The AP United States History exam assesses students' understanding of key concepts and historical thinking skills through a variety of question types. The exam is divided into two sections, with Section I including multiple choice and short answer questions testing core content knowledge. Section II consists of a document-based question and a long essay question requiring students to make evidence-based arguments. Questions are designed to evaluate students' ability to analyze primary and secondary sources, compare and contextualize historical evidence, and understand patterns of continuity and change over time. The exam closely follows the organization of the AP US History course framework and curriculum.
POL 300 Education Specialist / snaptutorial.comMcdonaldRyan161
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Papers
Select a president from the table, “Presidents and Their ‘Doctrines,’” in Roskin, Chapter 4. Then write a 3-5 page paper on the doctrine that president used according to Roskin. Your research must include at least four (4) credible sources, apart from your textbook
Pol 300 Massive Success / snaptutorial.comReynolds26
This Tutorial contains 2 Papers
Select a president from the table, “Presidents and Their ‘Doctrines,’” in Roskin, Chapter 4. Then write a 3-5 page paper on the doctrine that president used according to Roskin. Your research must include at least four (4) credible sources, apart from your textbook. Your paper must address the following:
1. Summarize a situation that required U.S. diplomatic efforts during the president’s time in office.
2. Explicate the diplomatic doctrine the president followed, with reference to specific actions or events that
Mount Vernon invited several well-known political cartoonists from newspapers across the country to draw cartoons focusing on major issues of George Washington’s presidency. Students will analyze uncaptioned versions of these cartoons and background information about the historical issues depicted, create their own captions and exhibit labels, and then compare their writing with the originals.
An anti racist West Point is a comprehensive strategy document that address necessary steps for creating an anti-racist institution at West Point.
Those who wish to express their support are encouraged to contact leadership at West Point, the US Army Chief of Staff, and Secretary of the Army.
For more course tutorials visit
www.newtonhelp.com
Select a president from the table, “Presidents and Their ‘Doctrines,’” in Roskin, Chapter 4. Then write a 3-5 page paper on the doctrine that president used according to Roskin. Your research must include at least four (4) credible sources, apart from your textbook. Your paper must address the following:
1. Summarize a situation that required U.S. diplomatic efforts during the president’s time in office.
POL 300 Education Specialist / snaptutorial.comMcdonaldRyan161
For more classes visit
www.snaptutorial.com
This Tutorial contains 2 Papers
Select a president from the table, “Presidents and Their ‘Doctrines,’” in Roskin, Chapter 4. Then write a 3-5 page paper on the doctrine that president used according to Roskin. Your research must include at least four (4) credible sources, apart from your textbook
Pol 300 Massive Success / snaptutorial.comReynolds26
This Tutorial contains 2 Papers
Select a president from the table, “Presidents and Their ‘Doctrines,’” in Roskin, Chapter 4. Then write a 3-5 page paper on the doctrine that president used according to Roskin. Your research must include at least four (4) credible sources, apart from your textbook. Your paper must address the following:
1. Summarize a situation that required U.S. diplomatic efforts during the president’s time in office.
2. Explicate the diplomatic doctrine the president followed, with reference to specific actions or events that
Mount Vernon invited several well-known political cartoonists from newspapers across the country to draw cartoons focusing on major issues of George Washington’s presidency. Students will analyze uncaptioned versions of these cartoons and background information about the historical issues depicted, create their own captions and exhibit labels, and then compare their writing with the originals.
An anti racist West Point is a comprehensive strategy document that address necessary steps for creating an anti-racist institution at West Point.
Those who wish to express their support are encouraged to contact leadership at West Point, the US Army Chief of Staff, and Secretary of the Army.
For more course tutorials visit
www.newtonhelp.com
Select a president from the table, “Presidents and Their ‘Doctrines,’” in Roskin, Chapter 4. Then write a 3-5 page paper on the doctrine that president used according to Roskin. Your research must include at least four (4) credible sources, apart from your textbook. Your paper must address the following:
1. Summarize a situation that required U.S. diplomatic efforts during the president’s time in office.
Introduction to the set texts- The Times and Daily Mirror.
There is also an overview of how newspapers are included in the exam sections as well as conventions and terminology.
Students will use a systematic analytical method to compare past presidents and current or potential future presidents and determine their own research-based ranking system.
Using the weekly news show “Meet the Press” as a model, students will portray George Washington, Abraham Lincoln, Franklin D. Roosevelt and Barack Obama in a television interview. Students will develop answers to the host’s questions by researching primary documents and current news articles.
For more course tutorials visit
www.newtonhelp.com
HST 175 Week 1 Assignment American Society in the Cold War Era (2 Papers)
HST 175 Week 1 Assignment American Society in the Cold War Era (New Syllabus)
HST 175 Assignment Week 3 Economic, Social, and Political Challenges (new Syllabus)
HST 175 Effective Communication - snaptutorial.comdonaldzs21
For more classes visit
www.snaptutorial.com
HST 175 Week 1 Assignment American Society in the Cold War Era (2 Papers)
HST 175 Week 1 Assignment American Society in the Cold War Era (New Syllabus)
CONNECTING WITH MILLENNIALS (information found in Making Space f.docxdonnajames55
CONNECTING WITH MILLENNIALS
(information found in Making Space for Millennials by Barna Group, 2015, p. 7.
“Five major reasons that millennials stay connected with a Christian community:
1. Cultural discernment – engaging with the wider culture as a faith community, to assess and respond biblically to its effects on human flourishing.
2. Life-shaping relationships – consistent long-term friendship with at least one older Christian adult who invests time and resources into their lives.
3. A first-hand experience of Jesus – the confidence, through seasons of doubt and pain, that comes from having personally experienced God’s revelation in Christ.
4. Reverse mentoring – being valued for the knowledge, skills, and energy they can offer to older members of the community of faith.
5. Vocational discipleship – whole –life spiritual formation that includes understanding their work as a God-given calling.
