2. Short Answer Question Sample Responses
For the period , explain ONE factor behind population changes in Chart 1.
“From 1500 to 1750 the population in the Americas did not increase drastically. This was due to the fact that the Americas were discovered in 1492 and still being settled. Settlers also had to contend with disgruntled Native Americans, but the population did increase slightly.”
Does NOT earn the point---Neither explanation provides a clear rationale for the lack of population change. They could have discussed the relationship between settlers and indigenous populations with regard to disease and occasional violence as reasons for only a slight increase in population.

3. Part A, Pilot SAQ Sample Responses
For the period , explain ONE factor behind population changes in Chart 1.
“From 1500 to 1750 the population in the Americas was for the most part the same, with little population growth or decrease. However it can be seen in Chart 1 that from 1500 to 1600 there is a small drop in population. This is most likely from the death of millions of natives in the Americas as a result of European conquest. And from 1700 to 1750 there is a slight rise in population most likely from the rising migration of Europeans into the Americas.”
Earns the point---Explains small drop in population from and slight rise from

4. Part B, Pilot SAQ Sample Responses
For the period , explain ONE factor behind population changes in Chart 1.
“One factor behind the massive population growth in the Americas from 1750 to 1900 was that settlers [finally settled] the whole country. This dealt with purchases of land such as the Louisiana Purchase.”
Does NOT earn the point---Attempts to explain “massive population growth” by the fact “that settlers [finally settled] the whole country.” If the settlers were already somewhere in the Americas, total population would not be affected by where they are. The response could have addressed the steep increases in immigration to the Americas or even the population growth that occurred as settled families grew in size.

5. Part B, Pilot SAQ Sample Responses
For the period , explain ONE factor behind population changes in Chart 1.
“From 1750 to 1900 the population is increased by almost 8 times the population in This is a direct result of Europeans settling and living in the Americas and the rising nations of Canada and the United States of America.”
Earns the point---Recognizes factor related to dramatic growth from Also attempts to discuss “the rising nations of Canada and the United States of America.”, but does not explain how prosperity, growth, and potential opportunities present in both nations at the time may have lead to increased population.

6. Part C, Pilot SAQ Sample Responses
For the period , explain ONE factor behind population changes in Chart 2.
“From 1500 to 1900 the population in Africa increases but not as substantially as in the Americas. This is a result of European imperialism and growing African nations.”
Does NOT earn the point---Does not explain a way in which European imperialism might lead to African population growth or other factors that caused “growing African nations.” Could have discussed European colonization and migration to Africa, the arrival of medicines and agricultural techniques, the shift away from the Atlantic Slave Trade, or other aspects of nineteenth century imperialism that would have promoted population growth in Africa.

7. Part C, Pilot SAQ Sample Responses
For the period , explain ONE factor behind population changes in Chart 2.
“Between the population in Africa remained steady until 1850 when it grew substantially, due to increased knowledge in disease prevention which prevented deaths, and greatly reduced slave trade, which increased births.”
Earns the point---Explains by 1850, disease prevention was preventing deaths. The last claim of the “reduced slave trade” increasing births could use further explanation, but it does imply that fewer people are being forced to leave Africa, which allow for more families to have children in Africa as opposed to wherever the slave trade may have taken previous generations.

8. Pay close attention to question and verbs
Identify, Identify and explain, Analyze…
Must address question---Appropriate to Theme/Learning Objective/Historical Thinking Skills
Length? Length per question item?
Students must write within the square space
Organize by A,B,C or Paragraph?
Use SAQ format in class
Openers, Exit Tickets, 5-10 minute writing assignments

9. SAQ Development
SAQ’s - based on Key Concept, Learning Objective and at least one HTS
Can have Stimulus (image, chart, excerpt, etc)
Structure - a, b, c -- separate prompts
Prompt language “Identify and explain…”
Spiraling - increasing level of difficulty and or complexity
Three elements we are considering in the development the SAQs
Structure -- provide students 3 separate concrete tasks, will make scoring easier (not one mushy paragraph) -- This hasn’t been true in SAQs found in CED or Practice Exam, but moving this direction partly for scoring purposes.
Identify -- don’t want to just have a one word answer, but cannot explain if student does not identify
Spiraling - this is true MOST of the time -

10. SAQ Development - Structure
Identify and explain ONE way in which rulers legitimized or consolidated power in the period 1450 CE to 1750 CE.
Identify and explain ANOTHER way in which rulers legitimized or consolidated power in the period 1450 to 1750.
Identify and explain ONE way in which rulers continued to legitmize or consolidate power after 1750 CE.
Structure -- provide students 3 separate concrete tasks, will make scoring easier (not one mushy paragraph) -- This decision to break up the SAQs came after the publication of the CED or Practice Exam, but we are moving the direction of having 3 concrete tasks.

