1. Writing the Long Essay Question
The Step by Step Process

2. The Parts of the Exam
Still Working
Still Working
We are Here

3. BASIC Information
Look at the Basic Information at the beginning of the packet.
Read the 6 Bullets
Next to the 4 question types, write the additional information you find on the next 4 slides.

4. Comparison
Identify similarities and differences within a society or between societies—could be ideological, demographic, geographic, political, economic, or social

5. Think long and short term.
Historical Causation
WHY did stuff happen?
What was the impact?
Think long and short term.

6. Continuity and Change Over Time What stayed the same? What changed?
Why did it change and how much did it change?

7. Why do historians start and end time periods when they do?
Periodization
Why do historians start and end time periods when they do?
Look for “Turning points”

8. Look at the Schedule Notice at the bottom of the first page…
By Friday you will “Know How to Write” a LEQ
You will be writing one, THIS SEMESTER, for an EXAM GRADE
Flip the page

9. Essay Rubric
Part A
Thesis
1 point  
Presents a thesis that makes a historically defensible claim and responds to all parts of the question.  The thesis must consist of one or more sentences located in one place, either the introduction or the conclusion.
Notice that you earn a point SOLELY for writing a GOOD THESIS!
This is what we are working on today

10. Essay Rubric
Part B
Argument Develop-
ment: Using Targeted Skill
2 points
Comparison
Causation
CCOT
Periodization
1 Point: Describes similarities AND differences among historical individuals, events, developments, or processes.
1 Point: Describes causes AND/OR effects of a historical event, development, or process.
1 Point: Describes historical continuity AND change over time.
1 Point: Describes the ways in which the historical development specified in the prompt was different from AND similar to developments that preceded AND/OR followed.
1 Point: Explains the reasons for similarities AND differences among historical individuals, events, developments, or processes
1 Point: Explains the reasons for the causes AND/OR effects, of a historical event, development, or process.
1 Point: Explains the reasons for historical continuity AND change over time.
1 Point: Explains the extent to which the historical development specified in the prompt was different from and similar to developments that preceded AND/OR followed.
OR: Evaluates the relative significance of historical individuals, events, developments, or processes.
Scoring Note: If the prompt requires discussion of both causes and effects, responses must address both in order to earn both points
Scoring Note: For both points, if the prompt requires evaluation of a turning point, then responses must discuss developments that preceded AND followed.  For both points, if the prompt requires evaluation of the characteristics of an era, then responses can discuss developments that EITHER preceded or followed.  
The second part of the rubric is based on the skill involved… More on this later

11. Essay Rubric The third portion focuses on evidence…
Part C
Argument Develop-
ment: Using Evidence
2 points
1 point: Addresses the topic of the question with specific examples of relevant evidence
1 point: Utilizes specific examples of evidence to fully and effectively substantiate the stated thesis or a relevant argument
Scoring Note: To fully and effectively substantiate the stated thesis or a relevant argument, responses must include a broad range of evidence that, through analysis and explanation, justifies the stated thesis or a relevant argument.  
The third portion focuses on evidence…
YOU HAVE TO USE LOTS OF FACTS

12. Essay Rubric We’ll do this on Friday Turn the Page Part D Synthesis
1 point
Extends the argument by explaining the connections between the argument and ONE of the following:
A development in a different historical period, situation, era, or geographical area
A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history).
Scoring Note: The Synthesis point requires an explanation of the connections to different historical period, situation, era, or geographical area, and is not awarded for merely a phrase or reference.  
We’ll do this on Friday
Turn the Page

13. Your thesis must… BE DEFENSIBLE RESPOND TO ALL PARTS OF THE QUESTION
Read “What the Rubric Says”

14. The Steps to Writing a Thesis
Read the Prompt (WRITE THE FOLLOWING) a. What is the Subject b. What is the Time Period c. What is the Skill? d. What is it asking you to do? ALL PARTS
Look at the rubric to make sure you know what the skill is asking you to do?
3. Organize your evidence… (Write/Chart your EVIDENCE) a. What is your best approach
Write your thesis…
Check and make sure it address all parts of the question a. Is it defensible?

15. You try one: You’ll need one sheet of paper for the group
Evaluate the extent to which the Mexican-American War ( ) marked a turning point in the debate over slavery in the United States, analyzing what changed and what stayed the same from the period before the war to the period after it.  (2015)
Read the Prompt (WRITE THE FOLLOWING) a. What is the Subject b. What is the Time Period c. What is the Skill? d. What is it asking you to do? ALL PARTS
Look at the rubric to make sure you know what the skill is asking you to do?
3. Organize your evidence… (Write/Chart your EVIDENCE) a. What is your best approach
Write your thesis…
Check and make sure it address all parts of the question a. Is it defensible?

16. Evaluate the extent to which trans-Atlantic relations interactions between 1600 and 1763 contributed to continuity as well as fostering change in labor systems in the British North American colonies. (2015 Practice exam)
1. Read the Prompt (WRITE THE FOLLOWING) a. What is the Subject b. What is the Time Period c. What is the Skill? d. What is it asking you to do? ALL PARTS

17. Evaluate the extent to which the Mexican-American War ( ) marked a turning point in the debate over slavery in the United States, analyzing what changed and what stayed the same from the period before the war to the period after it.  (2015)
Read the Prompt (WRITE THE FOLLOWING) a. What is the Subject b. What is the Time Period c. What is the Skill? d. What is it asking you to do? ALL PARTS
Look at the rubric to make sure you know what the skill is asking you to do?

