AP® UNITED STATES HISTORY
2006 SCORING GUIDELINES
Question 1-Document-Based Question
Discuss the changing ideals of American womanhood between the American Revolution (1770's)
and the outbreak of the Civil War. What factors fostered the emergence of "republican motherhood"
and the "cult of domesticity"? Assess the extent to which these ideals influenced the lives of women
during this period. In your answer be sure to consider issues of race and class. Use the documents
and your knowledge of the time period in constructing your response.
The 8-9 Essay
• Contains a well-developed thesis that examines the changing ideals of American
womanhood between the American Revolution (1770's) and the Civil War and assesses the
extent to which these ideals influenced the lives of women.
• Supports the thesis with an effective analysis of these ideals (republican motherhood, cult of
domesticity), the reasons for their emergence, and the extent to which these ideals
influenced the lives of women, considering issues of race and class. May be stronger on
some aspects than others.
• Effectively uses a substantial number of documents.
• Supports thesis with substantial and relevant outside information.
• May contain minor errors.
• Is clearly organized and well written.
The 5-7 Essay
• Contains a thesis that addresses the changing ideals of American womanhood between the
American Revolution and the Civil War and addresses the extent to which these ideals
influenced the lives of women.
• Has limited or implicit analysis of these ideals, the reasons for their emergence, and the
extent to which they influenced the lives of women. Some aspects may be imbalanced or
omitted.
• Effectively uses some documents.
• Supports thesis with some relevant outside information.
• May have errors that do not seriously detract from the quality of the essay.
• Shows acceptable organization and writing; language errors do not interfere with the
comprehension of the essay.
The 2-4 Essay
• Contains a limited or undeveloped thesis.
• Lacks analysis; deals with the question in a general, simplistic, incomplete, or superficial
manner.
• Merely paraphrases, quotes, or briefly cites documents.
• Contains little outside information, or information that is inaccurate or irrelevant.
• May contain major errors.
• May be poorly organized and/or poorly written.
The 0-1 Essay
• Lacks a thesis or simply restates the question.
• Exhibits inadequate or incorrect understanding of the question.
• Has little or no understanding of the documents or ignores them completely.
• Contains no outside information.
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2
AP® UNITED STATES HISTORY
2006 SCORING GUIDELINES
Question 1-Docwnent-Based Question (continued)
•
May contain substantial factual errors.
•
Is poorly organized and/or poorly written.
The-Essay
• Is blank or completely off task
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3
AP® UNITED STATES HISTORY
2006 SCORING GUIDELINES
Question 1 Document Information and Inferences
Document A: Letter written by a Philadelphia woman, 1776
Document Information:
• The letter writer restrained spending.
• She relied on homemade products.
• Committment to public good and freedom.
Document Inferences:
• Women boycotted English goods.
• Women supported nonimportation and nonconsumption agreements.
• Women participated in the American Revolution by manufacturing many of their own items.
• Women were committed to the cause of freedom.
• Boycotts may have been prevalent among affluent women.
Potential outside information triggered by document:
Abigail Adams
Molly Pitcher
Camp followers
Home manufacturing
Deborah Sampson
"Remember the ladies ... "
Votes for women in some states (briefly)
Daughters of Liberty
Document B: Benjamin Rush, Thoughts Upon Female Education, 1787
Document Information:
• Every citizen has a stake in liberty.
• Women should be educated so they can instruct "their sons in the principles of liberty and
government."
Document Inferences:
• The American Revolution led to expanded support for women's educational opportunities.
• The idea of republican motherhood began to emerge after the Revolution.
• Women shared a responsibility in educating citizens.
• Women served a limited but expanding political function.
Potential outside information triggered by document:
The academy movement
Oberlin College
Mary Wollstonecraft
Philadelphia Young Ladies Academy
Mary Lyon/Mount Holyoke
Emma Willard Troy/Female Seminary
Catharine Beecher/Hartford Female Seminary
Prudence Crandall
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4
AP® UNITED STATES HISTORY
2006 SCORING GUIDELINES
Question 1 Document Information and Inferences (continued)
Document C: Occupations of Women Wage Earners in Massachusetts, 1837
Document Information:
• The leading occupations for women wage earners in Massachusetts were making hats,
textiles, boots, and shoes.
• Women also worked in domestic service, teaching, and garment making.
Document Inferences:
• Women were part of the paid work force.
• Limited occupations were available for women.
• Women's occupations reflected traditional women's roles.
