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ACEtheSAQAHistoricalWritingStrategy
JohnBurkowski Jr.AcademyforAdvancedAcademics
AdaptedandRevisedPowerPointLayoutCreatedbyJessicaJenkins
AGENERALWRITINGAPPROACH• InEnglishLanguageArts:
• Claim– Theargumenttobeproven.
• Evidence– Thefactsand/orparaphrasesandquotesusedtosupporttheclaim.
• Commentary– Theexplanationonhowtheevidenceprovestheclaim.
HowtoACEtheSAQ“ACEIT!”
• ThreesentencesforeachpartofanSAQquestion.
• A =Answer. Youdirectlyanswerthequestionbyidentifyingyourhistoricalclaim.- Usespecificfactualinformation,ifapplicable.
• C =Cite. Youbrieflydefine/describeyourclaim.- Usespecificfactualinformation.- Instimulus-basedquestions,useawordorimagecomponent.(“snagaword/image”)
• E =Expand. Youexplainthechoiceofyourhistoricalclaiminresponsetothequestionandlogicallyconnectittorelevanthistoricaldevelopments.
“Howandwhyyourclaimbestaddressestheintentofthequestion.”
ACE– A(Answer)
• Dependingontheprompt,thiscomponentrequiresyoutodirectlyanswerthequestionbyidentifyingaspecifichistoricalclaim,generalhistoricalassertion,orhistoricalinterpretativeanalysis.
• Itisherewhereyouconfidentlyestablishyourhistoricalargument.
• Itissimilartomakingathesis/argumentclaiminanessayortopic/mainideasentenceinasupportingparagraph.
ACE– A(Answer)
• Inasituationofselectingfromprovidedoptions,identifytheoptionyouintendtosupportasaprimarychoice.[SEEEXAMPLEPERIODIZATION]
• Inasituationofidentifyingasimilarityordifference,besuretodirectlyaddressbothcomponentsofcomparison.[SEEEXAMPLECOMPARISONandEXAMPLEINTERPRETATION]
ACE– C(Cite)
• Dependingontheprompt,thiscomponentrequiresyoutodirectlyanswerthequestionbyidentifyingaspecifichistoricalclaim,generalhistoricalassertion,orhistoricalinterpretativeanalysis.
• Thedefinition/descriptionshouldcontainspecificfactualinformation/evidencedirectlyrelevanttothepromptandAnswer.
ACE– C(Cite)• InasituationwheretheAnswerwasidentifyingaspecifichistoricalclaim,youshould
defineordescribetheclaim[SEEEXAMPLECAUSATION]
• InasituationwheretheAnswerwasageneralhistoricalassertion,youshouldciteaspecifichistoricalevent,situation,oreventtoprovetheassertion.[SEEEXAMPLECONTINUITY/CHANGEOVERTIME]
• InasituationwheretheAnswerwasahistoricalinterpretativeanalysis,youshould“snagawordorphrase”tosubstantiatetheinterpretativeanalysis.[SEEEXAMPLEINTERPRETATION]– Thisdoesnotmeantoquoteawordorphrase.
• InasituationwheretheAnswerwasidentifyingaclaimfromalistofoptions,youshoulddefine/describetheselectedoption.[SEEEXAMPLEPERIODIZATION]
ACE– E(Expand)• ThislastcomponentrequiresyoutoexplainhowyourAnswerbestaddressestheprompt.
• LikeanywritingpromptontheAPexam,thereexistsanintentandfocustoassesshistoricalunderstandingonatargetedhistoricallearningobjective,keyconcept,and/orhistoricalthinkingskill.– Thesequestionsaredevelopedbyhistoriansandteachersofhistory.Theyareinherentlydesignedto
directlyassesskeyconcepts,butalsoassessbroadhistoricalphenomenon.
• TheexplanationshouldconnectortiebacktheAnswertothepromptandfulfillitshistoricalintent.
• WhyExpand?TheexplanationoftheAnswershouldincludeafurtherconnectiontoadirectorbroadhistoricalphenomenonrelevanttotheintentandfocusofthequestion.
