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AP Reading and

Writing Resources

AP U.S. History Exam Format

Section Question Type Number of Questions

Timing Percentage of Total Exam Score

I Part A: Multiple­choice questions 55 questions 55 minutes 40%

Part B: Short­answer questions 4 questions 50 minutes 20%

II Part A: Document­based question 1 question 55 minutes 25%

Part B: Long essay question 1 question 35 minutes 15%

Table of Contents

Contents Page

APUSH Concepts

Historical Thinking Skills 3 How to Develop Analytical and Historical 4 Historical Thinking Skills Activity 5 PERSIA 7

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SOAPSTone 8 APPARTS 9 HIPPO 11 BAGPIPE 12 APUSH Writing Tips 15 Assessment Vocabulary 20

Document Based Questions

Barron’s Explanation 21

DBQ Worksheet 25

DBQ Rubric 27

DBQ Rubric Annotated 28

DBQ Rubric 30

Long Essay Question

Barron’s Explanation 31

LEQ Writing Tips 33

LEQ Worksheet 39

LEQ Rubric 41

LEQ Rubric 42

Short Answer Question

SAQ 43

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Historical Thinking Skills

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How to Develop Analytical and Historical Thinking Skills in an AP History Class

1. Examine primary source documents.

a. Examine written documents, photographs, political cartoons, charts, graphs, works of art, artifacts, etc. b. Learn to notice details and make inferences based on evidence in the document.

2. Examine secondary source documents. a. Examine changing interpretations, shifting emphasis and different methodologies in the research and writing of history. b. Evaluate multiple perspectives on historical information.

3. Analyze cause and effect in history. a. Analyze the “effect” (what happened) and the “cause” (why it happened) for significant historical events. b. Learn to put historical information in chronological order.

4. Identify patterns, themes, and recurring issues in history. a. Make connections between time periods. b. Analyze patterns of continuity and change over time.

5. Categorize and compartmentalize historical information. a. Identify significant dates and turning points in history. b. Analyze the ways in which categorization and compartmentalization may favor one region or group, or historical narrative over another.

6. Compare and contrast two or more historical topics. a. Identify similarities between historical topics (compare). b. Identify differences between historical topics (contrast).

7. Place information in historical context. a. Identify the time, place, and occasion surrounding the creation of historical documents. b. Consider a document’s audience.

8. Develop academic arguments in writing. a. State an assertion

• An assertion is a rational conclusion based on available factual evidence. • An assertion is not necessarily an “opinion.” • Learn to state assertions in a single sentence.

b. Defend the assertion with specific, accurate, and relevant information. c. Anticipate and address counter arguments.

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Historical Thinking Skills Focusing on the HTS. Each essay will have a targeted HTS, which should shape the arguments and choice of evidence. You must explain how specific historical evidence is linked to the thesis. For example:

• Causation. Describe causes AND/OR effects of a historical development and analyze specific examples that illustrate causes AND/OR effects of a historical development. What were the major causes and consequences (effects) of an event? What were the most important causes and effects of an event?

• Comparison. Describe similarities AND differences among historical developments, providing specific examples AND analyze the reasons for their similarities AND/OR differences OR, DEPENDING ON THE PROMPT, evaluate the relative significance of the historical developments. What were the major similarities and differences between the two events? Are there more similarities or differences and why?

• Continuity and change over time. Describe historical continuity AND change over time, and analyze specific

examples that illustrate historical continuity AND change over time. What were the major patterns of continuity and change? Was there more continuity or change over the time period?

• Periodization. Analyzes the extent to which the historical development specified in the prompt was different from AND

similar to developments that preceded and/or followed, providing specific examples to illustrate the analysis. Evaluate whether an event was a turning point or major marking period in history. Note what it was like before and after that development.

Analyze the Question Identify the HTS, key task, and time period in each of the following questions. In the blank space write “CE” (causation/ “cause and effect”), “CE” (comparison/”compare and contrast”), “CC” (continuity and change over time), or “P” (periodization). Circle the key task(s) and underline the time period in the question.

1. ________ Immigration has played an important role in the history of the US. Compare immigration during the 1840s­ 1850s with immigration during the 1870s­1880s.

2. ________ Explain the major causes and consequences of the American Civil War.

3. ________ Identify and analyze the changing role of women within American society from the American Revolution to the Civil War.

4. ________ Compare the New England colonies with the colonies of the Chesapeake. Be sure to address two of the three characteristics in your answer: political, economic, and social patterns.

5. ________ Evaluate the extent to which trans­Atlantic interactions from 1600 to 1763 contributed to maintaining continuity as well as fostered change in labor systems in the British North American colonies.

6. ________ Evaluate the extent to which westward expansion led to the development of sectionalism prior to 1860.

7. ________ Evaluate major changes and continuities in the social and economic experiences of African Americans who migrated from the rural South to urban areas in the North in the period from 1910 to 1930.

8. ________ Explain the three most important causes leading to the Reagan Revolution in 1980.

9. ________ Explain the major political and economic causes and consequences for the growth of big business in American society from 1870 to 1900.

10. ________ Evaluate the extent to which the Spanish American War was a turning point in foreign policy in the US.

11. ________ Historians have argued that the Era of Good Feelings as a misnomer. To what extent is this true politically and economically?

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12. ________ Evaluate the extent to which increasing integration of the US into the world economy contributed to maintaining continuity as well as fostering change in US society from 1945 to the present.

Part I: Analyze the Question Identify the HTS, key task, and time period in each of the following questions. In the blank space write “CE” (causation/ “cause and effect”), “CE” (comparison/”compare and contrast”), “CC” (continuity and change over time), or “P” (periodization). Circle the key task(s) and underline the time period in the question.

1. CC Immigration has played an important role in the history of the US. Compare immigration during the 1840s­ 1850s with immigration during the 1870s­1880s.

2. CE Explain the major causes and consequences of the American Civil War.

3. COT Identify and analyze the changing role of women within American society from the American Revolution to the Civil War.

4. CC Compare the New England colonies with the colonies of the Chesapeake. Be sure to address two of the three characteristics in your answer: political, economic, and social patterns.

5. COT Evaluate the extent to which trans­Atlantic interactions from 1600 to 1763 contributed to maintaining continuity as well as fostered change in labor systems in the British North American colonies.

6. CE Evaluate the extent to which westward expansion led to the development of sectionalism prior to 1860.

7. COT Evaluate major changes and continuities in the social and economic experiences of African Americans who migrated from the rural South to urban areas in the North in the period from 1910 to 1930.

8. CE Explain the three most important causes leading to the Reagan Revolution in 1980.

9. CE Explain the major political and economic causes and consequences for the growth of big business in American society from 1870 to 1900.

10. P Evaluate the extent to which the Spanish American War was a turning point in foreign policy in the US.

11. P Historians have argued that the Era of Good Feelings as a misnomer. To what extent is this true politically and economically?

12. COT Evaluate the extent to which increasing integration of the US into the world economy contributed to maintaining continuity as well as fostering change in US society from 1945 to the present.

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PERSIA ­ Political, Economic, Religious, Social, Intellectual, Arts (Kaplan 2014 Modified)

Political Influences: Examples ­ Structure, War, Treaties, Courts/Laws, Leaders, Popular participation, Loyalty to leader, Rebellions, Foreign Policy, Taxes You should be able to answer the following types of question after you have charted this section:

How did the US government react to events during this era? How did leadership change in the country during this era? Why did the government’s foreign policy stance change?

Economic: Examples ­ State control of trade/industry, Agriculture/Industry importance, Labor systems, Levels of technology, Levels of international trade, Gender and slaves, Money system, Recessions, Depressions, Gross Domestic Product (GDP), scarcity, Inflation Consider questions such as these:

How did the government react to economic conditions during the time period? Were the economic decisions of the ruling party helpful to the country’s overall economic health? Did foreign policy play a role in the economic decisions of the country?

Religious: Examples ­ Importance on societal interaction, Holy books, Beliefs/teachings, Conversion – role of missionaries, Sin/salvation, influence of religious sect over time or people Use questions such as these to guide your thinking:

How did religion play a role in development of government/society/culture during this era? How did religious divisions affect the arrival of a certain event? Can you list major religious leaders who influenced the United States during this time?

Social Influences: Examples ­ Family order –patriarchal, matriarchal, Gender relations – role of women, children, Social classes – slavery, Entertainment, Lifestyles, Race,gender, ethnic relationships Consider these questions:

How was the social structure altered during this era? Did your reading reveal any social or cultural norms? Can you list specific examples from your reading that reveal the social aspects of the culture/country at this

time in history?

Intellectual: Examples ­ Art and music, Writing and literature, Philosophy, Math/science, Education, Inventions These questions may be of assistance:

How did advances in technology change life for Americans during this time period? From what series of events did school of thought everge, and how did it impact American society? How does the literature of this time period reflect the events that surrounded its creation?

Arts: Examples ­ Artists, art movements, architecture, cultural movements linked to the arts Questions to consider are these:

How did this artist portray events, people, or feelings of this era? Why did artist feel the need to produce pieces such as the ones in this section? How was the art received outside of the art community? Was there patronage of the art? In other words, was the art commissioned by a benefactor?

