Download AP World History - Lake County Schools

For
AP World History
WELCOME!
Join the Schoology group
Turn to a partner
and explain which of
these skills will be
the most important
for today and why?
1. Critical Thinking and Problem Solving
2. Collaboration and Leadership
3. Agility and Adaptability
4. Initiative and Entrepreneurialism
5. Effective Oral and Written Communication
6. Accessing and Analyzing Information
7. Curiosity and Imagination
Academic Services
AP Seminar
21st Century Connections
I DO
understand and implement effective test
taking strategies for passing AP exams.
Benchmarks:
Strategic Plan Goal # 1
Increased Student Achievement
Objective
April 5 & 26, 2014
Learning Goal: Learners will
Bell Work:
•Learners will:
•Instructor will review the 21st
Centry skills and connect them to
AP success strategies
•Instructor will review specific
content for AP course of study
•Instructor and students will
participate in engaging activities
WE DO which use collaborative structures
and require accountable talk from
students.
utilize content
knowledge learned in AP courses coupled
with effective test taking strategies to
increase pass rate by completing practice
AP test questions
YOU
DO
Essential Question:
How do we revolutionize the way we teach, lead,
and learn for 21st century success?
•Students will utilize test taking
strategies to answer multiple
choice and free response answers
Exit Activity
Students will share with the class one
strategy or tip they will use on exam day
Common Language:
•Advanced Placement
NEXT STEPS:
•Effective Strategies
1. Utilize new learning and implement on AP exam
2. Continue to study for AP exam using practice free response and
multiple choice question packets provided today.
Lake County Schools….
◦ Named to the College Board District Honor Roll
◦ Had more students
take AP exams in 2013 than
ever before.
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Protocol:
Move to a corner that you agree with the
Multiple Choice
Free
Response
most.
Discuss why you moved to that corner with
the other people in your corner.
Each corner will have a representative try to
Length
of Test
Quantity other
of Content
persuade
participants
to move
toTime
their
corner.
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Periodization Posters/Content Overview
◦ Break
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The DBQ Essay
MC Questions
SAQs
LEQs
Exit Activity
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You may work either individually, or with a
partner
As you meander about the room, add your
relevant AP World History content knowledge to
the appropriate poster.
Do not spend more than 30 seconds at a time on
a single poster, if you have more to write, come
back to it.
You must write at least one important event,
individual, idea, innovation, continuity, or change
on each poster
We will discuss what is on each poster, and WHAT
IS MISSING.
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Agriculture (Shift,
Transition, Neolithic
Revolution
Patriarchy
Social Stratification
Polytheism
Organized Religion
(Hinduism, Judaism)
Iron Age (Hittites,
Bantus)
River Valleys
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Mesopotamia (Sumer,
Babylon, Akadia
Assyria)
Indus River Valley
Nile River Valley
(Egypt)
Huanghe River Valley
(Shang and Zhou
China)
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More Complex Political
structures: Greece,
Rome, Qin and Han
China
Expansion of complex
Trade Routes: Silk
Roads, Mediterranean
Founding of Classical
Religions (Christianity,
Buddhism, Hinduism,
Confucianism,
Zoroastrianism,
Daoism)
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Diffusion of Culture
(Missionaries,
religions, silk, paper)
Spread of Diseases
(Smallpox)
Nomadic Societies
impact decline of
Empires (West. Rome,
Han, Gupta)
State-sponsored
Infrastructure
(Roman, Persian
Royal Roads, Great
Wall of China)
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Expansion of Islam (Hijra, Muslim occupation of Spain)
Political systems become more complex (Mayan, Inca,
Aztec, Ghana, Mali Empire, Byzantine Empire, Tang &
Song, Mongol, Islamic Empires – Abbasid & Ummayad)
Expansion and Increased use of Long-Distance trade
(Indian Ocean Complex, Trans-Saharan trade,
revitalization of Silk Roads, Zheng He, Marco Polo, Ibn
Battuta)
Population surge
Major religions split (Christian schism, Islam – Sunni vs.
