Objective

To provide a guide to this course; to provide purpose to reading and research; to develop historical thinking and research skills; and to gather evidence (concrete details with explanations) to support the historical key concepts which will lead to stronger, higher level written responses.

All the writing you do on the AP exam and the writing you do in this course will be in response to different types of prompts. These statements (prompts) give you a basic guide for what to focus on for your research but more importantly what to include in your answers by telling you to address specific topics, time periods, places, and groups of people, In other words, you're always going to be writing about some combination of who, what, when, and where. By reviewing and expanding the key concepts you are focusing on strengthening the use of evidence to support your position (argument) and your overall writing.

Skills Development:

Contextualization 4.A-4.B; Argumentation 6.B-6.C

Why breakdown the Framework, also referred to as the key concepts?

The volume of possibilities for historical studies is extensive; therefore, this process is important to provide an overview of the specific concepts that will be addressed for each period, This will somewhat narrow down our focus of "must-know" history yet still provides plenty of opportunity to dive deeper on topics of interest or intrigue. Breaking down the key concepts and previewing the key terms allows you the opportunity to access your prior knowledge which is always helpful in any subject you study. You will complete this task as the first task for each new period. Your writing will improve when you use the most appropriate academic vocabulary.

You will need 3 different colored highlighters or pens to properly breakdown the key concepts. Alternatively, you can also use a notation system [underlining, circlees, brackets, etc.] that only requires one color pen.

As you read each concept, you will identify three different items - hence the three different colors. You will NOT highlight the entire concept but will filter the concept by identifying three specific items found within the concepts: proper nouns, specific, relevant common nouns, and the action/clarifying verbs.

Color one: Identify the specific, relevant terms (evidence). Specific terms= Proper Nouns

Identifying the proper nouns [capitalized terms, places, and people] will lead you to use the most specific, relevant terms to develop the concept. This leads to using the strongest evidence which you must use in your writing and discussions. The use of specific evidence [terms] strengthens your understanding of history, your position, and your communication [written or oral].

Color two: Identify the relevant terms (evidence). Relevant terms = common nouns

Identifying the important common nouns focuses on the more descriptive language [terms, places, and people] accentuates specific, relevant evidence that you must use in your writing and discussions. The use of specific evidence strengthens your understanding of history, your position, and your communication [written or oral].

Color three: Identify the action verbs. Action verbs = more clarifying [NO FEELING WORDS]

Identifying the various verbs used within the concepts will provide you with a plethora of stronger, more descriptive, and more academic action verbs to incorporate into your conversations and writing resulting in stronger, more academic communication.

Throughout the term, you will participate in the activity referred to as Extending the Key Concepts. The purpose of this activity is to engage in ongoing review of history by exploring essential questions, conducting research, discussing specific topics, and continuing with writing skills development through the key concepts. This activity provides regular opportunities to reinforce your understanding of history and for ongoing preparation for the AP exam.

Similar to whiteboard Academic Conversations, groups will receive an essential question [prompt] to explore and develop. For this activity, the key concepts are converted into essential questions. Therefore, these essential questions are extensive with many possible paths for development. Research is completed on whiteboards and includes the development of a proper thesis package.

Students will document their work by taking a photo of the research for later potential use.

This activity may include peer presentations, gallery walks, and debriefing sessions.