2020 AP EXAM

EXAM DATE

• The AP APUSH Exam

will be:

• Friday, May 15 at

2:00pm

• Make Up Date:

• Wednesday, June 3 at

12:00pm

• Must have a legitimate

conflict with main exam

date to be approved for

make up date

EXAM FORMAT

• 1 Document-Based Question

• Only 5 documents to

analyze

• 45 minutes

• Includes planning and

writing

• CB promises additional

time for uploading

responses

• How To Respond

• Typed responses

• Handwrite and

photo upload

• Must upload responses

on same device

MODIFIED DBQ RUBRIC• Thesis – 1 point

• Contextualization – 1 point

• Use content of at least 2 docs – 1 point

• Use 2 docs to support argument – 1 point

• Use 4 docs to support argument – 1 point

• Use 1 outside evidence to support

argument – 1 point

• Use SECOND outside evidence to support

argument – 1 point

• HIPP / Source one document to support

argument – 1 point

• HIPP / Source SECOND document to

support argument – 1 point

• Complexity – 1 point

MAXIMIZING EXAM REALITIES:

• Ignore “use content of 2 docs” point

• Use at least 4 docs to support argument

• Identify one of the used docs as a potential contradictory (for complexity)

• For each supporting paragraph, use at least one piece of outside evidence

• HIPP the 3 documents

• Could just target historical context (could help with potentially securing evidence or context)

• Use whichever HIPP student knows best

• For one of the pieces of outside evidence, try to develop nuanced reasoning (complexity)

DBQ THESIS

WHAT IS A THESIS?

• Respond to the prompt with a historically defensible claim that establishes a line of

reasoning. IT IS NOT A RESTATEMENT OF THE PROMPT

• You must answer the prompt using specific information (Answer the Question)

• Historically Defensible Claim = You must argue something or take a position regarding the

prompt

• It is the shortened version of the argument that you will be writing about in your essay

• Establishes a Historical Line of Reasoning = You must use the historical thinking skill that

is embodied in the question.

THESIS EXAMPLESPrompt: Evaluate the extent of change in ideas about American independence from

1763-1783.

Restating the prompt: From 1763 to 1783 ideas about American independence changed.

EX. 1: From 1763 to 1783 colonial ideas about American independence changed from just

questioning British policies to calling for revolution.

EX 2: From 1763 to 1783 colonial ideas about American independence did not change much

because, throughout the period, many colonists continued to oppose the Patriot cause.

EX 3: From 1763-1783, ideas of American independence changed from the colonies blindly

accepting the tyranny of the British by religious rights of divine kings to believing in natural rights

of individual against British rule.

COMPLEX THESISALTHOUGH X – A & B; THEREFORE Y

• Evaluate the extent of change in ideas about American independence from 1763-

1783.

• X = Counterargument

• A/B = Your Evidence

• Y = Your Argument

• Although most colonists identified in the beginning of the American revolution as part of the

British people and only sought greater representation (X) the continued contention over

economic policies (A) and political autonomy (B) forced many colonists to strive for a new

identity as an independent America (Y).

CONTEXTUALIZATION

• In the introductory paragraph

• 3-4 Context-Rich Sentences

• These give background for your thesis

• Summarize the immediate past U.S. History = 50-100 years

• What events lead up to the time period you are going to write about?

• Be Specific! Name dropping gets you nothing, you have to explain what was going on.

• Contextualization must relate to the prompt. Prompt is political talk about politics,

economics = economics, etc.

CONTEXTUALIZATION EXAMPLE

Prompt: Evaluate the extent of change in ideas about American independence from

1763-1783.

• The American Revolution began shortly after the French and Indian War, also known as the

Seven Years War in Europe, in which British colonists in North America fought side by side

British army regulars to defend the territories of the crown. Fighting against and defeating the

common enemy of France led many in the colonies to feel that were equal to the British

citizens living in England. However, after years of salutary neglect by Britain, the government

began imposing taxes on the colonies without their consent in order to reduce the debts

accumulated by the French and Indian War. Many in the colonies began to question their

relationship with England and the role of the government.

COMPLEX THESISALTHOUGH X – A & B; THEREFORE Y

• X = Counterargument

• A/B = Your Evidence

• Y = Your Argument

• Although most colonists identified in the beginning of the American revolution as part of

the British people and only sought greater representation (X) the continued contention

over economic policies (A) and political autonomy (B) forced many colonists to strive for

a new identity as an independent America (Y).

DOCUMENT CONTENT

Charles Inglis uses reason to note

that the colonies would be unable

to sustain themselves without

British support because the colonies

don’t make enough money through

agriculture and commerce.

DOCUMENT CONTENT

He claimed only man

himself can direct his own

actions and decisions, not

the rule of any legislative

authority or man (Doc. 3).

These ideals, of course,

contradict the essence of

colonialism.

DOCUMENT SOURCINGPOV

Unacceptable:

Sam Adams was a loyalist who wanted to

promote peace with the king and he

supported the Olive Branch petition

Acceptable:

Sam Adams had the point of view of a

patriot and it was significant because it

showed the radicalization of many colonists’

views stemming from direct and bloody

confrontations involving quartered British

troops in cities such as Boston.

