AP United States History
AP U.S. History
From George W. to George W.
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Eddie Morman
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Carroll Senior High School
An Official College Board®
Approved Instructor & Course
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College Board® APUSH Reader
[pic]Advanced Placement - United States History
2015-16 Course Information
Instructor and Course Information
Eddie Morman: College Board APUSH Approved Instructor ( College Board APUSH Reader
Carroll Senior High School | Room #102 | Class Phone: 817.949.5800 (Ext. 5826) | Email: Eddie.Morman@southlakecarroll.edu
Schedule: A Day 1st: U.S. History Tutorials Times: Monday-Friday 7:30am – 8:00am or afterschool by appointment.
2nd: U.S. History Monday – Friday (Lunch Period) by appointment
3rd: U.S. History
4th: Conference
B Day 5th: AP U.S. History
6th: AP U.S. History
7th: Conference
8th: U.S. History
This course is designed to increase the student’s understanding of United States History from its beginning to the present, its development and institutions. The goals of the class are to develop (1.) an understanding of some of the principle themes in early and modern U.S. History, (2.) an ability to analyze historical evidence, and (3.) an ability to analyze and to express historical understanding in writing and other forms of communication.
AP U.S. History is a rigorous, fast paced and challenging course designed to be the equivalent of a college freshman U.S. History survey course. Students should possess strong reading and writing skills and be willing to devote substantial time to study and the completion of class reading assignments. Emphasis is placed on class discussion, the use of primary and secondary sources, critical reading, and analytical writing. This course prepares students to take the College Board Advanced Placement United States History examination and possibly earning college credit.
Mastery of content and grades are important, but of equal value is:
❖ study and analytical skills including critical reading of primary and secondary sources
❖ understanding and developing the historical thinking skills (e.g., Causation, Periodization, Change Over Time, and Comparison)
❖ constructing and evaluating historical interpretations
❖ using historical knowledge as a guide to present understanding and action
❖ empathizing with the past
Any AP class requires hard work and a commitment to intellectual growth. All students are strongly encouraged to dedicate themselves to the goals of AP U.S. History and to take the AP Exam at the end of the school year (Friday, May 6th – AM). I hope that you will be rewarded with a sense of accomplishment and the belief that even a rigorous class can be enjoyable.
Grading
Nine Week grades will be determined as follows:
❖ Test/Major Grades – 60%
o Multiple choice tests will be given at the end of each unit; they will be made up of College Board and Norton test items.
❖ Essay/Quiz/Minor Grades – 40%
o In class timed essays will be given
o Other minor grades will include quizzes & daily grades; these will be taken from of a number of different assignments: note checks, reading checks, any daily activity, article reviews, etc.
Texts
The primary text is Give Me Liberty! (3rd Edition) by Eric Foner. This book, along with its supplemental readers are provided at no cost to the student. However, students who wish to purchase a paperback (Seagull Edition) or an access an eReader edition of the textbook should page six of the syllabus.
❖ Eric Foner. Give Me Liberty! (3/e). New York: W.W. Norton, 2011.
❖ Eric Foner (editor). Voices of Freedom: A Documentary History (3/e, 2 vols.). New York: W.W. Norton, 2011.
It is RECOMMENDED that all students purchase these two books for class as we will be referencing them on a DAILY BASIS:
❖ Donald T. Critchlow: American Political History: A Very Short Introduction. Purchase Book HERE
❖ John P. Irish: Historical Thinking Skills: A Workbook for U.S. History. Purchase Book HERE
The following texts will be used by the teacher, but are NOT REQUIRED for purchase:
❖ William Dudley (editor). Opposing Viewpoints in American History. (2/e, 2 vols.). San Diego, California: Greenhaven Press, 2006.
❖ McClellan, Jim R. (editor). Historical Moments: Changing Interpretations of America’s Past. (2/e, 2 vols.). New York: Dushkin / McGraw-Hill, 2000.
❖ Articles from the Magazine of History, a publication of the Organization of American Historians, and the American Heritage Magazine will be assigned and provided to students for reading historiography and secondary historical scholarship.
Accountability and Independent Learning
You are responsible for reading and studying the textbook Give Me Liberty! (as well as ALL other readings listed and linked from the syllabus). There will be a daily calendar located on my website at the beginning of each semester. While most of the textbook and course readings will be discussed in detail through our class discussions, seminars, and debates, some of it will be covered through independent learning and WILL NOT BE DISCUSSED, or TALKED ABOUT in class. You are responsible for ALL MATERIAL ASSIGNED, whether we discussed it in class or not.
