AP US History Writing Labs:A Collaborative, Technological Approach

Peer Revision

Peer ReviewPeer Planning

Overview WL One Sequence Workshop Paper Review

AP US History Writing LabsWhat: • Episcopal Academy’s AP US History students meet once every six days

for a 90 minute "writing lab" period

Overview WL One Sequence Workshop Paper Review

AP US History Writing LabsHow: • 23 in-class, full period (45 minute) writing assignments • 1st term emphasis– Pre-write, Write, Peer Review, Rewrite:

– 8 analytical essays– 4 essay rewrites

• 2nd term emphasis– Research, Write, Revise, Exam Review:– 5 analytical essays– 3 pre-term paper assignments: note cards; rough draft; abstract– 3 exam review assignments: create a DBQ; practice exam; review

outline• In-class essays plus monthly tests allow students to manage rigors of AP

US History curriculum within reasonable limits

Overview WL One Sequence Workshop Paper Review

AP US History Writing LabsWhy: • bolsters students’ critical

thinking and analytical writing skills by reinforcing every stage of writing process, as per EA’s Accreditation for Growth goals

• use technology to enhance teacher effectiveness in improving students’ historical writing

EA AFG goals: * MIND: By the year 2006, Episcopal

students will demonstrate growth in critical and creative thinking skills.

* BODY: By the year 2006, Episcopal students will demonstrate improved physical fitness and increased knowledge of the relation between healthy lifestyles and physical fitness.

* SPIRIT: By the year 2006, Episcopal students will reflect the spiritual heritage of The Episcopal Academy by demonstrating an increased ability to ask thoughtful moral questions, think about them, and act on their conclusions, expressing kinship with their fellow human beings.

Overview WL One Sequence Workshop Paper Review

AP US History Writing Labs:Resolving the Breadth vs. Depth Dilemma

Understanding

BreadthDepth

Traditional Survey Courses: AP US History:

Breadth/Coverage

Depth

Overview WL One Sequence Workshop Paper Review

AP US History Writing Labs

Write

Rewrite

Pre-Write

Overview WL One Sequence Workshop Paper Review

Writing Lab Sequence

Twelve day sequence typically includes: • Eight regular, 45 minute class meetings

• Initial Lab (4th day of 12 day unit: 90 min.)

• One drop day– no class meeting

• Rewrite Lab (10th day of 12 day unit: 90 min.)

• Test: (12th Day)

Overview WL One Sequence Workshop Paper Review

Writing Lab Preparation

• students read a college-level interpretive essay book, Out of Our Past by Carl Degler, in addition to their AP level text book, A People and a Nation, 7th

edition by Mary Beth Norton, et al., and selected on-line documents from ABC Clio, available through EA AP US History Documents Bank

Overview WL One Sequence Workshop Paper Review

Writing Lab Grading

Graded on a 9 point scale, modeled on the AP US exam scoring rubric. Point totals from twelve writing labs per term count 20% of term grade.

Name WL 1 WL 2 WL 2R WL 3 WL 4 WL 4R WL 5 WL 5R WL 6 WL 7WL 6or 7R WL 8

Term 1 grade

CurrentAverage

Student A 7 6 7 8 8 8 8 9 8 7 9 8 93 93Student B 9 9 9 9 8 9 9 9 9 9 9 7 105 105Student C 9 8 8 8 8 6 7 9 9 8 9 8 97 97

red = rewrite labs

Overview WL One Sequence Workshop Paper Review

Writing Lab Expectations:Higher Order Thinking

WHY

HOW

WHAT:Who, What,

When, Where

Overview WL One Sequence Workshop Paper Review

Bloom’s Taxonomy AP US History version

http://www.officeport.com/edu/blooms.htm

Writing LabsLogan and Rahul talk about Writing Labs

Overview WL One Sequence Workshop Paper Review

Writing Lab One:A collaborative microcosm of the research paper process

Analyze

ReorganizeResearch

Overview WL One Sequence Workshop Paper Review

Inspiration Diagram created by teacher, and e-mailed to students.

