AP United States History Document-Based Question from the 2017 Administration

2017

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History

Sample Student Responses

and Scoring Commentary

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Question 1 — Document-Based Question

Evaluate the extent of change in ideas about American independence from 1763 to 1783.

Maximum Possible Points: 7

Points

Rubric

Notes

A: Thesis and Argument Development (0–2)

Thesis: Presents a thesis that makes

a historically defensible claim and

responds to all parts of the question.

The thesis must consist of one or more

sentences located in one place, either

in the introduction or the conclusion.

(1 point)

Neither the introduction nor the

conclusion is necessarily limited to a

single paragraph.

Acceptable thesis statements must explicitly make a

historically defensible, evaluative claim regarding the

extent of change in ideas about American

independence from 1763 to 1783. Acceptable

examples:

• From 1763 to 1783 colonial ideas about American

independence changed from just questioning

British policies to calling for revolution.

• From 1763 to 1783 colonial ideas about American

independence did not change much because,

throughout the period, many colonists continued to

oppose the Patriot cause.

Argument Development: Develops

and supports a cohesive argument

that recognizes and accounts for

historical complexity by explicitly

illustrating relationships among

historical evidence such as

contradiction, corroboration, and/or

qualification. (1 point)

To earn this point responses must explain the

relationship of historical evidence to a complex and

cohesive argument and do so throughout the essay.

Ways that evidence can be related to the argument

include the following:

• Contradiction (e.g., using evidence to address a

counterargument to the main argument in the

essay)

• Corroboration (e.g., combining multiple pieces of

evidence to support a single argument)

• Qualification (e.g., using evidence to present an

argument that is subsequently made more complex

by noting exceptions)

B: Document Analysis

(0–2)

Document Analysis (Content):

Utilizes the content of at least six of

the documents to support the stated

thesis or a relevant argument. (1 point)

See document summaries for details.

• Doc 1: Teapot, 1766–1770

• Doc 2: Virginia Resolves, 1769

• Doc 3: Samuel Adams, Rights of Colonists as Men,

1772

• Doc 4: Quaker address to Pennsylvania Assembly,

1775

• Doc 5: Janet Schaw, Journal of a Lady of Quality,

1775

• Doc 6: Charles Inglis, The Costs of Revolution, 1776

•

Doc 7: Thomas Paine, American Crisis, 1776

Document Analysis (Sourcing):

Explains the significance of the

author’s point of view, author’s

purpose, historical context, and/or

audience for at least four documents.

(1 point)

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Question 1 — Document-Based Question (continued)

C: Using Evidence Beyond the Documents (0–2)

Contextualization:

Situates the

argument by explaining the broader

historical events, developments, or

processes immediately relevant to the

question. (1 point)

The contextualization point is

not

awarded for merely a phrase or reference,

but instead requires an explanation,

typically consisting of multiple sentences

or a full paragraph.

This point can be earned by explaining historical

events, developments, or processes that occurred

before, during, or after the time frame of the question.

Common examples might include the following:

• Enlightenment ideas

• Discussion of factors separating Patriots and

Loyalists

• Shifts in British policies and changes in the

mercantile system after the end of the French and

Indian War (Seven Years’ War) in 1763

Evidence beyond the Documents:

Provides an example or additional piece

of specific evidence beyond those found

in the documents to support or qualify

the argument. (1 point)

This example must be different from the

evidence used to earn other points on

this rubric.

This point is

not

awarded for merely a

phrase or reference. Responses need to

reference an additional piece of specific

evidence and explain how that evidence

supports or qualifies the argument.

Common examples might include the following, with

appropriate elaboration:

• Articles of Confederation (1781)

• Boston Massacre (1770)

• Boston Tea Party (1773)

• Boycotts / nonimportation movements

• Committees of correspondence

• Declaration of Independence (1776)

• Benjamin Franklin

• Alexander Hamilton

• Thomas Jefferson

• George Washington

D: Synthesis (0–1)

Synthesis: Extends the argument by

explaining the connection between the

argument and either a development in a

different historical period or

geographical area and/or a course

theme and/or approach that is not the

focus of the essay. (1 point)

The synthesis point is

not

awarded for

merely a phrase or reference.

