AP United States History Student Samples Aligned to the 2018 Rubrics

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Document-Based Question

Evaluate the extent of change in ideas about American independence from 1763 to 1783.

Maximum Possible Points: 7

Points

Rubric

Notes

A: Thesis/Claim (0–1)

Thesis/Claim: Responds to the

prompt with a historically defensible

thesis/claim that establishes a line of

reasoning. (1 point)

To earn this point, the thesis must

make a 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.

Responses earn one point by responding to the

question with a historically defensible thesis that

establishes a line of reasoning about change or

continuity in ideas about American independence

from 1763 to 1783. Thesis statements need to

demonstrate some degree of specificity regarding

either change or continuity to earn a point.

Examples that earn this point include:

• “From 1763 to 1783 colonial ideas about American

independence changed from just questioning

British policies to calling for revolution.”

• “Bolstered by Enlightenment ideals and social

pressures, colonists began the road to

independence after 1763, transforming their ideals

from subjects to citizens.”

B. Contextualization (0-1)

Contextualization: Describes a

broader historical context relevant to

the prompt. (1 point)

To earn this point, the response must

relate the topic of the prompt to

broader historical events,

developments, or processes that occur

before, during, or continue after the

time frame of the question. This point

is not awarded for merely a phrase or

reference.

Examples of context might include the following, with

appropriate elaboration:

• Enlightenment ideas

• Discussion of factors separating Patriots and

Loyalists

• Shifts in British policies and changes in the

mercantile system after the end of the French and

Indian War (Seven Years’ War) in 1763

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C: Evidence (0-3)

Document Content: Uses the

content of at least three documents to

address the topic of the prompt. (1

point) To earn one point, the response

must accurately describe—rather than

simply quote—the content from at

least three of the documents.

Supports an argument in response to

the prompt using at least six

documents. (2 points) To earn two

points, the response must accurately

describe—rather than simply quote—

the content from at least six

documents. In addition, the response

must use the content from the

documents to support an argument in

response to the prompt.

See document summaries page for details.

• Doc 1: Teapot, 1766–1770

• Doc 2: Virginia Resolves, 1769

• Doc 3: Samuel Adams, Rights of Colonists as Men,

1772

• Doc 4: Quaker address to Pennsylvania Assembly,

1775

• Doc 5: Janet Schaw, Journal of a Lady of Quality,

1775

• Doc 6: Charles Inglis, The Costs of Revolution, 1776

• Doc 7: Thomas Paine, American Crisis, 1776

Evidence beyond the Documents:

Uses at least one additional piece of

specific historical evidence (beyond

that found in the documents) relevant

to an argument about the prompt. (1

point)

To earn this point, the evidence must

be described, and must be more than

a phrase or reference. This additional

piece of evidence must be different

from the evidence used to earn the

point for contextualization.

Common examples of evidence might include the

following, with appropriate elaboration:

• Articles of Confederation (1781)

• Boston Massacre (1770)

• Boston Tea Party (1773)

• Boycotts / non-importation movements

• Declaration of Independence (1776)

• Alexander Hamilton

• Reaction to Proclamation Line (1763)

• George Washington

D: Analysis and Reasoning (0-2)

Sourcing: 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. (1 point)

See document summaries page for examples of

possible explanations of the relevance of sourcing.

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.

(1 point)

A response may demonstrate a

complex understanding in a variety of

Responses earn one point by demonstrating a

complex understanding of the extent of change in

ideas about American independence by using

evidence to corroborate, qualify, or modify their

argument.

Ways of demonstrating a complex understanding of

this prompt might include:

• Explaining how ideas stayed the same in some

places and among some groups, but changed for

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ways, such as:

• Explaining nuance of an issue

by analyzing multiple variables

• Explaining both similarities

and differences, or explaining

both continuity and change, or

explaining multiple causes, or

explaining both causes and

effects

• Explaining relevant and

insightful connections within

and across periods

• Confirming the validity of an

argument by corroborating

multiple perspectives across

themes

• Qualifying or modifying an

argument by considering

diverse or alternative views or

evidence

This understanding must be part of

the argument, not merely a phrase or

reference.

others

• Explaining similarities between the change in

ideas about American independence and changes

that took place during the French Revolution, the

Haitian Revolution, or the United States Civil War

• Examining how changes in ideas related to

economic changes in the period

If response is completely blank, enter - - for all four score categories A, B, C, and D

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Document Summaries and Possible Sourcing

Document

Summary of Content

Explains the relevance of point of view,

purpose, situation, and/or audience by

elaborating on examples such as the following:

1. Teapot,

1766–1770

•

Inscribed on one side is “No

Stamp Act” and on the other is

“America, Liberty Restored.”

