Name: __________________________________________________________________________________________________ Date: _______________________ Period:_________________
2024-2025 AP Seminar Stimulus Packet Analysis
(Boxes will expand as you type; please change the color of your text responses)
3/10: Source A: Photographs from Sephlawless.com
1. Topic of Source: Abandoned places
2. Date of Source: 2025?
3. From whose perspective does this source come? The photographer who took these pictures, Seph Lawless, wants to
capture a reality that most never knew existed by documenting forgotten places in America and sharing the stories of
those who lived in those places.
4. What topic/current issues did it make you think of? People are starting to forget parts of the past.
5. What is the argument of the above source? Lawless takes these pictures because he believes the stories and
experiences are part of an untold chapter of American history that needs to be heard.
6. How does this relate to the over-arching theme of memory? How the abandonment of familiar places can affect our
previous memories of those places.
3/13: Source B: False Nostalgia from Reason Magazine by Johan Norberg
1. Topic of Source:
2. Date of Source:
3. What are the key ways in which Norberg argues that nostalgia for the past can distort our understanding of history?
4. How does Norberg differentiate between a romanticized version of the past and the realities of historical life?
5. In the article, Norberg discusses how many people long for a "simpler time." What factors contribute to this longing,
and how does it ignore the complexities and challenges of those earlier periods?
6. Norberg points out that historical progress in areas like health, wealth, and technological advancements is often
overlooked. How can a more accurate understanding of progress challenge the myth of a better past?
7. What role does selective memory play in the phenomenon of "false nostalgia," and how can it lead to unrealistic
comparisons between the present and the past?
8. In what ways does Norberg suggest that nostalgia for the past can be used as a tool for political manipulation, and
what are the potential dangers of this?
9. Norberg compares modern problems with those of the past. How does this comparison help us reframe current issues
and avoid the trap of idealizing history?
10.Norberg argues that looking back with nostalgia can prevent us from addressing current challenges effectively. How
does he propose we focus on the future rather than dwelling on the past?
11.What is the psychological appeal of nostalgia, and why might people be more likely to indulge in it during times of
uncertainty or crisis, according to Norberg's perspective?
12.What is the argument from the above source?
13.What topic/current issues did it make you think of?
3/14: Source C: “Maori Oral Narratives, Pakeha Written Texts,” by Judith Binney
1. Topic of Source:
2. Date of Source:
3. How does the oral tradition of Maori narratives shape collective memory differently from the written tradition of
Pakeha texts?
4. What does the article suggest about the limitations and advantages of oral storytelling compared to written historical
records, particularly in the context of Māori history?
5. How does the tension between oral and written traditions in Maori and Pakeha histories influence the construction of a
shared national memory in New Zealand?
6. To what extent can the translation of Maori oral narratives into written texts retain the nuances of their cultural
significance and communal memory?
7. In what ways does the article highlight the power imbalance between Māori and Pākehā when it comes to the
recording and interpretation of history?
8. How do Māori oral narratives challenge conventional Western historiography, and what implications does this have for
the academic study of history in New Zealand?
9. What can the coexistence of Maori oral traditions and Pakeha written texts teach us about the ways memory is
constructed, negotiated, and contested?
10.How might the digitization of oral narratives impact their role in maintaining cultural memory and their relationship
with written texts?
11.What topic/current issues did it make you think of?
12.What is the argument (lesson learned) of the above source?
3/17: Source D: “Selenidad: Selena, Latinos, and the Performance of Memory,” excerpt from
Introduction, by Deborah Paredez
1. Topic of Source:
2. Date of Source:
3. How does Paredez argue that Selena’s memory has been shaped and performed by different Latino communities, and
what does this reveal about the intersection of identity, race, and popular culture?
4. Paredez examines the ways in which Selena’s memory has been commercialized and commodified. How does she
balance the critique of this commodification with an acknowledgment of its significance for Latino representation?
5. The concept of Selenidad frames memory as an act of performance. How does Paredez define and analyze this idea,
and how might it change the way we think about collective memory and its role in shaping cultural identity?
6. How does Paredez’s examination of Selenidad encourage readers to reflect on their own participation in cultural
memory? What responsibilities does she imply individuals and communities have in shaping the narratives of public
figures like Selena?