Common examples might include the following, with

appropriate explanation:

• Different period or area: French Revolution; Haitian

Revolution; United States Civil War

• Different theme: economic history

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

Document

Content

Explains the significance of point of view,

purpose, context, and/or audience by

elaborating on examples such as the following:

1. Teapot,

1766–1770

•

Inscribed on one side is “No

Stamp Act,” and on the other

is “America, Liberty Restored.”

•

Importance of growing American trade and

commerce with Britain (context)

• British manufacturers capitalized on/profited from

Stamp Act crisis (purpose)

• Consumers in Britain and colonies (audience)

2. Virginia

Resolves,

1769

•

Declares autonomy of the

Virginia legislature, together

with loyalty to the British

crown.

•

Concepts in the resolves spread to other colonies,

which adopted similar resolutions; longstanding

autonomy of colonial legislatures (context)

• Other British North American colonial assemblies;

the British Crown and Parliament (audience)

3. Samuel

Adams,

Rights of

Colonists as

Men, 1772

•

Declares the sovereignty of

man over governments.

• Law of nature supersedes any

manmade laws.

•

Political leader, Patriot, member of Sons of Liberty

(point of view)

• Apply Enlightenment ideas to support the growing

calls for colonial independence (purpose)

• The growth in the trans-Atlantic exchange of

concepts of republicanism (context)

4. Quaker

address to

Pennsylvania

Assembly,

1775

•

Quaker leaders encouraged

other Quakers not to join

agitation against the British

government.

• Divine Right of Kings.

•

Pacifism among some Quakers (context)

• Apply pacifist principles to revolutionary situation;

prevent war with and declaration of full

independence from Britain (purpose)

5. Janet

Schaw,

Journal of a

Lady of

Quality, 1775

•

Claims that if landowners do

not support the Patriots the

Patriots threaten them with

violence or destruction of

property.

•

Upper-class woman critical of the treatment of

Loyalists, of the Revolution, and of Loyalists who

submitted to Patriots (point of view)

• Challenge idea that independence movement had

broad popular support; depict movement as

unwelcome to colonists (purpose)

• Loyalists found their interests threatened (context)

6. Charles

Inglis, The

Costs of

Revolution,

1776

•

Argues that the American

Revolution is likely to be costly,

and it is not clear how the

colonies will pay for it.

•

Undermine the independence movement (purpose)

• Growing economic instability in the colonies;

Anglican Church sympathetic to Britain (context)

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Question 1 — Document-Based Question (continued)

7. Thomas

Paine,

American

Crisis, 1776

•

Argues that the Revolutionary

situation elicits great efforts by

men and women who support

independence.

•

Supporter of the Patriot cause and the Revolution

(point of view)

• Make an emotional appeal to the colonists whose

support for the Revolution was faltering (purpose)

• Losses suffered by the Continental Army had begun

to undermine military enlistment (context)

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Question 1 — Document-Based Question (continued)

Scoring Notes

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

A. Thesis and Argument Development (2 points)

a) Thesis

Responses earn one point by presenting a thesis that makes a historically defensible claim that evaluates

the extent of change in ideas about American independence from 1763 to 1783 (1 point). While the thesis

does not need to be a single sentence, it does need to be discrete, meaning it cannot be pieced together

from across multiple places within the essay. It can be located in either the introduction or the conclusion,

but not split between the two.

Note: Theses need to address change but do not necessarily need to specifically address continuity as

well.

Examples of acceptable theses:

• “The ideas about American independence changed greatly from 1763 to 1783. In the beginning,

colonists only wanted representation and a say in the legislation of new laws, but by 1783

Americans wanted true freedom from British rule.”

• “From 1763–1783, ideas of American independence changed from the colonies blindly accepting

the tyranny of the British by religious rights of divine kings to believing in natural rights of

individuals against British rule.”

Examples of unacceptable theses:

• “The extent of change in American ideas about American independence from 1763 to 1783 was a

great change. As feelings of wanting independence from Britain intensified, so did means of

seizing freedom. The American people’s feelings did not remain static and only became stronger.”

(This thesis does not address the change in ideas that is the focus of the prompt.)

• “From 1763 to 1783, ideas about American independence drastically changed as many colonists

shifted from being loyalists to patriots.” (This thesis does not address the prompt’s focus on ideas

and seems to turn the question into a different question that discusses division in colonial society.)

b) Argument Development

To earn this point, responses must explain the relationship of historical evidence to a complex and

cohesive argument and do so throughout the essay (1 point).

