Writing for the AP U.S. History Exam

Writing for the AP U.S. History Exam Answering Short-Answer Questions, Writing Long Essays and Document-Based Essays James L. Smith

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Two Types of Argumentative Writing 1. Persuasive: Defense of an opinion that is designed to persuade readers to change their minds. 2. Analytical: Defense of a conclusion that is based on an examination of original source documents, secondary sources, and any other data relevant to the question being addressed. (The AP U.S. History exam will focus on analytical or thinking.) Elements of an Argumentative Essay 1. Introduction: Although the introduction might provide a definition of terms, background information, or points of validation, the one essential element of the introduction is a thesis statement. a. A thesis statement is a single sentence that states the central idea of the entire essay. b. A thesis statement must address all parts of the essay question. c. A thesis statement should pass the show me test. 2. Body: Specific, accurate, and relevant information to support the thesis. May also anticipate and address arguments that run counter to the thesis. 3. Conclusion: A summary of the author s point of view. The author makes a final statement regarding the claim stated in the thesis. The conclusion must be consistent with the thesis. 1

Using Quick Writes in an AP or Pre-AP History Class 1. The Importance of Writing in an AP U.S. History Class Sixty percent of the AP U.S. History exam is written Short-Answer Questions (20%) Document-Based Essay (25%) Long Essay (15%) 2. Stating the Obvious A. Writing is an essential academic skill. B. Success on the AP U.S. History exam requires students to write well. C. Learning how to write well requires students to write often. The secret to writing well is practice actual writing experience. In general, the more you write, the better a writer you will become. Scott Edelstein 3. Defining Quick Writes Quick Writes require students to spend 3-10 minutes writing a response to a question that asks them to make an assertion and then defend that assertion with specific, accurate, and relevant information. 4. Rationale for Using Quick Writes in an AP U.S. History Class A. An opportunity for students to write often. B. An opportunity for teachers to help students develop one writing skill at a time. C. An opportunity for teachers to help students isolate writing problems one at a time. D. An opportunity for teachers to provide nonthreatening writing assignments that help students build confidence in their ability to write. E. An opportunity for students to practice historical argumentation in way that helps them prepare for answering short-answer questions and essay questions. 5. How to Use Quick Writes in an AP U.S. History Class A. Provide students with a writing prompt based on a historical topic they are currently studying. The writing prompt should be based on a historical question in which the answer is open to interpretation. B. Provide students with 3-10 minutes to address the prompt by making an assertion and then defending the assertion with specific, accurate, and relevant information. Students should state their assertions in the first sentence of the Quick Write. 2

6. Creating Writing Prompts Create prompts that are framed in one of three ways: A. An incomplete sentence. The primary cause of the War of 1812 was The most important reason historians might rank Abraham Lincoln as a great president is The most significant reason African Americans migrated from the rural South after World War II was The U.S. had trouble winning the war in Vietnam primarily because B. An either/or option. Alexander Hamilton s financial plan was / was not designed primarily to help the wealthy. Thomas Jefferson s actions as president did / did not conform to his strict interpretation of the U.S. Constitution. The Civil War was / was not an inevitable conflict. In forming U.S. policy toward China in the late 1940s, President Truman was most affected by the advice of the Department of State / Defense. C. An open-ended analytical prompt. What was the most significant way that the French and Indian War altered the relationship between Britain and its American colonies? Analyze the effectiveness of political compromise in reducing sectional tensions in the period 1820 to1861. To what extent, if any, did the United States achieve the objectives that led it to enter the First World War? Analyze the extent to which the role of the federal government changed during Franklin Roosevelt s presidency. 7. Teaching Students to Pre-Write A. Students should begin longer Quick Writes (7-10 minutes) by taking a few moments to plan what they will write in a short pre-writing session. B. Students should first cluster information about the required topic. Students can cluster information by either jotting down everything they know about a topic or by jotting down the information they have gleaned from analyzing documents. During the clustering stage, students should avoid making immediate judgements about whether they will use the information or in what context they might use it. C. After clustering, students should form a thesis statement, choose the information they will use to support the thesis, and then organize the information into an outline. 8. Sample Rubric for Quick Write Assignments High contains a considerable amount of specific, accurate, and relevant information to defend the assertion demonstrates an in-depth and sophisticated understanding of terms and events. Medium contains some specific, accurate, and relevant information to defend the assertion demonstrates an adequate understanding of terms and events. Low contains little specific, accurate, and relevant information to defend the assertion; too many generalizations demonstrates an inadequate understanding of terms and events. 3

