The document provides guidance on writing Long Essay Questions (LEQs) for AP US History exams. It outlines the format, elements, and scoring rubric for LEQs. It also offers tips for writing a strong thesis statement, addressing the prompt, creating an outline, and general writing skills. Students are advised to analyze the prompt, understand what historical thinking skill is being tested, take a clear position in their thesis, and support it with specific evidence while synthesizing elements into a persuasive essay.
Es un grupo de enfermedades de las aves domésticas y otras aves, causadas por microorganismos del genero Salmonella caracterizada por septicemia en aves jóvenes y por afecciones entéricas en los adultos. Enfermedad zoonótica que afecta al hombre, es de distribución mundial y se considera un importante problema de salud pública
Enfermedad que afecta básicamente a pollos y gallinas, es producida por el Mycoplasma gallisepticum (Mg) que afecta al aparato respiratorio de las aves y el Micoplasma sinoviae (Ms) que son cepas de alta patogenecidad que no sólo afectan a las membranas sinoviales y articulaciones sino que afectan también al tracto respiratorio.
Es un grupo de enfermedades de las aves domésticas y otras aves, causadas por microorganismos del genero Salmonella caracterizada por septicemia en aves jóvenes y por afecciones entéricas en los adultos. Enfermedad zoonótica que afecta al hombre, es de distribución mundial y se considera un importante problema de salud pública
Enfermedad que afecta básicamente a pollos y gallinas, es producida por el Mycoplasma gallisepticum (Mg) que afecta al aparato respiratorio de las aves y el Micoplasma sinoviae (Ms) que son cepas de alta patogenecidad que no sólo afectan a las membranas sinoviales y articulaciones sino que afectan también al tracto respiratorio.
El síndrome de baja postura en aves es una enfermedad viral que afecta principalmente a las gallinas ponedoras y se caracteriza por una disminución drástica de la producción y la calidad de los huevos
Report #1 Checks and Balances After reading Chapter 2 of your t.docxaudeleypearl
Report #1: Checks and Balances
After reading Chapter 2 of your text, “The Constitution,” and watching the C-Span video “Checks and Balances: Intentions of the Founders” (link to the video below, it is about an hour and a half long), write a brief report. The report should contain three separate sections that address all the points in each question. Notice the expected word count for each section (exceeding the word count will not negatively affect your grade, but please try to stay within the range).
1. Based on your reading of Chapter 2 of the text, describe the major checks and balances in the Constitution that are intended to limit the power of each of the three branches of government. Be specific in indicating how each branch checks the others. (approximately 200-250 words)
2. According to the discussion in the video, what makes some people worry that these checks and balances are not as effective as they once were in limiting power (particularly the power of the president)? What possible reforms or changes might be needed to restore the balance of power among the branches? (approximately 200-250 words)
3. List and describe two points made during the discussion on the video concerning checks and balances that you found particularly interesting, novel, or insightful. (approximately 100-150 words)
Be careful not to plagiarize. If you want to quote directly from your book or from the video, do so by using quotation marks and by indicating the page number (if available). But try to do this sparingly and simply use your own words in addressing the questions.
In your writing, use an analytical tone that is free of your personal opinions. In other words, try to answer the questions in a straightforward and objective manner.
Link to the video: CSPAN Video on Checks and Balances
Article Critique Guidelines and Rubric
Overview
Articles are written to inform, misinform, influence, or misdirect, among other reasons. Sometimes they serve as nothing more than a vehicle for an author to
achieve fame, notoriety, and wealth. You should never take at face value the elements of any article you read, but you should be able to:
• Differentiate between fact and opinion
• Recognize and evaluate author bias and rhetoric
• Determine cause-and-effect relationships
• Determine accuracy and completeness of information presented
• Recognize logical fallacies and faulty reasoning
• Compare and contrast information and points of view
• Develop inferential skills
• Make judgments and draw logical conclusions
When writing an article critique, you will need to summarize, evaluate, and offer critical comment on the ideas and information that the author(s) presents in
the article.
Starting in Module Two, you are assigned two articles to read, which are located in Module Resources for that specific module. You have to select one of the two
articles and write a critique of it. In your paper, cite any and all information taken f ...
