APUSH DBQ New 2018 Rubric

Thesis The 3 Big Thesis Takeaways: Established a historical defensible/accurate claim Create a line of reasoning Evaluate the prompt

Contextualization Describes a broader historical context relevant to the prompt. In other words, you situate the development into the time period

Document Use Uses the content of at least three documents to address the topic of the prompt. Supports an argument in response to the prompt using at least six documents

Outside Evidence at least one additional piece of the specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt

Analysis For at least three documents, explains how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument Historical Context– What is the context of the document that might be influencing the document? Or, what caused the document to be created. Historical Context is not contextualization; it only applies to the individual document. Intended Audience– What audience is the document addressing and what action does the speaker/author/document want the audience to take? Purpose– What action or result is the document hoping to achieve? Point-of-View– What is the larger group represented by the document, and what is the goal of that group. Point-of-view goes beyond just the individual author of a document, but the group that author represents.

Reasoning Demonstrates a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question highlighting contradictions can really add depth to your essay and demonstrate that the student understands in a meaningful way their arguments