8th Grade Social Studies "SS8 Content CRs with Student Responses" - Public Release

Pontiac's Rebellion following the French and Indian war had multiple causes and factors at play. First, the treatment of Native American tribes by the colonists, the British, and the French had slowly been worsening, and reached an especially low point following the war. It was launched in 1763 by a confederation of Native American tribes who had banded together in an attempt to drive the British out of their territory surrounding the Great Lakes. Since the arrival of colonists in the 1600s, tensions were high-strung, and the rebellion was considered unexpected by the occupying British and the colonists. The Native Americans had started to resist the forced occupation of their lands by colonists. Following the rebellion, The Proclamation of 1763 was made by King George III and forbade colonists from settling west of the Appalachain mountains in order to protect Native American rights. Pontiac's Rebellion having resulted in this rule worsened the relationship between the British and the colonists because it built upon the colonist's belief that Britain did not have their best interests in mind by forbidding them to settle west of the Appalachians and ''siding with'' the Native Americans.

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Score Point 4

Annotation

This response demonstrates comprehensive understanding. Multiple reasons for Pontiac’s Rebellion are identified along with historical context (First, the treatment of Native American tribes by the colonists, the British, and the French had slowly been worsening, and reached an especially low point following the war. It was launched in 1763 by a confederation of Native American tribes who had banded together in an attempt to drive the British out of their territory surrounding the Great Lakes. Since the arrival of colonists in the 1600s, tensions were high-strung, and the rebellion was considered unexpected by the occupying British and the colonists. The Native Americans had started to resist the forced occupation of their lands by colonists). How the Rebellion affected the relationship between the British and colonists is explained with detail (Following the rebellion, The Proclamation of 1763 was made by King George III and forbade colonists from settling west of the Appalachain mountains in order to protect Native American rights. Pontiac's Rebellion having resulted in this rule worsened the relationship between the British and the colonists because it built upon the colonist's belief that Britain did not have their best interests in mind by forbidding them to settle west of the Appalachians and ''siding with'' the Native Americans). Insight is shown in the level of detail provided and thoroughness of the response.

Student Response

The Constitutional Convention in 1787 was called to address the weaknesses of the Articles of Confederation, which had created a weak central government with hardly any power to impose taxes, regulate commerce, or enforce laws. One of the most disputed topics at the Convention was the representation of the states in the new national legislature. The large states, like Virginia, were inclined towards the Virginia Plan, which proposed representation based on population. This would provide more representation to the large states. The small states, like New Jersey, were inclined towards the New Jersey Plan, which proposed equal representation for all states irrespective of population to enable the smaller states not to be overpowered by the larger states.This disagreement was resolved by the Great Compromise, also known as the Connecticut Compromise. The compromise established a bicameral legislature with two chambers. The Senate would be an area of equal representation, where each state would have two senators to represent it, which satisfied the small states such as New Jersey. The House of Representatives would be based on population, which satisfied big states such as Virginia. By marrying the two proposals, the Great Compromise served the interests of both small and large states and formed the foundation of the modern U.S. Congress.

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Score Point 4

Annotation

This response demonstrates comprehensive understanding. The views of the large and small states are clearly explained (One of the most disputed topics at the Convention was the representation of the states in the new national legislature. The large states, like Virginia, were inclined towards the Virginia Plan, which proposed representation based on population. This would provide more representation to the large states. The small states, like New Jersey, were inclined towards the New Jersey Plan, which proposed equal representation for all states irrespective of population to enable the smaller states not to be overpowered by the larger states). The Great Compromise’s impact on the structure of the legislature is explained fully as well (This disagreement was resolved by the Great Compromise, also known as the Connecticut Compromise. The compromise established a bicameral legislature with two chambers. The Senate would be an area of equal representation, where each state would have two senators to represent it, which satisfied the small states such as New Jersey. The House of Representatives would be based on population, which satisfied big states such as Virginia). Insight can be seen in the historical context provided (The Constitutional Convention in 1787 was called to address the weaknesses of the Articles of Confederation, which had created a weak central government with hardly any power to impose taxes, regulate commerce, or enforce laws) as well as the conclusion that (the Great Compromise served the interests of both small and large states and formed the foundation of the modern U.S. Congress).

