ACE the SAQ A Historical Writing Strategy John Burkowski Jr. Academy for Advanced Academics Adapted and Revised PowerPoint Layout Created by Jessica Jenkins

A GENERAL WRITING APPROACH In English Language Arts: Claim The argument to be proven. Evidence The facts and/or paraphrases and quotes used to support the claim. Commentary The explanation on how the evidence proves the claim.

How to ace the saq “ACE IT!” Three sentences for each part of an SAQ question. A = Answer. You directly answer the question by identifying your historical claim. - Use specific factual information, if applicable. C = Cite. You briefly define/describe your claim. - Use specific factual information. - In stimulus-based questions, use a word or image component. (“snag a word/image”) E = Expand. You explain the choice of your historical claim in response to the question and logically connect it to relevant historical developments. “How and why your claim best addresses the intent of the question.”

ACE – a (answer) Depending on the prompt, this component requires you to directly answer the question by identifying a specific historical claim, general historical assertion, or historical interpretative analysis. It is here where you confidently establish your historical argument. It is similar to making a thesis/argument claim in an essay or topic/main idea sentence in a supporting paragraph.

ACE – a (answer) In a situation of selecting provided options, identify the selected option. [SEE EXAMPLE PERIODIZATION] In a situation of identifying a similarity or difference, be sure to directly address both components of comparison. [SEE EXAMPLE COMPARISON and EXAMPLE INTERPRETATION]

Ace – c (cite) Depending on the prompt, this component requires you to directly answer the question by identifying a specific historical claim, general historical assertion, or historical interpretative analysis. The definition/description should contain specific factual information/evidence directly relevant to the prompt and Answer.

Ace – c (cite) In a situation where the Answer was identifying a specific historical claim, you should define or describe the claim [SEE EXAMPLE CAUSATION] In a situation where the Answer was a general historical assertion, you should cite a specific historical event, situation, or event to prove the assertion. [SEE EXAMPLE CONTINUITY/CHANGE OVER TIME] In a situation where the Answer was a historical interpretative analysis, you should “snag a word or phrase” to substantiate the interpretative analysis. [SEE EXAMPLE INTERPRETATION] This does not mean to quote a word or phrase. In a situation where the Answer was identifying a claim from a list of options, you should define/describe the selected option. [SEE EXAMPLE PERIODIZATION]

Ace – e (expand) This last component requires you to explain how your Answer best addresses the prompt. Like any writing prompt on the AP exam, there exists an intent and focus to assess historical understanding on a targeted historical learning objective, key concept, and/or historical thinking skill. These questions are developed by historians and teachers of history. They are inherently designed to directly assess key concepts, but also assess broad historical phenomenon. The explanation should connect or tie back the Answer to the prompt and fulfill its historical intent. Why Expand? The explanation of the Answer should include a further connection to a direct or broad historical phenomenon relevant to the intent and focus of the question.

Example CAUSATION Prompt (Part A): Briefly explain ONE important political response to the sectional conflict over slavery during the 1850’s. ANSWER: The Kansas Nebraska Act in 1854 was another attempt to settle the sectional conflict over slavery during the 1850’s. CITE: The act split the Nebraska Territory into two new territories, Nebraska and Kansas, and allowed each territory to determine free state or slave state through popular sovereignty. EXPAND: Although the Kansas Nebraska Act attempted to settle the conflict over slavery through a more democratic means, it consequently allowed slavery to expand beyond the Missouri Compromise line of 36’30 and was considered a political victory for “slave power.”

Example COMPARISON Prompt (i.e. Part A): Briefly explain ONE important difference between the Northern regional economy and the Southern regional economy in the period from 1800 to 1850. ANSWER: The Northern regional economy developed a new industrial and manufacturing base while the Southern regional economy preserved its predominantly agrarian society. CITE: The Lowell System pioneered manufacturing and mass production in the North while the South continued to expand cash crop plantations, such as cotton. EXPAND: The increase in factories in the North developed a more fluid wage-earning free labor class whereas the Southern plantation economy preserved the rigid social hierarchy and slave labor.

Example CONTINUITY/CHANGE OVER TIME Prompt (i.e. Part A): Briefly explain ONE example of how contact between Native Americans and Europeans brought changes to Native American societies in the period 1492 to 1700. ANSWER: The spread of contagious European-borne diseases significantly decimated Native populations. CITE: Natives did not possess natural immunities to smallpox and influenza, and almost 90% of them perished. EXPAND: Native population losses weakened their defenses and European conquerors easily subjugated survivors and exploited their land through colonization.