Writing Lab One:A collaborative microcosm of the research paper process

WL One is a multiple step lab, whose purpose is to synthesize:

• internet research • document analysis • essay organization • thesis development skills

Students integrate information researched by each member of the class into a common essay outline on the graphic organizing program Inspiration, from which they generate an individual essay outline and thesis in Word.

Overview WL One Sequence Workshop Paper Review

Inspiration Diagram with student-created links

Writing Lab One:A collaborative microcosm of the research paper process

Question: How and why did religion and government interact in seventeenth century colonial America?

1. Save fast fact in in AP US WLOne folder on Public drive

2. Teacher e-mails students a copy of a completed Inspiration document, from which they organize and write their own answer to the research question

3. Reorganize Inspiration document:– Push icon called “Outline”– re-check organization – click on the “transfer” icon– You now have a Word

document in outline form 4. Write Introductory paragraph and

thesis, and submit in AP US WLOne folder on Public drive

Overview WL One Sequence Workshop Paper Review

Writing Lab One:A collaborative microcosm of the research paper process

Inspiration Diagram Inspiration Outline Word Outline• Thesis and Introductory paragraph• A deep seeded religious fervor

infiltrated every aspect of 17the century colonial American life as both social customs and legislative decrees contained a piety to Christianity that superseded all other goals. While many people came over to escape the corrupt Church of England, the religions status quo established in the New World hypocritically placed one strain of Christianity above all other faiths. This is seen most blatantly in the actual laws passed by colonial legislatures, some of while forced religious teaching and even forced citizens to actively convert Native Americans. While the contradicting view of a separation of church and state did exist in John Winthrop, the idea was a modest thought which allowed for collaboration between the church and state.

• I. Why they came/attitudes when they first arrive

• A. Source: Virginia Company of London, charter 1606

• Although the company's main intentions were settling in a "fit and conveniente place" with a governing council, they desired to glorify God and bring heathens to "humane civilitie."

• B. Source: Clio Am History.• Roger Williams expelled from Massachusetts Bay

1634; founded Rhode Island as colony for religious..

Overview WL One Sequence Workshop Paper Review

Writing Lab Sequence

Rewrite

Test

Pre-Write

Overview WL One Sequence Workshop Paper Review

Initial Lab (4th day of 12 day unit)

• Pre-write/plan essay answer (thesis and 5 pieces of evidence) with a peer lab partner (45 minutes)

• Write, and electronically submit, DBQ essay in the computer lab (45 minutes)

• Read extensive teacher comments, sent as an e-mail attachment (returned within 2 days)

Pre-write/planning period

Overview WL One Sequence Workshop Paper Review

Initial Lab feedback:uses Comment function in Word

Rahul’s original WL Two first paragraph (my comments in red).The very establishment of the English colonies presaged the dramatic

transformation that would soon occur; the fundamental building blocks that supported European institutions and ways of thinking were no longer applicable, unable to function in a new world[MSOffice1] . Policies that had been mainstays in Europe, like feudalism, soon fell by the wayside in the New World as independent forms of democracy emerged[MSOffice2] . The influences of the New World, coupled with the period of Salutory[MSOffice3]  Neglect, engendered [an atmosphere which fostered the creation of[MSOffice4] ] nearly autonomous colonial government and a civic identity, straining the colonies’ relationship with an increasingly centrist England and ultimately laying the foundation for the American Revolution[MSOffice5] .

•  [MSOffice1]OK, but why? Degler on the transformative effect of LAND?

•  [MSOffice2]Explicate why!

•  [MSOffice3]My bad on spelling

•  [MSOffice4]Cut unnecessary verbiage between brackets!

•  [MSOffice5]OK, but specify those new world influences (LAND, perhaps?), and explicate English v. American vision of civic identity: written v. unwritten constitutions and virtual v. direct rep.

