AI is Transforming How I Encourage my Students to Review for the Annual Prep

This post describes eight AI-infusing exam review strategies

Artificial Intelligence (AI) is revolutionizing the APUSH exam preparation review season in my San Marino High School APUSH classroom — and it has the potential to do the same in APUSH classrooms around the world. That’s because the transformative power of AI in education is not a distant future but a present reality.

• Strategy #2:
• Strategy #3:
• Strategy #4: For teachers wanting to use AI to assist in crafting a large number of APUSH thesis statements, which are then presented to students with the expectation that they identify and describe at least two pieces of evidence supporting each thesis.
• Strategy #5: For teachers wanting to use AI to create a review table for one of the eight themes outlined in the CED, then place it before their students in class for discussion.
• Strategy #6: For teachers wanting to use AI to create several “Dueling Historian” SAQs, offering their students practice in evaluating contrasting historical viewpoints.
• Strategy #7: For teachers wanting to use AI to generate a long list of LEQ prompts for students to answer on the DeAP Learning website, where they receive instant feedback without needing the teacher first to assign, as is the case with Class Companion.
• Strategy #8: For teachers wanting to use Class Companion’s recently launched APUSH Success Hub. The HUB extends theCC’s offerings well beyond mere LEQ, DBQ, and SAQ assignments.

Strategy #1

For teachers wanting to use AI to produce focused review materials for students facing language and learning challenges.

A teacher-friend recently reached out, saying:

“Hey Peter, as you know, my students face serious language and learning issues. So we’re not going to finish the content until the week before the exam. With that in mind, I’m wondering if you have a review strategy that focuses only on the most important stuff the kids need to know, that wouldn’t take more than a week, and that ends with the students taking a fifty non-stimulus MCQ test?”

In turn, I suggested that this teacher-friend first copy and paste ten of the more important APUSH CED topics into an AI platform of their choosing. The following ten topics, for example.

• 3.5 The American Revolution
• 3.9 The Constitution
• 5.8 Military Conflict in the Civil War
• 5.10 Reconstruction
• 6.7 Labor in the Gilded
• 7.10 The New Deal
• 7.13 World War II: Military
• 8.2 The Cold War from 1945 to 1980
• 8.10 The African American Civil Rights Movement
• 9.3 The End of the Cold War

Then, plug in the key concepts for each topic. Then ask the AI to create a three-page review sheet. This AI-generated three-page review sheet should look like something like this.

Next, instruct the AI to compile a vocabulary list that aligns with the review sheet.

Then, allocate time during class for students to review both the review sheet and the vocabulary list. Explain that if there’s anything in either resource that they don’t understand, they are encouraged to seek clarification using

To close out the review, I suggested that the teacher direct AI to create fifty New York Board of Regents Exam-style MCQs designed to reveal APUSH student content knowledge relating to the Review Sheet and Vocabulary List.

Strategy #3

For teachers wanting to use AI to provide their students with a blog post describing the history of a topic related to one of the eight historical themes found on page 150 of the CED, such as a blog post about the history of the Great Plains, which relates to the theme of Geography and the Environment.

With “Theme 3: Geography and the Environment” in mind, use AI to create a blog post that provides your students with a comprehensive historical review of some specific American physical feature. The history of the Appalachian Mountains from 1607 to 2015, for example. Or the history of the Ohio Valley from 1607 to 2015, or the history of the Great Plains from 1492 to 2015. Then, direct the AI to name and briefly describe the words, terms, and phrases that relate to this blog post title and that you think the students need to know. Perhaps even add a few short video clips found on YouTube. See below for an example post. Feel free to copy and paste my post into an AI platform of your choosing; then direct the AI to shorten it considerably and explain in simpler and more direct terms.

Then direct AI to create a Review Table relating to either my post or the post you’ve created from my post. Also, direct the AI to produce a post relating glossary, several MCQs, SAQs, and an LEQ.