Short-Answer Questions 1. Each of the four short-answer questions will directly address one or more of the thematic learning objectives for the course. 2. Short-answer questions will require students to use historical thinking skills to respond to a primary source, a historian s argument, nontextual sources such as data or maps, or general propositions about U.S. history. At least one of the short-answer questions will ask students to interpret a secondary source. 3. Short-answer questions will ask students to identify and analyze examples of historical evidence relevant to the source or question; these examples can be drawn from the concept outline or from other examples explored in depth during classroom instruction. Students should use short-answer questions to demonstrate their historical knowledge and bring to the AP exam what they have learned about a specific topic. 4. Short-answer questions will not require students to develop an overall thesis for all three parts of the question. The questions will provide specific instructions, asking students to select, choose, describe, explain, provide information, etc. Students should simply answer each of the three parts to the question. 5. Short answers will not be evaluated with a rubric. Readers will be given scoring notes, which provide information that might be included in the answer. Note: a. Answers should be written in complete sentences. b. Students should keep their answers within the box provided on the exam. 4

Long Essay Question 1. Students will be given a choice between two comparable long essay options. 2. Both long essay questions will focus on the same historical thinking skill. 3. Both questions will be designed to measure how well students use the historical thinking skill to explain and analyze significant issues in U.S. history as defined by the thematic learning objectives. 4. Student essays must include the development of an argument (a thesis) supported by an analysis of specific and relevant historical evidence. 5. Questions will be limited to topics or examples specifically mentioned in the concept outline. The questions will be framed, however, to allow student answers to include illustrative examples learned from the concept outline, textbook, teacher or some other historical resource. 5

Long Essay Rubric Maximum Possible Points: 6 A. THESIS Presents a thesis that makes a historically defensible claim and responds to all parts of the question. The thesis must consists of one or more sentences located in one place, either in the introduction or the conclusion. B. ARGUMENT DEVELOPMENT: USING THE TARGETED HISTORICAL THINKING SKILL Comparison Describes similarities AND differences among historical individuals, events, developments, or processes. Explains the reasons for similarities AND differences among historical individuals, events, developments, or processes, OR, DEPENDING ON THE PROMPT, evaluates the relative significance of historical individuals, events, developments, or processes. Causation Describes causes AND/OR effects of a historical event, development, or process. Explains the reasons for the causes AND/OR effects of a historical event, development or process. Scoring Note: If the prompt requires discussion of both causes and effects, responses must address both causes and effects in order to earn both points. Continuity and Change over Time Describes historical continuity and change over time. Explains the reasons for historical continuity AND change over time. Periodization Describes the ways in which the historical development specified in the prompt was different from and similar to developments that preceded AND/OR followed. Explains the extent to which the historical development specified in the prompt was different from and similar to developments that preceded AND/OR followed. 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. C. ARGUMENT DEVELOPMENT: USING EVIDENCE Addresses the topic of the question with specific examples of relevant evidence. Utilizes specific examples of evidence to fully and effectively substantiate the stated thesis or 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. D. SYNTHESIS Extends the argument by explaining the connections between the argument and ONE of the following: a) A development in a different historical period, situation, era, or geographical area. b) 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 phase or reference. 6

