1. HTS Workshop: Argumentation
Developing a Thesis

2. Developing a Thesis (Write this)
Thesis is critical when writing a DBQ or LEQ
It’s the first grading point in both rubrics
Thesis should appear in the first paragraph
Must do more than restate the prompt, must be a historically defensible claim
[Note: Some students underline their thesis]

3. Developing a Thesis (Write this)
Step 1: Understand the objective.
A thesis is…
1. a controlling idea around which your paper is built
2. a one-sentence answer to the historical question being asked
3. a concise statement of your essay’s argument
4. a point of view adopted about a historical problem
5. a proposition to be defended or argued

4. Developing a Thesis (Write this)
Step 2: Create a statement that…
1. deals with all aspects of the topic suggested by the question
2. takes a clear position on the issue
3. provides an organizational framework from which to structure your essay
4. addresses the core issues defined by the question (i.e., is on target)

5. Developing a Thesis (Write this)
Step 3: Test your thesis.
The A.C.I.D. Test
A. All aspects of the topic addressed
C. Clear position on the issues
I. Infrastructure to build on
D. Directly target the question

6. Practicing the Skill (Write this)
Thesis 1: A C I D
Thesis 2:
Thesis 3:
Key
√= Yes
X= No

7. Practicing the Skill (You do not have to write this)
Directions: Look at the following statement and the three thesis statements offered. Each thesis statement represents a possible beginning to a response to the prompt.
Example Prompt: “The Utopian societies of the 1830s and 1840s formed in response to the social and economic upheavals that affected America after the War of 1812.”
Assess the validity of the statement.

8. Practicing the Skill (You do not have to write this)
Example Prompt: “The Utopian societies of the 1830s and 1840s formed in response to the social and economic upheavals that affected America after the War of 1812.”
Assess the validity of the statement.
Possible Thesis Statements:
Thesis 1: There were many changes in America after the War of 1812 that gave rise to utopian societies.
Thesis 2: The emerging Market Revolution, increasing urbanization, and immigration after the War of 1812 promoted the rise of utopian societies.
Thesis 3: The rise of Jacksonian democracy, the common man, and the abolitionist movement made many people seek alternative lifestyles in the 1830s.

9. Applying the Skill (You do not have to write this)
Directions: Study the prompt and evaluate the three thesis statements that follow. Apply the A.C.I.D. test to make a determination as to which statement is the strongest start for discussing the statement in the prompt.

10. Applying the Skill (Write this)
Exercise Prompt 1: “Although the end of slavery was an agreed upon goal, the abolitionists were divided over the best means to achieve it.”
Assess the validity of this statement.

11. Applying the Skill (Write this)
Thesis 1: A C I D
Thesis 2:
Thesis 3:
Which is the strongest thesis? What made you select this statement?

12. Applying the Skill (You do not have to write this)
Possible Thesis Statements:
Thesis 1: William Garrison wanted to use moral persuasion to end slavery and other abolitionists wanted to form political parties to achieve an end to slavery.
Thesis 2: The abolitionists wanted to end slavery, but did not know exactly how to do it.
Thesis 3: While the abolitionists wanted to end slavery, they disagreed over the political, social, and economic means to do it.

13. Applying the Skill (Write this)
Exercise Prompt 2: “To what extent did southern desire to expand slavery cause the outbreak of war with Mexico in 1846? Were other factors at least as important? Explain.”