AP® European History

SCORING GUIDELINES

Long Essay Question

Evaluate the extent to which the Italian Renaissance and the Northern Renaissance were different from
each other.

Maximum Possible Points: 6

Points Rubric Notes

Thesis/Claim: Responds to the prompt with Responses earn one point by responding to the
a historically defensible thesis/claim that question with a historically defensible thesis that
establishes a line of reasoning. (1 point) establishes a line of reasoning comparing the
Italian Renaissance and the Northern
To earn this point, the thesis must make a Renaissance. Thesis statements need to
claim that responds to the prompt rather than demonstrate some degree of specificity
restating or rephrasing the prompt. The regarding either similarity or difference to earn a
thesis must consist of one or more sentences point.
A: Thesis /Claim (0–1)

located in one place, either in the introduction

or the conclusion. Examples that earn this point include:
• “The Italian and Northern Renaissance are
different though, in that the Northern
Renaissance focuses on religion and the
Italian Renaissance is more secular. But are
still similar in that they both focused on
general ideals such as criticizing social
norms or the new idea of humanism.”
• “There was little difference between the
Italian and Northern Renaissance as both
focused on the intellectual and artistic life of
the elite.”

Contextualization: Describes a broader Examples of context might include the following,

B: Contextualization

historical context relevant to the prompt. (1 with appropriate elaboration:

point) • The role of the Catholic Church in European
intellectual life.
To earn this point, the response must relate
(0-1)

• The spread and influence of the Reformation.

the topic of the prompt to broader historical
events, developments, or processes that occur • The decline of feudalism.
before, during, or continue after the time • Increased awareness and knowledge derived
frame of the question. This point is not from exposure to regions outside of Europe.
awarded for merely a phrase or reference.
Evidence: Provides specific examples of Responses earn one point by providing at least
evidence relevant to the topic of the prompt. two specific examples of evidence relevant to
C: Evidence (0–2)

(1 point) the topic of the prompt.

OR Evidence used might include the following:

• Humanism
Supports an Argument: Supports an • Study of classical texts
argument in response to the prompt using • Focus on the concept of the individual
specific and relevant examples of evidence. (2 • Individual and humanistic focus in Italian

© 2017 The College Board.

Visit the College Board on the Web: www.collegeboard.org.

1
 AP® European History

SCORING GUIDELINES

points) Renaissance
• Spiritual focus in the Northern Renaissance
• Particular artists or philosophers (e.g.
Erasmus)

OR

Responses earn two points by using examples of

specific historical evidence to support an
argument in response to the prompt.
Historical Reasoning: Uses historical Responses earn one point by framing or
reasoning (e.g. comparison, causation, CCOT) structuring an argument that compares the
to frame or structure an argument that Italian Renaissance and the Northern
addresses the prompt. (1 point) Renaissance. The reasoning used in the
response might be uneven or imbalanced.

OR Examples of using historical reasoning about

comparison might include:
Complexity: Demonstrates a complex • The Northern and Italian Renaissances
understanding of the historical development differed in their approach to the role of the
that is the focus of the prompt, using individual and the role of traditional
evidence to corroborate, qualify, or modify an religion and scholarship.
argument that addresses the question. (2 • Similarities between the two
D: Analysis and Reasoning (0-2)

points) Renaissance movements stemmed

from the origin of the Northern
To earn two points, the response must Renaissance in travels among artists
demonstrate a complex understanding. This and scholars to the south.
can be accomplished in a variety of ways, • Differences between the two
such as: Renaissances reflected differences in
• Explaining nuance of an issue by their geographic relationship to centers
analyzing multiple variables of European trade.
• Explaining both similarities and
differences, or explaining both continuity OR
and change, or explaining multiple
causes, or explaining both causes and Responses earn two points by demonstrating a
effects complex understanding of comparisons
• Explaining relevant and insightful between the Italian and Northern Renaissance,
connections within and across periods using evidence to corroborate, qualify, or
• Confirming the validity of an argument by modify their argument.
corroborating multiple perspectives across
themes Ways of demonstrating a complex
understanding of this prompt might include:
• Qualifying or modifying an argument by
considering diverse or alternative views • Comparing one of the Renaissance
or evidence movements to variations among
This understanding must be part of the different Enlightenment movements.
argument, not merely a phrase or • Examining in detail how the two
Renaissance movements related to
reference.
political or social differences in Europe
at the time.