7. Paredez argues that Selena’s memory is a dynamic and evolving cultural performance, while Powell emphasizes the
importance of preserving historical memory to strengthen democracy. How do these differing approaches to memory
—one fluid and performative, the other foundational and enduring—offer complementary or conflicting insights into
how societies create meaning and navigate their pasts?
8. Both Paredez and Norberg grapple with the ways memory can shape cultural and societal narratives—Paredez through
the lens of cultural performance and Norberg through the critique of idealized nostalgia. How do their works address
the risks and benefits of memory as a tool for constructing identity, and what do they suggest about the responsibility
of critically engaging with the past?
9. Paredez emphasizes the transformative power of memory in creating community and identity through cultural
performance, while Seph Lawless's images often portray abandoned or forgotten spaces that evoke nostalgia and loss.
How do these differing approaches to memory—one as a source of empowerment and the other highlighting decay—
challenge or reinforce each other in understanding the complexities of cultural narratives?
10.What topic/current issues did it make you think of?
11.What is the argument of the above source?
3/18: Source E: “Of Memory and Our Democracy” by Colin Powell
1. Topic of Source: Remembering American history not through the glorification of war, but through the sacrifices made
for the country.
2. Date of Source: May 2, 2004
3. How does Colin Powell connect the concept of memory to the preservation of democracy, and what examples does he
use to support this connection? Reflect on how these ideas resonate with your understanding of history and civic
responsibility.
Powell believes that it is important to acknowledge the sacrifices made to shape the history of our country. It’s what
keep us going. To promise a better future for our nation. Without the remembrance, we tend to focus on things like
deadly threats from “rogue powers and stateless networks of extremists”. The preservation of our country’s
democracy is heavily dependent on the “sanctity of human life,” and the principles of our civilized nation.
4. In what ways does Powell suggest that memory serves as both a unifying and a divisive force within a democracy?
Provide examples from the text and your own observations of contemporary society.
Powell is able to connect with General Moiseyev through shared post-war trauma. It is sentimental as it is a universal
feeling that many countries experience because many people who have contributed to shaping history are often lost
and forgotten. Therefore, it is important to recognize the sacrifices made because it can create bonds. However,
memory can also be seen as a divisive force. Tying it back to false nostalgia, if two people were to have a false or
inaccurate memory of something, it would create conflict. This is because each person has their own version of that
memory, which would probably mean it would differ from those of another person. So in short, if everyone is
remembering something differently, it would lead to argument as it would be difficult to come to a shared conclusion.
5. Powell emphasizes the importance of shared memory in shaping a collective identity. How does this idea challenge or
reinforce your perspective on the role of historical education in a democracy?
I believe when people have a shared memory, the identity of that memory should be collective that way it remains the
same. When history is taught in schools, I believe that it is important to recognize different perspectives in a historical
situation. However, the content being taught should still be clear and accurate.
6. Consider Powell's discussion of the importance of remembering past mistakes as a means of progress. How can this
concept be applied to address current social and political challenges?
When we make mistakes, we are able to reflect on them and fix them for the future. In the source, Powell mentions The
Soviet Union’s past history with the United States. However, now the two countries are able to stand side by side and
work against current dangers together.
7. Powell emphasizes the importance of remembering the past to preserve democratic values, while Norberg warns
against idealizing the past through false nostalgia. How can we balance the need for historical awareness with the
danger of misrepresenting history, and what role does this balance play in shaping a healthier democracy?
It is important to remember the past, however, it should just be seen as it is. People tend to overthink things and
create new scenarios concerning things that have already happened. Of course it’s okay to look at things through
different lenses, but we shouldn’t try to make those lenses reality. This can help shape a healthier democracy because
it can help our society understand things better collectively and not just individually, leading to more agreement.
8. What topic/current issues did it make you think of?
The importance of remembering the sentimental side of history rather than the glorification of history.
9. What is the argument of the above source?
Powell believes we should take time to remember the people that have sacrificed their lives for the future of our
nation.
3/19: Source F: “My Mother’s House,” by Rachel Kaadzi Ghansah
1. Topic of Source:
2. Date of Source:
3. The essay examines how memory is passed down through generations. How does Ghansah portray the role of memory
in preserving family identity, and what challenges arise in this process?
4. Ghansah reflects on how certain memories are vivid while others are fragmented or lost. How does she grapple with
these gaps in memory, and what does this reveal about the limitations of remembering?
5. The act of remembering is often emotional and interpretive. How does Ghansah’s exploration of memory reveal its
power to shape identity, and how does she reconcile conflicting memories or emotions tied to her mother’s house?