ExampleCAUSATION
• Prompt(PartA):BrieflyexplainONEimportantpoliticalresponsetothesectionalconflictoverslaveryduringthe1850’s.
• ANSWER: TheKansasNebraskaActin1854wasanotherattempttosettlethesectionalconflictoverslaveryduringthe1850’s.
• CITE: TheactsplittheNebraskaTerritoryintotwonewterritories,NebraskaandKansas,andallowedeachterritorytodeterminefreestateorslavestatethroughpopularsovereignty.
• EXPAND: AlthoughtheKansasNebraskaActattemptedtosettletheconflictoverslaverythroughamoredemocraticmeans,itconsequentlyallowedslaverytoexpandbeyondtheMissouriCompromiselineof36’30andwasconsideredapoliticalvictoryfor“slavepower.”
ExampleCOMPARISON
• Prompt(i.e.PartA):BrieflyexplainONEimportantdifferencebetweentheNorthernregionaleconomyandtheSouthernregionaleconomyintheperiodfrom1800to1850.
• ANSWER: TheNorthernregionaleconomydevelopedanewindustrialandmanufacturingbasewhiletheSouthernregionaleconomypreserveditspredominantlyagrariansociety.
• CITE: TheLowellSystempioneeredmanufacturingandmassproductionintheNorthwhiletheSouthcontinuedtoexpandcashcropplantations,suchascotton.
• EXPAND: TheincreaseinfactoriesintheNorthdevelopedamorefluidwage-earningfreelaborclasswhereastheSouthernplantationeconomypreservedtherigidsocialhierarchyandslavelabor.
ExampleCONTINUITY/CHANGEOVERTIME
• Prompt(i.e.PartA):BrieflyexplainONEexampleofhowcontactbetweenNativeAmericansandEuropeansbroughtchangestoNativeAmericansocietiesintheperiod1492to1700.
• ANSWER: ThespreadofcontagiousEuropean-bornediseasessignificantlydecimatedNativepopulations.
• CITE: Nativesdidnotpossessnaturalimmunitiestosmallpoxandinfluenza,andalmost90%ofthemperished.
• EXPAND: NativepopulationlossesweakenedtheirdefensesandEuropeanconquerorseasilysubjugatedsurvivorsandexploitedtheirlandthroughcolonization.
ExamplePERIODIZATION
• Prompt(i.e.PartA):BrieflyexplainwhyONEofthefollowingoptionsmostclearlymarksthebeginningofthesectionalcrisisthatledtotheoutbreakoftheCivilWar.
• - NorthwestOrdinance(1787)- MissouriCompromise(1820)– AcquisitionofMexicanterritory(1848)
• ANSWER: TheNorthwestOrdinancemarkedthebeginningofthenation’ssectionalcrisis.
• CITE: Thelegislation,establishedundertheArticlesofConfederation,prohibitedslaveryintheOldNorthwestterritory.
• EXPAND: TheideaofafederalgovernmentenforcingitswilloverfuturestateswouldprovecontroversialinfutureconflictsbetweenNorthernandSouthernstates.
EXAMPLEInterpretation
“Most[ProgressiveErareformers]livedandworkedinthemidstofmodernsocietyandacceptingitsmajorthrustdrewboththeir
inspirationandtheirprogramsfromitsspecifictraits...Theyprizedtheirorganizations...assourcesofeverydatstrength,and
generallytheyalsoacceptedtheorganizationsthatweremultiplyingaboutthem....Theheartofprogressivismwastheambitionofthenewmiddleclasstofulfillitsdestinythroughbureaucraticmeans.”– RobertH,Weibe,TheSearchforOrder,
1877-1920
“Women’scollectiveactionintheProgressiveeracertainlyexpressedamaternalist ideology[asetofideasthatwomen’srolesasmothersgavethemaresponsibilitytocareforsocietyaswell].…Butitwasalsosparkedbyamoralvisionofamoreequitabledistributionofthebenefitsofindustrialization.…Withinthepoliticalcultureofmiddle-classwomen,genderconsciousnesscombinedwithanawarenessofclass-basedinjustices,andtalentedleaderscombinedwithgrass-rootsactivismtoproduceanimpressiveforceforsocial,
political,andeconomicchange.”– KathrynKishSklar,“TheHistoricalFoundationsofWomen’sPowerintheCreationoftheAmericanWelfareState,”Mothersofa
NewWorld
Prompt(PartA):BrieflyexplainONEmajordifferencebetweenWiebe’sandSklar’s historicalinterpretations.
