Past FRQs

Question 4 – 2010

Prompt: Analyze the roles that women played in Progressive Era reforms from the 1880s through 1920. Focus your essay on TWO of the following:
Politics
Social conditions
Labor and working conditions

Scoring Guidelines:
The 8–9 Essay
• Contains a clear, well-developed thesis that analyzes the roles that women played in Progressive Era reforms from the 1880s through 1920 with a focus on two topics.
• Develops the thesis with substantial and specific relevant historical information.
• Provides effective analysis of TWO topics; treatment of topics may be somewhat uneven.
• May contain minor errors that do not detract from the overall quality of the essay.
• Is well organized and well written.

The 5–7 Essay
• Contains a partially developed thesis that analyzes the roles that women played in Progressive Era reforms from the 1880s through 1920 with a focus on two topics.
• Supports the thesis with some relevant and specific historical information.
• Provides some analysis of TWO topics; treatment of topics may be substantially uneven.
• May contain errors that do not seriously detract from the quality of the essay.
• Has acceptable organization and writing.

The 2–4 Essay
• Contains an undeveloped or unfocused thesis, or simply paraphrases the question.
• Provides minimal relevant information, or lists facts with little or no application to the question.
• Analyzes only one topic, OR describes two topics in a general way.
• May contain major errors.
• May be poorly organized and/or written.

The 0–1 Essay
• Lacks a thesis or simply restates the question.
• Demonstrates an incompetent or inappropriate response.
• Has little or no understanding of the question.
• Contains substantial errors.
• Is poorly organized and/or written.

The –- Essay
• Is blank or completely off topic.

Student Example Essays:
http://apcentral.collegeboard.com/apc/public/repository/ap10_us_history_q4.pdf


Question 4 (Form B) – 2010

Prompt: Analyze the effectiveness of Progressive Era reformers in addressing problems of the late nineteenth and early twentieth centuries. In your answer, focus on reform efforts in TWO of the following areas:
State and federal government
The workplace
Living conditions in cities

Scoring Guidelines:
The 8–9 Essay
• Articulates a clear, well-constructed thesis that analyzes the effectiveness of Progressive Era reform efforts in addressing problems of the late nineteenth and early twentieth centuries in two areas.
• Supports the thesis with substantial and relevant historical information related to the effectiveness of reform efforts in addressing problems during the time period.
• Provides effective analysis of the success of Progressive Era reformers in addressing problems in two areas.
• Is well organized and well written.
• May contain minor errors.

The 5–7 Essay
• Contains a thesis, which may be partially developed, that addresses the effectiveness of Progressive Era reform efforts in addressing the problems of the late nineteenth and early twentieth centuries in two areas.
• Provides ample, relevant historical information related to reform efforts during the time period.
• Analyzes the effectiveness of Progressive Era reformers in the two areas; may present an unbalanced treatment of the two areas.
• Has acceptable organization and writing.
• May contain minor errors that do not seriously detract from the essay.

The 2–4 Essay
• Presents a thesis that may be simplistic, confused or undeveloped in addressing reform efforts of the late nineteenth and early twentieth centuries in two areas, or addresses only one area.
• Provides little relevant information concerning reform efforts related to at least one area during the period.
• Has little analysis concerning reform efforts in the late nineteenth and early twentieth centuries in at least one area.
• May contain major errors.
• May be poorly organized and/or written.

The 0–1 Essay
• Lacks a thesis or simply restates the question.
• Includes no relevant information.
• Contains no analysis.
• Is poorly organized and/or poorly written.
• May contain numerous errors, both major and minor.

The — Essay
• Is completely off topic or blank.

Student Examples:
http://apcentral.collegeboard.com/apc/public/repository/ap10_united_states_history_form_b_q4.pdf


Question 4 – 2009

Prompt: Choose TWO of the following organizations and explain their strategies for advancing the interests of workers. To what extent were these organizations successful in achieving their objectives? Confine your answer to the period from 1875 to 1925.
Knights of Labor
American Federation of Labor
Socialist Party of America
Industrial Workers of the World

Scoring Guidelines:
The 8–9 Essay
• Contains a clear, well-developed thesis that explains the strategies of TWO organizations and evaluates the extent to which the organizations were successful in achieving their objectives between 1875 and 1925.
• Develops the thesis with substantial and specific relevant historical information related to TWO organizations.
• Provides effective explanation of the strategies used by TWO organizations; treatment of organizations may be somewhat uneven.
• Provides effective analysis of the extent to which TWO organizations were successful in achieving their objectives; treatment of organizations may be somewhat uneven.
• May contain minor errors that do not detract from the overall quality of the essay.
• Is well organized and well written.

The 5–7 Essay
• Contains a thesis that partially explains the strategies of TWO organizations and partially evaluates the extent to which the organizations were successful in achieving their objectives between 1875 and 1925.
• Supports the thesis with some relevant, historical information related to TWO organizations.
• Provides some explanation of the strategies used by TWO organizations; treatment of organizations may be substantially uneven.
• Provides some analysis of the extent to which TWO organizations were successful in achieving their objectives; treatment of organizations may be substantially uneven.
• May contain errors that do not detract from the overall quality of the essay.
• Has acceptable organization and writing.