Overview WL One Sequence Workshop Paper Review

Rewrite Lab (10th day of 12 day unit)

Peer-review original drafts with lab partner (15 min)

Virtual workshop: (30 min)

Class critiques two demonstration essays:

• by anonymous classmate

• displayed on whiteboard

Rewrite, and electronically submit, original essay in computer lab (45 min)

Read extensive teacher comments, sent as e-mail attachment (returned within 1 day)

Peer Review period

Overview WL One Sequence Workshop Paper Review

Rewrite Lab feedback:uses Comment and Merge functions in Word

Rahul’s WL Two rewrite (Comments purple; additions blue: deletions red).The very establishment of the English colonies presaged

the dramatic transformation that would soon occur; the fundamental building blocks that supported European institutions and ways of thinking were no longer applicable, unable to function in a new world dominated by the abundance of land.[MSOffice1] . Policies that had been mainstays in Europe, like feudalism, soon fell by the wayside in the New World as independent forms of democracy predicated upon a large franchise and direct representation emerged[MSOffice2] . The influences of the New World and its newfound emphasis on private property, coupled with the period of Salutory[MSOffice3] Neglect, engendered [an atmosphere which fostered] the creation of a[MSOffice4] ] nearly autonomous colonial government and a civic identity disjointed from that of Great Britain, straining the colonies’ relationship with an increasingly centrist England and ultimately laying the foundation for the American Revolution[MSOffice5] .

 [MSOffice1]OK, but why? Degler on the transformative effect of LAND? [MSOffice2]Explicate why! [MSOffice3]My bad on spelling [MSOffice4]Cut unnecessary verbiage between brackets! [MSOffice5]OK, but specify those new world influences (LAND, perhaps?), and explicate English v. American vision of civic identity: written v. unwritten constitutions and virtual v. direct representation

Overview WL One Sequence Workshop Paper Review

Test: in-class (12th day of 12 day unit)

30 minute essays: students rework material covered in writing labs:

• WL Two DBQ question: “Analyze the factors which transformed American perceptions of their relationship to the British Crown during the late Colonial era.”

• C Block Revolutionary Era test essay questions:

1. “At what point did the Revolution become inevitable? Analyze how and why your ‘point of no return’ made it inevitable, including information from the entire period between 1730 and 1783.”

OR

2. “Analyze how and why colonial society changed in the period before the American Revolution, from 1730 to 1775.”

Overview WL One Sequence Workshop Paper Review

Virtual Workshops:thesis goals

Concise Clear

SophisticatedCausal

Overview WL One Sequence Workshop Paper Review

Virtual Workshops

Workshop

Rewrite

Peer-Review

Overview WL One Sequence Workshop Paper Review

Virtual Workshops

Rules: (adapted from Writing workshops led by Daniel Bosch at Walnut Hill School for the Arts, in Natick, MA)

• Anonymity, • Respect the author, • Critique to be helpful • Remember Degler

Overview WL One Sequence Workshop Paper Review

Virtual WorkshopsGoals: • help students to focus on

feedback that helps both critiquers and those critiqued.

• Model collaborative process

• Focus on clarity and sophistication of expression

Mallika talks about Virtual Workshops

Overview WL One Sequence Workshop Paper Review

Virtual Workshops

Virtual Workshop period

Overview WL One Sequence Workshop Paper Review

Virtual Workshops: Time and Word Limits

Hone written expression and understanding in preparation for AP DBQ and free response:

• Time (45 minutes, as on AP exam)

• Words (25 word maximum for thesis statement)

Logan and Rahul talk about word limits

Overview WL One Sequence Workshop Paper Review

Virtual Workshops

Demonstration WL Four Rewrite, 1st paragraph:

“The Federalist-Republican debate emerged from Constitutional-era divisions between conservatives and radicals over interpretations of the Constitution. Federalists called for national consolidation of all power, using a broad constructionist interpretation of the Constitution; Democratic Republicans called for a government with greater local liberties, insisting on a strict constructionist interpretation. The emergence of a new world, however, particularly in respect to America’s interactions with foreign nations and its own citizenry, marked the end of these political distinctions, necessitating a pragmatic response. Renewed foreign conflict and rising industrialism transformed Republican strict constructionism by forcing them to adopt Federalist, broad constructionist means for Republican, agrarian ends.”

