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Advanced Placement United States History II
Summer Assignment
Teacher: Mr. Brewer
Assignment
1. Read Part 6 in the textbook titled America’s History: For the AP® Course which includes
Chapters 17-20 (but stop when you get to the section titled “Reform Reshaped, 1901–1912”).
Textbooks will be provided.
2. Then complete the document-based essay assignment (which is explained beginning on page
2 of this packet). Make sure to comply with all of the guidelines and requirements outlined.
3. Finally, you must submit your essay to me through turnitin.com by Monday, August 3rd @ 8
p.m. Failure to submit on time will cost you mightily. No physical copy of the essay is
required to be submitted. If you have any questions you can email me at
mbrewer@paramus.k12.nj.us.
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Document-Based Essay Assignment
Directions: The essay question below is based on the accompanying documents, which have
been edited for the purpose of this exercise. You are to write a 3-5 page essay (double-spaced) in
response to the question and in doing so you should:
1. State a relevant thesis that directly addresses all parts of the question.
2. Support the thesis or a relevant argument with evidence from all, or all but one, of the
documents.
3. Incorporate analysis of all, or all but one, of the documents into your argument.
4. Focus your analysis of each document on at least one of the following: intended audience,
purpose, historical context, and/or point of view.
5. Support your argument with analysis of historical examples outside the documents.
6. Connect historical phenomena relevant to your argument to broader events or processes.
7. Synthesize the elements above into a persuasive essay.
Essay Question: The politics of the Gilded Age failed to deal with the critical social and
economic issues of the times. Support, refute, or modify this statement using specific evidence.
Document 1
Source: James Bryce, British commentator and later ambassador to the United States, The
American Commonwealth, 1891
To explain the causes which keep much of the finest intellect of the country away from national
business is one thing; to deny the unfortunate results would be quite another. Unfortunate they
are. But the downward tendency observable since the end of the Civil War seems to have been
arrested. When the war was over, the Union saved, the curse of slavery gone forever, there
came a season of contentment and of lassitude. A nation which had surmounted such dangers
seemed to have nothing more to fear. Those who had fought with tongue and pen and rifle
might now rest on their laurels. After long continued strain and effort, the wearied nerve and
muscle sought repose. It was repose from political warfare only. For the end of the war
coincided with the opening of a time of swift material growth and abounding material
propensity in which industry and the development of the West absorbed more and more of the
energy of the people. Hence a neglect of details of politics such as had never been seen before.
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Document 2
Source: Henry Demarest Lloyd, financial writer and social reformer, “Lords of Industry,”
North American Review, June 1884
We have had an era of material inventions. We now need a renaissance of moral
inventions. . . . Monopoly and anti-monopoly . . . represent the two great tendencies of our
time: monopoly, the tendency to combination; anti-monopoly, the demand for social control of
it. As the man is bent toward business or patriotism, he will negotiate combination or agitate
for laws to regulate them. The first is capitalistic and the second is social. The first, industrial;
the second, moral. The first promotes wealth; the second, citizenship. Our young men can no
longer go west; they must go up or down. Not new land, but new virtue must be the outlet for
the future.
Document 3
Source: The Interstate Commerce Act, 1887
Be it enacted by the Senate and House of Representatives of the United States of America in
Congress assembled, that the provisions of this act shall apply to any common carriers engaged
in the transportation of passengers or property wholly by railroad, . . . from one state or
territory of the United States, or the District of Columbia, to any other state or territory of the
United States, or the District of Columbia. . . .
Section 3. That is shall be unlawful for any common carrier subject to the provisions of this act
to make or give any undue or unreasonable preference or advantage to any particular person,
company, firm, corporation, or locality. . . .
Section 4. That is shall be unlawful for any common carrier subject to the provisions of this act
to charge or receive any greater compensation in the aggregate for the transportation or
passengers or of like kind of property, under substantially similar circumstances and
conditions, for a shorter than for a longer distance over the same line.