The AP U.S. History Exam
The AP U.S. History Exam is 3 hours and 15 minutes long and includes both a 100-minute multiple-choice / short-answer section (Part I) and a 95-minute free-response section (Part II). Each section is divided into two parts, as shown in the table below. Student performance on these four parts will be compiled and weighted to determine an AP Exam score. AP Scores are 5 – 1; Most universities award credit for students who earn a 3, 4, or 5.
|Section |Question Type |Number of Questions |Timing |Percentage of Total |
| | | | |Exam Score |
|I |Part A: Multiple-choice questions |55 questions |55 minutes |40% |
| |Part B: Short-answer questions |4 Mandatory Questions |45 minutes |20% |
|II |Part A: Document-based question |1 Mandatory Question |60 minutes |25% |
| |Part B: Long essay question |1 Question (Choose From 2) |35 minutes |15% |
General Information
Attendance The pace of this course is accelerated and missing class might cause problems. If you do have to miss, check your calendar for assignments. If miss class, you are responsible for having covered the material you missed.
Assignments Check the calendar for due dates of all assignments. Keep up, especially with your reading, success in this course depends on this! All missed assignments (including tests) are DUE the day the student returns to school, as per CISD policy.
Tardy You are expected to be in class on time, failure to be in class after the tardy bell has rung will result in you being counted tardy. If you walk into class after the door is shut, you have been counted tardy unless you have a bus transfer, or pass from the office.
School Rules All School and District rules are enforced in this classroom — see student handbook for complete and specific details.
Cell Phones Cell phones MAY NOT be used or visible at any time during the class period.
Test Corrections Students are allowed test corrections for TEST that they fail, not quizzes, essays, College Board Exams. They must use the required form (found on the Class Website) and the following rules will apply:
1st you can earn ½ point for every question “corrected”, (The max you can get is a 70)
2nd the entire test must be corrected in order to earn any points, not just enough questions to get you to “passing”
3rd all test corrections must be done during tutorials…Due to College Board® copyright laws
4th corrections must be completed in one sitting and done within one week of the date test was administered.
After correcting all…
Historical Thinking Skills Workbook (HTSW) & Textbook Notes
We will use the HTSW just about every day in class. Many of the graphic organizers in the book are to be completed at home as note taking strategies over the chapter. Please refer to the course schedule for the exact day organizers are due with what chapters. This book must be brought to class every day, especially on the days we cover chapters from the textbook. A quick note check will be done with these; they are also subject to be taken up for quiz grades at the start of each chapter. Both note checks and quizzes will be unannounced and random. Any and all notes must be HAND-WRITTEN.
Flipped Classroom and Class Participation Points
This is a flipped classroom. The Flipped Classroom is an instructional strategy and a type of blended learning that reverses the traditional educational arrangement by delivering instructional content outside of the classroom and moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom model, students receive didactic instruction (i.e., direct content coverage is done through the reading of the textbook and other articles assigned by the instructor) of content at home and engage in concepts (i.e., historical thinking skills, class discussion, and writing practice) in the classroom with the guidance of the instructor.
You will NOT come to class and sit quietly and copy notes from a power-point over content you were supposed to read from your textbook outside of class!
You WILL come to class and actively participate in the activities planned for that instructional period, which will follow the following schedule:
1. Individual Writing Warm-Up Activity (normally in the form of a Short Answer Question, Historical Interpretation Activity, or a HIPP Analysis).
2. Small Group Work (normally using one of the activities from the HTSW), you will be required to process the information from outside class readings.
3. Whole Class Debriefing (we will come together as a class and discuss the things that your groups came up with, along with answering questions you have).
4. Individual Writing Closing Activity (normally in the form of developing a Thesis statement or Conclusion paragraph from the activities).
We will cover a chapter about every two class periods – this IS NOT set in stone, some days we will cover a chapter a class period, it depends on the chapter. Please consult the course calendar for specific reading assignments and content coverage.
Discussion points can be earned on days scheduled for official “Class Discussions” of the textbook chapters (indicated by an “*” and in RED on the monthly calendar
Strategies for Success
Strategies for Success in APUSH!
1. Discussion – NOT Lecture (learning is an active process, not passive). There are lots of opportunities for you to be an active learner in this class – take advantage of them!
2. Stress Historical Analysis and Interpretation (History is not black-and-white and memorizing facts/dates/names).
3. Simulate the Difficulty of the AP Exam. Every year over half the students around the country fail the APUSH Exam, it is not an easy test (in fact, it is traditionally one of the most difficult of all the AP Exams). However, the good news is that this class WILL prepare you for the APUSH Exam in May if you are willing to do what we ask of you.
