2019
AP
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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 extent to which the Progressive movement fostered political change in the United States from
1890 to 1920.
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 how the
Progressive movement fostered political change in the
United States from 1890 to 1920.
Examples that earn this point include:
• “The Progressive movement was incredibly
successful in fostering political change such as
trust busting large monopolies and reforming the
criminal justice system for youth and adults;
however, their failure to advance African
American civil rights sufficiently left a significant
scar on their legacy, as many issues of
discrimination such as segregation and Jim Crow
were prolonged.”
• “The Progressive Movement in the United States
from 1890 to 1920 fostered great political change,
such as rooting out corruption in government,
eliminating monopolies in business, and by
advocating rights for those who had been
discriminated against.”
• “The Progressive movement fostered political
change in the United States because it sought for
a deeper respect for democracy, equal and
equitable rights for all people, and it applied new
ways of thinking to services within America.”
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 how the Progressive
movement fostered political change in the United States
from 1890 to 1920.
Examples of context might include the following, with
appropriate elaboration:
• The expansion of industrialization
• The growth of cities
• The development of large-scale immigration from
southern and eastern Europe
• The consolidation of corporations into large trusts
• The government’s adherence to laissez-faire
economics
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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.
OR
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.
• Doc 1: Jane Addams, Twenty Years at Hull-House,
1910
• Doc 2: Theodore Roosevelt, speech, 1902
• Doc 3: Julian W. Mack, “The Juvenile Court,” 1909
• Doc 4: Hiram Johnson, inaugural address, 1911
• Doc 5: NAACP, letter to Woodrow Wilson, 1913
• Doc 6: James Couzens, “The Detroit Police
Department,” 1917
• Doc 7: Anti-Saloon League cartoon, circa 1918
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:
• Muckrakers could be used as evidence of the
spread of concern in the United States over the
negative effects of industrialization and the
advocacy for political action to alleviate these
effects.
• The Populist (People’s) Party could be used as
evidence of the influence on Progressive thought
of economic reform efforts based in rural areas.
• The Federal Reserve Act (1913) could be used as
evidence of the political change made by new
federal government regulation of the national
money supply.
• The passage of the Clayton Anti-Trust Act (1914)
could be used as evidence of political change
made by Progressives to counter the reduction in
economic competition caused by corporate
consolidation.
• North American Woman Suffrage Association
could be used as evidence of a Progressive reform
effort that changed United States politics by
helping to expand the electorate by pressing for
women’s voting rights.
• Eugene V. Debs
• W. E. B. Du Bois
• Henry Ford
• Robert La Follette
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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 the
contradiction that Progressivism supported
greater political participation but also supported
increased government power over people
• Explaining similarities and differences in different
Progressive reform movements such as social
reform in cities, economic regulation, and
Prohibition
• Explaining connections to other time periods,
such as the reform efforts of the first half of the
nineteenth century
• Confirming the validity of the response’s
argument about the greater role of the
government in people’s lives across themes by
explaining how foreign policy in the Progressive
Era involved United States intervention into the
affairs of its new colonies and foreign countries
• Qualifying or modifying an argument by
considering evidence that despite the
achievements of Progressive reform, Progressives
contributed to the persistence or even the
expansion of racism and segregation
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. Jane
Addams, 1890s
• Describes political campaign by
social reformers against a local
official or machine politics
• Discovered many voters had jobs
gained through this official or
political machine
• Describes expectation that urban
political officials will provide
unofficial services for their
constituents and describes the
surprise of Hull-House residents
that reformers refused to provide
these services, leading to
conflicts
• Immigration and industrialization in the late
nineteenth and early twentieth centuries led to
rapid population growth in cities such as Chicago
and an expansion in demand on political leaders
for municipal services (situation).
• As a social activist, Addams believed that many of
the services provided to urban immigrant
communities by political leaders represented
corruption to be fought against and stopped by
political reform movements (point of view).
• Progressive women reformers like Addams and
other workers at Hull-House engaged in political
and social activism and sought to influence
government policy and reduce corruption
(purpose).
• In their efforts to reform local politics and political
machines, Addams and other Progressive
reformers undermined the social service and
political patronage system that immigrants relied
upon (purpose).
• Progressive reformers like Addams sought to
exercise social control by cleaning up urban
political machines and uplifting immigrants by
Americanizing them (point of view).
2. Theodore
Roosevelt,
1902
•
Argues that large corporations
(“trusts”) should be regulated by
governments
• Describes the existence and
survival of large corporations as
reliant upon an interdependent
relationship with the state.
•
As a Progressive president, Theodore Roosevelt
trusted government and therefore argued for the
expansion of federal government power over
private enterprise (point of view).
