1. Historical Thinking Skills
Skill Type
Historical Thinking Skill
I. Chronological Reasoning
Historical causation
Patters of continuity and change over time
Periodization
II. Comparison and Contextualization
4. Comparison
5. Contextualization
III. Crafting historical arguments from historical evidence
6. Historical argumentation
7. Appropriate use of relevant historical evidence
IV. Historical interpretation and synthesis
8. Interpretation
9. Synthesis

2. 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

3. Historical Periods 1. 1491-1607 2. 1607-1754 3. 1754-1800 4. 1800-1848
present

4. 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%

5. 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.

6. 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)

7. 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.

12. 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.

13. Stay clear of: General Comment
“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”

14. HAPP Matters!

15. Document 1 Chapter 21 1890s Race Relations Ida B. Wells Booker T
Document 1 Chapter s Race Relations Ida B. Wells Booker T. Washington WEB Du Boise Chapter 23 Progressivism for Whites Only

16. Document 1 HAPP Chapter 21 1890s Race Relations Ida B. Wells Booker T
Document 1 HAPP Chapter s Race Relations Ida B. Wells Booker T. Washington WEB Du Boise Chapter 23 Progressivism for Whites Only

17. Chapter 20 Social Darwinism
Document 2
Chapter 20 Social Darwinism
Gospel of Natural Selection
Connection to Herbert Spencer

18. Chapter 20 Social Darwinism
Document 2
HAPP
Chapter 20 Social Darwinism
Gospel of Natural Selection
Connection to Herbert Spencer

19. Document 3 Chapter 22 As President

20. Document 3 HAPP Chapter 22 As President

21. Document 4
Chapter 23
Progressive Reform
Pages 933,

22. Document 4
HAPP
Chapter 23
Progressive Reform
Pages 933,

23. Document 5 Chapter 22 Secretary of Navy Rough Riders 1900 Election
Roosevelt’s Progressivism

24. Document 5 HAPP Chapter 22 Secretary of Navy Rough Riders
1900 Election
Chapter 23
Roosevelt’s Progressivism

25. Document 6 Chapter 21 Gilded Age Politics Election of 1896 Chapter 22
Democratic Candidate
Made imperialism the “paramount” issue

26. Document 6 HAPP Chapter 21 Gilded Age Politics Election of 1896
Democratic Candidate
Made imperialism the “paramount” issue

27. Document 7
Chapter 22
Yellow
Journalism
Chapter 23
Muckrakers

28. Document 7
HAPP
Chapter 22
Yellow
Journalism
Chapter 23
Muckrakers