AP U.S. History Sample Student Responses and Scoring

2018

AP United States

History

Sample Student Responses

and Scoring Commentary

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Inside:

Document-Based Question

R Scoring Guideline

R Student Samples

R Scoring Commentary

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Question 1 — Document-Based Question

Evaluate the relative importance of different causes for the expanding role of the United States in the world in

the period from 1865 to 1910.

Maximum Possible Points: 7

Points

Rubric

Notes

A: Thesis/Claim

(0–1)

Responds to the prompt with a

historically defensible thesis/claim that

establishes a line of reasoning. (1 point)

To earn this point, the thesis must make

a claim that responds to the prompt

rather than restating or rephrasing the

prompt. The thesis must consist of one or

more sentences located in one place,

either in the introduction or the

conclusion.

The thesis must make a historically defensible claim

that establishes a line of reasoning about causes of

the expanding role of the United States in the world in

the period from 1865 to 1910.

Examples that earn this point include:

• “This change in foreign policy was caused by the

need for new markets to expand [the] US economy

and by imperialist sentiment. However, the most

important cause of this change in the US’s role can

be attributed to nationalist and Darwinist

sentiment because it was driven emotionally, and

therefore was a stronger motive.”

• “In expanding its role in the world, the United

States sought economic opportunity through

international business relationships, political

opportunity to police the world, and they sought to

cultivate other societies to better spread the

American culture.”

B: Contextualization

(0–1)

Describes a broader historical context

relevant to the prompt.

(1 point)

To earn this point, the response must

relate the topic of the prompt to broader

historical events, developments, or

processes that occur before, during, or

continue after the time frame of the

question. This point is not awarded for

merely a phrase or reference.

To earn the point, the response must accurately

describe a context relevant to the expanding role of the

United States in the world in the period from 1865 to

1910.

Examples of context might include the following, with

appropriate elaboration:

• The impact of the Civil War on the United States

role in the world

• International competition to establish colonies and

maintain empires from 1865 to 1910

• Increasing United States industrialization and

saturation of the domestic market, resulting in a

desire to develop new global markets for goods

• The closing of the frontier

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Question 1 — Document-Based Question (continued)

C: Evidence (0–3)

Evidence from the Documents:

Uses the content of at least three

documents to address the topic of the

prompt. (1 point)

To earn 1 point the response must

accurately describe — rather than

simply quote — the content from at

least three of the documents.

Supports an argument in response to

the prompt using at least six

documents. (2 points)

To earn 2 points the response must

accurately describe — rather than

simply quote — the content from at

least six documents. In addition, the

response must use the content from the

documents to support an argument in

response to the prompt.

See document summaries page for details.

• Document 1: Treaty concerning Russian possessions,

1867

• Document 2: Strong, Our Country, 1885

• Document 3: Mahan, Interest of America in Sea Power,

1897

• Document 4: Boston Globe cartoon, “Hardly Know

Which to Take First,” 1898

• Document 5: Hay, Second Open Door Note, 1900

• Document 6: Puck cartoon, “It’s ‘Up to’ Them,” 1901

• Document 7: Theodore Roosevelt, Fourth Annual

Message, 1904

Evidence Beyond the Documents:

Uses at least one additional piece of

specific historical evidence (beyond

that found in the documents) relevant

to an argument about the prompt.

(1 point)

To earn this point, the evidence must be

described and must be more than a

phrase or reference. This additional

piece of evidence must be different from

the evidence used to earn the point for

contextualization.

Evidence used might include the following, with

appropriate elaboration:

• The annexation of Guam at the end of the Spanish-

American War (1898) could be used as evidence

about the expansion of the United States beyond

North America and in the Pacific.

• The overthrow and annexation of Hawaii from 1894

to 1898 could be used as evidence of United States

efforts to expand its control over other kingdoms or

nations in the same period.

• Missionary work could be used as evidence beyond

the documents of the efforts of Americans to extend

cultural influence and assert cultural superiority

over other nations through the spread of

Christianity (“White Man’s Burden”).

• The United States efforts to bring peace through

diplomacy at the end of the Russo-Japanese War

could serve as evidence of its more visible role as

an international power.