13 Marks of a Planter
(a mix of Charles Ridley’s classic 13 along with Paul Nixon’s observations coaching about six dozen planters to date.)
______________________________________________________________________________________________
1. They can envision and articulate a desired future and effectively invite others to join them in a journey toward that future
2. Very strong personal spiritual practice and experience of God’s Call on their life (this results in courage and resilience)
3. History of effective, evangelistic conversation and relationships
4. An intense internal drive, even a hunger to do something very well – in this case to grow a church from scratch
5. They tithe
6. They love the community where they will be planting
7. Introvert/Extrovert is really not a big deal (but you will need some extroverts on your team)
8. They have spent quality time in highly evangelistic and innovative ministry – preferably in a new start. They know the DNA of the teams that pull off such things.
9. They embrace mentoring and coaching relationships
10. They can be both stubborn and flexible – and somehow they know when to be which
11. They get bored after three years on average
12. The family is fully bought in and the plant is a family affair.
13. It is almost never their first rodeo – they have done ministry start up before, they have grown ministry before, they have led people to faith before, they have discipled people before, and they have developed leaders before.
Third Exam (Chapters 23-27)
Option I: One Long Essay. Write one essay of about 4.5 pages about how America and the world changed in Chapters 23-27. This essay should include, within it, at least five key terms or key words from handout questions from the chapter handouts. Please put key terms or key words from the questions in bold. You must have key terms or questions from at least four chapters. You essays will also need an introduction, where you give an overview of the major events or trends you wish to cover. Please put your thesis statement in b.
Discussion InstructionsThe purpose of the discussions are to giv.docxelinoraudley582231
Discussion Instructions
The purpose of the discussions are to give you an opportunity to interact with your instructor and fellow classmates regarding topics from each of the sections. In order to do well on each discussion you should:
1) Read through the selection of questions and pick ONE prompt to answer. Be sure to label which question you are responding to.
2) Make sure you answer the discussion prompt in at least 1 paragraph (5-7 sentences). Your answer should be as specific as possible.
3) Cite any information that you use (even if its just a textbook page, or you can cite the readings, a website, etc.)
Part I Discussion Prompts
For this week introduce yourself to the class. You can tell us your name, what you are majoring in (or interested in if you haven't declared a major) and what your past experiences are with US History classes (high school, college, etc.). THEN, please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 1 & 2 to show your knowledge of the material.
1) What were the major patterns of Native American life in North America before Europeans arrived?
2) What factors encouraged European explorers to look west across the Atlantic, or what factors encouraged Europeans to explore?
3) What were some of the consequences when peoples in the Americas came in contact with Europeans? Give 2 specific examples.
4) In what ways did Europeans explore and interact differently with the indigenous populations? You should compare and contrast the Spanish, the French and the English.
5) What challenges did the early English settlers face in the Chesapeake (Jamestown)?
6) How did Virginia and Maryland develop in their early years?
7) What were the main sources of frustration in New England?
Part II Discussion Prompts
Please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 7 & 8 to show your knowledge of the material. Then, please respond to at least ONE of your classmates responses in a thoughtful and web appropriate manner.
1. In what way did the Articles of Confederation define the creation of nationally controlled public domain in western land? Meaning, how did the Articles of Confederation create a system creating territories? Was this system successful or not? Give at least 1 specific example to justify your argument.
2. What do you think were 2 of the biggest issues regarding the Articles of Confederation? In what way did the US Constitution attempt to fix those two issues (be specific)?
3. What triggered Shay's Rebellion (meaning, what were the causes of the rebellion)? In what way do you think Shay's Rebellion was a defining historical moment, meaning, what is the significance of Shay's Rebellion to the time period? Use the Document "Divergent Reactions to Shay's Rebellion" to help answer this question.
4. In what way does the US Constitution deal with the question over slavery? Give at least 2 specific examples to address how its deal.
Introduction to the set texts- The Times and Daily Mirror.
There is also an overview of how newspapers are included in the exam sections as well as conventions and terminology.
Students will use a systematic analytical method to compare past presidents and current or potential future presidents and determine their own research-based ranking system.
Using the weekly news show “Meet the Press” as a model, students will portray George Washington, Abraham Lincoln, Franklin D. Roosevelt and Barack Obama in a television interview. Students will develop answers to the host’s questions by researching primary documents and current news articles.
For more course tutorials visit
www.newtonhelp.com
HST 175 Week 1 Assignment American Society in the Cold War Era (2 Papers)
HST 175 Week 1 Assignment American Society in the Cold War Era (New Syllabus)
HST 175 Assignment Week 3 Economic, Social, and Political Challenges (new Syllabus)
HST 175 Effective Communication - snaptutorial.comdonaldzs21
For more classes visit
www.snaptutorial.com
HST 175 Week 1 Assignment American Society in the Cold War Era (2 Papers)
HST 175 Week 1 Assignment American Society in the Cold War Era (New Syllabus)
CONNECTING WITH MILLENNIALS (information found in Making Space f.docxdonnajames55
CONNECTING WITH MILLENNIALS
(information found in Making Space for Millennials by Barna Group, 2015, p. 7.
“Five major reasons that millennials stay connected with a Christian community:
1. Cultural discernment – engaging with the wider culture as a faith community, to assess and respond biblically to its effects on human flourishing.
2. Life-shaping relationships – consistent long-term friendship with at least one older Christian adult who invests time and resources into their lives.
3. A first-hand experience of Jesus – the confidence, through seasons of doubt and pain, that comes from having personally experienced God’s revelation in Christ.
4. Reverse mentoring – being valued for the knowledge, skills, and energy they can offer to older members of the community of faith.
5. Vocational discipleship – whole –life spiritual formation that includes understanding their work as a God-given calling.
13 Marks of a Planter
(a mix of Charles Ridley’s classic 13 along with Paul Nixon’s observations coaching about six dozen planters to date.)
