Scoring Guidelines for Short-Answer Question – Period 5

AP U.S. HISTORY EXAM SAMPLE QUESTIONS Scoring Guidelines for Short-Answer Question – Period 5

Learning Objective Historical Key Concepts in Disciplinary the Curriculum Practice Framework

POL-3.0 Explain how Analyzing 5.3.II different beliefs about the Historical federal government’s role Evidence: in U.S. social and economic Secondary life have affected political Sources debates and policies.

Scoring Scale and Guide 0–3 points

Score 3 Response accomplishes all three tasks set by the question. Score 2 Response accomplishes two of the tasks set by the question. Score 1 Response accomplishes one of the tasks set by the question. Score 0 Response accomplishes none of the tasks set by the question.

Scoring Notes a. Brieﬂy explains ONE speciﬁc historical difference between Foner’s and McPherson’s interpretations. Possible differences of interpretation:

i Foner argues reconstruction was a failure because the political changes were nulliﬁed; McPherson argues that it was a revolution because of the property ownership of African Americans.

i Foner argues that Reconstruction did not secure economic opportunities; McPherson argues that there were increased economic opportunities.

i McPherson emphasizes social and economic changes; Foner discusses political changes and lack of change.

SAMPLE QUESTIONS 1

© 2018 College Board AP U.S. HISTORY EXAM SAMPLE QUESTIONS b. Brieﬂy explains how ONE speciﬁc historical event or development from the period 1862–1877 not explicitly mentioned in the excerpts could be used to support Foner’s interpretation. A student may employ a wide variety of evidence drawn from the particular content of their AP U.S. History course and materials. What follows is an extensive list of possibilities found in many AP U.S. History textbooks and course materials. It is important to note that a student only earns a part (b) point if they provide evidence and explanation of how the evidence provided might be used to support Foner’s interpretation.

i Conﬁscation Acts; Emancipation Proclamation, 1862; New York Draft Riots; 13th Amendment.

i Black Codes; Ku Klux Klan; Knights of White Camellia.

i Proclamation of Amnesty & Reconstruction, 1863 aka Ten-Percent Plan.

i Freedman’s Bureau; Issuance of Sherman’s Special Order No. 15; Sea Island Experiment (Port Royal Experiment); “Forty acres and a mule”.

i Johnson’s Presidential Reconstruction Plan; Civil Rights Bill of 1865 (vetoed by Johnson); Civil Rights Bill of 1866 (passed over presidential veto); 14th Amendment, passed 1866.

i Congressional Reconstruction; Three Reconstruction Acts of 1867; 15th Amendment.

i Creation of Baptist and AME churches; Founding of institutional African American Christianity; Founding of colleges like Howard, Fisk, and Morehouse.

i sharecropping; debt peonage; contract labor; crop lien system; tenantry (renting).

i Enforcement Acts, 1870 (aka Force Acts); Ku Klux Klan Act, 1871; Civil Rights Act, 1875.

i Election of 1876; Compromise of 1877 (Tilden-Hayes Compromise).

i “redeemed”, “redemption”, “redeemers”. c. Brieﬂy explains how ONE speciﬁc historical event or development from the period 1862–1877 not explicitly mentioned in the excerpts could be used to support McPherson’s interpretation. As in part (b) above, a student may employ a wide variety of evidence drawn from the particular content of their AP U.S. History course and materials to answer part (c). A student may only earn a part (c) point, however, if they provide evidence

SAMPLE QUESTIONS 2

i Founding of colleges like Howard, Fisk, and Morehouse; Freedmen’s Bureau; Later founding and persistence of Tuskeegee Institute.

i Creation of Baptist and AME churches; Founding of institutional African American churches.

i Founding of the Union League (aka Loyal League) clubs.