• Geography & the Environment: How have natural and human-made environments helped shape US social and political developments throughout history? Think about the historical contexts of environmental interactions such as preservation, exploitation and management.

• Migration & Settlement: How were these people transformed by their new social and physical environments? How and why have they adapted? Think about how both newcomers and natives transform the US with their beliefs, traditions and ideas.

• American & National Identity: How and why did each of these concepts develop in the way that they did? You must be able to explain how cultures, identities and values have been preserved or changed throughout different time periods of US History. Gender, race, class and ethnicity all play a role in this theme, so make sure you pay attention to these subgroups.

• Politics & Power: How have political beliefs and institutions shifted over time? Think also about why changes have taken place and what concept was the catalyst to each change.

• Culture & Society: What ideas, beliefs and customs change the way we view ourselves as a nation? What cultures and values have prevailed or were modified? Consider each of these ideas across different contexts of US History.

• America in the World: Specifically study the colonial period for this one! Also look at the influence the United States has on world affairs, both in the past and currently.

• Work, Exchange, & Technology: What role did technology, economic markets and government play in this development? How did this shape the development of American economies? You must be able to discuss ways in which labor systems, advances in technology and government policies help shape American society.

Guidelines for Writing & Grading Document-Based Questions

• Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning. 

• Describe a broader historical context relevant to the prompt. 

• Support an argument in response to the prompt using at least four documents. 

• Use at least one additional piece of specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt. 

• For at least two documents, explain how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument. 

• Demonstrate a complex understanding of a historical development related to the prompt through sophisticated argumentation and/or effective use of evidence.

• Write legibly in ink with proper grammar and spelling.

• Do not skip lines. 

• You should follow a standard four-paragraph essay format with an introduction, two body paragraphs providing evidence for your argument through the documents, and a conclusion.

• Accuracy: The components of these rubrics require that students demonstrate historically defensible content knowledge. Given the timed nature of the exam, essays may contain errors that do not detract from their overall quality, as long as the historical content used to advance the argument is accurate.

RUBRIC BREAKDOWN

Except where otherwise noted, each point of this rubric is earned independently; for example, a student could earn a point for evidence without earning a point for thesis/claim. 

Part I. THESIS (1 point)

• What College Board says..

  • Scoring Criteria: Responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning

  • Decision Rules: To earn this point, the thesis must make a claim that responds to the prompt rather than restating or rephrasing the prompt. The thesis should consist of one or more sentences located in one place, either in the introduction or conclusion.

  • The thesis or claim must consist of one or more sentences located in one place, either in the introduction or the conclusion (which may not be limited to the first or last paragraphs). • The thesis or claim must identify a relevant development(s) in the period, although it is not required to encompass the entire period. 

• What College Board means…

  • Your thesis should be the beginning of a persuasive essay answering the prompt using the documents as supporting evidence for your point. 

  • A good thesis statement shows the reader your line of thinking. A great thesis demonstrates that an opposing point of view has been considered. 

    • Formula: Counterargument (X), Planned Evidence (A+B), Main Argument(Y) →  Although X, A + B, therefore Y

    • Example: Although native American population decreased significantly due to smallpox disease brought over by the Europeans, Atlantic world societies benefited significantly from the introduction of new crops such as maize and shifted Europe to an economy based in capitalism rather than feudalism therefore, Atlantic world societies experienced positive change from transatlantic interactions. 

• Examples (would earn the point):

  • Establish a line of reasoning with analytic categories

    • “In expanding its role in the world, the United States sought economic opportunity through international business relationships, political opportunity to police the world, and they sought to cultivate other societies to better spread the American culture.”

    • “The country was doing this for a few reasons, such as expanding its territory(manifest destiny or imperialism), preserving its national interests such as trading with China, and helping other nations.”

  • Establish a line of reasoning that evaluates the topic of the prompt with analytic categories

    • “This change in foreign policy was caused by the need for new markets to expand the US economy and by imperialist sentiment. However, the most important cause of this change in the US’s role can be attributed to nationalist and Darwinist sentiment because it was driven emotionally, and therefore was a stronger motive.”

