LAKE VIEW HIGH SCHOOL
COURSE PLAN
First Semester 2011-12
In developing the Course Plan, the “Course Planning Model” will be utilized. Teachers who are
teaching the same subject/course will work in teams to develop their Course Plans together. Teachers are
to ensure that Illinois Learning Standards, College Readiness Standards (for English, Math & Science),
and Common Core State Standards (for English & Math) integration are addressed. Special attention
needs to be given to preparing students for the EXPLORE, PLAN and PSAE exams. The process of
teachers working together and sharing their ideas is an important part of this process. Copies of the
Course Plan are to be are to be submitted to the department chair and posted on the Lake View Web
Site. The teacher copy should be posted in the classroom.
Subject/Course: AP US History
Teachers working on this plan:
(including Special Education)
I.
David Roberts
COURSE OVERVIEW
(Give a brief description of this course)
The Advanced Placement United States History course prepares students for the College
Board Advanced Placed United States History exam in May. The AP U.S. History course
is designed to provide students with the analytic skills and factual knowledge necessary
to deal critically with the problems and materials in U.S.history. The program prepares
students for intermediate and advanced college courses by making demands upon them
equivalent to those made by full-year introductory college courses. Students should learn
to assess historical materials—their relevance to a given interpretive problem, reliability,
and importance—and to weigh the evidence and interpretations presented in historical
scholarship. An AP U.S. History course should thus develop the skills necessary to arrive
at conclusions on the basis of an informed judgment and to present reasons and evidence
clearly and persuasively in essay format.
II.
COURSE OUTLINE (SYLLABUS)
List the topics (central concepts) to be addressed each week and the corresponding College
Readiness Standards and Score Ranges (for English, Math & Science) and Common Core State
Standards (English and Math). All course teams should use the CRS for reading and writing
objectives. Other teachers are to refer to the Illinois Learning Standards and use its abbreviation
system. All teachers are to list the specific reading strategies they will teach during the first three
weeks of the semester. Based upon Mid Quarter Assessments, Syllabus may be adjusted.
WEEK
1 (9-05)
MAJOR STUDY TOPICS/CENTRAL CONCEPTS
Intro to AP World History – Define the test, course
outline
Practice Exam
1
STANDARD
(ILS/CRS)
14A, 14B, 18C
Score
Range(s)
Unit 1 – New World Beginnings
Columbus, Explorations of the Americas, First Settlement
17A,17D, 17C
Unit 1 – Colonial AmericaExplorations, Settlements, Slavery, and Colonial life
Colonial brochure due 1St Exam
Unit 2 – Pre-Revolution-French Indian War
Causes and results of FIW….Taxation without
representation
18A, 16C, 17A
17A, 17B, 18B,
15A
28-30,16-
5 (10-03)
Mid-Q Assess
Unit 2 – War for Independence- A RevolutionBattles, Differences between both sides. Exam
17A, 17B, 18B,
15A
28-30,16-
6 (10-10)
Columbus Day
10/10
Unit 3 – New Nation
Constitution, Reifications, Federalists vs. Anti-Federalists
17A, 17B, 18B,
15A
28-30,16-
7 (10-17)
Unit 3 – Early Republic cont.
Two parties, NA resistance, War of 1812
Unit Exam
Unit 3 – Early Republic cont.
Two parties, NA resistance, War of 1812
Unit Exam
Unit 4 – The Rise of a Mass Democracy (1824-1840)
Industrialization, Age of Jackson, and Reformation Exam
17A, 17B, 18B,
15A
28-30,16-
14A, 14B, 16A,
16D, 15B, 18A
28-30,16-
14A, 14B, 16A,
16D, 15B, 18A
28-30,16-
Unit 4 – Westward expansion, Manifest Destiny and Its
Legacy
War with Mexico causes and effects, Native American
removal, Oregon Trail Exam
Unit 5 – Politics of slavery, protests, and slavery:
secession
Causes of Civil War: Economies North Vs. South, Lincoln
Douglas debates
Unit 5 – Causes of Civil War
More about the different aspects of the causes
14A, 14B, 16A,
16D, 15B, 18A
28-30,16-
14A, 14B, 16A,
16D, 15B, 18A
28-30,16-
14A, 14B, 16A,
16D, 15B, 18A
28-30,16-
Unit 5 – Civil War & Reconstruction
Battles, Strategies of North and South, End of the war
politics Unit Exam plus DBQ
Unit 5 – Reconstruction
Andrew Johnson, Different Opinions of reconstruction
14A, 14B, 16A,
16D, 15B, 18A
28-30,16-
17A, 17B, 18B,
15A, 16D
28-30,16-
15 (12-12)
Mid-Q Assess
Unit 6 – Westward Settlements, The Populists, and
Industrializations
Define motivations of each and if they succeeded or failed.
17A, 17B, 18B,
15A, 16D
28-30,16-
16 (12-19)
Unit 7 – Progressivism, Women in Public Life, and The
Square Deal
Muckrakers, Presidential attitudes regarding progressivism
17A, 17B, 18B,
15A, 16D
28-30,16-
Unit 7 – Progressivism, Women in Public Life, and The
Square Deal
Muckrakers, Presidential attitudes regarding progressivism
17A, 17B, 18B,