• Large-scale corporate consolidation by the early
1900s led to public concern over growth of
corporations and their political influence
(situation).
• Roosevelt intends to persuade national audiences
that it is good for the government to expand its
power in order to regulate big business and
corporations (purpose).
• Roosevelt’s position in the document raised
questions among Progressives about the proper
role of the government in regulating businesses
and the economy (situation).
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Question 1 — Document-Based Question (continued)
3. Julian W.
Mack, “The
Juvenile
Court,” 1909
•
Argues courts have responsibility
to help juvenile offenders and
neglected children
• Argues that it is the duty of the
state to develop citizenship
•
Progressive reformers argued that it was the duty
of the state to intervene in the lives of some
Americans to address social problems such as
juvenile delinquency (point of view).
• The rapid growth of the population of cities such
as Chicago led to the inadequacy of many
municipal services, such as limited educational
and recreational opportunities for young people
(situation).
• Mack believed that the state has a role in
protecting children when parents and families fail
to do so, and he advocated for an extension of the
role of government in the private sphere (purpose).
• Mack was writing for lawyers and judges in order
to encourage the courts to interpret laws in a way
that gave more power to the state to reform
families (audience).
4. Governor
Hiram
Johnson, 1911
•
Advocates for initiative,
referendum, and recall
• Advocates for popular
participation in government
•
The growth of large corporations and municipal
governments in the late 1800s and early 1900s
increased the opportunities for political corruption
(situation).
• Progressives sought to rally support for state
legislative reforms that empowered citizens
through direct democracy and reduced corruption
and the influence of big business (purpose).
• Expand democracy and political participation in
the government in order to stave off more radical
political ideas (purpose).
• Johnson sought to appeal to the citizens of
California to support his political and legislative
agenda to rein in corporate power and increase
power to the people (audience).
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Question 1 — Document-Based Question (continued)
5. NAACP,
letter to
Woodrow
Wilson, 1913
•
Protests racial segregation in
federal government employment
under the Wilson administration
• Argues that the separate but
equal doctrine is inherently
unequal
•
As an organization devoted to advocating for the
rights of African Americans, the NAACP opposed
the policies of Woodrow Wilson that increased
racial segregation (point of view).
• Jim Crow racial segregation laws spread in the
United States after the Plessy v. Ferguson decision
(1896) with the active support of many Progressive
reformers (situation).
• The expanded federal bureaucracy made federal
employment a symbolic bastion of segregation
during the Wilson administration (situation).
• African American activists sought to convince
President Wilson to take political action to stop
furthering and justifying racial segregation
(purpose).
6. James
Couzens,
“Detroit Police
Department,”
1917
•
Promotes efficiency in police
work
• Describes reorganizing work of
beat cops and detectives
• Responding to public demands
for order
•
As a former business executive, this government
official argued that scientific and management
principles from business could be applied to
government services and used to solve social
problems (point of view).
• New technologies and methods of organizing labor
in industry in the late 1800s and early 1900s led to
increased economic efficiency and growth
(situation).
7. American
Issue
Publishing
Company,
“Wet or Dry”
cartoon, circa
1918
• Cartoon contrasting a brewer
urging people to “Vote wet for my
sake!” with a woman surrounded
by three children urging people
to “Vote dry for mine!”
• Text urges voters to “Vote Dry.”
• Produced by an organization that opposed the use
of alcohol, the cartoon asserts that the government
has a role in reducing alcohol consumption and
protecting the well-being of women and families
and preventing the spread of social ills associated
with the consumption of alcohol (point of view).
• Many Progressive reformers in the early 1900s
urged voters to support a constitutional
amendment to prohibit the production of alcohol
(purpose).
• A long-standing temperance movement, often led
by white, Protestant women reformers, reached a
crescendo in the late Progressive Era with its calls
for legislative action by the government (situation).
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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 claim 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:
• “The Progressive movement was incredibly successful in fostering political change such as trust
busting large monopolies and reforming the criminal justice system for youth and adults; however,
their failure to advance African American civil rights sufficiently left a significant scar on their legacy,
as many issues of discrimination such as segregation and Jim Crow were prolonged.” (This example
suggests a historically defensible line of argument development and establishes the main analytical
categories of the response, including a counterargument.)
• “The Progressive Movement in the United States from 1890 to 1920 fostered great political change,
such as rooting out corruption in government, eliminating monopolies in business, and by advocating
rights for those who had been discriminated against.” (This example suggests a historically defensible
line of argument development and establishes the main analytical categories of the response.)
