APUSH SYLLABUS
HAIRGROVE 2016-2017
Cedar Hill Collegiate High School APUSH Syllabus 2016-2017
Instructor: Mrs. Dana Hairgrove Phone: 469-272-2021 Email:
[email protected] Tutoring : Monday & Wednesday after school, 4:00-5:00. Mornings by appointment.
General Overview: Welcome to Advanced Placement United States History. The syllabus below is a general framework for the AP course structure as well as classroom procedures. Please be sure to thoroughly read over this syllabus to become completely familiar with procedure and content. The AP U.S. History course is brand new as of this 2016-2017 year at Collegiate High School. Supplies: 2 inch binder with dividers, Spiral notebook that can go in binder, pencil, pen, highlighter, glue stick, scissors, electronic device for research, nearpod.com or kahoot.com activities. And your willingness to learn. Curriculum Framework: There are four parts to the AP U.S. History Curriculum Framework - Historical Thinking Skills, Thematic Learning Objectives, The Concept Outline and the AP U.S. History Exam. To better understand the Curriculum Framework, please familiarize yourself with the following information. Immediately following this framework description, you will be able to read about Classroom Procedures, Classroom Activities and Expectations. Classroom Procedures: 1. Come to class on time 2. Go directly to your desk 3. Get your notebook ready 4. Begin bellringer assignment on board. 1 | Page
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5. Turn in assignments at the beginning of class to class tray. 6. Work till the end of class. 7. Respect other students and the teacher. 8. No electronic devices unless pre-assigned by teacher. 9. Raise your hand to be called upon to talk 10. Stay Positive! Attitude Matters! School-Wide Expectations: 1.
Be on time!
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Wait in a straight line, quietly, on the wall/ locker next to your teacher’s door until told to enter.
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Sharpen your pencils before and after class only.
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Hold all of your trash at your desk until dismissed or given permission to leave desk.
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Food or drinks are not permitted in the classrooms, bottled water only.
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Teacher dismisses class, not the clock.
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Acknowledge teachers and peers’ personal space and property.
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Cell phones should be out of sight, unless otherwise instructed.
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Students may use the restrooms on the 9th and 10th grade hallways during passing period and lunch.
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Students Should Stay In Their Designated Hallways.
Academic Dishonesty Academic honesty is expected, and integrity is valued at Cedar Hill Collegiate High School. Scholastic dishonesty is a violation of the Code of Student Conduct. Scholastic dishonesty includes, but is not limited to, cheating on a test, plagiarism, and collusion Academic Dishonesty Contract Academic dishonesty as defined in the District Catalog includes, but is not limited to, cheating on a test, quiz, or assignment; plagiarism (including the internet); copying another student’s lab or lecture work; or allowing another student (even lab partners) to copy all or any portion of an assignment. Any materials left in sight of the instructor or other students during a test or quiz will be considered an act of cheating. Cell phones may not be used in the classroom/lab. This includes text messaging. All written assignments (CTS’s, essays, papers, etc.) are to be in the students’ own words. Written assignments are to be completed solely by the student, not in collaboration with other students unless otherwise noted in the assignment. Written assignments other than CTS’s require a Work’s Cited Page following proper MLA documentation. Please be aware that many internet sites are actually plagiarisms of other sites. When documenting an internet site, the student must be sure that he/she is using the “original” source of the information. All work must be the student’s original words, not just a manipulation of word or sentence order. 2 | Page
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Academic dishonesty will not be tolerated. Any student found to be violating any portion of the academic dishonesty policy will automatically receive a zero (without exception or discussion) for that material being tested over or that assignment being evaluated. Further action for the violation may include expulsion from Collegiate HS. This means that each student should guard against another student acquiring information from his or her paper All written assignments must be new, not just modifications of old assignments. When working in partners or groups, each student is expected to turn in his or her original work in their own words. Exact (or overwhelmingly similar as per the instructors discretion) duplication of an assignment (in any form), from any group or partner set, will not be accepted, and a grade of zero will be given. WARNING: This course is not for the faint of heart! There is much to cover both within and outside of the classroom. You will be expected to spend about six to ten (6-10) hours reading outside of the classroom in order to augment what we are learning within the classroom. You will be writing your hearts out, becoming masters of multiple choice, short answer, DBQs and Long Essay Questions. Strongly evaluate your commitment time capability. This course will be a challenge but, well worth it if you own the challenge! Class Expectations 1. It is expected that you will come to class each day with your textbook, computer/iPad, binder, pens, pencil, and highlighters. Any assignment will be subject to assignment checks and all assignments will be turned in daily to your specific class period bin. A table of contents or list of assignments is expected to be kept for all pages in the assignment folder. You may refer to the class website Assignments page to keep this organized. You are, also, expected to bring your “A” game to this class. You will be putting forth a considerable amount of effort. Stay consistent, focused and keep the end in mind – passing that AP exam with a 3 or better and earn your collegiate credit. 