Model leq-periodization 14th and 15th amendments PDF

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This is very good use for a model leq that is associated with period 5 of APUSH history so yeah i think that it is amazing!...

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APUSH(LEQ(BREAKDOWN( PROMPT:(Evaluate$the$extent$to$which$the$ra@fica@on$of$the$Fourteenth$and$FiTeenth$Amendments$to$the$ Cons@tu@on$marked$a$turning$point$in$the$history$of$United$States$poli@cs$and$society.$$ In$your$response$you$should$do$the$following.$$ $ Thesis:(Present$a$thesis$that$makes$a$historically$defensible$claim$and$responds$to$all$parts$of$the$ques@on.$The$thesis$must$consist$of$one$or$more$ sentences$located$in$one$place,$either$in$the$introduc@on$or$the$conclusion.$1(point(possible.(( ApplicaIon(of(Historical(Thinking(Skills:(Develop$and$support$an$argument$that$applies$historical$thinking$skills$as$directed$by$the$ques@on.$2(points( possible.(( SupporIng(the(Argument(with(Evidence:(U@lize$specific$examples$of$evidence$to$fully$and$effec@vely$substan@ate$the$stated$thesis$or$a$relevant$ argument.$2(points(possible.(( $$Synthesis:(Extend$the$argument$by$explaining$the$connec@ons$between$the$argument$and$one$of$the$following.$$1(point(possible.(( o$A$development$in$a$different$historical$period,$situa@on,$era,$or$geographical$area.$ o$A$course$theme$and/or$approach$to$history$that$is$not$the$focus$of$the$essay$(such$as$poli@cal,$ $ $ $6(points(total( economic,$social,$cultural,$or$intellectual$history).$$$This$is$not$the$suggested$choice—the$other$one$is$easier.$$

ContextualizaIon:(set$the$stage$ for$the$essay,$what$is$going$on$at$ the$@me$that$explains$the$ background$to$the$ques@on,$must$ be$within$the$@me$period$of$the$ essay,$2-3$sentences,$incorporate$ 2-3$themes,$put$in$intro$before$ your$thesis$

Remember&that&quite&o.en& the&best&answer&to&an&APUSH& prompt&is&some&varia9on&of& “Yes&but&no.”&&

In$your$body$paragraphs$you$ need$to$frame$your$argument$ around$the$historical$$thinking$ skill—this$essay$is$ periodiza@on—”turning$ point.”$$$You$must$also$use$$ specific$evidence$to$support$ your$argument.$STAY$ON$ MESSAGE!$$Directly$@e$your$ evidence$back$to$the$prompt$ at$least$once$per$paragraph.$$ $ Points$up$for$grabs$in$the$body$ of$the$essay:$ApplicaIon(of( historical(thinking(skill((2$ points)—must$describe$AND$ explain,$to$get$both$points$$and$ Argument(Development— Using(Evidence((2$points)— must$provide$specific$(proper$ noun)$examples$to$support$ thesis,$aim$for$3-4$examples$ per$paragraph$$

The$role$of$African$Americans$in$the$US$has$been$ crucial$to$every$period$of$American$history.$For$over$a$ hundred$years$they$had$been$enslaved,$and$ disagreements$over$slavery$culminated$in$the$US’s$ bloodiest$war.$Groups$such$as$aboli@onists$and$ northern,$Republican$poli@cians,$ul@mately$sought$to$ use$the$war$to$change$the$status$of$slaves$and$all$ African$Americans.$$When$the$Union$won,$three$ amendments$were$passed,$which$changed$the$lives$of$ black$people$na@onwide:$the$13th,$14th,$and$15th$ amendments.$The$respec@vely$ended$slavery,$made$ all$ci@zens$equal$under$the$law$regardless$of$color,$ and$gave$blacks$the$right$to$vote.$And$while$the$laKer$ two$did$certainly$have$a$huge$impact$on$American$ poli@cs$and$society,$it$was(not(as(momentous(as(it( would(seem.((

Why(is(this(paragraph(successful?(Essay$ starts$with$background$informa@on$that$ helps$reader$understand$why/how$the$14th$ and$15th$Amendments$were$passed—this$is$ context,.$$ ( Thesis$is$underlined$and$received$the$point.$ The$thesis$delineates$the$Fourteenth$and$ FiTeenth$Amendments$and$takes$a$posi@on$ that$the$impact$was$“not$as$momentous$as$ it$would$seem.”$$The$thesis$addresses$ topics$of$poli@cal$(vo@ng)$and$social$(all$ ci@zens$equal$under$the$law),$thesis$ responds$to$all$parts$of$the$ques@on.$$ $ *”To$what$extent”$ques@ons$MUST$have$a$ qualifier$in$the$thesis$(note$the$bolded$ words$in$the$thesis)$$ $ *Always$put$your$thesis$in$the$intro$ paragraph$$

