AP UNITED STATES HISTORY 2010 SCORING GUIDELINES

Question 1

Analyze the causes of the American Revolutionary War from 1754 to 1776. The 8-9 Essay

• Contains a well-developed theses that examines the causes of the war • Presents an effective analysis of political and economic relations between Great

Britain and the American colonies were changed • 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 the causes of the war • Has some limited analysis of the political and economic relations between Great

Britain and the American colonies • 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 d 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 political

and economic relations between Great Britain and the American Colonies • 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 answer the question • Exhibit inadequate or incorrect understanding of the question • 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

2010 AP@ UNITED STATES HISTORY FREE-RESPONSE QUESTIONS

UNITED STATES HISTORY SECTION II

Part A (Suggested writing time--45 minutes)

Percent of Section I1 score45

Directions: The following question requires you to construct a coherent essay that integrates your interpretation of Documents A-I 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 causes of the American Revolutionary War from 1754 to 1776.

Document A

Source: Published in the Pennsylvania Gazette on May 9, 1754, by Benjamin Franklin

Document B

Document C

Source: Encyclopedia of American History: Revolution and New Nation, 1761 to 1812, vol. 3. Whatever their number and social standing, the Sons of Liberty played a central role in the resistance to the Stamp Act by placing themselves between the colonial leadership and the mob in the street. The Sons of Liberty thereby added muscle to nonimportation agreements and declarations in opposition to imperial regulation while striving to restrain crowd behavior. Without rioting to coerce stamp distributors into resigning, to close courts, and to ensure noncompliance with the Stamp Act, all the petitions and pamphlets in the world would have been meaningless. But if the riots went too far, then the political message of the anti-Stamp Act forces would be muted.

Source: Encyclopedia of American History: Revolution and New Nation, 1761 to 1812, vol. 3. In January 1776 Thomas Paine published Common Sense, a radical pamphlet that urged Americans to declare independence from Great Britain. This work had a tremendous impact, selling over 100,000 copies within the year, and convinced many of the need to break free from King George III. Although hostilities had begun in April 1775—and even with George III asserting that the colonies were in a state of open rebellion in August 1775— Americans were unable to take the imaginative leap and sever their British ties. Paine's pamphlet paved the way for the Declaration of Independence of July 4, 1776.

Document D

Document E

Source: Encyclopedia of American History: Revolution and New Nation, 1761 to 1812, vol. 3.

The British believed that Stamp duties were an innocuous tax and would be self-enforceable. Great Britain already had a stamp tax, and since the duty would be levied on all legal and commercial papers—liquor licenses, land instruments, indentures, cards, dice, newspapers, pamphlets, advertisements, academic degrees, and appointments to office—colonists could not undertake any business without the stamped paper. Anyone interested in any transaction—whether it was buying a piece of property, sailing a ship, or exchanging goods—would use the stamped paper to ensure the transaction was legal. To make the law more acceptable, the British government chose local politicians within the colonies as stamp agents.

The law, however, was not acceptable to most colonists. The Stamp Act created a crisis in the relationship between Great Britain and the colonies. The opposition took many forms and established a pattern that would be followed throughout the resistance movement (1764–75). On one level was the reaction of the elite. The Virginia House of Burgesses and eight other colonial houses of assembly passed resolves asserting that only representatives elected by the colonists had the right to tax the colonies.

Source: Chapter 4, Paul Revere: Messenger for Freedom, Leaders of the American Revolution.

In 1770, the Townshend Acts were repealed—apart from a single tax, the tax on tea. Taxing such a vital beverage sparked continued hostility, but in three years' time, the hostility grew much stronger when the British government decided to help the East India Company sell 17 million pounds of surplus tea. This tea was to be sold at discounted prices, using a monopoly that would benefit British tea agents. Local American merchants could not compete with these heavily discounted prices on tea and faced financial disaster.

In Boston, members of the Sons of Liberty met at the Green Dragon Tavern, their regular gathering place, to plan their response. The result was the Boston Tea Party, in which men disguised as Native Americans crept on board the ships carrying the tea during the night and tossed the tea into the water. The identities of those who participated in the Boston Tea Party were kept secret, but the lyrics of a song from the time, called "The Rallying of the Tea Party at the Green Dragon," give a clue to some of those involved:

Rally Mohawks! Bring out your axes, And tell King George we'll pay no taxes On his foreign tea... Our Warren's there, and bold Revere With hands to do and words to cheer For Liberty and laws.1

The result of the Boston Tea Party was a greatly angered British parliament, which responded to the rebellion by closing the port of Boston and dissolving the authority of local courts. The colonists viewed these as "Intolerable Acts."

Document F

Document G

Colonists Protest the Stamp Act

Many colonists in New York actively protested the Stamp Act. Here colonists parade to express their displeasure.

Document H

Source: American Revolution, Eyewitness History, Updated Edition.

On the snowy night of March 5, these confrontations culminated in a fatal riot as a mob menaced Pvt. Hugh White, the sentry on guard at the customs house on King Street. At the nearby main guard station, Capt. Thomas Preston watched anxiously as the mob grew, some armed with clubs and swords, and tempers rose. Preston decided to march to White's assistance with a force of six privates and one corporal. Once aligned with White, they found themselves surrounded by surly rioters who hurled snowballs, ice, and shouts of "Kill them!" Preston ordered his men to load their muskets.

