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AP U.S. History: A Survey APUSH Ms. Baeslack Room 412

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Presentation on theme: "AP U.S. History: A Survey APUSH Ms. Baeslack Room 412"— Presentation transcript:

1 AP U.S. History: A Survey APUSH Ms. Baeslack Room 412

2 AP. U. S. History Class Rules Emergency Exits
Test Dates/ College Board

3 AP U.S. History Advanced Placement United States History is;
a rigorous, college level course, intended to develop the higher level thinking skills required in an undergraduate history class, By reading a college level textbook, primary and secondary resources By writing grammatically correct and in complete sentences, By being involved in class activities, discussions, seminars By completing homework/ assignments on time.

4 Thematic Learning Objectives
American and National Identity Work, Exchange and Technology America in the World Geography and Environment Politics and Power Culture and Society Migration and Settlement

5 AP History Disciplinary Practices
Practice 1: Analyzing Historical Evidence Practice 2: Argument Development Students will be assessed on their ability to… Primary Sources Describe historically relevant information and/or arguments within a source. Explain how a source provides information about the broader historical setting within which it was created. Explain how a source's point of view, purpose, historical situation, and/or audience might affect a source's meaning. Explain the relative historical significance of a source's point of view, purpose, historical situation, and/or audience. Evaluate a source's credibility and/or limitations. Secondary Sources Describe the claim or argument of a secondary source, as well as the evidence used. Describe a pattern or trend in quantitative data in non-text-based sources. Explain how a historian's claim or argument is supported with evidence. Explain how a historian's context influences the claim or argument. Analyze patterns and trends in quantitative data in non-text-based sources. Evaluate the effectiveness of a historical claim or argument. Make a historically defensible claim in the form of an evaluative thesis. Support an argument using specific and relevant evidence. Use historical reasoning to explain relationships among pieces of historical evidence. Consider ways that diverse or alternative evidence could be used to qualify or modify an argument. Practice 1: Analyzing Historical Evidence Practice 2: Argument Development Students will be assessed on their ability to… Primary Sources Describe historically relevant information and/or arguments within a source. Explain how a source provides information about the broader historical setting within which it was created. Explain how a source's point of view, purpose, historical situation, and/or audience might affect a source's meaning. Explain the relative historical significance of a source's point of view, purpose, historical situation, and/or audience. Evaluate a source's credibility and/or limitations. Secondary Sources Describe the claim or argument of a secondary source, as well as the evidence used. Describe a pattern or trend in quantitative data in non-text-based sources. Explain how a historian's claim or argument is supported with evidence. Explain how a historian's context influences the claim or argument. Analyze patterns and trends in quantitative data in non-text-based sources. Evaluate the effectiveness of a historical claim or argument. Make a historically defensible claim in the form of an evaluative thesis. Support an argument using specific and relevant evidence. Use historical reasoning to explain relationships among pieces of historical evidence. Consider ways that diverse or alternative evidence could be used to qualify or modify an argument.

6 AP History 2017 Historical Reasoning Skills
Skill 1: Contextualization Skill 2: Comparison Skill 3: Causation Skill 4: Continuity and Change Over Time Describe an accurate historical context for a specific historical development or process. Describe similarities and/or differences between different historical developments or processes. Describe causes or effects of a specific historical development or process. Describe patterns of continuity and/or change over time. Explain how a relevant context influenced a specific historical development or process. Explain relevant similarities and/or differences between specific historical developments and processes. Explain the relationship between causes and effects of a specific historical development or process. Explain the difference between primary and secondary causes, and between short- and long-term effects. Explain patterns of continuity and/or change over time. Use context to explain the relative historical significance of a specific historical development or process. Explain the relative historical significance of similarities and/or differences between different historical developments or processes. Explain the relative historical significance of different causes and/or effects. Explain the relative historical significance of specific historical developments in relation to a larger pattern of continuity and/or change.

7 Time Periods of Study Period 1- Pre-Columbian - 1607
Period 9 – 1980-Present

8 2017 APUSH Exam The AP U.S. History Exam is 3 hours and 15 minutes long and has a multiple choice/short answer section and a free response section.  Each section is divided into two parts. Section I — Part A: Multiple Choice | 55 Questions | 55 minutes | 40% of Exam Score Questions appear in sets of 2 to 5. You’ll be asked to analyze historical texts, interpretations, and evidence. Primary and secondary sources, images, graphs, and maps are included. Section I — Part B: Short Answer | 3 Questions | 40 minutes | 20% of Exam Score Analyze historians’ interpretations, historical sources, and propositions about history. Questions provide opportunities for you to demonstrate what you know best. Some questions include texts, images, graphs, or maps. You’ll have a choice between two options for the final required short- answer question, each one focusing on a different time period. Question 1 (required): periods 3-8 Question 2 (required): periods 3-8 Choose between Question 3, periods 1-5, and Question 4, periods 6-9

9 APUSH Exam Section II — Part A: Document Based | 1 Question | 60 minutes (includes a 15-minute reading period) | 25% of Exam Score Assess written, quantitative, or visual materials as historical evidence. Develop an argument supported by an analysis of historical evidence. The document-based question will focus on topics from periods 3-8. Section II — Part B: Long Essay | 1 Question | 40 minutes | 15% of Exam Score Explain and analyze significant issues in U.S. history. You’ll select from one of three essay choices, each focusing on the same theme and skill but different time periods: Option 1: period 1-3 Option 2: periods 4-6 Option 3: periods 7-9

10 Commands Frequently Used in AP Prompts
Analyze = break this concept into its various parts and explain each part individually (and how they relate to each other) Evaluate = you must make a judgment; you must weigh the evidence and formulate your own opinion supported by evidence.

