Documenting United States History: Themes, Concepts, and Skills for the AP* Course (2015)

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Jason StacyHStephen HellerUnited StatesHistoryDocumentingAP®is a trademark registered by the College Board®, which was not involved in the production of, and does not endorse, this product.T h e m e s , C o n c e p t s , a n d S k i l l sf o r t h e A P®C o u r s e

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DocumentinguniteDStateSHiStoryThemes, Concepts, and Skillsfor the AP®CourseBuilding AP®Writing SkillsOrganizing and outlining evidenceChs. 1–6Combining evidence for effective supportChs. 7–12Conceptualizing historical thinking and writingChs. 13–19The relationship between analysis and argumentChs. 20–22correlationSto tHeaP®uSHiStory courSeKey Concepts Alignment1.1–1.3Ch.12.1–2.3Chs. 2–33.1–3.3Chs. 4–64.1–4.3Chs. 7–95.1–5.3Chs. 10–126.1–6.3Chs. 13–157.1–7.3Chs. 16–188.1–8.3Chs. 19–219.1–9.3Ch. 22Historical Thinking Skills AlignmentIChs. 1, 2, 3, 5, 6, 7, 8, 9, 10, 11, 12, 13, 15, 16, 17, 18, 19, 20, 21llChs. 2, 3, 4, 5, 6, 7, 11, 12, 13, 14, 16, 17, 19, 22lllChs. 4, 5, 6, 8, 9, 12, 15, 17, 21lVChs. 7, 8, 9, 10, 11, 12, 13, 14, 18, 20, 22Thematic AlignmentIDChs. 1, 2, 3, 4, 5, 6, 7, 8, 10, 11, 12, 13, 15, 16, 17, 18, 19, 20, 21, 22PEOChs. 1, 2, 3, 6, 8, 10, 11, 13, 14, 17, 21, 22WXTChs. 1, 2, 3, 4, 5, 6, 8, 10, 13, 16, 17, 21, 22POLChs. 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22WORChs. 1, 2, 3, 4, 5, 6, 7, 9, 10, 13, 17, 18, 19, 22ENVChs. 1, 2, 3, 4, 6, 9, 10, 12, 13, 14, 16, 18, 19, 21, 22CULChs. 1, 2, 3, 4, 5, 6, 7, 8, 11, 12, 13, 15, 16, 17, 19, 21, 22

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DocumentingUnited States HistoryThemes, Concepts, and Skillsfor the AP®CourseAP®is a trademark registered by the College Board®, which was not involved in the production of, anddoes not endorse, this product.

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DocumentingUnited States HistoryThemes, Concepts, and Skillsfor the AP®CourseJason StacySouthern Illinois University EdwardsvilleStephen HellerAdlai E. Stevenson High SchoolBedford/St. Martin’sBoston•NewYorkAP®is a trademark registered by the College Board®, whichwas not involved in the production of, and does not endorse,this product.

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For Bedford/St. Martin’sVice President, Editorial, Macmillan Higher Education Humanities:Edwin HillPublisher for High School:Ann HeathSponsoring Editor for Social Studies:Janie Pierce-BratcherEditorial Assistant:Rachel ChlebowskiSenior Production Editor:Peter JacobyProduction Supervisor:Lisa McDowellMarketing Manager:Julie ComfortiMarketing Assistant:Nont PansringarmCopy Editor:Rosemary WinfieldIndexer:Leoni McVeyCartography:Mapping Specialists, Ltd.Director of Rights and Permissions:Hilary NewmanSenior Art Director:Anna PalchikText Design:Lisa BuckleyCover Design:John CallahanCover Art/Cover Photo:larry1235/ShutterstockComposition:Cenveo Publisher ServicesPrinting and Binding:RR Donnelley and SonsCopyright © 2016 by Bedford/St. Martin’sAll rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmittedin any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except asmay be expressly permitted by the applicable copyright statutes or in writing by the Publisher.Manufactured in the United States of America.1234561918171615For information, write:Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116(617-399-4000)ISBN 978-1-4576-2012-6AcknowledgmentsText acknowledgments and copyrights appear at the back of the book on pages 523–25, which constitutean extension of the copyright page. Art acknowledgments and copyrights appear on the same page asthe art selections they cover. It is a violation of the law to reproduce these selections by any meanswhatsoever without the written permission of the copyright holder.