Shiite)
African Integration
Increased spread of disease (Bubonic Plague, Smallpox)
Spread of technological inventions (Magnetic Compass,
Lateen Sail, Printing – Chinese, Gunpowder, Junks &
Dhows)
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Cultural Interaction (Trans-Atlantic, Trans-Pacific,
Columbian Exchange, Mediterranean Complex)
Trans-Oceanic Empire building (Colonization of the
America’s, Caribbean, African Coast, SE Asia)
Introduction of New Crops & Goods between New
and Old World (Sugarcane, Tobacco, cocoa, potato,
cotton, firearms, silver)
Population increases due to introduction of American
foods)
Expansion of land-based Empires (Ming, Qing,
“Gunpowder Empires”, Tokugawa Japan, Russia)
Expansion of economic principles (Mercantilism,
Capitalism, Joint-Stock Co.)
Intellectual Movements (Renaissance, Reformation,
Enlightenment, Scientific Revolution)
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Industrialization (Steam Engine, Factory System)
Pacific Exploration & Colonization (Cook,
colonization of Australia, New Zealand)
New Political Ideologies (Democracy,
Nationalism, Socialism, Communism, Popular
Sovereignty)
New Social Movements (Abolition of Slavery,
Women’s Rights)
Political Atlantic Revolutions (American, French,
Haitian, and Latin American)
Imperialism (Partition of Africa, Opium Wars)
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Global Depression (Stock Market Crash, effects
of)
World Wars 1 and 2
End of Empires (Russia, China, Japan, Britain,
France)
De-Colonization (Africa, SE Asia, India, SW Asia)
Bi-polarization (Cold War, Communism vs.
Capitalism, Space Race, NATO vs. Warsaw Pact)
Globalization (NAFTA, WTO, European Union)
BREAK
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5 MINUTES
Rubric
 Prompt Analysis
 Thesis Samples (Good vs. Bad)
 View Past Prompts
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Using the documents, and your knowledge of
world history, analyze African actions and
reactions in response to the European Scramble
for Africa.
Using the documents, and your knowledge of
world history, analyze African actions and
reactions in response to the European Scramble
for Africa.
Using the documents and your knowledge of
world history, analyze African actions and
reactions in response to the European
Scramble for Africa.
In your own words…
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Using the documents, compare and contrast
the attitudes of Christianity and Islam
towards merchants and trade from the
religions’ origins until about 1500. Are there
any indication of change over time in either
case or both?
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Using the documents, compare and contrast
the attitudes of Christianity and Islam
towards merchants and trade from the
religions’ origins until about 1500. Are there
any indication of change over time in either
case or both?
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Using the documents, compare and contrast
the attitudes of Christianity and Islam towards
merchants and trade from the religions’
origins until about 1500. Are there any
indication of change over time in either case
or both?
In your own words…
Time Limit: 20 minutes
 Read the prompt and understand what
the prompt is asking
 Analyze the Documents
 group (Bucket) the documents
 After grouping, develop a thesis
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Dealing With Distractors
◦ 1 Multiple Choice = 4 True/False
◦ Right info, wrong place/time
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Time Management
◦ 1 minute per question
◦ If there are two minutes left, and you have more
than 10 questions to go, pick a letter and bubble
the rest in. At least 2 or 3 will be right.
Hundreds of practice questions on schoology
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Multiple Choice Relay
Each Row = One Team
As a question is presented, the last person in
each row should write their answer on the
scrap paper, and pass it forward
If you agree with the answer, pass it forward.
if you disagree, change the answer
35 seconds per question; rotate after each
question
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Just Answer the question!
Don’t just Identify, Identify and Expalin!
1-3 sentences per letter minimum
Label your answers A, B, C
If you finish early, add more information
◦ Spaghetti method: Throw it on the wall and see if it
sticks.
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Examples on schoology
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Rubric
Prompt Analysis
Thesis Samples (Good vs. Bad)
60 LEQ prompts
Analyze continuities and changes in patterns of
interaction along the Silk Roads from 200
B.C.E. to 1450 C.E.
Analyze continuities and changes in patterns of
interaction along the Silk Roads from 200
B.C.E. to 1450 C.E.
