LEQ = Long Essay Question

1 SAQ point = 2.72 MC questions1 DBQ point = 4.38 MC questions1 LEQ point = 3.06 MC questions

AP Registration??? Field Trip final call???

WORLD HISTORY SECTION II

Total Time – 35 minutes

Question 2 or 3 (LEQ)

Directions: Choose EITHER question 2 or question 3.

In your response you should do the following.

Thesis: Present 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.

Application of Historical Thinking Skills: Develop and support an argument that applies historical thinking skills as directed

by the question.

Supporting the Argument with Evidence: Utilize specific examples of evidence to fully and effectively substantiate the stated

thesis or a relevant argument.

Synthesis: Extend the argument by explaining the connection between the argument and ONE of the following.

◦ A development in a different historical period, situation, era, or geographical area◦ A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural,

or intellectual).◦ A different discipline or field or inquiry (such as economics, government and politics, art history, or anthropology).

_________________________________________________________________________________________________________________

2. Using specific examples, analyze causes of imperial expansion and consolidation in the period circa 600 BCE to 600 CE.

(Historical thinking skill: Causation)

3. Using specific examples, analyze causes of imperial decline and collapse in the period circa 600 BCE to 600 CE. (Historical

thinking skill: Causation)

WHEN YOU FINISH WRITING, CHECK YOUR WORK ON SECTION II IF TIME PERMITS.

2. Evaluate the extent to which the ratification of the 14th and 15th

amendments to the Constitution marked a turning point in the history of United States politics and society.

In the development of your argument, explain what changed and what stayed the same from the period immediately before the amendments to the period immediately following them (Historical Thinking Skill: Periodization)______________________________________________________

3. Evaluate the extent to which United States participation in the First World War (1917-1918) marked a turning point in the nation’s role in world affairs.

In the development of your argument, explain what changed and what stayed the same from the period immediately before the amendments to the period immediately following them (Historical Thinking Skill: Periodization)

2. Describe and explain significant continuities and changes in attitudes toward the experiences of European women from the Reformation through the Enlightenment. (Historical Thinking Skill: Continuity and Change)______________________________________________________

3. Describe and explain significant continuities and changes in attitudes toward the experiences of European women from the First World War through the Cold War. (Historical Thinking Skill: Continuity and Change)

A. Thesis

• Makes a historically defensible claim• Addresses at least two appropriate

causes of imperial expansion and/or consolidation in the period 600 BCE to 600 CE

• Cannot be counted for credit in any other portion of the rubric

Example of successful thesis:

“From 600 BCE to CE, several states developed a desire for resources which ultimately led to the development of new strategic methods for conquest and later on the attempt to maintain conquered lands through influential cultural traditions.”

Note that thesis can achieve credit in this particular question without mentioning a specific empire.

Causes must be specific.

Example of successful thesis:

“From 600 BCE – 600 CE in Rome, the building of economic power through trade and roads, and the standardizing of a Roman currency, language, and religion helped Rome grow.”

Multiple causes are given for a single empire.

Example of unsuccessful thesis:

“From 600 B.C.E. to 600 C.E, Imperial expansion and consolidation was caused by many reasons, but specifically religions/trade and power.”

Specifics given are too general.

B. Using the targeted historical thinking skill:Causation

1 point:Describes at least two specific causes of imperial expansion and/or consolidation in the period 600 BCE to 600 CE

1 point:Explains the reasons for at least two specific causes of imperial expansion and/or consolidation in the period 600 BCE to 600 CE

What is meant by ‘describe’?

Identify with some qualification.

An acceptable example:“The Romans used a system of roads to

connect the empire.”

An unacceptable example:“Romans had roads.”

Active verbs help!

Successful example of describing a cause:

“The creation of an effective bureaucracy promoted imperial consolidation in the Han and Roman empires.”

This example states an appropriate cause of consolidation, but without development of the statement. It is simply identification of a cause with some qualification (“creation,” “effective bureaucracy”).

Successful example of describing a cause:

“The Roman Empire’s advanced military allowed them to conquer

new lands.”

Qualification: “advanced military”Active verbs: “allowed them to conquer”

Note that students must describe two causes to get the point.

Unsuccessful example of describing a cause:

“Trade was also a very huge influence, the Romans went through Europe and went to Asia for goods, by land and by sea.”

The example does not describe a cause of expansion or consolidation.

“Influence” is unclear.

Successful example of explaining a cause:“Another example of something that would

aid empire building was religious justification.Not only did the emperors use God to justify their rule, some of them even made people believe that they themselves were gods. This made people believe the emperors were supposed to be in power and allowed rulers to inflict harsh taxes and laws on the people without much opposition.”

The last sentences explain the cause, analyzing why religious justification consolidates imperial power.

Successful example of explaining a cause:“Technology was also critical to

consolidating these large empires. Agricultural technology, such as irrigation systems, maintained the populations, while infrastructure like canals and roads helped link all part of the empire together. Without advanced technology, Rome and China would not have been able to maintain their empires.”

Even though multiple examples of technology are given, this is still explanation of one cause: technology. The student must explain two causes to get the point.

