AP United States History Syllabus
"IT'S AT
THE BORDERS OF PAIN AND SUFFERING THAT THE MEN ARE SEPARATED FROM THE
BOYS."
Emile Zatopek
6 time Olympic Gold medal Distance Runner.
"WOMEN
OF THE WORLD UNITE! YOU HAVE NOTHING TO LOSE BUT YOUR VACUUM CLEANER."
Betty Frieden
*Don't Know
Much About APUSH *
Welcome to the 2016 – 2017 version of Advanced Placement
United States History. This will be the most challenging History class you
could have hoped for! As challenging as this class will be, it will be equally
fulfilling, preparing you for the rigors of college. In fact, it will be
equivalent to a freshman level college course. Here are some Skills, Attitudes,
and Expectations you will need this year:
1.
Understanding that this
is no longer 9th grade Pre-AP or World History!
2.
How to deal with
ambiguity, examining different points of view, mastering a broad body of
historical knowledge. Thinking History!!!
3.
Learning not to be spoon
fed. Exercise responsibility.
4.
Being organized learn to learn for the "long
haul". Review for the long haul. Go over materials covered in class on
your own each night!!! Don't throw one thing away from History Class. Use a
filing system!!!
5.
Working within time
limits! 55 minutes for 80 multiple choice questions, FRQ 5 to plan, 30 to
write, DBQ 15 to read and plan, 45 to write. We will practice timed writing and
testing all year long. Meet deadlines.
6.
Keeping an interactive
notebook. Spiral, industrial strength, 150 page notebook for history.
7.
Juggling several
demanding courses and active social and extracurricular schedules at one time.
8.
Learning to listen,
read, and follow directions individually and working well as a team to produce
products and solve problems.
9.
Dealing with serious,
demanding reading materials. When and how to read closely, when and how to
skim. Knowing that reading is homework.
10.
Learning to write an AP
FRQ and DBQ college level "historical essay". Addressing the Prompt.
11.
Handling and
interpreting different types of primary and secondary resources such as
cartoons, graphs, etc...
12.
Learning how to take and
use effective notes for yourself
all year long!
13.
Demonstrating an
understanding of historical chronology and an understanding of
"Historiography".
14.
Challenge yourself to
work as hard as you can.
15.
Absolutely no
"electronics"!!! We are going to interact as Human Beings!!!
16.
We will think
conceptually about the American past and we will focus and ultimately recognize
historical change over time with emphasis on the following themes recommended
by AP: American Diversity. American Identity, Culture, Demographic Change,
Economic Transformations, Environment, Globalization, Politics and Citizenship,
Reform, Religion, Slavery, and War and Diplomacy.
17.
Preparing for and
successfully passing the AP U.S. History Exam.
18.
For further information
regarding AP U.S. History: College
Board
Class Rules
1.
TREAT EVERYONE AND
EVERYTHING WITH RESPECT
2.
NO PURPOSELY HARMFUL PUT
DOWNS
3.
BE IN ATTENDANCE AND
PREPARED TO PARTICIPATE ALWAYS
4.
ABSOLUTELY NO HEADPHONES,
CELL PHONES OR ELECTRONIC DEVICES. LOSE THEM BEFORE YOU STEP INTO CLASS. I
DON'T WANT TO SEE THEM OR HEAR THEM!!
5.
DON'T ABUSE THE FOOD
RULE! IF YOU DO, NO FOOD!
Grading
Grades are determined by cumulative point totals for each
semester. Grade categories include:
- Participation = includes
trivia, group work, and simulations
- Homework = includes daily
homework, notebook checks, and timed writings
- Exams/Quizzes= AP level
Multiple Choice and "Blue Book" FRQ essay exam formats.
- Projects= "Decades"
and "Sgt. Peppers"
Grading Scale
|
91%-100% |
A |
79% |
C+ |
|
90% |
A- |
78%-71% |
C |
|
89% |
B+ |
70% |
C- |
|
88%-81% |
B |
69%-60% |
D |
|
80% |
B- |
0%-59% |
F |
Essay Grading Rubric:
The largest part of the US History Advanced Placement exam is the essay
portion. Therefore, considerable time will be utilized learning and practicing
how to write effectively. We will be writing every week and will be similar to
the types given on the AP US History exam. All essays will be graded on the
same nine point scale utilized by the College Board. The following chart shows
how the rubric's point values will be converted into a score: 9=100% 8=95%
7=90% 6=85% 5=80% 4=70% 3=60% 2=40% 1=20%
*Reminder: No Late Work! Make - up Work Will Be Negotiable!!!!