4. Expose yourself to LOTS of information from multiple sources.
5. Learning can be FUN as well as CHALLENGING. This is not an easy class, but it is a fun class; remember you chose to be in this class. You will not be asked to do anything that previous students were not asked to do. They survived, and so will you! (
Scope and Sequence for APUSH
|Unit |APUSH Period |Textbook Chapters |Class Time |
|1 |Period 1 |Chapter 1 |Summer Assignment |
|2 |Period 2 |Chapter 2, 3, 4 |3 weeks |
|3 |Period 3 |Chapter 5 & 6 |2 weeks |
|4 |Period 3 |Chapter 7 & 8 |2 weeks |
|5 |Period 4 |Chapter 9 & 10 |2 weeks |
|6 |Period 4 |Chapter 11 & 12 |2 weeks |
|7 |Period 5 |Chapter 13, 14, 15 |4 weeks |
|Semester Break | | | |
|8 |Period 6 |Chapter 16 & 17 |3 weeks |
|9 |Period 7 |Chapter 18, 19, 20 |3 weeks |
|10 |Period 7 |Chapter 21 & 22 |2 weeks |
|11 |Period 8 |Chapter 23 & 24 |2 weeks |
|12 |Period 8 |Chapter 25 & 26 |3 weeks |
|13 |Period 9 |Chapter 27 & 28 |2 weeks |
| AP Exam Score / Class Grade Distribution | | | |
|Grade |1 |2 |3 |4 |5 | |
|75 - 79 |XX | | | | | |
|70 - 74 |XX | | | | | |
| | | | | | | |
| | | | | | | | |
| | | | | | | | |
|National |24% |25% |24% |18% |9% |100% | |
Responsibilities of the Stake Holders
Advanced Placement
Responsibility of the Teacher:
❖ Support the concept of Pre-AP and Vertical Teams.
❖ Teach the strategies, skills, concepts, and material needed to prepare the students to participate in AP courses and those skills necessary to be successful on the AP Exam.
❖ Participate in Pre-AP and AP professional development opportunities.
❖ Be open to new ideas and new learning.
Responsibilities of Parents:
❖ Become familiar with the concept of Pre-AP and AP courses and knowledgeable about AP Exams.
❖ Be aware that good grades are not always synonymous with academic rigor or academic excellence.
❖ Encourage students to strive toward academic excellence.
❖ Accept the study of advanced, diverse, and ambiguous material.
❖ Support the teachers.
Responsibilities of the Student:
❖ Accept the challenge of higher academic standards.
❖ Develop independent learning skills.
❖ Seek academic assistance when necessary.
❖ Accept the study of advanced, diverse, and ambiguous material.
❖ Manage time appropriately.
The successful Advanced Placement class does the following:
❖ Uses the College Board AP Curriculum.
❖ Assesses student performance with both multiple choice and free response testing formats.
❖ Employs timed assessments.
❖ Holds students accountable for independent reading.
❖ Uses a variety of instructional materials, including primary and secondary source materials.
❖ Employs a variety of instructional strategies which includes opportunities for students to engage in discussion about complex issues.
❖ Is efficient in the use of instructional time.
❖ Concentrates on building student capacity to understand rigorous content through the development of skills as defined by the College Board.
❖ Allows for students to participate in a variety of grouping formats.
❖ Allows for students to reflect on learning and make connections across concepts.
Important College Board Websites and Information:
College Board Website:
College Board Info for Students with Disabilities:
Student Supplements / Resources for APUSH
Give Me Liberty! – Seagull Edition (3/e)
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Students who wish to purchase copies of the textbook can buy a paperback edition called Seagull Editions. They are the same textbook, but these come as a paperback black and white edition, instead of a hardback color edition. Purchase is NOT REQUIRED, but for students who line to annotate, take notes on the text while they read, highlight, etc, this would be of great benefit. Students can purchase the Seagull Edition paperback edition of the textbook from the following websites:
Amazon: this edition can be purchased from Amazon here Norton: this edition can be purchased from the textbook website here
The ISBN for the Give Me Liberty! Seagull Edition (3/e) is 0393911896.
The third edition is the one that corresponds with our textbook and the one recommended.
Students can also purchase the paperback edition (as well as the eReader) of the textbook from the library, as part of their book sale. This year, the 2014-15 school year, the eReader is free to all Carroll Sr. High School students. You will be provided with an access code from your instructor.
Give Me Liberty! (3/e) – Student Website
Students who wish to use the on-line resources provided by the publisher can log in to the following website: click here, or go to the following website
This site provides students with opportunities to review material from the chapters with practice quizzes, flashcards, podcasts, etc. It’s a great resource for reviewing the material!