SOPHISTICATED
INADEQUATE
ADEQUATE
“For the period from 1500 to 1830, compare
North American racial ideologies and their
effects on societies with Latin
American/Caribbean racial ideologies and
their effects on societies.”
Inadequate Thesis
“From 1500 to 1830, the racial ideologies between
Latin America and North America have affected
Society in many of the same ways. But there are
A few differences.”
What’s wrong? No qualifiers added to the terms
“ideologies” and “differences.”
Sophisticated Thesis
“The Europeans saw themselves as superior to the
Native Americans already living there. This social
Structure was further complicated by the arrival of
African slaves. Latin American/Caribbean tended
To have a very clear set of rules regarding the social
Structure which heavily affected their societies. North
America didn’t have such a strict and uniform social
Structure but the racial ideology affected their society
Just as much.”
Adequate Thesis
“North American and Latin American racial ideologies were
similar in that both chose to enslave people of a different race;
however, North American societies were particularly
intolerant of the mixing of European migrants while
Latin American ideologies allowed the eventual
integration of native and migrant populations.”
A Great thesis statement + TASC in the body paragraphs = Every point on the
rubric
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Topic Sentence: Addresses the specific similarities/differences/
causes/effects/continuities/changes.
Analysis: Explain the reasons for the specific similarities/differences/
causes/effects/continuities/changes.
Support with specific evidence.
Connect the argument to another historical period, era, area, course theme,
or discipline (Synthesis).
This doesn’t always have to in this order. Sometimes Analysis (“explain
reasons for”) makes more sense at the end of a paragraph, …etc. Maybe,
Synthesis doesn’t always work well in the body, Sometimes it makes more
sense to include it in the conclusion.
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With a shoulder partner, turn and talk about
one strategy you will utilize on your AP exam
and why.
Lake County Schools
Investing In Excellence!
College and Career Readiness
Academic Services
April 2014
AP Student
Success Seminar
for AP World
History
Log on to lakecounty.schoology.com; click “groups”, “join” and use the access code below for test prep
materials for this seminar.- Mike Geoffrion
Table of Contents
The Exam
Multiple Choice
SAQs
DBQs
LEQs
The Exam
Description from College Board1
Assessment Overview
The AP Exam questions measure students’ knowledge of world history and their ability to think
historically. Questions are based on learning objectives, key and supporting concepts, course themes,
and historical thinking skills. Exam questions represent various geographical regions, with no more than
20 percent of the multiple-choice questions focusing solely on Europe.
Section I Part A: Multiple Choice | 55 Questions | 55 Minutes
=40% of Exam Score
• Questions appear in sets of 2–5.
• Analyze historical texts, interpretations, and evidence.
• Primary and secondary sources, images, graphs, and maps are included.
Section I Part B: Short Answer | 4 Questions | 50 Minutes
=20% of Exam Score
• Questions provide opportunities for students to explain the historical examples that they know best.
• Some questions include texts, images, graphs, or maps
Section II Part A: Document Based | 1 Question | 55 Minutes (includes 15-minute reading period)
=25% of Exam Score
• Analyze and synthesize historical data.
• Assess written, quantitative, or visual materials as historical evidence.
Section II Part B: Long Essay | 1 Question | 35 Minutes
=15% of Exam Score
• Select one question among two.
• Explain and analyze significant issues in world history.
• Develop an argument supported by an analysis of historical evidence.
Multiple Choice
The Multiple Choice section is the first part of the exam. There are 55 stimulus based questions with
four distracters (answer choices) each. You earn points for correct answers, and there is no penalty for
guessing, so answer every question. The multiple choice section must be completed in 55 minutes. That
means you have around one minute to spend on each question, but that includes the time spent
interpreting the stimulus. The multiple choice questions are going to focus on the themes, key concepts
and historical thinking skills you learned in your AP World History class. There are multiple tools to help
with background knowledge available on the schoology page for this seminar.
College Board: https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-course-overviews/ap-worldhistory-course-overview.pdf
1 11
All questions will relate to one of the five themes of World History:
Theme 1: Interaction Between Humans and the Environment.
Theme 2: Development and Interaction of Cultures.