• Spanish-American War

• Platt Amendment

• Insular cases

• Roosevelt Corollary to the Monroe Doctrine

• Panama Canal

• Great White Fleet

• Big Stick/Big Brother Policies

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Question 1 — Document-Based Question (continued)

D: Analysis and Reasoning (0–2)

Sourcing: For at least three documents,

explains how or why the document’s

point of view, purpose, historical

situation, and/or audience is relevant to

an argument. (1 point)

To earn this point, the evidence must

explain how or why — rather than simply

identifying — the document’s point of

view, purpose, historical situation, or

audience is relevant to an argument

about the prompt for each of the three

documents sourced.

See document summaries page for examples of possible

explanations of the relevance of sourcing.

Complexity: Demonstrates a complex

understanding of the historical

development that is the focus of the

prompt, using evidence to corroborate,

qualify, or modify an argument that

addresses the question. (1 point)

A response may demonstrate a complex

understanding in a variety of ways, such

as:

• Explaining a nuance of an issue

by analyzing multiple variables

• Explaining both similarities and

differences, or explaining both

continuity and change, or

explaining multiple causes, or

explaining both causes and

effects

• Explaining relevant and

insightful connections within and

across periods

• Confirming the validity of an

argument by corroborating

multiple perspectives across

themes

• Qualifying or modifying an

argument by considering diverse

or alternative views or evidence

This understanding must be part of the

argument, not merely a phrase or

reference.

Examples of demonstrating a complex understanding

might include:

• Explaining a nuance by exploring different ways

(e.g., via trade, via annexation) in which the role

of the United States in the world expanded

• Explaining similarities and differences in the

United States role in different parts of the world

• Explaining connections to other time periods such

as efforts to establish United States international

standing in the late 18

and early 19

centuries

• Confirming the validity of the response’s

argument about the United States expanding role

in the world by explaining how different

documents corroborate the argument in spite of

differing perspectives among the authors (for

example, adroitly using the Puck cartoon which

criticizes imperialism as well as the Roosevelt

document that justifies it)

• Qualifying or modifying an argument by

considering evidence that shows the limits of the

United States role in the world at this time

• Proving the relative importance of causes

throughout the paper, not simply stating their

importance

If response is completely blank, enter -- for all four score categories A, B, C, and D.

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Question 1 — Document-Based Question (continued)

Document Summaries and Possible Sourcing

Document

Summary of Content

Response explains the relevance of point of view,

purpose, situation, and/or audience by elaborating

on examples such as:

1. Treaty

concerning

Russian

possessions,

1867

• Russia cedes territory in North

America to the United States for

$7.2 million in gold.

• Russians in the territory may

return to Russia; Native

Americans must remain and be

subject to United States laws

• United States efforts to acquire Alaska and to

remove the presence of foreign powers in North

America continued long-standing policies of

western expansion across the continent (situation).

• Foreign nations viewed the United States as a

more important international power as a result of

the treaty (audience).

2. Strong, Our

Country, 1885

• Argues that, with the reduced

amount of unoccupied territory in

the world, races will soon

compete for land

• Thinks Anglo-Saxon religion and

culture have particular merit and

deserve to control more land

• Advocates of United States imperialism promoted

ideas about racial competition and “Anglo-Saxon”

superiority (point of view).

• Many Americans perceived themselves to be in

competition with other countries around the world

for the acquisition of colonial possessions

(situation).

• Strong sought to impress on American leaders the

need to acquire more lands and resources

(purpose).

3. Mahan,

Interest of

America in Sea

Power, 1897

• Claims that Britain’s power and

influence has been derived by its

ability to support its international

trade with a powerful navy

• Argues United States does not

have sufficient naval power to

assert its interests in the

Caribbean or Central America,

nor to protect its own seaboards

• European endeavors in Latin America and in the

Far East increased the need for the United States

to extend its reach into the region to protect its

growing economic interests (situation).

• Some military leaders advocated for the

strengthening of domestic fortification and the

enlargement of the navy to extend America’s

influence abroad (point of view).