DOCUMENT SOURCINGPURPOSE

Unacceptable:

Adams is hoping to consolidate power in

the colonies and establish and an elite

group of rulers separate from the crown.

Acceptable:

Adams aims to establish rule by the

consent of the people, which is later

written in the Constitution when the US

wanted to ensure it does not become like

Britain.

ARGUMENT DEVELOPMENT

ARGUMENT DEVELOPMENT

Many factors had played a part in the rise of those dissents in the colonies, but none had

greater influence then the ideals of the Enlightenment. Central to the opposition of the

taxes lied in the idea of ‘not taxation without representation’. To be taxed by a parliament

an ocean away seemed not only absurd, but ridiculous. Enlightenment ideals of personal

freedom and choice in an individual began to spread throughout the colonies. People like

Sam Adams, who led the radical group Sons of Liberty, began to challenge the authority of

man. He claimed only man himself can direct his own actions and decisions, not the rule of

any legislative authority or man. (Doc. 3)

OUTSIDE INFORMATION TO SUPPORT AN ARGUMENT

• Responses earn a separate point for providing an example or additional piece of specific

evidence beyond those found in the documents to support or qualify the argument.

• This example must be different from the evidence used to earn other points on this

rubric. This point is not awarded for merely a phrase or reference. The specific example

or evidence should be immediately relevant to the question.

OUTSIDE INFORMATION TO SUPPORT AN ARGUMENT

• Common examples might include the following, with appropriate elaboration:

• Articles of Confederation (1781)

• Boston Massacre (1770)

• Boston Tea Party (1773)

• Boycotts / nonimportation movements

• Committees of correspondence

• Declaration of Independence (1776)

• Benjamin Franklin • Alexander Hamilton • Thomas Jefferson • George Washington

OUTSIDE INFORMATION TO SUPPORT AN ARGUMENT

• Beyond the documents, the Olive Branch petition was proposed by the colonies as a last

ditch effort to spare change without the expense of war. The petition affirmed the

colonies’ loyalty to the king while also suggesting reforms. Despite such attempts for

peace, King George III promptly rejected the negotiations, sparking the potential for war

to an elevated degree

OUTSIDE INFORMATION TO SUPPORT AN ARGUMENT

• These ideals, of course, contradict the essence of colonialism. Enlightenment began the

shift from being ruled by others to ruling yourself. Colonists wanted more control over

their own lives and the idea of Natural Rights began to resonate throughout the colonies.

Another thinker, Thomas Paine, also raised questions surrounding the nature of

government rule in Common Sense

COMPLEXITY:

• 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.

• This understanding must be part of the argument, not merely a

phrase or reference.

COMPLEXITY

• Complexity—Doing Something Beyond the Prompt

• Three (of many) possible ways to earn the point:

• Add a category that is not part of the Prompt

• Add the corresponding skill

• Add an explanation of an insightful connection within and/or across

periods

COMPLEXITY

• If the prompt asks you to discuss political factors, also explain economic factors and how

the two categories were both significant in relation to the task called for in the prompt.

• If the prompt asks for similarities, also provide and explain a difference

• If the skill asks for continuities, also provide and explain a change

• If the skill is causation, you can provide both causes and effects, you can evaluate the

causes/effects (which is most important?), or you can analyze both long-term and short-

term causes/effects

• If the skill asks for “whether or not” or “whether A or B,” provide evidence for both.

• Ex. Although A, also B.

COMPLEXITY

• Prompt: Evaluate the extent of change in ideas about American independence

from 1763-1783.

• Example: Although most colonists identified in the beginning of the American revolution

as part of the British people and only sought greater representation (X) the continued

contention over economic policies (A) and political autonomy (B) forced many colonists

to strive for a new identity as an independent America (Y).

COMPLEXITY

• Responses can extend their argument by appropriately connecting the extent of change

in ideas about American independence from 1763 to 1783 to other historical periods,

situations, eras, or geographical areas.

• These connections must consist of more than just a phrase or reference. A response that

lists events from other time periods or areas but does not explain how they relate to the

argument cannot earn a synthesis point.

• Common examples might include the following, with appropriate explanation: • Different

period or area: French Revolution; Haitian Revolution; United States Civil War • Different

theme: economic history

COMPLEXITY

• This split between the colonists in America can parallel to the split in Americans during

the Civil War. Just like how the loyalists were loyal to their previous rulers, the

union/north was loyal to the federal government. Similarly, the patriots and the

confederates wished to break away from their former government. Both the patriots and

the Confederates fought against a government they believed was treating them unfairly.

Patriots believed they were being taxed unfairly and Confederates believed the federal

government was favoring Northern industry and trying to slowly end slavery.

COMPLEXITY

• Extreme ideas about American independence changed the way Americans would view

foreign nations in the future. During the French Revolution, several Americans, mainly

Democratic Republicans sympathized with the French and raised support for aiding the

French in their own fight for independence. This feeling of sympathy can largely be a

result of America’s own strong fight for independence just years earlier.