    • “While some historians may argue that the US desire to expand its role in the world was due to the fact that the US felt it was its duty to civilize nations and act as a global police, the most important reason for America expanding its role in the world can be attributed to its competition with Europe over global influence, its desire to expand its economy through trading opportunities, and the US ideal of manifest destiny.”

  • Establish a line of reasoning

    • “From 1865 to 1910 the United States expanded its role in the world because of the belief in manifest destiny.” (Minimally acceptable thesis/claim)

• Non-Examples (would not earn the point):

  • Do not focus on the topic of the prompt

    • “American imperialism contributed to calls for isolationist policies after World War I.”

  • Provide a historically defensible claim, but do not establish a line of reasoning

    • “The United States gained a lot of territory during this period.”

  • Provide a restatement of the prompt

    • “Different causes and events had a major importance in expanding the role of the US in the world.”

Part II. CONTEXTUALIZATION (1 point)

• What College Board says…

  • Scoring Criteria: Describes a broader historical context relevant to the prompt.

  • Decision Rules: To earn this point, the response must describe broader historical events, developments, or processes that occur before, during, or after the time frame relevant to the topic.

  • The response must describe broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question that are relevant to the topic of the prompt. To earn this point, the context provided must be more than a phrase or reference.

• What College Board means…

  • Set the stage for your essay. Think of the Contextualization sections in your AMSCO at the beginning of each period.

  • What events led up to those referenced in the documents? How might those events contribute to your answer to the prompt?

  • Information provided should be accurate and relevant to the prompt. Just mentioning an event that happened previously is not enough to earn the point. 

• Examples (would earn the point):

  • Examples of relevant context that earn this point include the following, if appropriate elaboration is provided:

    • The impact of the Civil War on the United States’ role in the world

    • International competition to establish colonies and maintain empires from 1865 to 1910

    • Increasing United States industrialization and desire to develop new markets for goods

    • The closing of the frontier in 1890

    • Increasing international immigration

    • US trade with Asia

  • Examples of acceptable contextualization:

    • “In the time period after the Civil War, Europe was growing its colonial empires in Africa and Asia, and the fight for influence and money ensued between the most powerful nations. The United States sought to keep up with Europe and expand its sphere of influence.”

    • “After the California Gold Rush, US trade and contact with Asia increased.” (Minimally acceptable contextualization)

• Non-Examples (would not earn the point):

  • Do not provide context relevant to the topic of the prompt.

    • “The Civil War brought little meaningful change to the South as sharecropping replaced slavery.” 

  • Provide a passing phrase or reference 

    • “Industrialism happened” 

Part III. Evidence

a. DOCUMENT EVIDENCE (1-2 points)  

• What College Board says…

  • Scoring Criteria:

    • 1 pt: Uses the content of at least 3 documents to address the topic of the prompt

    • 2 pts: Supports an argument in response to the prompt using at least 4 documents

  • Decision Rules: 

    • To earn one point, the response must accurately describe - rather than simply quote - the content from at least three of the documents. 

    • To earn two points, the response must accurately describe - rather than simply quote - the content from at least four documents. In addition, the response must use the content of the four documents to support an argument in response to the prompt.

  • To earn two points, the four documents do not have to be used in support of a single argument—they can be used across sub-arguments or to address counterarguments.

• What College Board means…

  • Use as many documents as possible to prove or support your main argument/thesis

  • Avoid direct quotes, unless the wording is such that it loses value in paraphrasing

  • Show you understand what is being said or presented by including information about the author, audience, period of time, perspective, etc. (i.e. HIPPO)

• Examples (would earn the point):

  • Examples of describing the content of a document: Describe evidence from the documents relevant to the topic but do not use that evidence to support an argument 

    • (Document 6): “The image depicts Uncle Sam offering potential colonies the choice between choosing education or war.” 

    • (Document 2): “The document demonstrates how many American believed their religion to be superior and had pride in their racial heritage.”