•

Importance of growing American trade and

commerce with Britain (situation)

• British manufacturers capitalized on/profited from

Stamp Act crisis (purpose)

• Consumers in Britain and colonies (audience)

2. Virginia

Resolves,

1769

•

Declares autonomy of the

Virginia legislature, together

with loyalty to the British crown

•

Concepts in the resolves spread to other colonies,

which adopted similar resolutions; longstanding

autonomy of colonial legislatures (situation)

• Other British North American colonial assemblies;

the British Crown and Parliament (audience)

3. Samuel

Adams,

Rights of

Colonists as

Men, 1772

•

Declares the sovereignty of man

over governments.

• Law of nature supersedes any

manmade laws

•

Political leader, Patriot, member of Sons of Liberty

(point of view)

• Apply Enlightenment ideas to support the growing

calls for colonial independence (purpose)

• The growth in the trans-Atlantic exchange of

concepts of republicanism (situation)

4. Quaker

address to

Pennsylvania

Assembly,

1775

•

Quaker leaders encouraged

other Quakers not to join

agitation against the British

government

•

Divine right of kings

•

Pacifism among some Quakers (situation)

• Apply pacifist principles to revolutionary situation;

prevent war with and declaration of full

independence from Britain (purpose)

5. Janet

Schaw,

Journal of a

Lady of

Quality, 1775

•

Claims that, if landowners do

not support the Patriots, the

Patriots threaten them with

violence or destruction of

property

•

Upper-class woman critical of the treatment of

Loyalists, of the Revolution, and of Loyalists who

submitted to Patriots (point of view)

• Challenge idea that independence movement had

broad popular support; depict movement as

unwelcome to colonists (purpose)

• Loyalists found their interests threatened (situation)

6. Charles

Inglis, The

Costs of

Revolution,

1776

•

Argues that the American

Revolution is likely to be costly

and it is not clear how the

colonies will pay for it

•

Undermine the independence movement (purpose)

• Growing economic instability in the colonies;

Anglican Church sympathetic to Britain (situation)

7. Thomas

Paine,

American

Crisis, 1776

•

Argues that the Revolutionary

situation elicits great efforts by

men and women who support

independence

•

Supporter of the Patriot cause and the Revolution

(point of view)

• Make an emotional appeal to the colonists whose

support for the Revolution was faltering (purpose)

• Losses suffered by the Continental Army had begun

to undermine military enlistment (situation)

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SCORING NOTES

Introductory note:

• The components of this rubric require that students demonstrate historically defensible content

knowledge. Given the timed nature of the exam, the essay may contain errors that do not detract

from the overall quality, as long as the historical content used to advance the argument is accurate.

• Exam essays should be considered first drafts and thus may contain grammatical errors. Those

errors will not be counted against a student unless they obscure the successful demonstration of

the content knowledge, skills, and practices described below.

Note: Student samples are quoted verbatim and may contain grammatical errors.

A. Thesis/Claim (1 point)

Responses earn one point by responding to the prompt with a historically defensible thesis that establishes

a line of reasoning about change or continuity in ideas about American independence from 1763 to 1783.

(1 point) Thesis statements need to demonstrate some degree of specificity regarding either change or

continuity to earn a point.

Examples of acceptable thesis:

• “The ideas about American independence changed greatly from 1763 to 1783. In the beginning,

colonists only wanted representation and a say in the legislation of new laws, but by 1783

Americans wanted true freedom from British rule.”

• “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

individuals against British rule.”

Examples of unacceptable thesis:

• “The extent of change in American ideas about American independence from 1763 to 1783 was a

great change. As feelings of wanting independence from Britain intensified, so did means of

seizing freedom. The American people’s feelings did not remain static and only became stronger.”

(This response does not truly address the change in ideas that is the focus of the prompt. It makes

an argument for “great change” and their “feelings did not remain static”; however, the “means of

seizing freedom” doesn’t qualify as making a claim about ideas.)

• “During the time period of 1763-1783, the change in ideas about American Independence has

evolved due to the fact that they can become a new Country. Many Acts that Britain has given to

the colonist would help them-the Colonist-strive to be an independent Country.” (This thesis does

not make a claim about how ideas did or did not change over time.)

B. Contextualization (1 point)

Responses earn one point by describing a broader historical context relevant to the topic of the prompt (1

point). The context can be from before, during, or continue after the period 1763-1783 as long as the

response accurately and explicitly connects the context to changes in ideas about American

independence. This point is not awarded for merely a phrase or a reference.

