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- In the aftermath of the French and Indian War (1754–1763), new taxes enacted by the British and more rigorous enforcement of existing taxes generated intense resentment and resistance among many colonists. This movement culminated in the independence movement and revolution against Great Britain.
• “From 1763–1783, ideas of American independence changed from the colonies blindly accepting the tyranny of the British by religious rights of divine kings to believing in natural rights of individuals against British rule.”
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What is the definition of the declaration of independence for APUSH?
Why did colonists want independence?
How did ideas about American independence change from 1763 to 1783?
Why was the declaration of Independence important?
- Introductory notes:
- A. Thesis/Claim (0–1 point)
- Examples of acceptable theses:
- Examples of unacceptable theses:
- Examples of acceptable contextualization:
- Evidence
- Example of acceptably providing evidence relevant to the topic of the prompt:
- Example of acceptable use of evidence to support an argument:
- Historical Reasoning
- Examples of using historical reasoning might include:
- Examples of acceptable use of historical reasoning:
- Examples of unacceptable use of historical reasoning:
- Examples of acceptable demonstration of a complex complex understanding:
- Question 2 — Long Essay Question
- C. Evidence (0–2 points): 2
- D. Analysis and Reasoning (0–2 points): 2
- B. Contextualization (0–1 points): 0
- A. Thesis/Claim (0–1 points): 0
- B. Contextualization (0–1 points): 0
- C. Evidence (0–2 points): 0
- D. Analysis and Reasoning (0–2 points): 1
Except where otherwise noted, each point of these rubrics is earned independently, e.g., a student could earn a point for evidence without earning a point for thesis/claim. Accuracy: The components of these rubrics require that students demonstrate historically defensible content knowledge. Given the timed nature of the exam, essays may contain err...
Responses earn 1 point by responding to the prompt with a historically defensible claim that establishes a line of reasoning about the topic. To earn this point, the thesis must make a claim that responds to the prompt rather than simply restating or rephrasing the prompt. The thesis must suggest at least one main line of argument development or es...
“Although these taxes are considered to be the reasoning behind the American Revolution, the impending war was more so about the need for individual freedom and republican government that the British deprived them of after the end to salutary neglect.” (The response makes a historically defensible claim that addresses the prompt and establishes a l...
“The colonists of North America, armed with their new ideas of a self-ruling government, paved the way for a new country.” (This example is too vague and does not directly respond to the prompt.) “Ideas of self-government significantly influenced American colonial reaction to British imperial authority.” (The response simply restates the prompt wit...
“In the period before the French and Indian War, the colonies enjoyed a great amount of economic, political, and social freedom and even had a government as laid out in the Mayflower Compact. Before the war, there were Navigation Acts that required the colonies only trade with Britain, but they were not strictly enforced. Because of these freedoms,...
Responses earn 1 point by providing at least two specific examples of evidence relevant to the topic of the prompt. Responses can earn this point without earning the point for a thesis statement. These examples of evidence must be different from the information used to earn the point for contextualization. Typically, statements credited as contextu...
• “The British parliament began to tax goods without the knowledge/consent of the colonists. Political figures began to write documents and pamphlets such as Thomas Paine’s ‘Common Sense.’” (The response earned 1 point for evidence. This example correctly identifies the idea of “no taxation without representation” and Thomas Paine’s pamphlet. It di...
• “The Stamp Act was the first direct tax on the colonists that they really noticed. The colonists responded to this with the proclamation of ‘No taxation without Representation,’ the argument that they could not be taxed if they weren’t represented in Parliament.” (The response earned 2 points for evidence. It correctly identifies examples in the ...
Responses earn 1 point by using historical reasoning to frame or structure an argument that addresses the prompt. To earn this point, the response must demonstrate the use of historical reasoning to frame or structure an argument, although the reasoning might be uneven or imbalanced.
Explaining how particular ideas from the Enlightenment helped cause American resistance to British rule, such as the Stamp Act protests or the Boston Tea Party Tracing the continuity of earlier institutions of self-government such as the Virginia House of Burgesses to the role of local governing bodies in colonial protests, such as committees of co...
“The Boston Tea Party was a protest where colonists dumped British tea into Boston harbor to go against the burdensome tea tax that Parliament imposed. In response, Britain seized the port, shut down the Massachusetts legislature, and replaced the former, elected officials with unelected bureaucrats from England.” (The response earned 1 point for h...
“Thomas Paine’s ‘Common Sense’ talks about the idea of being free from a ruler and living in a balanced society. This gave way to the American revolution with the goal of having a government for the people, by the people.” (This example did not earn a point for historical reasoning. The response attempts to demonstrate causation, that Thomas Paine’...
The following response earned the point for complexity. While the essay acknowledges the central role self-government played in leading to revolution, this example identifies that not all colonists (like the Quakers) adhered to these ideas. This qualifies the response’s overall argument by highlighting specific demographic groups that did not neces...
Note: Student samples are quoted verbatim and may contain spelling and grammatical errors.
The response earned 2 points for evidence. An abundance of evidence is presented and effectively deployed in support of the argument throughout the response. The response includes discussions of virtual representation, Paine’s Common Sense, the Declaration of Independence, the Stamp Act, and the Stamp Act Congress. The use of evidence to support ...
The response earned 2 points for complexity. The response uses the historical reasoning skill of causation to frame the argument that ideas about self-government influenced colonial reactions to British imperial authority. The response demonstrates a complex understanding of the topic and argues that three distinct factors caused this reaction: the...
The response did not earn the point for contextualization. In the discussion of opposition to taxes, a brief mention of broader historical events (e.g., debt from the French and Indian War) describes the impetus for the new taxes. While this does explain the immediate cause of subsequent taxes, the reference is essentially tied to the argument of t...
The response did not earn the point for the thesis. The response makes the assertion that “it is clear the self-governd philosophy played a large factor in many key decisions and turning points that would ultimately lead to the Revolutionary War and freedom of America.” This statement addresses the factors leading to the Revolution rather than how ...
The response did not earn a point for contextualization. The response does not describe a broader historical context relevant to the prompt.
The response did not earn points for evidence. The response provides only one specific piece of information supporting the topic of the essay. The idea of the colonial lack of representation in Parliament is connected to the “now famous chant for reform ‘no taxation without representation.’”
The response earned 1 point for analysis. The response uses the historical reasoning skill of causation by identifying how ideas of self-government led to the Revolutionary War. This idea is developed in the discussion of resistance to Parliamentary rule and the “fight for freedom in the Revolutionary War.” The response does not demonstrate a com...
American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and the Revolutionary War. I. The competition among the British, French, and American Indians for economic and political advantage in North America culminated in the Seven Years’ War (the French
Introduction. Victory in the Seven Years’ War made Britain the master of an enlarged imperial domain. But victory was painfully costly; the London government therefore struggled after 1763 to compel the American colonists to shoulder some of the financial costs of empire. This change in British colonial policy reinforced an emerging sense of ...
Even more closely modeled on the form, and even the purpose, of the American Declaration was the Unilateral Declaration of Independence issued by the embattled white minority government of Southern Rhodesia (November 11, 1965).
As the leaders of the American colonies fought for independence from Great Britain, the focus of attention broadened to include social reforms. Political representatives tackled several key issues, including voting rights, slavery, religion, and women’s rights.
Jul 29, 2024 · The definition of the Declaration of Independence for APUSH is a foundational document adopted by the Second Continental Congress on July 4, 1776. Drafted primarily by Thomas Jefferson, it announced the independence of the 13 Original Colonies from British rule.
