Document Based Question Thesis

Document Based Question Thesis-82
Such emphases might include: w Reactions against big government w Opposition to the women s movement or to movements for lesbian, gay, and bisexual rights w The rise of the evangelical movement w The belief in a free-market economy w Calls for law and order, and resistance to perceived judicial activism w Concerns about economic stagnation, inflation, and interest rates w Anticommunism w Anti-tax movement w Apprehensions about social changes Return to the Table of Contents 37 w Defense of perceived traditional values w Emphasis on personal freedom w Escalating militancy of the civil rights movement w Concerns about the credibility of the national government w Perceived failure of U. foreign policy, military weakness w Perceived failure of social welfare programs An unacceptable thesis would: w Fail to make a historically defensible claim about the rise of conservatism in this period w Fail to explain reasons why a new conservatism rose to prominence w Simply restate or rewrite the prompt w Fail to address all parts of the question Examples of acceptable thesis: w The most important factors that contributed to the birth of the new conservative movement were a desire for more reliance on free-market capitalism, a society oriented toward traditional morals and values, and a government that was strong on both foreign and domestic policy.

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Document-Based Question 1 Note: As explained in the Preface, the instructions shown here are the ones that students will be given beginning with the 2016 AP U. POL-2.0 Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions.

Return to the Table of Contents 30 Scoring Guidelines and Notes for Document-Based Question 1 Explain the reasons why a new conservatism rose to prominence in the United States between 1960 and Curriculum Framework Alignment Learning Objectives Historical Thinking Skills Key Concepts POL-1.0 Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed.

evidence in the student response that qualifies for the contextualization point could not be used to earn the point for synthesis or the point for sourcing the documents. Thesis and Argument Development (2 points) Targeted Skill: Argumentation (E1, E4, and C1) 1 point Presents a thesis that makes a historically defensible claim and responds to all parts of the question.

The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.

Scoring Notes: w This example must be different from the evidence used to earn other points on this rubric.

w This point is not awarded for merely a phrase or reference.

Return to the Table of Contents 35 0 points Neither presents a thesis that makes a historically defensible claim and responds to all parts of the question nor develops and supports a cohesive argument that recognizes and accounts for historical complexity. Document Analysis (2 points) Targeted Skills: Analyzing Evidence: Content and Sourcing (A1 and A2) and Argumentation (E2) 1 point Utilizes the content of at least six of the documents to support the stated thesis or a relevant argument.

1 point Explains the significance of the author s point of view, author s purpose, historical context, and/or audience for at least four documents.

Responses need to reference an additional piece of specific evidence and explain how that evidence supports or qualifies the argument. Synthesis (1 point) Targeted Skill: Synthesis (C4 or C5) 1 point Extends the argument by explaining the connections between the argument and one of the following: a.

A development in a different historical period, situation, era, or geographical area Return to the Table of Contents 36 b.


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