Advanced Placement United States History (APUSH)
Name:
Important Teacher Information:
Ms. Wiley’s email address – kwiley@cbsd.org
Room D218
Course duration – 27 weeks
(See Schoolwires site for pertinent course information and documents)
Course Description:
AP United States History is a course designed to give students a deep, comprehensive understanding of the history of the United
States. Students will acquire a sophisticated understanding of historical trends that have shaped American history, and will apply
their analysis of these trends in daily coursework, discussions, debates, and the study of past and current events. Students will be
given the chance to become historians – to interpret, analyze, and contribute to the ongoing, living study of history in various
forms. The course requires that students have an interest in American history that they are willing to apply in classroom and
independent situations. This is a college level course, and as the instructor I expect that you will attend class, participate fully,
and take responsibility for your learning at all times.
For complete and detailed information about course requirements, the topics and themes in the course, and sample exam
questions and answers, be sure to consult the AP United States History Course Description, which can be downloaded for free at
AP Central® (apcentral.collegeboard.com) or purchased in hard copy at the College Board Store (http://store.collegeboard.com).
Course Expectations:
 Cover the 500-year scope of U.S. history—from North America’s pre-Columbian beginnings to the present
 Think as historians by utilizing the cognitive tools of the trade
 Develop a thematic understanding of American history
 Integrate social, cultural, political, diplomatic, economic, and intellectual history into the narrative of the American
experience
 Analyze and evaluate primary and secondary sources
 Write often and insightfully
 Weigh different interpretations of history with an understanding of historical criticism
 Form and express thoughtful opinions and arguments
Course Themes:
Identity (ID)
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.
Work, Exchange, and Technology (WXT)
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.
Peopling (PEO)
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.
Politics and Power (POL)
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.
America in the World (WOR)
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.
Environment and Geography — Physical and Human (ENV)
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.
Ideas, Beliefs, and Culture (CUL)
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.
Units of Study:
Period / Unit
Date Range
1
2
3
4
5
6
7
8
9
1491-1607
1607-1754
1754-1800
1800-1848
1844-1877
1865-1898
1890-1945
1945-1980
1980-Present
Instructional Time:
Percentage / Days
5% / 6
10% / 12
12% / 15
10% / 12
13% / 16
13% / 16
17% / 21
15% / 18
5% / 6
Percentage on Exam
5%
45%
45%
5%
Materials:
 Faragher, John Mack, et al. Out of Many: A History of the American People. 6th edition. Upper Saddle River, NJ: PrenticeHall, Inc., 2002.
 Large 3-ring binder, labeled clearly with your full name and block number in large print on both the front and side of the
binder
 11 dividers
 Spiral notebook for reading notes
 Flash / USB drive for research purposes
 Folder for research purposes
 Paper clips / mini-stapler and staples
 Pencils and pens
Grading and Evaluation:
The final grade for the course is computed as follows:
 Marking Period 1 – 26%
 Marking Period 2 – 27%
 Marking Period 3 – 27%
 Midterm Exam – 10%
 Final Exam – 10%
Marking Period Breakdown:
 90% summative
 10% formative
 Average of MP 1, 2, and 3: 80%
This course is weighted in accordance with the Central Bucks School District grading policy (example: B = 4.0).
Assignments and Assessments:
Reading Notes: Students must maintain a spiral notebook of reading notes (outline, graphic organizer, or an alternative form) as
they correspond with the chapters. Reading notes may be used for reading quizzes. Students who share reading notes with
another student will lose their open-note privileges. Notes should be written legibly in ink (pencil will wear out over the course of
the year). Notebooks may be periodically checked at any point in the course for a formative assignment grade.
Portfolio: Your large 3-ring binder will be used as a portfolio throughout the course. This binder must be labeled clearly with your
full name and block number in large print on both the front and side of the binder. Your portfolio will be collected and evaluated
at various intervals throughout the course as a major formative grade. All class documents (lecture notes, activities, etc.) must be
completed with care and organized neatly as a part of your portfolio.
Quizzes: Students should expect 2-3 quizzes per week. Quizzes are designed to encourage students to keep up with the course
readings. Written notes from the text may be used on any quiz.
Unit Tests: Each unit will conclude with a test that includes a multiple choice segment, short-answer section, and a documentbased or long essay question. Unit tests are comprehensive, including questions reflecting textbook readings, class discussions,
film clips, and activities.
Core Assessments: There are three Core Assessments for the course (one per marking period). These assessments count for
approximately 10% of their respective marking period grade.



Core 1: Summer Assignment (research folder due first day of school)
Core 2: What Would the Founding Fathers Do? Assignment
Core 3: 20th Century Research Paper
Midterm / Final: Format and dates for these assessments will be communicated to students at a later point in the course.
The AP Exam:
In May, AP students will have the opportunity to take the Advanced Placement test, where a successful score could make you
eligible to receive 3-6 college credits for introductory level college courses, advanced standing, or simply a solid score to help
with the college admissions process. While I highly encourage you to take the AP Exam in May, this score will not figure into your
academic course grade.
The AP U.S. History Exam is 3 hours and 15 minutes long and includes both a 100-minute multiple-choice/short-answer section
and a 95-minute free-response section. Each section is divided into two parts, as shown in the table below:
Section
I
II
Question type
Part A: Multiple-choice
questions
Part B: Short-answer
questions
Part A: Documentbased question
Part B: Long essay
question
Number of Questions
Timing
Percentage of Total
Exam Score
55
55 minutes
40%
4
45 minutes
20%
1
60 minutes
25%
1 (chosen from pair)
35 minutes
15%
A detailed description of the AP U.S. History Exam can be found at: http://media.collegeboard.com/digitalServices/pdf/ap/apcourse-exam-descriptions/ap-us-history-course-and-exam-description.pdf (College Board).