Theme 3: State-Building, Expansion, and Conflict
Theme 4: Creation, Expansion, and Interaction of Economic Systems.
Theme 5: Development and Transformation of Social Structures.
Each question will also address one of the following skills:
Causation
Comparison
Contextualization
Continuity and Change Over Time
Argumentation
Interpretation
Synthesis
Periodization
Use of Evidence
Also, every question will call back to stimuli such as:
 written primary sources
 visual primary sources
 quantitative (charts, graphs, and tables)
 works of art
 Maps
 Historical works (secondary sources)
While multiple choice test is comprised of stimulus based questions, it is not a reading test. You must
have a well-developed mind for history, including content knowledge and historical thinking skills, in
order to answer the questions correctly. You will find practice questions in the schoology page for this
seminar.
Multiple Choice Tips:
1 Multiple Choice = 4 True/ False: Each multiple choice question includes four distracters (possible
answers) instead of picking the right answer, treat the question as four true or false questions. Picking
out the plausible and eliminating the ones that are clearly wrong will help answer the difficult questions
Right Information, but Wrong Time/Place: Many of the distracters will contain historical facts that you
will recall from class and/or your textbook, but they are actually true for a different place or time. Don’t
fall for this by picking the first answer that looks familiar.
2 Minutes Left: If you spent a little more than a minute on each question, you may find yourself with
more questions at the end than you have time to answer. If you find yourself with two minutes left in
the multiple choice section and more than 10 questions left, pick a letter and bubble in the remaining
answers. With four choices per question, you have a 25% shot at getting a correct answer by guessing.
If you have 12 questions left, it is likely that 3 or more have an answer of “B.” At the pace you must be
going to find yourself in this situation, you would be lucky to get through two more questions if you read
them through, and even then, you may miss one of them. By putting “B” in for all of the remaining
questions, you could get three or more correct.
SAQs (Short Answer Questions)
There are four short answer questions on the exam, and they must be completed in 50 minutes. That
works out to around 12 minutes per question, and each question must be answered in a predetermined
amount of space that works out to be equal to around three-quarters of a sheet of paper. Some will
include stimuli, and some will not. Either way, the answers require you to have a proficient knowledge
of World History. These are going to be three part questions (A, B, C) and will have a spiraling level of
difficulty (B will be more difficult than A and C will be more difficult than B). Also, each part is worth a
point. So, each question is worth three points. Check out the example below:
Major Afro-Eurasian Trade Routes, late 1400s
(Darker lines represent land routes; lighter lines represent sea/water routes.)
1. Using the map above, answer (a), (b), and (c).
a) Identify and explain ONE way in which the trade routes shown on the map was a continuity
of trading patterns that occurred during the period 600 C.E.-1450 C.E.
b) Identify and explain ONE way in which the trade routes shown on the map changed
traditional trading patterns that occurred during the period 600 C.E.-1450 C.E.
c) Identify and explain ONE factor that led to the trade routes shown on the map during the
period 1400 C.E.-1800 C.E.
Identify and explain; identify and explain; identify and explain. Is it possible to explain something
without identifying it? Probably not. But is it possible to identify something and just leave it out there
with no explanation? Is it possible to fail to fully explain an answer? Absolutely! That is the trap you
need to avoid. If you merely identify without explaining, you will get no points. There is no half credit
for partial answers.
There are more examples of SAQ questions on the schoology page.
The DBQ (Document Based Question)
Want to avoid some reading? Watch the video Here!
DBQ stands for Document Based Question. Simply put, it’s a research paper where all of the research is
already done. The sources are provided, and all that is left is for you to analyze and interpret the
sources in order to write the essay in the time provided. The full rubric can be found the schoology
page, but we can address it one item at a time.
Thesis (Points 1 and 2)
There are two possible points
that are associated with the
thesis statement. One point is
simply having a thesis that
answers the prompt. It should
be historically defensible and
answer all parts of the
question. I recommend the
classic three-part thesis where
you provide a roadmap for your
reader to let them know where
you are headed. For example, if
you are writing a DBQ focused
on comparison as a historical
thinking skill where you are
comparing Han and Roman
attitudes about technology.
