1. Keys to Writing in AP History

2. Two Essay Types  Free Response Question (or FRQ)  “Long Essay”  Document-Based Question (or DBQ)  A long essay…just based on primary sources rather than solely memory

3. FRQ / Long Essay  Most basically: –4-6 paragraph essay assessing your knowledge of history  But also emphasizes: –Cause & effector –Compare & contrastor –Change & continuity / Periodization

4. Historical Writing  Answering the prompt –Also known as “argumentation”  Evidence  Analysis  Thesis Now for the sake of clarity, some definitions

5. AP = Answer the Prompt  All elements of essay (evidence, analysis, & thesis) must answer the prompt!!!

6. AP = Answer the Prompt  Understanding the question & answering the question as asked is key to success –Circle key words in the question: Time frame Topic Historical skill (cause/effect, comparison, ccot) –Consider: 1.What time period is the question referencing? 2.What do I know about this time period? 3.What is the motive behind the question?

7.  Evaluate the extent to which trans-Atlantic interactions from 1600 to 1763 contributed to continuity as well as fostering change in labor systems in the British North American colonies.

8. Evidence  Also known as: “examples,” “facts,” or “supporting details.” –Names of people, events, laws, treaties, etc These are vocab terms, key concepts, things that follow “such as” in a sentence!

9. Analysis  Author’s reasoning that connects their claim / answer to the prompt and their evidence –Makes thought processes visible Explicitly or implicitly answers the question “why” or follows “because” in a sentence

10. Thesis

11.  1-3 sentences in the introduction that states the author’s central claim, argument, or assertion Summarizes the how and why of the essay

12. Thesis  Must fulfil 4 basic criteria: –Precise –Accurate –Analytical –Answers all parts of the prompt

13. Thesis  As a result, it should: –Restate the time period & topic of prompt –Offer a definitive answer to the prompt rather than simply restating the prompt –Outline 2-4 controlling ideas that act as a roadmap for the body paragraphs to come  Formula: –X. A,B,C. Y.

14. Thesis X. A,B,C. Y.  X = the claim / argument / assertion  A,B,C = the “How” / controlling ideas / roadmap  Y = the “Why”

15. Thesis  Have to find the happy medium b/t too broad & too detailed

16. How did World War II affect the allied powers?  World War II benefitted the allied powers.  World War II benefitted the allied powers economically, politically, and socially.  World War II benefitted the allied powers between 1945 and today by allowing European factories to rebuild with the latest technologies, establishing a lasting peace between nations, and reducing overpopulation.  Although World War II benefitted the United States by ending the Great Depression, since 1945 its devastation can be seen in Europe through... ____ and ____. NO YES

17. Compare the contemporary U.S. & Japan  …both have plentiful forests, but one is in N. America & the other is in Asia.  …have similar economies, but different militaries.  …both have economies based on service and technology industries, but the U.S. is more able to project its power internationally than Japan. NO YE S

18. Grading

19.  In part: –Checklist of requirements –Known as “value-added” because given credit for what is done well rather than losing points  But also: –Demands synthesis to maximize scores Consistently go next step Combine new information Often found in clincher of paragraphs or conclusion

20. Maximize Scores

21. Maximizing scores  Generally = synthesis –3 types: Counterarguments Expanding to relevant themes not explicitly mentioned in prompt Contextualizing historical developments with other places or time periods

22. Maximize Scores  In general: –Mostert Rule of 3 3 prong thesis (& thus 3 body paragraphs) 3 pieces of evidence per paragraph 3 attempts at synthesis  Answering Prompt –Always causes & effects, changes & continuities, similarities & differences –Also consider process & “why” Why did __ cause __? Why did __ change? Why did __ stay the same? Why are __ & __ similar?

23. Maximize Scores  Evidence –All be as specific as possible –Balance examples throughout entire time period –Also consider related themes not explicitly asked for in prompt  Analysis –Should probably have analysis / reasoning for every piece of evidence –Best if alternated with examples –Also consider analyzing larger context

24. Maximize Scores  Analysis –Context (like “setting” of novel) = space / time Explain how broader area impacted development or explain how development impacted broader area OR Explain how later eras impacted development or explain how development impacted later eras About making connections

25. Maximize Scores  Thesis –Also consider counterarguments as well. –Excellent theses are typically more complex and nuanced in thought and understanding of history.

26. Putting it together

27. Paragraphs 1. Topic Sentence (identifying thesis prong) 2. Evidence from early in period 3. Analysis 4. Evidence from middle of period 5. Analysis 6. Evidence from end of period 7. Analysis 8. The Clincher - Context –(significance/connection to broader ideas)