Advanced Placement
United States History
Course Syllabus
2016-2017
S. Sabrina Tutchtone
Pelham High School
2500 Panther Circle
Pelham, AL. 35124
(205) 624-3701
Email:
Course Requirements:
Welcome to AP U.S. History. Please review and discuss the information provided in this course syllabus.
The AP U.S. History course attempts to develop higher-level critical thinking skills by emphasizing analysis and evaluation exhibited largely through formal essay writing and document interpretations. Please understand that this course differs from traditional courses in the following ways:
§ Sixty to seventy-five percent of the course grade may be based on formal essay and unit test grades.
§ Individual tests cover a significantly greater body of information than students may be accustomed.
§ Homework consists primarily of reading assignments for which the student is responsible for mastery of factual information.
§ Grades are based solely on the quality of the end product.
§ There are few “simple” assignments that permit a student to improve a grade merely by completing the work.
§ There are few graded assignments during each nine-week grading period. Therefore, adequate preparation is imperative.
§ Responsibility for mastering the material rests with the student.
§ Students are required to sign an honor pledge. Violations of this pledge will result in a zero for the assignment, possible removal from the course, or disciplinary action from the school administration for academic dishonesty.
AP U.S. History is a college level survey course many high school students will find difficult. Please consider this when setting expectations regarding academic performance. Special emphasis is placed on the student’s ability to analyze and evaluate historical data so sound arguments may be expressed and defended through the written word. Students who successfully complete the course have a good chance of earning a passing grade on the AP U.S. History examination given each May. Students earning passing scores on the AP exam will likely receive college credit depending on a particular institution’s admission standards. High expectations are both expected and necessary to excel in AP U.S. History.
However, parents are asked to be supportive and understanding as students struggle to master the content and complete the required coursework. In addition to meeting standards set by the College Board regarding AP coursework, the curriculum also aligns with standards associated with the Alabama College and Career Ready program. Lastly, because I value communication and want students to excel, please contact me anytime to discuss your child’s progress. I recommend contacting me through e mail at to ensure a timely response. The most effective way to monitor your child’s progress is to purchase INOW Parent Portal, which allows parents to access grades online. If you are interested in acquiring INOW Parent Portal, please contact the school’s main office at (205) 624-3700. After reading the syllabus, please sign and date the last page. In addition, I would appreciate a parent(s) email address to ensure effective communication. I look forward to sharing in the rewards gained through advanced placement coursework.
Course Description:
The Advanced Placement program in United States History provides students with the analytical skills
and factual knowledge necessary to deal critically with the problems and materials of United States history. The course prepares students for intermediate and advanced college courses by making demands equivalent to those made by full -year introductory college survey courses. In this pursuit, the acquisition of factual knowledge is the beginning point of the process, not the end. Students will learn to interpret and evaluate the relative significance of primary and secondary source material, and to present their evidence and conclusions clearly and persuasively in an essay format.
The Structure of the AP U.S. History Exam (May 2016)
Section I
Multiple Choice: Part A
• 55 multiple choice questions
• 55 minutes
• 40% of the total exam
Short Answer Section: Part B
· 4 Questions
· 45 minutes
· 20% of exam
· Each Question has 3 parts (3 pts. for each part)
· Must be in COMPLETE sentences
Section II
Free Response Section: Part A (DBQ)
• 1 Essay
• 60 minutes
• 25% of exam
• Thesis: Must have categories that take a direction
• Conclusion: Must use synthesis: Connect conclusion to history OUT of the time period
Free Response Section: Part B (LEQ)
• 1 Essay
• 35 minutes
• 15% of exam
• Historical Context and Synthesis must be used
Classroom Expectations:
TESTS AND ESSAYS: APUSH
Tests will generally consist of a stimulus based multiple-choice section and an essay section of equal weight. The tests will assess factual knowledge, multiple causation/multiple outcomes, and the concept of change over time. Students will be asked to interpret and evaluate historic events and support their conclusions with relevant specific factual information. Typically, there are no more than five to six major grades per nine week grading period. As a result, students must understand thorough preparation is required because each graded assignment carries significant weight. (See Testing Policies & Procedures)
Take home assignments may be required. Students may use textbooks and outside resources when completing take home assignments; however, students are not permitted to work together or share answers when completing these tests.
HOMEWORK
Homework will consist almost exclusively of reading assignments, main idea logs, or writing assignments.