Examples of acceptable argument development:

• “Many factors had played a part in the rise of those dissents in the colonies, but none had greater

influence then the ideals of the Enlightenment. Central to the opposition of the taxes lied in the

idea of ‘not taxation without representation’. To be taxed by a parliament an ocean away seemed

not only absurd, but ridiculous. Enlightenment ideals of personal freedom and choice in an

individual began to spread throughout the colonies. People like Sam Adams, who led the radical

group Sons of Liberty, began to challenge the authority of man. He claimed only man himself can

direct his own actions and decisions, not the rule of any legislative authority or man. (Doc. 3)” (This

shows strong corroboration of evidence to support a larger argument.)

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Question 1 — Document-Based Question (continued)

Examples of unacceptable argument development:

• “Also, there were people ‘on the fence.’ Many religious leaders just wanted peaceful harmony.

(Doc. 4) However many were forced to choose sides. In the case of the revolution, violence usually

won against nonviolence, so that was how many colonists thought.” (This attempt to use a piece of

evidence to back an assertion is too general. This statement was indicative of an entire essay that

lacked a complex and cohesive argument.)

• “Those colonists who wanted independence from the Mother Country (England) believed that they

should have the freedom to leave a society that has intolerable oppression whether it be civic or

religious (Doc. 3). In addition they also believed that this society was unjust (Doc. 7) and forced

them to take action into something they didn’t believe in for their own well being (Doc. 5). These

colonists wanted their freedom as a way to pursue their happiness.” (The premise of the paragraph

is not complex for it is simply mirroring sentiments contained in the documents, and the discussion

of the documents is superficial.)

B. Document Analysis (2 points)

a) Document Content

Responses earn one point by utilizing the content of at least six of the documents to support the stated

thesis or a relevant argument (1 point). Responses cannot earn a point by merely quoting or paraphrasing

the documents with no connection to a thesis or argument. (See the document summaries section for

descriptions of document content.)

Examples of acceptable uses of content from a document to support a thesis or relevant

argument:

• “Charles Inglis uses reason to note that the colonies would be unable to sustain themselves without

British support because the colonies don’t make enough money through agriculture and

commerce.”

• “He claimed only man himself can direct his own actions and decisions, not the rule of any

legislative authority or man (Doc. 3). These ideals, of course, contradict the essence of colonialism.”

Examples of unacceptable uses of content from a document to support a thesis or relevant

argument:

• “Charles Inglis brought to point the economic unfairness that if it weren’t for the limitation set

before them they would be better off financially, but the Europeans were taking everything.”

(This statement misconstrues the content of the document.)

• “According to Doc 4, Quaker leaders are saying that colonies should stay loyal to Britain because of

the commercial interests colonies get.” (This statement mistakenly gives the reason for Quaker

opposition to the revolutionaries reflected in the document as commercial when, in fact, it was

religious.)

b) Significance of Point of View, Purpose, Context, and/or Audience

Responses earn one point by explaining the significance of the author’s point of view, author’s

purpose, historical context, and/or audience for at least four documents (1 point).

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Question 1 — Document-Based Question (continued)

Examples of acceptable explanations of the significance of the author’s point of view:

• “Sam Adams had the point of view of a patriot and it was significant because it showed the

radicalization of many colonists’ views stemming from direct and bloody confrontations involving

quartered British troops in cities such as Boston.”

• “Thomas Paine, with his publication of Common Sense, popularized the revolutionary sentiment for

many Americans.”

Examples of unacceptable explanations of the significance of the author’s point of view:

• “Sam Adams was a loyalist who wanted to promote peace with the king and he supported the

Olive Branch petition.” (This statement incorrectly identifies Sam Adams as a Loyalist.)

• “As Janet Schaw, a Scot visiting her brother in Wilmington, North Carolina reflects, any officer can

enter a man’s plantation without being allowed to and he can threaten the plantation owner.”

(Though Schaw’s point of view is identified as a Scot, the response does not explain the

significance of ideas about American independence that might be associated with this

perspective.)

Examples of acceptable explanations of the significance of the author’s purpose:

• “Adams aims to establish rule by the consent of the people, which is later written in the

Constitution when the US wanted to ensure it does not become like Britain.”

