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.