Overview WL One Sequence Workshop Paper Review

Virtual Workshops: Emphasis on Revision

Rahul’s original WL Four thesis:• “Renewed conflict in foreign

affairs, coupled with the simultaneous rise of American industrialism, transformed the ideals of the Democratic Republican party; party leaders began to exercise an unprecedented degree of national power, laying aside Constitutional qualms in an attempt to ensure the republic’s survival.”

Rahul’s rewritten WL Four thesis• “Renewed foreign conflict and

rising industrialism transformed Republican strict constructionism by forcing them to adopt Federalist, broad constructionist means for Republican, agrarian ends.”

Overview WL One Sequence Workshop Paper Review

Virtual Workshops: Emphasis on Revision

Rahul talks about the revision process

Overview WL One Sequence Workshop Paper Review

Virtual Workshops

Demonstration WL 5Rewrite excerpt:

“Therefore, through revivalism and the resulting decentralization, democratic ideals were expanded due the effects of industrialization which created new vices and power for the people. Because industrialization caused vices that resulted in evangelical impetus for moral reform and increased economic and political opportunity, Americans responded with both social and political reform movements.”

Overview WL One Sequence Workshop Paper Review

Virtual Workshops: Word Limits improve clarity

Mallika’s Lab Five thesis (before

25 word limit): • “As a response to the

transformation of America following the war of 1812, effects of immigration, a market economy, growing inequality and western expansion led to reform movements targeting a virtuous republic, eliminating a social hierarchy, and promoting egalitarianism.”

Mallika’s Lab Five rewrite thesis

(after workshop, 25 word limit): • “As a response to a market

economy’s vices, growing inequality and western expansion, the Great Awakening focused on egalitarian reform movements emphasizing a virtuous republic.”

Overview WL One Sequence Workshop Paper Review

Virtual Workshops: Word Limits improve clarity

Mallika talks about word limits

Overview WL One Sequence Workshop Paper Review

Virtual Workshops

Demonstration WL Seven Rewrite

“Constitutional Reconstruction was successful, for it created federal subordination of the states; however, Social reconstruction failed due to congressional inability change southern society, through redistribution of land and to redistribute land and end racism. Constitutional reconstruction succeeded in redistributed power to the federal government, whereas Social

reconstruction failed to abolish southern racism and distribute land.”

Overview WL One Sequence Workshop Paper Review

Virtual Workshops: Improve critical thinking

Logan’s original WL Seven thesis: • “The changes forced upon

southern society and politics, by the Radical Republican Congress amounted to nothing, racism and economic motivation undermined such reconstruction efforts.”

Logan’s rewritten WL Seven thesis:• “Constitutional reconstruction

succeeded in redistributed power to the federal government, whereas Social reconstruction failed to abolish southern racism and distribute land.”

Overview WL One Sequence Workshop Paper Review

Virtual Workshops: Improve critical thinking

Logan talks about the Writing Lab process

Overview WL One Sequence Workshop Paper Review

Term One Final ExamFall semester examCulminates first term, which included:

– 8 original writing labs which include Pre-writing exercises with lab partners

– 4 rewrite labs, which include lab partner peer reviews plus full class “virtual workshops”

– 5 In-class testsFall Exam • 2/3 the content and length of the

AP US Exam given in May• DBQ for 2006 taken from the

2000 AP US History Exam

EXAMINATION FORMAT (2 hours total)