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SOAPS Tone

SOAPSTone (Speaker, Occasion, Audience, Purpose, Subject, Tone) is an acronym for a series of questions that students must first ask themselves, and then answer, as they begin to plan their compositions. Who is the Speaker? The voice that tells the story. Before students begin to write, they must decide whose voice is going to be heard. Whether this voice belongs to a fictional character or to the writers themselves, students should determine how to insert and develop those attributes of the speaker that will influence the perceived meaning of the piece. What is the Occasion? The time and the place of the piece; the context that prompted the writing. Writing does not occur in a vacuum. All writers are influenced by the larger occasion: an environment of ideas, attitudes, and emotions that swirl around a broad issue. Then there is the immediate occasion: an event or situation that catches the writer's attention and triggers a response. Who is the Audience? The group of readers to whom this piece is directed. As they begin to write, students must determine who the audience is that they intend to address. It may be one person or a specific group. This choice of audience will affect how and why students write a particular text. What is the Purpose? The reason behind the text. Students need to consider the purpose of the text in order to develop the thesis or the argument and its logic. They should ask themselves, "What do I want my audience to think or do as a result of reading my text?" What is the Subject? Students should be able to state the subject in a few words or phrases. This step helps them to focus on the intended task throughout the writing process. What is the Tone? The attitude of the author. The spoken word can convey the speaker's attitude and thus help to impart meaning through tone of voice. With the written word, it is tone that extends meaning beyond the literal, and students must learn to convey this tone in their diction (choice of words), syntax (sentence construction), and imagery (metaphors, similes, and other types of figurative language). The ability to manage tone is one of the best indicators of a sophisticated writer.

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APPARTS

APPARTS is designed to get students to focus on key elements of the document and to evaluate the relative importance of these elements in affecting the reliability of this document. Those elements are: Author:

Students should look closely at who authored the piece. What do they know about the author that would affect the reliability of the document? Are they aware of any bias the author might possess which would color the account? In AP World and AP European history, point­of­view factors heavily in the grading of the DBQ.

Place and Time: When and where was the source produced, and how might this affect the meaning of the document? If time and place is not given in the source, are there clues within the document as to the time and place of origin?

Prior Knowledge: Based on the author and time and place of the source, what additional knowledge can a student trigger from this document? An example might be a document from John C. Calhoun which doesn’t mention nullification. A student might know that John C. Calhoun authored the South Carolina Exposition and Protest which espoused the compact theory of government and the possibility of nullification. A political cartoon might have drawings of an elephant and donkey. Can the student determine what those symbols represent?

Audience: Who was the source created for, and how might this affect the reliability of the document? Would we anticipate that Richard Nixon would say the same things to his advisors in the Oval Office concerning the Watergate break­in that he would in a radio address to the American people? Why would Franklin Roosevelt say, "Your boys are not going to be sent to any foreign wars?"

Reason: Why was this document produced at the time and place it was? Prior knowledge, time and place, author, audience all factor in to a student being able to determine reason. Why would Andrew Jackson says, "John Marshall has made his decision, now let him enforce it" in 1832? Why would Joseph Keppler draw the anti­immigration restriction cartoon "Looking Backward" in 1893?

Main Idea: What is the point the document is trying to make? It is essential that students be able to synthesize the information in the source and express it in a single sentence, rather than simply paraphrasing or directly quoting the document.

Significance: On the Advanced Placement exam, students are always asked to examine documents relative to a specific question. In the Significance component of APPARTS, students must ask themselves the question, "How and why does this document support my thesis?" The AP Vertical Teams Guide suggests that students ask themselves, "So what?"

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APPARTS WORKSHEET

Author: ______________________________________________________________

Place and Time: ______________________________________________________________

Prior Knowledge: ______________________________________________________________ (Outside Knowledge) ______________________________________________________________

______________________________________________________________ ______________________________________________________________ ______________________________________________________________

Audience: ______________________________________________________________ (Who it was written for) ______________________________________________________________

Reason: ______________________________________________________________ (Reason it was written) ______________________________________________________________

The Main Idea: PERSIA (Political Influences, Economic Influences, Religious Influences, (What the writing is about) Social Influences, Intellectual Influences, Arts)

______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________

Significance: ______________________________________________________________ (Why it is important) ______________________________________________________________ (How it applies to essay) ______________________________________________________________

______________________________________________________________ ______________________________________________________________ ______________________________________________________________

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HIPPO

1. HISTORICAL CONTEXT­Connect the document to specific historical events using outside examples. Connect the document across time to earlier and/or later eras or across space to events happening in different

places.

______________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

______________________________________________________________________

2. INTENDED AUDIENCE­Identify a person or group the author expects to inform or influence. __________________________________________________________________________________________

__________________________________________________________________________________

3. POINT OF VIEW­Who is the author? How did the author’s gender/race/economic status impact their written

perspective?

__________________________________________________________________________________________

__________________________________________________________________________________

4. PURPOSE­Why did the author create the source? Think PERSIA. __________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

______________________________________________________________________

5. Organization in argument (How will you use this source as evidence to support your thesis?) __________________________________________________________________________________________

__________________________________________________________________________________________

______________________________________________________________________________

Outside Information: (what do you know about this topic that is not in the document?) __________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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THEMES in APUSH (BAGPIPE) Thematic Learning Objectives: The framework presents a set of learning objectives, organized by seven major themes that describe what students should know and be able to do by the end of the AP U.S. History course. These represent the major historical understandings that colleges and universities want AP students to have developed in order to merit placement out of the introductory college U.S. history survey course. Students should use a range of historical thinking skills to investigate the thematic learning objectives. Ideas, Beliefs, and Culture Belief Systems CUL

America in the World America in the World WOR

Environment and Geography

Geography and Environment ENV

Politics and Power Political POL

Identity Identity ID

Peopling; migration Peopling PEO

Work, Exchange, Technology

E(Economics)= Exchange, Work, Technology

WXT

Ideas, Beliefs, and Culture (CUL) This theme explores the roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States. Students should examine the development of aesthetic, moral, religious, scientific, and philosophical principles and consider how these principles have affected individual and group actions. Students should analyze the interactions between beliefs and communities, economic values, and political movements, including attempts to change American society to align it with specific ideals. America in the World (WOR) In this theme, students should focus on the global context in which the United States originated and developed as well as the influence of the United States on world affairs. Students should examine how various world actors (such as people, states, organizations, and companies) have competed for the territory and resources of the North American continent, influencing the development of both American and world societies and economies. Students should also investigate how American foreign policies and military actions have affected the rest of the world as well as social issues within the United States itself. Environment and Geography — Physical and Human (ENV) This theme examines the role of environment, geography, and climate in both constraining and shaping human actions. Students should analyze the interaction between the environment and Americans in their efforts to survive and thrive. Students should also explore efforts to interpret, preserve, manage, or exploit natural and man­made environments, as well as the historical contexts within which interactions with the environment have taken place. Politics and Power (POL) Students should examine ongoing debates over the role of the state in society and its potential as an active agent for change. This includes mechanisms for creating, implementing, or limiting participation in the political process and the resulting social effects, as well as the changing relationships among the branches of the federal government and among national, state, and local governments. Students should trace efforts to define or gain access to individual rights and citizenship and survey the evolutions of tensions between liberty and authority in different periods of U.S. history.

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Identity (ID) This theme focuses on the formation of both American national identity and group identities in U.S. history. Students should be able to explain how various identities, cultures, and values have been preserved or changed in different contexts of U.S. history, with special attention given to the formation of gender, class, racial, and ethnic identities. Students should be able to explain how these subidentities have interacted with each other and with larger conceptions of American national identity. Peopling (PEO) This theme focuses on why and how the various people who moved to, from, and within the United States adapted to their new social and physical environments. Students examine migration across borders and long distances, including the slave trade and internal migration, and how both newcomers and indigenous inhabitants transformed North America. The theme also illustrates how people responded when “borders crossed them.” Students explore the ideas, beliefs, traditions, technologies, religions, and gender roles that migrants/immigrants and annexed peoples brought with them and the impact these factors had on both these peoples and on U.S. society. Work, Exchange, and Technology (WXT) This theme focuses on the development of American economies based on agriculture, commerce, and manufacturing. Students should examine ways that different economic and labor systems, technological innovations, and government policies have shaped American society. Students should explore the lives of working people and the relationships among social classes, racial and ethnic groups, and men and women, including the availability of land and labor, national and international economic developments, and the role of government support and regulation.

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Writing Tips How to tackle the essay prompts for HISTORY

1. Read the question or prompt carefully: The basic purpose is to answer the question. Read the question three times and be able to paraphrase the question and know the essential task demanded by it. Answering the question will be the central focus of your essay. Many essay prompts will "suggest" a particular format to follow for organizing your response. Create a framework or hypothesis for answering the question.

• Break the question down with dates, points asked for, make sure you are aware of the entire question • Be mindful of the verb – what exactly are you supposed to do? Be sure that you understand the required task. • Look for words that need defining: words like "effective", liberal/conservative, imperialism, etc. • Look for ways to answer the question in a sophisticated manner; not with a simple yes or no, or right or wrong – it is more comfortable to stick with black and white; as historians we must learn to dwell in the gray • Look for multiple points of view.

Types of Essay Questions 1. Change over time – Questions that ask you to look at a period of history and explain the evolution

of a particular aspect within the time frame given. Chronological = events put in the order they happened. For example, “Between 1790 and 1870 the economic growth of the US was significantly stimulated by government aid.” Discuss this growth.

2. Cause and effect – Questions that ask you to weigh factors and explain the resulting relationship between those factors and the end result. Cause/Effect = the beginning/ the result. For example, “Why did the US enter the First World War?”

3. Compare and contrast – Questions that ask you to show similarities and differences on the topic given. Compare = show how two things are alike. Contrast = show how two things are different. For example, “Compare and contrast the Northern Renaissance with the Italian Renaissance.”

4. Define and Identify – Questions that ask you to identify key factors by both definition and historical significance. Define = to give the meaning. Identify = to associate or recognize. For example, “Identify the social, political and economic factors that led to the Age of Exploration.”