Document-Based Question (DBQ) The document-based question measures students ability to analyze information taken from historical documents and use their analysis of that information as evidence to support a historical argument. In short, a document-based question requires students to write an essay in which the defense of the thesis comes primarily from an analysis of historical documents. As with the long essay, responses to the document-based question will be judged on students ability to formulate a thesis and support it with specific, accurate, and relevant information. The seven documents included in the document-based question are not confined to a single format, may vary in length, and are chosen to illustrate interactions and complexities within the material. The documents may include charts, graphs, cartoons, and pictures, as well as written materials. In addition to calling upon a broad spectrum of historical skills, the diversity of materials will allow students to assess the value of different sorts of documents. The document-based question will typically require students to relate the documents to significant time periods and themes in U.S. history. For this reason, outside knowledge beyond the specific focus of the question is important and must be incorporated into a student s essay to earn the highest score. 7

How Can Teachers Best Prepare Students to Answer DBQ s? 1. Help students become comfortable with the process of making historical arguments in writing. a. Require students to write often. b. Use short writing assignments to provide students with plenty of opportunities to develop the skill of historical writing. 2. Help students become comfortable with the process of analyzing historical documents. a. Make the analysis of historical documents a routine part of the class. b. Ask students to analyze documents using the acronym MS HAP-P. Using MS HAP-P to Analyze Documents Main Idea What is the document about? What point is the document trying to convey? Significance So what? How does the document relate to the topic of the question? Why is the document important? Historical Context Where and when was the document created? Do the place and time affect the meaning of the document? Audience For whom was the document created? Does the intended audience affect the document s reliability? Purpose Why was the document created at the time it was created? Point of View (POV) Who created the document? Does the author have a viewpoint that affects the meaning of the document? 8

Big Picture Question: To what extent, if any, were the Neutrality Acts of 1935-39 responsible for World War II? Source: http://kcz813.tripod.com/id11.html 9

DBQ Rubric Maximum Possible Points: 7 A. THESIS AND ARGUMENT DEVELOPMENT 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 in the introduction or the conclusion. Scoring Note: Neither the introduction nor the conclusion is necessarily limited to a single paragraph. Develops and supports a cohesive argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence such as contradiction, corroboration, and/or qualification. B. DOCUMENT ANALYSIS Utilizes the content of at least six of the documents to support the stated thesis or a relevant argument. Explains the significance of the historical context, audience, author s purpose, and/or author s point of view for at least four documents. C. USING EVIDENCE BEYOND THE DOCUMENTS Contextualization: Situates the argument by explaining the broader historical events, developments, or processes immediately relevant to the question. Scoring Note: Contextualization requires using knowledge not found in the documents to situate the argument within broader historical events, developments, or processes immediately relevant to the question. The contextualization point is not awarded for merely a phrase or reference, but instead requires an explanation, typically consisting of multiple sentences or a full paragraph. Evidence beyond the Documents: Provides an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument. Scoring Notes: This example must be different from the evidence used to earn other points on this rubric. This point is not awarded for merely a phrase or reference. Responses need to reference an additional piece of specific evidence and explain how that evidence supports or qualifies the argument. D. SYNTHESIS Extends the argument by explaining the connections between the argument and ONE of the following: a) A development in a different historical period, situation, era or geographical area. b) 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. 10