• “While the Progressive movement achieved goals in the improvement of cities and the protection of
children, the movement ultimately failed in increasing democracy due to the fact that democratic rights
were not extended to African Americans.” (This example suggests a historically defensible line of
argument development and establishes the main analytical categories of the essay.)
• “The Progressive movement fostered political change in the United States because it sought for a
deeper respect for democracy, equal and equitable rights for all people, and it applied new ways of
thinking to services within America.” (This example suggests a historically defensible line of argument
development and establishes the main analytical categories of the essay.)
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Question 1 — Document-Based Question (continued)
Examples of unacceptable theses:
• “The Progressive movement caused political change to a large extent because it influenced so many
different areas of politics that were able to change at the time.” (This example largely restates the
prompt.)
• “Political, social, and economic change occurred during the Progressive Era.” (This example is too
vague and does not establish a line of reasoning.)
• “During the time period of 1890 to 1920, the Progressive movement fostered political change in the
United States as new ideas were being spread and as a result of new policies being instituted.” (This
example is too vague and does not establish a line of reasoning.)
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 historical
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.
To earn the point, the response must accurately describe a context relevant to how the Progressive movement
fostered political change in the United States from 1890 to 1920.
Examples of context might include:
• The expansion of industrialization
• The growth of cities
• The development of large-scale immigration from southern and eastern Europe
• The consolidation of corporations into large trusts
• The government adherence to laissez-faire economics
Examples of acceptable contextualization:
• “The mid-nineteenth century was a booming time for urbanization, immigration, and industrialization.
Towns and cities started moving skyward, people from Europe came to America in hopes of achieving
the American dream, and industries such as steel and textiles were booming in the wake of a new work
force. The amount and quality of work in America began to highlight deficiencies in America beyond
the workforce. The Progressive movement began in response to this.” (This example describes a
broader historical context relevant to the topic of the prompt.)
• “At the time of 1890, the Gilded Age had been going on for approximately 20 years. The Gilded Age
was the time when large corporations and ‘robber barons’ came to power. Trusts such as John D.
Rockefeller’s Standard Oil were in power and they had monopolies, snuffing out smaller competition
under the guise of Social Darwinism, a principle saying only the strong survive in the business world.
This leads into the progressive movement.” (This example describes a broader historical context relevant
to the topic of the prompt.)
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Question 1 — Document-Based Question (continued)
Examples of unacceptable contextualization:
• “In 1890 the census of 1890 concludes that there is no more American frontier. President McKinley is
finishing the Spanish American War in 1898 when he gets shot and passes the presidency off to
Theodore Roosevelt who helps the country with progressivism.” (This example did not earn credit for
contextualization because it is presenting evidence that is not clearly relevant to how the Progressive
movement fostered political change in the United States.)
• “During the mid-1800s there was a great divide in the U.S. This divide was between slavery ultimately
it led to a war which in the end damaged the U.S. It not only damaged U.S. morale, but also damaged
many parts of the South and more greatly the economy. The divide was due to many disagreements
which was somewhat warned by Washington who said don’t form political parties because they would
cause a divide among the states.” (This example did not earn credit for contextualization because it does
not provide any evidence that is relevant to how the Progressive movement fostered political change in the
United States.)
C. Evidence (0–3 points)
Evidence 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.
Examples of describing the content of a document:
• “Document 6 says that with the introduction of new technology the man power in the police
department can now be used to keeping the city safer which taxpayers hope for.” (This example
describes evidence from the documents relevant to the topic, so it contributes toward the first evidence
point, but it does not use that evidence to support an argument about the extent to which the Progressive
movement caused political change in the United States, so it does not contribute toward the second point.)
• “Teddy Roosevelt in Document 2 is saying that the state needs to control these business corporations
that are becoming too powerful. They’re benefitting themselves instead of the workers.” (This example
correctly describes the content of Document 2, but it does not use that evidence to support an argument that
is relevant to the Progressive movement fostering political change in the United States.)
Examples of unacceptably describing the content of a document:
• “In the 1890s ‘when [Alderman] protected a lawbreaker from the legal consequences his kindness
appeared […] when Hull House on the other hand insisted that law must be enforced, it could but
appear as the persecution of the offender’ (Doc. 1).”(This example simply quotes from Document 1 and
does not use the content of this document to address the topic of the prompt.)
• “Wilson, in Document 5, is telling us that African Americans are being separated from whites in the
work force so they can be protected from discrimination.” (This example is a misunderstanding of
Document 5. The response attributes the document to President Wilson instead of the NAACP and
misunderstands the content of the document.)
