For

AP World History

WELCOME!

Join the Schoology group

1. Critical Thinking and Problem Solving2. Collaboration and Leadership3. Agility and Adaptability4. Initiative and Entrepreneurialism5. Effective Oral and Written Communication6. Accessing and Analyzing Information7. Curiosity and Imagination

Academic Services

Turn to a partner and explain which of these skills will be the most important for today and why?

Students will share with the class one strategy or tip they will use on exam day

AP Seminar

I DO

•Instructor will review the 21st Centry skills and connect them to AP success strategies •Instructor will review specific content for AP course of study

WE DO

•Instructor and students will participate in engaging activities which use collaborative structures and require accountable talk from students.

YOU DO

•Students will utilize test taking strategies to answer multiple choice and free response answers A

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il 5

& 2

6, 2

01

4

Learning Goal: Learners will

understand and implement effective test taking strategies for passing AP exams.

Ob

ject

ive •Learners will: utilize content

knowledge learned in AP courses coupled with effective test taking strategies to increase pass rate by completing practice AP test questions

Bell Work: 21st Century Connections

Strategic Plan Goal # 1

Increased Student Achievement

NEXT STEPS:

1. Utilize new learning and implement on AP exam2. Continue to study for AP exam using practice free response and

multiple choice question packets provided today.

Benchmarks:

Exit Activity

Essential Question:How do we revolutionize the way we teach, lead, and learn for 21st century success?

Common Language:

•Advanced Placement•Effective Strategies

Lake County Schools….

◦ Named to the College Board District Honor Roll

◦ Had more students

take AP exams in 2013 than

ever before.

Protocol:

Move to a corner that you agree with the most.

Discuss why you moved to that corner with the other people in your corner.

Each corner will have a representative try to persuade other participants to move to their corner.

Free Response Multiple Choice

Quantity of Content Length of Test Time

Periodization Posters/Content Overview◦ Break

The DBQ Essay

MC Questions

SAQs

LEQs

Exit Activity

You may work either individually, or with a partner

As you meander about the room, add your relevant AP World History content knowledge to the appropriate poster.

Do not spend more than 30 seconds at a time on a single poster, if you have more to write, come back to it.

You must write at least one important event, individual, idea, innovation, continuity, or change on each poster

We will discuss what is on each poster, and WHAT IS MISSING.

Agriculture (Shift, Transition, Neolithic Revolution

Patriarchy

Social Stratification Polytheism Organized Religion

(Hinduism, Judaism)

Iron Age (Hittites, Bantus)

River Valleys

Mesopotamia (Sumer, Babylon, AkadiaAssyria)

Indus River Valley

Nile River Valley (Egypt)

Huanghe River Valley (Shang and Zhou China)

More Complex Political structures: Greece, Rome, Qin and Han China

Expansion of complex Trade Routes: Silk Roads, Mediterranean

Founding of Classical Religions (Christianity, Buddhism, Hinduism, Confucianism, Zoroastrianism, Daoism)

Diffusion of Culture (Missionaries, religions, silk, paper)

Spread of Diseases (Smallpox)

Nomadic Societies impact decline of Empires (West. Rome, Han, Gupta)

State-sponsored Infrastructure(Roman, Persian Royal Roads, Great Wall of China)

Expansion of Islam (Hijra, Muslim occupation of Spain) Political systems become more complex (Mayan, Inca,

Aztec, Ghana, Mali Empire, Byzantine Empire, Tang & Song, Mongol, Islamic Empires – Abbasid & Ummayad)

Expansion and Increased use of Long-Distance trade (Indian Ocean Complex, Trans-Saharan trade, revitalization of Silk Roads, Zheng He, Marco Polo, Ibn Battuta)

Population surge Major religions split (Christian schism, Islam – Sunni vs.

Shiite) African Integration Increased spread of disease (Bubonic Plague, Smallpox) Spread of technological inventions (Magnetic Compass,

Lateen Sail, Printing – Chinese, Gunpowder, Junks & Dhows)

Cultural Interaction (Trans-Atlantic, Trans-Pacific, Columbian Exchange, Mediterranean Complex)

Trans-Oceanic Empire building (Colonization of the America’s, Caribbean, African Coast, SE Asia)

Introduction of New Crops & Goods between New and Old World (Sugarcane, Tobacco, cocoa, potato, cotton, firearms, silver)

Population increases due to introduction of American foods)

Expansion of land-based Empires (Ming, Qing, “Gunpowder Empires”, Tokugawa Japan, Russia)

Expansion of economic principles (Mercantilism, Capitalism, Joint-Stock Co.)