• Mahan attempted to influence United States

political leaders to enlarge the United States Navy

to extend its reach into Central America and the

Far East (purpose).

4. Boston Globe

cartoon,

“Hardly Know

Which to Take

First,” 1898

• Cartoon depicting President

William McKinley as a waiter,

offering Uncle Sam a menu of

territories

• Uncle Sam is unsure which to

capture first

• The United States engaged with Spain in the

Spanish-American War over control of islands in

Spanish possession (situation).

• The cartoonist portrayed McKinley as serving the

interests of United States imperialists by acquiring

these lands in the Far East and Caribbean regions

(point of view).

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Question 1 — Document-Based Question (continued)

5. Hay, Second

Open Door

Note, 1900

• Asserts that the United States

seeks to achieve peace in China,

preserve an independent China,

protect all nations’ rights there,

and ensure free trade there

• The Boxer Rebellion was in progress with anti-

Western attacks by Chinese on foreign delegations

and missionaries in China. This note was an

attempt to respond to these attacks and to protect

United States economic interests (situation).

• United States had not been issued equal trade

access, as had other European powers (through

so-called “spheres of influences”), from the

Chinese authorities. This was an attempt to assert

United States’ equal rights to the markets of China

(situation).

• The Note advocated that the United States

intervene into the affairs of China in collaboration

with the other European powers to put down the

Boxer Rebellion (purpose).

6. Puck

cartoon, “It’s

‘Up to’ Them,”

1901

•

Cartoon depicting Uncle Sam

offering both soldiers and school

teachers to indigenous Filipinos

• Suggests United States was

willing to use both military force

and educational uplift to gain

power abroad

•

The United States sought to project power

overseas by retaining the Philippines as a colony,

provoking a Filipino independence movement and

insurgency against United States occupation

(situation).

• The cartoonist depicted Uncle Sam as an

Imperialist giving the Filipinos a choice as to how

it would like to be conquered either through

peaceful or military means (point of view).

7. Theodore

Roosevelt,

Fourth Annual

Message, 1904

• Argues that those who oppose

necessary action in foreign lands

are timid and unmanly

• Argues that sometimes peace

results from engaging in

necessary conflict

• Argues nations must act to

protect their rights and interests

• Argues United States simply

wants stability in Western

Hemisphere; countries that

behave well will not face United

States interference, but those that

behave poorly may require

United States intervention

• The United States had previously engaged in direct

intervention both with military and diplomatic

force in numerous parts of Latin America (such as

Venezuela, Panama, and elsewhere) for economic

and diplomatic reasons and for future endeavors

(situation).

• Imperialists advocated for the expansion of United

States influence in Latin America to protect United

States interests from internal instability and

foreign threats (point of view).

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Question 1 — Document-Based Question (continued)

Scoring Notes

Introductory notes:

• Except where otherwise noted, each point of these rubrics is earned independently, e.g., a student

could earn a point for evidence without earning a point for thesis/claim.

• Accuracy: The components of these rubrics require that students demonstrate historically defensible

content knowledge. Given the timed nature of the exam, essays may contain errors that do not detract

from their overall quality, as long as the historical content used to advance the argument is accurate.

• Clarity: Exam 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, skills, and practices described below.

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

A. Thesis/Claim (0–1 point)

Responses earn 1 point by responding to the prompt with a historically defensible thesis that establishes a line

of reasoning about the topic. To earn this point, the thesis must make a claim that responds to the prompt

rather than simply restating or rephrasing the prompt. The thesis must suggest at least one main line of

argument development or establish the analytic categories of the argument.

The thesis must consist of one or more sentences located in one place, either in the introduction or the

conclusion.

Examples of acceptable theses:

• “While some historians may argue that the US desire to expand its role in the world was due to the fact

that the US felt it was its duty to civilize nations and act as a global police, the most important reason

for America expanding its role in the world can be attributed to its competition with Europe over global

influence, its desire to expand its economy through trading opportunities, and the U.S. ideal of

manifest destiny.” (This example suggests a historically defensible line of argument development.)

