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

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Documenting United States History: Themes, Concepts, and Skills for the AP* Course (2015) strengthens your grasp on exam subjects through well-curated practice questions.

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Jason Stacy H Stephen Heller
United States
History
Documenting
AP® 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 s f o r t h e A P ® C o u r s e

Documenting uniteD StateS HiStory
Themes, Concepts, and Skills
for the AP® Course
Building AP® Writing Skills
Organizing and outlining evidence Chs. 1 – 6
Combining evidence for effective support Chs. 7 – 12
Conceptualizing historical thinking and writing Chs. 13 – 19
The relationship between analysis and argument Chs. 20 – 22
correlationS to tHe aP ® uS HiStory courSe
Key Concepts Alignment
1.1 – 1.3 Ch.1
2.1 – 2.3 Chs. 2 – 3
3.1 – 3.3 Chs. 4 – 6
4.1 – 4.3 Chs. 7 – 9
5.1 – 5.3 Chs. 10 – 12
6.1 – 6.3 Chs. 13 – 15
7.1 – 7.3 Chs. 16 – 18
8.1 – 8.3 Chs. 19 – 21
9.1 – 9.3 Ch. 22
Historical Thinking Skills Alignment
I Chs. 1, 2, 3, 5, 6, 7, 8, 9, 10, 11, 12, 13, 15, 16, 17, 18, 19, 20, 21
ll Chs. 2, 3, 4, 5, 6, 7, 11, 12, 13, 14, 16, 17, 19, 22
lll Chs. 4, 5, 6, 8, 9, 12, 15, 17, 21
lV Chs. 7, 8, 9, 10, 11, 12, 13, 14, 18, 20, 22
Thematic Alignment
ID Chs. 1, 2, 3, 4, 5, 6, 7, 8, 10, 11, 12, 13, 15, 16, 17, 18, 19, 20, 21, 22
PEO Chs. 1, 2, 3, 6, 8, 10, 11, 13, 14, 17, 21, 22
WXT Chs. 1, 2, 3, 4, 5, 6, 8, 10, 13, 16, 17, 21, 22
POL Chs. 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21, 22
WOR Chs. 1, 2, 3, 4, 5, 6, 7, 9, 10, 13, 17, 18, 19, 22
ENV Chs. 1, 2, 3, 4, 6, 9, 10, 12, 13, 14, 16, 18, 19, 21, 22
CUL Chs. 1, 2, 3, 4, 5, 6, 7, 8, 11, 12, 13, 15, 16, 17, 19, 21, 22

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For Bedford/St. Martin’s
Vice President, Editorial, Macmillan Higher Education Humanities: Edwin Hill
Publisher for High School: Ann Heath
Sponsoring Editor for Social Studies: Janie Pierce-Bratcher
Editorial Assistant: Rachel Chlebowski
Senior Production Editor: Peter Jacoby
Production Supervisor: Lisa McDowell
Marketing Manager: Julie Comforti
Marketing Assistant: Nont Pansringarm
Copy Editor: Rosemary Winfield
Indexer: Leoni McVey
Cartography: Mapping Specialists, Ltd.
Director of Rights and Permissions: Hilary Newman
Senior Art Director: Anna Palchik
Text Design: Lisa Buckley
Cover Design: John Callahan
Cover Art/Cover Photo: larry1235/Shutterstock
Composition: Cenveo Publisher Services
Printing and Binding: RR Donnelley and Sons
Copyright © 2016 by Bedford/St. Martin’s
All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, except as
may be expressly permitted by the applicable copyright statutes or in writing by the Publisher.
Manufactured in the United States of America.
1 2 3 4 5 6 19 18 17 16 15
For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000)
ISBN 978-1-4576-2012-6
Acknowledgments
Text acknowledgments and copyrights appear at the back of the book on pages 523–25, which constitute
an extension of the copyright page. Art acknowledgments and copyrights appear on the same page as
the art selections they cover. It is a violation of the law to reproduce these selections by any means
whatsoever without the written permission of the copyright holder.

