Advanced Placement United States History
Teacher: Ms. Paige Shakeri Room: 20
Email: Office Hours: Before school or by appointment
Textbook: American History: Connecting with the Past, Fifteenth Edition
Welcome to the 2016-2017 school year!
Course Description: AP US History is a challenging course that is meant to be the equivalent of a freshman college course and can earn students college credit. It is a two-semester survey of American History from the pre-Columbian era to the present emphasizing the development and changing nature of American Society. It is in some ways more difficult than a college course in that our examination of American History must be finished more than a month before the end of the school year and culminates in a rigorous, nationally administered exam. All students enrolled in the course will be expected to take the AP US History Exam in May. Students who do not take the AP Exam will have to take an alternate exam in class in May.
Course Objectives:
· Student will develop a deeper understanding of US History to become active citizens and to help understand and work to solve today’s problems and become the leaders of the future.
· Students will develop critical thinking skills and writing skills that will be essential for success in college.
· Students will be prepared for the Advanced Placement United States History Exam in May.
· Students will study selected historical themes and the context and significance of select interpretive questions.
· Students will be trained to analyze and interpret primary and secondary sources.
· Students will learn how to approach history critically and be able to analyze and evaluate competing sources of historical information from multiple perspectives.
· Students will be able to express themselves with clarity and precision both orally and through their writing.
I. Course Themes: The Course structure focuses on a combination of understanding and the development of:
1. American and National Identity (NAT)
2. Politics and Power (POL)
3. Work, Exchange, and Technology (WXT)
4. Culture and Society (CUL)
5. Migration and Settlement (MIG)
6. Geography and the Environment (GEO)
7. American in the World (WOR)
II. Key Concepts: A Chronological concept outline organized into 9 Units of study:
· Period 1: 1491-1607 Early America & Colonial Period
· Period 2: 1607-1754 British Colonial Period
· Period 3: 1754-1800 Revolution & New Republic
· Period 4: 1800-1848 Rising Nationalism & Sectionalism
· Period 5: 1844-1877 Manifest Destiny, Civil War, & Reconstruction
· Period 6: 1865-1898 The Gilded Age
· Period 7: 1898-1945 Imperialism through World War II (this will be divided into 2 units)
· Period 8: 1945-1980 Post-War Prosperity & Turmoil
· Period 9: 1980-Present End of the Cold War & Life in 21st Century
III. Historical Thinking Skills: The development of the following skills will be integral to the class & success on the Exam
1. Historical Causation:
2. Patterns of Continuity & Change Over Time
3. Periodization
4. Comparison
5. Contextualization
6. Historical Argumentation
7. Appropriate Use of Relevant Historical Evidence
8. Interpretation
9. Synthesis
Student Expectations:
· This is a fast-paced and demanding course that requires student motivation, discipline, and dedication.
· Students are responsible for their own learning and success in the course and ultimately on the AP US History Exam.
· Due to the nature of the course, students will be required to do a substantial amount of reading outside of the class.
· There will be regular unit exams, in the style of the AP Exam combining multiple choice and short answer.
· There will be a heavy emphasis on writing in this class focusing on Short Answer Questions (SAQs), Long Essay Questions (LEQs -formerly FRQs) and Document-Based Questions (DBQs).
· Students will be expected to participate in class discussions, debates, and group assignments throughout the school year.
* I strictly adhere to the Culver City High School Academic Honesty policy – plagiarism and cheating will have severe consequences.
Behavior Standards and Expectations:
1. Respect others at all times. That includes: your classmates, your teachers, your campus, and yourself.
2. Be in your seat, prepared, and ready to work when the bell rings.
3. Follow school rules including the electronics policy. No hoods or hats in violation of the dress code.
4. No food in class. You may have water.
Films in Class: We will primarily watch documentary clips in class, but additionally watch edited film clips that will supplement knowledge of US History. Some clips come from films that have been rated R by the MPAA.