Your thesis might say something along the lines of:
Han and Roman attitudes about technology were similar in way X and way Y, but they were different in
that the Han felt way Z about it where as Rome felt Way Q.
We have three parts. Two similarities and one difference. It doesn’t always have to be like that, you
could have two differences and a similarity, or two differences and two similarities if you are looking for
four body paragraphs/6 paragraphs overall once we add in an introduction and conclusion. There is no
one right way to do this, however, the rule of 3 is a good baseline to shoot for.
The next point is for recognizing historical complexity by explaining the relationship between pieces of
evidence. Now this can seem confusing, but it’s essentially asking you to begin your body paragraphs
with great topic sentences based on the thesis. In each paragraph you should write about documents in
groups whenever possible. You may group documents together that corroborate each other (“This is
similar to”) as well as those that contradict each other (“However, this runs counter to
______________’s account”). To continue with the Han/Rome example, each body paragraph will start
with one of the specific similarities or differences as a topic sentence, and then you will provide
evidence based on the documents, as well as outside information from your knowledge of history to
prove the topic sentences, thus proving the thesis.
Document Analysis (Points 3 and 4)
We also have two points for
document analysis, points 3
and 4. You get one point for
utilizing the content of at
least six documents as
evidence. Now, there’s going
to be seven documents.
Could you provide evidence
from all seven? Absolutely,
but you need to use at least
six. There are some pitfalls
and key mistakes that students make, and I don’t want to see that happen to you. Whatever you are
including from the documents, it should help prove your thesis. Also, try not to use quotes too often.
Paraphrase or summarize whenever possible.
You also get one point for explaining the significance of the author’s point of view, context, audience, or
purpose influence the meaning of four of the documents, This must be done in support of a historical
claim. Again, could you do it for more than four? Yeah, in fact I think you should. I think you should
provide ACAPS for every single document. These are graded on an asset model: You get points for what
you do well. What you do poorly will just be ignored, so I say go for it!
What the Heck is ACAPS?
Now, I just said ACAPS. What the heck do I mean by that? Well…
 Author: Who is it? What is their occupation, nationality, religion, social class, etc? How does
their identity affect the ideas being expressed?
 context: What is the setting? Is this a primary or secondary source? Does the setting affect the
meaning? Are there factors at the time of the writing/image that may have influenced the
author/artist?
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Audience: Who was this written for? How did the author mold their work to fit the audience?
How does this influence the ideas being expressed?
Purpose: Why did the author create this? Were they trying to simply educate, or influence the
audience in some way? What was the agenda?
Significance: What does this document tell us? How does it help answer the prompt? We’re
talking Evidence!
Once again, these are graded on the asset model, so I recommend providing significance for every
document (that is our evidence), and either how the author’s identity OR the context OR the Audience,
OR the purpose influence the meaning of the document for all seven documents if you can, but do it for
at least for four of them.
Also, You may have noticed that I spelled context with a lowercase “c”. That’s because I don’t want you
to confuse the context of a document with one of the upcoming items on your rubric:
Contextualization.
Evidence beyond the Documents (Points 5 and 6)
We have the two points for
evidence beyond the documents,
and the first point is for (Capital C)
Contextualization. So, Context! Tie
the content to broader historical
context or themes or processes.
Situate the argument in a wider
Historical Context. Can we tie the
subject of the DBQ to something
like the Columbian Exchange,
Industrialization, Globalization, the
Cold War, Gunpowder empires, etc.
We need to situate the argument in
a broad context. If we want to use
a photography analogy, the subject
of the DBQ is a tight in close up shot
with a narrow focus like a headshot
or your school yearbook photo. The
context would be everything that is
going on around that picture, beyond the backdrop. Using a wider lens, let’s see everything that is
happening on that campus, in that city, and in that region. That is Context.
The second point here is providing your own outside evidence relevant to the prompt. Yes, you are
going to provide evidence based on the documents, but what else do you know (that’s significant) that
could help prove your thesis? Include that as well, but again, it must be significant to the prompt and
help prove your thesis. Where do you get this “outside evidence”? It comes from doing your assigned
reading. However, if you know the content found in the course framework from Collegeboard, which is
on the World History course page on the Collegeboard website, you know enough to earn this point. So,
whatever relevant outside content knowledge you have, you should include it in your essay.
