AP European History Samples and Commentary from the 2019 Exam Administration: Long Essay Question 4

2019

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®

European History

Sample Student Responses

and Scoring Commentary

Inside:

Long Essay Question 4

• Scoring Guideline

•

Student Samples

•

Scoring Commentary

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Question 4 — Long Essay Question

“Evaluate the most significant effect of the Great Depression in Europe during the period 1929–1950.”

Maximum Possible Points: 6

Points

Rubric

Notes

A: Thesis/Claim

(0–1)

Thesis/Claim: Responds to the prompt with a

historically defensible thesis/claim that

establishes a line of reasoning. (1 point)

To earn this point, the thesis must make a claim

that responds to the prompt, rather than merely

restating or rephrasing the prompt. The thesis

must consist of one or more sentences located in

one place, either in the introduction or the

conclusion.

The thesis statement must make a historically

d

efensible claim about the most significant

effect of the Great Depression in Europe during

the period 1929–1950, with some indication of

the reasoning for making that claim.

• “Although most countries recovered from

th

e effects of the Great Depression, the most

significant effect included the economic

devastations countries faced because it

damaged the living conditions and caused

political unrest, leading to World War

Two.”

• “The most significant effect of the Great

D

epression in Europe from 1929 to 1950

was causing rising political extremism due

to uncertain circumstances in the lives of all

Europeans, and especially embracing larger

governments and more government

controlled economies.”

B: Contextualization

(0–1)

Contextualization: Describes a broader

historical context relevant to the prompt.

(1 point)

To earn this point, the response must relate the

topic of the prompt to broader historical events,

developments, or processes that occur before,

during, or continue after the time frame of the

question. This point is not awarded for merely a

phrase or a reference.

To earn this point, the essay must accurately

d

escribe a context relevant to the Great

Depression in Europe during the period 1929–

1950.

Examples of context might discuss the following

t

opics, with appropriate elaboration:

• Wor

ld War I (in general)

• Treaty of Versailles/German reparations

• Weimar Republic (weakness/instability)

• United States loans and investments in

E

urope (Dawes/Young Plan)

• 1929 stock market crash

• Age of Anxiety/Roaring 20s

• New Deal/U.S. policies and other

responses to the Great Depression

• League of Nations (weakness of)

• Pre-1929 Hitler/Nazi Party/Mein Kampf

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Question 4 — Long Essay Question (continued)

C: Evidence

(0–2)

Evidence: Provides specific examples of

evidence relevant to the topic of the prompt.

(1 point)

OR

Supports an Argument: Supp

orts an

argument in response to the prompt using

specific and relevant examples of evidence.

(2 points)

To earn the first point, the response must identify

s

pecific historical examples of evidence relevant

to the Great Depression in Europe during the

period 1929–1950.

OR

To earn the second point, the r

esponse must use

specific historical evidence to support an

argument in response to the prompt.

Evidence used might include:

• Hitler’s rise to power (legal

m

eans/Reichstag fire/Enabling Act)

• World War II and Holocaust

• Mussolini and Fascist Italy’s policies post

1

929

• Communism as alternative to capitalism in

G

ermany

• Creation of the welfare state and various

w

elfare state policies

• Stalin’s Five-Year Plan

• Appeasement policy as a consequence of

t

he Great Depression

• Various anti-Semitic policies such as the

Nuremberg Laws

D: Analysis and Reasoning

(0–2)

Historical Reasoning: Uses historical

reasoning (e.g., comparison, causation,

continuity, and change over time) to frame or

structure an argument that addresses the

prompt. (1 point)

To earn the first point, the response must

demonstrate the use of historical reasoning to

frame or structure an argument about the effects

of the Great Depression in Europe, although the

reasoning might be uneven, imbalanced, or

inconsistent.

Examples of usi

ng historical reasoning might

include:

• Establishing a causal relationship between

the

Great Depression and an effect of the

Depression, such as the rise of Hitler or the

creation of the welfare state, and explaining

the connections between the cause and the

effect

• Identifying a general effect of the

D

epression, such as political radicalization,

and then discussing examples, such as

Nazism in Germany or fascism in Italy,

compared with more interventionist

governments in Great Britain and France, in

order to support a broader argument

regarding the most significant effect

• Describing continuity or change over time,

b

y arguing that Germany was economically

suffering from World War I but that this

was intensified by the Great Depression

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Question 4 — Long Essay Question (continued)

OR

Complexity: Demonstrates a complex

u

nderstanding of the historical development

that is the focus of prompt, using evidence to

corroborate, qualify, or modify an argument

that addresses the prompt. (2 points)

To earn the second point, the response must

de

monstrate a complex understanding of the

effects of the Great Depression.

