The BIG Day: May 5th, 2017: 8:00 Pre-Register with Mrs. Ray at one of the following times: April 18th: 6:35 am or 2:45 pm in library (Tuesday) April 19th: 6:35 am or 2:45 pm in library (Wednesday) ** If you have already registered in another class you don’t have to attend this 

Scoring the APUSH Exam http://appass.com/calculators/us Writing Points Awarded SAQ: 12 pts DBQ: 7 pts Long Essay: 6 pts

Multiple Choice Questions (40%) 55 Minutes and 55 Stimulus questions Organized in sets of 2-6 Each set asks students to respond to a primary or secondary source, a historian’s argument, or a historical problem. Use the source While a set may focus on one particular period of U.S. history, individual questions within the set may ask students to make connections to thematically linked developments in other periods What do you do if you’re not done and there are only a few minutes left on the Multiple Choice Section?

Short Answer Questions (20%) 50 minutes 4 questions: 3 tasks each (12 minutes each) 3 points per SAQ, 12 points total Things to Remember: ANSWER THE QUESTION/TASK! Read 3 times! No thesis required No synthesis point required You must write in the line You MUST label A, B, C Answer the questions in any order in the correct section BUT complete the task in order No excessive quoting Use historical content, history buzz words!!!

DBQ Essay (25%) 55 Minutes Thesis (2 pts) Document Analysis (2 pts) 15 for planning, 40 for writing (Adjust as Needed) 1 question (5-7 documents) Thesis (2 pts) Respond to the question, answer the question!!! Briefly build your argument (what are you about to tell us) Document Analysis (2 pts) Use evidence from 6 documents, don’t quote heavily and make sure the information supports your thesis/argument Explain one piece of HIPP for 4 documents, I suggest you do it for all 6 to be safe (Historical Context, Intended Audience, Point of View, Purpose)

DBQ Essay (25%) Outside Evidence beyond the Documents (2 pts) Use historical content and buzz words to strengthen and explain your argument/thesis Synthesis (1 pt) Make a connection From time period to time period From region to region or continent to continent From political to social to economics Document your sources Refer to documents by name/author End spurts of information from documents with (Doc A).

Long Essay (15%) 35 Minutes Thesis (1 pt) Answer 1 of the 2 prompts Thesis (1 pt) Answer the question, what is your argument/position Targeted Historical Thinking Skill (2 pts) Identify what type of paper your are writing and address the skills (next slides will elaborate) Comparison (Similarities and Differences) Causation (Cause/Effect) CCOT (What changed and what stayed same over time) Periodization

SAQ In which type of writing on the APUSH exam do you NOT need a thesis or synthesis point?

All of them In which type of writing should you include outside information/context and give specific examples to help support your argument

How many documents must you utilize in your DBQ? 6 Sources How many documents must you utilize in your DBQ?

What does the “H” in H.I.P.P. mean? Historical Context What does the “H” in H.I.P.P. mean?

It won’t be read/graded What happens to the content written outside of the provided writing area?

What does the “I” in H.I.P.P. mean? Intended Audience What does the “I” in H.I.P.P. mean?

Label A, B, and C (In order) During the SAQ how do you identify the 3 tasks?

What is the average amount of time provided per SAQ response? 12 ½ minute per SAQ (4) What is the average amount of time provided per SAQ response?

How do you refer to a document source when writing your DBQ? By title and/or author How do you refer to a document source when writing your DBQ?

**(hint: too many not to give outside information) 2 points How many points are rewarded on the Long Essay and DBQ for using outside information? **(hint: too many not to give outside information)

4 Pieces of H.I.P.P. Analysis Information You must use how many pieces of H.I.P.P. analytical information in your DBQ?

Purpose and Point of View (Author’s) What do both of the “P’s” in H.I.P.P. mean?

Long Essay & DBQ In which type of writing on the APUSH exam do you need a thesis and synthesis point?