• “The country was doing this for a few reasons, such as expanding its territory, (manifest destiny or

imperialism) preserving its national interests such as trading with China, and helping other nations.”

(This example establishes the analytic categories for the argument.)

Examples of unacceptable theses:

• “Due to this, America began to embark on an imperialistic mission in the latter half of the 1800’s in the

name of economic, social, and political ‘necessities’.” (This example is too generic and not specific to the

time period.)

• “Different causes and events had a major importance in expanding the role of the US in the world.”

(This example largely restates the prompt.)

B. Contextualization (0–1 point)

Responses earn 1 point by describing a broader historical context relevant to the topic of the prompt. To earn

this point, the response must accurately and explicitly connect the context of the prompt to broader

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Question 1 — Document-Based Question (continued)

storical events, developments, or processes that occurred before, during, or continued after the time frame of

the question. This point is not awarded for merely a phrase or reference.

o earn the point, the response must accurately describe a context relevant to the expanding role of the United

States in the world in the period from 1865 to 1910.

amples of context might include:

• The impact of the Civil War on the United States role in the world

• International competition to establish colonies and maintain empires from 1865 to 1910

• Increasing United States industrialization and desire to develop new markets for goods

• The closing of the frontier in 1890

ample of acceptable contextualization:

• “In the aftermath of the war, internationally the world was changing, Europe was slicing up Africa,

many countries started fighting for their independence, and the fight for influence and money ensued

between the most powerful nations. During the time periods of 1865–1900, the US sought to keep up

with Europe and expand its sphere of influence in the world under the leadership of Roosevelt,

McKinley and other presidents.” (This example describes one broader historical context relevant to t

opic of the prompt.)

ample of unacceptable contextualization:

• “Throughout all of American history, the debate over whether or not to create alliances with foreign

countries continues to be prominent. Documents such as Washington’s Farewell Address or the

Monroe Doctrine warned against these alliances. However, towards the end of the 1800’s, America

began to engage in foreign countries through alliances or attempting to imperialize other nations.”

(This example does not earn credit for contextualization because it is historically inaccurate in asserting

that the Monroe Doctrine warned against alliances, and it is not a trend or development that influenced

imperialism of the late 19

century.)

C. E

vidence (0–3 points)

vidence from the Documents

In order to earn 1 point for using evidence from the documents, the response must address the topic of the

prompt by using at least three documents. To earn 1 point for evidence from the documents, the response must

accurately describe — rather than simply quote or paraphrase — content from at least three of the documents

to address the topic of the prompt.

xample of describing the content of a document:

• “Doc. 6 depicts Uncle Sam, its purpose showing the US having control over the country, trying to seem

generous, when it actually isn’t.” (This example describes evidence from the documents relevant to t

topic, so it contributes toward the first evidence point, but it does not use that evidence to support an

argument about the cause of the expanding role of the United States in the world, so it does not contribute

toward the second point.)

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Question 1 — Document-Based Question (continued)

Example of unacceptably describing the content of a document:

• “Document 6 is the effect of document 2, where the whites try to get other people to share the wonders

of Christianity, albeit in a slightly conventional way.” (This example does not contribute toward

describing evidence from the documents relevant to the topic because it misinterprets the document and is

confused in its assertion.)

cument Content — Supporting an Argument

esponses earn 2 points by using the content of at least six documents to support an argument that responds

to the prompt. (2 points) To earn 2 points, responses must accurately describe the document’s content; they

cannot earn a point by merely quoting or paraphrasing the documents with no connection to the topic of the

prompt.

Exa

mple of supporting an argument using the content of a document:

• “However, social causes were also a factor in the practice of American Imperialism. There was see

hrough the application of Social Darwinism to a global scale. Many felt that Anglo-Saxon, were a more

fit race than any to expand, and Christianize and civilize the rest of the world (Doc. 2).” (This exampl

connects Strong’s inferred Social Darwinism to the cause of the United States expansionism.)

ample of unacceptably supporting an argument using the content of a document:

• “Document 2 really demonstrates the effect of religious superiority, and the pride in racial heritage.”

