Name: ______________________________________________

APUSH Exam Review Bootcamp, Day 2:

Historical Thinking Skills (HTS): Causation

Understanding cause and effect is one of the most basic historical thinking
skills or is it? In fact, a deeper discussion of causation involves the ability to
identify, analyze, and evaluate the relationships among historical causes and effects
distinguishing between those that are long term and proximate, recognizing
the difference between causation and correlation, and developing an
awareness of contingency, the way that historical events results from a
complex variety of factors that come together in unpredictable ways and often
have unintended consequences.

Why should you care? Causation will be always be assessed on your APUSH
Exam DBQ and possibly on your LEQ (Your LEQ prompt will tell you which
HTS to use).

EXAMPLE PROMPTS:
PROMPT 1:
Compare the ways in which religion shaped the development of the colonial society (to 1740) in TWO of
the following regions:
New England
Chesapeake
Middle Atlantic

PROMPT 2:

Evaluate the causes and effects of the Second Great Awakening. To what extent did this movement
maintain continuity in American belief systems?

PROMPT 3:
Evaluate the extent to which Jackson Era [Jacksonian Democracy or Era of the Common Man] reform
movements expanded democratic ideals.

PROMPT 4:
Consider the many factors that led to Lincolns election in 1860 and the fallout that ensued (Cause &
effect).
 Going through the Steps with an Example Prompt

PROMPT: Evaluate the causes and effects of the Second Great Awakening. To what extent did this movement maintain
continuity in American belief systems?

1. BREAK DOWN THE PROMPT

Time period (1830s-1840s) Your response should address factors prior to the 1830s
involving religious reform (i.e., first Great Awakening, 1730s-1740s ) and also factors that
facilitated the spread and appeal of religious reform over the course of the time period
specified in the prompt (i.e., Second Great Awakening).

The Second Great Awakening - Think about this era broadly: reformers, ideas,
institutions, ordinary people and their impact. You do not have to address everything (nor
should you try!), but dont limit yourself to one religious sect (group) or person.

2. BRAINSTORM CAUSES 3. BRAINSTORM EFFECTS

- What were different factors that contributed to the Second
Great Awakening? Write them down in the box below.
- In what way was it a factor? Jot down explanations, specific
examples (people, events, treaties, etc.), or qualifications (yes, but) that
will help you evaluate each factor.
- What were different institutions, groups, beliefs,
reforms that came out of the Second Great Awakening?
Write them down in the box below.
- In what way was it a factor? Jot down explanations, specific
examples (people, events, treaties, etc.), or qualifications (yes, but)
that will help you evaluate each factor.
 4. TAKE A POSITION -- ANALYZE CAUSAL RELATIONSHIPS
What is the relationship between these factors? Draw lines, make arrows, rank or organize your causes in some way to indicate your
analysis. Here are a few ways to do this (and these can overlap):
rank by relative importance
distinguish between short v. long term
distinguish between causation v. correlation (an association between factors but not necessarily cause-effect) v. contingency (by
chance; unforeseen or accidental, right place/right time)

5. WRITE A THESIS
Write a thesis that that addresses MULTIPLE causes and TAKES A POSITION about their relationship to each other. You
dont have to fully elaborate on your reasoning in the thesis --these causal relationships will be further discussed in the body of
your essay, with evidence! Using a dependent clause or phrase (despite, although, however, yet) is not required but it often
helps make your thesis more of an argument. Here are some examples:

Although ______________ and _____________ certainly played a role in the religious reform of the 1830s and 1840s,
the primary cause of the Second Great Awakening was ________. This movement result in ___________,
__________, and most importantly, ______________.

[Relative Importance Can they all be equally important? Yes, but this can also be a cop-out. Only
go there if your argument is solid and well-supported!]

________________ and _______________ were the immediate factors that ignited the Second Great Awakening, but
it was the long-standing _________________ that ultimately explains why it occurred. This movement result in
___________, __________, and most lasting, ______________.

[Long term v. Short term you can emphasize either one!]

While ____________ was clearly a driving force behind the Second Great Awakening, it would not have succeeded were it
not for the convergence of _________________ and ________________. This movement result in ___________,
__________, related by_________.

[Contingency this places a greater emphasis the unpredictable interaction of factors]

Write your thesis here:

 APUSH LEQ (Long Essay Question) Rubric
Poi
Requirement
nt
Presents a thesis that makes a historically defensible claim and responds to all parts of the
Thesis (1) question. The thesis must consist of one or more sentences located in one place, either in the
introduction or the conclusion
Describes similarities AND differences among historical individuals, events, developments, or
processes.

Explains the reasons for similarities AND differences among historical individuals, events,
c Comparison
developments, or processes

-OR- Depending on the prompt, evaluates the relative significance of the two compared items
(which was most important, successful, etc.?)
for ONE Historical Thinking Skill

Describes causes AND/OR effects of a historical event, development, or process

Argument Development (2)

(Scoring Note: If the prompt requires discussion of both causes and effects, responses must address both causes and
c Causation effects in order to earn both points)
Explains the reasons for the causes AND/OR effects of a historical event, development, or
process

Describes historical continuity AND change over time

c CCOT
Explains the reasons for historical continuity AND change over time

Describes the ways in which the historical development specified in the prompt was different
from and similar to developments that preceded AND/OR followed.

Explains the extent to which the historical development specified in the prompt was different
c Periodization from and similar to developments that preceded AND/OR followed.

(Scoring Note: For both points, if the prompt requires evaluation of a turning point, then responses must discuss
developments that preceded AND followed. For both points, if the prompt requires evaluation of the characteristics
of an era, then responses can discuss developments that EITHER preceded OR followed.)
Addresses the topic of the question with specific examples of relevant evidence

Utilizes specific examples of evidence to fully and effectively substantiate the stated thesis or
a relevant argument.
Evidence (2)
(Scoring Note: To fully and effectively substantiate the stated thesis or a relevant argument, responses must include
a broad range of evidence that, through analysis and explanation, justifies the stated thesis or a relevant
argument.)
Extends the argument by explaining the connections between the argument and ONE of the
following:
c A development in a different historical period, situation, era, or geographical area.
c A course theme and/or approach to history that is not the focus of the essay (such as political,
Synthesis (1)
economic, social, cultural, or intellectual history)

(Scoring Note: The synthesis point requires an explanation of the connections to different historical period,
situation, era, or geographical area, and is not awarded for merely a phase or reference.)
Handwriting Handwriting is clear, legible, and written in blue or black pen.
(1 pt)
Sentence Subject/verb agreement, past tense verb use, use of historical terms, and makes sense
Structure/Grammar
(2 pts)
TOTAL
/10
Comments: