EXAM DATE
• The AP APUSH Exam
will be:
• Friday, May 15 at
2:00pm
• Make Up Date:
• Wednesday, June 3 at
12:00pm
• Must have a legitimate
conflict with main exam
date to be approved for
make up date
EXAM FORMAT
• 1 Document-Based Question
• Only 5 documents to
analyze
• 45 minutes
• Includes planning and
writing
• CB promises additional
time for uploading
responses
• How To Respond
• Typed responses
• Handwrite and
photo upload
• Must upload responses
on same device
MODIFIED DBQ RUBRIC• Thesis – 1 point
• Contextualization – 1 point
• Use content of at least 2 docs – 1 point
• Use 2 docs to support argument – 1 point
• Use 4 docs to support argument – 1 point
• Use 1 outside evidence to support
argument – 1 point
• Use SECOND outside evidence to support
argument – 1 point
• HIPP / Source one document to support
argument – 1 point
• HIPP / Source SECOND document to
support argument – 1 point
• Complexity – 1 point
MAXIMIZING EXAM REALITIES:
• Ignore “use content of 2 docs” point
• Use at least 4 docs to support argument
• Identify one of the used docs as a potential contradictory (for complexity)
• For each supporting paragraph, use at least one piece of outside evidence
• HIPP the 3 documents
• Could just target historical context (could help with potentially securing evidence or context)
• Use whichever HIPP student knows best
• For one of the pieces of outside evidence, try to develop nuanced reasoning (complexity)
WHAT IS A THESIS?
• Respond to the prompt with a historically defensible claim that establishes a line of
reasoning. IT IS NOT A RESTATEMENT OF THE PROMPT
• You must answer the prompt using specific information (Answer the Question)
• Historically Defensible Claim = You must argue something or take a position regarding the
prompt
• It is the shortened version of the argument that you will be writing about in your essay
• Establishes a Historical Line of Reasoning = You must use the historical thinking skill that
is embodied in the question.
THESIS EXAMPLESPrompt: Evaluate the extent of change in ideas about American independence from
1763-1783.
Restating the prompt: From 1763 to 1783 ideas about American independence changed.
EX. 1: From 1763 to 1783 colonial ideas about American independence changed from just
questioning British policies to calling for revolution.
EX 2: From 1763 to 1783 colonial ideas about American independence did not change much
because, throughout the period, many colonists continued to oppose the Patriot cause.
EX 3: From 1763-1783, ideas of American independence changed from the colonies blindly
accepting the tyranny of the British by religious rights of divine kings to believing in natural rights
of individual against British rule.
COMPLEX THESISALTHOUGH X – A & B; THEREFORE Y
• Evaluate the extent of change in ideas about American independence from 1763-
1783.
• X = Counterargument
• A/B = Your Evidence
• Y = Your Argument
• Although most colonists identified in the beginning of the American revolution as part of the
British people and only sought greater representation (X) the continued contention over
economic policies (A) and political autonomy (B) forced many colonists to strive for a new
identity as an independent America (Y).
CONTEXTUALIZATION
• In the introductory paragraph
• 3-4 Context-Rich Sentences
• These give background for your thesis
• Summarize the immediate past U.S. History = 50-100 years
• What events lead up to the time period you are going to write about?
• Be Specific! Name dropping gets you nothing, you have to explain what was going on.
• Contextualization must relate to the prompt. Prompt is political talk about politics,
economics = economics, etc.
CONTEXTUALIZATION EXAMPLE
Prompt: Evaluate the extent of change in ideas about American independence from
1763-1783.
• The American Revolution began shortly after the French and Indian War, also known as the
Seven Years War in Europe, in which British colonists in North America fought side by side
British army regulars to defend the territories of the crown. Fighting against and defeating the
common enemy of France led many in the colonies to feel that were equal to the British
citizens living in England. However, after years of salutary neglect by Britain, the government
began imposing taxes on the colonies without their consent in order to reduce the debts
accumulated by the French and Indian War. Many in the colonies began to question their
relationship with England and the role of the government.
COMPLEX THESISALTHOUGH X – A & B; THEREFORE Y
• X = Counterargument
• A/B = Your Evidence
• Y = Your Argument
• Although most colonists identified in the beginning of the American revolution as part of
the British people and only sought greater representation (X) the continued contention
over economic policies (A) and political autonomy (B) forced many colonists to strive for
a new identity as an independent America (Y).
DOCUMENT CONTENT
Charles Inglis uses reason to note
that the colonies would be unable
to sustain themselves without
British support because the colonies
don’t make enough money through
agriculture and commerce.
DOCUMENT CONTENT
He claimed only man
himself can direct his own
actions and decisions, not
the rule of any legislative
authority or man (Doc. 3).
These ideals, of course,
contradict the essence of
colonialism.
DOCUMENT SOURCINGPOV
Unacceptable:
Sam Adams was a loyalist who wanted to
promote peace with the king and he
supported the Olive Branch petition
Acceptable:
Sam Adams had the point of view of a
patriot and it was significant because it
showed the radicalization of many colonists’
views stemming from direct and bloody
confrontations involving quartered British
troops in cities such as Boston.