11 Commands Frequently Used in AP Prompts
To what extent = in what specific ways is the conclusion or assertion true / in what specific ways is it false? Provide evidence / prove = use your text to find specific evidence to support a particular conclusion / assertion / argument. What conclusions can you draw = think outside the box and use facts to deduce beyond what the text clearly states.

12 Compare and Contrast Compare and contrast these secondary resources.

13 AP U.S. History One of the main goals of the course is to develop an understanding of the key themes in early and modern American history and how those themes are interconnected. Why it happened How is it related

14 AP U.S. History A Historian: Looks for evidence

15 AP U.S. History-Making an Inference

16 AP U.S. History-Making an Inference

17 AP U.S. History-Working Together to Learn
Partner Activity One person faces the board. One person faces their partner and has their back to the board. Person facing the board asks the question, other person must answer correctly. First team finished with correct answers, clap your hands and WINS!

18 AP U.S. History Name the first 13 states: Correct answer is;
1.New Hampshire Virginia 2.Massachusetts Georgia 3.Rhode Island South Carolina 4.Connecticut North Carolina 5.New Jersey Pennsylvania 6.New York, 7.Delaware 8.Maryland

19 AP U.S. History Name the 6 living Presidents of the United States.
Correct answer is: Jimmy Carter Bill Clinton George H. W. Bush George W. Bush Barrack Obama Donald Trump

20 AP U.S. History Class objective Class assignments- on front board
website-akinseagles.org, About us, staff directory, teachers name, WEBSITE, BLEND Essential Questions-look for evidence from our lessons, your readings and our discussions to answer the question

21 Key Thinking Skills Examining and comparing interpretations are 2 KEY skills you will be assessed on during the exam.

22 Key Thinking Skills Evidence Interpretations

23 Group Activity

24 Frontloading Period One
Adam Norris APUSH Review: Period 1 ( )

25 Strategies for Note-taking
Note taking Skills Strategies for Note-taking Cornell note-taking system Use Graphic Organizer- Webbing Outline Form Include the text and visuals Write out questions in the margin

26 Pre-Columbian America
Origins: 16,000 years ago People from Asia crossing the Land Bridge between Asia and North America. Probably hunters looking for big game. Reached the southern tip of South America by 9,000 A.D.

27 Advanced Cultures Aztecs- Mexico’s leader at time of
Spanish contact was Montezuma.

28 Aztec Empire Thrives Aztec Empire Thrives

29 Aztec Empire Thrives

30 Aztec Empire Thrives

31 Aztec Empire Thrives

32 Aztec Empire Thrives

33 Advanced Cultures Inca Empire- Maya Empire-

34 Pre-Columbian Indians in America

35 Advanced Cultures The Mississippi Valley- southern Ohio and western Illinois but west into Oklahoma, Missouri, Georgia areas Farming technology spread north New strains of maize/beans Corn a central staple 1150 C.E. – City of Cahokia near St. Louis Mound builders –extensive burial grounds

36 Advanced Cultures Eastern Woodlands- New York area- northern Illinois, Great Lakes Area Densely populated villages Some farming, gathering, hunting, furs Transported by canoe through the waterways Women involved in decisions, council Plains- Nomadic Wanderers- following buffalo

37 Advanced Cultures Southwest- Villages comprised of multiple attached apartments, planned out villages, multi-tiered Used irrigation canals, dams Master skills in ceramics, woven textiles for clothing

38 Advanced Cultures Pacific Coast/ Northwest
Villages/ societies centered around fishing and lumber-cedar trees Elaborate Carved pillars Plank houses Fur trading Ceremonial Masks

39 Arrival of Europeans 1492-Columbus’s arrival

40 Arrival of Europeans Christopher Columbus Letter:
Why was Columbus writing this letter to Luis? What did the Native Americans call San Salvador? Describe the various people Columbus encountered in America. Describe Columbus’s feelings/ opinion towards the islanders. Why was he like that? What ‘issues’ did Columbus face on his journeys as described in the letter. Why do you think the islanders fled from Columbus? Describe Columbus’ attitude about his discovery. Site examples supporting your view. Reference the way Columbus ‘respected’ the islanders. Reference how he saw them ‘beneath him’. Describe what Columbus observed as the role of women and their rights in North American cultures.


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