1. Understanding the Rubrics
There’s a point – difference between College Board & Mrs. T

2. Short Answer Questions
Scoring Guide
(10 minutes)

3. College Board Rubric vs Takahashi Grade Book
SAQ
College Board
(3 points)
Mrs T (6 points)
Grade book = 30 points
Prompt A – 1 point
Prompt B – 1 point
Prompt C – 1 point
Test = 4 questions = total 12 points on APUSH EXAM
Part A (0-1)
Accurately addressed the prompt (1)
Part B (0-2)
WITH sufficient evidence (2)
Part C (0-2)
Grammar (0-1)

4. Mrs. T’s grade book 6 30 (100%) 5 27 (90) 4 24 (80) 3 21 (70) 2
Points on Rubric
Points in Grade book 6
30 (100%) 5
27 (90) 4
24 (80) 3
21 (70) 2
18 (60) 1
15 (50)

5. Rubric & Scoring Guide (35 minutes)
LONG ESSAY
Rubric & Scoring Guide
(35 minutes)

6. LE College Board = 6 point Maximum Thesis (1) Support for Argument (2)
Application of Targeted Historical Thinking Skill (2)
Synthesis (1)

7. LE-THESIS 0-1 point Skill Assessed: argumentation + targeted skill
“States a thesis that directly addresses all parts of the question. The thesis must do more than restate the question”

8. LE-SUPPORT FOR ARGUMENT (0-2 POINTS)
Skill 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 & consistently stating how the evidence supports the thesis or argument, and establishing clear linkages between the evidence and the thesis or argument
2 points

9. LE-APPLICATION OF TARGETED HISTORICAL THINKING SKILL (0-2 POINTS)
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

10. LE-APPLICATION OF TARGETED HISTORICAL THINKING SKILL (0-2 POINTS)
For questions assessing COMPARISON
Describes similarities AND differences among historical developments
1 point OR
Describes similarities AND differences among historical developments, providing specific examples AND
Analyzes the reasons for their similarities AND/OR differences OR,
DEPENDNG ON THE PROMPT,
Evaluates the relative significance of the historical developments
2 points

11. LE-APPLICATION OF TARGETED HISTORICAL THINKING SKILL (0-2 POINTS)
For questions assessing CAUSATION
Describes causes AND/OR effects of a historical development
1 point OR
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

12. LE-APPLICATION OF TARGETED HISTORICAL THINKING SKILL (0-2 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

13. LE-SYNTHESIS (0-1 point)
Skill assessed: synthesis-response synthesizes the argument, evidence, & context into a coherent & persuasive essay by accomplishing one+ of the following as relevant to the question
Appropriately extends or modifies the stated thesis or argument
1 point
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
The argument appropriately connects the topic of the question to other historical periods, geographical areas, contexts, or circumstances

14. LE Thesis (1) Support for Argument (2)
College Board
6 points
Mrs T’s (10 points)
Grade book 50 points
Thesis (1)
Support for Argument (2)
Application of Targeted Historical Thinking Skill (2)
Synthesis (1)
Thesis (2)
Support for Argument (3)
Application of Targeted Historical Thinking Skill (3)
Synthesis (1)
Factual Accuracy & Grammatical Errors (1)

15. Mrs. T’s grade book Points on Rubric Points In Grade book 10 50 (100%)9
45 (90%) 8
44 (88%) 7
43 (86%) 6
41 (82%) 5
39 (78%) 4
38 (76%) 3
34 (68%) 2
31 (62%) 1
25 (50%)

16. How to write & score DBQs
(60 minutes)

17. DBQ 7 POINT RUBRIC Thesis (1) Synthesis (1) Contextualization (1)
Analysis
Documents (3)
Outside examples (1)

18. 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.”

19. Synthesis (0-1 points) Skill 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:
Provides a conclusion that appropriately extends or modifies the stated thesis or argument
1 point OR
Recognizes and uses disparate, sometimes contradictory evidence from primary sources and/or secondary works to craft a coherent argument
The argument appropriately connects the topic of the question to other historical periods, geographical areas, contexts, or circumstances.

20. Contextualization (0-1 point)
Skill assessed: Contextualization
Accurately and explicitly connects historical phenomena relevant to the argument to broader historical events and/or processes

21. Analysis (0-4 points)
Analysis of historical evidence and support of argument (0-3 points)
AND/OR
Analysis of outside examples to support thesis/argument (0-1 points)

22. Offers plausible analysis of the content of a majority (=at least 4) of the documents, explicitly using this 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 majority of the documents:
Intended audience
Purpose
Historical context &/or
Author’s point of view
2 points
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:
3 points
Offers plausible analysis of historical examples beyond/outside the documents to support the stated thesis or a relevant argument
1 point

23. DBQ Thesis (1) Analysis Contextualization (1) Synthesis (1) Thesis (2)
College Board
7 point Rubric
Mrs T’s (10 points)
100 points in grade book
Thesis (1)
Analysis
Documents (3)
Outside examples (1)
Contextualization (1)
Synthesis (1)
Thesis (2)
Analysis
Documents (3)
Support of Argument (2)
Contextualization (1)
Synthesis (1)
Accuracy (1)

24. Mrs T’s grade book 10 100 (100%) 9 92 (92%) 8 89 (89%) 7 86 (86%) 6
Points on Rubric
Points in Grade book 10
100 (100%) 9
92 (92%) 8
89 (89%) 7
86 (86%) 6
82 (82%) 5
76 (76%) 4
72 (72%) 3
69 (69%) 2
62 (62%) 1
50 (50%)

25. What do they mean? Intended Audience Purpose Historical Context
Author’s Point of View

26. Intended Audience
Authors aim what they write to particular groups of people. Observing the ‘intended audience’ of a source involves identifying a person or group the author expects to inform or influence in creating the source.
When constructing your argument go beyond what is noted in the source line of the document. No credit for repeating info in the source line.
In describing author’s intended audience include the phrases “the author’s intended audience was ______” and “is shown by______.”

27. Author’s Purpose
Can be thought of as the goal sought by the author. It involves identifying the author’s end-game, what they hope to accomplish, and why they are writing the document.
Common purposes: inform, entertain, persuade, influence, teach, record, author’s job/profession requirements, describe, self-aggrandizement, regulate (laws or rules).
Write sentences which describe the purpose conveyed. In describing author’s purpose in creating a source include the phrases “the author’s purpose in writing was to ______” and “is shown by______.”

28. Historical Context
Connecting a document to specific historical events, circumstances of time and place, and/or to broader regional, national, or global processes.
Places the document within broader trends contemporary to the source. It might also connect the document across time to earlier and later eras, or across space to events happening in different places.
Identify the historical trend or process in which the document fits. Write a sentence which describes the context, explain how the document participates in that historical trend or process.
Include the phrase “the historical context of this document is ______ “.

29. Author’s Point of View
Go beyond the basic identity of the source author and the source itself, as described in the document source line. Ask yourself questions about the author and the source. What is the author’s profession, gender or social class, religion, identifiable ethnicity, nationality, or other allegiance to a particular group? Explain how one of these factors may have influenced the content of the source.
Statement should both identify an influence that may have shaped the author or source and explain how that particular influence specifically affected the content of the document.
Put simply, to do POV identify an important aspect of WHO the author is, and explain HOW the author’s personhood might have impacted what they wrote.