2. Late or Make up Work: Be on time and try to avoid missing class. This class will move at a collegiate pace and will not be easy to make up work. Please check with me for the makeup work, as well as the in class bin or my website for makeup work/assignments. Turn in all make up work at the beginning of class period. Within the collegiate setting, assignments are accepted late, but the highest grade you will receive on the assignment is up to a 50. Students will have the option to do two makeup assignments per marking period. This makeup work must be done within 5 days after receiving their initial grade. As per Cedar Hill ISD policy, if you are absent, you have equal amount of days plus one to turn in all assignments missed. All pre-announced quizzes and tests are to be taken on that day, even if you missed the day before. All assignments are listed online and a schedule is posted on the class calendar (chisd.com website and click on Collegiate HS and then click on my name.) All makeup work is the responsibility of the student and you are required to be in touch with exactly what you need to do in order to continue working smoothly in the class. If absent, tests or quizzes can be made up either on tutoring days after school, or during class time at the teachers discretion. As a member of this class, you are required to take the AP exam in the Spring. However, you do not have to pass the exam in order to pass the class. College credit will be awarded for scores of 3 (out of 5) or higher depending on the university/college of your choice.
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3. Turning in Assignments: All assignments must be turned into the appropriate tray as students are entering the classroom. Any assignment turned in after class has begun will be counted as late. It is important for students to be responsible for their assignments and have them completed, printed, and dated PRIOR to the start of class. All assignments that are due via Google Classroom must be turned in by the designated time or will count as a late assignment. If a student does not have their name on an assignment it will be put into the grade book as a zero until they can identify their paper. If they identify their paper within 24 hours they will then only be deducted 20 points for no name. *However additional deductions may occur for any additional errors on the assignment. Please properly complete all class work and homework as assigned. All out of class essays and projects must be typed. Homework will also include assigned reading. You will be expected to participate in class on a daily basis. In the event you do not turn in an assignment on the date due, please see Mrs. Hairgrove for an alternative assignment of equal rigor. On time is defined as when it is requested by the teacher. Please complete all regular assignments by typing or in ink. Depending on the assignment you may Email your assignment to me:
[email protected] 5. Within our classroom, we must agree to work together to master the content and learn from each other. Mutual respect and consideration within our classroom is a must. Bring your "A" game of respect to class each day. GRADING POLICIES AND EVALUATION: The Grading Scale will follow: 90-100 A 80-89 B 70-79 C 69-Below F Individual Grade Types Breakdown: Formative 60%, Summative 40%, Semester Final Exam 20%, Diagnostic DBQS / FRQs will be graded on a scale of 1-5. Summative Assignments include: Classroom Exams and correlating DBQs, Projects, term papers, exhibitions/presentations, etc., and other specific Summative Assignments indicated by the teacher that helps pull together the learning complete in units. Formative Assignments include: Quizzes, Teacher Questions, Group Work, DBQs (Document Based Questions), FRQs (Free Response Questions), textbook notes, etc.. These are usually assessments that are used for learning and to guide instruction. Diagnostic Assignments include: Pretests, surveys and any other assignment designated as diagnostic. Intervention and Remediation The course will have five or more summative assignments per semester not including the Semester Exams. Students will be offered the opportunity to retake at least one summative assessment per quarter. You may be required to demonstrate evidence of remediation before retakes are administered. The "make up" day for the test retake will be set by the instructor. All formative work must be complete before summative may be taken. Technology in the Classroom
Electronics may be used in the classroom when used for research, or online activities designated by the teacher. If
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HAIRGROVE 2016-2017
student is not using their electronic device properly they will be given a warning and asked to no longer use it for the remainder of class. If further warnings are given this will result in either parent contact or taking the device to the office for parent pick up. Before each test or quiz students must place their cell phone in the front of the classroom until the test or quiz is completed by the entire class.
1. Google Classroom—Google Classroom will be utilized throughout the school year for students to submit assignments as well as find class resources and reminders. On the first day of class students will be given instructions to join Google Classroom and it is the student’s responsibility to do so. It is encouraged for parents/guardians to obtain their scholar’s google access information. 2. Bring your own technology—You are encouraged to bring your laptop or portable learning device (tablet) that has a keyboard for in class assignments (such as jigsaw group work, outlining chapters, reviewing evidence to support DBQs, FRQs, etc.). 3. Class Website/Chisd.com—Be sure to check here first for assignments posts on the website and to the calendar/week at a glance. When assignments are due, you will subscribe to reminders to make sure that assignments are turned in on time. Bookmark the class website on your phone or computer.
