APUSH Handbook

2016-2017

APUSH Handbook

Contents

Welcome Letter

• FromYourTeacher What to Expect in APUSH

• APCommitmentForm

• StudyStrategies

• TheBinderandClassLog

• APUSHDaybyDay

• Double-ColumnNotes(DCN)

• NoteCards

• AnalyzingDocuments

• ArticleAnalysis

• One-Pagers

• WritingforAPUSH

o TheDBQ(Document-BasedQuestion)

o TheLEQ(LongEssayQuestion)

o TheSAQ(ShortAnswerQuestion)

TamaraMcMurrayAPUSHistoryAmericanForkHighSchool(801)610-8800

tmcmurray@alpinedistrict.org

August8,2016DearAPUSHstudent,CongratulationsonyourdecisiontotakeAPUSHistory.ThiscourseprovidesanexcellentopportunityforyoutofulfillyourAmericanHistoryrequirementwhilepreparingfortheAPExamforpossiblecollegecredit.YetevenapartfromtheAPexam,thebenefitsofthecoursearemany.Thecoursenotonlylooksgoodonastudent’stranscript,butitalsopreparesstudentsforcollegethroughitsemphasisonanalyticalthinking,interpretationofhistoricpositionsanddevelopmentofresearchandwritingskillsnecessaryinnearlyeverycollegecourse.Furthermore,studentswhocompleteAPcourseworkgenerallyscorewelloncollegeentranceexams,dueinlargeparttotheextrareadingandvocabularydevelopmentthatcomeswithAPcourses.Perhapsthegreatestbenefitisthatitisanamazingopportunitytodelveintohistory–tocompleteatruesurveycoursewithalotofdiscussionanddebate.WhilepreparingyoufortheAPExaminMayisoneofmymaingoals,Ialsowantyoutoleavewithasolidunderstandingofhistoryandconfidencetoattackdifficulttasks(liketheAPexamandthecollegeyears).Ihopeyouwillenjoythecourseaswell,thatamidtheworkloadandeffortsinstudying,youwilldevelopanappreciationforhistoryandwillseeitsrelevancetotheworldtoday.IwilldoeverythingIcantohelpyousucceed.Thispacketisahandbookforthecourse.Thehandbookisextremelyimportant,andyouwillconsultitseveraltimeduringtheyear,particularlyatthebeginning.Afteryoureadit(andmakesureyouDOreadit),pleaseplaceitinyourbinderandbringittoclasseveryday.YouwillnoticeIhaveincludedanAPCommitmentformaswell.Youshouldreviewitfromtimetotimetoremindyourselfofthecommitmentyouhavemadetotheclassandyourowneducation.Thankyouforyourdedicationtothecourseandyourownsuccess.IamlookingforwardtoagreatyearinAPUSH.Sincerely,TamaraMcMurray

AP Commitment

StudentName:___________________________________

Parents’Name(s):_______________________________

EmailAddress:__________________________________

• Iunderstandthatthisisacollegecoursewithcollege-levelexpectation,andIunderstandthatmyworkwilleheldtoacollege-levelstandard.

• IunderstandthatIwillhavehomeworkonaregularbasisandthatIamexpectedtocompletethathomeworktothebestofmyability.

• Iunderstandthat,inordertodothebestIpossiblycan,IshouldreviewmyAP

readingsonaregularbasis;Iunderstandthat“cramming”foratestmayresultinalowgradeonthattestorthecourseingeneral.

• Iunderstandthattheteacherwillbeavailabletohelpmebeforeandafterschool.

• IwillreadalltextsthatareassignedandIwilltakenotesonthosetexts.

• IunderstandthatIshouldtrytokeepmyabsencestoaminimumsincenoamount

ofmake-upworkcansubstituteforqualityteaching.

• IunderstandthatifIamawareofanupcomingabsencethatIamtocollecttheworkIwillmissaheadofmyabsenceandhaveitcompletedbythedayIcomebacktoclass.

• IunderstandthatifIhaveanassignmentthatisdueonthedayofapre-excused

absencethatIwillhandthatassignmentinpriortotheabsence.Iwillnotskipclasstoavoidtakingtestsorturninginessays.

