Compare diverse perspectives represented in primary and secondary sources in order to draw conclusions about one or more historical events.
Compare different historical individuals, events, developments, and/ or processes, analyzing both similarities and differences in order to draw historically valid conclusions. Comparisons can be made across different time periods, across different geographical locations, and between different historical events or developments within the same time period and/ or geographical location.
What similarities and differences are there between the two things, are there more similarities or differences, and why, account for those similarities or differences?
X = more or less similar or different, your counter-argument explained thoroughly with a piece of specific evidence or example
A, B = similarities or differences between the two things, broken up into organizational categories Y = your assertion statement including more of similarities or differences
How is one development like/unlike another development from the same time/a different time?
Why did an event or development affect different groups in different ways?
How does a viewpoint (from a historical actor or historian) compare with another when discussing the same event or historical development?
How do we practice this in class?
Socratic Seminar...this is why we read AMSCO
Graphic Organizers, Cornell Notes, Practice Essays...
Why are the questions significant for analysis?
In order to make sense of specific events or developments, historians often put them in a comparative context in order to see a larger picture. Comparison also helps in understanding the complexity of historical change, since different groups in society often have different experiences of the same event or same development. Comparison is a skill used on a daily basis by historians, who must always take into account differences among sources, both primary and secondary.
Where you prove that you can do this on the exam
Long Essay, The DBQ, Short Answer, and Multiple Choice
Instructional Strategies for the Underlying Questions
After discussing industrialization during the Gilded Age, ask students to write a paragraph identifying the similarities and differences in industrialization in the West, the Northeast, and the Southeast. Discuss these similarities and differences in class. In small groups, have students discuss what the comparisons can tell us about the process of industrialization in general.
While teaching about the economic prosperity of the 1920s, present students with primary source evidence regarding the experience of farmers and the urban middle class. As a class, identify a list of reasons that explains the different experiences of different groups.
Give students two short explanations of the American Revolution: one that focuses on political aspects and another that focuses on social aspects. Ask students to compare the two and identify what is similar and different in each explanation. Then give them a primary source and ask them which historian’s argument the source would best support.
Email: Patenl@nv.ccsd.net AP/Honors United States History Senior Class Advisor
Class Schedule P1 - APUSH P2 - US Hon P3 - US Hon P4 - US Hon P5 - US HonP6 - PREP P7 - PREPP8 - US Hon