2. Skills Emphasis Suggestion: maintain vocabulary cards and review them often. One of the keys to success in APUSH is having a strong vocabulary.

3. Use Cornell notes Notes from PowerPoint slides & teacher’s lecture Highlights, Questions, Comments, Vocabulary words, other

4. Here is the special note taking code for my PowerPoint presentations Any RED writing is key information, which may be used on tests. You should copy it down. Items in blue represent background or additional information— not needed in your notes. Items in purple or green have been previously presented. Take notes only if you have forgotten.

5. 80 multiple choice questions 80 multiple choice questions in 55 minutes in 55 minutes 3 essays in 2 hours 3 essays in 2 hours Document Based Question Document Based Question Different from A. P. Euro Different from A. P. Euro Two free response Two free response questions questions This test is harder than the vast majority of tests you will take in college. I’m going to spend from now will take in college. I’m going to spend from now until the first week of May preparing you. until the first week of May preparing you. OK. Today we are going to get right in and discuss the national A. P. U. S. history test.

6. OK, we’re going to start by discussing the free response question.

7. Two essays, each with a choice from 2 prompts 1.READ (and reread) the prompt 2.Make an outline 3.Make a comprehensive thesis statement 4.Develop the thesis with substantial and relevant historical information relevant historical information 5.Perform an in depth analysis of relevant facts 6.Ensure good organization, legible pen- manship, and correct grammar manship, and correct grammar

8. Thesis statements should: 1.Be your first paragraph 2.Be lengthy—tell the reader what you are going to tell him/her in the essay body going to tell him/her in the essay body 3. Be clear and ensure the thesis statement is well-developed is well-developed 4. It is the most important part of the essay— the essay body reflects the thesis statement the essay body reflects the thesis statement 5. This is not an English Language Arts essay— forget the hook and get to the point. History forget the hook and get to the point. History writing is different from ELA writing. writing is different from ELA writing.

11. On another presentation, which is also linked to my website, I’ll now go over examples of essays for Question 5 from last year’s exam. We’ll look at everything from a 1 to a 9. Now let’s see what you have learned. Respond to the following prompt in an essay: Evaluate the significance of your summer work topic to American history.

12. When you take a DBQ test, in When you take a DBQ test, in about 20 minutes you must analyze about 20 minutes you must analyze about 9 documents (that’s 2 about 9 documents (that’s 2 minutes per document) then comment on them in your essay AND weave into your discussion outside historical facts that we have learned in our study of a given era or topic. So in the next few slides, I’ll use some materials to give you tips on how to analyze various historical sources. So now having briefly discussed free response questions, let’s talk about the Document Based Question. The DBQ is one assessment where you will have to use both your knowledge of history and also analyze documents.

13.  Most evidence that historians analyze is biased in one way or another. It represents a certain perspective from one person or a group. Historians use the following guidelines when reviewing evidence from the past:  Every piece of evidence and every source must be read or viewed skeptically and critically.  Evidence should not be taken at face value. The author’s point of view must be considered. (DBQ Key)  Each piece of evidence and source must be crosschecked and compared with related sources. Bias or perspective

14. How to Analyze a Text What type of document is this? Is it a letter, an official proclamation, a private diary entry, an advertisement, or perhaps a coded message?

15. How to Analyze a Text 1.Why do you think the document was written? 2.What evidence in the document helps you know why it was written? 3.Is there a bias or certain perspective that the author is writing from?

16. How to Analyze a Photograph Study the photograph for several minutes and write down everything that you think is important. Then divide the image into quadrants (4 sections) and detail the important elements from each section.

17. How to Analyze a Photograph  What is the subject of the photograph? What does the photograph reveal about its subject?  What is the setting for the photograph?  What other details do you observe?  When and where in the past do you think the photograph was taken? How can you tell?  How would you describe the photographer's point of view?

18. How to Analyze a Political Cartoon Political cartoons use symbols and hyperbole (exaggeration) to make a point. Here are some helpful tips for analyzing a political cartoon:

19. How to Analyze a Political Cartoon 1.List the objects, people or symbols you see in the cartoon. 2.What do you think each symbol means? 3.Describe the action taking place in the cartoon. 4.Are there words? Do they help to clarify the cartoon’s symbols? 5.In your opinion, what is the message of the cartoon? Do you think others will interpret it differently?

20. How to Analyze a Historical Map Maps are symbolic representations of places set in relation to one another. All maps necessarily include some details and leave out others. Next time you look at a map ask yourself the following questions:

21. 1.When and where was the map produced? 2.What details has the map-maker chosen to include (or exclude) in order to complete this representation? 3.Why do you think the map was drawn? How to Analyze a Historical Map

22. First off, READ and reread the First off, READ and reread the prompt. prompt. Next, BEFORE YOU READ Next, BEFORE YOU READ ANY OF THE DOCUMENTS, ANY OF THE DOCUMENTS, make an outline based on your knowledge of the topic. Then analyze the documents—take the extra time; don’t worry if you go 5-minutes into your writing time. This technique will keep you from simply discussing the documents—remember, OUTSIDE HISTORY IS KEY! After you have analyzed your documents, you must write a strong essay. DBQ writing differs somewhat from FRQ writing. So here goes.

