SAMPLE ANSWER
Both Richard Bushman and Gary Nash agree that eighteenth-century colonial society was undergoing profound transformations and that the "traditional bounds" of the earlier colonial era were collapsing. They both identify economic ambitions and social pressures as the primary engines of this change. However, they disagree on the nature of that change. Bushman argues society was becoming more open and democratic, as individuals broke free from the "law and authority" of old institutions to pursue wealth and religious expression. In contrast, Nash argues society was becoming more closed and undemocratic, characterized by the development of a "lower-class political consciousness," increasing urban poverty, and "antagonistic divisions" based on economic class.
3/3 SCORE RATIONALE
Bushman-A view of eighteenth-century society as becoming more open and democratic:
Nash-A view of eighteenth-century society as becoming more closed and undemocratic:
Question 1: This question targets the historical thinking skill of Comparison in the time period of the 1700s. It involves the Learning Objective of analyzing how the growth of the Atlantic economy and religious movements like the Great Awakening contributed to changes in colonial society and identity (Theme-Social Structures).
Question 2: This question addresses Causation. It asks students to project how social conditions (the "background") lead to a major political event (the Revolution). This helps students understand the "Internal Revolution" (class/social struggle) versus the "External Revolution" (independence from Britain). This aligns with Topic 3.3, which explores the various factors that led to the American independence movement.
Question 3: This question requires historic thinking skill of Contextualization and the ability to incorporate outside historical perspectives. It asks students to recognize the regional bias in historical narratives (North vs. South). Morgan’s thesis is a staple of APUSH "Varying Viewpoints" regarding Topic 2.6 (Slavery in the British Colonies). It forces students to grapple with the "American Paradox": how a society could become more democratic for one group (whites) while simultaneously becoming more oppressive for another (enslaved Blacks).
TEACHING TIPS
When presenting these to your students, emphasize that Nash is a "Social Historian" focusing on history "from the bottom up," while Bushman's work here reflects a more "Consensus" or "Individualist" interpretation of the colonial experience. This distinction is vital for the Document-Based Question (DBQ) where students must evaluate the Point of View of various sources.
To ensure students maximize points, remind them that Question 1 requires identifying the tension between the two historians; Question 2 requires linking the social cause to the political effect; and Question 3 requires qualifying the original arguments by using the lens of slavery and the South.
Both Richard Bushman and Gary Nash agree that eighteenth-century colonial society was undergoing profound transformations and that the "traditional bounds" of the earlier colonial era were collapsing. They both identify economic ambitions and social pressures as the primary engines of this change. However, they disagree on the nature of that change. Bushman argues society was becoming more open and democratic, as individuals broke free from the "law and authority" of old institutions to pursue wealth and religious expression. In contrast, Nash argues society was becoming more closed and undemocratic, characterized by the development of a "lower-class political consciousness," increasing urban poverty, and "antagonistic divisions" based on economic class.
3/3 SCORE RATIONALE
Bushman-A view of eighteenth-century society as becoming more open and democratic:
Nash-A view of eighteenth-century society as becoming more closed and undemocratic:
Question 1: This question targets the historical thinking skill of Comparison in the time period of the 1700s. It involves the Learning Objective of analyzing how the growth of the Atlantic economy and religious movements like the Great Awakening contributed to changes in colonial society and identity (Theme-Social Structures).
Question 2: This question addresses Causation. It asks students to project how social conditions (the "background") lead to a major political event (the Revolution). This helps students understand the "Internal Revolution" (class/social struggle) versus the "External Revolution" (independence from Britain). This aligns with Topic 3.3, which explores the various factors that led to the American independence movement.
Question 3: This question requires historic thinking skill of Contextualization and the ability to incorporate outside historical perspectives. It asks students to recognize the regional bias in historical narratives (North vs. South). Morgan’s thesis is a staple of APUSH "Varying Viewpoints" regarding Topic 2.6 (Slavery in the British Colonies). It forces students to grapple with the "American Paradox": how a society could become more democratic for one group (whites) while simultaneously becoming more oppressive for another (enslaved Blacks).
TEACHING TIPS
When presenting these to your students, emphasize that Nash is a "Social Historian" focusing on history "from the bottom up," while Bushman's work here reflects a more "Consensus" or "Individualist" interpretation of the colonial experience. This distinction is vital for the Document-Based Question (DBQ) where students must evaluate the Point of View of various sources.
To ensure students maximize points, remind them that Question 1 requires identifying the tension between the two historians; Question 2 requires linking the social cause to the political effect; and Question 3 requires qualifying the original arguments by using the lens of slavery and the South.