7 APUSH LEQ Essays Utilizing the Tack-it-on Approach

Would you award the point?

The term ‘Tack-it-on Approach’ refers to any attempt to earn the APUSH LEQ/DBQ complexity point by attaching a paragraph of 3–7 sentences to the end of an LEQ/DBQ essay, with this paragraph seeking to do one or more of the following:

• Explain multiple themes or perspectives to explore complexity or nuance;
• Explain multiple causes or effects, multiple similarities or differences, or multiple continuities or changes;
• Explain both cause and effect, both similarity and difference, or both continuity and change:
• Explain relevant and insightful connections within and across periods or geographical areas. These connections should clearly relate to an argument that responds to the prompt.”

Each of the seven essays appearing below not only utilizes the tack-it-on approach but also a very specific kind of tacked-on paragraph, the Mod/Qual, with this paragraph:

• Seeking to modify or qualify the main argument in the essay.
• Starting with ‘While it is true that…’, and then including at least two instances of ‘it also needs to be noted that…’

With that said, imagine you’ve been hired by the College Board to score each of these seven Mod/Qual employing essays. Which deserves the Complexity point?

LEQ Essay #1

Evaluate the extent to which American foreign policy changed in the period from 1890–1918

Before 1890, American foreign policy did not embrace the idea of Imperialism. Imperialism can best be defined as when one country goes into another country for political and economic gain. Before 1890, America didn’t often go into another country for political and economic gain. American foreign policy took a back seat to domestic policy and the need to deal with the Civil War and how to rebuild the South after the war. Besides, America before 1890 didn’t possess the military strength to assert a policy of imperialism. To a great extent, American foreign policy changed in the period from 1890–1918. During this period, American foreign policy increasingly embraced the idea of imperialism.

One significant piece of evidence supporting this thesis is the Spanish-American War. This war started in 1898 when the U.S. decided to help Cuba get independence from Spain. Because of the war, the U.S. ended up controlling places like Puerto Rico, Guam, and the Philippines. This was a big deal because it was the first time the U.S. really took over land far away from its own borders. It showed that America was starting to act like an imperial power, taking over other lands for its own benefit.

Another big example of how American foreign policy changed is when the U.S. overthrew the Hawaii government during this period. This was a really important move because it helped the U.S. increase its power in the Pacific Ocean. The reason the U.S. wanted Hawaii wasn’t just because it’s a beautiful place, but also because it was good for business. By taking over Hawaii, America showed that it was becoming more interested in controlling more places around the world, not just in its own backyard. This was a big step in America starting to act like an empire, taking new lands for money and power

While it is true that American foreign policy changed significantly between 1890 and 1918, it needs to be noted that signs of imperialistic tendencies were already evident before 1890, with actions like the expansion into Native American lands in the Great Plains, territorial acquisitions from the Mexican-American War, and the opening of Japan through Commodore Perry’s expedition, indicating that the shift towards imperialism might have been an ongoing process rather than a sudden change.

— 372 words

LEQ Essay #2

Evaluate the extent to which American society transformed in the period from 1865 to 1900.

Before 1870, the American society was predominantly a bunch of farmers. This period was therefore characterized by a slower pace of life, local and community-focused economies, and limited industrial development (with factories mostly producing only steam engines, interchangeable parts, railroads, cotton gins, and textiles). To a great extent, American society transformed in the period from 1865 to 1900. During this period, the American society experienced a dramatic shift from a largely agrarian and rural lifestyle to an increasingly urban and industrialized one.

One bit of evidence in support of this claim is the dramatic increase in the number of people who moved to cities like New York, Chicago, and San Francisco. These cities during this period of time experienced explosive growth in population due to both immigration and rural-urban migration. This urban expansion led to diverse changes in social dynamics, including the rise of ethnic neighborhoods, changes in family structures, and new social challenges such as overcrowding and the need for public services. The urban landscape of America was irrevocably altered, with a significant portion of the population living and working in urban centers by the end of the century.