One main argument for the addition of a bill of rights to the U.S. Constitution was that the document needed to outline the rights all Americans would be guaranteed. The Bill of Rights secured American citizens with many rights, including freedom of speech and the right to bear arms. The document would also prevent the United States from mimicking unfair practices that the British had previously enforced. Basically, the usefulness of the bill was supported by the fact that it would enforce the principles by which the U.S. was founded on. However, the Bill of Rights also impacted the ratification of the Constitution. The founding fathers had a range of opinions on a variety of political topics, including the debate on slavery and the size of the federal government. This made it increasingly difficult to form a new system of government, since they needed to reach a compromise. The Bill of Rights was one of the major debates between America’s founders. This argument meant it took much longer for the founding fathers to reach an agreement. People like James Madison were hesitant to ratify the Constitution without the inclusion of the BIll of Right, while others didn’t want it at all. In the end, after a series compromises, the Bill of Rights was added to the Constitution. Overall, the Bill of Rights was created to protect citizen rights and its addition prolonged the ratification of the United States Constitution.

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Score Point 4

Annotation

This response demonstrates comprehensive understanding. An argument for adding a bill of rights is identified and explained with historical context (One main argument for the addition of a bill of rights to the U.S. Constitution was that the document needed to outline the rights all Americans would be guaranteed. The Bill of Rights secured American citizens with many rights, including freedom of speech and the right to bear arms. The document would also prevent the United States from mimicking unfair practices that the British had previously enforced. Basically, the usefulness of the bill was supported by the fact that it would enforce the principles by which the U.S. was founded on). The Bill of Rights’ impact on the ratification of the Constitution is also explained with details (The founding fathers had a range of opinions on a variety of political topics, including the debate on slavery and the size of the federal government. This made it increasingly difficult to form a new system of government, since they needed to reach a compromise. The Bill of Rights was one of the major debates between America’s founders. This argument meant it took much longer for the founding fathers to reach an agreement. People like James Madison were hesitant to ratify the Constitution without the inclusion of the BIll of Right, while others didn’t want it at all. In the end, after a series compromises, the Bill of Rights was added to the Constitution). Insight can be seen in the level of detail as well as a deep understanding of the historical context that led to the Bill of Rights’ ratification.

Student Response

At the root of the division between federalists and anti-federalists was the argument of stronger state or national government. While most congressmen agreed that a new form of government needed to be created, many were divided on what kind. Federalists believed in as strong national, or federal government, while the Anti-federalists supported a weaker national government and stronger state governments, because they felt that a national government would invade upon its citizens rights. Another important issue that federalist and anti-federalists were split upon was the issue of the interpretation of the Constitution. The Anti-federalists believed ina very strict interpretation, whereas the Federalists felt that there should be a looser interpretation to fit the needs of the country. The Bill of Rights helped to satisfy these arguments and gain the needed votes of the Anti-Federalist party to pass the new form of government that was the Constitution. The Bill of Rights was a list of restrictions for the government that specified the prominent rights of its citizens, so the new American government would not invade upon rights as the English government had. This consoled the anti-federalists, as a way to ensure that the federal government did not overstep its boundaries and trod upon its people’s rights of life, liberty and the pursuit of happiness that were made clear in the Declaration of Indpendence.

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Score Point 4

Annotation

This response shows comprehensive understanding. Two issues of disagreement between the parties are identified (At the root of the division between federalists and anti-federalists was the argument of stronger state or national government) and (Another important issue that federalist and anti-federalists were split upon was the issue of the interpretation of the Constitution). Explanations with examples follow. The compromise regarding the Bill of Rights is fully explained with details (The Bill of Rights helped to satisfy these arguments and gain the needed votes of the Anti-Federalist party to pass the new form of government that was the Constitution. The Bill of Rights was a list of restrictions for the government that specified the prominent rights of its citizens, so the new American government would not invade upon rights as the English government had). Insight can be seen in the final sentence connecting the purpose of the Bill of Rights with the ideas of (life, liberty and the pursuit of happiness that were made clear in the Declaration of Indpendence).

