From The College Board: A Sample Specifically using Support, Modify, or Refute….to address the Quesiton… Part B: Long Essay Questions Students will choose one of two long essay questions to answer in writing. The long essay requires that students demonstrate their ability to use historical evidence in crafting a thoughtful historical argument. For the sample questions presented here, students will analyze an issue using the historical thinking skills of historical argumentation and patterns of continuity and change over time. As with any essay, a good response begins with the development of a relevant thesis. The Question in this sample set begins with a sentence describing a historical interpretation about continuity and change and then ask students to modify, “support, or refute” that interpretation. A solid thesis will take a stance that chooses one of these three options. In the rest of the essay, the student should provide evidence in a manner that is convincing, thoughtful, and built on a sound knowledge of historical information relevant to the topic. The following question is meant to illustrate an example of a question that might appear in this part of the exam. Question: Some historians have argued that the American Revolution was not revolutionary in nature. Support, modify, or refute this interpretation, providing specific evidence to justify your answer. What Good Responses Will Include . A good response to this question will support, modify, or refute the interpretation that the American Revolution was not revolutionary in nature. supporting An essay this interpretation would craft an argument using specific evidence that shows the American Revolution did not foster revolutionary change but instead maintained continuity. Although not required to do so, a good response might also acknowledge that the situation is nuanced and to some degree ambiguous. The essay might therefore contend that for the most part, the historical evidence supports the claim made in the question stem, while pointing out that some contrary evidence exists as well.
From The College Board: A Sample Specifically using Support, Modify, or Refute….to address the Quesiton… Part B: Long Essay Questions Students will choose one of two long essay questions to answer in writing. The long essay requires that students demonstrate their ability to use historical evidence in crafting a thoughtful historical argument. For the sample questions presented here, students will analyze an issue using the historical thinking skills of historical argumentation and patterns of continuity and change over time. As with any essay, a good response begins with the development of a relevant thesis. The Question in this sample set begins with a sentence describing a historical interpretation about continuity and change and then ask students to “support, modify, or refute” that interpretation. A solid thesis will take a stance that chooses one of these three options. In the rest of the essay, the student should provide evidence in a manner that is convincing, thoughtful, and built on a sound knowledge of historical information relevant to the topic. The following question is meant to illustrate an example of a question that might appear in this part of the exam. Question: Some historians have argued that the American Revolution was not revolutionary in nature. Support, modify, or refute this interpretation, providing specific evidence to justify your answer. . What Good Responses Will Include A good response to this question will support, modify, or refute the interpretation that the American Revolution was not revolutionary in nature. An essay supporting this interpretation would craft an argument using specific evidence that shows the American Revolution did not foster revolutionary change but instead maintained continuity. Although not required to do so, a good response might also acknowledge that the situation is nuanced and to some degree ambiguous. The essay might therefore contend that for the most part, the historical evidence supports the claim made in the question stem, while pointing out that some contrary evidence exists as well.
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