1. LEQ
Long Essay Question

2. What is the LEQ 1 Question 35 minutes 15% of total exam score
Chosen from a pair
35 minutes
15% of total exam score
Each point is worth 3.47 multiple choice questions

3. What else?
Will measure the use of HTS to explain and analyze significant issues in world history as defined by the thematic learning objectives
Must include the development of a thesis or argument supported by an analysis of specific, relevant historical evidence

4. Pilot exam, 2016 LEQ: Question 2
Using specific examples, analyze causes of imperial expansion and consolidation in the period circa 600 BCE to 600 CE.
There will be a choice of two questions. The second choice for the pilot was the same except focusing on “decline and collapse” instead of “expansion and consolidation.” Same period, same skill.
It is important to teach students to address ALL parts of the question in the thesis. “Causes” is plural so at least two causes must be addressed. What is different here between the prompt and the scoring guidelines is that we have change “and” to “and/or.”
Explain why:
a) It was a pilot with students who had only a brief training on the question format.
b) The intent of the question was about the process of expansion; students often conflate the two; and if a similar question were to appear again it would most likely appear as “and/or”.
Note: “causes” is plural and thus the question demands at least two causes

5. LEQ rubric in brief: 6 points possible
A. Thesis: point
B. Using targeted skill: points
Might be: Causation; CCOT; (Describe)
Comparison; Periodization (Explain)
C. Using evidence points
(Address)
(Substantiate)
D. Synthesis point
No more expanded core.

6. A. Thesis
Makes a historically defensible claim
Addresses at least two appropriate causes of imperial expansion and/or consolidation in the period 600 BCE to 600 CE
Cannot be counted for credit in any other portion of the rubric

7. Example of successful thesis:
“From 600 BCE to CE, several states developed a desire for resources which ultimately led to the development of new strategic methods for conquest and later on the attempt to maintain conquered lands through influential cultural traditions.”
Note that thesis can achieve credit in this particular question without mentioning a specific empire. Causes must be specific.

8. Example of successful thesis:
“From 600 BCE – 600 CE in Rome, the building of economic power through trade and roads, and the standardizing of a Roman currency, language, and religion helped Rome grow.”
A successful thesis can make a comparative statement about two empires, focus upon a single empire, or not mention a specific empire—as long as it specifies at least two causes.
Multiple causes are given for a single empire.

9. Example of unsuccessful thesis:
“From 600 B.C.E. to 600 C.E, Imperial expansion and consolidation was caused by many reasons, but specifically religions/trade and power.”
Specifics given are too general.

10. Identify with some qualification.
What is meant by ‘describe’?
Identify with some qualification.
An acceptable example:
“The Romans used a system of roads to
connect the empire.”
An unacceptable example:
“Romans had roads.”
Active verbs help!
Note difference between “had” and “used.”

11. Successful example of describing a cause:
“The creation of an effective bureaucracy promoted imperial consolidation in the Han and Roman empires.”
This example states an appropriate cause of consolidation, but without development of the statement. It is simply identification of a cause with some qualification (“creation,” “effective bureaucracy”).

12. Successful example of describing a cause:
“The Roman Empire’s advanced military allowed them to conquer new lands.”
Qualification: “advanced military”
Active verbs: “allowed them to conquer”
Note that students must describe two causes
to get the point.

13. Unsuccessful example of describing a cause:
“Trade was also a very huge influence, the Romans went through Europe and went to Asia for goods, by land and by sea.”
The example does not describe a cause of expansion
or consolidation. “Influence” is unclear.

14. Successful example of explaining a cause:
“Another example of something that would aid empire building was religious justification. Not only did the emperors use God to justify their rule, some of them even made people believe that they themselves were gods. This made people believe the emperors were supposed to be in power and allowed rulers to inflict harsh taxes and laws on the people without much opposition.”
This is a high bar point, demanding analytical thought.
The last sentences explain the cause, analyzing why religious justification consolidates imperial power.

15. Successful example of explaining a cause:
“Technology was also critical to consolidating these large empires. Agricultural technology, such as irrigation systems, maintained the populations, while infrastructure like canals and roads helped link all part of the empire together. Without advanced technology, Rome and China would not have been able to maintain their empires.”
Even though multiple examples of technology are given, this is still explanation of one cause: technology. The student must explain two causes to get the point.

16. Unsuccessful example of explaining a cause:
“With tax money, they expanded roads and made water works. Rome made aqueducts, Persia made qanats, and China created dams. With constant flow of water this distracted the people of the empire.”
This attempt is not an accurate explanation of a cause for expansion or consolidation.

17. Using Evidence
1 point
Addresses the causes of imperial expansion and/or
consolidation with at least three specific examples of relevant evidence from an appropriate state or empire in the period 600 BCE to 600 CE.
Responses can earn this point without having a stated thesis or argument.

18. Important consideration for “Addresses” point:
This part of the rubric is less about the historical
thinking skill of causation and more about using
evidence. Thus, if the evidence is related to the topic
of the question (imperial expansion or consolidation),
it is acceptable. It does not have to be directly tied to a cause.