The 2–4 Essay
• Contains an undeveloped, confused, or unfocused thesis or may simply restate the question.
• Provides minimal relevant information, or lists facts with little or no application to the question.
• Describes TWO organizations in a general way OR addresses the strategies used by only ONE organization.
• Provides minimal consideration of the extent to which TWO organizations were successful in achieving their objectives OR considers the extent to which only ONE organization was successful in achieving its objectives.
• May contain major errors.
• May be poorly organized and/or written.

The 0–1 Essay
• Lacks a thesis or paraphrases the question.
• Demonstrates an incompetent or inappropriate response.
• Has little or no understanding of the question.
• Contains substantial errors.
• Is poorly organized and/or written.

The — Essay
• Is completely off topic or blank.

Student Examples:
http://apcentral.collegeboard.com/apc/public/repository/ap09_us_history_q4.pdf


Question 4 (Form B) – 2008

Prompt: Analyze the extent to which the Spanish-American War was a turning point in American foreign policy.

Scoring Guidelines:
The 8–9 Essay
• Contains a clear, well-developed thesis assessing the extent to which the Spanish-American War was a turning point in United States foreign policy.
• Provides substantial, relevant information detailing the extent to which the war marked a turning point in United States foreign policy.
• Provides effective analysis of the extent to which the war marked a turning point in United States foreign policy.
• Is well organized and well written.
• May contain minor errors.

The 5–7 Essay
• Contains a thesis, which may be partially developed, assessing the extent to which the Spanish- American War was a turning point in United States foreign policy.
• Provides some relevant information detailing the extent to which the war marked a turning point in United States foreign policy.
• Analyzes to some degree the extent to which the war marked a turning point in United States foreign policy.
• Has acceptable organization and writing.
• May contain errors that do not seriously detract from the essay.

The 2–4 Essay
• Presents a thesis that may be confused, simplistic, or undeveloped in terms of assessing the extent to which the Spanish-American War was a turning point in United States foreign policy; or presents no thesis.
• Includes little relevant information concerning the extent to which the war marked a turning point in United States foreign policy.
• Has little analysis of the extent to which the war marked a turning point in United States foreign policy.
• May be poorly organized and/or poorly written.
• May contain major errors.

The 0–1 Essay
• Lacks a thesis or restates the question.
• Includes no relevant information concerning the extent to which the Spanish-American War marked a change in United States foreign policy.
• Contains no analysis of the extent to which the war was a turning point in United States foreign policy.
• Is poorly organized and/or poorly written.
• May contain numerous errors, both major and minor.

The — Essay
• Is completely off topic or blank.

Student Essay Examples:
http://apcentral.collegeboard.com/apc/public/repository/ap08_us_history_form_b_q4.pdf


Question 4 – 2007

Prompt: To what extent did the role of the federal government change under President Theodore Roosevelt in regard to TWO of the following:
Labor
Trusts
Conservation
World affairs

Scoring Guidelines:
The 8–9 Essay

• Contains a clear, well-developed thesis that evaluates to what extent the role of the federal
government changed under President Theodore Roosevelt with regard to TWO topics.
• Develops the thesis with substantial and specific relevant historical information.
• Provides effective analysis of the extent of change regarding TWO topics; treatment of topics may be somewhat uneven.
• May contain minor errors that do not detract from the overall quality of the essay.
• Is well organized and well written.

The 5–7 Essay
• Contains a thesis that partially evaluates to what extent the role of the federal government changed under President Theodore Roosevelt with regard to TWO topics.
• Supports the thesis with some relevant historical information.
• Provides some analysis of the extent of change regarding TWO topics; treatment of topics may be substantially uneven.
• May contain errors that do not seriously detract from the quality of the essay.
• Has acceptable organization and writing.

The 2–4 Essay
• Contains an undeveloped, confused, or unfocused thesis, or may simply restate the question.
• Provides minimal relevant information or lists facts with little or no application to the question.
• Addresses extent of change regarding only one topic, OR, describes two topics in a general way.
• May contain major errors.
• May be poorly organized and/or written.

The 0–1 Essay
• Lacks a thesis or paraphrases the question.
• Demonstrates an incompetent or inappropriate response.
• Has little or no understanding of the question.
• Contains substantial errors.
• Is poorly organized and/or written.

The — Essay
• Is completely off topic or blank.