Examples of context might include the following:

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• Enlightenment ideas moved through trans-Atlantic exchanges and popularized concepts of natural

rights, republican ideologies, the rejection of inherited authority, and social contract theory.

• The legacy of the English Civil War influenced ideas of the rights of English people and British

traditions of liberty and self-rule.

• Shifts in British policies and changes in the mercantile system after the end of the French and

Indian War (Seven Years’ War) in 1763 resulted in the end of salutary neglect, the acceleration of

taxation, and the imposition of other acts on the North American colonies.

• The formation of the Stamp Act Congress (1765) and later the committees of correspondence or

shadow governments in the colonies by the early 1770s furthered resistance to British policies and

were precursors to the First and Second Continental Congress.

• Pacifist and separatist religious ideologies persisted in the colonies, which created opposition to

engaging in a revolutionary movement or bloodshed.

• The experiences of American Indians and enslaved African Americans during the Revolution

differed from that of the British colonists.

• Support in Great Britain for engaging in a war in order to retain the British North American

colonies dwindled and some degree of sympathy existed in Great Britain for the colonial

independence movement.

• Revolutionary ideas were adapted and changed in the United States Constitution.

Example of acceptable contextualization:

• “1763 marked the end of the French and Indian War as well as ‘salutary neglect,’ where Britain

greatly increased its economic and political power over the states compared to pre-1763. Although

Britain won the Seven Years War, nine years of warfare against the French and Indians greatly

reduced Britain’s wealth. Consequently, for the first time, Britain taxed the states solely for

revenue, which went against the idea of mercentalism [sic] British was keeping since its arrival in

the Americas and the founding of the states.”

Example of unacceptable contextualization:

• “Before this time period Britain had control over the colonies. This upset the Americans and led to

movements of patriotism and discussion of independence from Britain.” (The argument and

reasoning of this response are too vague and too general to provide a context for an understanding

of ideas about independence.)

C. Evidence (3 points)

a) Document Content – Addressing the Topic

Responses earn one point by using the content of at least three documents to address the topic of the

prompt. (1 point) Responses must accurately describe the document’s content; they cannot earn a point by

merely quoting or paraphrasing the documents with no connection to the topic of the prompt.

Examples of acceptable use of content from a document to address the topic of the prompt:

• “This is further emphasized through patriotic thinkers such as Samuel Adams (Doc 3). He believed

that men were free and not subjects to any king.”

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• “In addition to Adams, Paine also shared similar believes [sic]. His message was that Britain

should not have the right to tax the colonist or bind them in any way (Doc 7).”

Examples of unacceptable use of content from a document to address the topic of the prompt:

• “Another idea that would persuade independence was the use of intimidation (Doc 5). Janet

Schaw would threaten people if they did not agree to support the Patriots.” (This statement

misinterprets the content of the document.)

• “Another argument made about the idea of American independence was that Britain was

hindering the economy of the U.S (Doc 6). Charles Inglis argues that Britain is taxing the colonist

out of their profits.” (The statement misconstrues the content of the document in trying to address

the subject of the question.)

b) Document Content – Supporting an Argument

Responses earn two points by using the content of at least six documents to support an argument that

responds to the prompt. (2 points) To earn two points, responses must accurately describe the document’s

content; they cannot earn a point by merely quoting or paraphrasing the documents with no connection to

the topic of the prompt.

Examples of acceptable use of content from a document to support an argument:

• “While Document 2 shares similar aspects to Doc. 4 in that the Virginia HOB [House of Burgesses]

wants to remain loyal to ‘his majesty’, it reveals that the HOB committee wants some aspects, like

the right to tax. To remain under their control and not British govt. This portrays the change from

wanting to remain loyal to wanting some control.”

• “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.”

Examples of unacceptable use of content from a document to support an argument:

• “Charles Inglis, a church minister, spoke about the massive debt the colonies would face following

the revolution (Doc 6).” (This statement merely addresses the content of the document, and doesn’t

elaborate on how this document supports an argument for dissenters against independence.)

