1. The New “Revised” AP United States History Test

2. Learning Objectives The 7 Course Themes
Identity: This theme focuses on the formation of both American national identity and group identities in U.S. history.
Work, Exchange, and Technology: This theme focuses on the development of American economies based on agriculture, commerce, and manufacturing.
Peopling: This theme focuses on why and how the various people who moved to, from, and within the United States adapted to their new social and physical environments.
Ideas, Beliefs, and Culture: This theme explores the roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States.
America in the World: In this theme, students should focus on the global context in which the United States originated and developed, as well as the influence of the U.S. on world affairs.
Environment and Geography: Both Physical and Human: This theme examines the role of environment, geography, and climate in both constraining and shaping human actions.
Politics and Power: Students should examine ongoing debates over the role of the state in society and its potential as an active agent for change.

3. 9 Time Periods
Period 1 ( ) On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world.
Period 2 ( ) Europeans and American Indians maneuvered and fought for dominance, control, and security in North America, and distinctive colonial and native societies emerged.
Period 3 ( ) British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation’s social, political, and economic identity.
Period 4 ( ) The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes.
Period 5 ( ) As the nation expanded and its population grew, regional tensions, especially over slavery, led to a civil war — the course and aftermath of which transformed American society.
Period 6 ( ) The transformation of the United States from an agricultural to an increasingly industrialized and urbanized society brought about significant economic, political, diplomatic, social, environmental, and cultural changes.
Period 7 ( ) An increasingly pluralistic United States faced profound domestic and global challenges, debated the proper degree of government activism, and sought to define its international role.
Period 8 ( ) After World War II, the United States grappled with prosperity and unfamiliar international responsibilities, while struggling to live up to its ideals.
Period 9 (1980-Present) As the United States transitioned to a new century filled with challenges and possibilities, it experienced renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic globalization and revolutionary changes in science and technology.

4. Historical Thinking Skills
Historical Causation
Compare causes and/or effects, including between short-term and long-term effects.
Analyze and evaluate the interaction of multiple causes and/or effects.
Assess historical contingency by distinguishing among coincidence, causation, and
correlation, as well as critiquing existing interpretations of cause and effect.
Patterns of Continuity and Change over Time
Analyze and evaluate historical patterns of continuity and change over time.
Connect patterns of continuity and change over time to larger historical processes or themes.
Periodization
Explain ways that historical events and processes can be organized within blocks of time.
Analyze and evaluate competing models of periodization of United States history.
Comparison
Compare related historical developments and processes across place, time, and/or different societies, or within one society.
Explain and evaluate multiple and differing perspectives on a given historical phenomenon.
Contextualization
Explain and evaluate ways in which specific historical phenomena, events, or processes connect to broader regional, national, or global processes occurring at the same time.
Explain and evaluate ways in which a phenomenon, event, or process connects toother, similar historical phenomena across time and place.
Historical Argumentation
Analyze commonly accepted historical arguments and explain how an argument has been constructed from historical evidence.
Construct convincing interpretations through analysis of disparate, relevant historical evidence.
Evaluate and synthesize conflicting historical evidence to construct persuasive historical arguments.
Appropriate Use of Relevant Historical Evidence
Analyze features of historical evidence such as audience, purpose, point of view, format, argument, limitations, and context germane to the evidence considered.
Based on analysis and evaluation of historical evidence, make supportable inferences and draw appropriate conclusions.
Interpretation
Analyze diverse historical interpretations.
Evaluate how historians’ perspectives influence their interpretations and how models of historical interpretation change over time.
Synthesis
Combine disparate, sometimes contradictory evidence from primary sources and secondary works in order to create a persuasive understanding of the past.
Apply insights about the past to other historical contexts or circumstances, including the present.

5. Parts of the APUSH Test 1st part: MC and Short Answer Questions
55 Multiple Choice Questions – timed 55 mins.
Reading (Primary and Secondary Sources)
Excerpts, charts, graphs, maps, political cartoons
Set of questions from the reading
4 distracters
4 Short Answer Questions – timed 45 minutes for all 4 questions
3 Parts to each answer
2nd Part: 2 Essays
No essay question from before 1607 or after 1980 but can use for Synthesis
15 minute Reading Period (Outline, plan, develop thesis)
95 minutes to write.
1 DBQ Essay: With Documents
60 Minutes to Write
Based on a checklist
7 Possible Points
1 Long Essay: No Documents (You can choose between two options)
35 Minutes to write
6 possible Points