Intellectual Movements (Renaissance, Reformation, Enlightenment, Scientific Revolution)

Industrialization (Steam Engine, Factory System) Pacific Exploration & Colonization (Cook,

colonization of Australia, New Zealand) New Political Ideologies (Democracy,

Nationalism, Socialism, Communism, Popular Sovereignty)

New Social Movements (Abolition of Slavery, Women’s Rights)

Political Atlantic Revolutions (American, French, Haitian, and Latin American)

Imperialism (Partition of Africa, Opium Wars)

Global Depression (Stock Market Crash, effects of)

World Wars 1 and 2

End of Empires (Russia, China, Japan, Britain, France)

De-Colonization (Africa, SE Asia, India, SW Asia)

Bi-polarization (Cold War, Communism vs. Capitalism, Space Race, NATO vs. Warsaw Pact)

Globalization (NAFTA, WTO, European Union)

BREAK –

5 MINUTES

Rubric

Prompt Analysis

Thesis Samples (Good vs. Bad)

View Past Prompts

Using the documents, and your knowledge of world history, analyze African actions and reactions in response to the European Scramble for Africa.

Using the documents, and your knowledge of world history, analyze African actions and reactions in response to the European Scramble for Africa.

Using the documents and your knowledge of world history, analyze African actions and reactions in response to the European Scramble for Africa.

In your own words…

Using the documents, compare and contrast the attitudes of Christianity and Islam towards merchants and trade from the religions’ origins until about 1500. Are there any indication of change over time in either case or both?

Using the documents, compare and contrast the attitudes of Christianity and Islam towards merchants and trade from the religions’ origins until about 1500. Are there any indication of change over time in either case or both?

Using the documents, compare and contrast the attitudes of Christianity and Islam towards merchants and trade from the religions’ origins until about 1500. Are there any indication of change over time in either case or both?

In your own words…

Time Limit: 20 minutes

Read the prompt and understand what the prompt is asking

Analyze the Documents

group (Bucket) the documents

After grouping, develop a thesis

Dealing With Distractors◦ 1 Multiple Choice = 4 True/False

◦ Right info, wrong place/time

Time Management◦ 1 minute per question

◦ If there are two minutes left, and you have more than 10 questions to go, pick a letter and bubble the rest in. At least 2 or 3 will be right.

Hundreds of practice questions on schoology

Multiple Choice Relay

Each Row = One Team

As a question is presented, the last person in each row should write their answer on the scrap paper, and pass it forward

If you agree with the answer, pass it forward. if you disagree, change the answer

35 seconds per question; rotate after each question

Just Answer the question!

Don’t just Identify, Identify and Expalin!

1-3 sentences per letter minimum

Label your answers A, B, C

If you finish early, add more information◦ Spaghetti method: Throw it on the wall and see if it

sticks.

Examples on schoology

Rubric

Prompt Analysis

Thesis Samples (Good vs. Bad)

60 LEQ prompts

Analyze continuities and changes in patterns of interaction along the Silk Roads from 200

B.C.E. to 1450 C.E.

Analyze continuities and changes in patterns of interaction along the Silk Roads from 200

B.C.E. to 1450 C.E.

SOPHISTICATED

INADEQUATE

ADEQUATE

“For the period from 1500 to 1830, compare North American racial ideologies and their

effects on societies with Latin American/Caribbean racial ideologies and

their effects on societies.”

Inadequate Thesis

“From 1500 to 1830, the racial ideologies between

Latin America and North America have affected

Society in many of the same ways. But there are

A few differences.”

What’s wrong? No qualifiers added to the terms

“ideologies” and “differences.”

Sophisticated Thesis

“The Europeans saw themselves as superior to the

Native Americans already living there. This social

Structure was further complicated by the arrival of

African slaves. Latin American/Caribbean tended

To have a very clear set of rules regarding the social

Structure which heavily affected their societies. North

America didn’t have such a strict and uniform social

Structure but the racial ideology affected their society

Just as much.”

Adequate Thesis

“North American and Latin American racial ideologies were

similar in that both chose to enslave people of a different race;

however, North American societies were particularly

intolerant of the mixing of European migrants while

Latin American ideologies allowed the eventual

integration of native and migrant populations.”

