The APUSH Student-Produced Local History Blog Post


I teach the course chronologically. Then, I periodically provide my students with several Local History Blog templates . . . five of which can be found below . . . with the title of each template appearing in bold and with that titled-template embedded with a link to the template:


I tell my students that they need not work with any of the templates I provide. In other words, they may go off on their own, and in fact, over the course of the past year, they have, with a few good examples appearing below:


I provide students with time in class to produce their blog posts. I also periodically assess the students’ progress, giving them chance after chance to improve the quality of the work.


Generally speaking, my students have much enjoyed working on this project. They also seem to have learned much about history, both local history and North America's history as a whole. But with this assignment, more than anything, they’ve increasingly come to understand how their local history connects to the history taught in my US History course.

  • Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization and analysis of relevant content.
  • Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
  • Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • Draw evidence from literary or informational texts to support analysis, reExplain how information and experiences may be interpreted by people from diverse cultures, perspectives, and frames of reference.
  • Analyze and explain the ways groups, societies, and cultures address human needs and concerns



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Peter Paccone

Peter Paccone

High school APUSH teacher with much in-class and online teaching experience. Also a blogger, keynote speaker, editor, podcast host, and conference presenter.