© 2017 The College Board.

Visit the College Board on the Web: www.collegeboard.org.

2
 AP® European History

SCORING GUIDELINES

If response is completely blank, enter - - for all four score categories: A, B, C, and D

© 2017 The College Board.

Visit the College Board on the Web: www.collegeboard.org.

3
 AP® European History

SCORING GUIDELINES

SCORING NOTES

Introductory note:
• The components of this rubric require that students demonstrate historically defensible content
knowledge. Given the timed nature of the exam, the essay may contain errors that do not detract
from the overall quality, as long as the historical content used to advance the argument is accurate.
• 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.

Note: Student samples are quoted verbatim and may contain grammatical errors.

A. Thesis/Claim (1 point)

Responses earn one point by responding to the question with a historically defensible thesis that
establishes a line of reasoning comparing the Italian Renaissance and the Northern Renaissance. (1 point)
Thesis statements need to demonstrate some degree of specificity regarding either change or continuity to
earn a point. Thesis statements need to demonstrate some degree of specificity regarding either similarity
or difference to earn a point.

Examples of acceptable thesis:

• “In the Italian Renaissance period new art and themes for structures were broadened and
expanded due to the church funding them. However, during the Northern Renaissance period the
arts and ideas were more focused on the individual and everyday life compared to the Italian
Renaissance where they focused on Myth and Mythology. While they may have similarities such as
the time frame, these two Renaissances were vastly different from one another.” (This multi-
sentence thesis offers claim about both similarities and differences, including funding structures,
time frames, and artistic themes).
• “There was little difference between the Italian and Northern Renaissance as both focused on the
intellectual and artistic life of the elite.” (This simple statement about the extent of the differences
between the two both makes a claim and establishes a line of reasoning.)

Examples of unacceptable thesis:

• “The differences between the Italian Renaissance and the Northern Renaissance is the art styles
they used. For example Italian Renaissance used Baroque but the Northern Renaissance made
people the main subject like the David and Goliath sculpture was of a person to show power and
courage.” (This merely descriptive thesis confuses the two movements and their characteristics
and demonstrates chronological confusion.)
• “The Italian Renaissance was more focused on art, design, and visual appeal while the Northern
was more of a scholarly transformation.” (This is not an accurate, historically defensible claim.
Another sentence might have clarified or made this claim more plausible.)
• “The Italian and Northern Renaissance were two periods in which new ideas were brought about.
Although the basis of the two periods was the same, these two times were very different.” (This
attempt at a thesis restates the prompt. The reference to “new ideas” would need explanation or
specific examples for this to move beyond simply restating the prompt.)

B. Contextualization (1 point)

© 2017 The College Board.

Visit the College Board on the Web: www.collegeboard.org.

4
 AP® European History

SCORING GUIDELINES

Responses earn one point by describing a broader historical context relevant to the topic of the prompt (1
point). The context can be from before, during, or continue after the Renaissance as long as the response
accurately and explicitly connects the context to the topic of comparisons between the two Renaissance
movements. This point is not awarded for merely a phrase or a reference.