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 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.

With a shoulder partner, turn and talk about one strategy you will utilize on your AP exam and why.

Lake County Schools Investing In Excellence!

College and Career Readiness

Academic Services

April 2014

AP Student

Success Seminar

for AP World

History

Log on to lakecounty.schoology.com; click “groups”, “join” and use the access code below for test prep materials for this seminar.- Mike Geoffrion

Table of Contents

The Exam Multiple Choice SAQs DBQs LEQs

The Exam Description from College Board1

Assessment Overview The AP Exam questions measure students’ knowledge of world history and their ability to think historically. Questions are based on learning objectives, key and supporting concepts, course themes, and historical thinking skills. Exam questions represent various geographical regions, with no more than 20 percent of the multiple-choice questions focusing solely on Europe.

Section I Part A: Multiple Choice | 55 Questions | 55 Minutes =40% of Exam Score

• Questions appear in sets of 2–5.• Analyze historical texts, interpretations, and evidence.• Primary and secondary sources, images, graphs, and maps are included.

Section I Part B: Short Answer | 4 Questions | 50 Minutes =20% of Exam Score

• Questions provide opportunities for students to explain the historical examples that they know best.• Some questions include texts, images, graphs, or maps

Section II Part A: Document Based | 1 Question | 55 Minutes (includes 15-minute reading period) =25% of Exam Score

• Analyze and synthesize historical data.• Assess written, quantitative, or visual materials as historical evidence.

Section II Part B: Long Essay | 1 Question | 35 Minutes =15% of Exam Score

• Select one question among two.• Explain and analyze significant issues in world history.• Develop an argument supported by an analysis of historical evidence.

Multiple Choice The Multiple Choice section is the first part of the exam. There are 55 stimulus based questions with four distracters (answer choices) each. You earn points for correct answers, and there is no penalty for guessing, so answer every question. The multiple choice section must be completed in 55 minutes. That means you have around one minute to spend on each question, but that includes the time spent interpreting the stimulus. The multiple choice questions are going to focus on the themes, key concepts and historical thinking skills you learned in your AP World History class. There are multiple tools to help with background knowledge available on the schoology page for this seminar.

1 11 College Board: https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-course-overviews/ap-world-history-course-overview.pdf

All questions will relate to one of the five themes of World History: Theme 1: Interaction Between Humans and the Environment. Theme 2: Development and Interaction of Cultures.

Theme 3: State-Building, Expansion, and Conflict

Theme 4: Creation, Expansion, and Interaction of Economic Systems.

Theme 5: Development and Transformation of Social Structures.

Each question will also address one of the following skills:

Causation Comparison Contextualization Continuity and Change Over Time Argumentation Interpretation Synthesis Periodization Use of Evidence

Also, every question will call back to stimuli such as:

written primary sources

visual primary sources

quantitative (charts, graphs, and tables)

works of art

Maps

Historical works (secondary sources)

While multiple choice test is comprised of stimulus based questions, it is not a reading test. You must have a well-developed mind for history, including content knowledge and historical thinking skills, in order to answer the questions correctly. You will find practice questions in the schoology page for this seminar.

Multiple Choice Tips:

1 Multiple Choice = 4 True/ False: Each multiple choice question includes four distracters (possible answers) instead of picking the right answer, treat the question as four true or false questions. Picking out the plausible and eliminating the ones that are clearly wrong will help answer the difficult questions

Right Information, but Wrong Time/Place: Many of the distracters will contain historical facts that you will recall from class and/or your textbook, but they are actually true for a different place or time. Don’t fall for this by picking the first answer that looks familiar.

2 Minutes Left: If you spent a little more than a minute on each question, you may find yourself with more questions at the end than you have time to answer. If you find yourself with two minutes left in the multiple choice section and more than 10 questions left, pick a letter and bubble in the remaining answers. With four choices per question, you have a 25% shot at getting a correct answer by guessing.

If you have 12 questions left, it is likely that 3 or more have an answer of “B.” At the pace you must be going to find yourself in this situation, you would be lucky to get through two more questions if you read them through, and even then, you may miss one of them. By putting “B” in for all of the remaining questions, you could get three or more correct.

