WRITING THE LEQ LONG ESSAY QUESTION AP World

WRITING THE LEQ (LONG ESSAY QUESTION) AP World History – Mr. Sakole

SECTION II – PART B: LONG ESSAY QUESTION • 40 minutes writing time • 15% of your exam score • 3 choices of question prompts. You choose 1 of the question prompts: • All have the same theme (social, economic, political, cultural, environmental) • All assess the same historical reasoning skill • Causation OR • Comparison OR

SECTION II – PART B: LONG ESSAY QUESTION • Question choice 1 will come from Periods 1 and/or 2 • Question choice 2 will come from Periods 3 and/or 4 • Question choice 3 will come from Periods 5 and/or 6 • You will indicate your choice in the essay answer booklet

Which historical reasoning skill is being used in these questions?

SECTION III – PART B LONG ESSAY QUESTION • Each prompt will be proceeded by general background information related to the subject or topic of the prompt • This background information is NOT part of the prompt (meaning that you do not have to address it in your thesis) • This background information may be a guide to writing your contextualization paragraph. • This background information might hold some clues as to how to formulate a DOES NOT COUNT FOR CONTEXTUALIZATION! thesis that addresses the prompt.

LEQ RUBRIC • Thesis (1 point) • Responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning • To earn this point, thesis must make a claim that responds to the prompt rather than restating or rephrasing the prompt. • The thesis must consist of one or more sentences located

LEQ RUBRIC • Contextualization (1 point) • Describes a broader historical context relevant to the prompt • To earn this point, the response must relate to the topic of the prompt to broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question. • This point is not awarded for merely a phrase or reference

LEQ RUBRIC • Evidence (1 point) • Provides specific examples of evidence relevant to the topic of the prompt. • How many? At LEAST two. • Supports an Argument (1 point) • Supports and argument in response to the prompt using specific and relevant examples of evidence • How many times? We don’t know. Definitely some number greater than twice.

LEQ RUBRIC • Historical Reasoning (1 point) • Uses historical reasoning (e. g. comparison, causation, CCOT) to frame or structure an argument that addresses the prompt. • Just to confuse you: This DOES NOT have to be the HRS implied in the prompt! • Complexity (1 point) • Demonstrates a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question.

LEQ RUBRIC • To earn the two points for Analysis (Complexity) and Reasoning • The response must demonstrate a complex understanding. This can be accomplished in a variety of ways, such as: 1. Explaining the nuance of an issue by analyzing multiple variables. 2. Explaining both similarities and differences, or explaining both continuity and change, or explaining multiple causes, or explaining both causes and effects. 3. Explaining relevant and insightful connections within and across periods. 4. Confirming the validity of an argument by corroborating multiple perspectives across themes. 5. 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.

DIFFERENCES IN THE HISTORICAL REASONING SKILLS • Causation • The prompt will refer to CAUSES AND/OR EFFECTS (but most likely one or the other) • Your thesis and argument must address the prompt BUT you can also extend your argument • If the prompt calls for causes, you can also provide effects • You can include multiple causes • Phrases like “Led to” or “Were a result of” are indicators that the prompt is referring to CAUSATION

DIFFERENCES IN THE HISTORICAL REASONING SKILLS • Comparison • The prompt will refer to SIMILARITIES AND/OR DIFFERENCES (but most likely one or the other). • Your thesis and argument must address the prompt BUT you can extend your argument • If the prompt calls for similarities, you can also address differences. • You can include multiple similarities • You can include multiple differences • Phrases like “Had in common” or “Diverged from” are indicator that the prompt is referring to COMPARISON.

DIFFERENCES IN THE HISTORICAL REASONING SKILLS • Continuity and Change Over Time (CCOT) • The prompt will refer to CONTINUITIES AND/OR CHANGES (but most likely one or the other). • Your thesis and argument must address the prompt BUT you can extend your argument • If the prompt calls for changes, you can also address continuities. • You can include multiple changes • You can include multiple continuities • Phrases like “Transformed” or “Remained constant” are indicator that the prompt is referring to CONTINUITY and CHANGE OVER TIME.

ESSAY STRUCTURE I. Contextualization and Thesis Paragraph – can be one sentence or multiple sentences (Must demonstrate use of a HRS) II. Topic 1 a. Assertion sentence (Must demonstrate use of a HRS) b. Evidence that supports this assertion i. If a comparison, you must have evidence from both subjects of the comparison c. Use the evidence to support the assertion by: a. Directly stating how each piece of evidence supports the assertion.

ESSAY STRUCTURE IV. Topic 1 I a. Assertion sentence (Must demonstrate use of a HRS) b. Evidence that supports this assertion i. If a comparison, you must have evidence from both subjects of the comparison c. Use the evidence to support the assertion by: a. Directly stating how each piece of evidence supports the assertion. b. Connecting the evidence together to prove the assertion.

ESSAY STRUCTURE V. Topic III – maybe where you show a difference if you have done similarities, changes if you have done continuities, causes if you have done effects, etc. a. Assertion sentence (Must demonstrate use of a HRS) b. Evidence that supports this assertion i. If a comparison, you must have evidence from both subjects of the comparison c. Use the evidence to support the assertion by: a. Directly stating how each piece of evidence supports the assertion. b. Connecting the evidence together to prove the assertion.

ESSAY STRUCTURE • Conclusion – IF YOU HAVE TIME • Restate your thesis • Word for word if you have to.

2017 LEQ PROMPT

2017 LEQ ESSAY • Let’s look at the following: • AP World History Scoring Guidelines – Long Essay Question 1 • AP World History Scoring Guidelines – Scoring Notes • Read Sample Essay A • Using your Scoring Rubric Checklist, score this essay with a partner. • Read Sample Essay E • Using your Scoring Rubric Checklist, score this essay on your own.