• “The sentiment that taxes should be discussed with colonists through proper deliberation became

common during the time period, and was expressed by many (Doc. 2).”

Examples of unacceptable explanations of the significance of the author’s purpose:

• “Although the cost of war would be high, Inglis argued for an independent economy as a necessity

of life.” (This statement incorrectly states the purpose by arguing that Inglis desired an

independent economy when in fact he was arguing against leaving the British Empire.)

• “The delegates at the House of Burgesses used the Virginia Resolves as propaganda to increase

involvement towards the Revolutionary War.” (The purpose of this document was to influence

colonists to advocate for monarchical assistance in changing Parliamentary policies, not to push for

war.)

Examples of acceptable explanations of the significance of the historical context of a

document:

• “Inglis’s statement illustrates how some remained committed to England because of profitability of

mercantile trade relationships.”

• “The teapot was made during the opposed taxing, but it also demonstrated how Great Britain did

try to settle with the colonists, by repealing taxes such at the Stamp Act.”

Example of unacceptable explanations of the significance of the historical context of a

document:

• “The historical context of Doc 4 [January 1775] is the first shots at Lexington and Concord [April

1775].” (This statement ascribes the situation of the document to the Battles of Lexington and

Concord, which occurred after the document was written and thus could not be part of its

authorship).

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Question 1 — Document-Based Question (continued)

Examples of acceptable explanations of the significance of the audience:

• Burgesses was based on English Parliament, and this shows the connection established between

the two.”

• “Adams desires to confirm the ideas of the colonists who are fed up with British rule as well as

advocate his desire to see American independence.”

Examples of unacceptable explanations of the significance of the audience:

• “Addressing Loyalists, Thomas Paine stated that tyranny must be fought against.”(The audience is

incorrect and the significance of the audience is not identified.)

• “The intended audience of Doc. 2 is the British Crown so they feel impelled to negotiate with the

colonists to reach an agreement.”

C. Using Evidence Beyond the Documents (2 points)

a) Contextualization

Responses earn a point for contextualization by explaining the broader historical events, developments, or

processes immediately relevant to the question (1 point). To earn the point the essay must situate the

thesis, argument, or parts of the argument by accurately and explicitly connecting changes in ideas about

American independence from 1763 to 1783 to larger historical processes. The context can be from before,

during, or after the period of the question as long as the response accurately and explicitly connects the

context to the topic.

Examples might include the following:

• Enlightenment ideas moved through trans-Atlantic exchanges and popularized concepts of natural

rights, republican ideologies, the rejection of inherited authority, and social contract theory.

• Patriots and Loyalists could be separated by social standing, connections to the British

government, and their ideas about the sources of legitimate authority in society.

• The legacy of the English Civil War influenced ideas of the rights of English people and British

traditions of liberty and self-rule.

• Shifts in British policies and changes in the mercantile system after the end of the French and

Indian War (Seven Years’ War) in 1763 resulted in the end of salutary neglect, the acceleration of

taxation, and the imposition of other acts on the North American colonies.

• The formation of the Stamp Act Congress (1765) and later the committees of correspondence or

shadow governments in the colonies by the early 1770s furthered resistance to British policies and

were precursors to the First and Second Continental Congress.

• Pacifist and separatist religious ideologies persisted in the colonies, which created opposition to

engaging in a revolutionary movement or bloodshed.

• The experiences of American Indians and enslaved African Americans during the Revolution

differed from that of the British colonists.

• Support in Great Britain for engaging in a war in order to retain the British North American

colonies dwindled and some degree of sympathy existed in Great Britain for the colonial

independence movement.

• Revolutionary ideas were adapted and changed in the United States Constitution.

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Question 1 — Document-Based Question (continued)

Examples of acceptable contextualization:

• “The French and Indian War caused Britain to increase involvement in the affairs of the American

colonies. British leaders, such as George Grenville, believed that the colonists, who had been

beneficiaries of the war, be required to assist in paying the debt incurred by it. This was achieved

through a series of taxes imposed upon the colonists.”

• “Prior to the fight for independence from 1763 to 1783, colonists were not properly enforced to

follow certain laws, such as the Navigation Acts, a restriction on colonial trade. Britain’s

treatment towards the colonists is described as Salutary Neglect, which contributed to a sense of

freedom and rights for the colonists.”

