AP United States History 2010 Scoring Guidelines

Question 1

Analyze the effectiveness of reforms on instituting change politically and socially during the Progressive Era. Use the documents and your knowledge of the Progressive Era (1895-1920) to construct your answer. The 8-9 Essay

• Contains a well-developed thesis that examines either the successes or the failures of the Progressive Era.

• Presents an effective analysis on the political and social changes during this period. • Effectively uses a substantial number of documents. • Supports thesis with substantial and relevant outside information. • May contain minor errors • Is clearly organized and well written

The 5-7 Essay

• Contains a thesis that examines either the successes or the failures of the Progressive Era • Has some analysis on the political and social changes during this period • Effectively uses some documents • Supports thesis with some relevant outside information • May have errors that do not seriously detract from the quality of the essay. • Shows acceptable organization and writing; language errors do not interfere with the

comprehension of the essay The 2-4 Essay

• Contains a limited or undeveloped thesis • Deals with the question in a general manner; simplistic treatment of the successes and failure. • May address only one category • Merely refers to, quotes or briefly cites documents. • Contains little outside information, or information that is inaccurate or irrelevant. • May have major errors. • May be poorly organized and/or written

The 0-1 Essay

• Contains no thesis or a thesis that does not address the question. • Exhibits inadequate or incorrect understanding of the question. • May address only one category. • Has little or no understanding of the documents, or ignores them completely. • Has numerous errors • Written so poorly that it inhibits understanding • Blank or completely off task

2009 AP UNITED STATES HISTORY FREE-RESPONSE QUESTIONS

UNITED STATES HISTORY SECTION II

Part A (Suggested writing time—45 minutes)

Percent of Section II score—45 Directions: The following question requires you to construct a coherent essay that integrates our interpretation of Documents A-H and your knowledge of the period referred to in the question. High scores will be earned only by essays that both cite key pieces of evidence from the documents and draw on outside knowledge of the period. 1. Analyze the effectiveness of reforms on instituting change politically and socially in the Progressive Era.

Use the documents and your knowledge of the Progressive Era (1895-1920) to construct your response.

Document A

Source: The Dwarf and the Giant Thief

GO ON TO THE NEXT PAGE

Document B

Document C

Document D

Document E

Document F Document F

Source: Mr. Coal’s Story, told in the Child Labor Bulletin (1912) A coal car, drawn by mules, came along. I thought they must be men, who threw us in and drove the mules; but on looking closely I found that one of them was a boy about 12 years old. My companion shook his head. "It is only half past seven o'clock in the morning. Boys of his age should be eating breakfast and getting ready for school," he said.

Source: “Two Noteworthy Books of Democracy” Theodore Roosevelt’s review on Progressive Democracy by Herbert Croly The great corporation, the great corporation lawyer, and the boss are now merged together as representing rule over the people, and the demagogue, whose revolt occasionally tempers this far from beneficent despotism, often aggravates as many ills as he remedies. Mr. Croly points out how direct government by the people themselves, entered into with wisdom and caution, offers, on the whole, not only the best but the only real remedy for these abuses. He shows that to call pure democracy "retrogressive" or a "return to old forms" is a mere play upon words, of no more account than it would be to stigmatize in similar fashion the attempt to recover classic humanism after its eclipse in the Middle Ages. The adoption of direct government may in the end accomplish most of its purposes by reinvigorating representative government; and not the least interesting part of Mr. Croly's book is a study of the method proposed in Oregon for achieving this result.

Source: Esther Tarbell writing to her daughter, Ida (1895) “Monopolies are fearful evils – and growing in their devilish power all over the country…no wonder that such a terrible problem stands before the country to be solved; peacefully if possible – by force if it must be – but to be solved and answered, by this generation before God and the world…God grant it be righteousness.”

Source: Jane Addams “The Subjective Necessity of Social Settlements,” an address to a conference of social workers, 1895 “If a democratic country nothing can be permanently achieved save through masses of the people, it will be impossible to establish a higher political life than the people themselves crave….the blessings which we associate with a life of refinement and cultivation can be made universal and must be made universal if they are to be permanent…the good we secure for ourselves is precarious and uncertain, is floating in mid-air, until it is secured for all of us and incorporated into our common life.”