5. Evaluation – Questions that ask you to form an opinion based on historical evidence. Evaluate = to give your opinion of what is important; discuss its good and bad points; discuss its strengths and weaknesses. For example, “Select any three of the following and evaluate their effectiveness as political leaders.”

6. Analyzing Viewpoints – Questions that ask you defend or refute a given historical viewpoint based on historical evidence. Analyze = to break into parts and explain the parts. For example, “Defend the economic policies of Hitler in the years 1921 – 1933 in Germany.”

2. Brainstorm on paper everything that comes to mind regarding the topic at hand. What do you know about the topic? Put this down on paper to get your brain in gear for writing the essay. 3. Organize your thesis, develop three main points (if not already provided), and put your brainstormed information in a chart format for your three body paragraphs.

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4. Write your introductory paragraph. Your introduction is essentially your thesis… nothing more. No flowery set up, no meaningless elaboration. Just your THESIS!

An excellent Thesis Formula:

X. However, A, B, and C. Therefore, Y.

„X‟ represents the strongest point against your argument OR explanation of the complexity of topic. „A, B, and C‟ represent the three strongest points for your argument. „Y‟ represents the position you will be taking – in other words, your stand on the prompt. Your introductory paragraph should include all of these elements. It includes your thesis (your answer/your position), your expansion or acknowledgement of the complexity or significance of history, and your list.

A. Thesis statement ­ A critical factor present in the opening paragraph is the THESIS. Exam readers appreciate reading the thesis sentence at the very beginning of the essay. Simply put, the thesis statement does two things:

a. Serves as the student‟s answer to the question b. Acknowledges that the student is aware of the complexity of the question

Examples of thesis statements: Bad: George Washington set many important precedents as president. This is a fact not a position.

Good: The precedents that Washington set as America’s first president greatly benefited the American political system. This is a clear position that can be supported or opposed.

Weak: The Revolutionary War brought about change in American society. This is, technically, a position. But, it is vague and not really debatable.

Strong: The Revolutionary War ushered in a slew of wide­ranging and permanent social changes in American society. This is a clear, strong, and debatable thesis.

Sample Prompt:

Jacksonian Democrats viewed themselves as the guardians of the United States Constitution, political democracy, individual liberty, and equality of economic opportunity. In light of your knowledge of the following documents and your knowledge of the 1820’s and 1830’s, to what extent do you agree with the Jacksonians’ view of themselves?

Types of Thesis Statements: 1. Direct: This a straightforward statement that clearly and directly answers the question.

To a remarkable degree Jacksonian democrats succeeded in implementing their vision of American society.

2. Compound: Use this approach when trying to prove two main points. Use the word “and.” Jacksonian democrats successfully portrayed themselves as guardians of American ideals and did indeed achieve a remarkable degree of success in protecting those ideals.

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3. Split: This approach splits the thesis into several categories. In essence it combines the thesis statement with the plan of attack/themes of the essay. This works best when the prompt itself provides the essay categories.

To a large extent Jacksonian democrats were not effective guardians of the United States Constitution, political democracy, individual liberty, and equality of economic opportunity.

4. Complex­Direct: This type of thesis statement acknowledges that contrary evidence exists and addresses the complexity inherent in most essays prompts. A well executed complex thesis offers students the best opportunity to earn a high score. Key words such as “although” are helpful in constructing this type of thesis.

Although Jacksonian Democrats truly believed that they were the guardians of American ideals, their actions betrayed other priorities and rarely lived up to either their rhetoric or intentions.

5. Complex­Split: This approach splits the thesis into several categories, acknowledges that contrary evidence exists and tackles the complexity inherent in most APUSH essays.

Even though Jacksonian Democrats failed in their self­appointed roles as the guardians of the United States Constitution and individual liberty, they achieved great success in strengthening political democracy and the equality of economic opportunity.

OR

Despite a few notable lapses, in general, Jacksonian Democrats were good stewards of the United States Constitution, and oversaw an expansion of individual liberty, political democracy, and economic opportunity.

B. Expansion ­ Brief explanation of any key theme or complex idea contained in the thesis. Or, a brief acknowledgement of an opposing view. This may also be where you put the question into historical context or explain why it is worth answering. DO NOT EVER REWRITE PROMPT AS PART OF YOUR INTRODUCTION! C. List ­ A quick listing of the main organizational points that will be used to structure and present the data used to defend the thesis. In your brainstorm, you fleshed out three categories of information or three key points – list them here so the reader knows where you are going. NO STORY TELLING! YOU MUST JUDGE AND ANALYZE! THIS IS VERY IMPORTANT! 5. Students should stay away from absolutes (never, always, and completely). Remember, historians dwell in the “gray areas” of history. Hence, students should think of issues in terms of a scale of 0­10 when providing analysis of historical issues. Anybody can answer “true or false.” Good students of history address “how true” or “how false.” SUPPLEMENTARY PARAGRAPHS

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The number, order, and nature of these paragraphs will be determined by the organizational list in the introductory paragraph. Generally, students should expect three body paragraphs unless the essay guides the student to do less or more. When in doubt, ALWAYS ALWAYS ALWAYS ANSWER THE QUESTION!!! If the question asks you for two paragraphs, do what it says. 1. SUPPLEMENTARY PARAGRAPHS SHOULD BE ARRANGED IN DESCENDING ORDER OF IMPORTANCE. The only exception to this rule would be in the case where you were going to address topics chronologically. Even then, you would be well­served to be sure to get your strongest point down on paper first. 2. SUPPLEMENTARY PARAGRAPHS SHOULD HAVE CLEAR AND RELEVANT TOPIC SENTENCES THAT FOLLOW THE ORGANIZATIONAL LIST IN THE INTRODUCTORY PARAGRAPH. The supplementary paragraph scan be quite cluttered. For the National Exam it is imperative that students unleash an avalanche of names, dates, people, bills, pieces of literature, and ideas that are relevant to the essay. Your thesis must be backed up with facts! This is what separates thoughtful essays from random musings and pontification. This said, students should not simply laundry list or data dump without taking into consideration the element of judgment and analysis. Make sure there is relevance to the thesis! 3. THE ESSAYS FOR THE NATIONAL EXAM ARE TO BE EXPOSITIONS AND NOT JUST NARRATIVE ESSAYS. Expositions state a thesis. Again, there is one possible pitfall to some of the ideas in the preceding section. Don't just tell a story and spit out tons of details… present those details with the context of a thesis. 4. STUDENTS SHOULD DISPLAY AN APPRECIATION OF THE COMPLEXITY OF HISTORY. There are a plethora of events, emotions, and ideas that impact human history. As a result, students should reveal their appreciation of the fragile and complex nature to human history by avoiding overtly simplistic comments in their essays, such as something is "bad", "good", "great", or "fantastic." As stated above, students should stay away from absolute phrases and the idea of single causation. 5. THE VOCABULARY AND NARRATIVE STYLE OF THE ESSAY SHOULD BE ATTENDED TO. The verbs used in an essay are a critical element in presenting a more sophisticated and descriptive essay. In conjunction with their adjectives and other descriptive tools, the students should strive to go beyond the more mundane verbs. For example "The assassination caused the war…" Versus "The assassination provoked the outbreak of war…" "The diary showed the prejudice…" Versus "The diary vividly illustrates the deep prejudice…" Do not use the verbs SHOW, FEEL, or BELIEVE! Instead… use verbs like… REVEALS, ILLUSTRATES, PORTRAYS, EXEMPLIFIES, DEPICTS, IMPLIES, DEMONSTRATES, INDICATES, SYMBOLIZES The choice of verb reveals judgment and analysis as well as the relevance and merit of the information. Students should also employ additional modifiers to enhance the descriptive power of their essay. Adjective and adverbs are sadly lacking in most student expositions. For example: "Smith's letter to Abernathy strongly portrays Jackson's belligerent attitude towards the Bank of the U.S." 6. STUDENTS MUST AVOID THE USE OF FIRST PERSON IN AN EXPOSITION! It is understood that the thoughts and ideas within the essay are theirs or those sources cited. DBQ Writing Tips The Do’s:

1. Read and interpret all parts of the essay question, looking for keys such as Change Over Time.

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2. Read and analyze each of the documents, looking for Point of View. 3. Determine the working order of the documents, Grouping Them. 4. Read the historical background, Determine its Significance. 5. Reread documents, looking for significant keys; Name, Position, Reliability. 6. Develop the thesis, Address All Parts of the Question. 7. Develop paragraphs being sure to answer all parts of the question, Refer Frequently to the Terms of the Question. 8. One does not have to use all documents, but for a “Nine” You Must Use a Preponderance. 9. Integrate the documents into your response, Be Sure to Analyze. 10. Common indicators of analysis include; essay structure, juxtaposition of documents, recognition of contradictory point of view, use of external information to illustrate the documents.

The Don’ts:

1. Don’t use the documents in a laundry list fashion, quickest way to a low score. 2. Don’t simply explain or summarize the documents, group them together. 3. Don’t forget to analyze the documents when incorporating them into your essay. 4. Don’t fail to answer the question in an effort to use all the documents. 5. Don’t “parrot” the views of the documents, analyze those views.

The Process The most important thing to remember when responding to a Document Based Question (DBQ) is this: in spite of all the extra materials involved, IT IS AN ESSAY. You should prepare to write a DBQ the same way that you would prepare to write any free response essay. Therefore, the first steps that you should take to tackle the question and begin your essay are the same:

1. Read the question and break it down into its component parts. 2. Brainstorm on paper everything that comes to mind regarding the topic at hand. 3. Organize your thesis, develop three main points (if not already provided), and put your brainstormed information in a chart format for your three body paragraphs.