An Overview of the History of the Great Plains (1491 to 2015)

Strategy #4

Ask the AI to create a slew of APUSH theses, formatted and phrased as you teach your students to earn the point. Then ask the students to name and briefly describe at least two pieces of evidence that could be used to support each thesis.

Five Sample AI-generated Two-Sentence Theses.

1. To a great extent, the lives of African American slaves working on farms in the South changed greatly between 1800 and 1850. During this period, their lives were where changed in terms of the agricultural tools they were to use to do their work and the laws that were passed to discourage them from trying to run away.
2. To a great extent, the role of women was transformed between 1787 and 1820. During this period, the role of women was transformed in terms of their autonomy and authority within the home.
3. To a great extent, the movement into the Louisiana Territory resulted in significant injustices between 1810 and 1860. During this period, expansion led to the mistreatment of Native American populations living within the territory and the mistreatment of slaves brought into the territory against their will.
4. To a great extent, the construction of the Erie Canal had a transformative impact on the economic development of the United States in the period from 1825 to 1861. During this period, the construction of the canal resulted in the growth of cities along its route and a significant increase in trade and transportation in the Northeast
5. To a great extent, the completion of the Transcontinental Railroad reshaped life on the Great Plains from 1869 to 1898 to a great extent. During this period, the railroad resulted in a mass migration to the area, a spurring of economic development along its route, and the displacement of Native American tribes living on the Great Plains

Strategy #5

Use AI to create a Review Table related to one of the eight Course Themes. Then direct the AI to create various MCQs, SAQs, and LEQs related to that Review Table. Then, place the Review Table before the students, give them time to look over it, and assess their knowledge of this theme via the AI-created MCQs and FRQs.

Below is an AI-generated review table for Theme #6: America on the World Stage (from the time of the Perry Expedition to the Collapse of the Soviet Union). It reveals how different diplomatic strategies—namely, Big Stick Diplomacy, Dollar Diplomacy, and Moral Diplomacy—have been instrumental in shaping America’s foreign policy and its position on the global stage from the mid-19th century through the late 20th century.

Looking back, I see that I left off the Berlin Airlift.

For teachers looking for an overview of the history of America on the world stage in the period from 1800 to 2000, (aka Theme 6) click on the below

An Overview of the History of America on the World Stage (1800–2000)

Strategy #6

One of my students' biggest challenges this year involved addressing SAQs that required them to analyze texts from two historians. This is the so-called ‘Dueling Historians’ SAQ, a sample of which can be found on page 510 of the CED.

With that in mind, I’ve been wondering whether my students’ ability to respond to these SAQs would improve if I used ChatGPT to generate several practice SAQs modeled after the dueling historians sample on page 510.

Today, I went one step beyond wondering and asked ChatGPT to produce an SAQ modeled after the APUSH CED page 150 SAQ. Here’s what came back, though note that I did not ask ChatGPT to give me an actual excerpt; merely a paraphrase.

Excerpt 1:

“In the late 19th century, the United States experienced an explosion of industrial growth that transformed the nation. This period, marked by the rise of steel, railroads, and oil, showcased the prowess of American ingenuity and the ambition of its business leaders. Yet, this rapid industrialization was not without its costs. Laborers in these burgeoning industries often worked in hazardous conditions for meager wages, leading to widespread social and economic disparities.”

— Jonathan R. Pierce, Industrial Titans: America’s Gilded Age Boom and Bust, 2003

This excerpt, along with the author and book, are entirely fictional)

Excerpt 2:

“The narrative of the Gilded Age is frequently dominated by tales of corruption and exploitation, painting a picture of an era defined by greed and inequity. However, this perspective overlooks the significant advancements and opportunities that industrialization brought to the American landscape. Innovations in technology and business practices not only spurred economic growth but also laid the groundwork for the modernization of American society, contributing to improvements in standards of living and the expansion of the middle class.”

