Using Historical Reasoning Skills to Structure AP World History LEQs

Exactly what does that mean? LEQ Rubric D: Analysis & Reasoning Uses historical reasoning (e.g. comparison, causation, CCOT) to frame or structure an argument that addresses the prompt. 1 pt Right, Just one problem. Exactly what does that mean?

LEQ Rubric Rubric Task Verb asks students to “frame or structure an argument.” Potential Problems: What’s an argument? What does “frame” mean? What does “structure” mean?

Argument Gut Instinct: “Argument” = A verbal fight.

Argument Gut Instinct: “Argument” = A verbal fight. No

Argument Gut Instinct: “Argument” = A verbal fight. Reality: “Argument” = A series of logical statements that lead to a final conclusion. In others words: (as APWH phrases it) A line of reasoning that ends with the Thesis/Claim.

Argument More familiar metaphor: Dora the Explorer Dora always has a mission (along with a map that previews the major landmarks/obstacles along the way). Destination: Grandmother’s House Landmark #1: Friendly Forest Landmark #2: Chocolate Mountain Landmark #3: Silver River

How does this Translate to an Essay? Destination: Grandmother’s House Landmark #1: Friendly Forest Landmark #2: Chocolate Mtn Landmark #3: Silver River

How does this Translate to an Essay? Destination: Grandmother’s House = Thesis Landmark #1: Friendly Forest Landmark #2: Chocolate Mtn Landmark #3: Silver River

How does this Translate to an Essay? Destination: Grandmother’s House = Thesis Landmark #1: Friendly Forest Landmark #2: Chocolate Mtn Argument Landmark #3: Silver River

“Framing” or “Structuring” an Argument Each Paragraph’s topic can strengthen/ weaken an Argument. (duh) The order of each Paragraph’s can also strengthen/weaken an Argument.

“Framing” or “Structuring” an Argument Possible Comparative Essay Structures Geographic “Lump” Sim’s & Diff’s Categorical Intro / Thesis ¶ Body ¶ #1: Place A Characteristic #1 Characteristic #2 Characteristic #3 Body ¶ #2: Place B Body ¶ #1: Similarities Sim #1 Sim #2 Sim #3 Body ¶ #2: Diffs Diff #1 Diff #2 Diff #3 Body ¶ #1: Category #1 Sim, Places A & B Diff, Places A & B Body ¶ #2: Category #2

“Framing” or “Structuring” an Argument Advantages & Disadvantages Geographic “Lump” Sim’s & Diff’s Categorical Simple Requires little/no planning Requires little planning Sophisticated Encourages request direct comparisons. Ineffective Indirect / “Parallel” comparisons (2 separate essays that happen to be on the same sheet of paper) Not all questions ask for BOTH Sim’s AND Diff’s Unfamiliar to students Requires significant planning

“Framing” or “Structuring” an Argument Possible CCOT Essay Structures Chronological Changes & Cont’s Categorical Intro / Thesis ¶ Body ¶ #1: Early/Begin Body ¶ #2: Middle Body ¶ #3: Late / End Body ¶ #1: Changes Body ¶ #2: Continuities Body ¶ #1: Category #1 Changes: Beg-Mid-End Continuity Body ¶ #2: Category #2

“Framing” or “Structuring” an Argument Advantages & Disadvantages Chronological Changes & Cont’s Categorical Simple Requires little planning Sophisticated Encourages Analysis Ineffective: WHY did X change? Students often don’t know dates of events/trends Artificial to “lump” changes/continuities together Unfamiliar to students Requires significant factual knowledge & pre-writing/planning

“Framing” or “Structuring” an Argument Possible Causation Essay Structures Chronological Duration Categorical Intro / Thesis ¶ Body ¶ #1: Early/Begin causes &/or effects Body ¶ #2: Middle causes &/or effects Body ¶ #3: Late / End causes &/or effects Body ¶ #1: Short-term causes &/or effects Body ¶ #2: Long-term causes &/or effects Body ¶ #1: Category #1 causes &/or effects Body ¶ #2: Category #2 causes &/or effects Body ¶ #3: Category #3 causes &/or effects

“Framing” or “Structuring” an Argument Advantages & Disadvantages Chronological Duration Categorical Simple Requires little planning Sophisticated Encourages Analysis Ineffective: WHY did X change? Students often don’t know dates of events/trends Unfamiliar to students Requires significant factual knowledge & pre-writing/planning

Which Historical Reasoning Skill (HRS) to Use? Any Skill can be used effectively. There is no single “right” way to write an essay. BUT, some Skills may work better than others, depending on the prompt. How to know?

Applicable to All Skills Skill “Cue” Words Comparison CCOT Causation Both Common Differences Shared Similarities Unique Changes Continuities Development Diffusion Emergence Evolved Impact Outcomes Process Transformations Causes Consequences Effects Goals Results Applicable to All Skills Actions Factors Methods Migrations Reactions Responses

So … How to Know which Skill(s)? Look for “Cue” words in the FRQ In the period 600 B.C.E. to 600 C.E., different factors led to the emergence and spread of new religions and belief systems, such as Buddhism, Confucianism, and Christianity. Develop an argument that evaluates how such factors led to the emergence or spread of one or more religions in this time period.

So … How to Know which Skill(s)? WHICH words are the “Cue” words? In the period 600 B.C.E. to 600 C.E., different factors led to the emergence and spread of new religions and belief systems, such as Buddhism, Confucianism, and Christianity. Develop an argument that evaluates how such factors led to the emergence or spread of one or more religions in this time period.