Example PERIODIZATION Prompt (i.e. Part A): Briefly explain why ONE of the following options most clearly marks the beginning of the sectional crisis that led to the outbreak of the Civil War. - Northwest Ordinance (1787) - Missouri Compromise (1820) – Acquisition of Mexican territory (1848) ANSWER: The Northwest Ordinance marked the beginning of the nation’s sectional crisis. CITE: The legislation, established under the Articles of Confederation, prohibited slavery in the Old Northwest territory. EXPAND: The idea of a federal government enforcing its will over future states would prove controversial in future conflicts between Northern and Southern states.

EXAMPLE interpretation “Most [Progressive Era reformers] lived and worked in the midst of modern society and accepting its major thrust drew both their inspiration and their programs from its specific traits... They prized their organizations...as sources of everydat strength, and generally they also accepted the organizations that were multiplying about them. ... The heart of progressivism was the ambition of the new middle class to fulfill its destiny through bureaucratic means.” – Robert H, Weibe, The Search for Order, 1877-1920 “Women’s collective action in the Progressive era certainly expressed a maternalist ideology [a set of ideas that women’s roles as mothers gave them a responsibility to care for society as well]. … But it was also sparked by a moral vision of a more equitable distribution of the benefits of industrialization. … Within the political culture of middle-class women, gender consciousness combined with an awareness of class-based injustices, and talented leaders combined with grass-roots activism to produce an impressive force for social, political, and economic change.” – Kathryn Kish Sklar, “The Historical Foundations of Women’s Power in the Creation of the American Welfare State,” Mothers of a New World Prompt (Part A): Briefly explain ONE major difference between Wiebe’s and Sklar’s historical interpretations. ANSWER: Wiebe believes the middle class fueled progressive reforms while Sklar argues women used grassroots initiatives to support progressive reforms. CITE: Wiebe notes most progressive reformers were ambitious middle-class organizers whereas Sklar focuses on the maternal instincts of middle-class women. EXPAND: Wiebe argues middle class reformers used their means to enact reforms through legislation while Sklar believes middle-class women pursued reforms based on a moral obligation to society.

Example ANALYZING EVIDENCE (POLITICAL CARTOON/PAINTING/IMAGE) Prompt (Part A): Briefly explain the point of view about the economy expressed by the artist. ANSWER: The political cartoonist believes the Gilded Age businessmen exploit the hard-working and struggling laborers. CITE: The artist depicts the capitalists as lazy and greedy moneybags who rest on the backs of the various industrial workers. EXPAND: The workers keep the capitalists insulated from the waves of economic hard times showing the artist’s sympathy for workers’ livelihoods while exposing the flaws of unregulated capitalism of greedy Goulds and Vanderbilts.

RECOMMENDED ACE APPLICATION Not designed to be an immediate writing solution. Strategy should be applied regularly and consistently throughout the course. Applied to different types of SAQs to address Historical Thinking Skills. Practice, practice, practice. Ask an SAQ question part rather than an entire three-part SAQ. Timing Apply extended times in early development and application. Administer questions in an exam-timed situation to assess mastery. Allow students to adapt the strategy to their abilities. Adapt the strategy to your classroom, when preferred.

GENERAL WRITING GUIDELINES Be explicit. Always use specific factual and historical evidence and avoid answering only in generalizations. Do not quote words or phrases from excerpts. [See Cite for further clarification.] Unnecessary phrases to avoid: “According to the historian…,” “As seen in the excerpt/graph/image…,” “As written/mentioned by…” Use active verbs and active voice. Diction and syntax play an important role in establishing a confident historical claim and assertion in addition to developing concise responses. OK -> Europeans brought over diseases to the Americas and it had an impact on Native populations. GO FOR THIS -> Contagious European diseases decimated Native populations.

STRATEGIC VALUE of ace Keeps SAQ responses concise. Increases likelihood of earning each point, particularly on interpretation prompts. Develops ability to prove and substantiate claims and explanations. Serves as a scaffolding technique for DBQ and LEQ essay responses. Encourages sophisticated historical writing. Should be constantly and consistently applied with SAQ assessments. Common application with other AP disciplines using writing as part of their assessments. AP English Language and Composition

GENERAL SAQ GUIDELINES Label each part in the left-side margins outside the box. Do not skip lines or double-line. Do not indent. Do not write an introduction or conclusion. This is not an essay. Write in complete sentences. No bullet points or sentence fragments. Complete each task in order; A, B, C. You may write any of the four SAQs in any order. Recommended to answer in the order of most confidence first.