Students should develop an argument about the question and use the documents to support this argument. Here’s how students scored on the May 2017 test: Source: College Board AP classes are great, but for many students they’re not enough! For more than 35 years, students and families have trusted The Princeton Review to help them get into their dream schools.For the long essay question you’re given a choice of three essay options on the same theme, and you must choose one. As you complete your APUSH review, make sure you are familiar with the following topics: For a comprehensive content review, check our our line of AP books and quick guides. Colleges are generally looking for a 4 or 5 on the AP U. We help students succeed in high school and beyond by giving them resources for better grades, better test scores, and stronger college applications. I raised the hypocrisy of not giving students credit for slavery's mass violence versus the relative non-violence of Japanese internment as an issue with my scoring leader.Tags: Einstein Essay LifeEssay Ting RulesAp Government And Politics EssaysEssay Realism IdealismEssay Correction NumbersBusiness Plan For A Barber ShopPros Cons Social Networking Sites EssayLean Six Sigma Thesis
We came down on this one by suggesting that the act of internment was a governmental act of mass violence," was what my scoring leader said in an exchange.
By "we" my scoring leader meant herself, the other scoring leaders, and the supervising question leader in charge of managing the scoring of student responses for this specific essay question.
Some of the essays I scored, though, came from students who had used America's involvement in the Transatlantic slave trade (via Article I, Section 9 of the US Constitution) or in slavery in general as an example of democratically-sanctioned mass violence.
By the second day, however, my scoring leader relayed the message that readers could not assign students credit for successfully identifying and explaining slavery in this way. "It has to be framed in terms of state policy - in the US case, federal police," my scoring leader said.
This June, like so many over the past three decades, small armies of graduate students, high school teachers and college faculty descended upon US cities throughout flyover country to score four million Advanced Placement exams in 38 subjects.
Or, in recent years, score exam essays and other components from a computer off site, likely at home or in an office.
For the powers in charge of the AP World History exam's scoring, then, slavery did not count as government-sanctioned mass violence.
Perhaps they chose to ignore the Fugitive Slave Act of 1793, which required officials to report and capture runaway slaves to authorities anywhere in the United States, and the Missouri Compromise (1819), the Compromise of 1850, the Kansas-Nebraska Act (1854), and the Supreme Court's Dred Scott decision (1857).
"The growth of the plantation economy increased the demand for slaves in the Americas" is as close the framework's authors get to saying that slavery was a state-sanctioned labour system, not once addressing it as a form of mass violence.
Such a vague reference to the centrality of slavery in the modern world can allow students and teachers to make ill-informed historical assumptions or traffic in racist stereotypes.