Suddenly, a hurled piece of ice hit one of the privates, causing him to slip and fall to the icy ground; regaining his footing, he fired his musket into the crowd. The other soldiers paused momentarily and then fired their muskets. Eight men in the crowd fell wounded; three others died instantly, among them African-American freeman Crispus Attucks; another succumbed a few hours afterward; and a fifth man died several days later from his wounds.

AP UNITD STATES HISTORY 2010 SCORING GUIDELINES

Document Information and Inferences-DBQ 2004

Document A: Benjamin Franklin’s Join or Die

Document Information: • Colonies were not united • They need to band together

Document Inferences • Colonies are separate, need a United voice • Need to Unite for French and Indian War

Document B: Son’s of Liberty Document Information:

• Son’s of liberty controlled mobs • Son’s of liberty supported mob views • They contracted mob organizers

Document Inferences

• Colonists learn to organize themselves • They were successful • Increasing dissatisfaction with the rule of the crown

Document C: Common Sense by Thomas Paine Document Information:

• Sold many copies • Went against the crown

Document Inferences

• Gave common people a manifesto • Revolution gained support of more people

Document D: Stamp Act Document Information:

• British thought it was a fair act • Colonists disagreed • Colonists governments did not like this

Document Inferences

• Disliked by the high class • Taxation without representation • Shows a lack of connection between Britain and the Colonists

Document E: Boston Tea Party Document Information:

• British government using Colonists to help other industries • Colonists did not like this and destroyed some of the tea

Document Inferences • Rising discontent • Lack of connection between British government and Colonists • Colonists interests not being protected

Document F: Proclamation Line of 1763 Document information:

• British limiting Colonial expansion • British giving land to the indians

Document Inferences

• Many colonists came seeking land, and a massive supply has just been cut off • Colonists unhappy, their interests shunted to the side

Document G: Stamp Act Protest Document information:

• Those unhappy with the stamp act were not shy about telling their views Document Inferences

• Colonist vs Britain tensions rising • Not just an upper class issue

Document H: Boston Massacre Document information:

• British soldiers fired on Colonists • Colonists were taunting and forming a mob

Document Inferences

• Colonists don’t like the soldiers • Raised tensions between the Colonists and Britain

AP UNITD STATES HISTORY 2010 SCORING GUIDELINES

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

Commonly Seen Relevant Outside Information Stamp Act Navigation Acts Sugar Act Son’s of Liberty Daughter’s of Liberty Boston Tea Party Tar and Feathering Loyalists Continental Congress French and Indian War Boycotts Declaratory Act Albany Plan Benjamin Franklin Intolerable Acts Quartering Acts 2nd Continental congress Thomas Paine Common Sense Taxation without representation

Works Cited

Burg, David F. “Prelude to Revolt: 1756–1774.” American Revolution, Eyewitness History. Updated ed. American History Online. Web. 29 Apr. 2010. <http://www.fofweb.com/‌activelink2.asp? ItemID=WE52&iPin=EHAREssay01&SingleRecord=True>.

Colonists Protest the Stamp Act . N.d. American History Online. Web. 29 Apr. 2010. <http://www.fofweb.com/‌activelink2.asp? ItemID=WE52&iPin=AHI2057&SingleRecord=True>.

Foner, Eric. “Common Sense.” Encyclopedia of American History: Revolution and New Nation. Vol. 3. American History Online. Web. 29 Apr. 2010. <http://www.fofweb.com/‌activelink2.asp? ItemID=WE52&iPin=EAHIII083&SingleRecord=True>.

Franklin, Benjamin. “Join or Die.” Cartoon. Pennsylvania Gazette 9 May 1754: n. pag. American History Online. Web. 29 Apr. 2010. <http://www.fofweb.com/‌NuHistory/‌default.asp?ItemID=WE52&NewItemID=True>.

Gilje, Paul A., et al. “Sons of Liberty.” Encyclopedia of American History: Revolution and New Nation. Vol. 3. American History Online. Web. 29 Apr. 2010. <http://www.fofweb.com/‌activelink2.asp? ItemID=WE52&iPin=EAHIII340&SingleRecord=True>.

Gilje, Paul A, et al. “Stamp Act.” Encyclopedia of American History: Revolution and New Nation. Vol. 3. American History Online. Web. 29 Apr. 2010. <http://www.fofweb.com/‌activelink2.asp? ItemID=WE52&iPin=EAHIII342&SingleRecord=True>.

“Proclamation Line of 1763 .” American History Online. N.p., n.d. Web. 29 Apr. 2010. <http://www.fofweb.com/‌activelink2.asp? ItemID=WE52&iPin=AMHC0077&SingleRecord=True>.

Wagner, Heather Lehr. “Intolerable Acts.” Chapter 4, Paul Revere: Messenger for Freedom, Leaders of the American Revolution. American History Online. Web. 29 Apr. 2010. <http://www.fofweb.com/‌activelink2.asp? ItemID=WE52&iPin=LRPR04&SingleRecord=True>.