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Base your answers
to questions
19 and 20 on the
nflicts with the frontier
Document
4
cartoon below and on your knowledge of social
he federal government
studies.
ndians to
Source:
Frank Beard, “The Monster Monopoly,” The Judge, July 1884
sissippi River
ith definite boundaries
ustrial centers
Standard
ntinental railroad
Oil Co.
w source of labor for
Gas
Co.
moved back to eastern
e
.
Co
nc
ura
Ins
rked until they married
rsons fleeing from the
outhern and eastern
the completion of the
nscontinental railroads
ustrial growth of the
Saving
s
Bank
ll
Sma o.
C
l
i
O
nt of goods easier and
States from low-priced
ce farming
d States to markets in
he principles of Social
ustify
immigration
ic facilities
rganized labor
of great wealth by
the Supreme Court in
?
constitutional.
ple established in Dred
Source: Frank Beard, The Judge, July 19, 1884 (adapted)
19 Which type of business organization is being
criticized in this cartoon?
(1) monopoly
(2) multinational corporation
(3) partnership
(4) proprietorship
20 Which government policy would this cartoonist
most likely support?
(1) adopting antitrust laws
(2) easing regulations regarding mergers
(3) giving government subsidies to financial
institutions
(4) encouraging large companies to relocate
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Document 5
Source: “Third Annual Report of the Factory Inspectors of the State of New York for the Year
Ending December 1st, 1888,” 1889
By the act of the legislature of 1888, the factory inspectors were required to enforce the law
relating to the indenturing of apprentices. . . . The industrial conditions existing at, and
previously to, the time of the passage of the law of 1871 are so completely revolutionized that
the old form of apprenticeship has become almost obsolete. Where, in former times, boys were
expected to learn a trade in all its features, they are now simply put at a machine or at one
branch of the craft, and no understanding exists that they shall be taught any other branch or
the use of any other machine. Employers claim that these boys are not apprentices, and even if
they so desired, could not teach . . . an apprentice all the intricacies of a trade, for the reason
that where the skill and intelligence of a journeyman [trained] workman were once essential, a
simple machine now unerringly performs the service, and consequently there is no occasion for
an apprentice to learn to do the labor by hand. These were the principal reasons given by
employers as to why the law had become inoperative.
Document 6
Source: Dr. Timothy D. Stow, Report of the Committee of the Senate Upon the Relations of
Labor and Capital, 1890
The Chairman: We want to find out how the working people of Fall River [Massachusetts] are
living and doing. . . . Just tell us the condition of the operatives there, in your own way.
The Witness: [Dr. Stow]: With regard to the effect of the present industrial system upon [the
laboring classes’] physical and moral welfare, I should say it was of such a character as to need
mending, to say the least. It needs some radical remedy. Our laboring population is made up
very largely of foreigners, men, women, and children, who have either voluntarily come to Fall
River or who have been induced to come there by the manufacturers. As a class they are
dwarfed physically. . . .
They are dwarfed, in my estimation, sir, as the majority of men and women who are brought up
in factories must be dwarfed under the present industrial system; because by their long hours of
indoor labor and their hard work they are cut off from the benefit of breathing fresh air and
from the sights that surround a workman outside a mill. Being shut up all day long in the noise
and in the high temperature of these mills they become physically weak.
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Document 7
2007
AP® Party
UNITED
STATES
Source:
Populist
Platform,
1892 HISTORY FREE-RESPONSE QUESTIONS
We have witnessed, for more than a quarter of a century the struggles of the two great political
UNITED STATES HISTORY
parties for power and plunder, while grievous
wrongsIIhave been inflicted upon the suffering
SECTION
people. We charge that the controlling influences
Part Adominating both these parties have permitted
the existing dreadful conditions
to develop
without
seriousminutes)
effort to prevent or restrain them.
(Suggested
writing
time—45
Percent of Section II score—45
Neither do they now promise us any substantial reform. They have agreed together to ignore,
Directions:
following
question
requires
construct
coherentto
essay
thatthe
integrates
your
of
in the The
coming
campaign,
every
issueyou
buttoone.
Theyapropose
drown
outcries
of interpretation
a
your
knowledge
of
the
period
referred
to
in
the
question.