  • Examples of supporting an argument using the content of a document: 

    • (Document 2): “However, social causes were also a factor in the practice of American imperialism. This was seen through the application of Social Darwinism to a global scale. Many felt that Anglo-Saxons were a more fit race than any to expand, and Christianize and civilize the rest of the world (Doc 2).” (Uses evidence from the document to support an argument about a social cause of American imperialism) 

    • (Document 3): “Mahan argues that the United States needs a stronger navy to support its growing economy and maintain its power. Having a strong navy meant gaining bases for it around the world.” (Uses evidence from the document to support an argument about economic and military causes for American imperialism)

• Non-Examples (would not earn the point):

  • Use evidence from less than three of the documents

  • Misinterpret the content of the document 

  • Quote, without an accompanying description, of the content of the documents 

  • Address documents collectively rather than considering separately the content of each document 

b. EVIDENCE BEYOND DOCUMENTS (1 point)

• What College Board says…

  • Scoring Criteria: Uses at least one additional piece of the specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt.

  • Decision Rules: To earn this point, the response must describe the evidence and must use more than a phrase or reference. This additional piece of evidence must be different from the evidence used to earn the point for contextualization.

• What College Board means…

  • Show critical thinking skills by relating the texts provided to something else in history.

  • Demonstrate your understanding of the greater reach of the events discussed and their impact on history. What other events are they similar to? What events caused them? What events do they cause? 

• Examples (would earn the point):

  • Examples of evidence beyond the documents relevant to an argument about the prompt: 

    • “Newspapers had risen in popularity among the public, a majority of whom could read, and many companies competed to attract the public’s attention. Yellow journalism created outrageous attitudes with dramatized accounts of Spanish mistreatment of the Cubans, which motivated Americans to support a military intervention.” (Uses a piece of evidence beyond the documents to make a connection to an argument about the prompt)

• Non-Examples (would not earn the point):

  • Provide evidence that is not relevant to an argument about the prompt. 

  • Provide evidence that is outside the time period or region specified in the prompt. 

  • Repeat information that is specified in the prompt or in any of the documents. 

  • Provide a passing phrase or reference.

Part IV. ANALYSIS (1 point)

• What College Board says…

  • Scoring Criteria: For at least two documents, explains how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument.

  • Decision Rules: To earn this point, the response must explain how or why (rather than simply identifying) the document’s point of view, purpose, historical situation, or audience is relevant to an argument about the prompt for each of the three documents sourced. 

  • Typically, statements credited as evidence will be more specific than statements credited as contextualization. 

    • To earn this point, the evidence provided must be different from the evidence used to earn the point for contextualization. 

    • To earn this point, the evidence provided must be more than a phrase or reference. 

    • The point for evidence beyond the documents may be awarded for evidence that appears in any part of the response. 

• What College Board means…

  • Analyze the document for information beyond its basic content. (i.e. HIPPO)

• Examples (would earn the point):

  • Must explain how or why — rather than simply identifying — the document’s point of view, purpose, historical situation, or audience is relevant to an argument that addresses the prompt for each of the two documents sourced. 

  • Example of acceptable explanation of the relevance of the author’s point of view: 

    • (Document 4): “The point of view of the artist is actually critical of America’s policy of imperialism, seeing it as a sign of America’s ego in its superiority and greed.” (Connects the point of view of the document relevant to an argument about the ideological and economic causes of American imperialism) 

  • Example of acceptable explanation of the relevance of the author’s purpose 

    • (Document 6): “Puck, being a satire magazine, likely published this cartoon with the purpose of showing the hypocritical nature of the Spanish-American War; it was fought to liberate Cuba, but it ended with the oppression of the Philippines.” (Connects the purpose of the document relevant to an argument about the ideological causes of the Spanish-American War) 

  • Example of acceptable explanation of the relevance of the historical situation of a source:

    • (Document 4): “The cartoon is best understood in the context of the Spanish American War. The Spanish gave up its claims to Cuba and the Philippines, leaving the territory open for the US to take advantage of.” (Connects the historical situation of the document relevant to an argument about the increased possibilities for the United States to exert international influence during the period) 

  • Example of acceptable explanation of the relevance of the audience: 

    • (Document 5): “As a presidential address to Congress, document 7 likely offers a picture of what Theodore Roosevelt believed to be the most convincing reasons for the United States to grow its standing in the world.” (Connects the audience of the document relevant to an argument that addresses the political justifications for increasing United States participation in the world)

• Non-Examples (would not earn the point):

  • Explain sourcing for fewer than two of the documents. 