— Emma J. Collins, The Engines of Progress: America’s Gilded Age Transformation, 2014

This excerpt, along with the author and book, are also fictional.

Short-Answer Questions:

(A) Briefly describe ONE important difference between Holt’s and Burns’ historical interpretations of the impact of industrialization in the United States.

(B) Briefly explain how ONE specific historical event, development, or circumstance from the period 1870–1900 that is not specifically mentioned in the excerpts could be used to support Holt’s argument.

(C) Briefly explain how ONE specific historical event, development, or circumstance from the period 1870–1900 that is not specifically mentioned in the excerpts could be used to support Burns’ argument.

I haven’t yet put this SAQ or any of the nine other recently created and similarly structured ones before my students. Still contemplating.

Strategy #7

Direct AI to produce a long list of LEQ “evaluate the extent to which” prompts and “evaluate the relative importance” prompt. Then encourage the students to plug the selected prompt and their response into the appropriate section of the DeAP Learning website.

DeAP Learning

Strategy #1

For teachers wanting to use AI to create a reading that describes the history of one of the eight Course Themes; then use AI to generate a variety of review materials and/or assessment tools relating to the read.

Step #1

Select one of the eight “APUSH Course Themes.”

Step #2

Use an AI platform of your choosing (ChatGPT, for example, or Claude, Gemini, Perplexity, etc.) to create an article, or some other kind of read, that reveals what you think your students need to know about the theme. Click on the image below to view an example designed to resonate with my students and relate to the history of migration in America from 1776 to 2000 and, thereby Course Theme 4, Migration and Settlement)

A History of Migration in America (1776–2000)

Step #3

Direct whatever AI platform you are working with to create a “Post-Related Review Table” and a Post-Related Glossary.

Post Related Review Table

Post Related Glossary

Step #4

Direct the AI platform to create ten MCQs related to the contents of the post.

The AI-Generated Post-Relating MCQs
1. Which ordinance played a key role in encouraging the migration into the Great Lakes region following the American War of Independence?
A) The Homestead Act
B) The Northwest Ordinance
C) The Missouri Compromise
D) The Compromise of 1850

2. The acquisition of the Louisiana Territory in 1803 was significant because it:
A) Marked the first use of the Monroe Doctrine
B) Resulted from the Treaty of Ghent
C) Doubled the size of the United States
D) Ended the War of 1812

3. How did the Erie Canal impact migration within the United States?
A) It facilitated the movement of Native American tribes westward
B) It encouraged European immigrants to settle in the Midwest
C) It made transportation of goods and settlers to the Midwest easier and more economical
D) It initiated the first large-scale migration to Alaska

4. The Mormon migration to the Salt Lake Valley was primarily a quest for:
A) Gold and riches similar to the California Gold Rush
B) Expanding the United States’ territorial claims
C) Religious freedom and a safe haven from persecution
D) Access to the Pacific Ocean for trade purposes

5. The Trail of Tears is associated with which of the following?
A) The forced relocation of Native Americans due to the Indian Removal Act of 1830
B) The migration of Mormons to Utah
C) The aftermath of the U.S.-Mexican War
D) African American migration to the North during the Great Migration

6. The Homestead Act of 1862 facilitated westward expansion by:
A) Offering settlers protection from Native American tribes
B) Providing settlers 160 acres of free land if they cultivated it for five years
C) Granting free railroad passage to families moving West
D) Establishing military forts along the Oregon Trail

7. The primary motivation for the First and Second Great Migrations was:
A) The opening of new lands after the Indian Wars
B) The desire for adventure and exploration
C) African Americans seeking better economic opportunities and escaping the harsh realities of the South
D) The expansion of the cotton industry in the South

8. The main cause of the Dust Bowl migration was:
A) Economic recession in the industrial North
B) Overfarming and severe drought conditions leading to ecological disaster
C) The discovery of oil in Texas and Oklahoma
D) Government policies encouraging migration to California