• IunderstandthatamajorobjectiveofthiscourseistopreparemefortheAPtest;

therefore,IwillmakeeveryeffortpossibletopreparemyselfforthetestandtakethattestinMay.

Studentsignature:____________________________________________Date:_______________________________

Parentsignature:_____________________________________________Date:_______________________________

APCoursesinwhichmystudentisenrolled:_____________________________________________________

_____________________________________________________

Study Strategies for APUSH Success StudyskillsareoneofthemostcrucialkeystosuccessinAPUSH,yetitisonemostpeopleoverlook.Thedaysoflookingoveryournotesforafewminutesbeforeatestareover.Youmustmakeaconscientiousefforttoprepareforquizzesandexams.ThesestrategieshaveprovenhelpfulformanyAPUSHstudents,sopleasetaketimetoreadthemanddeterminehowbesttoincorporatethemintoyourstudyroutine.InClassNote-taking:

o Writetheobjectiveatthetopofthepageinyourclasslogassoonasyouentertheclassroom.Youshouldbeabletoanswerthatquestionbytheendofclass.

o Listenforverbalcues.Ifyourteacheremphasizessomethingorpauses,writeitdown!o Lookfornon-verbalcues.Ifyourteacherwritessomethingontheboardorgestures

enthusiasticallyaboutsomething,youneedtoknowit.o Connectwhatyourteacherissayingtowhatyouhaveread.KeepyourDCNoutduringclass

soyoucanaddpointsbasedonclassdiscussion,activities,andlecture.Remember:mostofthetime,teachersdon’tlecturematerialthatisinthebook,soit’simportanttotakenotesoverwhatyourteachersays.

StudySchedule

o Maketimetostudyeverynight–evenforjust10minutes.Donotputoffstudyinguntilthenightbeforeabigexam.

o Completethereadingforthenextclassperiodeverynight.Takediligentnotes,butalsomakenotesofthingsthatconfusedyou,questionsthataroseduringthereading,connectionstootherlessons.Makeitapointtogettheseitemsclearedupinclass.

o Makenotecardsoverkeyterms.Youwillreceivealistoftermswitheachunit’sreadinglist.o Reviewclassnotes.Howcanyouconnectthisinformationtothenight’sreadingand

previouslessons?o Categorizenotcards.Create4separatequadrantsonyourdeskandphysicallymovenote

cardsintooneofthefollowingfourcategories:Politics,Economics,Society,andWar/diplomacy.Thiswillforceyoutounderstandthetermanditsimpact.

o Color-codenotecards.Usemarkersanddrawalineacrossthetopofyournotecardstoindicatethecategory.Forexample,abluelinewouldindicatepolitics,greenforeconomics,etc.Thiscouldhelpyouassociatetermswithcolors,whichcouldtriggeryourrecallonexams.

StudyGroups

o Avoidformingstudygroupswithyourbestfriendsorsignificantother,forobviousreasons.o Findpeoplewithdifferentstrengthsforyourgroup.Someonemaybegreatatmilitary

history,whileanotherisastrongreader.Diversityinyourgroupwillhelptremendously.o Haveaplanforyourstudysessions.Spendacertainamountoftimereviewingnotecards,

readingnotes,politicaldevelopments,etc.o Appointa“mom”tokeepyouontrackwhentheconversationinevitablyshiftsfromthetask

athando Trytomeetregularly–notjustbeforeabigtest.Youwillfindthiswillhelpkeepyou

accountableforbeingcaughtuponreadingandmorefrequentreviewwillhelpwithlong-termrecall.

The APUSH Binder OrganizationisanessentialskillinAPUSH.Everynoteyoutake,everyassignmentyoucomplete,everyhandoutyoureceivewillbeimportantthroughouttheyearandattheendoftheyearwhenyoustudyfortheAPExam.Youneedtobeabletolocatethemandknowhowtheyfitintothecourseasawhole.ThatistherationalebehindtheAPUSHbinder.Settingupthebinder:

1. Acquire2three-ringbinders(1forfirstsemester,1forsecondsemester).Eachbindershouldbeatleast1-inch,but1½-inchmaygiveyoualittlemoreroom.