Academic Integrity:
The primary goal of any educational institution is to enhance the learning environment and promote excellence. Central Bucks
High School East believes that our school should reinforce the values of our democratic society, teach citizenship, and provide an
environment conducive to ethical behavior. Our school community believes that all members of our community are responsible
for maintaining a climate that values honesty, courtesy, consideration, integrity, and a concern for others.
Plagiarism and/or cheating is an obstacle to achieving these goals. In any of its forms, plagiarism/cheating denies the value of
education. Please review the definitions of plagiarism and cheating:
 Cheating – giving or receiving unauthorized assistance (copying, stealing exams, using electronic aids, etc.) in any academic
work
 Plagiarism – to steal and pass off the ideas or words of another as one’s own
 Using a direct quotation from a text without quotation marks, even if the source has been cited correctly
 Paraphrasing or summarizing the ideas or text of another work without documenting the source
Student Responsibilities:
 Ensure that your actions comply with the Academic Integrity policy (see student handbook).
 For projects, papers, and any other major assignments, use MLA format to document research and cite sources.
 Document your own thinking (brainstorming, research, drafts, etc.). If questioned about the authenticity of your work, be
prepared to give evidence of your preparation for the final assignment or assessment (outlines, organizers, articles with
annotations, note cards, etc.).
 In fairness to all students, make teachers aware of academic dishonesty.
Class Rules:
In order to establish and maintain a cooperative learning environment where higher-level thinking takes place, the following rules
must be strictly followed and will be rigorously enforced:
1)
Arrive to class on time. All students are to be quiet and in their seats with class materials ready when the bell rings. The bell
is the signal to begin class, not a signal to come to class. Similarly, the bell is the signal to end class; therefore, packing up
early will not be tolerated (unless Ms. Wiley directs you to).
2)
Arrive to class ready to learn. This entails being prepared with the necessary materials (writing utensil, paper, notes,
homework, etc.) and being awake, engaged and participatory. Genuine engagement entails active listening, note-taking, and
critical thinking. Effective participation entails taking intellectual risks, pushing yourself beyond where you believe your limits
are, and asking questions of yourself and to your peers and teacher.
3)
Cooperate with teacher and peers in a mature and respectful manner at all times. The classroom environment is to be
friendly and inviting at all times. Please note that the nature of this course demands that students and teacher explore
contentious topics. While debate is encouraged, it must be done respectfully.
4)
Work in an honest and ethical manner so that you can take pride in your mind, your work, and your growth as a unique
individual, thinker, and learner.
5)
Assignments – All course assignments are to be ready to hand in when students arrive to class. Please note that Ms. Wiley
does not allocate any time for tasks such as printing, stapling etc. It is required that you acquire a mini-stapler or package of
paper clips for this course.
- Students should come to class prepared to do any of the following on a due date: turn work in, share work with
peers, take part in a group discussion of assignment, and/or take a quiz on the topic using their completed
assignment.
- If a student is absent on the day that a major assignment is due, they are required to email the assignment to Ms.
Wiley and turn the assignment in upon their return to school.
6)
Absences – Regular attendance is expected from all students. Under circumstances where regular attendance is interrupted,
please follow the guidelines below:
- For planned absences (vacations, field trips, etc.), please let Ms. Wiley know as far in advance as possible.
- For unplanned absences (illness, etc.), please email Ms. Wiley at your earliest convenience.
- Students should learn what they missed from a classmate or Ms. Wiley before school starts.
7)
Restroom – When possible, students should try to use the restroom between classes or before lunch. If necessary, and at
appropriate times during the lesson, students may ask permission to use the restroom. Students must sign out legibly, with
their full name, and sign in when they return.
8)
Food & Drink – Drinks are permitted in the classroom so long as students dispose of their bottles appropriately and
thoroughly clean any spill for which they are responsible. Eating is not permitted in the classroom unless the teacher
announces a class party or event. Please advise Ms. Wiley of any food allergy as soon as possible.
9)
Electronic Devices – Electronic devices (cell phones, iPods, etc.) are not permitted in the classroom.
10) Library – Library time should be valued by students as a privilege. It is expected that all students be on their best behavior
when in the library and use the allotted time to their advantage.
Consequences: Failure to adhere to the rules and guidelines outlined above will result in any of the following consequences –
detention, phone call home, and/or conduct referral.
Suggestions for Success:
1.
Follow all rules and guidelines and stay organized. Ask questions when you have them!
2.
Participate often. This means asking and responding to questions, sharing opinions, commenting on the opinions of your
peers, etc. Doing so will make class fun, help to increase your understanding of the content, lead to greater academic
performance, and will help you to build strong relationships with your peers and teacher.
3.
Work well with others. You will be asked to work with your peers at almost every class meeting. At times, this may mean
being a good leader, being an active listener, or being a helpful mediator. Your practice at these different roles will help you
to further explore the course material, will lead to greater academic performance, and will help foster strong relationships
with your peers.
4.
Push yourself with a genuine desire to learn. This means embracing challenges, seeing effort as the path to mastery, learning
from criticism, and using curiosity and insight to develop original, historical thought.
5.
Do not hesitate to reach out to Ms. Wiley for guidance, assistance, or further discussion of course material or current events.