1800s.”

i This response is also part of a cohesive essay that argues that industrialization had a negative impact on politics, working conditions, and the economy. This paragraph then qualifies this argument by suggesting that industrialization did create positive social results by lowering the cost of living and creating a stronger middle class.

Example of unacceptable argument development:

Å “Between 1870 and 1899, the average cost of food, fuel, lighting, and living index went down (doc. 1). Machines made everything easier to make, so the prices decreased. However, workers were reduced as to only obeying orders (doc. 2). The evolution of technology made factory work meaningless . . . The Senate was seen as a bunch of people that fed off of monopolies (doc. 3) . . . Andrew Carnegie believed that only wealthy people could provide for the community (doc. 4) . . . The People’s Party Platform spoke out against discrimination (doc. 5). They believed that the now more powerful government would be able to help all Americans earn a proper living, and that eventually everyone would be seen as equals.”

i This response does not develop a cohesive argument. The response runs through all seven documents, in order, and provides brief descriptions of each one. This “laundry list” approach does not make an attempt to connect the documents back to an argument or to consider how they support or contradict that argument.

B. Document Analysis (2 points)

a) Document Content

Responses earn one point by utilizing the content of at least six of the documents to support the stated thesis or a relevant argument (1 point). Responses cannot earn a point by merely quoting or paraphrasing the documents with no connection to a thesis or argument. (See the document summaries section below for descriptions of document content.)

SAMPLE QUESTIONS 6



Examples of acceptable utilization of content from a document to support a thesis or relevant argument:

Å “Document 3 cleverly illustrates the inequality of economic concentration and representation during this time period. In the Senate, by 1889, the political bosses, or the monopolists, held the absolute majority of the power to regulate government affairs. The delegates’ smallness in size portrays their inability to participate. The entrance for the people is also closed, indicating that the people could not individually influence affairs with the overbearing magnitude of the various political machines noted.”

i This response uses the content of document 3 in a paragraph focused on the negative political effects of industrialization. This response correctly interprets the content of the political cartoon and uses this to argue that “monopolists” wielded power in the Senate at the expense of the people.

Å “No longer did America value or find necessary craftsmanship or skill in a particular trade, for now machines could produce quite anything and this unfortunately unsettled the lives of many talented American craftsmen (Document 2).”

i This response uses the content of document 2 to demonstrate the impact of new technologies on the American worker. The response uses David Wells’ argument without directly quoting him, but it demonstrates a clear understanding of the document.

Examples of unacceptable utilization of content from a document to support a thesis or relevant argument:

Å “As the small businesses were going out of business some people lost their once pride for working as it as taken over by the state of bankruptcy from the monopolies (Document 2).”

i This response does not demonstrate an understanding of the Wells document. The phrase “state of bankruptcy from the monopolies” is unclear, and while this sentence suggests a negative impact of industrialization (“lost their once pride for working”) the connection to the overall argument is too muddled to warrant credit for this point.

Å “Trusts were also a large factor in facilitating the growth of monopolies, as they often worked side by side in the raising of prices that eventually devastated the economy. Countless members of society took over a sufficient portion of the Senate and government. (Documents 3 and 5).”

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i This response does not warrant any credit for this point because it does not clearly use the content of either one of these documents to support an argument. The line suggesting that members of society “took over a sufficient portion of the Senate” is quite muddled in its meaning, though is perhaps a confused reference to document 3. And although document 5 is referenced, there does not appear to be any actual information from document 5 used in this selection.

b) Significance of Point of View, Purpose, Context, and/or Audience

Responses earn one point by explaining the significance of the author’s point of view, author’s purpose, historical context, and/or audience for at least four documents (1 point). (See the document summaries section below for description of point of view, purpose, historical context, and audience for each document.)

Example of acceptable explanation of the significance of the author’s point of view:

Å “In Andrew Carnegie’s “Wealth” he states that the rich need to help the poor by sharing with them their knowledge and experiences. The rich owe society and should help the poor that can’t help themselves. Carnegie also believed in Social Darwinism and wanted the hard working poor to become rich. Carnegie was a philanthropist who helped poor people by building libraries and creating scholarships. He liked helping reform the poor by education. He believed that through hard work people can become rich and no one should just inherit their fortunes.”