Student Response

The Federalists, led by Alexander Hamilton, and the Anti-Federalists, led by Thomas Jefferson and James Madison, had very different views regarding the power of the government and how it should be run. One of these debates was over how they would interpret the United States Constitution. The Federalists believed that the government had the power to interpret the Constitution loosely, while the Anti-Federalists believed that it must be interpreted exactly how it was written. An example of this is the establishment of judicial review, which was established in the Marbury vs. Madison case. The concept of judicial review is not stated directly anywhere in the Constitution, but the Federalists argue that it is okay because it was never stated that they couldn’t use this power. The Anti-Federalists argued against this power, saying that because it was never in the Constitution, it is unconstitutional. Another debate the two parties had was over how large the federal and state governments should be. The Federalists wanted a strong national government while the Anti-Federalists wanted most of the power to go to the states. The Federalists argued that a big national government would allow for a better economy, and that the Articles of Confederation had most of the power within the states and that inevitably failed. The Anti-Federalists argued that they did not want to see another oppressive government, like Great Britain. One of the biggest debates between the Anti-Federalists and the Federalists was the issue over the ratification of the Constitution. The Anti-Federalists refused to ratify it, because they demanded a BIll of Rights to secure their unalienable rights. The Federalists simply wanted the Constitution as a means to lay the basic foundation for how the U.S. government would run. To settle this debate, both parties got what they wanted. The Bill of Rights was added to the Constitution as the first ten amendments, which secured the rights the Anti-Federalsts wanted and got the Federalists their Constitution.

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Score Point 4

Annotation

This response shows comprehensive understanding. Comprehensive knowledge of U.S. history can be seen throughout, including listing the names of the leaders of the parties and making connections to the Articles of Confederation and oppressive governments like Great Britain. Insight is shown when explaining the issue of interpretation of the Constitution with the Marbury vs. Madison example.

The shift in voter turnout as demonstrated in the graph was a result of suffrage being opend up to more white men. The graphs show that voter participation increased signficantly between 1836 and 1840. Suffrage originally was limited to wealthy, land-owning, and Protestant white men. However, during Jackson’s time these limitations became more relaxed until all white men were eligible for voting (including immigrants). In most states property requirements were lifted and religion was not a requirement to vote. However, eventually universal white male suffage was achieved in the United States of America. With larger voter pools, the amount of people voting increased. Jacksonian Democracy impacted voter participation because for the first time there were more people voting in elections. This benefitted Jackson because the people voting tended to be more of his audience. Jackson tried to appeal to the common man by claiming he was a common man. Jackson himself was a former war hero with little experience in politics. He had made a name for himself during the War of 1812 and the election prior to his presidency he was considered robbed of the title due to alleged shady deal made by former President John Quincy Adams. The common men Jackson generally appealed to included more middle class white men. As a result, with his targeted demographic of people voting increased, Jackson benefitted and was elected. Furthermore, during Jacksonian democracy politics were expanded to include more white men as said earlier. This correlation was beneficial to Jackson and probably a driving factor. IN all, the increasing voter participation was a result of greater suffrage, however it did not include people of color, Native Americans, or women. Only in the passing of the 15th Amendment was voting opened to African Americans and only after the passing of the 19th Amendment were women allowed to vote.

Score

Score Point 4

Annotation

This response shows a comprehensive understanding of the question. It is insightful and completely integrates knowledge to thoroughly answer the question. Both bullets are answered with details, and the response demonstrates comprehensive knowledge of U.S. history. The first bullet is clearly answered with the first few sentences (The shift in voter turnout as demonstrated in the graph was a result of suffrage being opend up to more white men. The graphs show that voter participation increased signficantly between 1836 and 1840. Suffrage originally was limited to wealthy, land-owning, and Protestant white men. However, during Jackson’s time these limitations became more relaxed until all white men were eligible for voting . . . including immigrants). The second bullet is explained with details as well (Jacksonian Democracy impacted voter participation because for the first time there were more people voting in elections. This benefitted Jackson because the people voting tended to be more of his audience). Insightful statements are present as well (IN all, the increasing voter participation was a result of greater suffrage, however it did not include people of color, Native Americans, or women. Only in the passing of the 15th Amendment was voting opened to African Americans and only after the passing of the 19th Amendment were women allowed to vote).

