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AP WORLD HISTORY

LEO Rubric

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AP History Long Essay Question Rubric with Scoring Notes


MAY 2016: Implementation for AP U.S. History and AP European History

MAY 2017: Implementation for AP World History

- A .THESIS

1 Point

B. ARGUMENT DEVELOPMENT: USING THE TARGETED HISTORICAL THINKING SKILL

2 Points

TARGETED SKILL: Argumentation (E1 )*

1 Point

Presents a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one p lace , e ither in the introduction or the conclusion.

TARGETED SKILL: Argumentation (Ez and E3) and Targeted Skill (Cz, 01, Dz, 03/ 04,05, or 06)

Develops and supports an argument that:

COMPARISON:

1 Point

Describes similarities AND differences among historical individuals, events, developments, or processes.

1 Point: Explains the reasons for similarities AND differences among historical individuals·, events, developments, or processes.

- ---- · --- -- · - ·- --· Olj, DEPENDING ON THE PROMPT --- ..

Evaluates the relative significance of historical individuals, events, developments, or processes.

CAUSATION:

1 Point

Describes causes AND/OR effects of a historical event, development; or process.

1 Point

Explains the reasons for the causes AND/OR effects of a historical event, developm ent , or process.

Scoring Note: If the prompt requires discussion of both causes and effects, responses must address both causes and effects in order to earn both points.

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Appendices I L - 173

.: AP History Long Essay Question Rubric with Scoring Notes

B. ARGUMENT CCOT: DEVELOPMENT: 1 Point USING THE Describes historical continuity AND change over time. TARGETED HISTORICAL 1 Point THINKING Explains the reasons for historical continuity AND SKILL change over time. ·' 2 Points

(continued) PERIODIZATION:

1 Point

Describes the ways in which the historical development specified in the prompt was different from and similar to developments that preceded AND/OR followed.

1 Point

Explains the extent to which the historical development specified in the prompt was different from and similar to developments that preceded AND/OR followed.

Scoring Note: For both points, if the prompt requires evaluation of a turning point, then responses must discuss developments that preceded AND followed. For : both points, if the prompt requires evaluation of the

,' characteristics of an era, then responses can discuss , .. developments that EITHER preceded OR followed.

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C. ARGUMENT TARGETED SKILL: Argumentation (E2 and E3) DEVELOPMENT: USING 1 Point EVIDENCE Addresses the topic of the question with specific

2 Points examples of relevant evidence. 'r

1 Point:

Utilizes specific examples of evidence to fully and effectively substantiate the stated thesis or a relevant argument.

1:, . ... .

1:1 Scoring Note: To fully and effectively substantiate the stated thesis or a relevant argument, responses must 1:•

include a broad range of evidence that, through analysis 1: and explanation, justifies the stated thesis or a relevant argument.

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APWORLD HISTORY

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D. SYNTHESIS

1 Point

TARGETED SKILL: Synthesis {C4, C5, or C6}

1 Point

Extends the argument by explaining the connections between the argument and ONE of the following:

a) A development in a different historical period, situation, era, or geographical area.

b) A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or' intellectual history).

c) A different discipline or field of inquiry (such as economics, government and politics, art h istory, or anthropology) (Note: For European and World History only).

Scoring Note: The synthesis point requires an explanation of the connections to different historical period, situation, era, or geographical area, and is not awarded for merely a phase or reference.

On Accuracy: The components of this rubric each 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.

On Clarit y: These 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 and skills described above.

• Please see the Historical Thinking Skill Proficiency Expectations on page 11 for explanation and further description.

LEADER'S EDITION

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Appendices L-175

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AP WORLD HISTORY

AP World History Practice Exam Long EssaJ! Question 3

Scores and Commentary

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

Overview

This causation long essay question asks students to analyze the causes of imperial decline and collapse in the period c. 600 B.C.E. to 600 C.E.

Sample 3A Score: 6

A. Thesis (1 point)

The thesis is the entirety of the first paragraph, where the response identifies a number of historically defensible claims about the decline of empires within the time period 600 B.C.E. to 600 C.E., including imperial overexpansion, invasions and cultural conflicts, and internal governmental instability:

B. Argument Development: Using the Targeted HistoricaiThinking Skill (2 points)

a) Argument Development - Describes (1 point)

While only two causes of imperial decline were required to earn this point, three causes are clearly identified and described:

• Territorial overexpansion: "The chief cause of imperial decline/collapse during this period was an over-expansion of territory."

