Survey of American History (AMHI)



Class Web site:



Course Description:

AP United States History is a course designed to give students a comprehensive understanding of the history of the United States. Students will acquire a sophisticated understanding of historical trends that have shaped American history, and will apply their analysis of these trends in daily coursework, discussions, debates, and the study of past and current events. Students will be given the chance to become historians – to interpret, analyze, and contribute to the ongoing, living study of history in various forms. In May, AP students will have the opportunity to take the Advanced Placement test, where a successful score could make you eligible to receive 3-6 college credit for introductory level college courses, advanced standing, or simply a solid score to help with the college admissions process.

The course requires that students have an interest in American history that they are willing to apply in classroom and independent situations. This is a college-level course, and as the instructor I expect that you will attend class, participate fully, and take responsibility for your learning at all times.

Materials:

Textbook: Henretta, et al, America’s History

Secondary Readings (see Web site)

Pencils AND pens

Small binder or folder for current unit

Notebook or paper for reading notes

Flash / USB drive strongly recommended (for History Day research)

The APUSH Success Equation:

SUCCESS = (KC)(TLO)(HTS)(W)

KC (Key Concepts): These are the vital aspects of U.S. History that we need to know for the AP test. Instead of just the traditional AP model, this gives us a set of vital understandings and lets us fill in what details we need to help us grasp the ideas. (For instance, we don’t need to memorize EVERY one of the New Deal programs. These key concepts allow us to discuss the big ideas and trends of the New Deal and learn several programs that illustrate those concepts without forcing us to cover every single insignificant detail.)

TLO (Thematic Learning Objectives): These are bigger questions that remain the same throughout the course. The College Board has grouped these questions into seven thematic areas (see your TLO Packet). Though the questions remain the same throughout the course, we can answer them more thoroughly after each unit. Expect to see them frequently.

HTS (Historical Thinking Skills): Any good history class should focus on change over time, comparing and contrasting eras, making good arguments, and using the wealth of knowledge around us to draw conclusions. These are the keystones of the HTS, and we’ll be focusing on these nine skills throughout the year.

W (Work You Put into the Class): Do the math. If you put in zero effort, you’ll have zero success. However, the more effort you put into this class (into improving, adapting, and making a real attempt to learn and understand your country more fully) the better you’ll do.

Grading and Evaluation:

You will earn points toward your marking period grade for preparation/practice, quizzes, tests, essays, assessment checkpoints, and district assessment. The final grade for the course is computed as follows:

Average of class work and assignments for each MP 80%

-Formative Assessment (small quizzes or projects, NHD checkpoints, etc.) – 20%

- Summative Assessment (unit exams, core assessments, large projects, etc.) – 80%

Midterm 10%

Final 10%

This class has an AP designation, and because of this it is weighted in accordance with the Central Bucks School District grading policy (example B = 4.0). While I highly encourage you to take the AP test in May, this score will not figure into your academic course grade.

Assignments / Deadlines:

At the beginning of each unit (2-4 weeks) you will receive a schedule for all work and deadlines for that unit. Students are expected to budget their time to complete all assignments. Written assignments will be accepted one day late for 50% credit of the grade earned. Quizzes must be taken with the rest of the class except in extreme circumstances or extended absences (one day is not an extended absence). Major assignments receive a 10% deduction for each day they are late, with a parent contact after a 20% deduction. There is no individual extra credit in this class.

All school and district policies regarding cheating and plagiarism will be followed. Plagiarism (using another’s words or ideas without giving credit for any reason) is unacceptable and will result in a zero for the task at hand and disciplinary consequences. Copying assignments in any form will result in a zero for both parties and disciplinary referral.

Class Procedures:

❖ Students are expected to take personal responsibility for themselves and their work at all times. This includes being an active participant in all assignments and class activities.

❖ Cell phones are not to be used during class. Use will result in a write-up. Don’t waste our time, and don’t kill trees by making me fill out these forms in triplicate.

❖ You must be on time for class or have a pass. One tardy to class will result in your warning. Administrative detention and discipline referral will follow.

❖ Students may not work on assignments for other classes.

❖ Students who are absent will be responsible for contacting a classmate and keep up with all assignments. We post our schedule online, so you will know what we do each day. All quizzes must be scheduled with me within three days of an extended absence, and tests within five days. Tests and quizzes must be made up outside of class time. Tests or quizzes not made up within the specified time frame at the set appointment will receive a zero.

Types of Assignments:

Reading Notes: Students will receive a skeletal outline for each semester to assist with note taking. Students must submit maintain a notebook of reading notes (either in outline or an alternative form) as they correspond with the chapters. Reading notes, if they are handwritten, may be used for reading quizzes. Notes (and quiz corrections) may NOT be shared with another student. Students who do so will lose their open note privileges for a period ranging from a unit to a marking period. Notes should be written legibly in ink (pencil will wear out over the course of the year).