(This example describes evidence from the documents relevant to the topic, so it contributes toward the firs

vidence point, but it does not use that evidence to support an argument about the cause of the expanding

role of the United States in the world, so it does not contribute toward the second point.)

vidence Beyond the Documents

n order to earn 1 point for evidence beyond the documents, the response must use at least one additional piece

of specific historical evidence (beyond that found in the documents) relevant to an argument that addresses the

topic. To earn this point, the evidence must be described and must be more than a phrase or reference.

his additional piece of evidence must be different from the evidence used to earn the point for

contextualization. Typically, statements credited as contextualization will be more general statements that

place an argument or a significant portion of it in a broader context. Statements credited as supporting

evidence beyond the documents will typically be more specific details that function as support for a

particular point made in an argument, analogous to the function of evidence drawn from the documents.

vidence used might include the following, with appropriate elaboration:

• Anti-Imperialist League; Peace Movement

• Algeciras Conference, 1906

• Berlin Conference, 1884–1885

• Burlingame Treaty, 1868

• Chinese Exclusion Act

• Gentleman’s Agreement

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Question 1 — Document-Based Question (continued)

• Root-Takahira Agreement, 1908

• Dollar diplomacy

• Annexation of Guam

• Platt Amendment/ Teller Amendment

• Annexation of Hawaii

• Insular cases

• Roosevelt Corollary to the Monroe Doctrine

• Mexican Revolution

• Manifest Destiny

• USS Maine; The Maine

• Missionary work

• Social Darwinism

• Panama (Hay-Bunau-Varilla Treaty, 1903)

• Panama Canal

• Russo-Japanese War; United States mediation (Treaty of Portsmouth, 1905)

• Spanish-American War

• Filipino Insurrection, Emilio Aguinaldo

• Venezuela Crisis

• “White Man’s Burden”

• William Seward (Seward’s Folly, Seward’s Icebox)

• Yellow Journalism (William Randolph Hearst, Joseph Pulitzer)

• Theodore Roosevelt’s foreign policy; Big Stick diplomacy, jingoism

• Treaty of Paris, 1899

Example of acceptable use of an additional piece of specific historical evidence:

• “Newspapers had risen in popularity among the public, a majority who could read, and many

companies competed to attract the public’s attention. Yellow journalism created outrageous attitudes

with dramatized accounts of Spanish mistreatment of the Cuban.” (This example uses a particular piece

of evidence beyond the documents to make a connection to a larger argument.)

Example of unacceptable use of an additional piece of specific historical evidence:

• “The result of Josiah’s saying was Manifest Destiny. This westward expansion would create new

states and territories, importantly also creating the Missouri Compromise.” (This example would not

earn credit for evidence beyond the documents because it is historically inaccurate and not connected to the

question concerning late 19

-century American imperialism)

D. Analysis and Reasoning (0–2 points)

Document Sourcing

For at least three documents, the response explains how or why the document’s point of view, purpose,

historical situation, and/or audience is relevant to an argument that addresses the prompt. To earn this point,

the response must explain how or why — rather than simply identifying — the document’s point of view,

purpose, historical situation, or audience is relevant to an argument addressing the prompt for each of the

three documents sourced.

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Question 1 — Document-Based Question (continued)

Example of an acceptable explanation of the relevance of the document’s point of view:

• “The point of view of the artist is actually critical of America’s policy of imperialism, seeing it as a sign

of America’s ego in its superiority and greed.” (This example contributes toward a point for document

sourcing because it correctly identifies the point of view of the cartoon as satirical of United States

imperialism.)