Example of unacceptable explanation of the significance of the author’s point of view:

Å “George Rice was an oil competitor who admits that society did change once trusts were taking over the economy. Due to trusts, small businesses like the Ohio Oil Works were closed due to the Standard Oil Company that was selling the same oil for three cents cheaper. George Rice’s view is significant because U.S. History focuses on how men like J.P. Morgan and Rockefeller became millionaires and men like George Rice lost their way of living.”

i This response attempts to discuss the significance of George Rice’s point of view (as an oil competitor), but the point is not clearly argued. The response suggests a comment about the cultural and economic hegemony of these monopolists at the expense of people like Rice, but another sentence or so of explanation would be necessary here to fully earn this point.

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Example of acceptable explanation of the significance of the author’s purpose:

Å “Samuel Gompers demands companies change their ways when there was evidence of workers being used as “robots.” Employers didn’t care about health and safety or decent wages for their workers. The purpose of Samuel Gompers is significant because he shows how unions such as the AF of L could organize skilled workers, and with an increase in the number of supporters they were able to successfully change 12 hour work days to 8 hour days.”

Example of unacceptable explanation of the significance of the author’s purpose:

Å “In a cartoon by Joseph Keppler in 1884, he illustrates that the men who owned monopolies and trusts were more powerful and had a greater role than many of the men in the government, which caused them to get whatever they want and push people around. The author’s purpose is to basically tell the Senators to not let the big monopoly owners boss them around and tell them what to do. This cartoon would definitely cause common people to turn on monopoly owners, knowing what bullies they are.”

i While the response correctly interprets the content of document 3, it does not clearly explain the significance of the author’s purpose in creating the cartoon. The suggestion that the cartoon’s purpose is to inform Senators that they were being bullied and should stand up for themselves is an oversimplification of Keppler’s purpose.

Examples of acceptable explanation of the significance of the historical context of a document:

Å “While industrialists did hurt much of the American public, some industrialists saw the value in sharing their wealth. For example, Carnegie wrote ‘The Gospel of Wealth’ which encouraged the wealthy to give back to their community through public service projects (document 4). An example of such public institutions is the New York Library, which was financed by the wealthy as a way to give back to the community. However, these generous actions did not help the domestic economy or fix the gap between the rich and poor.”

Examples of unacceptable explanation of the significance of the historical context of a document:

Å “However, although industrialization can be seen to have played a negative role in American society, positive effects did result particularly in the work the wealthy did for the community as explained in document 4. This

SAMPLE QUESTIONS 9



belief in helping the American people is known as the Social Gospel and did benefit the American people.”

i The response confuses the Gospel of Wealth with the Social Gospel movement and therefore does not earn any credit for discussing the historical context of a document.

Examples of acceptable explanation of the significance of the audience:

Å “Keppler’s cartoon criticizing the power of monopolies in the government, particularly in the U.S. Senate, appeared in the satirical magazine Puck. This magazine’s readers would have been familiar with the political mockery of this magazine and would have most likely agreed with Keppler’s criticism of the influence of wealth on power. This same audience would be the people who would later support the passage of the 17th Amendment, which would reduce big business’ influence on the Senate.”

Examples of unacceptable explanation of the significance of the audience:

Å “Another idea was created by the People’s Party platform (document 5). They believed the government should go back to the control of the ‘normal people,’ instead of the rich controlling it. The article was intended for the normal people in America, to show how giving control back to the people will help the nation.”

i This in an over-simplification of the People’s Party Platform audience as “normal people.” The response could add to this a discussion of the support the Populists received from farmers, industrial workers, and/or the Grange to receive credit for discussing the significance of the audience of this document.

C. Using Evidence Beyond the Documents (2 points)

a) Contextualization

Responses earn a point for contextualization by explaining the broader historical events, developments, or processes immediately relevant to the question (1 point). To earn the point, the essay must situate the thesis, argument, or parts of the argument by accurately and explicitly connecting the effects of industrialization to larger historical processes. Examples might include:

SAMPLE QUESTIONS 10



Å The Civil War and Reconstruction led to increased manufacturing of industrial products, such as steel

Å Internal and international migration to American cities led to rapid urbanization

Å A transportation revolution created Railroads to link products with consumers

Å The “Gilded Age” shaped debates about poverty, wealth, and political power

Example of acceptable contextualization:

Å “Industrialization in the late nineteenth century took place in the context of several other long-term developments. Earlier in the 19th century, the transportation revolution created railroads to link products with consumers, leading to new markets and new centers of manufacturing. As immigrants began moving to American cities, a labor force grew that was now available for industrial work. Also, the Civil War promoted the creation of new railroad ties and the manufacture of industrial products such as steel.”

