Conclude ap world history essay

Thesis 1: The student does not establish a line of reasoning for their essay. Stating the colonists were angry does not indicate the factors that caused this anger. The introduction sentences also do not introduce the relative importance of any factors. It states that British violated economic and natural rights and states the relative importance by elevating natural rights by stating that there is no liberty without protections of natural rights.

Though the thesis is simplistic, it gets over the bar by making a claim it will try to substantiate. Thesis 3 : The student correctly identifies the underlying forces for the revolution as economic discrimination against the colonists and violations of enlightenment principles by the Crown. The student also maintains that the economic reasons for revolting were more significant thus pointing directly to the relative importance of the two factors.

If you do not specifically evaluate to this extent, you will not get the point. Because if the thesis is the first thing you write, it will then be in the introduction and it will give you direction and clarity on what to write for the remainder of the essay. Contextualizing helps sets the scene for the prompt.


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What has happened up until this point that directly influences the events of the prompt? Describes a broader historical context relevant to the prompt. A logical place for contextualization is in the first or second paragraph, right after the thesis. This will set up the entire essay for the reader.

They know your arguments and how you see the development situated in the time period. Reader Tip : What big trends are happening during the prompt? Start your contextualization there. Example Prompt: Evaluate the relative importance of different factors that caused the movement for American Independence between and In Document 1, the snake shows disunity in the colonies. The colonists were probably angry over how the king was trying to divide them.


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In the Virginia Resolves, Document 2, the colonists said that they had the right to tax themselves. Taxes seemed to make them very angry.

How to Write a Long Essay Question (LEQ) for AP History (APUSH, AP World, & AP Euro) 2019-2020

This was in response to the Intolerable Acts and other taxes. George Washington also did not like these taxes and said that manufacturers would help American industry. Enlightenment ideas were ideas about liberty and individual rights. They began in the 18 th century. The colonists thought that their rights were being taken away. In Common Sense, Thomas Paine states that hereditary rights of kings could not be the basis of a good government.

In , a Tory wrote that colonists enjoyed the natural right of petitions and that the Crown and Parliament were listening to colonial concerns. Fundamentally, the colonists had always thought of themselves as economically independent. Since the day the English landed at Jamestown and became economically viable with tobacco they were in many ways independent from England.

England, like other European monarchies of the 18 th century, had created the mercantile system of trade between the colonies and the mother country whereby they sold manufactured goods to the colonists in exchange for colonial agricultural goods and raw materials. Though both sides benefited to some degree, the colonists beginning in the early 18 th century, began to skirt the very laws that England had emplaced to control this trade. They discovered that they could smuggle goods to the Spanish and French West Indies and make much larger profits than they could by only trading with the British West Indies.

The mercantile system forced them to be paid less for their goods so that English middlemen could then sell their valuable goods such as tobacco to the Spanish and French. When the British caught on to colonial smuggling they began to crack down on smugglers with the Sugar Act of They took away trial by jury in the new Vice-Admiralty courts created. Unbeknownst to the King, they had now taken the first steps towards creating the Revolution.

Contextualization 2 : The attempt at the beginning the paragraph to establish a contextualization point with the discussion of Enlightenment ideas does not get over the bar for the point. The discussion needs more elaboration as to what the individual rights and Enlightened principles were and how they were a fundamental force causing the revolution.

Contextualization 3 : In the paragraph, the student thoroughly explains the system of mercantilism that existed in the 18 th century as the trade development that preceded and continued during the period of the question.


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  • Writing the Essay.

This context directly establishes the fundamental economic trend and why its monopolistic tendencies were a cause of the revolution. This is an extremely healthy explanation and points would have been awarded even if it was half this length. For each document, you need to use the content of the document to support your point. To get the 1 st point, you simply must state the content of the document and relate it to the prompt. To get the second point, you must use the content of at least six documents to support your argument.

Have you taken the idea of the document to advance your argument?

3 Ways to Write Good Essays in AP World History - wikiHow

If so, you will probably get credit for that document. The test creators gave you each of the seven documents for a reason. Each document will show a different development aspect of the prompt. Reader Tip: Use 7 documents. That way if you misuse one document, you still get the point.

Bonus Tip! Connect the ideas of documents transition words help with this. This will help tie the essay together and will help you earn the Reasoning point. Unity was another issue arising during this time. The point of view of the cartoon is that of a Rebel. By , the reasons to revolt were too great and the Revolution began.

Over what issue is the cartoon attempting to unite them? The student must clarify the reason. The cartoon itself was an attempt to unite the colonies to fight the Native-Americans during the French and Indian War and support the Albany Plan for Union and is unrelated to the American Revolution 22 years later as the student implies with its qualifying sentence. Docs 1 and 3 are used in par. Docs 2 and 4 are used in paragraph 4. Docs 7, 5 and 6 are used in paragraph 5. You must present the evidence and use it to advance your argument to get the Outside Evidence point.

Uses at least one additional piece of the specific historical evidence beyond that found in the documents relevant to an argument about the prompt. Three things to know about Outside Evidence:. Economic issues were also a big topic that caused the Revolution. The British had taxed the colonists for two decades. The Sugar Act and Townshend Acts were two taxes that caused the colonists anger because the Crown was taxing them internally. The Stamp Act caused the largest outcry for it taxed many items and was a direct tax.

The House of Burgesses opposed these with their Virginia Resolves. They stated that only colonial legislatures had the power to tax within the colonies 2 Sam Adams, the leader of the Sons of Liberty who tried to bring about revolution, stated that the colonists enjoined all the rights of Englishmen, including protection of their property rights. British taxation policies on the colonists were one of the most visible and atrocious acts perceived by the colonists. For over a century, the colonists had accepted the parliamentary taxes on foreign goods entering the colony external taxes for purposes of payment for British naval protection.

