Skills Emphasis Skills Emphasis

Suggestion: maintainSuggestion: maintainvocabulary cards and vocabulary cards and review them often.review them often.

One of the keys to One of the keys to success in APUSH is success in APUSH is

having a strong having a strong vocabularyvocabulary..

Use Cornell notesUse Cornell notesNotes from PowerPointslides & teacher’s lecture

Highlights,Questions,Comments,Vocabulary words,other

Here is the special Here is the special note taking code for note taking code for my PowerPoint my PowerPoint presentationspresentationsAny RED writing is key Any RED writing is key

information, which may information, which may be used on tests. You be used on tests. You should copy it down.should copy it down.

Items in blue represent Items in blue represent background or additional information—background or additional information—not needed in your notes. not needed in your notes.

Items in purple or green have been previously presented. Take notes only if you have forgotten.

80 multiple choice 80 multiple choice questionsquestions in 55 minutesin 55 minutes

3 essays in 2 hours3 essays in 2 hours Document Based Document Based

QuestionQuestion Different from A. P. Different from A. P.

EuroEuro Two free response Two free response

questionsquestionsThis test is harder than the vast majority of tests This test is harder than the vast majority of tests youyou will take in college. I’m going to spend from will take in college. I’m going to spend from now now until the first week of May preparing you.until the first week of May preparing you.

OK. Today we are going to OK. Today we are going to get right in and discuss the get right in and discuss the

national national A. P. U. S. history test. A. P. U. S. history test.

OK, we’re OK, we’re going to start going to start by discussing by discussing the free the free response response question.question.

Two essays, each with a choice from 2 promptsTwo essays, each with a choice from 2 prompts

1.1.READ (and reread) the promptREAD (and reread) the prompt2.2.Make an outlineMake an outline3.3.Make a comprehensive thesis statement Make a comprehensive thesis statement 4.4.Develop the thesis with substantial and Develop the thesis with substantial and relevant historical informationrelevant historical information5.5.Perform an in depth analysis of relevant factsPerform an in depth analysis of relevant facts6.6.Ensure good organization, legible pen-Ensure good organization, legible pen- manship, and correct grammar manship, and correct grammar

Thesis statements should:Thesis statements should:1.1.Be your first paragraphBe your first paragraph2.2.Be lengthy—tell the reader what you are Be lengthy—tell the reader what you are going to tell him/her in the essay bodygoing to tell him/her in the essay body3. Be clear and ensure the thesis statement 3. Be clear and ensure the thesis statement is well-developedis well-developed4. It is the most important part of the essay—4. It is the most important part of the essay— the essay body reflects the thesis statementthe essay body reflects the thesis statement5. This is not an English Language Arts essay—5. This is not an English Language Arts essay— forget the hook and get to the point. History forget the hook and get to the point. History writing is different from ELA writing.writing is different from ELA writing.

On another presentation, On another presentation, which is also linked to my which is also linked to my website, I’ll now go over website, I’ll now go over examples of essays for examples of essays for Question 5 from last year’s Question 5 from last year’s exam. We’ll look at exam. We’ll look at everything from a 1 to a 9.everything from a 1 to a 9.

Now let’s see what you have learned. RespondNow let’s see what you have learned. Respondto the following prompt in an essay: Evaluate to the following prompt in an essay: Evaluate the significance of your summer work topic to the significance of your summer work topic to American history.American history.

When you take a DBQ test, When you take a DBQ test, in in about about 20 minutes 20 minutes you mustyou must analyze analyze about 9 documents (that’s 2 about 9 documents (that’s 2 minutes per document) then comment on them in minutes per document) then comment on them in your your essay AND weave into your discussion outside essay AND weave into your discussion outside historical facts historical facts that we have learned in our study that we have learned in our study of a given era or topic.of a given era or topic. So in the next few slides, So in the next few slides, I’ll use some materials to give you tips on how to I’ll use some materials to give you tips on how to analyze various historical sources.analyze various historical sources.

So now having briefly So now having briefly discussed free response discussed free response

questions, let’s talk about thequestions, let’s talk about the Document Based Question. Document Based Question. The DBQ is one assessment The DBQ is one assessment where you will have to use where you will have to use

both your knowledge of both your knowledge of history and also analyze history and also analyze

documents.documents.

Most evidence that historians analyze is Most evidence that historians analyze is biased in one way or another. It represents a biased in one way or another. It represents a certain perspective from one person or a certain perspective from one person or a group. group. Historians use the following guidelines Historians use the following guidelines when reviewing evidence from the past:when reviewing evidence from the past:

Every piece of evidence and every source Every piece of evidence and every source must be read or viewed skeptically and must be read or viewed skeptically and critically.critically.

Evidence should not be taken at face value. Evidence should not be taken at face value. The The author’s point of viewauthor’s point of view must be considered. must be considered. (DBQ Key)(DBQ Key)

Each piece of evidence and source must be Each piece of evidence and source must be crosschecked and compared with related crosschecked and compared with related sources.sources.

