2019
AP
®
European History
Scoring Guidelines
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2019 SCORING GUIDELINES
Short Answer Question 1
Question-Specific Scoring Guide
• One point for describing one piece of evidence that would support the Figes passage’s characterization
of Russia’s political culture prior to the Bolshevik Revolution.
• One point for describing one piece of evidence that would support the Figes passage’s interpretation of
Russ
ia’s “new autocracy” in the 1920s and 1930s.
• One point for describing one piece of evidence that would undermine the author’s argument in the
pas
sage that the “new autocracy” in Russia resembled the old.
Scoring Notes
To meet the requirement of “describe” in parts (a), (b), and (c), the response must offer a minimally accurate
description of a piece of evidence and some indication of how it relates to the task of the prompt. Although it is
not necessary for an acceptable response to offer an explicit explanation of the relationship between the
evidence offered and the task of the prompt, it must go beyond a mere mention or name-dropping (e.g., “Russia
had a history of tyrants in the Romanov dynasty” or “then Stalin happened”).
Possible acceptable responses for part (a) (not exhaustive):
• Russia’s lack of experience with democratic institutions (though the extent to which the Duma,
esta
blished after 1905, was “democratic” may be debated) prior to 1917 meant that its people were ill-
prepared for the overthrow of the tsar or the Bolshevik takeover.
• The politically repressive nature of the tsarist government prior to 1917 gave democratic institutions
lit
tle or no chance to develop prior to the Revolution.
• Russia’s relative lack of economic and educational development prior to 1917 meant that the Russian
popula
tion as a whole was politically inexperienced and unsophisticated.
• Radicalization of the anti-tsarist opposition prior to 1917 meant that many opponents of the tsar were
not
interested in democratic reform.
• Russia’s leaders were oblivious to “public opinion,” especially concerning a potential withdrawal from
Worl
d War I.
• Russia lacked mass-based political movements, such as those that led many other European states into
war b
etween 1914 and 1916.
• The extent of women’s political participation and electoral suffrage lagged even further behind
Wes
tern Europe.
Additional notes:
• Responses that do not connect Russia’s historical experience pre-1917 to political institutions or to
“dem
ocratic culture” specifically will not earn the point. For example, some responses claim that
feudalism persisted in Russia until the Bolshevik Revolution, and others mention serfdom as an
economic institution, without addressing the political aspects of the prompt. Merely alluding to a policy
of Ivan the Terrible, Peter the Great, Catherine the Great, Nicholas I, or any other tsar will not earn the
point, unless it is directly related to the thwarting of a “democratic culture” in Russia.
• Note that “prior to the Bolshevik Revolution” should be interpreted as any period in Russian history,
incl
uding the months immediately prior to the Revolution.
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Short Answer Question 1 (continued)
Possible acceptable responses for part (b) (not exhaustive):
• The Bolsheviks’ extensive use of repressive techniques — secret police, detentions, prison camps,
exile to Siberia — was similar to the tactics of tsarist governments.
• Like the tsarist regimes, the Bolshevik regime failed to establish representative/democratic institutions.
• Like the tsarist regimes, the Bolsheviks controlled/censored the media.
• The cult of personality developing around Lenin (and the eventual embalming of his corpse) could be
compared to the sacramental nature of Romanov monarchy.
• The expansionist drives of the tsars were now disguised as the advancement of global revolution.
• The Civil War with the Mensheviks, driven by competing visions of the future, could be compared with
earlier rebellions against central authority, such as the Pugachev or Streltsy uprisings.
• Alexandra Kollontai and other female leaders of the Revolution were disappointed by the continuation
of hierarchical notions of gender into the new regime.
Additional note:
Responses that do not connect Russia’s historical experience pre-1917 to the “new autocracy” of the 1920s or
1930s, specifically and in political terms, will not earn the point. Some responses claim the Great Depression
as a “continuity” with the economic suffering of peasants in previous centuries and do not address the lack of
development of a political culture.
Possible acceptable responses for part (c) (not exhaustive):
• The Bolshevik regime’s aims were more far-reaching than those of the tsarist regimes: They sought to
regulate and control the economy as well as the realm of politics and government (frequent examples
are the New Economic Policy and the Five-Year Plans).
• The Bolshevik regime did not rely on traditional sources of authority (religion, social hierarchies,
hereditary monarchs) to justify its rule, and it claimed to abolish private property and class
distinctions.
• The Bolshevik regime portrayed itself as progressive, aiming at improving/perfecting the Soviet Union,
rather than preserving a (mythical) past.
• The degree of ideological purity as a marker of commitment to the Revolution constituted a new
governmental priority.
• The scale of violence under the Stalinist regime marks a clear departure from repression by the tsars.
• The Duma, established in 1905 as a result of a failed revolution, may reflect the beginnings of a
“democratic institution.”
• Universal suffrage was enacted by the Bolsheviks, at least officially.
Additional note:
Responses that address Russia’s history during the Cold War (1945–1991) or under Vladimir Putin will not
earn the point, as they fall outside the chronological bounds of the passage.
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Short Answer Question 2
Question-Specific Scoring Guide
• One point for describing one way in which the image expresses ideas popularized during the
Enlightenment.
• One point for describing one way in which the image reflects the policies of the French Revolutionary
government’s radical phase.
• One point for describing one way in which the ideas in the image continued to influence European
political thought after 1815.
Scoring Notes
To meet the requirement of “describe” in parts (a), (b), and (c), the response must offer a minimally accurate
description of some aspect of French Revolutionary ideas referenced by the image and some indication of how
that idea relates to the topic of the prompt. Although it is not necessary for an acceptable response to offer an
explicit explanation of the relationship between a particular Revolutionary idea and the task of the prompt, the
response must go beyond mere mention or name-dropping. For parts (a) and (b) of the question, although the
response does not need to explicitly reference the image, it must make at least an implicit reference that
signals understanding that ideas from the Enlightenment and/or policies of the French Revolution’s radical
phase have a defensible connection to the concepts depicted in the image.
Possible acceptable responses for part (a) (not exhaustive):
• Image stresses the power of reason — a central belief of the Enlightenment.
• Image portrays “ignorance and fanaticism” as the great enemies — reflecting the Enlightenment’s
critique of traditional sources of authority and belief systems.
• Image portrays the Enlightenment as a process of universal reform, offering broad social benefits such
as liberty.
• Image stresses the importance of “liberty,” a concept that many Enlightenment philosophes discussed
in relation to ideas about natural rights, social contracts, religion, and government.
Additional notes:
• Simply describing the visual details of the image by itself or rephrasing the image caption is not
enough to earn the point; the response must link the image in some way to the ideas it references.
• Some responses are attempting art historical readings of the image, particularly noting the Classical
themes in the image. This is acceptable as long as the response also responds to the task of the
question prompt.
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Short Answer Question 2 (continued)
Possible acceptable responses for part (b) (not exhaustive):
• Image’s attack on fanaticism reflects the Jacobin policies of de-Christianization.
• Violent imagery of the engraving reflects Robespierre’s/the Jacobins’ willingness to use force to enact
their policies.
• Image’s championing of reason reflects the Jacobin attempt to establish the Cult of Reason and the
Cult of the Supreme Being, as well as providing the support for Robespierre’s Republic of Virtue.
• Image’s portrayal of liberty reflects the Jacobin establishment of a new, republican form of government
replacing the monarchy.
• Image’s portrayal of Liberty’s Phrygian cap, a symbol of the sans-culottes, reflects the significance of
popular support for the radical phase of the Revolution, including policies of universal male suffrage
and republicanism.
Additional note:
Although responses do not have to specifically discuss the Jacobins, the prompt specifies that their analysis
should focus on the “radical phase” of the Revolution (i.e., 1792–1794). Mentions of Robespierre, the
Committee of Public Safety, the Reign of Terror, guillotines and mass executions, the republican calendar, etc.
will be important indicators of student knowledge about the shift from the liberal to the radical phase in 1792.
Possible acceptable responses for part (c) (not exhaustive):
• Post-1815 liberals (in France and elsewhere) continued to portray their struggle in the same terms of
rationality and liberty against oppressive tradition.
• Revolution of 1830 in France was aimed at broadening liberty, overthrowing a conservative regime to
form a more rational, representative government.
• Many revolutionaries of 1848 also conceived of their movements in the same terms, as struggles for
rational order against reactionary forces.
• Metternich (Concert of Europe) and the ideology of conservatism emerged in Europe after 1815 as a
reaction against the Enlightenment and French Revolution in the aftermath of the Napoleonic Wars.
• Romanticism inspired nationalism during the 19
th
century as a reaction against the spread of French
Revolutionary ideas during the Napoleonic Wars.
• European governments gradually secularized over the 19
th
century through the implementation of
liberal policies, including the legal separation of church and state.
• Europeans justified the expansion of overseas empires and the domination of colonized peoples (e.g.,
“The White Man’s Burden”) through the explanation that Europeans were more “enlightened” and
colonized peoples were “ignorant” and “fanatical.”
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Short Answer Question 2 (continued)
Additional notes:
• Responses that describe Enlightenment/French Revolutionary influences on European political thought
during the 20
th
century are also acceptable, as long as the response can make a historically defensible
case for them.
• Responses that focus solely on post-1815 intellectual or scientific influences of the Enlightenment (e.g.,
germ theory, Darwin’s theory of evolution, Romanticism in literature and art) and do not make any
connection to political thought will not earn the point.
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Short Answer Question 3
Question-Specific Scoring Guide
• One point for describing one cause of the Protestant Reformation in England during the reign of
Henry VIII.
• One point for describing one political effect of the Protestant Reformation in England in the period
1500–1600.
• One point for explaining one difference between political effects of the Protestant Reformation in
England and the Protestant Reformation in France in the period 1500–1600.
Scoring Notes
To meet the requirement of “describe” in parts (a) and (b), the response must offer a minimally accurate
description of a cause or effect of the Protestant Reformation in England. Although it is not necessary for an
acceptable response to offer an explicit explanation of the relationship the Protestant Reformation and the
stated cause or effect, the response must go beyond mere mention or name-dropping.
Possible acceptable responses for part (a) (not exhaustive):
• Henry VIII’s need for a male heir led him to break with the Roman Catholic Church after the pope
refused to let him divorce.
• Roman Catholic Church in England had large amounts of wealth that the royal government wanted to
acquire.
