1. About the course…and the test
A.P.U.S.H.
About the course…and the test

2. Mr. Kobliska’s goal:
To have you prepared to pass the AP exam in May if you so choose to take it.

3. What's your goal?

4. So what about the grades?
Weighted grades:
70% -- Assessment
10% -- Practice
20% -- Final Exam
Grading scale:
90% = A
80% = B
70% = C
60% = D
Below 60% = Failure ?

5. Turn to Page XXV in your textbook
So what is on this test?
Turn to Page XXV in your textbook
55 Multiple Choice questions
3 Short-answer questions
1 DBQ
1 Long essay question
Score: 1 through 5

6. Historical Thinking Skills
Skill Type I:
Skill Type II:
Skill Type III:
Skill Type IV:
Chronological Reasoning Comparison and Contextualization Crafting Historical Arguments from Historical Evidence Historical Interpretation and Synthesis

7. Thematic Learning Objectives
Identity
Work, Exchange, and Technology
Peopling
Politics and Power
America in the World
Environment and Geography – Physical and Human
Ideas, Beliefs, and Culture

8. The Concept Outline (Historical Periods)
1491— — — — — — — — —Present

9. Why should I take this test seriously?
$$$
College Credit
No…it does not affect your grade in this class.
In theory your grade in this class should reflect your grade on the test…A=5, B=4, C=3, D=2, F=1…In theory.

10. About this test… ONLY 53% of students nationwide earn a 3 or higher.
5: “Extremely qualified”
4: “Well qualified”
3: “Qualified”
2: “Probably qualified”
Less than 10% earn a 5.

11. Multiple Choice 55 questions 55 minutes Counts for 40% of your test
Contains a number of sets of questions (2-5 questions per set)
Students analyze historical texts, interpretations, and evidence.
Primary and secondary sources images, graphs, and maps are included.

12. Short-answer questions
40 minutes
Counts for 20% of your test
Analyze historians’ interpretations, historical sources, and propositions about history.
Questions provide opportunities for students to demonstrate what they know best.
Some questions include tests, images, graphs, or maps.
See update for on next slide.

13. Short-answer questions
40 minutes
Counts for 20% of your test
Update for : Students will be choose between two options for the final required short-answer question, each one focusing on a different time period.
Question 1 (required: periods 3-8; )
Question 2 (required: periods 3-8; )
Students choose between Question 3, periods 1-5 ( ), and Question 4, periods 6-9 (1865-present).

14. Document-based question
60 minutes
Counts for 25% of your test
Assess written, quantitative, or visual materials as historical evidence.
Develop an argument supported by an analysis of historical evidence.
Update for : Will now focus on topics from periods 3 to 8 ( )

15. Long essay question 1 question 40 minutes Counts for 15% of your test
Explain and analyze significant issues in U.S. history.
Develop an argument supported by an analysis of historical evidence.
Update for : Students will now select among three options, each focusing on a different range of time periods:
Option 1: periods 1-3
Option 2: periods 4-6
Option 3: periods 7-9

19. DBQ Data Based Question Roughly 7 documents. Address the prompt! A-P
25% of your test.
60 minutes to work on it.
DBQ

20. DBQ
Read the question -- that is, the prompt -- three times. Remember that in this instance "AP" stands for "address prompt."

21. DBQ
2) Identify the task. State in your own words what you are being asked to write.

22. DBQ
3) Circle or underline the main words, especially words of direction, such as "analyze," "explain," "compare and contrast," "evaluate," and "to what extent."

23. DBQ
4) Briefly list the main events of the historical time period addressed. Use the acronym PERSIA to help you categorize the political, economic, religious, social, intellectual, and artistic aspects of the period. This is outside information that may be included in the essay.

24. DBQ
5) Read each document, noting the source or the title. Briefly write the main point of each document. If the prompt requires you to take one position or another, group the documents on the basis of those positions. For example, in the 1999 DBQ you are asked to evaluate colonial identity AND unity. Note that documents A, C, E, and G are about unity, whereas documents B, D, F, and H deal with identity. Some documents may be used to support both unity and identity.

25. See Next Slide For Examples of How to Site Documents
DBQ
Use the source or the title when referring to the information in the document. Do NOT use the word "document" in the narrative of your essay. (Writing "Document A says," "Document B says," and so on results in a laundry list of documents instead of an essay.) You may use the word "document" in parentheses as a reference to a specific document at the end of the information you have included from that document. These notes help you organize your use of the documents throughout your essay. Essential note to remember: Students write the essay; documents don't write the essay.
See Next Slide For Examples of How to Site Documents

26. Examples of How to Site Documents
DBQ
Examples of How to Site Documents
By 1912, President Roosevelt himself supported the notion that senators should be elected by direct vote of the people (Doc. D).
President Roosevelt stated in his speech, on February 22, 1912, “…actual experience has convinced us that senators should be elected by direct vote of the people instead of indirectly through the various legislatures. (Doc. D)”
In the Speech by Theodore Roosevelt, February 22, 1912 (Doc. D), Roosevelt proclaims that, “…actual experience has convinced us that senators should be elected by direct vote of the people instead of indirectly through the various legislatures.”
President Roosevelt makes the argument that if we have a direct election for the President of the United States, it only makes sense that we have a direct election for our senators (Doc. D).

27. Helpful Sites http://www.course-notes.org/US_History

29. APUSH
Darren Kobliska
(815) ext