6. Scoring the Exam Section 1 Break Section 2: 15 Minutes for reading
Part A: Multiple Choice Questions
55 Questions, 55 Minutes, 40% of Total Exam Score
Part B: Short Answer Questions
4 Questions, 45 Minutes, 20% of Total Exam Score
Break
Section 2: 15 Minutes for reading
Part A: Document-Based question
1 Question, 60 Minutes, 25% of Total Exam Score
Part B: Long Essay Question
1 Question chosen from a pair, 35 minutes, 15% of Total Exam Score

7. APUSH MC Questions
You will read an excerpt of Primary or Secondary sources
Primary Source = written from the time period
Secondary Source = Written about a time period by a historian.
Excerpts will be no longer than 150 words
Standard Directions
“Questions 1-3
refer to the following excerpt.”
Every question MUST target:
a specific Learning Objective,
a specific Historical Thinking Skill, and
a specific Time Period.

8. Short Answers Short Answer Grading:
3 Points possible for each question
Answer all parts by dividing Answer into: A) B) C)
Get to the Answer and write in FULL SENTENCES. You cannot write longer than the paper.
Fully Answer each part of the question.
Explain your answer using the word BECAUSE
Fully Support Your Position
3rd Person, past tense only.
You do not need to have to develop and support a Thesis.

9. Stems used in Short Answer Questions

10. Causation
Two most important Stems Causation and Contextualization:
Causation:
Which of the following was a major/important/significant CAUSE/EFFECT of AN IMPORTANT HISTORICAL EVENT/PROCESS?

11. Contextualization Contextualization:
Two most important Stems Causation and Contextualization:
Contextualization:
The excerpt/cartoon/artwork/etc. best reflects which of the following historical patterns/trends/etc.?
The excerpt/cartoon/artwork/etc. was most likely a reaction to which of the following events/processes/ etc.?
The idea/development/event in the excerpt was most directly associated with/serves as evidence of which of the following occurring in the United States at the time?
The idea/development/event in the excerpt most strongly suggests which of the following about that time?

12. Continuity & Change over Time Stems
Which of the following were the major similarities/differences between one historical event/pattern/region and another historical event/pattern/region?
One historical event/pattern/region differed most from another historical event/pattern/region with respect to the . .
The events/developments/ideas in the excerpt were most similar to those in which of the following later/other/different periods in United States history?
The events/developments/ideas in the excerpt were most similar to which of the following events/developments/ideas in a later/other/different periods in United States history?

13. Periodization Stems
The ideas expressed in the excerpt best characterize which of the following periods in United States history?
The events/developments/ideas in the excerpt would have most likely appeared during which of the following periods?

14. Comparison Stems
Which of the following were the major similarities/differences between one historical event/pattern/region and another historical event/pattern/region?
One historical event/pattern/region differed most from another historical event/pattern/region with respect to the. . .
The events/developments/ideas in the excerpt were most similar to those in which of the following later/other/different periods in United States history?
The events/developments/ideas in the excerpt were most similar to which of the following events/developments/ideas in a later/other/different periods in United States history?

15. Historical Argumentation Stems
The student is given a conclusion—an assertion or a summation of a commonly accepted historical argument—and is asked to identify the piece of evidence that best supports that conclusion or assertion.
Example: Which of the following pieces of evidence best/most directly supports the argument/ assertion/conclusion expressed in the excerpt/cartoon/ etc.?

16. Use of Evidence Stems
Which of the following would be most likely to support/oppose the ideas in the excerpt/cartoon /artwork, etc.?
With two stimuli on the same topic: The similarities/differences between the two excerpts/cartoons/artworks are best explained by (where the similarities or differences relate to the point of view of the authors/artists).

17. Long Essay Long Essay Grading: Checklist
Out of 6 Possible Points
You'll have a total of 35 minutes
You need to explain WHY events happened.
The Event happened because ………………………
Use the word BECAUSE.
Use it was much as possible to explain changes, cause and effect, any why events happened in history.
3rd person, Past Tense

18. Name ________________
Name ________________ Period_____ Long Essay Rubric Checklist Periodization
____/1 Point Thesis
Thesis sets up the argument
Thesis addresses the targeted skill
Thesis does more than restate the question
____/2 Points Support for Argument
Supports the stated thesis (or makes a relevant argument) using specific evidence
Uses evidence explicitly to support/prove the thesis/argument
Establishes clear linkages between the evidence and the thesis or argument
____/2 Application of Periodization
Analyzes the extent to which the historical development specified in the prompt was different from AND similar to developments that preceded and/or followed, providing specific examples to illustrate the analysis
____/1 Synthesis - One of the following:
Appropriately connects the topic of the question to other historical periods, geographical areas, contexts or circumstances (it gets the bigger picture)
Or Explicitly employs appropriate categories of analysis (ex. Political, economic, social, geographical, etc.) beyond what is called for in the prompt
Or Appropriately extends or modifies the stated thesis or argument (provides a counter-argument)

