These interactive guided reading worksheets are designed in conjunction with the American Pageant Textbook (16th edition); however, they can be adapted for previous American Pageant editions as well as other AP U.S. History textbooks.
This particular set contains chapters 6-10, covering APUSH Period Three (1754-1800).
Each chapter contains:
-Specific key questions for students to answer while they read…making these
guides interactive reading supports (roughly 15 questions per chapter…though
this number will vary).
-Time period learning targets adapted from the key concepts for APUSH
-a list of big picture concepts for students to examine prior to reading the chapter
-A summary writing piece that requires students to: compare/contrast, analyze
continuity and change, periodization, cause and effect (these historical thinking
skills vary among the chapters).
*An answer key is provided for each chapter
How this resource has helped my students/class:
-Testimonies from students have been extremely positive. Not only have these
helped with reading, but also reviewing/studying for quizzes, unit exams, and
even the AP exam in the spring.
-Students have stated that these reading guides are quite reasonable in terms of
weekly homework, and have helped them focus on what is important.
-Students’ historical thinking skills have improved thanks to the chapter summary
write at the end of each chapter that forces students to use a particular thinking
-As a teacher, I’ve actually spent less time lecturing since I began having my
students complete these reading guides. I’ve been able to spend more time
analyzing primary sources, political cartoons, and writing practice. When I do
lecture, I’ve noticed more students responding to the discussion questions or even
-While making these reading guides, I’ve refocused my quizzes and unit tests to
what is important for students to know for the purpose of the AP course and
Ways to use this resource in the classroom:
Though these worksheets can be given out weekly, it might be best to provide the entire unit reading guides at the beginning of each unit. I recommend taking a moment when handing these guides out to allow students to write down the due date for each reading guide…based on your reading/quiz schedule (my class quizzes on the last day of each week). At the end of the week, these can be collected as a formative assessment or simply checked for completion. The Summary Exit Write at the end of each reading guide makes for a great writing check to gauge where students’ historical thinking skills and writing levels are at (I typically choose one of the chapters’ Summary Exit Write to put on the unit exam).
Why I created this type of resource:
I created this resource out of necessity to encourage (and even require) my AP students to regularly read the assigned chapters throughout the course. When I first started teaching AP I simply assigned chapters to read and expected students to take their own notes from the book; yet, many students either did not read the assigned pages or struggled to differentiate the “fluff” from the important content. Over time, I implemented big picture questions and key terms worksheets…but again…it was evident a large portion of students were not reading/note-taking. My solution was to create a more interactive reading guide where students respond to questions as they read, not after…no need to take notes as these guides have become their textbook notes.
A sample of this resource is provided in the Preview Download. This preview is the reading guide for Chapter 1 from time period #1.
I will be posting reading guides for the remaining time periods in the coming weeks.