El síndrome de baja postura en aves es una enfermedad viral que afecta principalmente a las gallinas ponedoras y se caracteriza por una disminución drástica de la producción y la calidad de los huevos
Report #1 Checks and Balances After reading Chapter 2 of your t.docxaudeleypearl
Report #1: Checks and Balances
After reading Chapter 2 of your text, “The Constitution,” and watching the C-Span video “Checks and Balances: Intentions of the Founders” (link to the video below, it is about an hour and a half long), write a brief report. The report should contain three separate sections that address all the points in each question. Notice the expected word count for each section (exceeding the word count will not negatively affect your grade, but please try to stay within the range).
1. Based on your reading of Chapter 2 of the text, describe the major checks and balances in the Constitution that are intended to limit the power of each of the three branches of government. Be specific in indicating how each branch checks the others. (approximately 200-250 words)
2. According to the discussion in the video, what makes some people worry that these checks and balances are not as effective as they once were in limiting power (particularly the power of the president)? What possible reforms or changes might be needed to restore the balance of power among the branches? (approximately 200-250 words)
3. List and describe two points made during the discussion on the video concerning checks and balances that you found particularly interesting, novel, or insightful. (approximately 100-150 words)
Be careful not to plagiarize. If you want to quote directly from your book or from the video, do so by using quotation marks and by indicating the page number (if available). But try to do this sparingly and simply use your own words in addressing the questions.
In your writing, use an analytical tone that is free of your personal opinions. In other words, try to answer the questions in a straightforward and objective manner.
Link to the video: CSPAN Video on Checks and Balances
Article Critique Guidelines and Rubric
Overview
Articles are written to inform, misinform, influence, or misdirect, among other reasons. Sometimes they serve as nothing more than a vehicle for an author to
achieve fame, notoriety, and wealth. You should never take at face value the elements of any article you read, but you should be able to:
• Differentiate between fact and opinion
• Recognize and evaluate author bias and rhetoric
• Determine cause-and-effect relationships
• Determine accuracy and completeness of information presented
• Recognize logical fallacies and faulty reasoning
• Compare and contrast information and points of view
• Develop inferential skills
• Make judgments and draw logical conclusions
When writing an article critique, you will need to summarize, evaluate, and offer critical comment on the ideas and information that the author(s) presents in
the article.
Starting in Module Two, you are assigned two articles to read, which are located in Module Resources for that specific module. You have to select one of the two
articles and write a critique of it. In your paper, cite any and all information taken f ...
ThesisWhy you chose this topicDoes it pertain to your field.docxrandymartin91030
Thesis
Why you chose this topic?
Does it pertain to your field of study?
Heading left right – Single Spaced
Name
Date
Class
Assignment
Professor Kazanjian
Double Space
Times New Roman; 12 pt Font; 1 inch Margins
2 – 3 Pages. Less than 2 pages or more than 3 pages will receive ZERO Credit
Informative Essay -
Research Paper Proposal
Informative Essay
Include information to educate the reader about the topic you wish to write a research paper on;
“Why should people care?”
Create a sound thesis statement;
Reasons why the topic is important;
You should have an introduction, body, and a sound conclusion;
Define any agencies or terms that are pertinent to your topic.
Assisted Suicide
Autism
2nd Amendment/ Gun Rights
Legalization of Marijuana
Death Penalty
Same Sex Marriage
U.S. Prison Rates
Animal Rights / Testing
Vegans/Vegetarianism
Mental Illness / PTSD
Abortion
Climate Change
Things NOT to Write on
Expository Writing
Research Paper
A research paper is an analytical or persuasive essay that presents and argues a thesis (evaluates a position)
What a research paper is not
A simple collection of facts on a topic
A summary of information from one or more sources
Research Paper:
From an Interest to a Topic
In choosing a topic start with what interests you most deeply
Start by listing two or three interests you might like to explore/questions that you have wondered about
Examples
If you are undertaking a research project in a specific field, skim a recent textbook, talk to other students, or consult one of your teachers
Examples
You might try to identify an interest based on work you are doing or will do in a different course
Types of topics to avoid
If you are still stuck you can find help on the internet or in your library
Standard Guides in Various Fields
Dictionaries: briefly define concepts and sometimes offer a bibliography
Encyclopedias: give more extensive overviews and usually a bibliography
Bibliographies and Indexes list past and current publications in the field
Finding dictionaries, encyclopedias, and bibliographies in particular fields:
Go to Pfau Library Home Page
Under Search For heading click on the Encyclopedias/Dictionaries link
Under Search Online Databases heading select bibliographies and type your discipline into the search bar.