11. SAQ Development - Prompt Language
“Identify and explain…”
Avoid the one word response
Can students explain without identifying?
Intend for students to complete BOTH tasks for the point
Three elements in designing the SAQs
Structure -- provide students 3 separate concrete tasks, will make scoring easier (not one mushy paragraph) -- This hasn’t been true in SAQs found in CED or Practice Exam, but moving this direction partly for scoring purposes.
Identify -- don’t want to just have a one word answer, but cannot explain if student does not identify
Spiraling - this is true MOST of the time -

12. SAQ Development Spiraling Increasing order of difficulty
Provides students with a possibility of getting a point
Differentiates student’s ability
From CED, SAQ #3
This best reflects the SAQ model that we are going to continue to use.
Spiraling - this is true MOST of the time -
Prompt
a) asking students to I & E causation → pretty straightforward, tied to stim
b) asking students to think about global context → Contextualization
c) asking students to recognize the continuity from Period 5 to Period 6 in regards to Japan’s militarism -- more layers, they have to make a bigger leap
Bullet #2: Similar to how Tim always says that students should be able to get at least a 1 on any given essays
Bullet #3: Helps differentiate where students are in their understanding and skill level with manipulating history, etc.

14. Long Essay Question

15. Pilot exam, 2016 LEQ: Question 2
Using specific examples, analyze causes of imperial expansion and consolidation in the period circa 600 BCE to 600 CE.
There will be a choice of two questions. The second choice for the pilot was the same except focusing on “decline and collapse” instead of “expansion and consolidation.” Same period, same skill.
It is important to teach students to address ALL parts of the question in the thesis. “Causes” is plural so at least two causes must be addressed. What is different here between the prompt and the scoring guidelines is that we have change “and” to “and/or.”
Explain why:
a) It was a pilot with students who had only a brief training on the question format.
b) The intent of the question was about the process of expansion; students often conflate the two; and if a similar question were to appear again it would most likely appear as “and/or”.
Note: “causes” is plural and thus the question demands at least two causes

16. LEQ rubric in brief: 6 points possible
A. Thesis: point
B. Using targeted skill: points
Might be: Causation; CCOT; (Describe)
Comparison; Periodization (Explain)
C. Using evidence points
(Address)
(Substantiate)
D. Synthesis point
No more expanded core.

17. A. Thesis
Makes a historically defensible claim
Addresses at least two appropriate causes of imperial expansion and/or consolidation in the period 600 BCE to 600 CE
Cannot be counted for credit in any other portion of the rubric

18. Example of successful thesis:
“From 600 BCE to CE, several states developed a desire for resources which ultimately led to the development of new strategic methods for conquest and later on the attempt to maintain conquered lands through influential cultural traditions.”
Note that thesis can achieve credit in this particular
question without mentioning a specific empire.
Causes must be specific.

19. Example of successful thesis:
“From 600 BCE – 600 CE in Rome, the building of economic power through trade and roads, and the standardizing of a Roman currency, language, and religion helped Rome grow.”
A successful thesis can make a comparative statement about two empires, focus upon a single empire, or not mention a specific empire—as long as it specifies at least two causes.
Multiple causes are given for a single empire.

20. Example of unsuccessful thesis:
“From 600 B.C.E. to 600 C.E, Imperial expansion and consolidation was caused by many reasons, but specifically religions/trade and power.”
Specifics given are too general.