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Taking Notes and Organization
Taking notes is a required and independent activity for this course – these are done at home, on your own study time, and/or in tutorials. The notes will cover the chapters in the textbook, as well as from all other readings assigned. Notes for each chapter will be checked on days scheduled according to the semester schedule (e.g., on days in which the calendar says “note check”). Each student will be required to take notes in an AP U.S. History notebook (spiral, composition, etc.), This notebook is to be for APUSH ONLY, it should not be shared with other classes. Students are allowed to take whatever kind of notes they think are helpful to them, the notes are for the student, NOT the instructor. The only requirement is that the entire chapter be covered. This assignment will count as a minor/daily homework grade. ALL NOTES MUST BE HANDWRITTEN – NO TYPED NOTES WILL BE ACCEPTED.
Class Participation Points
Discussion points can be earned on days scheduled for official “Class Discussions” of the textbook chapters (indicated by an “*” and in RED on the monthly calendar).
When we cover a chapter in class, we discuss it as a class – I don’t stand up in front of class and lecture to you on what you were supposed to have read for that day. We talk about the information and its implications for the past, present, and the future of America. To encourage class discussion and active participation on your part, I reward those students who are engaged in the “history” class discussion. We go over a set of critical thinking questions for each chapter – students are asked to share their opinions and ideas. All questions can be found on our Class Website. Each time a student raises two separate, and independent points which make a significant contribution to the class discussion they are given a “check”. Each check a student gets equals 1 percentage point they can add to the unit test. NOTE: the maximum you can get from each chapter is 2 checks and you cannot receive a check for making two points on the same question – in other words, you must contribute to 4 different questions to receive 2 checks. If we have a three chapter unit test and you received 2 checks each time we discussed a chapter from that unit, you have a total of 6 percentage points. However, the maximum number of points that you can apply to a unit test are 5. Responses should not be repeated (you will not receive a check for repeating discussion points that have already been made by other students, or simply “agreeing” / “disagreeing”) and you must be recognized by the instructor before answering.
This is voluntary and points cannot and will not be deducted for not speaking. I understand public speaking for some students is very uncomfortable, therefore no one is punished for not participating, it is simply a way to encourage and reward positive active student participation for the days we have class discussion. Whether or not you get a check for the day is based on your level of contribution to our class discussion. Waiting till the last 5 minutes of class to start talking will NOT get you any points. In order to be eligible for checks, participation must be steady and consistent throughout the entire class period. The points are ONLY good for that unit, they do not accumulate/rollover. Once that unit test is over, those points must be applied to that test or they are lost. Note: you can only receive a maximum of a 100 on a test.
While I will not deduct points from you, you can also receive negative participation checks; making off task or inappropriate comments, disrupting class, or any behavior which requires redirection could result in a negative participation check. These only count against any positive participation points you might have.
In the event of an excused absence on the day that we discuss the questions, students can turn in a handwritten copy of their answers to the discussion questions for that day to earn 2 points toward the unit test. In order to get ANY credit, the assignment must be completed (i.e., you must do all of the questions, no partial credit is given) and it must be turned in the day that you return to class (it is your responsibility to turn this in, not mine to collect it from you – if it is not turned in on time, you will not get those discussion points). Your response must answer all parts of the question, including opinion and analysis of the question. How many points you receive is based on the depth, breadth, and analysis of your responses. This option is only available for students who have an excused absence on the day we have class discussion.
Failing Test Grades
Students are allowed test corrections (the first two tests ONLY). They must use the required form (found on the Class Website) and the follow the rules above. After the first two test, students can earn points back toward their failing test grade by reading scholarly articles and turning in Article Reviews (AR) for each article read. The instructor will provide you with the appropriate article to read, it will cover content from that unit. Each article and AR’s can be used for a maximum of 5 points to earn toward a failing test grade. Students may only apply up to 4 articles toward the failing test grade, so a maximum of 20 points. Again, this does not include the first two unit tests, which the only way to earn points back on these is by doing test corrections. AR’s are NOT completion grades; they will be read for content and accuracy. You also might be required to give an oral defense of the articles. All AR’s must be completed one week after the test grade has been posted.
So…If you fail the first test. Let’s do some math… Every test after the first two…
Original Test Grade = 55 pts Original Test Grade = 55 pts
20 qstns corrected x .5pts = 10 pts 4 AR’s x 5pts = 20 pts
Class Discussion (5 “checks”) = 5 pts Class Discussion (5 “checks”) = 5 pts
Total = 70 pts Total = 80 pts
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