Advanced Placement World History



ADVANCED PLACEMENT UNITED STATES HISTORY

COURSE SYLLABUS 2016-2017

Teacher: Ms. Greenslit

Email: Christine.greenslit@

Room: 241

Course Number: 21003300

Class page:

Textbook: America’s History 8th edition by James Henretta

Submental Textbook: AMSCO Advanced Placement APUSH 2015 Review Book

Course Description

Advanced Placement United States History is a college-level class. The class will cover the period from the Spanish interaction with North America through the Obama presidency. This class was redesigned by College Board for this class year and our approach will be both chronological and thematic. As indicated below the class is broken into 9 chronological units and will focus on themes and use factual information to support and explain those themes. Extensive work will be done using both primary and secondary sources. This class involves an extensive amount of class discussion, writing, and participation.

Course Periodization and Percentage of Coverage on Exam

• Period 1:1491-1607 5%

• Period 2: 1607- 1754 10%

• Period 3: 1754-1800 12% 45%

• Period 4: 1800-1848 10%

• Period 5: 1844-1877 13%

• Period 6: 1865-1898 13%

• Period 7: 1890-1945 17% 45%

• Period 8: 1945-1980 15%

• Period 9: 1980-Present 5%

Major Course Themes

• American and National Identity (NAT)

• Work, Exchange, and Technology (WXT)

• Migration and Settlement (MIG)

• Politics and Power (POL)

• America in the World (WOR)

• Geography and Environment (GEO)

• Culture and Society (CUL)

Historical Thinking Skills

Throughout the course, students will develop and master historical thinking skills. The following skills will be practiced through activities, assignments, and assessments in each course outline unit:

• Chronological Reasoning

• Historical Causation

• Patterns of Continuity and Change over Time

• Periodization

• Comparison and Contextualization

• Crafting Historical Arguments from Historical Evidence

• Historical Argumentation

• Appropriate Use of Historical Evidence

• Historical Interpretation and Synthesis

Major Course Objectives

• Prepare for the Advanced Placement United States History (APUSH) Exam

• Develop and effectively use analytical skills of evaluation, cause and effect, compare and contrast

• Understand and show historical chronology

• Master a broad general knowledge of American History

• Interpret information from primary source documents

• Work effectively with others to produce products (such as original DBQ’s, PowerPoint presentations, review sheets for the entire class) and problem solving

New Exam Information:

This 3 hour and 15 minute (195 total minutes) examination requires students to apply historical thinking skills and knowledge of content as they respond, in writing, to new short-answer, document-based, and essay questions. Newly designed multiple-choice questions ask students to use their knowledge of content to analyze and interpret primary and secondary sources. The exam consists of the following sections, in order:

Section I - 100 minutes

• Part A:  Fifty-five multiple-choice questions (55 minutes, 40 percent)

• Part B:  Four short-answer questions (45 minutes, 20 percent)

Section II - 95 minutes

• Part A:  One document-based question (60 minutes, 25 percent)

• Part B:  One long essay (35 minutes, 15 percent)

AP United States History Exam Date: May 5, 2017

Course Assignments may include:

Homework: Nightly readings with completed notes, review activities, atlas and document exercises

Essays: are an important part of the course and require students to master three specific skills: document analysis, comparative analysis, and change-over-time analysis. Practicing these skills leads to success on the AP exam while improving your writing skills.

Tests and Quizzes: quizzes are given weekly, and tests at the end of each unit. They may include four types of questions: identifications, map knowledge, political cartoon analysis, short response questions and a long essay on a broader topic. You will have the entire period to complete the examination.

Classwork: will consist of in-class activities, such as Socratic discussions, essays, projects, group activities.

*All tests and essays will model the college-board style in terms of length of time to complete and types of questions being asked.

Grading Policy:

Grades Course grades will come from the following:

|A |90- 100 |

| B |89-80 |

| C |79-70 |

|D |69- 60 |

|F | 59 or below |

Homework: 15%

Unit Tests: 30%

Weekly quizzes 30%

Classroom Activities: 25%

Extra credit: Will be at the discretion of the teacher and is due at the beginning of the class period on the due date ONLY!

*My expectation is that students earn their grade by doing what is required and not rely on extra credit!

Student Responsibilities:

1. Keep up with the weekly readings and turn in all assignments on time.

2. Maintain good attendance and check the website before coming to class.

3. Come prepared to every class by bringing your notebook, keeping it organized and up to date.

4. If falling behind, attend tutoring, use digital resources, buy a pre book or join a study group.

5. Prepare for student-led seminars.

6. Check class websites daily for any missed or assigned work, especially in the case of absences.

Homework, Exams, Assignments and Absences:

*Missed tests/quiz or essays can only be made up after school, by appointment and within 1 week of the missed assignment.