15A, 16D
28-30,16-
Unit 7 – Imperialism, The Spanish-America War,
17A, 17B, 18B,
28-30,16-
2 (9-12)
3 (9-19)
4 (9-26)
Mid-Q Assess
Due
8 (10-24)
SD 10/28
9 (10-31)
Q1 Final Due
10 (11-07)
Q Exams
End Q/PD 11/10
Veteran’s Day
11/11
11 (11-14)
Report Card
Pick Up 11/17
SD 11/18
12 (11-21)
Thanksgiving
11/24-25
13 (11-28)
14 (12-05)
Mid-Q Assess
Due
28-30,1619, 24-27
28-30,1619, 24-27
19, 24-27,
28-32
19, 24-27,
28-32
19, 24-27,
28-32
19, 2427,28-32
19, 24-27
19, 24-27,
28-32
19, 24-27
19, 24-27
19, 24-27
19, 24-27
19, 24-27
19, 24-27
19, 24-27,
28-32
Winter Break: December 26 – January 6
17 (1-09)
18 (1-16)
2
19, 24-27,
28-32
MLK 1/16
Finals Due
America as a World Power Review for the final.
Causes and results of war, seeds of WWI
15A, 16D
19, 24-27,
28-32
19 (1-23)
Finals
End Q/PD 1/27
Semester Final Exam
Review and Final
17A, 17B, 18B,
15A, 16D
28-30,1619, 24-27,
28-32
III. TEACHING MATERIALS & RESOURCES
Primary Textbooks:
Textbooks: American Journey: A.P. Edition. In addition, the in-depth resources provided with The
Earth and Its Peoples (Guided Reading, primary resources, test questions, political cartoons, charts, etc.)
will be used extensively. Literature, magazines, music, art, videos, and overhead projections will also be
used to engage the students.
Supplementary Instructional Materials:
Stephen Armstrong, 5 Steps to a 5 – AP US History, The Americans (McGraw-Hill), 2004
David M. Kennedy and Thomas A. Bailey, The American Spirit (11th Edition Volumes 1 and 2)
Howard Zinn, A People’s History of the United States (New York: Harper Perennial, 2005)
Electronic Resources:
 Online databases – primary documents, literature, magazines, music, art, videos
 Laptops and LCD projectors will be used to engage the students.
 Computer Lab
(All Freshman will be scheduled for a Library Orientation; all 9th, 10th & 11th grade Social
Studies and Senior English classes will be scheduled in 238 for Choices Planner & PSEd)
IV. TEACHING STRATEGIES & LITERACY INSTRUCTION
(A) List teaching and reading strategies (SQ3R, Paired Reading, KWL, Cooperative Learning,
Cornell Note-Taking, demonstration, direct instruction, guided practice, differentiated
instruction etc.) including test-taking strategies which will be used to address standards and the
individual learning needs of your students. If you plan to use technology, indicate how you will
integrate technology into your lessons.
A number of teaching strategies will be applied in order to assist the reluctant readers including,
but not limited to: SQ3R (survey, question, read, review, recite), vocabulary reading charts,
paired readings (students read to each other and dissect meaning of passages), various coding
strategies, V.I.P. (students learn to identify “Very Important Points/Main Ideas), anticipation
guide (students’ prior knowledge is activated and their readings become focused), 3-2-1 charts
(students identify “3-things they found out”, “2-interesting things”, and “1-question they still
have”, teaching the text backwards (prior to reading chapter/article, students rewrite summary
and questions), critical reading journals, and jig saw methods. Other “before, during, and after
reading strategies will also be applied. In addition, more traditional methods will also be used to
engage students in learning law, including lecture, discussion, and student-centered activities.
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(B) List specific strategies for teaching word knowledge/vocabulary (“Six-Step Process”, “Word
Study: Developing Content Vocabulary”)
“Vocabulary Builder” - Students will use the dictionary either before or during each
reading to find challenging words contained in the reading. Prefix, suffix, and root
words will be discussed upon review..
“Flash Cards” - Students will be asked to make flash cards for vocabulary terms and
will be asked to drill each other to increase retention.
V.
ACHIEVEMENT GOALS
List major measurable Achievement Goals for each Quarter (e.g. 80 % of students will meet
70% Benchmark on Reading Comprehension Checks).
the
1st Quarter:
70% of students will pass the unit exams
2nd Quarter:
80% of students will pass the unit exams
V1. ASSESSMENT
Describe how you will assess the team’s Achievement Goals and incorporate principles of mastery
learning (weekly quizzes, re-teaching-testing, performance assessments/rubrics, class participation/class
work, and research papers/projects/reports. Description must include:
 Developing common 5-week assessments aligned with standards
 Reflecting on formative assessment data and adjusting instruction so the team’s Achievement
and Instruction/Literacy Goals are met at the semester’s end
Team Leaders are to submit copies of their Quarterly and Semester Exams to the department chair and
post on the Web Site (Note: CPS Policy allows students to make-up assignments and tests after an
excused absence and/or suspension)