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Question 1 — Document-Based Question (continued)
OR
Document Content — Supporting an Argument
Responses earn 2 points by using the content of at least six documents to support an argument that responds
to the prompt. 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.
Examples of supporting an argument using the content of a document:
• “In a letter to Wilson, the NAACP points out to segregationists that by having segregation, especially
in the Federal government, promotes inequality (Doc. 5). Virtually no political change came about for
black people during this time.” (This example uses Document 5 to support an argument that the
Progressive era did not bring about political change for African Americans.)
• “In keeping with this idea of the rights of children, the Progressive movement also aligned with the
temperance movement for the protection of families. The temperance movement aimed at abolishing
alcohol, and was commonly supported by mothers, who saw the detrimental effects of alcohol leading
to the abuse of mothers and children within the family. The political cartoon encouraged voters to ‘Vote
Dry’ in favor of politicians who opposed the consumption of alcohol (Doc. 7).” (This example connects
the content of Document 7 to an argument about how the Progressive movement attempted to protect
families and the rights of children.)
Example of unacceptably supporting an argument using the content of a document:
• “The Departments at Washington had segregated employees so the NAACP requested that President
Wilson desegregate them (Doc. 5). Some may argue that because of this segregation, it must have
meant that progressive reform had no impact, but that is not the case because later it would be
required by law to desegregate work places.” (This example describes the content of Document 5 but uses
this document to support an erroneous argument that desegregation in the workplace will eventually be
achieved because of the Progressive Era.)
• “Document 7 says that people should vote for prohibition to help the mothers and children in the
country.” (This example is a correct description of Document 7 and would achieve credit for using the
content of a document to address the topic of Progressivism. However, this example does not tie its
observation about Document 7 to an argument about how the Progressive movement fostered political
change in the United States.)
Evidence Beyond the Documents
In 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.
This 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.
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Question 1 — Document-Based Question (continued)
Evidence used might include the following, with appropriate elaboration:
• Muckrakers could be used as evidence of the spread of concern in the United States over the
negative effects of industrialization and the advocacy for political action to alleviate these effects.
• The Populist (People’s) Party could be used as evidence of the influence on Progressive thought of
economic reform efforts based in rural areas.
• The Federal Reserve Act (1913) could be used as evidence of the political change made by new
federal government regulation of the national money supply.
• The passage of the Clayton Anti-Trust Act (1914) could be used as evidence of political change
made by Progressives to counter the reduction in economic competition caused by corporate
consolidation.
• The North American Woman Suffrage Association (NAWSA) could be used as evidence of a
Progressive reform effort that changed United States politics by helping to expand the electorate by
pressing for women’s voting rights.
• Muckrakers
• Populist (People’s) Party
• Federal Reserve Act (1913)
• Clayton Anti-Trust Act (1914)
• North American Woman Suffrage Association
• Eugene V. Debs
• W. E. B. Du Bois
• Henry Ford
• Robert La Follette
• New Freedom (associated with Woodrow Wilson)
• New Nationalism (associated with Theodore Roosevelt)
• Prohibition
• Sherman Anti-Trust Act (1890)
• Upton Sinclair, The Jungle
• William Howard Taft
• Frederick W. Taylor
Examples of acceptable use of an additional piece of specific historical evidence:
• “Another example of successful use of government to enact change was the women’s rights movement,
in which the work of suffragists to gain the 19
th
amendment was clearly more effective for enacting
fully-recognized change than the smaller-scale and less ambitious idea of Republican Motherhood.”
(This example uses a particular piece of evidence beyond the documents to make a connection to a larger
argument.)
• “One effective Progressive reform would be that which was started by the book The Jungle. This book
sought to expose the dangerous conditions workers suffered in the meat factories of Chicago and
President Roosevelt immediately took action after the book, calling for legislation to be implemented,
investigations to be done, and the FDA to be established — all of which would see to more political
power for the Federal government.” (This example uses The Jungle to support an argument about
increasing the regulatory powers of the federal government during the Progressive Era.)
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Question 1 — Document-Based Question (continued)
Examples of unacceptable use of an additional piece of specific historical evidence:
• “Many organizations formed in response to this [Document 5] and pushed for political change by going
on marches, such as the March on Washington.” (This example would not earn credit because it is
historically inaccurate.)
• “They had people begin voting for Senators.” (This example is the start of an acceptable discussion, but
the allusion to the Seventeenth Amendment is no more than a brief reference and is not fully described.)
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.
