Terms : Hide Images
| 14566843020 | Compare | Provide a description or explanation of similarities and/or differences. | 0 | |
| 14566845087 | Describe | Provide the relevant characteristics of a specified topic. | 1 | |
| 14566847528 | Evaluate | Judge or determine the significance or importance of information, or the quality or accuracy of a claim. | 2 | |
| 14566851227 | Explain | Provide information about how or why a relationship, process, pattern, position, situation, or outcome occurs, using evidence and/or reasoning. | 3 | |
| 14566862264 | Explain "how" | Typically requires analyzing the relationship, process, pattern, position, situation, or outcome. | 4 | |
| 14566869937 | Explain "why" | Typically requires analysis or motivations or reasons for the relationship, process, pattern, position, situation, or outcome. | 5 | |
| 14566877465 | Identify | Indicate or provide information about a specified topic, without elaboration or explanation. | 6 | |
| 14566883785 | Support an argument | Provide specific examples and explain how they support a claim. | 7 | |
| 14566934306 | Thesis (DBQ/LEQ) | Respond to the prompt with a historically defensible claim that establishes a line of reasoning without simply restating the prompt. Must consist of one or more sentences and be located either in the introduction or conclusion. | 8 | |
| 14566946053 | Contextualization (DBQ/LEQ) | Situate historical events, developments, or processes within the broader context in which they occurred to draw conclusions for their significance. Provide background before jumping right into the thesis and essay and paint a picture of what is going on at the time of the prompt. Placing this historical background right at the beginning sets the stage for the argument that will occur in the body of the essay. Recall the beginning of Star Wars. Before the movie starts, the film begins with "A long time ago in a galaxy far, far away..." and continues with background information on the characters, events, and other information that is crucial to understanding the film. Without this, the viewer would not know what is going on, and might miss key events or be lost throughout the film. | 9 | |
| 14566970207 | Evidence (DBQ) | Use the content of at least three documents to address the topic of the prompt (1pt). Support an argument in response to the prompt using at least six documents (2pts). | 10 | |
| 14566984067 | Evidence (LEQ) | Provide specific examples relevant to the topic of the prompt (1pt). Support an argument in response to the prompt using specific and relevant examples (2pts). | 11 | |
| 14567066890 | Evidence Beyond the Documents (DBQ) | Use at least one additional piece of specific historical evidence (not found in the documents) relevant to an argument about the prompt. | 12 | |
| 14567151640 | Sourcing Documents (DBQ) | For at least three (3) documents, explain how or why the document's point of view (POV), purpose, historical situation, and/or audience is relevant to an argument. | 13 | |
| 14567175103 | Historical Reasoning (LEQ) | Use comparison or causation or continuity and change to structure an argument that addresses the prompt. | 14 | |
| 14567182462 | Complex Understanding (DBQ/LEQ) | Explain the nuance of an issue by analyzing multiple variables. Explain both similarity and difference, or continuity and change, or explaining multiple causes, or explaining causes and effects. Explain relevant and insightful connections within and across periods. This point is usually awarded to essays that well written and show a deep understanding of the topic and prompt. | 15 |
