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The document instructs that each point is earned independently and emphasizes historically defensible accuracy supported by relevant knowledge. It clarifies how students should Describe and Explain, noting that grammar errors do not count unless they obscure reasoning or content. 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Students must demonstrate historically defensible content knowledge to advance the argument.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"What do “Describe” and “Explain” require in responses?",{"text":118,"@type":114},"Describe requires relevant characteristics of a specified topic, not just isolated terms. 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Use the passage below to answer all parts of the question that follows.  \n“Having questioned Sidotti,* I understand that Christians teach that their God produced heaven and  \nearth and make him out to be the Great Lord and Father. This God of theirs, they say, cannot be served without giving him all of one’s love and all of one’s reverence. What these Christians are in effect saying is this: I have a [real] father, but I do not love him because I reserve all my love for God; I have a [real] lord, but I don’t revere him because I reserve all my reverence for God. Now this is what we call being impious and disloyal! According to the Book of Rites, it is the emperor, the Son of Heaven, who should be worshiping God, the Lord of Heaven. It isnot a duty that is given to ordinary people. And that is in order to prevent the blurring of the line between the exalted and the base. Thus, the sovereign is Heaven to the subjects just as the father is Heaven to the child.”  \n*Giovanni Battista Sidotti was an Italian priest who had entered Japan in 1708, in violation of the Japanese government’s prohibition on Christian  \nmissionary activities.  \nArai Hakuseki, Japanese scholar and adviser to the Tokugawa shogun, report, circa 1720  \n(A) Describe ONE way in which Hakuseki’s argument was influenced by long-standing Asian cultural traditions.  \n(B) Explain ONE way in which the religious encounter referred to in the passage differed from most other religious encounters in the period circa 1450–1750.  \n(C) Explain ONE historical situation in the period 1450–1750, other than the one illustrated in the passage, in which states in Asia or Africa adopted policies to limit European political power or cultural influence.  \nAP World History: Modern Course and Exam Description | SG 1  \nGeneral Scoring Notes  \n• Each point is earned independently.  \n• 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.  \n• 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 reasoning processes described below.  \n• Describe: Provide the relevant characteristics of a specified topic. Description requires more than simply mentioning an isolated term.  \n• Explain: Provide information about how or why a historical development or process occurs or how or why a relationship exists.  \nAP World History: Modern Course and Exam Description | SG 2  \n\n| Scoring Guidelines for Part B: Short-Answer Question |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- |\n| with Secondary Source 3 points\u003Cbr>Learning Objectives:  Unit 1, Learning Objective B   Unit 4, Learning Objective E   Unit 4, Learning Objective K  |  |  |  |  |  |  |\n|  Unit 4, Learning Objective M  |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |\n| (a) | Describe one way in which Hakuseki’s argument was influenced by long-standing Asian cultural traditions. 1 point |  |  |  |  |  |\n|  | Examples that earn this point include the following: |  |  2.A |  |  |  |\n|  | • Hakuseki’s argument was influenced by Confucianism. |  |  |  |  |  |\n|  | • Hakuseki’s argument that sovereign is Heaven to the subjects and the father is Heaven to the child was |  |  |  |  |  |\n|  | influenced by Confucian beliefs. |  |  |  |  |  |\n|  | • Hakuseki’s argument that only the emperor is supposed to serve the Lord of Heaven reflects the |  |  |  |  |  |\n|  | beliefs of Confucianism. |  |  |  |  |  |\n| (b) | Explain one way in which the religious encounter referred to in the passage differed from most other religious e","cbCaihHCCjwZKNXT","https://ap.wps.com/l/cbCaihHCCjwZKNXT","pdf",452932,24,"English","# General Scoring Notes\n# Scoring Guidelines for Part B: Short-Answer Question with Secondary Source\n## (a) Describe influence of Asian cultural traditions\n## (b) Explain difference in the religious encounter\n## (c) Explain policies limiting European power or influence\n# Total for Part B","[{\"question\":\"How are points awarded in Part B of the AP World History scoring guidelines?\",\"answer\":\"Each point is earned independently. Students must demonstrate historically defensible content knowledge to advance the argument.\"},{\"question\":\"What do “Describe” and “Explain” require in responses?\",\"answer\":\"Describe requires relevant characteristics of a specified topic, not just isolated terms. Explain requires information about how or why a development or relationship occurs.\"},{\"question\":\"Are grammatical errors counted against a student’s response?\",\"answer\":\"Grammar errors are not counted unless they obscure the successful demonstration of historical content knowledge, skills, and reasoning processes.\"}]","AP World History: Modern - Scoring Guidelines - Part B - Short-Answer Question with Secondary Source | PDF",1790051291]