Synthesis (Point 7)
Synthesis! Synthesis is the seventh and final
point. It also may be the hardest one to get
it. You can earn this by extending your
argument through a comparison to a
different historical period, situation, era, or
area. However, this has to be more than
saying, if you’re writing an essay about the
French Revoluion, “This is just like the
American Revolution!” OK HOW is it like the
American Revolution and Why is that
significant? Tie it back to how it helps the
reader’s understanding of the subject. An
explanation is required! This is more than a
simple comparison; it must lead to an
analytical realization.
You could also connect your argument to
another course theme. For example, if your
prompt is focused on political issues but there are economic and social consequences of those political
issues, you can address that and as long as you are thorough in your explanation and you tie it to the
prompt, that should earn the synthesis point for you.
The third way to earn the synthesis point, and this only works for World History and European History,
you can extend your argument by explaining the content through the lens of a different academic
discipline. This could be literature; it could be the sciences. Many of you may have taken AP Human
Geography your freshman year and you’re taking AP World History as a sophomore. Well, any relevant
content you have from Human Geography, you could bring that into your essay and that could get you
that synthesis point. Maybe you have a great understanding of Art History. Even though it’s history, it is
still considered a different discipline, therefore you can earn the synthesis point using that knowledge.
But I can’t remember all of that!
Now if you’re thinking “this all seems like a lot to remember, I hope I don’t forget everything on exam
day,” I have some good news! The entire rubric is summarized on the first page of the DBQ. You can
use it as a check-list to make sure that you complete everything before time is called.
The Generic DBQ format:
A well-structured Essay is easy to read and easy to score. Make things easier for the readers, I expect
you’ll want them on your side.
LEQs (Long Essay Questions)
Want to avoid some reading? Watch the video HERE!
The LEQ is written 100% from your content knowledge (bet you wish you stayed on top of that assigned
reading now, huh?). The good news is that you will have a choice between two LEQ prompts, both using
the same historical thinking skill, but focused on different topics. The LEQ focuses on one of the
following Historical Thinking Skills:
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Comparison: Similarities and difference
Periodization: Evaluating the significance of turning points
Causation: Causes and/or effects relating to a historical event or process
Continuities and Changes over time: What changed and what stayed the same?
The LEQ is graded on a 6 point rubric. Let’s look into that, one point at a time.
The Thesis Statement
(Point 1)
The Thesis is your answer to
the question. It must be
historically defensible and
found in either the introduction
or the conclusion of your essay.
When you write your thesis
statement, make sure you ask
the following questions:
 Does it answer the prompt in its entirety? If the prompt is asking for cultural beliefs and
practices, you need to make sure that your answer addresses both beliefs and practices, not one
or the other.
 Did you include the What, When and Where? Make sure you include the topic from the prompt,
the location (if applicable) and if there is a time designation (like between 1750 to the present),
include that in your thesis statement.
 Were you specific enough? Specific causes, effects, similarities, differences, continuities,
changes must be addressed in your thesis statement. Don’t just acknowledge that there were
similarities and differences, explain specifically how the civilizations/processes/whatever were
similar and different. If you find yourself being too broad, add a “such as” statement to get
more specific.
Generic Thesis statement Formats
For Comparison:
During the time period between (X) and (Y), (thing you are comparing 1) and (thing you are comparing 2)
were very similar in that they both (1,2,3), but were different in (4,5,6)
OR
From [beginning date] to [end date], [thing you are comparing 1] and [thing you are comparing 2] were
very similar in that they both (similarity A) and (similarity B). However, where as [thing 1] (difference 1),
[thing 2] (difference 1). Also, (difference 2).
For Periodization:
Positive: (Event) in (time designation if applicable) was a significant turning point in (the type of history
or theme you are writing about). Prior to (event), (describe what it was like). However, after (the event)
(Describe the changes and what it was like afterward). This is important because (Explain the
significance).
