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The rubric provides point-by-point criteria for thesis/claim and contextualization, including decision rules for historically defensible arguments. 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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).  \nAP Central is the official online home for [the AP Program: apcentral.collegeboard.org](the AP Program: apcentral.collegeboard.org).  \nAP® United States History 2025 Scoring Guidelines  \nQuestion 1: Document-Based Question, Role of the Federal Government 7 points  \nGeneral Scoring Notes  \n• Except where otherwise noted, each point of these rubrics is earned independently; for example, a student could earn a point for evidence without earning a point for thesis/claim.  \n• Accuracy: The components of these rubrics require that students demonstrate historically defensible content knowledge. Given the timed nature of the exam, essays may contain errors that do not detract from their overall quality, as long as the historical content used to advance the argument is accurate.  \n• Clarity: Exam essays 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.  \nEvaluate the extent to which the role of the federal government in the United States economy changed from 1932 to 1980.  \n© 2025 College Board  \nAP® United States History 2025 Scoring Guidelines  \n\n| Reporting Category | Scoring Criteria |  |\n| --- | --- | --- |\n| Row A\u003Cbr>Thesis/Claim\u003Cbr>(0–1 points) | 0 points\u003Cbr>Does not meet the criteria for one point. | 1 point\u003Cbr>Responds to the prompt with a historically defensible thesis/claim that establishes aline of reasoning. |\n|  | Decision Rules and Scoring Notes |  |\n|  | Responses that do not earn this point:\u003Cbr>• Are not historically defensible.\u003Cbr>• Only restate or rephrase the prompt.\u003Cbr>• Do not respond to the prompt.\u003Cbr>• Do not establish a line of reasoning.\u003Cbr>• Are overgeneralized. | Responses that earn this point:\u003Cbr>• Provide a historically defensible thesis or claim about the extent to which the role of the federal government in the United States economy changed from 1932 to\u003Cbr>1980. The thesis or claim must either provide some indication of the reason for making that claim OR establish categories of the argument. |\n|  | Examples that do not earn this point:\u003Cbr>Provide a restatement of the prompt\u003Cbr>• “The role of the federal government in the United States economy changed from 1932 to 1980.”\u003Cbr>Provide a historically defensible claim, but do not establish a line of reasoning\u003Cbr>• “The United States economy experienced both recessions and boom periods from 1932 to 1980.”\u003Cbr>Provide an overly generalized response to the prompt\u003Cbr>• “The federal government was not very interested in the United States economy from 1932 to 1980.” | Examples that earn this point:\u003Cbr>Establish a line of reasoning that evaluates the topic of the prompt\u003Cbr>• “From 1932 to 1980, the federal government became increasingly invested in finding ways to use federal power to ensure economic stability and growth, which later produced criticism of the expansion of federal power.”\u003Cbr>Establish a line of reasoning that evaluates the topic of the prompt with analytic categories\u003Cbr>• “The period between 1932 and 1980 was marked by the rise and fall of a New Deal order in United States politics, one that witnessed federal government intervention into the economy, the formation of new social programs, and the creation of new regulatory agencies.”\u003Cbr>Establish a line of reasoning\u003Cbr>• “The government increased its role in the economy by actively creating programs to provide jobs to workers.” [Minimally acceptable thesis/claim] |\n|  | Additio","cbCaiqryWBA4LVhU","https://ap.wps.com/l/cbCaiqryWBA4LVhU","pdf",479043,"English","# Question 1: Document-Based Question\n## Scoring Guidelines\n## General Scoring Notes\n## Evaluate the Prompt (1932–1980)\n## Row A Thesis/Claim\n## Row B Contextualization","[{\"question\":\"What is the essay prompt for Question 1 (DBQ)?\",\"answer\":\"Evaluate the extent to which the role of the federal government in the United States economy changed from 1932 to 1980.\"},{\"question\":\"How does the rubric define a qualifying thesis/claim for Row A?\",\"answer\":\"A thesis/claim must respond to the prompt with a historically defensible argument that establishes a line of reasoning, and it should indicate the reason for the claim or establish categories of the argument.\"},{\"question\":\"What kinds of responses do not earn the Row B contextualization point?\",\"answer\":\"Responses that provide overgeneral statements about the time period, context not relevant to the prompt, or only a passing phrase/reference do not earn the point.\"}]","AP® United States History 2025 Scoring Guidelines - Document-Based Question - Scoring Guidelines | PDF",1790718907]