Examples of unacceptable contextualization:

• “This tax along with the end of Salutary Neglect was a shock to the colonists and caused anger.”

• “As the American colonies were being constructed and an American government formed, its

inhibitors began to seek independence from Great Britain. This period was called, the

Enlightenment Era.”

b) Evidence Beyond the Documents

Responses earn a separate point for providing an example or additional piece of specific evidence beyond

those found in the documents to support or qualify the argument (1 point). This example must be different

from the evidence used to earn other points on this rubric. This point is not awarded for merely a phrase or

reference. The specific example or evidence should be immediately relevant to the question.

Examples might include the following with elaboration:

• Articles of Confederation

• Battles at Lexington and Concord (1775)

• Boston Massacre (1770)

• Boston Tea Party (1773)

• Boycotts / nonimportation movements

• Committees of correspondence

• Continental Army

• Daughters of Liberty

• Declaration of Independence (1776)

• Declaration of Rights and Grievances (1765)

• Enlightenment ideas: natural rights, social contract, republicanism

• First and Second Continental Congresses

• Benjamin Franklin

• French and Indian (Seven Years’) War (1754–63)

• Alexander Hamilton

• Patrick Henry

• Homespun cloth and nonconsumption

• Intolerable (Coercive) Acts (1774)

• Thomas Jefferson

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Question 1 — Document-Based Question (continued)

• Liberty Tea

• Militias

• Olive Branch Petition

• Royal Proclamation of 1763

• Quartering Act (1765)

• Salutary Neglect

• Sons of Liberty

• Sugar (Revenue) Act (1764)

• Tea Act (1773)

• Townshend Acts (1767)

• George Washington

Examples of providing an example or additional piece of specific evidence beyond those

found in the documents to support or qualify the argument:

• “These ideals, of course, contradict the essence of colonialism. Enlightenment began the shift from

being ruled by others to ruling yourself. Colonists wanted more control over their own lives.

Another thinker, Thomas Paine, also raised questions surrounding the nature of government rule in

Common Sense.”

• “Beyond the documents, the Olive Branch petition was proposed by the colonies as a last ditch

effort to spare change without the expense of war. The petition affirmed the colonies’ loyalty to the

king while also suggesting reforms. Despite such attempts for peace, King George III promptly

rejected the negotiations, sparking the potential for war to an elevated degree.”

Examples of improperly providing an example or additional piece of specific evidence

beyond those found in the documents to support or qualify the argument:

• “Soon after colonists recognized that England was giving them salutary neglect, after Common

Sense was written and revealed other factors, finally in July 1776 the colonist had achieved their

independence and achieved their freedom and had the room to preserve their happiness.” (This

collection of factual evidence does not directly answer the question but rather presents events that

occurred previous to the Revolution and that bare no relationship to a developed argument.)

• “The Stamp Act required a tax on stamps in the United States.” (This piece of information does not

qualify or support an argument.)

D. Synthesis (1 point)

Responses earn a point for synthesis by extending their arguments in one of two possible ways (1 point).

a) Responses can extend their argument by appropriately connecting the extent of change in ideas about

American independence from 1763 to 1783 to other historical periods, situations, eras, or geographical

areas. These connections must consist of more than just a phrase or reference. A response that lists

events from other time periods or areas but does not explain how they relate to the argument cannot

earn a synthesis point.

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Question 1 — Document-Based Question (continued)

Examples of acceptable synthesis by appropriately connecting the argument to a

development in a different historical period, situation, era, or geographic area:

• “Extreme ideas about American independence changed the way Americans would view foreign

nations in the future. During the French Revolution, several Americans, mainly Democratic

Republicans sympathized with the French and raised support for aiding the French in their own

fight for independence. This feeling of sympathy can largely be a result of America’s own strong

fight for independence just years earlier.”

• “This split between the colonists in America can parallel to the split in Americans during the Civil

War. Just like how the loyalists were loyal to their previous rulers, the union/north was loyal to the

federal government. Similarly, the patriots and the confederates wished to break away from their

former government. Both the patriots and the Confederates fought against a government they

believed was treating them unfairly. Patriots believed they were being taxed unfairly and

Confederates believed the federal government was favoring Northern industry and trying to slowly

end slavery.”