Student Response

The abolitionists were people who wanted to end or abolish slavery no matter the cost. In order to spread this movement, they used many different tactics. One way that the abolitionists brought attention to the issue of slavery was by having slaves share their stories. One example of this is Frederick Douglass, who told the nation about the true horrors he faced as a slave through speeches and his autobiography. Another way that abolitionists brought attention to their movement was through rioting. Nat Turner was an enslaved man who loathed the institution of slavery, and he instructed many black men to gather arms and kill every white person in sight. This riot became known as Nat Turner’s Rebellion, and it gathered a lot of attention because of the violence. Harriet Tubman was one of the most influential abolitionists of all time. She was an enslaved woman who escaped to the north, and after escaping she began her role as a conductor on the Underground Railroad. The Underground Railroad was a series of passages and safe houses that a conductor would lead a group of runaway slaves through to bring them to freedom. Conductors were the leaders or guides on these journies. Tubman led many successful missions, freeing hundreds of slaves. She became known as “Moses,” who was a biblical figure who freed a group of Jewish people. When the Civil War began, Harriet Tubman served many roles to do whatever she could to support the anti-slavery Union. Harriet Tubman’s bravery helped to spread the abolitionist movement, but also helped countless slaves as well.

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Score Point 4

Annotation

This response shows comprehensive understanding and completely integrates knowledge to thoroughly answer the question. Both bullets are answered with details. Bullet one: (Frederick Douglass, who told the nation about the true horrors he faced as a slave through speeches and his autobiography) and (Nat Turner was an enslaved man who loathed the institution of slavery, and he instructed many black men to gather arms and kill every white person in sight. This riot became known as Nat Turner’s Rebellion, and it gathered a lot of attention because of the violence). Bullet two: (She was an enslaved woman who escaped to the north, and after escaping she began her role as a conductor on the Underground Railroad. The Underground Railroad was a series of passages and safe houses that a conductor would lead a group of runaway slaves through to bring them to freedom. Conductors were the leaders or guides on these journies. Tubman led many successful missions, freeing hundreds of slaves. She became known as “Moses,” who was a biblical figure who freed a group of Jewish people). Insight can be seen in the overall structure of the response (The abolitionists were people who wanted to end or abolish slavery no matter the cost. In order to spread this movement, they used many different tactics) and in the examples chosen.

During the Antebellum period, many abolitionists in the North started to protest slavery, as they felt it was morally and ethically wrong. Some abolitionists were more moderate, while others strongly and publically disagreed with slavery and southern beliefs in general. William Lloyd Garrison was an extremely religious abolitionist in the north, who showed his support for the anti-slavery movement by publishing an abolitionist newspaper, everyone when others resisted his ideas. Another powerful, anti-slavery statement made by the North was done by Senator Charles Sumter. Senator Sumter publically insulted southern, pro-slavery senators during a meeting in Congress. One of the senators attacked Charles Sumter, which led to the abolitionist movement growing even stronger, as many people in the North believed this was just another act of southern brutality. Harriet Tubman was another abolitionist, albeit hidden until the end of the Civil War. Harriet Tubman was a former slave who escaped to freedom, and vowed to help other slaves do the same. Harriet Tubman had to be very secretive and stealthy, for she had bounties out for her after helping free so many slaves. Tubman was also a conductor on the Underground Railroad, which was a secret network of safe houses, willing to risk their lives, to help slaves escape to Canada. After the Civil War began, Harriet Tubman also worked as a Union spy whilst continuing to help slaves along the journey to freedom. The Northern abolitionists had many ways of bringing attention to the morals of slavery before and during the Civil War, through publicity and the resistance of slavery.

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Score Point 4

Annotation

This response shows comprehensive understanding and completely integrates knowledge to thoroughly answer the question. Two methods that abolitionists used are clearly explained with details (William Lloyd Garrison was an extremely religious abolitionist in the north, who showed his support for the anti-slavery movement by publishing an abolitionist newspaper) and (Senator Sumter publically insulted southern, pro-slavery senators during a meeting in Congress. One of the senators attacked Charles Sumter, which led to the abolitionist movement growing even stronger, as many people in the North believed this was just another act of southern brutality). Tubman’s role is also thoroughly explained (Harriet Tubman had to be very secretive and stealthy, for she had bounties out for her after helping free so many slaves. Tubman was also a conductor on the Underground Railroad, which was a secret network of safe houses, willing to risk their lives, to help slaves escape to Canada. After the Civil War began, Harriet Tubman also worked as a Union spy whilst continuing to help slaves along the journey to freedom). Insight is seen in the overall structure of the argument (During the Antebellum period, many abolitionists in the North started to protest slavery, as they felt it was morally and ethically wrong. Some abolitionists were more moderate, while others strongly and publically disagreed with slavery and southern beliefs in general) and (The Northern abolitionists had many ways of bringing attention to the morals of slavery before and during the Civil War, through publicity and the resistance of slavery).

