My APUSH Students’ Year-End Challenge

Teach the History Most History Teachers Wish They Had Time to Teach

I'm an AP U.S. History teacher, and after the exam this year, I challenged my students to assume that they had been hired by a book publisher to write a chapter for a book called "Beyond the US History Curriculum: The Stories Most History Teachers Wish They Had Time to Teach."

Each chapter needs to:

• Highlight a high-interest story that flows from something taught but not covered in the curriculum.
• Consist of approximately 800 words.
• Include a title, subtitle, and header image.
• Include a "Research Sources" section with all consulted sources.
• Incorporate 5 multiple-choice questions (MCQs), 5 true/false questions (TFQs), three short-answer questions (SAQs), and one long essay question (LEQ).
• Provide answer keys for the MCQs and TFQs.
• End with an Academic Honesty Statement, in which the student either confirms that they did not use AI and followed all current writing rules or states that they did use AI, which is permitted since the evaluation focuses on their ability to answer questions related to the work.
• Speak to APUSH students everywhere.

Additionally, all completed chapters must be uploaded to Medium. Students may include one or more high-quality YouTube videos if they wish, provided each video does not exceed 2.5 minutes in length.

After providing the students with the task and specifics, I coached them on how to begin their articles. Start, I said, by explaining something you learned in the class (referencing the key concepts if possible). Then introduce the focus of your chapter and your reason for this focus.”

I then provided three templates:

Template for Chapter Describing the Blackfeet Native American Tribe

In my AP U.S. History class this past year, we learned that “by 1491, Native American populations had not only migrated and settled across the vast expanse of North America but also developed distinct and increasingly complex societies by adapting to and transforming their diverse environments.” However, we didn’t focus on specific tribes. Rather, we learned about Native American societies attached to specific regions of the U.S., such as the Northeast, Mississippi River Valley, Atlantic seaboard, Southwest, present-day California, and the Great Plains.

Since we didn’t learn about specific tribes in class, and I am going to be living on the Blackfeet reservation for a month this summer as part of the Visions program, I decided to spend the last two weeks of my junior year learning about the Blackfeet.

What follows is an 800-word description of the Blackfeet from 1491 (before Columbus) to 1890 (the Wounded Knee Massacre, which marked the end of Native American armed resistance).

Template for Chapter Describing the Second A-Bomb Dropping

In my AP U.S. History class this past year, we learned that “the use of atomic bombs hastened the end of World War II and sparked debates about the morality of using such weapons. However, we didn’t focus on specific debates related to the atomic bombs dropped on Japan to end the war.”

Given that I’m a STEM student, particularly interested in the technology portion of STEM, I decided to research the question further. I discovered that the dropping of the second bomb on Nagasaki has led to significant debate over its legality.

What follows is an 800-word description of the second bomb dropping and the debate about whether it constituted a war crime.

Template for Chapter Describing the Care of Horses During the Civil War

In my AP U.S. History class this past year, we learned that “the Civil War was a conflict that not only shaped the future of the United States but also saw the use of various military strategies and technologies.” However, we didn’t focus on the role and care of animals, particularly horses, which were essential to both the Union and Confederate armies.

Given my interest in pursuing a career in veterinary science, I decided to research how horses were cared for during the Civil War. I discovered that both the North and South relied heavily on horses for transportation, communication, and combat, and their care was critical to the war effort.

What follows is an 800-word description of the care and management of horses used by both the Union and Confederate armies during the Civil War.

Sample Chapters

• The Blackfeet Native American Tribe: From 1491 to 1890 (Ellie V.)
• Black Cowboys: From the 1860s to 1910 (Richard M.)
• The Tulsa Race Massacre of 1921: Black Wall Street’s Tragic End (Mia L.)
• Geronimo: The Native American Chief Who Did Not Give Up (Zach C.) He did NOT use AI
• The Nixon Watergate Tapes: Content and Consequences of Such Recordings (Charlotte A.)
• German Art and Architecture In the United States: Influence on Design and Urban Landscapes (Kasia M.) She did NOT use AI
• The History of the Chinese in the San Gabriel Valley: Post 1965 (Kayla G.)
• German Owned Beer Making Factories in America during the 1800s: The Story of Miller and Budweiser (James B.)
• Colonial Jamestown Health and Medicine Practices: 1607–1699 (Nate M.)
• The Artwork of Aaron Douglas: The Father of African American Art: (Buffy S.)
• The Chinese Experience During the Gold Rush: Opportunity and Oppression (Jonathan J.) He did NOT use AI
• Equine Care and Management During World War I (Alice T. Daphne K.)

