1. Ap History LEQ Chalkboard Talk #3: Periodization

2. AP History Periodization LEQ: Start with a prompt
Prompt: Evaluate the extent to which learning to ride a bike is a turning point in a person’s life.
What is the subject?
What is the Historical Thinking Skill?
When is the time designation?
Where is this taking place?
Learning to Ride a Bike
Periodization
N/A
IF There are time designations and locations in the prompt, you should include them in your Thesis Statement

3. Planning: Evaluate the extent to which learning to ride a bike is a turning point in a person’s life.
What it was like before the turning point…
What it was like after…
How significant was this turning point?
Where the things that changed more significant then the things that didn’t? What evidence is there?

4. Planning: Evaluate the extent to which learning to ride a bike is a turning point in a person’s life.
What it was like before the turning point…
What it was like after…
More limited by distance
More Reliant on parents for transportation
Able to travel greater distance
More independence
Important:
More responsibility; part of growing up to become a functional human being
Not Important:
Independence is still limited by parents

5. Generic Thesis Statement Format (Postive): Evaluate the extent to which learning to ride a bike is a turning point in a person’s life.
Positive: (Event) in (time designation if applicable) was a significant turning point in (the type of history or theme you are writing about). Prior to (event), (describe what it was like). However, after (the event) (Describe the changes and what it was like afterward). This is important because (Explain the significance). OR
Negative: (Event) in (time designation if applicable) was not as significant a turning point as one might argue in (the type of history or theme you are writing about). True, prior to (event), (describe what it was like) and after (the event) (Describe the changes). However, more important is the fact that (describe the things that did not change), because (explain why it isn’t significant).

6. Generic Thesis Statement Format (Positive): Evaluate the extent to which learning to ride a bike is a turning point in a person’s life.
(Event) in (time designation if applicable) was a significant turning point in (the type of history or theme you are writing about). Prior to (event), (describe what it was like). However, after (the event) (Describe the changes and what it was like afterward). This is important because (Explain the significance).
“Learning how to ride a bike as a child is a significant turning point in a person’s life. Prior to learning, children are limited as to where they can go by how far they are willing to walk. Also, they are more reliant on their parents when it comes to transportation to visit friends. Afterward, children have a greater independence. This is important because children aren’t just gaining more freedom, but also taking on more responsibility for themselves, something that is essential to their growth and maturity.”

7. Generic Thesis Statement Format (Negative): Evaluate the extent to which learning to ride a bike is a turning point in a person’s life.
(Event) in (time designation if applicable) was not as significant a turning point as one might argue in (the type of history or theme you are writing about). True, prior to (event), (describe what it was like) and after (the event) (Describe the changes). However, more important is the fact that (describe the things that did not change), because (explain why it isn’t significant).
“Learning how to ride a bike as a child is not as significant turning point in a person’s life as one might argue True, prior to learning, children are limited as to where they can go by how far they are willing to walk. Also, they are more reliant on their parents when it comes to transportation to visit friends. Afterward, children have a greater independence. However, this independence is still limited by the child’s parents and is a far from having complete autonomy.”

8. AP History Comparative LEQ: Evidence (Quantity: 1pt)
historical facts/examples written within the body paragraphs that prove the top sentences (thus proving the thesis).
“It takes longer to walk a mile than it does to ride a bike covering the same amount of distance”

9. AP History Comparative LEQ: Evidence (Quality 1 pt)
historical facts/examples written within the body paragraphs that prove the top sentences (thus proving the thesis).
“since children are forbidden to drive cars, those who do not yet know how to ride a bike are limited as to how far they can travel. Part of this is a physical problem (how far can they walk?), and part of it is a question of time. The ability to ride a bike changes both the distance a child is able to travel, as well as the time it takes to travel it.”

10. AP History Comparative LEQ: Explains the reason for… (1 point).
“.”

11. AP History Comparative LEQ: Synthesis
Connect to another time period, era, area, discipline, theme, or discipline.
Explain HOW it’s connected, and WHY it is relevant to the prompt/ thesis.
“.”

12. AP History Comparative LEQ: Body Paragraphs
A Great thesis statement + TASC in the body paragraphs = Every point on the rubric
Topic Sentence: Addresses the specific similarities/differences/ causes/effects/continuities/changes.
Analysis: Explain the reasons for the specific similarities/differences/ causes/effects/continuities/changes.
Support with specific evidence.
Connect the argument to another historical period, era, area, course theme, or discipline (Synthesis).
This doesn’t always have to happen in this order. Sometimes Analysis (“explain reasons for”) makes more sense at the end of a paragraph, …etc. Maybe, Synthesis doesn’t always work well in the body, Sometimes it makes more sense to include it in the conclusion.

13. Generic Periodization Format (Positive)
(Event) in (time designation if applicable) was a significant turning point in (the type of history or theme you are writing about). Prior to (event), (describe what it was like). However, after (the event) (Describe the changes and what it was like afterward). This is important because (Explain the significance).
Topic Sentence addressing what it was like before the time period. Support with specific evidence. Connect the argument to another historical period, era, area, course theme, or discipline (Synthesis), if it makes sense to do it here.
Topic Sentence addressing what it was like after the time period. Support with specific evidence. Connect the argument to another historical period, era, area, course theme, or discipline (Synthesis), if it makes sense to do it here.
Analytical Topic Sentence: Take a stand as to how significant of a turning point the event was. Support with specific evidence. Connect the argument to another historical period, era, area, course theme, or discipline (Synthesis), if it makes sense to do it here.
Last chance for synthesis. Rephrase the thesis.

14. Generic Periodization Format
(Event) in (time designation if applicable) was a significant turning point in (the type of history or theme you are writing about). Prior to (event), (describe what it was like). However, after (the event) (Describe the changes and what it was like afterward). This is important because (Explain the significance). OR
(Event) in (time designation if applicable) was not as significant a turning point as one might argue in (the type of history or theme you are writing about). True, prior to (event), (describe what it was like) and after (the event) (Describe the changes). However, more important is the fact that (describe the things that did not change), because (explain why it isn’t significant).
Topic Sentence addressing what it was like both before and after the time period. Support with specific evidence. Connect the argument to another historical period, era, area, course theme, or discipline (Synthesis), if it makes sense to do it here.
Analytical Topic Sentence: Take a stand as to how significant of a turning point the event was. Support with specific evidence. Connect the argument to another historical period, era, area, course theme, or discipline (Synthesis), if it makes sense to do it here.
Last chance for synthesis. Rephrase the thesis.