Potential outside information triggered by document:
Lowell (mill) girls
Cult of true womanhood
Lowell/Waltham factory system
Separate spheres
Document D: Letter written by a factory worker, 1839
Document Information:
• She initially thought she would not advise others to do it.
• She has come to have positive feelings toward factory work.
• Women comprise a portion of the industrial work force.
• She boarded with a family.
• Some women changed occupations to become factory workers.
Document Inferences:
• Some women viewed factory work as beneath their dignity.
• Some women viewed factory work as temporary.
• Previous occupations reflected traditional women's roles.
• Women recruited other women to work in factories.
Potential outside information triggered by document:
Lowell girls
Lowell/Waltham factory system
Cult of true womanhood
Worker-run newspapers (Lowell Offering)
Separate spheres
Putting-out system
"Turning out" (early strikes, 1830's)
Immigrant women
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5
AP® UNITED STATES HISTORY
2006 SCORING GUIDELINES
Question 1 Document Information and Inferences (continued)
Document E: Margaret Fuller, Woman in the Nineteenth Century, 1845
Document Information:
• Calls for equal opportunities with men.
• Calls for increased freedom for women to promote personal growth.
• The education of women should go beyond making them better companions and mothers.
• A woman needs the freedom to develop fully.
Document Inferences:
• The notion of separate spheres constrained the potential of women.
• Some women challenged the notions of separate spheres and the cult of domesticity.
• Education of women should develop their full potential.
• Some women challenged traditional roles, which they saw as constraining.
Potential outside information triggered by document:
Transcendentalism
Elizabeth Cady Stanton
Harriet Beecher Stowe
Seneca Falls
The Dial
Separate spheres
Lucretia Mott
Female seminaries
Document F: Sarah Bagley, "The Ten Hour System and Its Advocates," Voice of
Industry, January 16, 1846
Document Information:
• Society tells women that free institutions depend on women forming and molding men and
children into virtuous, intelligent beings.
• The expectation of society is that these same women will engage in long hours of factory
work
Document Inferences:
• Society's expectations of motherhood were hypocritical for wage-earning women.
• Industry exploited women.
• Some women were frustrated by the gap between the ideals of womanhood and reality.
Potential outside information triggered by document:
Lowell girls
Cult of true womanhood
Separate spheres
"Turning out" (early strikes, 1830's)
Lowell/Waltham factory system
Immigrant women
Putting-out system
Worker-run newspapers (Lowell Offering)
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6
AP® UNITED STATES HISTORY
2006 SCORING GUIDELINES
Question 1 Document Information and Inferences (continued)
Document G: 11 Woman, and the 'Woman's Movement,"' Putnam's monthly magazine of
American literature, science and art, March 1853
Document Information:
• Women are the guardians of men's humanity.
• Women are inferior to men in passion, intellect, and strength; a status that does not belittle women.
• Natural inequality is the basis of women's blessing to men.
Document Inferences:
• Despite their intellectual inferiority, women played an exalted role as moral guardians.
• The ideal of American womanhood was subordination.
• Women's roles were to protect and nurture men.
• There was opposition to the "woman's movement" for equality.
Potential outside information triggered by document:
Separate spheres
Elizabeth Cady Stanton
Amelia Bloomer
Declaration of Sentiments
understands cult of domesticity
Seneca Falls Convention (1848)
Lucretia Matt
Susan B. Anthony
Women's suffrage proposed
Godey's Lady's Book
Document H: Harriet Jacobs, Incidents in the Life of a Slave Girl, published in 1861
Document Information:
• Owners thought of slaves as property.
• Jacobs' owner abused her.
• The law did not protect slaves.
• Slave owners' wives did not protect slave women.
• Slave owners' wives felt jealousy and rage toward slave women.
Document Inferences:
• The ideals of American womanhood were not extended to slaves.
• Slave women were sexually abuse and felt helpless to prevent it.
• Slave owners' wives had to endure the infidelity of their husbands.
• There was a major gap between the ideals of womanhood and the reality of a slave woman's life.
Potential outside information triggered by document:
Abolitionist movement
Grimke sisters
American Anti-Slavery Society
Harriet Tubman/Underground Railroad
Sojourner Truth
Lucretia Mott
Elizabeth Cady Stanton
Catharine Beecher
London Anti-Slavery Conference
Lydia Maria Child
Harriet Beecher Stowe/Uncle Tom's Cabin
William Lloyd Garrison's acceptance of women in the abolition movement
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7
AP® UNITED STATES HISTORY
2006 SCORING GUIDELINES
Question 1 Document Information and Inferences (continued)
Document I: Letters written by a frontier woman in Iowa to relatives, 1861
Document Information:
• Hired hands sometimes helped farmers.
