AP U.S. HISTORY: GENERIC RUBRIC FOR DBQ AND FRQ RESPONSES
The list of characteristics following the grades apply to both free response essays and DBQ’s and indicate what
student essays need to contain in order to score in a particular category. In addition, DBQ essays must
incorporate document analysis and substantial information that is not contained in the documents (outside
information).
8-9
•Strong, well developed thesis which clearly addresses the question; deals with the most significant issues and
trends relevant to the question and the time period
•Abundant, accurate specifics; may contain insignificant errors
•Depending on what is called for, demonstrates well reasoned analysis of relationship of events and people, cause
and effect, continuity and change
•Covers all areas of the prompt in approximate proportion to their importance (Extremely good papers need not
be totally balanced)
•Effective organization and clear language
DBQ: Sophisticated use of a substantial number of documents; substantial relevant outside information;
chronologically coherent
5–7
•Has a valid thesis; deals with relatively significant issues and trends
•Some accurate specific information relevant to the thesis and question
•Analyzes information: uses data to support opinions and conclusions; recognizes historical causation, change,
and continuity
•Adequately addresses all areas of prompt; may lack balance
•May contain a few errors, usually not major
•Adequately organizes; generally clear language; may contain some minor grammatical errors
DBQ: Use of some documents and some relevant outside information
2-4
•Thesis may be absent, limited, confused, or poorly developed; may take a very general approach to the topic,
failing to focus on the question; position may be vague or unclear
•Superficial or descriptive data which is limited in depth and/or quantity
•Limited understanding of the question; may be largely descriptive and narrative
•Adequately covers most areas of the prompt; may ignore some tasks
•May contain major errors
•Demonstrates weak organization and writing skills which may interfere with comprehension
DBQ: Misinterprets, briefly cites, or simply quotes documents; little outside information, or information which
is inaccurate or irrelevant
0-1
•Usually has no discernible thesis, contains a thesis that does not address the question, or simply restates the
question
•Superficial, inappropriate or erroneous information; or information limited to a small portion of the prompt
•Analysis may be fallacious
•May contain numerous errors, both major and minor
•May cover only portions of the prompt; refers to the topic but does not address the prompt
•Erratic organization; grammatical errors my frequently hinder comprehension
DBQ: Poor, confused, or no use of documents; inappropriate or no outside information
AP U.S. History Free Response Essay RUBRIC
INTRODUCTORY PARAGRAPH
OUTSTANDING: THESIS and INTRO (thesis which clearly answers the question) (For 3
points: thesis at the end of the 1st paragraph; clear, relevant historic background info)
VALID: Thesis which deals with significant issues and trends (weaker development in
introduction; thesis may simply re-state question)
POOR: Thesis development and analysis in intro are weak; thesis does not answer the question
(even if it does relate to the question)
NONE: No thesis or one irrelevant to the question
3
2
1
0
Comment:
CONTENT (Body Paragraphs)
Abundant, accurate specifics (dates, people, places, events) which are relevant to the question.
Good analysis described and understanding of the question. Effective use of the TOPIC sentence.
Demonstrates well-reasoned analysis and relationship of events, and cause and effect. Good use
of dates, people, places, events.
Some accurate specific information relevant to the thesis and analysis. Basically answers the
question.
Does not completely answer the question – superficial data and analysis which is limited in depth;
fails to answer one part of the question.
Superficial, inappropriate, or erroneous information; analysis may be absent or fallacious; error
ridden (no real knowledge of subject matter displayed)
Major factual error (per infraction)
5
4
3
2
1
-1
Comment:
ORGANIZATION
Standard Organization (best for topic) introduction with thesis, body, conclusion
Some elements missing (see above or not covering all topics)
1
0
Comment:
STYLE (can be accumulated)
Poor penmanship and/or written in pencil
Unclear, confused language; use of 1st or 2nd person; present tense
-1
-1
-1
Grammatical errors frequent enough to hinder comprehension; spelling errors; use of
contractions
COMMENDATIONS
SUGGESTIONS
Strong, well-constructed thesis
Need stronger thesis
Well stated arguments
Need clearer focus/ need to focus on question
Use of specific detail (3 facts per paragraph)
Need more facts
Answers question fully
Does not answer question
Good analysis
Need deeper analysis; does not answer
question
Good topic sentences
Need better use of topic sentences
Well organized
Poor organization
FRQ Question: Compare and contrast the goals of the era of Manifest Destiny
to the goals of the new imperial republic. In your opinion, were the goals and
the consequences of imperialism of the late-19th and early-20th century
dramatically different from the goals and consequences of Manifest Destiny?
Thesis: Students can take either position on the question. The thesis should
answer the question directly and give you where they are going to take the
essay.
American Expansion: The Old v. The New Differences
Manifest Destiny
Imperialism
Promoted primarily by agricultural interests
and the “Divine Right” to expand into all parts
of North America that were adjacent to its
existing boundaries, to subdue and if
necessary subjugate the people living in those
territories, to create states out of the newlyacquired territories, and to unite all people
under the banner of democracy.
Promoted primarily by industrial interests.
America acquired possessions beyond the
continental United States for the purpose of
acquiring new economic markets, as well as
fueling stations and military bases in the
Pacific. There was also a strong desire to
spread democracy around the world.
Unlike Manifest Destiny, these new
possessions would not serve as colonial
settlements and would not become states,
and their populations would not be
absorbed into the American citizenry.
Goal was acquisition of:
New territories
New lands for settlement and farming
Goal was acquisition of:
Raw materials
Markets for surplus goods
Access to coaling stations and
bases for navy and merchant
ships
Expansion in North America
Expansion outside North America
Often influenced by sectional concerns and
the need for additional lands to expand
slavery into.
Usually influenced by the need for
additional markets, as well as fueling
stations and military bases in the Pacific.
Racial issues often discouraged expansion
(the fear of racial mixing)
Racial issues often encouraged expansion
(the "White Man’s Burden")
American Expansion: The Old v. The New Similarities
Similar Goals. Both eras were expansionist and imperialistic in design and consequence. It
didn’t really matter if the territories were or were not adjacent, could or could not be
annexed, or received or did not receive statehood; what mattered is that they fell under
economic, political, and ideological control of the U.S. government.
Similar Consequences. In the era of Manifest Destiny, the U.S. conquered hundreds of
Indian nations and exerted their economic, political, religious, and social control over the
Indian people; and defeated Mexico in a war that brought over a million new acres into
American territory as well as thousands of Mexicans under control of the U.S. government.
During the period of imperialism, the U.S. won a war with Spain that gave it new territoriesCuba, Puerto Rico, the Philippines, and Guam- over which it extended a new colonial regime,
and acquired territories like Hawaii and Samoa in the Pacific. Although these new land were
not destined fro statehood (except Hawaii), they cam under total control of the U.S.
government.