Examples of context might include the following:

• Bubonic plague: its consequences and relationship to the Italian Renaissance, especially
• Geographical factors, such as proximity to different traditions and culture (such as

Mediterranean/North Africa, Atlantic and “New World”)

• Religious wars in Europe, especially Germany, France, and the Netherlands

• Developments and trends in art history, sculpture, and painting especially
• The role of the Reformation in prompting individuals and communities to question traditional
authorities
• Different forms of state and non-state sponsorship, patronage of the arts (the Pope and Catholic
Church, the Medicis, new commercial elites in the North)
Examples of acceptable contextualization:

• “The Italian Renaissance occurred in the 14th and 15th centuries, while the Northern Renaissance
occurred more in the 16th and 17th centuries. Different events were occurring in these two time
periods. In the 14th and 15th centuries, global encounters had not yet quite occurred, whereas in the
16th and 17th centuries Europeans had already explored the Americas. These influences can be seen
in some of the artwork from the time.” (This concisely situates the artistic and cultural
developments of the two Renaissances alongside European expansion during the later part of this
period.)
• “Additionally, the Renaissance in Italy began before the Renaissance of the North. Its strategic
Mediterranean location and rich trade economy allowed Italy to catalyze the Renaissance with
more wealthy art patrons than in any other country. The movement didn’t spread north until much
later, and by then it had morphed into a different sort. As the first country to have a “rebirth,” Italy
in the Renaissance period is starkly different from other countries, even once the Renaissance
spread.”
• “The Italian Renaissance was made possible by the vast amounts of money that came in through
the Mediterranean. With all of this money, patrons could afford for people to create art in their
name. However, the style was less about money and more about location. With the ancient Greek
and Roman historical sites so close, an age of Humanism came forth. People and artists began to
look back and imitate the style of the Greeks and Romans. Ancient texts were rediscovered and
many artistic feats were created.” (These sentences situate the Italian Renaissance as part of
general developments in the Mediterranean, including the proximity of historical sites.)

Examples of unacceptable contextualization:

• “In the 14th century the Renaissance ended the middle ages.” (By itself, this is an insufficient
description of a broader historical context relevant to the prompt.)

C. Evidence (2 points)

a) Addressing the Topic

Responses earn one 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 thesis statement. (1 point)

© 2017 The College Board.

Visit the College Board on the Web: www.collegeboard.org.

5
 AP® European History

SCORING GUIDELINES

Evidence used could include the following:

• Printing press and dissemination of ideas
• Artistic styles: neoclassical, Baroque, naturalism
• Names of arts, specific works of art: van Eyck, Donatello, Mona Lisa, David, the Sistine Chapel
• Humanism and secularism
• Use of ancient Greek and Roman sites (for Italian Renaissance)
• Introduction/revival of classical texts, literature (including philosophy)
• Petrarch, Erasmus, Sir Thomas Moore, Machiavelli
• Development of artistic styles and techniques: neoclassical, Baroque
• Focus on the concept of the individual
• Emphasis upon the human form, body, physical world
• Individual and humanistic focus in Italian Renaissance
• Spiritual and religious focus in the Northern Renaissance
• Advances in science and math, especially applied to art

Examples of acceptably providing evidence relevant to the topic of the prompt:

• “Humanism, the new emphasis on classicalism and individualism fostered by Petrarch, influenced
thinkers all over Europe.” (This sentence references specific evidence that is relevant to the
question about similarities between the Northern and Italian Renaissances.)

Examples of unacceptably providing evidence relevant to the topic of the prompt:

• “The Italian and Northern Renaissance both had some different subjects and goals. In the Italian
Renaissance stories from the bible were used as the subject of some of the artwork, while in the
Northern Renaissance aspects of daily life were incorporated into the art. Also in the Northern
Renaissance the new wealth of England and the Netherlands was shown off, while in the Italian
Renaissance, only wealth of rulers was shown” (These sentences describe general categories of
similarities and difficulties but do not contain specific examples of artwork and/or their subject
matter that would allow this response to earn a point.)

OR

b) Supporting an Argument

Responses earn two points by using examples of specific historical evidence to support an argument in
response to the prompt. (2 points)

Examples of acceptable use of evidence to support an argument:

• “Although the two movements were different, both were similar in that they were focused around
similar ideals. Humanism was practiced in both regions that the Renaissance was occurring in, as
shown by the writings of Petrarch and Erasmus. New, idealized forms of people were used in the
art of both areas as well, shown by the work of Da Vinci and Van Eyck. The criticism of authority
was exemplified in both areas as well, with Sir Tomas Moore’s ‘Utopia’ and Machiavelli’s ‘the
Prince.’ Although the movements were different, the ideas they are based off of are very similar.”
(This is the second-to-last paragraph of a response containing numerous references to specific

© 2017 The College Board.

