Directions+-+FRQ+Analysis

40 points total

Thematic Context - Countless events occur over the span of a presidency that has nothing to do with the administration in office. Choose one of the following themes that you will follow throughout each of your presidential analyses: > American Identity > Culture > Demographic Changes > Environment > Globalization > Citizenship > Religion > Slavery and Its Legacies in North America
 * 1) American Diversity

Throughout the course of the semester, you will construct the answer to six of the questions below. The questions were divided using the units studied throughout the course. Every questions poses its own set of challenges, of which I am more than willing to help. Below are some of the requirements for the wikis.
 * Four of the six questions must be answered using a formal research format. We will discuss the construction of essays very early in this course; just ensure that you use the rubric below as a guideline for content.
 * One of the six questions must be answered in a creative video format. You could use one of the suggestions on the "Easy Video Projects" page of Vimeo to create your answer.
 * The other answer must be a presentation of your answer to the class. Your presentation will focus around your thesis with adequate content to support. The presentation should be 15 minutes in length. Please notify me at least 2 weeks in advance so I can schedule your presentation and my content accordingly.

Answer Contents
 * Your answer should connect to the thematic content of the course. Some possible themes to connect your answer to are:
 * American Diversity
 * American Identity
 * Culture
 * Demographic Changes
 * Environment
 * Globalization
 * Citizenship
 * Religion
 * Slavery and Its Legacies in North America
 * Works Cited. Please list all sources that you used for this outline in MLA format. (4 points)


 * Other Guidelines**
 * Work on outlines is to be done independently and without outside consultation. Unfortunately there will be no “group constructed” wikis.

Chris G. Courtney C. Emma H. Shandelle S. ||= __**B**__ Faith T. Kaitlyn W. Eleanor S. Srinidhi A. ||= **__C__** Dan H. Jenna N. Noah R. Maryjo H. || Topics By Week February 2 ||
 * = **__4th Period__** ||
 * = **__A__**
 * = **Group**
 * Responsible**
 * for Completion** ||= **Groups**
 * Responsible**
 * for Discussion** ||= **FRQ** ||= **Due Date** ||
 * = A ||= B, C || Were the English colonists guilty of Genocide? || Thurs. January 26 ||
 * = B ||= A, C || Were men or women more central to the success of colonists in the American Revolution? || Thurs.
 * = C ||= A, B || Evaluate the extent to which the Articles of Confederation were effective in solving the problems that confronted the new nation. || Thurs. February 9 ||
 * = A ||= B, C || To what extent did the debates about the Mexican War and its aftermath reflect the sectional interest of New Englanders, westerners, and southerners in the period from 1845 - 1855? || Thurs. February 16 ||
 * = B ||= A, C || Why did Lee order Pickett's Charge? || Thurs. February 23 ||
 * = C ||= A, B || To what extend did African Americans help shape American culture from 1865 - 1900? || Thurs. March 1 ||
 * = A ||= B, C || Although the the purpose of the Progressive Era was to move the nation forward, how did the United States trample on the civil liberties of Americans from 1902 - 1920. || Thurs. March 8 ||
 * = B ||= A, C || The United States entered the First World War not "to make the world safe for democracy" as President Wilson claimed, but to safeguard American economic interests. Assess the validity of this statement. || Thurs. March 15 ||
 * = C ||= A, B || How did the US experiences in WWI reshape American society in the "Roaring 20's?" || Thurs. March 22 ||
 * ||  || **END OF THE 3RD MARKING PERIOD - MARCH 28** ||   ||
 * = A ||= B, C || Analyze the ways in which the Great Depression altered the American social fabric in the 1930s. || Thurs. March 29 ||
 * = B ||= A, C || Who was to blame for Pearl Harbor? || Thurs. April 5 ||
 * = C ||= A, B || Compare and contrast United States foreign policy after the Second World War and after the Vietnam War. Consider the periods of 1945 -1950 and 1975 - 1985. || Thurs. April 12 ||
 * = A ||= B, C || Who killed JFK? Use conspiracy theories to explain your conclusion(s). || Sunday April 19 ||
 * = B ||= A, C || Although the 1960's are usually considered the decade of the greatest achievement for Black civil rights, the the 1940's and 1950's were periods of equally important gains. Assess the validity of this statement. || Thurs. April 26 ||
 * = C ||= A, B || Did the US Government mislead Americans in its rationale to go to war against Iraq in 2003? || Thurs. May 3 ||
 * = A ||= B, C || Topic of your Choice || Thurs. May 17 ||
 * = B,C ||= A || Topic of your Choice || Thurs. May 24 ||

FRQ Rubric
AP U.S. HISTORY: GENERIC RUBRIC FOR DBQ AND FRQ RESPONSES The list of characteristics following the grades apply to both free response essays and DBQ’s and indicate what student essays need to contain in order to score in a particular category. In addition, DBQ essays must incorporate document analysis and substantial information that is not contained in the documents (outside information).

__8-9 (39 - 40 points)__
•Strong, well developed thesis which clearly addresses the question; deals with the most significant issues and trends relevant to the question and the time period •Abundant, accurate specifics; may contain insignificant errors •Depending on what is called for, demonstrates well reasoned analysis of relationship of events and people, cause and effect, continuity and change •Covers all areas of the prompt in approximate proportion to their importance (Extremely good papers need not be totally balanced) •Effective organization and clear language DBQ: Sophisticated use of a substantial number of documents; substantial relevant outside information; chronologically coherent

__5-7__ (32 - 36 points)
•Has a valid thesis; deals with relatively significant issues and trends •Some accurate specific information relevant to the thesis and question •Analyzes information: uses data to support opinions and conclusions; recognizes historical causation, change, and continuity •Adequately addresses all areas of prompt; may lack balance •May contain a few errors, usually not major •Adequately organizes; generally clear language; may contain some minor grammatical errors DBQ: Use of some documents and some relevant outside information

__2-4 (25 - 28 points)__
•Thesis may be absent, limited, confused, or poorly developed; may take a very general approach to the topic, failing to focus on the question; position may be vague or unclear •Superficial or descriptive data which is limited in depth and/or quantity •Limited understanding of the question; may be largely descriptive and narrative •Adequately covers most areas of the prompt; may ignore some tasks •May contain major errors •Demonstrates weak organization and writing skills which may interfere with comprehension DBQ: Misinterprets, briefly cites, or simply quotes documents; little outside information, or information which is inaccurate or irrelevant

__0-1 (0 or 23 points - no range offered)__
•Usually has no discernible thesis, contains a thesis that does not address the question, or simply restates the question •Superficial, inappropriate or erroneous information; or information limited to a small portion of the prompt •Analysis may be fallacious •May contain numerous errors, both major and minor •May cover only portions of the prompt; refers to the topic but does not address the prompt •Erratic organization; grammatical errors my frequently hinder comprehension DBQ: Poor, confused, or no use of documents; inappropriate or no outside information