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What should I know about
the Short Answer Question
(SAQ) portion of the exam?
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1.
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2.
There are 4 SAQs
following the MC section.
You will 50 minutes to
complete your SAQ
responses.
SAQs have multiple
questions, typically 2-3
sub questions.
SAQ prompts are typically
paired with a stimulus—
e.g. an image, chart, map,
document passage, etc.
Each sub-question is
worth 1 point.
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3.
4.
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This is the approximate size of your SAQ answer box.
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It is a space of 8 x 7.5 inches or 20 x 19 cm.
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It is roughly 23 lines worth of writing space.
5.
How do I answer an SAQ?
1.
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Only what is written inside the box will be graded.
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2.
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You will have one box for each of the 4 SAQs.
3.
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4.
Remember! Don't think outside the box! 
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5.
Always in complete
sentences, and labeled
with the question
number and subquestion letter.
Identify the verb in the
question.
Identify the HTS in the
prompt.
Answer all parts of the
prompt directly, and
with specific historical
evidence (SHE).
Explain your answer's
relevance to the
prompt/HTS.
Stick with the following
format!
Answer and explain. You
must do both to earn the
point.
AP World History LEQ Rubric
Points
Thesis
1
Argumentation:
Targeted HTS
2
(Only one of the
four HTS will be
targeted on the
LEQ portion of the
exam)
Observe "Rule of
3" in all HTS
cases.
Argumentation:
Using Evidence
2
Synthesis
1
Presents a thesis that is historically defensible and responds to all parts of the question.
The thesis must consist of one or more consecutive sentences located either in the introduction or conclusion paragraph.
Should be comprised of "Rule of 3" argumentative points.
COMPARISON
CAUSATION
CCOT
PERIODIZATION
Develops and supports an Develops and supports an Develops and supports an Develops and supports an
argument that…
argument that…
argument that…
argument that…
1 point
1 point
1 point
1 point
1 point
1 point
1 point
1 point
Describe sims Explains the
Describes
Explains the
Describes
Explains the
Describes the
Explains the
AND diffs
reason for sims causes
reasons for the
historical
reason for
ways in which extent to
among
AND diffs
causes
continuity
historical
the historical
which the
AND/OR
historical
effects of a
AND change
change AND
development
historical
AND/OR
individuals,
historical
effects of a
over time.
continuity
specified in
development
OR,
events,
event,
historical event,
over time.
the prompt
specified in
depending on
developments, the prompt:
development, development, or
was different
the prompt
or processes.
evaluates the
or process.
process.
from and
was different
significance of
similar to
from and
historical
developments
similar to
individuals,
that preceded
developments
events,
that preceded
AND/OR
developments,
followed.
AND/OR
or processes.
followed.
Include a
counter
argument.
1 point
1 point
Addresses the topic of the
Links the "Rule of 3" specific
prompt with at least "Rule of 3" historical evidence provided to
pieces of relevant Specific
fully and effectively support the
Historical Evidence (SHE).
stated thesis or a relevant
argument.
Extends the argument of the essay by explaining the connections between the argument and ONE of the following:
a. A development in a different historical period, situation, era, or geographical region.
b. A course theme and/or approach to history that is not the focus of the essay.
c. A different discipline or field of inquiry (e.g. economics, government and politics, art history, or anthropology)
Only one synthesis statement is required, and it should appear in your conclusion paragraph.
Total Points:
6
AP World History LEQ
MUST DO! & MUST NEVER DO!
Points
Thesis
Argumentation:
Targeted HTS
Argumentation:
Using Evidence
Synthesis
1
2




DO!
NEVER DO!
 Write a thesis that is more than 2 sentences.
 Write a thesis that is pieced together from multiple places in the essay.
 Write a thesis that is overly general. *How to avoid this? Remember
to Define Your Terms (DYT)
Description of HTS
Analysis of HTS
1-2 sentences
Intro AND Conclusion
"Rule of 3"
"Historically Defensible"
DO!
 Describe all elements of the
HTS specified in the prompt.
o C/C = sim AND diff
o Causation = Cause AND
Effects
o CCOT = Change AND
Continuity
o Periodization = sim
AND diff to preceding
OR following
NEVER DO!
 Fail to address both aspects of
the HTS, pay attention to
AND/OR
DO!
 Explain why sims AND diffs
existed.
 Explain the reason for a cause
AND/OR effect
 Explain why change AND
continuity occurred.
 Explain the extent to which
the prompt topic was
different and similar to
events that preceded or
followed.
