Presentation on theme: "Historical Thinking Skills"— Presentation transcript:
1 Historical Thinking Skills Skill TypeHistorical Thinking SkillI. Chronological ReasoningHistorical causationPatters of continuity and change over timePeriodizationII. Comparison and Contextualization4. Comparison5. ContextualizationIII. Crafting historical arguments from historical evidence6. Historical argumentation7. Appropriate use of relevant historical evidenceIV. Historical interpretation and synthesis8. Interpretation9. Synthesis
2 Thematic Learning Objectives IdentityID; How and why have debated over American national identity changed over time?How have gender, class, religious, and other group identities changed in different eras?In other words- demonstrate understanding of ways that debated over national identity have changed over time.Work, Exchange and TechnologyWXT How have changed in markets, transportation, and technology affected American society from colonial times to present day?Why/ how different systems developed in British N. America & the U.S have affected U.S society.How have the debates over economic values & the role of government in the U.S economy affected politics, society, the economy, & environment?Demonstrate understanding of ways that changes in markets, transportation, and technology have affected U.S society.PeoplingPEO Why have people migrated to, from and within N. America?How have changes in migration & population patterns affected American life.Politics and PowerPOL Demonstrate understanding on how and why different political & social groups competed for influence over society & government in what would become the U.S AND how Americans agreed/ argued over the values that guide political systems as well as who is part of the political process.America in the WorldWOR Demonstrate understanding of the relationship among events in the U.S and contemporary events in the rest of the world –AND- how different factors influenced U.S military, diplomatic, and economic involvement in international affairs & foreign conflicts.Environment and Geography (Physical and Human)ENV Demonstrate understanding of the various ways in which interactions with the natural environment shaped the institutions & values of various groups living in the U.SIdeas, Beliefs and CultureCUL Demonstrate understanding of how and why moral, philosophical, and cultural values changed and have affected U.S history
4 Exam DescriptionThe A.P.U.S.H Exam is 3 hours and 15 minutes long- divided into 2 sections100-minutes for MC/ short-answer (S.A) sections AND95- minutes for free-response section- Long Essay Question (LEQ) & Document Based Question (DBQ)Each Section is divided into 2 parts:* Each S.A question (total 4) has 3 parts (part A, B & C). So, keep in mind that (in essence) you are really answering 12 different questions. You should dedicate no more than 3 minutes per each part of the questions.SectionQuestion Type# of QuestionsTiming% of Total Exam ScoreIPart A: MC Questions55 questions55 minutes40 %Part B: S.A Questions4 questions45 minutes*20%IIPart A: DBQ1 question60 minutes25%Part B: LEQ1 question (chosen from a pair)35 minutes15%
5 Short-Answer Questions (S.A.) Will directly address one or more of the thematic learning objectives for the course.AT LEAST two of the four questions will have elements of internal choice will provide opportunities for you to demonstrate what you know best.ALL S.A. questions will require historical thinking skills in order to respond to a primary source, a historian’s argument, non- textual sources such as data or maps or general propositions about U.S history.Each question will ask you to identify and analyze examples of historical evidence relevant to the source or question.
6 Long Essay Question (LEQ) Provides opportunity to demonstrate what you know best.Choice will be given between two comparable LEQ options.Measures the use of historical thinking skills to explain and analyze significant issues in U.S history.Must include the development of a THESIS or argument supported by an analysis of specific, relevant historical evidence.Questions will be framed to allow you to answer in-depth examples of large scale phenomena (may be drawn from topics discussed in our class)
7 Document-Based Question Measures ability to analyze and synthesize historical data and to assess verbal, quantitative, or visual materials as historical evidence.Responses will be judged on ability to formulate thesis and support it with relevant evidence.Documents included in DBQ or not confined to a single format; many vary in length, and are chosen to illustrate interactions and complexities within the material.Documents will include charts, graphs, cartoons and pictures as well as written material.Will require you to relate the documents to a historical period or theme and, thus, to focus on major periods and issues.Always important to include outside knowledge beyond the specific point of the question.Use all but 1 of the documents.
12 General CommentTo get 2-3 points for analysis of historical evidence (including the documents), you MUST make a HAPP connection in the analysis of the document that shows evidence and understanding BEYOND what is in the actual document (including introductory information).For 3 points, you must succeed at this for ALL or ALL BUT ONE documents.
13 Stay clear of: General Comment “states”“describes”“says”“explains”Instead, try to show purpose or point of view:“justified”“appealed to [specific audience]African AmericansFellow Democrats and Anti- Imperialists“argued in favor of”
15 Document 1 Chapter 21 1890s Race Relations Ida B. Wells Booker T Document 1 Chapter s Race Relations Ida B. Wells Booker T. Washington WEB Du Boise Chapter 23 Progressivism for Whites Only
16 Document 1 HAPP Chapter 21 1890s Race Relations Ida B. Wells Booker T Document 1 HAPP Chapter s Race Relations Ida B. Wells Booker T. Washington WEB Du Boise Chapter 23 Progressivism for Whites Only
17 Chapter 20 Social Darwinism Document 2Chapter 20 Social DarwinismGospel of Natural SelectionConnection to Herbert Spencer
18 Chapter 20 Social Darwinism Document 2HAPPChapter 20 Social DarwinismGospel of Natural SelectionConnection to Herbert Spencer