Ms. Wiley’s APUSH Survival Guide Everything you need to ...

[Pages:31]Ms. Wiley's APUSH Survival Guide |Everything you need to know about APUSH.

Overview of Content:

Pages 2-5: Course Syllabus Pages 5-7: Historical Thinking Skills Pages 8-9: Course Themes and Learning Objectives Page 10: Historical Periodization Page 11: AP Exam Overview Pages 11-12: Multiple-Choice (MC) explanation and samples Pages 13-14: Short-Answer Question (SAQ) explanation and samples Pages 15-18: Document-Based Question (DBQ) explanation, samples, and rubric Pages 19-21: Long Essay Question (LEQ) explanation, samples, and rubric Pages 22-24: Core Assessment #1 Pages 25-26: Core Assessment #2 Pages 27-30: Core Assessment #3 Page 31: CBSD Email Tips

Student & Parent Agreement:

Students: I have put together this guide to be a useful tool for your reference. If you read carefully and review when necessary, this guide can benefit you in many ways. Please note that you will be asked to use this guide both in and out of the classroom. By signing below, you indicate that you agree to the Syllabus portion (pages 2-5) and will have this guide with you during each class session.

Parents: By signing below you indicate that your son/daughter has given you an opportunity to review the APUSH Survival Guide. Please contact Ms. Wiley via email (kwiley@) should you like a copy for your own records. Thank you!

__________________________________________________________________________________________

Student Name

Student Signature

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Parent/Guardian Name

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APUSH Syllabus

Important Teacher Information Ms. Wiley's email address ? kwiley@ Room D218 Course duration ? 27 weeks See Schoolwires site for pertinent course information and documents Check cbsd email regularly for announcements/reminders from Ms. Wiley (see page 31 for email tips)

General Course Description AP United States History is a course designed to give students a deep, 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. The course requires that students have an interest in American history that they are willing to apply in classroom and independent situations.

APUSH is designed to be the equivalent of a two-semester introductory college or university U.S. history course.

General Course Expectations Cover the 500-year scope of U.S. history--from North America's pre-Columbian beginnings to the present Think as historians by utilizing the cognitive tools of the trade Develop a thematic understanding of American history Integrate social, cultural, political, diplomatic, economic, and intellectual history into the narrative of the American experience Analyze and evaluate primary and secondary sources Write often and insightfully Weigh different interpretations of history with an understanding of historical criticism Form and express thoughtful opinions and arguments

Materials

Textbook: Henretta, James A., et al. America's History. Eighth ed. Boston: Bedford/St. Martin's, 2014.

For online access of textbook:

Textbooks are to be returned at the end of the school year, after the APUSH

national exam. Students who choose not to take the exam may return their

books at the end of the course.

Two labeled spiral notebooks; one for reading notes and another for in-class practice and

test writing. Label with full name and block number.

Two labeled folders; one for Core Assessment research purposes and another for

important course packets. Label with full name and block number.

A labeled period (unit) organizer:

You may choose how you would like to organize your period materials (class

notes, activities, readings, etc.).

Suggestions for organization: large binder or expandable folder.

Label with full name and block number.

Note: These materials may be collected at various intervals so it is important that you stay organized!

Flash / USB drive for research purposes

Paper clips / mini-stapler and staples

Pencils and pens

Grading and Evaluation The final grade for the course is computed as follows: Marking Period 1 ? 26% Marking Period 2 ? 27% Marking Period 3 ? 27% Midterm Exam ? 10% Final Exam ? 10%

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Marking Period Breakdown: Summative (tests, major projects/assignments) ? 70 % Formative (classwork, homework, participation) ? 10 % Core Assessment (one per marking period) ? 10% Responsibility (preparedness, behavior) ? 10%

This course is weighted in accordance with the Central Bucks School District grading policy (example: B = 4.0).

Assignments and Assessments

Reading Notes: Students must maintain a spiral notebook of reading notes (outline, graphic organizer, or an alternative form) as they correspond with the chapters. Reading notes may be used for reading quizzes. Students who share reading notes with another student will lose their open-note privileges. Notes should be written legibly in ink (pencil will wear out over the course of the year). Notebooks may be periodically checked at any point in the course for a formative assignment grade. The reading notebook should be clearly labeled with the student's full name and block number.

Period (Unit) Organizer: Students must maintain a period (unit) organizer that neatly compiles period materials (class notes, readings, activities, etc.). Students will keep a table of contents for each period to manage their materials. On any given day, one or more documents from the period may be collected by Ms. Wiley for a formative grade. Connections between periods will be made often; for this reason, it is crucial that students have all of their organized period documents with them during class sessions. The period organizer should be clearly labeled with the student's full name and block number.

Quizzes: Students should expect 2-3 quizzes per week. Quizzes are designed to encourage students to keep up with the course readings. Written notes from the text may be used on any quiz.