SAQs (Short Answer Questions) There are four short answer questions on the exam, and they must be completed in 50 minutes. That works out to around 12 minutes per question, and each question must be answered in a predetermined amount of space that works out to be equal to around three-quarters of a sheet of paper. Some will include stimuli, and some will not. Either way, the answers require you to have a proficient knowledge of World History. These are going to be three part questions (A, B, C) and will have a spiraling level of difficulty (B will be more difficult than A and C will be more difficult than B). Also, each part is worth a point. So, each question is worth three points. Check out the example below:

Major Afro-Eurasian Trade Routes, late 1400s (Darker lines represent land routes; lighter lines represent sea/water routes.)

1. Using the map above, answer (a), (b), and (c).a) Identify and explain ONE way in which the trade routes shown on the map was a continuity

of trading patterns that occurred during the period 600 C.E.-1450 C.E.b) Identify and explain ONE way in which the trade routes shown on the map changed

traditional trading patterns that occurred during the period 600 C.E.-1450 C.E.

c) Identify and explain ONE factor that led to the trade routes shown on the map during theperiod 1400 C.E.-1800 C.E.

Identify and explain; identify and explain; identify and explain. Is it possible to explain something without identifying it? Probably not. But is it possible to identify something and just leave it out there with no explanation? Is it possible to fail to fully explain an answer? Absolutely! That is the trap you need to avoid. If you merely identify without explaining, you will get no points. There is no half credit for partial answers.

There are more examples of SAQ questions on the schoology page.

The DBQ (Document Based Question)Want to avoid some reading? Watch the video Here!

DBQ stands for Document Based Question. Simply put, it’s a research paper where all of the research is already done. The sources are provided, and all that is left is for you to analyze and interpret the sources in order to write the essay in the time provided. The full rubric can be found the schoology page, but we can address it one item at a time.

Thesis (Points 1 and 2) There are two possible points that are associated with the thesis statement. One point is simply having a thesis that answers the prompt. It should be historically defensible and answer all parts of the question. I recommend the classic three-part thesis where you provide a roadmap for your reader to let them know where you are headed. For example, if you are writing a DBQ focused on comparison as a historical thinking skill where you are comparing Han and Roman attitudes about technology.

Your thesis might say something along the lines of:

Han and Roman attitudes about technology were similar in way X and way Y, but they were different in that the Han felt way Z about it where as Rome felt Way Q.

We have three parts. Two similarities and one difference. It doesn’t always have to be like that, you could have two differences and a similarity, or two differences and two similarities if you are looking for four body paragraphs/6 paragraphs overall once we add in an introduction and conclusion. There is no one right way to do this, however, the rule of 3 is a good baseline to shoot for.

The next point is for recognizing historical complexity by explaining the relationship between pieces of evidence. Now this can seem confusing, but it’s essentially asking you to begin your body paragraphs with great topic sentences based on the thesis. In each paragraph you should write about documents in groups whenever possible. You may group documents together that corroborate each other (“This is similar to”) as well as those that contradict each other (“However, this runs counter to ______________’s account”). To continue with the Han/Rome example, each body paragraph will start with one of the specific similarities or differences as a topic sentence, and then you will provide evidence based on the documents, as well as outside information from your knowledge of history to

prove the topic sentences, thus proving the thesis.

Document Analysis (Points 3 and 4)We also have two points for document analysis, points 3 and 4. You get one point for utilizing the content of at least six documents as evidence. Now, there’s going to be seven documents. Could you provide evidence from all seven? Absolutely, but you need to use at least six. There are some pitfalls and key mistakes that students make, and I don’t want to see that happen to you. Whatever you are including from the documents, it should help prove your thesis. Also, try not to use quotes too often. Paraphrase or summarize whenever possible.

You also get one point for explaining the significance of the author’s point of view, context, audience, or purpose influence the meaning of four of the documents, This must be done in support of a historical claim. Again, could you do it for more than four? Yeah, in fact I think you should. I think you should provide ACAPS for every single document. These are graded on an asset model: You get points for what you do well. What you do poorly will just be ignored, so I say go for it!

What the Heck is ACAPS? Now, I just said ACAPS. What the heck do I mean by that? Well…

Author: Who is it? What is their occupation, nationality, religion, social class, etc? How doestheir identity affect the ideas being expressed?

context: What is the setting? Is this a primary or secondary source? Does the setting affect themeaning? Are there factors at the time of the writing/image that may have influenced theauthor/artist?