OR

Demonstrating complex understanding might

i

nclude:

• Explaining the most significant effect of the

G

reat Depression, such as the rise of Hitler

or World War II, while noting that other

effects such as increased government

intervention were also significant and

interrelated

• Explaining how multiple countries

und

erwent different changes or were

variously impacted as a result of the

Depression

• Explaining relevant and insightful

connections across time by discussing

economic crises in other periods, such as

the 2008 Great Recession or the financial

crises of the 20

th

century

• Qualifying or modifying an argument by

c

onsidering evidence that supports an

alternate position, such as suggesting that

fascism would have developed

independently as a result of German

dissatisfaction with the Treaty of Versailles

• Developing an extended analysis of various

e

conomic systems and theories, such as

laissez-faire capitalism or the Soviet

command economy

This demonstration of complex understanding

m

ust be part of an argument, not merely a phrase

or reference. Complexity should emerge from the

essay’s argumentation and use of evidence, and

while it does not have to be present throughout

the essay, the complexity point should consist of

substantial elaboration.

If response is completely blank, enter - - for all four score categories: A, B, C, and D.

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Question 4 — Long Essay Question (continued)

Scoring Notes

Introductory notes:

• Except where otherwise noted, each point of these rubrics is earned independently; for example, a

stu

dent could earn a point for evidence without earning a point for thesis/claim.

• Accuracy: The components of these rubrics require that students demonstrate historically defensible

content knowledge. Given the timed nature of the exam, responses may contain errors that do not

detract from their overall quality, as long as the historical content used to advance the argument is

accurate.

• Clarity: Exam responses should be considered first drafts, and thus may contain grammatical errors.

T

hose errors will not be counted against a student unless they obscure the successful demonstration of

the content knowledge, skills, and practices described below.

Note: Student samples are quoted verbatim and may contain grammatical errors.

A. Thesis/Claim (0–1 point)

Responses earn 1 point by responding to the prompt with a historically defensible thesis or claim about the

m

ost significant effect of the Great Depression in Europe during the period 1929–1950, with some indication of

the reasoning for making that claim.

Responses earn 1 point by responding to the prompt with a historically defensible thesis that establishes a line

of reasoning about the topic. To earn this point the thesis must make a claim that responds to the prompt

rather than simply restating or rephrasing the prompt. The thesis must suggest at least one main line of

argument development or establish the analytic categories of the argument.

The thesis must consist of one or more sentences located in one place, either in the introduction or the

co

nclusion, which does not have to be contained in the first or last paragraph.

The thesis is not required to encompass the entirety of the period, but it must identify a relevant development

or

developments within the period.

Examples of acceptable theses:

• “The Great Depression lead to the suffering of people, and therefore became the jump spring for

extreme ideologies. The most significant effect of the Great Depression is aiding the growth of

nationalism in Germany and further leading to the World War II.” (The response makes a clear and

historically defensible claim that the Great Depression led to enormous suffering, while also establishing a

line of reasoning that this resulted in the rise of nationalism and thus World War II.)

• “The most significant effect of the Great Depression from 1929 to 1950 was World War II as the Great

De

pression created the conditions for fascist dictators like Mussilini (Il Duce) and Hitler (Furer) to rise

to power.” (The response clearly identifies the most significant effect of the Great Depression as World War

II, which was made possible by the rise of authoritarian leaders after 1929, thus demonstrating an explicit

line of reasoning.)

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Question 4 — Long Essay Question (continued)

Examples of unacceptable theses:

• “The most significant effect of the Great Depression in Europe was the inflation rate and how poorly it

c

aused the economy to become.” (This response makes a evaluative claim that the most significant effect

of the Great Depression was inflation and a poor economy, but this is cyclical and descriptive.)

• “The Great Depression brought along several negative factors such as economical problems, famine, a

l

imitation in resources, and finally a decrease in population.” (Although this response makes a

potentially historically defensible claim, it does not offer an evaluative component specifying which effect is

most significant.)

