LEQ – What to do when you don’t know what to do

A comparison of each LEQ…

LEQ POINTS A1 – Thesis: historically defensible claim that addresses all parts of the prompt (including dates) B1 – Argument Development – describes C&C, cause & effect/CCOT/ways in which the periodization is different AND similar to developments before AND after the era B2 – Argument Development – Explains the reasons for C&C/ Cause and Effect/ CCOT /the extent to which the development is a periodization or “turning point” C1 – Uses specific examples of relevant evidence C2 – Analysis: Uses even more evidence and ANALYZES IT effectively and relates it back to argument D – Synthesis: extends argument by drawing a connection

LEQ POINTS: Go after BLUE ones first! A1 – Thesis: historically defensible claim that addresses all parts of the prompt (including dates) B1 – Argument Development – describes C&C, cause & effect/CCOT/ways in which the periodization is different AND similar to developments before AND after the era B2 – Argument Development – Explains the reasons for C&C/ Cause and Effect/ CCOT /the extent to which the development is a periodization or “turning point” C1 – Uses specific examples of relevant evidence C2 – Analysis: Uses even more evidence and ANALYZES IT effectively and relates it back to argument D – Synthesis: extends argument by drawing a connection

BRAINSTORM FIRST Seriously….I don’t care if you have only 20 minutes to write…. Take 5 minutes and THINK….write down everything you know about the topic (specifics!) & what would make a good thesis Think about SYNTHESIS and CONNECTIONS

Thesis Write the thesis first USE PROMPT WORDS AND DATES TRY FOR RULE OF THREE See the following pages for examples for each type of LEQ

Using specific evidence, compare and contrast examples of centralized government with examples of decentralized government from 1500-1800 Centralized and decentralized governments were an important part of politics from 1500-1800. Both centralized and decentralized governments had an administrative center. However, most centralized governments were in areas larger than decentralized governments and proved to be better able to defend their territories.

Discuss the continuities and changes in the Ottoman Empire from 1450 - 1900 The Ottoman Empire was forged in the 13th century, but it became a strong force in 1453 when it took over Constantinople. Throughout it’s empire, the Ottoman’s kept Islam as their chief religion and it influenced their political decisions. They were also careful to include Christians in their social and political lives. However, as time went on, their military strength diminished. Despite reforms, they were never able to regain the power of 1453.

Explain the causes and effects of WWI in 1914 WWI was the “war to end all wars”. It’s long-term causes included a complex alliance system and a growing nationalism among empires and subject peoples alike. The most important effects include an unfair Treaty of Versailles which led to Germany starting WWII and a new communist nation in Russia which changed the power dynamics in Europe.

Evaluate the extent to which the Columbian Exchange was a turning point in world history The Columbian Exchange was an important turning point in World History as it created a truly global economy. It also altered the political balance of power as European nations sought to take resources from the Americas for their own gain and it introduced new social groups in the Americas that continue to exist today.

SYNTHESIS Just like we suggested in DBQ’s, let’s get your synthesis point in early! Put it after the thesis Find a way to extend the argument and make a connection to your prompt by seeing a connection to: - a similar occurrence at another time period or place a similar or extended idea in today’s world Look at your thesis – not just topic – for inspiration

B1: USE TOPIC SENTENCES Make sure you use TOPIC SENTENCES to describe CCOT, C&C, C&E or Periodization Use SPECIFIC VOCABULARY to show the Historical Thinking Skill C&C: Both, Similarly/While A __, B___, However.. CCOT: Throughout the time period…, …continued for years/ However, ___changed when…, Suddenly this changed when… C&E: One cause was…, A second cause/An important effect of this…, This resulted in…. See Periodization help later in this slide show!

C&C B1 topic sentence example… Both China – a strong centralized country from 1500-1800 and Japan – a decentralized country, showed a similarity in their administrative methods with both countries having a political capital and taxes.

B1 Topic Sentence example 2 However, China was a much larger country and needed a stronger government to hold the country together, while Japan had a smaller area and their feudal system of shoguns made the country much more unstable and decentralized.

YOU HAVE THREE POINTS!!! But you want more…. Continue on…

C1 and B2: Addresses with details and explains WHY it’s a C&C/CCOT/C&E and why it’s important Try to put some SPECIFC DETAILS in after your topic sentence…every detail helps! If you can list goods traded, each one is a point In the Columbian Exchange, the Americas traded potatoes and squash to the old world and, in exchange, received citrus fruits, cattle, and smallpox (potential 5 detail points in C1!!)

C1 and B2 again However, China was a much larger country and needed a stronger government to hold the country together, while Japan had a smaller area and their feudal system of shoguns made the country much more unstable and decentralized. (B1, possible C1 points). China’s vast population needed a strong leader and centralized government to keep it’s citizens in line and counted on the Mandate of Heaven and the Civil Service exam to do this. Because of these strong traditions, they were able to stay relatively strong. Japan, however, had a feudal system of shoguns who ruled different areas of the country and relied on their samurai to protect them from other shogun. This wasn’t a problem until the Europeans began interfering in Japan and they realized they couldn’t command an army to fight them. To combat this problem with decentralized power, they instead shut down the country for 200 years and never fixed the issue until the Meiji Reforms in the 1800’s. (potential 5 C1 points, and B2)

NO WASTED WORDS… You see how we just loaded up details and tried to explain why everything was important throughout those five sentences? That paragraph alone would have given us B1, B2, C1 and possibly even C2!!!! FOUR POINTS In ONE PARAGRAPH!!! Ah, life is grand….

Periodization is special…. With Periodization, you have to explain what happened BEFORE the event/periodization and what happened AFTER the event/periodization. Then you need to explain how important that was to it being a TURNING POINT If there was greater change – it was a bigger periodization…if there was more continuity – no.

Periodization Example Evaluate the extent to which the Columbian Exchange was a turning point in world history Before the Columbian Exchange, the American tribes such as the Aztecs had some trade, but not as extensive as after the Columbian Exchange. The goods traded were similar crops, tools and art pieces. And while the Old World traded amongst itself for years, they had never gone across the Atlantic. After the Columbian Exchange, the extent of trade was far more global and the variety of goods extensive. In the Columbian Exchange, the Americas traded potatoes and squash to the old world and, in exchange, received citrus fruits, cattle, and smallpox . This exchange proved catastrophic for the tribes as they lost population and power to the Europeans. (B1, B2, C1)

Periodization Example – cont…C2 and D The Europeans were immune to the diseases they brought and saw themselves as “chosen” by God for this land. This justified the encomienda and slave system they instituted to extract resources in their mercantilist policies. The Columbian Exchange system was a truly important turning point because it helped create the Social Darwinist thinking that Europeans developed. They saw their role as “killing the indian but saving the man” and they instituted their own culture and religion on the New World and later – with New Imperialism – the Old World. The idea that the white man was “better” still has lingering effects in the world today. Indians in North America are often left behind in schools and jobs. “Whitening” one’s skin is still an accepted and encouraged practice in India and Africa. It was the original Columbian Exchange that brought these ideas to the forefront. (C1, C2, B2, D)