Assessment

To assess the work of the students, I first asked ChatGPT to read a chapter they had written. Then, I provided ChatGPT with the prompt that follows:

Now that you’ve read the student’s chapter, create a large number of questions that could be asked of the student who produced this work:

The first set of questions should test the student’s knowledge of basic grammar and specific terms mentioned in the chapter. This should include questions about capitalization, punctuation, and word choice.

The next set of questions should aim at a higher level of understanding of the content, requiring analysis and critical thinking. This should include questions about the accuracy of claims, responses to potential criticisms, and detailed explanations of concepts.

The third set of questions should explore the implications and applications of the student’s findings. This should include questions about how the findings influence modern practices, lessons learned, and future applications.

The fourth set of questions should relate to the student’s use of AI, as expressed in the student’s academic honesty statement. This should include questions about why AI was or wasn’t used, the benefits and challenges of using AI, and the accuracy of AI-generated content.

The fifth set of questions should focus on the student’s research process. This should include questions about the sources used, ensuring credibility and reliability, and the organization of research findings.

The sixth set of questions should be about the student’s writing process and engagement with the material. This should include questions about the structure and content of the chapter, writing strategies and techniques, and handling revisions and feedback.

The seventh set of questions should focus on multimedia integration. This should include questions about the selection and relevance of multimedia content, and how it complements the written material.

The eighth set of questions should focus on peer collaboration. This should include questions about the benefits, challenges, and learning experiences of collaborating with classmates.

The ninth set of questions should ask the student to go beyond the focus of their topic to reveal their broader historical knowledge related to the topic. For example, if the title of the chapter is Equine Care and Management During World War I, you might ask: “Tell me about the history of horses in America in the twenty years leading up to the war and the twenty years after,” or “Tell me about the history of the horse in war in America from the War of Independence through modern times.”

The tenth set of questions should be reflection questions, asking the student to consider what they might do differently if they were to do this project again. This should include questions about what they learned from the process, what challenges they faced, how they might approach similar projects in the future, and their thoughts about a project that allows for the use of AI but assesses the students on their ability to answer questions related to the work.

The ChatGPT Produced Questions

See below for the questions ChatGPT generated after reading the Equine Care and Management During World War I chapter.

First Set — Low-Level Knowledge Questions

1. You mentioned “equine influenza” in your description. What does “equine influenza” mean?
2. The term “strangles” is used to describe a disease affecting horses. Can you explain what “strangles” is and how it affects horses?
3. What is “mange,” and how does it impact horses during World War I?
4. You referred to “colic” in horses. What is colic, and why is it significant in the context of World War I?
5. The term “shrapnel” appears in your text. What does “shrapnel” mean, and why was it a concern for horses during World War I?
6. You mentioned “antiseptic solutions” for wound treatment. What are antiseptic solutions, and how are they used in medical treatment?
7. You wrote, “The newly established Veterinary Corps developed innovative treatment techniques.” Why do you think “Veterinary Corps” should be capitalized?
8. You wrote, “Wounds were often irrigated with antiseptic solutions, and any foreign objects, such as shrapnel fragments, were carefully removed.” Why do you think a comma goes between “objects” and “such as shrapnel fragments”?
9. You wrote, “Despite the effectiveness of treatments, mange remained a widespread issue.” Why is a comma placed after “treatments”?
10. You wrote, “Equine influenza and strangles were highly contagious and spread quickly among the horses.” Why is the word “contagious” used instead of “contagiously”?
11. You wrote, “The horses’ health was critical to the military’s success.” Why is there an apostrophe in “horses’ health”?