Visit the College Board on the Web: www.collegeboard.org.

6
 AP® European History

SCORING GUIDELINES

thinkers, works of art, and ideas. Even with the under-explained references to Petrarch and
Erasmus, this selection uses multiple pieces of evidence to support an argument.)

• “The Northern Renaissance, on the other hand, was less focused on secular ideas and placed more
emphasis on religion. Northern intellectuals were often concerned with the status of the Church,
with people like Desiderus Erasmus and his The Praise of Folly criticizing it, most were very
reform-minded. Sir Thomas More’s Utopia described his picture of an ideal society. The art was not
as extravagant or individualistic—painters like Jan van Eyck did do some portraits but were not
patronized nearly to the extent that they were in Italy. This is partially a result of their distance
away from Ancient- Greco-Roman society.” (The multiple examples of specific evidence focusing
on works of art and literature support the argument concerning the different orientations of each
Renaissance. The argument is sustained throughout the entire second paragraph of this response.)

Examples of unacceptable use of evidence to support an argument:

• “Additionally, the development of art grew in different forms across the time periods. The Italian
Renaissance gave way to artists like Leonardo daVinci, who was coined the “Renaissance man”,
meaning art that he created was very influential. The Italians also focused on fresco art and the
new development of plaster to make art. Sculpture and different techniques were developed and
spread. Writers emerged during the Northern Renaissance as did attention to detail and certain
aspects of art. (While this offers specific evidence that is relevant to the prompt, it does not use this
evidence successfully to support an argument about the extent to which the Northern and Italian
Renaissances were different. Different specifics are mentioned, but not used to further the
argument about in what way this explains the similarities or differences between the two
Renaissances.)

D. Analysis and Reasoning (2 points)

a) Historical Reasoning

Responses earn one point by using historical reasoning to frame or structure an argument that compares
the Italian Renaissance and the Northern Renaissance. (1 point) The reasoning used in the response
might be uneven or imbalanced.

Examples of using historical reasoning about comparison might include:

• The Northern and Italian Renaissances differed in their approach to the role of the individual and the role of
traditional religion and scholarship.
• Similarities between the two Renaissance movements stemmed from the origin of the Northern
Renaissance in travels among artists and scholars to the south.
• Differences between the two Renaissances reflected differences in their geographic relationship to
centers of European trade.

Examples of acceptable use of historical reasoning to frame or structure an argument:

• “The different religious views of the North and the Italian Renaissance are what make these times
so vastly different. In Italy, the Pope controlled everything, making the nation a very Roman
Catholic Country. The papacy paid for religious paintings in their chapels, such as Michelangelo’s
paintings in the Sistine Chapel. This was because of their focus on classical values. However, in
the North, they didn’t have the same history based values as the Italians. Nations such as France
and the Netherlands focused their art pieces around the everyday life of the peasant, and included

© 2017 The College Board.

Visit the College Board on the Web: www.collegeboard.org.

7
 AP® European History

SCORING GUIDELINES

many secular aspects such as nature and human life. In their texts they pushed Protestant ideas
with the new printing press, and examples of this is Luther’s spread of his 95 Theses. It is through
these vastly different values that these two Renaissance periods are different.” (This is the entire
second paragraph; it explains the artistic differences as the result of different religious, cultural, and
historical traditions.)

• “The Italian Renaissance was much more secular compared to the Northern Renaissance. The
Northern Renaissance had a lot more holistic approach to learning and art. Humanism was
important and valued by more artists during this time. Humanism meant that people needed to be
a master in all things rather than a particular field of interest because the introduction of the liberal
arts study originally came about. [next paragraph] The Northern Renaissance was characterized by
a more religious view of the experimentation with arts that had already begun. The Northern
Renaissance was later than the Italian Renaissance was able to grow and expand upon the ideas of
the Italian thinkers.” (These are the entire second and third paragraphs of this response. Taken
together, they explain why and how the two versions of the Renaissance developed differently.)

