Writing the LEQ. With excerpts from AP Teacher, John Irish

Transcription

1 Writing the LEQ With excerpts from AP Teacher, John Irish

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3 Essay Rubric Part A Thesis 1 point Presents a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consist of one or more sentences located in one place, either the introduction or the conclusion. 3

4 Part B Argument Development: Using Targeted Skill 2 points Essay Rubric Comparison Causation CCOT Periodization 1 Point: Describes 1 Point: Describes similarities AND causes AND/OR differences among effects of a historical individuals, historical event, events, developments, development, or or processes. process. 1 Point: Explains the reasons for similarities AND differences among historical individuals, events, developments, or processes 1 Point: Explains the reasons for the causes AND/OR effects, of a historical event, development, or process. OR: Evaluates the Scoring Note: If the relative significance of prompt requires historical individuals, discussion of both events, developments, causes and effects, or processes. responses must address both in order to earn both points 1 Point: Describes historical continuity AND change over time. 1 Point: Explains the reasons for historical continuity AND change over time. 1 Point: Describes the ways in which the historical development specified in the prompt was different from AND similar to developments that preceded AND/OR followed. 1 Point: Explains the extent to which the historical development specified in the prompt was different from and similar to developments that preceded AND/OR followed. Scoring Note: For both points, if the prompt requires evaluation of a turning point, then responses must discuss developments that preceded AND followed. For both points, if the prompt requires evaluation of the characteristics of an era, then responses can discuss developments that EITHER preceded or followed. 4

5 Essay Rubric Part C Argument Development: Using Evidence 2 points 1 point: Addresses the topic of the question with specific examples of relevant evidence 1 point: Utilizes specific examples of evidence to fully and effectively substantiate the stated thesis or a relevant argument Scoring Note: To fully and effectively substantiate the stated thesis or a relevant argument, responses must include a broad range of evidence that, through analysis and explanation, justifies the stated thesis or a relevant argument. 5

6 Essay Rubric Part D Synthesis 1 point Extends the argument by explaining the connections between the argument and ONE of the following: A development in a different historical period, situation, era, or geographical area A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history). Scoring Note: The Synthesis point requires an explanation of the connections to different historical period, situation, era, or geographical area, and is not awarded for merely a phrase or reference. 6

7 Historical Causation WHY did stuff happen? What was the impact? Think long and short term.

8 Continuity and Change Over Time What stayed the same? What changed? Why did it change and how much did it change?

9 Periodization Why do historians start and end time periods when they do? Turning points!

10 Comparison Identify similarities and differences within a society or between societies could be ideological, demographic, geographic, political, economic, or social

11 Steps to writing a thesis statement Steps to writing a thesis statement: Read the prompt. Determine the following: Subject - what is the topic ie: the Great Depression Era/Period - what time period or era is this addressing - stay within this timeframe Determine skill assessed (Comparison, Causation, CCOT, or Periodization) Identify all parts of the question - you can circle or underline everything that needs to be addressed in your thesis Remind yourself of what needs to be included (e.g. compare AND contrast). As you first start out, it helps to consult the rubric here. Organize your evidence and Determine the approach you want to take. For example: Do you want to argue they are more alike than different? Do you want to argue the continuities are greater than the changes? Do you want to argue an event was not, in fact, a turning point? Quickly run through your options and think through the evidence you may use. It helps to make a few lists before you tackle your thesis. Decide what evidence you will use in your essay. Write your thesis by making a strong claim. This must do more than merely restate the prompt. You need to come up with a new, original thought. Once you are finished, go back and reread the prompt and make sure your thesis answers ALL parts of the question. 11

12 Step 3: Organize the Evidence: Directions for the APUSH exam advise you to spend some time planning before starting to write an essay. First, organize your information by making a brief outline of what you know. You can write your outline in the test booklet. 12

13 Consider the causation prompt: Evaluate the major causes which led to the development of a Second Industrial Revolution. Organize the causes around three categories. Rank or prioritize the categorized causes in order of importance, determine the two major causes (*) and the one minor cause. Within the body of your essay, address why these were the causes of the topic under investigation. 13

14 Consider the CCOT prompt: Evaluate the extent to which US foreign policy goals contributed to maintaining continuity as well as fostered change from the end of WWI (1918) to the end of the Korean War (1953). Label the start and stop dates on timeline. Identify significant events (5-7) on the timeline, related to the topic. 14

15 Determine whether there was MORE continuity or change within the period. Select three of the most significant of the events. Make sure you maintain the 2/1 ratio (e.g., if you are arguing there were more continuities, then you need 2 examples of that, for 1 change, or vice versa). Within the body of your essay, you must address why there were continuities and changes. 15

16 Consider the compare and contrast prompt: Compare and contrast the decades of the 1920s and the 1950s. Bisect a Venn diagram in half and organize the similarities and differences around two categories. Determine whether there are more similarities or differences between the two concepts of the topic. Within the body of your essay, you must address why there are similarities and differences. 16

17 Consider the periodization prompt: Evaluate the extent to which the French and Indian War was a turning point with regard to American and British relations. Bisect a T-Chart in half and organize the boxes around two categories. Determine whether there is more evidence to support that it was (Y) or was not (N) a turning point (TP). Within the body of your essay, you must address the extent to which the event under investigation was a TP. 17