Quizzes: Each reading chapter will include several quizzes with 5-10 questions. Quizzes are designed to help you gauge where you are weakest and strongest, and to help us measure the thoroughness with which you’re approaching your practice and preparation. They also give us a chance to drill critical HTSs through multiple styles of quizzes. If you are blowing off your nightly readings and failing the quizzes that go with them, that’s usually an indicator of how the unit exam is going to go for you. Don’t make the mistake of thinking that practice/prep doesn’t count.

Unit Tests: Each unit will conclude with a test that will include both a multiple choice segment and a combination of LAQs, DBQs, and/or ShAQs. Unit tests are comprehensive, including questions reflecting textbook readings, class discussions, film clips, and activities. Unit tests may not leave the room for any reason, but students are welcome to come in and review the questions or scores by appointment.

LAQs: Long Answer Questions (essays), will be assigned as part of tests and part of writing seminars. These will always test an HTS and a TLO.

DBQs: Document Based Questions are designed to help students become comfortable reading and interpreting primary and secondary sources and then using them to construct an essay expressing a coherent argument.

ShAQs: Short Answer Questions test your ability to succinctly explain or answer a historical question. These get right to the point, and don’t allow for fluffing answers.

NHD: All students will be required to complete a National History Day project. Please see NHD packets for specific guidelines and deadlines.

Review Materials

Many students find success by using outside review guides, which we encourage. Barron’s, Princeton Review, etc. are all good choices. However, do not attempt to make these your primary means of study (aka don’t just read this and blow off our class assignments). These are good supplementary materials for review purposes, not primary purposes. The same goes with Crash Course and other online tutorials. Go ahead and use them for review, for sure, but don’t make that your only means of instruction. You’ll find out pretty quickly that it’s not a great plan.

A quick note about review books for this year: they must be updated for the 2015 test. The AP U.S. History test changed in the 2014-2015 school year, and the course itself is modeled differently. If you want to get a used book, a previous years’ book can help you to a degree – if, say, you just need to clarify what the Knights of Labor were or use some old multiple choice questions to stay sharp – but it will not help you appropriately prepare for the structure of the test in May, and of our tests during class.

We will read several articles from The Gilder-Lehrman Institute of American History, an organization dedicated to the study of our American story. They have a great set of review videos for each period that you can view at .

Communication

The school has kindly set up an e-mail account for you using Office 365. That is the e-mail address we will use for communication, and I will answer messages from this account only. We will be using 365 for other class activities, as well, so it also serves the purpose of getting you familiar with the Web site. If it’s convenient for you, 365 also has the capacity to link to your phone’s e-mail server. Head to and all of the instructions to use the server are there for you.

10 APUSH SURVIVAL TIPS

1) You need to accept responsibility for your learning.

2) Asking questions does not make you look dumb. (A guy named Einstein used to ask a lot of questions…)

3) Classroom discussion happens a lot. Learn to get comfortable with contributing. I’ll be calling on you.

4) Other people are going to critique your words and your ideas. It’s a constructive process, not a negative one.

5) If you don’t like writing, learn to like it. It makes you better in every subject, not just APUSH

6) If you don’t like reading, learn to like it. Same as #5.

7) If you have 3 or more activities after school every day, it might be time to start choosing which ones are most important.

8) If you’re just in this for the transcript, you’re here for the wrong reason.

9) History’s not boring. There’s something in this course for everybody, whether you like music, sports, science, or just being a rebel. Hang in there, and you’ll learn something you love.

10) If you expect the image below to happen, you should probably head down to guidance and start changing things:

FRQ (Free Response Question) Writing Tips

On the AP tests (and on in-class tests and writing seminars) you will have 35 minutes to write a free-response essay. General length is about 2-3 handwritten pages. You need to do the best you can now to make your handwriting as legible as possible for the AP test. The steps to writing an AP essay:

1. Analyze the question.

2. Organize the information.

3. Develop a thesis.

4. Write the introductory paragraph.

5. Write the supporting paragraphs.

6. Write a conclusion

1. Analyze the question (1 minute). Take a minute to make sure that you really know what the question is asking. Answer the question as it is – don’t answer the question you want to answer. Focus on the key words or phrases:

Analyze: determine the component parts; examine their nature and relationship.

Assess: judge the value or character of something; appraise; evaluate

Compare: examine for the purpose of noting similarities and differences.

Contrast: examine in order to show dissimilarities or points of difference.

Compare and contrast: detailed examination to analyze the similarities and differences of a situation.

Criticize: make judgments of the merits and faults of something. Criticism may approve, disapprove, or both.