• “Document 1 shows one of many small protests associated with the Stamp Act.” (This statement

merely addresses the content of the document, and doesn’t elaborate on how this document

supports an argument for changing views toward independence.)

c) Evidence beyond the Documents

Responses earn one point for using at least one additional piece of specific historical evidence (beyond

that found in the documents) relevant to an argument about changes in ideas about American

independence from 1763 to 1783. (1 point) To earn this point, the evidence must be described with 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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Examples of additional evidence might include the following, with elaboration:

• Articles of Confederation

• Battles at Lexington and Concord (1775)

• Boston Massacre (1770)

• Boston Tea Party (1773)

• Boycotts / non-importation movements

• Committees of correspondence

• Continental Army

• Daughters of Liberty

• Declaration of Independence (1776)

• Declaration of Rights and Grievances (1765)

• Enlightenment ideas: natural rights, social contract, republicanism

• First and Second Continental Congresses

• Benjamin Franklin

• French and Indian (Seven Years’) War (1754–63)

• Alexander Hamilton

• Patrick Henry

• Homespun cloth and non-consumption

• Intolerable (Coercive) Acts (1774)

• Thomas Jefferson

• Liberty Tea

• Militias

• Olive Branch Petition

• Royal Proclamation of 1763

• Quartering Act (1765)

• Sons of Liberty

• Sugar (Revenue) Act (1764)

• Tea Act (1773)

• Townshend Acts (1767)

• George Washington

Examples of acceptable use of an additional piece of specific historical evidence:

• “Another example that shows Americans becoming more committed to self-government was the

Boston Tea Party, which involved a group of Americans protesting against the unfair taxations of

everything they need, so they emptied boxes of teas into the river to show their protest against the

Tea Act, which tax people for tea.”

• “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.”

Examples of unacceptable use of an additional piece of specific historical evidence:

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• “Soon after colonists recognized that England was giving them salutary neglect, after Common

Sense was written and revealed other factors, finally in July 1776 the colonist had achieved their

independence and achieved their freedom and has the room to preserve their happiness.” (Salutary

neglect is misunderstood and Common Sense is not used in a way that allows it to relate to an

argument about the question of changes in ideas.)

• “Britain’s handing of a monopoly to the Dutch East India Company on tea to the colonists

culminated in the events of the Boston Tea Party.” (This mention of an outside fact does not use

evidence in any way relating to an argument about changing ideas about independence.)

D. Analysis and Reasoning (2 points)

a) Sourcing

Responses earn one point by explaining how or why the point of view, purpose, historical situation, and/or

audience of at least three documents is relevant to an argument about the extent of change in ideas about

American independence from 1763 to 1783. (1 point)

Example of acceptable explanation of the relevance of the document’s point of view:

• “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.”

• “Thomas Paine, with the American Crisis, articulated the revolutionary sentiment of many

Americans as they went through the early years of the revolution.”

Example of unacceptable explanation of the relevance of the document’s point of view:

• “As Janet Schaw, a Scot visiting her brother in Wilmington, North Carolina reflects, any officer can

enter a man’s plantation without being allowed to and he can threaten the plantation owner.”

(Though Schaw’s point of view is identified as a Scot, there is no relevance for ideas about

American independence associated with it.)

• “Sam Adams was a loyalist who wanted to promote peace with the king and he supported the

Olive Branch petition.” (This statement incorrectly identifies Sam Adams as a Loyalist.)

Example of acceptable explanation of the relevance of the purpose:

• “The purpose of his speech [Document 3, Samuel Adams] was to encourage colonists to realize that

if they do not like the unfair policies being imposed on them by a small country in a land far away,

that they had a write [sic] to leave that government and create a new one.”

• “As the author [Thomas Paine]…his purpose for emotional writing was to cast GB [Great Britain] in

a very negative light and regard them as evil.”

Example of unacceptable explanation of the relevance of the purpose:

• “Although the cost of war would be high, Inglis argued for an independent economy as a necessity

of life.” (This statement incorrectly states the purpose by arguing that Inglis desired an independent

economy when in fact he was arguing against leaving the British Empire.)

• “This includes the Quakers whose purpose was to bring peace back to the country (Doc 4).” (While

this statement says “purpose”, it does not explain the significance of the purpose in relation to the

document. It merely gives a general summary of the content of the document.)

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Examples of acceptable explanation of the relevance of the historical situation of a document:

• “One such act is the Stamp Act, which put a tax on newspapers, tea pots, and more. In (Document

1), it is very clear that Patriots want no more taxes at all because they aren’t being represented.

They want actual representation, not virtual representation.”

• “The teapot was made during the period when Britain taxed the colonists and shows how the

American public became more united by opposing these taxes.”