The abolitionists brought attention to the issue of slavery with many different methods in the North. The abolitionists were a group of northern citizens who despised slavery and did anything in their power to stop it from spreading. For instance, when the fugitive slave act was put into play, the abolitionists completely ignored it. The fugitive slave act tried to make it so that runaway slaves must be returned back to their owners even if they were free in the North. The abolitionists instead took care of the slaves no matter if they got thrown into jail. Another way how the abolitionists brought attention to the issue slavery was sacrificing their lives to stop slavery from spreading in the Kansas-Nebraska act. This act allowed popular sovereignty from the peoples votes to decide either or not a territory banned or allowed slavery. Many citizens from both the north and the south started to move over to these territories to overrule them and make them pro slave states or free states. During an event called “Bleeding Kansas” both pro slavery supporters and abolitionists fought in a battle leading to many deaths on both sides trying to fight for their beliefs on slavery. A huge and very popular member of the abolitionists movement was a woman by the name of Harriet Tubman, she grew up as a slave in Maryland which was a slave state. She was sick and tired of being a slave so she left her family and friends behind on the plantation to fled to the north to become free. Years later, she returned back to the plantation to help her close ones escape. While doing this she created a top secret trail called the “underground railroad” consisting of safe houses which helped hundreds of slaves escape to freedom in the North.

Score

Score Point 4

Annotation

This response shows comprehensive understanding. Two methods that abolitionists used are explained (For instance, when the fugitive slave act was put into play, the abolitionists completely ignored it. The fugitive slave act tried to make it so that runaway slaves must be returned back to their owners even if they were free in the North. The abolitionists instead took care of the slaves no matter if they got thrown into jail) and (sacrificing their lives to stop slavery from spreading in the Kansas-Nebraska act). Harriet Tubman’s role in the movement is explained with details as well (She was sick and tired of being a slave so she left her family and friends behind on the plantation to fled to the north to become free. Years later, she returned back to the plantation to help her close ones escape. While doing this she created a top secret trail called the “underground railroad” consisting of safe houses which helped hundreds of slaves escape to freedom in the North). Insight can be seen in the overall structure of the argument as well as the choice of examples.

Social reform movements have played an important role in the ever-changing United States and its political climate. A key example of this in American history is the Temperance movement, a movement that had an immense impact on America's legislature and social climate.

To understand the Temperance movement, it is important to understand what a social reform movement is. A social reform movement is an effort from a group of people that aims to change how society views a topic or how a topic is handled by the law. Besides the Temperance movement, a good example of this is the Common School Movement. This was a movement that began in the late 1800's and aimed to give every child in America access to an education. This was at a time where child labor was common, so many children spent their days working rather than learning. This movement was quite successful, with it resulting in many states making it law that a child must go to school and the creation of government-funded public schools that do not cost a fee to attend.

The Temperance movement is one of the most commonly known social reform movements in America. This was another movement that began in the late 1800's, this time focusing on America's alcohol consumption and wasprimarily led by women. Drinking was, and still is, a favored pastime for many Americans, though followers of the Temperance movement felt that this was damaging the social and political climate of America. Followers of this movement pushed for legislative action on alcohol, which they were successful in with the banning of the sale of alcohol in the early 1900's. While this law was later repealed, it resulted in the spread of underground clubs throughout America dedicated to the illegal sale and consumption of alcohol. These clubs resembled a modern bar, filled with tables for drinkers to sit at and high amounts of alcohol. As was stated before, the ban on the sale of alcohol was eventually repealed and Americans could legally buy and sell alcohol.

While the Temperance movement had an incredible impact on its time, it has not greatly impacted modern consumption of alcohol in America. Many still spend their time drinking with friends or going to bars to consume alcohol. Overall, the Temperance movement had a large impact on the early 1900's, but its effects have not stood the test of time. Many other social reform movements have existed throughout America's history, and without such movements, America likely would not be the country it is today.

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Score Point 4

Annotation

This response shows a comprehensive understanding of the content. An insightful connection was made between social reform movements and American history (played an important role in its political climate; had an immense impact on America's legislature and social climate). Integrates knowledge of reform movements with examples from the Common School Movement. Goals of the temperance movement stated (pushed for legislative action; banning of the sale of alcohol).