• Roman Catholic clergy in England did not answer to the king and often had legal immunity from royal
authority.
• Roman Catholic Church was seen as corrupt, not living up to its ideals such as poverty and clerical
celibacy, by many people in England.
Possible acceptable responses for part (b) (not exhaustive):
• English monarchy was strengthened as the king (or queen) became head of the English Church as well
as head of the secular government.
• England became involved in religious wars, particularly with Spain.
• Religious strife and tension continued in England among mainstream Protestants (Anglicans),
Catholics, and radical Protestants (Puritans), but Protestants came to dominate politics.
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Short Answer Question 3 (continued)
To meet the requirement of “explain” in part (c), the response must offer some account of how or why the
Reformation had different effects in England and in France. Because politics and religion were intertwined in
this era, reference to politics does not need to be explicit. It is not necessary for the response to offer a fully
worked out explanation, but it must go beyond simple description or name-dropping and show how the effects
in England and France can be compared.
Possible acceptable responses for part (c) (not exhaustive):
• Because of the political settlement of the Edict of Nantes, France ended up with a religious minority
(the Huguenots) that was a “state within a state,” unlike England which had no such arrangements for
religious minorities.
• Since the French monarchy, unlike the English, did not break with papacy, France remained a
majority-Catholic country.
• Because Protestantism did not gain such a wide hold in France, religious conflict within the country
was largely Protestant vs. Catholic, rather than the increasing tensions between Protestants seen in
England.
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Short Answer Question 4
Question-Specific Scoring Guide
• One point for describing one cause of Great Britain’s early industrialization in the period 1700–1800.
• One point for describing one effect of Great Britain’s industrialization on the European balance of
power in the period 1800–1900.
• One point for explaining one political reaction to industrialization within Great Britain in the period
1800–1900.
Scoring Notes
To meet the requirement of “describe” in parts (a) and (b), the response must offer a minimally accurate
description of a cause or effect of British industrialization. Although it is not necessary for an acceptable
response to offer an explicit explanation of the relationship between British industrialization and the stated
cause or effect, the response must go beyond mere mention or name-dropping. Although responses do not
need an explanation, vague statements such as “the population grew” should not receive credit. In addition,
inaccurate responses such as “Britain was not engaged in war during this time” or “railroads caused
industrialization” should not receive credit. Some responses might cite the printing press or the cotton gin as a
cause and should not receive credit. The evidence should indicate a clear and valid cause of British
industrialization.
Possible acceptable responses for part (a) (not exhaustive):
• Britain had a stable well-developed banking system that could easily fund industrial development.
• Britain had easy access to key raw materials such as coal and iron.
• Britain had a tradition of entrepreneurship and limited government intervention in the market.
• Britain was geographically compact and easily formed a national market.
• Britain had no internal tariffs or trade barriers.
• Britain had large amounts of wealth accumulated from global trade.
• Britain was politically stable, which encouraged economic growth and innovation.
• Britain did not have to devote as much money or resources to its military as did many Continental
countries.
• Britain had many rivers and ports, which enabled trade and shipping.
• Britain had many rivers and canals, which allowed for developments in water power and/or inventions
such as the Spinning Jenny.
• The Enclosure Movement created a labor force for factories.
• Britain was not impacted internally from warfare and therefore could focus more on industrialization.
• Britain embraced the Scientific Revolution and Enlightenment thought, which encouraged research,
science, and new technical inventions.
• Britain funded the development of science through the Royal Academy.
• The cottage industry or putting-out system created a foundation for the textile industry and/or early
manufacturing.
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Short Answer Question 4 (continued)
• Britain harnessed and improved steam power.
• Britain had a strong navy and controlled the seas.
• The Agricultural Revolution promoted greater mechanization and production, which created more
technological advancements.
Note on chronological scope for part (b): It is not necessary for a response to cover the entire century as long
as it touches on a significant effect within the correct time period. To earn credit, the response only needs to
state a general or minimal shift in the balance of power.
Possible acceptable responses for part (b) (not exhaustive):
• As a result of industrialization, Britain became a more powerful nation.
• Britain was the top power in Europe due to new technology and industry.
• As Britain industrialized, the balance of power tipped in its favor.
• Industrial power and wealth allowed Britain to solidify its position as one of the dominant European
powers in the 1800s.
• Britain’s greater wealth (in part from industrialization) was a key element in defeating Napoleon.
• Britain’s colonial expansion, fueled by industrialization, encouraged other European countries to
compete for colonies in the 1800s.
• The benefits of industrialization to Britain led Continental governments to intervene to encourage
industrial development, leading to greater economic competition.
• Britain and France won the Crimean war over less industrialized Russia.
• The failure of the Continental System exemplified Britain’s dominant role in Europe.
• Germany’s efforts to industrialize created competition with Britain and a shift in the balance of power.
• Industrialization provided Britain with advantages when nations scrambled for Africa, which fueled
competition.
• Western Europe industrialized more successfully than Eastern Europe, which shifted the balance of
power to the western countries.
To meet the requirement of “explain” in part (c), the response must offer some account of how or why the
British political system responded to industrialization in the 1800s. It is not necessary for the response to offer
a fully worked out explanation, but it must go beyond simple description or name-dropping. Responses must
address a political reaction within Great Britain.
Possible acceptable responses for part (c) (not exhaustive):
• Increased wealth and influence of industrial regions led to political reform and expanded
representation (Chartist movement, Reform Bills).
• Social and economic problems associated with factories and rapid urbanization encouraged social
reform movements.
• Social and economic problems associated with factories and rapid urbanization led the British
government to begin to regulate working conditions (Factory Act, Ten-Hour Act, Mines Act).
• Growth of working class led to politically active trade unions and eventually the formation of the
Labour Party.
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Short Answer Question 4 (continued)
• The Luddites protested and attacked factories and smashed machinery.
• Workers embraced the ideas of Karl Marx and communism.
• Women protested working conditions, organized, and created suffrage movements.
• The movement of population to urban centers created a shift in voting and representation in
Pa
rliament.
• The repeal of the Corn Laws was promoted by industrialists.
• Due to superior technology such as that displayed at the Crystal Palace exhibition, Britain experienced
a
rise in pride and nationalism.
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Question 1 — Document-Based Question
Maximum Possible Points: 7
“Evaluate whether or not the Catholic Church in the 1600s was opposed to new ideas in science.”
Points
Rubric
Notes
A: Thesis/Claim (0-1)
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.
The thesis must take a position on whether the Catholic
Church in the 1600s was opposed to new ideas in
science, with some indication of the reason for taking
that position.
• “The Catholic Church was opposed to new ideas as
it put the Bible under heavy criticizing, caused
people and clergy to question teachings, and
provided evidence that the sun was the center of
the universe and not the Earth.”
• “The Catholic Church in the 1600s was not opposed
to n
ew ideas in science due to the willingness of
the Catholic Church to listen and learn while also
hav
ing the desire to conduct science themselves.”
• “The Catholic Church opposed new scientific id
eas
because they threatened the Church’s
interpretation of scripture.”
B: Contextualization (0
-1)
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.
To earn the point, the essay must accurately describe a
broader context relevant to the Catholic Church in the
early modern period and/or new ideas in science.
Examples might discuss the following topics, with
appropriate elaboration:
• The Protestant Reformation
• The Catholic Reformation
•
Scientific Revolution
• Geocentricism
•
The development and spread of the Gutenberg
printing press
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Question 1 — Document-Based Question (continued)
C: Evidence (0-3)
Evidence from the Documents:
Uses the content of at least three
d
ocuments to address the topic of the
prompt. (1 point)
OR
Support
s an argument in response to
the prompt using at least six
documents. (2 points)
To earn 1 point, the response must accurately describe —
rather than simply quote — the content from at least three
of the documents to address the topic of the Catholic
Church’s stance on new scientific ideas.
To earn 2 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.
Evidence from the documents may include such
examples as:
• Cardinal Bellarmine upholding the geocentric view
of the world
• Galileo’s claims that geocentrism is a result of not
unde
rstanding the Bible
• Jesuit astronomers, such as Schreiner, observing
sunspots
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 it 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.
Typically, statements credited as evidence from outside
the documents will be more specific details relevant to
an argument, analogous to the function of evidence
drawn from the documents.
Ty
pically, statements credited as contextualization will
be more general statements that place an argument, or
a significant portion of it, in a broader context.
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Question 1 — Document-Based Question (continued)
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 for examples
of possible sourcing.
To earn this point, the response must expl
ain how or why
— rather than simply identifying — the document’s point
of view, purpose, historical situation, or audience is
relevant to an argument that addresses the prompt for
each of the three documents sourced.
Complexity: Demonstrates a complex
understanding of the historical
development that is the focus of
prompt, using evidence to corroborate,
qualify, or modify an argument that
addresses the question. (1 point)
This understanding must be part of an
argument, not m
erely a phrase or
reference.
Complexit
y should emerge from the essay’s
argumentation and use of evidence, and while it does not
have to be present throughout the essay, the complexity
point should consist of substantial elaboration.
Examples of demonstrating a complex understanding
for this q
uestion might include:
• Explaini
ng nuance of motivation by analyzing how
different elements of the Church had different
goals and motivations in dealing with the
implications of the Scientific Revolution
• Explaining how the Church both opposed and
suppo
rted scientific investigation as Church
authorities attempted to maintain control over
religion, knowledge, and education
• Explaining relevant and insightful connections
within and across periods, such as comparing the
actions of the Church during the Scientific
Revolution of the 1600s with the actions of the
Church during the Protestant Reformation of the
1500s, or explaining shifts within the Catholic
clergy’s willingness to consider scientific ideas
over the period identified by the prompt
• Confirming the validity of an argument by
corroborating multiple perspectives across the
documents and using outside evidence
• Qualifying or modifying an argument by
considering diverse or alternative views or
evidence, such as pointing out the political
interests that influenced the Church’s stance on the
Scientific Revolution
If response is completely blank, enter - - for all four score categories A, B, C, and D.
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Question 1 — Document-Based Question (continued)
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:
1. Paolo
Foscarini
• Advocates for Copernicus’s
model of planetary movements
in a heliocentric system
• Notes that many are questioning the
Ptolemaic model based on new
observations (situation)
•
Discusses the fear many scholars have of
contradicting the Bible in endorsing the
Copernican model (POV/audience)
2.
