AP UNITED STATES HISTORY 2010 SCORING GUIDELINES. Question 1

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1 AP UNITED STATES HISTORY 2010 SCORING GUIDELINES Question 1 Slavery became one of the major causes of American sectionalism in the early 19 th century. Compare and contrast the common viewpoints of the North and South with particular regards to moral views and regional economy. Use the documents and your knowledge of the years to construct your response. The 8-9 Essay - Contains a well-developed thesis that examines the similarities and differences of the northern and southern viewpoints. - Effectively compares and contrasts the moral views on slavery, as well as the economic effect that slavery had on the South as opposed to its relative absence in the North - Effectively uses a substantial number of the provided 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 similarities and differences of the northern and southern viewpoints. - Compares and contrasts the moral views on slavery, as well as the economic effect that slavery had on the South as opposed to its relative absence in the North in a limited manner. - 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 and undeveloped thesis. - Deals with the question in a general manner; simplistic comparison and contrast of the moral viewpoints and economic effects of slavery in the North and the South. - May address only one category. - Merely refers to quotes or briefly cites documents. - Contains little outside information, or information that is inaccurate or irrelevant.

2 - 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 no or little understanding of the documents, or ignores them completely. - Has numerous errors. - Written so poorly that it inhibits understanding - Blank or completely off task.

3 2010 AP UNITED STATES HISTORY FREE-RESPONSE QUESTIONS UNITED STATES HISTORY SECTION II Part A (Suggested writing time--45 minutes) Percent of Section I1 score--45 Directions: The following question requires you to construct a coherent essay that integrates your interpretation of Documents A-I 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. Slavery became one of the major causes of American sectionalism in the early 19 th century. Compare and contrast the common viewpoints of the North and South with particular regards to moral views and regional economy. Use the documents and your knowledge of the years to construct your response. Document A Source: South Carolina General Assembly, Acts and Resolutions of the General Assembly of South Carolina, December, If any person shall hereafter teach any slave to read or write, or shall aid or assist in teaching any slave to read or write, or cause or procure any slave to be taught to read or write, such person, if a free white person, upon conviction thereof, shall, for each and every offense against this Act, be fined not exceeding one hundred dollars, and imprisoned not more than six months; or if a free person of color, shall be whipped, not exceeding fifty lashes, and fined not exceeding fifty dollars, at the discretion of the court of magistrates and freeholders before which such free person of color is tried

4 Document B Source: Daniel Webster, "Speech of the Hon. Daniel Webster upon the Subject of Slavery," What, then, have been the causes which have created so new a feeling in favor of slavery in the South--which have changed the whole nomenclature of the South on the subject--and from being thought of and described in the terms I have mentioned, and will not repeat, it has now become an institution, a cherished institution in that quarter; no evil, no scourge, but a great religious, social, and moral blessing, as I think I have heard it latterly described? I suppose this, sir, is owing to the sudden uprising and rapid growth of the cotton plantations of the South. So far as any motive of honor, justice, and general judgment could act, it was the cotton interest that gave a new desire to promote slavery, to spread it, and to use its labor. I again say that that was produced by the causes which we must always expect to produce like effects--their whole interests became connected with it. Document C Source: Abraham Lincoln, Lincoln-Douglas Debate Number 2, 1858 In regard to the other question of whether I am pledged to the admission of any more slave States into the Union, I state to you very frankly that I would be exceedingly sorry ever to be put in a position of having to pass upon that question. I should be exceedingly glad to know that there would never be another slave State admitted into the Union; [applause]; but I must add, that if slavery shall be kept out of the Territories during the territorial existence of any one given Territory, and then the people shall, having a fair chance and a clear field, when they come to adopt the Constitution, do such an extraordinary thing as to adopt a Slave Constitution, uninfluenced by the actual presence of the institution among them, I see no alternative, if we own the country, but to admit them into the Union.

5 Document D Source: The North and South, New York Daily Times, September 26, 1851 The South, it seems to us, has mistaken the proclamations of the few abolitionists at the North, for Northern Sentiment. It reads in the newspapers that the abolitionists of Boston, with Garrison and Philips at their head, held a mass meeting and denounced the Constitution, abused the South, and demanded the immediate abolition of slavery throughout the world, and forthwith this is regarded as the feeling of the North. Document E Source: Missouri Compromise Map, 1820.

