Historical Thinking Skills Skill Type Historical Thinking Skill

I. Chronological Reasoning 1. Historical causation2. Patters of continuity and change over time3. Periodization

II. Comparison and Contextualization 4. Comparison 5. Contextualization

III. Crafting historical arguments from historical evidence 6. Historical argumentation7. Appropriate use of relevant historical evidence

IV. Historical interpretation and synthesis 8. Interpretation9. Synthesis

Thematic Learning Objectives ◦ Identity

◦ ID; How and why have debated over American national identity changed over time?

◦ How have gender, class, religious, and other group identities changed in different eras?

◦ In other words- demonstrate understanding of ways that debated over national identity have changed over time.

◦ Work, Exchange and Technology◦ WXT How have changed in markets, transportation, and technology affected American society from colonial times to present day?

◦ Why/ how different systems developed in British N. America & the U.S have affected U.S society.

◦ How have the debates over economic values & the role of government in the U.S economy affected politics, society, the economy, & environment? ◦ Demonstrate understanding of ways that changes in markets, transportation, and technology have affected U.S society.

◦ Peopling◦ PEO Why have people migrated to, from and within N. America?

◦ How have changes in migration & population patterns affected American life.

◦ Politics and Power◦ POL Demonstrate understanding on how and why different political & social groups competed for influence over society & government in what would become

the U.S AND how Americans agreed/ argued over the values that guide political systems as well as who is part of the political process.

◦ America in the World◦ WOR Demonstrate understanding of the relationship among events in the U.S and contemporary events in the rest of the world – AND- how different factors

influenced U.S military, diplomatic, and economic involvement in international affairs & foreign conflicts.

◦ Environment and Geography (Physical and Human)◦ ENV Demonstrate understanding of the various ways in which interactions with the natural environment shaped the institutions & values of various groups

living in the U.S

◦ Ideas, Beliefs and Culture ◦ CUL Demonstrate understanding of how and why moral, philosophical, and cultural values changed and have affected U.S history

Historical Periods◦ 1. 1491-1607

◦ 2. 1607-1754

◦ 3. 1754-1800

◦ 4. 1800-1848

◦ 5. 1844-1877

◦ 6. 1865-1898

◦ 7.1890-1945

◦ 8. 1945-1980

◦ 9. 1980- present

Exam Description ◦The A.P.U.S.H Exam is 3 hours and 15 minutes long- divided into 2 sections ◦100-minutes for MC/ short-answer (S.A) sections AND◦95- minutes for free-response section- Long Essay Question (LEQ) & Document

Based Question (DBQ)

◦Each Section is divided into 2 parts:

* Each S.A question (total 4) has 3 parts (part A, B & C). So, keep in mind that (in essence) you are really answering 12 different questions. You should dedicate no more than 3 minutes per each part of the questions.

Section Question Type # of Questions Timing % of Total Exam Score

I Part A: MC Questions 55 questions 55 minutes 40 %

Part B: S.A Questions 4 questions 45 minutes* 20%

II Part A: DBQ 1 question 60 minutes 25%

Part B: LEQ 1 question (chosen from a pair)

35 minutes 15%

Short-Answer Questions (S.A.)

◦Will directly address one or more of the thematic learning objectives for the course.

◦AT LEAST two of the four questions will have elements of internal choice will provide opportunities for you to demonstrate what you know best.

◦ALL S.A. questions will require historical thinking skills in order to respond to a primary source, a historian’s argument, non-textual sources such as data or maps or general propositions about U.S history.

◦Each question will ask you to identify and analyze examples of historical evidence relevant to the source or question.

Long Essay Question (LEQ)◦Provides opportunity to demonstrate what you know best.

◦Choice will be given between two comparable LEQ options.

◦Measures the use of historical thinking skills to explain and analyze significant issues in U.S history.

◦Must include the development of a THESIS or argument supported by an analysis of specific, relevant historical evidence.

◦Questions will be framed to allow you to answer in-depth examples of large scale phenomena (may be drawn from topics discussed in our class)

Document-Based Question◦Measures ability to analyze and synthesize historical data and to assess verbal,

quantitative, or visual materials as historical evidence.

◦Responses will be judged on ability to formulate thesis and support it with relevant evidence.

◦Documents included in DBQ or not confined to a single format; many vary in length, and are chosen to illustrate interactions and complexities within the material. ◦Documents will include charts, graphs, cartoons and pictures as well as written

material.

◦Will require you to relate the documents to a historical period or theme and, thus, to focus on major periods and issues.

◦Always important to include outside knowledge beyond the specific point of the question.

◦Use all but 1 of the documents.

General Comment◦To get 2-3 points for analysis of historical evidence (including the documents), you MUST make a HAPP connection in the analysis of the document that shows evidence and understanding BEYOND what is in the actual document (including introductory information). ◦For 3 points, you must succeed at this for ALL or ALL BUT ONE documents.

General Comment

◦Stay clear of:◦“states”◦“describes”◦“says”◦“explains”

◦Instead, try to show purpose or point of view:◦“justified”◦“appealed to [specific audience]

◦African Americans◦Fellow Democrats and Anti-Imperialists

◦“argued in favor of”

HAPP Matters!

Document 1

Chapter 211890s Race RelationsIda B. WellsBooker T. WashingtonWEB Du Boise

Chapter 23Progressivism for Whites Only

Document 1HAPP

Chapter 211890s Race RelationsIda B. WellsBooker T. WashingtonWEB Du Boise

Chapter 23Progressivism for Whites Only

Document 2

Chapter 20Social Darwinism

Gospel of Natural Selection

Connection to Herbert Spencer

Document 2HAPP

Chapter 20Social Darwinism

Gospel of Natural Selection

Connection to Herbert Spencer

Document 3

Chapter 22As President

Document 3HAPP

Chapter 22As President

Document 4

Chapter 23Progressive ReformPages 933, 937-938

Document 4HAPP

Chapter 23Progressive ReformPages 933, 937-938

Document 5

Chapter 22Secretary of NavyRough Riders1900 ElectionChapter 23Roosevelt’s Progressivism

Document 5HAPPChapter 22Secretary of NavyRough Riders1900 ElectionChapter 23Roosevelt’s Progressivism

Document 6

Chapter 21Gilded Age PoliticsElection of 1896

Chapter 22Democratic CandidateMade imperialism the “paramount” issue

Document 6HAPPChapter 21Gilded Age PoliticsElection of 1896

Chapter 22Democratic CandidateMade imperialism the “paramount” issue