NOTE: YOU SHOULD NOT HAVE LOOKED AT THE DOCUMENTS YET! PRETEND YOU ARE ANSWERING A STANDARD FORMAT ESSAY, AND THEN SAY TO YOURSELF "LOOK, THERE ARE DOCUMENTS, THESE DOCUMENTS CAN HELP ME!" This is a key thing to remember. The documents are not the basis of your essay – they are supplemental evidence that you should include to help make your case. 4. Read the documents:

• Look at the source and author first, search for important information here, bias, time frame, objectivity, points of reference • Read the document quickly yet carefully and look for its major point. Underline, circle or identify major points, or jot them down in your notes for your essay. • Keep in mind that sources differ in reliability, degree of information (implied vs. stated), and direct application to the topic. The top scores are given to those essays that demonstrate JUDGEMENT and ANALYSIS of the documents. • Be detectives! • Look for contradictions

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• One of the most important things that you can do is think of outside information that would be relevant to this document. Does this document address things that are in your brainstorm? Does it jog your memory about things that you missed?

5. Identify the documents in your chart for use to support your body paragraphs.

• Try to use as many documents as possible, but you do not have to use all documents. Use those that are relevant to the defense of your thesis.

6. Begin writing: • Introduction: THESIS only. Remember your formula! Remember R.E.L.!

7. Use the documents in a sophisticated manner The key thing to remember here is that the essay is not ABOUT the documents. It is an essay about the HISTORICAL SUBJECT that uses the documents to support your thesis. This is very important! Unlike some other subjects, US history requires that you have a blend of outside information and document usage to support your case. YOU MUST HAVE BOTH ELEMENTS IN YOUR ESSAY! When writing your essay, DO NOT QUOTE THE DOCUMENTS; refer to them in context by name NOT BY "DOC. A." Although you may put (doc. a) in parentheses at the end of your sentence, that alone is not enough to be counted as good document usage.

• ex. "Jackson's letter to Henry Swartz adequately demonstrates his preconceived animosity towards the Indians..." NOT "Doc. A shows Jackson's hatred of the Indians..." • Paraphrase the documents to support your major points in your essay, do not rewrite the documents or simply list what each one is about. You must use the documents don't let the documents dictate your essay. • Use verbs like: adequately demonstrates, evident, reveals, identifies, suggests, implies, indicates, reflects, exemplifies • Use phrases that demonstrate awareness of the credibility of each document • Indicate to the reader that you understand the source. • Make sure that you use the documents overtly to support your argument. Simply citing the document is not enough.

8. Most DBQ essay responses are longer than the standard essay. 2­4 pages is average length for this type of essay.

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Assessment Vocabulary Use the provided definitions to help you understand key terms so you can understand what the essay is asking

you to do.

Analyze – Break the subject (an object, event, or concept) down into parts, and explain the various parts.

Critique – Point out both the good and bad points of something

Define – Give an accurate meaning of a term with enough detail to show that you really understand it.

Describe – Write about the subject so that the reader can visualize it; tell how it looks or happened, including how, who,

where, why.

Evaluate – Give your opinion of the value of the subject; discuss its good and bad points, strengths and weaknesses.

Explain – Give the meaning of something; give facts and details that make the idea easy to understand

Interpret – Explain the meaning of a reading selection; discuss the results or the effects of something.

Persuade – Give reasons in order to get someone to do or believe something; appeal to the reader’s feelings and mind

Respond – State your overall reaction to the content, then support your individual opinions with specific reasons and

examples, making sure to refer back to the reading.

Summarize – Briefly cover the main points; use a paragraph form and don’t include any personal opinions about the

content.

Defend – to give reasons for the validity or correctness of a statement or position, all-the-while acknowledging the

other side.

Prove - to give evidence, to present facts, to use logic as a basis for clear forthright argumentation. Rearrange - to

organize in a different order or put in a different sequence.

Refute - to give a reason for the falsehood or inappropriateness of a statement or position; emphasis here is on the

negative.

Relate - to show how two or more things are connected to one another through similar causation, similar results, or

similar characteristics.

Review - to reexamine or summarize the key characteristics or major points of an overall body of facts, principles, or

ideas.

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Document­Based Question (Barron’s 2014)

Section II, Part A of the redesigned AP exam will consist of one document­based question. You will have 60 minutes to complete this part of the exam; 25 percent of your grade on the exam is based on the document­based question. The DBQ will assess your ability to assess, analyze, and synthesize a wide variety of types of historical evidence and to construct a coherent essay. Your response to the document­based question will be judged on your ability to formulate a thesis and to support it with relevant evidence. The documents can include written materials, charts, graphs, cartoons, and pictures. The documents will be carefully chosen to allow you to explore the interactions and complexities of the topic at hand. Each DBQ will be based around a particular historical thinking skill, such as continuity and change over time or historical causation. In addition, every DBQ will also assess four additional thinking skills ­ argumentation, use of evidence, contextualization, and synthesis. Integrate the documents into your Response As you develop your skills in constructing responses to the document­based question, it is important to work on integrating documents into your overall response. You are on the wrong track when the paragraphs of your essay begin as follows: “According to Document 1….” or “As Document 3 indicates…” This is the making of a very low­scoring essay ­ one that merely describes the content of the documents rather than illustrating the targeted historical thinking skill. Try to begin paragraphs with your ideas. Then, within the paragraph mention the appropriate document or documents that illustrate that paragraph’s idea. For example, in an essay comparing the temperance movement with the abolitionist movement in the pre­Civil War period, you might have a paragraph that leads with the following sentence: “Both the temperance movement and the abolitionist movement drew on middle­class Protestant fears of licentiousness; both stressed the importance of individuals possessing self­control.” Within the paragraph, you might discuss an image of an out­of­control slave owner violently whipping a defenseless slave, as well as a newspaper article describing an out­of­control drunkard. By contrast, a weak lead to a paragraph in this essay might read like the following: “Document 3 shows a slave­owner whipping a slave. This image made people oppose slavery…” The paragraph is not addressing the historical learning skill of comparison. Notice Connections Between Documents Often in document­based questions, two or more of the documents “talk to one another.” That is, one responds to something in another one. One document might amplify an earlier one, or, more likely, offer a different perspective. In a document­based question on southern and northern home­front issues during the Civil War, one document might defend the New York City draft riot as a justified response to the “$300 rule” in the draft law; the next document might condemn the rioters as misguided and racist. Your job is to let the documents communicate with each other. Bring out the tensions implicit in these two documents. Begin a paragraph with these tensions: “New Yorkers had markedly different reactions to the draft riot….” Do your best to make sense of the tensions between documents; don’t simply avoid the documents that don’t immediately conform to your thesis. Audience, Purpose, Context, and Point of View Higher scoring essays need to go beyond simply analyzing a source and fitting it into an argument. Try to situate a document in its time and place, noting its intended audience, purpose, historical context, and the author’s point of view. Do not take every document at face value. Note the origins and dates of particular documents as you use them, and take that knowledge into consideration. A report about the corruption and inefficiencies of Reconstruction governments in the South should be questioned if it was written by a former

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Confederate official. His purpose might be to discredit Reconstruction governments rather than merely describe their functioning. Outside Evidence A strong response must have significant outside evidence. You cannot get the highest score on a document­based question by only citing evidence in the documents themselves. You must introduce relevant outside information and evidence. A document­based question looking at changes in the civil rights movement from the 1950s to the 1960s might provide you with a reading from a Black Panther platform in 1967, illustrating a more militant direction for the movement in the 1960s. Outside evidence could include a speech by Malcolm X or by Stokely Carmichael. Scoring Rubric For the Document­Based Question The maximum score you can receive for the document­based question is 7. The grade is based on the following rubric: Thesis (Skills assessed: Argumentation and targeted skill) ­ 0­1 point. The thesis or your essay will be assessed on your proficiency in argumation and the specific historical thinging skill addressed in the question. In other words, you must develop an argument around a specific historical thinking skill, such as historic causation or continuity and change over time. To receive the maximum score, 1 point, your thesis must directly address all parts of the question. You must do more than restate the question. Analysis of historical evidence and outside examples in support of thesis (Skills assessed: Use of historical evidence, argumentation, and targeted skill) ­ 0­4 Three of the four points in this part of the rubric assess your use of the historical evidence provided in the documents. To earn 1 point, you must offer a plausible analysis of the content of a majority of the documents, explicitly using this analysis to support the stated thesis or a relevant argument. To reach 2 points, you must, in addition to meeting the criteria for 1 point, also offer plausible analysis of at least one of the following for the majority of the documents: intended audience, purpose, historical context, and/or the author’s point of view. To earn 3 points, you must perform the tasks necessary for 2 points, but apply them to all, or all but one, of the documents, rather than a majority. The fourth point in this element of the rubric is based on your use of outside examples. To earn the 1 point, you must offer plausible analysis of historical examples beyond/outside the documents to support your stated thesis or argument. Contextualization (Skills assessed: Contextualization) ­ 0­1 point This element of the rubric assesses your ability to place your essay in a broader context. To earn the 1 point, you must accurately and explicitly connect historical phenomena relevant to the argument to broader historical events and/or process. Synthesis (Skill assessed: Synthesis) ­ 0­1 point

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To earn 1 point you are required to tie up the elements of your essay ­ argument, analysis of documents, use of evidence, and contextualization ­ and then go beyond the immediate question at hand in one of three ways. First, you may appropriately extend or modify your thesis or argument. Second, you may note and effectively account for disparate and sometimes contradictory evidence from primary sources and/or secondary works in crafting your argument. Or third, you may appropriately connect the topic of the question to other historical periods, geographical areas, contexts, or circumstances.