18 Step 4: Develop the Thesis A strong thesis is an essential part of every AP History essay answer. Often, students have difficulty taking a position or are afraid of making a mistake. But AP readers are looking not for the one right answer but rather for a writer s ability to interpret the evidence and develop historical support for that interpretation. 18

19 A thesis must be more than a restatement of the question. It requires taking a position on the question and a focus on the appropriate HTS. The following thesis is from an essay written in response to the 1790s question: During the 1790s, foreign affairs contributed more to shaping American politics than did domestic issues. This statement is straightforward and simple, and it takes a position on the question and the issue of causation. 19

20 In the question above on the 1790s, the student might have continued the thesis statement, with the following roadmap: While the young nation struggled with questions about powers in the new Constitution, ideological conflicts over the French Revolution, foreign policy divisions created by the Napoleonic Wars, and our relations with Great Britain did more to divide Americans and promote the formation of two political parties during the 1790s. This organization statement guided the development of the essay. 20

21 Consider the following prompt: Evaluate the extent to which the Articles of Confederation were effective in solving the problems that confronted the new nation. Too General: The Articles of Confederation was successful as a first attempt at building a government. However, the Articles of Confederation did not provide an effective answer to the problems facing the new nation. The Articles of Confederation was weak politically, socially, and economically. 21

22 Too specific: Under the Articles of Confederation, the Land Ordinance of 1785 and Northwest Ordinance of 1787 created a wellorganized system for dealing with newly acquired territories and a plausible means to increase government revenue in a time in which the country was facing massive debt. However, the Articles of Confederation proved unable to handle the problems faced by the country after the American Revolution. It established a decentralized government with limited sovereignty, creating a league of friendship, with limited effectiveness; it was unable to foster any sense of nationalism; it contained a lack of leadership and a lack of independent judiciary; it lacked provisions for raising revenues and collecting taxes from the states, as well as failing to handle the abuses of paper money, with no control over interstate commerce; and could not protect the country from rebellions like Shays Rebellion. 22

23 Just right: The Articles of Confederation created a well organized system for dealing with newly acquired territories and providing a financial means to increase needed revenue. However, the Articles of Confederation was not effective in solving many of the problems faced by the newly formed United States. It established a loose confederation of states that lacked a sense of national unity, it created internal gridlock that failed to establish a system of checks and balances, and it created a government that did not have the powers to conduct basic governmental business. 23

24 By the end of the first paragraph, the reader should not only know the thesis but also have a clear idea of the main arguments that will be developed in the body of the essay in support of the thesis. The introduction should include four to five sentences. 24

25 You try one: Evaluate the extent to which the Mexican- American War ( ) marked a turning point in the debate over slavery in the United States, analyzing what changed and what stayed the same from the period before the war to the period after it. (2015) 25

26 Evaluate the extent to which the Mexican-American War ( ) marked a turning point in the debate over slavery in the United States, analyzing what changed and what stayed the same from the period before the war to the period after it. (2015) 1. Read the prompt. Determine the following: Subject, Era/Period, Determine skill assessed, Identify all parts of the question 2. Remind yourself of what needs to be included (e.g. compare AND contrast). As you first start out, it helps to consult the rubric here. 3. Organize your evidence and Determine the approach you want to take. For example: Do you want to argue they are more alike than different? Do you want to argue the continuities are greater than the changes? Do you want to argue an event was not, in fact, a turning point? Quickly run through your options and think through the evidence you may use. It helps to make a few lists before you tackle your thesis. Decide what evidence you will use in your essay. 4. Write your thesis by making a strong claim. This must do more than merely restate the prompt. You need to come up with a new, original thought. 5. Once you are finished, go back and reread the prompt and make sure your thesis answers ALL parts of the question. 26

27 Periodization Slavery Debate Before Mexican American War Missouri Compromise (1820) Abolitionist movement begins in North (William Lloyd Garrison, etc Underground Rail Road,) Nullification Crisis SC threatens to secede Debates over Slavery in the Constitution (3/5 Compromise) won t work too early Post Mexican American War Compromise of 1850 Dred Scott (very close SC Ruling) Abolitionist movement grows and may become more violent? (Bleeding KS, Harper s Ferry, etc) No great action taken by presidents to fix slavery debate most came from great compromisers in congress (like Henry Clay) Secession of Confederate States Reconstruction Amendments (13, 14, 15) are these too late?? YES! 27

28 My potential Thesis statement: The Mexican American war led to new, more intense debates between the North and South over the admittance of new states as either free or slave. However, the Mexican American war was not a turning point in the debate on slavery as many of the ways the debate manifested, such as government action like Congressional compromises, and grass roots movements like abolitionists, were already in existence before the war and only intensified after the Mexican American conflict. 28

29 Looking at Formulas: Key here is that they address counterclaims and help you to organize your arguments. You are NOT required to use a formula. In fact, sometimes they could be your downfall. However, if you are struggling with how to say what you want to say, take a look at these. 29

30 Try one more on your own and share with the people at your table. Make sure to go through the steps and make a good attempt at this! Evaluate the extent to which trans-atlantic relations interactions between 1600 and 1763 contributed to continuity as well as fostering change in labor systems in the British North American colonies. (2015 Practice exam) 30