NEVER DO!
 Fail to explain "why" for the HTS
specified by the prompt.
 Fail to address both aspects of the
HTS, pay attention to AND/OR
2
DO!
 Address the topic of the question by using "Rule of 3" Specific
Historical Evidence (SHE).
 Link all SHE to your argument by elaborating on how it is relevant
and supports your stated thesis or argument.
NEVER DO!
 Fail to meet "Rule of 3" evidence pieces.
 Provide overly general evidence ideas that are either too vague or
irrelevant to the argument.
1
DO!
 Include it in your conclusion paragraph.
 Extend the argument consider: geographic region, historical era,
situation, course theme or discipline
 Explain the connection of your synthesis statement to the thesis or
relevant argument.
NEVER DO!
 Fail to connect your synthesis to your thesis and argument. A simple
reference to another geographic region, historical era, situation, course
theme, or discipline is NOT enough for a point.
How to Format a LEQ Response
It is perhaps easiest to think of your very first
paragraph as a funnel.
Start your paragraph with a broad contextual setup and
as you end the introductory paragraph narrow your
scope and end with your thesis statement.
Here's a visual!
Broad Context
1st Prompt Context – time period, region, prompt
topic – When? Where? What?
Historical Context
2nd Historical Context – elaborate and explain the
immediate historical setting for your essay.
Thesis
When setting up your body paragraphs it is very
important that you make sure to identify what
Historical Thinking Skill (HTS) is present in the
prompt.
Start your conclusion paragraph by restating your
thesis statement. Then extend your argument, remind
your reader of what broader context it fits into. Lastly,
provide a synthesis statement as a final justification of
your thesis argument or as a different way of
understanding it.
3rd Thesis Statement – specifically address all parts of
the prompt.
Four Types of HTS Targeted in the LEQ:
Pay attention to the HTS!
1st Paragraph – Topic Sentence = 1st Thesis Point
2nd Paragraph – Topic Sentence = 2nd Thesis Point
3rd Paragraph – Topic Sentence = 3rd Thesis Point
When concluding your LEQ response think of your
conclusion paragraph as a pyramid.
Here's a breakdown of the introduction:
Here's a visual!
1. Historical Causation
2. CCOT
3. Compare and Contrast
4. Periodization – Turning Point
* (also the occasional Competing Historical
Narratives)
Here's a breakdown of the conclusion:
1st Restate/Rephrase your thesis. Think of this like
your insurance policy in case your first thesis attempt is
bogus.
Thesis
Extend the Argument
Synthesis Statement
2nd Extend the Argument: What was the significance
of these events in a wider context?
3rd Synthesis Statement: Link your discussion to a
similar historical issue or development in a different
period, situation or region, course theme, or discipline.
AP World History DBQ Rubric
Points
Thesis and
Development
Argument
Document Analysis
2
2
Thesis
1 point
Argument Development
1 point
 Presents a thesis that is historically defensible and responds to all
parts of the question.
 The thesis must consist of one or more consecutive sentences
located either in the introduction or conclusion paragraph.
 Should be comprised of "Rule of 3" argumentative points.
 Develops and supports a cohesive argument that recognizes and
Content
1 point
Analysis
1 point
 Uses the content of at all the documents to support the stated
thesis.
 All evidence provided must be explained and linked as support
for the stated thesis.
Contextualization
1 point
Using Evidence Beyond
the Documents
Synthesis
2
1
 Provides a setting for your thesis argument by explaining the
global historical events, developments, or processes that are
immediately relevant to the prompt.
 Another term for this is World Historical Context (WHC)
 Include this in your introduction paragraph before your thesis.
accounts for complexity by explicitly illustrating relationships
among the historical document evidence.
 Relationships such as contradiction, corroboration, and/or
qualification.
 These relationships should be cohesive and well-explained
consistently throughout the essay.
 Explains the significance of the author's POV, purpose, historical
context, and/or audience for at least 6 of the documents.
 To analyze is to: 1) Explain why a document "says" what it
"says" and 2) To elaborate on how this is significant in terms of
the information conveyed in the document; i.e. how it shapes or
informs what is expressed in the document.
Evidence Beyond the Documents
1 point
 Provides an example or additional piece of specific historical
evidence beyond those found in the documents to support or
qualify the argument.
 This may be included anywhere in the body section of your essay.
It should support your discussion of a particular document.