Audience: Who was this written for? How did the author mold their work to fit the audience?How does this influence the ideas being expressed?

Purpose: Why did the author create this? Were they trying to simply educate, or influence theaudience in some way? What was the agenda?

Significance: What does this document tell us? How does it help answer the prompt? We’retalking Evidence!

Once again, these are graded on the asset model, so I recommend providing significance for every document (that is our evidence), and either how the author’s identity OR the context OR the Audience, OR the purpose influence the meaning of the document for all seven documents if you can, but do it for at least for four of them.

Also, You may have noticed that I spelled context with a lowercase “c”. That’s because I don’t want you to confuse the context of a document with one of the upcoming items on your rubric: Contextualization.

Evidence beyond the Documents (Points 5 and 6)We have the two points for evidence beyond the documents, and the first point is for (Capital C) Contextualization. So, Context! Tie the content to broader historical context or themes or processes. Situate the argument in a wider Historical Context. Can we tie the subject of the DBQ to something like the Columbian Exchange, Industrialization, Globalization, the Cold War, Gunpowder empires, etc. We need to situate the argument in a broad context. If we want to use a photography analogy, the subject of the DBQ is a tight in close up shot with a narrow focus like a headshot or your school yearbook photo. The context would be everything that is

going on around that picture, beyond the backdrop. Using a wider lens, let’s see everything that is happening on that campus, in that city, and in that region. That is Context.

The second point here is providing your own outside evidence relevant to the prompt. Yes, you are going to provide evidence based on the documents, but what else do you know (that’s significant) that could help prove your thesis? Include that as well, but again, it must be significant to the prompt and help prove your thesis. Where do you get this “outside evidence”? It comes from doing your assigned reading. However, if you know the content found in the course framework from Collegeboard, which is on the World History course page on the Collegeboard website, you know enough to earn this point. So, whatever relevant outside content knowledge you have, you should include it in your essay.

Synthesis (Point 7)Synthesis! Synthesis is the seventh and final point. It also may be the hardest one to get it. You can earn this by extending your argument through a comparison to a different historical period, situation, era, or area. However, this has to be more than saying, if you’re writing an essay about the French Revoluion, “This is just like the American Revolution!” OK HOW is it like the American Revolution and Why is that significant? Tie it back to how it helps the reader’s understanding of the subject. An explanation is required! This is more than a simple comparison; it must lead to an analytical realization.

You could also connect your argument to another course theme. For example, if your prompt is focused on political issues but there are economic and social consequences of those political issues, you can address that and as long as you are thorough in your explanation and you tie it to the prompt, that should earn the synthesis point for you.

The third way to earn the synthesis point, and this only works for World History and European History, you can extend your argument by explaining the content through the lens of a different academic discipline. This could be literature; it could be the sciences. Many of you may have taken AP Human Geography your freshman year and you’re taking AP World History as a sophomore. Well, any relevant content you have from Human Geography, you could bring that into your essay and that could get you that synthesis point. Maybe you have a great understanding of Art History. Even though it’s history, it is still considered a different discipline, therefore you can earn the synthesis point using that knowledge.

But I can’t remember all of that! Now if you’re thinking “this all seems like a lot to remember, I hope I don’t forget everything on exam day,” I have some good news! The entire rubric is summarized on the first page of the DBQ. You can use it as a check-list to make sure that you complete everything before time is called.

The Generic DBQ format: A well-structured Essay is easy to read and easy to score. Make things easier for the readers, I expect you’ll want them on your side.

LEQs (Long Essay Questions)Want to avoid some reading? Watch the video HERE!

The LEQ is written 100% from your content knowledge (bet you wish you stayed on top of that assigned reading now, huh?). The good news is that you will have a choice between two LEQ prompts, both using the same historical thinking skill, but focused on different topics. The LEQ focuses on one of the following Historical Thinking Skills:

Comparison: Similarities and difference

Periodization: Evaluating the significance of turning points

Causation: Causes and/or effects relating to a historical event or process

Continuities and Changes over time: What changed and what stayed the same?

The LEQ is graded on a 6 point rubric. Let’s look into that, one point at a time.

The Thesis Statement (Point 1) The Thesis is your answer to

the question. It must be historically defensible and found in either the introduction or the conclusion of your essay. When you write your thesis statement, make sure you ask the following questions:

Does it answer the prompt in its entirety? If the prompt is asking for cultural beliefs andpractices, you need to make sure that your answer addresses both beliefs and practices, not oneor the other.