18. The Answers
Evaluate the extent to which the Mexican-American War ( ) marked a turning point in the debate over slavery in the United States, analyzing what changed and what stayed the same from the period before the war to the period after it.  (2015)
Read the Prompt (WRITE THE FOLLOWING) a. What is the Subject (Mexican American War) b. What is the Time Period (The Period Before 1846, , The Period After 1848) c. What is the Skill? (Periodization) d. What is it asking you to do? ALL PARTS (Evaulate whether it was a turning point or not, what changed, what stayed the same)

19. Evaluate the extent to which the Mexican-American War ( ) marked a turning point in the debate over slavery in the United States, analyzing what changed and what stayed the same from the period before the war to the period after it.  (2015)
Read the Prompt (WRITE THE FOLLOWING) a. What is the Subject b. What is the Time Period c. What is the Skill? d. What is it asking you to do? ALL PARTS
Look at the rubric to make sure you know what the skill is asking you to do?
3. Organize your evidence… (Write/Chart your EVIDENCE) a. What is your best approach

20. When Organizing your evidence
Try and determine whether there is more that is staying the same or more changing…
Your defensible statement, the “Evaulate” should be based on whether you have more evidence to support one or the other.
Make a T Chart for “What Changed” and “What Stayed the Same”

21. Periodization – Slavery Debate
Before Mexican American War
Post Mexican American War
Missouri Compromise (1820)
Abolitionist movement begins in North (William Lloyd Garrison, etc – Underground Rail Road,)
Nullification Crisis – SC threatens to secede
Compromise of 1850
Dred Scott (very close SC Ruling)
Abolitionist movement grows and may become more violent? (Bleeding KS, Harper’s Ferry, etc)
No great action taken by presidents to fix slavery debate – most came from great compromisers in congress (like Henry Clay)
Secession of Confederate States
Debates over Slavery in the Constitution (3/5 Compromise) – won’t work too early
Not the Period Directly Before
Reconstruction Amendments (13, 14, 15) are these too late?? YES!
Not the Period Directly After

22. Evaluate the extent to which the Mexican-American War ( ) marked a turning point in the debate over slavery in the United States, analyzing what changed and what stayed the same from the period before the war to the period after it.  (2015)
Read the Prompt (WRITE THE FOLLOWING) a. What is the Subject b. What is the Time Period c. What is the Skill? d. What is it asking you to do? ALL PARTS
Look at the rubric to make sure you know what the skill is asking you to do?
3. Organize your evidence… (Write/Chart your EVIDENCE) a. What is your best approach
Write your thesis… AS A GROUP

23. Evaluate the extent to which the Mexican-American War ( ) marked a turning point in the debate over slavery in the United States, analyzing what changed and what stayed the same from the period before the war to the period after it.  (2015)
Read the Prompt (WRITE THE FOLLOWING) a. What is the Subject b. What is the Time Period c. What is the Skill? d. What is it asking you to do? ALL PARTS
Look at the rubric to make sure you know what the skill is asking you to do?
3. Organize your evidence… (Write/Chart your EVIDENCE) a. What is your best approach
Write your thesis…
Check and make sure it address all parts of the question a. Is it defensible?

24. A potential Thesis statement:
The Mexican American war led to new, more intense debates between the North and South over the admittance of new states as either free or slave. However, the Mexican American war was not a turning point in the debate on slavery as many of the ways the debate manifested, such as government action like Congressional compromises, and grass roots movements like abolitionists, were already in existence before the war and only intensified after the Mexican American conflict.

25. Try one more with your group
Try one more with your group! Make sure to go through the steps and make a good attempt at this!
Evaluate the extent to which trans-Atlantic relations interactions between 1600 and 1763 contributed to continuity as well as fostering change in labor systems in the British North American colonies. (2015 Practice exam)
This should be written on the same sheet as the Mexican American War Question

26. Evaluate the extent to which trans-Atlantic relations interactions between 1600 and 1763 contributed to continuity as well as fostering change in labor systems in the British North American colonies. (2015 Practice exam)
Read the Prompt (WRITE THE FOLLOWING) a. What is the Subject b. What is the Time Period c. What is the Skill? d. What is it asking you to do? ALL PARTS
Look at the rubric to make sure you know what the skill is asking you to do?
3. Organize your evidence… (Write/Chart your EVIDENCE) a. What is your best approach
Write your thesis…
Check and make sure it address all parts of the question a. Is it defensible?

27. The Attempts YOU MUST BRING THIS SHEET TO CLASS ON WEDNESDAY.
DO NOT LOSE IT!!! IT IS YOUR EVERYTHING!
Turn the packet over…
Attempt this question ON YOUR OWN, if you don’t have enough time now, do it at home. Write all your thoughts and the thesis in this packet!

28. SHUT DOWN AND PLUG IN THE COMPUTER!
SEE YOU ON WEDNESDAY
SHUT DOWN AND PLUG IN THE COMPUTER!