Scan headings for topics that catch your interest
Once you identify a general area of interest, use the internet to find out more about the topic so that you can narrow it.
At first you may not know enough about a general interest to turn it into a focused topic.
If so, you have to do some reading to know what to think about it.
Don’t read randomly: start with entries in a general encyclopedia, then look at entries in a specialized encyclopedia or dictionary, then browse through journals and websites until you have a grip on the general shape of your topic.
Previous Topics
Gender Discrimination and China’s One Child Policy
The Role of Attachmen.
1 Portfolio Drexel University Critical Reasoning Ph.docxjoyjonna282
1
Portfolio
Drexel University
Critical Reasoning
Philosophy 105
Patrick Denehy
This document provides more information about the portfolio project and guidelines to complete each
content area to the best of your ability. Use the information here and contained in the syllabus to answer
initial questions you may have. And don’t forget to include citations for every piece of text you reference
or use to help you formulate your own work. You can either include a short works cited/bibliography at the
end of each content area, or one large works cited/bibliography encompassing all content areas. Any style
is fine so long as it is consistent.
Meeting
You need to schedule a 30-minute meeting with me during the term. You should bring two content areas of
your choosing with you for review. These need to be full first drafts, not merely ideas or notes. I will read
as much as time permits to provide you feedback on how to improve these pieces of writing and approach
the remaining content areas. I will also give you a sense of where you stand with your APC grade.
Fallacies
For the fallacies content area, you should find examples of fallacies committed in texts or videos.* If all
else fails, create a dialogue between different persons that represents fallacious arguments you have heard
in the past or in which you were personally involved. After providing the fallacy, you should identify the
fallacy and then explain how this text, video, or dialogue commits this fallacy.
Students usually complete this section in one of three ways. One option is to provide a number of
examples with brief explanations (roughly 5-8 fallacies). The second option discusses fewer fallacies in
more depth (roughly 2-3 fallacies). Finally, other students take up some issue of the day and locate a
number of fallacies in arguments surrounding that issue. This third option usually involves discussing
fewer fallacies in depth as well, thereby overlapping with the second option.
Morals and Markets
While some people attempt to respond to the overall claims of Sandel’s book – and this is all well and good
– I encourage everyone to focus on at least two concrete cases or scenarios he raises. This will allow you
to provide a more in-depth response or investigate a case even further. Some people also use this as an
opportunity to perform light research in order to substantiate or criticize various points in the book. Feel
free to bring in other cases that display a dilemma of norms in a market-driven culture.
* You should not simply repeat fallacies from our textbook, another logic textbook, or some website
dedicated to explaining fallacies. There would be no point to such an exercise. The purpose is to display
that you can apply the concept of a fallacy to real-world cases, not ones already identified by others.
Finally, if you are wondering why I have included thi ...
SOCIOLOGY 140 SOCIAL STRATIFICATION / TUTORIALOUTLET DOT COMalbert0048
Submit your paper electronically to the Soc 140 Canvas site. Background: This quarter we critically examine the belief that U.S society is a meritocracy where social mobility
and status attainment are determined solely by talent, hard work, ambition, and perseverance.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Writing the LEQ
LEQ
How many essays? 1—you choose between 2
Are there documents? No
Point value 0-6 points
Prompt type Will ask you to complete task (see list) using a historical thinking skill
May ask you to support, modify, or refute a statement.
Elements you must
include (also see
rubric)
Relevant thesis statement that addresses all parts of the question
Support of thesis with specific evidence/examples from your
background knowledge
Apply historical thinking skills as directed by the question
Synthesize these elements into a persuasive essay that either connects
it to a different historical context, another category of analysis, or
addresses the other side of the argument (“extends”)
Remember that the LEQ is an analysis essay, not a textbook-like report. Do not just
“tell” about the topic — examine it, relate the information to a thesis, and use your
information to support your sub-theses.
Format
3. Writing an excellent thesis
statement (it takes practice!)
The LEQ is a thesis-based response that is related to a prompt that requires students to
take a stand on an issue and then present enough factual information in the context of
their essay that proves their thesis.
The thesis statement: what is it? A thesis is simply a historically defensible argument or a
stand you take on a particular topic. It should not resemble a sentence from a textbook,
but rather explain your point of view and why it matters.