21. B. Using the targeted historical thinking skill:
Causation
1 point:
Describes at least two specific causes of imperial
expansion and/or consolidation in the period
600 BCE to 600 CE
Explains the reasons for at least two specific
causes of imperial expansion and/or consolidation in the period 600 BCE to 600 CE

22. Identify with some qualification.
What is meant by ‘describe’?
Identify with some qualification.
An acceptable example:
“The Romans used a system of roads to
connect the empire.”
An unacceptable example:
“Romans had roads.”
Active verbs help!
Note difference between “had” and “used.”

23. Successful example of describing a cause:
“The creation of an effective bureaucracy promoted imperial consolidation in the Han and Roman empires.”
This example states an appropriate cause of consolidation, but without development of the statement. It is simply identification of a cause with some qualification (“creation,” “effective bureaucracy”).

24. Successful example of describing a cause:
“The Roman Empire’s advanced military allowed them to conquer new lands.”
Qualification: “advanced military”
Active verbs: “allowed them to conquer”
Note that students must describe two causes
to get the point.

25. Unsuccessful example of describing a cause:
“Trade was also a very huge influence, the Romans went through Europe and went to Asia for goods, by land and by sea.”
The example does not describe a cause of expansion
or consolidation. “Influence” is unclear.

26. Successful example of explaining a cause:
“Another example of something that would aid empire building was religious justification. Not only did the emperors use God to justify their rule, some of them even made people believe that they themselves were gods. This made people believe the emperors were supposed to be in power and allowed rulers to inflict harsh taxes and laws on the people without much opposition.”
This is a high bar point, demanding analytical thought.
The last sentences explain the cause, analyzing why religious justification consolidates imperial power.

27. Successful example of explaining a cause:
“Technology was also critical to consolidating these large empires. Agricultural technology, such as irrigation systems, maintained the populations, while infrastructure like canals and roads helped link all part of the empire together. Without advanced technology, Rome and China would not have been able to maintain their empires.”
Even though multiple examples of technology are given, this is still explanation of one cause: technology. The student must explain two causes to get the point.

28. Unsuccessful example of explaining a cause:
“With tax money, they expanded roads and made water works. Rome made aqueducts, Persia made qanats, and China created dams. With constant flow of water this distracted the people of the empire.”
This attempt is not an accurate explanation of a cause for expansion or consolidation.

29. Using Evidence
1 point
Addresses the causes of imperial expansion and/or
consolidation with at least three specific examples of relevant evidence from an appropriate state or empire in the period 600 BCE to 600 CE.
Responses can earn this point without having a stated thesis or argument.

30. Important consideration for “Addresses” point:
This part of the rubric is less about the historical
thinking skill of causation and more about using
evidence. Thus, if the evidence is related to the topic
of the question (imperial expansion or consolidation),
it is acceptable. It does not have to be directly tied to a cause.

31. “The Han used the Mandate of Heaven.”
Examples of evidence:
“The Han used the Mandate of Heaven.”
“They also created Confucian schools to teach
the ones who were going to be in charge one day.”
“The aqueducts helped regulate the water which brought many benefits to Rome. They now had some portable water at home.”
The evidence examples are related to the topic of imperial expansion or consolidation, even if not explicitly tied to a cause.

32. C. Using evidence (continued)
1 point
Fully and effectively substantiates the stated thesis or a relevant argument about the causes of imperial expansion and/or consolidation, utilizing at least three specific examples of evidence from one or more appropriate states or empires in the period 600 BCE to 600 CE.
Substantiation entails using the evidence analytically to justify or support the stated thesis or argument.

33. Note that the “substantiates” point can be achieved
by:
Using evidence to substantiate the thesis.
or:
Using evidence to substantiate an overarching
argument.

34. Successfully substantiating an argument with evidence:
“The administration of power throughout civilizations assisted in unifying the empire. Empires throughout Eurasia were constantly expanding. For example, Rome’s rule was spread out all across the Mediterranean. In order to keep their rule constant, they put in the idea of “pater familias”, or more commonly known as “the father of the house.” This idea forced Roman’s ideology to the male of each household. In Han China, the emperor created Confucian universities to help discover intellectuals to work under the Mandate of Heaven. In Persia King Darius hired spies to keep an eye out for the satrapies that ruled in different regions. By implementing these ideas for overseeing large empires, this brought empires together by being able to know what was happening.”