COURSE CONTENT ORGANIZATION OF HISTORICAL THINKING SKILLS, THEMES, AP EXAM, Section I: Historical Thinking Skills Every AP Exam question will require a student to apply one of the historical thinking skills to one of the thematic learning objectives. The AP US History course seeks to apprentice students to the practice of history by explicitly stressing the development of historical thinking skills while learning about the past. There are four types of historical thinking skills: I. Chronological Reasoning 1. Historical Causation: • Compare causes and/or effects, including between short-and long-term effects • Analyze and evaluate the interaction of multiple causes and/or effects Assess historical contingency by distinguishing among coincidence, causation, and correlation, as well as critiquing existing interpretations of cause and effect.
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2. Patterns of Continuity and Change over Time o
Analyze and evaluate historical patterns of continuity and change over time.
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Connect patterns of continuity and change over time to larger historical processes or themes.
3. Periodization •
Explain ways that historical events and processes can be organized within blocks of time.
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Analyze and evaluate competing models of periodization of U.S. history.
II. Comparison and Contextualization 4. Comparison o
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Compare related historical developments and processes across place, time, and/or different societies or within one society.
APUSH SYLLABUS
HAIRGROVE 2016-2017 o
Explain and evaluate multiple and differing perspectives on a given historical phenomenon.
5. Contextualization o
Explain and evaluate ways in which specific historical phenomena, events or processes connect to broader regional, national, or global processes occurring at the same time.
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Explain and evaluate ways in which a phenomenon, event, or process connects to other, similar historical phenomena across time and place.
III. Crafting Historical Arguments from Historical Evidence 6. Historical Argumentation o Analyze commonly accepted historical arguments and explain how an argument has been constructed from historical evidence. o Construct convincing interpretations through analysis of disparate, relevant historical evidence. o Evaluate and synthesize conflicting historical evidence to construct persuasive historical arguments. 7. Appropriate Use of Relevant Historical Evidence o
Analyze features of historical evidence such as audience, purpose, point of view, format, argument, limitations, and context germane to the evidence considered.
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Based on analysis and evaluation of historical evidence, make supportable inferences and draw appropriate conclusions.
IV. Historical Interpretation and Synthesis 8. Interpretation o Analyze diverse historical interpretations. o
Evaluate how historians' perspectives influence their interpretations and how models of historical interpretation change over time.
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Combine disparate, sometimes contradictory evidence from primary sources and secondary works in order to create a persuasive understanding of the past.
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Apply insights about the past to other historical contexts or circumstances, including the present.
9. Synthesis
Section II. Thematic Learning Objectives The framework presents a set of learning objectives, organized by seven major themes that describe what students should know and be able to do by the end of the AP US History course. These represent the major historical understandings that colleges and universities want AP students to have developed in order to merit placement out of the introductory college U.S. history survey course. Students should use a range of historical thinking skills to investigate the thematic learning objectives. The AP Exam will measure student proficiency in the historical thinking skills as well as the thematic learning objectives. Every AP Exam question will be rooted in these specified learning objectives.