1. MULTIPLE CHOICE(30 min, 28 points, 56 questions)

2. ESSAYSa) DBQ: 55 min, 45 points b) 1 of 2: 35 min, 27 points

INSTRUCTIONS:ESSAYS drawn from three time periods:1. 1607 to 1800 (Norton chapters 2-8,

Degler chapters 1-3, Writing Labs 1-3)2. 1800-1877 (covers Norton chapters 9-

16, Degler chapters 4-8, Labs 4-7)3. 1877-1914 (covers Norton chapters

17-19, Degler chapters 9-10, Lab 8)Students must do the DBQ, drawn from

one of the three periods in question.Students then choose 1 of 2 essays;

drawn from one of the two remaining periods not covered by the DBQ

Overview WL One Sequence Workshop Paper Review

AP US History Writing Labs2nd Term

Revise

ReviewResearch

Overview WL One Sequence Workshop Paper Review

2nd Term Writing Labs• 2nd term emphasis shifts from rewriting to term paper research,

revisions, and preparation for the AP, SAT II subject, and in-house US exams

Name WL 9 WL 10 WL 11 WL 12 WL 13 WL 14 WL 15 WL 16WL 17essay

WL17 MChoice WL 18 WL 19

Term 2 grade

Student A 8 7 9 7 9 9 8 9 7 5.64 9 9 96.64Student B 9 9 9 9 9 9 7 9 8 6.48 9 9 102.48Student C 9 8 9 9 9 9 9 9 9 6.96 9 9 104.96red = term paper assignments blue = AP review/practice Exam green = exam & SAT II review

Overview WL One Sequence Workshop Paper Review

Term Paper Process8 step process, supplemented by 3 writing labs: WL 11, WL 13, WL 18

(graded term paper steps in blue)1. Topic (early January, un-graded)2. Research strategy sheet (early January, un-graded)3. Preliminary thesis and Works Cited (mid-January, un-graded)4. 12 note cards from 6 sources (late January, un-graded)

• Followed by retraining in Inspiration (late January)• Followed by WL Eleven (mid-February)

5. 80 note cards and detailed outline (late February, 20% of paper grade)• Followed by WL Thirteen (mid-March)• Paper, Inspiration, or Noodlebib

6. Rough draft (2400 words, late March, 20% of paper grade)7. Peer Review (early April, 10 % of paper grade)8. Final draft (2400 words, mid April, 50% of paper grade

• Followed by WL Eighteen, oral presentation of paper abstracts (mid-May, after AP US exam)

Overview WL One Sequence Workshop Paper Review

Term Paper Writing Labs

Writing Lab Eleven• Follows up WL One use of

Inspiration to create “virtual note cards”

• Uses a separate, task-oriented grading rubric

• Builds towards Step 5 (80 graded note cards & detailed outline) of AP US Term Paper, due roughly 1 week after WL Eleven

Rahul’s WL Eleven “Virtual Note cards” using Inspiration Diagram

Overview WL One Sequence Workshop Paper Review

Term Paper Process• Term Paper Step 5 (80 graded

note cards & detailed outline) of AP US Term Paper, due roughly 1 week after WL Eleven

• Teacher comments incorporated into rough draft, which students work on during WL Thirteen (due 3 weeks after final note cards)

• My final comment on Rahul’s outline/note cards:

“Rahul, this is indeed a truly scholarly effort. You have taken on a massive topic, and researched it with a degree of thoroughness that is both admirable and impressive. That strength, however, may prove also to be your Achilles heel, as you will have to make considerable cuts in order to comply with the 2400 word limit….”