A second piece of evidence in support of this claim is the big increase in factory jobs and industrial work during this time. This period saw a lot of industrial growth, leading to many people moving from farm work to factory jobs. These factories, important in areas like textile, steel, oil refining, and railroad production, brought in a varied group of workers, including immigrants and people who used to live in rural areas. This change deeply transformed American society, turning it from mostly farmers to mainly factory workers

While it’s true that American society changed a lot between 1865 and 1900, it needs to be noted that the society in the South during this period remained mostly farming-based. It also needs to be noted that, even though there were improvements in rights for women (like the right to divorce and, like the Mills girls, they could get jobs in factories), women still could not vote. Additionally, during this time, Native Americans continued to lose their lands (on the Great Plains in particular.) Furthermore, it’s important to recognize the challenges faced by Chinese immigrants and other newcomers, who continued to encounter discrimination (the Chinese Exclusion Act) and harsh working conditions. In other words, despite all the societal changes that occurred during this period of time, many aspects of society remained unchanged or improved only marginally, indicating that while society evolved, it did not transform in significant ways for many parts of the population

-- 426 words

LEQ Essay #3

Evaluate the extent to which the passage of various laws of Congress impacted the Great Plains in the period 1860–1890.

Before 1860, the Great Plains of America were largely an untamed and sparsely settled region. This area was primarily where Native American tribes and vast herds of buffalo lived. Hence, life on the Great Plains was ruled more by the traditional customs and practices of the Native American tribes than by laws of Congress. To a large extent, the passage of various laws of Congress impacted the Great Plains in the period from 1860–1890. During this time, two laws particularly impacted the Great Plains: one calling for the building of a railroad across the plains, and the other promising free land to those who would move onto the plains.

One piece of evidence in support of this claim is the Pacific Railroad Act. This act authorized the construction of the transcontinental railroad, which significantly altered the landscape and accessibility of the Great Plains. The railroad led to the movement of people and goods across the country, connecting the Great Plains to both the eastern and western regions. This connectivity resulted in the development of leading to the development of new towns and industries along the route.

A second piece of evidence in support of this claim is the Homestead Act. This legislation provided free land to settlers who were willing to live on and cultivate it for a certain period. The act led to a significant influx of settlers to the Great Plains, changing the landscape. It encouraged the establishment of small-scale farming, transforming the region from a vast wilderness to a host of “homesteads” and small farms The Homestead Act was instrumental in promoting westward expansion and played a key role in changing the look of the Great Plains.

While it is true that the Pacific Railroad Act and the Homestead Act greatly impacted the Great Plains from 1860 to 1890, they also led to some really bad things. The Pacific Railroad Act, for example, led to the decimation of the buffalo by providing easy access for hide hunters and bone finders. Additionally, the Homestead Act, despite promoting settlement, often led to unsustainable farming practices and a damaging of the land due to the inexperience of new settlers with the challenging Plains environment. Furthermore, both acts contributed to increased conflicts and displacement of Native American tribes, as the influx of settlers encroached on their lands.

— 410 words

LEQ Essay #4

Evaluate the extent to which American agriculture changed in the period from 1865 to 1900.

Before 1865, American agriculture can best be described as not very industrial as it was mostly manual labor and small-scale family farms. The South focused on labor-intensive cash crops like cotton, often using slave labor, while the North and Midwest mostly produced crops such as wheat and corn. There wasn’t much transportation (like trains cars, trucks, and steamships) and most farming was subsistence-based, with farmers having little left over to sell to others. To a large extent, American agriculture changed from 1865 to 1900. During this period, American agriculture especially changed in terms of where the crops were grown, who grew the crops, how the crops were shipped to market, and the amount of crops that were produced.

One bit of evidence in support of this thesis is the introduction of the mechanical reaper. This innovation significantly changed the harvesting process, allowing farmers to harvest crops much faster than before, wheat especially. As a result, the mechanical reaper not only reduced the need for manual labor but also dramatically increased the amount of crops produced, directly contributing to the significant change in the amount of agricultural output between 1865 and 1900.

A second piece of evidence is the growth of the railroad industry. The railroads during this period provided a means to transport large amounts of agriculture to far-away markets. This not only opened up distant markets for farmers but also made it easier the transport agricultural goods to international markets, thereby growing American agriculture. The expansion of the railroad network thus served as a major factor in transforming American agriculture from a localized, subsistence activity into a more commercial and globally connected enterprise, showing the profound changes in agricultural practices from 1865 to 1900.

