1. APUSH- Habits of Mind Integrating historical thinking skills into the writing process. It’s an APUSH habit, of course.

2. the toolbox  Class Pass  Write ‘N Rip  Red Light/Green Light  Double-Punch  Inductive-Deductive  A.P. = Answer the Prompt  3 to 6 (or 7)  Flipped Model  (H,M,L)  (E,A)  Generalization to Analysis

3. General Rules  You are writing about a time period in history; not writing a history of the time period.  Avoid over use of indefinite pronouns it, they and you.  Avoid general pronoun problems that leads to ambiguity such as the reference he or she.  Past Tense / Present Tense  Disney Treatment-No need to glorify every event in American history; it doesn’t need to end well for it to be accurate.

4. Intro  Background information  Trace the topic to the roots of the issue  Easy, effective way to begin an essay  Thesis  Near end of the paragraph  Addresses the prompt and HTS  Answers the Prompt without repeating it  Complex  Split Thesis statements

5. Thesis  Do NOT repeat the Question  Address the elements  Novelty of thought  Complexity  More on thesis development in the next unit of study

6. Body Paragraph Information  Arrange the Trees  Arrange the Trees to See the Forest  Trees=  Forest=

7. Body Paragraph Structure  Prove the Forest  Prove the Forest by Using the Trees  Trees=  Forest=

8. Supporting Paragraphs  Effective Supporting Paragraphs  Topic Sentence that relates to thesis / introduces major concept of paragraph  Organized evidence with interpretive analysis that supports the thesis  Double-Punch- Evidence Analysis  “clincher” sentence that ties the paragraph together and links to thesis (sometimes acts as a transition to next paragraph)

9. Conclusion  Intuition says synthesis point is here (although, the synthesis point could be found elsewhere)  We are not interested in…….  Restating the thesis  No need for Disney endings  We are interested in….  Tie in your thesis  Leave a Legacy

10. Structure for Essays in APUSH  Basic set-up  Minimum Pieces to each paragraph  Skeleton to Essays in APUSH  Can I have more paragraphs? Yes. Introductory Paragraph *Background *Thesis Supporting Paragraph * Strongest Category (social, political, economic) Supporting Paragraph * Second-Strongest Category (social, political, economic) Supporting Paragraph *Third-Strongest Category (social, political, economic) Conclusion * Tie in thesis without repeating the thesis *Legacy

11. Scoring the Response  AP (Answers the Prompt)  Elements of the Question  Stays in the time period given  Periodization  Analysis  Complexity of argument (elements of strong responses)  Contextualization  Regionalization  Sophisticated, novel approach

12. 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

13. Starting with the End  LEQs are linked to Historical Thinking Skills  Four types of LEQs:  HTS: Chronological Reasoning  Continuity and Change Over Time  Causation  Periodization  HTS: Comparison and Contextualization  Comparison

14. Continuity and Change  Evaluate the extent to which trans-Atlantic interactions from 1600 to 1763 contributed to maintaining continuity as well as fostering change in labor systems in the British North American colonies.  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.  Evaluate 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.

15. Periodization  How did “republicanism” manifest itself following the Revolutionary War? Consider THREE of the following topics in your response: the Loyalists, state constitutions, women, freed blacks, slaves, and religion. Confine your answer to the period between 1780 and 1800.  Historians have argued that the Era of Good Feelings was a misnomer. To what extent is this true politically and economically?  Some historians have argued that the development of the policy of containment after the Second World War marked a turning point in United States foreign policy. Support, modify, or refute this contention using specific evidence.

16. Compare  Compare and contrast the New England colonies with the colonies in the Chesapeake. Be sure to address two of the three characteristics in your answer: political, economic, and social patterns.  Compare the Articles of Confederation to the Constitution. Which document did a better job of protecting civil liberties? How did the Constitution fix the weaknesses of the Articles of Confederation? Confine your answer to the time period between 1780 and 1800.

17. Causation  Explain the major political and economic causes and consequences for the growth of big business in American society from 1870 to 1900.  How did the Revolutionary War affect the new nation? Consider TWO of the following in your answer: agriculture, trade, diplomacy, and finances of the new nation. Confine your response to the period between 1780 and 1800.

18. What do students need to be able to do?  Elements  Periodization  Analysis  SFI  Six specific points on the “new” exam  Thesis: 0-1  Support for argument: 0-2  Application of targeted HTS: 0-2  Synthesis: 0-1

19. Support for argument:

20. Support for argument: Difference between a 1 and 2?  It’s not enough to have SFI.  You must link the SFI.

21. Historical Thinking Skill

23. HTS: Difference between a 1 and 2?  Analyzing specific examples linked to their thesis, the elements of the question, and the historical thinking skill.  Linked to thesis and elements?  Same as the old test  HTS?  Implicitly the same; however, we just need to emphasize the vernacular.  Put another way:  Tells vs. shows  Describes vs. analyzes  B. Polasky

24. This is only a tweak in your vernacular

25. Things we know about LEQs  4/6 points rely on students’ ability to pull SFI and link/analyze/illustrate/etc. the SFI to the thesis/question/skill  This test still requires students to write well.  Drilling the four skills  TS 2  Thesis  Support  Historical Thinking Skill  Synthesis