AP History Rubrics

Introductory notes:

§ Except where otherwise noted, each point of the rubric is earned independently.
For instance, a student could earn a point for evidence beyond the documents
without earning a point for thesis/claim.
§ Accuracy: The components of this rubric each require that students demonstrate
historically defensible content knowledge. Given the timed nature of the exam, a
response may contain errors that do not detract from its overall quality, as long as
the historical content used to advance the argument is accurate.
§ Clarity:Examessaysshouldbeconsideredfirstdraftsandthusmaycontain
grammatical errors. Those errors will not be counted against a student unless
they obscure the successful demonstration of the content knowledge, skills, and
reasoning processes described in the rubrics.

AP History DBQ Rubric (7 points)

Reporting Category Scoring Criteria Decision Rules

A. THESIS/CLAIM 1 pt. To earn this point, the thesis must make a

(0–1 pt) Responds to the prompt with a
historically defensible thesis/
claim that establishes a line of
reasoning.
claim that responds to the prompt rather
than restating or rephrasing the prompt.
The thesis must consist of one or more
sentences located in one place, either in the
introduction or the conclusion.

B. CONTEXTUALIZATION 1 pt. To earn this point, the response must

(0–1 pt) Describes a broader historical
context relevant to the prompt.
describe broader historical events,
developments, or processes that occur
before, during, or continue after the time
frame of the prompt that are relevant to the
topic. This point is not awarded for merely a
phrase or reference.

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 Reporting Category Scoring Criteria Decision Rules

C. EVIDENCE Evidence From the Documents To earn one point, the response must
(0–3 pts) accurately describe — rather than simply
1 pt. OR 2 pts. quote — the content from at least three of
Uses the Supports an the documents.
content argument in
To earn two points, the response must
of at least response to
accurately describe — rather than simply
three the prompt
quote — the content from at least four
documents using at
documents. In addition, the response must
to address least four
use the content of the four documents to
the topic of documents.
support an argument in response to the
the prompt.
prompt.

Evidence Beyond the Documents
1 pt.
Uses at least one additional
pieceofspecifichistorical
evidence (beyond that found
in the documents) relevant to
an argument in response to the
prompt.
To earn this point, the response must
describe the evidence and must use more
than a phrase or reference. This additional
piece of evidence must be different from
the evidence used to earn the point for
contextualization.

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 Reporting Category Scoring Criteria
D. ANALYSIS AND 1 pt.
REASONING For at least two documents,
(0–2 pts) explains how or why the
document’s point of view,
purpose, historical situation,
and/or audience is relevant to an
argument.
1 pt.
Demonstrates a complex
understanding of the historical
development that is the
focus of the prompt through
sophisticated argumentation
and/oreffectiveuseofevidence.
AP U.S. History Course and Exam Description
Decision Rules
To earn this point, the response must explain
how or why (rather than simply identifying)
the document’s point of view, purpose,
historical situation, or audience is relevant to
an argument about the prompt for each of
the two documents sourced.
A response may demonstrate a complex
understanding through sophisticated
argumentation that is relevant to the prompt.
This may be done in a variety of ways, such as:
§ Explaining multiple themes or
perspectives to explore complexity or
nuance; OR
§ Explaining multiple causes or effects,
multiple similarities or differences, or
multiple continuities or changes; OR
§ Explaining both cause and effect,
both similarity and difference, or both
continuity and change; OR
§ Explaining relevant and insightful
connections within and across
periods or geographical areas. These
connections should clearly relate to an
argument that responds to the prompt.
A response may demonstrate a complex
understanding through effective use of
evidence relevant to an argument that
addresses the prompt. This may be done in
a variety of ways, such as:
§ Effectively using seven documents to
support an argument that responds to
the prompt; OR
§ Explaining how the point of view,
purpose, historical situation, and/or
audience of at least four documents
supports an argument that responds to
the prompt; OR
§ Using documents and evidence
beyond the documents effectively
to demonstrate a sophisticated
understanding of different perspectives
relevant to the prompt.
This complex understanding must be part of
the argument and may be demonstrated in
any part of the response.
While it is not necessary for this complex
understanding to be woven throughout the
response, it must be more than merely a
phrase or reference.
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AP History Long Essay
Question Rubric

AP History LEQ Rubric (6 points)

Reporting Category Scoring Criteria Decision Rules

A. THESIS/CLAIM 1 pt. To earn this point, the thesis must make a

(0–1 pt) Responds to the prompt with a
historically defensible thesis/claim that
establishes a line of reasoning.
claim that responds to the prompt, rather
than restating or rephrasing the prompt.
The thesis must consist of one or more
sentences located in one place, either in
the introduction or the conclusion.

B. CONTEXTUALIZATION 1 pt. To earn this point, the response must

(0–1 pt) Describes a broader historical context
relevant to the prompt.
describe broader historical events,
developments, or processes that occur
before, during, or continue after the time
frame of the prompt that are relevant to
the topic. This point is not awarded for
merely a phrase or a reference.

C. EVIDENCE 1 pt. OR 2 pts. To earn one point, the response must

(0–2 pts) Provides Supports an identify specific historical examples
specific argument in relevant to the topic of the prompt.
examples response to the
of at least prompt using at To earn two points the response must use
two pieces least two pieces specific historical evidence to support an
of evidence ofspecificand argument in response to the prompt.
relevant to relevant evidence.
the topic of
the prompt.

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 Reporting Category Scoring Criteria Decision Rules

D. ANALYSIS AND 1 pt. OR 2 pts. To earn the first point, the response
REASONING Uses Demonstrates must demonstrate the use of historical
(0–2 pts) historical a complex reasoning to frame or structure an
reasoning understanding argument, although the reasoning
(e.g. of the historical might be uneven or imbalanced, or the
comparison, development that evidence may be overly general or lacking
causation, is the focus of the specificity.
CCOT) to prompt through
frame or sophisticated To earn the second point, the
structure an argumentation response may demonstrate a complex
argument and/oreffective understanding through sophisticated
that use of evidence. argumentation that is relevant to the
addresses prompt. This may be done in a variety of
the prompt. ways, such as:

§ Explaining multiple themes or

perspectives to explore complexity or
nuance; OR
§ Explaining multiple causes or effects,
multiple similarities or differences, or
multiple continuities or changes; OR
§ Explaining both cause and effect,
both similarity and difference, or both
continuity and change; OR
§ Explaining relevant and insightful
connections within and across
periods or geographical areas. These
connections should clearly relate to
an argument that responds to the
prompt.
A response may demonstrate a complex
or nuanced understanding through
effective use of evidence relevant to an
argument that addresses the prompt. This
may be done in a variety of ways, such as:

§ Explaining how multiple pieces of

specific and relevant evidence (at least
four) support a nuanced or complex
argument that responds to the prompt;
OR
§ Using evidence effectively to
demonstrate a sophisticated
understanding of different
perspectives relevant to the prompt.
This complex understanding must
be part of the argument and may be
demonstrated in any part of the response.

While it is not necessary for this complex

understanding to be woven throughout
the response, it must be more than merely
a phrase or reference.

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