APUSH Exam Set-up General Info. The coverage of the periods in the exam as a whole will reflect the...
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APUSH Exam Set-up General Info. The coverage of the periods in the exam as a whole will reflect the approximate period weightings. Students’ understanding
General Info. The coverage of the periods in the exam as a
whole will reflect the approximate period weightings. Students
understanding of all nine periods of U.S. history will be assessed
throughout the exam.
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Between two and five questions per set Stimulus material a
primary or secondary source, including texts, images, charts,
graphs, maps, etc. Stimulus material will reflect the types of
evidence that historians use in their research on the past. While a
set may focus on one particular period of U.S. history, the
individual questions within that set may ask students to make
connections to thematically linked developments in other
periods.
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Tips Answer all questions No penalty for incorrect answers 55
minutes for 55 questions 1 minute per question just like every
single test youve taken in class this year!!
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Short Answer Questions Four Short Answer Question Sets on the
Test At least two of the four questions will have elements of
internal choice All of the short-answer questions will include the
following A primary source A historians argument Nontextual sources
such as data or maps General propositions about U.S. history. Each
question will ask students to identify and analyze examples of
historical evidence relevant to the source or question.
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50 minutes for 4 questions = 12 minutes per set 2 minutes for
pre-write/brainstorm (do this at the top of the booklet in the
margins not in the box for the answer) 10 minutes to write your
answers NOT AN ESSAY do not write a thesis! These are like
identifications Must have historical knowledge and specific
evidence 2-4 sentences per question Label each part!! No bullet
points will be accepted must write in complete sentences Write only
in box provided nothing outside the box counts NO quoting NO asking
questions Do tasks in order most of your answers should naturally
lead to the next answer Irritates the readers if theyre out of
order BE specific! Get to the point! no extra points for
sophisticated answers Start your answer by restating/rewording the
question use the words in the questions
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ESSAYS No document-based question or long essay question will
focus exclusively on events prior to 1607 (Period 1) or after 1980
(Period 9).
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DBQ Judged on students ability to formulate a thesis support it
with relevant evidence outside information document information
assess the value of different sorts of documents Outside knowledge
beyond the specific focus of the question is important and must be
incorporated into the students essay to earn the highest
scores.
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During the 15 minute reading period... 1. Break down the prompt
2. Create categories 3. Brainstorm 4. THEN...read the docs, make
notes, put in categories Do NOT quote from the docs Do NOT
paraphrase the docs (summarize) Do NOT describe the docs Remember
to reference one of the HIPP things At least 4 pieces of outside
info per body paragraph!! How to use a doc correctly: State the
information like its a fact connect it to a piece of outside info.
name the doc at the end in parentheses
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Prompt: Analyze major changes and continuities in the social
and economic experiences of African Americans who migrated from the
rural South to urban areas in the North in the period 19101930.
Many African Americans made the move to Northern cities like
Detroit or New York during the Great Migration during and after WWI
due to crop failures in the South. (Doc. 1) This was a major
adjustment for most African Americans because the jobs in the North
were not farming jobs, but rather industrial ones. However, the
newfound economic freedom that was available was a welcome change
since they no longer had to give up half their earnings to the
white man under the sharecropping system. Evidence from doc Outside
information Analysis/HIPP Relation to prompt Many African Americans
made the move to Northern cities like Detroit or New York during
the Great Migration during and after WWI due to crop failures in
the South. (Doc. 1) This was a major adjustment for most African
Americans because the jobs in the North were not farming jobs, but
rather industrial ones. However, the newfound economic freedom that
was available was a welcome change since they no longer had to give
up half their earnings to the white man under the sharecropping
system.
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Long Essay 35 minutes to brainstorm and write 15% of total
score Choose from two prompts Format of questions will be the same
Prompts will encompass large time span Student essays must include
the development of a thesis or argument supported by an analysis of
specific, relevant historical evidence
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Long Essay Tips Break down the prompt Create categories
Brainstorm specific facts, people, events, issues, acts, etc. into
your categories Write thesis do NOT restate the prompt (you wont
get your thesis point) Thesis must be in your first paragraph!!
Synthesis Point: Add another category (if it asks for S, E then add
P) Connect to another time period Easiest to put in the X statement
or the conclusion Must be specific and have enough information to
count as a counter point
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1. Some historians have argued that the American Revolution was
not revolutionary in nature. Support, modify, or refute this
interpretation, providing specific evidence to justify your answer.
2. Some historians have argued that the New Deal was ultimately
conservative in nature. Support, modify, or refute this
interpretation, providing specific evidence to justify your
answer.