Examples of unacceptable use of historical reasoning to frame or structure an argument:

• “Both Renaissances worked in newly rediscovered stone or woodworking. This is only one of many
things that they have in common. Both periods had major scientific and/or philosophical change.
Also they both seem to have amazing impacts on, not just the artwork of the time, but also on our
modern day.” (This response presents different methods of creating art but does not use reasoning
about similarity or difference to frame a larger argument.)

OR

Responses earn two points for demonstrating a complex understanding of comparisons between the Italian
Renaissance and the Northern Renaissance, using evidence to corroborate, qualify, or modify their
argument. (2 points) To earn two points, the response must demonstrate a complex understanding. This
can be accomplished in a variety of ways, such as:
• Explaining nuance of an issue by analyzing multiple variables
• Explaining both similarities and differences, or explaining both continuity and change, or explaining
multiple causes, or explaining both causes and effects
• Explaining relevant and insightful connections within and across periods
• Confirming the validity of an argument by corroborating multiple perspectives across themes
• Qualifying or modifying an argument by considering diverse or alternative views or evidence

This understanding must be part of the argument, not merely a phrase or reference.

Ways of demonstrating complex understanding for this prompt might include:

• Comparing different Renaissance movements to variations among different Enlightenment

movements

• Examining in detail how the two Renaissance movements related to political or social differences
in Europe at the time

Examples of acceptable demonstration of a complex understanding:

• “The Renaissance was characterized by not only new art, but also new philosophy and ideals,
which can be seen in both Renaissances in different forms. Humanism, the new emphasis on
classicalism and individualism fostered by Petrarch, influenced thinkers all over Europe. However,

© 2017 The College Board.

Visit the College Board on the Web: www.collegeboard.org.

8
 AP® European History

SCORING GUIDELINES

the Northern Renaissance featured Christian humanism, the same ideas applied to Church reform
and faith. In contrast, the Italian humanism was much more classical-based, likely due to the close
proximity of Rome. Johann Gutenberg’s printing press is often considered part of the Northern
Renaissance, which allowed writing and philosophy to be a more significant part of the
Renaissance in Germany and other northern regions than in Italy. Christian humanist works and
other writings, such as Shakespeare, come to mind for the Northern Renaissance moreso than for
Italy’s, illustrating two clearly different shifts: one more philosophical, and other more artistic.”
(This is the entire third paragraph of this long response, and other paragraphs contain ample
evidence and explanations to earn points in other categories. This paragraph demonstrates a
nuanced understanding of the different types of Renaissance thinking and artistic developments,
offering a number of possible explanations for these differences.)

• “Italy’s Renaissance sparked because of their great success with the trading market. They had
many ports and international trade routes which brought the nation wealth. With this wealth
people could get out of the general poverty that had a hold on most of Europe and improve their
living conditions. When people had a higher quality of life this left families money to enjoy the finer
things in life. Many people became patrons of the arts and sponsored artists to make desired works
like paintings, sculptures, or even design the architecture of buildings. An especially famous family
known as being patrons to the arts during the time they were the most powerful family in Florence
were the Medicis. They commissioned many artworks which spread the popularity of art through
out Italy. Much of this art and architecture was based off traditional Greek and Roman styles. As
more art was being made different art movements came and went to reflect the current events
happening at the time. An especially demanded style in Italy was Baroque art with its grandeur
style and attention to details which many wealthy patrons admired. The Renaissance in Italy was
sparked by wealth and made luxury items more common.” (This response provides fine-grained
nuances about the nature of the Italian Renaissance that it then uses to corroborate its argument.)

