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Students analyze how the First World War and consumerism shaped economic, social, and cultural change in United States society during the decade. 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Directions: The following question requires you to construct a coherent essay that integrates your interpretation of Documents A-I and your knowledge of the period referred to in the question. High scores will be earned only by essays that both cite key pieces of evidence from the documents and draw on outside knowledge of the period.  \nThe 1920s have been characterized as a decade of economic, social, and cultural change. Analyze the extent to which the First World War and consumerism affected United States society during this period.  \nDocument A  \nDocument B  \nSource: Bishop John L. Hurst,“Fight,” in The Crisis , the journal of the National Association for the Advancement of Colored People, 1919.  \nAs a race, we gave the country our best sons to make the supreme sacrifice in order to make the world free from German oppression. These same boys should be willing to make this  \nCopyright © 2017. The College Board. These materials are part of a College Board program. Use or distribution of these materials online or in print beyond your school’s participation in the program is prohibited.  \nPage 1 of 4  \nAP U.S. History  \nTest Booklet  \nUnit 7 FRQ: Document-based Question (DBQ)  \ncountry free from American oppression against their race. I know they are willing and ready. Some may say this is madness. If it is, let me reassure them that the entire race must be mad, for this is the language they speak today and the only thing they will listen to.  \nDocument C  \nDocument D  \nSource: Sinclair Lewis, Babbitt, 1922.  \nIt was the best of nationally advertised and quantitatively produced alarm-clocks, with all modern attachments, including cathedral chime, intermittent alarm, and phosphorescent dial. Babbitt was proud of being awakened by such a rich device. Socially it was almost as creditable as buying expensive cord tires.  \nDocument E  \nSource: Thorstein Veblen,“Dementia Praecox,” The Freeman, 1922.  \nIt is evident now   that no part of Europe is better off for America’s having taken part in the great war. So also it is evident that the Americans are all the worse off for it   The Republic has come through this era of spiritual dilapidation with an unbalanced budget and an increased armament by use of which to “safeguard American Interests”—that is to say, negotiate   a  \nCopyright © 2017. The College Board. These materials are part of a College Board program. Use or distribution of these materials online or in print beyond your school’s participation in the program is prohibited.  \nPage 2 of 4  \nAP U.S. History  \nTest Booklet  \nUnit 7 FRQ: Document-based Question (DBQ)  \nsystem of passports, deportations, and restricted immigration   The State constabularies have been augmented; the right of popular assembly freely interfered with   the Ku Klux Klan has been reanimated and reorganized for extra-legal intimidation of citizens   Meantime the profiteers do business as usual and the Federal authorities are busied with a schedule of increased protective duties designed to enhance the profits of their business. Those traits in this current situation wherein it is different from the relatively sober state of things before the war, have been injected by America’s participation in the war.  \nDocument F  \nSource: Fannie Hurst, New York Times, 1923.  \nThe place of the woman of intelligence is not inevitably in the kitchen worrying about pot and pan trifles, not at the front door every evening waiting tremulously for the step of her John and fearful lest the roast be   overdone. Her place is where she can give the most service and get the most out of life    \nDocument G  \nSource: John Dewey, The Public and Its Problems, 1927.  \nThe present era of “prosperity” may not be enduring. But the movie, radio, cheap reading and motor car with all they stand for have come to stay. That they did not originate in deliberate desire to divert attention from political intere","cbCairmChAdfO1Gw","https://ap.wps.com/l/cbCairmChAdfO1Gw","pdf",357578,"English","# Unit 7 FRQ: Document-based Question (DBQ)\n## Directions\n## Essay Prompt\n## Documents A-I","[{\"question\":\"What is the main task of the Unit 7 DBQ essay?\",\"answer\":\"Construct a coherent essay that integrates interpretations of Documents A–I with knowledge of the period referenced in the question. Strong essays cite key evidence from the documents and draw on outside knowledge.\"},{\"question\":\"What historical period and theme does the prompt focus on?\",\"answer\":\"The 1920s are characterized as a decade of economic, social, and cultural change. The essay analyzes the extent to which the First World War and consumerism affected U.S. society during this period.\"},{\"question\":\"What makes an essay earn high scores on this DBQ?\",\"answer\":\"High scores come from using key pieces of evidence from the documents and connecting them to broader, accurate outside knowledge about the era.\"}]","AP U.S. History Test Booklet - Unit 7 FRQ - Document-based Question (DBQ) | PDF",1790730754]