School Year: 2017-2018
Course Name / AP United States History / Course CodeSchool Name / Tucker High School / Teacher Name / Kevin Mooney
School Phone Number / 678-874-3702 / Teacher Email /
School Website / www.tuckerhs.dekalb.k12.ga.us / Teacher Website / MooneyHistory.com
Course Description
Advanced Placement United States History is a two-semester survey course incorporating all Major Historical Themes of U.S. History. Every student who enrolls in an Advanced Placement course should come in with the expectation of taking and passing the Advanced Placement Exam in May. The level of instruction in this class is geared towards that goal. The pace and content of the material will reflect college level work. Therefore, it is imperative that you never lose focus of those criteria. No doubt there is a tremendous amount of work in this class and the expectations are high. What is taught and how it is taught reflects the curriculum and standards set by the College Board.
The students in this course are expected to do a considerable amount of reading in the major text and outside readings. The course will devote time to the analysis and interpretation of primary sources, such as documentary materials, maps, works of art, and pictorial and graphic materials. Evidence of the above-mentioned readings is shown in class discussions, tests, essays, and various forms of assessment. The course provides a special emphasis to historical writing; which will provide students with the knowledge of how to analyze, evaluate, and create essays (see AP Exam information for more details).
What does it take to pass the exam?
Do your chapter reading!
Writing skills are the primary ingredient for having success on the AP History Exam. Students must be able to quickly recall information,organize the information, develop a thesis, and write a coherent, flowing essay. Students must have recall of hundreds of facts about United States History to succeed on the multiple-choice portion and to provide support or proof for the written essays.
How will the class be structured?
1. Readings from the textbook (approximately 30-60 pages per week)
2. Readings from ancillary material (outside books and articles, varying in length, complement textbook)
3. Lectures which will complement that week’s topics in readings and activities.
4. Writing: students will practice timed writings and will study writing techniques in depth.
5. Class activities. Document analysis, forming historical/essay arguments, Role Plays, Videos, Presentations, etc.
THE AP EFFECT - The FACTS
Students involved in the AP Program create the "AP Effect" which means they exhibit the following tendencies:
· Exposure to AP curriculum is a much better predictor of college success than their high school GPA or test scores.
· More likely than peers to complete a bachelor’s degree in four years or less – 29% graduation for non AP – 45% if only 1 AP course taken – 61% if 2 or more AP courses taken
· Better prepared academically – 85% of AP students continue their education beyond high school.
· Students whose scores exempt them from introductory courses do better in subsequent higherlevel courses than those who actually take the college introductory course.
· More likely to be superior in terms of leadership and significant accomplishments.
· More likely to graduate with a double major and twice as likely to go into advanced study – Masters and Ph.D. programs
AP U.S. History Exam: 3 Hours and 15 Minutes
Section 1 (1 Hour 45 Minutes)
Part A: Multiple choice (55 questions) (55 Minutes)
Part B: Short constructed response (4 questions) (50 Minutes)
Section 2 (1 Hour and 35 Minutes)
Part A: Document Based Question (DBQ: 1 question) (Recommended: 55 Minutes)
Part B: Long essay (1 question) (Recommended: 35 Minutes)
AP GRADE QUALIFICATION
5 Extremely well qualified, 4 Well qualified, 3 Qualified (Passing)
1-2 – Did not pass
Curriculum Overview
The following academic concepts will be covered. THIS IS ONLY A GUIDE AND IS SUBJECT TO CHANGE.
CURRICULUM OVERVIEWUnit: Early Contacts Among Groups in North America (Period 1: 1491-1607)
- American Pageant: Chapter 1
Unit 2: North American Societies in the Context of the Atlantic World (Period 2: 1607-1754)
- American Pageant: Chapters 2-5
Unit 3: Birth of a New Nation and Struggle for Identity (Period 3: 1754-1800)
- American Pageant: Chapters 6-10
Unit 4: Growing Pains of the New Republic (Period 4: 1800-1848)
- American Pageant: Chapters 11-15
Unit 5: Expansion, Regional Separation, the Civil War and its Aftermath (Period 5: 1844-1877)
- American Pageant: Chapters 16-22
Unit 6: Industrialization, Urbanization, and Cultural Transformation (Period 6: 1865-1898)
- American Pageant: Chapters 23-26
Unit 7: Domestic and Global Challenges and the Creation of Mass Culture (Period 7: 1890-1945)
- American Pageant: Chapters 27-35
Unit 8: Increasing Prosperity and Global Responsibility After World War II (Period 8: 1945-1980)
- American Pageant: Chapters 36-39
Unit 9: Globalization and Redefining National Identity (Period 9: 1980-Present)
- American Pageant: Chapters 40-42
Key Concepts and Skills
The AP U.S. History Exam is designed to measure students’ knowledge of historical facts, degree of comprehension of forces of change and causality, and information-based analytical skills. There are 9 overarching learning objectives integrated into this course:
Skill 1 – Historical Causation
Skill 2 – Continuity and Change over Time
Skill 3 - Comparison
Skill 4 - Contextualization
Skill 5 – Historical Argumentation
Skill 6 – Use of Historical Evidence
Skill 7 – Interpretation of primary and secondary sources
A detailed explanation of each skill will be issued on a separate handout.
