Preparation for the AP US History Exam

8/16/2019 Preparation for the AP US History Exam

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Preparation for the AP US History ExamWhat to Study

Samples with Student Graded Responses: This site includeslast year’s short answer questions 1-3, the DBQ, and both LongEssay Questions

http!!apcentral"collegeboard"co#!apc!#e#bers!e$a#!e$a#%in&or#ation!'()*"ht#l+na#e1

Learnerator:ellyrussell.rich#ond"/1'"nc"us0unner'((1

Get a Fie: ree online resource" This site includes 2ideo re2iews#ade by an 4567 teacher, a diagnostic test, and practice test to

prepare you"https!!www"geta82e"co#!ap-tests!us-history

9 a# also sharing student graded DBQ’s to your google dri2e &oruse in class and to help you de2elop as a writer" These will gi2eyou an idea o& what the readers are loo/ing &or and the scoresother students recei2ed"

:assi2e 4567 6tudy 0uide by To# ;ichey


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APUSH DBQ RUBRICUpdated December 2015

Name: ____________________

DBQ: _____________________

THESIS & ARGUMENT (TWO POINTS) POINT?

1" !HES"S 4resents a thesis that #a/es a historically de&ensibleclai# and responds to all parts o& the question >does #ore than

re-state?"

Must be located in the introduction or conclusion (frst or last paragraph).

'" ARGU#E$!A!"%$ De2elops and supports a &ohesiear'ument @presu#ably supporting the thesisA that recognies and

accounts &or historical co#ple$ity by expli&itly illustratin'relationships amon' histori&al eiden&e such as contradiction,corroboration, and!or quali8cation"

Basically, make a coherent argument and put the documents in conversation

with each other.

DOCUMENT ANALYSIS (TWO POINTS)

UsedPOV / CAP (Any)Context, Audience, Purpose

3 USES the content o&

at least S"( o& thedocu#ents to support

the stated thesis or a

rele2ant argu#ent

D_

_

D_

_

D_

_

D_

_

" E(PLA"$S the

signi8cance o&author’s 4C, conte$t,audience, and!or

purpose >


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argu#ent and de2elop#ent in a diGerent historical period, situation, era, or geographicalarea

%R course the#e and!or approach to history that is not the &ocus o& the essay>political, social, etc"?

TOTAL POINTS: /7

APUSH LEQ RUBRIC

Causation

Name: ____________________

LEQ: _____________________

THESIS (ONE POINT)

Presents a thesis that makes a historically deensi!le claim and

res"onds to all "arts o the #$estion% Must consist of one or moresentences located in either the introduction or the conclusion.

1

EVIDENCE & SUPPORT "OR ARGUMENT (TWO POINTS)

&ddresses the to"ic o the #$estion 'ith s"eciic eam"les o

releant eidence (responses must include a broad range of evidence)%

2

Eidence *sed (Essay may contain errors that do not detract from overall quality)

$nother point is earned i the argument is

T+ESIS,D-I.EN (evidence effectively supports argument)

Utilizes specific examples of evidence to fully and effectively substantiate

the stated thesis or a relevant argument.

HISTORICAL THIN#ING S#ILL (TWO POINTS)

DES-I0ES ca$ses &ND/O- eects of a historical event! development!

or process.

"

$nother point is earned i, in addition, the student

E1P2&INS the reasons or the ca$ses &ND/O- eects of a historical

event! development! or process.

(% the prompt re&uires discussion o both causes and

e'ects, response

must address both causes and e'ect in order to earn

both points.)

#

SYNTHESIS (ONE POINT for any of the following)

Extends the de2elop#ent $ course theme andor $

$%!ES:


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ar'ument /y

E(PLA"$"$G the

&onne&tion /etween

the ar'ument and

%$E of the followin'>#ust be #ore than a

passing #ention?:

in a diGerent

historicalperiod,

situation, era,

or geographicalarea

approach to history that

is not the ocus o the

essay (such as political,

economic, social,

cultural, or intellectual

history).

TOTAL POINTS: /3

For more instructional materials, visit my website: www.tomrichey.net

APUSH LEQ RUBRIC

eriodi!ation

Name: ____________________

LEQ: _____________________

THESIS (ONE POINT)



1



releant eidence (responses must include a broad range of evidence)%

2







DES-I0ES the %ays in %hich the historical development specified in the

prompt %as different from O- similar to developments that preceded

&'*+ follo%ed.

"


E1P2&INS the extent to %hich the historical development specified in the

prompt %as different from &ND similar to developments that preceded

&ND/O- follo%ed.

or both points, there are times when the student will be re&uired to

discuss developments that preceded $*+ ollowed the turning point.

Best bet is to make this a habit.

#

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Extends the

ar'ument /y

E(PLA"$"$G the

&onne&tion /etween

the ar'ument and

%$E of the followin'>#ust be #ore than apassing #ention?:

de2elop#entin a diGerent

historical

period,situation, era,

or geographicalarea

$ course theme andor




economic, social,

cultural, or intellectualhistory).

$

TOTAL POINTS: /3

For more instructional materials, visit my website: www.tomrichey.net

APUSH LEQ RUBRICContinuit" # Change $ver %ime

Name: ____________________

LEQ: _____________________

THESIS (ONE POINT)



1



releant eidence (responses must include a broad range of evidence)%2







DES-I0ES historical continuity &ND change over time "


E1P2&INS the reasons for historical continuity &ND change over time. #



http://www.tomrichey.net/http://www.tomrichey.net/http://www.tomrichey.net/


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ar'ument /y

E(PLA"$"$G the

&onne&tion /etween

the ar'ument and

%$E of the followin'>#ust be #ore than a

passing #ention?:

in a diGerent

historicalperiod,

situation, era,

or geographicalarea




economic, social,

cultural, or intellectual

history).

TOTAL POINTS: /3

APUSH LEQ RUBRIC

Comparison

Name: ____________________

LEQ: _____________________

THESIS (ONE POINT)



1


&ddresses the to"ic o the #$estion 'ith s"eciic eam"les o releant

eidence (responses must include a broad range of evidence)%

2




Utilizes specific examples of evidence to fully and effectively substantiate the

stated thesis or a relevant argument.


DES-I0ES similarities &ND differences among historical individuals! events!

developments! or processes.

"


E1P2&INS the reasons for similarities &ND differences among historical

individuals! events! developments! or processes.#

O- (depending on

the prompt)

E.&2*&TES the relative significance of the

historical individuals! events! developments! or

processes.




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ar'ument /y

E(PLA"$"$G the

&onne&tion /etween

the ar'ument and

%$E of the

followin' >#ust be#ore than a passing

#ention?:

in a diGerent

historicalperiod,

situation, era,

or geographicalarea

approach to history that is

not the ocus o the essay

(such as political,

economic, social, cultural,

or intellectual history).

TOTAL POINTS: /3

Preparation for the AP US History Exam

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