B. Contextualization (0–1 point)

Responses earn 1 point by describing a broader historical context relevant to the prompt. To earn this point the

r

esponse must relate the topic of the prompt to broader historical events, developments, or processes that

occurred before or during or continued after the time frame of 1929 to 1950. This point is not awarded for

merely a phrase or a reference.

To earn the point the essay must accurately describe a context relevant to the effects of the Great Depression

in

the period from 1929 to 1950.

Examples might include the following, with appropriate elaboration:

• World War I (in general)

• Treaty of Versailles/German reparations

• Weimar Republic (weakness/instability)

• United States loans and investments in Europe (Dawes/Young Plan)

• 1929 stock market crash

• Age of Anxiety/Roaring 20s

• New Deal/U.S. policies and other responses to the Great Depression

• League of Nations (weakness of)

• Pre-1929 Hitler/Nazi Party/Mein Kampf

Examples of acceptable contextualization:

• “World War I left Europe in tatters geographically, socially, and economically. The combination of new

m

ilitary techniques and Napoleonic tactics led to devastating losses, and the war guilt clause put a

tremendous economic burden on Germany, which would plunge it into destitution that would only

deepen with Global downturn of the economy in the Great Depression.” (The response begins by

describing a broader historical context relevant to the prompt by discussing the impact of World War I on

Europe and the consequences of the Treaty of Versailles especially.)

• “Europe prior to the Great Depression of 1929 was left in ruins after the carnage of First World War. The

w

ar had sapped the economies of Europe, and left economic turmoil in their wake. The Treaty of

Versailles left the fledgling Weimar Republic crippled. The Great Depression served to further

exacerbate such problems.” (By connecting the Great Depression to the devastation of World War I, the

Treaty of Versailles, and the Weimar Republic, the response describes a broader historical context to the

prompt.)

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Question 4 — Long Essay Question (continued)

• “The Great Depression hit Europe during the Interwar Years following the US Great Depression. When

the US pulled out of European stocks it put Europe in a tight spot where inflation occurred and

widespread Depression struck Europe.” (The response provides a broader historical context by describing

the connections between developments in Europe and the United States.)

Note: In order to earn this point the response should clearly connect the relevant contextual information to the topic.

A mere passing reference to another event or time period does not suffice for this point.

Examples of unacceptable contextualization:

• “Post World War I Europe was a testament to human destruction, both economic, human, and

landscape. A Great Depressions wrecked the continent from 1929-1950 creating political turbulence in

many nations.” (The response attempts to provide immediate context by referencing the devastation seen

in Europe after 1918; however, this is not developed and is a passing reference.)

• “The Great Depression was a worldwide effect that had detrimental repercussions all over. It caused a

lack of money throughout the world, and in turn, caused many people to not have bare necessities.”

(The response describes the impact of the Great Depression in generalized terms but does not provide a

specific discussion of developments in Europe.)

C. Evidence (0–2 points)

Evidence

Responses earn 1 point by providing at least two specific examples of evidence relevant to the topic of the

pr

ompt. Responses can earn this point without earning the point for a thesis statement. To earn this point the

response must identify specific historical examples of evidence relevant to the topic of the effects of the Great

Depression in the period from 1929 to 1950. These examples of evidence must be different from the information

used to earn the point for contextualization.

Typically, statements credited as contextualization will be more general statements that place an argument, or

a

significant portion of it, in a broader context. Statements credited as evidence will typically be more specific

information.

Examples of evidence used might include:

• Hitler’s rise to power (legal means/Reichstag fire/Enabling Act)

• World War II and Holocaust

• Mussolini and Fascist Italy’s policies post 1929

• Communism as alternative to capitalism in Germany

• Creation of the welfare state and various welfare state policies

• Stalin’s Five-Year Plan

• Appeasement policy as a consequence of the Great Depression

• Various anti-Semitic policies such as the Nuremberg Laws

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Question 4 — Long Essay Question (continued)

Examples of successful use of evidence:

• “He [Hitler] also was responsible for the mass killings of European Jews in concentration camps such

a

s Aushwitz and massacres, with estimate of 6 million victims, and many more displaced during the

Holocaust.” (Response provides accurate evidence relevant to the topic of the prompt.)

