1. Historical Thinking Skills!

2. Historical Causation
Why did the event happen? What was the impact? Think both long and short term!
Practice: How did Bacon's Rebellion lead to race-based system of slavery?

4. Continuity and Change Over Time What stayed the same? What changed?
Why did it change and how much did it change?
How do Dred Scott, Plessy and Brown reflect change and continuity over time regarding race relations?

6. Why do historians start and end time periods when they do?
Periodization
Why do historians start and end time periods when they do?
Turning points!
When did the Progressive Era begin?
Or why does this course begin in 1491?

8. Comparison
Identify similarities and differences within a society or between societies—could be chronological, ideological, demographic, geographic, political, economic, or social.
1920s vs. 1950s

10. Put the Indian Wars in context of trends in America from 1865-1890.
Contextualization
Connecting events to their specific place and time in history.
Put the Indian Wars in context of trends in America from
How do these events contribute to understanding American westward expansion?

12. Historical Argumentation
Evaluating and synthesizing conflicting historical evidence to construct persuasive historical arguments. Examining multiple piece of evidence in concert with each other, noting contradictions, corroborations, and other relationships among sources to develop and support an argument.
John Smith vs Powhatan oral history? John Smith didn't claim a relationship with Pocahontas until she went to England, met the queen and became a celebrity.

13. Appropriate Use of Relevant Historical Evidence
Extracting useful information, making supportable inference, & drawing appropriate conclusions from historical evidence. Evaluating the usefulness, reliability, or limitations of a primary source in answering a particular historical question.
The Civil War is such a big subject with tens of thousands of books written on the subject. Approach it this way: what evidence would be used by military historians? Medical? Gender? Labor?

14. Was Lincoln the great or reluctant emancipator?
Interpretation
How do perspectives influence people’s interpretations of events, and how might these perspectives change over time?
Can we condemn Jefferson as a hypocrite or is this presentism or personal bias?
Was Lincoln the great or reluctant emancipator?

15. Synthesis
Creating a persuasive understanding of the past and its relevance to the present by thinking across time periods and connecting ideas, people, and events.
What do these have in common, and what can one learn from them?
Synthesis can be a forward or backward reflection on the circumstances surrounding the topic.
John Brown as being both a hero and a terrorist, Teddy Roosevelt being both a champion of the people and a supporter of big business

16. Structuring ‘The Hudenburg Method ‘ Essay
Introduction (easier than you think!)—connect the prompt to the previous time
Thesis: I would suggest it be the last sentence in first paragraph (but not required)
Thesis must answer the question completely
Introduces the categories that will be used in answering the question
Does not need to be a single sentence
Body Paragraphs:
Each has a unique theme; there is nothing sacred about a 3 body paragraph essay
Begin each paragraph with a topic sentence which defends your thesis and answers the question in this paragraph
Your paragraph should include many pieces of SFI and IC (Interpretive Commentary)—where you prove what you write.
Give a fact what the fact is why is it significant and tie to your thesis
Show an understanding of how & why this information supports the thesis!
Conclusion:
A good place to modify or prove your thesis; include the x factor ‘However a case could be made that …”
End your essay by connecting the prompt to another era coming afterward.
Intro.
Thesis
Topic Sent.
SFI IC

17. Brainstorming is important! You have to have a plan going into an essay!

18. Some Key Terms: The Industrial Revolution & the Rise of Sectionalism
James Monroe
Mudslinging
Andrew Jackson
Erie Canal
Henry Clay
National Road
Robert Fulton
Railroads
Eli Whitney
Steam Engine
Francis Lowell
Cotton Gin
Samuel Slater
Interchangeable Parts
John Quincy Adams
Lowell Textile Mills
Nat Turner
Planters and Plantations
Era of Good Feelings
American System
Slave Gang System
Adams-Onis Treaty
Task System Slavery
Monroe Doctrine
Slave Codes
Industrial Revolution
Tallmadge Amendment
Missouri Comp.
King Cotton
Election of 1824
Tariffs
“Favorite Sons”
Force Bill
Election of 1828
Secession
2nd Bank of the US
Corrupt Bargain
With a partner… can you classify these terms into these three categories?
P = Political
E = Economic
S = Social

19. Political
Economic
Social
James Monroe
Andrew Jackson
Henry Clay
John Quincy Adams
Adams-Onis Treaty
Monroe Doctrine
Missouri Compromise
Election of 1824
“Favorite Sons”
Election of 1828
Corrupt Bargain
Mudslinging
Robert Fulton
Eli Whitney
Francis Lowell
Samuel Slater
American System
Industrial Revolution
Second Bank of the United States
Erie Canal
National Road
Railroads
Steam Engine
Cotton Gin
Interchangeable Parts
Lowell Textile Mills
Planters and Plantations
Nat Turner
Era of Good Feelings
Gang System
Task System Slavery
Slave Codes
Now you have at least three paragraphs worth of information to write about and plenty of SFI (Key terms) to back up your information!
Remember to answer the what & the why! What is the fact; how does it relate why is it important and tie it to your thesis for these terms in your essay!

