6/6 AP United States History LEQ Essay Example #1
This is a real, anonymized leq essay written by an AP student and scored 6/6 by our AI grader — one of many AP United States History essay examples in our library.
The Prompt
Evaluate the extent to which the outcome of the American Revolution changed United States society between 1783 and 1800.
The Essay
After the American Revolution in 1783, Americans fell into a period of poverty, disjunction and chaos under documents such as the Articles of Confederation. The weakness of these articles caused America to be unable to pay war debts, pay their soldiers. Through this weak central government many citizens were unhappy leading to disputes between the wealthy and poor. Eventually the delegates in the Continental Congress agreed to overwrite the Articles of Confederation to create order and stability. The outcome of the American Revolution was not revolutionary as most believe, through continual racial discrimination, sexism, and hypocrisy with interactions with Native Americans, although some ideas revolutionized parts of American society. Women after the revolutionary war finally gained moral equality, not social or political equality. The only reason why men at this time allowed them to have this was because they wanted to have educated women to raise good Republican sons. While this technically was an advancement for American society, no real legal work was actually done to ensure the legitimacy of their equality. In other cases such as The Edenton Tea Party the women who participated were seen unladylike and were ridiculed and largely ignored by male leaders. An early women’s activist Abigail Adams wrote a letter to her husband called “ Remember the Ladies “ where she discusses how America’s government should step towards independence and not men's power. Further on telling how one day women would rebel, only to get a reply that Abigail’s letter was taken as a joke. If America’s revolution really was revolutionary the acts followed out by these women would have been praised. Abigail’s letter would have been taken to effect and women would have been able to vote and have the same standing as men did. Slaves and free blacks were still discriminated against, and in political events such as voting only some states allowed it. The majority of America saw blacks as inhuman and one of the only reasons why some were freed was to benefit America in trade for their lives. Alexander Hamilton proposed that in exchange for their freedom slaves would sign up to fight for American independence. Even though Hamilton was opposed to slavery, his support of abolition was for political and strategic reasons. If people like Hamilton wanted blacks freedom then they would have fought harder for their rights as people before promoting their use for the American cause. In 1787 the 3/5th compromise was signed, legally dehumanizing blacks, reducing them to a fraction of a person. Many politicians could have resisted this notion that a slave is less of a person, but decided to please and further prove the power white slave owners had over the slaves. If the government truly felt that blacks were just as human as whites were they would apply the ideals of liberty and equality rather than protect systems that create hierarchy. Women and blacks were not the only people who were also being discriminated against, Native Americans also were ignored and killed in the makings of America. After the Americans won, America and Britain signed the Treaty of Paris, and the U.S government hypocritically did not allow the Native Americans to have a say in what or how much land would be given up. In fact Native Americans were not even present during the delegation of the Treaty of Paris. Still the Natives accepted it but declared that any other land ceded would not apply. Then the Northwest Ordinance was created, promising peace but denying the Natives' voice. In retaliation many Natives tribes united to preserve their culture and protected their lands, and were killed in return, showing how America treated Natives exactly how Britain was before the revolution repeating the cycle.
Score Breakdown
Thesis (1/1)
Contextualization (1/1)
Evidence (2/2)
Analysis & Reasoning (2/2)
Why This Essay Scored Well
The essay's thesis does more than restate the prompt: it argues the Revolution "was not revolutionary as most believe" because of "continual racial discrimination, sexism, and hypocrisy" toward Native Americans, while leaving room for a counterweight, "although some ideas revolutionized parts of American society." That qualifier is why the thesis earns its point outright, since it takes a defensible position on the extent of change instead of just describing what happened. The three groups the thesis previews, women, Black Americans, and Native Americans, then structure the whole response, so the reader always knows where the argument is headed.
The contextualization does real work before the essay reaches 1783. It names the Articles of Confederation specifically and explains what went wrong under them, unpaid war debts, unpaid soldiers, and disputes "between the wealthy and poor", before connecting that unrest to the decision to replace the Articles altogether. That is a broader development tied to the era, not a repeat of the prompt's own wording.
Evidence earns full marks because each example does argumentative work rather than sitting there as a name-drop. The essay states that Alexander Hamilton "proposed that in exchange for their freedom slaves would sign up to fight for American independence," then uses that proposal to support the claim that freedom was granted for strategic reasons, not moral ones. The Three-Fifths Compromise gets the same treatment: the essay gives the year, names the measure, and explains what it did to enslaved people's legal status, "reducing them to a fraction of a person." The strongest use of evidence comes in the Native American paragraph, where the essay points out that "Native Americans were not even present during the delegation of the Treaty of Paris," a specific exclusion the word "hypocritically" ties straight back to the ideals-versus-reality argument running through the whole piece.
The reasoning holds together across all three paragraphs because the essay keeps asking why the outcome fell short of the Revolution's ideals, then answers with causes instead of descriptions. The line about men allowing women "moral equality" only "because they wanted to have educated women to raise good Republican sons" is real motive-based reasoning, not a label. The same move shows up when the essay weighs Hamilton's personal opposition to slavery against the political calculation behind his abolition proposal. The closing line, comparing the new republic's treatment of Native tribes to Britain's before the war, gives the essay one last piece of reasoning that ties the whole argument back to its own thesis.
For the full point-by-point rubric behind this score, read our AP essay rubric breakdown.
What Could Be Improved
The rubric has nothing left to pick up here, but the prose could still tighten in places. The line "Through this weak central government many citizens were unhappy leading to disputes between the wealthy and poor" runs two ideas together without a clear connector; splitting it, or adding "which" before "leading," would stop it from reading as a run-on. The essay also leans on the same shape in each body paragraph: name a group, then list two or three facts about them. Opening the Native American paragraph with the Treaty of Paris exclusion itself, rather than a topic sentence, would let the strongest piece of evidence in the essay land first instead of last. The transition into that paragraph doubles up on the same idea, too: "Women and blacks were not the only people who were also being discriminated against" says "not the only" and "also" in the same breath, when one would do.
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