APUSH SAQ Point Scoring Activity #1

14 min readFeb 10, 2022

Would you give the point?

For this activity, assume that you have been hired by College Board to “serve as a reader” for an upcoming AP US History Exam. Would you give the SAQ point to any of the answers appearing below, with each of these answers seeking to respond to a different Gilded Age relating prompt?

THE LABORERS

Q1 — Briefly explain ONE specific way in which laborers sought to directly confront business leaders during the Gilded Age.

One specific way in which laborers sought to directly confront business leaders in the Gilded Age was through labor unions. Labor unions were organizations of workers and laborers who protested against the business leaders. The main issues targeted were the bad working conditions and unfair treatment of workers.

Q2 — Briefly explain ONE specific outcome of the fact that during the Gilded Age the standard of living improved for many laborers.

One specific outcome of the fact that during the Gilded Age the standard of living improved for many laborers was that laborers had extra money to spend on consumer goods. Because they were better compensated for their labor during this time period, they were able to spend the excess money they had on things other than necessities. This resulted in the development of the mail order catalog which made spending excess money easier.

Q3 — Briefly describe ONE specific New Deal response to the child labor of the Gilded Age.

One specific New Deal response to the child labor of the Gilded Age was the prohibition of it. President Roosevelt sought to ban child labor by passing several anti-child labor laws. The most famous of these laws was The Fair Labor Standards Act. Child labor was often used for exploitation.

Q4 — Briefly describe ONE major difference between the labor force of the Gilded Age and the labor force of the time period 1800–1865.

One major difference between the labor force in the Gilded Age and the labor force from 1800–1865 involves the different people who got involved in job opportunities. Between 1800–1865, men and women mainly in the northeast of America were working in factories to produce manufactured goods. Some places like Lowell mills were places where the labor forces took place. In comparison, the labor force in the Gilded Age more so included immigrants from Southeastern Europe and Asia.

INTERNAL MIGRATION

Q5 — Briefly describe ONE major similarity between the whites and blacks who migrated northward during the Gilded Age.

One major similarity between the white and black people who migrated northward during the Gilded Age was they were both looking for better job opportunities. Black people during this time were migrating northward to places like Chicago and Harlem to find either work in factories in the north in large cities or free land on which to farm. This free land was the result of the Homestead Act. White people also migrated northward for the same reasons.

Q6 — Briefly describe a SECOND major similarity between whites and blacks who migrated northward during the Gilded Age.

One major similarity between whites and blacks who migrated northward during the Gilded Age is they were in search of new opportunities. These opportunities included work in factories. These factories hired numerous labor workers and provided jobs for many people who had just moved to urban cities in the north. Northern urban cities became immensely populated as more and more people, both black and white, migrated in search of new job opportunities in factories.

Q7 — Briefly explain ONE historical effect of those who migrated westward during the Gilded Age.

One historical effect of those who migrated westward during the Gilded Age is the discovery of gold in California. If the migrants of the Gilded Age had not migrated westward, gold would never have been discovered.

Q8 — Briefly explain a SECOND historical effect of those who migrated westward during the Gilded Age.

One historical effect of Western migration during the gilded age was the formation of groups of farmers. One group formed during this period was the Grange. The Grange called for increased railroad restrictions.

Q9 — Briefly explain a THIRD historical effect of those who migrated westward during the Gilded Age.

One historical effect of those who migrated westward during the gilded age was an increase in labor and population of large cities such as chicago. An example of this increase in labor is the first Great migration. In this many African Americans left the south for cities in the North and West, such as the aforementioned Chicago. The arrival of these immigrants caused an increase in population and labor available for factory work.

Q10 — Briefly explain ONE historical effect of the African Americans who migrated northward during the Gilded Age.

One historical effect of the African Americans who migrated northward during the Gilded Age was an increase in the population of African Americans in the north. During the Gilded Age, many African Americans migrated northward looking for better opportunities. They often moved hoping to escape the racial prejudice from the south and better treatment. As more African Americans migrated to the north during the Gilded Age, there were more African Americans leading to an increase in the population of African Americans in the North.

EXTERNAL MIGRATION:

Q11 — Briefly describe ONE major difference between those who immigrated to the US during the Gilded Age and those who immigrated in the decades leading up to the Gilded Age.