35. The paragraph opens with description of a cause:
“The administration of power throughout civilizations assisted in unifying the empire.”
This paragraph goes on to earn the ‘substantiates’ point by analytically utilizing three pieces of evidence to substantiate the argument about cause:
In order to keep their rule constant, they put in the idea of “pater familias”, or more commonly known as “the father of the house.” This idea forced Roman’s ideology to the male of each household. In Han China, the emperor created Confucian universities to help discover intellectuals to work under the Mandate of Heaven. In Persia King Darius hired spies to keep an eye out for the satrapies that ruled in different regions.
Students can achieve this point by substantiating a single cause, two or three causes, as long as they do so using three pieces of evidence.
Note that the pater familias supports the argument because it is tied to Roman rule and ideology.

36. Note that students can achieve the “substantiates” point by substantiating a single cause, two or more causes, as long as they do so using three pieces of evidence.
commons.wikimedia.org

37. Note: specific examples that earn the “addresses”
point can be used to support the “substantiates” point.
The “substantiates” point does not require an
additional three pieces of evidence.
These are still separate points, so don’t think of it double-dipping. Rather, “substantiates” scaffolds on top of appropriate evidence. Basic level thinking skill to higher-level thinking skill.
Persian satraps (Wikpedia commons)

38. Response must extend the argument by
D. Synthesis
1 point
Response must extend the argument by
explaining the connections between the
argument and one of the following:
A development in a different historical period, situation, era, or geographical area.
A course theme that is not the focus of the essay.
A different discipline or field of inquiry.
Must be more than a phrase or reference.
Because of the inclusive geographical breadth of this question, most attempts at synthesis have been made by connecting to different historical periods.

39. Example of achieving synthesis by connection to
different historical period:
“This second wave expansion is not unlike the colonialism of the modern wave through the 19th and 20th centuries. Like in the second wave, large political entities such as the British used xenophobia and racist views to maintain harsh control over subject areas. Public works like telegraph lines allowed fast emergency contact as well as recreational communication which makes the people happy.”
The essay’s body talks about roads and public works, as well circuses, etc., so the last sentence above is especially applicable.

40. Unsuccessful synthesis attempt through different historical period:
“Imperial expansion and consolidation between 600 BCE and 600 CE was caused by the Han and Romans using a strong government and a sense of standardization among the people. This can be compared to the Ottoman empire expanding in the early modern period.”
The example lacks explanation and is
simply a reference.

41. Example of achieving synthesis through connecting
to a course theme that is not the central focus of
the question:
“Cultural unity was necessary to maintain the
Roman and Chinese empires. Both empires had
pride in their respective nationalities and identified
with their empires. The people were bound by
common languages, like Latin and Chinese, and
shared similar belief systems.”
The main focus of the question is state building, so a
focus on culture can be used to achieve synthesis.

42. Unsuccessful attempt to achieve synthesis by connecting to a different theme:
“The Mediterranean’s mild climate allowed them to grow all sorts of crops, and, though they only controlled a narrow stretch of land along the coast, that was all they needed to build a mighty empire.”
This attempt at environmental theme is unsuccessful because of inaccuracies and over-simplification.

43. Achieving synthesis by connecting the argument to
a different discipline or field of inquiry:
A potential example could include insights from
human geography to describe the relationship
between environment, agricultural productivity,
and population growth, leading to consolidation
and expansion of empires.

44. An unsuccessful attempt to achieve synthesis by connecting the argument to a different discipline or field of inquiry:
“Throughout history the rich have oppressed the poor. But sooner or later the oppressed become conscious of the oppression and begin to plot and organize to change their fate.”
The example may be attempting to bring insights from sociology, psychology or Marxian theory, but it falls short of providing an explanation for the specific processes of imperial expansion.

