APUSH- Habits of Mind

Integrating historical thinking skills into the writing process. It’s an APUSH habit, of course.

the toolboxClass PassWrite ‘N RipRed Light/Green LightDouble-PunchInductive-DeductiveA.P. = Answer the Prompt3 to 6 (or 7)Flipped Model

(H,M,L) (E,A)

Generalization to Analysis

General RulesYou are writing about a time period in history; not writing a history of the time period.

Avoid over use of indefinite pronouns it, they and you.

Avoid general pronoun problems that leads to ambiguity such as the reference he or she.

Past Tense / Present TenseDisney Treatment-No need to glorify every event in American history; it doesn’t need to end well for it to be accurate.

IntroBackground information

Trace the topic to the roots of the issueEasy, effective way to begin an essay

ThesisNear end of the paragraphAddresses the prompt and HTSAnswers the Prompt without repeating itComplexSplit Thesis statements

ThesisDo NOT repeat the QuestionAddress the elementsNovelty of thoughtComplexity

More on thesis development in the next unit of study

Body Paragraph Information

Arrange the Trees

Arrange the Trees to See the Forest

Trees=

Forest=

Body Paragraph Structure

Prove the Forest

Prove the Forest by Using the Trees

Trees=

Forest=

Supporting ParagraphsEffective Supporting Paragraphs

Topic Sentence that relates to thesis / introduces major concept of paragraph

Organized evidence with interpretive analysis that supports the thesis

Double-Punch- Evidence Analysis “clincher” sentence that ties the paragraph together and links to thesis (sometimes acts as a transition to next paragraph)

ConclusionIntuition says synthesis point is here (although, the synthesis point could be found elsewhere)

We are not interested in…….Restating the thesisNo need for Disney endings

We are interested in….Tie in your thesisLeave a Legacy

Structure for Essays in APUSH

Basic set-upMinimum Pieces to each paragraph

Skeleton to Essays in APUSH

Can I have more paragraphs? Yes.

Introductory Paragraph *Background *Thesis

Supporting Paragraph * Strongest Category (social, political, economic)

Supporting Paragraph * Second-Strongest Category (social, political, economic)

Supporting Paragraph *Third-Strongest Category (social, political, economic)

Conclusion * Tie in thesis without repeating the thesis *Legacy

Scoring the ResponseAP (Answers the Prompt)

Elements of the QuestionStays in the time period given

PeriodizationAnalysis Complexity of argument (elements of strong responses)ContextualizationRegionalization Sophisticated, novel approach

Skill Type

Historical Thinking Skills Foster Critical Analysis and Interpretation

Comparison and Contextualization

Chronological Reasoning

Crafting Historical Arguments from

Historical Evidence

Historical Interpretation and

Synthesis

Historical Causation Patterns of Continuity and Change over Time Periodization

Historical Thinking Skill

Comparison Contextualization

Historical Argumentation Appropriate Use of Relevant Historical

Evidence

Interpretation Synthesis

Starting with the End LEQs are linked to Historical Thinking Skills

Four types of LEQs:HTS: Chronological Reasoning Continuity and Change Over Time Causation Periodization

HTS: Comparison and Contextualization Comparison

Continuity and ChangeEvaluate the extent to which trans-Atlantic interactions

from 1600 to 1763 contributed to maintaining continuity as well as fostering change in labor systems in the British North American colonies.

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.

Evaluate 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 1910-1930.

Periodization

How did “republicanism” manifest itself following the Revolutionary War? Consider THREE of the following topics in your response: the Loyalists, state constitutions, women, freed blacks, slaves, and religion. Confine your answer to the period between 1780 and 1800.

Historians have argued that the Era of Good Feelings was a misnomer. To what extent is this true politically and economically?

Some historians have argued that the development of the policy of containment after the Second World War marked a turning point in United States foreign policy. Support, modify, or refute this contention using specific evidence.

CompareCompare and contrast the New England colonies

with the colonies in the Chesapeake. Be sure to address two of the three characteristics in your answer: political, economic, and social patterns.

Compare the Articles of Confederation to the Constitution. Which document did a better job of protecting civil liberties? How did the Constitution fix the weaknesses of the Articles of Confederation? Confine your answer to the time period between 1780 and 1800.

CausationExplain the major political and economic causes and consequences for the growth of big business in American society from 1870 to 1900.

How did the Revolutionary War affect the new nation? Consider TWO of the following in your answer: agriculture, trade, diplomacy, and finances of the new nation. Confine your response to the period between 1780 and 1800.

What do students need to be able to do?

Elements Periodization AnalysisSFI

Six specific points on the “new” examThesis: 0-1Support for argument: 0-2Application of targeted HTS: 0-2Synthesis: 0-1

Support for argument:

Support for argument: Difference between a 1 and 2?It’s not enough to have SFI. You must link the SFI.

Historical Thinking Skill

HTS: Difference between a 1 and 2?

Analyzing specific examples linked to their thesis, the elements of the question, and the historical thinking skill.

Linked to thesis and elements? Same as the old test

HTS? Implicitly the same; however, we just need to

emphasize the vernacular. Put another way:

Tells vs. shows Describes vs. analyzes

B. Polasky

This is only a tweak in your vernacular

Things we know about LEQs4/6 points rely on students’ ability to pull SFI and

link/analyze/illustrate/etc. the SFI to the thesis/question/skill

This test still requires students to write well. Drilling the four skills

TS2

Thesis Support Historical Thinking Skill Synthesis