Did you include the What, When and Where? Make sure you include the topic from the prompt,the location (if applicable) and if there is a time designation (like between 1750 to the present),include that in your thesis statement.

Were you specific enough? Specific causes, effects, similarities, differences, continuities,changes must be addressed in your thesis statement. Don’t just acknowledge that there weresimilarities and differences, explain specifically how the civilizations/processes/whatever weresimilar and different. If you find yourself being too broad, add a “such as” statement to getmore specific.

Generic Thesis statement Formats

For Comparison:

During the time period between (X) and (Y), (thing you are comparing 1) and (thing you are comparing 2) were very similar in that they both (1,2,3), but were different in (4,5,6)

OR From [beginning date] to [end date], [thing you are comparing 1] and [thing you are comparing 2] were very similar in that they both (similarity A) and (similarity B). However, where as [thing 1] (difference 1), [thing 2] (difference 1). Also, (difference 2).

For Periodization:

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).

For Continuities and Changes over Time:

During the time period between (X) and (Y) in (wherever), (1,2,3) remained constant while there were significant changes in (4,5,6).

OR At the beginning of the time period between (X) and (Y) in (location) (The thing your essay is about) (describe what it was like); by (end date/end of the period), (describe the changes). However, (identify the things that were constant) continued throughout.

For Causation:

There really isn’t a generic format for causation, because the prompt could ask for causes, effects, or both causes and effects. Depending on the prompt, the thesis could look very different, However, every thesis statement should include the following:

Goal: a 3-4 part answer

If they want effects, give them specific effects; If it’s causes, give them specific causes; if theywant both, give them specific examples of both

If there is a time designation, include it in your thesis

Argumentation/Historical Thinking Skills (Points 2 and 3) You will earn one point for successfully demonstrating the historical thinking skill in question, and another for explain the reasons why the particular similarities/differences/ continuities/changes/causes/ effects/circumstances existed in the first place (analysis). For Comparison, Causation, or Continuity/Change over Time

Are you statingspecificsimilarities/differences/causes/effects/continuities/changes?

Are you

explaining the reason(s) why the similarities/differences/ causes/effects/ continuities/changes existed/occurred (analysis)?

For Periodization

Are you describing what it was likebefore the turning point?

Are you describing what it was likeafter the turning point?

Are you explaining the extent towhich it was a turning point(analysis)?

o Are the things that changedbecause of the turning pointmore significant than thethings that did not change?

o

Argumentation/Evidence (Points 4 and 5) The first point is the quantity

point; the second point is for quality. While there isn’t a specific amount of evidence required (the requirement can change from year to year), you should include as many specific examples of your similarities/differences/ continuities/ changes/causes/ effects as you possibly can in order to earn that first point.

The second point, the quality point, is a little bit more difficult to earn. Think about a lawyer making their arguments on behalf of their client. They are not going to simply say, “Ladies and gentlemen of the jury, my client is innocent because of (A), (B), and (C).” and just leave it out there for the jurors to connect the dots. No, they are going to explain how (A) proves their client’s innocence, how (B) proves their innocence, and so on. Explain it to the point where the reader will not say “So what?” It is the writer’s responsibility to connect the dots, not the readers.

Synthesis (Point 6) The Synthesis point for the LEQ is earned the same way it is for the DBQ. Just do one of the following.

Compare to an eventin another period,era, or area, but youmust explain HOW itis similar, and WHYit’s significant to theprompt/argument.

Did the topic have aconsequence in acourse theme otherthan the one theprompt is focusedon?

Connect it to another discipline/field. Explain How it’s connected and Why it’s significant to theprompt/ argument

A Great thesis statement + TASC in the body paragraphs = Every point Just like with the DBQ, the LEQ will also include an abbreviated rubric on the exam. However, you don’t need it. Just make sure you have a great thesis statement and have TASC in your body paragraphs.

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, coursetheme, or discipline (Synthesis).

This doesn’t always have to be done in this order. Sometimes Analysis (“explain reasons for”) makes more sense at the end of a paragraph. Also, Synthesis doesn’t always work well in the body. Sometimes it makes more sense to include it in the conclusion.

Generic LEQ Formats

Remember, Periodization is a bit of an oddball, but here is a good format for that as well.

There are 60 LEQ prompts broken down by time period on the schoology page.