apush leq - causation - lightning us history intro.pdf · inside you are writing to the rubric...

APUSH – Disecting the Long Essay Question aka the LEQ *Components of an LEQ

Thesis statement – no formula, no points!

o Use W.A.D.E. as a thesis sentence starter = While, Although, Despite, Even though…

Historical Thinking Skill – 1 of 4 – shapes thesis and argument development o Described o Explained

Evidence – historical vocabulary aka SFI (specific factual information) Support for argument - linking the evidence back to thesis (Why/How does this support thesis?) Synthesis – similar in kind but from a different time (period). Why/How are they similar?

Forget everything you’ve learned in your English classes. You are NOT writing a formal 5-paragraph essay. Inside you are writing to the RUBRIC provided for each HTS. Get out of your comfort zone and get in the APUSH zone.

APUSH LEQ - CAUSATIONTHESIS

A substantive thesis must meet ALL of the requirements to the right of the box.

1 The Thesis MUST: Make a historically defensible claim.

Address all parts of the question (causation).

Do more than just re-state the prompt.

Appear in one place in the introduction or conclusion.

HISTORICAL THINKING SKILL

DESCRIBES causes AND/OR effects of a historical event,

development, or process.

2 Another point is earned if, in addition, the

student

EXPLAINS the reasons for the causes AND/OR effects of a

historical event, development, or process.

6

If the prompt asks for causes AND effects, then both must be addressed in some way to earn this point.

This is typically (though not always) the capstone point – the icing on the cake of an amazing essay.

EVIDENCE & SUPPORT FOR ARGUMENT

Addresses the topic in question with specific examples of relevant evidence.


student

Utilizes specific evidence to fully and effectively substantiate the thesis (or relevant argument).

5

To earn this point, the student must use at least TWO (2) pieces of relevant, specific evidence.

This evidence must have breadth and depth in addition to being used effectively to argue a point.

SYNTHESIS

Extends the argument to make a connection beyond the scope of the prompt.

4 Acceptable Synthesis Categories:

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.

Synthesis requires more than a passing mention or comparison. It needs to be fleshed out in multiple sentences.

Evaluate the causes of how the development of the British North American colonies developed into distinct regions.

THESIS Make a defensible claim (the Y is your claim)

BRAINSTORM: Everything I know about the era (People? Events? Legislation? Significant documents? Speeches?) HISTORICAL THINKING SKILL & EVIDENCE CAUSES and explain the reason WHY or HOW the cause is relevant to the argument:

Historical Evidence:

EFFECTS and explain the reason WHY or HOW the effect is relevant to the argument:

Historical Evidence:

SYNTHESIS Make it relate to something else that happened historically. Similar in kind but from a different time.

APUSH LEQ – CHANGE & CONTINUITY OVER TIME THESIS

A substantive thesis must

meet ALL of the

requirements to the right

of the box.


Address all parts of the question (continuity AND change).




DESCRIBES historical

continuity AND change

over time.

2 Another point is

earned if, in addition, the student

ANALYZES specific examples

that illustrate historical

continuity AND change over

time.

6

To earn this point, it is not necessary to do both well, but both must be addressed in some way.



Addresses the topic in

question with specific

examples of relevant

evidence.

3 Another point is

earned if, in addition, the student

Utilizes specific evidence to fully

and effectively substantiate

the thesis (or relevant

argument).

5



SYNTHESIS

Extends the argument to make

a connection beyond the scope

of the prompt.




*About 90% of valid synthesis attempts fall into the first category of synthesis.

Synthesis requires more than a passing mention or comparison. It needs to be fleshed out in multiple sentences. It typically has its own paragraph at or near the end of the essay.

TOTAL Points

___/6

Evaluate the extent to which the exploration of the New World contributed to maintaining continuity or fostering change in the lives of indigenous Americans.


BRAINSTORM: Everything I know about the era (People? Events? Legislation? Significant documents? Speeches?) HISTORICAL THINKING SKILL & EVIDENCE – were there more continuities or more changes? CONTINUITIES – these are the things that STAYED THE SAME from before the event in the prompt, to after Explain WHY/HOW did they stay the same?

Historical Evidence: What stayed the same?

CHANGES – these are the things that CHANGED from before the event in the prompt, to after Explain WHY/HOW did they change?

Historical Evidence: What changed?


APUSH LEQ – COMPARE & CONTRAST THESIS


meet ALL of the


of the box.


Address all parts of the question (compares AND contrasts).




DESCRIBES similarities AND differences among historical

individuals, events, developments, or processes.


student

EXPLAINS the reasons for similarities AND differences

among historical individuals, events, developments, or processes.

6

To earn this point, it is not necessary to do both well, but both must be addressed in some way.

Some prompts may as the student to EVALUATE the relative significance of the historical individuals, events, developments, or processes.





evidence.


student

Utilizes specific evidence to

fully and effectively

substantiate the thesis (or

relevant argument).

5



SYNTHESIS



of the prompt.






Compare and contrast the relationship between the Spanish, French and British with indigenous Americans from 1492-1650.


BRAINSTORM: Everything I know about the era (People? Events? Legislation? Significant documents? Speeches?) HISTORICAL THINKING SKILL & EVIDENCE – are there more similarities or differences? SIMILARITIES

Explain why/how they are similar -

Historical Evidence: What are the similarities?

DIFFERENCES Explain why/how they are different -

Historical Evidence: What are the differences?


APUSH LEQ – PERIODIZATION THESIS


meet ALL of the


of the box.


Address all parts of the question (similarity AND difference).




DESCRIBES the ways in which the

historical development in the prompt was different from AND similar to developments that preceded and/or followed

2 Another point is

earned if, in addition, the

student

ANALYZES the extent to which the

historical development specified in the prompt was different from AND similar to developments that preceded and/or followed, providing specific examples to support

6

It is key here that if the prompt says that the periods before AND after must be addressed that they are both addressed.






evidence.


student

Utilizes specific evidence to

fully and effectively

substantiate the thesis (or

relevant argument).

5



SYNTHESIS



of the prompt.






Evaluate the extent to which Bacon’s Rebellion marked a turning point in colonial American labor systems.


BRAINSTORM: Everything I know about the era (People? Events? Legislation? Significant documents? Speeches?) HISTORICAL THINKING SKILL & EVIDENCE – was it a turning point? Yes/no or major/minor?

Before the Turning Point What was the situation prior to the turning point which eventually led to it happening? i.e. Prior to the turning point…

Historical Evidence: Specific examples that explain why they contributed to the turning point eventually happening.

After the Turning Point What are the results post turning point which shows either a change or continuity related to the prompt? i.e. After the turning point…

Historical Evidence: Specific examples that explain why/how they are a result from the turning point.


apush leq - causation - lightning us history intro.pdf · inside you are writing to the rubric...

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