Cardinal
Bellarmine
•
Replies to Foscarini and affirms
the Catholic belief in the
geocentric model in order to
uphold the authority of the
Church
•
Cites the Council of Trent in order to
remind Foscarini of the danger of
contradicting scripture
(purpose/audience)
• Is acting as an agent of the Catholic
Reformation by citing the Council of
Trent (situation)
3. Christoph
G
reinberger
• Advocates for Jesuits to be
a
llowed to think more freely
about descriptions of the
universe
• Is countering the idea that scientific
observations are against scripture
(purpose/audience)
•
As a German Jesuit mathematician, he
wants more freedom to investigate new
ideas (POV)
4.
Galileo
Galilei
•
Claims that contradictions
between the Bible and
heliocentrism are attributable to
the “abstruse” language of the
Bible
•
Is acting in his own self-interest as an
astronomer who believes in the
heliocentric model and is persecuted as a
result (POV)
• Galileo seeks the support of political
authorities as sponsors of science and to
counterbalance the Church
(audience/purpose)
5. Maria
Celeste
Galilei
• Claims that the Pope supports
G
alileo based on letters sent to
Galileo
• To reassure his daughter, Galileo may
h
ave been exaggerating his support from
the Pope (purpose)
•
As a radical nun, Suor Arcangela is more
likely to tolerate dissenting views such as
those of Maria and Galileo (situation)
6.
Sunspots
image
•
Shows Christoph Scheiner, a
German Jesuit astronomer,
observing sunspots
•
Shows Jesuit astronomical research to a
broader educated public (audience)
• Places the Jesuit researchers in the best
possible light as scholars and men of faith
(POV)
7. Critique of
Descartes
• French Jesuit school rejects
Descartes’s ideas as heretical
• Standing for traditional order against
Descartes’s more direct challenge to
scriptural authority (purpose)
•
Sees Descartes’s model as undermining
Church authority (POV)
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Question 1 — Document-Based Question (continued)
Introductory notes:
• Except where otherwise noted, each point of these rubrics is earned independently, e.g., a student
c
ould earn a point for evidence without earning a point for thesis/claim.
• Accuracy: The components of this rubric require that students demonstrate historically defensible
c
ontent 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.
• Clarity: 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 (when available) are quoted verbatim and may contain grammatical errors.
A. Thesis/Claim (0-1 point)
The thesis must take a position on whether the Catholic Church was opposed to new ideas in science, with
so
me indication of the reason for taking that position.
Responses earn 1 point by responding to the prompt with a historically defensible thesis that establishes a line
o
f reasoning about the topic. To earn this point, the thesis must make a claim that responds to the prompt
rather than simply restating or rephrasing the prompt. The thesis must suggest at least one main line of
argument development or establish the analytic categories of the argument.
The thesis must consist of one or more sentences located in one place, either in the introduction or the
conclusion, which is not necessarily limited to the first or last paragraph.
Examples of acceptable theses:
• “Thus, the Catholic Church in the 1600s was split between those who believed in science and wanted
to
reconcile it with Catholic tradition and those who oppose it because it undermined Catholic
doctrine.” (The response addresses the prompt with an evaluative claim that establishes a line of
reasoning.)
• “Although there were individual members of the clergy who were willing to accept new ideas in
sc
ience, the Church as an institution was generally opposed to these ideas because they contrasted
traditional interpretation of scripture, traditional scientific thought, and common ideas in philosophy.”
(The response addresses the prompt with a robust evaluative claim that establishes a line of reasoning.)
• “However, in the 1600s, the Catholic Church strongly opposed new developments in Science as they
considered these developments to be against the Bible.” (The response addresses the prompt with a
claim that establishes a minimally acceptable line of reasoning.)
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Question 1 — Document-Based Question (continued)
Example of unacceptable theses:
• “Although it is a commonly-held belief today that the Catholic Church is anti-science and doesn’t
accept new ideas in history, this is a miscategorization of the Church’s beliefs at times.” (The response
acknowledges the terms of the question, but the line of reasoning is nonspecific and essentially repeats the
terms of the prompt. If this statement was immediately followed or preceded by another sentence
suggesting a valid reason for taking this position, then the two sentences taken together could receive
credit.)
• “People during the 16
th
-17
th
centuries began to realize that there was another view of the universe that
made more sense to our world but went against the Catholic Church. This reveals that the Catholic
Church opposed new ideas in science during the 1600s.” (The response merely indicates the position
that will be argued without giving any indication as to the line of reasoning. If this statement was
immediately followed or preceded by another sentence suggesting a valid reason for taking this position,
then the two sentences taken together could receive credit.)
• “The Catholic Church in the 1600’s were opposed and not opposed to the new ideas being introduced
in the 1600’s.” (The response addresses the prompt by merely rephrasing it.)
B. Contextualization (0-1 point)
Responses earn 1 point for contextualization by describing a broader historical context relevant to the prompt.
To earn this point, the response must accurately and explicitly connect the context 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.
To earn the point, the essay must accurately describe a broader context relevant to the Catholic Church in the
early modern period and/or new ideas in science.
Examples of acceptable contextualization:
• “The 1600’s in Europe was a time of intellectual change. The rediscovery of classical texts during the
Renaissance also reintroduced Greco-Roman scientific thought from the likes of Aristotle and Ptolemy
along with reasoning and logic. However, with more advanced technological innovations, such as the
telescope and microscope, closer observation of the natural world has lead leading scientists such as
Tycho Brahe, Copernicus, and Galileo to question the traditional Ptolemaic beliefs, the scientific
viewpoint of the Catholic Church.” (The response relates scientific development over time to challenge the
position of the Catholic Church.)
• “The Scientific Revolution began in the Seventeenth century. It consisted of using reasoning and
observation to know the truth (René Descartes and Francis Bacon). As a result, scientists such as
Nicholas Copernicus observed to find new truths. Scientists believed that the truth can never be given
and can only be learnt by doubting and use of logic. Copernicus developed the heliocentric theory.
This theory stated that the sun, not the earth, was the center of the Solar System. This contradicted
from the geocentric view of the earth being the center while the sun, moon and planets orbited it. The
geocentric view was accepted for centuries and was taught by the Catholic Church.” (The response
recognizes the development of new scientific evidence and relates it to the traditional beliefs of the Catholic
Church.)
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Question 1 — Document-Based Question (continued)
Examples of unacceptable contextualization:
• “Prior to common knowledge, it was believed that the universe revolved around the Earth as stated in
the
Holy Scriptures. The Catholic Church promoted this idea for many years, however it is known that
those who opposed the Church are punished.” (The response attempts to lay the foundation for the
Church’s geocentric stance but does so vaguely without providing sufficient information.)
• “The Enlightenment was happening during this time period, through it emerged many new ideas in
both philosophy and science. A more rational and secular way of thinking was becoming popular.
Many Enlightenment ideas contradicted those of the Church. However, members of the Catholic
Church had a hard time denying clear evidence and over time began to view it as a possibility.” (The
response relating the Enlightenment to the Scientific Revolution is incorrect.)
Students may choose to discuss such potentially relevant examples of context as:
• The Catholic Reformation and the Council of Trent
• The educational mission of the Jesuit order
• The spread of the printing press and scientific ideas
• The wars of religion and diminishing Catholic political authority
C. Evidence (0-3 points)
a) Document C
ontent — Addressing t he Topic (1 point)
In order to achieve the f
irst point, the response must use the content of at least three documents to address the
topic of the prompt (1 point). To earn 1 point for evidence from the documents, the response must accurately
describe — rather than simply quote — the content from at least three of the documents to address the topic of
the Catholic Church’s reaction to the Scientific Revolution.
Example of describing the content of a document:
• (Document 2): “In document 2, a letter from Cardinal Bellarmine to Paolo Antonio Foscarini, Cardinal
Be
llarmine says that Copernicus’s theory is dangerous, and that interpreting the Bible in your own way
is against the Catholic religion.” (The response provides an accurate summary of the document.)
b) D
ocument Content — Supporting a n Argument (1 point)
In order to achieve the s
econd point for evidence from the documents, the response needs to support an
argument in response to the prompt by accurately using the content of at least six documents (2 points). The
six documents do not have to be used in support of a single argument, but they can be used across
subarguments or to address counterarguments.
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Question 1 — Document-Based Question (continued)
Examples of supporting an argument using the content of a document:
• (Document 1): “The criticism of the Catholic Church for new scientific ideas is apparent, but there was
so
me acceptance present within the community. The account of a Catholic monk in document 1
expresses the uncertainty in the community of which side to believe. The Catholic monk recognizes
that Copernicus’ theory is valid but after which he mentions how it has been suppressed by the Church
because of its disalignment with the Church’s values.” (The response connects the content of the
document to an argument about the debate on heliocentric ideas within the Catholic Church.)
• (Document 6): “A
Jesuit astronomer is shown using new scientific technologies like the telescope to
investigate sunspots. Sunspots proved an imperfection in the Heavenly Bodies which were said by the
Church to be perfect. His investigation and published book go against the belief of the Church.” (The
response successfully uses evidence from the documents to support a line of argument.)
c) E
vidence beyond the Documents (1 point)
The response must use at least one additional piece of specific historical evidence (beyond that found in the
d
ocuments) relevant to an argument that addresses the topic of the Catholic Church’s reaction to the Scientific
Revolution (1 point). To earn this point, the evidence must be described, and it 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.
Typically, statements credited as contextualization will be more general statements that place an argument or
a sig
nificant portion of it in a broader context. Statements credited as evidence from outside the documents
will typically be more specific details relevant to an argument, analogous to the function of evidence drawn
from the documents.
Example of providing an example or additional piece of specific evidence beyond the documents relevant
to an argument that addresses the prompt:
• “Furthermore, Galileo was imprisoned by the Catholic Church for his ‘heretic’ ideas, which implies that
the
Church feared that his new ideas regarding science would eventually lead to the deterioration of
power held by the Catholic Church.” (The response provides accurate outside information relevant to an
argument that addresses the prompt.)
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Question 1 — Document-Based Question (continued)
D. Analysis and Reasoning (0-2 points)
Document Sourcing (1 point)
F
or at least three documents, the response explains how or why the document’s point of view, purpose,
his
torical situation, and/or audience is relevant to an argument that addresses the prompt (1 point). To earn
this point, the response must explain how or why — rather than simply identifying — the document’s point of
view, purpose, historical situation, or audience is relevant to an argument addressing the prompt for each of
the three documents sourced.
