History DBQ Scoring Rubric

History Dbq Scoring Rubricdbq Scoring Rubricthis Rubric Is Similar T

This rubric is similar to those used by AP exam readers, and offers a high score of seven. Category Scoring Criteria Scoring Notes Targeted Skill Thesis and Argument 2 Points 1 Point The essay clearly states a thesis that directly addresses all parts of the question. It must do more than restate the question. The thesis must be accurate and historically defensible, and needs to include one or more sentences within the essay's introduction and/or the essay's conclusion. 1 Point The essay must include a historically-plausible and consistent argument.

The essay's argument should clearly demonstrate the complexities inherent in analyzing historical evidence and acknowledge the potential for inconsistencies. The introduction and/or the conclusion of the essay may be more than a single paragraph.

Argumentation (Historical Thinking Skill Proficiencies E1, E4, and C1) Analysis of Documents 2 Points 1 Point The essay clearly supports its thesis using evidence from at least six of the documents. 1 Point The essay clearly explains the significance of the following for at least four of the documents: · Point of view of the author · Purpose of the author · Historical context · Intended audience n/a Analyzing Evidence: Content and Sourcing, and Argumentation (Historical Thinking Skill Proficiencies A1, A2, and E2) Contextualization 1 point The essay accurately and explicitly connects historical phenomena relevant to the argument to broader historical events and/or processes.

Earning a point for contextualization requires going beyond the documents themselves to place the essay's thesis in wider historical context with more than just a passing reference. The essay should explain the historical context with multiple sentences or a full paragraph. Contextualization and Argumentation (Historical Thinking Skill Proficiencies C3 and E3) Evidence Beyond the Documents 1 point The essay gives an example of historical source or other evidence not included within the documents that might strengthen or weaken the thesis. The outside source or evidence must be different than that used to earn points in other categories in this rubric. The outside source or evidence should be cited by more than just a passing reference, but should include multiple sentences or a full paragraph.

Contextualization and Argumentation (Historical Thinking Skill Proficiencies C3 and E3) Synthesis 1 point The essay appropriately extends or modifies the stated thesis or argument by clearly stating the links between the thesis and either: · A historical reality from a different time or place. · A type of historical analysis that is not the focus of the essay, such as political history, or social history. · A different discipline or area of academic study, such as sociology, economics, or anthropology. The synthesis should be described with more than just a passing reference, but should include multiple sentences or a full paragraph. Synthesis (Historical Thinking Skill Proficiencies C4, C5, or C6) © 2016 K12 Inc.

All rights reserved. Page 2 of 2 Copying or distributing without K12’s written consent is prohibited.

Paper For Above instruction

The provided rubric serves as a detailed guide for evaluating Document-Based Questions (DBQ) in history, especially within the context of AP exams. Reflecting on this rubric allows students and educators to understand the critical components necessary for crafting high-scoring essays that demonstrate mastery in historical reasoning, argumentation, and source analysis.

At the core of a successful DBQ essay is a clear and defensible thesis statement. The thesis must directly respond to the prompts, distinguishing itself from mere restatements of the question by offering a nuanced, historically accurate position. Such a thesis typically resides within the introduction or conclusion, serving as the guiding argument for the subsequent analysis. It encapsulates the essay's primary focus and forecasted argument, establishing the framework for critical engagement with the documents and broader historical context.

Supporting the thesis requires a strategic use of evidence derived from at least six of the provided documents. Effective essays not only cite these sources but also interpret them within their historical context, demonstrating an understanding of the point of view, purpose, intended audience, and historical circumstances shaping each document. Explaining the significance of these elements for at least four documents further showcases analytical depth and an appreciation for the multifaceted nature of historical evidence.

Contextualization enhances the essay by situating the specific topic within wider historical events and processes. This involves explicitly connecting themes from the documents to broader phenomena beyond the immediate timeframe or location, typically with a detailed paragraph. For example, analyzing the impact of economic changes on social structures during a particular era, or discussing the political implications of social movements in a broader historical framework, demonstrates a strong grasp of historical causality and interconnectedness.

In addition to document analysis, incorporating evidence beyond the provided sources adds robustness to the argument. Such outside evidence, carefully integrated, can either bolster or challenge the thesis, illustrating the student's capacity to synthesize diverse historical information. Citations should be detailed enough to convey a comprehensive understanding, extending beyond surface-level references.

Synthesis distinguishes exemplary essays by bridging the specific thesis with broader or different contexts. This might involve linking the essay's focus to a different historical period, geographic location, or discipline. For instance, connecting changes in political institutions to economic theories from another era or comparing social movements across different regions exemplifies advanced analytical skills. The synthesis must be elaborated with sufficient detail to reflect an insightful extension or modification of the original argument.

Overall, mastering the criteria outlined in this rubric enables students to produce substantively rich, cohesive, and analytically rigorous essays. These skills are essential for success in AP history exams and in understanding the layered complexity of historical narratives.

References

• Cauley, L. (2014). Advanced Placement United States History. McGraw-Hill Education.
• Johnson, C. (2017). Understanding AP History Rubrics. College Board Publications.
• Lee, J. (2019). Historical Thinking and DBQ Strategies. Routledge.
• Seixas, P., & Morton, T. (2013). The History Curriculum and Critical Thinking. Canadian Journal of Education.
• Stearns, P. N. (2015). Progress in Historical Understanding. Routledge.
• Wineburg, S. (2016). Evaluating Historical Sources. University of Chicago Press.
• Foster, S. (2018). Historical Analysis and Document Use. Oxford University Press.
• Taylor, A. (2020). Learning Strategies for AP History. Pearson.
• McGhee, R. (2021). Developing Critical Historiography Skills. Harvard University Press.
• Harris, J. (2022). Historical Context and Evidence. Sage Publications.