A major difference between those who arrived before the Gilded age and during was the reason for their migration. People migrating before the gilded age arrived from places such as Ireland due to the potato famine and poverty. People arriving during the gilded age wanted jobs and to take part in the second industrial revolution. As the United States had slowly grown to become a stronger country, many wanted to come for the American dream.

Q12 — Briefly describe a SECOND major difference between those who immigrated to the US during the Gilded Age and those who immigrated in the decades leading up to the Gilded Age.

Those who immigrated to the US during the gilded age were typical of eastern and southern Europe, with ethnicities like Italians, Poles, and Russians. Those who immigrated to the US before the Gilded age were typically from Northern and Central Europe with ethnicities like Irish and German. All typically worked in factories and practiced their own cultural traditions, however those from Eastern Europe ended up promoting the 3% clause.1

Q13 — Briefly describe a THIRD major difference between those who immigrated to the US during the Gilded Age and those who immigrated in the decades leading up to the Gilded Age.

A third major difference between those who immigrated to the US during the Gilded Age and those who immigrated in the decades leading up to the Gilded Age is their treatment. During the Gilded Age, factory owners believed in Laissez Faire, which they valued profit above everything. This means that immigrants during the Gilded age would have even worse working conditions and longer hours than decade.

Q14 — Briefly describe ONE major similarity between those who immigrated to the US during the Gilded Age and those who immigrated in the decades leading up to the Gilded Age.

One major similarity between the immigrants who migrated during the Gilded Age and before the Gilded Age was the pull factor created by the US economy. With the formation of large corporations during the Gilded Age, immigrants had an opportunity to work and live in big cities. Immigrants had an opportunity to work in factories and earn a basic salary. This was similar to before the Gilded Age when Irish immigrants worked in Northern factories.

Q15 — Briefly describe a SECOND major similarity between those who immigrated to the US during the Gilded Age and those who immigrated in the decades leading up to the Gilded Age.

A similarity between those who immigrated to the US during the Gilded Age and those who immigrated in the decades leading up to the Gilded Age was that in both time periods, immigrants were looking for opportunities. They looked for a better quality of living to escape difficult situations at home and thus turned to the US, a newer nation beginning to blossom since the industrial revolution. These immigrants also looked for fair wages to support growing families.

AMERICA’S RESPONSE TO THE EXTERNAL MIGRATION:

Q16 — Briefly explain ONE historical effect of those who immigrated to the United States during the Gilded Age.

One historical effect of those who immigrated to America during the Gilded Ages was an increased amount of nativism. Those who immigrated to America during the Gilded Ages included Italians who ended up being underpaid and working vigorous jobs in factories. Nativism allowed for low wages and the mistreatment of immigrants.

Q17 — Briefly explain a SECOND historical effect of those who immigrated to the United States during the Gilded Age.

During the Gilded Age, a second historical effect of those who immigrated to the United States was a boom in economic growth. This economic growth resulted mainly from the creation of even more factories. Immigrants from Germany, Russia, and Poland worked in these factories, though the hours were long and the work was hard. As a result, America’s economy was stronger than ever before, reaping enormous profits as the nation grew on the global scale.

Q18 — Briefly describe ONE major difference between the Chinese Exclusion Act that was passed during the Gilded Age and the laws relating to immigration that were passed in the years immediately following the Gilded Age.

No clue.

THE DISTINCTIVE MIDDLE CLASS:

Q19 — Briefly explain ONE specific outcome relating to the emergence of a distinctive middle class during the Gilded Age.

One outcome relating to the emergence of a distinctive middle class during the Gilded Age was a greater dependence on lower-class immigrants in factories. Factory owners no longer needed middle class citizens since they could instead use the labor of Jewish and Irish immigrants that were willing to work at far lower prices.

Q20 — Briefly explain a SECOND specific outcome relating to the emergence of a distinctive middle class during the Gilded Age.

A second specific outcome relating to the distinctive middle class during the Gilded Age was more leisure time. During this time period, the middle class was able to enjoy more free time than the wealthy and the poor. The wealthy were in charge of businesses and had to work a lot with the poor who were working to earn money. With this new free time, the middle class was able to enjoy baseball for example. Baseball was a sport primarily enjoyed by the middle class as they had the opportunity to enjoy this leisure time.

Q21 — Briefly explain a THIRD specific outcome relating to the emergence of a distinctive middle class during the Gilded Age.