Before$the$passage$of$the$amendments,$blacks$had$about$ nothing$in$the$eyes$of$the$law.$They$were$not$afforded$the$ same$rights$as$white$people,$such$as$due$process,$vo@ng,$and$ other$guarantees$of$freedom.$The$two$amendments$changed$ that,$by$puMng$blacks$on$equal$status$with$whites$in$the$eyes$ of$the$law.$Any$black$ci@zen$could$own$property,$run$for$office,$ and$cast$a$ballot$in$an$elec@on.$Subsequently,$the$number$of$ black$representa@ves$in$both$local,$state,$and$federal$ governments$rose,$and$African$Americans$gained$a$voice$in$ legislatures.$The$concept$of$40$acres$and$a$mule$gave$new$ economic$opportuni@es$to$African$Americans,$and$the$ Freedman’s$Bureau$gave$them$support$needed$to$establish$ independent$lives.$Blacks$also$received$more$formal$educa@on,$ puMng$them$on$a$closer$level$to$whites.$For$the$short$@me$ being,$they$were$not$at$the$hands$of$the$oppressive$whites$who$ used$to$rule$over$them.$Blacks$were$legally$the$equal$to$whites$ in$every$sense$following$the$14th$and$15th$amendments.$This$ opportunity$was$never$before$seen$in$the$history$of$America.$$ How(could(you(improve(this(paragraph?(The$last$line$could$be$beKer$by$ specifically$rela@ng$back$to$the$thesis$and$“huge$impact”$of$the$amendments,$ rather$than$the$sweeping$generaliza@on$that$is$present.$The$use$of$40$acres$and$a$ mule$is$not$used$quite$correctly,$but$is$not$a$significant$enough$error$to$take$away$ from$the$overall$strength$of$the$paragraph.$(

Why(is(this(paragraph(successful?(( In$this$paragraph,$the$situa@on$of$ African$Americans$BEFORE$the$ amendments$is$discussed—in$order$ to$show$a$turning$point,$$or$lack$ thereof,$you$MUST$address$what$ things$were$like$before$the$event/ development.$$Some$posi@ve$ changes$made$AFTER$the$ amendments$are$also$discussed,$ which$demonstrates$a$turning$point.$$ $ This$student$provided$several$ specific$pieces$of$evidence$ (underlined)$to$demonstrate$the$ state$of$poli@cs$and$society$before$ and$aTer$the$passage$of$$the$ amendments.$Note$that$the$student$ used$specific$examples$such$as$due$ process,$vo@ng$rights,$which$is$much$ stronger$than$saying$“African$ Americans$didn't’$have$poli@cal$ rights.”$$Specific$evidence$is$also$ provided$to$show$change,$or$the$ differences$in$society,$$aTer$the$14th$ and$15th$Amendments—rise$in$ representa@on,$Freedman’s$Bureau,$ legal$equality.$$

Essay$received(2(points$ for$using$the$targeted$ historical$thinking$skill$ and(2(points(for$using$ evidence—response$is$ focused$on$the$prompt$ and$their$thesis$ throughout,$and$all$ evidence$is$relevant$$

Synthesis$must$be$included$in$the$ conclusion.$The$easiest$way$to$do$ this$is$to$connect$the$prompt(and( your(thesis(to$another$@me$ period$where$a$similar$situa@on/ development$occurred.$$ “Similar$in$kind$but$in$a$different$ @me”$$$Synthesis$is$worth$1(point$ and$should$be$at$least$2-3$ sentences.$A$passing$reference$or$ name$dropping$is$not$enough.$ You$must$EXPLAIN$how$your$ examples$connects$to$the$ ques@on/your$thesis.$$$

However,$that$equality$was$not$in$the$eyes$of$the$people,$and$ thus$the$amendments$were$not(too(successful(in$changing$the$ treatment$of$African$Americans.$When$Reconstruc@on$ended$in$ 1877,$whites$began$to$take$back$the$southern$governments.$ Soon$all$sorts$of$de$jure$discrimina@on$was$passed.$Poll$taxes$ and$grandfather$clauses$were$used$to$suppress$the$votes$of$ blacks.$Segrega@on,$under$the$guise$of$separate$but$equal,$and$ declared$cons@tu@onally$valid$by$Plessy$v$Ferguson$in$the$ 1890s,$undid$much$of$the$equality$gained$from$the$14th$ Amendment.$Blacks$became$relegated$to$being$second$class$ ci@zens,$deprived$of$the$assurances$these$amendments$ guaranteed.$African$American$representa@ves$became$virtually$ absent$in$most$parts$of$the$country,$and$for$a$half$century$ discrimina@on$endured,$and$even$thrived.$In$this$way,$the$14th$ and$15th$amendments$had$importance$in$mostly$only$name$and$ symbolism.$They$were$like$empty$words,$and$the$sharecroppers$ in$the$1880s$became$not$too$dis@nguished$from$the$slaves$in$ the$1850s.$$