Period Exams: Most periods (units) will conclude with an exam that may include a combination of multiple-choice questions, shortanswer prompts, and an essay (LEQ or DBQ). Period exams are comprehensive, including questions reflecting textbook readings, class lectures/discussions, film clips, and class activities. A test-correction option is offered to students who would like to improve their grade on exams, however, the option is only available to students if their readings notes and period organizer is up to date and if the student has met participation expectations for the course.

Core Assessments: There are three Core Assessments for the course (one per marking period). Core 1: Summer Assignment (research folder due first day of school) Core 2: What Would the Founding Fathers Do? Assignment Core 3: 20th Century Research Assignment

Midterm: The midterm will be a combination of multiple-choice questions and an essay (LEQ). Estimated dates: December 15th and 22nd.

Final: The final will be a combination of multiple-choice questions and an essay (DBQ). Estimated date: March 31st and April 6th.

The AP Exam: 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 credits for introductory level college courses, advanced standing, or simply a solid score to help with the college admissions process. While I highly encourage you to take the AP Exam in May, this score will not figure into your academic course grade. Please note that students are responsible for signing up for the exam through guidance. You can find more information regarding the AP exam on page 11.

Academic Integrity The primary goal of any educational institution is to enhance the learning environment and promote excellence. Our school community believes that all of its members are responsible for maintaining a climate that values honesty, courtesy, consideration, integrity, and a concern for others. Academic dishonesty, plagiarism and/or cheating is an obstacle to achieving these goals. As such, they will not be tolerated. In any of its forms, academic dishonesty denies the value of education. Please review the definitions of plagiarism and cheating below. Cheating ? giving or receiving unauthorized assistance (copying, stealing exams, using electronic aids on an exam, etc.) in any

academic work Plagiarism ? to steal and pass off the ideas or words of another as one's own

Using a direct quotation from a text without quotation marks, even if the source has been cited correctly Paraphrasing or summarizing the ideas or text of another work without documenting the source

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Class Rules In order to establish and maintain a cooperative learning environment where higher-level thinking takes place, the following rules must be strictly followed and will be rigorously enforced:

1) Arrive to class on time. All students are to be in their seats when the bell rings. The bell is the signal to begin class, not a signal to come to class. Similarly, the bell is the signal to end class; therefore, packing up early will not be tolerated.

2) Arrive to class ready to learn. This entails being prepared with the necessary materials (writing utensil, paper, notes, homework, etc.) and being awake, engaged and participatory. Genuine engagement entails active listening, note-taking, and critical thinking. Effective participation entails taking intellectual risks and posing questions to one's peers and teacher.

3) Cooperate with teacher and peers in a mature and respectful manner at all times. The classroom environment is to be friendly and inviting at all times. Please note that the nature of this course demands that students and teacher explore contentious topics. While debate is encouraged, it must be done respectfully.

4) Work in an honest and ethical manner so that you can take pride in your mind, your work, and your growth as a unique individual, thinker, and learner.

5) Assignments ? All course assignments are to be ready to hand in when students arrive to class. Please note that Ms. Wiley does not allocate any time for tasks such as printing, stapling etc. It is required that you acquire a mini-stapler or package of paper clips for this course. - Students should come to class prepared to do any of the following on a due date: turn work in, share work with peers, take part in a group discussion of assignment, and/or take a quiz on the topic using their completed assignment. - If a student is absent on the day that a major assignment is due, barring an illness or extenuating circumstance, they are required to email the assignment to Ms. Wiley by the start of class time and turn the assignment in upon their return to school.

6) Absences ? Regular attendance is expected from all students. Much of the learning that takes place in an APUSH classroom stems from discussion during class time, which cannot be recreated outside of the classroom. Under circumstances where regular attendance is interrupted, please follow the guidelines below: - For planned absences (vacations, field trips, etc.), please let Ms. Wiley know as far in advance as possible. - For unplanned absences (illness, etc.), please email Ms. Wiley at your earliest convenience to learn what you've missed. - For athletes that may be missing class often, it is recommended that you select one or two of you classmates that you can count on for the "what you missed" discussion. Make sure you are caught up on all announcements, activities, notes, and video clips, and are aware of any discussions that were had.

7) Restroom ? When possible, students should try to use the restroom between classes or before lunch. If necessary, and at appropriate times during the lesson, students may ask permission to use the restroom. Students must sign out legibly, with their full name, and sign in when they return.

8) Food & Drink ? Drinks are permitted in the classroom so long as students dispose of their bottles appropriately and thoroughly clean any spill for which they are responsible. Eating is not permitted in the classroom unless the teacher announces a class party or event. Please advise Ms. Wiley of any food allergy as soon as possible.