So … How to Know which Skill(s)? WHICH words are the “Cue” words? In the period 600 B.C.E. to 600 C.E., different factors led to the emergence and spread of new religions and belief systems, such as Buddhism, Confucianism, and Christianity. Develop an argument that evaluates how such factors led to the emergence or spread of one or more religions in this time period.

Question’s Topic “Factors that led to emergence and spread of religions” is the “What” of this prompt. Note how the prompt is NOT about “religions,” but the factors that led to the emergence and spread OF religions. Thus, each ¶’s topic should be “a factor,” NOT “a religion.”

Question’s Topic So, … what are some factors [that] led to … Which Skill makes the most sense? Causation? CCOT? Comparison?

Possible Causation Essay Structure Body ¶ #1: Merchants’ role in emergence / spread of religions Body ¶ #2: Missionaries’ role in emergence/ spread of religions. Body ¶ #3: Empires’ role in emergence / spread of religions.

Possible Causation Body ¶ Content Body ¶ #1: Merchants’ role Merchants traveled along existing trade routes (Silk, Indian Ocean Basin, Trans-Saharan, Mediterranean) Intentional/unintentional spread of religions (Buddhism, Confucianism, Hinduism, Judaism, Christianity) Body ¶ #2: Missionaries’ role Body ¶ #3: Empires’ role

Possible Causation Body ¶ Content Body ¶ #1: Merchants’ role Body ¶ #2: Missionaries’ role in emergence/ spread of religions. Missionaries intentionally spread religions Missionaries financed/encouraged by merchants. Body ¶ #3: Empires’ role

Possible Causation Body ¶ Content Body ¶ #1: Merchants’ role Body ¶ #2: Missionaries’ role Body ¶ #3: Empires’ role in emergence/spread of religions. Rulers encouraged religions that increased their own authority/status Rulers required/enforced a single religion

Possible Causation Essay, Overall Body ¶ #1: Merchants’ role in emergence / spread of religions Merchants traveled along existing trade routes (Silk, Indian Ocean Basin, Trans-Saharan, Mediterranean) Intentional/unintentional spread of religions (Buddhism, Confucianism, Hinduism, Judaism, Christianity) Body ¶ #2: Missionaries’ role in emergence/ spread of religions. Missionaries intentionally spread religions Missionaries financed/encouraged by merchants. Body ¶ #3: Empires’ role in emergence / spread of religions. Rulers encouraged religions that increased their own authority/status Rulers required/enforced a single religion

Possible CCOT Essay Structure Body ¶ #1: Merchants’ role in emergence / spread of religions Body ¶ #2: Missionaries’ role in emergence/ spread of religions. Body ¶ #3: Empires’ role in emergence / spread of religions.

Possible CCOT Body ¶ Content Body ¶ #1: Merchants’ role in emergence / spread of religions Cont: trade routes used Change: which religions spread Change: where religions spread religions w/ trade partners Body ¶ #2: Missionaries’ role Body ¶ #3: Empires’ role

Possible CCOT Body ¶ Content Body ¶ #1: Merchants’ role in emergence / spread of religions Body ¶ #2: Missionaries’ role in emergence/ spread of religions. Cont: desire to found / spread Change: which religions spread Change: where religions spread religions w/ trade partners Body ¶ #3: Empires’ role in emergence / spread of religions.

Possible CCOT Body ¶ Content Body ¶ #1: Merchants’ role in emergence / spread of religions Body ¶ #2: Missionaries’ role in emergence/ spread of religions Body ¶ #3: Empires’ role in emergence / spread of religions. Cont: Used relig to promote unity/status/ prestige Change: which religions promoted Change: where religions promoted

Possible CCOT Essay, Overall Body ¶ #1: Merchants’ role in emergence / spread of religions Cont: trade routes used Change: which religions spread Change: where religions spread religions w/ trade partners Body ¶ #2: Missionaries’ role in emergence/ spread of religions. Cont: motivation for spread Body ¶ #3: Empires’ role in emergence / spread of religions. Cont: Used religion to promote unity / status / prestige Change: which religions promoted Change: where religions promoted

Possible Comparison Essay Structure Body ¶ #1: Motivation for emergence/spread Body ¶ #2: Acceptance of emergence/spread Body ¶ #3: Occupation of who promoted emergence/spread

Possible Comparison Body ¶ Content Body ¶ #1: Motivation for emergence/spread Sim: Buddhist & Christian missionaries Diff: Location of Founding/Spread Body ¶ #2: Acceptance of emergence/spread Body ¶ #3: Occupation of who promoted emergence/spread

Possible Comparison Body ¶ Content Body ¶ #1: Motivation for emergence/spread Body ¶ #2: Acceptance Sim: Support by ruling class Diff: Geographic Regions spread to by 600 C.E. Body ¶ #3: Occupation of who promoted emergence/spread

Possible Comparison Body ¶ Content Body ¶ #1: Motivation for emergence/spread Body ¶ #2: Acceptance of emergence/spread Body ¶ #3: Occupation of who promoted emergence/spread Sim: Rulers / Merchants Diff: Social Class of Promoters

Possible Comparison Essay, Overall Body ¶ #1: Motivation for emergence/spread Sim: Buddhist & Christian missionaries Diff: Location of Founding/Spread Body ¶ #2: Acceptance of emergence/spread Sim: Support by ruling class Diff: Geographic Regions spread to by 600 C.E. Body ¶ #3: Occupation of who promoted emergence/spread Sim: Rulers / Merchants Diff: Social Class of Promoters

Bottom Line: Use whatever Skill you think is best, and don’t worry whether it’s the “right” Skill!