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DBQ Document Analysis Essay’s Historical Thinking Skills Connections (Themes) Between Documents (PERSIA)

Causation/ “cause and effect Documents:_________ Commonalities:______________ Comparison/”compare and contrast Documents:_________ Commonalities:______________ Continuity and change over time Documents:_________ Commonalities:______________ Periodization Documents:_________ Commonalities:______________

Documents you are using (majority):______________ Analyze the Essay Action Verb in Question:___________________Subjects Pertaining to Action Verbs:______________ Paraphrase the Question: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Thesis Statement: ______________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________ Outside Information on Essay Topic: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Document Notes: For all documents consider HIPPO (Historical Context, Intended Audience, Point of View, Purpose, Outside Information) and PERSIA (Political, Economic, Religious, Social, Intellectual, Arts)

Document Information Information to use for Essay Question

Document A

Author/Source

_____________

Document B

Author/Source

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_____________

Document Information Information to use for Essay Question

Document C

Author/Source

_____________

Document D

Author/Source

_____________

Document E

Author/Source

_____________

Document F

Author/Source

_____________

Document G

Author/Source

_____________

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Document H

Author/Source

_____________

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A.P. U.S. History Document Based Question Rubric 2014 A. Thesis: 0­1 point A: Thesis ___/1pt Skills Assessed: Argumentation + targeted skill States a thesis that directly addresses all parts of the question. The thesis must do more than restate the question. 1 point B. Analysis of historical evidence and support of argument: 0­4 points B: Evidence ___/4pts Skills Assessed: Use of Evidence, Argumentation, + targeted skills (e.g., Comparison) Analysis of documents (0­3 points) (4th point is for outside examples) Offers plausible analysis of the content of a majority of the documents, explicitly using the analysis to support the stated thesis or a relevant argument

1 point

OR

Offers plausible analysis of BOTH the content of a majority of the documents, explicitly using this analysis to support the stated thesis or a relevant argument; AND at least one of the following for the majority of the documents:

intended audience, purpose, historical context, and/or the author’s point of view

2 points

OR

Offers plausible analysis of BOTH the content of all or all but one of the documents, explicitly using this analysis to support the stated thesis or a relevant argument; AND at least one of the following for all or all but one of the documents:

intended audience, purpose historical context, and/or the author’s point of view

3 points

AND/OR

Analysis of outside examples to support thesis/argument (0­1) Offers plausible analysis of historical examples beyond/outside the documents to support the stated thesis or a relevant argument 1 point C. Contextualization: 0­1 point C: Contextualization ___/1pt Skill Assessed: Contextualization Accurately and explicitly connects historical phenomena relevant to the argument to broader historical events and/or process 1 point D. Synthesis: 0­1 point D: Synthesis ___/1pt Skills Assessed: Synthesis Response synthesizes the argument, evidence, analysis of documents, and context into a coherent and persuasive essay by accomplishing one or more of the following as relevant to the question: Appropriately extends or modifies the stated thesis or argument

Recognizes and effectively accounts for disparate, sometimes contradictory evidence from primary

Appropriately connects the topic of the question to other historical periods,

(World and European History) Draws on appropriate ideas and methods from different fields

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1 point

OR

sources and/or secondary works in crafting a coherent argument

1 point

OR

geographical areas, contexts, or circumstances

1 point

OR

of inquiry or disciplines in support of the argument

1 point

Total Score: ___/7pts

A.P. U.S. History Document Based Question Rubric 2014 A. Thesis: 0­1 point A: Thesis ___/1pt Skills Assessed: Argumentation + targeted skill States a thesis that directly addresses all parts of the question. The thesis must do more than restate the question. 1 point Definitions Argumentation: Historical thinking involves the ability to define and frame a question about the past and to address that question by constructing an argument. A plausible and persuasive argument requires a clear, comprehensive and analytical thesis, supported by relevant historical evidence — not simply evidence that supports a preferred or preconceived position. Additionally, argumentation involves the capacity to describe, analyze, and evaluate the arguments of others in light of available evidence. Thesis: a statement or theory that is put forward as a premise to be maintained or proved. B. Analysis of historical evidence and support of argument: 0­4 points B: Evidence ___/4pts Skills Assessed: Use of Evidence, Argumentation, + targeted skills (e.g., Comparison) Analysis of documents (0­3 points) Offers plausible analysis of the content of a majority of the documents, explicitly using the analysis to support the stated thesis or a relevant argument

1 point

OR

Offers plausible analysis of BOTH the content of a majority of the documents, explicitly using this analysis to support the stated thesis or a relevant argument; AND at least one of the following for the majority of the documents:

intended audience, purpose, historical context, and/or the author’s point of view

2 points

OR

Offers plausible analysis of BOTH the content of all or all but one of the documents, explicitly using this analysis to support the stated thesis or a relevant argument; AND at least one of the following for all or all but one of the documents:

intended audience, purpose historical context, and/or the author’s point of view

3 points

Definitions Historical Evidence: Historical thinking involves the ability to identify, describe, and evaluate evidence about the past from diverse sources (written documents, works of art, archaeological artifacts, oral traditions, and other primary sources), with respect to content, authorship, purpose, format, and audience. Historical thinking involves the ability to extract useful information, make supportable inferences, and draw appropriate conclusions from historical evidence.Historical thinking involves the ability to understand such evidence in its context, recognize its limitations, and assess the points of view that it reflects. Plausible: (of an argument or statement) seeming reasonable

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Analysis: detailed examination of the elements or structure of something, typically as a basis for discussion or interpretation. Explicitly: fully and clearly expressed or demonstrated; leaving nothing merely implied

AND/OR

Analysis of outside examples to support thesis/argument (0­1) Offers plausible analysis of historical examples beyond/outside the documents to support the stated thesis or a relevant argument 1 point C. Contextualization: 0­1 point C: Contextualization ___/1pt Skill Assessed: Contextualization Accurately and explicitly connects historical phenomena relevant to the argument to broader historical events and/or process 1 point Definitions Contextualization: Historical thinking involves the ability to connect historical developments to specific circumstances in time and place, and to broader regional, national or global processes. D. Synthesis: 0­1 point D: Synthesis ___/1pt Skills Assessed: Synthesis Response synthesizes the argument, evidence, analysis of documents, and context into a coherent and persuasive essay by accomplishing one or more of the following as relevant to the question: Appropriately extends or modifies the stated thesis or argument

1 point

OR

Recognizes and effectively accounts for disparate, sometimes contradictory evidence from primary sources and/or secondary works in crafting a coherent argument

1 point

OR

Appropriately connects the topic of the question to other historical periods, geographical areas, contexts, or circumstances

1 point

OR

(World and European History) Draws on appropriate ideas and methods from different fields of inquiry or disciplines in support of the argument

1 point

Definitions Synthesis: Historical thinking involves the ability to arrive at meaningful and persuasive understandings of the past by applying all the other historical thinking skills, by drawing appropriately on ideas from different fields of inquiry or disciplines and by creatively fusing disparate, relevant (and perhaps contradictory) evidence from primary sources and secondary works. Additionally, synthesis may involve applying insights about the past to other historical contexts or circumstances, including the present. Disparate: essentially different in kind; not allowing comparison.

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Contradictory: mutually opposed or inconsistent.

Total Score: ___/7pts

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APUSH DBQ RUBRIC

A. THESIS (Skills Assessed: Argumentation plus the Targeted Skill) _____ 0 POINTS _____ 1 POINT • States a thesis that directly addresses all parts of the question. The thesis must do more than restate the question.

B. ANALYSIS OF HISTORICAL EVIDENCE AND SUPPORT OF ARGUMENT (Skills assessed: Use of Evidence, Argumentation, + targeted skill) _____ 0 POINTS _____ 1 POINT

• Offers plausible analysis of the content of a majority of the documents, explicitly using this analysis to support the stated thesis or a relevant argument.

_____ 2 POINTS • Offers plausible analysis of the content of a majority of the documents, explicitly using this analysis to support the stated thesis or a relevant argument. • Contains at least one of the following for the majority of the documents: • intended audience • purpose • historical context • the author’s point of view

_____ 3 POINTS • Offers plausible analysis of the content of all or all but one of the documents, explicitly using this analysis to support the stated thesis or a relevant argument. • Contains at least one of the following for all or all but one of the documents. • intended audience • purpose • historical context • the author’s point of view

_____ AND / OR (1 POINT) • Offers plausible analysis of historical examples beyond/outside the documents to support the stated thesis or a relevant argument

C. CONTEXTUALIZATION (Skill Assessed: Contextualization) _____ 0 POINTS _____ 1 POINT

• Accurately and explicitly connects historical phenomena relevant to the argument to broader historical events and/or processes.

D. SYNTHESIS (Skill Assessed: Synthesis) _____ 0 POINTS _____ 1 POINT (Accomplishes at least ONE of the following.)

• Appropriately extends or modifies the stated thesis or argument. • Recognizes and effectively accounts for disparate, sometimes contradictory evidence from primary sources and/or secondary works in crafting a coherent argument. • Appropriately connects the topic of the question to other historical periods, geographical areas, contexts or circumstances.

