Used to be X.
Then Y occurred.
Which leads to Z.
X = Contextualization: What was it like before? (same concept: Economy, society, government, etc.)
Y = Transition statement: What prompted the change?
Z = Thesis Statement/position: Your argument.
Sample Question: Evaluate the extent to which ideas of self-government influenced American colonial reaction to British imperial authority in the period from 1754-1776.
The ideas of self-government were enabled by salutary neglect on the part of Britain throughout the 17th and most of the 18th centuries. The colonists had a history of autonomous government with the Mayflower Compact, individual colonial assemblies such as the House of Burgesses, and town meetings. Due to the French and Indian War, Great Britain accumulated a large amount of debt and passed revenue generating taxes on the colonies who requested protection due to the conflict. The colonists reacted strongly to this showing of imperial authority by Parliament as it violated their rights as British citizens established by the English Bill of Rights. This was a significant factor in the colonial responses through this period, which included political redress, greater ties between colonial regions, and physical protest.
The Supporting Points are broad categories, not facts/vocab, which allows the use of information to prove the claim/argument established in the thesis statement.
Political Redress: Stamp Act Congress, Sons of Liberty, Olive Branch Petition
Greater Ties between Regions: Massachusetts Circular Letter, colonies donating supplies to Boston due to the Intolerable Acts, Committees for Correspondence
Physical Protest: Boston Tea Party, Boston Massacre, Lexington/Concord, Boycotts/Daughters of Liberty
It must relate the topic of the prompt to broader historical events, developments, or processes that occur before, during, or continue after the time frame in question. This point is not awarded for merely a phrase or reference. REMEMBER - Evidence used in the contextualization cannot be also used in the argument. NO DOUBLE DIPPING!
“BEFORE” the time frame - Independence was the desire of only a few British colonists before 1763. The French and Indian War, fought prior to this period, was a long war fought on two continents requiring an influx of cash into the empty British treasury. It wasn’t until after the F&I War that Britain started taxing the colonies, fanning the flames and cries for independence.
“DURING” the time frame - The idea of American Independence rose from a small hum into a roaring inferno during this time period. With the Declaration of Independence defining the desire for independence to the creation of the first government under the Articles of Confederation, Americans were continuing to hone and sharpen their ideas of independence through the end of the Revolutionary War.
“AFTER” the time frame - American independence was quickly pieced together in the Declaration of Independence and Articles of Confederation while fighting a War for Independence. It further still developed after the war ended in 1783 with the ratification of the Constitution in 1789 and later the Bill of Rights in 1791. The ideas of independence seem to be ever changing and ever developing.
What needs to be in my Thesis Statement?
College Board Says:
The thesis must be an evaluative statement that establishes an argument AND responds to the question.
Which Means…
Your thesis must explain HOW you answer the question and point to WHY you answered it that way.
Evaluate the extent of change in ideas about American independence from 1763 to 1783.
The concept of American Independence changed a great deal from 1763 to 1783. Initially, the colonists demanded physical representation in policies and acts passed in Parliament; after a mere 20 years of taxes, protests, and war, Britain found itself negotiating a peace treaty with an independent America under the Articles of Confederation.
This shows HOW the question is answered. To a great extent, less extent, no extent, some extent, etc.
These are the claims pertaining to WHY the question was answered to that extent. Notice there are no specifics or explanations, just a brief “teaser'' of what’s to come in the essay.
Analysis & Reasoning - Document Sourcing
Evaluate the extent of change in ideas about American independence from 1763 to 1783.
Once the evidence is collected, it is time to USE it.
HAP-P’d Documents - at least 2 of the 7 documents
Other Documents - the remaining documents
Fact/Idea/Concept - Outside Evidence
When presenting HAP-P information in your essays “the purpose is…” or ”the point of view shows.” Rather, try some of these:
Document 3 shows…
Common Sense (Doc. 4) also proves…
The cartoon’s point of view indicates…(Doc. 5).
Despite the purpose of Doc. 2 to rally supporters, …
Together, the Declaration of Independence, and the intended audience of Doc.6, the European powers, proves…
According to College Board:
Students need to explain HOW or WHY the document’s Historical Context, Audience, Point of View, or Purpose is relevant to your argument or at least THREE of the seven documents.
Complex Understanding
In both the LEQ and the DBQ, complex understanding looks the same. It requires a demonstration of complex understanding that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question.
There are five possible methods that can be used to demonstrate complex understanding. They are:
Explaining nuance of an issue by analyzing multiple variables.
Explaining both similarities and differences, or explaining both continuity and change, or explaining multiple causes, or explaining both causes and effects.
Explaining relevant and insightful connections within and across periods.
Confirming the validity of an argument by corroborating multiple perspectives across themes.
Qualifying or modifying an argument by considering diverse or alternative views or evidence.
This understanding must be part of the argument throughout the essay, not merely a phrase or reference, nor an individual paragraph at the end of the essay.
Evaluate the extent of change in ideas about American independence from 1763 to 1783.
EXAMPLES:
Explaining how ideas stayed the same in some places and among some groups, but changed for others. (CONTINUITY AND CHANGE)
Explaining similarities between the changes in ideas about American independence and changes that took place during the French Revolution, the Haitian Revolution, or the United States Civil War. (CONNECTIONS ACROSS PERIODS)
Examining how changes in ideas related to economic changes in the period. (CONFIRMING VALIDITY)