6 Source: E.W. Clay, America, Document F Here, a slave is depicted saying, "God Bless you massa! you feed and clothe us. When we are sick you nurse us, and when too old to work, you provide for us!" The slave owner is saying, "These poor creatures are a sacred legacy from my ancestors and while a dollar is left me, nothing shall be spared to increase their comfort and happiness."

7 Document G Source: Senator William H. Seward, Irrepressible Conflict speech, 1858 To expect the Democratic party to resist Slavery and favor Freedom, is as unreasonable as to look for Protestant missionaries to the Catholic Propaganda of Rome. The history of the Democratic party commits it to the policy of Slavery. It has been the Democratic party, and no other agency, which has carried that policy up to its present alarming culmination. Without stopping to ascertain, critically, the origin of the present Democratic party, we may concede its claim to date from the era of good feeling which occurred under the Administration of President Monroe. At that time, in this State, and about that time in many others of the free States, the Democratic party deliberately disfranchised the free colored or African citizen, and it has pertinaciously continued this disfranchisement ever since. This was an effective aid to Slavery; for while the slaveholder votes for his slaves against Freedom, the freed slave in the free States is prohibited from voting against Slavery.

8 Document H Source: Forcing Slavery down the Throat of a Freesoiler, 1856.

9 AP UNITED STATES HISTORY 2010 SCORING GUIDELINES Document Information and Inferences DBQ 2010 Document A: South Carolina General Assembly, 1834 Document Information: - Some southerners are against slave literacy - African Americans can be subject to corporal punishment - Freed African Americans receive harsher punishment for the same crime Document Inferences - Some southerners thought that the African Americans did not deserve literacy - The General Assembly felt that the education of the slaves might result in a greater questioning of the slave society. - Some believed that whites were mentally superior, which is why whites were literate. - Social Darwinism - According to some pro-slavery advocates, despite committing the same crime, whites were superior and deserved less severe punishment. Document B: Daniel Websterʼs speech on slavery, Document Information: - Daniel Websterʼs speech about the injustice of slavery - Claims slavery is undeniably an evil - Says that the main reason for the continuation of slavery in the South was for economic reasons - Much of the South sees slavery as a blessing and does not despise its existence Document Inferences: - The North is not morally superior to the South, there is simply a lesser demand of labor in the North. - Economic success is of greater importance than moral righteousness in the eyes of many Americans. - The plantation economy is reliant on forced labor in order to achieve success - The South has increased its pro-slavery sentiment in order to combat the

10 anti-slavery of the North. Document C: Lincoln-Douglas Debate Number 2, 1858 Document Information: - Public debate with Stephen Douglas - Lincoln is against the institution of slavery - Lincoln says that he would accept admitting another slave state if chosen by the people. Document Inferences: - Abraham Lincoln is a moderate Republican. - Lincoln feels that being to radically anti-slavery will reduce his chances of election. - Lincoln views slavery as immoral but understands its benefits in the eyes of the South. - Lincoln wants to avoid angering pro-slavery advocates out of his desire to preserve the peace of the Union Document D: New York Daily Times Article, 1851 Document Information: - The north is not entirely against slavery - William Lloyd Garrison is widely despised by some southerners - Newspapers read that the abolitionist view is invalid and even evil. - The newspaper seems to defend the North, but not abolitionists Document Inferences - The North is not unanimously anti-slavery - The South greatly fears the spread of abolitionist sentiment - Many Americans see the abolition of slavery as unconstitutional - The North generally favors containment over immediate abolition. - The papers may be exaggerating the abolitionist extremity - Sectionalism and generalization of the North and South are increasing. Document E: Missouri Compromise Map, Document Information: - There is a general balance of slave states and free states - Maine is admitted as free and Missouri as slave. - Much of the territory is not explicitly slave or free

