AP US History Reading and Writing Workshop

This workshop continues to scaffold the writing process; later workshops will build up to the full set of six documents used by the College Board along with an SAQ Stimulus. Group work provides differentiation and peer support.
Unit 3 — The Age of Jefferson (1800–1828)
Structure
  • Session 1: SAQ Practice (AP Exam Style, No Documents)
  • Session 2: LEQ Practice (Rubric Aligned)
  • Session 3: DBQ Practice (Rubric Aligned, 3 Documents Provided)
  • Group Work: Peer support with assigned roles (Content Expert, Connector, Writer, Reviewer)

Session 1 – SAQ Practice (No Documents)
​Prompt:
Answer all parts of the question that follows, using your knowledge of U.S. history from 1800–1828.
a) Identify and explain ONE way Jefferson’s election in 1800 represented a turning point in U.S. politics.
b) Identify and explain ONE way Jefferson’s presidency reflected tensions between his ideals and his actions.
c) Identify and explain ONE way conflicts during this period shaped political parties (Democratic-Republicans vs. Federalists).
Task:
  • Write 2–3 sentences per part.
  • Use specific evidence (Revolution of 1800, Louisiana Purchase, Embargo Act, Marbury v. Madison, Hartford Convention).
  • Share responses and compare with AP rubric expectations.

Session 2 – LEQ Practice (Rubric Aligned)
Prompt:
Evaluate the extent to which Jeffersonian democracy represented a shift in American political, social, and economic life from 1800 to 1828.
Rubric Alignment (6 pts):
  • Thesis/Claim (1)
  • Contextualization (1)
  • Evidence (2)
  • Analysis & Reasoning (2)
Group Work:
  1. Contextualization: Place Jeffersonian democracy in the broader context of the early republic (rise of political parties, republican ideals, westward expansion, War of 1812).
  2. Thesis: Frame argument with “extent” phrasing (e.g., “To a significant extent, Jeffersonian democracy broadened political participation and stressed limited government, but in practice it also revealed contradictions in policy and reinforced social inequalities.”).
  3. Evidence: Use at least 3 examples (Louisiana Purchase, Embargo Act, Marbury v. Madison, growth of suffrage, Missouri Compromise beginnings, rise of Jacksonian politics).
  4. Analysis: Show nuance by balancing ideals vs. realities, Federalist decline vs. persistence, and sectional tensions.
Deliverable: Group outline with thesis, contextualization, body paragraphs, and complexity statement.

Session 3 – DBQ Practice (Rubric Aligned)
​Prompt:
Evaluate the extent to which Jeffersonian democracy (1800–1828) fulfilled its promise of expanding political, social, and economic equality in the United States.
Documents ProvidedDocument 1 — Thomas Jefferson, First Inaugural Address (1801)
“We are all Republicans, we are all Federalists… though the will of the majority is in all cases to prevail, that will to be rightful must be reasonable…”
🔗 https://avalon.law.yale.edu/19th_century/jefinau1.asp
Document 2 — Supreme Court, Marbury v. Madison decision (1803)
“It is emphatically the duty of the Judicial Department to say what the law is.”
🔗 https://avalon.law.yale.edu/19th_century/marbury.asp
Document 3 — Thomas Jefferson to Albert Gallatin, 1808 (on the Embargo Act)
“Our trade has been in a manner annihilated… yet the public mind is reconciled to it, under the persuasion that it is a temporary evil…”
🔗 https://founders.archives.gov/documents/Jefferson/99-01-02-7482

DBQ Rubric Alignment (7 pts)
  • Thesis/Claim (1): Clear, defensible argument on Jeffersonian democracy’s impact.
  • Contextualization (1): Situate within early republic, global trade struggles, partisan divisions.
  • Evidence from Documents (2): Use all 3 documents to support argument.
  • Evidence beyond Documents (1): Add outside examples (Louisiana Purchase, War of 1812, Hartford Convention, Missouri debates).
  • Sourcing (1): Analyze POV, audience, purpose, or historical context of at least 2 docs.
  • Complexity (1): Consider multiple perspectives (Jefferson’s ideals vs. contradictions, sectional vs. national interests).
Group Work:
  1. Document Analysis: Each member sources one document.
  2. Thematic Grouping:
    • Political Ideals & Unity → Jefferson’s Inaugural
    • Judicial Power → Marbury v. Madison
    • Economic Policy & Limits → Embargo Act letter
  3. Thesis Writing: Draft a defensible claim balancing successes vs. contradictions.
  4. Add outside evidence (growth of suffrage, Panic of 1819, Missouri debates).
  5. Complexity: Weigh Jefferson’s democratic rhetoric vs. realities of exclusion (slavery, Native Americans, women).
Deliverable: Group DBQ outline with thesis, contextualization, evidence (docs + outside), sourcing notes, and complexity statement.

Group Roles
  • Content Expert: Brings in factual evidence (cases, acts, policies, events).
  • Connector: Ties evidence to APUSH themes (POL, WXT, CUL, MIG, GEO).
  • Writer: Drafts group thesis and outline.
  • Reviewer: Ensures rubric requirements are met.
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