Example of unacceptable contextualization:

Å “During the time of 1865–1900, the United States underwent great industrialization, helping boost the U.S. in global economics, but hurting the domestic economy.”

i This statement needs to be elaborated upon to warrant a point for contextualization. The response needs to be clear about the reasons for this “great industrialization,” such as a transportation revolution or the influence of the Civil War. The response suggests that this industrialization helped “boost the U.S. in global economics” which could also provide contextualization if the response then went on to tie industrialization with American imperialism and the quest for new resources and global markets.

b) Evidence Beyond the Documents

Responses earn a separate point for providing an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument (1 point).

Examples of such information could include, but are not limited to:

Å Industrial unions such as the Knights of Labor or the American Federation of Labor

Å Industrial leaders such as J.P. Morgan, Cornelius Vanderbilt, or George Pullman

Å Political protest leaders such as Mary Lease, Eugene Debs, William Jennings Bryan, or Jacob Coxey

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Å Laws passed during the era with regard to business practices such as the Sherman Anti-Trust Act or the Interstate Commerce Commission

Å Laissez-faire ideology

Å The Panics of 1873 and 1893

Example of providing an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument:

Å “Homelessness was prevalent in large urban areas, along with the growth of tenement housing. Jacob Riis, a Danish immigrant, was able to capture this poverty through photography in his published work How the Other Half Lives.”

Example of improperly providing an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument:

Å “These cuts in pay and long hours of work were some of the causes that led to strikes such as the Haymarket Strike. The Haymarket Strike was caused by a cut in wages. As the common man worked for more adequate wages, this was not addressed until later. There starts to be a change in wages in the 1900s after the Northern Security Company strike.” i While this response attempts to add a discussion of

labor strikes to illustrate its point that monopolists were abusive to their workers, the evidence presented is incorrect. It seems that the first example is perhaps trying to discuss the Homestead Steel strike (though there are numerous examples that could work here) and the second example is probably meant to be about the Anthracite Coal Strike.

D. Synthesis (1 point)

Responses earn a point for synthesis by extending their argument in one of two possible ways (1 point).

a) Responses can extend their argument by appropriately connecting the effects of industrialization on U.S. society from 1865 to 1900 to other historical periods, situations, eras, or geographical areas. (Synthesis proficiency C4). These connections must consist of more than just a phrase or reference.

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Example of acceptable synthesis by appropriately connecting the argument to a development in a different historical period, situation, era, or geographic area:

Å “The influence of the ‘robber barons’ on the U.S. economy will eventually lead to the Progressive era and reformers’ attempts to give power to regular citizens to vote for their own Senators and power to the federal government to regulate business, as seen in Roosevelt’s and Taft’s trust-busting efforts. These attempts at reform will fade away by the 1920s, however, and will again lead to robber baron-like behavior when stock market speculators went unregulated and were instrumental in causing the Great Depression.”

Example that did not accurately connect the argument to a development in a different historical period, situation, era, or geographic area:

Å “These workers’ fights for reform set precedents for future reformers who also sought to fight the oppression instituted upon them by powerful, wealthy Americans. The Triangle Shirtwaist Fire, the rise of progressivism, and other events in the beginning of the twentieth century prove that the rise of industrialization in the years 1865 to 1900 had a lasting effect on U.S. society.”

i This response has the potential for a synthesis argument if only there were another sentence or two of explanation or discussion. The response needs to explain what these specific reforms were or even just clearly define what progressivism even was.

b) Responses can extend their argument by appropriately connecting the effects of industrialization on U.S. society from 1865 to 1900 to course themes and/or approaches to history that are not the main focus of the question (Synthesis proficiency C5). These connections must consist of more than just a phrase or reference. For example, responses could connect the domestic impact of industrialization on American foreign policy, particularly the push toward American imperialism.

SAMPLE QUESTIONS 13



Document Summaries The following pages present the DBQ documents along with the key aspects of each that students might offer in support of their arguments. Also provided are some of the major subjects, concepts, themes, or processes mentioned in the course that students might use to contextualize their arguments.

Document 1

Source: Historical Statistics of the United States.