ANSWER: WiebebelievesthemiddleclassfueledprogressivereformswhileSklar argueswomenusedgrassrootsinitiativestosupportprogressivereforms.
CITE: Wiebenotesmostprogressivereformerswereambitious middle-classorganizerswhereasSklar focusesonthematernal instinctsofmiddle-classwomen.
EXPAND:WiebearguesmiddleclassreformersusedtheirmeanstoenactreformsthroughlegislationwhileSklarbelievesmiddle-classwomenpursuedreformsbasedonamoralobligationtosociety.
ExampleANALYZINGEVIDENCE
(POLITICALCARTOON/PAINTING/IMAGE)• Prompt(PartA):Brieflyexplainthepointofviewabouttheeconomy
expressedbytheartist.
• ANSWER: ThepoliticalcartoonistbelievestheGildedAgebusinessmenexploitthehard-workingandstrugglinglaborers.
• CITE: Theartistdepictsthecapitalistsaslazyandgreedymoneybagswhorestonthebacksofthevariousindustrialworkers.
• EXPAND: Theworkerskeepthecapitalistsinsulatedfromthewavesofeconomichardtimesshowingtheartist’ssympathyforworkers’livelihoodswhileexposingtheflawsofunregulatedcapitalismofgreedyGoulds andVanderbilts.
RECOMMENDEDACEAPPLICATION• Notdesignedtobeanimmediatewritingsolution.• Strategyshouldbeappliedregularlyandconsistentlythroughoutthecourse.• AppliedtodifferenttypesofSAQstoaddressHistoricalThinkingSkills.• Practice,practice,practice.• AskanSAQquestionpartratherthananentirethree-partSAQ.• Timing
– Applyextendedtimesinearlydevelopmentandapplication.– Administerquestionsinanexam-timedsituationtoassessmastery.
• Allowstudentstoadaptthestrategytotheirabilities.• Adaptthestrategytoyourclassroom,whenpreferred.
GENERALWRITINGGUIDELINES• Beexplicit.– Alwaysusespecificfactualandhistoricalevidenceandavoidansweringonlyingeneralizations.
• Donotquotewordsorphrasesfromexcerpts.[SeeCiteforfurtherclarification.]
• Unnecessaryphrasestoavoid:“Accordingtothehistorian…,”“Asseenintheexcerpt/graph/image…,”“Aswritten/mentionedby…”
• Useactivevoiceandactiveverbs.• Dictionandsyntaxplayanimportantroleinestablishingaconfidenthistoricalclaimandassertioninadditiontodevelopingconciseresponses.– OK->EuropeansbroughtoverdiseasestotheAmericasandithadanimpactonNativepopulations.
– GOFORTHIS->ContagiousEuropeandiseasesdecimatedNativepopulations.
STRATEGICVALUEofACE• KeepsSAQresponsesconcise.• Increaseslikelihoodofearningeachpoint,particularlyoninterpretationprompts.
• Developsabilitytoproveandsubstantiateclaimsandexplanations.• ServesasascaffoldingtechniqueforDBQandLEQessayresponses.• Encouragessophisticatedhistoricalwriting.• ShouldbeconstantlyandconsistentlyappliedwithSAQassessments.• CommonapplicationwithotherAPdisciplinesusingwritingaspartoftheirassessments.– APEnglishLanguageandComposition
GENERALSAQGUIDELINES
• Labeleachpartintheleft-sidemarginsoutsidethebox.• Donotskiplinesordouble-line.• Donotindent.• Donotwriteanintroductionorconclusion.Thisisnotanessay.• Writeincompletesentences.Nobulletpoints orsentencefragments.
• Completeeachtaskinorder;A,B,C.• YoumaywriteanyofthefourSAQsinanyorder.– Recommendedtoanswerintheorderofmostconfidencefirst.