19. “The Han used the Mandate of Heaven.”
Examples of evidence:
“The Han used the Mandate of Heaven.”
“They also created Confucian schools to teach
the ones who were going to be in charge one day.”
“The aqueducts helped regulate the water which brought many benefits to Rome. They now had some portable water at home.”
The evidence examples are related to the topic of imperial expansion or consolidation, even if not explicitly tied to a cause.

20. C. Using evidence (continued)
1 point
Fully and effectively substantiates the stated thesis or a relevant argument about the causes of imperial expansion and/or consolidation, utilizing at least three specific examples of evidence from one or more appropriate states or empires in the period 600 BCE to 600 CE.
Substantiation entails using the evidence analytically to justify or support the stated thesis or argument.

21. Note that the “substantiates” point can be achieved
by:
Using evidence to substantiate the thesis.
or:
Using evidence to substantiate an overarching
argument.

22. Successfully substantiating an argument with evidence:
“The administration of power throughout civilizations assisted in unifying the empire. Empires throughout Eurasia were constantly expanding. For example, Rome’s rule was spread out all across the Mediterranean. In order to keep their rule constant, they put in the idea of “pater familias”, or more commonly known as “the father of the house.” This idea forced Roman’s ideology to the male of each household. In Han China, the emperor created Confucian universities to help discover intellectuals to work under the Mandate of Heaven. In Persia King Darius hired spies to keep an eye out for the satrapies that ruled in different regions. By implementing these ideas for overseeing large empires, this brought empires together by being able to know what was happening.”

23. The paragraph opens with description of a cause:
“The administration of power throughout civilizations assisted in unifying the empire.”
This paragraph goes on to earn the ‘substantiates’ point by analytically utilizing three pieces of evidence to substantiate the argument about cause:
In order to keep their rule constant, they put in the idea of “pater familias”, or more commonly known as “the father of the house.” This idea forced Roman’s ideology to the male of each household. In Han China, the emperor created Confucian universities to help discover intellectuals to work under the Mandate of Heaven. In Persia King Darius hired spies to keep an eye out for the satrapies that ruled in different regions.
Students can achieve this point by substantiating a single cause, two or three causes, as long as they do so using three pieces of evidence.
Note that the pater familias supports the argument because it is tied to Roman rule and ideology.

24. Note that students can achieve the “substantiates” point by substantiating a single cause, two or more causes, as long as they do so using three pieces of evidence.
commons.wikimedia.org

25. Note: specific examples that earn the “addresses”
point can be used to support the “substantiates” point.
The “substantiates” point does not require an
additional three pieces of evidence.
These are still separate points, so don’t think of it double-dipping. Rather, “substantiates” scaffolds on top of appropriate evidence. Basic level thinking skill to higher-level thinking skill.
Persian satraps (Wikpedia commons)

26. Response must extend the argument by
D. Synthesis
1 point
Response must extend 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 that is not the focus of the essay.
A different discipline or field of inquiry.
Must be more than a phrase or reference.
Because of the inclusive geographical breadth of this question, most attempts at synthesis have been made by connecting to different historical periods.

27. Example of achieving synthesis by connection to
different historical period:
“This second wave expansion is not unlike the colonialism of the modern wave through the 19th and 20th centuries. Like in the second wave, large political entities such as the British used xenophobia and racist views to maintain harsh control over subject areas. Public works like telegraph lines allowed fast emergency contact as well as recreational communication which makes the people happy.”
The essay’s body talks about roads and public works, as well circuses, etc., so the last sentence above is especially applicable.

28. Unsuccessful synthesis attempt through different historical period:
“Imperial expansion and consolidation between 600 BCE and 600 CE was caused by the Han and Romans using a strong government and a sense of standardization among the people. This can be compared to the Ottoman empire expanding in the early modern period.”
The example lacks explanation and is
simply a reference.

29. Example of achieving synthesis through connecting
to a course theme that is not the central focus of
the question:
“Cultural unity was necessary to maintain the
Roman and Chinese empires. Both empires had
pride in their respective nationalities and identified
with their empires. The people were bound by
common languages, like Latin and Chinese, and
shared similar belief systems.”
The main focus of the question is state building, so a
focus on culture can be used to achieve synthesis.

30. Unsuccessful attempt to achieve synthesis by connecting to a different theme:
“The Mediterranean’s mild climate allowed them to grow all sorts of crops, and, though they only controlled a narrow stretch of land along the coast, that was all they needed to build a mighty empire.”
This attempt at environmental theme is unsuccessful because of inaccuracies and over-simplification.

31. Achieving synthesis by connecting the argument to
a different discipline or field of inquiry:
A potential example could include insights from
human geography to describe the relationship
between environment, agricultural productivity,
and population growth, leading to consolidation
and expansion of empires.

32. An unsuccessful attempt to achieve synthesis by connecting the argument to a different discipline or field of inquiry:
“Throughout history the rich have oppressed the poor. But sooner or later the oppressed become conscious of the oppression and begin to plot and organize to change their fate.”
The example may be attempting to bring insights from sociology, psychology or Marxian theory, but it falls short of providing an explanation for the specific processes of imperial expansion.