Advanced Placement United States History Ms. Thomas Email: Heidi.Thomas@dmschools.org Course Introduction: Advanced Placement U.S. History is a college- -level introductory course, which examines the nation s political, diplomatic, intellectual, cultural, social, and economic history from 1491 to the present. The A.P. United States History course provides students with the analytical skills and factual knowledge to deal critically with the problems and materials in U.S. History. Students learn to assess historical materials their relevance to a given interpretive problem, reliability, and importance and to weigh the evidence and interpretations presented in historical scholarship. Students also develop the skills to present reasons and evidence clearly and persuasively in essay format. A variety of instructional approaches are employed and a college level textbook is supplemented by primary and secondary sources. Recommended Supplies: Multiple subject college ruled notebook, planner and a three ring binder. AP US History Exam May 6, 2016 Part of Test Section I Part A: Multiple Choice (55 questions) Section I Part B: Short Answer (4 questions 3 parts to each one) Section II: Document Based Question Section II: Long Essay Question Length of Time 55 minutes 45 minutes 15 minute read and 45 minute write 35 minute write
Each unit will contain the following activities to ensure learners are working on historical thinking skills: Lecture and discussion of topics: Students will participate in discussions based on course topics. Reading quiz content is embedded in class discussions. Primary Source Analysis (CR11) (CR12): Students analyze primary sources to identify, analyze, and evaluate each of the sources. Students analyze the sources for two or more of the following features: historical context, purpose and intended audience, the author s point of view, type of source, argument and tone. (Appropriate use of historical evidence.) Author s Thesis Paper and ATP 2 (CR5)(CR13a): Students are provided with opposing viewpoints expressed in either primary or secondary source documents and in writing must determine: The Thesis: What is the main argument of each author? The Evidence: Looking at the supporting evidence, analyze whether they are logically interpreted by the authors. Do they clearly support the thesis? Critical Analysis: What do the sources add to your own understanding of the topic? What points are strongly made and well documented? Final Analysis: (Your opinion is expressed here without the use of any form of the pronoun I.) Which of the sources makes the most convincing case and why? For each source, complete the thesis, evidence, and critical analysis sections. Grading Criteria Standards- -Referenced Grading : AP U.S. History is a college- -level class that each student has elected to take. By choosing to take this course, I require that both the student and the teacher take responsibility for student mastery of learning. For this reason, a somewhat different grading scale is in place to ensure mastery and prepare the student for success on the exam. Students grades will be determined by collecting a body of evidence that shows the students ability. Graded work assessments based off of the multiple choice questions, short answer questions, long essays, and document based essays. Specific assignments and activities will also
be considered at the teacher s discretion. You will earn a 0- -4 grade on each standard or learning objective. 4 Exceeding standard 3 Meeting standard 2 Developing toward standard 1 Insufficient progress 0 Student shows no understanding of the concept in submitted work. M Missing- -student has not submitted evidence Why do I use a 4- -point grading scale and standards based grading? A 4- -point grading scale is a more accurate reflection of a student s work. There is a one- -to- -one ratio between each number and each letter grade. That is not true on a 100- -point scale. Each point on the 4 point grading scale represents a student s level of understanding of a specific standard or learning target. Everyone understands what the student knows. We know exactly the area(s) in which the student is strong, as well as the area(s), which might need some work. What not to be worried about. PERCENTAGE - - A traditional 100- -point scale is shown with percentages, but using a four point scale tends to make the traditional scale seem incorrect. Here is why percentages look skewed: A B C D F 3.00- -4.00 2.5- -2.99 2.0- -2.49 1.5- -1.99 0- -1.49
GRADE TRANSLATION- -IN ADHERANCE TO DES MOINES PUBLIC SCHOOLS PROTOCOL What is calculated into a student s grade? Students grades will be a report of evidence organized into topics and clusters aligned to the advanced placement United States history test. Each learning topic score will be determined by trend data collected throughout the semester. Course letter grades will represent an average of these topics. TOPICS Multiple Choice Tests Short Answer Long Essay (Based off of college board issued rubric) Document Based Essay (Based off of college board issued rubric) Each unit will explore all of the themes below within the context of the period. Themes Concept Questions Identity Work, Exchange, and Technology Peopling Politics and Power America in the World Environment and Geography Ideas, Beliefs, and Cultures How has the American national identity changed over time? How have changes in markets, transportation, and technology affected American society? How have changes in migration and population patterns affected American life? How have various groups sought to change the federal government s role in American political, social, and economic life? How has U.S. involvement in global conflicts set the stage for domestic social changes? How did the institutions and values between the environment and Americans shape various groups in North America? How have changes in moral, philosophical, and cultural values affected U.S. history?