Rahul’s Outline, page 1 (of 37): 8,925 wordsIntroduction[MSOffice1] 

1) Invasion transforms American Detente based foreign policy to activist foreign[MSOffice2]  policy (eventually overt action in later Reagan years)2) The Cold War Arena shifts to the Third World (Domino Effect applied to a new theater)- invasion perceived as attempt to seize regional power amid western disarray in ME[MSOffice3] .3) The invasion breaks the rules of the Cold War "game"- its unprecedented aggression against a sovereign state (unexpected use of military force in a region of "vital importance to the US") inspires American fears of long term expansionist designs in the Persian Gulf region as a result of its "perceived novelty" (Carter: "brutal infringement")- necessitates an American response

(although restrained by Vietnam's effects upon attitudes toward direct military intervention- covert action accordingly becomes the chosen means[MSOffice4] ) 4) Ends detente and redefines the powers' relationship, creates a new Cold War in which "domino theory" is revived in the Third WorldThesis: "The perceived aggression of the Soviet Afghan invasion revitalized Cold War tensions, awakening an American resolve to check Soviet Third World expansionism and to defend US oil interests through proactive rather than détente based foreign policy[MSOffice5] "

I. The Carter Era- America "Under Attack"A. Developing Soviet Motives for Invasion

1. Soviet Motives: nitial Afghanistan situation: Afghanistan president Mohammed Daoud

maintains "balancing act" during 1970s, playing Moscow and Washington against each other (non-alignment policy[MSOffice6] )(Lenczowski, p204)2. Soviet Motives: April 1978: Daoud arrests

communists leaders in Kabul after protest; Afghan leftists overtake government (assassinate Daoud) (Lenczowskipical

• MSOffice1]Rahul, you have a remarkably scholarly effort here—thorough, well-researched, and impeccably organized. After having read this through, I will caution you only to cut all unnecessary quotes….

•  [MSOffice2]interesting statement of cause and effect•  [MSOffice3]more so than the Iranian revolution?•  [MSOffice4]I understand that these are your preliminary sentences, but

anything that reflects reading from a source should come in note card form—with outline heading and (source, page #)

Overview WL One Sequence Workshop Paper Review

Term Paper Word Limits:2400 words!

Rahul talks about term paper word limits

Overview WL One Sequence Workshop Paper Review

Term Paper Writing Labs

• WL Thirteen (due 3 weeks after final note cards) allows students to take their Word outlines from Term Paper Step 5, and begin to turn them into a rough draft

• Rough Draft (Term Paper Step 6) is due approximately 1 week after WL Thirteen

Mallika’s WL Thirteen thesis (35 words):

• Because of the Somalia precedent, lack of national interests, public indifference, and failure of diplomatic and political leadership, the United States failed to intervene during any genocide of the twentieth century including the Rwandan genocide.

Mallika’s Term paper rough draft thesis (28 words):

• Because of the Somalia precedent, lack of national interests, and influence of post-Cold War isolationism, the United States followed its non-interventionist twentieth century precedent during the Rwandan genocide.

Overview WL One Sequence Workshop Paper Review

Term Paper Process

Mallika talks about researching her paper on the Rwandan Genocide

Overview WL One Sequence Workshop Paper Review

Term Paper Process

Research vs. Realty

Overview WL One Sequence Workshop Paper Review

Term Paper ProcessRough Draft

1. Drafted directly from Word version of Inspiration note cards/outline

2. Peer reviewed in addition to extensive teacher comments

3. Submitted to www.TurnItIn.com anti-plagiarism site

Student Peer Review questionsI. Thesis Statement:• clearly identified? • proper location? • “provable”? • creative? • Does it answer how and why?II. Organization:• do topic sentences preview paragraphs? • do topic sentences develop thesis? • Is paper organized by key ideas? • Smooth transitions between key ideas?III. Mechanical Skills:• "run-on" sentences or "run-on" paragraphs?• punctuation problems? • misspellings?• proper grammar?IV. Development of Argument:• sufficient factual evidence? • balance of concept and fact? • creative argument? • clear writing? • has argument been proven?