20. How many pieces of SFI (Key Terms) do you count in this paragraph?
During the Cold War the U.S. tried to stop the spread of Communism. That is what the US attempted to do in the Vietnam War after having some relative success in stopping the spread of communism during the Korean conflict. Americans believed Russia was trying to spread communism throughout the world.
North Vietnam was influenced by Russia to become a communist nation , but the South Vietnam did not want to be communist, so they went to war with the North having support from Russia and the South having support from the U.S. So the U.S. did everything they could to stop the spread of communism, and this meant a massive commitment in deployment of soldiers and equipment which was very expensive and required a draft to be implemented. This made many Americans very upset.
Does this effectively tell you what the paragraph is going to be about?
How many pieces of SFI (Key Terms) do you count in this paragraph?
After reading this paragraph, do you effectively understand why the U.S. tried to end communism no matter what?
A very, very basic example

21. More Effective Topic Sentences
The U.S.’s failure to contain communism can be mostly credited by the clever hit-and-run guerrilla warfare by the Vietcong.
The US was going for a quick victory while communist foreces had time on their side
Throughout the three decades of United States involvement in Vietnam, it continued to lose its most important political asset—the will to win.
Containment became even more difficult when the American people began to hate the war, especially the draft.
The U.S. thought victory in Vietnam and containment would be quick and easy, but it wasn’t; this was in part because of issues on the home front especially the rising protest movement.

22. How many pieces of SFI (Key Terms) do you count in this paragraph?
Throughout the three decades of United States involvement in Vietnam, it continued to lose its most important political asset: will. Shocking images came not only from Vietnam, where pictures of a monk self-immolating himself in protest surfaced or when the devastating news of the U.S. My Lai massacre broke, but also from the States themselves. In 1968, as the world watched the news they saw symbols of peace and justice be destroyed when Martin Luther King Jr. and Robert F. Kennedy were assassinated. They also saw videos of violent protests in Chicago and later Mississippi. To make matters worse, news of four college students at Kent State being killed by National Guard members during protests shocked the world. These civilian disasters that occurred in the United States and in Vietnam destroyed global respect for the U.S. Many people wondered why the country would continue to fight and self-destruct. The final straw came when the Pentagon Papers were released revealing that even top government officials questioned their purpose in Vietnam. The U.S. later pulled out of Vietnam when public opposition to the war reached a climax, but it did not escape with its credibility.
Does this effectively tell you what the paragraph is going to be about?
How many pieces of SFI (Key Terms) do you count in this paragraph?
After reading this paragraph, do you effectively understand why the U.S. lost its most important political asset: will ?

25. General Essay Reminders: Time is the most crucial factor on the new test
Essay Goal – at least two (2) SFI in a paragraph; but we’re going to try for three or more.
Do not quote any of the documents! Readers are told to skip this and give no credit for this. So don’t waste your time!
It is better to put the decade if you aren’t sure of the year! (Less likely to look incorrect!) For essays: use the College Board themes if not structure is given for essays.

26. Types of Writing for APUSH
The DBQ – Document Based Question (Given 7 documents – you play the historian & piece them together in an essay that answers the question or prompt!) These documents serve as clues to make this an easier essay.

28. Which thinking skill is being used?

29. Which thinking skills are being used?

30. Which thinking skills are being used?

32. Which thinking skill is being used?

34. For DBQs: Use HIPPO or HAPP-Y for document analysis, etc.
Hitting the DBQ
For DBQs: Use HIPPO or HAPP-Y for document analysis, etc.
You also don’t have to have three body paragraphs—use enough paragraphs to answer the question.
The DBQ documents will guide you as to how to answer the question—think: “Out of million of documents why did the College Board select these documents? What are they trying to say? How do they help answer the question?”
Know the HIPPO. LOVE the HIPPO.
What is HIPPO? A graphic organizer that will help guide you when writing about documents. (Especially in a DBQ)

35. Organization/Use in Argument
What goes here?
Historical Context
The [name of doc] from [time/place/author] relates to the [era] because… (Document A)
Or The [name of doc] was created in [year] when [context- what was going on?] (Document A).
Intended Audience
The intended audience of [name of doc, written by/created by] was [state audience]. It was intended to [intent]. (Document A)
Purpose
The purpose/intent for [name of doc] was to [why was the doc created]. [Name of doc] was created/written at that time to/because [why doc was written. (Document A)
Point of View
(Who, explain the influence, main idea)
The point of view/perspective of [creator] was that of a [describe type of person] during the [era/time pd./ situation]. (Document A)
Organization/Use in Argument
Use this to seamlessly incorporate your doc into the text of the essay every single time.
ASK the ‘SO WHAT?’ to yourself as you write the essay.