45. Evidence Expansion and Development
Working with key terms and concepts
Using on tests as paragraph building activities
Lists of ten terms—choose two to answer
Developing skills for essay development-Describe, Explain, Address and Substantiate
Using curriculum guide academic vocabulary in the classroom to acclimate students to ideas, definitions and contexts
Using “Elaborate” not explain

46. Development of LEQs Stems directly from the Key Concepts
Reflects a primary Theme, can cross Periods
Focus is on one Historical Thinking Skill, which will be labeled in prompt
Key Concepts -- all LEQs should be able to be correlated to a main KCs, in many cases more than one
Can cross Periods -- ie: an LEQ that crosses Period 1&2
HTS will be labeled in prompt for students – looks like this -- Image of prompt from LEQ Q#2 in Practice Exam

47. The “TOGGLE” for LEQ pairs
Theme
Period
Discrete Topic (found in Key Concepts)
The HTS STAYS the SAME!
The 3 factors that can be “toggled” in an LEQ Pair
Our aim is to “toggle” only one, but in some cases in Practice Exam and CED, there is more than one “toggle” but there is a main one

48. LEQ model for Causation
(from Practice Exam)
Question #2: Using specific examples, analyze the causes of imperial expansion and consolidation in the period circa 600 BCE to 600 CE. (Historical Thinking Skill: Causation)
Question #3: Using specific examples, analyze the causes of imperial decline and collapse in the period circa 600 BCE to 600 CE. (Historical Thinking Skill: Causation)
(from Practice Exam)
Question #2: Using specific examples, analyze the causes of imperial expansion and consolidation in the period circa 600 BCE to 600 CE. (Historical Thinking Skill: Causation)
Question #3: Using specific examples, analyze the causes of imperial decline and collapse in the period circa 600 BCE to 600 CE. (Historical Thinking Skill: Causation)
Causation LEQ - in Practice Exam, also used as Pilot
Main Toggle -- discrete content
What is the main toggle?

49. LEQ model for CCOT What is the main toggle?
Question #2: Using specific examples, analyze continuities and changes in the relationship between legal systems and social hierarchies in the period circa 2000 BCE to circa 1000 CE. (Historical Thinking Skill: Continuity and Change over Time)
Question #3: Using specific examples, analyze continuities and changes in the relationship between labor systems and social hierarchies in the period circa 600 CE to circa 1750 CE (Historical Thinking Skill: Continuity and Change over Time)
Question #2: Using specific examples, analyze continuities and changes in the relationship between legal systems and social hierarchies in the period circa 2000 BCE to circa 1000 CE. (Historical Thinking Skill: Continuity and Change over Time)
Question #3: Using specific examples, analyze continuities and changes in the relationship between labor systems and social hierarchies in the period circa 600 CE to circa 1750 CE (Historical Thinking Skill: Continuity and Change over Time)
This is from the Curriculum Framework
HTS: CCOT
TLO:
Period: 1
KC/discrete topic
TOGGLE: Period, discrete topic
What is the main toggle?

50. LEQ for Periodization
(from CED)
Question #2: Evaluate the extent to which the emergence of Buddhism in the fifth century BCE can be considered a turning point in world history. (Historical Thinking Skill: Periodization)
Question #3: Evaluate the extent to which the emergence of Islam in the seventh century CE can be considered a turning point in world history. (Historical Thinking Skill: Periodization)
(from CED)
Question #2: Evaluate the extent to which the emergence of Buddhism in the fifth century BCE can be considered a turning point in world history. (Historical Thinking Skill: Periodization)
Question #3: Evaluate the extent to which the emergence of Islam in the seventh century CE can be considered a turning point in world history. (Historical Thinking Skill: Periodization)
Source: Updated CED ( )
Q2 LEQ
TLO: CUL1, 2,4,9,
KC 2.1 II, 2.3 III and 3.3 III
Main Toggle: Period, and topic
What is the main toggle?

51. LEQ model for Comparative
Question #2: Analyze at least one similarity and one difference in the causes of the French Revolution and the Haitian Revolution. (Historical Thinking Skill: Comparison)
Question #3: Analyze at least one similarity and one difference in the outcomes of French Revolution and the Haitian Revolution. (Historical Thinking Skill: Comparison)
Taking this year’s COMP and revise to the new format
Toggle: discrete content -- maps to different KC and LO by changing the focus on cause to outcomes
What are the differences? Narrowing it down to ONE sim and ONE diff because of the new requirements for the Thesis/Argumentation on redesigned rubric.
Also a causation question, but the MAIN HTS is Comparison here due to the language.
What is the main toggle?