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about tHe autHorS
JASON STACy is associate professor of US History
and Social Science Pedagogy at Southern Illinois
University Edwardsville. Before joining the history
department at SIUE, Stacy taught AP® US History
for eight years at Adlai E. Stevenson High School
in 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 of Walt Whitman’s Multitudes:
Labor Reform and Persona in Whitman’s Journalism and the First Leaves of Grass,
1840–1855 (2008), editor of Leaves of Grass, 1860: The 150th Anniversary Facsimile
Edition (2009), and coeditor of Walt Whitman’s Selected Journalism (2015). His
research has appeared in Studies in American Culture, Social Education, the Walt
Whitman Quarterly Review, and American Educational History, and his reviews
have appeared in American Literature, the Journal of American History, and the
Walt Whitman Quarterly Review. Stacy is also a contributing editor for the Walt
Whitman Archive.
Since 2009, Stacy has served as editor in chief of The Councilor: A Journal of
the Social Studies. He is a former president of the Illinois Council for the Social
Studies (2014).
STEPHEN HELLER has taught for twenty-eight years in
the Chicago area, the last sixteen of which have been
at Adlai E. Stevenson High School in Lincolnshire,
Illinois, where he teaches AP® English Language and
Composition. Heller has served as an AP® English
Language and Composition reader, table leader,
question leader, and consultant, and he recently com-
pleted a six-year term on the AP® English Language
and Composition test development committee, where
he also served as the College Board adviser.

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Heller’s publications include coauthorship of two textbooks for pre-AP® and
AP® English—AP® English Bound (2009) and Entering 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 “Expanding
Definitions of Argument,” and he served as a contributing author to the College
Board’s AP® Vertical Teams for English workshop. Heller’s additional publica-
tions have appeared in English Journal, Social Education (a piece coauthored
with Jason Stacy), and the Illinois Bulletin of English.
Since 2007, Heller has teamed with Jason Stacy to teach American Themes in
the AP® classroom, a course that examines the skills common to both AP® English
Language and AP® US History, and for many years this course has been offered at
Carleton College in Northfield, Minnesota.

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vii
Preface
Historical thinking is something we do naturally. We wonder about where
we came from, why things are the way they are today, and what events
in the past have affected the present and may affect the future. Historical
thinking 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, you
will have the habits of mind that will allow you to understand and analyze voices
from 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 think
critically and purposefully about the past and that you must master to pass the
AP® 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 it
becomes a habit of mind.
Overview of This Book
This 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 by
the AP® course:
Period One: 1491–1607
Period Two: 1607–1754
Period Three: 1754–1800
Period Four: 1800–1848
Period Five: 1844–1877
Period Six: 1865–1898
Period Seven: 1890–1945
Period Eight: 1945–1980
Period Nine: 1980 to the Present

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viii Preface
Within each period are key concepts that form the outline of historical content
for the AP® course. Here, key concepts are illustrated by documents, which are
literally voices from the past. These documents may appear as written texts, drawings,
photographs, old maps, or new charts or graphs. The purpose of the documents
in each chapter is to help you develop your skills as a historical thinker.
How to Use This Book
1. Chapter Title and Introduction
Read the chapter title and introduction. Each chapter’s title communicates the
focus of the chapter, and each paragraph of the introduction connects to a key
concept of the AP® framework. What is the difference between a concept and an
event? 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 key
concepts, the more versatile you become in thinking historically and developing
original historical arguments.
2. Thematic Prereading Focus Questions
Each chapter features AP®-based thematic questions called “Seeking the
Main Point” that help you connect the documents to the key concept of the
chapter. These questions reflect the thematic learning objectives of key con-
cepts in the AP® curriculum and will help you link the documents with the
history 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 deeper
connections among the documents.
Here’s an example of a prereading focus question:
What were the gains and losses for Europeans, European colonists, and
native peoples during this era of expansion?
A question like this at the beginning of the chapter will help you focus your
reading as you begin to analyze the primary sources. This question tells you
that 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 in
mind helps you read the documents in the chapter purposefully because you will
read with these concepts in mind.
3. Organization of Primary Documents
Each chapter has subgroups of documents. The documents within each subgroup are
typically arranged chronologically so that you can monitor causal relationships and

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Preface ix
patterns of continuity (when things stay the same) and change over time. Many of the
documents are textual; some are images (photographs, charts, and paintings).
Each document begins with a headnote that 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 to identify, ana-
lyze, and evaluate each text. Identify questions ask for basic information about a
document. Analyze questions ask you to draw appropriate inferences and logical
conclusions about a document. Evaluate questions require you to make an in-
formed judgment about a document.
When you answer these three questions, you will think about the following
topics:
Identify
What is being said or depicted?
When was this person or item historically significant?
What other significant events took place around this item or individual?
Analyze
What is the speaker’s or writer’s intent or purpose? What does it tell us about
its creator?
Who is the audience?
Why was an item made a certain way?
What biases or interests went into its creation?
Evaluate
How 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 Exercises
Each chapter features a series of historical thinking skill exercises that encourage
you 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. Each
historical thinking skill is introduced in a step-by-step process and is reinforced