23. 1.Make a comprehensive thesis statement 2.Develop the thesis with substantial and relevant historical information relevant historical information 3.Perform an in depth analysis of relevant facts 4.In the essay, be sure to bring in several pieces of outside history—facts about the pieces of outside history—facts about the topic not contained in the documents (KEY!!!) topic not contained in the documents (KEY!!!) 5.Use documents to reinforce key points you make in your thesis and LIMIT QUOTES—do make in your thesis and LIMIT QUOTES—do NOT simply go document-to-document 6. Ensure good organization, legible pen- manship, and correct grammar manship, and correct grammar

24. Thesis statements should: 1.Be your first paragraph 2.Be lengthy—tell the reader what you are going to tell him/her in the essay body going to tell him/her in the essay body 3. Be clear and ensure the thesis statement is well-developed is well-developed 4. It is the most important part of the essay— the essay body reflects the thesis statement the essay body reflects the thesis statement 5. This is not an English Language Arts essay— forget the hook and get to the point. History forget the hook and get to the point. History writing is different from ELA writing. writing is different from ELA writing.

25. Now we’ll look at the 2011 DBQ

27. We won’t worry about the 0-1 essay, because we don’t think about failure!

28. On another presentation, which is also linked to my website, I’ll now go over examples of DBQ responses from the 2011 exam. We’ll look at everything from a 0 to a 9. You will take your first DBQ test after the Chapter 3 test—two days of tests—Day 1 will be multiple choice questions and Day 2 will be the DBQ. Tons of fun!

29. Thesis statements should be extensive and comprehensive: and comprehensive: state your case up front state your case up front tell the reader what you are going to tell the reader what you are going to tell him/her in the body of the paper tell him/her in the body of the paper Its vs. it’s its=possessive; it’s=“it is” contraction its=possessive; it’s=“it is” contraction Led = past tense of “to lead”

30. Use active voice NOT passive voice Passive: “John was given a high grade by Mr. Simoncini.” by Mr. Simoncini.” Active: “Mr. Simoncini gave John a high grade.” high grade.” Passive: “Iraq was attacked by the U.S.” Active: “The U.S. attacked Iraq.” Always place the actor at the front.

31. This/that/these/those DO NOT use the above terms as stand alone nouns. stand alone nouns. “This was due to a conflict in Eastern Asia.” Eastern Asia.” Use the above words as adjectives. “This situation evolved as a result of a conflict in Eastern Asia.” a conflict in Eastern Asia.”

32. This/that/these/those “This” and “these” imply things close by in terms of time or close by in terms of time or distance. Therefore those terms distance. Therefore those terms should not be used when referring should not be used when referring to the past or to things in the to the past or to things in the distance. distance. “That” and “those” imply things far away in terms of time or far away in terms of time or distance. distance.

33. Avoid paragraphs that are too long. Avoid paragraphs that are too long. When referring to people in a formal history paper, you should refer to them by their family name. You may also use a title (President Lincoln); but avoid simply referring to a person by only their given (or first) name. One exception may be when you are discussing two people with the same last name; but try to find work-arounds in those cases.

34. The first time that you discuss a person in a paper, you should include the in a paper, you should include the full name and title (Lieutenant Colonel full name and title (Lieutenant Colonel Peter Simoncini). After you Peter Simoncini). After you have introduced the individual, you have introduced the individual, you may refer to him/her by simply their may refer to him/her by simply their last name in the remainder of the last name in the remainder of the paper. paper. “The game was close, which made it exciting.” exciting.”

35. 45=forty-five; 63=sixty-three Except for “its,” possessives require apostrophes (the dog’s bone) apostrophes (the dog’s bone) Place punctuation INSIDE close quotes (Bob said, “That was a fun time.”) (Bob said, “That was a fun time.”)

36. In the body of the paper, document EVERYTHING that you have obtained from an outside source EVEN IF YOU DO NOT QUOTE IT. Use parenthetical citations. When you use an acronym, except for those that are VERY common (USA), those that are VERY common (USA), you should write it out first, then show you should write it out first, then show the acronym parenthetically. the acronym parenthetically. Subsequently, you may use simply the Subsequently, you may use simply the acronym. [Oakdale High School (OHS)] acronym. [Oakdale High School (OHS)]

37. Avoid superlatives—all, everyone, etc.— if you use a superlative be certain that it is true: i.e. “all men are created equal.” This one is the pet peeve of pet peeves.