Mat-Su Career & Technical
HIGH SCHOOL
2015-2016 Course Outline
COURSE TITLE:
AP U.S. History
TEACHER: Mr. Murphy
11th
PREREQUISITES: World History
& Teacher/Counselor Recommendation
GRADE:
SEMESTER:
WEBPAGE: matsuk12.us/murphy
First/Second
COURSE DESCRIPTION:
Advanced Placement U.S. History is the most widely taught AP course in the United
States. Over 250,000 students took the AP examination in U.S. history this past spring.
This survey course, the equivalent to a freshmen college-level course, is a chronological
investigation into the bulk of this country’s history; from the age of discovery and
exploration to the present. It is designed to provide the student with analytical skills and
factual knowledge to be able to deal critically with the problems and materials in United
States history. Because of this fact, AP U.S. History is an intense and demanding course,
requiring students to read, absorb, and process an enormous amount of material in a
relatively short period of time. We will be and feel rushed to essentially complete the
course before the AP US examination on May 6, 2016.
COURSE OUTCOME:
Students successful in AP U.S. History will:
*Master a broad body of historical knowledge
*Demonstrate an understanding of historical chronology
*Use historical data to support an argument or position
*Differentiate between historiographical schools of thought
*Interpret and apply data from original documents, including cartoons, graphs,
letters, etc.
*Effectively use analytical skills of evaluation, cause and effect, compare and
contrast
*Work effectively with others to produce products and solve problems
*Prepare for and successfully pass the AP US History Exam
COURSE ORGANIZATION:
This course will be organized around the goal of students passing the AP US History
Exam. To that end the class will generally consist of:
*Reading Discussion—unless otherwise stated, all assigned reading will need to
be completed before the day of discussion
*Lecture—students will take notes which will be placed in their three-ring binder.
These notes are subject to periodic examination and evaluation
*Quizzes—usually contain 15-20 multiple choice questions and follow reading
assignments. There also may be a number of map quizzes.
*Unit Tests—may take either of two forms: multiple choice questions (MC) or
essay questions based on the AP format. Essays may be in-class, or take
home.
*DBQ’s—are essay questions in which a set of documents and a statement or
question are presented and the student must then take a position and support it by
integrating the documents and outside historical knowledge into a coherent and
analytical answer. DBQ’s will be either take-home or in-class.
*Student presentations—usually on PowerPoint, will be required from every
student from time to time. Clear oral communication is an essential part of this
course.
*Simulation games—are games in which students must assume historical roles
and play a part in a game. The game may be a trial, a murder mystery, a “whatif” scenario, etc. In any simulation game students must do research on their
respective role and write a paper on their results prior to the game. Students also
must write another paper at the end of the game stating their respective positions
or solutions.
*Other assignments—such as letters, vocabulary assignments, chapter outlining,
creative writing, or newspaper creation will be assigned from time to time.
NOTE: Mr. Murphy is not obligated to do each of the activities above; nor is he
restricted to the above list.
The Seven AP US History Themes.
1) Identity
This theme focuses on the formation of both American national identity and group
identities in U.S. history. Students should be able to explain how various identities,
cultures, and values have been preserved or changed in different contexts of U.S. history,
with special attention given to the formation of gender, class, racial, and ethnic identities.
Students should be able to explain how these sub-identities have interacted with each
other and with larger conceptions of American national identity.
2) Work, Exchange, and Technology
This theme focuses on the development of American economies based on agriculture,
commerce, and manufacturing. Students should examine ways that different economic
and labor systems, technological innovations, and government policies have shaped
American society. Students should explore the lives of working people and the
relationships among social classes, racial and ethnic groups, and men and women,
including the availability of land and labor, national and international economic
developments, and the role of government support and regulation.
3) Peopling
This theme focuses on why and how the various people who moved to, from, and
within
the United States adapted to their new social and physical environments. Students
examine migration across borders and long distances, including the slave trade and
internal migration, and how both newcomers and indigenous inhabitants transformed
North America. The theme also illustrates how people responded when “borders crossed
them.” Students explore the ideas, beliefs, traditions, technologies, religions, and gender
roles that migrants/immigrants and annexed peoples brought with them and the impact
these factors had on both these peoples and on U.S. society.
4) Politics and Power
Students should examine ongoing debates over the role of the state in society and its
potential as an active agent for change. This includes mechanisms for creating,
implementing, or limiting participation in the political process and the resulting social
effects, as well as the changing relationships among the branches of the federal
government and among national, state, and local governments. Students should trace
efforts to define or gain access to individual rights and citizenship and survey the
evolutions of tensions between liberty and authority in different periods of U.S. history.
5) America in the World
In this theme, students should focus on the global context in which the United States
originated and developed as well as the influence of the United States on world affairs.
Students should examine how various world actors (such as people, states, organizations,
and companies)
have competed for the territory and resources of the North American
continent, influencing the development of both American and world societies and
economies. Students should also investigate how American foreign policies and military
actions have affected the rest of the world as well as social issues within the United States
itself.
6) Environment and Geography — Physical and Human
This theme examines the role of environment, geography, and climate in both
constraining and shaping human actions. Students should analyze the interaction between
the environment and Americans in their efforts to survive and thrive. Students should also
explore efforts to interpret, preserve, manage, or exploit natural and man-made
environments, as well as the historical contexts within which interactions with the
environment have taken place.