Example of acceptable explanation of the significance of the author’s point of view:
• (Document 2): “His point of view is also essential in understanding the Church’s position on new
sci
entific thought as Bellarmine was a high ranking Cardinal and thus was a reflection of the ideas
held by the Church hierarchy.” (The response provides sourcing regarding the point of view of the author
relevant to his position within the Catholic Church.)
Example of acceptable explanation of the significance of the author’s purpose:
• (Document 1): “The Catholic monk and scientist believed that Copernicus’ theory was right in a book
he wro
te. As a Catholic himself he was aware this theory contradicts the Church doctrine. However, he
was still hoping for other people to learn about the new theory and this is his purpose of writing this
book. His audience was other intellectuals like him, he tried to express concerns he had regarding the
church and wanted to get some feedback from his peers.” (The response successfully connects the
document’s purpose to an argument relevant to the topic of the prompt.)
Example of acceptable explanation of the relevance of the historical situation of a document:
• (Document 5): “Galileo asked his daughter to keep the letters from the Pope private. It speaks volumes
tha
t the Pope of the Catholic Church had to be secretive about his support for a scientist.” (The
response successfully connects the document’s historical situation to an argument relevant to the topic of
the prompt.)
Example of acceptable explanation of the significance of the audience:
• (Document 7): “This critique from a Jesuit College is aimed at those who may want to follow Descartes
tho
ughts and believe it; moreover, by claiming those who may want to follow Descartes reasoning are
heretics, it further shows their intent to keep people from going away from traditional Catholic thinking
like Protestants did.” (The response successfully connects the document’s audience to an argument
relevant to the topic of the prompt.)
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Question 1 — Document-Based Question (continued)
Demonstrating Complex Understanding (1 point)
The response demonstrates a complex understanding of the historical motivations and factors that influenced
the Catholic Church’s reaction to the Scientific Revolution, using evidence to corroborate, qualify, or modify an
argument that addresses the question. This understanding must be part of an argument, not merely a phrase or
reference.
Demonstrating a complex understanding might include:
• Explaining nuance of motivation by analyzing how different elements of the Church had different goals
and motivations in dealing with the implications of the Scientific Revolution
• Explaining how the Church both opposed and supported scientific investigation as an attempt of
Church authorities to maintain control over religion, knowledge, and education
• Explaining relevant and insightful connections within and across periods, such as comparing the
response of the Catholic Church to the Scientific Revolution to the Church’s response in dealing with
Luther and the Protestant Reformation
• Confirming the validity of an argument by corroborating multiple perspectives across the documents
and outside evidence
• Qualifying or modifying an argument by considering diverse or alternative views or evidence, such as
pointing out the considerations behind the Church’s reluctance to embrace all aspects of the Scientific
Revolution.
Examples of demonstrating complex understanding:
• The response demonstrates nuance by weaving the documents together to show that while some
elements of the Church hierarchy maintained traditional views, others, such as the Jesuit scholars,
were more willing to question tradition and engage with the new discoveries of the Scientific
Revolution.
• The response uses multiple causes of the Reformation and wars of religion to show that the Church
was concerned about losing its authority and was considering the benefits and drawbacks of new
scientific ideas such as heliocentrism. These ideas could be seen as undermining Scripture, but also
risked undermining the Church if empirically verifiable observations and discoveries were rejected.
• Using documents and outside evidence, the response corroborates its claim that the Church hardened
its stance over time, using the example of Galileo’s heresy trial as evidence, as well as the Inquisition
and the rejection of Descartes’s and Newton’s models of the universe.
• The response connects the Church’s actions in the 1500s in response to the Protestant Reformation
and the wars of religion with the Church’s actions in response to the new science.
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Question 2 — Long Essay Question
“Evaluate the most significant effect of state centralization by European monarchs during the period
1450–1648.”
Maximum Possible Points: 6
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 merely 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.
The thesis statement must make
a historically
defensible claim about the most significant effect of
state centralization by European monarchs during the
period 1450–1648, with some indication of the
reasoning for making that claim.
• “Theref
ore, whereas the depravation of rights
and numerous wars were significant impacts of
state centralization by European monarchs,
neither left such a lasting impact as economic
decline caused by the central governments needs
for military spending and displays of grandeur to
maintain its power over its people.”
• “The most significant effect of state
cent
ralization was the lessening of the power of
both nob
les and the clergy.”
• “The most significant effect of state
cen
tralization was the creation of strong, national
armies because countries could wage war and
put down internal conflicts.”
• “Centralization of European states by their
monarchs resulted in increased warfare; this was
due to religious beliefs becoming forced on
citizens unwillingly, instigating backlash.”
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Question 2 — Long Essay Question (continued)
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 a reference.
To earn this point, the essay must accurately describe a
c
ontext relevant to state centralization by European
monarchs during the period 1450–1648.
Examples of context might include the following, with
appropriate elaboration:
• Prote
stant Reformation
• Voy
ages of exploration
• Wars of Religion
• Military Revolution
• Feudalism/manorial system
• Middle Ages/Renaissance
C: Evidence
(0
–2)
Evidence: Provides specific examples
of evidence relevant to the topic of the
prompt.
(1 point)
OR
Supports an Argument: Supports an
a
rgument in response to the prompt
using specific and relevant examples of
evidence.
(2 points)
To earn the first point, the
response must identify specific
historical examples of evidence relevant to state
centralization by European monarchs during the period
1450–1648.
OR
To ear
n the second point, the response must use specific
historical evidence to support an argument in response to
the prompt.
Evidence used might include:
• Thirty Years’ War
• Ed
ict of Nantes
• English Civil War
• Specific European monarchs
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Question 2 — Long Essay Question (continued)
D: Analysis and Reasoning
(0–2)
Historical Reasoning:
Uses historical
reasoning (e.g., comparison, causation,
continuity, and change over time) to
frame or structure an argument that
addresses the prompt. (1 point)
To earn the first point, the response must
demonstrate the use of historical
reasoning to frame or structure an
argument about the most significant
effect of state centralization by European
monarchs during the period 1450–1648,
although the reasoning might be uneven,
imbalanced, or inconsistent.
OR
Complexity: D
emonstrates a complex
understanding of the historical
development that is the focus of
prompt, using evidence to corroborate,
qualify, or modify an argument that
addresses the prompt. (2 points)
To earn the second point, t
he response
must demonstrate a complex
understanding of the effects of state
centralization in Europe in the period
from 1450 to 1648.
Examples of using historical reasoning might include:
• Establishing a causal relationship between state
centralization by monarchs and an effect of that
centralization and explaining the connections
between cause and effect
• Providing a broad category of effects of state
centralization, such as religious change, and then
discussing subcategories/examples in order to
support a broader argument regarding the most
significant effect
• Describing change over time or elaborating on the
ch
anges and continuities that occurred over the
period covered by the topic of the prompt
OR
Demonstrating complex understanding might include:
• Explaining the most significant effect of state
ce
ntralization, and noting that other effects were
also significant and interrelated
• Explaining how multiple countries underwent
ch
anges as a result of state centralization
• Explaining relevant and insightful connections
ac
ross time by discussing the development of
Enlightened absolutism as a continuation of the
trends from 1450 to 1648
• Qualifying or modifying an argument by
co
nsidering evidence that supports an alternate
position
This demonstration of complex understanding must be
part of an argument, not merely a phrase or reference.
Complexity should emerge from the essay’s
argumentation and use of evidence, and while it does not
have to be present throughout the essay, the complexity
point should consist of substantial elaboration.
If response is completely blank, enter - - for all four score categories: A, B, C, and D.
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Question 2 — Long Essay Question (continued)
Scoring Notes
Introductory notes:
• Except where otherwise noted, each point of these rubrics is earned independently; for example, a
stu
dent could earn a point for evidence without earning a point for thesis/claim.
• Accuracy: The components of these rubrics require that students demonstrate historically defensible
c
ontent knowledge. Given the timed nature of the exam, responses may contain errors that do not
detract from their overall quality, as long as the historical content used to advance the argument is
accurate.
• Clarity: Exam responses 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 (0–1 point)
Responses earn 1 point by responding to the prompt with a historically defensible thesis or claim about the
m
ost significant effect of state centralization by European monarchs during the period 1450–1648, with some
indication of the reasoning for making that claim.
Responses earn 1 point by responding to the prompt with a historically defensible thesis that establishes a line
of reasoning about the topic. To earn this point the thesis must make a claim that responds to the prompt
rather than simply restating or rephrasing the prompt. The thesis must suggest at least one main line of
argument development or establish the analytic categories of the argument.
The thesis must consist of one or more sentences located in one place, either in the introduction or the
co
nclusion, which does not have to be contained in the first or last paragraph.
The thesis is not required to encompass the entirety of the period, but it must identify a relevant development
o
r developments in the period.
Examples of acceptable theses:
• “The state centralization by European monarchs between 1450-1648 caused the entire landscape of
Europe to become more powerful and well-off: politically, strong leaders such as Louis XIV and Peter
the Great improved their countries standing; socially, religion was able to become more centralized and
controlled; most importantly, economically, centralization caused overseas colonization and
mercantilism.” (The response makes a historically defensible statement linking the development of state
centralization in Europe to increased monarchical power over economic and religious matters within states,
and to increased international prestige and competition between states.)
• “The political centralization of European monarchs most significantly led to religious conflicts and
c
hanges that opened Europe up to a sense of intellectual freedom unlike ever before though the
religious developments in Britain, France, and the HRE.” (The response links political centralization to
challenges to established religious authority. There is a line of reasoning established in the thesis that is
carried through the body of the response.)
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Question 2 — Long Essay Question (continued)
• “From 1450-1648, European monarchs centralized their power to drastically lower the power of the
nobility, establishing absolutism.” (The response links the development of centralized European
monarchical power from 1450 to 1648 to the decline in noble influence, allowing for the rise of absolutism.
The body of the response further illustrates the ways in which centralized state authority resulted in the
decline of the power of the aristocracy.)
Examples of unacceptable theses:
• “This centralization or inability to entirely centralize crafted the European balance of power for only
l
ike the past six hundred years on and also the French Revolution and the Enlightenment.” (There is no
historically defensible claim or stance relevant to the prompt.)