Student Essay Examples:
http://apcentral.collegeboard.com/apc/public/repository/ap07_us_history_q4.pdf


Question 4 (Form B) – 2007

Prompt: Explain how TWO of the following individuals responded to the economic and social problems created by industrialization during the early and twentieth centuries.
Jane Addams
Andrew Carnegie
Samuel Gompers
Upton Sinclair

Scoring Guidelines and Student Essay Examples:
http://apcentral.collegeboard.com/apc/public/repository/ap07_us_history_q4.pdf


Question 4 (Form B) – 2005

Prompt: How successful were progressive reforms during the period 1890 to 1915 with respect to TWO of the following?
Industrial conditions
Urban life
Politics

Scoring Guidelines:
http://apcentral.collegeboard.com/apc/public/repository/_ap05_sg_us_history_b_46595.pdf

Student Essay Examples:
http://apcentral.collegeboard.com/apc/public/repository/ap_ushisformb_apcentr_47329.pdf


Question 4 – 2004

Prompt: Compare and contrast the programs and policies designed by reformers of the Progressive era to those designed by reformers of the New Deal period. Confine your answer to programs and policies that addressed the needs of those living in poverty.

Scoring Guidelines:
http://apcentral.collegeboard.com/apc/public/repository/ap04_sg_ushist_37106.pdf

Student Essay Examples:
http://apcentral.collegeboard.com/apc/public/repository/ap04_us_history_opera_38771.pdf


Question 4 (Form B) – 2003

Prompt: Analyze the ways in which farmers and industrial workers responded to industrialization in the Gilded Age (1865-1900).

Scoring Guidelines:
http://apcentral.collegeboard.com/apc/members/repository/ap03_sg_ushistory_b_26505.pdf

Student Essay Examples:
http://apcentral.collegeboard.com/apc/public/repository/ap03_us_history_formb_28231.pdf







Past DBQs

Question 1 (Form B) – 2008

Prompt: Directions: The following question requires you to construct a coherent essay that integrates your interpretation of Documents A-H and your knowledge of the period referred to in the question. High scores will be earned only by essays that both cite key pieces of evidence from the documents and draw on outside knowledge of the period.
For the years 1880 to 1925, analyze both the tensions surrounding the issue of immigration and the United States government’s response to these tensions. Use the following documents and your knowledge of the period from 1880 to 1925 to construct your answer.
Documents:
http://apcentral.collegeboard.com/apc/public/repository/ap08_us_hist_form_b_frq.pdf

Scoring Guidelines:
The 8–9 Essay
• Articulates a clear, well-constructed thesis focusing on both the tensions surrounding the issue of immigration between 1880 and 1925 and the United States government’s response to those tensions during that period.
• Effectively uses a substantial number of documents to examine both the tensions concerning immigration between 1880 and 1925 and the United States government’s response to those tensions during that time.
• Provides ample relevant outside information, 1880 to 1925, concerning both the tensions surrounding immigration and the United States government’s response to those tensions.
• Clearly analyzes both the tensions surrounding immigration between 1880 and 1925 and the government’s response to those tensions during that period.
• Is well organized and well written.
• May contain minor errors.

The 5–7 Essay
• Contains a thesis, which may be partially developed, addressing both the tensions surrounding the issue of immigration between 1880 and 1925 and the United States government’s response to those tensions during that period.
• Employs some documents to examine both the tensions concerning immigration between 1880 and 1925 and the United States government’s response to those tensions at that time.
• Provides some relevant outside information, 1880 to 1925, concerning both the tensions revolving around immigration and the government’s response to those tensions.
• Analyzes to some extent the tensions surrounding immigration between 1880 and 1925 and the government’s response to those tensions during that period; coverage may not be balanced between the two sets of issues.
• Has acceptable organization and writing.
• May contain errors that do not seriously detract from the essay.

The 2–4 Essay
• Presents a thesis that may be simplistic, confused, or undeveloped in addressing both the tensions surrounding the issue of immigration between 1880 and 1925 and the United States government’s response to those tensions during that period; or presents no thesis.
• Uses few documents concerning the tensions surrounding immigration between 1880 and 1925 and the United States government’s response to those tensions.
• Includes little relevant outside information concerning the tensions revolving around immigration between 1880 and 1925 and the United States government’s response to those tensions.
• Has little analysis of the tensions concerning immigration between 1880 and 1925 and the United States government’s response to those tensions at that time; may treat only one part of the question.
• May be poorly organized and/or poorly written.
• May contain major errors.

The 0–1 Essay
• Lacks a thesis or restates the question.
• Refers to few, if any, of the documents.
• Includes no relevant outside information from 1880 to 1925.
• Contains no analysis.
• Is poorly organized and/or poorly written.
• May contain numerous errors, both major and minor.

The — Essay
• Is completely off topic or blank.

Student Essay Examples:
http://apcentral.collegeboard.com/apc/public/repository/ap08_us_history_form_b_q1.pdf


Question 1 – 2007

Prompt: Analyze the ways in which technology, government policy, and economic conditions changed American agriculture in the period 1865-1900. In you answer be sure to evaluate farmers’ responses to these changes.
Documents:
http://apcentral.collegeboard.com/apc/public/repository/ap07_us_hist_frq.pdf

Scoring Guidelines and Student Essay Examples: http://apcentral.collegeboard.com/apc/public/repository/ap07_us_history_formb_q1.pdf