Summary of key points explaining content of source or argument made by the author:

Å Food prices declined significantly between 1870 and 1899

Å Fuel and lighting prices declined significantly between 1870 and 1899

Å Cost of living declined slightly between 1870 and 1899

Example of author’s point of view:

i Not applicable.

Example of author’s purpose:

i Historical Statistics are documenting one aspect of economic change during this time period.

Examples of historical context:

i Students could discuss how this data compare with the larger debate in this period over growing inequality and worker unrest.

Example of audience:

i Not applicable.

Document 2

Source: David A. Wells, engineer and economist, Recent Economic Changes and Their Effect on the Production and Distribution of Wealth and the Well-Being of Society, 1889.


Å Workers are no longer working independently but as if they are part of a military organization

Å Workers are taught to perform one simple task

Å Manufacturing has largely taken away workers’ pride in their work

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i Wells is a scholar who depicts workers’ loss of independence in a negative way.


i Wells’ purpose is to educate readers on changes to working life.

Example of historical context:

i Students could discuss recent industrial unrest and strikes or the rise of unskilled jobs.


i Wells’ audience is the reading public, but probably more specifically the highly-educated reader who follows engineering or economic issues

Document 3

Source: Joseph Keppler, “The Bosses of the Senate,” Puck, January 23, 1889.


Å Shows trusts as oversized

Å Shows public entrance to the Senate is closed

Å Shows monopolists lined up at the monopolists’ entrance

Å Shows some Senators looking back toward the trusts


i Keppler is a cartoonist who is caricaturing the Senate as controlled by business interests.


i Keppler’s purpose is to depict business interests as controlling the U.S. Senate.


i Students could discuss attacks on political corruption in the “Gilded Age” and the perception of contemporaries that government was controlled by big business.


i The audience would be readers of political satire during the late 19th century.

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Document 4

Source: Andrew Carnegie, “Wealth,” North American Review, June 1889.


Å Wealthy people should lead a modest, unpretentious existence

Å Surplus revenues are to be used as a trust fund for what the wealthy see as beneficial to the community

Å The wealthy are trustees for the poor

Å Philanthropy justifies business owners’ wealth


i Carnegie is an industrialist who argues that the rich have a duty to use their wealth for public good.


i The purpose is to convince readers if the need for greater philanthropic action by the wealthy.


i Students could discuss the debates over rising social inequality and the effects of industrialization at the time.


i The audience would be other wealthy industrialists and the reading public.

Document 5

Source: “People’s Party Platform,” Omaha Morning World-Herald, July 5, 1892.


Å The Populists seek to restore government to plain people

Å The power of the people (government) should be expanded

Å The Populists seek to end oppression, injustice, and poverty


i The authors are political organizers who demand greater government involvement in regulating the economy.

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i The purpose is to convince readers to vote for or support the Populists.


i Students could discuss the Election of 1892, the rise of agrarian protests (such as the Grange), or the perception that popular demands were not being met by the two major parties.


i The audience would be the voting public and particularly newspaper readers in the midwest.

Document 6

Source: Samuel Gompers, What Does Labor Want?, an address before the International Labor Congress in Chicago, August 28, 1893.


Å People should not be considered property

Å Labor seeks shorter hours and adequate wages

Å Labor insists on the right to organize

Å Negligence or maliciousness should not leave the worker without recourse


i Gompers is a union leader who believes workers should have the right to organize and make demands.


i Gompers’ purpose is to energize meeting attendees and describe the demands of labor unions.


i Students could discuss recent events such as the Haymarket Riot or the demise of the Knights of Labor. They could also discuss the American Federation of Labor’s goals to organize skilled workers.


i The audience is the attendees at a labor union meeting.

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Document 7

Source: George Rice, “How I Was Ruined by Rockefeller,” New York World, October 16, 1898.


Å Rice says he is a victim of Rockefeller’s combination

Å Rice says Standard Oil offered the same quality of oil for one to three cents less than he could

Å Rice says he found railroads were in league with Rockefeller and charged discriminatory rates


i Rice is a businessman who believes he suffered from unfair competition against the new industrial enterprises.


i Rice describes his losses as a result of unfair competition.


i Students could discuss the rise of major corporate combinations and consolidations that were occurring in oil, railroad, and other industries at this time.


i The audience is readers of newspapers during these years. Students might mention the role of newspaper readers as consumers of muckraking, anti-monopolistic exposes in the late nineteenth and early twentieth centuries.

SAMPLE QUESTIONS 18
