Download Documenting United States History: Themes, Concepts, and by Jason Stacy, Stephen Heller PDF

By Jason Stacy, Stephen Heller

Authored through skilled AP® academics, workshop leaders, and AP® examination readers, this record reader is the ideal source on your redesigned AP® lecture room.

The 22 chapters persist with the nine classes of U.S. History as outlined within the new framework.

Within every one interval and bankruptcy, pedagogical instruments scaffold students’ improvement of the historic pondering talents as are primary to the direction and the examination.

Key concepts are illustrated by way of fundamental records and secondary assets together with written texts, drawings, photos, maps, and charts.

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Additional resources for Documenting United States History: Themes, Concepts, and Skills for the AP Course

Example text

P. Putnam’s Sons, 1909), 427, 429. indd 12 26/03/15 10:35 AM Practicing Historical Thinking Identify: On what grounds did Pope Paul III forbid the enslavement of native peoples? Analyze: Does the Pope make his arguments in terms of native equality with Europeans or in terms of European superiority? Evaluate: What interest might the Pope have had in protecting Native Americans from European subjugation? 7 Barto  lomé de las Casas, Brief Account of the Destruction of the Indies 1542 Dominican priest Bartolomé de las Casas (1484–1566), one of the first settlers in New Spain, protested the treatment of Indians by the Spanish in this address to Prince Philip, the future king of Spain.

Some paint their faces, others the whole body, some only round the eyes, others only on the nose. They nei­ ther carry nor know anything of arms, for I showed them swords, and they took them by the blade and cut themselves through ignorance. They have no iron, their darts being wands without iron, some of them having a fish’s tooth at the end, and others being pointed in various ways. They are all of fair stature and size, with good faces, and well made. I saw some with marks of wounds on their bodies, and I made signs to ask what it was, and they gave me to understand that people from other adjacent islands came with the intention of seizing them, and that they defended themselves.

Finally, a historian must consider the meaning of the object or document and assess its historical significance. In this process, called evaluation, the reader makes an informed judgment about the text. Evaluation often depends on additional reading experiences, which you used in your assessment of the text, as in this question: Evaluate: How did the natural environment contribute to the development of this artifact? 2 Ruins of the Pueblo Town of Cicuique New Mexico, 16th century Library of Congress Prints and Photographs Division, HABS, Reproduction number HABS NM,24-PECO,1--2.

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