A third bit of evidence is the Homestead Act. This law essentially gave farmers free land on the Great Plains. Before 1865, the Great Plains had essentially just been passed through. After 1865, thanks to the Homestead Act, the Great Plains were increasingly being used to grow crops and raise livestock, illustrating a major way in which agriculture changed during this period.

While it is true that to a large extent, American agriculture changed from 1865 to 1900, it also needs to be noted that some things in agriculture didn’t change much at all. For example, agriculture during this period still consisted of many small-scale farmers who continued to practice traditional farming methods. Not all farmers could afford things like the Second Industrial Revolution mechanical reapers and combines. Additionally, certain regions, particularly in the South, still relied heavily on cash crops like cotton, continuing pre-Civil War agricultural patterns Moreover, vast sections of the country, particularly in the South, continued to take advantage of those hired to actually farm the land. The continuation of this kind of exploitation of farmers, through sharecropping and tenant farming, resulted in a cycle of debt and poverty for those who actually did the farm work, with many of these people being African Americans and poor whites.

— 496 words

LEQ Essay #5

Evaluate the extent to which American transportation changed in the period from 1865 to 1900.

Before 1865, persons living in the United States were typically transported from place to place by foot. They were also transported by horse, horse-drawn cart, horse-drawn carriage, horse-drawn wagon, horse-drawn street car, steampowered train (especially in the northeast and to some extent in the south), and by sailboat, steamboat, canoe, raft, and horse-drawn canal boat. To a great extent, transportation in the U.S. changed from 1865 to 1898. During this period of time railroads expanded, (2) bycyles became more popular and affordable, and (3) eletricity-powered transportation was born.

This thesis is supported by the the fact that during this perod of time America completed constuction on its first transcontinental railroad (completed after the Civil War) and by the growth and development of the American railroad network that followed. This network spread to parts of America that had not yet been settled or developed, made it easier for people to be transported long distances faster than before, and helped to unite the country.

This thesis is also supported by the fact that the cable car was invented between 1865–1898 and put into widespread use in San Francisco AND the fact that the electric streetcar was developed during this time period, quickly becoming a popular means of transportation in the US. Both cable cars and electric powered street cars were preferred over horse-drawn streetcars because they were faster, more efficient, and produced less pollution.

This thesis is also supported by the fact that during this time period the chain-driven bicycle and pneumatic tire were invented, both resulting in the growth and development of the American bicycle industry. Bikes built during this period of time were much more practical and affordable than earlier models. They were also, thanks to the pneumatic tire, much more comfortable to ride on. Hence the popularity of bikes built during this time grew rapidly. By the 1880s, the bicycle had become a popular form of transportation and leisure in the United States, going from a novelty to a popular and practical form of transportation

While it is true that transportation in the United States changed to a great in the period from 1865 to 1898, it is important to note that these changes weren’t always positive. The construction of the railroads, for example, resulted in encroachment onto the land of the Great Plains Native Americans and the exploitation of Chinese who helped build this railroad. Additionally, the rise of the railroad industry led to the decline of other forms of transportation, such as horse-drawn stagecoaches, steamboats, and horse-drawn canal boats. Additionally, the cost of travaleing by train was often very expensive for many Americans, making it difficult for them to take advantage of the increased mobility afforded by the railroad. It’s also important to note that during this time period, many rural areas, particularly in the South, were gauged by the railroads, making it difficult for these farmers to get their goods to market at a fair and reasonable price..

— 493 words

LEQ Essay #6

Evaluate the extent to which the lives of women in the United States changed from 1890–1920.

Before 1890, women in the United States had limited opportunities to participate in public life, and their roles were primarily confined to domestic duties. They had limited access to education and job opportunities, and their legal rights were restricted, especially in terms of the right to vote. Additionally women were generally not allowed to own property, make legal contracts, or control their own earnings. They also had limited rights in marriage, including the inability to initiate divorce in many states. To a great extent, the lives the lives of women in the United States changed from 1890–1920. During this period of time, women increasingly (1) moved to the cities, (2) joined volunteer organizations, and (3) attacked economic inequality.