Bias or perspective Bias or perspective

How to Analyze a How to Analyze a TextTextWhat type of document is this? What type of document is this? Is it a letter, an official Is it a letter, an official proclamation, a private diary entry, an advertisement, or proclamation, a private diary entry, an advertisement, or perhaps a coded message?perhaps a coded message?

How to Analyze a How to Analyze a TextText1.1. Why do you think the document was Why do you think the document was

written?written?

2.2. What evidence in the document helps What evidence in the document helps you know why it was written?you know why it was written?

3.3. Is there a bias or certain perspective Is there a bias or certain perspective that the author is writing from?that the author is writing from?

How to Analyze a PhotographHow to Analyze a PhotographStudy the photograph for Study the photograph for several minutes and write several minutes and write

down down everything that you think is everything that you think is important. Then divide the important. Then divide the image into quadrants (4 image into quadrants (4 sections) and detail the sections) and detail the important elements from important elements from each section. each section.

How to Analyze a How to Analyze a PhotographPhotograph What is the subject of the photograph? What What is the subject of the photograph? What

does the photograph reveal about its does the photograph reveal about its subject? subject?

What is the setting for the photograph? What is the setting for the photograph? What other details do you observe? What other details do you observe? When and where in the past do you think the When and where in the past do you think the

photograph was taken? How can you tell? photograph was taken? How can you tell? How would you describe the photographer's How would you describe the photographer's

point of view? point of view?

How to Analyze a Political How to Analyze a Political CartoonCartoon

Political cartoons use Political cartoons use symbols and hyperbole symbols and hyperbole (exaggeration) to make (exaggeration) to make a point. Here are some a point. Here are some helpful tips for analyzing helpful tips for analyzing a political cartoon:a political cartoon:

How to Analyze a Political How to Analyze a Political CartoonCartoon

1.1. List the objects, people or symbols you List the objects, people or symbols you see in the cartoon.see in the cartoon.

2.2. What do you think each symbol What do you think each symbol means?means?

3.3. Describe the action taking place in the Describe the action taking place in the cartoon.cartoon.

4.4. Are there words? Do they help to Are there words? Do they help to clarify the cartoon’s symbols?clarify the cartoon’s symbols?

5.5. In your opinion, what is the message In your opinion, what is the message of the cartoon? Do you think others of the cartoon? Do you think others will interpret it differently?will interpret it differently?

How to Analyze a Historical How to Analyze a Historical MapMap Maps are symbolic representations of places set Maps are symbolic representations of places set

in in relation to one another. All maps necessarily relation to one another. All maps necessarily

includeincludesome details and leave out others. Next time you some details and leave out others. Next time you

look look at a map ask yourself the following questions:at a map ask yourself the following questions:

1.1. When and where was the map produced?When and where was the map produced?

2.2. What details has the map-maker chosen to What details has the map-maker chosen to include (or exclude) in order to complete include (or exclude) in order to complete this representation?this representation?

3.3. Why do you think the map was drawn?Why do you think the map was drawn?

How to Analyze a How to Analyze a Historical MapHistorical Map

First off, READ and First off, READ and reread thereread the prompt.prompt. Next, Next, BEFORE YOU BEFORE YOU READREAD ANY OF THE ANY OF THE DOCUMENTSDOCUMENTS,,make an outline make an outline based on your knowledge of the based on your knowledge of the topic.topic.Then Then analyze the documentsanalyze the documents—take the extra —take the extra time; don’t worry if you go 5-minutes into your time; don’t worry if you go 5-minutes into your writing time. This technique will keep you from writing time. This technique will keep you from simply discussing the documents—remember, simply discussing the documents—remember, OUTSIDE HISTORY IS KEYOUTSIDE HISTORY IS KEY!!

After you have analyzed your After you have analyzed your documents, you must write a documents, you must write a strong essay. strong essay. DBQ writing DBQ writing differs somewhat from FRQ differs somewhat from FRQ writing. writing. So here goes.So here goes.

1.1. Make a comprehensive thesis statement Make a comprehensive thesis statement 2.2. Develop the thesis with substantial and Develop the thesis with substantial and relevant historical informationrelevant historical information3.3. Perform an in depth analysis of relevant Perform an in depth analysis of relevant

factsfacts4.4. In the essay, be sure to bring in several In the essay, be sure to bring in several pieces of outside history—facts about pieces of outside history—facts about

the the topic not contained in the documents topic not contained in the documents

(KEY!!!)(KEY!!!)5.5. Use documents to reinforce key points Use documents to reinforce key points

you you make in your thesis and LIMIT QUOTESmake in your thesis and LIMIT QUOTES

—do—doNOT simply go document-to-document NOT simply go document-to-document

6. Ensure good organization, legible pen-6. Ensure good organization, legible pen- manship, and correct grammarmanship, and correct grammar

Thesis statements should:Thesis statements should:1.1.Be your first paragraphBe your first paragraph2.2.Be lengthy—tell the reader what you are Be lengthy—tell the reader what you are going to tell him/her in the essay bodygoing to tell him/her in the essay body3. Be clear and ensure the thesis statement 3. Be clear and ensure the thesis statement is well-developedis well-developed4. It is the most important part of the essay—4. It is the most important part of the essay— the essay body reflects the thesis statementthe essay body reflects the thesis statement5. This is not an English Language Arts essay—5. This is not an English Language Arts essay— forget the hook and get to the point. History forget the hook and get to the point. History writing is different from ELA writing.writing is different from ELA writing.