• Women worked in the fields.
• She believed her work was acceptable as a man's.
Document Inferences:
• Women worked in the fields due to necessity and a shortage oflabor.
• Necessity sometimes forced frontier women outside their traditional roles.
• Women sometimes did the same type of work as men on the frontier.
• Women on the frontier aspired to the cult of domesticity.
• There was a gap between the ideals of womanhood and life on the frontier.
Potential outside information triggered by document:
Separate spheres
Narcissa Whitman
Westward migration
Greater equality for women in the West
Wyoming vote (1869)
Document J: H. L. Stephens, The Parting, 1863
Document Information:
• Depicts sale of only part of a slave family.
Document Inferences:
• Slave families were often separated.
• Slave families did not have stability.
• There was a gap between the ideals of American womanhood and the experiences of slave women.
• The cult of domesticity did not apply to slave women.
• The slave system was brutal.
Potential outside information triggered by document:
Harriet Tubman
Sojourner Truth
Grimke sisters
Elizabeth Cady Stanton
Harriet Beecher Stowe/Uncle Tom's Cabin
Underground Railroad
"Ar'n't I a woman ... "
Lucretia Mott
Slave auctions
Lydia Maria Child
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8
AP® UNITED STATES HISTORY
2006 SCORING GUIDELINES
Question 1 Document Information and Inferences (continued)
Potential Outside Information List: (alphabetical order):
"Ar'n't I a woman ... "
"Remember the ladies ... "
"Turning out" (1830's early strikes)
Abolitionist movement
Academy movement
Adams, Abigail
American Anti-Slavery Society
Anthony, Susan B.
Beecher, Catharine/Hartford Female
Seminary
Bloomer, Amelia
Camp followers
Chandler, Elizabeth
Child, Lydia Maria
Cold Water Army
Crandall, Prudence
Cult of true womanhood
Daughters of Liberty
Declaration of Sentiments
Dix, Dorothea
Douglass, Frederick
Female missionary societies
Female Moral Reform Society
Garrison, William Lloyd
Godey's Lady's Book
Greater equality on the frontier
Grimke sisters
Home manufacturing
Immigrant women
Lee, Mother Ann
London Anti-Slavery Conference
Lowell girls
Lowell/Waltham factory system
Lyon, Mary/Mount Holyoke
Martha Washington societies
Mormons
Matt, Lucretia
Mount Holyoke
Oberlin College
Oneida
Phelps, Elizabeth
Philadelphia Young Ladies Academy
Pitcher, Molly
Polygamy
Putting-out system
Sampson, Deborah
Second Great Awakening
Sedgewick, Catherine
Seneca Falls Convention
Separate spheres
Shakers
Slave auctions
Sojourner Truth
Stanton, Elizabeth Cady
Stone, Lucy
Stowe, Harriet Beecher/Uncle Tom's
Cabin
Temperance movement
The Dial
Transcendentalism
Troy Female Seminary/Emma Willard
Tubman, Harriet
Underground Railroad
Votes for women in some states (briefly
after American Revolution)
Warner, Susan
Whitman, Narcissa
Willard, Emma
Wollstonecraft, Mary
Women writers (Sedgwick, Phelps,
Warner)
Women's suffrage proposed
Worker-run newspapers (Factory Girl,
Lowell Offering)
Wyoming vote (1869)
Note: Demonstrated understanding of republican motherhood and/or cult of domesticity is outside
information.
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9
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(;:1'--.t_
'"~ J...
J
S'..u
\\
0..-<.1--
Sv"h
:..S
~"" ~ ~ -!Ito l. ~
~ £-) rl'"""'\ ~}0.,., t~l!<,
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.
Circle the Section II question number you are answering on~ page.
Mandatory
Part B - Circle one
Pan C- Circle one
1
2 or 3
4 or 5
~ ~,.J./\'s. c ~~ ~ r-.crv- ~
f"' t\:~ \ (,''"-"'t'
OV\~ S-t \(..C,.e,.~""C.·r- o<..
r~
lf'.'~L 'Jt.u\,s if\ Dov--+
I-\ w-trt ~ <'"Lt ~ "\\ O"'l.Jc\u.,k "'""""k-- c, b ~ \.. •.~-..... "-J hi. Ip\.u s v1t -1\N"
q\..v,._ ~~
t=" ...
