APUSH Presentation Activity (2011-12)
Goal:
 Analyze and evaluate a historical time period/event using multiple sources
 Create a PowerPoint presentation based on your analysis
 Present your findings to the class in an engaging, 40-60 minute presentation
Required elements:
 Marked up copy of article to prove you read the entire thing (one per member)
 PowerPoint presentation sent to teacher 24 hours prior to presentation
 In-text Citations and Works Cited (failure to Cite information will result in NO CREDIT)
Research:
Presentation:
Content:
Total
Project:
(25 points)
 Marked up copy of the article to prove it was read in its entirety
– awarded individually (5 pts)
 In-text Citations and Footnotes on slides to show sources used
(see back of sheet for explanation) (10 pts)
 Works Cited with all sources used (at least five); sources are
credible and “AP worthy” (10 pts)
(45 points)
Delivery:
 Group members share responsibilities for speaking equally
 Members speak with good volume, eye contact, delivery speed
(not too fast!), and enthusiasm
 Information is well organized and clear; transitions smooth
 All members demonstrate depth of knowledge (minimal use of
notecards/reading off slides)
 Presentation is long enough to deliver content (40-60 minutes)
Creativity & Activities:
 Variety of activities used throughout the presentation to include
the class in the learning process and engage students
 Discussion/Activities well managed and involve all students
 Activities promote high-level thinking skills and analysis
PowerPoint:
 Good balance of words and images (not too many words)
 Fonts are easy to read; backgrounds/pictures enhance analysis
 Slides are well organized and visually pleasing, contributing to
the overall analysis of topic and engagement of students
 PowerPoint is turned in early to the teacher (5 pts)
(80 points)
Understanding:
 All members show full understanding of the assigned
article/topic; each member can explain and elaborate if asked
 Includes substantial outside information
Analysis/Argument:
 Group goes beyond mere recitation of facts to analyze the
meaning of the evidence
 At the beginning of the presentation group includes 1) the
question(s) analyzed during this presentation and 2) a preview
slide showing how they will organize their information
 Engages the audience in thinking about/analyzing the evidence
and how to use it in a FRQ/DBQ
Historiography:
 Presentation includes thoughtful analysis of how historians have
viewed this topic
/25 pts
/10 pts
/20 pts
/15 pts
/30 pts
/40 pts
/10 pts
/150 pts
How to do footnotes for your Teaching Project PowerPoint.
1. Insert a number at the end of the line of information where you have
used a source like this (1)
2. Create a text box at the bottom of the screen where you include that
number and the name of the author (or first entry in the works cited such
as the title) & page number (or paragraph # if from internet)
a. Ex. 1. Tindall, 152.
3. OR enter the number and author information in the “Notes” sections (the
advantage of this is that it doesn’t take up space on your slide but is still
available to teachers.
Example:
Teaching Project Topics and Questions for Term 1:
Topic:
Date of
presentation:
Short Description of topic:
Visible & Invisible
Salem1
Thursday 9/15
19 people were executed for witchcraft in Salem,
Massachusetts from February 1692 to May 1693. Why?
 What caused the Salem witchcraft
trials?
Origins of Racism2
Monday 9/19
Historians have long argued over which came first –
racially-based slavery or racism targeted at people of
African descent. Did slavery develop within the
parameters of existing racism or was slavery a response
to labor conditions the colonies?
 Did racism cause the enslavement of
Africans in America?
Was the American
Revolution
Conservative?3
Wednesday 9/28
While we may see the American Revolution as very
dramatic, compared to many other major revolutions
(ex. French) we see less social and economic change.
In the end was our revolution conservative?
 Was the American Revolution
primarily radical or conservative in
nature?
Were the founding
fathers Democratic
reformers?4
Tuesday 10/4
In the transition from the Articles to the Constitution, did
our nation become more or less Democratic? Did the
new constitution serve the needs of the people or of the
wealthy elite at the expense of the poor, slaves, and
Native Americans?
 Were the founding fathers Democratic
reformers?
Art, Architecture, &
Music of Revolutionary
& National Periods5
Friday 10/7
Art is a reflection of the social, economic, and political
conditions in which it is created. How does the artwork
of the Revolutionary and Early National period reflect
these tumultuous times. There is no need to go through
 What were the major trends in
American Art, Architecture, and Music
from 1750-1820?
 How do these trends reflect American
society?
historiography for this project.
Questions this project will answer:
Note: This project requires significant research beyond
the article.
Was Alexander
Hamilton an Economic
Genius?4
Wednesday 10/12
The Federalist era, 1789-1829, was one where our
nation was figuring out what it was and Jefferson and
Hamilton had competing visions for what that nation
should look like. Were Hamilton’s policies responsible
for the later long-term economic success of our nation?
 Was Alexander Hamilton an Economic
Genius?
 Should Hamilton or Jefferson (and his
Democratic-Republicans) get credit for
the long-term success of the US
economy?
War of 18126
Monday 10/17
The war of 1812 is one that is easy to pin on the British
for their poor treatment of American seamen, national
honor, frontier shenanigans, and harmful economic
policies. But is it that simple? Does America have equal
or greater blame?
 Was the US the primary aggressor in
the War of 1812?
Causes of the Panic of
18372
Thursday 10/27
Andrew Jackson hated Hamilton's national Bank,
explaining that it “ is trying to kill me, but I will kill it!”
In doing so, he may have triggered a national
depression. Or not.
 What caused the Panic of 1837? Was
it primarily caused by the Bank War
(and hence Jackson's fault) or by
international factors unrelated to
Jackson?
Imperialism is the extension of one country’s rule over
other territories. In the case of the Mexican-American
War, the US eventually acquired over half of Mexico’s
territories. Was this war primarily motivated by a desire
for territory or was it caused more by a failure of
diplomacy and need for national security?
 Was the Mexican War an exercise in
American Imperialism?
Was the Mexican War
Friday 11/4
an Exercise in American
Imperialism?4
1
Davidson, James West., and Mark H. Lytle. After the Fact: the Art of Historical Detection. New York,
NY: McGraw-Hill, 2010.
2
Madaras, Larry, and James M. SoRelle. Taking Sides. New York, NY: McGraw-Hill, 1997.
3
Madaras, Larry, and James M. SoRelle. Taking Sides. New York, NY: McGraw-Hill, 2005.
4
Madaras, Larry, and James M. SoRelle. Taking Sides. New York, NY: McGraw-Hill, 2009.
5
Pohl, Frances K. Framing America: a Social History of American Art. New York, NY: Thames &
Hudson, 2008.
6
Bailey, Thomas Andrew. Probing America's Past; a Critical Examination of Major Myths and
Misconceptions. Lexington, MA: Heath, 1973.