Second Set — Higher-Level Questions

1. You claimed that “the U.S. initially lacked proper veterinary facilities and plans for their care.” How do you respond to those who argue that this lack of preparation was common in many aspects of World War I and not unique to veterinary care?
2. In your text, you state that “despite the effectiveness of this treatment, mange remained a widespread issue.” How would you address the criticism that the U.S. military’s efforts were insufficient to handle widespread mange effectively?
3. You mentioned that “the demand for veterinary care often exceeded capacity.” How would you respond to someone who argues that this indicates a failure of planning and resource allocation by the U.S. military?
4. You indicated that “the care and management of horses during World War I led to significant advancements in veterinary science.” How would you address the view that these advancements came too late to significantly impact the war effort?
5. Considering your findings, how do you think the advancements in veterinary care during World War I influenced modern veterinary practices, particularly in military contexts?
6. Given the high mortality rates and the initial unpreparedness you described, what lessons can current military organizations learn to better prepare for the care of animals in conflict zones?
7. How do you think the treatment techniques developed during World War I for horses have influenced the treatment of similar conditions in other large animals today?
8. Based on your research, what additional measures could have been taken during World War I to improve the overall health and survivability of horses?
9. Reflecting on the historical context, how do you think the role of veterinary care in military operations has evolved from World War I to present-day conflicts?
10. In what ways do you think your findings about veterinary care during World War I could be used to educate current veterinary students and professionals about the importance of preparedness and innovation in crisis situations?
11. You mentioned that “the U.S. military eventually organized its veterinary services, building hospitals and implementing a tiered system of care.” Can you elaborate on what the tiered system of care involved and how it improved the treatment of horses?
12. In your text, you state that “the newly established Veterinary Corps developed innovative treatment techniques.” Could you provide more details on some of these innovative techniques and how they differed from previous methods?
13. You claimed that “the static trench warfare along a relatively fixed front changed this dynamic, necessitating a more stable and sophisticated approach to veterinary care.” How did the nature of trench warfare specifically impact the health and treatment of horses?
14. You wrote that “horses exposed to poison gas required immediate and intensive care.” Can you explain the specific types of care provided and how effective these measures were in mitigating the effects of gas exposure on horses?
15. You highlighted that “the care and management of horses during World War I led to significant advancements in veterinary science.” Can you discuss some of the long-term impacts of these advancements on veterinary practices beyond the military context?
16. You noted that “despite the effectiveness of treatments, mange remained a widespread issue.” What were the limitations or challenges that prevented these treatments from fully controlling the spread of mange?
17. You stated that “the demand for veterinary care often exceeded capacity.” Can you explain the factors that contributed to this high demand and the specific challenges the Veterinary Corps faced in meeting it?
18. You mentioned that “gas masks and goggles were utilized, but their effectiveness was limited.” What were the specific limitations of this protective gear, and what improvements could have made them more effective?
19. You asserted that “wounds were often irrigated with antiseptic solutions, and any foreign objects, such as shrapnel fragments, were carefully removed.” Can you provide more details on the antiseptic solutions used and the procedures for removing foreign objects?
20. You wrote that “the primary treatment for colic was a ‘drench,’ where a leather-covered bottle was used to pour medication into the horse’s mouth.” Can you explain how this treatment worked and why it was considered effective at the time?

Third Set — Questions Related to Students’ Use of AI

For students who did use AI:

• In your academic honesty statement, you mentioned that you used AI assistance. Can you explain why you decided to use AI for this project?
• How did you ensure that the AI-assisted content was accurate and aligned with your research?
• What specific parts of the project did you find AI assistance most beneficial for, and why?
• Given that you used AI to produce this work, would you want me to share this work with your college admissions officer if I were to write a letter of recommendation for you?
• Do you believe your use of AI demonstrates your ability to leverage technology for academic purposes.
• Is the chapter that you wrote something that you plan to mention to in your college application
• Is there anything that you would like to mention about your use of AI that you’ve not yet had a chance to say.

For students who did not use AI:

• In your academic honesty statement, you mentioned that you didn’t use AI assistance. Can you explain why you chose not to use AI for this project?
• Do you feel that your own writing skills benefited from not using AI in this project?
• Were there any particular challenges you faced by choosing not to use AI, and how did you overcome them?
• How do you think using AI in your project reflects on your academic abilities and integrity?

Fourth Set — Questions on the Research Process

• What sources did you find most valuable for your chapter, and why?
• How did you ensure the credibility and reliability of the sources you used?
• Can you describe your research process and how you organized your findings?

