AP® U.S. History Exam Design Type, Time, and Percentage of Total AP Exam Score Section I Part A: Multiple-choice questions 55 minutes – 40% (55 questions organized in sets of 2-5) Each set is focused on one or more learning objectives. Each set is organized around primary or secondary sources. Part B: Short-answer questions (4 questions) 45 minutes – 20% On the slide you can see the design of the AP U.S. history exam. It consists of four parts in two sections. The first part presents 55 multiple-choice questions, organized in sets of two to six. Each set is focused on one or more of the learning objectives. Additionally, each set is based on a stimulus, either a primary or secondary source, a historian’s argument, or a historical problem. The second part comprises four short-answer questions. Each will require students to use historical thinking skills to respond to a primary source, a historian’s argument, a secondary source, or general propositions about U.S. history. The third part is a document-based question, which will require students to assess verbal, quantitative or visual materials as historical evidence, then formulate a thesis and support it. The fourth part, a long-essay question, will give students a choice between two prompts, and an opportunity to demonstrate what they know best, using relevant historical evidence. The Curriculum Framework contains sample items for each of the question types. Now we are going to look at some sample items in detail. Section II Part A: Document-based question (1 question) 60 minutes – 25% Part B: Long-essay question (1 question) 35 minutes – 15% Students choose between two questions

Long Essay (35mins) Scoring: Moving from 9pt scale to 6pt scale Designed around Historical Thinking Skills, 7 Themes and Concept Outline (larger time periods) Periods 1 and 9 will ALWAYS be paired with another time period. More Objective then Subjective grading. Writing time: 30mins

Long Essay Rubric (35mins) A. Thesis 0 – 1 Point 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.

Long Essay Rubric (35mins) A. Thesis 0 – 1 Point John Irish’s Formula (on the website) Use the topics, historical thinking skill and time period in your Thesis Statement. Tell the Reader which question you are answering! Question: Evaluate the extent to which trans-Atlantic interactions from 1600 to 1763 contributed to maintaining continuity as well as fostering change in labor systems in the British North American colonies.

Long Essay Rubric (35mins) A. Thesis 0 – 1 Point Question: Evaluate the extent to which trans-Atlantic interactions from 1600 to 1763 contributed to maintaining continuity as well as fostering change in labor systems in the British North American colonies. Example: The Trans-Atlantic interactions in the British North American colonies between 1600 – 1763 will cause a continuity and change over time concerning labor systems being used in those colonies.

Long Essay Rubric (35mins) 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 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

Long Essay Rubric (35mins) C. Application of targeted historical thinking skill: 0 – 2 points Skills assessed: 4 Targeted Skills --Continuity and Change Over Time --Comparison --Causation --Periodization

Long Essay Rubric (35mins) C. Application of targeted historical thinking skill: 0 – 2 points Skills assessed: Continuity and Change Over Time Describes historical continuity AND change over time 1 point Describes historical continuity AND change over time, and analyzes specific examples that illustrate historical continuity AND change over time. 2 points

Long Essay Rubric (35mins) C. Application of targeted historical thinking skill: 0 – 2 points Skills assessed: Comparison Describes similarities AND differences among historical developments. 1 point Describes similarities AND differences among historical developments, 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

Long Essay Rubric (35mins) C. Application of targeted historical thinking skill: 0 – 2 points Skills assessed: CAUSATION Describes causes AND/OR effects of a historical development. 1 point Describes causes AND/OR effects of a historical development and analyzes specific examples that illustrate causes AND/OR effects of a historical development 2 points

Long Essay Rubric (35mins) C. Application of targeted historical thinking skill: 0 – 2 points Skills assessed: 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 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

Long Essay Rubric (35mins) D. Synthesis: 0 – 1 points Skills 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.

Long Essay Rubric (35mins) D. Synthesis: 0 – 1 points Skills assessed: Synthesis Appropriately extends or modifies the stated thesis or argument 1 point or Explicitly employs an additional appropriate category of analysis (PIES) 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