1. WRITING AN EFFECTIVE LONG ESSAY QUESTION (leq) Lesson #4

2. HOW TO APPROACH THE LONG ESSAY!
EXAM FORMAT – AGAIN 
3 HOURS & 15 MINUTES
55 MULTIPLE CHOICE QUESTIONS 40% -
4 SHORT ANSWERS 20% - MAX. 3 PTS EACH
1 DBQ 25% - MAX 7 POINTS POSSIBLE
1 LONG ESSAY – CHOICE BETWEEN 2 15% - RUBRIC – MAXIMUM 6 POINTS POSSIBLE

3. HISTORICAL THINKING SKILLS (HTS)
ESSAY WILL FOCUS ON ONE OF THESE SKILLS IN PARTICULAR
CAUSATION: EVALUATE HOW THE FRENCH & INDIAN WAR IMPACTED THE RELATIONSHIP BETWEEN GREAT BRITAIN & THE BRITISH COLONIES BETWEEN –
IDENTIFY, ANALYZE, & EVALUATE CAUSE & EFFECT RELATIONSHIPS IN AN HISTORICAL CONTEXT, DISTINGUISHING BETWEEN THE LONG & SHORT TERM
CONTINUITY & CHANGE OVER TIME (CCOT): IDENTIFY & ANALYZE THE CHANGING RELATIONSHIP BETWEEN GREAT BRITAIN & THE COLONIES BETWEEN
ABILITY TO RECOGNIZE, ANALYZE & EVALUATE DYNAMICS OF CCOT OF VARYING LENGTHS & RELATING THOSE PATTERNS TO LARGER HISTORICAL PROCESSES/THEMES
COMPARISON: COMPARE & CONTRAST THE COLONIES IN THE CHESAPEAKE REGION WTH THOSE IN NEW ENGLAND. ADDRESS 2 OF THE 3 IN YOUR ANSWER: POL., ECO., SOC.
ABILITY TO DESCRIBE, COMPARE & EVALUATE IN VARIOUS CHRONO & GEO CONTEXTS, MULTIPLE HISTORICAL DEVELOPMENTS W/I 1 SOCIETY & 1 OR MORE DEVELOPMENTS ACROSS OR BETWEEN DIFFEERENT SOCIETIES
PERIODIZATION: EVALUATE THE EXTENT TO WHICH THE FRENCH & INDIAN WAR WAS A TURNING POINT IN AMERICAN HISTORY.
CHRONOLOGY! ABILITY TO DESCRIBE, ANALYZE, ETC. & CONSTRUCT MODELS OF HISTORICAL PERIODIZATION THAT HISTORIANS USE TO CATEGORIZE EVENTS & IDENTIFY TURNING POINTS, IMPORTANCE OF DATES FAVORS 1 NARRATIVE OVER ANOTHER. HISTORIOGRAPHY – WHAT’S YOUR INTERPRETATION

4. RUBRIC: 6 POINTS & 35 MINUTES
NO DBQ OR LEQ WILL BE SPECIFICALLY ON PERIODS 1 ( ) OR 9 (1980-PRESENT)
THESIS: 0-1 PT. – DO NOT RESTATE, MAKE SURE IT IS CLEAR & ADDRESSES ALL PARTS OF THE QUESTION/PROMPT
ARGUMENT: 0-2 PTS. – USE SPECIFIC EVIDENCE, CLEARLY & CONSISTENTLY STATING HOW THE EVIDENCE SUPPORTS THE THESIS OR ARGUMENT & ESTABLISHING CLEAR LINKAGES B/W THE EVIDENCE & THESIS
APPLICATION FOR HISTORICAL THINKING SKILL: 0-2PTS. – CCOT, COMPARISON, CAUSATION OR PERIODIZATION: EACH HTS IS EVALUATED DIFFERENTLY – SEE NEXT SLIDE
SYNTHESIS: 0-1PT. – RESPONSE SYNTHESIZES THE ARGUMENT, EVIDENCE & CONTEXT INTO A COHERENT & PERSUASIVE ESSAY BY EXTENDING OR MODIFYING THE THESIS (OPPOSING INTERPRETATION); EMPLOYING ADDITIONAL APPROPRIATE CATEGORY OF ANALYSIS (POL, ECO, REL, SOC) BEYOND THAT CALLED FOR IN THE PROMPT; APPROPRIATELY CONNECTS THE TOPIC OF THE QUESTION TO OTHER HISTORICAL PERIODS, GEO AREA, CONTEXTS OR CIRCUMSTANCES (CIVIL WAR AMENDMENTS & CIVIL RIGHTS)

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9. Last one

10. WHAT DOES A LONG ESSAY RESPONSE LOOK LIKE?
5 PARAGRAPHS: USE ? AS GUIDE
EACH BODY PARAGRAPH EXPLAIN, DESCRIBE, EVALUATE, IDENTIFY, DISCUSS ONE TOPIC/CATEGORY
YOU MUST INCLUDE IN THE ESSAY THE REQUIREMENTS STATED
“In your response you should do the following:
state a relevant thesis addressing all parts of the question,
support your argument w/ evidence using specific examples
Apply historical thinking skills as directed by the questions
Synthesize the elements above into a persuasive essay”

11. DECONSTRUCTING YOUR PARAGRAPHS
INTRO MOST IMPORTANT: BACKGROUND, THESIS, MAIN POINTS OF ARGUMENT (CATEGORIES/TOPICS)
BY THE END OF THE INTRO READER SHOULD HAVE A CLEAR IDEA OF THE ARGUMENTS YOU WILL DEVELOP IN THE BODY PARAGRAPHS
USE TRANSITION WORDS OR PHRASES FOR CONTINUITY & TO KEEP READER FOLLOWING YOUR ARGUMENT
BODY PARAGRAPHS: # & LENGTH WILL VARY BASED ON PROMPT, THESIS, EVIDENCE – MUST FOCUS ON THE HTS
SYNTHESIS: EXTEND OR MODIFY THE THESIS W/ OPPOSITE ARGUMENT: INTERPRETATION, HISTORIOGRAPHY,
“ALTHOUGH,……”
EVIDENCE IS SPECIFIC EXAMPLES FROM YOUR KNOWLEDGE BASE: EVENTS, PEOPLE, TREATIES, WARS, LAWS, REBELLIONS ETC.
CONCLUSION: SUMS UP WHAT READER HAS LEARNED, RESTATE THESIS IN FRESH & INTERESTING MANNER, RESTATE TOPIC SENTENCES & USE EX FROM ESSAY TO SUPPORT EACH TOPIC SENTENCE.
DON’T INTRODUCE NEW EVIDENCE OR SUMMARIZE ESSAY IN CONCLUSION

12. Organize YOUR MATERIAL FIRST!
EVALUATE THE EXTENT TO
MADISON WERE THE
WAR WITH GREAT BRITAIN
STATEMENT USING SPECIFIC
WHICH THE EMBARGO
MOST INFLUENTIAL FACTORS
IN SUPPORT, MODIFY
EVIDENCE. WHAT IS THE HTS
POLICIES OF JEFFERSON &
THAT LED AMERICA INTO
OR REFUTE THIS
POLITICAL – be more specific
FACTS: NAMES, DATES, PEOPLE
SO WHAT?
ECONOMIC - synonyms
SOCIAL- can be almost anything
AND MORE FACTS: RELIGION, ACTIVITIES, GENDER ROLES