______________________________________________________________________________________________
1. They can envision and articulate a desired future and effectively invite others to join them in a journey toward that future
2. Very strong personal spiritual practice and experience of God’s Call on their life (this results in courage and resilience)
3. History of effective, evangelistic conversation and relationships
4. An intense internal drive, even a hunger to do something very well – in this case to grow a church from scratch
5. They tithe
6. They love the community where they will be planting
7. Introvert/Extrovert is really not a big deal (but you will need some extroverts on your team)
8. They have spent quality time in highly evangelistic and innovative ministry – preferably in a new start. They know the DNA of the teams that pull off such things.
9. They embrace mentoring and coaching relationships
10. They can be both stubborn and flexible – and somehow they know when to be which
11. They get bored after three years on average
12. The family is fully bought in and the plant is a family affair.
13. It is almost never their first rodeo – they have done ministry start up before, they have grown ministry before, they have led people to faith before, they have discipled people before, and they have developed leaders before.
Third Exam (Chapters 23-27)
Option I: One Long Essay. Write one essay of about 4.5 pages about how America and the world changed in Chapters 23-27. This essay should include, within it, at least five key terms or key words from handout questions from the chapter handouts. Please put key terms or key words from the questions in bold. You must have key terms or questions from at least four chapters. You essays will also need an introduction, where you give an overview of the major events or trends you wish to cover. Please put your thesis statement in b.
Discussion InstructionsThe purpose of the discussions are to giv.docxelinoraudley582231
Discussion Instructions
The purpose of the discussions are to give you an opportunity to interact with your instructor and fellow classmates regarding topics from each of the sections. In order to do well on each discussion you should:
1) Read through the selection of questions and pick ONE prompt to answer. Be sure to label which question you are responding to.
2) Make sure you answer the discussion prompt in at least 1 paragraph (5-7 sentences). Your answer should be as specific as possible.
3) Cite any information that you use (even if its just a textbook page, or you can cite the readings, a website, etc.)
Part I Discussion Prompts
For this week introduce yourself to the class. You can tell us your name, what you are majoring in (or interested in if you haven't declared a major) and what your past experiences are with US History classes (high school, college, etc.). THEN, please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 1 & 2 to show your knowledge of the material.
1) What were the major patterns of Native American life in North America before Europeans arrived?
2) What factors encouraged European explorers to look west across the Atlantic, or what factors encouraged Europeans to explore?
3) What were some of the consequences when peoples in the Americas came in contact with Europeans? Give 2 specific examples.
4) In what ways did Europeans explore and interact differently with the indigenous populations? You should compare and contrast the Spanish, the French and the English.
5) What challenges did the early English settlers face in the Chesapeake (Jamestown)?
6) How did Virginia and Maryland develop in their early years?
7) What were the main sources of frustration in New England?
Part II Discussion Prompts
Please pick ONE of the following prompts to answer. You should use evidence and material from Chapters 7 & 8 to show your knowledge of the material. Then, please respond to at least ONE of your classmates responses in a thoughtful and web appropriate manner.
1. In what way did the Articles of Confederation define the creation of nationally controlled public domain in western land? Meaning, how did the Articles of Confederation create a system creating territories? Was this system successful or not? Give at least 1 specific example to justify your argument.
2. What do you think were 2 of the biggest issues regarding the Articles of Confederation? In what way did the US Constitution attempt to fix those two issues (be specific)?
3. What triggered Shay's Rebellion (meaning, what were the causes of the rebellion)? In what way do you think Shay's Rebellion was a defining historical moment, meaning, what is the significance of Shay's Rebellion to the time period? Use the Document "Divergent Reactions to Shay's Rebellion" to help answer this question.
4. In what way does the US Constitution deal with the question over slavery? Give at least 2 specific examples to address how its deal.
Lessons for the merchant era resources on Smithsonian American Enterprise exhibit http://americanhistory.si.edu/american-enterprise-exhibition/merchant-era
Do you want your students to leave your classroom with a deeper, longer lasting understanding of Social Studies? This session will enable you to develop your student’s critical thinking skills by immersing them in the inquiry process using primary source documents. Resources will be shared.
Name Kikana HayesDate 16Dec2022Problem with Submission .docxpauline234567
Name: Kikana Hayes
Date: 16Dec2022
Problem with Submission
Explanation:
Kikana: This Touchstone assignment shows good effort. I am returning this Touchstone ungraded, though, because it does not effectively follow the instructions. For this Touchstone:
1. The focus is on one of the research questions listed in the lesson.
2. The research question for civil rights would be the following:
What lessons can we learn from African American history? Considering past struggles from Reconstruction to the civil rights movement of the 1950s and 1960s for African American civil rights, what lessons can we learn about the best strategies for engaging civil rights now and in the future?
3. One of the goals is to use both primary and secondary sources. There is a list of primary and secondary sources in 2a.
The aim of this assignment is to create a historical perspective in order to provide a context and grounding for events today. If how young people could be involved with the movement is of interest, then this strategy could be researched as one piece of the broader historical research questions.
Please also note the difference between primary and secondary research. Additional resources could be found using the keywords, but the primary sources are from first-hand accounts and may require more effort to find.
Before resubmitting, please review the touchstone instructions, rubric, sample touchstone, and requirements. If you have any questions on this information, please email the Sophia Learning Coaches at
[email protected].
Thank you, Jo Bennett
Hist1010 Touchstone 2 Template
Complete the following template, including all parts. Fill out all cells using complete sentences, aiming for one to three complete sentences for each cell of the template.
STEP 1: KNOWLEDGE
Select an issue you will address in your presentation for Unit 3 and decide which research question you want to focus on within your selected issue. Then, identify the key words and phrases that you will use as you search for sources.
What is the issue you would like to write about?
Engaging Civil Rights
Which question would you like to research?
What are the most effective strategies for engaging young people in civil rights activism?
What key words and phrases will you be looking for in your sources?
