1. ACE It! A Historical Writing Strategy John Burkowski Jr.
Academy for Advanced Academics
Adapted and Revised PowerPoint Layout Created by Jessica Jenkins

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3. WRITING COMMANDS

4. GENERAL GUIDELINES
Do not write an introduction or conclusion. This is not an essay.
Write in complete sentences. No bullet points or sentence fragments.

5. SUPER WRITING EXAMPLES
DEFINE
Define superhero.
A superhero is a benevolent figure with superhuman powers and capabilities.
[NOTE: The definition provides a simple meaning of the word, superhero.]

6. SUPER WRITING EXAMPLES
IDENTIFY
Identify a superhero figure and their power(s).
Superman is a superhero with superhuman strength, lighting speed, flight ability, and laser beam eyes.
[NOTE: The identification includes an enumeration of characteristics of Superman’s superpowers.]

7. SUPER WRITING EXAMPLES
DESCRIBE
Describe the relationship between Batman and Superman.
Batman and Superman began their relationship as enemies. Batman initially believed Superman to be a world threat with his vast superhuman powers while Superman believed Batman violated the rule of law with his vigilantism. Ultimately, they learned to respect each other and understood their purpose in protecting their respective homes and the world.
[NOTE: The description provides the most significant characteristics of the relationship between the two superheroes.]

8. SUPER WRITING EXAMPLES
EXPLAIN
Explain the reasons why Batman considers Superman a threat.
Batman considers Superman a threat because of his virtually unlimited strength and superhuman powers. Superman cannot be destroyed by conventional military weapons and could use his speed or laser beams to commit crimes, including murder. Batman believes Superman, an alien being, holds no real obligation to Earth and could use his superhuman powers to conquer or even destroy Earth.
[NOTE: The explanation provides reasons for causal patterns and provides logical connections. A keyword used is “because.”]

9. SUPER WRITING EXAMPLES
COMPARE
Compare the superhero capabilities (powers) of Batman and Superman.
Batman and Superman both possess genius-level intelligence. However, Batman does not possess the superhuman strength, speed, flight, or laser beam eyes of Superman, but uses his vast wealth to develop technology and resources in his fight against crime in Gotham City.
[NOTE: The comparison identifies similarities AND differences between both. It describes details of BOTH compared elements.]

10. A GENERAL WRITING APPROACH
In English Language Arts:
Claim
The argument to be proven.
Evidence
The facts and/or paraphrases and quotes used to support the claim.
Commentary
The explanation on how the evidence proves the claim.

11. “ACE IT!”
Three sentences for each part of a high-level critical thinking short-answer question.
A = Answer. You directly answer the question by identifying your historical claim Use specific factual information, if applicable.
C = Cite You briefly define/describe your claim Use specific factual information In stimulus-based questions, use a word or image component (“snag a word/image”)
E = Expand. You explain the choice of your historical claim in response to the question and logically connect it to relevant historical developments “How and why your claim best addresses the intent of the question.”

12. ACE*: Answer, Clarify, Explain ASE: Answer, Support, Explain
AKA
ACE*: Answer, Clarify, Explain
ASE: Answer, Support, Explain
APE: Answer, Proof, Explain
TEA: Thesis, Evidence, Analysis
IDC: Identify, Describe, Connect
PIE: Point, Illustrate, Explain

13. Ace – e (expand)
This last component requires you to explain how your Answer best addresses the prompt.
There exists an intent and focus to assess historical understanding on a targeted historical benchmark and standard.
These questions are developed by historians and teachers of history. They are inherently designed to directly assess key concepts, but also assess broad historical phenomenon.
”Close the loop.” The explanation should connect or tie back the Answer to the prompt and fulfill its historical intent.
Why Expand? The explanation of the Answer should include a further connection to a direct or broad historical phenomenon relevant to the intent and focus of the question.

