AP UNITED STATES HISTORY

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1 AP UNITED STATES HISTORY 2004 SCORING GUIDELINES Question 1 Analyze the social, cultural, and political similarities and differences between the 1920s and 1950s. Use the documents and your knowledge of the period to construct your answer The 8-9 Essay Contains a well-developed thesis that analyzes the social, cultural, and political differences and similarities between the 1920s and the 1950s. Presents an effective analysis of the causes of the social, cultural, and political differences and comparisons between the 1920s and 1950s. Effectively uses a substantial number of documents. Supports thesis with substantial and relevant outside information May contain minor errors Is clearly organized and well written. The 5-7 Essay Contains a thesis that examines the social, cultural, and political differences and similarities between the 1920s and 1950s. Has some limited analysis of the social, cultural, and political changes between the two time periods. Effectively uses some documents. Supports thesis with some relevant outside information. May have errors that do not seriously detract from the quality of the essay. Shows acceptable organization and writing; language errors do not interfere with the comprehension of the essay. The 2-4 Essay Contains a limited or undeveloped thesis. Deals with the question in a general manner; simplistic treatment of the social, cultural, and political differences and similarities between the 1920s and 1950s. May address only one category. Merely refers to, quotes or briefly cites documents. Contains little outside information, or information that is inaccurate or irrelevant. May have major errors. May be poorly organized and/or written. The 0-1 Essay Contains no thesis or a thesis that does not address the question. Exhibits inadequate or incorrect understanding of the question Has little or no understanding of the documents, or ignores them completely. Has numerous errors. Written so poorly that it inhibits understanding. -- blank or completely off task 1

2 UNITED STATES HISTORY SECTION I1 Part A (Suggested writing time--45 minutes) Percent of Section II score 45 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. 1. Analyze the social, cultural, and political similarities and differences between the 1920s and 1950s. Use the documents and your knowledge of the period to construct your answer Document A Source: Wickersham Commission on Law Observance and Enforcement, January 20, 1931 Just as the steadily growing market for industrial alcohol led to improved methods and use of new raw materials admitting of greater speed and quantity of production in legitimate distilling, so the growing demand for distilled liquor after the National Prohibition Act led to discovery of new and improved apparatus, new methods and new materials for illicit production. In particular, it has led to discovery of new methods of speedy ageing whereby liquor of good quality may be made in a very short time. The methods of the pre-prohibition moonshiner are as obsolete as those of the pre-prohibition legitimate distiller. Document B Source: United States Statutes at Large, 57th Cong., Sess. I, Chp. 8, p. 5-7, May 19, 1921 the number of aliens of any nationality who may be admitted under the immigration laws to the United States in any fiscal year shall be limited to 3 per centum of the number of foreign born persons of such nationality resident in the United States as determined by the United States census of Document C Source: Brown v. Board of Education (1954) United States Supreme Court, From: 74 Supreme Court Reporter, p We conclude that in the field of public education the doctrine of "separate but equal" has no place. Separate educational facilities are inherently unequal. Therefore, we hold that the plaintiffs and others similarly situated for whom the actions have been brought are, by reason of the segregation complained of, deprived of the equal protection of the laws guaranteed by the Fourteenth Amendment. This disposition makes unnecessary any discussion whether such segregation also violates the Due Process Clause of the Fourteenth Amendment. 2

3 Document D Source: Dress Code for High School Students in New York, Board of Education, Buffalo, New York January 24, 1956 BOYS ACADEMIC HIGH SCHOOLS AND HUTCHINSON-TECHNICAL HIGH SCHOOL Recommended: Dress shirt and tie or conservative sport shirt and tie with suit jacket, jacket, sport coat, or sweater Standard trousers or khakis; clean and neatly pressed Shoes, clean and polished; white bucks acceptable Not Recommended: Dungarees or soiled, unpressed khakis T-shirts, sweat shirts Extreme style of shoes, including hobnail or "motorcycle boots" Note: The apparel recommended for boys should be worn in standard fashion with shirts tucked in and buttoned, and ties tied at the neck. Standard of dress for boys, while in school shops or laboratories, should be determined by the school. Recommended: GIRLS ACADEMIC AND VOCATIONAL HIGH SCHOOLS Blouses, sweaters, blouse and sweater, jacket with blouse or sweater Skirts, jumpers, suits or conservative dresses Shoes appropriate to the rest of the costume Not Recommended: V-neck sweaters without blouse Bermuda shorts, kilts, party-type dresses, slacks of any kind Ornate jewelry T-shirts, sweat shirts 3

4 Document E Source: Kurian, Datapedia of the United States Year Number of Passenger Cars , , , , , , , , , , , ,787.4 Document F Source: National Archives and Records Administration, Levittown 1950s 4

5 Document G Source: Communists in the State Department Speech by Joseph McCarthy, 1950 The reason why we find ourselves in a position of impotency is not because our only powerful, potential enemy has sent men to invade our shores, but rather because of the traitorous actions of those who have been treated so well by this nation. It has not been the less fortunate or members of minority groups who have been selling this nation out, but rather those who have had all the benefits that the wealthiest nation on earth has had to offer the finest homes, the finest college education, and the finest jobs in government we can give. Document H Source: Library of Congress,