• “The invasion of Poland in 1939 marked the beginning of WW2.” (Response provides one piece of

ac

curate evidence relevant to the topic of the prompt.)

Note: These statements could be credited as evidence supporting an argument if their placement in the essay or

add

itional connective language made it clear that they were being offered in support of a particular point.

OR

Supports an Argument

Responses earn 2 points if they support an argument in response to the prompt using specific and relevant

ex

amples of evidence. To earn the second point, the response must use specific historical evidence to support

an argument regarding the effects of the Great Depression in the period from 1929 to 1950.

Examples of successfully supporting an argument with evidence:

• “After the first World War, victorious powers crippled the German economy with harsh reparations and

l

and seizures, inevitably make Germany more susceptible to the Great Depression. With

unemployment at record highs, the German people were demoralized and highly receptive to the

nationalist sentiments of Hitler’s Nazi campaign. Once Hitler took power, he increased industrial

production and dropped unemployment rates, which caused him to be heavily supported by the

German people.” (The response clearly connects Germany’s economic burdens from World War I and the

Great Depression to an argument about Hitler’s political messaging and rise to power.)

• “Throughout Europe and the world, the influence of government in the economy increased as more

c

ountries began to apply Keysian economics. This model, developed by Keynes, said that governments

ought to borrow money and support works that would help the economy recover during depressions.

The British added support to their economy by adding cradle to grave insurance. This stabilized the

economy and allowed for greater spending because less money needed to be saved for health care by

citizens. It also increased the influence of parliament in healthcare.” (This response uses multiple

examples in order to a support an argument that British thinkers and politicians implemented

interventionist policies in response to the Great Depression.)

D. Analysis and Reasoning (0–2 points)

Historical Reasoning

Responses earn 1 point by using historical reasoning to frame or structure an argument concerning the most

sig

nificant effect of the Great Depression in the period from 1929 to 1950. To earn this point, the response must

demonstrate the use of historical reasoning to frame or structure an argument, although the reasoning might

be uneven, imbalanced, or inconsistent.

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Question 4 — Long Essay Question (continued)

Examples of using historical reasoning skills:

• Establishing a causal relationship between the Great Depression and an effect of the Depression, such

a

s the rise of Hitler or the creation of the welfare state, and explaining the connections between the

cause and the effect

• Identifying a general effect of the Depression, such as political radicalization, and then discussing

e

xamples, such as Nazism in Germany or fascism in Italy compared with more interventionist

governments in Great Britain and France, in order to support a broader argument regarding the most

significant effect

• Describing continuity or change over time, by arguing that Germany was economically suffering from

World War I but that this was intensified by the Great Depression

OR

Complexity

Responses earn 2 points by demonstrating a complex understanding of the effects of the Great Depression in

t

he period from 1929 to 1950.

Demonstrating complex understanding might include:

• Explaining the most significant effect of the Great Depression, such as the rise of Hitler or World War

II, while noting that other effects such as increased government intervention were also significant and

interrelated

• Explaining how multiple countries underwent different changes or were variously impacted as a result

o

f the Depression

• Explaining relevant and insightful connections across time by discussing economic crises in other

p

eriods, such as the 2008 Great Recession or the financial crises of the 20

th

century

• Qualifying or modifying an argument by considering evidence that supports an alternate position, such

a

s suggesting that fascism would have developed independently as a result of German dissatisfaction

with the Treaty of Versailles

• Developing an extended analysis of various economic systems and theories, such as laissez-faire

c

apitalism or the Soviet command economy

Note: This demonstration of complex understanding must be part of an argument, not merely a phrase or reference.

C

omplexity should emerge from the essay’s argumentation and use of evidence, and while it does not have to be

present throughout the essay, the complexity point should consist of substantial elaboration.

Examples demonstrating complexity:

• The response draws insightful connections across time periods by comparing nationalism that

d

eveloped in Germany in response to the Treaty of Versailles with nationalism fostered by Bismarck as

a part of his Realpolitik policy, and more broadly, the role nationalism had in sparking governmental

change.

• The response develops a nuanced and extended analysis of the changes in economic theory and

application by governments following the onset of the Great Depression. It specifically addresses the

loss of faith in laissez-faire economics, a new interest in Keynesian economics, and various

implementations thereof.

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Question 4 — Long Essay Question

Note: Student samples are quoted verbatim and may contain spelling and grammatical errors.