Define: give the meaning of the word, phrase, or concept, fix the boundaries of an idea.

Describe: give an account of; tell about; give a word picture of.

Discuss: talk over; write about; consider or examine by argument or from various points of view; debate; present the different sides of.

Enumerate: mention or list separately, name one after another.

Explain: make clear or plain; make clear the causes or reasons for; make known in detail; tell the meaning of.

Evaluate: consider both positive points and the negative ones; give an opinion regarding the value of; discuss the advantages and disadvantages of.

Identify: cite specific events, phenomena, and show a connection.

Illustrate: make clear or intelligible by using examples.

Interpret: explain the meaning of, make plain, present your thinking about.

Justify: show good reasons for, present your evidence, offer facts to support your position

Prove: establish the truth or genuineness of something by giving factual evidence or logical reasoning.

Trace: detailed examination of a complex issue or situation in order to understand its nature or determine its essential features.

Remember that all questions REQUIRE you to take a position, not just to “spit back” facts. Remember that you do not need to personally agree with the position you take to write the essay.

2. Organize the information (five minutes). Take a few minutes to plan your essay- this will help you write it faster. Jot down the most basic of notes, using abbreviations as much as possible. Make sure you have enough material to support your thesis.

3. Develop a thesis. Your essay MUST have a strong thesis statement. A strong thesis will identify the topic of an essay, take a position based on the evidence available, and offer a preview of supporting ideas. Example:

In the 16th century, Spain’s success in conquering American lands (TOPIC)

was based upon fundamental changes that had already occurred (POSITION)

in the culture, economy, and technology of Europe. (PREVIEW)

Essay writing (30 minutes)

4. Write the introductory paragraph. All good introductory paragraphs must contain:

( basic background information that defines all key terms

( the thesis statement (usually the last sentence of the paragraph)

( a preview of the supporting ideas.

5. Write the supporting paragraphs- generally there are three supporting paragraphs, but this might vary based on the question. Each supporting paragraph should include:

( a topic sentence that relates to the thesis.

( an analysis of specific relevant, historical evidence to support the topic sentence.

( at least three solid pieces of evidence to support the topic sentence.

( transitions between paragraphs

( a consideration of counterarguments or conflicting evidence when appropriate.

6. Write a conclusion – your conclusion should restate your thesis in a fresh way (no “cut and paste.”) End with a statement that ties the topic into the larger theme of US history.

( Do not introduce new evidence here.

( If you are running out of time, write this paragraph LAST. If needed, sum up in one

sentence.

Other general suggestions:

( Always write in third person (no “I”, “we”, or “in my opinion”).

( Use active voice (“Lincoln proposed” not “the law that was proposed by Lincoln”).

( Avoid absolutes (all, every, never, none).

( Use specific terms (“ in Plessy vs. Ferguson” not “in the court case regarding

segregation”).

( Distinguish between primary and secondary causes to show a more sophisticated

understanding of an issue.

( Remain objective – don’t pass judgment or opinions.

( Never use slang words or curse.

( Be confident in your knowledge and writing skills.

DBQ (Document Based Question) Writing Tips

On the AP exam (and on in-class tests) you will have 15 minutes to plan and 45 minutes to write a DBQ essay. Never forget that this is an essay, and should follow all of the rules of good essay writing.

Planning time (15 minutes)

1. Read and analyze the question. Make sure that you know what the question is asking you. Circle the dates, and underline key terms. These terms will become your topics (paragraphs) as you develop the essay.

2. Brainstorm and your knowledge about this time period using PERSIA. Use this outside information when writing the essay.

P – political

E – economic

R – religious

S – social

I – intellectual

A – artistic

3. Develop a thesis statement. A strong thesis will identify the topic of an essay, take a position based on the evidence available, and offer a preview of supporting ideas.

4. Read each document. In the margin, jot down the main idea. If the question is asking you to make an opinion, note the documents that support or refute your thesis.

Writing time (45 minutes)

1. Writing an introductory paragraph with a thesis and historical background.

2. Write supporting paragraphs reflective of the key terms included in the question. Each paragraph should contain 3+ pieces of evidence to support your thesis.

3. Write a good conclusion that restates the thesis in an interesting way. Consider why this topic is important (the “so what?” question). Consider how it relates to the bigger picture of US history.

Ideas to consider:

( Use the documents to support your arguments. Don’t make a laundry list and explain

what each document means.

( Use half the documents plus one. You do not need to use every document.

( Include 50% of information from documents and 50% from outside documents.

( Try to demonstrate connections between documents when possible.

( “Document A” says nothing. “Thomas Jefferson wrote that Americans deserved

political freedoms…(doc A).”

( Deal with the counter-arguments – do not ignore them.

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