Example of unacceptable explanation of the relevance of the historical situation of a

document:

• “The Stamp Act was one of the many reasons the colonists wanted to gain independence. When

the colonists rebelled against this act, the British government passed the Intolerable Acts. This

made matters worse. The acts forced the colonists to rebel and form a group of rebels called the

Patriots or the Sons of Liberty.” (This statement incorrectly links the Stamp Act protest to causing

the Intolerable Acts, and as a result a strong movement for independence after the Stamp Act. Also,

it then incorrectly links the formation of the “Patriots” and “Sons of Liberty” to the Intolerable Acts.)

Examples of acceptable explanation of the relevance of the audience:

• “For example, document 2 addressed the King, and asked him peacefully to look into the issue of

unfair taxes and to reconsider his decisions on them. The document used very respectable words:

such as [“] humble, dutiful, and loyal address [“] to show that they do not want independence, they

merely want their deserved rights and that they are not trying to go against the king.”

• “Adams desires to confirm the ideas of the colonists who are fed up with British rule as well as

advocate his desire to see American independence.”

Examples of unacceptable explanation of the relevance of the audience:

• “Addressing Loyalists, Thomas Paine stated that tyranny must be fought against.”(The audience is

incorrect and the relevance of the audience is not identified.)

• “As can be seen her [sic] audience were loyalist or people undecided on who to support.” (This

does not explain the connection between the audience and the argument.)

b) Complexity

Responses earn one point by demonstrating 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 of change in ideas about American independence from 1763 to 1783. (1 point) A response may

demonstrate a complex understanding in a variety of ways, such as:

• Explaining nuance of an issue by analyzing multiple variables

• Explaining both similarities and differences, or explaining both continuity and change, or

explaining multiple causes, or explaining both causes and effects

• Explaining relevant and insightful connections within and across periods

• Confirming the validity of an argument by corroborating multiple perspectives across themes

• Qualifying or modifying an argument by considering diverse or alternative views or evidence

This understanding must be part of the argument, not merely a phrase or reference.

Ways of demonstrating complex understanding for this prompt might include:

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• Explaining how ideas stayed the same in some places and among some groups, but changed for

others

• Explaining similarities between the change in ideas about American independence and changes

that took place during the French Revolution, the Haitian Revolution, or the United States Civil

War

• Examining how changes in ideas related to economic changes in the period

Examples of acceptable demonstration of a complex understanding:

• “In the very beginning of colonial independence many colonies addressed grievances peacefully,

believing reconciliation through a formal document of suggestions was possible. Originally anger

had arisen amongst the colonies through the passage of the Stamp Act, which was a direct tax on

the colonists….This act was latered [sic] followed by other forced acts, such as the Townshend

Acts,…, and the Tea Act. All of which increasingly agitated the colonists because of the lack of

colonial representation in the passage of them….However, as the years continued and more acts

were passed a sense of a separate colonial community arose among the colonists as they all

targeted the common goal of ‘natural and individual rights.’ Many incidents began to occur,

wherein the colonists displayed their resentments, such as the Boston Tea Party, the Boston

Massacre, and the acts committed by the Sons of Liberty….However, there was also an increment

of the colonial population that disagreed with the new colonial agenda. Some of whom were

loyalists who stayed loyal to British reign.” (This response explores the nuance of the issue with

change over time, and makes relevant and insightful connections within and across periods. Also,

it qualifies its argument by taking into consideration that some were loyal to the British and not all

were Patriots.)

• “…there were a variety of groups who had different opinions on the War for Independence. There

was patriots who favored independence, loyalist how wanted to stay under British rule, and those

in the middle who wanted to stay with Britain but make changes to their legislation. This split is

similar to the War of 1812 opinions of war. There was the group who believed we should defend

ourselves from the British navy and impressment. Also, the War Hawks and expansionists who

favored the War of 1812 and hoped to gain territory. There was also a group, known as the

Federalist who opposed the war. They even started the Hartford Convention in opposition to the

war. However this was seen as treasonist [sic] and caused their party to die.” (This response

makes relevant and insightful connections to a later period to corroborate its argument about social

divisions and the change in ideas about independence.)

Examples of unacceptable demonstration of a complex understanding:

• “In the Virginia Resolves in 1769, the Virginia House of Burgesses stated that their rights as

Americans were being violated….This can also be connected to Thomas Paine’s Common Sense

which was writing by the colonists saying that they are going to rebel….” (This response equates

and compares the Virginia Resolves with Thomas Paine, but fails to explain how the ideas changed

over time or qualify how they weren’t exactly the same. It then moves on to the Sam Adams

document in the same fashion. The response deals with the issues simplistically throughout the

essay, without showing complexity in the relationship of the arguments.)