9. Which factor did NOT contribute to post-World War II suburbanization?
A) Federal housing policies making mortgages affordable
B) The desire of returning veterans to live in urban apartments
C) The availability of automobiles and the development of highways
D) The GI Bill providing benefits to veterans

10. The migration to the Sunbelt was influenced by all of the following EXCEPT:
A) The region’s warmer climate and lower cost of living
B) Job opportunities in the defense and technology sectors
C) Federal policies encouraging the relocation of heavy industry to the South and West
D) The invention of air conditioning making living in warmer climates more comfortable

Answer Key
1. B) The Northwest Ordinance
2. C) Doubled the size of the United States
3. C) It made transportation of goods and settlers to the Midwest easier and more economical
4. C) Religious freedom and a safe haven from persecution
5. A) The forced relocation of Native Americans due to the Indian Removal Act of 1830
6. B) Providing settlers 160 acres of free land if they cultivated it for five years
7. C) African Americans seeking better economic opportunities and escaping the harsh realities of the South
8. B) Overfarming and severe drought conditions leading to ecological disaster
9. B) The desire of returning veterans to live in urban apartments
10. C) Federal policies encouraging the relocation of heavy industry to the South and West

Step #5

Direct the AI platform to create six SAQs related to the post. Each SAQ should begin with either the words “Briefly explain ONE” or “Briefly describe ONE,” followed by the word cause, effect, reason, way, situation, development, situation, way, reason, or outcome.

The AI-Generated Post-Relating SAQs
1. Briefly describe ONE cause of the First Great Migration.
2. Briefly explain ONE effect of the Homestead Act of 1862 on the settlement patterns in the western United States.
3. Briefly explain ONE reason the Mormon migration to Utah was significant in American migration history.
4. Briefly describe ONE way in which the construction of the Erie Canal facilitated westward migration.
5. Briefly explain ONE outcome of the annexation of Hawaii on the migration patterns of Hawaiian people.
6. Briefly describe ONE development that led to the suburbanization of America in the post-World War II era.

Step #6

Direct the AI platform to produce eight LEQs, five beginning with the words “Evaluate the extent to which,” and three beginning with the words “Evaluate the relative importance of the different,” with the relative importance prompts to be followed by either the word outcome, cause, or factor. Also be sure to direct the AI to end all prompts with a time period not to exceed 50 years.

The AI-Generated LEQs
1. Evaluate the extent to which the construction of the Erie Canal in the 1820s transformed the economic landscape of the Midwest from 1820 to 1870.
2. Evaluate the extent to which the Homestead Act of 1862 facilitated the westward expansion of the United States from 1862 to 1912.
3. Evaluate the extent to which the Great Migration affected the demographic and cultural landscape of Northern cities from 1916 to 1966.
4. Evaluate the extent to which suburbanization in the post-World War II era reshaped American family life and urban development from 1945 to 1995.
5. Evaluate the extent to which the Sunbelt migration influenced the political realignment of the United States from 1950 to 2000.
6. Evaluate the relative importance of different factors contributing to the Dust Bowl migration during the 1930s from 1930 to 1980.
7. Evaluate the relative importance of different outcomes of the Louisiana Purchase on American territorial expansion from 1803 to 1853.
8. Evaluate the relative importance of different causes behind the Trail of Tears and the forced relocation of Native American tribes from 1830 to 1880.

Step #7

In class, give the students time to look over the Blog Post, Post-Relating Review Table, and Post-Relating Glossary. Then, give the students time to answer the ten MCQs, six SAQs, and one LEQ. Assign the remaining LEQs as homework or to be completed in class some other day.

Step #8

If instant feedback is desired, consider uploading the MCQs, SAQs, and LEQs to Class Companion or another AI-generating instant feedback platform.

Step #9

For teachers looking for an overview of the history of immigration to America from 1800–2010, rather than an overview of the history of migration within America, click on the below.

An Overview of the History of Immigration to America (1800–2010)