A THIRD specific outcome relating to the emergence of a distinctive middle class was the creation of the Sears and Roebuck mail order catalogue. This catalogue not only provided the emerging middle class with a number of different items to buy — items such as shoes, watches, hats, shirts, furniture, etc — it also provided the emerging middle class that didn’t live near a city with a chance to buy these items. A first in American history.

THE CALL FOR REFORM:

Q22 — Briefly describe ONE major difference between the Social Gospel and the Gospel of Wealth

Both the Social Gospel and the Gospel of Wealth benefited those who weren’t wealthy. Carnegies Gospel of Wealth argued that the wealthy needed to engage in philanthropy, meaning that they had to give some of their wealth to the public, and the non wealthy in particular, in the form of donations to hospital, schools, parks, etc. And the Social Gospel argued that people must emulate the life of Jesus Christ, which means, to some extent, to do good for those who have not.

Q23 — Briefly describe ONE major similarity between Jacob Riis’ How the Other Half Lives and Uptown Sinclair’s The Jungle

One major difference between Jacob Rills’ how the other half lives and Upton Sinclair’s the jungle was that the jungle talked about the meat-packing industry.

Q24 — Briefly explain ONE major similarity between Jacob Coxey’s march to Washington D.C. and Samuel Gompers founding of the American Federation of Labor.

One major similarity between Jacob Coxey’s march to Washington D.C and Samuel Gompers founding of the : Federation of Labor was that both movements supported better conditions for American workers. Jacob Coxey’s march to Washington D.C advocated for economic support for American workers during an economic depression. Samuel Gompers founded the American Federation of Labor so that American workers, who often worked in hazardous factory conditions, would be able to work together to advocate for their employers to provide better wages and working conditions.

Q25 — Briefly describe one similarity between Jane Addams Hull House and Andrew Carnegie’s Gospel of Wealth.

One similarity between Jane Addams Hull House and Andrew Carnegie’s Gospel of Wealth is that they both focus on the differences between economic classes. Jane Addam’s Hull House was the first settlement house, which supported lower classes within the area. Carnegie’s Gospel of Wealth mean giving the wealth one had acquired back to the poor and middle class in the form of philanthropy.

THE CONTROVERSIES OVER THE ROLE OF GOVERNMENT:

Q26 — Briefly describe ONE perspective relating to the role of government during the Gilded Age.

One perspective relating to the role of government during the Gilded Age was populism. Populists argued that the government should have more involvement with the country’s economy. The government had no role in the economy during the GA which led to farmers struggling. One example of this is the lack of regulation in the railroad idustry

Q27 — Briefly describe a SECOND perspective relating to the role of government during the Gilded Age.

Another perspective relating to the role of the government during the Gilded Age was the ideology of laissez faire, in which corporations and business owners believed that the government should turn a blind eye towards the economics of America.

POLITICAL PARTIES:

Q28 — Briefly describe ONE major difference between the Democrats and the Republicans during the Gilded Age.

One major difference between the Democrats and the Republicans during the Gilded Age was that the Democratic party relied heavily more on political machines, such as Tammany Hall, which allowed the Democrats to stay in power locally. These political machines would offer immigrants support, such as with food, housing, and jobs in return for votes, but would also promise business owners new factories and other opportunities for political funding. As a result, corruption was quite prevalent in the northern urban areas where Democrats held power. On the other hand, many Republicans pushed for political reform, against this corrupted behavior where loyalty is exchanged for jobs, political and economic opportunity.

Q29 — Briefly describe a SECOND major difference between the Democrats and the Republicans during the Gilded Age.

A second major difference between the Democrats and Republicans during the Gilded age was that the republicans favored the gold coin standard while democrats favored the silver coin standard. The gold coin standard raised the value of the American dollar. The silver coin standard lowered the value of the American dollar, which made it easier to pay off debts. People who preferred the silver coin standard were those in debt, such as the farmers who got screwed over by railroad companies and the mechanization of farming tools.

Q30 — Briefly describe a THIRD major difference between the Democrats and the Republicans during the Gilded Age.

A third major difference between the Democrats and the Republicans during the Gilded age was that Democrats favored a lower tariff while Republicans favored a higher tariff. Tariffs were taxes on imported goods. With higher tariffs, the price of imported goods increased.

Q31 — Briefly explain ONE reason for the founding of the Populist Party;

One reason for the founding of the populist party was slavery. The populists argued against slavery. Abolistionists they were. Not freesoilers.