• “This drastic change in attitude towards a leader is not uncommon. The French Revolution also

shows a country unhappy with their ruler. Like the colonists, the French overthrew their king.”

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(The parallel of ideas between the French Revolution and American Revolution is not defined along

lines of ideas that both revolutions represent but rather of feelings of unhappiness.)

• “The ideas of the independence movement are quite drastic. This is similar to the rights of

enslaved African Americans during the Civil War. At first, abolitionists wanted freedom for slaves

because it was morally right. But then, freedom looked good for other reasons. Abolitionists realized

that free blacks can help the economy, they could work for pay, which would allow them to spend

money and help businesses. Abolition movements changed drastically, it was no longer a moral

effort, but an economic effort to help everyone.” (This response presents an underlying fallacy: that

abolitionists moved from wanting emancipation for moral reasons to wanting it for economic

reasons.)

USHDBQ_74

USH_DBQ_ Sample A

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USHDBQ_69

USH_DBQ_ Sample B

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USHDBQ_84

USH_DBQ_ Sample C

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USHDBQ_33

USH_DBQ_ Sample D

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USHDBQ_81

USH_DBQ

_ Sample E

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USHDBQ_13

USH_DBQ_ Sample F

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Document-Based Question

Evaluate the extent of change in ideas about American independence from 1763 to 1783.

Sample: A (Sample #74)

Score—Thesis/Claim: 1

The response earned a point for thesis. The response makes a historically defensible claim about how much

change occurred and addresses how the change in ideas went “from wanting representation in Parliament to

fighting to create their own nation.”

Score—Contextualization: 1

The response earned a point for contextualization. The response describes a broader historical context in the

conclusion with relevant information. The response refers to the revolution succeeding and how the ideas of

the revolution would continue in the formation of the government with issues “over the division of federal

and state powers.”

Score—Evidence: 1

The response earned a point for using at least three documents to address the topic of the prompt. The

response used the content of Documents 1–6.

The response did not earn a point for using the content of at least six documents to support an argument in

response to the prompt. While the response uses the content of Documents 1–4 and 6 to support an

argument, its use of Document 5 only briefly addresses the subject and does not provide any explanation of

the content to support or connect to the argument being made. Also, it does not use Document 7, so it falls

short of the requirement of using six documents in support of an argument.

The response did not earn a point for using at least one additional piece of specific historical evidence that

relates to an argument about the question. No attempt is made to provide this evidence.

Score—Analysis and Reasoning: 2

The response earned a point for explaining the relevance of sourcing to the argument for at least three

documents. The response explains the relevance of the historical situation of Document 1 by referencing the

impact of the French and Indian War and needing to impose taxes because of the debt. In Document 2, the

response explains the relevance of the King of England as the audience in relation to the wording used by the

House of Burgesses. For Document 3, the response explains the relevance of Samuel Adams’s claim for

natural rights in relation to the growing Enlightenment movement and spread of “ideas of men like Locke

and Montesquieu.”

The response earned a point for demonstrating a complex understanding of the historical development that

is the focus of the prompt. The response addresses a change over time in ideas by explaining how early

actions “were still a long way from the ideas of revolution” but later there would be calls for independence.

The response also shows a complex understanding of historical nuances, and qualifies the argument in the

last body paragraph by addressing how “The colonies were not as united as they seemed.”

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Sample: B (Sample #69)

Score—Thesis/Claim: 1

The response earned a point for thesis. The response makes a historically defensible claim that establishes a

line of reasoning about changing ideas from, “to self govern and have some representation […] to better

reflect their motivations to become independent and sovereign.”

Score—Contextualization: 1

The response earned a point for contextualization. In the introduction, the response connects to the broader

historical context when referencing the effects of the French and Indian War on the relationship between

England and the colonies. It also makes a number of references to the foundation of the colonies and

mercantilism. These describe several broader historical contexts relevant to the prompt.

Score—Evidence: 3

The response earned a point for using at least three documents to address the topic of the prompt. All

documents are used to address the prompt.

The response also earned a point for using the content of at least six documents to support an argument in

response to the prompt. The response uses content to support the argument with Documents 1–4 and 6–7.

For example, when using Document 1, it uses the content of the document to illustrate how colonists reacted

to new British polices and their desire to have representation (but not yet independence). Although the

response misinterprets the position of the author in Document 5, it uses the other documents successfully to

earn the point.

The response also earned a point for using at least one additional piece of specific historical evidence that

relates to an argument about the question. The response uses historical evidence such as the acts passed by

Britain pertaining to the colonies, their assemblies, and the Declaration of Independence to support the

argument.

