Long Essay Outline apush (For causation thinking skill) Introduction



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Long Essay Outline APUSH (For causation thinking skill)


  1. Introduction:




    1. Get the reader’s attention by using a “hook.”

    2. Give some background information of the prompt

    3. Transition background information to thesis.

    4. State your position or your focus. (X, A, B, C, Y)


Note: Keep in mind the long essays are all about the historical thinking behind it. Make sure your thesis is written in a way (refer back to big packet) that reflects the historical thinking behind the prompt


  1. First argument (Your “A” in your thesis) or reason to support your position:




    1. Topic sentence explaining your point relating back to the “A” portion of your thesis.

    2. Describe AND explain the causes AND/OR effects of the historical event development, or process

    3. Explains the reasons for the causes AND/OR effects of the historical event, development, or process

    4. Use 1-2 specific pieces of evidence to back up your description of historical thinking skill and explanation.


Note: Parts 2, 3, and 4 described above do not necessarily have to be in this order, but must occur in the paragraph and must always relate back to your argument; your thesis
Note part II: if the prompt requires discussion of both causes AND effects, you must address both to earn points



  1. Second argument (Your “B” in your thesis) or reason to support your position:




    1. Topic sentence explaining your point relating back to the “B” portion of your thesis.

    2. Describe AND explain the causes AND/OR effects of the historical event development, or process

    3. Explains the reasons for the causes AND/OR effects of the historical event, development, or process

    4. Use 1-2 specific pieces of evidence to back up your description of historical thinking skill and explanation

Note: Parts 2, 3, and 4 described above do not necessarily have to be in this order, but must occur in the paragraph and must always relate back to your argument; your thesis
Note part II: if the prompt requires discussion of both causes AND effects, you must address both to earn points


  1. Third argument (Your “C” in your thesis) or reason to support your position:




    1. Topic sentence explaining your point relating back to the “C” portion of your thesis.

    2. Describe AND explain the causes AND/OR effects of the historical event development, or process

    3. Explains the reasons for the causes AND/OR effects of the historical event, development, or process

    4. Use 1-2 specific pieces of evidence to back up your description of historical thinking skill and explanation


Note: Parts 2, 3, and 4 described above do not necessarily have to be in this order, but must occur in the paragraph and must always relate back to your argument; your thesis
Note part II: if the prompt requires discussion of both causes AND effects, you must address both to earn points



  1. Conclusion (Synthesis):




    1. Summary of main points or reasons.

    2. Restate your position or your focus.

    3. Personal comment or a call to action by using your synthesis to

      1. Appropriately extend or modify the stated thesis or argument

      2. Appropriately connect the topic of the question to other historical periods, geographical areas, contexts, or circumstances

Note: Either “i" or “ii” cannot be mere mentions, but analysis that relates back to the thesis in a meaningful way

    1. Concluding context

Spelling/grammar:


-The College Board looks at this as a first draft since you only get 60 minutes to complete the task. However, if spelling or grammar detracts from the meaning of something, that’s where you can lose points.
Long Essay Outline APUSH (For periodization thinking skill)


  1. Introduction:




    1. Get the reader’s attention by using a “hook.”

    2. Give some background information of the prompt

    3. Transition background information to thesis.

    4. State your position or your focus. (X, A, B, C, Y)


Note: Keep in mind the long essays are all about the historical thinking behind it. Make sure your thesis is written in a way (refer back to big packet) that reflects the historical thinking behind the prompt


  1. First argument (Your “A” in your thesis) or reason to support your position:




    1. Topic sentence explaining your point relating back to the “A” portion of your thesis.

    2. Describe the ways in which the historical development in the prompt was different from OR similar to developments that preceded AND/OR followed

    3. Explains the extent to which the historical development in the prompt was different from OR similar to developments that preceded AND/OR followed

    4. Use 1-2 specific pieces of evidence to back up your description of historical thinking skill and explanation.


Note: Parts 2, 3, and 4 described above do not necessarily have to be in this order, but must occur in the paragraph and must always relate back to your argument; your thesis



  1. Second argument (Your “B” in your thesis) or reason to support your position:




    1. Topic sentence explaining your point relating back to the “A” portion of your thesis.

    2. Describe the ways in which the historical development in the prompt was different from OR similar to developments that preceded AND/OR followed

    3. Explains the extent to which the historical development in the prompt was different from OR similar to developments that preceded AND/OR followed

    4. Use 1-2 specific pieces of evidence to back up your description of historical thinking skill and explanation


Note: Parts 2, 3, and 4 described above do not necessarily have to be in this order, but must occur in the paragraph and must always relate back to your argument; your thesis



  1. Third argument (Your “C” in your thesis) or reason to support your position:




    1. Topic sentence explaining your point relating back to the “A” portion of your thesis.

    2. Describe the ways in which the historical development in the prompt was different from OR similar to developments that preceded AND/OR followed

    3. Explains the extent to which the historical development in the prompt was different from OR similar to developments that preceded AND/OR followed

    4. Use 1-2 specific pieces of evidence to back up your description of historical thinking skill and explanation.


Note: Parts 2, 3, and 4 described above do not necessarily have to be in this order, but must occur in the paragraph and must always relate back to your argument; your thesis


  1. Conclusion (Synthesis):




    1. Summary of main points or reasons.

    2. Restate your position or your focus.

    3. Personal comment or a call to action by using your synthesis to

      1. Appropriately extend or modify the stated thesis or argument

      2. Appropriately connect the topic of the question to other historical periods, geographical areas, contexts, or circumstances

Note: Either “i" or “ii” cannot be mere mentions, but analysis that relates back to the thesis in a meaningful way

    1. Concluding context

Spelling/grammar:



-The College Board looks at this as a first draft since you only get 60 minutes to complete the task. However, if spelling or grammar detracts from the meaning of something, that’s where you can lose points.