Recommended Class Materials:
1. Blue or black pens (No writing in pencil or “pretty” colors please) – pencils for MC exams.
2. Lined notebook paper.
3. A three-ring binder/folder to keep paper notes and graded work – organization is key.
4. Sticky notes to help annotate your textbook.
5. AP US History Exam Review Book: I recommend the AMSCO United States History 2015 Edition – don’t be fooled by the negative Amazon reviews (mostly written by people who didn’t read it) – but some of the exam info has changed for the 2016 exam. If you buy a review book make sure it as least updated for the 2015 Exam, though ideally for 2016.
Homework: All homework assignments will be posted in class and on Google Classroom. All homework is due at the beginning of the period or will be considered late. Late homework will typically be given 50% credit, and will only be accepted one day after the due date. Make-Up Work: Be responsible. If students are absent it is their responsibility to find out what assignments were missed by calling a classmate, or checking Google Classroom. To receive full credit, make-up work must be turned in the day after the excused absence. If the absence is unexcused no credit will be given. Make-Up Tests: For excused absences, students will be responsible for scheduling a make-up exam or quiz before school, at lunch, during the period, or during Centaur Plus, the day that they return. Unexcused absences will receive zero points for any missed quiz or test. You must make up your missed within a week.
Grading Policy/Points Converted to Percentages 1st Semester:
Multiple Choice: Unit Exams, MC Quizzes, Final Exam = 30%
Writing: Short Answer Questions (Quizzes, Exams, Final) = 25%
Writing: Essays (LEQs & DBQs) = 30%
Participation, Debates, Homework, Classwork, Presentations = 15%
Grading Policy/Points Converted to Percentages 2nd Semester*:
Multiple Choice: Unit Exams, Quizzes, Final = 25%
Writing: Short Answer Questions (Quizzes, Exams, Final) = 15%
Writing: Essays (LEQs & DBQs) = 30%
Participation, Debates, Homework, Classwork = 10%
Group Projects & Presentations (DBQ Project & Theme Review) = 10%
Post-AP Projects and Activities = 10%
A = 90-100% B = 80-89% C = 70-79% D = 60-69% F = below 60%
*Participation: We at Culver City High School expect all our students to attend school regularly and arrive to all classes on time, ready to participate, learn and achieve. Participation consists of, but is not limited to, arriving to class on time with all appropriate materials, ready to be a positive and productive member of the class, participating in debates – this includes not falling asleep and not working on homework for other classes.
CCHS MISSION STATEMENT
Culver City High School is an engaged and caring community where diversity is valued and respected. We are committed to educating and inspiring all students to become life-long learners and contributing members of our global society.
Culver City High School Believes:
1. Each member of our school community plays an integral part in making student success a certainty.
2. That all students are provided the necessary resources and opportunities to become successful Collaborative Workers, Problem Solvers, Critical Thinkers, Involved Citizens, Quality Producers, and Self-Guided Achievers.
3. That all students immersed in vigorous, standards-based curricula that promotes higher level thinking skills.
4. That all students are capable of learning and as such, we educate the whole person providing students the necessary support to achieve their fullest potential.
5. That we value diversity and promote tolerance and espouse understanding and compassion.
6. That the aesthetic value of our campus is an important part of student achievement.
ACKNOWLEDGEMENT:
General Video Permission Slip
In an attempt to gain knowledge from different sources, I will also occasionally show clips from movies. Some of the clips may contain violence and language; these movies range from a rating of G to R, while others are not rated. I am extremely careful to choose clips that I believe have important content that connects to themes and lessons of the class. Please mark the appropriate line below to grant permission to show these clips to your child.
______FULL PERMISSION
I give Ms. Shakeri permission to show my child any video clip that enhances understanding of historical concepts.
______NO PERMISSION
I prefer that Ms. Shakeri not show my child any video clips. I understand that when she does show these clips, my child will have the chance to leave the room and be given the missed information in another form.
I have reviewed the course syllabus for AP US History and I clearly understand it and will abide by it.
Student Name: (Print)______Period:______
Student Signature: ______Date:______
Parent Name & Signature: ______Date:______
Parent Contact: Phone______& e-mail______
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