The Rules
USE THE LANGUAGE OF THE PROMPT – Don’t restate the question, just make sure to use
the important vocabulary. It’ll keep you on target.
ANSWER ALL PARTS OF THE QUESTION – Some topics are naturally easier or more
interesting to you. You need to do all of them, especially the ones you don’t want to.
THIS IS THE SIZZLE, THE MAIN BODY IS THE STEAK – You want to be “specifically general”;
tell the reader what you’ll be talking about, but don’t give away too much.
4. Some Parts of the Thesis
The Qualification
Is what you say always true always? Are there exceptions? Are there good reasons why your position may have a downside?
How can you make your position have a reality check? What general reasons why your position may have problems can you
admit up front?
To make absolute statements usually causes your essay’s thesis to seem foolishly simplistic. Here’s a trick: begin your
qualification with a word like “although” or “despite”. Don’t worry if it’s not a complete sentence.
EXAMPLE: "Despite its work relief elements and large government programs,"
The Reason
In general why do you believe your position to be correct in spite of your qualification? What is the over all good to be
gained by agreeing with your position? This is a general statement; your three specific reasons will follow in the body of
your essay.
EXAMPLE: "because its main programs attempted to create a stable environment for private enterprise."
Put them all together.
In one or two sentences, present your thesis, including a qualification, a reason, and a position. The classic, traditional way
of combining is to first present your qualification. This immediately demonstrates your interest in accuracy. Then present
your general reason which demonstrates your thinking process, and finally the punch line--your position.
EXAMPLE: "Despite its work relief elements and large government programs,the New Deal is best understood as a
defense of American capitalism because its main programs attempted to create a stable environment for private
enterprise."
5. Addressing and Understanding the Prompt
Example essay question: Computers have had a significant impact on education in the 20th century.
Discuss the changes they have made.
Task word: DISCUSS
Content word: education, computers
Limiting word: changes, significant impact, 20th century
Students often do worse than they should in examinations or when writing assignments, not because
their writing skills are weak or because their knowledge of the subject matter is insufficient, but
because they have not fully understood what they have been asked to do. To score high marks in an
examination or an assignment, it is important to fully understand what a question or brief means and
how it should be answered.
Key words tell you the approach you should take when answering an essay question. There are three
types of key words:
• Task words: Tell you what you have to do; the action you need to perform
• Content words: Tell you what the topic area is and what you should write about
• Limiting words: Limit and focus the essay, making it workable
6. 1. Focus on what the prompt is asking you to do.
Analyze Explain how AND why something occurred by examining the
component parts (social, political, economic) and their relationship
with one another.
Any question that uses “how” and/or “why” is an analysis question
even if the word “analyze” is not in the prompt.
“Analyze the major technological changes that took
place in America from 1870 to 1900 and describe what
significant social ramifications they had.”
Assess the
validity
How true is the statement? Pay attention to positive, negative, and
disputable aspects, citing the judgment of known authorities and your
own.
You must take a stance here—how true is the statement and why?
“Assess the validity of the following statement:
‘Thomas Jefferson’s political philosophy can best be
described as revolutionary.’”
Evaluate Which factor was most important? You usually need to rank several
events or factors and specify which is most and which is least significant.
To what extent This prompt frequently requires you to specify a cause and effect
relationship and then state which causes were more important. Or,
indicate the criteria on which you base your judgment and cite specific
instance of how it applies in this case.
(See prompt below)
Discuss or
Consider
These are frequently used in free response prompts. They should be
written as analysis essays. Examine key points and possible
interpretations, giving reasons for and against the case. Draw a final
conclusion.
“Discuss the extent to which nineteenth-century
Transcendentalism was or was not a conservative
cultural and intellectual movement.”
Compare/
Contrast
Identify the characteristics or qualities of two or more things, comparing
what they have in common (compare) and differences (contrast).
“Compare the religious revival of the First Great
Awakening to that of the Second.”
“Contrast the Federalist and Antifederalist arguments
for or against the ratification of the new Federal
Constitution.”
Explain Tell how things work or how they came to be, including descriptions or
analysis. This must have DETAIL to give it meaning.
“Explain how economic, political, and religious factors
promoted European explorations from 1450 to 1525.”
Commonly used task words/verbs in writing prompts and how to approach them.