This thesis is supported by the fact that the period from 1890–1920 is often referenced as the Second Industrial Revolution, a period of time when way more factories were built in cities throughout America and thus way more men moved, with their women, to the cities to work in these factories.

This thesis is also supported by the fact that from 1890–1920, a significant number of women, for the first time in US history either owned or worked in a settlement house. A settlement house was a community center that provided social services to the urban poor, typically located in impoverished areas of cities. Women played a crucial role in establishing and running these settlement houses, where they provided services such as education, healthcare, and job training to the residents of these communities. Settlement houses were a key part of the Progressive Era’s efforts to address social and economic inequalities, and the women who ran them played a vital role in advocating for reforms and social change.

This thesis is supported by the fact that from 1890–1920, that women activists like Jane Addams and Florence Kelley worked to address economic inequality by advocating for labor reform, child labor laws, and better working condition

While it is true that communication changed to a great extent in the period from 1865 to 1898 note that these changes did not have an immediate impact on the lives of women in the United States. While women did increasingly move to cities during the Second Industrial Revolution, their opportunities for employment were often limited to low-paying and exploitative factory jobs. In addition, women’s involvement in volunteer organizations and settlement houses, while important, was often limited to activities considered appropriate for women at the time, such as teaching or providing healthcare services. Women activists like Jane Addams and Florence Kelley did work to address economic inequality and advocate for labor reform, but their efforts were often met with resistance and opposition from male-dominated institutions and political structures. Overall, while communication technology did improve during this period, the lives of women in the United States were still largely shaped by the gender norms and social restrictions of the time.

– 476 words

LEQ Essay #7

Evaluate the extent to which the ratification of the US Constitution changed what the federal government could do in the period from 1789–1829.

Before the ratification of the Constitution, Americans were governed by the Articles of Confederation. Created after the colonists declared independence, this document established a government where the state’s power is greater than the federal power (aka a confederation). Under this government, the feds lacked the power to tax, regulate commerce, enforce laws passed by the Congress, borrow money, and print money. On the other hand, the feds did have the power to make treaties, wage war, and manage relations with Native Americans. Nonetheless, its fair to say that under the Articles most of the power was left in the hands of the states. To a great extent, the ratification of the US Constitution changed what the federal government could do in the period from 1788 to 1829. During this period, the federal government courld, for the first time, (1) levy taxes and regulate commerce, (3) establishe a unified foreign policy, and (3) declare laws passed by the legisltative branch and acts of the executive branch unconstituoinal.

This thesis is supported by the fact that Article I of the Constitution expressly provided the legislative branch of the federal government (the Congress) with the power to tax the citizens and to regulate commerce, which the federal government could not do under the Articles of Confederation. This allowed the federal government to raise revenue and, with that money, to invest in things that would benefit the entire nation (roads, buildings, bridges, the purchase of large swaths of land, the military, etc

This thesis is also supported by the fact that Article II of the Constituion granted the President the power to make treaties with foreign nations, subject to Senate approval. This power allows the federal government to engage in diplomacy with foreign governments and negotiate treaties that are binding on the United States as a whole. This power differed significantly from the Articles of Confederation, which preceded the Constitution and provided for a weak national government. Under the Articles, the individual states had the power to conduct their own foreign policy and negotiate treaties with foreign governments. This led to a lack of coherence in the United States’ foreign relations, as foreign governments often found it difficult to deal with the individual states, each of which had its own priorities and interests

This thesis is also supported by the fact that Article III of the Constituion was interpreted by the Suprme Court during this period of time, in the case of Marbury v. Madison, to provide the courts with the power of judicial review, (aka the power to declare laws of the Congress and acts of the Legisluatre in violation of the Constitution._)This power of judicial review was a significant departure from the Articles of Confederation, which had not provided for any independent judiciary to check the power of the legislative or executive branch

While it is true that the ratification of the US Constitution to a great extent changed what the federal government could do in the period from 1788 to 1820, it is important to note that the attempt to ratify the constitution and establish a new federal government was not without major challenges. For starters, not everyone agreed that the constitution should be ratified. In fact, there was significant resistance from Anti-Federalists (who believed that the constitution would result in a concentration of power in the hands of those who led the federal government), with this concentration surely to lead to an unwillingness of the leaders to protect the rights of individuals. In fact, the Constitution wouldn’t even have been ratified were it not for the adoption of the Bill of Rights. This Bill of Rights, the anti-Federalists believed, addressed these concerns, and thereby resulted in their finally agreeing to vote in favor of ratification.