Score—Analysis and Reasoning: 2

The response earned a point for explaining the relevance of sourcing to the argument for at least three

documents. The response accurately explains the relevance of purpose with Documents 1 and 2, historical

situation with Documents 3 and 7, and point of view with Document 4.

The response earned a point for demonstrating a complex understanding of the historical development that

is the focus of the prompt. The response corroborates its understanding by making connections to the

French and Haitian Revolutions. The response also consistently uses the documents to corroborate the

argument and to show a detailed understanding of change over time. For example, when transitioning from

the first body paragraph to the second body paragraph, the response explains how, early on, colonists’

actions were just protests about rights and not calls for independence, but with spreading Enlightenment

ideals the arguments for independence increased.

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Sample: C (Sample # 84)

Score—Thesis/Claim: 1

The response earned a point for thesis. The introduction to the response makes a historically defensible claim

that establishes a line of reasoning about how ideas changed from centering on representation to wanting to

be independent.

Score—Contextualization: 0

The response did not earn a point for contextualization. The response makes a passing reference to Britain

imposing taxes that “only benefited the mother country” in the introduction, and a passing reference to this

struggle being similar to “the Civil War struggle.” This does not present enough of a connection from before,

during, or after the period to show describe a broader, relevant historical context.

Score—Evidence: 2

The response earned a point for using at least three documents to address the topic of the prompt. The

response uses the content of Documents 1, 3, and 7 in this way. However, it makes mistakes and

misinterpretations with Documents 2, 4, and 6. The response interpreted Documents 4 and 6 as supporting a

break with Britain, and argues in Document 2 that the House of Burgesses was created to respond to the

Stamp Act crisis.

The response did not earn a point for using the content of at least six documents to support an argument in

response to the prompt. As explained above, three of the documents were not used correctly to address the

topic of the prompt. The response does use the content of Documents 3 and 7 to support the argument, but

this falls short of meeting the requirements for the point.

The response earned a point for using at least one additional piece of specific historical evidence that relates

to an argument about the prompt. The response uses the Stamp Act Congress and acts/mercantilism as

additional pieces of evidence to support the argument.

Score—Analysis and Reasoning: 0

The response did not earn a point for explaining the relevance of sourcing to the argument for at least three

documents. The response does explain the historical situation for Document 3 and purpose for Document 7.

However, the attempts at explaining the relevance of sourcing by using purpose with Documents 1, 2, and 6

are not successful because of incorrect statements. The response claims the purpose of Document 1 was to

show how wealthy the British were becoming, and the purpose of Document 2 was to create a body to

represent the colonies and this was their “beginning to enter the political realm.” The purpose of Document 6

is misinterpreted as promoting a break from Britain.

The response did not earn a point for demonstrating a complex understanding of the historical development

that is the focus of the prompt. The response does not consistently connect and analyze the relationships

among the evidence or successfully use the evidence correctly to corroborate, qualify, or modify the

argument.

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Sample: D (Sample 33)

Score—Thesis/Claim: 0

The response did not earn a point for thesis. The response argues that ideas “changed very much,” but

merely identifies ideas as that “Many things happened within these time periods.” This is not specific

enough to make a claim that establishes a line of reasoning

Score—Contextualization: 0

The response does not earn a point for contextualization. The response does not make an attempt at relating

the topic to broader historical contexts.

Score—Evidence: 0

The response did not earn a point for using at least three documents to address the topic of the prompt. The

response misinterprets or has errors with many of the documents it uses in attempts at addressing the

subject (Documents 1, 2, 4, 5, 6, 7).

For the same reason, the response did not earn a point for using the content of at least six documents to

support an argument in response to the prompt.

The response also did not earn a point for using at least one additional piece of specific historical evidence

that relates to an argument about the prompt. There was no attempt at using a piece of historical evidence

beyond the documents.

Score—Analysis and Reasoning: 0

The response did not earn a point for explaining the relevance of sourcing to an argument for at least three

documents. There is an unsuccessful attempt at explaining point of view with Document 7 when the

response connects reliability to the incorrect assertion that Thomas Paine was a leader of the army.

The response did not earn a point for demonstrating a complex understanding of the historical development

that is the focus of the prompt. The response does not consistently connect and analyze the relationships

among the evidence or successfully use the evidence correctly to corroborate, qualify, or modify the

argument. The response simply addresses the documents in the sequence that they appeared in the prompt

without making connections (and is erroneous with many of them).