Example of an unacceptable explanation of the relevance of the document’s point of view:

• “The document (4) shows the pride many Americans felt at living in a country that controlled such vast

amounts of territory.” (This example does not contribute toward a point for document sourcing because it

falsely states that the cartoon illustrates a United States point of view that is positive concerning overseas

expansionism when the cartoon portrays the opposite.)

ample of an acceptable explanation of the relevance of the document’s purpose:

• “Puck, being a satire magazine, likely published this cartoon with the purpose of showing the

hypocritical nature of the Spanish-American War; it was fought to liberate Cuba but it ended with the

oppression of the Philippines.” (This example contributes toward a point for document sourcing because

it links the purpose of the cartoon to the effect of expansionism for the Filipinos.)

ample of an unacceptable explanation of the relevance of the document’s purpose:

• “The purpose of this document was to tell America why Russia was ceding its territory and giving

permission.” (This example does not contribute toward a point for document sourcing because it presents

the content of the document and does not explain its purpose.)

xample of an acceptable explanation of the relevance of the historical situation of a document:

• “The cartoon is best understood in the context of the Spanish American War. The Spanish gave up its

claims to Cuba and the Philippines, leaving the territory open for the US to take advantage of.” (This

example contributes toward a point for document sourcing because it situates the document in reference to

the Spanish-American War and the increased possibilities that became open to the United States abroad.)

• Ex

ample of an unacceptable explanation of the relevance of the historical situation of a document:

“According to the Puck cartoon (Document 6), the United States sent missionaries to the Philippines.”

(This example does not contribute toward a point for document sourcing because it does not connect Unite

tates missionary activity to the expansion of its role in the world.)

ample of an acceptable explanation of the relevance of the audience:

• “This highlights that Strong was appealing to a White audience likely to support imperialism for the

maintenance of racial hierarchy.” (This example contributes toward a point for document sourcing

because it connects the audience for Strong’s book to support the reason behind imperialism.)

ample of an unacceptable explanation of the relevance of the audience:

• “In document 1, the audience is the United States government.” (This example does not contribute

toward a point for document sourcing because it does not connect the stated audience to the relevant

argument concerning causes of imperialism.)

Demonstrating Complex Understanding

The response demonstrates a complex understanding, using evidence to corroborate, qualify, or modify an

argument that addresses the question.

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Question 1 — Document-Based Question (continued)

Demonstrating a complex understanding for this prompt might include:

• Explaining a nuance by exploring different ways (e.g., via trade, via annexation) in which the role of

the United States in the world expanded

• Explaining similarities and differences in the United States role in different parts of the world

• Explaining connections to other time periods, such as efforts to establish United States international

standing in the late 18

and early 19

centuries

• Confirming the validity of the response’s argument by explaining how different documents corroborate

the argument in spite of differing perspectives among the authors

• Qualifying or modifying an argument by considering evidence that shows the limits of the United

States role in the world at this time

• Exploring the effects of imperialism on indigenous peoples above and beyond inferences from

documents

This understanding must be part of the argument, not merely a phrase or reference.

Example of demonstrating complex understanding:

• The response qualifies its argument throughout by interweaving historically insightful nuances that richly

qualify the argument. The following example illustrates this sophisticated historical analysis:

“The US took many efforts to try to assimilate the Filipinos to make them have the same political and

societal views as they did. This reflects the ongoing trend of that time of racial superiority which is

synonymous to how the US treated newly freed slaves at home. However, despite the imposing

negative shadow the US cast over conquered lands due to nationalism, this feeling came from a sens

morality and genuine care for other people.”

xample of unacceptably demonstrating complex understanding:

• This essay fails to deeply qualify the argument for it is too general and nondescript throughout. The

following example illustrates this simplistic approach: “This time period was difficult to go through, but

when other nations realized that they needed the United States, it gave them what they all wanted and

needed. Over time, the United States’ role expanded to helping others by trading, protecting and

claiming their territories for the better of their lives.”

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Question 1 — Document-Based Question

Overview

• T

he question required students to analyze the reasons for the actions and policies of the United State

verseas. The content expectations of the question originated principally from Period 7 of the curriculum

framework, which focuses on reasons for and outcomes of the rising prominence of the United States as

n international power. Additionally, in the later elements of Period 6 of the framework, teachers are

pointed in the direction of examining the role that rising American industrialization had in moving th

nited States toward securing foreign markets.

• The intention of the question was to determine if students could accurately evaluate why America’s role

in the world expanded and weigh the relative importance of each cause during the period from 1865 to

1910. This question allowed for flexibility in approach, either through a chronological form of

organization or a more thematic approach.