Examples of unacceptable demonstration of a complex understanding:

• “The Italian Renaissance and Northern Renaissance had differences such as the ideologies focused
on, the subject of the art, and the time periods involving the 14th century to the 16th century. The
Italian Renaissance was humanist and classical mythology-based, focused more on science, and
happened from 1330 to 1550. The Northern Renaissance was in the 1400s, focused on acute detail
and naturalism. The naturalism influencing the Northern Renaissance, appeared in art through
more naturistic items and human subjects. There was an increase in portraits to embody this point.
Scientific elements began to be introduced in the Italian Renaissance through depicting mass and
volume, and the idea of underlying anatomy. The subjects of art were influenced by the current
beliefs. The Italian Renaissance was more scientific focused, through humanism, and the Northern
Renaissance was more focused on portraits and nature as subjects for the influence of naturalism.
Each time period was influenced by different ideologies and the subjects of their art reflected their
differences.” (This describes some of the artistic differences between the two versions of the
Renaissance but it does not explain these developments in enough depth to demonstrate
complexity. Both the chronology and the description of nature and naturalism are incorrect.)

© 2017 The College Board.

Visit the College Board on the Web: www.collegeboard.org.

9
EH_LEQ_ Sample A

Sample 19
­

© 2017 The College Board. 10

Visit the College Board on the Web: www.collegeboard.org.
 © 2017 The College Board. 11
Visit the College Board on the Web: www.collegeboard.org.
 © 2017 The College Board. 12
Visit the College Board on the Web: www.collegeboard.org.
EH_LEQ_Sample_B

Sample 7

© 2017 The College Board. 13

Visit the College Board on the Web: www.collegeboard.org.
 © 2017 The College Board. 14
Visit the College Board on the Web: www.collegeboard.org.
 © 2017 The College Board. 15
Visit the College Board on the Web: www.collegeboard.org.
EH_LEQ_Sample_C

Sample 12

© 2017 The College Board. 16

Visit the College Board on the Web: www.collegeboard.org.
 © 2017 The College Board. 17
Visit the College Board on the Web: www.collegeboard.org.
EH_LEQ_Sample D
­
Sample 14

© 2017 The College Board. 18

Visit the College Board on the Web: www.collegeboard.org.
 © 2017 The College Board. 19
Visit the College Board on the Web: www.collegeboard.org.
EH_LEQ_Sample E
Sample 28

© 2017 The College Board. 20

Visit the College Board on the Web: www.collegeboard.org.
 © 2017 The College Board. 21
Visit the College Board on the Web: www.collegeboard.org.
 © 2017 The College Board. 22
Visit the College Board on the Web: www.collegeboard.org.
EH_LEQ_Sample_F

Sample 26

© 2017 The College Board. 23

Visit the College Board on the Web: www.collegeboard.org.
 © 2017 The College Board. 24
Visit the College Board on the Web: www.collegeboard.org.
 © 2017 The College Board. 25
Visit the College Board on the Web: www.collegeboard.org.
 AP® European History

SCORING COMMENTARY

Long Essay Question

Evaluate the extent to which the Italian Renaissance and the Northern Renaissance were different from
each other.

Sample: A [19]

Score—Thesis/Claim: 1

The response earned a point for its thesis, which appears at the end of the long first paragraph, beginning
with the phrase, “The Italian Renaissance and the Northern Renaissance differed from each other” and
ending with the phrase, “used that knowledge to their advantage.” This thesis responds to the prompt with a
clear, historically defensible claim concerning each version of the Renaissance and thus establishes a line of
reasoning. The second sentence, focusing on similarities, is not as effective a comparison, but the thesis
does need to discuss both similarities and differences to earn a point.

Score—Contextualization: 1

The response earned a point for contextualization. Its discussion of Mediterranean trade and connections
with the Middle East, which appears at the beginning of the essay but is threaded throughout, describes a
meaningful historical context for the prompt.

Score—Evidence: 0

The response did not earn a point for providing specific examples of evidence relevant to the topic of the
prompt, nor did it earn a point for supporting an argument in response to the prompt with specific and
relevant examples of evidence. It provides only one concrete example with The Courtier reference. The last
paragraph’s discussion of maritime exploration and overseas colonization is not relevant to the topic of the
question. Had the response provided one more example of evidence relevant to the subject in question, it
would have earned one evidence point.