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about tHeautHorSJASONSTACyis associate professor of US Historyand Social Science Pedagogy at Southern IllinoisUniversity Edwardsville. Before joining the historydepartment at SIUE, Stacy taught AP® US Historyfor eight years at Adlai E. Stevenson High Schoolin Lincolnshire, Illinois. Stacy has served as an AP®US History reader, table leader, exam leader, consul-tant, senior auditor, and question author for the re-designed AP® US History exam.Stacy is the author ofWalt Whitman’s Multitudes:Labor Reform and Persona in Whitman’s Journalism and the FirstLeaves of Grass,1840–1855(2008), editor ofLeaves of Grass, 1860: The 150th Anniversary FacsimileEdition(2009), and coeditor ofWalt Whitman’s Selected Journalism(2015). Hisresearch has appeared inStudies in American Culture,Social Education, theWaltWhitman Quarterly Review, andAmerican Educational History, and his reviewshave appeared inAmerican Literature, theJournal of American History, and theWalt Whitman Quarterly Review. Stacy is also a contributing editor for the WaltWhitman Archive.Since 2009, Stacy has served as editor in chief ofThe Councilor: A Journal ofthe Social Studies.He is a former president of the Illinois Council for the SocialStudies (2014).STEPHENHELLERhas taught for twenty-eight years inthe Chicago area, the last sixteen of which have beenat Adlai E. Stevenson High School inLincolnshire,Illinois, where he teaches AP® English Language andComposition. Heller has served as an AP® EnglishLanguageandCompositionreader,tableleader,question leader, and consultant, and he recently com-pleted a six-year term on the AP® English Languageand Composition test development committee, wherehe also served as the College Board adviser.

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Heller’s publications include coauthorship of two textbooks for pre-AP® andAP® English—AP®English Bound(2009) andEntering the Conversation(2010).Heller also was the editor in chief for the College Board’s 2007 workshop materi-als “Using Sources,” and the College Board’s 2013 workshop materials “ExpandingDefinitions of Argument,” and he served as a contributing author to the CollegeBoard’s AP® Vertical Teams for English workshop. Heller’s additional publica-tions have appeared inEnglish Journal,Social Education(a piece coauthoredwith Jason Stacy), and theIllinois Bulletin of English.Since 2007, Heller has teamed with Jason Stacy to teach American Themes inthe AP® classroom, a course that examines the skills common to both AP® EnglishLanguage and AP® US History, and for many years this course has been offered atCarleton College in Northfield, Minnesota.

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viiPrefaceHistorical thinking is something we do naturally. We wonder about wherewe came from, why things are the way they are today, and what eventsin the past have affected the present and may affect the future. Historicalthinking also expands our horizons, hones our reading and writing skills,makes us more logical thinkers, and helps us be better citizens in a repub-lic where we all contribute to the nation’s future.There is nothing magical to thinking like a historian. With some practice, youwill have the habits of mind that will allow you to understand and analyze voicesfrom the past and to appreciate how your own voice fits into this grand and ever-growing documentary of American voices—both past and present.This book will help you cultivate the historical skills that you will use to thinkcritically and purposefully about the past and that you must master to pass theAP® US History exam. Cultivating these skills requires practice—practice in read-ing a wide range of texts and practice in employing historical thinking so that itbecomes a habit of mind.Overview of This BookThis reader complements your textbook and in-class work. The twenty-two chap-ters in this book follow nine time periods of United States history as defined bythe AP® course:Period One: 1491–1607Period Two: 1607–1754Period Three: 1754–1800Period Four: 1800–1848Period Five: 1844–1877Period Six: 1865–1898Period Seven: 1890–1945Period Eight: 1945–1980Period Nine: 1980 to the Present