7. Step 2: What Historical
Thinking Skill is being
tested?
• Causation - The ability to identify, analyze, and evaluate relationships among
multiple historical causes and effects, distinguishing between those that are long-
term and proximate.
• Continuity and Change Over Time - The ability to recognize, analyze, and evaluate
the dynamics of historical continuity AND change over periods of time of varying
lengths, as well as the ability to relate these patterns to larger historical processes
or themes.
• Comparison - Describe, compare, evaluate historical developments and processes
across place, time, and/or societies or within one society.
• Periodization - Explain ways that historical events and processes can be organized
within blocks of time identifying turning points that begin and end periods.
GO LOOK AT THE RUBRIC!!!!
8. Step 3: Create an LEQ Outline
After you are clear as to your task (analyze, evaluate, etc.) sketch out a quick, informal outline of how you are going to
proceed. This is very important to guaranteeing that you cover the whole prompt.
Paragraph 1: Introduction
• Takes a stand
• sets time, place, and context
• thesis statement with three categories
Paragraph 2:
• Topic sentence introduces your first category using the action verb(s) from the prompt.
• Use specific evidence to support your category
• Connect evidence used back to the prompt using the Historical Thinking Skill asked for
Paragraph 3:
• Topic sentence introduces your second category using the action verb(s) from the prompt.
• Use specific evidence to support your category
• Connect evidence used back to the prompt using the Historical Thinking Skill asked for
Paragraph 4:
• Topic sentence introduces your third category using the action verb(s) from the prompt.
• Use specific evidence to support your category
• Connect evidence used back to the prompt using the Historical Thinking Skill asked for
Paragraph 5:
• Synthesis/Conclusion
• 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.
No, LEQ… Q,
not a leg.
Get back to
work.
9. Step 4: Some quick notes on writing
GOOD historical essays
1. In no circumstance should your history essay have fluff in it.
2. Do not “bullet” or use contractions. This detracts from the sophistication of the analysis.
3. Avoid general statements at the beginning of sentences; for example: this, they, them, he,
they. Identify what or who you are discussing, as it makes your essay more clear and
sophisticated. Consider as well if you can combine two sentences to make it a more
analytical statement.
4. In reference to the United States: do not say, “our country” or “we” (in talking about
Americans). Say instead, “The United States,” “America,” or “Americans” where
appropriate. Do not use pronouns.
5. Make sure you address the entire scope of the question. Many students just address half of
the question.
6. If the question has a chronological aspect to it (many do), address the essay somewhat
chronologically (for example, an essay about 1763-1781 should follow approximately in
that order). The essay becomes very confusing if the writer jumps around from event to
event and they are not in a logical order.
10. General Writing Tips:
• Always write in third person (no “I”, “we”, “you” or
“in my opinion”).
• Avoid absolutes (all, every, never, none).
• Use specific terms (“in Plessy v. Ferguson” not “in
the court case regarding segregation”).
• Use formal language (avoid contractions, slang
words, etc.).
• Take a moment to check the rubric to ensure you
meet all expectations.
11. ASSIGNMENT – LEQ #1
Write a historically correct, clear, essay on the following prompt. Your
response will include the following:
• State a relevant thesis that directly addresses all parts of the
prompt.
• Support your argument with evidence, using specific examples.
• Apply historical thinking skills as directed by the question.
• Synthesis the elements above into a persuasive essay that extends
your argument, connects it to a different historical context, or
connects it to a different category of analysis.
Prompt (in class): Between 1607 and 1763 to what degree did the
Colonial relations with Native Americans change over time? Were
there any aspects of Colonial relations with Native Americans that did
not change over this time period?
12. See sample LEQs below:
1. Some historians have argued that the American
Revolution was not revolutionary in nature. Instead of
fostering revolutionary change it maintained continuity.
Support, modify, or refute this interpretation, providing
specific evidence to justify your answer.
2. The Mexican-American War was a justifiable war, both
politically and ideologically. Support, modify, or refute
this interpretation, providing specific evidence to justify
your answer.
3. Analyze the extent to which the Mexican-American
War was a turning point in U.S. history. What changed
and what stayed the same in its aftermath?
4. The formation of the Confederacy in 1861 was
politically and economically justifiable. Support, modify,
or refute that interpretation providing specific evidence
to justify your answer.