Example of an acceptable explanation of the relevance of the document’s point of view:
• “Couzens’ point of view [Doc. 6] comes from the fact that he had been the manager for Ford Motor
Company which created the efficient assembly line, so he would try to implement the success of the
Ford Motor Co. into the police departments.” (This example correctly identifies Couzens’s point of view as
that of a former manager for Ford Motor Company and connects it to an argument about why reformers
would want to improve the efficiency of urban police departments.)
Example of an unacceptable explanation of the relevance of the document’s point of view:
• “Addams’ point of view comes as she is the founder of Hull House, illustrating that these were
observations she obtained herself.” (This example does not contribute toward a point for document
sourcing because it inaccurately discusses the relevance of Addams’s point of view.)
Example of an acceptable explanation of the relevance of the document’s purpose:
• “Thus, many of these state reforms [Doc. 4] had the purpose of eventually creating national change by
means of say, an amendment such as the 17
th
amendment that gave voters direct election of their
senators, however, national change was not always seen.” (This example contributed toward a point for
document sourcing because it correctly identifies Johnson’s purpose in supporting several political
reforms.)
Example of an unacceptable explanation of the relevance of the document’s purpose:
• “This letter [Doc. 5] has the purpose to ask President Woodrow Wilson to change the legislative
policies of the time so that there can be more equal opportunities for Blacks.” (This example does not
contribute toward a point for document sourcing because it only describes the content of Document 5 and is
not adding any insight into the relevance of the NAACP’s purpose in writing this letter to President Wilson.)
Example of an acceptable explanation of the relevance of the historical situation of a document:
• “Roosevelt, in Document 2, advocated for much more power for the President to supervise and control
trusts. Roosevelt was able to control the trusts as a result of the Sherman Anti-Trust Act.” (This
example contributes to a point for document sourcing because it links the historical situation of the
Sherman Anti-Trust Act to an argument about Roosevelt increasing the power of the federal government.)
AP
®
UNITED STATES HISTORY
2019 SCORING GUIDELINES
© 2019 The College Board.
Visit the College Board on the web: collegeboard.org.
Question 1 — Document-Based Question (continued)
Example of an unacceptable explanation of the relevance of the historical situation of a document:
• “Document 3 shows how the Progressive movement led to government regulation because at the time
Chicago was a major city with lots of Progressive influence.” (This example does not contribute toward a
point for document sourcing because it does not explain why the fact that “Chicago was a major city” is
relevant in understanding the document.)
Example of an acceptable explanation of the relevance of the audience:
• “Document 6 says that segregation continued in government and insulted progressive efforts on behalf
of African Americans. It is significant that the NAACP is addressing President Wilson because Wilson
claimed to be a Progressive but they are pointing out that he was harming efforts for improved civil
rights for African Americans.” (This example contributes to a point for document sourcing because it
explains the relevance of the audience of the NAACP’s letter that President Wilson “claimed to be a
Progressive.”)
Example of an unacceptable explanation of the relevance of the audience:
• “Hiram Johnson’s audience in Doc. 4 was the people of California.” (This example does not contribute to
a point for document sourcing because it just restates information provided about the document and does
not explain how or why this information is relevant to an argument about Progressivism.)
Demonstrating Complex Understanding
The response demonstrates a complex understanding, using evidence to corroborate, qualify, or modify an
argument that addresses the question.
Demonstrating a complex understanding might include:
• Explaining a nuance by exploring the contradiction that Progressivism supported greater political
participation but also supported increased government power over people
• Explaining similarities and differences in different Progressive reform movements such as social
reform in cities, economic regulation, and Prohibition
• Explaining connections to other time periods, such as the reform efforts of the first half of the
nineteenth century
• Confirming the validity of the response’s argument about the greater role of the government in people’s
lives across themes by explaining how foreign policy in the Progressive Era involved United States
intervention into the affairs of its new colonies and foreign countries
• Qualifying or modifying an argument by considering evidence that shows the limitations on the
Progressive movement in achieving political change
This understanding must be part of the argument, not merely a phrase or reference.
AP
®
UNITED STATES HISTORY
2019 SCORING GUIDELINES
© 2019 The College Board.
Visit the College Board on the web: collegeboard.org.
Question 1 — Document-Based Question (continued)
Examples of acceptable demonstration of a complex understanding:
• This response uses multiple pieces of evidence to corroborate its argument that the Progressive movement
was both a local and a national movement to fight political corruption. The response uses content from
Documents 3, 4, and 5 to corroborate this claim, and it also weaves in evidence beyond the documents
about muckraking and W. E. B. DuBois to further support this sophisticated argument. This paragraph
begins by saying, “Between 1890 and 1920, there was notable change in the fact that local political
reforms and nationwide social reforms both exposed the corruptness of the political atmosphere, using
propaganda and local campaigns to tackle a nationwide epidemic of political corruption.” The response
then qualifies its argument by stating, “However, there is a greater change in the fact that no local and
social reforms could combat the spoils system and big business’ effect on politics. . . . In Doc. 2,
Roosevelt explains that big corporations need to be controlled and supervised. Roosevelt’s intended
audience was big business to warn them of the fact that they cannot keep control of politics forever,
and the American people to encourage them to have hope that reform will be made. Roosevelt further
developed these ideas when running for the Progressive Bull Moose party in 1912 against Wilson.