Now we’ll look at the 2011 DBQ Now we’ll look at the 2011 DBQ

We won’t worry about the 0-1 We won’t worry about the 0-1 essay, because we don’t think essay, because we don’t think about failure!about failure!

On another presentation, On another presentation, which is also linked to my which is also linked to my website, I’ll now go over website, I’ll now go over examples of DBQ responses examples of DBQ responses from the 2011 exam. We’ll from the 2011 exam. We’ll look at everything from a 0 look at everything from a 0 to a 9.to a 9.

You will take your first DBQ test after the You will take your first DBQ test after the Chapter 3 test—two days of tests—Day 1 will Chapter 3 test—two days of tests—Day 1 will be multiple choice questions and Day 2 will be be multiple choice questions and Day 2 will be the DBQ. the DBQ. Tons of fun!Tons of fun!

Thesis statements should be extensive Thesis statements should be extensive and comprehensive:and comprehensive:• state your case up frontstate your case up front• tell the reader what you are going to tell the reader what you are going to tell him/her in the body of the papertell him/her in the body of the paper

Its vs. it’sIts vs. it’s its=possessive; it’s=“it is” contractionits=possessive; it’s=“it is” contraction

Led = past tense of “to lead”Led = past tense of “to lead”

Use Use active voice active voice NOT NOT passive voice passive voice Passive: “John was given a high grade Passive: “John was given a high grade by Mr. Simoncini.” by Mr. Simoncini.”

Active: “Mr. Simoncini gave John a Active: “Mr. Simoncini gave John a high grade.”high grade.”

Passive: “Iraq was attacked by the U.S.”Passive: “Iraq was attacked by the U.S.”Active: “The U.S. attacked Iraq.”Active: “The U.S. attacked Iraq.”

Always place the actor at the front.Always place the actor at the front.

This/that/these/those This/that/these/those DO NOT use the above terms as DO NOT use the above terms as stand alone nouns.stand alone nouns.

““This was due to a conflict in This was due to a conflict in Eastern Asia.”Eastern Asia.”

Use the above words as adjectives.Use the above words as adjectives.

““This situation evolved as a result of This situation evolved as a result of a conflict in Eastern Asia.”a conflict in Eastern Asia.”

This/that/these/those This/that/these/those

““This” and “these” imply things This” and “these” imply things close by in terms of time or close by in terms of time or distance. Therefore those terms distance. Therefore those terms should not be used when referring should not be used when referring to the past or to things in the to the past or to things in the distance.distance.

““That” and “those” imply things That” and “those” imply things far away in terms of time or far away in terms of time or distance.distance.

Avoid paragraphs that are too long. Avoid paragraphs that are too long.

When referring to people in a When referring to people in a formal formal history paperhistory paper, you should refer to , you should refer to them by their them by their family namefamily name. You may . You may also use a title also use a title (President Lincoln);(President Lincoln); but avoid simply referring to a person but avoid simply referring to a person by only their given by only their given (or first)(or first) name. name.One exception may be when you are One exception may be when you are discussing two people with the same discussing two people with the same last name; but try to find work-arounds last name; but try to find work-arounds in those cases.in those cases.

The first time that you discuss a person The first time that you discuss a person in a paper, you should include the in a paper, you should include the full name and title full name and title (Lieutenant Colonel(Lieutenant Colonel Peter Simoncini).Peter Simoncini). After you After you have introduced the individual, you have introduced the individual, you may refer to him/her by simply their may refer to him/her by simply their last namelast name in the remainder of the in the remainder of the paper.paper.

““The game wasThe game was close, which close, which made it made it exciting.”exciting.”

45=forty45=forty--five; 63=sixtyfive; 63=sixty--threethree

Except for “its,” possessives require Except for “its,” possessives require apostrophes apostrophes (the dog’s bone)(the dog’s bone)

Place punctuation INSIDE close quotesPlace punctuation INSIDE close quotes (Bob said, “That was a fun time.”)(Bob said, “That was a fun time.”)

In the body of the paper, document In the body of the paper, document EVERYTHING that you have obtained EVERYTHING that you have obtained from an outside source EVEN IF YOU from an outside source EVEN IF YOU DO NOT QUOTE IT. Use DO NOT QUOTE IT. Use parenthetical parenthetical citations.citations.

When you use an acronym, except for When you use an acronym, except for those that are VERY common those that are VERY common (USA),(USA), you should you should write it out firstwrite it out first, then show , then show the acronym parenthetically. the acronym parenthetically. Subsequently, you may use simply the Subsequently, you may use simply the acronym. acronym. [Oakdale High School (OHS)][Oakdale High School (OHS)]

Avoid superlatives—all, everyone, etc.—Avoid superlatives—all, everyone, etc.—if you use a superlative be certain that if you use a superlative be certain that it is true: i.e. “all men are created equal.”it is true: i.e. “all men are created equal.”

This one is the pet This one is the pet peeve of pet peeves.peeve of pet peeves.