Student Response

Henry Blake discusses the harsh realities of sharecropping, a system of farming that took hold in the post-Civil War South and the passage of the 13th Amendment, which banned slavery. Despite the fact that African Americans were now legally free, there were numerous former slave holders who resented this new social order and were seeking ways to still dominate the Black population. The economy of the South, which had been built on exploiting slave labor, was in crisis. Instructions. The plantation owners needed a new labor system that would allow them to continue earning profits from farming without actually breaking the law. Sharecropping proved to be that system. It kept African Americans confined socially and dependent economically. The majorityof freedmen had no money, land, or even a basic education. Sharecropping gave them a home and a job but at a very high cost. Like Blake, ''Half your crop went to the farm owner, '' freedmen had to surrender a large portion of their crop to the landowner. Worse, landowners wouldfalsify accounts and records in an attempt to keep sharecroppers in a position of continual indebtedness. Blake points tothis injustice when he says, ''No matter how good account you kept, you had to go by their account... If you didn't make no money... they would advance you more.'' This system exploited the economic vulnerability of emancipated African Americans and ensured that, despite the formal end of slavery, many remained shackled by poverty and under the control of white landowners.

Score

Score Point 4

Annotation

This response demonstrates comprehensive understanding. The system of sharecropping is identified and explained with details (Henry Blake discusses the harsh realities of sharecropping, a system of farming that took hold in the post-Civil War South and the passage of the 13th Amendment, which banned slavery. Despite the fact that African Americans were now legally free, there were numerous former slave holders who resented this new social order and were seeking ways to still dominate the Black population). Several ways that this denied economic freedoms to African Americans are described as well (The plantation owners needed a new labor system that would allow them to continue earning profits from farming without actually breaking the law. Sharecropping proved to be that system. It kept African Americans confined sociallyand dependent economically. The majorityof freedmen had no money, land, or even a basic education. Sharecropping gave them a home and a job but at a very high cost). Evidence from the provided stimulus is thoroughly integrated into the response. Insight can be seen in the level of detail and thoroughness of conclusions such as (This system exploited the economic vulnerability of emancipated African Americans and ensured that, despite the formal end of slavery, many remained shackled by poverty and under the control of white landowners).

The system described in this excerpt is share cropping. Share cropping was when newly freed black man, or a freedman, rented a small portion of a white man's field. The white men would give the freedman crops to grow, a home and tools to help farm. Every time the freedman harvested, the white plantation owner would come and take part of it to pay off the debt the freedman had from first getting the home, tools and seeds he has. The rest of the crops, the freedman could sell to buy anything he and his family needed. However, while this deal looked good to the naked eye, it mostly kept the freedmen in debt and was very similar to slavery. After the Civil War, African Americans supposedly had more rights, and while they technically did, things like share cropping kept them in debt and in a situation not so different from slaver for many years. By the time the freedman gave the portion of crop that the plantation owner wanted to the plantation owner, all they had left was just enough to buy food, clothes, seeds and new tools if needed. They couldn't live the free life they were promised, and there was no room for any sort of luxuries.

Score

Score Point 3

Annotation

This response shows adequate understanding. Sharecropping is identified and explained (Share cropping was when newly freed black man, or a freedman, rented a small portion of a white man's field. The white men would give the freedman crops to grow, a home and tools to help farm. Every time the freedman harvested, the white plantation owner would come and take part of it to pay off the debt the freedman had from first getting the home, tools and seeds he has. The rest of the crops, the freedman could sell to buy anything he and his family needed). An explanation of how this system denied economic freedoms is provided (After the Civil War, African Americans supposedly had more rights, and while they technically did, things like share cropping kept them in debt and in a situation not so different from slaver for many years. By the time the freedman gave the portion of crop that the plantation owner wanted to the plantation owner, all they had left was just enough to buy food, clothes, seeds and new tools if needed. They couldn't live the free life they were promised, and there was no room for any sort of luxuries). Although adequate content knowledge is demonstrated, no reference to the stimulus is made, preventing a higher scorepoint.

The system that former enslaved man Henry Blake is discussing is known as sharecropping, a system created during reconstruction to give African Americans who couldn't afford farmland to still be farmers. In theory, the idea was a good step to take toward African American economic independence. But when put into action, African Americans didn't make any profit from it due to constantly buying supplies for the farm, giving profit to landowners, and not having enough to sell in the end because of it. This left African Americans with little to no financial freedom, and Henry Blake confirms it when he says, ''we couldnt make nothing, just overalls and something to eat. Half [your crop] went to the [farm owner'' African Americans were left in major debt and had no way out of it. Running away from it wasn't an option either because farm owners would find them anyway and make them pay. Blake narrates this in the excerpt when he warns, ''you better not try to leave and get caught. Theyd keep you in debt.'' In summary, the system of sharecropping, while an idea that was formed to help formerly enslaved people find work, it quickly backfired and turned into an economic prison that African Americans had no way of escapng from.

