2016-2017 APUSH
Unit IV Exam IDs and Long Essay
Identifications
Below are the ID possibilities for the Unit 4 test that corresponds with chapters 15-18 in
your text. Three (3) IDs will be required for your exam. The three (3) IDs will be chosen
“lottery style.”
Tip: Good IDs are a minimum of 4-5 sentences long and provide (1) historical background
including dates, (2) significance and (3) relevancy to the larger themes of the unit
IDs:
1. William Marcy Tweed
2. Jacob Coxey
3. The Great White Fleet
4. Gifford Pinchot
5. Interstate Commerce Act
6. Horatio Alger
7. Booker T. Washington
8. Knights of Labor
9. A Century of Dishonor
10. Homestead Act
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Pendleton Act
Muckrakers
J.P. Morgan
Munn v Illinois
Annexation of Hawaii
John Hay
Election of 1912
William Randolph Hearst
Eugene V. Debs
Federal Reserve Act
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Robert LaFollette
W.C.T.U.
Dollar Diplomacy
Ida B. Wells-Barnett
Election of 1896
Insular Cases
Frederick Jackson Turner
Plessy v Ferguson
Triangle Factory Fire
John Muir
Grade conversion (4 pt. scale into 40 pt. scale)
0
0
1
6
2
13
3
19
4
26
5
30
6
34
7
37
8
39
9
40
Long Essay
**Determined by coin flip at start of exam
CHOICE #1 – Evaluate the extent to which the American West was a land of opportunity for various groups
from 1865 to 1890.
OR
CHOICE #2 – Analyze the extent to which the Spanish-American War was a turning point in American foreign
policy
LE Test Rubric
Maximum Possible Points: 6
A. Thesis
0 points
1 point
Lacks a thesis OR presents a thesis that does not address all
parts of the question OR presents a thesis that does not make a
historically defensible claim
Presents a thesis that makes a historically defensible claim and
responds to all parts of the question. The thesis must consist of
one or more sentences located in one place, either in the
introduction or the conclusion.
B. Argument Development: Using the Targeted Historical Thinking Skill
CAUSATION
1 point
0 points
Lacks description of causes AND/OR
effects among historical developments
AND/OR inappropriate/incorrect
description
2 points
Explains the reasons for the causes
AND/OR effects of a historical event,
development or process
Describes causes AND/OR effects of a
historical event, development or process
PERIODIZATION
NOTE: For both points, if the prompt requires evaluation of a turning point, then responses discuss developments that preceded AND followed. For both points, if the
prompt requires evaluation of the characteristics of an era, then responses can discuss developments that EITHER preceded OR followed.
0 points
1 point
2 points
Lacks description of the ways in which the
historical development specified in the
prompt was different and similar to
developments OR only described
differences or similarities that preceded
and/or followed and/or
incorrect/inappropriate response
Describes the ways in which the historical
development specified in the prompt was
different from and similar to developments
that preceded AND/OR followed
Explains the extent to which the historical
development specified in the prompt was
different from and similar to developments
that preceded AND/OR followed.
C. Argument Development: Using Evidence
NOTE: To fully and effectively substantiate the stated thesis or a relevant argument, responses must include a broad range of
evidence that, through analysis and explanation, justifies the stated thesis or a relevant argument.
0 points
1 point
Lacks support for argument or lacks
evidence for stated argument
2 points
Addresses the topic of the question with
specific examples of relevant evidence
Utilizes specific examples of evidence to
fully and effectively substantiate the stated
thesis or a relevant argument
D. Synthesis
Extends the argument by explaining the connections between the argument and ONE of the following:
0 points
(A) 1 point
(B) 1 point
Essay lacks any semblance of
synthesizing the thesis in any
way or does so incorrectly
A development in a different
historical period, situation, era,
or geographical area
A course theme and/or
approach to history that is not
the focus of the essay (such as
political, economic, social,
cultural, or intellectual history)
(C) 1 point
A different discipline or field of
inquiry (such as economics,
government and politics, art
history or anthropology)
NOTE: For European and World History
Only
Long Essay Points: ___________
Grade conversion (6 pt. scale into 60 pt. scale)***
No
Essay
0
1
2
3
4
5
6
0
30
33
40
47
52
57
60
***- Please note that this is modified to 60 points from the typical 80 points to reflect the essay change.