AP United States History 1 & 2 200-2010



AP United States History I & II 2016 – 2017

Plan for Success

Teacher: Ms. Sarah Pastula Phone: (602) 764-7500

Room: 322 E-mail: pastula@

Credits: .5 per semester; 1 total

Course Description:

The Advanced Placement Program in United States History is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in United States history. The program prepares students for intermediate and advanced college courses by making demands on them equivalent to those made by full year introductory college courses. Students should learn to assess historical materials – their relevance to a given interpretive problem, their reliability, and their importance – and to weigh evidence and interpretations presented in historical scholarship. This Advanced Placement course in United States History will attempt to develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in both discussion and essay format.

Units of Study:

Semester I

✓ Period 1: 1491-1607

✓ Period2: 1607-1754

✓ Period 3: 1754-1800

✓ Period 4: 1800-1848

✓ Period5: 1848-1877

Semester II

✓ Period 6: 1865-1898

✓ Period 7: 1890-1945

✓ Period 8: 1945-1980

✓ Period 9: 1980-Present

Textbook:

The American Pageant, 16th Ed., publisher: Houghton Mifflin Co.

* Checking out this textbook from the library is mandatory*

HIGHLY RECOMMENDED:

United States History: Preparing for the Advanced Placement Examination, AMSCO Publication, 2016 Ed.

Supplemental Resources:

ABC-Clio:



Username: phoenixstudent Password: phoenixstudent

*additional resources will be determined by instructor as needed throughout the course.

Course Objectives:

By the end of this course, students should have completed the following course objectives:

1. Gain an understanding of the institutional, cultural, and social forces that have shaped the people of this nation from the early Eighteenth Century to the present day.

2. Develop the ability to locate American cities and states whose particular histories have contributed to the development of the United States.

3. Analyze of the roles of various important and influential individuals, especially women and minorities, which have contributed to American history.

4. Develop a framework for understanding modern day issues and problems based on their respective histories.

5. Examine the forces and issues that currently dominate the American political arena and the historical relevance of current events and issues.

6. Demonstrate an understanding of historical chronology.

7. Use historical data to support an argument or position.

8. Interpret and apply data from original documents, including cartoons, graphs, letters, etc.

9. Effectively use analytical skills of evaluation, cause and effect, compare and contrast.

10. Develop a greater appreciation for history. (And have some fun in the process!)

Course Expectations:

Readings:

Students will be expected to read assigned pages from the required text as noted on the course website and other outside reading materials prior to class meetings. Students should also be prepared to do a substantial amount of reading for assignments and projects.

Assignments:

Students are expected to complete all assignments on time. All assignments are due on their assigned dates as class begins unless otherwise indicated by the instructor. In most cases, late work will be accepted for no more than half credit (50% of the total score). Sloppy, cluttered, or inappropriately formatted assignments will not be accepted. Although students are expected to see the instructor about missed or late work; a “study buddy” is encouraged. Being absent the day before an exam does not excuse a student from taking that exam except in unusual circumstances.

Assessment:

All exams will consist of: Document-Based Question Essay (DBQ), Short Answer Questions, Long Essay Question (LEQ), and 55-question Multiple Choice Exam that will be tested in a multi-day format. All essays will be scored according to the College Board rubric. The exams are designed to mirror concepts and skills and perform exact tasks asked of students on the AP Exam. Please treat these exams as practice for the real AP Exam; study accordingly.

Course Website:

Required Materials:

✓ Central Student Planner

✓ 5 Subject College Ruled Spiral Notebook

✓ Large 3-ring binder (3 in. suggested)

✓ 8 divider tabs

✓ college ruled loose leaf paper

✓ pens

✓ pencils

✓ highlighters

Grading System:

Your semester grades will be based upon the following percentages:

Formative Assessment 40% Summative Assessment 60%

The following scale will be used to determine your quarter, semester, and final grades:

A: Superior 90% - 100%

B: Above Average 80% - 89.9%

C: Average 70% - 79.9%

D: Below Average 60% - 69.9%

F: Failure Below 60.0%

**May or may not round grade depending on effort.

Students and parents are responsible for checking the student’s grade via StudentVue or ParentVue as needed. In addition, progress reports will be sent home by Trevor Browne High School every three weeks via mail. If a student is failing he or she may be required to attend KKIS until a passing grade is achieved.

Note: Students with an IEP/504 plan will be accommodated per school/district written documentation.

Title 1 Program:

Academic tutoring and test preparation is available to all students. Additional support for passing classes and graduating on time is the intent of these services. Support through Title I funding is available in the areas of: Math, Reading and English. If interested, please contact the Principal Dr. Gabriel Trujillo, or Assistant Principal for Instruction Ms. Stephanie Streeter for additional information at (602) 764-8517.