Roosevelt’s speech shows that the power of big business over politics was so grand that it needed
control, showing a continuation in their omnipotence in politics despite criticism from progressives.”
Ultimately, this response demonstrates a complex understanding of how the Progressive movement fostered
political change but also the political and economic forces that ultimately limited this change.
• This response demonstrates a complex understanding of the Progressive Era by qualifying its argument.
“Lastly, while the progressive movement led to some political achievements in increasing the
democracy of voters, it failed to achieve true protection of democratic principles in that Black voters
were still limited in terms of their voting rights. During the progressive movement, many democratic
ideals were seen at the state level. Most notably was the initiative, referendum, and recall programs
established by many state governments.” The response then uses multiple pieces of evidence, such as
Document 4 and a discussion of the 17
th
Amendment, to support the argument that some reforms were
aimed at expanding democratic principles. The response then qualifies this argument by stating,
“However, national change was not always seen. Under the Woodrow Wilson presidency, Woodrow
Wilson would segregate White House offices and would clearly support racism, perhaps best seen
through his viewing of The Birth of a Nation at the White House, a film endorsed by the KKK which
viewed the Civil War as a war for the struggle of white people, not African slaves. In response to these
racist policies, interest groups such as the NAACP called out Wilson for his failure to protect the rights
of black people, despite other Progressive Era reforms already occurring (Doc. 5). . . . The NAACP was
frustrated with America, after all, the 13
th
, 14
th
, and 15
th
Amendments which aimed at abolishing
slavery, granting equal protection under the law and granting all blacks the right to vote, were not
protecting people in the shadow of sharecropping, segregation, and Jim Crow laws.” The entire
response is rich with evidence and demonstrates a complex understanding of the Progressive Era. This
lengthy paragraph, in particular, offers a sophisticated qualification to its argument.
AP
®
UNITED STATES HISTORY
2019 SCORING GUIDELINES
© 2019 The College Board.
Visit the College Board on the web: collegeboard.org.
Question 1 — Document-Based Question (continued)
Example of unacceptably demonstrating complex understanding:
• The following response attempts to explain relevant and insightful connections within and across time
periods, but it does not quite demonstrate a complex understanding of the Progressive Era nor does it
clearly use evidence to corroborate or qualify its argument. “While progressives accomplished and
bettered American society overall, the long-term impacts on the African American community and our
failure to learn from mistakes of the Anti-Saloon League and Dry Movement plague us today. Ending
discriminatory practices would have made Black Americans’ situations better in the long run but that
did not happen. Legislators chose to enact the ‘War on Drugs,’ showing how we were unable to learn
from the Progressives’ failures in reducing trafficking and drug crime. The importance of the
Progressive Era cannot be understated, but we must remain objective in our assessments, criticizing
the negatives as well.” Ultimately, while this is a noble attempt at demonstrating a complex understanding
of the Progressive Era, the response is somewhat simplistic, and the references to modern society are not
fully developed.
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AP
®
UNITED STATES HISTORY
2019 SCORING COMMENTARY
© 2019 The College Board.
Visit the College Board on the web: collegeboard.org.
Question 1 — Document-Based Question
Note: Student samples are quoted verbatim and may contain spelling and grammatical errors.
Overview
• This question required students to evaluate the impact of the Progressive movement on United States
politics from 1890 to 1920. The content expectations of the question originated principally from
Period 7 of the course framework, focusing on Progressive efforts to regulate the economy, reform
society, and reduce corruption in United States politics, fostering democracy. Students also were
expected to address the problems that emerged or intensified during industrialization, urbanization, and
immigration, and/or the reform efforts of the earlier Populist movement.
• The intention of the question was to determine if students could defensibly evaluate the extent to which
the Progressives improved conditions in the United States and consider the areas in which the movement
fell short in improving conditions, most frequently by addressing the limits of Progressivism in
improving conditions for African Americans and improving race relations. The question allowed for
flexibility in approach. Responses could possibly address local, state, and federal efforts; they could take
a thematic approach; or they could take a chronological approach, as by discussing issues before the
election of Theodore Roosevelt as the first Progressive president and then developments while Roosevelt,
William Howard Taft, and Woodrow Wilson were each in office.