• “The most significant effect of state centralization by European monarchs was the extent of power of
t
he monarch, as it resulted in economic damage from the spending of the monarch and in future
political reform to shape the next governments.” (The attempt at thesis is historically indefensible and
does not clearly describe economic difficulties or provide any indication of types of political reforms or
government changes.)
• “Caused by the political instability and new states found from attempts and successes of state
c
entralization, the massive and deadly European Wars of the early modern era were significant for
their resulting religious pluralism and destruction they wrought on Europe.” (The thesis fails to identify
the most significant effect of state centralization and makes generalizations about religion and war.)
B. Contextualization (0–1 point)
Responses earn 1 point by describing a broader historical context relevant to the prompt. To earn this point,
t
he response must relate the topic of the prompt to broader historical events, developments, or processes that
occurred before or during or continued after the time frame of 1450 to 1648. This point is not awarded for
merely a phrase or a reference.
To earn the point the essay must accurately describe a context relevant to state centralization by European
m
onarchs during the period 1450–1648.
Examples might include the following, with appropriate elaboration:
• Age of Exploration
• The Protestant Reformation
• Wars of Religion
• Feudalism
• Middle Ages
• Peter the Great/Catherine the Great/Joseph II
• Enlightened absolutism
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Question 2 — Long Essay Question (continued)
Examples of acceptable contextualization:
• “After the fall of Rome, Europe entered a dark age. After the dark age was over in 1450, European
m
onarchs decide to centralize their states, though Poland was a notable exception. The most significant
effect of state centralization was the shift of power from nobles to the monarchy. The shift in power
increased the monarchies power, suppressed manoralism and created new conflicts.” (The response
earned contextualization for clearly linking the shift in political power from feudal lords in the Middle Ages
to later monarchs as resulting from state centralization.)
• “During the fall of the Roman Empire, Europe became very divided, held together by a thread of the
C
atholic Church. The nobility as able to gain much power over their respected lands. Without a strong
king to keep the nobility in check, the nobles fought each other for a very long time. All of this was
about to change with the Crusades, Black Death, and the rise of towns, when the system of feudalism
began to decline. Because of this, kings are now able to collect more taxes, have a standardized army
of many common folk, and not knighted noblemen, and keep nobles in check.” (The response
successfully relates broader events in the Roman Empire and Middle Ages to state centralization by
European monarchs in the early modern period.)
• “During the years 1450-1648, European monarchs consolidated power, centralizing their state. ‘New
Mo
narchies’ arose in Spain, England and France and worked to consolidate power as outlined by
Machiavelli’s ‘The Prince.’ ‘The Prince’ called for a ruler who was strong minded, willing to remove all
noble influence and threats and able to ignore morality in making decisions.” (The response mentions
multiple countries and connects state centralization in the early modern period to Renaissance-era political
theory.)
Note: In order to earn this point the response should clearly connect the relevant contextual information to the topic.
A
mere passing reference to another event or time period, such as the Middle Ages, does not suffice for this point.
Examples of unacceptable contextualization:
• “In America, we have checks and balances to make sure no branch of government gets too powerful.
There have been dictatorships with all the power such as Vladimir Lenin and Hitler.” (The response
fails to link historical context to the topic of the prompt, and details are too far removed from the time frame
of the prompt to be considered relevant contextualization.)
• “What also came from the Italian Renaissance was Christian denominations such as Lutheranism,
bi
rthing the Protestant Reformation. Due to sudden beliefs in Religions other than Catholicism, nations
became incredibly decentralized.” (The response provides factually inaccurate background information,
and also it fails to link religious changes in the Renaissance to state centralization.)
• “This began during the Renaissance and ended with the end of the religious wars, meaning there was
lots of tension and pressure in Europe.” (While the response refers to a potentially relevant context, it
does not link this development to the centralization of state power by monarchs.)
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Question 2 — Long Essay Question (continued)
C. Evidence (0–2 points)
Evidence
Responses earn 1 point by providing at least two specific examples of evidence relevant to the topic of the
prompt. Responses can earn this point without earning the point for a thesis statement. To earn this point, the
response must identify specific historical examples of evidence relevant to the topic of state centralization by
European monarchs during the period 1450–1648. These examples of evidence must be different from the
information used to earn the point for contextualization.
Typically, statements credited as contextualization will be more general statements that place an argument or
a significant portion of it in a broader context. Statements credited as evidence will typically be more specific
information.
Examples of evidence used might include:
• Consolidation of Habsburg dominions
• Peace of Augsburg
• Peace of Westphalia
• Edict of Nantes
• English Civil War
• Mercantilism
Examples of successful use of evidence:
• “As knowledge of the New World spread after its exploration by Christopher Columbus in 1492,
countries wanted to gain more land, materials and subsequently power by gaining land in the new
world. This led for intense competition for this land. Mercantilism states that the supply of materials
such as gold and silver is limited and for a country to be more powerful than another country it must
have more of these supplies/materials.” (Response provides accurate evidence relevant to the topic of the
prompt, which is further explained in the body of the essay as it relates to economic competition between
England, France, and Spain.)
• “In Spain, Ferdinand and Isabella sponsored voyages of Christopher Columbus in 1492. His voyages to
the Americas brought wealth to Spain in the form of precious metals and new goods such as sugar.
Second, with higher taxes and wealth from overseas colonies, monarchs were able to maintain large
standing armies, for example Louis XIV fought several wars and gained much territory.” (Response
uses specific evidence from multiple countries to show the effect of state centralization on a country’s
economy and ability to acquire colonies.)
Note: These statements could be credited as evidence supporting an argument if their placement in the essay or
additional connective language made it clear that they were being offered in support of a particular point.
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Question 2 — Long Essay Question (continued)
OR
Supports an Argument
Responses earn 2 points if they support an argument in response to the prompt using specific and relevant
examples of evidence. To earn the second point the response must use specific historical evidence to support
an argument regarding state centralization by European monarchs during the period 1450–1648.
Examples of successfully supporting an argument with evidence:
• “The English Civil War occurred in England due to Charles I attempting to rule without parliament. For
11
years, he ruled without Parliament, and then called them back for money that he needed to solve
militaristic issues. He refused to let Parliament stay, and when Charles I began arresting major
Parliament opposers, the English Civil War began. Monarchs gained so much power throughout the
15
th
to the 17
th
centuries, that they did not want to give power to the people. Therefore, after the time of
absolute monarchs, people began to want constitutional monarchy.” (Response successfully uses
evidence to support a line of argument that links the centralization of state power to civil war and further to
the development of constitutionalism.)
• “New monarchs encouraged exploration overseas on behalf of the nation. For instance, Henry the
N
avigator in Portugal commissioned Cabral and da Gama to explore the New World and establish
trading posts, bringing prosperity to Portugal. Second, state centralization brought about the market
revolution as centralized nations were able to harness resources brought in by overseas exploration
and establish trade and production. State centralization increased regulation, standardization, and
efficiency, encouraging economic growth. Due to systems such as mercantilism, joint-stock companies,
and new industries, state centralization ultimately revolutionized the European economy and promoted
economic growth.” (Response successfully uses evidence to connect state centralization to economic
improvements in Portugal.)
D. Analysis and Reasoning (0–2 points)
Historical Reasoning
Responses earn 1 point by using historical reasoning to frame or structure an argument concerning the most
sig
nificant effect of state centralization by European monarchs during the period 1450–1648. To earn this point,
the response must demonstrate the use of historical reasoning to frame or structure an argument, although the
reasoning might be uneven, imbalanced, or inconsistent.
Examples of using historical reasoning skills:
• Establishing a causal relationship between state centralization by monarchs and an effect of that
c
entralization and following through on that relationship in a coherent argument. Examples may
include the development of mercantilism, national armies, and colonization.
• Providing a broad category of effects of state centralization, such as religious change, and then
d
eveloping into subcategories/examples in order to support a broader argument. Examples may
analyze state control over religion in England, France, Spain, and the Holy Roman Empire.
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Question 2 — Long Essay Question (continued)
• Describing change over time, elaborating on the changes and continuities that occurred over the
period covered by the topic of the prompt. Examples could include changes from the feudal system of
the Middle Ages with decentralized monarchies to the consolidation of state power by the New
Monarchs, or a continuation of centralization into Enlightened despotism.
• Comparing state centralization in western European nations to decentralization in eastern European
nations, or comparing state centralization between western European nations.
OR
Complexity
Responses earn 2 points by demonstrating a complex understanding of state centralization by European
mon
archs during the period 1450–1648.
Demonstrating complex understanding might include:
• Analyzing the nuance of an issue by explaining the most significant effect of state centralization, and
noting that other factors were also significant and interrelated
• Explaining how different countries underwent different changes as a result of state centralization
• Explaining relevant and insightful connections across time by discussing the development of
En
lightened Absolutism as a continuation of the trends from 1450 to 1648
• Qualifying or modifying an argument by considering evidence that supports an alternate position
Note: This demonstration of complex understanding must be part of an argument, not merely a phrase or reference.
Complexity should emerge from the essay’s argumentation and use of evidence, and while it does not have to be
present throughout the essay, the complexity point should consist of substantial elaboration.
Examples demonstrating complexity:
• The response analyzes links between state centralization and its impact on politics, religion, and the
ec
onomy, prioritizing one effect over the others. The response analyzes the ways in which state
centralization changed attitudes toward European politics and religion, while discussing how
economic effects were more significant.
• The response analyzes change and continuity over time. The response explains how state
centralization in the 16
th
and 17
th
centuries led to the development of absolutism and constitutionalism
in the 18
th
and 19
th
centuries.
• The response analyzes causation between state centralization and the growth of monarchical power,
li
nking it to the decline of church power and that of the old nobility, and to the Age of Exploration and
the rise of a “new aristocracy.” The response discusses Louis XIV and his creation of Versailles for the
purpose of weakening the nobility, links the Protestant Reformation to state centralization in England,
and links the development of state centralization in Spain to voyages of discovery. The response is
structured within a clear framework, connecting evidence to the argument and clearly analyzing the
nuance of the issue by explaining the most significant effect of state centralization, and by noting that
other factors are also significant and interrelated.
• The response compares developments in multiple European countries and discusses the policies of
mult
iple European monarchs, and it discusses the differences between countries that centralized and
those that did not: Spain and France are contrasted against the Holy Roman Empire and Poland.