Writing the DBQ: A Six-Step Process Step 1: Read the question. Make sure you understand all parts of the question and can break it down into its required categories and topics. Step 2*: Construct a working thesis statement. State this thesis in the affirmative. Step 3: Prepare to analyze the documents. a. Create Yes / But charts to test your working thesis against each category or topic. b. Create a list for any categories or topics that do not require a Yes / But chart. Step 4: Read and analyze the documents. a. Use MS HAP-P to analyze documents and complete Yes / But charts. 1) Begin by identifying the Main Idea and the Significance. 2) After identifying the Main Idea and Significance choose at least one item of analysis from the acronym HAP-P. Historical Context Where and when was the document created? Audience For whom was the document created? Purpose Why was the document created? Point of View (POV) Who created the document? b. Jot down information from beyond or outside the documents that might be relevant to answering the question. Step 5: Put everything together. a. Create a final thesis statement that addresses all parts of the question. b. Select information from six documents that will support your thesis. c. Select one or more elements of HAP-P from four documents to defend your thesis. d. Identify information from outside the documents that will help you defend your thesis. e. Prepare to address counterarguments and contradictory evidence. f. Prepare to address the historical context of the question s topic by connecting it to a broader regional, national,or global development. g. Prepare to synthesize information by connecting the question s topic to other historical periods, geographical areas, or categories of analysis. Step 6: Write the Essay. The DBQ should take a total of 55 minutes to answer. Spend 15-20 minutes on the first five steps. Writing the essay should take 35-40 minutes. *Instructions for DQBs that do not lend themselves to a working thesis statement. Step 2: Skip this step when the question does not lend itself to an easy-to-identify working thesis. If you skip this step, you will need to wait until you have analyzed some or all of of the documents to create your thesis statement. Step 3: If you did not create a working thesis in Step 2, wait until you have read some or all of the documents to create Yes / But charts to test your thesis. Step 4: The significance of a document may not be identifiable until your thesis comes into focus. (With some document-based questions, you will not be creating Yes / But charts until after you have analyzed documents and your thesis has come into focus.) 11

Three Levels of Difficulty for Document-Based Questions Level 1 (one category of analysis) 1. With the respect to the federal Constitution, the Jeffersonian Republicans are usually characterized as strict constructionists who were opposed to the broad constructionism of the Federalists. To what extent was this characterization of the two parties accurate during the presidencies of Jefferson and Madison? In writing your answer, use the documents and your knowledge of the period 1801-1817. (1998 DBQ) 2. Reform movements in the United States sought to expand democratic ideals. Assess the validity of this statement with specific reference to the years 1825-1850. Use the documents and your knowledge of the period 1825-1850 in constructing your response. (2002 DBQ) 3. How successful was organized labor in improving the position of workers in the period from 1875 to 1900? Analyze the factors that contributed to the level of success achieved. Use the documents and your knowledge of the period form 1875 to 1900 to construct your answer. (2000 DBQ) Level 2 (two or more categories of analysis) 4. In what ways and to what extent did constitutional and social developments between 1860 and 1877 amount to a revolution? Use the documents and your knowledge of the period from 1860 to 1877 to answer the question. (1996 DBQ) 5. To what extent had the colonists developed a sense of their identity and unity as Americans by the eve of the Revolution? Use the documents and your knowledge of the period 1750 to 1776 to answer the question. (1999 DBQ) 6. Analyze the responses of Franklin D. Roosevelt s administration to the problems of the Great Depression. How effective were these responses? How did they change the role of the federal government? Use the documents and your knowledge of the period of 1929-1941 to construct your essay. (2003 DBQ) 7. To what extent did the American Revolution fundamentally change American society? In your answer, be sure to address the political, social, and economic effects of the Revolution in the period from 1775 to 1800. (2005 DBQ) 8. Analyze the ways in which the Vietnam War heightened social, political, and economic tensions in the United States. Focus your answer on the period 1964 to 1975. (2008 DBQ) 9. How and why did the goals of United States foreign policy change from the end of the First World War (1918) to the end of the Korean War (1953)? (2014 DBQ) 12