11 - The line divides much of the slave vs. free territory Document Inferences: - the Union is trying to maintain the status quo by balancing the number of free states and the number of slave states. - The difference in view over the institution is almost always divided completely between North and South. - Much of the land from the Louisiana Purchase is undecided over proslavery vs. antislavery. - The line almost always separates slave state vs. free state. Document F: Pro-Slavery political cartoon, 1841 Document Information: - Slaves and their masters are portrayed as getting along well. - The dialogue shows the slaveʼs dependence on the master - The slaves are celebrating - The master says itʼs his duty to protect and provide for his slaves. - The slaves are not working Document Inferences: - Many southerners believed that slavery was a good institution for both the slave and the master. - Southerners often argued that the slaves were benefiting from their bondage - Religious southerners believed it was their responsibility to keep slaves, and that they helped the slaves more than the slaves helped them. Document G: Senator Sewardʼs Speech, 1858 Document Information: - Democrats were almost all generally pro-slavery - Seward believed that slavery was a fundamental part of the Democratic ideal, and therefore the party could not be expected to favor abolition and freedom of African Americans - Because African Americans were not allowed to vote, the country never had a significant enough anti-slavery majority. - Some whites believed that African Americans deserved equal citizenship. Document H: Freesoiler political cartoon, 1856

12 Document information: - James Buchanan and Lewis Cass hold down a Kansas settle as Stephen Douglas and Franklin Pierce force a slave into his throat. - Buchanan and Cass are standing on the Democratic platform, as well as Kansas. - The Freesoiler yells for help but no one is coming to his aid - Man hung from tree in background Document Inferences: - People are unhappy that the Democrats seem to be trying to force Kansas to accept slavery. - The Freesoilers in Kansas prefer have antislavery sentiment - The hanging man shows the unwillingness of the Democrats to allow Kansas to enter the union as a non-slave state. - -

13 Relevant Outside Information and Terms Democratic South Republican North Free Soil Party Know-Nothing Party Free-Soil Party Missouri Compromise Compromise of 1850 Fugitive Slave Act Kansas-Nebraska Act Crittenden-Montgomery Bill Agrarian South bleeding Kansas Popular sovereignty Social Darwinism Dred Scott James Buchanan John Quincy Adams Martin van Buren Abraham Lincoln William Lord Garrison John Brown The Underground Railroad Free-labor system slave state free state

14 Bibliography "America, a Political Cartoon Idealizing Slavery." Library of Congress. Prints and Photographs Division. American History Online. Facts On File, Inc. ItemID=WE52&iPin=AHI0253&Single Record=True (accessed April 29, 2010). "Kansas-Nebraska Act: 'Forcing Slavery down the Throat of a Freesoiler'." Library of Congress. Rare Book and Special Collections Division. Stern Collection. American History Online. Facts On File, Inc. ItemID=WE52&iPin=3138&SingleRec ord=true (accessed April 29, 2010). Lincoln, Abraham. "Lincoln-Douglas Debate Number 2." Abraham Lincoln, Speeches and Writings. American History Online. Web. 30 Apr "Missouri Compromise." American History Online. Facts On File, Inc. ItemID=WE52&iPin=AMHC0114&Sin glerecord=true (accessed April 29, 2010). Seward, William H. "'Irrepressible Conflict' Speech." University of Rochester Library. American History Online. Facts On File, Inc. ItemID=WE52&iPin=E10900&Single Record=True (accessed April 29, 2010). South Carolina General Assembly. "Law Prohibiting Slaves from Learning to Read and Write." Acts and Resolutions of the General Assembly of South Carolina, Passed December 1834, chapter 5. American History Online. Facts On File, Inc. ItemID=WE52&iPin=E14070&Single

15 Record=True (accessed April 29, 2010). "The North and South." The New York Daily Times 26 Sept. 1851: 2. Rpt. in New York Times. ProQuest Historical Newspapers. Web. 29 Apr Webster, Daniel. "'Seventh of March' Speech." Dartmouth College Library, "Speech of the Hon. Daniel Webster upon the Subject of Slavery". p American History Online. Facts On File, Inc. ItemID=WE52&iPin=E07720&Single Record=True (accessed April 28, 2010).