Long Essay Outline APUSH (For continuity and change over time thinking skill)


  1. Introduction:




    1. Get the reader’s attention by using a “hook.”

    2. Give some background information of the prompt

    3. Transition background information to thesis.

    4. State your position or your focus. (X, A, B, C, Y)


Note: Keep in mind the long essays are all about the historical thinking behind it. Make sure your thesis is written in a way (refer back to big packet) that reflects the historical thinking behind the prompt


  1. First argument (Your “A” in your thesis) or reason to support your position:




    1. Topic sentence explaining your point relating back to the “A” portion of your thesis.

    2. Describe historical continuity AND change over time

    3. Explains the reasons for historical continuity AND change over time

    4. Use 1-2 specific pieces of evidence to back up your description of historical thinking skill and explanation.


Note: Parts 2, 3, and 4 described above do not necessarily have to be in this order, but must occur in the paragraph and must always relate back to your argument; your thesis



  1. Second argument (Your “B” in your thesis) or reason to support your position:




    1. Topic sentence explaining your point relating back to the “B” portion of your thesis.

    2. Describe historical continuity AND change over time

    3. Explains the reasons for historical continuity AND change over time

    4. Use 1-2 specific pieces of evidence to back up your description of historical thinking skill and explanation.


Note: Parts 2, 3, and 4 described above do not necessarily have to be in this order, but must occur in the paragraph and must always relate back to your argument; your thesis


  1. Third argument (Your “C” in your thesis) or reason to support your position:




    1. Topic sentence explaining your point relating back to the “C” portion of your thesis.

    2. Describe historical continuity AND change over time

    3. Explains the reasons for historical continuity AND change over time

Use 1-2 specific pieces of evidence to back up your description of historical thinking skill and explanation
Note: Parts 2, 3, and 4 described above do not necessarily have to be in this order, but must occur in the paragraph and must always relate back to your argument; your thesis


  1. Conclusion (Synthesis):




    1. Summary of main points or reasons.

    2. Restate your position or your focus.

    3. Personal comment or a call to action by using your synthesis to

      1. Appropriately extend or modify the stated thesis or argument

      2. Appropriately connect the topic of the question to other historical periods, geographical areas, contexts, or circumstances

Note: Either “i" or “ii” cannot be mere mentions, but analysis that relates back to the thesis in a meaningful way

    1. Concluding context


Long Essay Outline APUSH (For comparison thinking skill)


  1. Introduction:




    1. Get the reader’s attention by using a “hook.”

    2. Give some background information of the prompt

    3. Transition background information to thesis.

    4. State your position or your focus. (X, A, B, C, Y)


Note: Keep in mind the long essays are all about the historical thinking behind it. Make sure your thesis is written in a way (refer back to big packet) that reflects the historical thinking behind the prompt


  1. First argument (Your “A” in your thesis) or reason to support your position:




    1. Topic sentence explaining your point relating back to the “A” portion of your thesis.

    2. Describes similarities AND differences among historical individuals, events, developments, or processes

    3. Explains the reasons for similarities AND differences among historical individuals, events, developments, or processes

    4. Use 1-2 specific pieces of evidence to back up your description of historical thinking skill and explanation


Note: Parts 2, 3, and 4 described above do not necessarily have to be in this order, but must occur in the paragraph and must always relate back to your argument; your thesis


  1. Second argument (Your “B” in your thesis) or reason to support your position:




    1. Topic sentence explaining your point relating back to the “B” portion of your thesis.

    2. Describes similarities AND differences among historical individuals, events, developments, or processes

    3. Explains the reasons for similarities AND differences among historical individuals, events, developments, or processes

    4. Use 1-2 specific pieces of evidence to back up your description of historical thinking skill and explanation

Note: Parts 2, 3, and 4 described above do not necessarily have to be in this order, but must occur in the paragraph and must always relate back to your argument; your thesis



  1. Third argument (Your “C” in your thesis) or reason to support your position:




    1. Topic sentence explaining your point relating back to the “C” portion of your thesis.

    2. Describes similarities AND differences among historical individuals, events, developments, or processes

    3. Explains the reasons for similarities AND differences among historical individuals, events, developments, or processes

    4. Use 1-2 specific pieces of evidence to back up your description of historical thinking skill and explanation



Note: Parts 2, 3, and 4 described above do not necessarily have to be in this order, but must occur in the paragraph and must always relate back to your argument; your thesis


  1. Conclusion (Synthesis):




    1. Summary of main points or reasons.

    2. Restate your position or your focus.

    3. Personal comment or a call to action by using your synthesis to

      1. Appropriately extend or modify the stated thesis or argument

      2. Appropriately connect the topic of the question to other historical periods, geographical areas, contexts, or circumstances

Note: Either “i" or “ii” cannot be mere mentions, but analysis that relates back to the thesis in a meaningful way

    1. Concluding context


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