3 Times!! Answer the right questions How many times, minimum, should I read the prompt?

APUSH Exam 40% Multiple Choice 25% DBQ 20% Short Answer Questions 15% Long Essay

Types of Long Essays Causation Thesis (1) Describe Cause and Effect (1) Explain the reason for the causes and effects (1) Outside Information (2) Synthesis (1)

Causation Explain the causes and consequences of _____________________ in the United States during the period ______________ Explain the causes and consequences of desegregation in the United States during the 1950s and 1960s civil rights movement

Types of Long Essays 2. Comparison Thesis (1) Describe Similarities and Differences (1) Describe reasons for similarities and differences (1) Outside Information (2) Synthesis (1)

Comparison Compare the goals and strategies of ____________in the period ______ - ______ to the goals and strategies of ____________ in the period _____ - ______. Compare the goals and strategies of the populist party in the period 1870 - 1900 to the goals and strategies of progressive reformers in the period 1901 - 1920

Types of Long Essays 3. Change and Continuity over Time – ***(During the period) Thesis (1) Over a given time period what has changed and what has stayed the same. (1) Explain why. (1) Outside Information (2) Synthesis (1)

Continuity and Change Over Time Evaluate the extent to which ___________ from _________ to _________ contributed maintaining continuity as well as fostering change in _______________________ in the United States. Evaluate the extent to which the expansion of the US as a world power from 1898 to 1919 contributed to maintaining continuity as well as fostering change in foreign policy in the United States.

Types of Long Essays 4. Periodization – ***(Before/After Period) Thesis (1) Describes how the given topic was different from and similar to developments that preceded AND/OR followed (1) Explain the extent to which the development was similar of different (how, to what degree?) (1) Outside Information (2) Synthesis (1)

Periodization Evaluate the extent to which ______________ marked a turning point in the history of the United States __________________. In the development of your argument, explain what changed and what stayed the same from the period immediately before the _____________________to the period immediately following.

CCOT vs Periodization Change and Continuity Over Time Periodization Discus topic during given time period Periodization Discuss topic before/after given time period

Periodization Evaluate the extent to which United States participation in the First World War (1917-1918) marked a turning point in the nation’s role in world affairs. In the development of your argument, explain what changed and what stayed the same from the period immediately before the war to the period immediately following it.

Change and Continuity over Time Evaluate the extent to which the Reconstruction (1865 – 1877) regarding African Americans was achieved by 1900. Be sure to address both continuities as well as changes during this time period.

Comparison Compare and contrast the experience of slaves on tobacco plantations in the early seventeenth-century Chesapeake regions with that of slaves on nineteenth-century cotton plantations in the Deep South.

Periodization Evaluate the extent to which the Mexican-American War (1846–1848) marked a turning point in the debate over slavery in the United States, analyzing what changed and what stayed the same from the period before the war to the period after it.

Change and Continuity over Time Evaluate the extent to which the goals of conservatives contributed to maintaining continuity as well as fostering change from the 1950s to 1980s?

Causation Analyze the ways in which controversy over the extension of slavery into western territories contributed to the coming of the Civil War. Confine your answer to the period 1845–1861 Cause: Controversy over the extension of slavery Effect: Civil War

Comparison Compare and contrast British and Spanish imperial goals in North America between 1580 and 1763.

Periodization Evaluate the extent to which the ratification of the 14th and 15th Amendments to the Constitution marked a turning point in the history of United States politics and society. In the development of your argument, explain what changed and what stayed the same from the period immediately before the amendments to the period immediately following them.

Causation Analyze the effect of the French and Indian War and its aftermath on the relationship between Great Britain and the British colonies. Confine your response to the period from 1754 to 1776. Cause – effects of the F & I War (Ex: Taxation) Effect – changes to relationship with Britain

Comparison Choose TWO of the following and analyze their impact on colonial North American development between 1620 and 1776. Puritanism The Enlightenment The First Great Awakening

Comparison Compare and contrast the Jacksonian Democratic Party and the Whig Party of the 1830s and 1840s. Focus on TWO of the following. The role of the federal government in the economy Social reform Westward expansion