Historical Themes
- American and National Identity (ID)
- Migration and Settlement (MIG)
- Work, Exchange, and Technology (WXT)
- Politics and Power (POL)
- America in the World (WOR)
- Environment and Geography (ENV or GEO)
- Culture and Society (CUL)
A detailed explanation of each theme will be issued on a separate handout.
BOARD-APPROVED INSTRUCTIONAL MATERIALS
Title / Kennedy, David. The American Pageant,13th EditionGRADING SYSTEM: The DeKalb County School District believes that the most important assessment of student learning shall be conducted by the teachers as they observe and evaluate students in the context of ongoing classroom instruction. A variety of approaches, methodologies, and resources shall be used to deliver educational services and to maximize each student’s opportunity to succeed. Teachers shall evaluate student progress, report grades that represent the student’s academic achievement, and communicate official academic progress to students and parents in a timely manner through the electronic grading portal. See Board Policy IHA.
GRADING CATEGORIES / *GRADE PROTOCOLAssessment During Learning – 25%
- Quizzes
Guided, Independent or Group Practice – 45%
- Weekly participation, writing assignments
Summative Assessment or Assessment of Learning – 30%
- Tests, major projects / A 90 – 100 ~P (pass)
B 80 – 89 ~F (fail)
C 71 – 79
D 70
F Below 70
SCHOOL EXPECTATIONS FOR SUCCESS
CLASSROOM EXPECTATIONS / Be Respectful, Be Responsible
- Discipline Procedures: In APUSH, we have a lot of ground to cover. A focused classroom is essential not only for your own success, but those around you. No student has the right to interrupt the learning experience for anyone else.
- 1st Offense: Warning
- 2nd Offense: Student/Teacher conference
- 3rd Offense: Parent contact; removal from class
- Persistent Problems: Administrative Referral
- Academic Dishonesty: Academic dishonesty in any form is unacceptable. This includes (but is not limited to) copying any kind of work (in any portion) from another student, sharing answers with another student (collusion), plagiarism, using any form of aid (a.k.a. cheat sheet) on a test, etc…There is a distinct difference between copying work and collaborating with other students. Cheating and plagiarism are offenses that will result in an automatic grade of zero for any assignment. Parents will be called and counselors will be notified.
- Electronic devices should not be used in class UNLESS it is being used for a class activity. This will be made very clear by the teacher when it is and is not appropriate to have your phone out. Any cell phone present during a quiz, test or final exam will result in a grade of zero.
- Late Work: 1 Day- 89, 2 Days – 79, 3 Days- 50, 3+ Days – 0. Students have until the 4.5 week mark to turn in missing work. If it is a larger assignment such as a project or essay, which requires more time to grade, then it must be turned a week before the grading period.
- Participation Grade: Every 4.5 week grading period you will receive a grade in the 30% category for participation. Inability or choice not to discuss assigned material, texting, off-task behavior, etc. will result in loss of points. However, simply not misbehaving will not keep a 100 – you must an active participant.
What to bring to class:
- Notebook with an exclusive section for APUSH
Notebook and organization:
- You will have many materials for this class that you will need to keep for the whole year. If you lose a hard copy, you’ll have to print your own from the website.
- I will not micro-manage you with organizational requirements, but it is recommended and helpful that you have a section for writing, one for each historical unit as we move through the material and a place to keep papers that get passed back to you.
EXTRA HELP / Tutorial: Wednesday, 3:30-4:00 or by appointment
PARENTS
AS PARTNERS / Parents and guardians are an essential component of a student’s learning experience. Checking on their daily assignments, overall progress and providing support in areas of need is essential. My best point of contact is email, but you may also call at anytime to discuss your student’s academic status and how to help them improve.