Amsco Answer

AP® UNITED STATES HISTORY
2008 SCORING GUIDELINES
Question 2
Early encounters between American Indians and European colonists led to a variety of relationships among the different cultures.
Analyze how the actions taken by BOTH American Indians and European colonists shaped those relationships in TWO of the following regions. Confine your answer to the 1600s.
New England
Chesapeake
Spanish Southwest
New York and New France
The 8–9 Essay
• Contains a clear, well-developed thesis that addresses BOTH American Indian and European actions and a variety of relationships in TWO regions.
• Develops the thesis with substantial, relevant historical information on BOTH American Indians and
Europeans.
• Provides effective analysis of how the actions of BOTH shaped or altered the relationships.
• Treatment of the two regions may be somewhat uneven.
• May contain minor errors.
• Is clearly organized and written.
The 5–7 Essay
• Contains a thesis that may be partially developed in addressing both actions and relationships.
• Supports the thesis with some relevant, historical information.
• Provides some analysis of the impact of the actions on the relationships.
• Discusses two regions, but one may be more developed than the other.
• May contain errors that do not seriously detract from the quality of the essay.
• Has acceptable organization and writing.
The 2–4 Essay
• May paraphrase the question or contain a confused or unfocused thesis.
• Provides few relevant facts, or lists facts with little or no application to the question.
• Has little or no analysis of one or both regions.
• May contain only generalizations about the regions and/or relationships.
• May contain major errors.
• May be poorly organized and/or written.
The 0–1 Essay
• Lacks a thesis or simply restates the question.
• Demonstrates an incompetent or inappropriate response.
• Has little or no understanding of the question.
• Contains substantial errors, both major and minor.
• Is poorly organized and/or written.
The — Essay
• Is completely off topic or blank.
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AP® UNITED STATES HISTORY
2008 SCORING GUIDELINES
Question 2 Fact Sheet
General
Black Legend
Columbian Exchange
Death from disease—smallpox
First Thanksgiving
Chesapeake
Berkeley, Bacon’s Rebellion (1676)
De la Warr, Irish tactics against Indians
First and Second Powhatan Wars (1610-46)
Headright system, land from Indians
Initial help of Indians in Jamestown

Gold-seeking Europeans
Landownership difference
No common Indian language

Powhatan Confederacy
Rolfe, John and Pocahontas
Smith, John
Tobacco, land need
Treaty of Middle Plantation (1677, 1680)

New England
Few conversions
Fish in soil—fertilizer
Hutchinson, Anne, killed by Indians
King Philip’s War (1676), Indians as slaves
Miscegenation rare in New England
Pequot War (1637), Narragansetts
Pilgrims on old Indian village

Praying towns, John Eliot (translate Bible)
Sassomen, John, spy, Algonquins
Some tribes join against Philip
Squanto, Massasoit
Wampanoags, Metacom (Philip)
Williams, Roger, buying land

Spanish Southwest
Conversion of natives
Division among Pueblo Indians
Encomienda, forced labor or slavery
Haciendas, feudal
Kachinas—divine ancestral spirit

Mestizo, creolization
Missions
Onate, Juan, Acoma Rebellion (1599)
Pueblo revolt (1680), Pope

New York/New France
Captivity tale
Coureur de bois
Dutch, French difference
Five Nations
French mercantilism
Fur trade, Dutch, French

Intermarriage, Metis
Manhattan Island (1626)
Mystic River Massacre (1637)
New England Confederation (1643)
Standish, Miles

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AP® UNITED STATES HISTORY
2008 SCORING GUIDELINES
Question 2 Fact Sheet (continued)
Information Outside Time Period that Could be Used Properly as Introductory or Concluding
Material or Incorrectly in Place of the Proper Information
Manifest Destiny
Chief Joseph/Nez Perce
Mayans, Aztecs, Cortez
Conquistadors
Pontiac’s Rebellion
Dawes Severalty Act
Proclamation of 1763
French and Indian War
Vikings
Hispaniola
Wounded Knee
Indian Removal Act
Jackson/Trail of Tears
Wrong Information
African slaves in Spanish Southwest
Buffalo
Indians always peaceful before Europeans

Rice and sugar in Virginia
Spanish did not mistreat Indians

© 2008 The College Board. All rights reserved.
Visit the College Board on the Web: www.collegeboard.com.

©2008 The College Board. All rights reserved.
Visit the College Board on the Web: www.collegeboard.com.

©2008 The College Board. All rights reserved.
Visit the College Board on the Web: www.collegeboard.com.

©2008 The College Board. All rights reserved.
Visit the College Board on the Web: www.collegeboard.com.

©2008 The College Board. All rights reserved.
Visit the College Board on the Web: www.collegeboard.com.

©2008 The College Board. All rights reserved.
Visit the College Board on the Web: www.collegeboard.com.

©2008 The College Board. All rights reserved.
Visit the College Board on the Web: www.collegeboard.com.

©2008 The College Board. All rights reserved.
Visit the College Board on the Web: www.collegeboard.com.

©2008 The College Board. All rights reserved.
Visit the College Board on the Web: www.collegeboard.com.

©2008 The College Board. All rights reserved.
Visit the College Board on the Web: www.collegeboard.com.

AP® UNITED STATES HISTORY
2008 SCORING COMMENTARY
Question 2
Overview
The intent of the question was for students to analyze how actions taken by both American Indians and
European colonists shaped the relationships between the two groups. Students were asked to discuss these relationships in two regions, out of a choice of four (New England, Chesapeake, Spanish Southwest, or New York and New France), in seventeenth-century North America. The intent as well was for students to examine how new cultural norms emerged from the contact of Europeans and American Indians.
Students were expected to recognize the activist nature of American Indians as well as the Europeans and understand that the relationship between the two was not static and unchanging over the course of the century. In addition, the question was meant to encourage students to express an understanding that seventeenth-century North America was made up of a variety of European and American Indian cultures with diverse value systems, based on the motivations of each group and the circumstances in which they found themselves. Overall, students were expected to demonstrate comprehension of the diverse origins and foundations of the United States.
Sample: 2A
Score: 8
The essay has a subtle thesis that attempts to link the colonization of North America within a larger ideological context. The detailed treatment of the Spanish Southwest is not matched by that of New
England. There is an insufficient level of detail that focuses specifically on the relationships between
Europeans and American Indians.
Sample: 2B
Score: 5
The essay has a partially developed thesis supported with some relevant, accurate information on the
Spanish Southwest. It lacks balance in its general treatment of New France/New York. The essay makes a good differentiation of the Spanish and French treatment of the American Indians.
Sample: 2C
Score: 3
This essay has a very general thesis with minimal specific details. It contains some facts (e.g.,
Thanksgiving), but the analysis of the American Indian–English relationship in New England is simplistic.
The essay provides an accurate general characterization of the Spanish settlement in the Southwest but few specific facts.

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