Keywords: Civil Rights, activism, engagement, strategies, youth, education, equality, outreach, advocacy and mobilization
STEP 2: COMPREHENSION
From a collection of sources, choose two primary and two secondary sources that have relevant information for the historical events you want to include in your presentation. List the sources you identified and explain why they are credible.
2a. Evaluate two secondary sources that will help you investigate your research question.
Secondary
Source 1
Secondary
Source 2
What is the title?
“Why Not Us?” Youth Activism in the South
Youth in Revolt: Five Powerful Movements Fueled .
ver the past four weeks you’ve had the opportunity to create a cla.docxdickonsondorris
ver the past four weeks you’ve had the opportunity to create a classroom environment that supports the foundations of differentiated instruction (DI), brainstorm differentiated strategies that align with the Common Core State Standards, and create the foundation for a unit plan based that incorporates instructional technology while adhering to UDL and DI principles.
This week you will use what you’ve learned to create a summative assessment for the unit plan you created, using one of the strategies from your PLC blog, and with the classroom environment you’ve outlined in Week Two.
This summative assessment must include:
1. Common Core State Standard being assessed for mastery (it can be the same one you used in Week Four’s assignment).
2. A unit goal that aligns with the Common Core State Standard:
The students will (Measurable Verb) by (A specific outcome with a specific tool) with ___% accuracy.
· Measurable – How will mastery be measured? (e.g.: Classify, discriminate, create, construct, defend, predict, evaluate, etc…). Be sure to avoid subjective words such as know, understand, learn, or appreciate.
· A specific outcome – what will students do to demonstrate mastery? (e.g.: skill or knowledge that has been gained to as a result of this unit).
· Measurable progress – What tool will be used to measure mastery (e.g.: project, journal, test, etc.)
· Proficiency Level – What is an acceptable level of achievement to demonstrate mastery?
3. Three Formative Assessments – Using the three day lesson plan outline from the unit plan, create a formative assessment for each day that:
· A unique differentiated teaching strategy for each day’s lesson.
· Addresses multiple intelligences.
· Considers student’s different learning styles.
· Explains how the assessment results will be used to drive instruction.
4. Summative Assessment: Using the summative assessment outline from the unit plan, create a summative assessment that appraises mastery of the Common Core State Standard and the Unit Objective. It must include:
· Directions to complete the assessment written using vocabulary and terms geared towards your identified student population.
· A rubric that clearly details how each part of the assignment will be graded.
· Addresses multiple intelligences and various learning styles.
The assignment should be a minimum of five pages in length and must include reference to the course text and one additional research (scholarly article or online resource) in creating the formative/summative assessment. The assignment must be cited in proper APA format. A title and reference page must be included.
US History
Problem 1:
Explain how events such as the Vietnam War and Watergate affected the American public’s opinion of the U.S. government.
You must complete all three parts of the assignment.
Part 1:
Read the question above and write down what you think the question is asking in your own words.(250-300 words)
Part 2:
Use an Internet ...
ApartheidChina BrownSouthern New Hampshire Uni.docxfestockton
Apartheid
China Brown
Southern New Hampshire University
Apartheid
The historical event which I have selected is Apartheid. Apartheid is an event which is very famous in the history of mankind. The reason behind its popularity is the fact that this event refers to the cruel policy which was developed by the South Africans to govern the overall relations between the two types of populations that reside in the region. The two populations were the Whites who were in a minority and the nonwhites which were a majority in the region. The policy helped in sanctioning the overall racial segregation and the political discrimination against the nonwhites (Hickson & Kriegler, 1991). The effects were also felt in the economic sectors as well. The effects of the apartheid lasted in the area from 1948 till the early 1990s. I feel that the policy of Apartheid was wrong and shouldn't have been implemented as it created several issues for the non-whites and therefore, gave birth to colored based discrimination.
Apartheid was fundamentally defined and came it came into practice right after the general actions which took place in 1948. Before the hate and discrimination were there in the hearts and the minds of the White but it was defined in the form of national policy. Therefore, Apartheid was formally adopted by the government of South Africa by the National Party in 1948. Before this, there were some areas of the country where there was segregation between the whites and the non-whites but as it was not enforced by the law-making agencies it did not have a very huge impact (Gibson, 2003).
The very first law which was based on the apartheid policy was the law that prohibited mix marriages in the country and was known as the Prohibition of mixed marriages Act. It was passed in the year 1949, followed by the Immorality Amendment Act which came in the following year. These Acts made it unlawful for the South African citizens to marry anyone from a different race. The Population Registration Act, 1950 helped in discriminating the population further as it divided all the citizens of South African into four racial groups which were based on their appearance and socioeconomic status. These four groups were the Blacks, the Whites, colored and the Indians. The places where these people were allowed to live were also determined by racial classification and it can be stated that the people no longer had the right to choose where they wanted to live or whom they wanted to be (Hickson & Kriegler, 1991).
The basics of the event suggest that it was planned and executed to give the White minorities living in the area the authority over the majority population which consisted of Black Africans, Asians, and others (all who were non-whites). The culture was based on the concept of white supremacy or baasskap which means the same. The policy encouraged the state or the government to show discrimination against the nonwhites and at the same time use the non-whites for the ...
Media Literacy PaperYou will write a 4–5-page paper, double spAbramMartino96
Media Literacy Paper
You will write a 4–5-page paper, double spaced, on a historical American event/topic which has had an impact in the Media as well as worldwide. Explain exactly what happened (the when, where and what for, etc.), why it is considered historical and what its significance is in terms of media literacy. Did it change the way the media treats such events, from the time it happened to this very day? What was its impact socially...culturally...politically, etc., both here and abroad? Did it raise any new issues/problems for future (and similar) media experiences? What evidence supports this? This should be a thought-provoking paper on why this event captured the public’s imagination and why it still resonates today.
Topic:
Modern Advertising and How It’s Changed to Include More Minorities/Interest Groups
**Please include a list of sources that you used.
HIST – 150 – History of the Modern World
Fall 2021 – Final Exam Part II
Choose TWO of the following essays prompts. Type your responses in Word and upload to Blackboard by Tuesday, 11/23 at 11:59pm.