2. Acquiredividersforyourbinder.Youwillneed9dividerstotal.3. Divideyourbindersaccordingtothefollowingeras:

Semester1:EarlyAmericaUnit1:1491–1700Unit2:1660–1763Unit3:1763–1820Unit4:1800–1860Unit5:1844-1877

Semester2:ModernAmericaUnit6:1877–1917Unit7:1890–1945Unit8:1945–1980Unit9:1980–Present

Atthefrontofthefirstsemesternotebook,includeyourAPUSHhandbook.Keepthiswithyouatalltimes.Itcontainsguidelinesformostmajorassignments,andyouwillfindyourselfconsultingitfrequentlyduringthefirstsemester.(Attheendofthefirstsemester,you’llprobablywanttotransferittoyoursecondsemesterbinder.)Foreachunit,youwillreceivealistofreadingassignments,objectives/essentialquestionsandvocabularytermstoknow.Filetheseaccordingly,alongwithnotesandhandouts.

The Class Log

1. GetaspiralnotebookthatyouuseonlyforAPUSH(100pagesshouldbesufficient)oracompositionnotebook.

2. Youwillanswereachobjectivequestioninthisnotebook.3. Writethedate,theobjectivequestion,andyouranswer.Thesequestionsdonot

requireaformalessayresponse,buttheydorequiremorethanafewsentences.4. Keepthisnotebookinthefrontofyourbinder.Iwillcollectitperiodicallywithout

warning,anditwillbeanexcellentstudytoolforunitexamsandtheAPExam.

APUSH Day-By-Day BecausewehaveSOmuchinformationtocover,wewillhavespecificroutinestoutilizeclasstimefully.

1. Pleasecometoclassprepared.Thisincludes:a. Completethereadingdaily.Iwillworkundertheunderstandingthatyou

havereadwhatIhaveassigned.Weoftenwilldiscusskeypoints,oryouwillusethereadingforanin-classactivity.

b. Bringyourclasslog,Notes(DCN),binder,paper,pensandpencilseachday.You’lllikelyuseallofit.

c. DCNareduethelastclassoftheweek(ThursdayorFriday),unlessotherwisenoted.However,youshouldcompletethemeverydaysoyouwillbepreparedforclasseveryday.

2. Classstartsatthebell–not5minutesafteritrings.Weneedeverysecond!Asyoucomeintoclass,please

a. Getoutyournotebooksoyoucanbeginwhenthebellrings.b. Bepreparedforashortanswerquizandtohaveyournotesreviewed.Ifyoufollowthisroutinedaily,youwillfindclasstimeismoreefficientandMrs.McMurrayishappy!

3. Usingtheclasstime:Eachdaywewilldooneormoreofthefollowing:

a. Shortanswerquestionsasaquizofpreviouslessonsorpreviewoftheday’slesson

b. Q&Aoverthepreviousnight’sreadingc. Lectureordiscussion,includingSocraticSeminard. Small-groupdiscussion,documentanalysis,orshortanswerquestions(SAQ).e. Writingpractice

4. Gettoknowyourgroup!Youwillworkwiththemeveryday,andthepurposeof

thegroupistoprovideasupportsystemfortheclass.

5. Sumitallup.Bytheendofclass,youshouldbeabletoanswerthequestionposedintheobjective.Taketimeeveryotherdaytowriteananswertoitwithinfofromclassandthereading.

Foreachunit,youwillreceiveasyllabus.Itwillincludethedailyobjectiveandtheassignedreadingforthatday.Asamplesyllabusentrywilllooklikethis:

Date: Objective: Reading:F1/24 AnalyzetheargumentsusedtojustifyGildedAgeimperialism. 672-684

DOUBLE-COLUMN NOTES: YOUR NEW BEST FRIEND! Double-ColumnNotes(DCN)arealotlikebrusselsprouts–mostpeopledon’tlikethem,butthey’regoodforyou!Thatsaid,theywillbeamajorpartofyourAPUSHexperience,andyouwillfindthemhelpfulwhenyoustudyfortheAPExam.TogetthemostoutoftheDCN,youshouldfollowtheguidelinesbelow:Step1:PreviewtheReading

• Lookattheobjectiveonyoursyllabus;thatwillindicatetheoverarchingthemeofthereadingandtherelatedclassdiscussion.Everythinginthereadingwillrelatetothatthem,soeverythinginyournotesshouldbesomehowconnectedtoit.