19. Name ________________
Name ________________ Period_____ Long Essay Rubric Checklist Continuity and Change over time
____/1 Point Thesis
Thesis sets up the argument
Thesis addresses the targeted skill
Thesis does more than restate the question
____/2 Points Support for Argument
Supports the stated thesis (or makes a relevant argument) using specific evidence
Uses evidence explicitly to support/prove the thesis/argument
Establishes clear linkages between the evidence and the thesis or argument
____/2 Points Application of Continuity and Change over time
Describes BOTH continuity and change
Analyzes specific examples of continuity AND change
____/1 Synthesis - One of the following:
Appropriately connects the topic of the question to other historical periods, geographical areas, contexts or circumstances (it gets the bigger picture)
Or Explicitly employs appropriate categories of analysis (ex. Political, economic, social, geographical, etc.) beyond what is called for in the prompt
Or Appropriately extends or modifies the stated thesis or argument (provides a counter-argument)

20. Name ________________
Name ________________ Period_____ Long Essay Rubric Checklist Comparison
____/1 Point Thesis
Thesis sets up the argument
Thesis addresses the targeted skill
Thesis does more than restate the question
____/2 Points Support for Argument
Supports the stated thesis (or makes a relevant argument) using specific evidence
Uses evidence explicitly to support/prove the thesis/argument
Establishes clear linkages between the evidence and the thesis or argument
____/2 Application of Comparison
Describes similarities AND differences among historical developments, providing specific examples
Analyzes the reasons for the similarities AND/OR differences
OR, Depending on the Prompt
Evaluates the relative significance of the historical developments
____/1 Synthesis - One of the following:
Appropriately connects the topic of the question to other historical periods, geographical areas, contexts or circumstances (it gets the bigger picture)
Or Explicitly employs appropriate categories of analysis (ex. Political, economic, social, geographical, etc.) beyond what is called for in the prompt
Or Appropriately extends or modifies the stated thesis or argument (provides a counter-argument

21. Name ________________
Name ________________ Period_____ Long Essay Rubric Checklist Causation
____/1 Point Thesis
Thesis sets up the argument
Thesis addresses the targeted skill
Thesis does more than restate the question
____/2 Points Support for Argument
Supports the stated thesis (or makes a relevant argument) using specific evidence
Uses evidence explicitly to support/prove the thesis/argument
Establishes clear linkages between the evidence and the thesis or argument
____/2 Application of Causation
Describes causes AND/OR effects of a historical development
Analyzes specific examples that illustrate causes AND/OR effects of a historical development
____/1 Synthesis - One of the following:
Appropriately connects the topic of the question to other historical periods, geographical areas, contexts or circumstances (it gets the bigger picture)
Or Explicitly employs appropriate categories of analysis (ex. Political, economic, social, geographical, etc.) beyond what is called for in the prompt
Or Appropriately extends or modifies the stated thesis or argument (provides a counter-argument)

22. DBQ
Out of 7 Possible Points

23. DBQ Rubric Checklist
See Handout

24. Tips for writing a good Essay
Read the question -- that is, the prompt -- three times. Remember that in this instance "AP" stands for "address prompt."
Identify the task. State in your own words what you are being asked to write.
Circle or underline the main words in the directions (Stem).
Briefly list the main events of the historical time period addressed.
The DBQ Documents will be in Chronological order.
You must write a background sentence of events that lead to the Time Period: Contextualization
You must write on how the events influenced future events after the time period: Synthesis
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.
Use the source or the title when referring to the information in the document. Do not say “In document 1, In document 2 etc…
Use (1) After the sentences.
You must answer ALL PARTS of the checklist to get a good grade on the essays.

25. Essay Writing To write a good historical essay you must:
Analyze the main points of the question.
Write a good thesis.
Draw on your outside knowledge.
Plan and organize before you write (outline).
For DBQs: Incorporate the documents into the essay.
DBQs also require Analysis and Synthesis of documents
Analysis: interpret and explain documents
Synthesis: Blend outside information with information from documents to explain the issue.