6 and Inferences DBQ 2010 Document A: Wickersham Commission on Law Observance and Enforcement It is a report on the effects prohibition had on alcohol. Methods to produce illegal alcohol have become more efficient and make higher quality products. Prohibition has improved the production of alcohol This demonstrates the rebellious attitude of the 20 s because prohibition is being openly ignored. Showed resistance to authority, this is different than the more conforming lifestyle of the 50s. Document B: Emergency Quota Act Congress has passed the Emergency Quota Act. This limits the amount of immigrants from countries based on the amount of immigrants already in the United States. Displays anti-immigrant feelings in the 1920s Was aimed at removing the wrong immigrants, those from southern and eastern Europe. Ties in with the Red Scare, because the United States was afraid of foreign ideas Document C: Brown v Board of Education Brown is arguing against the doctrine of separate but equal, because separate education is inherently unequal. The 14 th amendment is being broken by the segregation of schools. Document Inference The 1950s were the major start of the civil rights movement. Brown was going against the old standards. This contrasts to the 20s. The 20 s had a large growth in racism in the resurgence of the Ku Klux Klan. The desegregation of schools began to take place. Document D: Dress Code for High School Students in New York The male students have to wear very neat clothes and tuck it in. Boys should not look sloppy. The girls were to also dress nicely. 6

7 This displays the conformity of the 1950s. The schools wanted to put off a very neat persona. This contrasts with the 20s. The 20 s had more prevalent individualism. Document E: Chart on the Number of Passenger Cars The amount of cars grows during the time frame 1818 to However, in 1930 the amount drops. The start of the consumer society was in the 20 s. The amount of cars drops in 1930 because of the start of the Great Depression Families purchased cars on easily available credit, the growing debt would lead to the depression. More cars were purchased as suburbs grew. The 1950s also had large amounts of consumerism and the suburbs played a central roll in many American families Document F: Levittown Photograph There are many houses with small variation They are all close to each other. It is a planned community The suburbs played a crucial roll in American society during the 1950s. The availability of cheap housing for middle class families. The suburbs were also a major part of the 1920s. The automobile allowed the middle class to escape the city. Document G: Joseph McCarthy Communists in the State Department McCarthy blames the US s impotency on traitors He says that the wealthiest of the nation are to blame. The spread of communism after World War II frightened many Americans. This fear caused the Second Red Scare Similar to the first Red Scare, a government official took control and began to target people. In the 20 s Palmer led the Palmer raids. These raids differed because it targeted immigrants and foreigners while McCarthy s raids centered around major icons such as television writers and actors. 7

8 Document H Flappers Dance the Charleston Two flapper girls dance the Charleston in front of a man. They are wearing clothes that used to be considered inappropriate for a woman The flappers represented a changing roll in women. They were emerging from their previously submissive roles. They have confidence. This compares with the 1950s because in the 1950s women were regressing back to republican motherhood. 8

9 and Inferences -- DBQ 2010 [cont d] Commonly Seen Relevant Outside Information Red Scare Palmer Raids Scopes Trial (1925) Republican Motherhood Jazz Age Flapper Lost Generation Harlem Renaissance Henry Ford Model T Ku Klux Klan Emergency Quota Act of 1921 National Origins Act of 1924 Jazz Age Flapper Brown V. Board of Education (1954) Montgomery Bus Boycott (1955) Taft-Harley Act Fair Deal Truman Suburbs Beatniks McCarthyism Cold War The Charleston Prohibition William Levitt Ike Eisenhower Warren G Harding Interstate Highway Act Speakeasy Little Rock Nine 9

10 Bibliography Works Cited Board of Education, Buffalo, New York. "Dress Code for High School Students in New York." American History Online. Facts On File, Inc. ord=true (accessed April 29, 2010). "Flappers Dance the Charleston." Library of Congress. Prints and Photographs Division. American History Online. Facts On File, Inc. cord=true (accessed April 29, 2010). "Levittown, Pennsylvania." National Archives and Records Administration. American History Online. Facts On File, Inc. cord=true (accessed April 29, 2010). McCarthy, Joseph. Communists in the State Department. American History Online. Web. 29 Apr < ItemID=WE52&iPin=E14047&Sing lerecord=true >. Motor Vehicle Sales in the United States." American History Online. Facts On File, Inc. cord=true (accessed April 29, 2010). U.S. Congress. "Emergency Quota Act." United States Statutes at Large, 57th Cong., Sess. I, Chp. 8, p American History Online. Facts On File, Inc. ord=true (accessed April 29, 2010). U.S. Supreme Court. "Brown v. Board of Education." 74 Supreme Court Reporter, p American History Online. Facts On File, Inc. ord=true (accessed April 29, 2010). Wickersham Commission on Law Observance and Enforcement. "Report on the Enforcement of the Prohibition Laws of the United States (excerpt)." American History Online. Facts On File, Inc. ord=true (accessed April 29, 2010). 10