eXAMPLE DBQ RUBRIC.
APUSH
DBQ Generic Scoring Guide
8-9 Exceptional knowledge, analysis, and effort by author.
a) Clear intro and thesis statement that thoroughly addresses ALL of the main elements of the question and indicates the
student’s plan for the essay;
b) uses multiple facts demonstrating extensive mastery of US history to support the main points of the essay, drawn from
outside information as well as the documents provided, with only limited minor errors; THINK 70% Docs to 30% Outside
Info
c) substantial use of MOST of the documents used to support thesis, demonstrating understanding and context of documents;
d) facts in essay are used to “examine, explore, explain, and illustrate thesis”, Point of View (POV) is identified in some of the
documents – proving the thesis, not just telling a story.
5-7 Moderate analysis, effort, and knowledge by author.
a) Clear intro and thesis statement that addresses several of the issues of the question and indicates with some clarity what
the writer will attempt to prove;
b) uses several facts demonstrating considerable mastery of US history to support the main points of the essay with some
moderate factual errors;
c) uses a majority of documents with clear understanding of them in an accurate yet general manner; Majority = More than
½
d) facts used to define author’s position but may support only part of thesis position and/or only partially address thesis
position. Only limited or weak Point of View (POV) shown.
2-4 Halting effort and little understanding by the author.
a) Broad or tentative thesis statement and/or merely restates the question, with little intro to topic that addresses only some
issues of the question in a vague or confused manner;
b) uses some general but limited information to support the main positions of the essay with major factual errors or omissions
which weaken the essay’s quality while demonstrating only basic or limited knowledge of US history;
c) may quote or cite documents in a method which does not indicate understanding of documents and may fail to support
thesis;
d) facts do little to “examine, explore, explain, or illustrate thesis” including some major errors. No POV.
0-1 Very little effort, analysis, or knowledge by the author.
a) No intro paragraph or lacks a valid thesis statement or includes a statement so vague as to not deserve credit—may be
confused or reflect lack of understanding of the question;
b) limited use of facts in essay– few specific facts are used to support thesis or positions within paper, and significant errors
present demonstrating a lack of knowledge of US history;
c) insignificant use of documents or exhibits little or no understanding of documents;
d) facts are not used to support thesis, demonstrating no analysis of question — use of facts very general or not focused upon
DBQ Generic Scoring Guide
8-9 Exceptional knowledge, analysis, and effort by author.
a) Clear intro and thesis statement that thoroughly addresses ALL of the main elements of the question and indicates the
student’s plan for the essay;
b) uses multiple facts demonstrating extensive mastery of US history to support the main points of the essay, drawn from
outside information as well as the documents provided, with only limited minor errors; THINK 70% Docs to 30% Outside
Info
c) substantial use of MOST of the documents used to support thesis, demonstrating understanding and context of documents;
d) facts in essay are used to “examine, explore, explain, and illustrate thesis”, Point of View (POV) is identified in some of the
documents – proving the thesis, not just telling a story.
5-7 Moderate analysis, effort, and knowledge by author.
a) Clear intro and thesis statement that addresses several of the issues of the question and indicates with some clarity what
the writer will attempt to prove;
b) uses several facts demonstrating considerable mastery of US history to support the main points of the essay with some
moderate factual errors;
c) uses a majority of documents with clear understanding of them in an accurate yet general manner; Majority = More than
½
d) facts used to define author’s position but may support only part of thesis position and/or only partially address thesis
position. Only limited or weak Point of View (POV) shown.
2-4 Halting effort and little understanding by the author.
a) Broad or tentative thesis statement and/or merely restates the question, with little intro to topic that addresses only some
issues of the question in a vague or confused manner;
b) uses some general but limited information to support the main positions of the essay with major factual errors or omissions
which weaken the essay’s quality while demonstrating only basic or limited knowledge of US history;
c) may quote or cite documents in a method which does not indicate understanding of documents and may fail to support
thesis;
d) facts do little to “examine, explore, explain, or illustrate thesis” including some major errors. No POV.
0-1 Very little effort, analysis, or knowledge by the author.
a) No intro paragraph or lacks a valid thesis statement or includes a statement so vague as to not deserve credit—may be
confused or reflect lack of understanding of the question;
b) limited use of facts in essay– few specific facts are used to support thesis or positions within paper, and significant errors
present demonstrating a lack of knowledge of US history;
c) insignificant use of documents or exhibits little or no understanding of documents;
d) facts are not used to support thesis, demonstrating no analysis of question — use of facts very general or not focused upon