EXAM INFORMATION AP US History - APUSH No …. really… you HAVE to read to pass this class!
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Transcript of EXAM INFORMATION AP US History - APUSH No …. really… you HAVE to read to pass this class!
EXAM INFORMATION
AP US History - APUSH
No …. really… you HAVE
to read to pass this c
lass!
When is it?
Friday May 8th
8 a.m.
Things to
know
Need to see evidence of your ability to analyze and use evidence
Need to show ability to think about history and support your ideas with evidence
There is NOT a definitive right way to answer the question
Format of the test
• 55 Multiple Choice Questions – 55 minutes – 40%
• 4 Short Answer Questions – 45 minutes – 20%
BREAK
• 1 Document Based Question – 60 minutes – 25%
• 1 Long Essay Question – 35 minutes – 15%
Time Periods Covere
d
Period 1 – 1491 – 1607 – 5%
Period 2 – 1607 – 1754 – 10%
Period 3 – 1754 – 1800 – 12%
Period 4 – 1800 – 1848 – 10%
Period 5 – 1848 – 1877 – 13%
Period 6 – 1865 – 1889 – 13%
Period 7 – 1898 – 1945 – 17%
Period 8 – 1945 – 1980 – 15%
Period 9 – 1980 – Present – 5%
Historical Thinking
Skills Covered
Skill Type Historical Thinking Skill
Chronological Reasoning
1. Historical Causation
2. Patterns of Continuity and Change over Time
3. Periodization
Comparison and Contextualization
4. Comparison
5. Contextualization
Crafting Historical Arguments from Historical Evidence
6. Historical Argumentation
7. Appropriate Use of Relevant Historical Evidence
Historical Interpretation and Synthesis
8. Interpretation
9. Synthesis
Historical
Themes Covered
1. Belief Systems 2. America in the World3. Geography and Environment : physical
and human4. Peopling5. Identity6. Politics and Power7. Work, Exchange, and Technology
Beginning on page 20 you can use the link below to make sure you understand the overarching questions and learning objectives for each theme:http://media.collegeboard.com/digitalServices/pdf/ap/ap-course-exam-descriptions/ap-us-history-course-and-exam-description.pdf
Multiple Choice
Questions
Designed to test one or more of the historical thinking skills and historical knowledge. Each question is related to a stimulus, with 2 to 65questions . 55 questions in 55 minutes
1. Analyze the stimulus
2. Eliminate wrong answers on the test
3. Read all answers then pick BEST choice
4. Avoid absolutes and watch for EXCEPT and NOT
5. No guessing penalty
• Period 1 - 2 to 3 questions• Period 2 – 5 to 6 questions• Period 3 - 6 to 7 questions• Period 4 – 5 to 6 questions• Period 5 – 7 questions• Period 6 - 7 questions• Period 7 – 9 questions• Period 8 - 8 questions• Period 9 – 2 to 3 questions
Short Answer
Questions3 points each
These do not require a thesis but need to be answered in complete sentences. Two of the four questions will have choices, providing you the opportunity to write what you know best.
Each questions has three tasks and you get one point for each task for a total of three points per question. 4 questions in 45 minutes
• Read each question carefully to understand everything that is being asked.
• Write clear and complete sentences supported with accurate evidence.
• Time is limited, briefly is the key word
Writing a Thesis
You MUST have a thesis for the long essay and the DBQ and it MUST answer the question.
It needs to be in the first paragraph and should take a stand on what event or issues is suggested by the question.
It should be state in one or two sentences and then followed by an organizing list of what you will cover in the answer.
To assure complexity begin thesis with word “although”
Long Essay
Question -6 points
You will have the choice between two long essay questions that focus on the same thinking skill but may apply to different time periods. 35 minutes to answer 1 question
Evaluated on:
• Argumentation• Use of Evidence• Targeted Historical Thinking Skill• Synthesis – in depth examples of this large-scale
phenomena
To be effective:
1. Analyze the question2. Organize the evidence3. Develop a thesis4. Write the introductory paragraph5. Write the supporting paragraphs and conclusion6. Evaluate your essayTo
The DBQ – Doing it Right!7 points
There will be seven documents and you need to provide plausible analysis for all of them. You must include for EACH document one of the following:a) Historical contextb) Intended audiencec) Purpose of the documentd) Point of View
One question in 60 minutes: read and plan for 15 minutes, write for 45 minutes
The documents vary in length and are chosen to illustrate interactions and complexities within the material. It will include charts, graphs, cartoons, and pictures, as well as written materials. Not all documents will have equal weight in supporting your thesis, communicate your awareness of the bias or unreliability of the document or how the document that does not fit your thesis fits into the context that is relevant to the question.
The DBQ– application
in class
Please highlight the following once you are done writing any DBQ in class:
1. in YELLOW highlight the thesis2. in GREEN highlight HIPP for each
document3. in PINK highlight outside information4. in BLUE highlight
CONTEXUALIZATION 5. in ORANGE highlight SYNTHESIS
point
By doing this, it forces you to include each of these points into your DBQ!
The Long Essay –
application in class
Please highlight the following once you are done writing any Long Essay in class:
1. in YELLOW highlight the thesis2. in GREEN highlight the support the
support and evidence for your thesis3. in PINK highlight the correct usage of
the required historical thinking skill4. in BLUE highlight the SYNTHESIS
point
By doing this, it forces you to include each of these points into your Long Essay!
Writing – What do What to
remember
1. Write essays (ALL historical essays, ALWAYS) in third person
2. Use active voice, not passive voice
3. Use specific words
4. Define or explain key terms
5. Communicate awareness of the complexity of history
6. Anticipate counterarguments
7. Remain objective
8. Communicate the organization and logical development of your argument