)~ "~ '{r,>r..j.t
,, •
S'\ 1-v-U'
~ ~ .. .}3-o
~-\\9.-~. \\,"" \. tv ~ ~ v v ,·
)."'lJ·r r ~ ~J\' s"'
J. ~{. 1'\,k_ St'M.L ~ +~W\\(Vv\
-:1,. j=.....r-\=b
~~<.t~~ "'~
"
a-
c..J S"o-MI.~ (Jv.v..
"~ ~ -t.\\ ~
INIV\ J k
Gr-
. 1\ ~ ~"
~s ~<~.S~~ ~trt.cl ~
~~"" cr-rV-~ ~"VfN:\,9£· w~ \-~
r--..ov-.. "'"" ~
1
k. J\-]~. ~vMP\t
Mfv) .{.
~G ·wvl-< {v-
\-tf\., ~ w~ -k,~ CM.r
er...l ~~ 6.\\.t.. ~~ c"~fl.\ks ~ sk~~ ~r~ .Sc,...AJ... j~6s "'~lo.. -""'~ . \rvhr
~ ~ f-.\\}._ +1) ou -\-~ rNAJ.... us- ~ {,~~ SoML1v'Mf J.J ;~ ~tt:v-,
-~ -\~ ys+ o.l\ h\,+ r....l agcvu\ -l'n<>-1- ±<j S\-\e\ k -<.N• \ ..r
~ "" SoL~\"'-\ •
\
© 2006 The College Board. All rights reserved.
Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents).
Circle the Section II question number you are answering on ~page.
Part B -
Circle one
2 or 3
I
.f
Part C - Circle one
4
r 5
~3
or
&mgxica.n womanhood dy_r,ng th~.··ttmes
P. ro tn the. A=mo rii~.a n rltALOI u han to the. CA vii Wa.cr greQfflJ
10f'1urnc£d nu. liver of women, Wamtn wr..re. afttn thouqhr
or se.rvantr or .clavcf and had ~e.w, if Ctl1fj 1 rigbtf, "lhe':l
we.re. hot t.onS'(de.r.e.d c.jtjuae rAnd eould not vote. BtJ tht Civil
Wo.rJ th (nQS bad bf 91LD to cho.nqt} than ICS to t-ht. st-art
rr.fo r m mo V{me n tS. However, tbe.ft was &!111 a. 1on"g wo<J tf>
JhRe
jclQ.oJ.S
or
or
go for
.c u Pf raqe..
Du..r;og the, ·hme, a£ HlP. Amtrican rz.e..valutz"ou, rvomen
were,
lAlO m t n 1S
Ste.n
hnu.r~.eworJ<.
yery Jflfert'oc to men and dnlf§Oitl foe
Sine.~ ·men onry ,rtJw wt1men at wtvec a r:
11.r
properirJJ women OHca reqartied
them.re,/ve.r a! £/ave£, In
Pht'ladelphia woman tln.:fJhaJ'ittJ' how crlut
()ae&unrot A, (J
Ff.e,}~ tnrtaved. Thtl1AUU
rrue ·fnr
ol /izi.~
h·me.. This may nof hav~ bleD trru, for tvtopne 1 thdugb.
Om, /Kamnlea£ thi.( j.f /thiga;t AdatnJ'. ~Vhile her huchruuf.
,
r
John Adam~ /Nf1lf at the f.onsirtu·h'onaJ Conven ftiJn J ,che. war
man'!
UldWtlO
~
:rend/ag
11/m le_ilt.rC In "Rti77Uhbtc +he LadlecC.''
O+ber wo rn.en alto had fhiJ ioftr,tehee, ,·n .J.helr hurhand:r
[lver. It iS p-eople. IO:e !th1gail AJarn.r 1111h" cautd havb
( ta r tf.c! re Fo t m 01,)3 I II. 01 '11 f,G r1 f1 {b r tu b (,{ 1-t.l!f; rna rt)l aut.f1
want to teep r&omtn dt;me£hc · htccntr-e. thee; Ill. felt th4.t
f.tUomtn LvP tc. Wtcd(e_c Clnd r.ou fd not vt'o hr tfza.t rw.n dtd
Ont. c'Jf the. b;qeprr- rrcuer. brt'Vqh.t (.Uf}
,.n 1-ha:c. dr.tC.V01~111r'
f
•
~
RCnee
ta
Uy
Cfn
rum
e
rdf
8
etnd
f.
is·
that
tva
men
are
llze~
I
I
main .(Olrt rc.t. llf t.dttCti-fton We fh.tlr .Cans hlkl tr!OinfQ
tonCfflnHa
\1
© 2006 The College Board. All rights reserved.