Level 3 (no clear working thesis statement, includes a prompt to analyze, discuss, examine, evaluate, etc.) 10. Analyze the changes that occurred during the 1960s in the goals, strategies, and support of the movement for African American civil rights. Use the documents and your knowledge of the history of the 1960s to construct your response. (1995 DBQ) 11. Discuss the changing ideals of American womanhood between the American Revolution (1770's) and the outbreak of the Civil War. What factors fostered the emergence of republican motherhood and the cult of domesticity? Assess the extent to which these ideals influenced the lives of women during this period. In your answer be sure to consider issues of race and class. (2006 DBQ) 12. In the post Civil War United States, corporations grew significantly in number, size, and influence. Analyze the impact of big business on the economy and politics and the responses of Americans to these changes. Confine your answer to the period 1870 to 1900. (2012 DBQ) 13. Analyze the causes of growing opposition to slavery in the United States from 1776 to 1852. In your response, consider both underlying forces and specific events that contributed to the growing opposition. (2013 DBQ) 14. Explain the reasons why a new conservatism rose to prominence in the United States between 1960 and 1989. (2015 DBQ) 15. Explain the causes of the rise of a women s rights movement in the period 1940-1975. (2016 DBQ) Tips for Writing the DBQ 1. Students can use the introductory paragraph to define terms, provide historical background, define the time period, or state points of validation. In most cases, students should not write an introduction that is too long; introductory information should be kept to a minimum. 2. Students should refer to documents within the text of their essay (e.g., According to the Census Report of 1890 or As evident in John Kennedy s Address to Congress in 1961 ). Students might also refer to documents in parentheses referencing the number of the document. (e.g., Doc 1 ). 3. Simply restating what a document is about is not enough. Students should make sure they analyze documents. ( Analysis of a document might include providing an explanation of the significance of the document, making an inference from the document, or presenting a counterargument to the main idea of the document.) 4. Students should avoid creating a laundry-list explanation of each document. 5. Students should avoid quoting long passages from documents. 13

Organizing Essays for AP U.S. History Comparison Option 1 Subject-by-Subject Begin by saying everything about one subject, point-by-point, and them move to the next subject. Option 2 Point-by-Point Discuss one point of comparison at a time and how that point applies to each subject before moving to the next point. Causation Option 1 Thesis identifies one main cause that led to several effects Effect Effect Effect Option 2 Thesis identifies several causes led to a single historical development Cause Cause Cause Continuity and Change over Time Option 1 Chronological Begin with the continuities and changes at the beginning of the time period. Move to the continuities and changes at the middle of the time period. Finish with the continuities and changes at the end of the time period. Option 2 Topical Identify specific topics and discuss the continuities and changes over time on those topics. Periodization Option 1 Subject-by-Subject Begin by stating everything about one historical development or time period, point-by-point, and then move to the next historical development or time period. Option 2 Point-by-Point Discuss one point of comparison at a time and how each point is applied to each historical time period before moving to the next point. Contextualization Contextualization will not be the main focus of an essay, but rather an additional skill that students may be required to address. 14

Scoring Notes for Long Essays and DBQ s On Accuracy The components of the rubric require that students demonstrate historically defensible content knowledge. Given the timed nature of the exam, the essay may contain errors that do not detract from the overall quality, as long as the historical content used to advance the argument is accurate. On Clarity These essays should be considered first drafts and thus may contain grammatical errors. Those errors will not be counted against a student unless they obscure the successful demonstration of the content knowledge and skills described above. Peer Evaluation of Essays Writing the Essay 1. Explain the rubric to students before they write an essay. 2. Give students an ID number, and ask them to write their ID numbers on their essays rather than their names. Only the teachers should know the ID numbers. 3. Give students time in class to write their essays. 4. After students have finished writing their essays, ask them to underline their thesis statements. Reading the Essays 1. Hand out completed essays for students to read. On one copy of the rubric, students should write Read by ID #. Student readers should identify themselves with an ID number rather than their names. 2. Ask students to read and evaluate the essays. Students should check each category on the rubric according to their evaluation. 3. Require students to write comments on the back of the rubric. Students should make constructive comments and add words of encouragement. 4. Each essay should be read by at least two students. Final Evaluation The teacher should decide the final grade for all essays. 15