Period 4 – Periodization LEQ, How to Construct a Thesis and Structural writing guide “To what extent were developments in transportation a turning point in bringing about economic and social change in the United States in the period 1800 to 1848.” Suggested Thesis Formula: “X. However, A and B. Therefore, Y.” ‘X’ represents the strongest point against your argument. We call this the counter-argument. ‘A and B’ represent the three strongest points for your argument. We call these your organization categories. ‘Y’ represents the position you will be taking – in other words, your stand on the prompt. Periodization: P or Take a Position: TAP Pre-Write Conceptual Framework: T-Chart Evaluate whether something was a turning point or a major marking period in history, noting what things were like before and after that period. X = counter argument, why something was or was not a turning point A, B, C = argument, why something was a turning point broken up into organizational categories Y = your assertion statement Thesis Begin with a well-developed thesis statement that does three things: 1. Make a historically defensible claim. State a position and be persuasive. 2. Address all parts of the question (causation). (Utilizing the language of the question, but NOT restating it.) 3. Appear in one place in the introduction or conclusion. As long as the thesis statement directly answers the question, utilizes the language of the question, states a position does the above three things, the placement doesn’t matter. In addition, make sure your thesis: 4. Establishes organizational categories (OC): Use MEGA PIC themes as categories, but add complexity. Suggested structure for writing the APUSH LEQ Introduction 1 point: The Thesis MUST: Make a historically defensible claim. Address all parts of the question (causation). Do more than just re-state the prompt. Appear in one place in the introduction or conclusion. Body Paragraphs 2 points: Point 1. Addresses the topic in question with specific examples of relevant evidence. Point 2. Utilizes specific evidence to fully and effectively substantiate the thesis (or relevant argument). 2 points: Point 1. DESCRIBES the ways in which the historical development in the prompt was different from AND similar to developments that preceded and/or followed Point 2. ANALYZES the extent to which the historical development specified in the prompt was different from AND similar to developments that preceded and/or followed, providing specific examples to support 1. Contextualization (not for point in LEQ, but suggested) “Setting the Stage” What was going on during the time period? 2-3 sentences 2. Thesis set up the argument, address all parts of the question, directly address the targeted skill (Causation, Comparison, Periodization, CCOT, etc.) 1-2 sentences 1. Topic sentences Connect events of the era into your argument (more contextualization) Directly address historical themes (Migration, Politics and Power, Identity, etc.– MEGA PIC) 2. Example sentences Include direct and specific examples 3-5 per paragraph 3. Analysis Argue why your examples support your point Connect details with historical themes Connect analysis with the targeted historical skill Order of points 2 and 3 can be rearranged as needed to form a complete 7-10 sentence paragraph Synthesis/ Conclusion To include synthesis, do ONE of the following two things in your concluding thoughts: 1 point: 1. Connect the essay topic to a development in a different historical period, situation, era, or geographical area. (About 90% of valid synthesis Extends the argument to make a connection beyond the scope of the prompt. attempts fall into this category of synthesis.) 2. A course theme and/or approach to history that is not the focus of the essay. Sentence Stems When stuck on how to include the skills and documents in your writing… Thesis Sentence Stems… Set the stage- include all required components of prompt o Date range, location, topic – Before… During… After... o Overview and background of topic Between… Provide the road map- create reasoned, supported argument o State clear position on the continuum – extremely… somewhat… a little... mostly not... definitely not… o Provide categories- social, political, economic, religious, geographic, cultural Recognize contrary evidence and complexity involved in topic o Although… Even though… Despite… o On the contrary… On the other hand… o To a lesser extent….. To a greater extent… Periodization (LEQ) The real turning point of ….. was … ….. can be considered the beginning/end of… ….. can all be classified within the ……… era/period… The ….. era/period can be considered one of….. …. was a time of… The true beginning of…. is… … and… serve as the beginning and end of the period because… Contextualization (Required on DBQ, suggested on LEQ) This makes sense because nationally/internationally at the time… Meanwhile…. Elsewhere…. The theme of ….. is seen… …. was a time of ….. because across the nation/world…. The larger story of….. This fits into…. …. serves as a great example of… …. is representative of…. …. exemplifies the larger/continual/emerging trend of…