Score

Score Point 4

Annotation

This response demonstrates comprehensive understanding. The system is identified and explained (The system that former enslaved man Henry Blake is discussing is known as sharecropping, a system created during reconstruction to give African Americans who couldn't afford farmland to still be farmers). A thorough and detailed explanation of how this denied economic freedoms, with integrated text evidence, is provided. (In theory, the idea was a good step to take toward African American economic independence. But when put into action, African Americans didn't make any profit from it due to constantly buying supplies for the farm, giving profit to landowners, and not having enough to sell in the end because of it. This left African Americans with little to no financial freedom, and Henry Blake confirms it when he says, ''we couldnt make nothing, just overalls and something to eat. Half [your crop] went to the [farm owner'' African Americans were left in major debt and had no way out of it. Running away from it wasn't an option either because farm owners would find them anyway and make them pay. Blake narrates this in the excerpt when he warns, ''you better not try to leave and get caught. Theyd keep you in debt.'') Insight can be seen in the selection and integration of text evidence, as well as (In summary, the system of sharecropping, while an idea that was formed to help formerly enslaved people find work, it quickly backfired and turned into an economic prison that African Americans had no way of escapng from).

Use your knowledge of U.S. history to answer the constructed response question.

Identify the reasons for Pontiac’s Rebellion following the French and Indian War.

Explain how Pontiac’s Rebellion affected relationships between the British and the colonists.

Use details and examples to support your response.

Enter your answer in the space provided.

Use your knowledge of U.S. history to answer the constructed response question.

Identify the views expressed by large and small states at the Constitutional Convention about how to determine legislative representation.

Explain the impact that the Great Compromise had on the structure of the legislative branch.

Use details and examples to support your response.

Enter your answer in the space provided.

Use your knowledge of U.S. history to answer the constructed-response question.

Identify an argument for the addition of a bill of rights to the Constitution.

Explain how the Bill of Rights affected the ratification of the U.S. Constitution.

Use details and examples to support your answer.

Enter your answer in the space provided.

Use your knowledge of U.S. history to answer the constructed-response question.

Describe two issues regarding the power of government over which the Federalists and Anti-Federalists did not agree.

Explain how the Bill of Rights was a compromise for both the Federalists and Anti-Federalists.

Use details and examples to support your answer.

Enter your answer in the space provided.

Study the map and use it to answer the constructed response question.

Identify the geographic impact of the Louisiana Purchase of 1803.

Explain how this impact affected relationships with American Indian tribes.

Use details and examples from the map to support your response.

Enter your answer in the space provided.

Study the graph, and use it to answer the constructed-response question.

Identify a cause of the shift shown in the graph.

Explain the impact of Jacksonian Democracy on political participation.

Use details and examples from the graph to support your response.

Enter your answer in the space provided.

Use your knowledge of U.S. history to answer the constructed-response question.

Identify the nullification crisis during Andrew Jackson's presidency.

Explain the impact of the nullification crisis on the power of the federal government.

Use details and examples to support your response.

Use your knowledge of U.S. history to answer the constructed-response question.

Describe two ways that abolitionists brought attention to the issue of slavery.

Explain the role of Harriet Tubman in the abolitionist movement.

Use details and examples to support your answer.

Enter your answer in the space provided.

Use your knowledge of U.S. history to answer the constructed response question.

Define the phrase social reform movement.

Explain the goals of the temperance movement.

Use details and examples to support your response.

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Read the excerpt and use it to answer the constructed response question.

After freedom . . . we couldn't make nothing, just overalls and something to eat. Half [your crop] went to the [farm owner]. . . . A man that didn't know how to count would always lose . . . . No matter how good account you kept, you had to go by their account . . . . If you didn't make no money . . . they would advance [give] you more. But . . . you better not try to leave and get caught. They'd keep you in debt.

Henry Blake, former enslaved African American, oral interview, 1936 to 1938

Identify the system described in this excerpt.

Explain how the system denied economic freedoms to African Americans after the Civil War.

Use details and examples from the excerpt to support your response.

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