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2006 Ap lBl EUROPEAN HISTORY FREE-RESPONSE QUESTIONS
EUROPEAN HISTORY
SECTION II
Parte
(Suggested planning and writing time-35 minutes)
Percent of Section II score-27 1/2
Directions: You are to answer ONE question from the three questions below. Make your selection carefully,
choosing the question that you are best prepared to answer thoroughly in the time permitted. You should spend
5 minutes organizing or outlining your answer. Write your answer to the question on the lined pages of the Section II
free-response booklet, making sure to indicate the question you are answering by writing the appropriate question
number at the top of each page.
Write·an essay that:
•
•
•
•
Has a relevant thesis.
Addresses all parts of the question.
Supports thesis with specific evidence.
Is well organized.
APQll European History
Free-Response Scoring Guidelines
Generic Free-Response Scoring Rubric for AP European History
These guidelines are intended to be generic and should be adapted to suit the particular needs ofthe question.
8-9 Points
• Thesis is explicit and fully responsive to the question.
• Organization is clear, consistently followed, and effective in support of the argument.
• Essay is well balanced; all major topics suggested by the prompt are covered at some length.
• All major assertions in the essay are supported by multiple pieces of relevant evidence.
• May contain errors that do not detract from the argument. .
6-7 Points
• Thesis is explicit and responsive to the question.
• Organization is clear and effective in support ofthe argument but not consistently followed.
• Essay is balanced; all major topics suggested by the prompt are covered at least briefly.
• All major assertions in the essay are supported by at least one piece of relevant evidence.
• May contain an error that detracts from the argument.
4--5 Points
• Thesis is explicit but not fully responsive to the question.
• Organization is clear and effective in support of the argument but not consistently followed.
• Essay shows some imbalance; some major topics suggested by the prompt are neglected.
• Most ofthe major assertions in the essay are supported by least one piece of relevant evidence.
• May contain a few errors that detract from the argument.
2-3 Points
• No explicit thesis or a thesis that merely repeats/paraphrases the prompt.
• Organization is unclear and ineffective.
• Essay shows serious imbalance; most major topics suggested by the prompt are neglected.
• Only one or two major assertions are supported by relevant evidence.
• May contain several errors that detract from the argument.
0-1 Points
• No discemable attempt at a thesis.
• No discemable organization.
• One or none ofthe major topics suggested by the prompt is mentioned.
• Little or no supporting evidence used.
• May contain numerous errors that detract from the argument.
Generic Core-Scoring Guide for AP European History
Document-Based Question
(Score scale 0-9)
BASIC CORE
Points
1. Provides an appropriate,
explicitly stated, thesis
that directly addresses all
parts of the question.
Thesis may not simply
restate the question.
1
2. Discusses a majority of
the documents individu­
ally and specifically.
1
Points
Expands beyond basic core
of 1-6. The basic score of 6
must be achieved before a
student can earn expanded
core points.
0-3
Examples:
3. Demonstrates understand- 1
ing of the basic meaning of
a majority of the docu­
ments (may misinterpret
no more than one).
4. Supports the thesis with
appropriate interpreta­
tions of a majority of the
documents.
1
5. Analyzes point of view or
bias in at least three docu­
ments.
1
6. Analyzes documents by
explicitly organizing them
in at least three appropri­
ate groups.
1
Subtotal
6
• Has a clear, analytical, and
comprehensive thesis.
• Uses all or almost all
documents.
• Addresses all parts of the
question thoroughly.
• Uses documents persua­
sively as evidence.
• Shows understanding
of nuances in the
documents.
• Analyzes point of view or
bias in at least four docu­
ments cited in the essay.
• Analyzes the documents
in additional ways-addi­
tional groupings or other.
• Brings in relevant "out­
side" historical content.
TOTAL
26
EXPANDED CORE
Subtotal
3
9
apcentral.collegeboard.com
SCALE:
Exceeds
Standard:
Name:
Assessment:
Date:
Period:
Understanding of the
Big Ideas
(25 %):
The intro. paragraph has
a clear and powerful
thesis that addresses the
issue.
Application and
Transfer of
Knowled~e (25%):
The arguments and
evidence are relevant
and connect to the big
ideas
Historical Thinking
(25%):
Impact (25%):
Communication is fluid
and delivery is smooth.
Key history concepts s are
fully explained
The arguments
make inferences and
connections to prior
learning.
Sophisticated
understanding of
-chr0nology,
-historical context,
-the role of cause &
effect
-the results of
continuity and
change
Evidence demonstrates
exceptional effort and
focus.
Meets
Standard:
All EQ's are answered in
depth.
Thesis and intro
paragraph the address
issue.
Frequent use of key
history concepts.
Evidence demonstrates
effort and focus.
All EQ's are,answered.
Near
Standard:
Adapts new
information to new
situations with ease and
clarity
Arguments and
evidence make many
connections to the big
ideas.
Several connections to
prior learning.
Adapts new
information to new
situations.
Thesis and intro paragraph Arguments and
attempt to address the issue evidence attempt to
connect to the big ideas.
Some use ofkey historical
Some connections to
concepts.
prior learning.
Choice of evidence
demonstrates insufficient
Attempts to adapt new
effort and/or focus.
ideas to new situations.
','
Below
Standard:
Attempts to answer all
EQ's.
Thesis/intro do not
address the issue.
Little if any use of key
history concepts.
Choice of evidence
demonstrates little or no
effort and/or focus.
Partial answers to the
EQ's.
Arguments and
evidence are not
connected to the big
ideas.
Few if any connections
to prior learning.
Does not adapt new
information to new
ideas.
Meticulous proofreading
and preparation.
Each paragraph is focused
and introduced by a topic
sentence.
Demonstrates a deep
understanding of
multiple perspectives.
Conclusion is reflective
and original.
References several
examples of:
-chronology
-historical context
-the role of cause &
effect
-the results of
continuity and
change
Demonstrates reflection
on multiple
perspectives
Some use of
-chronology
-historical context
-the role of cause and
effect
-the results of
continuity and change.
Communication is
generally fluid and smooth.
Very good proofreading
and preparation.
Each paragraph is focused
and introduced by a topic
sentence but may lack
some detail.
Conclusion is reflective.
Commuriication suggests
more preparation and
proofreading are necessary.
Paragraphs are focused but
lack a topic. sentence and
some important details.
Demonstrates some
awareness of multiple
perspectives.
Some reflection shown in
conclusions.
Little or no awareness
of
-chronology
-context
-cause & effect
-continuity and change
-multiple points of view
Communication suggests
little or no proofreading
and preparation.
Paragraphs lack focus and
one or'more elements:
Topic sentence
Conclusion
Clear body paragraphs