DOCUMENT SOURCINGPURPOSE
Unacceptable:
Adams is hoping to consolidate power in
the colonies and establish and an elite
group of rulers separate from the crown.
Acceptable:
Adams aims to establish rule by the
consent of the people, which is later
written in the Constitution when the US
wanted to ensure it does not become like
Britain.
ARGUMENT DEVELOPMENT
Many factors had played a part in the rise of those dissents in the colonies, but none had
greater influence then the ideals of the Enlightenment. Central to the opposition of the
taxes lied in the idea of ‘not taxation without representation’. To be taxed by a parliament
an ocean away seemed not only absurd, but ridiculous. Enlightenment ideals of personal
freedom and choice in an individual began to spread throughout the colonies. People like
Sam Adams, who led the radical group Sons of Liberty, began to challenge the authority of
man. He claimed only man himself can direct his own actions and decisions, not the rule of
any legislative authority or man. (Doc. 3)
OUTSIDE INFORMATION TO SUPPORT AN ARGUMENT
• Responses earn a separate point for providing an example or additional piece of specific
evidence beyond those found in the documents to support or qualify the argument.
• This example must be different from the evidence used to earn other points on this
rubric. This point is not awarded for merely a phrase or reference. The specific example
or evidence should be immediately relevant to the question.
OUTSIDE INFORMATION TO SUPPORT AN ARGUMENT
• Common examples might include the following, with appropriate elaboration:
• Articles of Confederation (1781)
• Boston Massacre (1770)
• Boston Tea Party (1773)
• Boycotts / nonimportation movements
• Committees of correspondence
• Declaration of Independence (1776)
• Benjamin Franklin • Alexander Hamilton • Thomas Jefferson • George Washington
OUTSIDE INFORMATION TO SUPPORT AN ARGUMENT
• Beyond the documents, the Olive Branch petition was proposed by the colonies as a last
ditch effort to spare change without the expense of war. The petition affirmed the
colonies’ loyalty to the king while also suggesting reforms. Despite such attempts for
peace, King George III promptly rejected the negotiations, sparking the potential for war
to an elevated degree
OUTSIDE INFORMATION TO SUPPORT AN ARGUMENT
• These ideals, of course, contradict the essence of colonialism. Enlightenment began the
shift from being ruled by others to ruling yourself. Colonists wanted more control over
their own lives and the idea of Natural Rights began to resonate throughout the colonies.
Another thinker, Thomas Paine, also raised questions surrounding the nature of
government rule in Common Sense
COMPLEXITY:
• Demonstrates a complex understanding of the historical development that is the focus of the
prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question.
• This understanding must be part of the argument, not merely a
phrase or reference.
COMPLEXITY
• Complexity—Doing Something Beyond the Prompt
• Three (of many) possible ways to earn the point:
• Add a category that is not part of the Prompt
• Add the corresponding skill
• Add an explanation of an insightful connection within and/or across
periods
COMPLEXITY
• If the prompt asks you to discuss political factors, also explain economic factors and how
the two categories were both significant in relation to the task called for in the prompt.
• If the prompt asks for similarities, also provide and explain a difference
• If the skill asks for continuities, also provide and explain a change
• If the skill is causation, you can provide both causes and effects, you can evaluate the
causes/effects (which is most important?), or you can analyze both long-term and short-
term causes/effects
• If the skill asks for “whether or not” or “whether A or B,” provide evidence for both.
• Ex. Although A, also B.
COMPLEXITY
• Prompt: Evaluate the extent of change in ideas about American independence
from 1763-1783.
• Example: Although most colonists identified in the beginning of the American revolution
as part of the British people and only sought greater representation (X) the continued
contention over economic policies (A) and political autonomy (B) forced many colonists
to strive for a new identity as an independent America (Y).
COMPLEXITY
• Responses can extend their argument by appropriately connecting the extent of change
in ideas about American independence from 1763 to 1783 to other historical periods,
situations, eras, or geographical areas.
• These connections must consist of more than just a phrase or reference. A response that
lists events from other time periods or areas but does not explain how they relate to the
argument cannot earn a synthesis point.
• Common examples might include the following, with appropriate explanation: • Different
period or area: French Revolution; Haitian Revolution; United States Civil War • Different
theme: economic history
COMPLEXITY
• This split between the colonists in America can parallel to the split in Americans during
the Civil War. Just like how the loyalists were loyal to their previous rulers, the
union/north was loyal to the federal government. Similarly, the patriots and the
confederates wished to break away from their former government. Both the patriots and
the Confederates fought against a government they believed was treating them unfairly.
Patriots believed they were being taxed unfairly and Confederates believed the federal
government was favoring Northern industry and trying to slowly end slavery.
COMPLEXITY
• Extreme ideas about American independence changed the way Americans would view
foreign nations in the future. During the French Revolution, several Americans, mainly
Democratic Republicans sympathized with the French and raised support for aiding the
French in their own fight for independence. This feeling of sympathy can largely be a
result of America’s own strong fight for independence just years earlier.