Q32 — Briefly explain a SECOND reason for the founding of the Populist Party

A second reason for the founding of Populist Party was the unfair treatment of farmers. At the time due to laissez-faire policy the government had no say in how business owners conducted transactions, ther railroad in particular, allowing for outrageous shipping fees charged to farmers. In other words, this unfair treatment included the overcharge of transporting goods for farmers which greatly affected their business, which prompted them to form the Populist Party to combat these issues.

Q33 — Briefly explain ONE specific result of the founding of the Populist Party.

One specific result of the founding of the populist party was government intervention and the end of laissez faire.

MISCELLANEOUS:

Q34 — Briefly describe ONE reason for the inequalities that existed during the Gilded Age.

One reason for the inequalities that existed during the Gilded Age was the consolidation of companies into large trusts and monopolies, which concentrated the wealth of the country to an elite few. This widened the gap between the rich and the poor and disconnected the two, which led to the wealth inequality present during the Gilded Age.

Q35 — Briefly describe a SECOND reason for the inequalities that existed during the Gilded Age.

A second reason for the inequalities that existed during the Gilded Age was the introduction of political machines, which exploited various levels of corruption for votes. Political machines such as Tammany Hall bought the loyalty of immigrants with housing, food, and jobs. In return, these immigrants would continue to vote for their party.

Q36 — Briefly describe ONE major similarity between laissez-faire ideology and Social Darwinism.

One similarity between the ideologies of laissez-faire and Social Darwinism was the belief “survival of the fittest”. The belief praised those who worked hard and earned their own wealth. Both ideologies supported competitive capitalism and innovative entrepreneurship in building large corporations. Those who wanted to find success had to put sympathy aside and focus on personal progress.

Q37 — Briefly describe ONE major difference between laissez-faire ideology and Social Darwinism.

One major difference between laissez-faire ideology and Social Darwinism is that both suggested that government should keep its hands off business. Neither argued in favor of government intervention when the economy turned downward. Survival of the fittest; the week should be allowed to fail, that’s what both had in common.

Q38 — Briefly describe ONE major difference between the Gilded Age and the Progressive Era

One major difference between the Gilded Age and the Progressive Era is in terms of the role of women. The Gilded Age was all about men. In my APUSH class, we learned about few, if any women, during the Gilded Age. But when we learned about the Progressive Era, we learned about a lot of women. Ida B. Wells, Ida Tarbell, Jane Adams, etc.

Q39 — Briefly describe a SECOND major difference between the Gilded Age and the Progressive Era

A second major difference between the Gilded Age and the Progressive Era is is in terms of the extent to which the Government would intervene to solve some of the pressing problems of the time. During the Gilded Age, the government rarely stepped in; choosing instead to adopt a policy of lazy fair (aka stay out). During the Progressive Era, the government would more often step in. The passage of the Food and Drug Act for example. The trusting busing of Theodore Roosevelt and the USSC, for another example.

Q40 — Briefly describe a THIRD major difference between the Gilded Age and the Progressive Era

A third major difference between the Gilded Age and the Progressive Era is is in terms of trust busting. During the Gilded Age, trusts were rarely busted. During the Progressive Era trust were now and then busted. The Standard Oil Oil Company and the American Tobacco Company were two trust that were both busted during the Progressive Era.

Sidenote #1

All of the answers appearing above were produced by the students in my 5th period APUSH course with no time to prep. I simply said “pop quiz” and then told each student which question to answer.

Students were given four minutes to answer the question they had been assigned and, before starting, were told not to go online in search of the answer, though I did not police.

Because I have 30 students in the class, I needed to ask for volunteers to answer the remaining ten questions.

The students’ answers have not been edited. What you see is what was written.

The day after the “pop quiz”, I asked my 6th-period class, working in small groups, to score 5th period’s answers. Point or no point, I directed, with the student-scorers having no idea whose SAQ they were scoring. I had removed all names. I also asked my 5th-period students, in small groups, to score 6th period’s answers. Again, with all names removed.

Then some of the answers that did not earn the point, and especially the close ones, were projected onto a screen at the front of the room, where I explained what score I would give and why.

Sidenote #2

In the opinion of this APUSH teacher, the SAQ Point should NOT be given to the following:

Email me at ppaccone@smusd.us if you think differentl