STUDENT TOOLS!
THE HISTORIAN'S CRAFT IS TO START THINKING OUTSIDE THE BUBBLE!
What are the Political, Religious, Intellectual, Cultural, Economic,
Technological, Artistic, Geographical, Social implications of the historical
event? Think PRICE TAGS!!
What are the Immediate, Short-Term, and Long-Lasting implications
of the Events? Is there Change-Over-Time? What are the Causes and Effects? What
do Historians say about it? Here are some simple to complex thinking
strategies: Level 1 = Questions and Answers that are explicitly found in
text-basic facts "regurgitation of facts" Level 2 = Questions and
Answers that require analysis and interpretation. "reading between the
lines" Level 3 = Questions and Answers that are open-ended and provoke
discussion of an abstract idea or issue "going beyond the text"
Questions you should ask yourself when tackling difficult reading materials:
1.
What is the author's
thesis?
2.
What is the evidence
used to support the thesis?
3.
What is the author's
conclusion?
4.
What is the author's
perspective and/or bias?
5.
What is your opinion of
the historical significance?
6.
Explain the
"gist" of the article in your own words.
Think S.O.A.P.S Tone when evaluating difficult Primary Source
Materials: Subject Occupation (Time and Place) Audience Purpose Speaker Tone Questions
you should ask when studying evidence and documents:
1.
What exactly does the
document mean?
2.
How well situated was
the author to observe or record the events in questions?
3.
When, how, and to whom
was the report made?
4.
Is there bias, either in
the report, or in yourself, that must be accounted for?
5.
Is there any faulty
reasoning? If so, why is it faulty?
6.
What specialized
information is needed to interpret the source?
7.
Do the reported actions
seem probable according to the dictates of informed common sense?
8.
Is there corroborating
testimony?
9.
Is it a valuable
(primary or secondary) source in its origin and purpose?
10.
In what way does the
evidence assist you in drawing a conclusion?
Required Readings:
James A. Henretta, David Brody, Lynn Dumenil, and Susan Ware, America's History: 5th edition
(Bedford/St. Martins, 2004)
Supplemental Materials:
Robert James Maddox, American History: Annual Editions, Volume I
and II (The Dushkin Publisher Group, Inc. 1984)
Richard Hofstadter, Great Issues in American History, Volumes I,
II, and III (Vintage Books Edition, Random House Inc.,1958)
Michael P. Johnson, Reading the American Past: Selected Historical
Documents, Volume I and II (Bedford/St. Martins, 2005)
Victoria Bissell Brown, Timothy J. Shannon, Going to the Source:
The Bedford Reading in American History, Volume I and II (Bedford/St. Martins,
2004)
Roberta J. Leach, Augustine Caligure,
Advance Placement US History Volume I and II (The Center for Learning, 2004)
John Mack Faragher, Mary Jo Bumle, Daniel C. Zitrom, and
Susan H. Armitage, Out of Many: A History of the American People Advanced
Placement Edition Documents Set (Prentice Hall, Inc. 2003)
Michael Scualler, Virginia Scharff and Robert D. Somulzinger,
Present Tense: The United States since 1945 (Houghton Miffin
Company, 1992)
William Strauss and Neil Howe, The Fourth Turning: An American
Prophecy. (Broadway Books, 1997)
Alan L. Lockwood and David E. Marris, Reasoning with Democratic
values: Ethical Problems in United States History Volume I and II (Teachers
College Press, 1985)
The Choice Program @ www.Choice.EDU./curriculum.CF
Crossroads: A K-16 American History Curriculum,
www.eduref.org/Virtual/lessons/crossroads/. 2006.
Twentieth Century US History, (Teachers Curriculum Institute,
1991)
John L. Newman and John M. Scmmalbach
United States History: Preparing for the Advanced Placement Examination (AMSCO
School Publications, Inc. 2006)