• Lookatthepicturesandsubheadingsaswell.Thinkaboutwhatyoualreadyknowaboutthetopic.

• PreviewtheNotecardtermslist.Lookforthosetermsinthereading.Step2:Takedouble-columnnotesasyouread

• Labelthepaperwiththebooktitle,chapternumber,sectiontitleandpagenumbers.• Writetheobjectiveimmediatelybelowthebooktitle,chapter,etc.• Writetheheading,thenwritethemainideaofthatsectioninyourownwords.Tofindthe

mainidea,usethetwo-questionmethod:“Whatisthisreadingabout?”“Whatistheauthorsayingaboutthistopic?”Writekeydetailstosupportthemainideainyourownwords.DONOTcopythebookword-for-wordinyournotes.

• IfyouseeNotecardterms,includetheminyournotes.Sokeepthelistoutwhileyou’rereading.

• Whilealotofstudentsonlyfocusonnotcardterms,youalsoneedtolookforbigideas.Aretwopoliciescontrasted?Doesthisreadingfocusonamajorchangeovertime?Isthereanemphasisoncauseandeffect?ThebestDCNwillincludethesethemes.(IwillnotacceptalistoftermsasDCN.Pleasekeepthatinmind.)

Step3:GenerateQuestions• Closeyourbookandmakequestionsontheleftsideofthepaper.• DoNOTwrite“Who”or“What”questions(suchas“WhoisAbrahamLincoln?”or“Whatdid

Lincolndoin1860?”).ThesewillbeoflittlevaluetoyouinMay.Abetterquestionis“HowdidLincoln’selectionin1860leadtotheCivilWar?”

• Includethefollowingkeywordstobeginyouquestions:

• Includethefollowingwordsinyourquestions:

• QuestionsareabsolutelyrequiredonallDCN.Ifyoufailtowritequestions,yourworkwillbeconsideredincomplete.

Explain Determine List AnalyzeDiscuss Why Categorize CompareandcontrastHow Evaluate Analyze Summarize

factors reasons issuesresults consequences provisionscauses effects examples

DCN (cont’d) Step4:Reviewyournotes

• Useahighlightertoidentifyquestionsandcorrespondinganswers.• Double-checkfornotecardterms.

Step5:Quizyourself• Foldthepapersoyouseeonlythequestions.• Answerthequestionswithoutreferringtoyournotesorthebook.

Step6:Preparetousethereadinginclass• BringyourDCNtoclasseachday.• Youwillusethem.

Sample DCN

America’sHistoryChapter3:TheBritishAtlanticWorld,1660-1750

TheNewPoliticsofEmpire,1713-1750pgs.105-110TheRiseofColonialAssemblies Howdidtheriseincolonial I.Coloniesbeganlimitingthepowerofthe assembliesimpactthe king’sappointees. relationshipbetweenEngland II.Colonialelitebelongedtotheassemblies, andit’scoloniesinthe17th duetothewealthandlandrequirementsto century? runforelectedoffice.Thisconsolidated colonialpowerinthehandsofafew powerfulfamiliesineachcolony III.Ordinarycitizensexercisedpowerthrough popularuprisings,suchastheonethat overthrewtheDominionofNewEngland

in1689.SalutaryNeglect I.LessinterferencefromEnglandincolonial Wassalutaryneglecta affairswhiletradeandimportdutieswere necessaryfactorintheriseof growing colonialassembliesandthe II.Salutaryneglecthappenedbecausethere influenceofpopularsentiment? wasalackofwillamongtheEnglish bureaucratstotakeonthecolonial assemblies III.Thisultimatelyunderminedthelegitimacy andauthorityofthecrownand parliament

DCN (cont’d) TheAssignment:

1. DCNshouldbecompletedeverynight.Iplanmylessonsontheunderstandingthatyouwillhavereadtheassignedmaterialbeforeyoucometoclass.Ifyouhavenotread,youwillbelost,andthat’sawasteofyourclasstime.

