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?AP U.S. History: Long Essay Question (LEQ)Short DescriptionYou will choose one of two long essay questions to answer in writing. The long essay requires that you are able to demonstrate your ability to use historical evidence in crafting a thoughtful historical argument. You will analyze an issue using the historical thinking skills of argumentation and patterns of continuity and change over time. As with any essay, a good response begins with the development of a relevant thesis. ?A solid thesis will take a stance that chooses one of these three options. In the rest of the essay, you should provide evidence in a manner that is convincing, thoughtful, and built on a sound knowledge of historical information relevant to the topic.Breakdown of Essay:The AP U.S. History exam gives students a choice between three long-essay questions. You chose ONE!A thesis statement is required.You will have 40 minutes to answer the one question you select. Makes up 15 % of final exam score.Graded on a 0-6 point scale.Different Types of LEQ Questions:Causation: Historical thinking involves the ability to identify, analyze, and evaluate multiple cause-and-effect relationships in a historical context, distinguishing between the long-term and proximate.Example: Evaluate how the French and Indian War impacted the relationship between Great Britain and the British colonies from 1754-1776.Change and Continuity Over Time: Historical thinking involves the ability to recognize, analyze, and evaluate the dynamics of historical continuity and change over periods of time of varying lengths, as well as relating these patterns to larger historical processes or themes.Example: Evaluate the extent to which the Seven Years’ War (French and Indian War, 1754–1763) marked a turning point in American relations with Great Britain, analyzing what changed and what stayed the same from the period before the war to the period after it.Periodization: Historical thinking involves the ability to describe, analyze, evaluate, and construct models of historical periodization that historians use to categorize events into discrete blocks and to identify turning points, recognizing that the choice of specific dates favors one narrative, region or group over another narrative, region or group; therefore, changing the periodization can change a historical narrative. Moreover, the particular circumstances and contexts in which individual historians work and write shape their interpretations and modeling of past events.Example: Evaluate the extent to which the Mexican-American War (1846–1848) marked a turning point in the debate over slavery in the United pare and Contrast: Historical thinking involves the ability to describe, compare, and evaluate multiple historical developments within one society, one or more developments across or between different societies, and in various chronological orders.Example: Compare and Contrast the colonies in the Chesapeake with the New England colonies. Be sure to address two of the three areas in your essay: economic, political, and social.Rubrics:Each essay will be evaluated on the following criteria:Argumentation:?Develops a thesis or relevant argument that addresses all parts of the question.Use of Evidence:?Supports the thesis using specific evidence, clearly linked to the thesis.Targeted Historical Thinking Skill:?Each question will assess an additional thinking skill, such as causation, comparison, continuity and change over time, or periodization.Synthesis:?Written answers need to extend the argument of the essay, connect it to a different time historical context, or connect it to a different category of analysis.Thesis Statement:A thesis statement is the position a student is going to take, the argument that is going to be made. It is therefore the answer to the question being asked. As such, the thesis statement is not a fact; it is an informed interpretation of the facts. Neither is the thesis statement just an opinion. Rather the thesis is the reasoned judgment of the student. Most questions require a response that is not black or white but instead some shade of gray. That does not mean, however, that students should attempt to respond in the middle of the continuum. Such an attempt usually results in a failure to articulate a clear position. Students should also beware of the fallacy of “positive response bias.” Unfortunately, many students are inclined to answer a question in the affirmative. Students always need to carefully weigh all of the historical evidence and then craft a response that best articulates their understanding of the historical record. In other words, students should not feel free to argue any side simply because they can believe they can support it. Instead, they should feel compelled to support the side with the most evidence behind it.Example:?Complex-Split: This approach splits the thesis into several categories, acknowledges that contrary evidence exists and tackles the complexity inherent in most APUSH essays.Even though Jacksonian Democrats failed in their self-appointed roles as the guardians of the United States Constitution and individual liberty, they achieved great success in?strengthening political democracy and the equality of economic opportunity.ORDespite a few notable lapses, in general, Jacksonian Democrats were good stewards of?the United States Constitution, and oversaw an expansion of individual liberty, political?democracy, and economic opportunity.Steps to Completing the LEQ:Analyze the QuestionOrganize the EvidenceDevelop a ThesisWrite the Introductory ParagraphWrite the Supporting Paragraphs and ConclusionEvaluate Your Essay?Step One: Analyze the Question?Take the time to consider what the question really asks, which is often overlooked in the rush to start writing.Stop and ask yourself, "What is the targeted historical thinking skill in the question? Causation? Comparison? Continuity and change over time? Periodization?"You might try reading over the question or prompt three times. What is the key word(s) or phrase in the question? CIRCLE it. It could be verbs such as "analyze,“ "explain" or "support," "modify," or "refute."All questions have one thing in common: They demand the use of historical thinking skills and analysis of the evidence.A long-essay answer will not receive full credit by simply reporting information. Therefore, be on your guard for questions that start out with the verbs "identify" or "describe."Such a question is usually followed by "analyze“ or some other more demanding thinking skill.Step Two: Organize the EvidenceIdentify what you know about the question and organize your information by making a brief outline of what you know.Write your outline in the test booklet.List facts pertaining to the question to help organize your thoughts.Ask yourself, do I have enough evidence to support my thesis? It is obviously not very productive to select an essay or take a position that you cannot support.Step Three: Develop a ThesisA strong thesis is necessary in every APUSH essay answer. Don’t be afraid of making a mistake!The direction for the long-essay may give clear directions on the formation of the thesis, such as "support, modify, or refute" an interpretation.Step Four: Write the Introductory Paragraph Be sure to include these three elements:The setting, time, and place by providing the background or historical context for the question or your thesis.The thesis statement.The “blueprint” or “controlling ideas” to the main arguments of the essay, which will be developed in the body or supporting paragraphs. Step Five: Write the Supporting Paragraphs and ConclusionThe number and length of the supporting paragraphs forming the body of the essay should vary depending on the thesis (not necessarily 5 paragraphs!), the main points of your argument, and the amount of historical evidence.To receive the highest possible AP score, you must explain how specific historical evidence is linked to your thesis.Each essay will also have a targeted historical thinking skill, which should shape one argumentation and choice of evidence. Step Six: Evaluate Your EssayMore essay writing does not necessarily produce better essays.Breaking down the process into manageable and sequential steps is one key for improvement.Peer evaluation and self-evaluation both help students internalize the elements of an effective essay and learn ways to improve. Tips/ Suggestions:Write essays in the third person, not 1st person ("I," "we").??Use specific words.?Define or explain key terms.?Communicate awareness of the complexity of history.?Anticipate counterarguments.?Remain objective.?Communicate the organization and logical development of your argument.??Focus on the thesis in the conclusion.? ................
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