Unsuccessful example of explaining a cause:

“With tax money, they expanded roads and made water works. Rome made aqueducts, Persia made qanats, and China created dams. With constant flow of water this distracted the people of the empire.”

This attempt is not an accurate explanation of a cause for expansion or consolidation.

C. Using Evidence

1 pointAddresses the causes of imperial expansion and/or consolidation with at least three specific examples of relevant evidence from an appropriate state or empire in the period 600 BCE to 600 CE.

Responses can earn this point without having a stated thesis or argument.

Important consideration for “Addresses” point:

This part of the rubric is less about the historicalthinking skill of causation and more about usingevidence. Thus, if the evidence is related to the topic of the question (imperial expansion or consolidation), it is acceptable.

It does not have to be directly tied to a cause.

Examples of evidence:

“The Han used the Mandate of Heaven.”

“They also created Confucian schools to teach the ones who were going to be in charge one day.”

“The aqueducts helped regulate the water which brought many benefits to Rome. They now had some portable water at home.”

The evidence examples are related to the topic of imperial expansion or consolidation, even if not explicitly tied to a cause.

C. Using evidence (continued)1 pointFully and effectively substantiates the stated thesis or a relevant argument about the causes of imperial expansion and/or consolidation, utilizing at least three specific examples of evidence from one or more appropriate states or empires in the period 600 BCE to 600 CE.

Substantiation entails using the evidence analytically to justify or support the stated thesis or argument.

Note that the “substantiates” point can be achieved by:

• Using evidence to substantiate the thesis.

or:

• Using evidence to substantiate an overarching argument.

Successfully substantiating an argument with evidence:

“The administration of power throughout civilizations

assisted in unifying the empire. Empires throughout Eurasia were constantly expanding. For example, Rome’s rule was spread out all across the Mediterranean. In order to keep their rule constant, they put in the idea of “pater familias”, or more commonly known as “the father of the house.” This idea forced Roman’s ideology to the male of each household. In Han China, the emperor created Confucian universities to help discover intellectuals to work under the Mandate of Heaven. In Persia King Darius hired spies to keep an eye out for the satrapies that ruled in different regions. By implementing these ideas for overseeing large empires, this brought empires together by being able to know what was happening.”

“The administration of power throughout civilizations assisted in unifying the empire.”

In order to keep their rule constant, they put in the idea of “pater familias”, or more commonly known as “the father of the house.” This idea forced Roman’s ideology to the male of each household. In Han China, the emperor created Confucian universities to help discover intellectuals to work under the Mandate of Heaven. In Persia King Darius hired spies to keep an eye out for the satrapies that ruled in different regions.

The paragraph opens with description of a cause:

This paragraph goes on to earn the ‘substantiates’ point by analytically utilizing three pieces of evidence to substantiate the argument about cause:

Note that students can achieve the “substantiates” point by substantiating

a single cause two causes more than two causes

as long as they do so using three pieces of evidence.

Note: specific examples that earn the “addresses” point can be used to support the “substantiates” point.The “substantiates” point does not require an additional three pieces of evidence.

FINALLY …..

D. Synthesis1 pointResponse must extend 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 that is not the focus of the essay.

c) A different discipline or field of inquiry.

Must be more than a phrase or reference.

Example of achieving synthesis by connection to different historical period:

“This second wave expansion is not unlike the colonialism of the modern wave through the 19th and 20th centuries. Like in the second wave, large political entities such as the British used xenophobia and racist views to maintain harsh control over subject areas. Public works like telegraph lines allowed fast emergency contact as well as recreational communication which makes the people happy.”

Unsuccessful synthesis attempt through different historical period:

“Imperial expansion and consolidation between 600 BCE and 600 CE was caused by the Han and Romans using a strong government and a sense of standardization among the people. This can be compared to the Ottoman empire expanding in the early modern period.”

The example lacks explanation and is simply a reference.

Example of achieving synthesis through connecting

to a course theme that is not the central focus of the question:

“Cultural unity was necessary to maintain the Roman and Chinese empires. Both empires had pride in their respective nationalities and identifiedwith their empires. The people were bound bycommon languages, like Latin and Chinese, and shared similar belief systems.”

The main focus of the question is state building, so a focus on culture can be used to achieve synthesis.

Unsuccessful attempt to achieve synthesis by connecting to a different theme:

“The Mediterranean’s mild climate allowed them to grow all sorts of crops, and, though they only controlled a narrow stretch of land along the coast, that was all they needed to build a mighty empire.”

This attempt at environmental theme is unsuccessful because of inaccuracies and over-simplification.

Achieving synthesis by connecting the argument to a different discipline or field of inquiry:

A potential example could include insights from human geography to describe the relationship between environment, agricultural productivity, and population growth, leading to consolidation and expansion of empires.

An unsuccessful attempt to achieve synthesis by connecting the argument to a different discipline or field of inquiry:

“Throughout history the rich have oppressed the poor. But sooner or later the oppressed become conscious of the oppression and begin to plot and organize to change their fate.”

The example may be attempting to bring insights from sociology, psychology or Marxian theory, but it falls short of providing an explanation for the specific processes of imperial expansion.