2. DCNassignmentsdonotincludenoteson“VoicesfromAbroad”or“ComparingAmericanVoices,”unlessItellyouotherwise.

3. AlthoughyoushouldcompleteDCNnightly,Iwillcollectthemweekly.DCNaredueeveryThursdayorFriday.

4. DCNwillbeacceptedforfullcredituntiltheUnitTest.Theywillreceivea40%deductionifturnedinafterthattime.

5. TherewillbeaSAQattheendofeachchapter.DCNcanbeusedtodotheSAQifcompletedontime.

APUSH Terms Note Cards (TNC) – Beyond Simple Identification

Rationale:TheAPExamcoversanobsceneamountofinformation.Toscorea4or5,youmustbeabletoexplainthedetailsandsignificanceofthatinformationinyouressays.Thismeansthatinadditiontodefiningtheterm,youmustidentifytheerainwhichthetermfalls,thekeypeopleassociatedwiththatterm,andthesignificanceofthatterm.

Sample Note Card Eachunit,youwillhaveatermsnotecardquizinwhichyouexplainatermanditshistoricsignificance.BelowaresomeexamplesofresponsesonTNCquizzes.Oneisweakandoneisstrong.Pleasenotethedifferences.Weak:TheStampActwasanactthatrequiredastamponalldocuments.Thisledtocolonialanger,whichledtotheRevolution.

• Whyit’sweak:Thediscussionistoogeneral.Therearenospecificdetailsintheresponse.ThediscussionoftheeffectdoesnotdistinguishtheStampActfromanyotheractleadingtotheRevolution.Ifit’sanotecardterm,youneedtobeabletodiscusshowitisdifferentfromothertermsofthesameera.

Strong:TheStampActwascreatedbyGeorgeGrenvilleinthe1760stogeneraterevenuefromthecoloniestopaythedebtoftheFrenchandIndianWar.Thisactrequiredcoloniststopurchaseaspecificstampforalldocuments,includingmarriagelicensesandbirthcertificates.Inresponse,thecolonistsorganizedavarietyofprotests,includingtheStampActCongress,whichpetitionedthekingforitsrepeal.Protestsgrewmoreviolent,butthemosteffectiveprotestwastheboycottthatspreadthroughoutthecolonies,whichmadetheactineffectiveingeneratingrevenue.Withinayear,Parliamentrepealedtheact,buttheStampActwassignificantinunifyingthecolonistsintheirfrustrationtowardBritishtaxationandvirtualrepresentation,importanteconomicandpoliticalcausesoftheRevolution.

• Whyit’sstrong:Thediscussionisspecific.Itmentionskeypeopleassociatedwiththeact,anditdiscussesspecificcolonialresponses.Moreimportant,itdiscussespoliticalandeconomiceffectsandisdirectinidentifyingthemassuch.

Term:StampAct Period:2Ch.5,pgs.157-159Definition:actrequiringstamponalldocuments(marriagelicenses,etc.),proposedbyGeorgeGrenvillein1765togeneraterevenuetopaywardebt(F-Iwar);instigatedPatrickHenry/VirginiaResolves,StampActCongress(NYC);inter-colonialgathering;resistance–attacksonstampagents,tar/feather,boycotts(mosteffective)Significance:Parliamentrepealedit,butacthadmobilizedcolonialwomen,unifiedcolonists,decreasedtrustofBritishParliament(taxationw/orepresentation),importantmovetowardrevolution.

Documents: Learn to Love Them

TherearetwomainreasonsyouneedtostudydocumentsformajorexamsandtheAPExaminMay:

1. SomedocumentsarecrucialtoacompleteunderstandingofAmericanHistoryandwillappearontheexam.The“oldfavorites,”suchastheDeclarationofIndependenceandtheGettysburgAddressareexpectedknowledge.Youshouldbesofamiliarwiththeirideasandlanguagethatyoucouldidentifyapassagefromthedocumenteasily.Otherdocumentsincreasinglyfitthiscategory;workssuchasJefferson’sFirstInaugural,Paine’sCommonSense,Winthrop’sModellofChristianCharity,amongothers,maybequotedontheexams.Asyouprogressthroughthecourse,youwillbecomefamiliarwiththe“favorites,”andshouldbeabletoidentifythemuponre-readingshortpassages.