Students who have difficulty in the course are encouraged to complete additional activities to address and strengthen weaknesses. Many of these activities/websites/guides will be accessible in Google Classroom.
DIGITAL PROCEDURES
· Refer to PHS Digital Policy
· Chromebooks will be used
· Google Classroom
· Emails
· Turning Technologies Response System (Clickers)
· Traditional textbooks will be distributed
· Online textbooks available
MAKE-UP WORK
Class attendance is essential for meeting course requirements and attaining a passing grade on the AP
US History exam. Students returning from excused absences are responsible for completing missed class assignments promptly and in accordance with school policy.
*Refer to PHS Make-Up policy
ADDITIONAL HELP
Due to the challenging nature of this course, it is likely that students will require additional help on
occasion. Therefore, students are encouraged to approach the instructor when help is needed so a one on one session may be scheduled. Mandatory student and parent conferences may be scheduled for students experiencing significant difficulty.
NATIONAL ADVANCED PLACEMENT EXAMINATION & A+ COLLEGE READY
The Advanced Placement Program of the College Board affords students the opportunity to receive
college credit for AP classes by successfully passing a national examination offered on May 2017 (11th only). The AP students at Pelham High School are required to take the national examination. There is a fee of approximately $90 for the exam; payment is made in the counseling center (Checks payable to Pelham High School).
As a cohort in the A+ College Ready Program, Pelham High School has agreed to provide several incentives and benefits in taking this advanced course. (See A+ College Ready “BONUS VALUE” for more information)
HONOR CODE
Students will abide by the honor code statement “I have neither given nor received help on this
assignment” for all assignments unless specifically exempted by the instructor. Assignments that
require or allow student collaboration will be identified in advance. Violations of the honor code pledge will result in a zero for the assignment, a disciplinary referral to the office for action consistent with the school system policy regarding academic dishonesty, and potential loss of status in school clubs and honor societies.
Examples of violations of this policy include:
Giving or receiving help on any in class or take-home test, essay, or quiz; plagiarism of material on take-home essays; and discussion of any quiz, test, or essay questions with students who have not yet completed the assignment.
Course Content:
UNIT ORGANIZATIONS:
10th Grade: Periods (1-5) Pre-Columbian – Civil War (1491-1877)
11th Grade: Period 5-9 Reconstruction-Present (1877-Present) + APUSH Reviews for Exam
Period 1: 1491-1607 EXPLORATION & COLONIZATION
Organizing Principles – Interaction between Native Americans, European powers, and African slaves shape the early colonial world of North America.
Topics:
(exploration, colonization, governmental development, economic development, religious development,
Colonial wars, salutary neglect, social development)
Period 2: 1607-1754 COLONIZATION
Organizing Principle – Between 1607 and 1754, the British North American colonies developed experience in and the expectation of self-government in political, religious, social and economic aspects of life.
Topics:
(Colonial wars, salutary neglect, social development, diversity of British colonies)
Period 3: 1754-1800 FRENCH & INDIAN WAR 1754 THROUGH REVOLUTION OF 1800
Organizing Principles – Between 1754 and 1776, British attempts to exert control over the colonies led
to violent, organized, successful resistance. The Articles of Confederation provided a reasonable and workable transition from the unitary system of British rule to the federal system established under the Constitution.
Topics:
(British tax policy, colonial reaction, inter-colonial unity, inter-colonial conflict, independence movement,
revolution, revolutionary change, Articles of Confederation, Hamilton, Constitution, Washington, Adams)
Period 4: 1800-1848 AGE OF JEFFERSON, AGE OF JACKSON, & REFORMS
Organizing Principle - Between 1800 and 1840, conflict over the increasing power of the national
Government created intensified sectional tension. Between 1800 and 1823, geographic isolation allowed the United States to pursue a policy of selective involvement in world affairs.
Topics:
(Federalism, 1st American Party System, Hamilton’s economic plan, neutrality and foreign policy,
Jeffersonian Democracy, Supreme Court cases, territorial expansion, freedom of the seas, War of 1812, convention system, national market economy, industrial revolution, transportation revolution, agricultural revolution, nationalism, sectionalism)
Period 5 (A): 1844-1877 MANIFEST DESTINY THROUGH CAUSES OF CIVIL WAR
PART I: Organizing Principle - During the "Reign of Jackson," politics became more democratic, the power of the
presidency increased, America became more optimistic and expansionistic, and sectionalism supplanted nationalism.