The$14th$and$15th$Amendments$were$a$sign$of$a$new$ era$in$American$society$and$poli@cs,$but$were$not$ enough$to$get$the$country$to$its$des@na@on.$Nearly$ one$hundred$years$aTer$the$Civil$War,$the$1954$ decision$in$Brown$v$Board$of$Ed$of$Topeka$ended$the$ legality$of$Jim$Crow$segrega@on,$and$ten$years$later$ the$Civil$Rights$Act$of$1964$made$equality$mostly$ present.$The$Vo@ng$Rights$Act$of$1965$further$ solidified$the$promises$from$those$two$amendments.$ Thus,$the$14th$and$15th$amendments$were$crucial$as$a$ step$in$the$right$direc@on,$but$largely$failed$in$ immediately$changing$the$poli@cal$and$social$culture$of$ the$United$States.$$

*WriIng(Ips/hints*( John(Irish(Thesis(Formula:(X.$However,$A$and$B.$ Therefore,$Y.$ $NOTE:$These$are$not$necessarily$standalone$sentences,$they$ are$concepts.$ ‘X’$represents$the$strongest$point$against$your$argument.$We$ call$this$the$counter-argument$(it$does$not$have$to$be$a$ counter-argument,$it$can$qualify$as$well).$‘A$and$B’$represent$ the$two$strongest$points$for$your$argument.$We$call$these$ your$organiza@on$categories.$ ‘Y’$represents$the$posi@on$you$will$be$taking$–$in$other$words,$ your$stand$on$the$prompt.$$ $ (You$DO(NOT(have$to$use$this—it’s$just$an$tool$you$can$use)$$

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Why(is(this(paragraph(successful?( This$paragraph$addresses$the$ similari@es$between$the$@me$periods$ before$and$aTer$the$passage$of$the$ amendments—this$demonstrates$ the$ways$in$which$it$was$NOT$a$ turning$point.$$This$show$analysis$ and$nuance.$$ $ Uses$specific$evidence$to$show$the$ similari@es–$de$jure$segrega@on,$ Plessy&v&Ferguson,$compares$slaves$ and$sharecroppers—the$last$line$@es$ back$to$thesis$as$it$shows$a$lack$of$ change/turning$point$$ ( ( (

Why(is(this(paragraph(successful?(( The$response$effec@vely$extends$the$ thesis$that$the$14th$and$15th$ Amendments$did$not$reach$the$ poten@al$originally$set$forth.$$It$ explicitly$links$AND$explains$the$longterm$impacts$of$the$Amendments$in$ the$20th$century$(the$Brown$decision,$ the$Civil$Rights$Act$of$1964$and$the$ Vo@ng$Rights$Act$of$1965—must$use$ specific$examples)$which$“solidified$the$ promises$from$those$two$ amendments.”$Therefore,$it$addresses$ a$development$in$a$different$historical$ period$thoroughly.$Received(1(point( for(synthesis((underlined).((

LEQ(QuesIon(Types/Historical(Thinking(Skills( ( --Compare(and(Contrast(( •  Look$for$similari@es$and$differences$$ •  Were$there$more$similari@es$or$differences?$ •  Why$are$there$similari@es$and$differences?$MUST$EXPLAIN$$ --CausaIon((( •  Organize$causes$into$several$themes/categories$ •  Are$some$causes$more$significant$than$others?$$ •  Explain(why(A$caused$B,$and$why$A$was$the$most$significant$cause,$etc.$( --ConInuity(and(Change(over(Ime( •  Make$sure$you$understand$the$@me$frame$$ •  Brainstorm$events/developments$within$the$@me$frame$$ •  Was$there$more$con@nuity$or$more$change$during$the$@me$period?$**MUST$ HAVE$A$QUALIFIER$$ •  Explain$WHY$there$were$changes$and$con@nui@es$and$WHY$there$was$more$of$ one$ --PeriodizaIon(“turning(point”(( •  Determine$if$there$was$a$turning$point$(did$an$event/development$cause$major$ change?)$$ •  Must$address$the(extent(to(which(there$was$a$turning$point—”major$turning$ point,$minor,$significant,$etc.”$Remember$that$there$can$be$a$turning$point$in$ some$areas,$but$not$others—that’s$ok!$$In$fact,$that$makes$a$great$argument$with$ strong$analysis$$...