2016-2017 APUSH
Unit I Exam IDs and Long Essay
Identifications
Below are the ID possibilities for the Unit 1 test that corresponds with chapters 1-4 in your
text. Three (3) IDs will be required for your exam. The three (3) IDs will be chosen “lottery
style.”
Tip: Good IDs are a minimum of 4-5 sentences long and provide (1) historical background
including dates, (2) significance and (3) relevancy to the larger themes of the unit
IDs:
1. The Destruction of the Indies
2. Navigation Acts
3. Pueblo Revolt
4. Maryland Toleration Act
5. Prince Henry the Navigator
6. Bacon’s Rebellion
7. The Great Awakening
8. Cabeza de Vaca
9. Sir Walter Raleigh
10. George Whitefield
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
John Peter Zenger
Mayflower Compact
John Winthrop
William Penn
Stono River Rebellion
Halfway Covenant
King Philip’s War
Richard Hakluyt
Anne Hutchinson
Headright System
21. Albany Conference
22. The Paxton Boys
23. Encomienda
24. salutary neglect
25. Dominion of New England
26. Columbian Exchange
27. Pontiac’s Rebellion
28. Olaudah Equiano
29. Powhatan Confederacy
30. Free Choice
Grade conversion (4 pt. scale into 40 pt. scale)
0
0
1 2 3 4 5 6 7 8 9
6 13 19 26 30 34 37 39 40
Long Essay
Compare and contrast the European imperial goals in North America between 1580 and 1763.
LE Test Rubric
Maximum Possible Points: 6
A. Thesis
0 points
1 point
Lacks a thesis OR presents a thesis that does not address all parts
of the question OR presents a thesis that does not make a
historically defensible claim
Presents a thesis that makes a historically defensible claim and
responds to all parts of the question. The thesis must consist of
one or more sentences located in one place, either in the
introduction or the conclusion.
B. Argument Development: Using the Targeted Historical Thinking Skill
COMPARISON
1 point
0 points
Lacks description of similarities AND/OR
differences among historical developments
AND/OR inappropriate/incorrect description
2 points
Explains the reasons for similarities AND
differences among historical individuals,
events, developments or processes.
Describes similarities AND differences
among historical individuals, events,
developments or processes
OR, depending on prompt,
Evaluates the relative significance of
historical individuals, events, developments,
or processes
C. Argument Development: Using Evidence
NOTE: To fully and effectively substantiate the stated thesis or a relevant argument, responses must include a broad range of evidence
that, through analysis and explanation, justifies the stated thesis or a relevant argument.
0 points
1 point
Lacks support for argument or lacks
evidence for stated argument
2 points
Addresses the topic of the question with
specific examples of relevant evidence
Utilizes specific examples of evidence to
fully and effectively substantiate the stated
thesis or a relevant argument
D. Synthesis
Extends the argument by explaining the connections between the argument and ONE of the following:
0 points
(A) 1 point
(B) 1 point
Essay lacks any semblance of synthesizing
the thesis in any way or does so incorrectly
A development in a different historical
period, situation, era, or geographical area
A course theme and/or approach to history
that is not the focus of the essay (such as
political, economic, social, cultural, or
intellectual history)
Long Essay Points: ___________
Grade conversion (6 pt. scale into 80 pt. scale)
No
Essay
0
1
2
3
4
5
6
0
40
44
54
63
69
76
80