  • Identify the point of view, purpose, historical situation, and/or audience, but do not explain how or why it is relevant to an argument 

    • “In document 1, the audience is the United States government.” 

  • Summarize the content of the document without explaining the relevance of this to the point of view, purpose, historical situation, and/or audience 

    • “The purpose of this document was to tell America why Russia was ceding its territory and giving permission.” 

Part V. REASONING (1 point)

• What College Board says…

  • Scoring Criteria: Demonstrates a complex understanding of the historical development that is the focus of the prompt through sophisticated argumentation and/or effective use of evidence.

  • Decision Rules: May demonstrate a complex understanding through sophisticated argumentation that is relevant to the prompt. This may be done in a variety of ways, such as: 

    • Explaining multiple themes or perspectives to explore complexity or nuance

    • Explaining multiple causes or effects, multiple similarities or differences, or multiple continuities or changes

    • Explaining both cause and effect, both similarity and difference, or both continuity and change

    • Explaining relevant and insightful connections within and across periods or geographical areas. These connections should clearly relate to an argument that responds to the prompt. 

  • May demonstrate a complex understanding through effective use of evidence relevant to an argument that addresses the prompt. This may be done in a variety of ways, such as: 

    • Effectively using seven documents to support an argument that responds to the prompt; 

    • Explaining how the point of view, purpose, historical situation, and/or audience of at least four documents supports an argument that responds to the prompt

    • Using documents and evidence beyond the documents effectively to demonstrate a sophisticated understanding of different perspectives relevant to the prompt.

  • This complex understanding must be part of the argument and may be demonstrated in any part of the response. While it is not necessary for this complex understanding to be woven throughout the response, it must be more than merely a phrase or reference. To earn a point for complexity by using seven documents in support of an argument, there must be an attempt to use all seven documents to effectively support an argument, but the use of the documents may be unevenly or inconsistently developed, or the document use may be weaker in one or two instances.

• What College Board means…

  • Pull in outside knowledge to apply the prompt to a broader theme or idea.

  • Demonstrate critical thinking by comparing and contrasting events outlined in the documents to other points in history.

• Examples (would earn the point):

  • May demonstrate a complex understanding through sophisticated argumentation that is relevant to the prompt. This may be done in a variety of ways, such as: 

    • Explaining multiple themes or perspectives to explore complexity or nuance

    • Explaining multiple causes or effects, multiple similarities or differences, or multiple continuities or changes

    • Explaining both cause and effect, both similarity and difference, or both continuity and change

    • Explaining relevant and insightful connections within and across periods or geographical areas. These connections should clearly relate to an argument that responds to the prompt. 

  • May demonstrate a complex understanding through effective use of evidence relevant to an argument that addresses the prompt. This may be done in a variety of ways, such as: 

    • Effectively using seven documents to support an argument that responds to the prompt

    • Explaining how the point of view, purpose, historical situation, and/or audience of at least four documents supports an argument that responds to the prompt

    • Using documents and evidence beyond the documents effectively to demonstrate a sophisticated understanding of different perspectives relevant to the prompt. 

  • Demonstrating complex understanding might include any of the following, if appropriate elaboration is provided: 

    • Exploring different ways (e.g., via trade, via annexation) in which the role of the United States in the world expanded (Explains nuance) 

    • Explaining both similarities and differences in the United States role in different parts of the world (Explains similarities and differences) 

    • Connecting to other time periods, such as efforts to establish United States international standing in the late 18th and early 19th centuries (Explains relevant and insightful connections) 

    • Confirming the validity of the response’s argument by explaining how different documents corroborate the argument in spite of differing perspectives among the authors (Explains relevant and insightful connections) 

    • Explaining how the interplay between markets, technology and politics led to increased American attempts to increase trade in Asia and build the Panama Canal to transport goods (Explains multiple causes or effects) 

    • Qualifying or modifying an argument by considering evidence that shows the limits of the United States role in the world at this time (Qualifies or modifies an argument by considering diverse or alternative views or evidence)

Guidelines for Writing & Grading Long-Essay Questions

Basically, the same as a DBQ, just no documents - show what you know! 