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These content learning objectives for the AP U.S. History course and exam are organized under seven themes, which are topics of historical inquiry to explore throughout the AP U.S. History course. 1. Identity a. Overarching questions: i. How and why have debates over American national identity changed over time? ii. How have gender, class, ethnic, religious, regional, and other group identities changed in different eras? 2. Work, exchange, and technology a. Overarching questions: i. How have changes in markets, transportation, and technology affected American society from colonial times to the present day? ii. Why have different labor systems developed in British North America and the United States, and how have they affected U.S. society? iii. How have debates over economic values and the role of government in the U.S. economy affected politics, society, the economy, and the environment? 3. Peopling a. Overarching questions: i. Why have people migrated to, from, and within North America? ii. How have changes in migration and population patterns affected American life? 4. Politics and power a. Overarching questions: i. How and why have different political and social groups competed for influence over society and government in what would become the United States? ii. How have Americans agreed on or argued over the values that guide the political system as well as who is part of the political process? 5. America in the world a. How have events in North America and the United States related to contemporary developments in the rest of the world? b. How have different factors influenced U.S. military, diplomatic, and economic involvement in international affairs and foreign conflicts, both in North America and overseas? 6. Environment and geography --physical and human a. How did interactions with the natural environment shape the institutions and values of various groups living on the North American continent? b. How did economic and demographic changes affect the environment and lead to debates over use and control of the environment and natural resources? 7. Ideas, beliefs and culture a. How and why have moral, philosophical, and cultural values changed in what would become the United States? b. How and why have changes in moral, philosophical, and cultural values affected the U.S. history? 7 | Page
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These themes focus student understanding of major historical issues and developments, helping students to recognize broad trends and processes that have emerged over centuries in what has become the United States. Section III. The Concept Outline The required course content for each historical period of U.S. history is presented in a concept outline. Required Content: The course is organized into nine historical periods that run from the precolonial era to the present, and the key concepts, supporting concepts, and historical developments that are required knowledge for each period are presented in an outline. No AP questions will require students to know historical content that falls outside this concept outline! While taking the AP Exam, students will need to be able to cite historical content as evidence for the arguments they are making, but the exam questions will never focus on any illustrative example from this framework. Written exam questions will instead provide students with the flexibility to write about whichever illustrative example the teacher has chosen to focus on--whether that is one of the illustrative examples listed in the framework or one of the teacher's own selection. Similarly, there will never be a MC question about the illustrative examples. Instead, MC questions will be written about the learning objectives and the required historical concepts. Similarly, students will never be asked to write an AP Exam essay about one specific illustrative example; instead, the essay questions will be written about the learning objectives for the course, so that students then have the flexibility to draw upon whichever examples of that learning objective the teacher chose to focus on. This approach helps students with flexibility to study specific historical events or individuals in greater depth. There are nine (9) chronological historical periods:
Teachers will use the key concepts within the various periods to build students' understanding of the learning objectives that will be assessed on the AP Exam (Thematic Learning Objectives). Section IV: The AP U.S. History Exam. The AP Exam will assess students' achievement of the thematic learning objectives and their use of the historical thinking skills. The AP U.S. History Exam is 3 hours and 15 minutes long and includes both a 105-minute multiple-choice/short-answer section and a 90-minute free-response section. Each section is 8 | Page
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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.
Time Management Students need to learn how to budge their time so that they can complete all parts of the exam. Time management is especially critical with regard to Section II, which consists of two essay questions. Time left is announced, but students are not forced to move to the next question. Students often benefit from taking a practice exam under timed conditions prior to the actual administration. How Student Learning is assessed on the AP Exam The following are general parameters about the relationship between the components of the curriculum framework and the questions that will be asked of students on the AP Exam: • Students' achievement of the thematic learning objectives will be assessed throughout the exam. •
Students' use of the historical thinking skills will be assessed throughout the exam.
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Students' understanding of all nine periods of U.S. history will be assessed throughout the exam.
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No document based question or long essay will focus exclusively on events prior to 1607 (Period 1) or after 1980 (Period 9).
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Students will always write at least one essay -- in either the document based question or long essay-- that examines long term developments that span historical time periods.
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The coverage of the periods in the exam as a whole will reflect the approximate period weightings (see small chart above that delineates periods).
Explanations of Exam Parts: Multiple Choice Questions provided in sets of questions that ask students to respond to stimulus material (primary or secondary source, texts, image, charts, graphs, maps, etc.). There will be Short-Answer Questions which directly address one or more of the thematic learning objectives for the course. At least two of the four questions will have elements of internal choice, providing opportunities for students to demonstrate what they know best. Each question will ask students to identify and analyze examples of historical evidence relevant to the source or question; these examples can be drawn from the concept outline or from other examples explored in depth during classroom instruction.