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viiiPrefaceWithin each period arekey conceptsthat form the outline of historical contentfor the AP® course. Here, key concepts are illustrated by documents, which areliterally voices from the past. These documents may appear as written texts, drawings,photographs, old maps, or new charts or graphs. The purpose of the documentsin each chapter is to help you develop your skills as a historical thinker.How to Use This Book1. Chapter Title and IntroductionRead the chapter title and introduction. Each chapter’s title communicates thefocus of the chapter, and each paragraph of the introduction connects to akeyconceptof the AP® framework. What is the difference between a concept and anevent? A concept is larger, broader, and more thematic than an event. Many his-torical “facts” can prove a single concept. The more familiar you become with keyconcepts, the more versatile you become in thinking historically and developingoriginal historical arguments.2. Thematic Prereading Focus QuestionsEach chapter features AP®-basedthematic questionscalled “Seeking theMain Point” that help you connect the documents to the key concept of thechapter. These questions reflect the thematic learning objectives of key con-cepts in the AP® curriculum and will help you link the documents with thehistory that you have learned in class or in your textbook. Read these ques-tions before you read the primary documents; they will help you draw deeperconnections among the documents.Here’s an example of a prereading focus question:What were the gains and losses for Europeans, European colonists, andnative peoples during this era of expansion?A question like this at the beginning of the chapter will help you focus yourreading as you begin to analyze the primary sources. This question tells youthat you will have to be on the lookout for “gains” and “losses” for three groups—Europeans, Europeans in America, and native peoples. Keeping this question inmind helps you read the documents in the chapterpurposefullybecause you willread with these concepts in mind.3. Organization of Primary DocumentsEach chapter has subgroups of documents. The documents within each subgroup aretypically arranged chronologically so that you can monitor causal relationships and

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Prefaceixpatterns of continuity (when things stay the same) and change over time. Many of thedocuments are textual; some are images (photographs, charts, and paintings).Each document begins with aheadnotethat provides context for the docu-ments by relating historical events and individuals that shaped the document.This information answers these fundamental questions:•Who is the author or artist?•What occasion influenced the creation of the text?•What trends or phenomena preceded the creation of this text?Each document is followed by three questions that ask you toidentify,ana-lyze, andevaluateeach text.Identifyquestionsask for basic information about adocument.Analyzequestionsask you to draw appropriate inferences and logicalconclusions about a document.Evaluatequestions require you to make an in-formed judgment about a document.When you answer these three questions, you will think about the followingtopics:IdentifyWhat is being said or depicted?When was this person or item historically significant?What other significant events took place around this item or individual?AnalyzeWhat is the speaker’s or writer’s intent or purpose? What does it tell us aboutits creator?Who is the audience?Why was an item made a certain way?What biases or interests went into its creation?EvaluateHow valuable is this text as a source of information?What circumstances influenced the creation of this text?What does it tell us about its time and place of creation?How does it compare to other primary sources from the same period?How fully does this text represent a larger period?4. Applying AP®Historical Thinking Skill ExercisesEach chapter features a series ofhistorical thinking skillexercises that encourageyou to think about the documents in the development of a historical argument.You will get a lot of practice in learning and applying historical thinking skills. Eachhistorical thinking skill is introduced in a step-by-step process and is reinforced

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xPrefacethroughout the textbook. Here is part of an applying AP® Historical Thinking Skillsexercise for the period 1607 to 1754 from Chapter 2:The historical thinking skill called comparison can be used to answer the followingprompt:Compare the Spanish, English, and French policies toward Native Americans.To what extent were these policies shaped by economic considerations?In the first few chapters, you will find a number of steps to guide you throughyour response to the prompt. For example:Step 1Use the documents from Topics 1 and 2 above (and if you have time,Documents 1.6–1.9 and 1.11–1.12 from Chapter 1) to characterize Spanish, English,and French policies toward Native Americans. Consider the ways in which thesepolicies were shaped by economic considerations. One is already done for you.EuropeancolonizersPolicies towardnativesWays in which thesepolicies were shaped byeconomic considerationsSpanishPhilip IV tried to prevent furtheruprisings by ordering GovernorDon Luis de Valdés to treat na-tives less cruelly (Doc. 2.7).The Spanish depended on nativelaborers, especially through theencomienda system.EnglishFrenchWhen a historical thinking skill is introduced for the first time, the skill isidentified as a new skill. The purpose of these exercises is to introduce you to howhistorians apply a particular skill to primary documents.The historical thinking skills build on the primary documents that you havealready read. Sometimes you need to combine documents, as you can see in theexample above, where you are asked to use documents that you read earlier inthe chapter.If the historical thinking skill is reintroduced, especially in a more complexformat, then the exercise is labeled as review.

