3 Steps for Teaching THESIS STATEMENTS
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- Опубликовано: 3 июл 2024
- Teacher Resource Packs:
+AP World: bit.ly/3XE12nM
+APUSH: bit.ly/44vi49U
Sample Heimler Worksheets:
+APUSH: bit.ly/3NVRVvx
+AP World: bit.ly/46CfEbh
+AP Euro: bit.ly/3XBtkzi
Summer Teacher Training: bit.ly/43hLyXI
College Board's Past FRQs you can use for teaching:
+APUSH: bit.ly/3QQklqr
+AP World: bit.ly/3GTZi1I
+AP Euro: bit.ly/3WpF3yC
In this video I talk about the three steps I've found useful for teaching students in AP History classes thesis writing for DBQ and LEQ.
Great advice. I have been using the John Irish formula for a while in my class and definitely direct students to write a more simplified thesis if they cannot develop a counter-argument. However, I also use the counter-argument as a check for students to ask themselves "Am I making a defensible historical argument?". If I am able to generate a counter argument, or any other reasoning for my response, I probably have created a defensible argument. Even if they may not be going for the full complexity of the essay and get the 7/7 or 6/6 (even though we do try), they know they are fulfilling the requirement for the thesis point.
First year AP Teacher here for European History- You have saved me this year. Appreciate you!
And I appreciate you right back!
Thank you for adding in that last thesis example (restate prompt because A and B). I’ve used that as a stepping stone to understand how to write the full claim formula: CA + 2E + MA (counter-argument, 2 pieces of evidence, my argument). I didn’t know the last option in your video would score the point…albeit shouldn’t the Thesis/Claim have the Counter-Argument so it can be argued later on in the essay for the Complexity point on the AP rubric?
Yes, if the essay is going to earn the complexity point it will almost always have a complex thesis…
Is this thesis activity in your teacher resource pack?
But with the second formula, wouldn’t they be more likely not to earn the point because they could just be repeating the question in the first part of that formula? I tell students they won’t earn the point if they just rehash the prompt and I fear that second method will lead to more of that.
You’re right: a rehash of the prompt won’t earn a point. However, using the relevant language of the prompt AND adding categories with specific evidence will absolutely earn the point (if done correctly). Using the language of the prompt is a good practice for students who tend to write theses that don’t directly address the prompt. Using that language can help keep them on the proper line of thought…
Talk to Tom Petty!
Well now it’s if you save up 50,000 dollars, you may have a chance at living in a van down by the river