14. Example COMPARE AND CONTRAST
Compare and contrast the Anti-federalists and the Federalists on issue of the central government’s power.
A(nswer)
The Anti-federalists preferred a weak central government whereas the Federalists argued for a strong central government.
C(ite)
Anti-federalists believed power should ultimately rest with the state governments as originally intended with the Articles of Confederation. The Federalists argued a the central government should assume expanded national powers, such as interstate commerce regulation and taxation, and be the supreme government over the states.
E(xpand)
Federalists argued the weak national government under the Articles of Confederation presented a danger to the national economy and general welfare of the people. The Anti-federalists worried a strong central government under the Constitution would come at the cost of the will of the people and the sovereignty of the states.

15. Example EXPLAIN OR HOW/WHY
Explain the effects of a weak central government under the Articles of Confederation.
A(nswer)
The weakness of the national government under the Articles of Confederation led to troubling economic issues.
C(ite)
The Congress under the Articles of Confederation could not tax to generate revenue and could not regulate interstate commerce.
E(xpand)
The states generally failed to provide funding to the national government and the national government needed to keep borrowing funds, expanding its debt. States taxed each other and even banned trade from other states leading to severe economic crises in several states, such as Shays’s Rebellion in Massachusetts.

16. Example ANALYZING EVIDENCE
Briefly explain the point of view of the political cartoon on the Article of Confederation.
A(nswer)
The political cartoon believes the national government under the Articles of Confederation will struggle due to limited powers.
C(ite)
The national government cannot enforce laws or collect taxes making it difficult to accomplish major policies.
E(xpand)
The weakness of the national government under the Articles of Confederation due to its lack of major powers could lead to political and economic disaster for the nation.

17. EXAMPLE interpretation
“The subject speaks of its own importance; comprehending in its consequences nothing less than the existence of the Union, the safety and welfare of the parts of which it is composed, the fate of an empire in many respects the most interesting in the world.” – Alexander Hamilton, The Federalist 1.
“The fate of this question and America may depend on this: Have they said, we the States? Have they made a proposal between the States? If they had this would be a confederation…” – Patrick Henry, Speech before the Virginia Ratifying Convention
Briefly explain the difference between Hamilton’s interpretation and Henry’s interpretation on the ratification of the United States Constitution.
A(nswer)
Hamilton argued the Constitution was necessary to preserve the United States and Henry believed the Constitution ignored the will of the individual states.
C(ite)
Hamilton argued the ratification of the Constitution would help secure the safety and welfare of American society whereas Henry believed the Constitution ignored and dismissed the confederation between the states.
E(xpand)
Hamilton understood the central government under the Constitution would be more effective in securing the interests of Americans given the failure under the Articles of Confederation. Henry believed the Constitution virtually ignored the states in its development and in the ratification in violation to the contract and laws under the Articles of Confederation.

18. RECOMMENDED ACE APPLICATION
Not designed to be an immediate writing solution.
Strategy should be applied regularly and consistently throughout the course.
Applied to different types of short-answer questions to address historical benchmarks and skills.
Practice, practice, practice.
Timing
Apply extended times in early development and application.
Administer questions in an exam-timed situation to assess mastery.
Allow students to adapt the strategy to their capabilities.
Adapt the strategy to your classroom, when preferred.

19. GENERAL WRITING GUIDELINES
Be explicit.
Always use specific factual and historical evidence and avoid answering only in generalizations.
Do not simply quote words or phrases from excerpts.
Unnecessary phrases to avoid: “According to the historian…,” “As seen in the excerpt/graph/image…,” “As written/mentioned by…”
Use active verbs and active voice.
Diction and syntax play an important role in establishing a confident historical claim and assertion in addition to developing concise responses.
GENERAL -> Europeans brought over diseases to the Americas and it had an impact on Native populations.
GO FOR THIS -> Contagious European diseases decimated Native populations.

20. STRATEGIC VALUE of ace Keeps short-answer question responses concise.
Increases likelihood of earning each point, particularly on interpretation prompts.
Develops ability to prove and substantiate claims and explanations.
Serves as a scaffolding technique for essay responses.
Encourages sophisticated historical writing.
Should be constantly and consistently applied with short-answer questions.
Common application with other disciplines using writing as part of their assessments.