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The guideline specifies point breakdowns for thesis/argument development, document analysis (content and sourcing), contextualization, evidence beyond documents, and synthesis expectations, including examples of acceptable thesis statements and how students should use multiple documents 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time period and core comparison does AP World History Question 1 require?","Question",{"text":63,"@type":64},"Students evaluate how religious responses to wealth accumulation in Eurasia differ from state responses to wealth accumulation from circa 600 B.C.E. to 1500 C.E.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How many documents must be used for full credit in the document analysis category?",{"text":68,"@type":64},"Students must utilize the content of at least six of the documents to support the thesis or a relevant argument.",{"name":70,"@type":61,"acceptedAnswer":71},"What is meant by document analysis sourcing in the rubric?",{"text":72,"@type":64},"Sourcing requires explaining the significance of an author’s point of view, author’s purpose, historical context, and/or audience for at least four 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Commentary\n\nInside:  \n☑ Document-Based Question  \n☑ Scoring Guideline  \n☑ Student Samples  \n☑ Scoring Commentary  \n◎2017 The College Board.College Board,Advanced Placement Program,AP,APCentral,and the acorn logoare registered trademarks of the College Board.Visit the College Board on the Web:www.collegeboard.org.AP Central is the official online home for the APProgram:apcentral.collegeboard.org  \nAP®WORLD HISTORY2017 SCORING GUIDELINES  \n## Question 1—Document-Based Question\n\nMaximum Possible Points:7  \n“Evaluate the extent to which religious responses to wealth accumulation in Eurasia in the period circa600 B.C.E.to 1500 C.E.differed from state responses to wealth accumulation.”  \n\n| Points   | Scoring Criteria   | Notes   |\n| --- | --- | --- |\n| A:Thesis and Argument Development 0-2   | Thesis:Presents a thesis that makes a  \u003Cbr>historically defensible claim and  \u003Cbr>responds to all parts of the question.  \u003Cbr>The thesis must consist of one or more  \u003Cbr>sentences located in one place,either  \u003Cbr>in the introduction or the conclusion.(1  \u003Cbr>point)   | ·Acceptable thesis statements must EXPLICITLY  \u003Cbr>address a difference between at least one aspect  \u003Cbr>of religious responses and at least one aspect of  \u003Cbr>state responses to wealth accumulation in  \u003Cbr>Eurasia during the period circa 600 B.C.E.to 1500  \u003Cbr>C.E.  \u003Cbr>Commonly seen examples might include:  \u003Cbr>·Religious and state responses to wealth  \u003Cbr>accumulation differ in that religious responses  \u003Cbr>encouraged the rejection of wealth to obtain  \u003Cbr>salvation or create harmony,while state  \u003Cbr>responses were to regulate the accumulation of  \u003Cbr>wealth through administrative functions or  \u003Cbr>state sponsored hierarchies.  \u003Cbr>·States responded to wealth accumulation by  \u003Cbr>creating bureaucracies and laws that protected  \u003Cbr>trade.This differed from religious responses  \u003Cbr>which encouraged the wealthy to redistribute  \u003Cbr>wealth and strengthen the religious  \u003Cbr>organization.   |\n|  | Argument Development:Develops  \u003Cbr>and supports a cohesive argument that  \u003Cbr>recognizes and accounts for historical  \u003Cbr>complexity by explicitly illustrating  \u003Cbr>relationships among historical evidence  \u003Cbr>such as contradiction,corroboration,  \u003Cbr>and/or qualification.(1 point)   | ·Students earn the point by noting that there are  \u003Cbr>a variety of state and religious responses to  \u003Cbr>wealth accumulation,while also corroborating  \u003Cbr>the thesis statement or overarching argument  \u003Cbr>consistently and cohesively throughout the  \u003Cbr>essay with multiple pieces of evidence.   |\n\n## AP®WORLD HISTORY2017 SCORING GUIDELINES\n\nQuestion 1—Document-based Question(continued)  \n\n| B:Document Analysis 0-2   | Document Analysis(Content):  \u003Cbr>Utilizes the content of at least six of the  \u003Cbr>documents to support the stated thesis  \u003Cbr>or a relevant argument.(1 point)   | See document summaries for details.  \u003Cbr>·Doc.1:The Chronicle of Zuo,ca.350 B.C.E.  \u003Cbr>·Doc.2:Chanakya,Arthashastra,ca.250 B.C.E.  \u003Cbr>·Doc.3:Cicero,Essay about Duties,ca.50 B.C.E.  \u003Cbr>·Doc.4:Gerontius,Life of Melania,ca.450 C.E.  \u003Cbr>·Doc.5:The Qur'an  \u003Cbr>·Doc.6:Bezeklik Buddhist painting,ca.800 C.E.  \u003Cbr>·Doc.7:Ganapatideva,edict,ca.1245 C.E.  \u003Cbr>Commonly seen examples might include:  \u003Cbr>·Content(Doc.1):The Chronicle of Zuo allowed  \u003Cbr>Chinese merchants to accumulate as much  \u003Cbr>wealth as possible so long as they didn't try to  \u003Cbr>topple the ruler.  \u003Cbr>·Sourcing(Doc.1):It makes sense that Doc.1  \u003Cbr>would allow merchants to gain a lot of wealth in  \u003Cbr>an attempt to preserve the political power of  \u003Cbr>the ruler.The climate of fear at this tumultuous  \u003Cbr>time likely caused the govermment to be more  \u003Cbr>accepting of rich traders.  \u003Cbr>·Content(Doc.4):The life of Melania the  \u003Cbr>Younger shows that Christianity encouraged  \u003Cbr>successful merchants to give away their wealth  \u003Cbr>to the needy and to monasteries,as was done  \u003Cbr>by this saint.  \u003Cbr>·Sourcing(Doc.4):Becaus","cbCaiqrL3wajlZvm","https://ap.wps.com/l/cbCaiqrL3wajlZvm","pdf",5813822,"English","# Question 1—Document-Based Question\n## Scoring Criteria: Thesis and Argument Development\n## Scoring Criteria: Document Analysis (Content)\n## Scoring Criteria: Document Analysis (Sourcing)\n## Scoring Criteria: Using Evidence Beyond the Documents\n### Contextualization\n### Evidence beyond the Documents\n## Synthesis","[{\"question\":\"What time period and core comparison does AP World History Question 1 require?\",\"answer\":\"Students evaluate how religious responses to wealth accumulation in Eurasia differ from state responses to wealth accumulation from circa 600 B.C.E. to 1500 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