• The documents clearly pointed toward the following causes for America’s expanding role in the world: t

increase trade markets for businesses, to build America’s prestige and power among other foreign

powers, to uplift the races perceived as inferior by spreading American religious and economic

principles, and to bring stability to countries and regions beyond the borders of the United States.

• This question focused on the skill of Causation, as well as Contextualization, Analyzing Primary Sources,

and Argument Development.

• The Learning Objective assessed in this question focused on the role of America in the World.

• This question mainly addressed Key Concepts 6.1 and 7.1.

Sample: 1A

Score: 7

. Thesis/Claim (0–1 points): 1

The response earned 1 point for the thesis. It establishes a complex thesis at the end of the first paragraph. It

states, “The United States primarily sought to increase its role in the world due to the notion that America and

the American lifestyle was superior and to also gain strategic territory to expand their influence globally.

Despite these strong imperialist sentiments, however, there were still many who were against the movement

and considered it a moral wrongdoing.”

. Contextualization (0–1 points): 1

n the first page the response explains how an increase in industrialization following the Civil War along with

the rise of large corporations (using a nicely nuanced link to favorable tariff policies) caused a surplus of

manufactured goods, which required the acquisition of markets abroad. This trend (industrialization) is directly

linked to the expanding role of the United States in the world. The clear historical development and its clear

linkage to the prompt warranted the point for contextualization.

. Evidence (0–3 points): 3

vidence from the Documents

he response earned 2 points for using evidence from the documents because it uses all seven documents to

accurately and effectively support its argument. For example on page 2, the content of Document 2 is

accurately described and linked to the argument about notions of racial superiority: “Strong claimed that as a

superior white Anglo-Saxon race, America … must expand … to impress its superior democracy, Christianity,

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Question 1 — Document-Based Question (continued)

nd lifestyle on them.” On the top of page 4, for Document 5, the response accurately describes the Open Door

policy. At the top of page 3, the response accurately identifies the content of Document 6 and its link to the

counterargument against imperialism.

vidence Beyond the Documents

he response earned 1 point for evidence beyond the documents. At the top of page 3, the response establishes

that America is fighting in the Philippines. It states that “rebels like Emilio Aquinaldo fought back against

imperialist America but to no real success” and applies this evidence to the argument about why the United

States spread its global influence.

Analysis and Reasoning (0–2 points): 2

ocument Sourcing

he response earned 1 point because it explains how document sourcing is relevant for at least three

documents. For example, on the top of page 2, it clearly indicates the audience that Josiah Strong (Document

2) was attempting to influence and how this connects to the argument that Strong “clearly speaks to other

imperialists to convince them that America has the obligation to expand to lands that do not share similar

lifestyles to America and that do not have a similar government.” The last two sentences at the bottom of page

2 describe the point of view of Document 4 well. The response asserts that the cartoon’s view is critical of

nited States foreign policy, and it then goes on to state how this is relevant to the argument in the following

sentence with the reference to the anti-imperialists seeing imperialism as a moral wrong. At the bottom of page

3, the discussion of Document 1 establishes the historical situation for the purchase of Alaska by citing the

continued expectations established in the Monroe Doctrine and the United States expectation that it continu

o enlarge its influence in the Western Hemisphere. At the top of page 4, the historical purpose for Document 5

is given when the response explains the relevance of the Open Door Note, saying that its “main motive … was

to allow for easier access for America to have markets in China and gain strategic influence there.” At the

bottom of page 4, the point of view discussion of Document 7 correctly identifies Roosevelt as an imperial

ist

who favored foreign intervention abroad that would “gain more influence” for America in the world. The

response correctly states that these sentiments would lead to the creation of the Roosevelt Corollary to the

Monroe Doctrine.

Demonstrating Complex Understanding

he response earned 1 point for demonstrating a complex understanding, for a number of reasons. It explains

a deeper nuance of the changing United States role in the world by exploring both expansionist and anti-

imperialist perspectives and marshals evidence for these appropriately. It corroborates multiple perspectives

by linking the evidence precisely and clearly. For example, the response smoothly transitions from Strong’s

imperialism to Mahan’s argument for a larger navy to the larger goal of expanding U.S. influence abroad to the

Spanish-American War. In addition, the response makes a relevant and insightful connection across time

periods by linking U.S. expansionism in the late 19th century with its efforts to extend influence “in the Middle

East in the later part of the [20

] century for strategic oil interests.” The response synthesizes all of these

arguments into a deeply nuanced, sophisticated narrative.