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However, with the taxing of British West Indies sugar into the 13 mainland colonies under the Sugar Act Parliament had begun taxing goods traded between colonies and not just foreign goods. Never before had the Parliament taxed colonial goods traded within and between colonies internal taxation. Outside Evidence 1 : Though not very elaborate, the discussion at the beginning of paragraph 3 concerning taxation gets over the threshold to receive the point.

There is enough elaboration of what the taxes were and why they were offensive to the colonists to warrant the point. Outside Evidence 2 : In this paragraph, the student received the point for its clear and extensive discussion of taxation issues. It correctly brings forth the colonial distinctions between internal and external taxes and gives specific laws that illustrated it. Note that the student brings in quite a bit of outside evidence throughout.

A simple phrase or mention will not get the point. You must analyze sources to better understand how to interpret the content of the document. This analysis is what the Analysis point is all about. There are four ways you can analyze a document on the exam.

To help you remember, use the acronym H. Historical Context — What is the context of the document that might be influencing the document? Or, what caused the document to be created. Historical Context is not contextualization; it only applies to the individual document. Purpose — What action or result is the document hoping to achieve? Point-of-View — What is the larger group represented by the document, and what is the goal of that group.

Point-of-view goes beyond just the individual author of a document, but the group that author represents.

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You must go beyond just what the historical context, intended audience, purpose, or point-of-view and you must state how that influences the document. Reader Tip! Try to get those two first, and if you cannot, then try to establish the point of view. The Albany Plan proposed by Ben Franklin and others would have created an inter-colonial assembly that would have power over inter-colonial trade. Other rights taken away were stated in the Declaration of Independence in an attempt to convince the colonies to unify to revolt against the British monarchy.

The Reasoning Point is a holistic point. That means the reader the grader will evaluate if the essay, as a whole, demonstrated a nuanced, complex understanding of the topic. Demonstrates a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question. Understand scoring. Your grader will look at several factors when grading your essay. For example, the clarity and strength of your thesis matters.

Understanding the documents, supporting your thesis with evidence, and examining the point of view of two documents are also crucial. Grouping your documents into different categories also shows that you can connect the dots between artifacts. Lastly, your explanation of what sources could add to your argument also impacts your score. Method 2. Understand the type of essay. A change-over-time essay asks you to analyze how over a specific time period, a culture or civilization has changed.

Factors you could examine include: trade, migrations, cultural elements, the role of technology, or environmental change. You might be able to focus on the areas in which you are strongest. You have forty minutes to complete this question on the AP exam. Take a few minutes to map out your plan before starting to write.

Use analysis skills. When answering this question, be sure to follow directive words. If the prompt asks you to look at migration and environmental factors during colonialism, be sure to talk about both factors. Make sure that you ground your essay in the historical context of the prompt. Show your mastery and understanding of the social or political climates during that time. How did environmental conditions shift, for example, during the Industrial Revolution?

What were the connections to technological development? Look for changes over time and things that remained the same or were continuous. Include dates when relevant. For example, "Although Christianity spread through colonialism, its impact in China was relatively small in comparison to other countries e. X, Y, Z. In China, Buddhism remained as a mainstay because of missionaries' inability to connect with the local people in location M, N, etc. Pick good evidence. Use examples you have learned from class and your studies to support your point.

Choose stories that demonstrate change and continuity and the forces driving those processes. Aim to be relevant.

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The Beginner’s Guide to Contextualization and Synthesis

For example, if you are writing about the Crusades, drawing parallels to the Mongols and spirituality's influence on their wars is an interesting side-point. Unless you were asked to compare the role of religion in war, however, the point is probably not necessary to mention! Keep grading factors in mind. Graders will look at the strength of your thesis and that you discuss appropriate global issues. You also must answer every part of the question. Use relevant evidence that you have learned in class or studying to back up your claims.

Make sure to convey the continuity or change elements of this essay. While your last essay comparative focuses heavily on making comparisons, you should seek to have a linear argument for the continuity and change essay. Good essays tie change and continuity together. For example, an important agricultural change could lead to a technological innovation that becomes a continuity. Method 3. Understand the goal. Students demonstrate via comparative essays that they can look at two civilizations or regions and recognize how they are similar or different.

You should examine why there are similarities or differences. What are the reasons behind them? You have forty minutes to write this essay. Spend the first five minutes outlining your argument. Follow the directions. Students must show that they can follow the prompt. Be sure to understand the meaning of these words. Craft your argument. Before you start writing your essay, jot down an outline with your key points. Decide what will go into each paragraph.

By having a map of your plan, you will be able to write more efficiently and quickly. When making your thesis statement, key in mind the directive words. If the prompt says you must compare, then make sure you offer a comparison in your thesis statement. Find good examples. When drawing comparisons, think about two topics you know a lot about.

Of course, some prompts will lead you to analyze specific groups but if you are allowed to choose your examples, lean on your strengths. For example, if the prompt asks you to compare the role of religion in war between two societies, you could pick the Ancient Hebrews and early Muslims. If, however, you know more about the Christian Crusaders and the spiritualist Mongols, go for that comparison. As long as you can support your points with thorough examples and your examples answer the question at hand, use what you know best.

Learn about scoring. Like with the change-over-time essay, graders will look to see that you can argue well, explain the reason for changes, and synthesize your arguments. Because comparison is the focus of this essay, particular attention will be given to how you compare and contrast the regions. What details do you provide?