26. Outlining
You should develop an outline before writing historical essays.
Outlining:
Helps you brainstorm.
Prevents you from writing an disorganized essay.
Determines your perspective.
If you have more outside knowledge or documents supporting one view over the other change your perspective.

27. Developing a Strong Thesis
You MUST have a strong Thesis to have a good essay.
A thesis requires you to interpret the question, take a position, and provide an opportunity to organize the essay.
All information in the essay must support your position and relevant to the question.

28. Introductory Paragraph
The introductory Paragraph should include:
A background sentence setting up your thesis.
Your strong thesis statement. Answer Question.
Main ideas and points or your essay showing an organized blueprint that controls your essay.
4-5 paragraph essay or more if needed.
3rd person Only and past tense
Be careful of creativity, make it organized and easy to follow.

29. Background Sentence
The Background sentence is normally the first one or two (no more than two sentences) that explains the time period of the essay.
Example: Why did the American south believe they needed slavery?
Background Sentence:
Slavery had been a common occurrence in America since the first American colonists brought slaves to Jamestown in 1621.

30. Examples of a Thesis with a Blueprint
Question: Why is Providence a great school?
Providence is a great school because of our strong academics, athletics, and Christian atmosphere.
1st Supporting Paragraph should be about academics.
2nd Supporting Paragraph should be about athletics.
3rd Supporting Paragraph should be about our Christian atmosphere.

31. Supporting Paragraphs
The supporting paragraphs depends on the thesis and blue print of the opening paragraph.
The amount of accurate historical evidence you provide is the key to AP grading.
You must prove you know American History
Not a laundry list, but relevant to the question.
Use specific words, avoid absolutes (all or none).
Define key terms.
Distinguish important causes and effects to what is of lesser importance.
Remain objective but understand most readers happen to have a more liberal bias.
This is not the place to argue that liberals or conservatives are wrong.
Stay organized, provide transition words, and stay with the opening paragraph blueprint.

32. Conclusion
The conclusion should explain how the events in your essay influenced other events later on in history.
You must use Synthesis:
You MUST make sure that you explain why it influenced future ideas, beliefs, events, eras, etc… and explain the connection.
Great place to use BECAUSE.
Example: Even though the Puritans of Massachusetts only allowed their “elect” men to vote in the colony, because they believed in rights for men of all social classes and not only for nobles, their beliefs influenced the ideology of the American Anti-Federalists when they insisted on a Bill of Rights added to the Constitution.

33. Analyzing Documents, Eras, and Events
SPRITE:
S :Social
P :Political
R :Religious
I :International*
T :Technological (Intellectual)
E :Economic
Changed from Mrs. Weinman

34. Analyzing Primary Source Documents
You must analyze both the content (what the document is about) of all the documents (or all but 1) and at least one of the following
Intended Audience (who is it written for?)
Purpose (why did he write it?)
Historical Context (what is happening during this time that influenced it?)
Author’s point of view (what does the author think about what is going on?)

35. Analysis is NOT Quoting Documents
Analysis is NOT writing down what is in the document.
Intended Audience is NOT the person’s name who wrote it or the person’s name it is going to.
Purpose is NOT the title of the document.
Historical Context is NOT the date the document was written.
Author’s Point of View is NOT where the author is writing about.

36. Analyze Primary Source Document
1493 Letter to Louis De Santangel from Columbus:
“The inhabitants of this and of all the other islands I have found or gained intelligence of, both men and women, go as naked as they were born, with the exception that some of the women cover one part only with a single leaf or grass with a piece of cotton, made for that purpose…. I gave away a thousand good and pretty articles which I had brought with me in order to win their affection, and that they might be led to become Christians, and be well inclined to love and serve their highnesses and the whole Spanish nation….”
Content (What is the document referring to): 1493, Columbus wrote that he has found inhabitants that he later called Indians.
Intended Audience: he is writing to the powerful and educated leaders of Spain.
Purpose: He wants to inform them of his discovery and initiate more exploration. He also wants more money from Spain for further exploration
Historical Context: This letter was written during the Age of Discovery after Portugal had explored Africa and Spain looked to their own exploration. Nations wanted to increase the colonies and their power.
Author’s Point of View: The native inhabitants of the islands are backward, unadvanced, and need to become Christians. Conquering the islands for Spain is a great opportunity for Spain and the inhabitants.

37. Secondary Sources
Secondary Sources are written by historians about an event.
The historian may have a viewpoint that other historians do not believe.