• The documents nudged students to discuss issues of local and national political corruption and
accountability, law enforcement and treatment of adult versus juvenile offenders, racial issues
(particularly segregation), and Prohibition. A few documents also invited the students to consider all of
the Progressive amendments (the 16
th
through the 19
th
).
• This question primarily focused on continuity and change, causation, contextualization, analyzing
primary sources, and argument development.
• This question mainly addressed Key Concept 7.1.
Sample: 1A
Score: 7
A. Thesis/Claim (0–1 points): 1
The response earned 1 point for the thesis. The thesis is located in the last three sentences of the introduction:
“Due to the shrewd politics of the Gilded Age, the progressive era, which lasted from 1890’s through 1920s
seemed to foster major political change because it increased the power and influence of the federal government
as well as further democratized state governments. Economically, change includes government political
involvement in businesses. Socially, change includes political governmental involvement in temperance,
abolition, and food.”
B. Contextualization (0–1 points): 1
The response earned 1 point for contextualization. In the first paragraph, the response describes the broader
historical context of the industrial period. The response provides a well-developed understanding of the historical
developments that occurred before the Progressive Era (e.g., “laissez faire policies,” the “lack of involvement, by
both the federal and state governments,” and “captains of industry/robber barons”).
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UNITED STATES HISTORY
2019 SCORING COMMENTARY
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Question 1 — Document-Based Question (continued)
C. Evidence (0–3 points): 3
Evidence from the Documents
The response earned 1 point for using at least three documents to address the topic of the prompt. The response
correctly uses the content of all seven documents.
The response earned 1 point for using the content of at least six documents to support an argument in response
to the prompt. In the second paragraph, the response uses Documents 2 and 4 to support the argument that the
lack of government regulation led to reforms at the federal and state level. The response uses Document 2 to
argue that reforms by the federal government regulated railroads and shifted public attitudes toward trusts. It
uses Document 4 to support an argument that governments became “more democratic in their approach to
passing bills and laws.” In the third paragraph, the response uses Documents 7 and 1 to support an argument
about social reforms. The response uses Document 7 to support an argument that the government became more
liberal by supporting Prohibition and women’s suffrage. Document 1 is used to support the reform of city
corruption by political bosses. In the same paragraph, Documents 3 and 6 are used to support an argument that
state and local governments were also influenced by the Progressive movement.
Evidence Beyond the Documents
The response earned 1 point for using at least one additional piece of specific historical evidence that relates to
an argument about the prompt. The response provides a large amount of well-described outside evidence. In the
second paragraph, the Clayton Anti-Trust Act is accurately described as helping labor as opposed to harming
“them like the Sherman Anti-Trust Act.” In the third paragraph, for example, the Volstead Act is used to support
an argument about social reform and Jacob Riis’s work How the Other Half Lives is used to show how reformers
drew attention to city corruption.
D. Analysis and Reasoning (0–2 points): 2
Document Sourcing
The response earned 1 point for explaining the relevance of sourcing to the argument for at least three
documents. The response primarily uses historical situation to explain the relevance of the documents to an
argument. For Document 2 the response explains that Roosevelt believed in the concept of “‘good and bad
trusts.’” For Document 4 the response correctly connects ideas of the Wisconsin Plan to the reforms in California.
For Document 5 the response explains that the role of “white-middle class women” contributed to the lack of
reforms for Native Americans and African Americans and resegregation in the federal government under Wilson.
And for Document 7, the response argues that the activism depicted by the image was a part of advocacy for the
18
th
Amendment.
Demonstrating Complex Understanding
The response earned 1 point for demonstrating a complex understanding of the historical development that is the
focus of the prompt. Complex understanding is demonstrated throughout the entire response and in a variety of
ways. Corroboration is achieved through the analysis of multiple variables such as the reforms at federal and
state levels. In the last paragraph, the response qualifies the argument with a strong discussion contrasting the
exploitation and suppression of self-determination of people in other countries with reform for some Americans at
home. Overall, this response demonstrates a nuanced understanding of the historical processes of the
Progressive Era.
AP
®
UNITED STATES HISTORY
2019 SCORING COMMENTARY
© 2019 The College Board.
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Question 1 — Document-Based Question (continued)
Sample: 1B
Score: 5
A. Thesis/Claim (0–1 points): 1
The response earned 1 point for the thesis. In the final sentence of the opening paragraph, the response provides
a historically defensible claim that establishes a line of reasoning: “The Progressive Movement from 1890–1920
fostered extensive political change and reform through trust busting and regulation, supporting moral and civil
rights reform, and helping to eliminate political corruption by returning power to the people.”