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Next will be Document Based Questions that measure students' ability to analyze and synthesize historical data and to assess verbal, quantitative, or visual materials as historical evidence. Documents will include charts, graphs, cartoons, and pictures as well as written materials. You will hand write all written questions. Finally, to provide opportunities for students to demonstrate what they know best, you will be given a choice between two comparable Long Essay Questions. The long essay questions will measure the use of historical thinking skills to explain and analyze significant issues in U.S. history as defined by the thematic learning objectives. Student essays must include the development of a thesis or argument supported by an analysis of specific, relevant historical evidence. Questions will be limited to topics or examples specifically mentioned in the concept outline but framed to allow student answers to include indepth examples of large-scale phenomena, either drawn from the concept outline or from topics discussed in the classroom. Textbook and Resources for Class: Brinkley, A. (2015). American History: Connecting with the Past, 15th Edition. New York: McGraw Hill Education. – Class Textbook Zinn, H. (2015). A People’s History of the United States. New York: Harper Collins. —Supplemental Reading for class. https://www.youtube.com/user/crashcourse – Youtube channel that covers content from Original Americans to New Millennium Globalization. https://www.historyteacher.net – exhaustive student research links for course information, test preparation, etc. Course Planning and Pacing Guide 2016-2017 Please be advised that this is the anticipated pacing guide but, I reserve the right to change as the students and year advances. You will receive syllabus updates if changes occur. Updates will occur on my school website at chisd.com Semester 1 Units of Study: 1st Nine Weeks (August - October) Chapters 1-10 Early Americans – American Revolution: Unit 1: Period 1: 1491-1607 Content: Native Americans pre-contact and in cultural collision Primary Theme: Environment Primary Historical Thinking Skill: Use of Evidence Module 1: Course Introduction (2 days) Module 2: The Collision of Cultures (Chapter 1) Unit 2: Period 2: 1607-1754 (Chapters 2-4) Content: Colonial comparisons Primary Theme: Peopling Primary Historical Thinking Skill: Comparison Module 1: Transplantations and Borderlands (Chapter 2) Module 2: Society and Culture in Provincial America (Chapters 3) Module 3: Eighteenth-Century Colonial Society (Chapters 4) Unit 3: Period 3: 1754-1800 (Chapters 5-8) Content: The American Revolution 10 | P a g e
APUSH SYLLABUS
HAIRGROVE 2016-2017
Primary Theme: Identify Primary Historical Thinking Skills: Causation and Argumentation Module 1: The American Revolution (Chapter 5) Module 2: The Constitution and the New Republic (Chapter 6) Module 3: The Jeffersonian Era (Chapters 7) Module 4: Varieties of American Nationalism (Chapter 8) 2nd Nine Weeks (October-December): Unit 4: Period 4: 1800-1848 (Chapters 9-12) Content: Growth and spread of democracy and capitalism Primary Theme: Work, Exchange, and Technology Primary Historical Thinking Skills: Periodization, Continuity and Change over Time, and Argumentation Module 1: Jacksonian America (Chapter 9) Module 2: America’s Economic Revolution (Chapters 10) Module 3: Cotton, Slavery, and the Old South (Chapter 11) Module 4: Antebellum Culture and Reform (Chapter 12) Unit 5: Period 5: 1844-1877 (Chapters 13-15) Content: Division, war and reunion
Primary Theme: Politics and Power
Primary Historical Thinking Skills: Contextualization, Interpretation, and Argumentation Module 1: The Impending Crisis (Chapter 13)
Module 2: The Civil War (Chapter 14)
Module 3: Reconstruction and the New South (Chapters 15)
Review and Semester Exam 1491-1877 (dates covered in Units 1-5) Semester 2 Units of Study 3rd Nine Weeks (January-March): Unit 6: Period 6: 1865-1898 (Chapters 16-20) Content: The Gilded Age Primary Theme: Ideas, Beliefs, and Culture Primary Historical Thinking Skills: Causation, Continuity and Change over Time, and Argumentation Module 1: The Conquest of the Far West (Chapter 16) Module 2: Industrial Supremacy (Chapter 17) Module 3: The Age of the City (Chapter 18) Module 4: From Crisis to Empire (Chapter 19) Module 5: The Progressives (Chapter 20) Unit 7: Period 7: 1890-1945 (Chapters 21-26) Content: World Wars I and II
Primary Theme: Ideas, Beliefs, and Culture
Primary Historical Thinking Skills: Comparison and Argumentation Module 1: America and the Great War (Chapters 21)
Module 2: The “New Era” (Chapter 22)
Module 3: The Great Depression (Chapters 23)
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Module 4: The New Deal (Chapter 24)
Module 5: The Global Crisis 1921-1941 (Chapter 25) Module 6: America in a World War (Chapter 26) 4th Nine Weeks (March - April): Unit 8: Period 8: 1941-1980 (Chapters 27- 30) Content: The Cold War and Liberalism Primary Theme: Identity Primary Historical Thinking Skills: Continuity and Change over Time and Argumentation Module 1: The Cold War (Chapter 27) Module 2: The Affluent Society (Chapter 28) Module 3: Civil Rights, Vietnam, and the Ordeal of Liberalism—1960s (Chapter 29) Module 4: The Crisis of Authority—The 1970s (Chapter 30) Unit 9: Period 9: 1980-Present (Chapters 31-32 and Review for AP Exam) Content: Globalization and conservatism Primary Theme: America in the World Primary Historical Thinking Skills: Synthesis and Argumentation Module 1: From The “Age of Limits” To the Age of Reagan (Chapter 31) Module 2: The Age of Globalization (Chapter 32) Review for AP Exam 1491-Present (dates covered in Units 1-9). We will use the course themes to focus review. US HISTORY STAAR Exam: May 4, 2017. AP Exam: May 5, 2017.
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