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Question 3 — Long Essay Question
“Evaluate the most significant effect of population growth in Europe within the period 1700–1800.”
Maximum Possible Points: 6
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 merely 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.
The thesis statement must make a
historically
defensible claim about the most significant effect of
population growth in Europe within the period 1700–
1800, with a clear line of reasoning for making that
claim.
• “Altho
ugh the population growth had made some
political changes, it is clear that the majority of the
changes were economical as shown with Great
Britain.”
• “The most significant effect this population
incr
ease was the growth in size of the urban poor.
The growth of the urban poor led to poor living
conditi
ons in cities, the French Revolution, and set
the stage for the first Industrial Revolution.”
• “The most significant effect of population growth
in E
urope from 1700 to 1800 was urbanization and
the creation of large cities which was marked by
poverty, crime, and poor sanitation.”
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 a reference.
To earn this point, the essay must accurately describe a
contex
t relevant to population growth in Europe within
the period 1700–1800.
Examples of context might include the following, with
appropriate elaboration:
• The Commer
cial Revolution
• The Industrial Revolution
• The
Agricultural Revolution
• The Spread of Enlightenment Ideas
• The Scientific Revolution
• Prior depopulation due to bubonic plague
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Question 3 — Long Essay Question (continued)
C: Evidence
(0–2)
Evidence:
Provides specific examples
of evi
dence relevant to the topic of the
prompt.
(1 point)
OR
Suppo
rts an Argument: Supports an
argument in response to the prompt
using specific and relevant examples
of
evide
nce.
(2 points)
To earn the first point, the response must identify specific
historical examples of evidence relevant to population
growth in Europe within the period 1700–1800.
OR
To earn the second point, the response must use specific
historical evidence to support an argument in response to
the prompt.
Evidence used might include:
• Urbanization
• Enclosure
• Demographic shifts
• Public health
• Political turmoil
• European marriage patterns
• Class consciousness
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Question 3 — Long Essay Question (continued)
D: Analysis and Reasoning
(0–2)
Historical Reasoning:
Uses historical
reasoning (e.g., comparison, causation,
continuity, and change over time) to
frame or structure an argument that
addresses the prompt. (1 point)
To earn the first point, the response must
demonstrate the use of historical
reasoning to frame or structure an
argument about the most significant
effect of population growth in Europe
during the 18
th
century, although the
reasoning might be uneven, imbalanced,
or inconsistent.
OR
Complexity: Demonstrates a complex
un
derstanding of the historical
development that is the focus of
prompt, using evidence to corroborate,
qualify, or modify an argument that
addresses the prompt. (2 points)
To earn the second point, the response
mus
t demonstrate a complex
understanding of the effects of population
growth in Europe during the eighteenth
century.
Examples of using historical reasoning might include:
• Establishing a causal relationship between
pop
ulation growth and an effect of that growth and
following through on that relationship in a
coherent argument
• Providing a broad category of effects of population
growth, and then developing
subcategories/examples in order to support a
broader argument
• Describing change over time, elaborating on the
changes and continuities that occurred over the
period covered by the topic of the prompt
This use of historical reasoning may be found within a
wel
l-crafted paragraph or part of an essay that otherwise
lacks organization.
OR
Demonstrating complex understanding might include:
• Analyzing the nuance of an issue by explaining the
mo
st significant effect of population growth, and
noting that other effects were also significant and
interrelated
• Confirming the validity of an argument by
corroborating multiple perspectives across themes
• Qualifying or modifying an argument by
co
nsidering evidence that supports an alternate
position
• Explaining relevant and insightful connections
a
cross time by discussing population shifts in
other periods
• Explaining how different countries underwent
diff
erent changes as a result of population growth,
or had differing levels of growth
This demonstration of complex understanding must be
part of an argument, not merely a phrase or reference.
Complexity should emerge from the essay’s
argumentation and use of evidence, and while it does not
have to be present throughout the essay, the complexity
point should consist of substantial elaboration.
If response is completely blank, enter -
- for all four score categories: A, B, C, and D.
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Question 3 — Long Essay Question (continued)
Scoring Notes
Introductory notes:
• Except where otherwise noted, each point of these rubrics is earned independently; for example, a
stu
dent could earn a point for evidence without earning a point for thesis/claim.
• Accuracy: The components of these rubrics require that students demonstrate historically defensible
content knowledge. Given the timed nature of the exam, responses may contain errors that do not
detract from their overall quality, as long as the historical content used to advance the argument is
accurate.
• Clarity: Exam responses should be considered first drafts, and thus may contain grammatical errors.
T
hose 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 (0–1 point)
Responses earn 1 point by responding to the prompt with a historically defensible thesis or claim about the
m
ost significant effect of population growth in Europe within the period 1700–1800, with a clear line of
reasoning for making that claim.
Responses earn 1 point by responding to the prompt with a historically defensible thesis that establishes a line
of reasoning about the topic. To earn this point the thesis must make a claim that responds to the prompt
rather than simply restating or rephrasing the prompt. The thesis must suggest at least one main line of
argument development or establish the analytic categories of the argument.
The thesis must consist of one or more sentences located in one place, either in the introduction or the
co
nclusion, which does not have to be contained in the first or last paragraph.
The thesis is not required to encompass the entirety of the period, but it must identify a relevant development
or
developments within the period.
Examples of acceptable theses:
• “The most significant effect of population growth in Europe during the eighteenth and nineteenth
centuries was that it contributed to industrialization by expanding urban areas and providing more
labor for factories.” (The response makes a clear and historically defensible claim that the most significant
effect of population growth in the 18
th
century was the Industrial Revolution, and it establishes a line of
reasoning as to why the Industrial Revolution was the most significant effect of population growth.)
• “The most significant effect of this population growth was the growth of the middle-low class because
it
resulted in lasting economic changes such as a greater amount of farming, social reform, and focus
on something other than the high nobility.” (The response makes a clear and historically defensible claim
in the thesis that the most significant effect of population growth was the rise of the middle class and
establishes a line of reasoning as to why the rise of the middle class was significant.)
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Question 3 — Long Essay Question (continued)
• “In conclusion, overpopulation in cities caused poor living conditions due to sanitation services not
being able to accomodate the population growth.” (The response makes a clear and historically
defensible claim and establishes a line of reasoning as to why the stated development was significant.
Although the valuation of poor living conditions is not explicitly identified as the most significant effect of
population growth, such sentiment is implicit. The response also demonstrates that a thesis may appear in
the conclusion. )
• “The most significant effect of population growth in Europe within the period 1700-1800 was the
g
rowth and modernization of countries, who were able to establish colonies to grow more foods.”
(Although the linkage is indirect between population growth, modernization, and colonization, the response
makes a historically defensible claim and leads to a line of reasoning.)
Examples of unacceptable theses:
• “The most significant effect of population growth in Europe within the period 1700-1800 was disease.”
(
While the statement makes an acceptable claim, it does not offer a line of reasoning as to why disease was
significant.)
• “The most significant effect Europe’s growing population had was its implications on hygene and
m
edical advancement.” (While the statement makes an acceptable claim, it does not offer a line of
reasoning as to why hygienic and medical advancements were significant.)
B. Contextualization (0–1 point)
Responses earn 1 point by describing a broader historical context relevant to the prompt. To earn this point the
r
esponse must relate the topic of the prompt to broader historical events, developments, or processes that
occurred before or during or continued after the time frame of 1700 to 1800. This point is not awarded for
merely a phrase or a reference.
To earn the point the essay must accurately describe a context relevant to population growth in Europe within
t
he period 1700–1800.
Examples might include the following, with appropriate elaboration:
• The Commercial Revolution
• The Industrial Revolution
• The Agricultural Revolution
• The spread of Enlightenment ideas
• The Scientific Revolution
• Prior depopulation due to bubonic plague
Examples of acceptable contextualization:
• “In the period of 1700-1800 most if not all European countries were practicing mercantilism, where
c
ountries have colonies which bring in money from new lands shaping markets and economies. This in
turn primed Europe for large scale population growth, because it gave the potential for new markets.” (The
response relates a prior commercial development to the topic of population growth in Europe in the 1700s.)
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Question 3 — Long Essay Question (continued)
• “With the introduction of new and improved agriculture techniques, such as the use of fertilizer and
Jethro Tull’s iron plow, as well as an improved understanding of medicine thanks to names like Harvey,
Paracelus, and Vesuvius, the population of Europe grew steadily during the period 1700-1800. (The
response relates relevant prior developments in agriculture to the topic of population growth in Europe in the
1700s.)
• “In Europe, the period of 1700 to 1800 was characterized by rapid industrialization all over the continent.
T
his industrialization led to the establishment of factories and mass production, which, coupled with
population, brought tons of people to urban centers and led to the development of cities. The move to
cities had extremely significant effects on the lives of Europeans.” (The response relates a prior
demographic development to the topic of population growth in Europe in the 1700s.)
Note: In order to earn this point the response should clearly connect the relevant contextual information to the topic.
A
mere passing reference to another event or time period does not suffice for this point.
Examples of unacceptable contextualization:
• “During the eighteenth to nineteenth century in Europe, the continent was prospering because of the
i
ndustrial revolution. This revolution allowed the work that was once done by hand to be done by
machines. This meant that once cumbersome jobs became much easier. Farming became more
efficient and goods were able to be mass produced much more easily. In the advent of the Industrial
Revolution, people began to migrate to Europe in order to seek better jobs and a more stable lifestyle.”
(While the response refers to potentially relevant context about industrialization and demographic shifts, it
does not link any of these historical developments to population growth in the 1700s.)
• “Population growth, and the expansion of nations, during the 18
th
and 19
th
centuries is what truly
pushed the Europe toward the modern era. Before the industrialization and urbanization that happened
during that period, life, for most, was about survival.” (While the response refers to potentially relevant
context about quotidian life before the Industrial Revolution, it does not link this to population growth in the
1700s.)
C. Evidence (0–2 points)
Evidence
Responses earn 1 point by providing at least two specific examples of evidence relevant to the topic of the
pr
ompt. Responses can earn this point without earning the point for a thesis statement. To earn this point the
response must identify specific historical examples of evidence relevant to the topic of population growth in
Europe within the period 1700–1800. These examples of evidence must be different from the information used
to earn the point for contextualization.