— 627 Words

Your Turn

Here’s now a chance for you, the reader, to apply the ‘Tack-it-on Approach’ in practice:

• Complexity Point Writing Activity #1: Assume a prompt that reads, “Evaluate the extent to which the Industrial Revolution transformed the economic landscape of the United States in the period from 1820–1870.” Then assume a thesis that reads: To a great extent, the Industrial Revolution transformed the United States’ economy from around 1820 to 1870. During this period, it caused a significant change from farming to industry, introduced numerous impressive technological advancements, and improved national trade and connectivity through the expansion of the railroad network. Now attempt to earn the Complexity Point via the tack-it-on approach
• Complexity Point Writing Activity #2: Assume a prompt that reads, “Evaluate the extent to which the outcomes of the Mexican-American War impacted sectional tensions between the North and the South in the United States from 1846 to 1859. Then assume a thesis that reads: To a great extent, the outcomes of the Mexican-American War impacted sectional tensions between the North and the South in the United States from 1846 to 1859. During this period, these outcomes resulted in greater sectional tensions over issues relating to slavery, states’ rights, and territorial expansion. Now attempt to earn the Complexity Point via the tack-it-on approach
• Complexity Point Writing Activity #3: Assume a prompt that reads, “Evaluate the extent to which westward expansion impacted the development of the Great Plains region in the United States from 1848 to 1900. Assume a thesis that reads: “To a great extent, westward expansion impacted the development of the Great Plains region in the United States from 1848 to 1900. During this period, westward expansion resulted in the displacement of Native American populations from their land, the rapid growth of American settlements on their territory, and the transformation of their land from its pristine state into a landscape dominated by agriculture and factories. Now attempt to earn the Complexity Point via the tack-it-on approach
• Complexity Point Writing Activity #4: Assume a prompt that reads, “Evaluate the extent to which the Transcontinental Railroad impacted the expansion and development of the western United States from 1869 to 1900.” Assume a thesis that reads: To a great extent, the Transcontinental Railroad impacted the expansion and development of the western United States from 1869 to 1900. During this period, the completion of the railroad resulted in way more westward migration, economic growth, and the establishment of new towns and industries along its route. Now attempt to earn the Complexity Point via the tack-it-on approach
• Complexity Point Writing Activity #5: Assume a prompt that reads, “Evaluate the extent to which the Women’s Suffrage Movement impacted American society and politics from 1890 to 1925” Assume a thesis that reads: To a great extent, the Women’s Suffrage Movement impacted American politics from from 1890 to 1925. During this period, the movement not only achieved the right to vote for women but also initiated significant discussions on gender equality and women’s roles in society.

Sidenote #1

Question. Are you perhaps thinking:

Time out here, the 2023 LEQ/DBQ rubric indicated that one way to earn the complexity point was to "qualify or modify an argument by considering diverse or alternative views of the evidence" whereas the words "qualify or modify" appear nowhere in the 2024 rubric. Doesn’t this suggests that the complexity point can no longer be earned by an attempt to qualify or modify an argument?

Not true. I’ve checked. Qualifying and modifying an argument are still ways to earn the complex understanding point. The Chief Reader video in AP Classroom makes this clear. Also the scoring instructions in the updated rubric. It talks about sophisticated argumentation and argumentation, and in the CED (page 16, Skill 6), it talks about corroborating, qualifying, and modifying as types of argumentation. You can also see this in the updated DBQ Scoring Guide in the CED on page 538 of how the complex understanding point may be earned by qualifying or modifying an argument.

Sidenote #2

For those who think that APUSH students stand a better chance of earning the complexity point by “weaving” their attempt into the essay rather than by tacking it onto the end, CB has made it crystal clear. No one approach is better than the other. Students can earn the Complexity Point by either weaving the attempt into the essay or by tacking it on (via a stand-alone paragraph) at the end. A demonstration of a complex understanding can be found at any point within the essay.