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IC
Circle the Section II question number you are-.answering on 1Jm page.
Pw B - Circle one
2
r 3
/
Z~3
Part C- Circle one
4 or 5
do 1-he ramtt ; /dbf a c /heir ron.e. Ia ord.er
.f.c
.
rtach th{..tf kid.£,. mothf,rJ' muu· hl educa.fed ill t-he
pr c·au·pleJ fJ f ((berhj and .go ve ro rne.n 1j rfJf1Ct f11a.t- if Mlh a.t
fhUj l{ae,h fhl/r cani. If f.c onl(j logicn.[ tbenJ ltzaf the.
moHzere .wa uld alra hi< tapa hi& al' dalllg .Jhl.l Jahr their
sonr da. HOWlVl.Yj J'rl a (jaVrt:fnme--n-t . and .d(tCi&ty run
P'1 mt.[J} Wdmtn tuauld-eon+law. frq rtrna{ft tiz.f'erlqr and
a/tJmeftt'c. Howe.ve.0 fh&fP tc ane. f!Oad ftz/n!l a6aut mllfhe,r.r
I duca ft'og thtt' c cron £, ]hta W 0 Wf] fa 0 .Jea(I,J,. fhetr rraa,f
(&tnrtdf
good momlr a.9d the imporMaee. tJI women. 1£ .Jht_y
ClJ v !d da Urif; 1 f j,r pa.Cfih/e, fb at the ·t1 ettt tpnerat(un crl'
£aomen equid
fJI'ia
fhu'G Tl'ght:r, hr/th .rympaHzeJtr. men
ia · fb "-' 9a Jt.Y n men f,
In th& /Rno:r) a.c the (!lvil bla r apprt2ach
i#Jr.e/Jz
.
es wam en
IMomen ccr~ tal;..{asr cidvanf(lqe. q£ app.11 rtunih'er
lo w rt
fucmrit£. Wamtn tl!Y .rh/1 tOfcn·dr til th~
eactOtjl:£) VVflb \e.CC pay (JOel (.OOt(t. conl1.itz·qn~ buf it f.r
Ctn ~~Ot.prove.mtot As l\'tOfe women l-fttri Wortioq fn
(a Je.,
lfOO!r
•n
move.I'Yle.nH'
lht
rare-
and
btq1r1 o~ WQruen .Cqlstp up and rpwt aut
Orf. oLeo diffr.rrnf ·bared 6 n
c lnu. ~lart wf!Yll!r, or thii' ha"' flavrJ, we,re,
fdtals
of wam.ro
© 2006 The College Board. All rights reserved.
Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents).
Circle the Section II question number you,are answering on this page.
Mmry
or d
Part B - Circle one
Part C- Circle one
2 or 3
4 or 5
fn tha. h_ou r.e.\ , Dtbo r.r '~'~ere. -force d. fn wax t
lonq &Q<~S )'a t\1P .f,elds. Thty alf~ had tittfl, ,f
beedtb
<'..a a.
l.lnd e..ducaHoYl. &mo nq bl h itt: wa rata) idea r.r '"''<r¢
d1'fkrtnt o..m ong rAa££t t i 1p,o:tr ·cla r.r 1DrOmtl) Wf.C.f ±Ju
mort d.eml.fh't. btrau.r-e. thPij bctd olavcr Qnd CAUid
S(rly t'o.r(dtt and dr> bau.GJwarJ; flit day. La IALP.r c{aJ,r
wom.tn 1 pa rb'Nlla.r£1 th~ wlv-e£ 1 o.p .flarme.r.P1 utten had
80 t11e. LU
\:1
any,
wtt r: t
a.:la.ng .cic/e, fht.ir h u£ba.nd,r and Son.£. Tht.ftwlfmtn fe n ded +c1 bL m art: a.ppre u'a.-t.ed by ~ la
· lht.ir c~ rarnuhiH'eJ. Nanlf af th,P<.te lam/1/r,r Uvtd in fbL
(A l<l{U'f: a.ncl m(Jfly tndmfO move_cf !..J)e,fl- lwpln~J -1-d (}" r'4
~~·qw ..r. As a rerfl.,lt) +~e WA ,e1fl-leJ 'n +ht we,t lokr
/oer:t~ mt th£ .f!t.i'crt to tprt warnuz btL nglztr.
A- rth ough th£ L'I/O mtn at th,-S ifrru ~rt'td nP rer bod
1-o
© 2006 The College Board. All rights reserved.
Visit apcentral.collegeboard.com (for AP professionals) and www.collegeboard.com/apstudents (for students and parents).