Typically, statements credited as contextualization will be more general statements that place an argument or
a
significant portion of it in a broader context. Statements credited as evidence will typically be more specific
information.
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Question 3 — Long Essay Question (continued)
Examples of evidence used might include:
• Urbanization
• Enclosure
• Demographic shifts
• Public health
• Political turmoil
• European marriage pattern
• Class consciousness
Examples of successful use of evidence:
• “The problem of famine in 18
th
Century occured because the food supply could not keep up with
population growth.” (Response provides accurate evidence relevant to the topic of the prompt.)
• “Industrialization caused by the growth created a much more wealthy and prominent middle class, one
which would aid the economy greatly as consumerism rose due to the large output of goods.”
(Response provides accurate evidence relevant to the topic of the prompt.)
Note: These statements could be credited as evidence supporting an argument if their placement in the essay or
additional connective language made it clear that they were being offered in support of a particular point.
OR
Supports an Argument
Responses earn 2 points if they support an argument in response to the prompt using specific and relevant
examples of evidence. To earn the second point, the response must use specific historical evidence to support
an argument regarding population growth in Europe within the period 1700–1800.
Examples of successfully supporting an argument with evidence:
• “Population grew as the industrial revolution emerged and with the surge in population, the capitalistic
world of trade & economy seemed to grow. The growth of the population led to more industries and
more consumer goods. Factories mass-produced products which decreased the products value and
allowed less wealthier people (to) buy it without spending their life savings.” (Response successfully
uses evidence to support an argument linking population growth to consumerism and capitalism.)
• “In addition, factories were unsanitary and lacked safety measures for workers, meaning countless
died from working in the dangerous working conditions. This led to the emergence of labor unions and
ultimately political acts after 1800 such as the Factory Acts in England in the early 1800s.” (Response
successfully uses evidence to support an argument.)
D. Analysis and Reasoning (0–2 points)
Historical Reasoning
Responses earn 1 point by using historical reasoning to frame or structure an argument concerning the most
significant effect of population growth in Europe within the period 1700–1800. To earn this point the response
must demonstrate the use of historical reasoning to frame or structure an argument, although the reasoning
might be uneven, imbalanced, or inconsistent.
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Question 3 — Long Essay Question (continued)
Examples of using historical reasoning skills:
• Establishes a causal relationship between population growth and an effect of that growth and follows
t
hrough on that relationship in a coherent argument. For example, a response may point to the causal
relationship between the Enclosure Act and rural unemployment which, in turn, spurred migration to
industrializing cities where jobs were abundant, and which led to stronger economies.
• Gives a broad category of effects of population growth and then develops subcategories/examples in
order to support a broader argument. For example, a response that identifies urbanization as the most
significant effect of population growth may develop an argument about how that population-growth-
fueled urbanization led to concerns over wages, social mobilization, and political parties.
• Describes change over time, elaborating on the changes and continuities that occurred over the period
covered by the topic of the prompt. For example, a response may develop the claim that stresses
familial continuity despite significant changes over time, such as the deterioration of living conditions
and outbreaks of disease.
• This use of historical reasoning may be found within a well-crafted paragraph or part of a response
t
hat otherwise lacks organization.
OR
Complexity
Responses earn 2 points by demonstrating a complex understanding of the effects of population growth in
E
urope within the period 1700–1800.
Demonstrating complex understanding might include:
• Analyzing the nuance of an issue by explaining the most significant effect of population growth, and
noting that other effects were also significant and interrelated
• Confirming the validity of an argument by corroborating multiple perspectives across themes
• Qualifying or modifying an argument by considering evidence that supports an alternate position
• Explaining relevant and insightful connections across time by discussing population shifts in other
periods
• Explaining how different countries underwent different changes as a result of population growth, or
h
ad differing levels of growth
Note: This demonstration of complex understanding must be part of an argument, not merely a phrase or reference.
C
omplexity should emerge from the essay’s argumentation and use of evidence, and while it does not have to be
present throughout the essay, the complexity point should consist of substantial elaboration.
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Question 3 — Long Essay Question (continued)
Examples demonstrating complexity:
• The response analyzes the nuance of 18
th
-century population growth by explaining that while
urbanization was its most significant effect, other effects such as the privileging of leisure, a new
consumer economy, and a change to gender roles were also significant and interrelated.
• The response confirms the validity of the argument that sociopolitical development was the most
significant effect of 18
th
-century population growth by supporting the claim with variegated but linked
discussions of industrialization, including the defining of the modern class system and the creation of
the new consumer culture of the late 17
th
century.
• The response explains how different countries or European regions underwent different changes as a
result of population growth, or had differing levels of growth. For example, the response juxtaposes
Great Britain’s ability to meet the demand of its growing population through increased industrial
production with Ireland’s inability to industrialize fast enough to meet the demand of its growing
population, resulting in the Irish potato famine.
• The response qualifies or modifies the argument that both the demand for and supply of new products
and materials was the most significant effect of 18
th
-century population growth by considering
evidence that supports an alternate position: that there were negative impacts of population growth
such as public health problems, women forced into prostitution, and artisans displaced by
industrialization.
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Question 4 — Long Essay Question
“Evaluate the most significant effect of the Great Depression in Europe during the period 1929–1950.”
Maximum Possible Points: 6
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 merely
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.
The thesis statement must make a
historically
defensible claim about the most significant
effect of the Great Depression in Europe during
the period 1929–1950, with some indication of
the reasoning for making that claim.
• “Altho
ugh most countries recovered from
the effects of the Great Depression, the most
significant effect included the economic
devastations countries faced because it
damaged the living conditions and caused
political unrest, leading to World War
Two.”
• “The most significant effect of the Great
D
epression in Europe from 1929 to 1950
was causing rising political extremism due
to uncertain circumstances in the lives of all
Europeans, and especially embracing larger
governments and more government
controlled economies.”
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 a reference.
To earn this point, the essay must accurately
d
escribe a context relevant to the Great
Depression in Europe during the period 1929–
1950.
Examples of context might discus
s the following
topics, with appropriate elaboration:
• World War I (in general)
• Treaty of Versailles/German reparations
• Weimar Republic (weakness/instability)
• United States loans and investments in
E
urope (Dawes/Young Plan)
• 1929 stock market crash
• Age of Anxiety/Roaring 20s
• New Deal/U.S. policies and other
responses to the Great Depression
• League of Nations (weakness of)
•
Pre-1929 Hitler/Nazi Party/Mein Kampf
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Question 4 — Long Essay Question (continued)
C: Evidence
(0–2)
Evidence:
Provides specific examples of
evidence relevant to the topic of the prompt.
(1 point)
OR
Supports an Argument: Sup
ports an
argument in response to the prompt using
specific and relevant examples of evidence.
(2 points)
To earn the first point, th
e response must identify
specific historical examples of evidence relevant
to the Great Depression in Europe during the
period 1929–1950.
OR
To
earn the second point, the response must use
specific historical evidence to support an
argument in response to the prompt.
Evidence used might include:
• Hitle
r’s rise to power (legal
means/Reichstag fire/Enabling Act)
• World War II and Holocaust
• Mussolini and Fascist Italy’s policies post
1
929
• Communism as alternative to capitalism in
Germany
• Creation of the welfare state and various
w
elfare state policies
• Stalin’s Five-Year Plan
• Appeasement policy as a consequence of
t
he Great Depression
• Various anti-Semitic policies such as the
Nuremberg Laws
D: Analysis and Reasoning
(0–2)
Historical Reasoning: Uses historical
reasoning (e.g., comparison, causation,
continuity, and change over time) to frame or
structure an argument that addresses the
prompt. (1 point)
To earn the first point, the response must
demonstrate the use of historical reasoning to
frame or structure an argument about the effects
of the Great Depression in Europe, although the
reasoning might be uneven, imbalanced, or
inconsistent.
Examples of using historical reasoning might
include:
• Establishing a causal relationship between
the Great Depression and an effect of the
Depression, such as the rise of Hitler or the
creation of the welfare state, and explaining
the connections between the cause and the
effect
• Ide
ntifying a general effect of the
Depression, such as political radicalization,
and then discussing examples, such as
Nazism in Germany or fascism in Italy,
compared with more interventionist
governments in Great Britain and France, in
order to support a broader argument
regarding the most significant effect
•
Describing continuity or change over time,
by arguing that Germany was economically
suffering from World War I but that this
was intensified by the Great Depression
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Question 4 — Long Essay Question (continued)
OR
Complexity: Demonstrates a complex
understanding of the historical development
that is the focus of prompt, using evidence to
corroborate, qualify, or modify an argument
that addresses the prompt. (2 points)
To earn the second point, the response must
demonstrate a complex understanding of the
effects of the Great Depression.
OR
D
emonstrating complex understanding might
inc
lude:
• Explaining the most significant effect of the
Gr
eat Depression, such as the rise of Hitler
or World War II, while noting that other
effects such as increased government
intervention were also significant and
interrelated
• Explaining how multi
ple countries
underwent different changes or were
variously impacted as a result of the
Depression
• Explaining relevant and insightful
connections across time by discussing
economic crises in other periods, such as
the 2008 Great Recession or the financial
crises of the 20
th
century
• Qualifying or modifying an argument by
co
nsidering evidence that supports an
alternate position, such as suggesting that
fascism would have developed
independently as a result of German
dissatisfaction with the Treaty of Versailles
• Developing an extended analysis of various
ec
onomic systems and theories, such as
laissez-faire capitalism or the Soviet
command economy
This demonstration of complex understanding
must be part of an argument, not merely a phrase
or reference. Complexity should emerge from the
essay’s argumentation and use of evidence, and
while it does not have to be present throughout
the essay, the complexity point should consist of
substantial elaboration.
If response is completely blank, enter - - for all four score categories: A, B, C, and D.
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Question 4 — Long Essay Question (continued)
Scoring Notes
Introductory notes:
• Except where otherwise noted, each point of these rubrics is earned independently; for example, a
stu
dent could earn a point for evidence without earning a point for thesis/claim.
• Accuracy: The components of these rubrics require that students demonstrate historically defensible
content knowledge. Given the timed nature of the exam, responses may contain errors that do not
detract from their overall quality, as long as the historical content used to advance the argument is
accurate.
• Clarity: Exam responses should be considered first drafts, and thus may contain grammatical errors.