2. Anydocument–familiarornot–mayappearontheStimulus-basedMultipleChoiceorDBQportionsoftheexam.YouneedtopracticeidentifyingthemainideasinshortexcerptsfromdocumentssothispracticeisroutinebythetimeyoutaketheexaminMay.Youalsowillbeexpectedtoconnectthedocumentstooutsideinformation.Thisisaskillthatgetseasierthroughouttheyear,butitdoesrequirepractice

Tipsforanalyzing(notjustreading)documents:

• Sourcing

§ Considereverythingyouknowabouttheauthor.Determinethereasonstheauthorismakingthestatement,todeterminehis/herpointofviewandthepurpose.

§ Considereverythingyouknowaboutthetimeperiodbeforeyoureadthedocument.Thisputsthedocumentinhistoricalcontext,whichiscrucial!

• Neverputawayadocumentwithoutidentifyingitsmainidea.Ifyoujustreadthedocumentbutdonotconsideritspurpose,youwastedyourtimeinreadingit.

• Alwaystiethedocumenttooutsideinformation.Whatmaterialfromthereadingorclassdiscussionorlecturecanyouconnecttothisdocument?OUTSIDEINFORMATIONISKEYTOSTUDYINGDOCUMENTS.Themoreconnectionsyoumake,thebetteryourunderstanding,thehigherlevelofanalysis,thehigheryourscore.

• Anotecardneverhurts….Makeanotecardoverthedocument.Includesomeofthekeyoutsideinformationinadditiontothedocument’smainpoints,aswellastheauthorandtimeperiod.

History In-Depth: Article Analysis Guidelines APUSHisafast-pacedcoursewithlittletimetodelveintogreatdepthonanyonetopic.Therefore,eachunit,IwillchooseonetopicasthesubjectofdeeperexplorationintoAmericanHistorythroughthereadingofanarticleorbookexcerptbyanotedhistorianandanalyzehisorherthesis.Guidelines:

1. Identifytheauthor’sthesis.Youshouldbeabletoexplainhis/herspecificpointofview.Writeoneparagraphinwhichyousummarizethearticleandidentifytheauthor’sthesis.Thisiswhereyouexplainthemainideaofthearticleandwhattheauthoristryingtoprove.

2. Writetwoparagraphsinwhichyouexplaintheextenttowhichtheauthorproveshisorherthesis.Discusssomeofthespecificdetailspresentedinthearticle,andmakespecificreferenceseitherthroughparaphrasesordirectquotes.Attheendofeachreference,youshouldcitethearticleparenthetically.Seetheexamplebelow:

DemocratsviewedtheFreedman’sBureauasan“objectofhatred,”whichprobablywasafactorinJohnson’svetoofitsre-charter(Foner11).

3. Finally,writeafinalparagraph,concludingyouranalysisbytakingastandonthe

author’sthesis.Explainthestrengthsandweaknessesoftheargumentspresented,thequalityofevidenceandthestrengthofhistoricalanalysis.Useevidencefromthearticle,fromyourtextbook,andclassactivitiestosupportyourposition.

The One-Pager Fromtimetotime,Iwillassignaone-pager,whichwillallowyoutoexploreasingletopicin-depthbycreatingavisualrepresentationofthattopic.Eachone-pagerisdifferent,andgenerally,Iwillprovidealistfromwhichyouwillchooseyourtopic.(Forexample:I’veassignedone-pagersoverpoliticalparties,andstudentsselectedaspecificparty,suchastheWhigsortheRepublicans,toexaminein-depth.)One-pagersaredifferentfromotherAPUSHassignmentsinthattheyrequireyoutoapproachhistoryfromamorevisualaspectwhilestillincorporatingasubstantialamountofinformation.Howtocompleteaone-pager

1. Useunlined,plainpaper.(Itmaybewhiteprinterpaperoranycolorconstructionpaper.)Dividethepageinto3sections(thisisaroughguideline.)Putthetitleofyourtopicatthetopofyourpageinanysectionyouchoose.(Forexample,ifyouweretocompleteaone-pageroverapoliticalparty,thetopicshouldbethenameoftheParty.)