6. Throughout the essay, Ghansah navigates the interplay between individual and collective memory. How does her
personal recollection intersect with broader cultural or historical narratives, and what tensions or harmonies arise
from this connection?
7. In "My Mother's House," Rachel Kaadzi Ghansah explores how personal and familial memory shapes identity, while
Johan Norberg in "False Nostalgia" critiques the romanticization of the past in societal memory. How do these two
works illuminate the tensions between personal and collective memory, and what lessons can be drawn about the role
of nostalgia in shaping both individual and cultural narratives?
8. Both Rachel Kaadzi Ghansah in "My Mother's House" and Colin Powell in "Of Memory and Our Democracy" explore the
significance of memory in shaping identity—Ghansah on a personal and familial level, and Powell on a societal and
democratic level. How do their perspectives converge or diverge in portraying the responsibilities tied to remembering
the past, and what insights do these works provide about the connection between memory and legacy?
9. What topic/current issues did it make you think of?
10.What is the argument of the above source?
3/12: Source G: “Alzheimer’s Association 2024 Alzheimer’s Disease Facts and Figures: Special Report,”
from Alzheimer’s Association
1. Topic of Source: Statistics concerning Alzheimer’s Disease
2. Date of Source: 2024
3. Identify three statistics that most impact your reading and understanding of this source. Describe the statistic in detail,
then include possible implications for each statistic.
a. Stat: A study was done to show the prevalence of Alzheimer’s in the U.S. as of 2020. It also shows the states that it
is most prevalent in.
Implication: The results show that Alzheimer’s is more abundant in Southern and Eastern States.
b. Stat: A study displays the projected number of people age 65 and older with dementia.
Implication: It is predicted that the number of individuals age 65 and older will increase in the future.
c. Stat: The number and ages of people 65 or older who have dementia is shown in a chart.
d. Implication: Adults ages 75-84 tend to suffer from Alzheimer’s more.
4. What topic/current issues did it make you think of? The mental and physical affects of Alzheimer’s on caregivers.
5. What is the argument of the above source? Talks about Alzheimer’s through different stakeholders.
AP Seminar Theme Tracker
2025 Stimulus Materials
● Brainstorm at least two current or historical events, issues, or topics that relate to each theme.
● Boxes will expand as you type.
Sources A B C D E F G
Overlapping A / G Themes Overlapping B / G Themes Overlapping C / G Themes Overlapping D / G Themes Overlapping E / G Themes Overlapping F / G Themes All Source G Themes: by age;
G Related events/issues Related events/issues Related events/issues Related events/issues Related events/issues Related events/issues
by state/county; projected
number of those over 65;
caregivers; stress of
caregivers
Overlapping A / F Themes Overlapping B / F Themes Overlapping C / F Themes Overlapping D / F Themes Overlapping E / F Themes All Source F Themes: family
F Related events/issues Related events/issues Related events/issues Related events/issues Related events/issues
heirlooms, land, stories;
cemetery; family secrets;
slavery/freedom; blackness
in America; slave cemetery;
Overlapping A / E Themes Overlapping B / E Themes Overlapping C / E Themes Overlapping D / E Themes All Source E Themes: right of
E Related events/issues Related events/issues Related events/issues Related events/issues
remembrance; homage to
fallen; war, sacrifice, service;
monuments
Overlapping A / D Themes Overlapping B / D Themes Overlapping C / D Themes All Source D Themes: Selena,
D Related events/issues Related events/issues Related events/issues
counter memories (pantsuit);
art (Kahlo); memorabilia;
fashion/ designer;
memorials; collective
Overlapping A / C Them Overlapping B / C Themes All Source C Themes: tragedies; fan culture;
C Related events/issueses Related events/issues
colonizers/coloners;
recording history; song,
proverb, genealogy;
musical styles (Tejano); Elvis;
suppressing history due to
Overlapping A / B Themes All Source B Themes: ruins, shame; mythology; riddles/
B Related events/issues
nostalgia (personal,
historical, collective) - used
for nation building and
parables; faith; Maori, Te
Kooti; heroes; women/men
as composers of history;
Things Fall Apart;
abused by those who claim
they can restore it),
All Source A Themes: tory, language, ethnicity, nation-
A migration, dementia, example building, strong bonds,
shared hiss of what is
thought “the good old days”
but were not,