Main text expected to be used during the school year: Foner, Eric. Give Me Liberty! 3rd edition. W.W. Norton (CR1a) Course Schedule & Outline Time Period _ Chapters Dates of study Period 1 1491-1607 Worlds Colliding Chapter 1 8/28-9/9 Period 2-1607- 1754 Colonization Chapters 2 & 3 9/10-10/1 Period 3-1754- 1800 Age of Revolution Chapters 4, 5, 7 10/2-10/27 Period 4-1800- 1848 America s Teenage Years Chapters 6, 8, 9 10/28-11/18 Period 5-1844-1877 Division Chapters 10-14 11/19-12/22 [Winter Break 12/23-1/1] Period 6-1865- 1898 Reconstruction Chapters 15-17 1/4-1/29 Period 7-1890-1945 Rise to World Power Chapters 17-22 2/1-3/10 [Spring break 3/11-3/18] Period 8-1945-1980 Cold Aboard, Hot Domestic Chapters 23-26 3/21-4/15 Period 9-1980-Present Almost Finished! Chapters 26-28 4/18-4/29 Review for exam 5/2-5/5 Exam day, morning of 5/6 Rest of school year- More fun!
Contract: Advanced Placement Student: Course: A.P. U.S. History Teacher: Mrs. Thomas _ Year: 2015 2016 What is an Advanced Placement (AP) course? Advanced Placement courses are college- -level courses taken in high school. A national exam is given in May of each year and scored on a 1 to 5 scale. A score of a 3, 4 or 5 is considered passing and leads to college credit in most all 4- -year colleges and universities. There are 33 different Advanced Placement courses available to high school students. What are the rewards of completing an AP course? The rewards of completing an AP course are many! Research proves that the knowledge and experience of taking a college- -level course in high school will better prepare you for success after high school. You will learn many important skills in organization, time management, reading, writing and habits of mind. The AP course designation on your resume shows college admissions officers that you are willing to challenge yourself with difficult courses and can help with scholarship competitions as well. What are the rewards of taking an AP exam? The rewards of taking an AP exam include an opportunity to earn a passing score and college credit in high school. In addition, a passing score may lead to advanced placement in college. Taking difficult exams like AP exams prepares you for other challenging tests such as SATs, ACTs, and other college entrance tests.
Student 1. I will show respect to the teacher and my classmates. 2. I know that my grades are directly related to my attendance. I will attend class and make up work when I m absent. 3. I will be on time to class and ready to participate. I will be prepared for class bringing paper/notebook, homework assignments, a planner and a pen or pencil. 4. I will show responsibility and do my best and turn in assignments on time. 5. I will do my best and ask for help when I am struggling. I will make every effort to succeed in this class. Student, Teacher, and Parent Expectations Teacher 1. I will show you and your classmate s respect. 2. I will be present, on time, and prepared to teach. If I am absent, I will try to talk with your class ahead of time. 3. I will be responsible for planning challenging and engaging lessons and assignments that will help you learn. 4. I will provide you with support when you are struggling. I will work with you to help you succeed. 5. I will grade your work and provide you with feedback in a timely way. Signature : Signature : Signature : Parent/Guardian 1. I understand that my child is taking a college- -level course in high school. I know that this course will be challenging and require effort. 2. I understand that my child will have homework on a regular basis and I will help to provide a quiet, safe place where my student can study. 3. I will support my student by asking about his/her progress in class on a regular basis and help my student ask for help when needed. 4. I understand that the grade is weighted in an AP class. For example, a B in an AP class is scored as a 4.0 in calculating GPA. 5. I believe in my student s ability to succeed in this class and I will remind my student that although the course is challenging, the accomplishment is worthwhile.