1. Analyze the factors that encouraged the rise of authoritarian political systems during the 1920s and 1930s. Compare the governments that emerged in Italy, Germany, Japan, and the USSR.
2. What motivated the United States and the Soviet Union during the Cold War? Analyze the political, social, and economic impacts the Cold War had on the populations of the First and Second Worlds.
3. Since the 1970s, the world has experienced an unprecedented interconnectedness both economically and culturally. Explain what allowed for this interconnectedness and the ways in which globalization has affected the world and individual nation-states. Articulate the ways in which globalization before the 1970s had actually been a slow process unfolding for centuries (be sure to give specific examples). Is globalization a good or bad thing?
Each essay is worth 50 points and will be evaluated in the following manner:
Essay Component
Points Possible
Formatting/Grammar/Proper citation of primary sources (source title, page number)
/10
Clearly stated argument
/10
Includes specific information taken from lectures, class discussion, and reading of text. (Information taken from internet sources is not permissible)
/15
Provides evidence from primary sources to illustrate and bolster argument
/15
Prompt Primary Sources
Prompt #1: Chapter 19
Prompt #2: Chapter 20 & Chapter 21
Prompt #3: Chapter 21
...
A Review The Civil War and Reconstruction Era Spring, 2.docxransayo
A Review:
The Civil War and Reconstruction Era
Spring, 2008
Professor Blight
The final exam will consist of two essay questions and some identifications. The essays will be equally
weighted; you can plan to write approximately one hour on each. The first essay will be on a question
covering the whole of the course; the second will deal only with the Reconstruction era. You will have
choices in each category.
Essay Topics
I. The following are sample ideas for the comprehensive questions.
A. Why couldn't the United States create or sustain a democracy/republic in the 19th century without
civil war?
B. The Civil War, in its causes, course, and consequences, is a distinctive example of how Progress
is the central theme of American history. Defend? Criticize?
C. Analyze the Republican Party and its significance in the causes, course, and consequences of the
Civil War.
D. How did the causes of the Civil War shape the military conduct of the war, and in turn the great
issues and consequences of Reconstruction?
E. "The South was the problem." The tragedy of the Civil War era stemmed from the South's
"peculiar" relationship with the rest of the nation. Defend? Criticize?
F. The Civil War as “turning point” in American history: the relative weight of military, political,
constitutional, social, moral, economic explanations?
G. How did debates over or interpretations of the U. S. Constitution shape the causes, course, and
consequences of the Civil War?
H. In our study of the Civil War we have used several kinds of sources – primary documents, fiction,
autobiography, historical scholarship, and film. What are the merits or problems of each in
conveying knowledge and interpretation of the Civil War era?
II. The following are sample ideas for questions on the Reconstruction era.
A. The consequences of the Civil War interpreted as the "Second American Revolution." Consider
Foner's use of the term "revolution" as a framework for interpreting the Reconstruction era, 1863-
1877.
B. Was Reconstruction a "failure?" Why do we ask that question? How should we ask that
question? What are the criteria for assessing this question?
C. Should Reconstruction best be viewed through the historical lens of politics or economics? Both?
Separately? Together? Neither?
D. Should Reconstruction best be viewed through the historical lens of race or section? Both?
Separately? Together? Neither?
E. How or to what extent were African Americans the makers of their own fate during
Reconstruction, and to what extent were they the “problem” about which everyone else struggled?
F. Some have argued that the coming of the Civil War was “irrepressible” or inevitable by the late
1850s. Was the “retreat” from Reconstruction in the 1870s equally inevitable?
G. Why did the Reconstruction years bring about unprecedented levels of political terror and
violence?
.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. 2
► Responds to appeals from
teachers for clarified learning
objectives, increased
flexibility and depth
► Embraces college-level
emphasis on historical
thinking skills
► Aligns the expectations for all
3 AP history courses
► Encourages students to “think like historians”
Rationale for Course Design
3. A Tour of the AP® U.S. History Curriculum
Framework
4. The AP USH Curriculum Framework
Nine historical thinking skills
Seven course themes
Key concepts for each of nine periods
Learning Objectives for the course as a whole
Major elements:
4
5. 5
Learning Objectives
Learning
Objective
Theme
Skill
An overarching idea for the course as a whole
Ways that historians investigate and reason about
this phenomenon
Specific events in U.S. History where we can study this
theme in context
Key
Concept
Statement about what students should know
and be able to do to regarding this overarching
idea to succeed on the AP Exam
Key
ConceptKey
ConceptKey
Concept
6. 6
Learning Objectives
Learning
Objective
Theme
Skill
Identity
Patterns of Continuity and Change over Time
e.g., Period 5, Key Concept 5.1.I
Enthusiasm for U.S. territorial expansion, fueled by
economic and national security interests and supported by
claims of U.S. racial and cultural superiority, resulted in
war, the opening of new markets, acquisition of new
territory, and increased ideological conflicts.
Key
Concept
Students are able to assess the impact of Manifest Destiny,
territorial expansion, the Civil War, and industrialization
on popular beliefs about progress and the national destiny
of the United States in the 19th century.
Key
ConceptKey
ConceptKey
Concept
8. 8
Learning Objectives
Students are able to...
In the Concept
Outline:
ID-1
Analyze how competing conceptions of national identity were
expressed in the development of political institutions and cultural
values from the late colonial through the antebellum periods.
2.3.II, 3.1.II,
3.2.I, 4.1.III
ID-2
Assess the impact of Manifest Destiny, territorial expansion, the Civil
War, and industrialization on popular beliefs about progress and the
national destiny of the United States in the 19th century.
4.1.III, 5.1.I, 5.3.III, 6.3.II
ID-3
Analyze how U.S. involvement in international crises such as the
Spanish American War, World Wars I and II, the Great Depression,
and the Cold War influenced public debates about American national
identity in the 20th century.