Document F

Document G Source: Thomas Nast

Go on to the next page

Source: Mary Church Terrell, African-American suffragette and president of the National Association of Colored Women, in an address before the National American Woman’s Suffrage Association (1898) “The colored youth is vicious we are told, and statistics showing the multitudes of our boys and girls who crowd the [penitentiaries] and fill the jails appall and dishearten us. But side by side with these facts and figures of crime I would have presented and pictured the miserable hovels from which these youthful criminals come. Make a tour of the settlements of colored people, who in many cities are relegated to the most noisome sections permitted by the municipal government, and behold the mites of humanity who infest them. Here are our little ones, the future representatives of the race, fairly drinking in the pernicious example of their elders, coming in contact with nothing but ignorance and vice, till the age of six, evil habits are formed which no amount of civilizing or Christianizing can ever completely break. Listen to the cry of our children…Seeking no favors because of our color, nor patronage because of our needs, we knock at the bar of justice, asking for an equal chance.

Document H

END OF DOCUMENTS FOR QUESTION 1

Source: The Stages of Childhood by George Walter Fiske (1910) Source: The Stages of Childhood by George Walter Fiske (1910)

AP United States History 2010 Scoring Guidelines

Document Information and Inferences – DBQ 2010

Document A: Political Cartoon of Political Machine and Law Maker Document Information:

• Cartoon of a big boss and a lawmaker or police officer. The caption under the cartoon states, “Can the law reach him? The dwarf and the thief”

• The police officer is trying to reach the “thief” Document Inferences:

• The law represents policy makers trying to limit the corruption of cities • The thief represents the political boss • There were plenty of attempts to make new legislation that did not alter the power

of the political bosses. Document B: Mr. Coal’s Story told in the Child Labor Bulletin (1912) Document Information:

• The narrator recognizes that a 12-year old boy is driving the cart. • The child should be eating breakfast and getting ready for school

Document Inferences:

• Child Labor laws are passed to investigate the working conditions, but there is little progress

• Children are placed in precarious situations, that may threaten their lives Document C: Theodore Roosevelt’s speech Document Information:

• Review from Roosevelt over Progressive Democracy • The Political Machine represents rule over the people • In past times, the reformer has caused more trouble then fixing the problem • Direct government by the people can help eliminate the corruption in the cities • Bring back representative governments

Document Inferences:

• The Political Machine has taken the democracy away from the people • Direct primaries and regulatory commissions are able to give the power back to

the people • Now cities are appointing experts to help lead the city

Document D: Esther Tarbell’s letter Document Information:

• Esther Tarbell’s letter to her daughter, Ida • There exists evil in monopolies • Monopolies are spreading around the country fast • The problem must be solved using force if necessary

Document Inferences:

• Trusts and monopolies are becoming very prominent across the country • Monopolies are boosting the gap between the rich and the poor • The rich is becoming more wealthy at the expense of the poor working class

Document E: Jane Addams’ speech (1895) Document Information:

• Jane Addams’ speech to a conference of social workers • It is impossible to make lasting changes without the help of large numbers of

people • The blessings that some people have need to be made universal • There needs to be a greater share of wealth, because the riches of this life can

change in an instant Document Inferences:

• People are trying to eliminate the social problems that come from poverty • Reformers sought to create a new sense of community in the cities • People wanted to bridge the gap between the rich and the poor

Document F: Mary Church Terrell’s speech (1898) Document Information:

• The reformers speech to the National American Women’s Suffrage Association • Statistics show that more African American children are ending up in prison and

that they are vicious • The crime comes from the environment the kids are surrounded by: poor and

trodden areas • The future leaders are exposed to racism and segregation daily, and develop evil

habits • African Americans are asking for an equal chance

Document Inferences:

• African American neighborhoods are more poor and downtrodden than White ones

• The environment directly effects the upbringing of children • While other reforms occur elsewhere, not much is done to improve the status of

African Americans Document G: Political cartoon of Theodore Roosevelt Document Information:

• Theodore Roosevelt is shown standing over a pool of meat • The words “Meat” and “Scandal” are seen in the pool of rotting meat • The White House is seen in the background

Document Inferences:

• Theodore Roosevelt has become exposed to the filthy conditions of the food and drug industries.

