The document provides guidance on writing a strong thesis statement for an AP U.S. History exam. It explains that a thesis must take a position and make an argument, not just state facts or opinions. A good thesis is specific enough to address the prompt but not so narrow that it can't be supported with evidence. The thesis should typically acknowledge alternative views and show analysis rather than just restating the question. The document also recommends placing the thesis at the end of the introductory paragraph.

1. How To Write an A.P.How To Write an A.P.
U.S. History ThesisU.S. History Thesis
StatementStatement

2. What is a thesis?What is a thesis?
A thesis statement is theA thesis statement is the positionposition aa
student is going to take, the argument thatstudent is going to take, the argument that
is going to be made.is going to be made.
It is therefore the answer to the questionIt is therefore the answer to the question
being asked.being asked.

3. What is not a thesis?What is not a thesis?
The thesis statement is not a fact; it is anThe thesis statement is not a fact; it is an
informed interpretation of the facts.informed interpretation of the facts.
Neither is the thesis/argument just anNeither is the thesis/argument just an
opinion.opinion.
Instead, the thesis is the reasonedInstead, the thesis is the reasoned
judgment of the student.judgment of the student.

4. Don’t understand the prompt?Don’t understand the prompt?
Thesis will not be good = essay flopsThesis will not be good = essay flops
Don’t feel like answering the prompt?Don’t feel like answering the prompt?
JUST DO IT!JUST DO IT!
Answering the prompt will ensure a fair scoreAnswering the prompt will ensure a fair score
Answering the prompt with good/greatAnswering the prompt with good/great
theses/arguments ensures a much highertheses/arguments ensures a much higher
scorescore

5. The Importance ofThe Importance of
Understanding the PromptUnderstanding the Prompt
Many students want to read the question quicklyMany students want to read the question quickly
and move on to writing. However, APUSH essayand move on to writing. However, APUSH essay
prompts are challenging. They ask students toprompts are challenging. They ask students to
perform specific writing tasks. The questionsperform specific writing tasks. The questions
also contain qualifiers that guide and restrictalso contain qualifiers that guide and restrict
your answer.your answer. Rather than taking 10 seconds toRather than taking 10 seconds to
read the question, you would be better offread the question, you would be better off
spending 45 seconds reading, re-reading,spending 45 seconds reading, re-reading,
marking, and analyzing. Remember, a mistakemarking, and analyzing. Remember, a mistake
in understanding a question could make the restin understanding a question could make the rest
of a student’s effort almost worthless.of a student’s effort almost worthless.

6. Break it down like so:Break it down like so:
 Next, brainstorm (in whatever organic way makes sense toNext, brainstorm (in whatever organic way makes sense to
you) the information needed to answer the prompt in full.you) the information needed to answer the prompt in full.
 Write a thesis statement that demonstrates an argumentWrite a thesis statement that demonstrates an argument
and the topics to come.and the topics to come.
 Double check that your thesis answers all parts of theDouble check that your thesis answers all parts of the
prompt as you diagrammed it before you begin writing.prompt as you diagrammed it before you begin writing.

7. Try it!Try it!
““The South neverThe South never
had a chance tohad a chance to
win the Civil War.”win the Civil War.”
To what extent andTo what extent and
why do you agreewhy do you agree
or disagree withor disagree with
this statement?this statement?
Discuss the political,Discuss the political,
economic and socialeconomic and social
reforms introduced inreforms introduced in
the South betweenthe South between
1864 and 1877. To1864 and 1877. To
what extent did thesewhat extent did these
reforms survive thereforms survive the
Compromise ofCompromise of
1877?1877?

8. Thesis ContinuumThesis Continuum
 Most good questions allow for a range ofMost good questions allow for a range of
possible answers.possible answers.
 AA continuumcontinuum exists and students can generallyexists and students can generally
feel free to choose a response along thatfeel free to choose a response along that
continuum.continuum.
 Students should avoid crafting an extremeStudents should avoid crafting an extreme
response at either end of the continuum.response at either end of the continuum.
 Most questions require a response that is notMost questions require a response that is not
black or white but instead someblack or white but instead some shade of grayshade of gray..
That does not mean, however, that studentsThat does not mean, however, that students
should attempt to respond in the exact middle ofshould attempt to respond in the exact middle of
the continuum. Such an attempt usually resultsthe continuum. Such an attempt usually results
in a failure to articulate a clear position.in a failure to articulate a clear position.