Score—Analysis and Reasoning: 0

The response did not earn points for using historical reasoning to frame or structure an argument, or for
demonstrating a complex understanding of the historical development that is the focus of the prompt. The
Northern Renaissance receives little attention throughout the entire response; as a result, the explanations
offered for why the two versions of the Renaissance differed from or were similar to one another are either
incorrect or off-topic. This prevents the response from earning a point for demonstrating complex
understanding as well.

© 2016 The College Board.

Visit the College Board on the Web: www.collegeboard.org.

26
 AP® European History

SCORING COMMENTARY

Sample: B [7]

Score—Thesis/Claim: 0

This response did not earn a point for thesis. The thesis, appearing in the second sentence of the first
paragraph, contains an incorrect chronology. It is not historically defensible and its vague wording does not
establish a plausible line of reasoning.

Score—Contextualization: 1

The response earned a point for contextualization. The second paragraph’s discussion of the Hundred Year’s
War and the Wars of Religion, while not extensive, establishes the broader historical context surrounding the
Northern Renaissance especially.

Score—Evidence: 0

The response did not earn a point for providing specific examples of evidence relevant to the topic of the
prompt, nor did it earn a point for supporting an argument in response to the prompt with specific and
relevant examples of evidence. Other than the general reference to baroque art, the essay lacks specific
examples of evidence relevant to the topic of the question; had it provided concrete examples of new
inventions and/or other forms of art, it could have earned at least one point for evidence.

Score—Analysis and Reasoning: 0

The response did not earn points for using historical reasoning to frame or structure an argument, or for
demonstrating a complex understanding of the historical development that is the focus of the prompt. It is
prevented from earning either of these points by its numerous misstatements (e.g., incorrect time period for
the Northern Renaissance) that preclude accurate comparisons.

© 2016 The College Board.

Visit the College Board on the Web: www.collegeboard.org.

27
 AP® European History

SCORING COMMENTARY

Sample: C [12]

Score—Thesis/Claim: 0

The response did not earn a point for thesis. The statement in the first paragraph noting categories does not
use them to establish a line of reasoning. These general comments regarding “timing, ideas, and art work”
are repeated in the final paragraph, but, as in the beginning, they are not used to create a historically
defensible line of reasoning about the prompt.

Score—Contextualization: 0

This response did not earn a point for contextualization. It makes multiple references to “Ancient Greek and
Roman ways” but these are passing references, not descriptions of a context for the prompt.

Score—Evidence: 0

The response did not earn a point for providing specific examples of evidence relevant to the topic of the
prompt, nor did it earn a point for supporting an argument in response to the prompt with specific and
relevant examples of evidence. The response mentions the symmetrical aspect of Italian Renaissance art,
which constitutes one specific example of evidence relevant to the subject of the question. However, there is
no second specific example. Had the response referenced specific works of art or architecture, or perhaps
elaborated upon the brief reference to the “humanism theme,” it could have earned an evidence point.

Score—Analysis and Reasoning: 0

The response did not earn points for using historical reasoning to frame or structure an argument or for
demonstrating a complex understanding of the historical development that is the focus of the prompt. It does
not explain a comparison between the Italian Renaissance and the Northern Renaissance, nor does it
demonstrate a complex understanding of the extent to which the two versions of the Renaissance differed
from one another.

© 2016 The College Board.

Visit the College Board on the Web: www.collegeboard.org.

28
 AP® European History

SCORING COMMENTARY

Sample: D [14]

Score—Thesis/Claim: 1

The response earned a point for thesis. The first paragraph contains a minimally acceptable thesis
establishing both similarities—a “rebirthing of ancient Greek culture”—and differences. The discussion of
differences could be more explicit, but the first part of the sentence does establish a line of reasoning.