• Internal instability due to external threats: "Other factors contributed to this overall over-expansion, as outside groups disturbed the stability of the state."

• Governmental weaknesses: "The states themselves were also contributing factors to their decline, as many imperial states had not established a government strong enough for its ambitions."

b) Argument Development- Explains (1 point)

Only two causes of imperial decline require explanation to earn this point, but this response explains the three causes of imperial decline and/or collapse that it presents: ·

• Territorial overexpansion: "The chief cause of imperial decline/collapse during this period was an over-expansion of territory. During this time, power was defined by land, so empires/states focused on accumulating and controlling as much land as possible. While this strategy initially contributed to the power of the states, it ultimately led to their decline, as the expanse of the empires became too much for the state to control."

• Internal instability due to external threats: "Other factors contribute?- to this overall over-expansion, as outside groups disturbed the stability of the state. In the Roman Empire, Germanic peoples from the West and competing, powerful states from the East threatened the stability of the Empire .. . In Han China, continuous conflicting powers and nomadic peoples disturbed the careful stability of the bureaucratic system."

© 2016 The College Board

LEADER'S EDITION

Appendices I l-183

AP World History Practice Exam Long Essay Question 3

• Governmental weaknesses: "The states themselves were also contributing factors to their decline, as many imperial states had not established a government strong enough for its ambitions. In the Roman Empire, a chronically conflicting central government and fragile bureaucracy met individuals battling to be emperor, which did not create a strong/stable center to control its wild ambitions in expansion."

C. Argument Development: Using Evidence (2 points)

a) Using Evidence- Examples (1 point)

The response identifies multiple specific historical examples associated with imperial decline and collapse. These include specific reference to Roman expansion in North Africa and the Middle East, the identification of Germans as invaders, and imperial dynastic rivalry.

b) Using Evidence- Effective Substantiation (1 point)

This response provides multiple instances where the specific evidence provided is used to effectively substantiate the thesis or argument:

• The response explains that the Roman expansion in North Africa and the Middle East led to Roman control over "cultures that did not blend in" (the statement that the expanding Roman Empire had a "Christian ideology" is chronologically inaccurate, but that error does not detract from the overall argument).

• The response explains that the Germanic invasions were caused by Roman infringement into "the boundaries of other powers and peoples."

• The response explains that succession struggles weakened the Roman and Han empires because they coincided with chronic conflict between the "central government and [a] fragile bureaucracy."

D. Synthesis (1 point)

The response earns the point for synthesis by extending and enriching the argument by bringing in an example of imperial decline from a different historical time period: "From a different historical context, at a much later time period, Napoleon's state met similar causes of decline. While Napoleon's wild ambition drove him to expand far beyond the stretches he was capable of maintaining, the stability of his power was compromised and reached a decline. In attempting to create a Europe-wide empire as well as an Empire in the new world, he reached his limits."

Sample 38 Score: 4

· A. Thesis (1 point)

This response earns the point for thesis as it makes the historically defensible claim that "Rome's decline and fall can be connected-with social, political, and economic weaknesses such as invasion, corruption, and inflation of currency.'' Had the response not included the specific references to invasion, corruption, and inflation of currency to support the claim, it would not have earned the point.


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AP WORLD HISTORY


B. Argument Development: Using the Targeted HistoricaiThinking Skill (1 point)

a) Argument Development - Describes (1 point)

The response includes a discussion of three causes. The discussion of the first cause (the "decline of social status" contributing to the qecline of the empire) is too vague and broad to earn credit on its own. The response would have had to be more specific about which social classes were affected or be more precise about what is meant by "weaknesses in social aspects" for this cause to count toward the point. In this case, the discussion of the other two causes does qualify this response to earn this point. The response notes that "ineffective economic systems also caused the weakening of Rome" and that "ineffective rulers came to power . .. Also, greedy politicians stole vast amounts of money worsening the economic situation."

b) Argument Development - Explains (0 points)

For the three causes identified, only one includes an explanation of the reasons for the decline and/or collapse; thus, the response does not earn this point. The one viable explanation the response provided pertained to how inflation led to economic decline: "From all of the conquest and expansion, Rome was left with extensive wealth. This led to inflation and the prices of goods and materials rose dramatically. Peasants the lower class were now not able to afford food. Also, with the price of goods raised, farmers and soldiers both became in debt and were not being paid."