7) Ideas, Beliefs, and Culture
This theme explores the roles that ideas, beliefs, social mores, and creative expression
have played in shaping the United States. Students should examine the development of
aesthetic, moral, religious, scientific, and philosophical principles and consider how these
principles have affected individual and group actions. Students should analyze the
interactions between beliefs and communities, economic values, and political
movements, including attempts to change American society to align it with specific
ideals.
All questions on the AP U.S. History Exam will measure student understanding of
the specified thematic learning objectives.
COURSE TEXT:
Kennedy, David M. and Lizabeth Cohen. The American Pageant. 16th ed. Boston:
Wadsworth, Cengage Learning. 2016.
Text replacement cost is $155. Handle it with care!
Text resource webpage: Supplemental texts:
Johnson, Paul. A History of the American People. New York: Harper Collins. 1999.
Zinn, Howard. A People’s History of the United States. New York: Harper Collins.
2005.
Note: A variety of supplemental readings will be assigned. These are to be kept in order
in the student’s three-ring binder. The sources for these readings will be available upon
request.
SOCIAL CONTRACT/CLASSROOM BEHAVIOR/CITIZENSHIP:
1. APUSH is a preparation intensive course. If you are not prepared for class,
including bringing your materials and being caught up on the reading, your
grade will suffer.
2. Only one speaker at a time.
3. Be an attentive listener; not only to teacher lectures, but also other forms of
instruction as well as student presentations.
4. Follow school attendance/tardy policy.
5. Treat others with respect.
6. Raise your hand to speak.
7. Follow all school rules in the handbook, including no hats and no food.
8. No cell phones or MP-3 players.
9. Study groups are encouraged, but copying homework is considered cheating
and will be penalized accordingly.
10. Class is dismissed only at the whim of the benevolent dictator. Don’t whine
about leaving early.
CLASSROOM MANAGEMENT/METHODS:
1. A serious reprimand or stern look designed to make the offender whither in
embarrassment and guilt.
2. A serious and unilateral, point-by-point discussion outside the confines of the
classroom, wherein the offender will be subjected to a variety of torturous
options, including a conversation with the appropriate parent.
3. The offender will suffer the wrath of Mr. Okeson without the intercession of
his intermediary, yours truly. This usually will mean a long and torturous trek
through the narrow confines, to the portals of condemnation to face the
judgment.
4. A serious and egregious offense will mean an escort to the Lord High
Executioner, His Liege, Mr. Okeson.
ASSIGMENTS/HOMEWORK:
1. All take-home, written assignments must be typed. No exceptions.
2. In-class assignments may be done in blue or black ink, and on occasion,
pencil.
3. Homework is due at the beginning of class (unless otherwise noted) and is to
be placed in the appropriate homework bin for this class.
4. LATE WORK will be docked 10 points for every class day that it is late.
Work will NOT be accepted more than 5 class days after it was originally due.
5. If you are ABSENT, it is your responsibility to request the MISSED WORK.
As per the student handbook, you will have the same number of days you
were absent to turn in the missed work.
GRADING SCALE/SYSTEM:
1. Grading Scale
A=
90%-100%
B=
80%-89%
C=
70%-79%
D=
60%-69%
F=
0%-59%
2. Weighted Grades
As an Advanced Placement class, this course qualifies for the weighted grades
system. In such a system, the following letter grades equal the corresponding
grade points:
A=
B=
C=
D=
F=
5pts.
4pts.
3pts.
1pt.
0pts.
3. Grading System
All assignments will be weighted depending on relative length, preparation,
and importance according to the following list:
Assessment Tool
Quizzes
Percentage of Grade
10%
Unit Tests
25%
Essays (DBQ’S & Long Essays)
25%
Homework/Classwork
10%
Projects (may include research)
20%
Employability (including sim. Games)
10%
COURSE REQUIREMENTS:
To pass the class you must have a 60% or better cumulative grade for each
semester. Students are not required to take the APUSH exam in May, but are
STRONGLY encouraged to do so. Not taking the exam will not affect the student’s
grade for the class, but passing the test at the highest level (a ‘5’) could positively affect
the student’s class grade. Details upon request.
SUPPLIES:
Students are required to bring the following items to class everyday:
*Textbook
*Three-ring binder
*Notebook paper
*Pens & Pencils
*Colored pencils—not required daily, but good to have on hand when needed
STUDENT/PARENT INFORMATION & SIGNATURES:
Parents: Your child’s success is a shared responsibility among all of us. Please take the
time to read this outline with your child and fill out the section below. If you have any
questions, please do not hesitate to contact me during my office hours which are 10:2011:00 daily, or before or after school. I look forward to involving all of you in this course
this year. If any of you have special interests in US History and would like to share them
with our class, please indicate that by contacting me via email. Our classroom’s (P85)
door is always open.
My phone number is 352-0404. You may e-mail me at: sean.murphy@matsuk12.us
AP US HISTORY
Return to instructor for grade
Date_________________
Per_________
I have read the above course outline and understand what is expected of me in AP US
History.
_____________________________
Student name (PRINT)
______________________________
Student signature
I have read the above course outline and understand what is expected of my student in AP
US History.
_____________________________
Parent name (PRINT)
______________________________
Parent signature
_____________________________
Parent home phone number
______________________________
Parent work phone number
_____________________________
Parent e-mail address