High
scores
will
be
earned
only
by
Documents
A-J
and
plundered people with the uproar of a sham battle over the tariff, so that capitalists,
essays that both cite key pieces of evidence from the documents and draw on outside knowledge of the period.
corporations, national banks, rings, trusts, watered stock, the demonetization of silver and the
oppressions of the usurers may all be lost sight of. They propose to sacrifice our homes, lives,
and children
on the
to destroy
the multitude
inand
order
to secure
corruption
1. Analyze
thealtar
waysofinmammon;
which technology,
government
policy,
economic
conditions
changed
American
agriculture
in
the
period
1865–1900.
funds from the millionaires.
In your answer be sure to evaluate farmers’ responses to these changes.
Document
Document A8
Agricultural Prices in Dollars per Unit, 1865–1900
Source: Historical Statistics of the United States
Wheat
Cotton
Corn
Year
Price per
Bushel
Millions of
Bushels
Produced
Price per
Pound
1,000 Bales
Produced
Price per
Bushel
Millions of
Bushels
Produced
1865
2.16
NA
.83
2,094
NA
NA
1870
1.04
254
.24
4,352
.52
1,125
1875
1.01
314
.15
4,631
.42
1,450
1880
.95
502
.12
6,606
.39
1,707
1885
.77
400
.11
6,576
.32
2,058
1890
.84
449
.11
8,653
.50
1,650
1895
.51
542
.07
7,162
.25
2,535
1900
.62
599
.10
10,124
.35
2,662
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Rationale for this Assignment
First, I’d like to know your understanding and assessment of American history during the Gilded
Age, which you should have studied particularly in the 4th marking period in U.S. History I and
which serves as a prelude to the AP U.S. History II curriculum.
Second, College Board has made significant changes to the AP U.S. History curriculum (and
exam) which took effect this past year. With that, there will now be a clear emphasis on the
development of certain historical thinking skills, some of which are listed below:
• Comparing related historical developments and processes across place, time, and/or different
societies or within one society. (Comparison)
• Explaining and evaluating ways in which specific historical phenomena, events, or processes
connect to broader regional, national, or global processes occurring at the same time.
(Contextualization)
• Based on analysis and evaluation of historical evidence, making supportable inferences and
drawing appropriate conclusions. (Appropriate Use of Relevant Historical Evidence)
• Analyzing diverse historical interpretations. (Interpretation)
• Applying insights about the past to other historical contexts or circumstances, including the
present. (Synthesis)
Clearly, this assignment promotes the development of these skills.
Third, the new AP U.S. History curriculum now articulates a series of learning objectives that
clearly describe exactly what students are expected to understand which also coincides with
College Board’s additional goal of reducing required course content. Subsequently, students will
be given more flexibility in their responses to writing assessments while not feeling pressured to
know every detail in American history. Point being, the summer assignment essay question is
structured in a way that allows students the opportunity to respond in a plethora of ways while
still focusing on the significant historical concepts.
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Document-Based Essay Scoring Rubric & Grading
1. The evaluation rubric (which begins on the next page) that will be used to score your essay
mirrors that of the Advanced Placement Document-Based Essay rubric, consists of 5
categories, and is out of 22 points.
2. This assignment will be counted as an essay grade for the 1st marking period. Also, keep in
mind that in this class essays are weighted as 25% of your marking period grade.
3. Failure to submit on time will result in a loss of 1 point from your grade on the assignment.
Furthermore, for every two days that this essay is submitted late an additional point will be
deducted from your assignment grade.
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Document-Based Essay Scoring Rubric (Out of 17 Points)
A. Thesis: 0-2 points
__________
States a thesis that directly addresses all parts of the question. The thesis must do more than
restate the question.