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Long Essay Questions (Barrons 2014) Section II, Part B of the exam will give students a choice between two comparable long essay questions. You will have 35 minutes to complete this part of the exam; 15 percent of your grade on the exam is based on the long essay. Since you have choice in deciding which of the two questions to write about, you have the opportunity to demonstrate what you know best. The long essay will be assessed on your use of specific historical thinking skills in explaining and analyzing important issues as defined by the thematic learning objectives. The long essay will require you to develop a thesis or argument and to support your thesis with an analysis of specific and relevant historical evidence. Scoring Rubric for the Long Essay Question The maximum score you can receive for the long essay question is 6. This grade is based on the following rubric: Thesis (Skills assessed: Argumentation and targeted skill): 0­1 point. To receive the 1 point for this element of the rubric, you must state a thesis that directly addresses all parts of the question. The thesis must do more than restate the question. Your thesis must address the thinking skill specified in the question. Support for argument (Skills assessed: Argumentation and Use of historical evidence): 0­2 To receive 1 point, you must support your thesis with specific evidence. To receive 2 points, you must also clearly and consistently state how the evidence you have introduced supports the thesis or argument, and establishes clear linkages between the evidence and the thesis or argument. Application of targeted historical thinking skill: 0­2 points. This element of the rubric is determined by the specific historical thinking skill cited in the question. These skills can include Continuity and Change Over Time, Comparison, Causation, or Period. For Continuity and Change Over Time questions, you will receive 1 point for describing historical continuity and change over time. For the additional point you must also analyze specific examples that illustrate continuity and change over time. For Comparison questions, you will receive 1 point for describing similarities and differences among historical developments. For the additional point, you must also provide examples, and do one of the following, depending on the prompt: Either analyze the reasons for the similarities and/or differences among historical developments, or analyze the relative importance of the historical developments. For Causation questions, you will receive 1 point for describing causes and/or effects of a historical development. For the additional point, you must also analyze specific examples that illustrate casuses and/or effects of a historical development. For Periodization questions, you will receive 1 point for describing the ways in which the historical development discussed in the prompt was different from or similar to developments that ame before and/or afterward. For the additional point, you must analyze the extent to which the historical development discussed in the prompt

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was different from and similar to developments that came before and/or afterward, providing specific examples ot illustrate the analysis. Synthesis: 0­1 point. To earn 1 point in this final element of the rubric requires that you tie up the elements of your essay ­ argument, use of evidence, and contextualization ­ and then go beyond the immediate question at hand in one of three ways. First, you may appropriately extend or modify your thesis or argument. Second, you may use an additional appropriate category of analysis beyond that called for in the prompt; categories can include political, economic, social, cultural, geographical, race/ethnicity or gender. Or third, you may appropriately connect the topic of the question to other historical periods, geographical areas, contexts or circumstances.

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The Long Essay The AP American history exam requires students to write a long essay within thirty­five minutes. They will have a choice between two questions that focus on the same historical thinking skill (HTS) but may apply to different time periods and thematic learning objectives. Each essay will be evaluated on the following criteria:

Argumentation. Develops a thesis or relevant argument that addresses all parts of the question. Use of evidence. Supports the thesis using specific evidence, clearly linked to the thesis. Targeted historical thinking skill. Each question will assess an additional thinking skill, such as causation, comparison, continuity and change over time, or periodization. Synthesis. Written answers need to extend the argument of the essay, connect it to a different time historical context, or connect it to a different category of analysis.

The following steps have proved useful in developing the skills needed to answer the AP long­essay question under the pressure of a limited time frame. Step 1: Analyze the Question Take the time to consider what the question really asks. Identify the targeted HTS in the question: causation, comparison, continuity and change over time, or periodization. Circle the main tasks required and organize your answers according to them. They might be verbs such as analyze, explain, support, modify, or refute. Underline the time period in the question. Be sure to identify all the parts of the question that need to be addressed. Two, three, or more aspects of a question may be embedded in one sentence. Consider the following question: Evaluate the relative importance of domestic and foreign affairs in shaping American politics in the 1790s. Students must deal with both foreign and domestic affairs. All questions require the use of HTS and analysis of the evidence. A long­essay answer will not receive full credit by simply reporting information. Therefore, be on your guard for questions that start out with the verbs “identify” or “describe”. Such a question is usually followed by “analyze” or some other more demanding thinking skill. For example, examine this AP essay question: Consider two of the following and analyze the ways in which each of the two has affected the identity of women in American society since 1940: changing economic conditions, rebirth of an organized women’s movement, or traditional definitions of women’s roles. For this essay, it is not enough to simply describe changing economic conditions, women’s organizations and so on. You must analyze the effects that two factors had on the identity of women. A reliable guide for any AP question is that if you think you can write an essay without making some judgment that results in a thesis statement, you have not understood the question. Step 2: Organize the Evidence Many students start writing their answers to an essay question without first thinking through what they know. It would not be very productive to select an essay or take a position that you cannot support. Directions for the APUSH exam advise students to spend some time planning before starting to write an essay. First, organize your information by making a brief outline of what you know. You can write your outline in the test booklet. A sample outline table is provided below.

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Step 3: Develop the Thesis A strong thesis is an essential part of every AP History essay answer. Often, students have difficulty taking a position or are afraid of making a mistake. But AP readers are looking not for the one “right answer” but rather for a writer’s ability to interpret the evidence and develop historical support for that interpretation. A thesis must be more than a restatement of the question. It requires taking a position on the question and a focus on the appropriate HTS. The following thesis is from an essay written in response to the 1790s question: During the 1790s, foreign affairs contributed more to shaping American politics than did domestic issue. This statement is straightforward and simple, and it takes a position on the question and the issue of causation. The long­essay question may give clear directions on the formation of the thesis, such as “support, modify, or refute” an interpretation. A sample essay is provided on page 7 that illustrates how you might answer a “SMR” question. Step 4: Write the Introductory Paragraph Your introduction is the most important paragraph of your essay. It demonstrates to the reader that you understand the question, have developed a thesis (an answer) to the question, and have outlined the main points of your arguments. Many students can improve their essay by using basic organizing principles for writing an introductory paragraph. The main parts of the introduction include the background, thesis, and the roadmap (BTR). Suppose the question for an essay is: "What impact did the Thirteenth Amendment have on the lives of most African Americans in the late nineteenth century?"

1. Background Statement. You should include a brief explanation or broad general statement about the key theme, topic, or idea of the essay that provides the historical context for the essay. In this essay, you would briefly define or explain the 13th Amendment, which abolished slavery in the US.

2. Thesis. A thesis is an argument or a hypothesis; it is the point of your essay. It is a clear, precise topic sentence that lets the reader know your answer to the essay's question. You must include your thesis in the introductory paragraph. Don't be too broad, including ideas that the essay will not address, or too narrow, omitting ideas or limiting the eventual scope of the essay. Compare the following theses: Weak thesis statement: "This paper is about the status of blacks after the Civil War." It is weak because it does not

make an argument or answer the question.

Strong thesis statement: "After the Civil War, many freed black slaves believed that their children would have substantially better lives and greater opportunities than they had as slaves. However, their hopes for their children were not fulfilled; in the late 1800s the lives of most blacks were not much better than those of their parents." This thesis is stronger because it makes an argument with which readers can agree or disagree.

3. Roadmap. This sentence(s) provides a list of the main arguments used in your essay. These "controlling ideas", a kind of "roadmap" to the reader, are used to prove your thesis and provide the structure to the essay. They might be based

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on the following concepts: key personalities, key events, main ideas, and overall categories of evidence.

For example, if your thesis was "In the late 1800s the lives of most blacks were not much better than those of their parents", your roadmap (controlling ideas) might be written as follows: "Many of the descendants of former slaves experienced political hypocrisy in the form of voting restrictions, social segregation created by the expansion of Jim Crow laws, and economic dependency based on a system of sharecropping." These concepts may be used to explain why the lives of freed blacks were not better than that of their parents.

In the question above on the 1790s, the student might have continued the thesis statement, “During the 1790s, foreign affairs contributed more to shaping American politics than did domestic issue” with the following roadmap: “While the young nation struggled with questions about powers in the new Constitution, ideological conflicts over the French Revolution, foreign policy divisions created by the Napoleonic Wars, and our relations with Great Britain did more to divide Americans and promote the formation of two political parties during the 1790s. This organization statement guided the development of the essay.

Some students use the acronym "PERSIA FM" as a way to organize their essay (Politics, Economics, Religion, Social, Intellectual, Art, Foreign, and Military). Another acronym which incorporates the major themes of the APUSH exam is “BAGPIPE”. This stands for Belief Systems, America in the World, Geography and the Environment, Peopling, Identity, Politics and Power, and Economy. These will be explained in a separate activity. By the end of the first paragraph, the reader should not only know the thesis but also have a clear idea of the main arguments that will be developed in the body of the essay in support of the thesis. How much specificity to include in the roadmap should be a balancing act. On the one hand, you don’t want to be too general (Level One Roadmap), but on the other hand you don’t want to be too specific (Level Two Roadmap). Let them know where you are going, but don’t give away all your information. We want the reader to keep reading! We will call the right amount of specificity the Level Three Roadmap. Consider the following prompt: Evaluate the extent to which the Articles of Confederation were effective in solving the problems that confronted the new nation.

Level One Roadmap (not enough specificity): The Articles of Confederation was successful as a first attempt at building a government. However, the Articles of Confederation did not provide an effective answer to the problems facing

the new nation. The Articles of Confederation was weak politically, socially, and economically. Level Two Roadmap (too much specificity): Under the Articles of Confederation, the Land Ordinance of 1785 and Northwest Ordinance of 1787 created a well­organized system for dealing with newly acquired territories and a plausible means to increase government revenue in a time in which the country was facing massive debt. However, the Articles of Confederation proved unable to handle the problems faced by the country after the American Revolution. It established a decentralized government with limited sovereignty, creating a league of friendship, with limited effectiveness; it was unable to foster any sense of nationalism; it contained a lack of leadership and a lack of independent judiciary; it lacked provisions for raising revenues and collecting taxes from the states, as well as failing to handle the abuses of paper money, with no control over interstate commerce; and could not protect the country from rebellions like Shays’ Rebellion. Level Three Thesis (just right): The Articles of Confederation created a well­organized system for dealing with

newly acquired territories and providing a financial means to increase needed revenue. However, the Articles of Confederation was not effective in solving many of the problems faced by the newly formed United States. It established a loose confederation of states that lacked a sense of national unity, it created internal gridlock that failed to establish a system of checks and balances, and it created a government that did not have the powers to conduct basic governmental business.