• The filthy meat-packing industry was exposed • The dangers of patent medicines were uncovered

Document H: The Stages of Childhood Chart Document Information:

• The various stages of childhood are depicted • Shows the growth and change of children over their adolescent years

Document Inferences:

• This era shows a greater concentration on the adolescent years and a greater stress on the importance of children

• New ideas in education • Challenging the normal ideas of education

AP United States History 2010 Scoring Guidelines

Document Information and Inferences – DBQ 2010 (cont’d.)

Commonly Seen Relevant Outside Information Political Machine Political Bosses Boss Tweed Tammany Hall Department of Congress and Labor Clayton Anti-Trust Act Monopolies Ida Tarbell Child Labor Association Industrial Workforce of the World (IWW) U.S. Bureau of Labor (Children’s Bureau) Grace Abbott Direct Primary National Municipal League Seth Low Samuel M. (“Golden Rule”) Jones Tom L. Johnson Robert M. La Follette Sherman Antitrust Act Square Deal Hepburn Act Interstate Commerce Commission Standard Oil The Jungle Upton Sinclair Samuel Hopkins Adams

Brandeis brief Muller v. Oregon Pragmatism John Dewey School and Society Democracy and Education Committee of Legislation for Women and Children Social-Justice Movement Social Gospel Movement Muckrakers Jacob Riis Lincoln Steffens Theodore Roosevelt William Howard Taft Woodrow Wilson Florence Kelley New Nationalism 18th amendment 19th amendment 17th amendment Triple Wall of Privilege Federal Trade Commission

Works Cited

Addams, Jane. “The Subjective Necessity of Settlement Houses.” Conference of Social Workers.

1892. Muckrakers and Reformers of the Progressive Era. Web. 29 Apr. 2010.

<http://www.shmoop.com/‌muckrakers-reformers/‌quotes.html>.

Fiske, George Walter. “The Stages of Childhood.” American History Online. Facts on File, n.d.

Web. 29 Apr. 2010.

<http://www.fofweb.com/‌NuHistory/‌default.asp?ItemID=WE52&NewItemID=True>.

“Muckrakers and Reformers of the Progressive Era Quotes.” Shmoop. N.p., n.d. Web. 29 Apr.

2010. <http://www.shmoop.com/‌muckrakers-reformers/‌quotes.html>.

“Progressive Age.” HSEUSPics. N.p., Apr. 2008. Web. 29 Apr. 2010. <countafitt.tripod.com/‌.

../‌TRtoonMuck.jpg>.

Roosevelt, Theodore. “Two Noteworthy Books of Democracy.” American History Online. Facts

on File, 18 Nov. 1914. Web. 29 Apr. 2010.

<http://www.fofweb.com/‌NuHistory/‌default.asp?ItemID=WE52&NewItemID=True>.

Shelton, Mitchell. “Mr. Coal’s Story.” Multimedia History. EHistory at OSU, Feb. 2006. Web.

29 Apr. 2010. <http://ehistory.osu.edu/‌osu/‌mmh/‌childlabor/‌credits.cfm>.

Terrell, Mary Church. Lecture. National American Women’s Suffrage Association. 1898.

Muckrakers and Reformers of the Progressive Era. Web. 29 Apr. 2010.

<http://www.shmoop.com/‌muckrakers-reformers/‌quotes.html>.

Wingate, Kate. “Government Corruption.” American History Rules! N.p., 21 Feb. 2007. Web. 29 Apr. 2010.

<http://www.google.com/‌imgres?imgurl=http://www.nevadaobserver.com/‌TNO%2520Reference%2520Page%2520File/‌Thomas%2520Nast%2520Cartoons/‌