APWH Extra Credit: LEQ Student Samples

Below are three sample student responses from the 2025 AP World History Exam LEQ (Long Essay Question). For each response, you will determine whether or not they earned each point on the rubric. If you award them the point, you must justify it by copying and pasting the sentences from the response for which you awarded them the point.

Prompt: In the period circa 1200 to 1450, Buddhism, Hinduism, and Confucianism included ideas about social structures, gender roles, and political authority that influenced societies across Asia.

Develop an argument that evaluates the extent to which one or more of these belief systems shaped societies and/or political systems in Asia during this period.

Group 1

Source 1.1

Below you will find a sample student response to the LEQ above. Read it, then whether or not they earned each point on the rubric.

If you award them the point, you must justify it by copying and pasting the sentences from the response for which you awarded them the point.

If you DO NOT award the point, you must write one sentence explaining what the student needs to improve in order to earn the point.

——————————

During the period of 1200 to 1400, East Asia experienced significant political and social transformations because Confucianism emphasized social harmony, filial piety, and hierarchical relationships in China, Korea, and Vietnam. While other beliefs systems also exerted influence, Confucianism's impact was particularly profound due to its integration into the state bureaucracy and social norms.

The Confucianism significantly influenced social structures by reinforcing hierarchical relationships. The concept of filial piety which emphasized respect and obedience to elders and superiors, became a cornerstone of family and social life. In China, the Song Dynasty (960-1279) and later the Ming Dynasty (1368-1644) promoted Confucian values through education and the civil service Examinations system. This system, based on Confucian classics, ensured that government officials were well versed in Confucian principles further embedding these values in governance and the society

Confucianism also shaped political systems by providing a moral framework for governance. The concept of the Mandate of Heaven, which legitimized the rule of emperors based on their ability to govern.

Student Sample #1

Question 1a

Multiple choice

Thesis: Responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning. Did the student earn this point?

Question 1b

Short answer

Thesis Justification: If you answered “Yes" to the previous question, copy and paste the thesis statement from the essay here. If you answered “No”, write DID NOT EARN POINT.

Question 1c

Multiple choice

Contextualization: Describes a broader historical context relevant to the prompt. Did the student earn this point?

Question 1d

Short answer

Contextualization Justification: If you answered “Yes" to the previous question, copy and paste the contextualization statement(s) from the essay here. If you answered “No”, write DID NOT EARN POINT.

Question 1e

Multiple choice

Providing Evidence: Provides specific examples of at least two pieces of evidence relevant to the topic of the prompt.

Did the student earn this point?

Question 1f

Short answer

Providing Evidence Justification: If you answered “Yes" to the previous question, copy and paste at least two statements from the essay that would earn the student this point. If you answered “No”, write DID NOT EARN POINT.

Question 1g

Multiple choice

Supporting Argument with Evidence: Supports an argument in response to the prompt using at least two pieces of specific and relevant evidence.

Did the student earn this point?

Question 1h

Short answer

Supporting Argument with Evidence Justification: If you answered “Yes" to the previous question, copy and paste at least two statements from the essay that would earn the student this point. If you answered “No”, write DID NOT EARN POINT.

Question 1i

Multiple choice

Historical Reasoning: Uses historical reasoning [e.g. comparison, causation, continuity/change] to frame or structure an argument that addresses the prompt.

Did the student earn this point?

Question 1j

Short answer

Historical Reasoning Justification: If you answered “Yes" to the previous question, identify which of the following Historical Reasoning processes the essay uses: causation, comparison, or continuity/change. If you answered “No”, write DID NOT EARN POINT.

Question 1k

Multiple choice

Complexity: Demonstrates a complex understanding of the historical development that is the focus of the prompt through sophisticated argumentation and/or effective use of evidence. This may be done in a variety of ways, such as:

• Explaining multiple themes or perspectives to explore complexity or nuance; OR

• Explaining multiple causes or effects, multiple similarities or differences, or multiple continuities or changes; OR

• Explaining both cause and effect, both similarity and difference, or both continuity and change; OR

• Explaining relevant and insightful connections within and across periods or geographical areas. [These connections should clearly relate to an argument that responds to the prompt.]; OR

• Explaining how multiple pieces of specific and relevant evidence [at least four] support a nuanced or complex argument that responds to the prompt; OR

• Using evidence effectively to demonstrate a sophisticated understanding of different perspectives relevant to the prompt.