Assigned readings from The American Journey with assignments

Class presentations & Group Work

Document-Based Essay Questions (DBQ)

Essays focusing on Continuity and Change Over Time (COT)

Comparative and Contrast Essays (C&C)

AP United State History Binder

Summer reading assignment

Participation

Chapter Quests – (Quiz/Tests)

Exams – Upon completion of each Unit.
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VI. HOMEWORK Describe Homework Policy consistent with the CPS Homework Policy and
include procedures for assigning, collecting and grading homework in Weekly Lesson plans and Parent
Letter.. Since most students take seven (7) courses, the amount of homework assigned each day should
be reasonable. Long-term assignments such as research papers/projects should be graded incrementally.
Students are entitled to 3 school days to make-up missed homework assignments.
Homework will be assigned daily and students will be provided with a calendar of class
work at the beginning of each unit. Students will have up to 3 days to turn in work late.
Homework will also be posted on the class website found at www.lakeviewhs.com.
VII. GRADING POLICY
Please describe your grading policy (the relative value of quizzes, tests, homework assignments,
class participation, written assignments, make-up/re-tests, and semester exams to be considered in
determining the final grade). Letter grades should correlate with the numerical values on the LV Report
of Student Progress. Recommended percentages and numerical values using a 1,000-point scale are in
parenthesis.
Homework
(10%-100pts) __________
Class Participation
(5%-50pts)
Quarterly/Semester Exams
(25%-250pts) __________
Weekly Quizzes/Tests
(30%-300pts) __________
Make-up/Re-tests
(10%-100pts) __________
__________
Special Assignments:
Research Papers
(10%-100pts) __________
Science Fair Projects
Writing Prompts
Extra Credit
__________
(10%-100pts) __________
(10%-100pts) __________
Other ____________________
Total
__________
(100%-1,000pts) __________
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LV Report of Student
Progress Grade Values
A=90-100
B=80-89
C=70-79
D=60-69
F= 59 & Below
(Revised 3/15/2016)
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