B. Analysis of historical evidence and support of argument: 0–11 points
__________
Analysis of documents (6-7 points)
Offers plausible analysis of BOTH the content of all or all but one of the documents, explicitly
using this analysis to support the stated thesis or a relevant argument;
AND
at least one of the following for all or all but one of the documents:
•
•
•
•
intended audience,
purpose,
historical context, and/or
the author’s point of view
OR
__________
Analysis of documents (4-5 points)
Offers plausible analysis of BOTH the content of a majority of the documents, explicitly using
this analysis to support the stated thesis or a relevant argument;
AND
at least one of the following for the majority of the documents:
•
•
•
•
intended audience,
purpose,
historical context, and/or
the author’s point of view
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OR
__________
Analysis of documents (0-3 points)
Offers plausible analysis of the content of a majority of the documents, explicitly using this
analysis to support the stated thesis or a relevant argument
AND
__________
Analysis of outside examples to support thesis/argument (0–4 points)
Offers plausible analysis of historical examples beyond/outside the documents to support the
stated thesis or a relevant argument
C.
Contextualization: 0–3 points
__________
Accurately and explicitly connects historical phenomena relevant to the argument to broader
historical events and/or processes
D.
Format: 0–3 points
__________
Includes proper document citations throughout the essay, in-text citations (when referencing
information from the textbook), a Cover Page, Running head, and a Bibliography, referencing
the textbook;
AND
is 3-5 pages in length (excluding the Cover Page and Bibliography), is double-spaced, is in font
style Times New Roman, and is font size 12
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E.
Synthesis: 0–3 points
__________
Response synthesizes the argument, evidence, analysis of documents, and context into a
coherent and persuasive essay by accomplishing one or more of the following as relevant
to the question:
Appropriately extends or modifies the stated thesis or argument
OR
Recognizes and effectively accounts for disparate, sometimes contradictory evidence from
primary sources and/or secondary works in crafting a coherent argument
OR
Appropriately connects the topic of the question to other historical periods, geographical areas,
contexts, or circumstances
OR
Draws on appropriate ideas and methods from different fields of inquiry or disciplines in
support of the argument
Keep in mind that although aspects such as zero/minimal spelling errors, strong/broad
vocabulary, proper grammar and mechanics, and solid organization are not explicitly referenced
in the rubric they are all expected from you. Subsequently, your ability/inability to adhere to
those aspects will impact how well you score on the evaluation rubric.
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Writing in APA Format & Warning about Plagiarism
1. APA (American Phycological Association) is one of the most common academic writing
formats used in the social sciences (such as American History, Sociology, and Psychology)
and should not be confused with MLA (Modern Language Association) which is used
primarily in the fields of Language Arts and Literature.
2. While there are many specific rules that one must follow when writing APA I am only going
to hold you accountable for certain ones which are identified below:
• Your essay must include a cover page in APA format. I have added an example of a
Cover Page to page 14 of this packet to serve as a model for you to follow.
• Each essay page should be numbered with running head.
• The last page of your essay must consist of a Bibliography, which should reference the
textbook.
• I have added an example of a Bibliography to page 15 of this packet to serve as a
model for you to follow.
• You may use the websites listed below for more assistance on what should be
included in Bibliography entries as well as how they should be formatted:
• http://www.apastyle.org/learn/tutorials/basics-tutorial.aspx
• http://owl.english.purdue.edu/owl/resource/560/01/
• http://www.noodletools.com
• Lastly, all textbook references within your essay must be cited using in-text citations.
Below are the basic rules you should follow when adding in-text citations:
• When quoting, simply add the author’s (or authors’) last name(s), publication
year, and page number in parentheses at the end of the quote. An example would
be (Henretta, HIndermarker, Edwards, & Self, 2014, p. 44).
• When paraphrasing, only add the author’s (or authors’) last name(s) and
publication year in parenthesis at the end of the paraphrased material. An
example would be (Henretta, HIndermarker, Edwards, & Self, 2014).
• Once you’ve referenced a book with multiple authors you need only use the first
author’s last name in the subsequent in-text citations for that very source. An
example would be (Henretta, 2014).
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3. When writing this essay be EXTREMELY AWARE of the penalty that you will endure if you
are caught plagiarizing. Plagiarism is simply defined as “passing off someone else’s work as
your own” and if I find evidence that leads me to believe you have plagiarized you will
automatically receive a zero for the assignment as well as face additional disciplinary action.