Suppose the question is as follows: The debate over the Alien and Sedition Acts of 1798 revealed bitter controversies on a number of issues. Discuss the issues involved and explain why these controversies developed. An appropriate opening paragraph might be: In 1797 John Adams became the second president of the United States. (Background) Unfortunately for the new nation, without Washington’s steady hand the ugly disagreements between the Federalists and the Democratic Republicans during his administration soon dominated Adams. (Thesis) In the debates over the politically motivated Alien and Sedition Acts, the issue of strict interpretation and loose interpretation of the Constitution once again emerged. Previous arguments in regards to the assumption of state’s debts, the formation of a national back, an excise tax on Whiskey and a protective tariff provided the foundation for this division. (Roadmap) Step 5: Write the Supporting Body Paragraphs A well­organized and structured essay has three main parts: an introduction, a body (usually but not always three to five paragraphs), and a conclusion.

Number of body paragraphs. Do not conclude from the model that an essay should always consist of five paragraphs. The number and length of the supporting paragraphs forming the body of the essay should vary depending on the

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thesis, the main points of your argument, and the amount of historical evidence. Focusing on the HTS. Each essay will have a targeted HTS, which should shape the arguments and choice of evidence. You must explain how specific historical evidence is linked to the thesis. For example:

• Causation. Describe causes AND/OR effects of a historical development and analyze specific examples that illustrate causes AND/OR effects of a historical development. What were the major causes and consequences (effects) of an event? What were the most important causes and effects of an event?

• Comparison. Describe similarities AND differences among historical developments, providing specific examples AND analyze the reasons for their similarities AND/OR differences OR, DEPENDING ON THE PROMPT, evaluate the relative significance of the historical developments. What were the major similarities and differences between the two events? Are there more similarities or differences and why?

• Continuity and change over time. Describe historical continuity AND change over time, and analyze specific

examples that illustrate historical continuity AND change over time. What were the major patterns of continuity and change? Was there more continuity or change over the time period?

• Periodization. Analyzes the extent to which the historical development specified in the prompt was different from

AND similar to developments that preceded and/or followed, providing specific examples to illustrate the analysis. Evaluate whether an event was a turning point or major marking period in history. Note what it was like before and after that development.

The following are guidelines for writing the 3 to 5 supporting paragraphs that make up the main body of your essay.

1. Follow the roadmap. The rest of the essay should follow the "roadmap" you constructed in the introduction. The number, order and nature of these paragraphs will be determined by the organizational list in the introduction.

2. Each paragraph should have a point that is well developed and that addresses the main issue or problem. All of your evidence throughout the essay must support your thesis. Be sure the information that you are providing is really necessary to prove your point. Avoid including extraneous information. Just because something is interesting does not mean that it fits into your "roadmap". 3. Develop well­organized and well­written paragraphs. In each paragraph, start with a topic sentence, which contains a combination of your thesis plus a controlling idea. The topic sentence of the first paragraph in the body might be written something like this: "The political hypocrisy of the late 1800s made the lives of many blacks no better than the lives of antebellum (pre­Civil War) blacks."

4. Provide evidence to support your thesis. Be sure to cite people, laws, literature, ideas, and other details that are applicable to the essay. But don't just tell a story with a list of unrelated “laundry list” of facts. You must analyze and interpret the evidence you have gathered and use it to prove your thesis. Generally, an “A” paper will contain at least six strong pieces of evidence, each of which usually takes at least two to three sentences to explain.

Step 6: Write the Conclusion

Restate Thesis. A conclusion sums up what the reader has learned. Students should restate the thesis in a fresh and interesting manner. They should then restate each of their topic sentences and provide an example from their essay to support each topic sentence. Do not summarize your entire essay.

Add synthesis. Each long essay will also evaluate the skill of synthesis, which involves combining relevant historical evidence into a new idea. The synthesis point may be earned by adding statements in the conclusion which 1) extend or modify the thesis by challenging a counter­argument or connect the topic to another historical period (including the present), geographical area, context, or circumstance. For example, in the question on the 1790s, the context of the French Revolution is essential to analyzing the foreign policy debate. Students can use the phrase, “like in kind, but at another time”. For example, for an essay on civil rights leaders in the first half of the 20th century, students could write a few statements connecting that time period to the 1950s and 1960s.

General Comments. Don't confess that the essay probably is not worth reading. Don't end an essay with a smiley face, "The End", or a dramatic signature. These give the impression the student is trying to get by on personality instead of knowledge.

General Guidelines for Writing Historical Essays Use the following guidelines to help you write a more direct, coherent, descriptive, and analytical essay:

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1. Stick to the question. Make sure you answer what is being asked and stick to the time scope of the question.

2. Don’t use slang terms. A good historical essay does not use slang. Avoid “things”, “stuff”, and “a lot”.

3. Avoid abstracts. Be careful of abstract words such as democracy, progress, success, and individualism. Certain abstract words carry a wide range of definitions and connotations. Take the time to define an abstract word; it helps you focus on that aspect of the word the essay question intends.

4. Write concisely. Make conceptual arguments in your essay, provide factual support, and move on. Avoid the temptation to write everything you know or to tell a pleasant story. Remember, you are not writing a history of the period; you are answering a specific question about this period in US history. Some students pound a single point, incorrectly believing that constant restating adds to an essay. Avoid lengthy discussion of minor or peripheral material. A good essay is not filled with superfluous (unnecessary) detail. Ask about every sentence: Will this help me communicate my point to the reader? If the answer is no, leave the sentence out. A concise essay in which every word has a purpose is better than an essay bloated with fillers and flowery language in an attempt to impress the reader. Don't write about a subject; write to persuade. 5. Use adjectives and adverbs. Use effective adjectives and adverbs to enhance the descriptive power of your essay. These expand and enhance the essay's thesis. For example: "Smith's letter strongly portrayed Jackson's belligerent attitude toward the Bank of the US". Use adjectives to convey the amount of generality or specificity needed for a particular sentence. "The US has a democratic government." Is it a parliamentary democracy, representative democracy, or direct democracy? Do you mean political, economic, social, or religious democracy? Do you mean democratic in results or in opportunity? However, sometimes a single adjective sufficiently describes a noun, e.g., "fascist leaders", or "marginal farmers". 6. Make a mental and/or written outline. Organization is the key to a good essay. Delay writing your essay until you have had time to organize your thoughts and outlined your answer. Jot down all the concepts and facts pertaining to the answer. Organize these facts into major sections or paragraphs. Then write your essay.

7. Do not use absolutes. Do not use absolute words ­ never, all, only, none, every, etc. Rarely in history is the evidence so absolutely conclusive that you can prove that there were no exceptions. At least one point will be deducted on your essays for the use of these words.

8. Proofread. When you are finished, briefly read your essay. Check for grammatical errors and misspellings. The omission of one word, particularly the word "not", may change the meaning of your essay. A student occasionally begins an essay with one argument, realizes he has better support for the opposite viewpoint, and changes the remainder of the essay without changing the introduction. For example, an essay states that slavery was the sole cause of the Civil War by agreeing with the statement in the introduction, but then contradicts that thesis in the body of the essay by discussing multiple causes. Go back and change the introduction.

9. Assume your reader is uninformed. Spell things out. Don’t take it for granted that he or she knows what you mean or what you are talking about. You have never met the person who is going to read and grade your essays. Explain your key points clearly; don't assume that people know what you know. When you mention someone in the essay for the first time, include both the first and last name.

10. Define or explain all key terms. If the question deals with terms, such as “liberal”, “conservative”, “sectionalism”, or

“manifest destiny”, an essential part of your analysis should be an explanation of these terms.

11. Use transition words. A judicious use of transitional words and phrases such as: “therefore”, “however”, “thus”, “despite”, “because”, “instead”, “although”, “rather”, “furthermore”, “nevertheless”, and “finally” carries the reader smoothly from one sentence or paragraph to the next.

12. Write in the third person. Do not use "I", "me", “we”, or other personal pronouns in order to avoid personal feelings and impressions. You must use historical facts and logical reasoning to support the thesis. At least one point will be subtracted on your essay if you use personal pronouns.

13. Avoid progress reports. For example, "It is now time to conclude"; "Enough of this"; or "Let's get into it".

14. Use key words and phrases that indicate judgment and analysis. These might include: controversial, turning point, inevitable, more importantly, ironic, key, significant, primary, secondary, deliberate, dramatic, predominant, imperative, any indicator of degrees of causation, etc. A student who uses judgment/ analysis indicates a higher degree of sophistication than a straight narrative composition that only recites facts. Prioritize your organizational points and indicate primary vs. secondary causation or some aspect of varying degrees of importance for your list. It is rare that anything ever

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happened or didn't happen due to factors that shared the exact degrees of relevance. Distinguish between the significant and the less important. 15. Use "wonderful" verbs. The verbs used are a critical element in presenting a more sophisticated and descriptive essay. Your choice of verb reveals your judgment and analysis of the facts. Use a variety of "wonderful verbs", such as revealed, illustrated, implied, demonstrated, portrayed, exemplified, indicated, symbolized, depicted, etc. Compare, for example: "The assassination caused the war..." vs. "The assassination provoked the outbreak of war..." or "The diary showed the prejudice..." vs. "The diary usually illustrated the deep prejudices".