T
hose 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 (0–1 point)
Responses earn 1 point by responding to the prompt with a historically defensible thesis or claim about the
m
ost significant effect of the Great Depression in Europe during the period 1929–1950, with some indication of
the reasoning for making that claim.
Responses earn 1 point by responding to the prompt with a historically defensible thesis that establishes a line
of reasoning about the topic. To earn this point the thesis must make a claim that responds to the prompt
rather than simply restating or rephrasing the prompt. The thesis must suggest at least one main line of
argument development or establish the analytic categories of the argument.
The thesis must consist of one or more sentences located in one place, either in the introduction or the
co
nclusion, which does not have to be contained in the first or last paragraph.
The thesis is not required to encompass the entirety of the period, but it must identify a relevant development
or
developments within the period.
Examples of acceptable theses:
• “The Great Depression lead to the suffering of people, and therefore became the jump spring for
extreme ideologies. The most significant effect of the Great Depression is aiding the growth of
nationalism in Germany and further leading to the World War II.” (The response makes a clear and
historically defensible claim that the Great Depression led to enormous suffering, while also establishing a
line of reasoning that this resulted in the rise of nationalism and thus World War II.)
• “The most significant effect of the Great Depression from 1929 to 1950 was World War II as the Great
De
pression created the conditions for fascist dictators like Mussilini (Il Duce) and Hitler (Furer) to rise
to power.” (The response clearly identifies the most significant effect of the Great Depression as World War
II, which was made possible by the rise of authoritarian leaders after 1929, thus demonstrating an explicit
line of reasoning.)
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Question 4 — Long Essay Question (continued)
Examples of unacceptable theses:
• “The most significant effect of the Great Depression in Europe was the inflation rate and how poorly it
c
aused the economy to become.” (This response makes a evaluative claim that the most significant effect
of the Great Depression was inflation and a poor economy, but this is cyclical and descriptive.)
• “The Great Depression brought along several negative factors such as economical problems, famine, a
l
imitation in resources, and finally a decrease in population.” (Although this response makes a
potentially historically defensible claim, it does not offer an evaluative component specifying which effect is
most significant.)
B. Contextualization (0–1 point)
Responses earn 1 point by describing a broader historical context relevant to the prompt. To earn this point the
r
esponse must relate the topic of the prompt to broader historical events, developments, or processes that
occurred before or during or continued after the time frame of 1929 to 1950. This point is not awarded for
merely a phrase or a reference.
To earn the point the essay must accurately describe a context relevant to the effects of the Great Depression
in
the period from 1929 to 1950.
Examples might include the following, with appropriate elaboration:
• World War I (in general)
• Treaty of Versailles/German reparations
• Weimar Republic (weakness/instability)
• United States loans and investments in Europe (Dawes/Young Plan)
• 1929 stock market crash
• Age of Anxiety/Roaring 20s
• New Deal/U.S. policies and other responses to the Great Depression
• League of Nations (weakness of)
• Pre-1929 Hitler/Nazi Party/Mein Kampf
Examples of acceptable contextualization:
• “World War I left Europe in tatters geographically, socially, and economically. The combination of new
m
ilitary techniques and Napoleonic tactics led to devastating losses, and the war guilt clause put a
tremendous economic burden on Germany, which would plunge it into destitution that would only
deepen with Global downturn of the economy in the Great Depression.” (The response begins by
describing a broader historical context relevant to the prompt by discussing the impact of World War I on
Europe and the consequences of the Treaty of Versailles especially.)
• “Europe prior to the Great Depression of 1929 was left in ruins after the carnage of First World War. The
w
ar had sapped the economies of Europe, and left economic turmoil in their wake. The Treaty of
Versailles left the fledgling Weimar Republic crippled. The Great Depression served to further
exacerbate such problems.” (By connecting the Great Depression to the devastation of World War I, the
Treaty of Versailles, and the Weimar Republic, the response describes a broader historical context to the
prompt.)
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Question 4 — Long Essay Question (continued)
• “The Great Depression hit Europe during the Interwar Years following the US Great Depression. When
the US pulled out of European stocks it put Europe in a tight spot where inflation occurred and
widespread Depression struck Europe.” (The response provides a broader historical context by describing
the connections between developments in Europe and the United States.)
Note: In order to earn this point the response should clearly connect the relevant contextual information to the topic.
A mere passing reference to another event or time period does not suffice for this point.
Examples of unacceptable contextualization:
• “Post World War I Europe was a testament to human destruction, both economic, human, and
landscape. A Great Depressions wrecked the continent from 1929-1950 creating political turbulence in
many nations.” (The response attempts to provide immediate context by referencing the devastation seen
in Europe after 1918; however, this is not developed and is a passing reference.)
• “The Great Depression was a worldwide effect that had detrimental repercussions all over. It caused a
lack of money throughout the world, and in turn, caused many people to not have bare necessities.”
(The response describes the impact of the Great Depression in generalized terms but does not provide a
specific discussion of developments in Europe.)
C. Evidence (0–2 points)
Evidence
Responses earn 1 point by providing at least two specific examples of evidence relevant to the topic of the
pr
ompt. Responses can earn this point without earning the point for a thesis statement. To earn this point the
response must identify specific historical examples of evidence relevant to the topic of the effects of the Great
Depression in the period from 1929 to 1950. These examples of evidence must be different from the information
used to earn the point for contextualization.
Typically, statements credited as contextualization will be more general statements that place an argument, or
a
significant portion of it, in a broader context. Statements credited as evidence will typically be more specific
information.
Examples of evidence used might include:
• Hitler’s rise to power (legal means/Reichstag fire/Enabling Act)
• World War II and Holocaust
• Mussolini and Fascist Italy’s policies post 1929
• Communism as alternative to capitalism in Germany
• Creation of the welfare state and various welfare state policies
• Stalin’s Five-Year Plan
• Appeasement policy as a consequence of the Great Depression
• Various anti-Semitic policies such as the Nuremberg Laws
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Question 4 — Long Essay Question (continued)
Examples of successful use of evidence:
• “He [Hitler] also was responsible for the mass killings of European Jews in concentration camps such
as Aushwitz and massacres, with estimate of 6 million victims, and many more displaced during the
Holocaust.” (Response provides accurate evidence relevant to the topic of the prompt.)
• “The invasion of Poland in 1939 marked the beginning of WW2.” (Response provides one piece of
accurate evidence relevant to the topic of the prompt.)
Note: These statements could be credited as evidence supporting an argument if their placement in the essay or
additional connective language made it clear that they were being offered in support of a particular point.
OR
Supports an Argument
Responses earn 2 points if they support an argument in response to the prompt using specific and relevant
examples of evidence. To earn the second point, the response must use specific historical evidence to support
an argument regarding the effects of the Great Depression in the period from 1929 to 1950.
Examples of successfully supporting an argument with evidence:
• “After the first World War, victorious powers crippled the German economy with harsh reparations and
land seizures, inevitably make Germany more susceptible to the Great Depression. With
unemployment at record highs, the German people were demoralized and highly receptive to the
nationalist sentiments of Hitler’s Nazi campaign. Once Hitler took power, he increased industrial
production and dropped unemployment rates, which caused him to be heavily supported by the
German people.” (The response clearly connects Germany’s economic burdens from World War I and the
Great Depression to an argument about Hitler’s political messaging and rise to power.)
• “Throughout Europe and the world, the influence of government in the economy increased as more
countries began to apply Keysian economics. This model, developed by Keynes, said that governments
ought to borrow money and support works that would help the economy recover during depressions.
The British added support to their economy by adding cradle to grave insurance. This stabilized the
economy and allowed for greater spending because less money needed to be saved for health care by
citizens. It also increased the influence of parliament in healthcare.” (This response uses multiple
examples in order to a support an argument that British thinkers and politicians implemented
interventionist policies in response to the Great Depression.)
D. Analysis and Reasoning (0–2 points)
Historical Reasoning
Responses earn 1 point by using historical reasoning to frame or structure an argument concerning the most
significant effect of the Great Depression in the period from 1929 to 1950. To earn this point, the response must
demonstrate the use of historical reasoning to frame or structure an argument, although the reasoning might
be uneven, imbalanced, or inconsistent.
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Question 4 — Long Essay Question (continued)
Examples of using historical reasoning skills:
• Establishing a causal relationship between the Great Depression and an effect of the Depression, such
a
s the rise of Hitler or the creation of the welfare state, and explaining the connections between the
cause and the effect
• Identifying a general effect of the Depression, such as political radicalization, and then discussing
e
xamples, such as Nazism in Germany or fascism in Italy compared with more interventionist
governments in Great Britain and France, in order to support a broader argument regarding the most
significant effect
• Describing continuity or change over time, by arguing that Germany was economically suffering from
World War I but that this was intensified by the Great Depression
OR
Complexity
Responses earn 2 points by demonstrating a complex understanding of the effects of the Great Depression in
t
he period from 1929 to 1950.
Demonstrating complex understanding might include:
• Explaining the most significant effect of the Great Depression, such as the rise of Hitler or World War
II, while noting that other effects such as increased government intervention were also significant and
interrelated
• Explaining how multiple countries underwent different changes or were variously impacted as a result
o
f the Depression
• Explaining relevant and insightful connections across time by discussing economic crises in other
p
eriods, such as the 2008 Great Recession or the financial crises of the 20
th
century
• Qualifying or modifying an argument by considering evidence that supports an alternate position, such
a
s suggesting that fascism would have developed independently as a result of German dissatisfaction
with the Treaty of Versailles
• Developing an extended analysis of various economic systems and theories, such as laissez-faire
c
apitalism or the Soviet command economy
Note: This demonstration of complex understanding must be part of an argument, not merely a phrase or reference.
C
omplexity should emerge from the essay’s argumentation and use of evidence, and while it does not have to be
present throughout the essay, the complexity point should consist of substantial elaboration.
Examples demonstrating complexity:
• The response draws insightful connections across time periods by comparing nationalism that
d
eveloped in Germany in response to the Treaty of Versailles with nationalism fostered by Bismarck as
a part of his Realpolitik policy, and more broadly, the role nationalism had in sparking governmental
change.
• The response develops a nuanced and extended analysis of the changes in economic theory and
application by governments following the onset of the Great Depression. It specifically addresses the
loss of faith in laissez-faire economics, a new interest in Keynesian economics, and various
implementations thereof.
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