Unit 1 Review

“receipts” Unit 1 Review

Slides
U1 Sources for Easy Printing
Link to the AP AFAM CED

Arguementation Skill 3C: Strategically select sources - evaluating the credibility of the evidence they present - to effectively support a claim.

“Receipts” review transforms historical evidence into a practical tool, empowering students to support their voices with facts and "bring the receipts.” - Wilnekia Brinson

Objective: Use historical evidence ("receipts") from African history to support or challenge a claim by selecting the strongest source and defending your argument.

NOTES

The concept of “Receipts“ review comes from the classroom of Wilnekia Brinson of Houston, TX and it is fantastic! Wilnekia, an AP African American Studies Exam Question Leader shared this fantastic idea with APAFAM teachers in Cincinatti during the 2026 AP test reading and she graciously shared her idea with Empowering Histories. Check out this link to Wilnekia’s Empowering Teacher Spotlight for more on her inspiration, bio, and unit 2 review lesson. This is my adaptation of “Receipts!” review for unit 1. It is meant to be played at the end of the unit. I also included a link to a PDF that has the 17 required sources that I use for the activity in my classroom.

For the Unit 1 “Receipts” review, the false claims to students are to refute come from quotes that students might come across in popular culture, or quotes from influential politicians and “scholars.” I find that this adds relevancy to the activity. Feel free to add your own or remove some of the examples to make this fit your context and classroom. The quotes come from the German philosopher Hegel, former Prime Minister of Rhodesia Ian Smith, Harvard Archeologist George Reisner, Malcolm X, Robert E. Lee, an influential 19th century “historical civilizations map,” and live-streaming white supremacist Nick Fuentes.

Lesson Plan

Divide the class into two teams (or more, depending on class size).

Review the Prompt

    • A historical claim or prompt will be displayed on the screen.

    • Your goal is to debunk the claim using evidence from the provided sources.

Choose Your Receipt

  • One student from each team will come to the front of the classroom.

  • Each student may select only ONE source ("receipt") to support their argument. (Many different "receipts" will work)

  • Once a source has been chosen by a student, it cannot be replaced during their turn.

Present Your Argument

  • Each student will have 2 minutes to:

    • Explain why the prompt is inaccurate or misleading.

    • Use evidence from their chosen source to support their argument.

    • Clearly connect the evidence to their reasoning.

Support Your Claims

  • Strong arguments should:

    • Cite specific evidence from the source.

    • Explain how the evidence disproves the prompt.

    • Demonstrate historical reasoning rather than simply stating an opinion.