9. I’m
extremely
pro!
I’m
extremely
con!
I don’t
know
what’s
going on…

10. A good thesis is narrowA good thesis is narrow
but not too narrowbut not too narrow
 A well-written thesis statement must be narrowA well-written thesis statement must be narrow
enough to limit the writer to something that can beenough to limit the writer to something that can be
addressed in about thirty minutesaddressed in about thirty minutes
butbut
 not so narrow as to prevent them from writing relevantnot so narrow as to prevent them from writing relevant
things that help answer the question or that ignore bigthings that help answer the question or that ignore big
evidence.evidence.
 A thesis that is too broad will cause the student toA thesis that is too broad will cause the student to
briefly mention a wide variety of information that maybriefly mention a wide variety of information that may
seem unrelated to the reader.seem unrelated to the reader.

11. To what extent did Andrew Jackson’sTo what extent did Andrew Jackson’s
presidential policies reveal him to be apresidential policies reveal him to be a
man of the people?man of the people?
Andrew Jackson was a great president.Andrew Jackson was a great president.
Andrew Jackson's handling of the bankAndrew Jackson's handling of the bank
question proved him to be a man of thequestion proved him to be a man of the
people.people.
Some of Jackson’s policies made him aSome of Jackson’s policies made him a
man of the people, but some did not.man of the people, but some did not.
Andrew Jackson's policies concerning theAndrew Jackson's policies concerning the
bank, Indian removal and rotation in officebank, Indian removal and rotation in office
proved him to be a man of the people.proved him to be a man of the people.

12. Positive Response BiasPositive Response Bias
Students should also beware of theStudents should also beware of the
fallacy of “fallacy of “positive response bias.positive response bias.””
Many students are inclined to answerMany students are inclined to answer
a question in the affirmative.a question in the affirmative.
Students always need to carefullyStudents always need to carefully
weigh all of the historical evidenceweigh all of the historical evidence
and then craft a response that bestand then craft a response that best
articulates their understanding of thearticulates their understanding of the
historical record.historical record.

13. A good thesis shows analysisA good thesis shows analysis
 A strong thesis will go beyond a “Miss America”A strong thesis will go beyond a “Miss America”
answering of the question.answering of the question.
 Contestants in that pageant will often merelyContestants in that pageant will often merely
restate the question in the form of a statementrestate the question in the form of a statement
and add a couple of words. This rewording of theand add a couple of words. This rewording of the
question is overly simplistic and does not allowquestion is overly simplistic and does not allow
the writer to show analysis.the writer to show analysis.
 Readers of the APUSH exam want to see a well-Readers of the APUSH exam want to see a well-
developed thesis that goes beyond simply statingdeveloped thesis that goes beyond simply stating
facts or basic opinions about the question. Thefacts or basic opinions about the question. The
thesis should help the reader understand whythesis should help the reader understand why
the position is held.the position is held. http://www.youtube.com/watch?v=WALIARHHLII&feature=relatedhttp://www.youtube.com/watch?v=WALIARHHLII&feature=related

14. BADBAD
George Washington set precedents asGeorge Washington set precedents as
presidentpresident..
This is a fact, not an argument.This is a fact, not an argument.

15. GOODGOOD
The precedents that Washington set asThe precedents that Washington set as
America’s first president greatly benefitedAmerica’s first president greatly benefited
the American political system.the American political system.
This is a clear position thatThis is a clear position that
can be supported or opposed.can be supported or opposed.

16. ““Although America perceivedAlthough America perceived
Manifest Destiny as a benevolentManifest Destiny as a benevolent
movement, it was in fact anmovement, it was in fact an
aggressive imperialism pursued ataggressive imperialism pursued at
the expense of others.”the expense of others.”
Assess the validity of this statementAssess the validity of this statement
with specific reference to Americanwith specific reference to American
expansionism in the 1840s.expansionism in the 1840s.

17. WEAKWEAK
Manifest Destiny was a expansion ofManifest Destiny was a expansion of
American superiority over the continentAmerican superiority over the continent
and affected many.and affected many.