Score—Contextualization: 0
This response did not earn a point for contextualization. While the last paragraph attempts to compare the
Renaissances to the Enlightenment and the Scientific Revolution, these are not meaningful descriptions of
context for the topic.

Score—Evidence: 1

The response earned one point for providing specific examples of evidence to relevant to the topic of the
prompt. These pieces of evidence include the painting of the Mona Lisa and the statue of David. These are
enough for the response to earn the first evidence point but not a point for supporting an argument in
response to the prompt with specific and relevant examples of evidence. The response does not use this
evidence to support an argument about the topic of the prompt. Further, the response seems to confuse
Renaissance “humanism” with a more general focus on individualism or secularism.

Score—Analysis and Reasoning: 0

The response did not earn points for using historical reasoning to frame or structure an argument, or for
demonstrating a complex understanding of the historical development that is the focus of the prompt. Too
little is presented of the Northern Renaissance for the response to attempt a comparison between the two
Renaissance movements.

© 2016 The College Board.

Visit the College Board on the Web: www.collegeboard.org.

29
 AP® European History

SCORING COMMENTARY

Sample: E [28]

Score—Thesis/Claim: 1

The response earned a point for thesis. The thesis appears at the beginning of the second paragraph, with
the claim that the Italian Renaissance was much more secular compared to the Northern Renaissance, and
that the Northern Renaissance was more holistic in its approach to learning and art.

Score—Contextualization: 0

The response did not earn a point for contextualization. The brief mention of the similarities between “British
Industrialization” and “Russian Industrialization” are not explained and, as it appears here, not historically
defensible. This does not provide a context for the topic of the prompt.

Score—Evidence: 1

The response earned one point for providing specific examples of evidence to relevant to the topic of the
prompt. It incorporates relevant, specific evidence in the form of Christian humanism, different artistic styles
as seen in the various David statues, and the continued depiction of ancient Roman and Greek themes.
However, the response does not use these examples to support an argument in response to the prompt.

Score—Analysis and Reasoning: 1

The response earned a point for using historical reasoning to frame or structure an argument that addresses
the prompt. It sets up a comparison between the Italian Renaissance and the Northern Renaissance, with
this explanation appearing in the third paragraph: the later-occurring Northern Renaissance built upon the
Italian Renaissance’s earlier experimentation with art, but added a more religious focus. This response,
however, does not explore the extent to which the two Renaissances differed from one another in enough
depth to earn a point for demonstrating a complex understanding of this development.

© 2016 The College Board.

Visit the College Board on the Web: www.collegeboard.org.

30
 AP® European History

SCORING COMMENTARY

Sample: F [26]

Score—Thesis/Claim: 0

The response did not earn a point for thesis. The first paragraph attempts a thesis, but it presents descriptive
categories in place of a line of reasoning.

Score—Contextualization: 1

The response earned a point for contextualization. Its discussion of geographic factors and trade, which
appears in its fourth paragraph, describes a meaningful historical context for the topic.

Score—Evidence: 2

The response earned one point for providing specific examples of evidence to relevant to the topic of the
prompt, employing multiple pieces of evidence, such as the printing press, Shakespeare, Petrarch, and
themes in Flemish art. It also earned a point for using this evidence to support its argument about the two
different approaches and philosophies that characterized the Italian and Northern Renaissance movements.

Score—Analysis and Reasoning: 2

The response earned a point for using historical reasoning to frame or structure an argument that addresses
the prompt. It explains a comparison between the two Renaissances, which appear in the third paragraph’s
analysis of why and how the two differed: “the Northern Renaissance featured Christian humanism, the same
ideas applied to church reform and faith. In contrast, the Italian humanism was much more classical- based,
likely due to the close proximity of Rome.” It also earned a second point by demonstrating a complex
understanding of the historical development that is the focus of the prompt. For example, in its final
paragraph, the response posits whether these two movements can both bear the name “Renaissance.” In
general, it demonstrates a nuanced understanding of the various streams within these two Renaissance
movements.

© 2016 The College Board.

Visit the College Board on the Web: www.collegeboard.org.

31