However, the more you practice, the easier this will become. There are two strands here. Must consist of one or more sentences located in either the introduction or the conclusion. You are supposed to be able to juggle multiple skills argumentation, contextualization, periodization, synthesis… as well as actual content knowledge and use them all at once to make a concrete argument. .
Let's look at what the College Board says. Remember, the question will be complex and ask about relationships between different types of evidence. Good news: you will have an option between two choices. Some helpful tips… Though this question tests your ability to think and describe relationships and arguments in context of one another, there is no replacement for content knowledge. So if the question is about, for example, warfare during the Civil War versus the French and Indian War, you must give enough background information about one or both of those events to convince the grader that you know what you are talking about when you make claims about one or both of those processes. While they are all related — and while no knowledge exists in a vacuum — give yourself the freedom to focus on different skills each time you practice.
Just like a touchdown and extra point, the new is worth seven points. In other words, you must do more than merely refer to a different historical time period, development, process, or approach. Don't think you have to write 5 pages here. One sentence will not cut it. This just means that you can show a relationship between your argument and a different type of argument.
This flexibility gives you room to write a thesis that explicitly addresses all parts of the question, makes an accurate and well-supported argument, and uses complex reasoning to illustrate historical relationships and reasoning. Flashcards that list the salient facts about a big event or relevant document can be very helpful here. Instead, focus on one or two skills at a time. What was it used for? Again, all discussions of the documents must demonstrate that you can use the documents to strengthen your argument and support your thesis. Total Possible Points: 7 Thesis and Argument Development: 0-2 points This strand of the rubric targets your historical argumentation skills.
Again, to do this properly, you must be able to write at least a paragraph giving additional context on the specific documents. The College Board expects at least a paragraph of contextualization, if not more. These can include primary sources, secondary scholarship, images, text… You may not be familiar with all of the documents, but you must be able to use what you know either background information or context clues from the documents themselves in order to make a coherent historical argument that supports your thesis. The three question options all address the same theme and assess the same reasoning skill. Must consist of one or more sentences located in either the introduction or the conclusion.
If the prompt requires discussion of both causes and effects, response must address both causes and effect in order to earn both points. In other words, though you may have used outside evidence in the previous strand Document Analysis , you must now refer to additional evidence that explains the documents and their relationship to your broader historical argument. You must use at least six of the documents to support your thesis. In order to receive the highest scores, students must develop an argument and support it with an analysis of specific, relevant historical evidence of their choosing. Must consist of one or more sentences located in either the introduction or the conclusion. Best bet is to make this a habit. As with contextualization, you can only earn a point for synthesis if your synthesis is well-developed and clear.
Of those six, you must be able to explicitly explain four of the documents. Students choose from the three long essay questions, which deal with periods 1—2, periods 3—4, or periods 5—6 of the course. You will need a thesis, use the skill they're asking for, back it up with evidence and Boom. A few more helpful tips… You may be used to writing a standard five-paragraph essay with one opening paragraph, of which the thesis is the last line. These are relevant to one another and show continuity even though they happened in vastly different time periods in response to different issues.
Using Evidence Beyond the Documents: 0-2 points This skill targets your ability to contextualize and argue historically. You cannot merely summarize the information that is already in the documents, but must instead give an account of the relevant historical time periods or evidence. Must consist of one or more sentences located in either the introduction or the conclusion. Related to contextualization is your ability to give evidence from beyond the documents themselves. You may be asked to demonstrate how different types of evidence contradict one another, corroborate or strengthen one another, or change one another. Document Analysis 0-2 points This strand of the rubric targets your ability to analyze evidence and use the evidence to support the argument laid out in your thesis.
Spend time in and out of class practicing how to write these, and you might even come to enjoy the process come May. The important thing is that you demonstrate a strong understanding of all the evidence as well as how each piece is related to the other. This rubric is broken into component skills so that you can test yourself on each one. . . .
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