Overview WL One Sequence Workshop Paper Review

Term Paper ProcessFinal Draft

1. 2400 word limit2. Recommended 35 word limit for

thesis statement3. Result of 10 preliminary steps

emphasizing:• Research• Pre-writing• Reorganization• Revision• Peer review• Rewriting

4. Followed by oral presentation of paper abstract in WL 18

5. Submitted to www.TurnItIn.com anti-plagiarism site

Rahul’s thesis:• “The perceived aggression of the

Soviet-Afghan invasion revitalized Cold War tensions, awakening an American resolve to check Soviet Third World expansionism and to defend US oil interests through proactive rather than détente-based foreign policy.”

Mallika’s thesis:• “Because of the Somalia precedent,

lack of national interests, and influence of post-Cold War isolationism, the United States followed its non-interventionist twentieth century precedent during the Rwandan genocide.”

Logan’s thesis: • “The Panic of 1857 exacerbated

existing sectional discord because post Panic-Protectionists clashed with the southern cotton economy, allowing for the Democratic split that led to Lincoln’s electoral victory in 1860, and caused Civil War.”

Overview WL One Sequence Workshop Paper Review

Term Paper ProcessMallika’s WL Eighteen abstract:

“Throughout the twentieth-century, genocide - the deliberate, systematic destruction of a specific group - has occurred so often uncontested by the United States. The US not only refused to combat mass, ethnic slaughter, but fearing the obligation to act, refused to label it ‘genocide.’ Most recently, in 1994, because of “national interests, higher priorities and domestic politics” (Frontline), the US failed to intervene during the “fastest, most efficient killing spree of the twentieth century” – the Rwandan genocide (Power, 334). No matter what the reasons given for US failure to act– cost issues, UN/ US tensions, or threats to American soldiers’ lives– only one remains consistent in the face of universal American foreign policy - the Rwandan genocide did not affect US interests. Because of the Somalia precedent, lack of national interests, and influence of post-Cold War isolationism, the United States followed its non-interventionist twentieth century precedent during the Rwandan genocide.”

Overview WL One Sequence Workshop Paper Review

AP Exam Review

Practice Exams

Peer-ReviewsPractice DBQs

Overview WL One Sequence Workshop Paper Review

AP Exam ReviewExam review includes 4 main steps:• Winter AP US Exam

• WL Sixteen: Create your own DBQ exercise (see rubric)

• WL Seventeen (practice AP US exam: 80 multiple choice and DBQ in 90 minutes)

• WL Nineteen, a brief outline of students’ own WL Sixteen DBQ (see rubric)

Logan and Rahul talk about AP exam Review

Overview WL One Sequence Workshop Paper Review

AP Exam ReviewLogan’s WL19 environmental DBQ review:Q: Assess the validity of the following statement:“Environmental Activism in the 1960’s reflected the

revolutionary attitudes of the era” Thesis: Environmental Activism reflected the social and

political attitudes of the 1960’s and 1970’s, because Johnson’s Great Society, Anti-war Protest, and the Civil Rights Movement, gave the public power to change and question the status quo.

Evidence:1. Johnson supports preservation legislation. Lady

Bird Johnson wages war on billboards and junkyards along interstate highways.

2. 1962-Rachel Carson indicts DDT for the deaths of mammals, birds and fish

3. Water Quality Act, Air Quality Act, Clean Water Restoration Act (1965-1966)

4. 1969 Oil spill in Santa Barbara, California; Cuyahoga River catches fire in 1969

5. Oil Embargo, energy crisis 1970’s (Recognition that earth’s resources finite)

6. Public environmental activism in 70’s, Environmental Protection Agency 1970 (18 major laws enacted by congress)

7. Barry Commoner “The present course of environmental degradation.is so serious, that, if continued, it will destroy the capability of the environment to support a reasonably civilized human society.”

Earth Day April 22, 1970

Overview WL One Sequence Workshop Paper Review

Writing Lab Wrap Up

Overview WL One Sequence Workshop Paper Review