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Question 1 — Document-Based Question (continued)

Sample: 1B

Score: 4

A. Thesis/Claim (0–1 points): 1

e response establishes a historically defensible claim that the United States expanded into the world in

hopes of “potential territory gains and economic improvement … [and] humanitarian and Social Darwinist

reasons.” The thesis is the entire first paragraph. The response earned 1 point for thesis.

. Contextualization (0–1 points): 1

he response establishes contextualization in the second paragraph. Citing Manifest Destiny, the desire to

spread democratic values, and concerns about the implications of colonization by other European powers, the

response simplistically describes the broader historical framework relevant to the prompt and earned the point.

. Evidence (0–3 points): 2

vidence from the Documents

he response uses Documents 1, 3, 7, 5, 2, and 6 accurately to address the topic of the prompt, so it earned 1

point in this category. It does not successfully use the content of six documents to support the argument, so it did

not earn the second point. For example, Document 7 is described, but the link to the “ideology of providing

assistance” is not sufficiently developed. The same is true of the attempt in the same paragraph to link the Open

Door Notes to humanitarian efforts.

Evidence Beyond the Documents:

he response describes one piece of specific historical evidence relevant to the argument. In the next-to-last

paragraph, the response explains the term Social Darwinism and how it was a cause of expansion, thus the

response earned 1 point for evidence beyond the documents.

Analysis and Reasoning (0–2 points): 0

ocument Sourcing

he response does not successfully source three documents. It does successfully indicate the historical situation

for Document 1 by explaining Seward’s Folly and linking the opposition toward the purchasing of the territory to

the larger argument. For most other documents, however, the response does not attempt to source them or does

not do so successfully. On page 2 for Document 6, for example, it may appear that the historical situation of the

Puck cartoon is linked to the argument when the response establishes that education is being forced on the

Filipinos, but this is merely a description of what the document is depicting. The response did not earn a point for

document sourcing.

monstrating Complex Understanding

e response neither demonstrates a nuanced understanding nor does it qualify or modify the argument. The

response did not earn the point for complex understanding.

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Question 1 — Document-Based Question (continued)

Sample: 1C

Score: 1

A. Thesis/Claim (0–1 points): 0

he response did not earn the point as the thesis attempt in the first sentence is a restatement of the prompt

and does not offer a historically defensible claim. There is no discussion of causation but rather only the

assertion that expansion was widespread.

Contextualization (0–1 points): 0

he response did not earn the point for contextualization because there is no effort to describe a broader

historical context relevant to the prompt.

. Evidence (0–3 points): 1

Evidence from the Documents

he response earned 1 point for correctly using content from at least three documents to address the topic of the

prompt. The evidence is not linked to an argument, and the response did not earn the second point for evidence

from the documents. The response shows understanding of Documents 3, 4, and 6. For Document 3 on page 1, it

discusses America’s “need to further expand it’s [sic] navy.” For Document 4, the response describes how the

United States asserts “power over other countries.” For Document 6 on page 2, the response correctly describes

that the choice presented was assimilation or war. In the first paragraph the content for Document 1 is incorrectly

described as showing that the United States was a “place of enjoyment and advantage for immigrants.”

Document 2 on page 1 is attempted, but the attempt is too vaguely articulated to have earned credit. Document 7

(mistakenly labeled 6) is attempted, but the document is misinterpreted.

vidence Beyond the Documents

is response does not use evidence beyond the documents. The point was not earned for evidence beyond the

documents.

D. Analysis and Reasoning (0–2 points): 0

ocument Sourcing

he response did not earn the point for document sourcing. No attempts are made to source any of the

documents.

monstrating Complex Understanding

he response did not earn the point for demonstrating a complex understanding because it does not attempt to

corroborate, qualify, or modify the argument.