AP® United States History 2025 - AP Scoring Guidelines - Sample Student Responses and Scoring Commentary Set 2

Sep 30, 2026

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AP® United States History 2025 Short-Answer Question 3 scoring guidelines and answer set 2 provide detailed point-by-point expectations for historically defensible responses. The materials outline general scoring notes emphasizing independently earned points, historically accurate content, and clarity appropriate to first-draft student writing. They include guidance for describing versus explaining historical developments, along with examples for parts A, B, and C spanning British North America (1763–1783), U.S. constitutional ratification effects (1789–1800), and responses to federal power debates (1800–1840).

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Short-Answer Question 3: Scoring Guidelines (3 points)

General Scoring Notes

Part A: Debate in British North America (1763–1783)

Part B: Effect of ratification (1789–1800)

Part C: Responses to federal power debates (1800–1840)

2025 AP® United States History Sample Student Responsesand Scoring Commentary Set 2 Inside: Short-Answer Question 3 ☑ Scoring Guidelines ☑ Student Samples ☑ Scoring Commentary © 2025 College Board. College Board, Advanced Placement, AP, AP Central, and the acorn logo are registered trademarks of [College Board. Visit College Board on the web: collegeboard.org](College Board. Visit College Board on the web: collegeboard.org). AP Central is the official online home for [the AP Program: apcentral.collegeboard.org](the AP Program: apcentral.collegeboard.org). AP® United States History 2025 Scoring Guidelines | Question 3: Short Answer No Stimulus 3 points | | | --- | --- | | | | | General Scoring Notes
• Each point is earned independently.
• Accuracy: These scoring guidelines 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timed nature of the exam, responses may contain errors that do not detract from their overall quality, as long as the historical content used to advance the argument is accurate.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.
Those errors will not be counted against a student unless they obscure the successful demonstration of the content knowledge, skills, and practices described below.
• Describe: Provide the relevant characteristics of a specified topic. Description requires more than simply mentioning an isolated term.
• Explain: Provide information about how or why a historical development or process occurs or how or why a relationship exists. | | | | | | A Briefly describe one political debate in British North America from 1763 to 1783. 1 point
Examples of acceptable responses may include the following:
• The end of the Seven Years’ War spurred debates over whether colonists in British North America should be taxed to help pay for war debts.
• The Proclamation of 1763 contributed to political debates about westward expansion in British North America.
• The continued presence of British soldiers, who the colonists legally had to quarter according to British laws, resulted in increased political debates about the rights of colonists.
• Colonists debated whether they should declare independence or remain loyal to Great Britain. | | | B Briefly describe one effect of the ratification of the United States Constitution from 1789
to 1800.
Examples of acceptable responses may include the following: | 1 point | | • The Constitution created a new stronger central government for the United States.
• The ratification of the United States Constitution created lasting debates over states’rights versus federal power under the federalist system of government.
• The ratification of the United States Constitution led to debates about economic policies such as creating a national bank.
• The ratification of the Constitution resulted in the eventual addition of the Bill of Rights.
• The executive branch was created as a result of the ratification of the Constitution.
• The establishment of a new government under the Constitution led to the formation of political parties. | | © 2025 College Board • The ratification of the Constitution created a new government that included the separation of powers. C Briefly explain how one group responded to debates about federal government power from 1800 to 1840. Examples of acceptable responses may include the following: 1 point • In response to states that passed laws that took power from the federal government, the Supreme Court asserted the power to strike down state laws through judicial review. • Democratic-Republicans believed that the power of the federal government was too high, so they sought to return power back to the states through legislation. • Loose constructionists called for the federal government to have more involvement in promoting economic development. • Advocates of internal i

FAQs

How are points awarded for Short-Answer Question 3?

Each point is earned independently. Responses must demonstrate historically defensible content knowledge; minor errors may not reduce overall quality if the historical content advancing the argument is accurate.

What is the difference between “Describe” and “Explain” in the scoring guidelines?

“Describe” requires relevant characteristics of a topic, not just mentioning an isolated term. “Explain” requires information about how or why developments or relationships occur.

What response topics are covered in Set 2 for Question 3 Parts A, B, and C?

Part A covers a political debate in British North America from 1763 to 1783, Part B covers one effect of the U.S. Constitution’s ratification from 1789 to 1800, and Part C covers how one group responded to debates about federal government power from 1800 to 1840.

Sep 30, 2026

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