AP/IB United States History
Mr. Ludlam
Student and Parent Information Sheets
phone: (626) 965-3448 ext. 3243
email: [email protected]
http://www.rowlandhs.org/
DOCUMENT BASED QUESTION (DBQ) RUBRIC - Maximum Possible Points: 7
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.
1 point
B. Analysis of historical evidence and support of argument: 0-4 points
Skills assessed: Use of Evidence, Argumentation, + Targeted skill (e.g., Causation, Changes and Continuity over Time,
Comparison, Interpretation, or Periodization)
Analysis of Documents (0-3 points)
Offers plausible analysis of the
content of a majority of the
documents, explicitly using this
analysis to support the stated
thesis or relevant argument
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;
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
AND
OR
At least one of the following for the
majority of the documents:




1 point
OR
At least one of the following for
all or all but one of the
documents:
Intended audience,
Purpose,
Historical context, and/or
The authors point of view




2 points
Intended audience,
Purpose,
Historical context, and/or
The authors point of view
3 points
AND/OR
Analysis of outside examples to support thesis/argument (0-1 point)
Offers plausible analysis of historical examples beyond/outside the documents to support the stated thesis or a relevant argument
1 point
C. Contextualization: 0-1 point
Skills assessed: Contextualization
Accurately and explicitly connects historical phenomena relevant to the argument to broader historical events and/or processes
1 point
D. Synthesis: 0-1 point
Skills 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:
Appropriately extends or
modifies the stated thesis or
argument
O
R
Recognizes and effectively accounts
for disparate, sometimes
contradictory evidence from primary
sources and/or secondary works in
crafting a coherent argument
O
R
Appropriately connects the topic of the
question to other historical periods,
geographical areas, contexts, or
circumstances
1 point
1 point
DOCUMENT BASED QUESTION (DBQ) RUBRIC - Maximum Possible Points: 7
1 point
AP/IB United States History
Mr. Ludlam
Student and Parent Information Sheets
phone: (626) 965-3448 ext. 3243
email: [email protected]
http://www.rowlandhs.org/
Thesis: 0-1 point
1 point - States a thesis that directly addresses all parts of the question. The thesis must do more than restate the question.
Analysis of historical evidence and support of argument: 0-4 points
Skills assessed: Use of Evidence, Argumentation, + Targeted skill (e.g., Causation, Changes and Continuity over Time,
Comparison, Interpretation, or Periodization)
Analysis of Documents (0-3 points)
1 point - Offers plausible analysis of the content of a majority of the documents, explicitly using this analysis to support the
stated thesis or relevant argument
2 points - 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 the majority of the documents:

Intended audience,

Purpose,

Historical context, and/or

The authors point of view
3 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:

Intended audience,

Purpose,

Historical context, and/or

The authors point of view
AND/OR
Analysis of outside examples to support thesis/argument (0-1 point)
1 point - Offers plausible analysis of historical examples beyond/outside the documents to support the stated thesis or a
relevant argument
Contextualization: 0-1 point
Skills assessed: Contextualization
1 point - Accurately and explicitly connects historical phenomena relevant to the argument to broader historical events
and/or processes
Synthesis: 0-1 point
Skills 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 (one of the following):
1 point - Appropriately extends or modifies the stated thesis or argument
1 point - Recognizes and effectively accounts for disparate, sometimes contradictory evidence from primary sources
and/or secondary works in crafting a coherent argument
1 point - Appropriately connects the topic of the question to other historical periods, geographical areas, contexts, or
circumstances
DBQ Grade Scale
Score
Grade
7
A
6
A-/B+
5
B
4
B3
C
2
C½
F
1
F
100
90
85
80
75
70
65
50
% / (Points)
120
150
108
135
102
127
96
120
90
113
84
105
78
97
60
75
AP/IB United States History
Mr. Ludlam
Student and Parent Information Sheets
phone: (626) 965-3448 ext. 3243
email: [email protected]
http://www.rowlandhs.org/
LONG ESSAY QUESTION (LEQ) RUBRIC - Maximum Possible Points: 6
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.
1 point
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
OR
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
1 point
2 points
C. Application of targeted historical thinking skills: 0-2 points
Skills assessed: Targeted skill listed below
For questions assessing CONTINUITY AND CHANGE OVER TIME
Describes historical continuity AND change over
Describes historical continuity AND change over time, and
time
analyzes specific examples that illustrate historical continuity AND
OR
change over time
1 point
2 points
For questions assessing COMPARISON
Describes the similarities AND differences
among historical developments
OR
Describes the 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
1 point
For questions assessing CAUSATION
Describes causes AND/OR effects of a
historical development
2 points
OR
1 point
For questions assessing PERIODIZATION
Describes the ways in which the historical
development specified in the prompt was
OR
different from OR similar to developments
that preceded and/or followed
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
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
1 point
2 points
D. Synthesis: 0-1 point
Skill 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.
Appropriately extends or
Explicitly employs an additional
The argument appropriately
modifies the stated thesis or
appropriate category of analysis (e.g.,
connects the topic of the question
argument
political, economic, social, cultural,
to other historical periods,
OR
OR
geographical, race/ethnicity, gender)
geographical areas, contexts, or
beyond that called for in the prompt
circumstances
1 point
1 point
1 point
AP/IB United States History
Mr. Ludlam
Student and Parent Information Sheets
phone: (626) 965-3448 ext. 3243
email: [email protected]
http://www.rowlandhs.org/
LONG ESSAY QUESTION (LEQ) RUBRIC – Maximum possible points: 6
Thesis: 0-1 point
1 point - States a thesis that directly addresses all parts of the question. The thesis must do more than restate the question.
Support for argument: 0-2 points
1 point - Supports the stated thesis (or makes a relevant argument) using specific evidence
2 points - 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
Application of targeted historical thinking skills: 0-2 points
Targeted skills listed below
For questions assessing CONTINUITY AND CHANGE OVER TIME
1 point - Describes historical continuity AND change over time
2 points -Describes historical continuity AND change over time, and analyzes specific examples that illustrate
historical continuity AND change over time
For questions assessing COMPARISON
1 point - Describes the similarities AND differences among historical developments
2 points - Describes the 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
For questions assessing CAUSATION
1 point - Describes causes AND/OR effects of a historical development
2 points - Describes causes AND/OR effects of a historical development and analyzes specific examples that illustrate
causes AND/OR effects of a historical development
For questions assessing PERIODIZATION
1 point - Describes the ways in which the historical development specified in the prompt was different from OR
similar to developments that preceded and/or followed
2 points -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
Synthesis: 0-1 point
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.
1 point - 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
1 point - The argument appropriately connects the topic of the question to other historical periods, geographical areas,
contexts, or circumstances
LEQ Grade Scale
Score
Grade
6
A
5
B+
4
B3
C
2
C1/2
F
1
F
100
88
82
76
70
64
50
% / (Points)
120
106
98
91
84
78
60
150
132
123
114
105
96
75
AP/IB United States History
Mr. Ludlam
Student and Parent Information Sheets
phone: (626) 965-3448 ext. 3243
email: [email protected]
http://www.rowlandhs.org/
Short Answer Question Rubric (SAQ)
Mr. L’s Grading Scale: For the purpose of this class each part of the prompt will be worth 2 points/part (a,b,c) – for a total of 0-6
points per question. The AP grading scale is either 0 or 1 point for each part of the SAQ.
2 points – question clearly answered with sufficient factual support
1 point – question addressed generally with insufficient factual support
0 points – question not addressed, off topic, no factual support
1 Question
2 Questions
3 Questions
4 Questions
6
5
4
3
2
1
0
12
11
10
9
8
7
6
5
4
3
2
1
0
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
A
B
B
C
C
F
F
A
A
B
B
B
C
C
C
C
F
F
F
F
A
A
A
B
B
B
B
C
C
C
C
C
F
F
F
F
F
F
F
A
A
A
A
B
B
B
B
B
C
C
C
C
C
C
C
C
F
F
F
F
F
F
F
F