7.1.III, 7.3.II, 7.3.III,
8.1.III
Learning Objectives 1–3 for “Identity”
Overarching Question:
How and why have debates over American national identity changed over time?
9. 9
Skill Type
Historical Thinking Skills Foster Critical Analysis and
Interpretation
Comparison and
Contextualization
Chronological
Reasoning
Crafting Historical
Arguments from
Historical Evidence
Historical
Interpretation and
Synthesis
Historical Causation
Patterns of Continuity and Change over Time
Periodization
Historical Thinking Skill
Comparison
Contextualization
Historical Argumentation
Appropriate Use of Relevant Historical Evidence
Interpretation
Synthesis
10. 10
Nine Periods: 1491 to the Present
Period Date Range
Approximate Percentage of…
Instructional
Time
AP Exam
1 1491-1607 5% 5%
2 1607-1754 10%
45%
3 1754-1800 12%
4 1800-1848 10%
5 1844-1877 13%
6 1865-1898 13%
45%
7 1890-1945 17%
8 1945-1980 15%
9 1980-Present 5% 5%
11. Defining the Course Periods
Period Title Date Range
Exam
Weight
1 Early Contacts Among Groups in North America 1491-1607 5%
2
North American Societies in the Context of the Atlantic
World
1607-1754
45%
3 Birth of a New Nation and Struggle for Identity 1754-1800
4 Growing Pains of the New Republic 1800-1848
5
Expansion, Regional Separation, the Civil War and Its
Aftermath
1844-1877
6
Industrialization, Urbanization, and Cultural
Transformation
1865-1914
45%7
Domestic and Global Challenges and the Creation of
Mass Culture
1890-1945
8
Increasing Prosperity and Global Responsibility After
World War II
1945-1989
9 Globalization and Redefining National Identity 1980-Today 5%
1
13. 13
AP® U.S. History Exam Design
Section I
Part A: Multiple-choice questions 55 minutes (40%)
(55 questions, organized in sets of 2−5)
• Each set is focused on one or more learning objectives.
• Each set is organized around primary or secondary sources.
Part B: Short-answer questions (4 questions) 45 minutes (20%)
Type, Time, and Percentage of Total AP Exam Score
Section II
Part A: Document-based question (1 question) 60 minutes (25%)
Part B: Long-essay question (1 question selected from 2) 35 minutes (15%)
14. 14
Multiple Choice Questions (55 Qs, 55 minutes, 40%)
Questions are organized in sets of 2-5
Each set relates to stimulus material (quotations, pictures, cartoons, maps, etc.)
Each set has four possible answers
One Correct Answer
Three Distracters
Each question has a stem that is meant to assess one or more of the historical
thinking skills
Each question must
Measure information that is contained in the concept outline
Align directly to one learning objective
Questions cannot be answered correctly without knowing historical content
15. 15
Questions 12–15 refer to the following quotation.
“Economic growth was indeed the most decisive force in the shaping of attitudes and
expectations in the postwar era. The prosperity of the period broadened gradually in the
late 1940s, accelerated in the 1950s, and soared to unimaginable heights in the 1960s.
By then it was a boom that astonished observers. One economist, writing about the
twenty-five years following World War II, put it simply by saying that this was a ‘quarter
century of sustained growth at the highest rates in recorded history.’ Former Prime
Minister Edward Heath of Great Britain agreed, observing that the United States at the
time was enjoying ‘the greatest prosperity the world has ever known.’”
-James T. Patterson, historian, Grand Expectations: The United States, 1945–1974, published in 1996
Sample: Stimulus for Multiple-Choice Set
Key Concept: 8.3
I. Rapid economic and social changes in American society fostered a sense of optimism in the
postwar years as well as underlying concerns about how these changes were affecting American
values.
A. A burgeoning private sector, continued federal spending, the baby boom, and technological
developments helped spur economic growth, middle-class suburbanization, social mobility, a
rapid expansion of higher education, and the rise of the “Sun Belt” as a political and economic
force.
16. 16
Sample: Multiple-Choice Question Set
12. Which of the following factors most directly contributed
to the economic trend that Patterson describes?
(A) A surge in the national birthrate
(B) The expansion of voting rights for African Americans
(C) Challenges to conformity raised by intellectuals and
artists
(D) The gradual immersion of détente with the Soviet Union
Historical Thinking Skills
Use of Evidence
Causation
13. One significant result of the economic trend described
in the excerpt was the
(A) rise of the sexual revolution in the United States
(B) decrease in the number of immigrants seeking entry to
the United States
(C) rise of the Sun Belt as a political and economic force
(D) Decrease in the number of women in the workforce
Learning Objective: WXT-3
Explain how changes in transportation,
technology, and the integration of the
U.S. economy into world markets have
influenced U.S. society since the Gilded
Age.
Historical Thinking Skills
Use of Evidence
Causation
Learning Objective: PEO-3
Analyze the causes and effects of major
internal migration patterns such as
urbanization, suburbanization, westward
movement, and the Great Migration in the
19th and 20th centuries.
17. 17
Sample: Multiple-Choice Question Set
14. Many of the federal policies and initiatives passed in the 1960s
address which of the following about the economic trend described in the
excerpt?
Historical Thinking Skills
Use of Evidence
Contextualization
(A) Affluence had effectively eliminated racial discrimination
(B) Pockets of poverty persisted despite overall affluence
(C) A rising standard of living encouraged unionization of industrial workers
(D) Private industry boomed in spite of a declining rate of federal spending
Learning Objective: POL-3
Explain how activist groups and reform
movements, such as antebellum
reformers, civil rights activists, and social
conservatives, have caused changes to
state institutions and U.S. society.
18. 18
Sample: Multiple-Choice Question Set
15. The increased culture of consumerism during the 1950s was most
similar to developments in which of the following earlier periods?