2. Inthefirstsectionofthepaper,writeabriefsummaryofthetopic.(Forexample,writeasummaryoftheparty’sformationandgrowth.)UseHenrettaasyourmainsource,apullaquotationfromHenrettatoincludeinthesummary.Besuretoincludethepagenumber,citedparentheticallyinyoursummary.

3. Inthesecondsection,useasinglevisualimage(thiscanbedrawn,downloadedorcutfrommagazines)tocreateacentralfocustoyourpage.Aroundthisimage,cluster5-7significantfacts,descriptionsandideasaboutthesubject.

4. Includewrittentext,documentquotations,ANDadditionalvisualstoillustratethesignificanceofthetopicanditsimpactinAmericanHistory.(That’sall3–NOTjust1or2.)

5. Includeindependentanalysisaboutthetopic(notjunklike,“Obama’saDemocrat,sothatshowshowimportantthePartyistoday!”andcertainlynot“If______________didn’thappen,ourlifewouldbesomuchdifferent.”)ThisiswhereyouwillanalyzetheimpactofthetopiconAmericanpolitics,economics,andsociety.

6. Youmaycreateyourone-pageronthecomputer.Pleasemakeitcolorfulandvisuallyappealing.

The DBQ (Document-Based Question)

A. Thesis and Argument Development 2 Points

Targeted Skill: Argumentation 1 Point Presentsathesisthatmakesahistoricallydefensibleclaimandrespondstoallpartsofthequestion.Thethesismustconsistofoneormoresentenceslocatedinoneplace,eitherintheintroductionortheconclusion. 1 Point Developsandsupportsacohesiveargumentthatrecognizesandaccountsforhistoricalcomplexitybyexplicitlyillustratingrelationshipsamonghistoricalevidencesuchascontradiction,corroboration,and/orqualification.

B. Document Analysis 2 Points

Targeted Skill: Analyzing Evidence: Content and Sourcing and Argumentation 1 Point Utilizesthecontentofatleastsixofthedocumentstosupportthestatedthesis. 1 Point Explainsthesignificanceoftheauthor’spointofview,author’spurpose,historicalcontext,and/oraudienceforatleastfourdocuments.

C. Using Evidence Beyond the Documents 2 Points

Targeted Skill: Contextualization and Argumentation Contextualization: 1 Point Situatestheargumentbyexplainingthebroaderhistoricalevents,developments,orprocessesimmediatelyrelevanttothequestion.Scoring Note: Contextualizationrequiresusingknowledgenotfoundinthedocumentstosituatetheargumentwithinbroaderhistoricalevents,developments,orprocessesimmediatelyrelevanttothequestion.Thecontextualizationpointisnotawardedformerelyaphraseorreference,butinsteadrequiresanexplanation,typicallyconsistingofmultiplesentencesorafullparagraph. Evidence Beyond the Documents: 1 Point Providesanexampleoradditionalpieceofspecificevidencebeyondthosefoundinthedocumentstosupportorqualifytheargument.Scoring Note:

• Thisexamplemustbedifferentfromtheevidenceusedtoearnotherpointsonthisrubric.

• Thispointisnotawardedformerelyaphraseorreference.Responsesneedtoreferenceanadditionalpieceofspecificevidenceandexplainhowthatevidencesupportsorqualifiestheargument.

D. Synthesis 1 Point

Targeted Skill: Synthesis 1 Point ExtendstheargumentbyexplainingtheconnectionsbetweentheargumentandONEofthefollowing:

a) Adevelopmentinadifferenthistoricalperiod,situation,eraorgeographicalarea.

b) Acoursethemeand/orapproachtohistorythatisnotthefocusoftheessay(suchaspolitical,economic,social,cultural,orintellectualhistory).

Scoring Note: Thesynthesispointrequiresanexplanationoftheconnectionstodifferenthistoricalperiod,situation,era,orgeographicalarea,andisnotawardedformerelyaphraseorreference.

The LEQ (Long Essay Question)

A. Thesis 1 Point

Targeted Skill: Argumentation 1 Point Presentsathesisthatmakesahistoricallydefensibleclaimandrespondstoallpartsofthequestion.Thethesismustconsistofoneormoresentenceslocatedintheintroduction.

