AP SEMINAR: End-­‐of-­‐Course Exam SAMPLE RESPONSES SECTION II: Sample Response
Source A:
“Why Great Revolutions Will Become More Rare,” by Alexis de Tocqueville
Source B:
“A Sane Revolution,” D.H. Lawrence
Source C:
“Civil Disobedience,” Henry David Thoreau
Source D:
“Death of Rosa Parks—Senate Floor Statement,” Senator Obama
Read the four (4) sources carefully, focusing on a theme or issue that connects them and the different perspective each represents. Then, write a logically organized, well-­‐reasoned, well-­‐written argument that presents your own perspective on the theme or issue you identified. You must incorporate at least two (2) of the sources provided and link claims in your argument to supporting evidence. You may also use the other provided sources or draw upon your own knowledge. In your response, refer to the provided sources as Source A, Source B, Source C, or Source D, or by the authors’ names. The four documents provided in this section are all concerned with the idea of
revolution. The four authors approach the topic from different perspectives, but the
overall theme is that individuals can positively benefit society by standing up for what
they think is right. It is true that some individuals have brought about positive changes in
society by revolting. However, I think it is important to realize that not all revolutions
lead to more peaceful societies, and the risks to the individual can sometimes outweigh
the potential societal benefits.
In Source D, Senator Obama discusses the story of Rosa Parks refusing to give up
her seat. He says that her actions “reminded each and every one of us of our personal
responsibilities to stand up for what is right” (Source D). Senator Obama mentions that
the simple act of refusing to give up her seat became “the spark that ignited the
College Board AP C apstone: Seminar Prepared by: Jill Pavich, NBCT Boca Raton Community High School, PBCSD AP SEMINAR: End-­‐of-­‐Course Exam SAMPLE RESPONSES beginning of the end for segregation”. Rosa Parks' actions on that day positively altered
America, but the fact remains that she still had to spend time in jail for what she did.
Rosa Parks took a risk by committing that act of civil disobedience, and things could
have worked out very differently for her if people in Montgomery had decided that she
should have just given up her seat. Individuals who break the law to bring about change
in society are taking a large risk by assuming that others will stand and fight with them,
and I am sure that the risk has not paid off in many situations throughout history.
One assumption that seems apparent in several of the documents is the idea that a
revolution started for the right reasons will always benefit society. One only has to think
of the French Revolution and the Reign of Terror, which is the bloodiest revolution in
history, to realize that this idea is incorrect. Once revolutions start, there is no way of
knowing if they will end in peace or in bloodshed. D.H. Lawrence’s poem pokes fun at
this in Source B when he playfully mentions some of the reasons why people should
revolt. He writes, “Don’t do it for equality, do it because we've got too much equality,
and it would be fun to upset the apple-cart and see which way the apples would go arolling” (Source B). This anarchic view of upsetting the established order just for
amusement is likely to be shared by at least a few people in times of revolution. The
uncertainty about what will happen once a revolt is started—or which way the apples will
spill—is another reason why the individual who starts it should think carefully before
acting. Despite Lawrence’s insistence that we “don’t do it for the money, do it and be
damned to the money” (Source B). people will undoubtedly act in their own interests if
the occasion arises. In another words, it can be easy to forget the noble cause that led to
the revolution when there is money to be made.
In Source C, Thoreau mentions his belief that citizens should have the right to
rebel against tyrannical governments. He writes, “But when the friction comes to have its
machine, and oppression and robbery are organized, I say, let us not have such a
machine any longer” (Source C). Thoreau seems to think that it is the duty of “honest
men” to stand up and fight against an unjust government who is causing “friction” for
College Board AP C apstone: Seminar Prepared by: Jill Pavich, NBCT Boca Raton Community High School, PBCSD AP SEMINAR: End-­‐of-­‐Course Exam SAMPLE RESPONSES the people. However, the problem with Thoreau’s views in today’s society is that the
majority of people are not going to fight against injustice if it means that they have to
break the law; any individual who does decide to act out of “duty” will simply be
arrested and sent to jail without anyone really noticing. Thoreau gets closer to a more
reasonable approach when he writes, “I ask for, not at once no government, but at once
a better government. Let every man make known what kind of government would
command his respect, and that will be one step toward obtaining it” (Source C). The idea
of men discussing the type of government they want will lead to a more peaceful society
than fighting or breaking the law to achieve it.
The idea of individuals exercising their right to revolt is prevalent in all of the
documents. The perspective of these authors is that revolution is necessary to fight
injustice—or as Thoreau calls it—an individual’s “duty”. However, no one knows what
type of society will be formed as a result of revolution. This uncertainty, as well as the
legal trouble that can result from breaking laws, should make the idea of revolting too
large of a risk for an individual to undertake. (798)
EXAMINER’S COMMENTS for SECTION II RESPONSE:
Overall, this response is rich and thoughtful, and it successfully develops an argument by
synthesizing information from the provided sources. The response begins by identifying the
theme connecting all four sources, but it moves well beyond simple summary or reiteration. The
response asserts, “I think it is important to realize that not all revolutions lead to more peaceful
societies, and the risks to the individual can sometimes outweigh the potential societal benefits”
thus introducing a perspective that differs from the perspectives in the provided sources. The
response earns six points for building an argument based on strong evidence.
The response’s line of reasoning is clear and compelling. The response builds its argument and
arrives at its conclusion by analyzing, synthesizing, and reacting to each of the sources. The
response earns six points for its line of reasoning.
The response earns six points for its successful identification and dissection of the theme and for
offering a fresh perspective in reaction to the provided sources.
The response accurately attributes knowledge from the sources and earns three points. Also, the
response contains few grammatical or stylistic flaws and communicates clearly to the reader,
earning three points.
College Board AP C apstone: Seminar Prepared by: Jill Pavich, NBCT Boca Raton Community High School, PBCSD