Fifth Set — Questions on the Writing Process and Engagement with the Material

1. Describe the writing process.
2. How did you decide on the structure and content of your chapter?
3. Were there any particular writing strategies or techniques that you found helpful?
4. How did you handle revisions and feedback during the writing process?
5. What was the most interesting or surprising thing you learned while working on this project?

Sixth Set — Questions on Multimedia Integration

1. If you included YouTube videos in your chapter, how did you select them, and why do you believe they add value to your chapter?
2. How did you ensure that the multimedia content was relevant and enhanced the readers’ understanding of your topic?
3. Can you explain the role of visual elements in your chapter and how they complement the written content?

Seventh Set — Questions on Peer Collaboration

1. Did you collaborate with any of your classmates during this project? If so, how did that collaboration benefit your work?
2. How did you handle any challenges or conflicts that arose during peer collaboration?
3. What did you learn from reviewing and providing feedback on your classmates’ chapters?

Eigth Set: Questions on Broader Historical Knowledge

1. Tell me about the history of horses in America in the twenty years leading up to World War I.
2. How did the use and care of horses in America change in the twenty years following World War I?
3. Describe the role of horses in American military history from the War of Independence through modern times.
4. How did technological advancements impact the use of horses in warfare from the Civil War to World War I?
5. What were some key differences in the management and care of horses between World War I and World War II?

Ninth Set: Ethical Questions

1. What ethical considerations did you take into account when using AI to assist with your project?
2. How did you ensure that your use of AI did not compromise the originality of your work?
3. What are the ethical responsibilities of historians when researching and presenting historical events?
4. How did you ensure that your portrayal of historical events was accurate and respectful?
5. What challenges did you face in maintaining academic integrity while using AI tools?
6. How do you think the use of AI in academic work should be regulated to prevent misuse?
7. What are the potential ethical issues in relying heavily on AI for research and writing tasks?
8. How did you address the potential biases present in the AI tools you used?
9. What steps did you take to verify the accuracy of the information generated by AI?
10. How can students balance the use of AI with developing their own critical thinking and research skills?

Tenth Set: Reflection Questions

1. If you were to do this project again, what would you do differently?
2. What was the most challenging aspect of this project, and how did you overcome it?
3. What did you learn from this project that you can apply to future research or writing tasks?
4. How do you feel about a project that allows for the use of AI but assesses students based on their ability to answer questions related to the work?
5. What are your thoughts on the educational value of integrating AI tools into research and writing assignments?
6. Do you think using AI helped you understand the material better, or did it pose any challenges? Explain your reasoning.
7. What insights did you gain about the research process through this project, and how would you apply these insights in the future?
8. How did you ensure the integrity and originality of your work while using AI tools?
9. What feedback did you receive during the project, and how did it influence your final submission?
10. What advice would you give to future students undertaking a similar project?

List of Possible Chapter Titles

For those looking to provide their students with a long list of possible “chapter titles,’” see below:

1. The Black Aristocracy of the Gilded Age
2. African Americans in the Border States in the Year Following the Civil War
3. Utah’s Black Pioneers and the Mormon Migration
4. The Black Cowboys of the American Frontier
5. The First African American Woman in Lowell’s Mills
6. African Americans and the Erie Canal
7. African American Pony Express Riders
8. African Americans and the Mississippi Steamboat Era
9. African Americans and the Golden Age of American Whalin
10. African Americans in the Louisiana Territory During the First 100 Years Following the Lewis and Clarke Expedition
11. Buffalo Soldiers and the Spanish-American War
12. The Role of African American Nurses in the Civil War
13. The Exodusters and the Settlement of the Great Plains
14. The Rise of African American Educators in the Reconstruction Era
15. African American Entrepreneurs in the Post-Emancipation South
16. The Colored Farmers’ Alliance
17. The Enslaved African American Labor Force that Rebuilt the U.S Capitol After the British Set It Afire in 1814
18. Biddy Mason: From Slavery to Philanthropy in Early Los Angeles
19. African Americans in the Gold Rush
20. African American Participation in the Civilian Conservation Corps (CCC) During the Great Depression
21. The Influence of African American Inventors and Entrepreneurs in the Gilded Age
22. African American Mariners in the Age of Sail
23. The Role of African American Spies During the Civil War
24. The History of African American Newspapers in the 19th Century
25. African Americans in the Temperance Movement
26. African American Homesteaders and the Oklahoma Land Rush
27. African American Suffragists and the 19th Amendment
28. From When the Gold Rush Ended to the Start of the Transc
29. Chinese in the Sierra Nevada (1849–1882)
30. The Chinese in America During the Civil War
31. The Chinese in America During the Progressive Era
32. The History of the Chinese in the San Gabriel Valley
33. The Chinese and Sierra Nevada Ice-Cutting Industry
34. The Chinese and the Sierra Nevada Tree Felling Industry
35. Women in America at the Time of the Lowel Mills Girls
36. Those who Replaced the Lowell Mill Girls
37. Biddy Mason: From Slavery to Philanthropy in Early Los Ange
38. The Great Plains Native Americans (1491–1890)
39. The Seminole and the Trail of Tears
40. The Impact of the Scots-Irish on the American Frontier
41. The Role of Quakers in the Abolitionist Movement\
42. The Watergate Tapes
43. The Ludlow Massacre: Labor Unrest and Corporate Power in the Early 20th Century
44. The War of Jenkins’ Ear: Conflict Between Britain and Spain in the Americas
45. The Johnstown Flood of 1889: Industrial Disaster and American Response
46. The Boston Molasses Disaster of 1919: A Sticky Situation
47. The Origins and Impact of the American Anti-Imperialist League
48. The Role of the American Protective League During World War I
49. The Battle of Blair Mountain: Coal Miners’ Struggle for Rights in 1921
50. The Wilmington Insurrection of 1898
51. A Violent Coup and Its Legacy
52. The Green Corn Rebellion: A Forgotten Farmer’s Uprising
53. The Anti-Rent War: Tenant Uprising in Upstate New York
54. The Burning of Washington D.C. During the War of 1812
55. The Anti-Masonic Movement: America’s First Third Party
56. The Comstock Laws: The Federal Anti-Obscenity Legislation of the 19th Century
57. The Harlem Renaissance: Beyond Langston Hughes
58. The Unsolved Mystery of the Lost Colony of Roanoke
59. The Role of Native American Code Talkers in World War II
60. The Influence of African American Musicians on Jazz and Blues
61. The Carlisle Indian Industrial School
62. The Zoot Suit Riots
63. The Bonus Army March: Veterans’ Struggle During the Great Depression
64. The American Eugenics Movement: Impacts and Ethics
65. The Role of Women Spies During the Civil War
66. The Orphan Train Movement: Relocating Children Across America
67. The Red Scare: Fear of Communism in the 1920s and 1950s
68. The Salem Witch Trials: Hysteria and Injustice
69. The Influence of Hispanic Americans in the Civil Rights Movement
70. The Tulsa Race Massacre: A Community Destroyed
71. The Rise and Fall of the Populist Party
72. The Gilded Age: Labor Strikes and Corporate Power
73. The Settlement Houses: Urban Reform and Social Work
74. The Freedom Rides: Challenging Segregation in the South
75. The Conservation Movement: Early Environmental Efforts
76. The Role of Irish Immigrants in the American Civil War
77. The Great Migration: African American Movement North
78. The Chinese Exclusion Act: Immigration and Discrimination
79. The Influence of Women in the Abolitionist Movement
80. The Great Chicago Fire of 1871: Disaster and Rebuilding
81. The Seneca Falls Convention: Birth of the Women’s Rights Movement
82. The Triangle Shirtwaist Factory Fire: Labor Reform
83. The Role of Native American Women in Tribal Governance
84. The Bay of Pigs Invasion: Cold War Blunders
85. The Chicago 1968 Democratic National Convention Protests
86. The Role of African American Soldiers in the American Revolution
87. The Pullman Strike: Labor Unrest and Government Intervention
88. The Impact of the Stono Rebellion on Colonial America
89. The Influence of Black Churches in the Civil Rights Movement
90. The Palmer Raids: Early 20th Century Red Scare
91. The Manhattan Project: Science, Ethics, and the Atomic Bomb

Sidenote #1

Below is a rubric I plan to use to evaluate the students’ oral responses to the questions related to their project.

Scoring:

• Total Possible Points: 24
• Exemplary: 21–24
• Proficient: 16–20
• Basic: 10–15
• Needs Improvement: Below 10

This rubric allows for a comprehensive yet straightforward evaluation of students’ responses to the oral follow-up questions.