Statement of Integrity:

“Character is what you do when no one is watching.”  - Anonymous

 

In this course you are expected to do your own work on every assignment. This means that if you are doing group work, you contribute to the greater cause without claiming someone else’s work as your own and give credit where credit is due. Thievery and dishonesty will be negatively reflected in your grade and in your life. Since we are in the business of crafting productive members of society, fraudulent behavior will not be tolerated. Furthermore, if you are caught with any notes, tests, projects, etc., that do not belong to you, you will surrender those materials and forfeit your ability to turn in that assignment for a grade. This policy applies to materials that you may have from another class that are either out during your class period or found among your required materials for this class.

If you are caught cheating, you and every other responsible party

will be assigned a grade of zero on that assignment.

Make-Up Policy:

It is the student’s responsibility to find out what work was missed when absent. Inquire about missed work from a classmate. Upon returning to school, a student will have the same number of days of excused absences to make up the work. Any further latitude for time to complete missing assignments will be at the instructor’s discretion.

Attendance/Tardy Policy:

“Absent” is defined as nonattendance in an assigned class or activity for more than one-half of the period. (PUHSD Governing Board Policy J-1561 JHR)

Statement from the PUHSD:

“The Phoenix Union High School District believes that daily participation in classroom instructional activities is essential to earning credit for every course. Students may fail the class for the semester in any course when reaching a total of 12 excused/unexcused absences and after school documented interventions have been exhausted.”

“Tardy” is defined as not being in the assigned class or activity when the tardy bell has finished ringing.

(PUHSD Governing Board Policy J-1561 JHR)

A “Student Incident Report” will be recorded on each tardy. All documentation will adhere to the policies set forth by the Assistant Principal of Records, Mrs. Alexander, and the Assistant Principal for Student Success, Ms. Solomon.

Dress Code/ID/Electronics Policy:

The teacher reserves the right to enforce Trevor G. Browne policies per the PUHSD Student Code of Conduct.

A “Student Incident Report” will be recorded on each violation. All documentation will adhere to the policies set forth by the Central Administrative Team.

How to Contact the Instructor:

You may contact the instructor by phone or e-mail at any time. My Prep period is 1st Period. I can also make myself available for tutoring during 2nd lunch (most days) if the student requests so in advance. The best time to seek additional help is during Advisory period or after school from 3:00-3:30 PM Monday-Friday.

***The instructor reserves the right to amend this document as necessary.

_______________________________________________________

Notes for Students:

This class is designed to mirror an introductory college level class. To be successful, you must read the textbook and supplementary materials. Weekly reading assignments are made available on the course website. To ensure that you keep up with this reading, there will be a short quiz every day. You are encouraged to take handwritten notes from your reading on a regular basis. You will be allowed to use these notes on Chapter Review Quizzes.

We will be doing extensive work on essay writing, so be prepared to write multi-paragraph essays during one class period. You will be writing essays with a time limit during the AP Exam.

Be prepared to study! Find a study group! There will not be extensive reviews for unit tests. You will be responsible for all content material covered in the textbook, supplementary materials, and class activities even if it was not discussed. This is standard practice in college courses.

I do everything that I can to teach you about

United States History & prepare you for the AP Exam, but you must realize that the person most responsible for your success is you. Good luck!

It has been said:

YOU can earn a 3 simply by learning the content and studying.

YOU can earn a 4 with the help of your instructor and your own follow-through.

Only YOU can earn a 5 for yourself.

I look forward to learning with you this year!

Sarah Pastula

AP US History & US/AZ History

Pastula@

AP United States History I & II 2015 – 2016

Parental/Guardian Communication:

Please return this portion of the Plan for Success after thoroughly reviewing the contents of the document.

By signing both parent and student agree to the statement below.

I _____________________________ (ID#_________) will commit to putting forth my best effort in this course. Additionally, I will use my resources, including my instructor’s assistance, to commit the time and work necessary to succeed in this course. Lastly, I will commit to see this course through until it’s culmination in May 2016. Should unforeseen issues arise, I will follow PUHSD and Trevor G. Browne High School policy for course withdrawal if necessary. I will provide a written explanation to the instructor detailing my reasons for leaving the course and the documented intervention steps that I took to make this decision. I understand that this information will not be shared and is used solely for the purpose of student accountability.

Instructor has explained this Plan For Success to this student.

__________________ __________________

Print Student Name Student Signature

__________________ __________________

ID Number Student E-mail Address

My son/daughter has reviewed this Plan For Success with at least one parent/guardian.

__________________ __________________

Print Name Signature

__________________ __________________

Phone Number E-mail Address

Please indicate if a translator is necessary: _____ Yes _____ No

Questions/Comments:

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o Interactive Notebook 20%

o Coursework/Homework 10%

o Projects 10%

o Exams 50%

o Final Exam 10%

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