B. Argument Development: Using the Targeted Historical Thinking Skill 2 Points

Targeted Skill: Argumentation and Targeted Skill (Comparison, Causation, CCOT, or Periodization) Comparison: 1 Point DescribessimilaritiesANDdifferencesamonghistoricalindividuals,events,developments,orprocesses.1 Point ExplainsthereasonsforsimilaritiesANDdifferencesamonghistoricalindividuals,events,developments,orprocesses.

Or,dependingonthepromptEvaluatestherelativesignificanceofhistoricalindividuals,events,developmentsorprocesses.Causation: 1 Point DescribescausesAND/OReffectsofahistoricalevent,development,orprocess.1 Point ExplainsthereasonsforthecausesAND/OReffectsofahistoricalevent,development,orprocess.Scoring Note: Ifthepromptrequiresdiscussionofbothcausesandeffects,responsesmustaddressbothcausesandeffectsinordertoearnbothpoints. CCOT: 1 Point DescribeshistoricalcontinuityANDchangeovertime.1 Point ExplainsthereasonsforhistoricalcontinuityANDchangeovertime.Periodization: 1 Point Describesthewaysinwhichthehistoricaldevelopmentspecifiedinthepromptwasdifferentfromandsimilartodevelopmentsthatpreceded

AND/ORfollowed.1 Point ExplainstheextenttowhichthehistoricaldevelopmentspecifiedinthepromptwasdifferentfromandsimilartodevelopmentsthatprecededAND/ORfollowed.Scoring Note: Forbothpoints,ifthepromptrequiresevaluationofaturningpoint,thenresponsesmustdiscussdevelopmentsthatprecededANDfollowed.Forbothpoints,ifthepromptrequiresevaluationofthecharacteristicsofanera,thenresponsescandiscussdevelopmentsthatEITHERprecededORfollowed.

C. Argument Development: Using Evidence 2 Points

Targeted Skill: Argumentation 1 Point Addressesthetopicofthequestionwithspecificexamplesofrelevantevidence.1 Point Utilizesspecificexamplesofevidencetofullyandeffectivelysubstantiatethestatedthesisorarelevantargument.Scoring Note: Tofullyandeffectivelysubstantiatethestatedthesis,responsesmustincludeabroadrangeofevidencethat,throughanalysisandexplanation,justifiesthestatedthesis.

D. Synthesis 1 Point

Targeted Skill: Synthesis 1 Point ExtendstheargumentbyexplainingtheconnectionsbetweentheargumentandONEofthefollowing:

a) Adevelopmentinadifferenthistoricalperiod,situation,eraorgeographicalarea.

b) Acoursethemeand/orapproachtohistorythatisnotthefocusoftheessay(suchaspolitical,economic,social,cultural,orintellectualhistory).

Scoring Note: Thesynthesispointrequiresanexplanationoftheconnectionstodifferenthistoricalperiod,situation,era,orgeographicalarea,andisnotawardedformerelyaphraseorreference.

The SAQ (Short-Answer Question) Shortanswerquestionswilldirectlyaddressoneormoreofthethemesforthecourse(seebelow).Atleasttwoofthefourquestionswillhaveelementsofinternalchoice.Providingopportunitiesforstudentstodemonstratewhattheyknowbest.Alloftheshort-answerquestionswillrequirestudentstousehistoricalthinkingskills(seebelow)torespondtoaprimarysource,ahistorian’sargument,nontextualsourcessuchasdataormaps,orgeneralpropositionsaboutU.S.history.Eachquestionwillaskstudentstoidentifyandanalyzeexamplesofhistoricalevidencerelevanttothesourceorquestion.Themes AmericanandNationalIdentityPoliticsandPowerWork,Exchange,andTechnologyCultureandSocietyMigrationandSettlementGeographyandtheEnvironmentAmericaintheWorldHistorical Thinking Skills AnalyzingEvidence:ContentandSourcingInterpretationComparisonContextualizationSynthesisCausationPatternsofContinuityandChangeoverTimePeriodizationArgumentation