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PrefacexiAs your historical thinking skills develop while working with this book, so too doesyour overall body of knowledge. You might be undertaking the historical thinking skillexercise in a particular chapter, but you may refer to documents in prior chapters.These historical thinking skill exercises often culminate with practice para-graphs where you combine your reading, thinking, and writing. This is in prepa-ration for the chapter’s end focus on developing a full historical argument, whichyou must display on the AP® exam.By the time that you complete Periods One through Four (Chapters 1–9 inthis book), you will have been introduced to all of the historical thinking skills. InPeriods Five through Nine (Chapters 10–22 in this book), you will learn effectiveand creative combinations of these historical thinking skills, so that by the timeyou finish this book, you will have a full range of historical thinking skills to applyto any given task.5. Using Outside SourcesOutside sources include your classroom notes, secondary source readings, andother primary documents that you discover on your own. They all play an im-portant role in your study of AP® US History, and you are encouraged to use thisbook along with your other sources.The first time that you are asked to incorporate outside knowledge is in theApplying AP® Historical Thinking Skills exercises. At the end of each chapter, the“Building AP® Writing Skills” question requires you to use outside informationas well.6. Post-reading Thematic QuestionsThe reading sections conclude with AP®-based thematic prompts that focus onthe key themes presented in a chapter. Answering these “Putting It All Together:Revisiting the Main Point” prompts requires you to combine various sourcesfrom the chapter, just as you must do on the AP® exam. These prompts are morespecific versions of the prereading “Seeking the Main Point” questions and helpyou to monitor your understanding of the key concepts of the chapter.These prompts also build on theidentify,analyze, andevaluatequestionsthat follow the documents. Here is an example of one of these post-readingthematic prompts:In what ways did the religious and economic interests of the British,French, and Spanish influence their relations with the native peoples theyencountered?This question might seem intimidating now, but it will seem easier after you havelearned about this material in class and read Chapter 2 in this book. Then you willbe able to use historical themes to think about thereligionandeconomicsof the

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xiiPrefaceBritish, French, and Spanish and the ways in which these themes influenced theirrelations with native peoples.7. Building AP®Writing SkillsThe chapters in this textbook end with a featurethat will teach you how to writehistorical argument by integrating historical thinking skills and useful writingstrategies to form clear, coherent arguments. “Building AP® Writing Skills” willenable you to pull together theskills,concepts, andthemesin each chapter into acoherent essay.These lessons are arranged sequentially, beginning with prewriting (Lesson 1)and organization (Lesson 2) and moving into increasingly sophisticated aspectsof writing, such as creative synthesis of sources, inclusion of multiple perspec-tives, and effective approaches to logical argument. Each “Building AP® WritingSkills” segment•offers its own AP®-style prompt, which represents the thematic focus andprimary documents of the given chapter;•providesastep-by-stepapproachtobuildyourabilitiesandconfidenceintackling such questions;•provides opportunities to practice developing your argument—because themore you practice, the more natural it feelsThese writing units are developed sequentially, beginning with fundamentalbuilding blocks to writing historical argument, moving toward effective ways ofusing and organizing evidence, and concluding with different ways of approach-ing historical argument.8.Working with Secondary Sources: Short AnswerQuestions for the AP®ExamOne important skill of AP® US History is interpreting and analyzing historicalwriting by professional historians. For each of the nine time periods, you will findsections titled “Working with Secondary Sources: AP® Short Answer Questions,”which include two short readings by prominent historians. These readings arefollowed by questions that ask you to construct short answer responses like thoseneeded for the AP® US History exam.These Skills Will Help in Other Classes Too!The skills developed in this textbook are transferable to many of your otherclasses. For example, you will be able to apply what you learn here in your AP®English language and composition classroom. The ability to read a piece criti-cally, synthesize multiple sources, and develop an original argument are featuredprominently in the AP® English Language and Composition curriculum.

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