Historical Thinking Skills
Periodization
(A) The 1840s
(B) The 1860s
(C) The 1910s
(D) The 1920s
Learning Objective: CUL-7
Explain how and why “modern”
cultural values and popular culture
have grown since the early 20th
century and how they have affected
American politics and society.
20. 20
Sample: Short-Answer Question
Briefly explain why ONE of the following options most clearly marks the
beginning of the sectional crisis that led to the outbreak of the Civil War
(4 Questions; 45 Minutes Total)
Learning Objective: ID-2
Assess the impact of Manifest Destiny, territorial
expansion, the Civil War, and industrialization on
popular beliefs about progress and the national destiny
of the U.S. in the 19th century.
(Also POL-6)
Historical Thinking Skill
Periodization
A) Choose ONE of the events listed below, and explain why your choice best
represents the beginning of an American identity. Provide at least ONE piece of
evidence to support your explanation.
Northwest Ordinance (1787)
Missouri Compromise (1820)
Acquisition of Mexican territory (1848)
B) Provide an example of an event or development to support your explanation.
C) Briefly explain why one of the other options is not as useful to mark the beginning of
the sectional crisis.
21. 21
Long-Essay Question (2 choices, 35 minutes, 15%)
Thesis=0-1 point
Support for Argument=0-2 points
Application of historical thinking skills=0-2 points
Synthesis=0-1 point
*6 points total
22. AP US: Long Essay Rubrics
Very different rubric and scoring requirements
2
23. 23
Sample: Long-Essay Question
1) Some historians have argued that the American Revolution was not
revolutionary in nature. Support, modify, or refute this interpretation,
providing specific evidence to justify your answer.
OR
2) Some historians have argued that the New Deal was ultimately
conservative in nature. Support, modify or refute this specific
evidence to justify your answer.
Learning Objective: ID-1
Analyze how competing conceptions of national identity were
expressed in the development of political institutions and cultural
values from the late colonial through the antebellum periods.
(Also POL-5, CUL-4)
Main Historical Thinking Skill
Change and Continuity over Time
(Choice Between 2 Questions; 35 Minutes; 15%)
Learning Objective: WXT-8
Explain how and why the role of the federal government in
regulating economic life and the environment has changed since
the end of the 19th century.
(Also POL-4)
Main Historical Thinking Skill
Change and Continuity over Time
24. 24
Document-Based Question (1 Q, 60 minutes, 25%)
Never more than 7 documents
15 minutes recommended for
planning/reading docs
45 minutes recommended for
writing
Thesis=0-1 point
Support for argument=0-4 points
Evidence=0-1
Argument & skill=0-3
Contextualization=0-1 point
Synthesis=0-1 point
*7 points total
25. AP US: The New DBQ Rubric
Very different rubric and scoring requirements
2
26. AP US: The New DBQ Rubric
Very different rubric and scoring requirements
2
For 3 points:
Offers plausible analysis of BOTH the content of all
or all but one of the documents, explicitly using this
analysis to support the stated thesis or a relevant
argument;
AND
at least one of the following for all or all but one of
the documents:
• intended audience
• purpose
• historical context
• the author's point of view
27. AP US: The New DBQ Rubric
Very different rubric and scoring requirements
2
Accurately and explicitly connects historical
phenomena relevant to the argument to broader
historical events and/or processes
28. AP US: The New DBQ Rubric
Very different rubric and scoring requirements
2
29. 29
Sample: Document-Based Question
Analyze major changes and continuities in the social and
economic experiences of African Americans who migrated from
the rural South to urban areas in the North in the period 1910–
1930.
Main Historical Thinking Skill
Continuity/Change
over Time
Other Skills Targeted
Argumentation
Use of Evidence
Synthesis
Contextualization
Learning Objective: PEO-3
Analyze the causes and effects of
major internal migration patterns
such as urbanization,
suburbanization, westward
movement, and the Great Migration
in the 19th and 20th centuries.
(1 Question; 60 Minutes; 25 %)
Editor's Notes
Welcome to the College Board’s presentation of the AP U.S. History Course and Exam. In this presentation, we will
describe the major elements of the AP U.S. History curriculum framework
show you how the exam will assess your students’ understanding of the major themes of U.S. History and use of historical thinking skills
A committee of AP teachers and university instructors designed the curriculum to clearly identify course learning objectives and required content knowledge, and to define the thinking skills necessary to study history at the college level. This approach is being adopted by the AP World and AP European History courses as well. The intent is to make the breadth of the course manageable and provide teachers with flexibility in instruction. The course also aims to prepare students for successful placement into higher-level college and university courses, ultimately helping them to “think like historians”, able to better understand historical events and their significance.
Now we will explore the critical features of the AP U.S. History course as described in the Curriculum Framework portion of the Course and Exam Description.
On this slide you can see an example of how all of the elements of the curriculum framework—theme, concept and skill—come together in a Learning Objective, and provide opportunity for flexibility and choice in designing a curriculum.
Here is an example of how this structure works in practice. This particular Learning Objective states that “Students are able to assess the impact of Manifest Destiny, territorial expansion, the Civil War, and industrialization on popular beliefs about progress and the national destiny of the United States in the 19th century.” In order to do this, students would need to consider the theme of “identity” in various historical contexts. Returning to the content example we explored in looking at the concept outline: a student could choose to focus on the developments that psychologically fuelled the push for territorial expansion in the mid 1800s, and the effects that expansion had on the national psyche. They would need to reason about change and continuity over time to critically analyze how American national identity has evolved.
Each theme has between five and nine statements identifying particular learning objectives for that theme. These areas appear in the Curriculum Framework, each statement beginning with: “Students are able to…” Here we see the first three objectives for the theme of “Identity.” Notice how each objective identifies key topics and major developments that are significant for understanding American national identity in different time periods of US history.
The curriculum framework also indicates where specific content related to each learning objective can be found in the concept outline. By the same token, the concept outline specifically indicates related learning objectives, the codes in parentheses that we noted before.