9) Electronic Devices ? Electronic devices (cell phones, iPods, etc.) should be off and away during class time. With that being said, there may be times where students will be asked to look up information online or use the internet to complete an activity.

10) Library ? Library time should be valued by students as a privilege. It is expected that all students be on their best behavior when in the library and use the allotted time to their advantage.

Consequences: Failure to adhere to the rules and guidelines outlined above will result in any of the following consequences: detention, phone call home, and/or conduct referral.

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Suggestions for Success 1. Follow all rules and guidelines and stay organized. Ask questions when you have them! 2. Participate often. This means asking and responding to questions, sharing opinions, commenting on the opinions of your peers,

etc. Doing so will make class fun, help to increase your understanding of the content, lead to greater academic performance, and will help you to build strong relationships with your peers and teacher. 3. Work well with others. You will be asked to work with your peers at almost every class meeting. At times, this may mean being a good leader, being an active listener, or being a helpful mediator. Your practice at these different roles will help you to further explore the course material, will lead to greater academic performance, and will help foster strong relationships with your peers. 4. Push yourself with a genuine desire to learn. This means embracing challenges, seeing effort as the path to mastery, learning from criticism, and using curiosity and insight to develop original, historical thought. It feels good, you'll see. 5. Do not hesitate to reach out to Ms. Wiley for guidance, assistance, or further discussion of course material or current events.

End of Course Syllabus.

Historical Thinking Skills

The AP history courses seek to apprentice students to the practice of history by explicitly stressing the development of historical thinking skills while learning historical content. Students best develop historical thinking skills by investigating the past in ways that reflect the discipline of history, most particularly through the exploration and interpretation of a rich array of primary and secondary sources, and through the regular development of historical argumentation in writing. The skills outlined by the College Board are considered the cognitive tools of the trade for historians; the habits of mind that historians use when they approach the past; they're the wrenches and hammers that allow them to critically analyze and dissect sources and interpretations, while building their own arguments. These skills are central to the study and practice of history. See pages 6 and 7 for descriptions of the historical thinking skills and proficiency expectations, as determined by the College Board.

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Analyzing Historical Sources and Evidence

Making Historical Connections

Chronological Reasoning

Creating and Supporting an Argument

Historical Thinking Skill Descriptions, as described by the College Board

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Analyzing Historical Sources and Evidence

Making Historical Connections

Chronological Reasoning

Creating and Supporting an Argument

Historical Thinking Skill Proficiency Descriptions, as described by the College Board

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Course Themes & Learning Objectives

In order to help students develop their knowledge and understanding of U.S. history, content will be anchored to seven themes outlined below. These themes focus on major historical issues and changes, helping students connect the historical content they study to broad developments and processes that have emerged over centuries in what has become the United States.

American and National Identity This theme focuses on the formation of both American national identity and group identities in U.S. history. Students should be able to explain how various identities, cultures, and values have been preserved or changed in different contexts of U.S. history, with special attention given to the formation of gender, class, racial, and ethnic identities. Students should be able to explain how these sub-identities have interacted with each other and with larger conceptions of American national identity.

Students should be able to: Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values,

political institutions, and American identity. Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected

American values, politics, and society. Analyze how ideas about national identity changed in response to U.S. involvement in international conflicts and the growth of

the U.S. Analyze relationships among different regional, social, ethnic, and racial groups, and explain how these groups' experiences

have related to U.S. national identity.

Politics and Power Students should examine ongoing debates over the role of the state in society and its potential as an active agent for change. This includes mechanisms for creating, implementing, or limiting participation in the political process and the resulting social effects, as well as the changing relationships among the branches of the federal government and among national, state, and local governments. Students should trace efforts to define or gain access to individual rights and citizenship and survey the evolutions of tensions between liberty and authority in different periods of U.S. history.

Students should be able to: Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed. Explain how popular movements, reform efforts, and activists groups have sought to change American society and institutions. Explain how different beliefs about the federal government's role in U.S. social and economic life have affected political debates

and policies.

Work, Exchange, and Technology This theme focuses on the development of American economies based on agriculture, commerce, and manufacturing. Students should examine ways that different economic and labor systems, technological innovations, and government policies have shaped American society. Students should explore the lives of working people and the relationships among social classes, racial and ethnic groups, and men and women, including the availability of land and labor, national and international economic developments, and the role of government support and regulation.

Students should be able to: Explain how different labor systems developed in North America and the U.S., and explain their effects on workers' lives and

U.S. society. Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have

responded to economic issues. Analyze how technological innovation has affected economic development and society.

Culture and Society This theme explores the roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States. Students should examine the development of aesthetic, moral, religious, scientific, and philosophical principles and consider how these principles have affected individual and group actions. Students should analyze the interactions between beliefs and communities, economic values, and political movements, including attempts to change American society to align it with specific ideals.

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