*Students are given two class periods to complete make-up assignments, as assigned by student code of conduct.

*All assignments must be turned in as an original hard copy, emailed and or photo copies will not be accepted.

*If a student is absent, it is the student’s responsibility to find out what assignments were given. In case of an absence, previously assigned work is due on the day of return to school.

*All assignments are expected to be turned in at the beginning of the class period on the due date.

*Assignments will be accepted late, however every day your assignment is late 10 percent will be deducted from your grade. Students will have up to 3 days to turn in late work.

Writing Component:

Demonstrating essay-writing skills is essential to passing your AP exam. It is not possible to pass this class if you refuse to write essays. Even though you have been selected for this class because you have shown mastery of basic writing skills, you are not expected to know how to write college-level history essays. My job is to teach you how to write document-based, comparative and change and continuity essays. This will take most of the year. Your progress will depend on your ability to turn in all writing assignments on time, studying the rubrics and completing the rewrites so you can participate in the peer editing and feedback that will take place in class.

• Short Answer Questions (SAQ)

• Document-Based Question (DBQ)

• Long Essay Question (LEQ)

All essays will be grade using the college-board essay grading scale/rubric.

Rules and Expectations

1. All students are expected to be in their assigned seat, prepared for class when the bell rings.

2. Respect the rights and property of self, others, and the school.

3. Exhibit behavior that does not interfere with the teaching or learning process.

4. Food, drinks, or any distracting items are not allowed in the classroom.

5. Adhere to school rules and Broward County Code of Student Conduct.

6. Cell phones must be turned off and out of sight, unless, permission is granted by the teacher for research purposes via web only.

Cell Phone Policy (Consistent with policy of SBBC)

Cell phones and other personal technology

No charging in electronic sockets

Violations will result in confiscation and/or loss of any extra credit opportunity

Academic Honor Code

The Honor Code exists to reinforce MYP traditional values, and to ensure that the work submitted by students is their own. Malpractice and plagiarism are of great concern to IBO (International Baccalaureate Organization) and they may withdraw diploma candidates if violations are found. The Honor Code exists at all levels from MYP to IB, and students violating this code are subject to referral to a discipline committee, a deduction in grade (a grade of “zero” for the assignment), and possible removal from program.

What constitutes malpractice/plagiarism?

1) Looking on someone’s paper during a test or quiz.

2) Allowing someone else to view your paper during a test or quiz.

3) Plagiarizing another’s words or ideas including using Wikipedia, encyclopedias or Internet sources in any form without correctly crediting the source. (DO NOT COPY AND PASTE INTERNET SOURCES)

4) Getting questions from another student who has taken a test or quiz prior to taking the test.

5) Copying someone else’s completed homework, classwork etc.

6) Using unauthorized notes on a test or quiz.

7) Using unauthorized electronic resources.

*If you are not in the MYP/IB program, the above examples constitute plagiarism/cheating in the classroom. Everyone is held to this standard.

Required Supplies

Students are required to bring to class:

Textbook – Bring to class daily

USB Flash Drive

Binder or 3-5 Subject Notebook (for organization)

Blue or black ink pens (gel pens not allowed)

Number #2 Pencils

Colored pencils

Hand sanitizer and Kleenex for personal use (keep with you in your book bag)

Recommended Study guides and additional resources: 5 Steps to a 5 for AP United States History (published by McGraw-Hill), AP United States History Crash Course, Preparing for the Advance Placement Examination (An AMSCO publication).

Finally…How to be successful in this class:

Every student in this class can earn “A” in this course and pass the AP exam with a level 3 or higher. School is a system, and if you know how the system works, you can earn whatever grade you want. Here is how to be successful in this class:

1. READ! READ! READ! Every night. Make notes.

2. Do the work

3. Study, Study, Study

4. Participate

5. Have a good attitude (

AP United States History Parent/Student Agreement

My signature below indicates that I have read and understood the classroom policies and procedures and am aware of initiatives that I can pursue to aid in my child’s success in the AP United States History class.

X_____________________________________________________________________

(Parent signature) (date)

_______________________________________________________________________

(parent email address and BEST contact phone number)

X_____________________________________________________________________

(Student signature) (date)

STUDENT DATA

1. Name _______________________________________________________________________

2. Address _________________________________________

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3. Name of parent/guardian (s) _____________________________________________________

4. Daytime contact telephone number(s) _____________________________________________

5. Parent/guardian email address(es): _______________________________________________

6. Are there any special circumstances (medical or other) that I should be aware of? _____________________________________________________________________________

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