Examples that do not accurately connect the argument to a development in a different

historical period, situation, era, or geographic area:

• “This drastic change in attitude towards a leader is not uncommon. The French Revolution also

shows a country unhappy with their ruler. Like the colonists, the French overthrew their king.”

(The parallel of ideas between the French Revolution and American Revolution is not defined by

ideas that both revolutions represent but rather by feelings of unhappiness.)

• “The ideas of the independence movement are quite drastic. This is similar to the rights of

enslaved African Americans during the Civil War. At first, abolitionists wanted freedom for slaves

because it was morally right. But then, freedom looked good for other reasons. Abolitionists realized

that free blacks can help the economy, they could work for pay, which would allow them to spend

money and help businesses. Abolition movements changed drastically, it was no longer a moral

effort, but an economic effort to help everyone.” (Although a synthesis with the abolitionist

movement might work if it paralleled similar paradigms, this one does not. An underlying fallacy is

presented that abolitionists moved from wanting emancipation for moral reasons to economic

reasons.)

b) Responses can extend their arguments by appropriately connecting the extent of change in ideas

about American independence from 1763 to 1783 to course themes and/or approaches to history that

are not the main focus of the question. These connections must consist of more than just a phrase or

reference.

Example of acceptable synthesis by connecting the argument to different course themes

and/or approaches to history that are not the main focus of the question:

• “Thomas Paine in 1776 helped shape public opinion and garner public support for the war. Another

example of shaping public opinion was the Truman Doctrine, which declared that the US would

contain communism. This declaration shaped foreign policy and public opinion. It caused the

public to initially support the Korean and later Vietnam War to fight communism.”

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Question 1 — Document-Based Question

Overview

This question asked students to evaluate the extent of change in ideas about American independence from

Britain from 1763 to 1783. The question was derived from Period 3 of the Content Framework and addresses

ideas about democracy, freedom, and national identity. The intent of the question was to assess whether

students could evaluate the degree to which ideas underpinning the movement toward revolution changed.

This question assessed the historical thinking skills of Continuity and Change over Time, Argumentation,

Use of Evidence, Contextualization, and Synthesis.

This question focuses on multiple Learning Objectives, including American and national identity (how ideas

about democracy, freedom, and individualism found expression). The prompt allowed for flexibility in making

a response. Responses could succeed by emphasizing either change or continuity. In addition, the prompt

also created opportunities for responses to articulate and explain the ideas that fomented the revolution.

Based on the documents and outside evidence, responses could trace the ideas present during the period to

opposition to British taxation policies, oppression caused by British mercantile policies, and political tyranny

because of violations of natural rights (Enlightenment ideas).

Sample: 1A

Score: 7

Score — Thesis and Argument Development: 2

The thesis at the bottom of the first paragraph presents the historically defensible claim that there was a

change in ideas about colonial identity, shown by the colonists shifting from wanting to be British subjects to

wanting to be independent Americans. This earned the thesis point.

The strong and consistent argument throughout the response earned the argument development point. The

argument about the British colonists’ initial view of themselves as members of the British Empire is

supported by Documents 4 and 5, as well as with the additional outside evidence presented in paragraph 2.

At the bottom of paragraph 2 the response emphasizes the limited extent of support for independence by

stating, “Patriots will never be the majority during the American Revolution.” This is followed in paragraph 3

by a discussion of the forces that caused colonists to embrace ideas of self-government that uses Documents

1 and 2 in the process.

Score — Document Analysis: 2

The document content use point was awarded. The response dutifully utilizes Documents 1 through 6 to

support its straightforward thesis. Document 7 is not used, despite a brief discussion of Thomas Paine’s

Common Sense on the last page that instead counts as outside information. This was sufficient to earn the

point for content.

The document sourcing point was awarded since the response correctly sources four of seven documents. At

the top of the second page discussion of Document 5 features analysis of Lady Schaw’s point of view as a

member of the upper class inclined to “protect the existing hierarchy.” Likewise, at the bottom of page 2,

discussion of Document 6 also features analysis of point of view in regard to some colonists’ impression that

the revolution was “a costly and unnecessary hassle.” At the top of the page 3 the response demonstrates the

historical context of Document 1 by discussing conflicting opinions in Britain and in the American colonies

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Question 1 — Document-Based Question (continued)

concerning the revenue-raising measures instituted at the end of the French and Indian War. Also on page 3,

the response gives historical context to Document 2 by referencing the importance of self-government and

colonists’ awareness of the loss of representation for colonists in Canada due to the Quebec Act. The

response successfully sources four documents, thus it earned the point.