There is no explanation of how the decline of "social status" contributed to the decline of the empire. The response notes that attacks by "Franks and the Vikings" led to a loss of pride in the army, leading to the hiring of mercenaries and eventual collapse of the borders, but none of these are connected to "weaknesse·s in social aspects." If the essay had argued that a cause of decline was overexpansion or the decline of the military, these explanations would have counted toward earning the point.

Similarly, there is no explanation of how political corruption led to decline. If the essay contained an such an explanation, it would have counted toward earning the point. The response also could have noted how increasing competition between political figures led to instability and then decline.

C. Argument Development: Using Evidence (2 points)


The response includes multiple mentions of specific evidence; for instance, noting that the Franks threatened the Roman Empire, the empire employed mercenary soldiers, inflation was rampant within the empire, and the debts -of farmers and soldiers increased rapidly within the empire.

b) Using Evidence- Effective Substantiation (1 point)

The response is awarded this point because it utilizes three pieces of evidence to fully and effectively substantiate the thesis, explaining how the invasions by the Franks contributed to the decline of the empire; explaining how the use of mercenaries, who were not as powerful as Roman soldiers, contributed to decline of the empire; and explaining how inflation and debt led to the decline of the empire.


LEADER'S EDITION

Appendices I l-185

AP World History Practice Exam .Long Essay Question 3

D. Synthesis (0 points)

The response does not earn the point for synthesis because the essay does not attempt to develop arguments about a different historical period, situation, or era. It does not bring in an additional course theme or approach, nor does it introduce insights from a different discipline.

·Sample3C Score: 1

A. Thesis (0 points)

This response does not earn a point for thesis as it only provides one cause (nomadic invasion) for the decline and collapse of imperial states between 600 B.C.E. and 600 C.E. The response could have earned the point if it had clearly articulated in the thesis paragraph factors related to the political and cultural divisions within the Roman Empire, which the response begins to explore in the body of the essay.

B. Argument Development: Using the Targeted HistoricaiThinking Skill (O points)

a) Argument Development - Describes (0 points)

The response does not earn a point for describing the causes because it only accurately describes one cause of imperial decline and collapse in the body of the essay, whereas two are required to earn this point. The response achieves one description of a cause when it states, "The collapse of Rome was caused by nomadic invaders ." The statement, "After the fall of Rome, the empire was split into 2 sections: East & West" does not accurately describe a cause of the collapse of the empire. This statement describes imperial fragmentation, but not a cause of that fragmentation. Moreover, the essay asserts that the fragmentation caused the growth of the Byzantine Empire, which is not an example of decline or collapse. The response could have earned the point if it had accurately described a cause for the political or cultural fragmentation of the Roman Empire in the later part of the identified period.

b) Argument Development - Explains (0 points)

The response does not earn a point for explaining the causes because it successfully explains only one cause of imperial decline and collapse when two explanations are required. The one adequate explanation of a cause states that the invaders took advantage of government weakness to push further into the Roman territory, eventually being able to capture the capital, Rome.

C. Argument Development: Using Evidence (1 point)


The response addresses the topic of the question with three pieces of specific evidence:

• The taking of the capita:! Rome

• The fragmentation of the empire as the split between East and West

• The leadership of the empire, Emperor Constantine


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b) Using Evidence- Effective Substantiation (0 points)

The response does not effectively use evidence to substantiate the argument. The response identifies that invaders took Rome, but it does not extend this evidence to explain why or how the fall of the city led to full imperial collapse or decline . The response identifies the fragmentation of the empire during the period, but it do~s not specifically explain how this this fragmentation led to collapse or decline. The response identifies a leader, Constantine, who is appropriate to the period and topic, but it does not explain how or why Constantine played a role in the empire's decline .

D. Synthesis (0 points)

The essay does not achieve synthesis because the essay does not attempt to develop arguments about a different historical period, situation, or era. It does not bring in an additional course theme or approach, nor does it introduce insights from a different discipline.


LEADER'S EDITION

Appendices I L-187

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