1. WRITING AN EFFECTIVE LONG ESSAY QUESTION (leq)

2. HOW TO APPROACH THE LONG ESSAY!
EXAM FORMAT – AGAIN 
3 HOURS & 15 MINUTES
55 MULTIPLE CHOICE QUESTIONS 40% -
3 SHORT ANSWERS 20% - MAX. 3 PTS EACH
1 DBQ 25%
1 LONG ESSAY – CHOICE BETWEEN 3 SKILL & THEME THE SAME FOR ALL 3
CHOICE IS TIME FRAME
#1 PERIODS 1-3
#2 PERIODS 4-6
#3 PERIODS %

3. HISTORICAL THINKING SKILLS (HTS)
ESSAY WILL FOCUS ON ONE OF THESE SKILLS IN PARTICULAR
CAUSATION: EVALUATE HOW …..IMPACTED THE…..
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
ABILITY TO RECOGNIZE, ANALYZE & EVALUATE DYNAMICS OF CCOT OF VARYING LENGTHS & RELATING THOSE PATTERNS TO LARGER HISTORICAL PROCESSES/THEMES
COMPARISON: COMPARE & CONTRAST …..
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
CONTEXTUALIZATION: SEEING THE CONNECTIONS BETWEEN THE PARTICULAR & THE GENERAL
WHAT WAS HAPPENING AT THE TIME, PLACE, THE COUNTRY OF THE EVENT, DOCUMENT ETC. HOW DOES THE EVENT/DOC RELATE TO LARGER PROCESSES? HOW DOES IT SHAPE ANOTHER EVENT?

4. RUBRIC: 6 POINTS & 35 MINUTES
NO DBQ OR LEQ WILL BE SPECIFICALLY ON PERIODS 1 ( ) OR 9 (1980-PRESENT)
THESIS/CLAIM: 0-1 PT. – DO NOT RESTATE, MAKE SURE IT IS CLEAR & ADDRESSES ALL PARTS OF THE QUESTION/PROMPT
CONTEXTUALIZATION: 0-1PT: - DESCRIBE BROADER HISTORICAL CONTEXT RELEVANT TO PROMPT. CAN BE BEFORE, DURING OR AFTER TIME FRAME
EVIDENCE 0-2PTS– USE SPECIFIC EVIDENCE, CLEARLY & CONSISTENTLY STATING HOW THE EVIDENCE SUPPORTS THE THESIS OR ARGUMENT & ESTABLISHING CLEAR LINKAGES B/W THE EVIDENCE & THESIS. 1 POINT FOR IDENTIFYING EXAMPLES & 1 POINT FOR EXPLAINING HOW THAT EVIDENCE SUPPORTS ARGUEMENT
ANALYSIS & REASONING: 0-2PTS. – 1 POINT - USES HISTORICAL REASONING CCOT, COMPARISON OR CAUSATION TO FRAME ARGUMENT 1POINT – DEMONSTRATES COMPLEX UNDERSTANDING USING EVIDENCE TO CORROBORATE, QUALIFY OR MODIFY ARGUMENT. I.E., EXPLAIN BOTH CONTINUITY & CHANGE, CAUSES & EFFECTS, CONNECTIONS WITHIN & ACROSS THEMES, ALTHOUGH CLAUSE

5. 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

6. 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
“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