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Find It Fast: AP Skills Workshops v

PERIOD 4 Democracy, Industrialization, and Reform (1800–1848)
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4.2 Thinking Historically Additional Practice in Writing Body Paragraphs 268
4.3 Thinking Historically Sourcing and Situating Primary Sources 277
4.4 Thinking Historically Additional Practice in Sourcing and Situating Primary Sources 285
4.5 Thinking Historically Using Outside Evidence to Create a Body Paragraph 297
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4.6 Thinking Historically Linking Primary Sources to Create a Body Paragraph 304
4.7 Thinking Historically Connecting Developments Across Primary Sources to Create a Body Paragraph 315
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4.8 Writing Historically Creating Historical Context in an Essay Introduction 326
4.9 Thinking Historically Sourcing, Situating, and Evaluating the Significance of Primary Sources 332
4.10 Thinking Historically Creating Historical Context in an Essay Conclusion 338
4.11 Thinking Historically Using Claims and Evidence in Sources to Create a Body Paragraph 351
4.12 & Thinking Historically Additional Practice in Using Claims and Evidence in Sources to Create a Body
4.13 Paragraph 364
4.14 Writing Historically Outlining an Essay 366

PERIOD 5 Expansion, Division, and Civil War (1844–1877)

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5.2 Thinking Historically Using AP Course Themes to Brainstorm and Organize an Essay 391
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5.3 Thinking Historically Additional Practice in Using AP Course Themes to Brainstorm and Organize an Essay 401
5.4 Thinking Historically Writing an Essay Introduction, Revisited 406
5.5 Thinking Historically Sourcing a Document’s Historical Situation, Revisited 413
5.6 Thinking Historically Additional Practice in Writing Body Paragraphs for a Long-Essay Question 424
5.7 Thinking Historically Writing Essay Conclusions, Revisited 431
5.8 Writing Historically Responding to a Long-Essay Question 446
5.9 Thinking Historically Sourcing Document-Based Questions Using the Claim, Support, Explain Approach 458
5.10 Thinking Historically Writing Body Paragraphs for Document-Based Questions 476
5.11 Thinking Historically Additional Practice in Responding to a Short-Answer Question with Secondary
Sources 491
5.12 Writing Historically Responding to a Document-Based Question 493
PERIOD 6 A Gilded Age (1865–1898)

6.2 Thinking Historically Sourcing a Document to Establish Significance 524
6.3 Thinking Historically Tracing Developments and Processes to Create Context in an Essay Conclusion 542
6.4 Thinking Historically Additional Practice in Tracing Developments and Processes to Create Context in an
Essay Conclusion 550
6.5 Thinking Historically Making Connections across Time in an Essay Conclusion 555
6.6 Thinking Historically Additional Practice in Making Connections across Time in an Essay Conclusion 561
6.7 Writing Historically Responding to a Long-Essay Question with Historical Complexity Using the GEM
Approach 573
6.8 Thinking Historically Additional Practice in Responding to a Short-Answer Question with a Primary Source 588
6.9 Thinking Historically Responding to a Long-Essay Question with Historical Complexity, Revisited 597
6.10 Thinking Historically Additional Practice in Responding to a Long-Essay Question 605
6.11 Thinking Historically Additional Practice in Responding to a Short-Answer Question 611
6.12 Thinking Historically Additional Practice in Responding to a Short-Answer Question with a Primary Source 616
6.13 Thinking Historically Additional Practice in Responding to a Short-Answer Question with Secondary Sources 629
6.14 Writing Historically Responding to a Document-Based Question with Historical Complexity Using the
GEM Approach 631

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