Rubric for dbq essay ap world

Outside Evidence #2 : In this paragraph, the student received the point for its clear and extensive discussion of taxation issues. It correctly brings forth the colonial distinctions between internal and external taxes and gives specific laws that illustrated it. Note that the student brings in quite a bit of outside evidence throughout. However, to get the point a student needs to only bring forth a single issue/trend/development or piece of outside information and directly tie it to the argument made. A simple phrase or mention will not get the point

The change in content for the new 2016-2017 course redesign is not really that significant, but  as you can see in the chart below, the assessment is a different story. I have written elsewhere about the importance of teaching and drilling the Historical Thinking Skills into students’ heads. It will be more incumbent upon teachers to do so after 2016. This is especially true in regard to students responding to source material such as maps, primary and secondary sources, graphs, art, and data charts. Tasks connected to a historial stimulus will constitute approximately seventy five percent of the new exam. By way of comparison, the percentage of stimulus items on the current exam is twenty to twenty-five percent.

Rubric for dbq essay ap world

rubric for dbq essay ap world


rubric for dbq essay ap worldrubric for dbq essay ap worldrubric for dbq essay ap worldrubric for dbq essay ap world