Did the student earn this point?

Question 1l

Short answer

Complexity Justification: If you answered “Yes" to the previous question, pick one of the bullets in the previous question and paste it here. If you answered “No”, write DID NOT EARN POINT.

Group 2

Source 2.1

Below you will find a sample student response to the LEQ above. Read it, then whether or not they earned each point on the rubric.

If you award them the point, you must justify it by copying and pasting the sentences from the response for which you awarded them the point.

If you DO NOT award the point, you must write one sentence explaining what the student needs to improve in order to earn the point.

——————————

In the period 1200 to 1450 Confucianism heavily shaped political systems in Asia during this time due to Confucianism's ideas of specific social hierarchies such as the belief the children are below adults and should listen to them. For context, in this time period places such as china followed very strict social hierarchies they followed that completely structured the way their political structures worked.

Student Sample #2

Question 2a

Multiple choice

Thesis: Responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning.

Did the student earn this point?

Question 2b

Short answer

Thesis Justification: If you answered “Yes" to the previous question, copy and paste the thesis statement from the essay here. If you answered “No”, write DID NOT EARN POINT.

Question 2c

Multiple choice

Contextualization: Describes a broader historical context relevant to the prompt.

Did the student earn this point?

Question 2d

Short answer

Question 2e

Multiple choice

Providing Evidence: Provides specific examples of at least two pieces of evidence relevant to the topic of the prompt. Did the student earn this point?

Question 2f

Short answer

Question 2g

Multiple choice

Supporting Argument with Evidence: Supports an argument in response to the prompt using at least two pieces of specific and relevant evidence. Did the student earn this point?

Question 2h

Short answer

Question 2i

Multiple choice

Historical Reasoning: Uses historical reasoning [e.g. comparison, causation, continuity/change] to frame or structure an argument that addresses the prompt. Did the student earn this point?

Question 2j

Short answer

Question 2k

Multiple choice

• Explaining multiple themes or perspectives to explore complexity or nuance; OR

• Explaining multiple causes or effects, multiple similarities or differences, or multiple continuities or changes; OR

• Explaining both cause and effect, both similarity and difference, or both continuity and change; OR

• Explaining relevant and insightful connections within and across periods or geographical areas. [These connections should clearly relate to an argument that responds to the prompt.]; OR

• Explaining how multiple pieces of specific and relevant evidence [at least four] support a nuanced or complex argument that responds to the prompt; OR

• Using evidence effectively to demonstrate a sophisticated understanding of different perspectives relevant to the prompt.

Did the student earn this point?

Question 2l

Short answer

Complexity Justification: If you answered “Yes" to the previous question, pick one of the bullets in the previous question and paste it here. Then, copy and past any relevant statements from the student response to show how they earned the point. If you answered “No”, write DID NOT EARN POINT.

Group 3

Source 3.2

Below you will find a sample student response to the DBQ above. Read it, then whether or not they earned each point on the rubric.

If you award them the point, you must justify it by copying and pasting the sentences from the response for which you awarded them the point.

If you DO NOT award the point, you must write one sentence explaining what the student needs to improve in order to earn the point.

——————————

Both Hinduism and Confucianism had a profound impact on their societies, and could often be referred to as theocracies. The belief systems of these religions impacted their societies by strongly influencing social hierarchies, gender roles, and the maintenance of power. They allowed governments to justify the treatment of their citizens based on their religious teachings.

Both Hinduism and Confucianism came from past societies that had used it before the rulers of this time period. For example, the Song Dynasty, who was in charge of china during this time period, actually instigated a second wave of Confucianism known as Neo-Confucianism. This meant that they were able to keep the most productive parts of the religion or philosophy, and were able to better conduct their government. Hinduism is also a religion that dates back many years. In both cases, the idea of the continuity of tradition most likely assisted in the strength of these theocracies.