36. HIPPO – you don’t have to address all of these things in a document!
Hitting the DBQ, Pt. II
Approach it like this: Write the “FACT” – Then answer: What is significant about it? – Then answer: How is it tied to the prompt?
You want to use all or all but one documents for full credit.
You want to explain the author’s POV, purpose, context, or audience for at least four documents.
Ask questions of each documents – what year? Why was it written? Who was the audience? Whose Point of View is it coming from? What was happening that led to the document being written? What happened after the document was written? (THIS IS WHERE HIPPO COMES INTO PLAY!) – Write the essay like the reader has no idea what the document actually is!
Every document deserves a sentence or two—add extensive analysis (show how and why it matters!)
HIPPO – you don’t have to address all of these things in a document!

37. Introductory Paragraph – first sentence is the hardest – but it will always link up to the previous time period—Ex: “Coming out of the Civil War, the…” – set the context and capture the reader’s attention!
Thesis – doesn’t have to be the final sentence of the first paragraph, but I would suggest doing it – make sure it answers the prompt or the question!
Conclusion – Rewrite and weigh the thesis including the evidence – final sentences need to tie to the next time period in order to get the SYNTHESIS point – don’t end with “THIS IS WHY WE ARE WHAT WE ARE TODAY” or “THIS IS WHAT MAKES AMERICA GREAT.”

38. Body Paragraph – Start with a topic sentence – identify the sub topic or category – paragraph should be 4-5 sentences – use all (or all but one) documents in some way – always ask, “Why were these documents selected?” – Never begin with “Document D says…”

39. Body Paragraph II – bring out the context of the document first (WHAT is going on that led/followed the document) and then the extended analysis (POV, Audience, etc.)
***No deduction points for errors!
There are four ways to present an extended analysis
Historical Context: Connect to specific historical events, to specific circumstances of time and place, and/or to broader regional, national, or global processes
Intended Audience
Point of View (POV): What is the author’s profession? Gender? Social Class? Religion? How might the author’s POV influenced or shaped the document?
Purpose: What is the goal of the document? (Inform? Entertain? Persuade? Teach?)

40. Slaying the Synthesis Beast
THINK OUTSIDE THE LINES OF THE TIME PERIOD GIVEN IN THE PROMPT!
Always place your synthesis sentences toward the end of your essay (I’d suggest the conclusion---keep in mind the readers are working sequentially through their rubrics).

41. "Same in kind, but different in time"
*Note: Synthesis is the part that students most often miss. They may pick two clearly related events, but make the mistake of thinking it is enough to merely mention the events in their essay. (It is not) They fail to clearly explain what connects the two examples. The result = loss of the synthesis point.
 "Same in kind, but different in time"
Contextualization is potentially a different place but the same relative time; inside the box. ‘Enlightenment ideals impact on the writing of the Declaration of Independence’
Synthesis is outside the box; different time periods and places that could be brought into this essay to make it more complete.

42. The LEQ: You are given a two prompts, you choose one to answer, and you have 35 minutes to craft an awesome essay!
Expectations:
State a relevant thesis that directly addresses all parts of the question.
Support your argument with evidence, using specific examples.
Apply historical thinking skills as directed by the question.
Synthesize the elements into a persuasive essay that extends your argument, connects it to a different historical context, or connects it to a different category of analysis.
Prompt Example:
Some historians have argued that the Columbian exchange was more harmful than beneficial. Support, modify, or refute this interpretation providing specific evidence to justify your answer.

43. Long Essay Questions (LEQs) Similar to a DBQ – without any documents!
Contextualization – “INSIDE THE LINES” of the prompt’s time period – THINK: “What’s the bigger picture going on?”
Synthesis – “OUTSIDE THE LINES” of the prompt’s time period – relate it back to two different time periods – it has to be a clear time period outside the prompt – you are encouraged to make those outside time frame connections in your DBQs and LEQs!
Think: “So what?” at the end!
How does this effect something outside of the prompt?
Support/Modify/Refute is a common LEQ prompt.

44. Which thinking skill is being used?

45. Which thinking skill is being used?

46. Which thinking skill is being used?

47. Which thinking skill is being used?

48. Which thinking skill is being used?

49. Which thinking skill is being used?

50. Attacking the SAQ
You are given 50 minutes to answer four questions that have 3 parts each. Answer what must be done. This is not an essay/no thesis is required. You do not need to label ‘a b c’
Each question builds off of one another and usually increases in difficulty.
Your prompt will be a quote, a picture, or a cartoon.

53. Psychology of the Reader (Tips to make your reader love your essay!)
UNDERLINE your thesis!
Identify your documents (Doc 1, etc.)!
Place the historical context/contextualization
use In & Out Sentences
4. Place your synthesis and your contextualization
towards the end of your paragraph!
Help the reader help you