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The quote above captures two important principles for studying the history of the United States: the unique characteristics of each historical time period ...
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“History does not repeat itself, but it rhymes.” Mark Twain
The quote above captures two important principles for studying the history of the United States: the unique characteristics of each historical time period and the impact that each era has on those that follow. We only begin to do justice to everything that has happened in the past by examining it through many lenses that help us to understand that no one aspect of history stands alone. The political, military, and diplomatic history of the United States has been well documented by countless historians, but history in its broadest sense also includes important social, cultural, intellectual, and economic events and trends. No doubt, Mark Twain understood that the past is not only connected to the present but to the future as well. It is a mistake to assume that all of history leads to a fixed point we call the present because events of the present inevitably influence the future in an ongoing story with no end in sight. These underlying principles shape the AP United States History curriculum with its focus on the time period from 1491 to the present.
United States history covers a lot of ground, both in terms of land space and time. How can one learn all of the history of the country since 1491 in one school year? Clearly that is an impossible task. However, it is possible to learn the broad “story” of the United States by using some tools that help to connect the parts of the story from beginning to end (or present). Once you know the plot, you are in a good position to learn the sub-plots that in turn help make sense of all the facts that support the overall story. This kind of learning with thought enables a life-long expansion of knowledge that gives history meaning that enriches the present and shapes the future.
What are these magical tools that transform the study of history? We will begin with these:
about themes, or unifying threads, that may be separated, even though they often intertwine. The themes in the AP United States History curriculum that may be followed throughout history are
numerous, and they cover intellectual, cultural, political, diplomatic, social, and economic history.
THE AP U.S. HISTORY EXAM
The College Board administers AP exams each May during a two-week period. The AP U.S. History Exam is offered during this time, with a total testing time of 3 hours and 15 minutes. Starting in May 2015, significant changes have been made to the exam, not only in periodization and thematic emphases, but also in question styles. Some minor changes were made in the fall of 2017, including streamlined rubrics for both long essays. The questions are based on the seven themes, and they require you to make use of the tools outlined earlier in this chapter. The exam consists of four parts, organized into two sections:
Section 1: Part A: Multiple-choice questions (55 questions, 55 minutes); 40% Part B: Short answer questions (3 questions, 40 minutes); 20%
Section 2: Part A: Document-based question (1 question, 60 minutes); 25% Part B: Long-essay question (1 question, 40 minutes); 15%
The questions cover all nine periods in approximately the percentages indicated on the chart.
The 55 multiple-choice questions test student knowledge of U.S. history from Pre-Columbian days to the present. Starting in May 2015, the questions will have only four answer-choices, as compared to five choices in previous years. A number of questions may be cross-chronological or may combine themes, and only a few questions cover the period since 1980. All areas of history are included: political, social, cultural, intellectual, economic, and diplomatic. The questions are challenging. Some points to keep in mind about the multiple-choice section are:
The multiple-choice section consists of sets of questions, with between two and five questions per set, that are based on a primary or secondary source – a text, an image, a chart, a graph, or a map. The questions require you to draw upon knowledge within the bounds of the curriculum framework, and each question will address one of the thematic learning objectives of the course. Most questions focus on one particular period of U.S. history, but some ask you to make connections to the same thematic topic from another period. The questions assess your ability to interpret the stimulus material, but they also require outside knowledge of the historical issue at hand. This book provides many multiple-choice questions throughout that will help prepare you for Section I of the exam.
Section I, Part B: Short-answer questions
Part B consists of three short-answer questions that you answer in 40 minutes. Short-answer questions are based on the thematic learning objectives for the course, but they do not require a thesis statement. Some questions have internal choices, but others do not. You must identify and analyze examples of historical evidence relevant to the question. Questions 1 and 2 are mandatory, but you may choose between questions 3 and 4.
Section II: Free-Response Questions
Section II consists of 2 free-response questions that must be answered in 100 minutes. Since you can allocate your time in any way you wish during this time period, it is important to not get bogged down too long in either one of the questions. Otherwise, you will not have enough time to properly answer both questions. Part A is a document-based question (DBQ) that includes a period for reading the documents
DBQ RUBRIC A. THESIS (1 point) The essay states a thesis that directly addresses all parts of the question.
The thesis must do more than restate the question and must consist of one or more sentences all in the same place, either in the introduction or the conclusion. B. CONTEXTUALIZATION (1 point)
The essay must relate the topic to broader historical events, developments or processes.
The essay must clearly frame the topic within the context of the history surrounding it. A phrase or reference is not enough to earn the point. C. EVIDENCE (0-3 points)
Evidence from the documents
1 point 2 points Uses the Supports an content of at argument in least three response to documents to the prompt address the using at topic of the least six prompt. documents.
Evidence beyond the documents
1 point The essay uses at least one additional piece of specific historical evidence beyond that found in the documents that supports an argument about the prompt.
For one point, the essay must accurately describe (not simply quote) the content from at least three of the documents.
For two points, the essay must accurately describe (not simply quote) the content from at least six documents. The essay must also use the content of the documents to support an argument in response to the prompt.
For one point, the essay must describe the evidence, using more than a phrase or reference. This additional piece of evidence must be different from the evidence used to earn the point for contextualization.
D. ANALYSIS AND REASONING (0-2 points)
1 point For at least three documents, explains how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument.
1 point Demonstrates a complex understanding of the historical development that is the focus of the prompt, using evidence to support an argument that addresses the question.
The essay must explain how or why the document’s point of view, purpose, historical situation, or audience is relevant to an argument for each of the three documents cited.
A complex understanding may be demonstrated in a number of ways, such as:
argument in at least three of the documents. For 2 points, you must demonstrate a complex understanding of the topic that is the focus of the question.
A Note about Grouping Documents – Don’t just list the documents and comment on each. You must group them in whatever ways make sense to you based on the question asked. Generally, there is no one formula for grouping. Instead, there is a range of possibilities. You may group chronologically, or you may group by region or culture or by theme. You may also group by authors that agree or disagree with one another. There is no one way to organize groups, but it is important that your groups are clearly identified. Again, imagine an historian separating documents into piles according to their point of view, or according to what aspect of the issue they are commenting on. For the DBQ, you must group in several ways, depending on the question.
PART B: LONG ESSAY QUESTION (40 Minutes)
For the long essay question, you will have a choice of three questions that explain and analyze significant issues in U.S. history as defined by the thematic learning objectives. Each question is based on the same theme, but the options are based on different time periods:
The questions will focus on topics that allow you to include any number of examples that you may use as evidence for your thesis. Each question will target one of the following historical thinking skills:
Make your choices carefully based on the topics you feel most comfortable writing about, and be sure that each essay meets the following criteria:
For the free-response questions, it is important to plan your answers carefully and to be sure that you answer ALL parts of the question. Once you know what to expect on the exam, the best preparation for the exam is to know your stuff. The questions do require reading and writing skills, but the surer you are
of the material, the more likely you are to answer the questions correctly. This book provides the concepts and information, as well as plenty of practice questions that will prepare you for the exam.