Both religions greatly impacted the way that their societies functioned based on their beliefs about the social hierarchy, or the way that their societies should be socially structured. For example, in Hinduism, their social hierarchy was based on the caste system. This was the separation of classes based on occupation, skin color, and social rankings. This was also encouraged by their belief in reincarnation, which was the idea that ones success in their current life, and perfect completion of their given role in that lifetime, would move them up the social rankings until they finally achieved Moksha. The highest level of classes was known as the Brahmins, followed by the Ksaitryas, the Vaisyas, Shudras, and finally the Dalits, or untouchables. Each social class had specific duties to uphold, and if you did your duties society would find their harmony.

In a similar way, Confucianism believed in the hierarchy of relationships, and that within these relationships there was one greater, and one lesser. For example, a king was greater than his subjects and would therefore be in charge of them, or a husband was greater than his wife, and was therefore in charge of her. In Confucian standards, this concept would also uphold harmony within society.

These religious ideas also allowed for those in power to maintain power. This is seen in the Hindu belief in reincarnation, and the idea that if one was to step out of their role in society, it would result in them moving down the chain, and farther away from Moksha. This meant that the authority figure were always respected, as they were seen as people who had done very well in their past lives and were therefore to be looked up to, and better than the people that they were ruling over. If one did not question their rulers, they would then move up the ranks.

Confucianisms social hierarchies also assisted in its ability to maintain its power, not to mention the ancient Chinese belief in the mandate of heaven. The mandate of heaven was the belief that the gods had chosen the ruler, and if things started going badly during their rule, then it was a sign from the gods that a leadership change was needed. This meant that if everything was going well under the ruler at that time, subjects would tend not to question them. Confucian scholars also believed in education, which was expressed through the civil service exams. These exams could be taken by anyone, and if someone passed them, then they would be able to move up the social ranks and work under the government. Giving access to all meant that people in lower classes were given the hope that they could move up the ranks. This most likely also led to less discomfort among the lower classes, as they knew they were not stuck in their unfortunate situation, but had an opportunity to move up, once again cementing those in power.

Student Sample #3

Question 3a

Multiple choice

Thesis: Responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning.

Did the student earn this point?

Question 3b

Short answer

Thesis Justification: If you answered “Yes" to the previous question, copy and paste the thesis statement from the essay here. If you answered “No”, write DID NOT EARN POINT.

Question 3c

Multiple choice

Contextualization: Describes a broader historical context relevant to the prompt.

Did the student earn this point?

Question 3d

Short answer

Question 3e

Multiple choice

Providing Evidence: Provides specific examples of at least two pieces of evidence relevant to the topic of the prompt. Did the student earn this point?

Question 3f

Short answer

Question 3g

Multiple choice

Supporting Argument with Evidence: Supports an argument in response to the prompt using at least two pieces of specific and relevant evidence. Did the student earn this point?

Question 3h

Short answer

Question 3i

Multiple choice

Historical Reasoning: Uses historical reasoning [e.g. comparison, causation, continuity/change] to frame or structure an argument that addresses the prompt. Did the student earn this point?

Question 3j

Short answer

Question 3k

Multiple choice

• Explaining multiple themes or perspectives to explore complexity or nuance; OR

• Explaining multiple causes or effects, multiple similarities or differences, or multiple continuities or changes; OR

• Explaining both cause and effect, both similarity and difference, or both continuity and change; OR

• Explaining relevant and insightful connections within and across periods or geographical areas. [These connections should clearly relate to an argument that responds to the prompt.]; OR

• Explaining how multiple pieces of specific and relevant evidence [at least four] support a nuanced or complex argument that responds to the prompt; OR

• Using evidence effectively to demonstrate a sophisticated understanding of different perspectives relevant to the prompt.

Did the student earn this point?

Question 3l

Short answer

Complexity Justification: If you answered “Yes" to the previous question, pick one of the bullets in the previous question and paste it here. If you answered “No”, write DID NOT EARN POINT.

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