1. WHAP:
You have 15 min to complete the short answer quiz.
IMPORTANT THINGS TO NOTE:
If you want to retake the first quiz or the religions test, it needs to happen THIS WEEK BY FRIDAY.
We have new note taking requirements starting with Chapter 5. See the sheet you picked up.

2. APWH: First Look The LEQ

3. What is required to COMPARE?
Example LEQ: Question
Using specific examples, compare the imperial expansion and consolidation of two empires 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”.
What is required to COMPARE?

4. LEQ rubric in brief: 6 points possible
A. Thesis: 1 point
B. Contextualization: 1 point
C. Using evidence 2 points
1 point (Gives accurate specific examples)
1 point: (the examples support the thesis)
D. Uses targeted skill (depends on essay type): 1 point
Causation; CCOT; Comparison; Periodization
E: Analysis: 1 point
Explains WHY things occurred. Does not just state that they occurred.
No more expanded core.

5. B. Contextualization
Describes a broader historical context relevant to the prompt. Should be the first 2-3 sentences of your intro paragraph. It sets the scene!!!
To earn this point, the response must relate the topic of the prompt to broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question.
This point is not awarded for merely a phrase or reference.

6. Contextualization:
“From 600 B.C.E. to 600 C.E, Imperial expansion and consolidation was occurring all across Eurasia. In the prior period, the neolithic revolution had led to the settling of early civilizations. These river valley civilizations were now growing in size in power. As they grew, they became empirical in nature. This ultimately led to empires seeking out ways to stregthen and manage their growing empires.
Gives the reader some background. It is a prologue.

7. There is not enough background information here and it is too vague
Not acceptable Contextualization:
“From 600 B.C.E. to 600 C.E, empires were growing. They were seeking power and they took over lots of other cultures. Everyone just wanted to be the most powerful.
There is not enough background information here and it is too vague

8. A. Thesis
Actually responds to the prompt
Makes a historically defensible claim
Addresses at least three comparisons 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 (must be its own paragraph)

9. Example of successful thesis:
“From 600 BCE to CE, the Roman and Persian empires were growing. Both Rome and the Persian empires developed large armies that were able to expand the border of their empire quickly and developed large bureaucracies in order to mange their states. However, both regions differed greatly in the make up and design of their imperial armies used for expansion with the Romans relying on their citizens and technology while the Persians incorporated foreign soldiers into their army.
Note the mention of time period, specific empires, and what will be compared.

10. Example of unsuccessful thesis:
“From 600 B.C.E. to 600 C.E, Imperial expansion and consolidation had some similarities and some differences. This includes Rome and Persia. Specifically they were different with culture but similar with trade and power.”
Specifics given are too general and do not explain what will be compared.

11. C. Evidence
To earn one point, the response must identify specific historical examples of evidence relevant to the topic of the prompt.
To earn two points the response must use specific historical evidence to support an argument in response to the prompt.
Provides specific examples of evidence relevant to the topic of the prompt. 1 pt
Supports an argument in response to the prompt using specific and relevant examples of evidence. 2 pts

12. EVIDENCE: 2 pts
1 point:
Describes at least 3 specific examples of similarities and differences in imperial expansion and/or consolidation in the period 600 BCE to 600 CE (2 sim and 1 diff OR 1 sim and 2 diff)
Explains the examples (elaborate on your examples)

13. What is meant by ‘describe’? Identify with some qualification.
An acceptable example:
“Both Rome and Persia used large and specialized bureaucracies to help manage the affairs of state. Rome relied heavily on the senate and governors aboard to fulfill the wishes of the emperor while in Persia the satrap system was used along with a network of spies to manage the affairs of Persian kings.
An unacceptable example:
“Romans and Persians both conqured a lot of land.” –Teacher “so what? Where?”
Active verbs help!
Note difference between “had” and “used.”

14. D. ANALYSIS AND REASONING
Reasoning 1pt
Uses historical reasoning (e.g. comparison, causation, CCOT) to frame or structure an argument that address the prompt.
To earn the 1st point, the response must demonstrate the use of historical reasoning to frame or structure an argument, although the reasoning might be uneven or imbalanced. Direct comparison throughout the essay

15. D. Reasoning: 1 point
To earn the point, the response must demonstrate the use of historical reasoning to frame or structure an argument, although the reasoning might be uneven or imbalanced.
In short, you must accurately compare the empires using historical evidence throughout the entire essay.

16. Successful example of explaining a cause:
““The Romans and Persians conquered large amounts of territory. Roman territory covered the Mediterranean region and stretched into Africa. The Persian empire conquered the majority of the Middle East. This expansion occurred through military conquest. In order to accomplish this, both empires had to have highly developed military power or risk defeat by neighboring territories.
This is a high bar point, demanding analytical thought.

17. Unsuccessful example of explaining a comparison:
“Both empires had big militaries. They wanted to conquer everyone”
TOO VAGUE

18. D. Complex analysis: 1 point
To earn the point, the response must explain the reasons why things were similar or different. Not just state that they were similar or different.
Analysis starts with phrases such as “this is because” or “their motivation was” or “this was caused by”

19. Successful example of analysis:
““The Romans and Persians conquered large amounts of territory. Roman territory covered the Mediterranean region and stretched into Africa. The Persian empire conquered the majority of the Middle East. This expansion occurred through military conquest. In order to accomplish this, both empires had to have highly developed military power or risk defeat by neighboring territories. Winning military battles was crucial because no empire wanted to surrender its political power to a neighboring empire or risk losing social customs by being conquered.
This is a high bar point, demanding analytical thought.

20. Unsuccessful example of explaining a cause:
“Both empires had big militaries. They wanted to conquer everyone. They wanted to do this because they just wanted to be the most powerful.
TOO VAGUE
As a general rule, if someone could ask you “Why?” at the end of a sentence, you aren’t done writing.

21. Wrapping up:
Write a short conclusion which restates your thesis. You do this because it is a second chance to get the thesis point if you messed up at the start of the essay.
There are no points given for the conclusion itself but it is a good idea to write one!

22. Using specific examples, compare the social and political effects of the spread of religion in the period 600 BCE – 600 CE