This approach ensures that teachers can continue to teach the course chronologically while still highlighting the relationship between specific historical developments and larger thematic understandings.
The flexibility afforded by the Learning Objectives relieves the pressure on teachers to cover all possible combinations of themes, concepts, and skills.
The curriculum framework defines historical thinking skills that are central to the study and practice of history. Students who become proficient in these skills will be able to act as apprentice historians—using the cognitive tools of the discipline to master its subject matter.
The curriculum framework describes four categories of skills and nine unique historical thinking skills within those categories.
The skills chronological reasoning and comparison and contextualization pertain to “thinking historically,” or the habits of mind that historians use when they approach the past in a critical way.
The skills crafting historical arguments from historical evidence and historical interpretation and synthesis pertain to the tools used by historians when they construct and test historical arguments about the past.
Students best develop historical thinking skills by investigating the past in ways that reflect the discipline of history, particularly through the exploration and interpretation of a rich array of primary sources and secondary texts, and through regular development of historical argumentation in writing.
These Historical Thinking Skills will be identical in all three AP History Courses.
The AP U.S. History course outline is structured around the investigation of course themes and key concepts in nine chronological periods. The course includes a focus on pre-Columbian history (represented symbolically by the date 1491) and contemporary history, important components of the average college U.S. history survey course that are critical for success in subsequent history courses. The inclusion of these periods helps ensure that your students receive college credit and/or advanced placement into the appropriate college courses. The curriculum framework suggests the percentage of instruction that should be devoted to each period, and describes the percentage of assessment that will be devoted to each on the exam.
You will notice some overlap between periods. Following the example of many subfields within U.S. history, as well as the approach adopted by most U.S. history textbooks, the concept outline reflects an acknowledgment that historians differ in how they apply boundaries between distinct historical eras.
The design of the AP US history exam is intended to measure student understanding of the learning objectives. Exam questions seek to elicit student reasoning with the different historical thinking skills, focus on student understanding of long-term, significant historical developments, and allow students flexibility in drawing on different historical examples to answer questions.
Let’s take a look at how the exam design clearly reflects the expectations of the curriculum framework.
On the slide you can see the design of the AP U.S. history exam. It consists of four parts in two sections.
The first part presents 55 multiple-choice questions, organized in sets of two to five. Each set is focused on one or more of the learning objectives. Additionally, each set is based on a stimulus, either a primary or secondary source, a historian’s argument, or a historical problem.
The second part comprises four short-answer questions. Each will require students to use historical thinking skills to respond to a primary source, a historian’s argument, a secondary source, or general propositions about U.S. history.
The third part is a document-based question, which will require students to assess verbal, quantitative or visual materials as historical evidence, then formulate a thesis and support it.
The fourth part, a long-essay question, will give students a choice between two prompts, and an opportunity to demonstrate what they know best, using relevant historical evidence.
The Course and Exam Description and Practice Exam contain sample items for each of the question types. Now we are going to look at some sample items in detail.
Each multiple-choice question set will address one or more of the learning objectives of the course.
On the slide you can see an example of a reading that forms the basis for a set of four sample multiple-choice questions from the Course and Exam Description. Here, the material is a secondary source: a quotation from a historian. The set mainly focuses on Key Concept 8.3.
Take a moment to read through the quotation now.
On your screen you can see the first two questions in the set of four based on the stimulus you just read. Take a moment to read through them now.
The questions require students to use the historical thinking skills “Appropriate Use of Relevant Historical Evidence” and “Causation,” assessing their ability to reason about the stimulus material in tandem with their knowledge of the historical issues at hand. The possible answers for the questions reflect the level of detail found in the relevant sections of the curriculum framework’s concept outline.
Take a moment to read through the third question in the set.
Take a moment to read through the fourth question in the set.
The short answer questions directly address one or more of the thematic learning objectives for the course. These questions require students to use historical thinking skills to respond to a primary source, a historian’s argument, secondary sources such as data or maps, or general propositions about U.S. history. On your screen you can see an example of a short-answer question taken from the Course and Exam Description. Take a moment to read through it now.
Each question asks students to identify and analyze examples of historical evidence relevant to the source or question; these examples can be drawn from the concept outline or from other examples explored in-depth in classroom instruction. Notice how the question reflects the learning objective from the theme of “identity,” and primarily assesses students’ use of the historical thinking skill of “periodization.”
In the long-essay task, students are given a choice between two prompts, and 35 minutes to draft a response. This item requires the development of a thesis or argument supported by an analysis of specific, relevant, historical evidence. On your screen you can see an example of a long-essay choices. Take a moment to read them through this now.
Questions will be limited to topics or examples specifically mentioned in the concept outline, but framed to allow student answers to include in-depth examples of large-scale phenomena, either drawn from the concept outline, or from topics discussed in the classroom. The item measures the use of historical thinking skills to explain and analyze significant issues in U.S. history as defined by thematic learning objectives. Notice how the question reflects the learning objective, from the theme of “America in the World,” and primarily assesses students’ use of the historical thinking skill of “periodization.”
On the slide you can see an example of a document-based question prompt. This example also names the relevant learning objective being measured, from the theme of “Peopling,” and the relevant historical thinking skills students use in answering this question. The section of the curriculum framework featuring draft questions contains the seven documents that students would need to draw from to respond to this question. Take a moment to read the prompt. You may also want to look at the documents in the curriculum framework.
The document-based question emphasizes the ability to analyze and synthesize historical data and assess verbal, quantitative or visual materials as historical evidence. It will be judged on students’ ability to formulate a thesis and support it with relevant evidence. The documents students will be asked to analyze may include a range of materials; charts, graphs, cartoons, pictures and written materials are all fair game.
The document-based question will typically require students to call upon a wide range of historical thinking skills, and relate the documents to a historical period or theme. For this reason, outside knowledge beyond the specific focus of the question is important and must be incorporated into the student’s essay to earn the highest scores.