JB's AP U.S. HISTORY

General Article on Year-Round School

Read the article to become familiar with the concept of year-round school. Note evidence and perspectives.

Expert Opinion on Year-Round School - Proponent

Read the article to become familiar with the perspective of an expert proponent of year-round school. Note use of evidence and logical analysis in support of the position.

Expert Opinion on Year-Round School - Opponent

Read the article to become familiar with the perspective of an expert opponent of year-round school. Note use of evidence and logical analysis in support of the position. Also, note any contradictions against any points made by the Expert Opinion on Year-Round School - Proponent article.

Expert Opinion on Year-Round School - Proponent

Read the article to note a rebuttal from an expert proponent of year-round school. Note how the expert proponent addresses certain points against year-round school.

Feature Article on Year-Round School

Read the article to learn further understanding of how year-round school works. Note any nuances on the topic of year-round school.

Letter to the Editor Against Year-Round School in Response to the Feature Article

Read the opinion against year-round school. Note how the contradictory position argues against year-round school.

The Evidence Sheet should be used to help develop responses to Short Answer Questions, use evidence for the Long Essay Question, and to use outside evidence for the Document Based Question.

Non-Stimulus-Based SAQ

There are two SAQs to provide the opportunity to develop responses in support and in opposition to year-round school.

By responding to the questions, it allows for practice on how to develop an argument with corroboration and contradiction. This can be especially effective on how to write for an LEQ and DBQ.

Visual Source SAQ

The political cartoon can be analyzed for point of view skill development. The SAQ also allows for further development of complex argumentation with corroborating and contradicting the point of view of the artist using relevant evidence.

The Visual Source SAQ can serve as a tool to develop document analysis. This can help with using documents to support an argument for a DBQ.

Secondary Source SAQ (Pro/Con)

The SAQ provides practice for analyzing secondary source perspectives on year-round school.

The SAQ has a pro/con pairing of perspectives on year-round school.

The Secondary Source SAQ allows for further development of historical reasoning skills. The task of this SAQ is to determine historical arguments on various topics; understanding how historians can develop different arguments based on common evidence.

Secondary Source SAQ (Pro/Pro - Different Reasons)

The SAQ provides practice for analyzing secondary source perspectives on year-round school.

The SAQ has a pro/pro pairing of perspectives on year-round school. While the sources support year-round school, their reasonings are different.

The Secondary Source SAQ allows for further development of historical reasoning skills. The task of this SAQ is to determine historical arguments on various topics; understanding how historians can develop different arguments based on common evidence.

Long Essay Question (LEQ)

The LEQ requires the effective use of a substantial amount of relevant evidence to develop an argument based on complex logical reasoning.

The prompt requires an argument based on the reasons supporting year-round schooling.

The argument should not be primarily focused on developing a position for traditional school. However, addressing traditional school as contradictory evidence and/or addressing the flaws in year-round school as potential qualifying evidence.

The use of of a variety of perspectives can help develop a complex argument based on the nuances of a topic. Consider the perspectives of students from a range of socioeconomic backgrounds, parents, teachers, school and education administrators, and geographic regions.

Non-Stimulus-Based SAQs and Secondary Source SAQs can illustrate the use of evidence and logical reasoning.

Document-Based Question (DBQ)

The DBQ requires the effective use of a substantial amount of relevant evidence and the use of document evidence and analysis to develop an argument based on complex logical reasoning.

The prompt requires an argument based on the reasons supporting year-round schooling.

The argument should not be primarily focused on developing a position for traditional school. However, addressing traditional school as contradictory evidence and/or addressing the flaws in year-round school as potential qualifying evidence.

Some documents can be used to corroborate an argument, some to qualify, and some to contradict. Documents can provide an opportunity to discuss the nuances of a topic by addressing a variety of perspectives, such as teachers, parents, different types of students, socioeconomic backgrounds, school and education administrators, and even geographic regions (rural and urban, regional).

Non-Stimulus-Based SAQs and Secondary Source SAQs can illustrate the use of evidence and logical reasoning. Visual Source SAQ can illustrate the use of document analysis.