Some of the more common examples of plagiarism are:
• Using a direct phrase or sentence from someone else’s work or from an outside source
without quoting and citing it.
• Paraphrasing someone else’s work or another source without citing it.
• Using a thesis and supporting evidence in your essay that alarmingly resembles a thesis
and supporting evidence of another student’s essay. My advice would be not to share and
discuss your essay with others in the class because that then creates an opportunity for
plagiarism, thus increasing the chance for plagiarism to occur.
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EXPECTATIONS 1
RUNNING HEAD: EXCPECTATIONS
High Expectations
Mr. Brewer
Paramus High School
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EXPECTATIONS 2
Bibliography
Henretta, J. A., Edwards, R., Self, R. O., & Hinderaker, E. (2014). A merica's history (8th ed.).
Bedford/St. Martin's.
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Turnitin Introduction & Instructions
Question: What is turnitin?
Answer: As its online homepage says, Turnitin is “the global leader in plagiarism prevention and
online grading.”
Question: How does it work?
Answer: Students log-in to the system and submit writing assignments to a specific teacher. The
system then matches the students’ work against any Internet sources, periodicals, and writing
assignments that other students have submitted through turnitin. Both the teacher and student
receive a “similarity report” showing how much and what content of the writing assignment (if
any) is matched to other sources. The teacher then uses this information to determine if a
student’s work is plagiarized.
In addition, the teacher may choose to use the system to grade the assignments and provide
feedback to the students. Note that I will be utilizing both of these functions.
Question: How does one new to turnitin set up a student account?
Answer:
1. Go to turnitin.com.
2. Click on “Create Account” at the top of the screen.
3. A “Create a User Profile” screen will then pop up. Under “Create a New Account” click on
“Student.”
4. A “Create a New Student Account” screen will then pop up. Fill out all of the tabs on that
screen starting with the “Class ID” and “Class enrollment password” which are provided to
you below. Keep in mind that the email you choose to enter will serve as your username and
the password you choose should not be shared with anyone.
a. Class ID - 9945329
b. Class enrollment password (case sensitive) - integrity
5. When you are done filling out all the tabs on this page read the “User Agreement” and then
click on “I Agree - Create Profile.”
6. You will then be directed to your account homepage where you will see our class (APUSH II).
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Question: What if I already have a turnitin account?
Answer:
1. Go to turnitin.com.
2. Sign in with your registered email (username) and password.
3. Once you are directed to your home page click on the “Enroll in a Class” tab.
4. Fill in the the “Class ID” and “Class enrollment password” tabs using the following
information.
a. Class ID - 9945329
b. Class enrollment password (case sensitive) - integrity
5. Click submit and our class (APUSH II) will show on your homepage.
Question: How do I submit an assignment?
Answer:
1. Click on a “Class name” and newly posted assignments for that class will appear on the next
screen.
2. Find the assignment that you want to submit and click the “submit” tab.
3. Fill out the tabs on the next screen to appear. Make sure to give your paper a “submission
title.” Then upload your file by using the “upload file” function.
4. You will then be asked to confirm that you have uploaded the correct file. Once confirmed
you will be provided with a Paper ID which means your paper is in the process of being
submitted.
5. Then go to “Go To Portfolio.” Click on the “View” tab next to the assignment you submitted
to. When the next screen pops up click on the “Originality” tab in the top left corner. Using
this tab will allow you to see how much of your work the system has matched to other sources
or other written work. Based on this report you will be allowed and able to resubmit your
paper as many as times as you like prior to the submission deadline.
Question: How do I view my assignment grade?
Answer: The Post-date listed next to an assignment refers to the date by which your assignment
will be graded. Once the date has arrived click on the “My Grades” tab. On the next screen find
and click on the graded assignment. Your written assignment will then appear. You may notice
purple or blue tabs throughout your paper, which represent grammatical errors that the system
has noticed and/or teacher comments. You need to click on those tabs to see the full text of the
comments. You will also notice a series of icons in the bottom right corner of that screen, two of
which will lead you to additional teacher comments and a scored writing rubric to supplement
the grade you earned. Simply click on those as well to view.