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Fabric of a Nation: What’s Inside This Second Edition xxxix

End-of-Period Features for Practice and Assessment
These sample pages are distributed by Bedford, Freeman & Worth Publishers.
NEW Historical Reasoning Process Modules Aligned

®
to the AP Course Unit Topics
Copyright (c) 2024 Bedford, Freeman & Worth Publishers.
®
The final module of each time period is always an AP Skills Workshop: Writing Histor-
ically activity focused on the same end-of-period historical reasoning process in the AP ®
Strictly for use with its products. NOT FOR REDISTRIBUTION.
U.S. History Unit Guide. In this way, Fabric of a Nation is precisely calibrated to the Col-
lege Board’s framework, making all of its instruction directly related to student success
on the exam.

Comparison in Period 2 MODULE
2.8

AP ® Skills W orkshop: W riting Historically MODULE
Skills Workshop: Writing Historically
Continuity and Change
Responding to a Short-Answer Question with Two Secondary Sources 3.13
t-Answ
Responding t
er Question with
w
o a Shor
T
o Secondary Sour
ces
in Period 3
Responding to a Short-Answer Question with Secondary Sources
As you learned in Period 1, the AP U.S. History Exam has three different types of
®
short-answer questions:
• secondary-source interpretation questions, which require you to understand the
claims that historians make about a specific time period, and how evidence from
AP Skills Workshop: Writing Historically
®
specific events or developments during that time period can be used to support
those claims;
• primary-source interpretation questions, which give you a source —typically an
Combining Reasoning Processes in an Essay
image — and ask you to draw connections between that source, often using the
historical reasoning process of causation, and larger historical developments; and
Continuity and change over time (CCOT) is a historical reasoning process that examines
• questions without primary or secondary sources that require you to use your
whether significant developments change in a meaningful way or remain fundamentally
the same during a time period. One way to consider continuity and change is to describe
knowledge of a time period and historical reasoning, which you encountered in
®
Fabric of a Nation Second Edition
Module 1.3. AP Course and Exam Description a time period and then at the end of a time period. ,
the state of an item at the beginning of
For example, in a physical education class, you might be asked to record various
End-of-Period Topic
As you learned in Module 2.2, a secondary source is a secondhand account of a End-of-Period Module
measures of your physical fitness such as your percentage of body fat, speed running
historical event or development created after the fact by someone who was not there,
a mile, and how many push-ups you can do in a minute during the first week of class
PERIOD 1 often a historian. Books and scholarly articles about history, written by historians, Module 1.7
Topic 1.7
and then again during the last week of the class. Comparing those measurements over
are the most common form of secondary source you will be asked to read and write
the span of a school year will give you an indication of how much change or continuity
about in this course. In fact, these types of short-answer questions will generally pro- Causation in Period 1
Causation in Period 1
there was in your physical fitness. Likewise, if we compared the percentage of white men
(1491–1607) vide you with two short secondary sources that discuss the same topic. Most often,
who were able to vote in local elections in 1754 versus 1800, we would have an idea of
you will be asked to compare two arguments in some meaningful way and cite a
the extent of continuity or change in white male local voting rights during the era.
PERIOD 2 piece of evidence to support each of their claims. have been studying. Module 2.8
Topic 2.8
Here’s a broad continuity and change essay prompt that covers the period we
Let’s take a look at a typical short-answer question on a pair of secondary
(1607–1754) sources: Comparison in Period 2 Comparison in Period 2
Evaluate the extent to which the American Revolution fostered change in
Using the excerpts, answer A, B, and C. American society from 1754 to 1800.
PERIOD 3 “Small tokens of gentility [refinement] can be found scattered through all ® Module 3.13
Topic 3.13
You may notice that this question is very similar to the essay question from the AP
of American society in the eighteenth century, like pottery shards in an
Thinking Historically exercise in Module 3.12 in that both that ask us “evaluate the
Continuity and Change in Period 3
(1754–1800) excavated house lot. Estate inventories of many middling people show a Continuity and Change in Period 3
extent to which” a historical process or development “fostered change.” As we noted
teacup, a silver spoon, knives and forks, and a book or two among the
in that feature, the use of the word “change” makes a focus on the reasoning process
of continuity and change a natural fit, but causation and even comparison also work.
PERIOD 4 household possessions. Over the course of the century, probably a majority Module 4.14
Topic 4.14
of the population adopted some of the amenities associated with genteel
In the partially completed graphic organizer that follows, we will use causation to
Causation in Period 4
support our first main point of change over time. We will also distinguish our continuity
(1800–1848) living. But it would be an error to conclude that by [1776] most Americans Causation in Period 4
were genteel. Gentility flecked lives without coloring them. Gentility was the
evidence as “before” versus “after” to demonstrate the nature and extent of the change.
proper style of the gentry alone in the eighteenth century.”
PERIOD 5 General Categories: Topic 5.12 Supporting Details: Including Causation Module 5.12
Main Points: Continuities
Richard Bushman, The Refinement of America:
Continuity or Change
or Changes
or Comparison
Persons, Houses, Cities, 1993
Comparison in Period 5
(1844–1877) Political (change) The Revolution replaced a monarchy - Cause: the spread of Enlightenment ideals such Comparison in Period 5
as Locke’s natural rights
and unrepresentative Parliament
with state and federal governments - Before the Revolution: virtual representation
PERIOD 6 Topic 6.14 131 Module 6.14
that increased white-male,
in Parliament, British monarchy, and taxation
democratic participation.
without representation
Continuity and Change in Period 6
(1865–1898) Continuity and Change in Period 6 - After the Revolution: New Jersey allowed all
PERIOD 7 Topic 7.15 free men and women to vote, the Articles of Module 7.15
Confederation created a weak federal system
with most powers retained by the states, and a
(1890–1945) Comparison in Period 7 Bill of Rights was added to the U.S. Constitution Comparison in Period 7
PERIOD 8 Topic 8.15 245 Module 8.15
(1945–1980) Continuity and Change in Period 8 Continuity and Change in Period 8
PERIOD 9 Topic 9.7 Module 9.7
(1980– Causation in Period 9 Causation in Period 9
present)
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