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Well, hey there and welcome back to Heimler's history. In this video,
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I'm gonna be teaching you how to write a banger thesis for your DBQs and LEQs.
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So, if your brain gals need to be milked with an established line of reasoning,
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then baby,
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this is the video for you.
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And just so, you know,
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the following video is part of a whole course that I've released called the APSA
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cram course.
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And it goes into all the points for all the rubrics,
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for all the writing that you'll have to do in AP US, AP Euro, and AP world.
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So, if you want to check that out,
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link the description below. And as somebody who reads
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these and scores these on a national level,
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I've packed every trick and every tip I know into that course to help you do.
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(MUSIC)
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Let's talk about your thesis.
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Now,
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arguably this is one of the most important things you're going to
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do in the whole essay because if you have a good thesis,
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it's almost guaranteed that you'll have a good essay.
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I say almost because, you know, as I'm fond of saying,
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"When you're actually writing this thing,
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you're under pressure and when you're under pressure,
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you are dumber than you think so."
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Yeah, I mean,
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technically you could still mess it up if you had a good thesis but not you, baby,
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not you.
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You are going to learn to write the most magnificent thesis in this fairyland.
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And this works for the LEQ and for the DBQ.
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Now, first of all,
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let's look at what the rubric says about what an acceptable thesis is.
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It says, "Responds to the prompt with a historically
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defensible thesis or claim that establishes a line of reasoning."
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To earn this point,
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the thesis must make a claim that responds to
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the prompt rather than restating or rephrasing the prompt.
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The thesis must consist of one or more sentences located
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in one place, either in the introduction or the conclusion.
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If you do all of that, then you will earn yourself one point on the rubric.
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All right, as is our custom, let's break down all that language.
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Basically, it boils down to this. Your thesis must be your argument in miniature.
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It's only going to be one sentence or at most two, and the
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most important thing to notice and they're basically doing everything they can to
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throw you a bone here is that this is one or two sentences
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and it must make a claim and it must be an argument.
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It must be something that someone can agree with or disagree with.
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They tell you right there.
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Don't just restate the prompt.
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Like,
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do you remember back in fourth grade when you
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were first learning how to write an essay,
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and they told you just to start it by restating the question as a sentence.
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Like if the question was, why did the raising of taxes cause the American revolution?
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Then you would start your essay like this.
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The raising of taxes caused the American revolution.
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And your teacher would pat you on the head and say, "Well done! Remy. Gold star."
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Well in AP World, if Remy does that,
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then the person who reads his essay will take that gold star,
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burn it, and then dance upon its ashes with exceeding delight because
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you can't just restate the prompt and call it a thesis.
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Your thesis is a response to the prompt.
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And as such, it must make an argument. In a DBQ or LEQ,
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you're more likely to see something like this.
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"Evaluate the extent to which the raising of taxes caused the American revolution."
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You know, it'd probably be more elegant than that, but you get the idea.
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So, in this case,
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if I decide to invoke my fourth-grade self and
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say the raising of taxes caused the American revolution,
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no point for you.
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That is what the prompt is asking.
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The prompt is asking out of all the potential causes for the revolution.
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How much of a cause is the raising of taxes? So, if you just read the prompt
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you can see that it's forcing you into an argument.
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Either raising taxes was a significant cause
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or it's an insignificant cause and something else was the main cause.
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So, that's the first thing your thesis must make an argument. Second,
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your thesis must be specific. I see a lot of folks missed the point here too.
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Like, have you ever seen Haggis?
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It
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is like a Scottish delicacy in which ground sheep meat is crammed into
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the sheep's stomach until it's about to burst and then it's cooked.
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That's what your thesis needs to look like.
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You want to pack that sentence so full of evidence that it's about to burst.
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Like actually name the evidence that you're going to use in your essence.
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For example,
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don't just say, "The raising of taxes was a significant cause
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of the American revolution." Instead say, "The imposition of taxes like the
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Stamp Act and the Sugar Act threatened the colonists' notion of
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self-rule, and therefore was a significant cause of the American Revolution."
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Specific. Be specific. Name your evidence in your thesis.
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Now,
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what I just gave you is still a little simplistic because you're
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actually going to be using more than one piece of evidence.
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So for that,
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make sure you check the examples in the notes about what kind
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of thesis will get the point and what kind will not.
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Now,
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the last thing I wanna mention is how you should structure your thesis,
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and notice that the rubric doesn't confine you to a specific structure.
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So, you know, do whatever you want.
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But since the thesis is so important to the construction of your essay,
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let me show you how I think you should do it.
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The formula goes like this, "Despite
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counterargument, because evidence one and evidence two,
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my argument." Now notice this formula does three things.
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It starts with a counterargument. Every issue in history has at least two sides.
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And for your argument, you're going to present one side.
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But here in the thesis,
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you're going to acknowledge that there is another possible
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reading of the evidence that could be argued,
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but you're just not as convinced that this is the best reading of the evidence.
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This isn't strictly necessary for you to earn the thesis point,
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but it will set you up later to earn the complexity point,
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so do your best to begin with a counterargument.
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The second thing it does is it forces you to name your evidence,
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which you will need to earn the point.
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And the third thing it does is it forces you into
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an argument which you also need to earn the point.
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So, let me show you an example of how this might look in practice and
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just for poops and giggles and I have already used an American history example,
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let's use an example that could apply to both World history and Euro history.
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The prompt from the 2019 AP World Exam was as follows,
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"Evaluate the extent to which the Portuguese transformed maritime
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trade in the Indian Ocean in the 16th century."
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Now, here's the thesis that would earn the point.
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"Although some understand the arrival of the Portuguese as a fundamental
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change in Indian Ocean maritime trade in the 16th century,
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there's my counterargument, because the Portuguese never
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extended their political control beyond a few ports,
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there's evidence,
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number one and had to compete with Indian merchants
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and regional states such as the Ottoman Empire,
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there's evidence two,
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their arrival made a modest change at best, and that is my argument."
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Now, that is a complex haggis-like thesis that is about to burst.
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It makes a counterargument.
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It uses specific historical evidence and it establishes a
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line of reasoning. And that ladies and gentlemen,
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here's how you write a thesis.
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All right, I hope that helped. Right here is the link to the essay course
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if you're into that kind of thing.
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If you were helped by this video and want me to keep making them,
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then go ahead and subscribe and I shall oblige. Heimler out.