18. BETTER!BETTER!
 During the mid 1800s, Manifest Destiny wasDuring the mid 1800s, Manifest Destiny was
presented as a positive “benevolent movement,”presented as a positive “benevolent movement,”
though in reality, it promoted cultural superiority,though in reality, it promoted cultural superiority,
aggressive foreign policy, and extended theaggressive foreign policy, and extended the
already existing sectional crisis.already existing sectional crisis.
 A belief in the racial and cultural superiority of white AmericansA belief in the racial and cultural superiority of white Americans
was a tenet of the Manifest Destiny movement.was a tenet of the Manifest Destiny movement.
 Because it was widely accepted that it was America’s destiny,Because it was widely accepted that it was America’s destiny,
even duty to go west, many accepted aggressive foreign policyeven duty to go west, many accepted aggressive foreign policy
as a means of fulfilling that duty.as a means of fulfilling that duty.
 Westward expansion during this era only deepened the debateWestward expansion during this era only deepened the debate
between North and South: Would there be slavery in the newbetween North and South: Would there be slavery in the new
territories?territories?

19. SIMPLE yet STRONGSIMPLE yet STRONG
Manifest Destiny was indeed aggressive inManifest Destiny was indeed aggressive in
nature, but this position for expansion wasnature, but this position for expansion was
a necessary sentiment for congressmena necessary sentiment for congressmen
and citizens alike, seeking territorial,and citizens alike, seeking territorial,
financial, and social gain.financial, and social gain.
Because it resulted in a brutal MexicanBecause it resulted in a brutal Mexican
War in which many people lost their lives,War in which many people lost their lives,
the philosophy of Manifest Destiny wasthe philosophy of Manifest Destiny was
indeed an aggressive and selfishindeed an aggressive and selfish
phenomenon of the 1840s.phenomenon of the 1840s.

20. A good thesis may acknowledgeA good thesis may acknowledge
the opposing argumentthe opposing argument
A good thesis allows the writer to showA good thesis allows the writer to show
understanding of the complexity of theunderstanding of the complexity of the
issue and knowledge of information onissue and knowledge of information on
both sides of the issue. Most of the essayboth sides of the issue. Most of the essay
questions allow for an opinion on eitherquestions allow for an opinion on either
side of the question. By acknowledgingside of the question. By acknowledging
another view in the thesis, it becomesanother view in the thesis, it becomes
possible to add relevant information onpossible to add relevant information on
that side of the issue.that side of the issue.

21. ““Thomas Jefferson is often thought of as anThomas Jefferson is often thought of as an
idealist, but as president, he demonstrated hisidealist, but as president, he demonstrated his
conviction as a pragmatist.” Assess theconviction as a pragmatist.” Assess the
accuracy of this statement.accuracy of this statement.
 AlthoughAlthough Jefferson was idealistic in his insistenceJefferson was idealistic in his insistence
on an embargo that cut off trade to Europe, heon an embargo that cut off trade to Europe, he
showed himself to be predominantly a pragmatist inshowed himself to be predominantly a pragmatist in
the way he handled the Louisiana Purchase, thethe way he handled the Louisiana Purchase, the
issue of the constitutionality of the National Bank,issue of the constitutionality of the National Bank,
and Federalist appointees.and Federalist appointees.
 DespiteDespite his pragmatic decision to purchasehis pragmatic decision to purchase
Louisiana, Jefferson proved himself to be primarilyLouisiana, Jefferson proved himself to be primarily
an idealist through his handling of the Embargo Actan idealist through his handling of the Embargo Act
and the national debt.and the national debt.

22. A good thesis is placed at the endA good thesis is placed at the end
of the introductory paragraphof the introductory paragraph
A well-written thesis is well placed. Some studentsA well-written thesis is well placed. Some students
want to save their thesis for the last paragraph.want to save their thesis for the last paragraph.
Perhaps they think that the reader’s interest will bePerhaps they think that the reader’s interest will be
held if they create suspense. In reality the reader isheld if they create suspense. In reality the reader is
more likely to be frustrated as he wonders what youmore likely to be frustrated as he wonders what you
are trying to prove. Another mistake is to put the thesisare trying to prove. Another mistake is to put the thesis
as the very first sentence of the essay. This placementas the very first sentence of the essay. This placement
will not give the reader a chance to get his bearings.will not give the reader a chance to get his bearings.
Since one of the purposes of a thesis is to clearly leadSince one of the purposes of a thesis is to clearly lead
the reader through your paper, it makes sense tothe reader through your paper, it makes sense to
place the thesis where the reader expects to find it.place the thesis where the reader expects to find it.
For this reason the best placement is the lastFor this reason the best placement is the last
sentence of the first paragraph.sentence of the first paragraph.

23. Want a formula?Want a formula?
Although………,Although………,
however……………however……………
because…………………….because…………………….