OR
Negative: (Event) in (time designation if applicable) was not as significant a turning point as one might
argue in (the type of history or theme you are writing about). True, prior to (event), (describe what it was
like) and after (the event) (Describe the changes). However, more important is the fact that (describe the
things that did not change), because (explain why it isn’t significant).
For Continuities and Changes over Time:
During the time period between (X) and (Y) in (wherever), (1,2,3) remained constant while there were
significant changes in (4,5,6).
OR
At the beginning of the time period between (X) and (Y) in (location) (The thing your essay is about)
(describe what it was like); by (end date/end of the period), (describe the changes). However, (identify
the things that were constant) continued throughout.
For Causation:
There really isn’t a generic format for causation, because the prompt could ask for causes, effects, or
both causes and effects. Depending on the prompt, the thesis could look very different, However, every
thesis statement should include the following:
 Goal: a 3-4 part answer
 If they want effects, give them specific effects; If it’s causes, give them specific causes; if they
want both, give them specific examples of both
 If there is a time designation, include it in your thesis
Argumentation/Historical Thinking Skills (Points 2 and 3)
You will earn one point
for successfully
demonstrating the
historical thinking skill in
question, and another for
explain the reasons why
the particular
similarities/differences/
continuities/changes/cau
ses/
effects/circumstances
existed in the first place
(analysis).
For Comparison,
Causation, or
Continuity/Change over
Time


Are you stating
specific
similarities/differ
ences/causes/eff
ects/
continuities/chan
ges?
Are you
explaining the reason(s) why the
similarities/differences/
causes/effects/ continuities/changes
existed/occurred (analysis)?
For Periodization



Are you describing what it was like
before the turning point?
Are you describing what it was like
after the turning point?
Are you explaining the extent to
which it was a turning point
(analysis)?
o Are the things that changed
because of the turning point
more significant than the
things that did not change?
o
Argumentation/Evidence
(Points 4 and 5)
The first point is the quantity
point; the second point is for
quality. While there isn’t a
specific amount of evidence
required (the requirement can
change from year to year), you
should include as many specific
examples of your
similarities/differences/
continuities/ changes/causes/
effects as you possibly can in
order to earn that first point.
The second point, the quality point, is a little bit more difficult to earn. Think about a lawyer making
their arguments on behalf of their client. They are not going to simply say, “Ladies and gentlemen of the
jury, my client is innocent because of (A), (B), and (C).” and just leave it out there for the jurors to
connect the dots. No, they are going to explain how (A) proves their client’s innocence, how (B) proves
their innocence, and so on. Explain it to the point where the reader will not say “So what?” It is the
writer’s responsibility to connect the dots, not the readers.
Synthesis (Point 6)
The Synthesis point for the
LEQ is earned the same way
it is for the DBQ. Just do one
of the following.
 Compare to an event
in another period,
era, or area, but you
must explain HOW it
is similar, and WHY
it’s significant to the
prompt/argument.
 Did the topic have a
consequence in a
course theme other
than the one the
prompt is focused
on?
 Connect it to another discipline/field. Explain How it’s connected and Why it’s significant to the
prompt/ argument
A Great thesis statement + TASC in the body paragraphs = Every point
Just like with the DBQ, the LEQ will also include an abbreviated rubric on the exam. However, you don’t
need it. Just make sure you have a great thesis statement and have TASC in your body paragraphs.
 Topic Sentence: Addresses the specific similarities/differences/
causes/effects/continuities/changes.
 Analysis: Explain the reasons for the specific similarities/differences/
causes/effects/continuities/changes.
 Support with specific evidence.
 Connect the argument to another historical period, era, area, course
theme, or discipline (Synthesis).
This doesn’t always have to be done in this order. Sometimes Analysis (“explain reasons for”) makes
more sense at the end of a paragraph. Also, Synthesis doesn’t always work well in the body. Sometimes
it makes more sense to include it in the conclusion.
Generic LEQ Formats
Remember, Periodization is a bit of an oddball, but here is a good format for that as well.
There are 60 LEQ prompts broken down by time period on the schoology page.