FRASER'S BY THE PEOPLE/ CHAPTER 16-19 READINGS
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SHORT-ANSWER-RESPONSE/2018 #1
LOGIN [BUTTON, ABOVE] TO HYPERLINK TO TESTMOZ FOR COMPLETION OF SHORT-RESPONSES AS ASSIGNED ON GOOGLE CALENDAR
What does a short answer question require me to do? Taken from the APUSH website, a short answer question will have you:
1. Analyze historians’ interpretations, historical sources, and propositions about history. 2. Answer questions that may include texts, images, graphs, or maps. 3. Update for 2017-18: The number of required short answer questions has been reduced to three, and the time allotted has been decreased to 40 minutes. Students will choose between two options for the final required short answer question, each one focusing on a different time period.
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READ FOR SOCRATIC SEMINAR
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PDF READING: Scandals, Populists & Progressives
HYPERLINK [button, below] and read the pdf on Grant's presidential scandals, the Populist movement and the resulting Progressive movements. You are held liable for the information by the due date assigned. This material is testable.
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HYPERLINK on the YOUTUBE VIDEO (below) to access a look at our RECONSTRUCTION PERIOD presentation
VIDEO: The Importance of Freedmen’s Bureau Records - Dean Helen Easterling Williams [ 3:29 ]
Dean of the Graduate School of Education and Psychology (GSEP) at Pepperdine University.
PERIOD 6 CONTENT CHAPTER OUTLINE
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A CENTURY OF DISHONOR
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VIDEO: A Century of Dishonor Summary [ 3:38 ]
CHAPTER 16-19 VOCABULARY
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PERIOD 6.1
(Optional) HYPERLINK on the BUTTON (below) to access PPT presentation on P6.1.
This objective covers the technological advances, large-scale production methods, and the opening of new markets encouraged the rise of industrial capitalism in the United States |
PERIOD 6.2
(Optional) HYPERLINK on the BUTTON (below) to access PPT presentation on P6.2.
The migrations that accompanied industrialization transformed both urban and rural areas of the United States and caused dramatic social and cultural change. |
PERIOD 6.3
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GILDER LEHRMAN
PERIOD 6 (Optional) HYPERLINK on the BUTTONS (below) to access a cache of information for PERIOD 6. It includes TIMELINE, DOCUMENTS, VIDEOS and ESSAYS
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POPULIST PARTY
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THE "NEW IMMIGRATION"
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BOSS TWEED
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How to Write an APUSH Document-Based-Question [DBQ]
Document Based—1 Question | 60 Minutes (includes 15-minute reading period) | 25% of Exam Score
Take the OPPORTUNITY and carefully REVIEW the SAMPLE DBQ [button, to the left], to see how COLLEGE BOARD grades the historical essay. Along with their analysis are SAMPLES of student writing from good to not so good responses.
BELOW the YOUTUBE VIDEO on HOW TO WRITE THE APUSH DBQ are 2 RUBRICS. Please REVIEW these prior to taking any DBQ. |
OVERVIEW:
The Document Based Question (DBQ) essay is a key feature of the APUSH exam. And at 25% of your total score, it’s an important feature! Keep reading and you will get some great tips on how to write a DBQ for the APUSH exam.
What is a DBQ essay?
As I stated in a previous post on what the APUSH exam is all about, the goal of the exam is to test your historical thinking skills. Historians write arguments based on documents, and for this exam, you will, too.
For a DBQ essay, you will receive several documents of varying length. You will be asked to respond to some historical prompt that will require you to use the documents as evidence in your response. The great thing about a DBQ is that a lot of information you need to answer the question is in the documents themselves – score! However, you do need to have some background knowledge to make sense of the documents (we will practice this later in the post). The documents could be tables, charts, personal letters, or any other source that the exam creators believe would help you answer the question. Generally speaking, the documents will represent multiple perspectives on one topic.
It will be your job to synthesize those various perspectives into a coherent response.
Let’s say that you come across this prompt for a DBQ question:
Compare and contrast views of United States overseas expansion in the late nineteenth and early twentieth centuries. Evaluate how understandings of national identity, at the time, shaped these views.
Before you Read. You have 6-7 documents to read in the suggested time of 15 minutes. How is that even possible?!
Well, no one ever said it was going to be easy. But it is possible. When you get that prompt, or any other DBQ prompt like it, what you do before you read the documents will be just as important as what you end up writing. Before you even read the content of the documents, you should:
Let’s dig into each of those steps.
1. Recall what you know
2. Read the source information
3. Recognize possible opinions
You have quite a few documents to make sense of in a short amount of time. But, as you are reading as fast as you can, you should be actively annotating the document for the following:
Develop and support a cohesive argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence such as contradiction, corroboration, and/or qualification.
In summary: Strategies for writing the DBQ EssayBefore you ReadWhile you ReadAs you Write
What is a DBQ essay?
As I stated in a previous post on what the APUSH exam is all about, the goal of the exam is to test your historical thinking skills. Historians write arguments based on documents, and for this exam, you will, too.
For a DBQ essay, you will receive several documents of varying length. You will be asked to respond to some historical prompt that will require you to use the documents as evidence in your response. The great thing about a DBQ is that a lot of information you need to answer the question is in the documents themselves – score! However, you do need to have some background knowledge to make sense of the documents (we will practice this later in the post). The documents could be tables, charts, personal letters, or any other source that the exam creators believe would help you answer the question. Generally speaking, the documents will represent multiple perspectives on one topic.
It will be your job to synthesize those various perspectives into a coherent response.
Let’s say that you come across this prompt for a DBQ question:
Compare and contrast views of United States overseas expansion in the late nineteenth and early twentieth centuries. Evaluate how understandings of national identity, at the time, shaped these views.
Before you Read. You have 6-7 documents to read in the suggested time of 15 minutes. How is that even possible?!
Well, no one ever said it was going to be easy. But it is possible. When you get that prompt, or any other DBQ prompt like it, what you do before you read the documents will be just as important as what you end up writing. Before you even read the content of the documents, you should:
- Recall what you know about the time period.
- Read the source information for each document.
- Recognize the possible opinions that could be compared and contrasted.
Let’s dig into each of those steps.
1. Recall what you know
2. Read the source information
3. Recognize possible opinions
You have quite a few documents to make sense of in a short amount of time. But, as you are reading as fast as you can, you should be actively annotating the document for the following:
- Words, phrases, and/or visual cues that help you place the document into a group that helps you answer the question.
- Words, phrases, and/or visual cues that help you activate background knowledge.
- Words, phrases, and/or visual cues that help you understand the document’s bias.
- First paragraph: introduction with a thesis statement
- Second paragraph: documents
- Third paragraph: documents
- Fourth paragraph: documents
- Fifth paragraph: Conclusion that reiterates your argument
Develop and support a cohesive argument that recognizes and accounts for historical complexity by explicitly illustrating relationships among historical evidence such as contradiction, corroboration, and/or qualification.
In summary: Strategies for writing the DBQ EssayBefore you ReadWhile you ReadAs you Write
- Recall what you know about the time period.
- Read the source information for each document.
- Recognize the possible opinions that could be compared and contrasted.
- Words, phrases, and/or visual cues that help you place the document into a group that helps you answer the question
- Words, phrases, and/or visual cues that help you activate background knowledge.
- Words, phrases, and/or visual cues that help you understand the document’s bias.
- Have a clear thesis statement
- Group documents and compare the groups
- Don’t shy away from complexity!