B. Contextualization (0–1 points): 1
The response earned 1 point for contextualization. The middle of the opening paragraph describes a broader
historical context involving urbanization, industrialization, and the rise of political machines and bosses.
C. Evidence (0–3 points): 2
Evidence from the Documents
The response earned 1 point for using at least three of the documents to address the topic of the prompt. The
response correctly uses the content of all seven documents (2, 7, 5, 4, 3, 6, and 1).
The response did not earn the point for using the content of at least six documents to support an argument in
response to the prompt. Documents 7 and 5 are used to support an argument about morality. Document 1 is used
to support an argument about corruption and urban reform. However, the discussion of Documents 2, 4, 3, and 6
simply summarizes or repeats the content of the documents.
Evidence Beyond the Documents
The response earned 1 point for using evidence beyond the documents relevant to the prompt. Toward the
bottom of page three the response notes that “African Americans were beginning to gain some ground, and
Progressive Presidents were often willing to hear them out” and that “Theodore Roosevelt even invited Booker T.
Washington to the White House.”
D. Analysis and Reasoning (0–2 points): 1
Document Sourcing
The response earned 1 point for explaining the relevance of sourcing to the argument for at least three
documents. The response uses historical situation for Documents 2, 7, and 5. Document 2 references trust
busters and Presidents Taft and Wilson. The response uses Document 7 to argue that the negative social effects
of alcohol use led to political change through the passage of the 18
th
Amendment. Document 5 argues that
W. E. B. DuBois pushed for political change in the form of racial equality as a founder of the NAACP.
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UNITED STATES HISTORY
2019 SCORING COMMENTARY
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Question 1 — Document-Based Question (continued)
Demonstrating Complex Understanding
The response did not earn the point for demonstrating a complex understanding of the historical development
that is the focus of the prompt. The final paragraph offers a connection to United States foreign policy in the era
and to current-day United States foreign policy, but it does not explain relevant and insightful connections within
and across periods.
Sample: 1C
Score: 2
A. Thesis/Claim (0–1 points): 1
The response earned 1 point for the thesis because it establishes a historically defensible claim in the last line of
the introduction. The response states: “The Progressive Movement fostered a great deal of political change in the
United States, due to people fighting for increased rights and government intervention.”
B. Contextualization (0–1 points): 0
The response did not earn the point for contextualization because it does not attempt to discuss the broader
historical context of the prompt.
C. Evidence (0–3 points): 1
Evidence from the Documents
The response earned 1 point for correctly using the content of at least three documents. The response uses
Documents 1 through 6 and does not use Document 7.
Although the response uses six documents, it did not earn the point for using the content of at least six
documents to support an argument in response to the prompt. The response connects three of the documents to
an argument about political change. For Document 1 the response correctly identifies that Hull House was a place
for immigrants to receive help and links Jane Addams to the argument that “she fought for things politically that
were not yet the norm, thus fostering change.” The response explains how Document 4 supports the argument:
“By giving the people the power to directly make change, many things in society were improved.” And for
Document 2 in the first sentence of paragraph 4, the response adequately explains how government became more
involved in economic regulation. However, the use of the content of Document 5 falls short of explaining how the
NAACP fostered change, and the response does not link Document 3 to the argument. The response does not
explain how Document 6 supports the argument.
Evidence Beyond the Documents
The response did not earn the point for using evidence beyond the documents because there is no description of
outside evidence beyond brief phrases or references, such as “‘trust-busting’” and “Laissez-Faire economics.”
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Question 1 — Document-Based Question (continued)
D. Analysis and Reasoning (0–2 points): 0
Document Sourcing
The response did not earn the point for document sourcing because it did not accurately source three documents.
The response attempts to provide the historical situation of Document 1 by stating that “Hull House was a place
for immigrants to receive help” and the point of view for Document 4, that “[t]his point of view was extremely
relevant to the Progressive Movement because this movement was all about political change.” However, the
response does not explain how or why these references were relevant. The response correctly provides the
historical situation for Document 2, that the “idea of government regulation was very new, as it came after a
period of Laissez-Faire economics, where the government had very little regulation over bussiness.” For
Document 3, the reference to the difficulties faced by children in the work force is too vague to count for sourcing.
Documents 1 and 5 are not sourced.
Demonstrating Complex Understanding
The response did not earn the point for demonstrating a complex understanding. It does not attempt to explain
how the evidence corroborates, qualifies, or modifies the argument. Overall, the response demonstrates a
simplistic understanding of the Progressive Era.