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x Preface
throughout the textbook. Here is part of an applying AP® Historical Thinking Skills
exercise for the period 1607 to 1754 from Chapter 2:
The historical thinking skill called comparison can be used to answer the following
prompt:
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 through
your response to the prompt. For example:
Step 1 Use 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 these
policies were shaped by economic considerations. One is already done for you.
European
colonizers
Policies toward
natives
Ways in which these
policies were shaped by
economic considerations
Spanish Philip IV tried to prevent further
uprisings by ordering Governor
Don Luis de Valdés to treat na-
tives less cruelly (Doc. 2.7).
The Spanish depended on native
laborers, especially through the
encomienda system.
English
French
When a historical thinking skill is introduced for the first time, the skill is
identified as a new skill. The purpose of these exercises is to introduce you to how
historians apply a particular skill to primary documents.
The historical thinking skills build on the primary documents that you have
already read. Sometimes you need to combine documents, as you can see in the
example above, where you are asked to use documents that you read earlier in
the chapter.
If the historical thinking skill is reintroduced, especially in a more complex
format, then the exercise is labeled as review.

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Preface xi
As your historical thinking skills develop while working with this book, so too does
your overall body of knowledge. You might be undertaking the historical thinking skill
exercise 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, which
you must display on the AP® exam.
By the time that you complete Periods One through Four (Chapters 1–9 in
this book), you will have been introduced to all of the historical thinking skills. In
Periods Five through Nine (Chapters 10–22 in this book), you will learn effective
and creative combinations of these historical thinking skills, so that by the time
you finish this book, you will have a full range of historical thinking skills to apply
to any given task.
5. Using Outside Sources
Outside sources include your classroom notes, secondary source readings, and
other 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 this
book along with your other sources.
The first time that you are asked to incorporate outside knowledge is in the
Applying AP® Historical Thinking Skills exercises. At the end of each chapter, the
“Building AP® Writing Skills” question requires you to use outside information
as well.
6. Post-reading Thematic Questions
The reading sections conclude with AP®-based thematic prompts that focus on
the key themes presented in a chapter. Answering these “Putting It All Together:
Revisiting the Main Point” prompts requires you to combine various sources
from the chapter, just as you must do on the AP® exam. These prompts are more
specific versions of the prereading “Seeking the Main Point” questions and help
you to monitor your understanding of the key concepts of the chapter.
These prompts also build on the identify, analyze, and evaluate questions
that follow the documents. Here is an example of one of these post-reading
thematic prompts:
In what ways did the religious and economic interests of the British,
French, and Spanish influence their relations with the native peoples they
encountered?
This question might seem intimidating now, but it will seem easier after you have
learned about this material in class and read Chapter 2 in this book. Then you will
be able to use historical themes to think about the religion and economics of the

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xii Preface
British, French, and Spanish and the ways in which these themes influenced their
relations with native peoples.
7. Building AP® Writing Skills
The chapters in this textbook end with a feature that will teach you how to write
historical argument by integrating historical thinking skills and useful writing
strategies to form clear, coherent arguments. “Building AP® Writing Skills” will
enable you to pull together the skills, concepts, and themes in each chapter into a
coherent essay.
These lessons are arranged sequentially, beginning with prewriting (Lesson 1)
and organization (Lesson 2) and moving into increasingly sophisticated aspects
of writing, such as creative synthesis of sources, inclusion of multiple perspec-
tives, and effective approaches to logical argument. Each “Building AP® Writing
Skills” segment
•offers its own AP®-style prompt, which represents the thematic focus and
primary documents of the given chapter;
• providesastep-by-stepapproachtobuildyourabilitiesandconfidencein
tackling such questions;
•provides opportunities to practice developing your argument—because the
more you practice, the more natural it feels
These writing units are developed sequentially, beginning with fundamental
building blocks to writing historical argument, moving toward effective ways of
using and organizing evidence, and concluding with different ways of approach-
ing historical argument.
8. Working with Secondary Sources: Short Answer
Questions for the AP® Exam
One important skill of AP® US History is interpreting and analyzing historical
writing by professional historians. For each of the nine time periods, you will find
sections titled “Working with Secondary Sources: AP® Short Answer Questions,”
which include two short readings by prominent historians. These readings are
followed by questions that ask you to construct short answer responses like those
needed 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 other
classes. 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 featured
prominently in the AP® English Language and Composition curriculum.

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