Student Name ...
Student Name: _______________________________________________________________________________ Period: _________
APUSH LONG ESSAY QUESTION GRAPHIC ORGANIZER
Analyze the Question:
___Bracket the main idea or core of the question.
___Underline operative words (discuss, evaluate, assess, to what extent).
___Circle words that restrict the scope of the question (dates, social cultural, political, places, people).
___Try to identify any unknown words through context.
THE QUESTION:
Identify the Targeted Historical Thinking Skill:
___Causation (Describes and analyzes causes and/or effects of a historical development, illustrated with specific examples.)
___Comparison (Describes and analyzes reasons for similarities and/or differences in historical developments with specific examples.)
___Continuity and Change Over Time (Describes and analyzes historical continuity and change with specific examples)
___Periodization (Describes the ways historical developments defined the era with specific examples, turning points, and dates)
TARGETED HISTORICAL THINKING SKILL:
Potential Cue Words:
Brainstorm HOW to connect the core of the question to the skill.
Write your Thesis:
___Do NOT simply restate the question.
___Use words you understand, use vocabulary precisely.
___Address ALL elements of the question. It can be two sentences.
___Make sure that your ideas are clearly presented and that the thesis establishes an argument.
THESIS:
Organize your Evidence:
___Support / honor your thesis with the structure of your essay.
___Focus on shaping your argumentation around the targeted historical thinking skill.
___Make sure you do not contradict yourself.
Achieve Synthesis through at least one of the following:
___Extend the argument and show understanding of the past by applying the other historical thinking skills
___Draw appropriately on ideas and methods from different fields of inquiry or disciplines
___Respond to disparate, relevant, and sometimes contradictory evidence from primary sources or secondary works
___Connect insights about the past to other historical contexts or circumstances (even the present)
|Supporting Idea - Topic |Supporting Idea - Topic |Supporting Idea - Topic |
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|HISTORICAL EVIDENCE |HISTORICAL EVIDENCE |HISTORICAL EVIDENCE |
|Provide clear examples for the supporting idea and |Provide clear examples for the supporting idea and |Provide clear examples for the supporting idea and |
|targeted skill. |targeted skill. |targeted skill. |
|Include details (key terms, dates, etc.). |Include details (key terms, dates, etc.). |Include details (key terms, dates, etc.). |
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|ANALYSIS |ANALYSIS |ANALYSIS |
|Provide analysis of the idea and examples listed above. |Provide analysis of the idea and examples listed above.|Provide analysis of the idea and examples listed above.|
|Connect to the thesis. |Connect to the thesis. |Connect to the thesis. |
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|SYNTHESIS | | |
|How will synthesis be achieved? | | |
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