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Sample: E (Sample 81)

Score—Thesis/Claim: 0

The response did not earn a point for thesis. The response refers to “radical change in ideas,” but does not

make a claim that offers a line of reasoning about the change in ideas. It simply says “radicals acted upon

their ideas” but offers nothing to identify the changing ideas.

Score—Contextualization: 1

The response earned a point for contextualization. The response makes relevant connections to the broader

historical context in the introduction with the growing tensions over trade and taxation, and the result of a

growing sense of unity in the colonies. Also, in the conclusion, the response identifies a divide between the

Patriots and Loyalists, while noting the ideas of the Revolution would “shape the writing of the Constitution.”

Score—Evidence: 1

The response earned a point for using at least three documents to address the topic of the prompt. The

response used content from Documents 1, 3, 4, 5, and 7.

The response did not earn a point for using the content of at least six documents to support an argument that

responds to the prompt. While the response did use content from the documents to support an argument, it

misinterprets Document 2 as a Loyalist writing and does not use Document 6. As a result, it falls short of the

requirement of six documents in this category.

The response did not earn a point for using at least one additional piece of specific historical evidence that

relates to an argument about the prompt. The response merely makes a reference to “Common Sense” and

does so in connection to the document. It does not relate it to the argument as an additional piece of specific

historical evidence.

Score—Analysis and Reasoning: 1

The response earned a point for explaining the relevance of sourcing to the argument for at least three

documents. The response explains the relevance of the historical situation to the argument for Documents 1

and 3, and point of view to the argument for Document 5.

The response did not earn a point for demonstrating a complex understanding of the historical development

that is the focus of the prompt. The response does not consistently address the complexity of the argument in

relation to changing ideas. It uses some evidence to address ideas in the first body paragraph, but other

evidence is used more in relation to actions and feelings than a change in ideas over time. The response does

offer a qualification to the argument that not all were in support of the independence movement, but part of

the argument is supported with a misuse of a document.

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Sample: F (Sample 13)

Score—Thesis/Claim: 1

The response earned a point for thesis. The response makes a historically defensible claim that establishes a

line of reasoning by stating that there was limited change: “Ideas about American independence changed in

that colonists now called for changes in regards to Britain’s tyrannical oppression and taxation. On the other

hand, some colonists did not change their ideas in favor of independences, remaining loyal to the British

crown. Thus, the extent of change in ideas about American independence from 1763to 1783 was limited for

some colonists…”

Score—Contextualization: 1

The response earned a point for contextualization. The response describes the broader historical context of

the period by connecting the Enlightenment and end of “salutary neglect” as a result of the French and

Indian War to the topic. This is found in the introduction and opening of the first body paragraph.

Score—Evidence: 3

The response earned a point for using at least three documents to address the topic of the prompt. The

response used content from Documents 1, 3, 4, 5, 6, and 7 correctly.

The response earned a point for using the content of at least six documents to support an argument in

response to the prompt. The response provided explanation to support the argument and did not merely

paraphrase or quote documents. For example, Document 3 addresses what Samuel Adams is arguing in the

document and then goes on to add, “His claim that people can reform or create a new government if the old

one is oppressive illustrates a clear change in the ideas regarding independence.” The response does

misinterpret Document 2, but still earns the point for using the other six documents to support the argument.

The response earned a point for using at least one additional piece of specific historical evidence that relates

to an argument about the prompt. The response uses the historical evidence of the Boston Massacre and

Paul Revere’s illustration to support the argument about intensifying ideas toward independence.

Score—Analysis and Reasoning: 1

The response did not earn a point for explaining the relevance of sourcing to the argument for at least three

documents. The response makes references to point of view and purpose, but is not explaining the relevance

of the point of view of the source to the argument. For example, with Document 7 the response merely states

what Thomas Paine is saying in the document and not explaining the relevance of his point of view on this

argument. It does the same with Document 2 and claims the House of Burgesses was written as a loyalist.

The response does explain relevance of sourcing to the argument with Documents 3 and 6.

The response earned a point for demonstrating a complex understanding of the historical development that

is the focus of the prompt. The response consistently explores the nuances of change over time, and makes

relevant and insightful connections with the documents through corroboration and qualification. For

example, it links Documents 1 and 3 with the connection of how there were changing ideas moving more

toward independence in the time period. In the same paragraph, it also qualifies the extent of this by

identifying that there were those who differed in their views toward the Patriot movement with Document 5.

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It also supports the argument from the thesis that some remained loyal with a qualification body paragraph

that connects content from Documents 4 and 6.