Topics:
(Jacksonian Democracy, 2nd American Party System, democratization, sectionalism, reform movements,
Native Americans, Bank War, Nullification, American Renaissance, Mani fest Destiny, slavery)
Period 5 (B): 1844-1877 CIVIL WAR THROUGH RECONSTRUCTION
PART II: Organizing Principles - The Civil War was caused by historic economic, social, and political sectional
differences that were further emotionalized by the slavery issue. The Civil War effectively determined the nature of the Union, the economic direction of the United States, and political control of the country.
Topics:
(sectionalism, abolition, expansion of slavery, apologists, Compromise of 1850, Kansas -Nebraska, 3rd
American Party System, emotionalization of slavery issue, economic development, social development, political development, Civil War [social, economic, political consequences], amendments, Reconstruction
[economic, political, social consequences], Compromise of 1877)
Period 6: 1865-1898 GILDED AGE & INDUSTRIALISM
Organizing Principle - The Gilded Age fostered the consolidation of business, the beginnings of
Government involvement in the economy, and the organization of disadvantaged economic and social classes.
Topics:
(Grantism, corruption, politics, rise of big business, agrarian reform, labor movement, Native American,
Cattle frontier, mining frontier, agricultural frontier, immigration, urbanization, Social Gospel, Social Darwinism, Changing function of government)
Period 7: 1890-1945 NEW IMPERIALISM THROUGH WORLD WAR II
Organizing Principles - From 1890 to 1918, the United States became increasingly active and
aggressive in world affairs. The Progressive movement partially succeeded in improving life for average Americans by curbing big business, making the government more responsive to the will of the people, and enacting social welfare legislation.
Disillusionment with the idealism of World War I led Americans to fear change
And difference and to retreat into a superficial shell of self -satisfaction. The Great Depression and New Deal led to the expectation of government intervention to maintain the economic stability of the nation.
Topics:
(New Imperialism, Spanish-American War, Big Stick policy [jingoism], internationalism, Progressive
Reform [political, social, economic], regulatory agencies, Square Deal, Old Guard v Insurgents, New Nationalism, New Freedom, Supreme Court and social welfare, World War I [economic, political, social consequences] , CPI, Red Scare, Treaty of Versailles, fear of change and difference, value conflicts, mass society, consumerism, technological development, foreign policy, social changes, arts and entertainment, economics, normalcy, Great Depression, New Deal, relief, recovery, reform, make work, labor, political realignment, changing function of government)
Period 8: 1945-1980 COLD WAR TO REAGAN ELECTION
Organizing Principles - Between World War II and 1960, the New Deal philosophy that the government
was a legitimate agent of social welfare became firmly embedded in the American mind. The Cold War led the United States to pursue an ambivalent policy of confrontation, negotiation, and preventive maintenance between 1945 and 1970.
Disillusionment with the increasingly violent protest of the 1960s led to the entrenchment of conservative ideology between 1968 and 1992. Following the breakup of the Soviet Union, America's foreign policy groped for ways to promote world peace with minimal U.S. involvement.
Topics:
(post-war demobilization, Fair Deal, Red Scare, containment, Cold War, NSC 68, Korean War, modern Republicanism, massive retaliation, social changes, politics of the 50s, consumerism, baby boom, liberalism, civil rights, reform movements, political activism, foreign policy, Vietnam, youth culture,
poverty, energy, Watergate, Carter)
Period 9: 1980 TO PRESENT
Organizing Principles -
Technological developments between 1950 and 2000 radically altered the economic, social, and moral fiber of the nation.
Conservative movement achieved several political and several policy goals during the 1980’s and continued to strongly influence public discourse in the following decades.
Topics:
(Reagan Revolution [foreign policy , economy, social issues], technology and affluence, post-Cold War foreign policy, Middle East, multiculturalism, welfare, Clinton scandals, domestic policies of Obama administration)
Grading Procedures:
I. Points System
A. Grades are based on tests, quizzes, bell ringers, and various assignments. Grades are calculated using a point system where by each assignment is assigned a certain point value. To determine a student’s average, add the total number of points
earned and divide by the total points possible.
B. Averages will typically not be graded on a curve; however, this is a t the instructor’s discretion.
C. Grades are available upon request via email and may be accessed online through INOW Parent Portal.