• Respond to the prompt with a historically defensible thesis or claim that establishes a line of reasoning.

• Describe a broader historical context relevant to the prompt.

• Support an argument in response to the prompt using at least two pieces of specific and relevant evidence.

• Use historical reasoning (e.g., comparison, causation, continuity or change over time) to frame or structure an argument that addresses the prompt.

• Demonstrate a complex understanding of a historical development related to the prompt through sophisticated argumentation and/or effective use of evidence.

• Students must select one of three long essay questions. Each question focuses on the same reasoning process, but historical developments and processes in different time periods. The first option focuses on historical developments or processes between 1491 and 1800, the second on historical developments or processes between 1800 and 1898, and the third on historical developments or processes between 1890 and 2001.

• Write legibly in ink with proper grammar and spelling.

• Do not skip lines. 

RUBRIC BREAKDOWN

Except where otherwise noted, each point of this rubric is earned independently; for example, a student could earn a point for evidence without earning a point for thesis/claim. 

Part I. THESIS (1 point)

• What College Board says..

  • Scoring Criteria: Responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning

  • Decision Rules: To earn this point, the thesis must make a claim that responds to the prompt rather than restating or rephrasing the prompt. The thesis should consist of one or more sentences located in one place, either in the introduction or conclusion.

  • The thesis or claim must consist of one or more sentences located in one place, either in the introduction or the conclusion (which may not be limited to the first or last paragraphs). 

  • The thesis or claim must identify a relevant development(s) in the period, although it is not required to encompass the entire period. 

• What College Board means…

  • Your thesis should be the beginning of a persuasive essay answering the prompt using the knowledge obtained over the course of the year as supporting evidence for your point. 

Part II. CONTEXTUALIZATION (1 point)

• What College Board says…

  • Scoring Criteria: Describes a broader historical context relevant to the prompt.

  • Decision Rules: To earn this point, the response must describe broader historical events, developments, or processes that occur before, during, or after the time frame relevant to the topic.

  • The response must describe broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question that are relevant to the topic of the prompt. To earn this point, the context provided must be more than a phrase or reference.

• What College Board means…

  • Set the stage for your essay. Think of the Contextualization sections in your AMSCO at the beginning of each period.

  • Information provided should be accurate and relevant to the prompt. Just mentioning an event that happened previously is not enough to earn the point. 

Part III. Evidence

a. EVIDENCE (1-2 points)  

• What College Board says…

  • Scoring Criteria:

    • 1 pt: Provides specific examples of at least two pieces of evidence relevant to the topic of the prompt.

    • 2 pts: Supports an argument in response to the prompt using at least two pieces of specific and relevant evidence. 

  • Decision Rules: 

    • To earn one point, the response must identify specific historical examples relevant to the topic of the prompt.

    • To earn two points the response must use specific historical evidence to support an argument in response to the prompt.

• What College Board means…

  • Show what you know. What themes, people, or events can you tie into the prompt? How are they connected? What was their significance?

Part IV. ANALYSIS & REASONING (1 - 2 points)

• What College Board says…

  • Scoring Criteria:

    • 1 pt: Uses historical reasoning (e.g. comparison, causation, CCOT) to frame or structure an argument that addresses the prompt.

    • 2 pts: Demonstrates a complex understanding of the historical development that is the focus of the prompt through sophisticated argumentation and/or effective use of evidence. 

  • Decision Rules: 

    • To earn the first point, the response must demonstrate the use of historical reasoning to frame or structure an argument, although the reasoning might be uneven or imbalanced, or the evidence may be overly general or lacking specificity. 

    • To earn the second point, the response may demonstrate a complex understanding through sophisticated argumentation that is relevant to the prompt. This may be done in a variety of ways, such as: 

      1. Explaining multiple themes or perspectives to explore complexity or nuance; OR

      2. Explaining multiple causes or effects, multiple similarities or differences, or multiple continuities or changes; OR 

      3. Explaining both cause and effect, both similarity and difference, or both continuity and change; OR 

      4. Explaining relevant and insightful connections within and across periods or geographical areas. These connections should clearly relate to an argument that responds to the prompt. 