Overview

The LEQ asks students to formulate a thesis/argument in response to a prompt about a particular historical

d

evelopment or episode in European history. In 2019 each LEQ asked students to determine the most significant

effects of historical events or processes in European history. LEQs require students to formulate arguments,

utilize evidence, address historical context, and display an ability to employ historical reasoning skills. In the

case of LEQ 4, responses were expected to demonstrate historical reasoning, specifically analyzing the most

significant effect of the Great Depression in Europe during the period 1929–1950 (Key Concept 4.2.III). Students

were expected to identify a single most important effect of the Great Depression and provide a line of reasoning

as to why this was the most significant effect. Responses were expected to relate the topic of the prompt to the

broader historical events, developments, or processes that occur before, during, or continue after the time frame

specified in the prompt. Responses were expected to provide specific examples of evidence relevant to the topic

of the Great Depression and to use this specific historical evidence to support an argument in response to the

prompt. Responses were expected to demonstrate the use of historical reasoning to frame or structure an

argument that addresses the prompt, and, although the prompt directed students toward the historical reasoning

skill of causation, responses could also frame their arguments around other types of historical reasoning

(comparison, continuity and change over time). Responses were expected to demonstrate a complex

understanding of the most significant effect of the Great Depression during the period 1929–1950. This could be

achieved in various ways, including by explaining the most significant effect of the Great Depression, such as the

rise of Hitler or World War II, while noting that other effects such as increased government intervention were also

significant and interrelated, or by explaining relevant and insightful connections across time by discussing

economic crises in other periods, such as the 2008 Great Recession or financial crises of the 20

th

century.

Responses were assessed on the extent to which they performed in the following four categories: thesis and/or

claim, contextualization, evidence, and analysis and reasoning.

Sample: 4A

Score: 6

Th

e response earned 1 point for the thesis, which appears in the final paragraph. It identifies the most significant

factor as the rise of authoritarianism and offers a line of reasoning as to how these leaders exploited the

weaknesses created by the Great Depression. The response earned 1 point for contextualization because it

develops an argument about the impact of the Dawes Plan in linking the American and European Depressions,

which appears in the introductory paragraph. The response earned 2 points for evidence. It provides numerous

pieces of evidence in the second and third paragraphs. It links a discussion of Hitler’s rise to power with the

Weimar Republic’s political instability and credibility problems as caused by the Depression. Pointing to the Nazi

invasion and occupation of France during World War II, it argues that the economic conditions caused by the

Great Depression shaped the French and British policies of appeasement toward Hitler. The response earned

2 points for historical reasoning. It establishes a clear causal structure between the East–West division of Europe

following World War II, and it demonstrates a complex understanding by discussing how multiple countries,

specifically Britain and France, experienced the Depression.

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Question 4 — Long Essay Question

Sample: 4B

Score: 4

The response did not earn the point for the thesis. Although it identifies the most significant effect of the Great

D

epression as the rise of dictators, it does not provide a line of reasoning. The response earned 1 point for

contextualization. The introductory paragraph provides a reference to the broader historical context of the Great

Depression by including the significance of American corporations in causing the conditions for the Great

Depression to impact Europe. The response earned 2 points for evidence because it links a discussion of Hitler

and the Weimar Republic to his later chancellorship and his desire to return Germany to its former glory. It then

links Stalin’s Five-Year Plans to the effective restructuring of the Soviet economy. The response earned 1 point

for historical reasoning by structurally linking poverty to the rise of different authoritarian leaders (Hitler and

Stalin). It did not earn the second point for complexity because it does not extend the argument in a new

direction.

Sample: 4C

Score: 1

The response did not earn the point for the thesis. It attempts a thesis in the very last sentence of the response by

su

ggesting that attitudes of European peoples greatly contributed to World War II. It does not identify a particular

effect of the Great Depression, nor does it provide a line of reasoning. The response did not earn the point for

contextualization because it does not discuss any broader historical developments before, during, or after the

topic of the prompt. The response earned 1 point for evidence by providing two correct pieces of evidence: Adolf

Hitler and his mistreatment of Jews. However, the response does not link this evidence to any argument, and so it

did not earn the second evidence point. The response did not earn either point for historical reasoning because it

lacks inherent structure and does not move beyond simple narrative; therefore, it did not earn the point for

complexity.

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