 Extends the argument of the essay by explaining the connections between the argument and ONE of the following:
a. A development in a different historical period, situation, era, or geographical region.
b. A course theme and/or approach to history that is not the focus of the essay.
c. A different discipline or field of inquiry (e.g. economics, government and politics, art history, or anthropology)
 Only one synthesis statement is required, and it should appear in your conclusion paragraph.
Total
7
AP World History DBQ
MUST DO! & MUST NEVER DO!
Points
Thesis
Thesis and
Development
Argument
2




DO!
1-2 sentences
Intro AND Conclusion
Rule of 3
"Historically Defensible"
Argument Development
NEVER DO!
 Write a thesis that is more
than 2 sentences.
 Write a thesis that is pieced
together from multiple places
in the essay.
 Write a thesis that is overly
general. Remember to Define
Your Terms (DYT)
Content
Document Analysis
2
DO!
 Provide evidence from all
documents.
 Evidence should be short,
use key words, phrases.
 Explain your evidence and
link it to your thesis
argument.
NEVER DO!
evidence.
 Merely quote or paraphrase a
document with no connection
to your thesis argument.
Contextualization
DO!
Using Evidence Beyond the
Documents
2
to avoid confusing it with
document analysis.
 Go GLOBAL with your
context, focus on GLOBAL
trends.
NEVER DO!
 Fail to connect the context
(WHC) with your argument
or thesis.
DO!
Synthesis
1
NEVER DO!
 List facts with little to no
explanation.
 Simply repeat or list the
documents in order.
 Fail to connect the evidence
of your essay to your thesis
or argument.
Analysis
 "Double-dip" on your
 Situate it in your introduction
DO!
 Organize your documents in
a meaningful way – look for
relationships (corroboration,
contradiction, qualification,
etc.)
 Include it in your conclusion paragraph.
 Extend the argument consider: geographic area, historical era,
situation, theme or discipline
DO!
 Analyze at least 6 documents
 #1 Explain why a document
"says" what it "says" AND #2
how it shapes or informs
what is expressed in the
document.
NEVER DO!
 Double-dip on document
analysis.
 Half-hearted analysis, doing
#1 without #2.
Evidence Beyond the Documents
DO!
 Use your outside evidence to
support or qualify your
argument or thesis.
 Incorporate this into your
body section.
NEVER DO!
 Provide inaccurate evidence.
 Fail to make your evidence
relevant to your argument or
thesis.
NEVER DO!
 Fail to connect your synthesis to your thesis and argument.
How to Format a DBQ Response
It is perhaps easiest to think of your very first
paragraph as a funnel.
Start your paragraph with a broad contextual setup and
as you end the introductory paragraph narrow your
scope and end with your thesis statement.
Here's a visual!
Broad Context
Historical Context
Thesis
Here's a breakdown of the introduction:
1st Prompt Context – time period, region, prompt
topic – When? Where? What?
2nd Contextualization – Give some background
information that situates your argument within a
broader World Historical Context (WHC), i.e. what
relevant global setting (an event, trend, process, etc.)
could you discuss to enhance your reader's
understanding of the topic and your argument?
3rd Thesis Statement – specifically address all parts of
the prompt, and observe the "Rule of 3" in your
argumentation.
When setting up your body paragraphs it is very
important that you establish your argument for each
body paragraph with a clearly written topic sentence.
1st Paragraph – Topic Sentence = 1st Thesis Point
2nd Paragraph – Topic Sentence = 2nd Thesis Point
3rd Paragraph – Topic Sentence = 3rd Thesis Point
When concluding your DBQ essay think of your
conclusion paragraph as a pyramid.
Start your conclusion paragraph by restating your
thesis statement. Then extend your argument, remind
your reader of what broader context it fits into. Lastly,
provide a synthesis statement as a final justification of
your thesis argument or as a different way of
understanding it.
Here are some possible grouping arguments your
topic sentences might state:
A topic sentence defines your
argument about a group of docs.
Here's a visual!
Thesis
Extend the Argument
Synthesis Statement
1.
2.
3.
4.
Contradiction – documents that are different.
Collaboration – documents that are similar.
Change – documents that demonstrate change.
Continuity – documents that demonstrate a lack
of change.
Here's a breakdown of the conclusion:
1st Restate/Rephrase your thesis. Think of this like
your insurance policy in case your first thesis attempt is
bogus.
2nd Extend the Argument: What was the significance
of these events in a wider context?
3rd Synthesis Statement: Link your discussion to a
similar historical issue or development in a different
period, situation or region, course theme, or discipline.