Score — Evidence Beyond the Documents: 2

This response received the contextualization point. It provides contextualization in the first paragraph by

identifying the French and Indian War as bringing about problems such as increased British debt and the

end of salutary neglect. In turn, these factors restricted freedom in the colonies. This brief yet accurate

discussion earned the point for contextualization.

The response received the point for evidence beyond the documents. The response features an extended

discussion of the First Continental Congress on page 2 that introduces several pieces of additional

information and explains how they relate to the argument that colonists did not initially seek independence.

On page 1 the discussion of the First Great Awakening does not relate to the argument and thus did not

count as additional evidence outside the document.

Score — Synthesis: 1

The response achieved the synthesis point in the last paragraph by relating the movement for independence

in America to the French Revolution. The response notes that both revolutions were inspired by the ideas of

the Enlightenment, even though they had very different outcomes.

Sample: 1B

Score: 4

Score — Thesis and Argument Development: 0

No points were awarded for thesis or argument development. There is an attempt at a thesis in the last line of

the final paragraph, but it addresses opposing viewpoints and not extent of change.

There is no cohesive argument that recognizes and accounts for historical complexity by explicitly

illustrating relationships among historical evidence regarding the extent of change.

Score — Document Analysis: 1

The point was awarded for document content use to substantiate an argument as six of seven documents are

correctly used. Document 2 is not discussed.

No point was awarded for document sourcing. Only three documents are sourced correctly. In paragraph 2

the point of view for Document 4 is established with the reference to a “peace-keeping faction” that

demonstrated loyalist support. The point of view for Document 6 is established with the idea that Inglis was

representative of those people with economic interests maintaining commercial ties with Great Britain. At

the top of page 2 the reference to Enlightenment ideas gives the historical context for Document 7. At the

bottom of page 2, however, the point of view is incorrect. The reference to Schaw as a supporter of the

patriots is incorrect.

UNITED STATES HISTORY

2017 SCORING COMMENTARY

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Question 1 — Document-Based Question (continued)

Score — Evidence Beyond the Documents: 2

The response received 1 contextualization point since the first paragraph links broader historical events with

ideologies developed during the Enlightenment.

At the top of page 3 the inclusion of the violent actions of the Daughters of Liberty provides additional

evidence beyond the documents, which earned a second point.

Score — Synthesis: 1

The synthesis point was awarded. At the top of page 3, the hostile actions taken by voluntary organizations

against antiwar activists and German sympathizers during World War I are compared to the hostile actions

taken by patriots against loyalists during the Revolutionary War, which establishes a strong element of

synthesis.

Sample: 1C

Score: 1

Score — Thesis and Argument Development: 1

A historically defensible thesis is presented at the end of the first paragraph and again in the concluding

paragraph; this earned the thesis point.

There is not a cohesive argument that recognizes and accounts for historical complexity by explicitly

illustrating relationships among pieces of historical evidence. The attempted argument derails in paragraph 2

and weakly describes the documents in categories of loyalists and patriots.

Score—Document Analysis: 0

The response did not receive the content use point. Documents 4 and 6 are not used. There is an error in

presentation for Document 1 with the reference to the desire for independence. The discussion of Document

2 does not present a clear understanding of the content. Documents 3, 5, and 7 utilize the content of the

documents appropriately, but this does not meet the minimum requirement of six documents.

No point was awarded for document sourcing. No attempts are made for any of the documents except

Document 3. At the top of page 2 the response identifies Adams’s audience as the colonists and explains his

purpose to “confirm” the ideas of the colonists as well as to “advocate” his ideas for independence.

Score — Evidence Beyond the Documents: 0

An attempt is made in the first paragraph to contextualize, but it does not sufficiently explain the ties to a

broader historical development. Instead, it builds up to the response’s thesis by describing some colonists’

animosity toward Britain.

There is no specific evidence beyond the documents presented in the response.

Score — Synthesis: 0 points

No attempt is made at synthesis.