A response may demonstrate a complex or nuanced understanding through effective use of evidence relevant to an argument that addresses the prompt. This may be done in a variety of ways, such as: 

• • • Explaining how multiple pieces of specific and relevant evidence (at least four) support a nuanced or complex argument that responds to the prompt; OR 

    • Using evidence effectively to demonstrate a sophisticated understanding of different perspectives relevant to the prompt. 

This complex understanding must be part of the argument and may be demonstrated in any part of the response. While it is not necessary for this complex understanding to be woven throughout the response, it must be more than merely a phrase or reference. 

• What College Board means…

  • "So what?" - Why does your point matter? How does it fit in the scheme of things?

MCQs

• The questions in the multiple-choice section come in sets of usually 3–4 questions based on the same stimulus. The questions will include one or more sources to respond to such as primary and secondary texts, images (for example, artwork, photos, posters, cartoons), charts, and maps.

SAQs

• Question 1 is required, includes 1–2 secondary sources, and focuses on historical developments or processes between the years 1754 and 1980.

• Question 2 is required, includes 1 primary source, and focuses on historical developments or processes between the years 1754 and 1980.

• You can choose between Question 3 (which focuses on historical developments or processes between the years 1491 and 1877) and Question 4 (which focuses on historical developments or processes between the years 1865 and 2001) for the last question. No sources are included for either Question 3 or Question 4.

DBQ & LEQ

• 1 document-based question (suggested time: 15 minutes of reading, 45 minutes of writing)

  • You’ll be presented with seven documents that give various perspectives on a historical development or process.

  • You’ll be asked to develop and support an argument based on these documents and other evidence from your own knowledge.

  • The topic of the document-based question will include historical developments or processes between the years 1754 and 1980.

• 1 long-essay question (suggested time: 15 minutes of reading, 25 minutes of writing)

  • You’ll have a choice of three questions; you’ll pick one to answer.

  • Each tests the same skills and reasoning process (e.g., comparison, causation, or continuity and change) but the questions focus on historical developments and processes from different time periods (either the period from 1491 to 1800, from 1800 to 1898, or from 1890 to 2001).

  • You’ll be asked to develop and support an argument based on evidence.

MCQ Tips:

• If stimulus based, read the question carefully before reviewing the document. 

• Beware of questions that have “except” or “not”.

• Pay attention to dates & use common sense. 

• Underline key words and phrases.

• Eliminate obviously wrong answers. (Remember: CB loves the idea of the “most right” answer.)

SAQ Tips:

• It is a SHORT answer question. Do not write more than a paragraph.

• Remember ACE (Answer-Cite-Explain) or TEA (Thesis-Evidence-Analysis).

• Details and evidence matter! 

• Write legibly!

DBQ Tips:

• Read the documents before the question. Note potential topics you can connect to the stimuli (events, people, movements, etc.).

• Create an outline to organize your thoughts and establish a clear line of reasoning. You are trying to convince the reader that your argument is valid, so be specific!

  • Contextualization: Set the scene. Connect your thesis to past or future events.

  • Thesis: State your argument. {Although (counterargument), (argument) because (a, b, &c).}

  • Evidence: Support your argument using documents provided and outside knowledge. 

  • Analysis: Provide additional details to the evidence to strengthen your argument (HIPPO).

  • Reasoning: Mic drop!

• Write legibly!

LEQ Tips:

• Create an outline to organize your thoughts and establish a clear line of reasoning.

  • Contextualization: Set the scene. Connect your thesis to past or future events.

  • Thesis: State your argument.  {Although (counterargument), (argument) because (a, b, &c).}

  • Evidence & Analysis: Support your argument using content knowledge. Provide additional details to strengthen your argument (HIPPO).

  • Analysis & Reasoning: Mic drop!

• While you can be more vague than on the DBQ, the more details, the better.

• Write legibly!