Reduce your use of all forms of the verb "to be" (am, is are, was, were, have been, being, etc.) Change them to more active verbs. Avoid vague verbs such as “felt” and “says”.

Remember! Affect is most commonly used as a verb and refers to the action of influencing something else. Effect is most commonly used as a noun and refers to something that happens because of some action or event.

16. Use the active voice. Use the active voice rather than the passive voice because it states cause and effect more strongly.

“Edison created” is in the active voice; “was created by Edison” is in the passive voice. 17. Show your awareness of the complexity of history. There are a multiplicity of events, emotions, ideas, etc. that impact human history. Avoid simplistic comments, e.g., something is "bad", "good", "great", "fantastic", etc. Stay away from the idea of single causation.

18. Write using the PAST TENSE. The events occurred.

19. Do not use abbreviations. George Washington was not "GW"; Andrew Jackson was not "AJ". However, actual nicknames such as JFK or LBJ are acceptable.

20. Never write conversationally. Don’t talk to the reader. Never state what you are going to tell the reader. Do not use rhetorical questions. 21. Spelling and capitalization. Spelling and capitalization; spelling and capitalization!!!! 22. Do not use metaphors that have no bearing on the issue. Avoid comments like, “That's why we have the country we do today.” Or “If the Pilgrims had never landed here, we could not have become the great, freedom­loving nation that we are today.”

23. Watch out for repetitions. Avoid repetitive tendencies in word or phrase usage and sentence structure. 24. Justify your arguments. Express facts and demonstrate why the reader should believe your conclusions.

25. Use personal pronouns sparingly. Avoid vague references, such as “them” and “others”. It’s pretty easy to confuse the reader if he or she has to struggle to figure out who “them” is/are/or could be. 26. Avoid “lumping”. Be cautious about placing too much unity into the thoughts and actions of the many, i.e. “The colonists felt…the Indians hated…the Europeans wanted”. Could there be subsets within the groups? Which groups felt, hated or wanted? It’s like saying “all teenagers are…” 27. Don’t inject yourself into history. Don’t use “we” when you really mean, “Americans who have been dead for a long time”. “We” didn’t evict the Cherokee from Georgia, win World War I, give women the right to vote, build railroads, land on the moon, etc. The US citizens of the past did.

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Long Essay Document Analysis Essay’s Historical Thinking Skills

Causation/ “cause and effect Comparison/”compare and contrast Continuity and change over time Periodization

Analyze the Essay Action Verb in Question:___________________Subjects Pertaining to Action Verbs:______________ Paraphrase the Question: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Task (What do you need to do): ______________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________ Outside Information on Essay Topic: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Essay Draft Notes: Thesis Statement: 0­1 point States a thesis that directly addresses all parts of the question. The thesis must do more than restate the question ____________________________________________________________________________________________________________________________________________________________________________ Use of Evidence: 0­2 points ­ Supports the stated thesis (or makes a relevant argument) using specific evidence, clearly and consistently stating how the evidence supports the thesis or argument, and establishing clear linkages between the evidence and the thesis or argument ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Application of targeted historical thinking skill: 0­2 points. Varies on historical thinking skill. See Rubric. ____________________________________________________________________________________________________________________________________________________________________________________

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____________________________________________________________________________________________________________________________________________________________________ Synthesis: 0­1 point ­ Combine relative historical information into a new idea ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Document Notes: For all documents consider HIPPO (Historical Context, Intended Audience, Point of View, Purpose, Outside Information) and PERSIA (Political, Economic, Religious, Social, Intellectual, Arts

Document Information Information to use for Essay Question

Document A

Author/Source

_____________

Document B

Author/Source

_____________

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Long Essay Question Rubric Maximum Possible Points: 6 Points A.Thesis 0­1 point Skill States a thesis that directly addresses all parts of the question. The thesis must do more than restate the question

1 point

B.Support for argument: 0–2 points Skills assessed: Argumentation, Use of Evidence Supports the stated thesis (or makes a relevant argument) using specific evidence 1 point

OR

Supports the stated thesis (or makes a relevant argument) using specific evidence, clearly and consistently stating how the evidence supports the thesis or argument, and establishing clear linkages between the evidence and the thesis or argument 2 points

C.Application of targeted historical thinking skills: 0­2 points Skill assessed: Targeted skill For questions assessing CONTINUITY AND CHANGE OVER TIME Describes historical continuity AND change over time 1 point

OR

Describes historical continuity AND change over time, and analyzes specific examples that illustrate historical continuity AND change over time 2 points

For questions assessing COMPARISON Describes similarities AND differences among historical developments 1 point

OR

Describes similarities AND differences among historical development, providing specific examples AND Analyzes the reasons for their similarities AND/OR differences OR, DEPENDING ON THE PROMPT, Evaluates the relative significance of the historical developments 2 points

For questions assessing CAUSATION Describes causes AND/OR effects of a historical development

OR

Describes causes AND/OR effects of a historical development and analyzes specific examples that illustrate causes AND/OR effects of a historical

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1 point development 2 points

For questions assessing PERIODIZATION Describes the ways in which the historical development specified in the prompt was different from OR similar to developments that preceded and/or followed 1 point

OR Analyzes the extent to which the historical development specified in the prompt was different from AND similar to developments that preceded and/or followed, providing specific examples to illustrate the analysis 2 points

D.Synthesis: 0­1 point Skill assessed: Synthesis Response synthesizes the argument, evidence, and context into a coherent and persuasive essay by accomplishing one or more of the following as relevant to the question. Appropriately extends or modifies the stated thesis or argument 1 point

OR

Explicitly employs an additional appropriate category of analysis (e.g., political, economic, social, cultural, geographical, race/ethnicity, gender) beyond that called for in the prompt 1 point

OR

The argument appropriately connects the topic of the question to other historical periods, geographical areas, contexts or circumstances 1 point

OR

(World and European History) Draws on appropriate ideas and methods from different fields of inquiry or disciplines in support of the argument 1 point

LONG ESSAY QUESTION RUBRIC A. THESIS (Skills Assessed: Argumentation plus the Targeted Skill)

_____ 0 POINTS _____ 1 POINT • States a thesis that directly addresses all parts of the question. The thesis must do more than restate the question.

B. SUPPORT FOR THE ARGUMENT (Skills Assessed: Argumentation / Use of Evidence) _____ 0 POINTS _____ 1 POINT

• Supports the thesis (or makes a relevant argument) using specific evidence. _____ 2 POINTS

• Supports the thesis (or makes a relevant argument) using specific evidence. • Clearly and consistently states how the evidence supports the thesis or argument. • Establishes clear linkages between the evidence and the thesis or argument.

C. APPLICATION OF TARGETED HISTORICAL THINKING SKILL (Skill Assessed: The Targeted Skill) Continuity and Change over Time

_____ 0 POINTS _____ 1 POINT • Describes historical continuity AND change over time. _____ 2 points • Describes historical continuity AND change over time. • Analyzes specific examples that illustrate historical continuity AND change over time.

Comparison _____ 0 POINTS _____ 1 POINT • Describes similarities AND differences among historical developments. _____ 2 POINTS • Describes similarities AND differences among historical developments. • Analyzes the reasons for their similarities AND/OR differences OR, DEPENDING ON THE PROMPT, evaluates the relative significance of the historical developments.

Causation _____ 0 POINTS _____ 1 POINT

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• Describes causes AND/OR effects of a historical development. _____ 2 POINTS

• Describes causes AND/OR effects of a historical development. • Analyzes specific examples that illustrate causes AND/OR effects of a historical development.

Periodization _____ 0 POINTS _____ 1 POINT • Describes the ways in which the historical development specified in the prompt was different from OR similar to developments that preceded and/or followed. _____ 2 POINTS • Describes the ways in which the historical development specified in the prompt was different from AND similar to developments that preceded and/or followed. • Provides specific examples to illustrate the analysis.

D. SYNTHESIS (Skill Assessed: Synthesis) _____ 0 POINTS _____ 1 POINT (Accomplishes at least ONE of the following.) • Appropriately extends or modifies the stated thesis or argument. • Explicitly employs an additional appropriate category of analysis (e.g., political, economic, social, cultural, geographical, race/ethnicity, gender) beyond that called for in the prompt.

• Contains an argument that appropriately connects the topic of the question to other historical periods, geographical areas, contexts, or

circumstances.

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Short­Answer Questions Short­answer questions will directly address one or more of the thematic learning objectives for the course. At least two of the four questions will have elements of internal choice, providing opportunities for students to demonstrate what they know best. These questions will require students to use historical thinking skills to respond to a primary source, a historian’s argument, secondary sources such as data or maps, or general propositions about U.S. history. Each question will ask students to identify and analyze examples of historical evidence relevant to the source or question; these examples can be drawn from the concept outline or from other examples explored in­ depth in classroom instruction.

Short­answer questions will not require students to develop an overall thesis for all parts of the question. The questions will provide specific instructions, asking students to “select,” “choose,” “describe,” “explain,” “provide information,” etc. Students should simply answer the question.

Note:

• Answers should be written in complete sentences.

• Students should indicate which part they are answering (e.g., “a,” “b,” or “c”).

• Students should keep their answers within the box provided on the exam.

• Short answers will not be evaluated with a rubric. Readers will be given “scoring notes,” which provide information that might be included in the answer.

• The exam will include at least one short answer question that asks students to interpret a secondary source.