C LA R K
ADVANCED PLACEMENT UNITED STATES HISTORY SYLLABUS 2013-2014
(Objectives, Expectations, Procedures and Structures)
ROOM 236
Course Objectives
This course is designed to give high school students the experience of mastering
college-level material in United States History. The primary purpose of this course is to
enable the committed student to learn, appreciate, analyze, reflect upon and write well
about America’s past. Our studies will center around the political, social, cultural,
economic and diplo
matic history from colonization to the present Our course will constantly make
connections throughout the year by applying these same themes as we analyze
historical change over time, thus fostering the student’s ability to think conceptually.
Toward that end, we will consistently be receiving instruction in the analysis and
interpretation of a wide variety of primary source documents: including statistical
charts , maps, art prints, posters, cartoons, letters, etc.
Other objectives include:
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To gain an appreciation of our American heritage and to foster an awareness of the
individual’s responsibility as a national and world citizen.
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To demonstrate an understanding of historical chronology.
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To develop analytical and interpretive essay writing skills –by frequent practice in
document based questions (DBQ’s) as well as thematic essays.
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To foster the development of historical thinking, to relate the past to the present as
we recognize the interconnectedness of the past to the future, while differentiating
between historiographical schools of thought.
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To prepare for the Advanced Placement U.S. History Exam administered by the
College Board in May.
To reinforce study skills, to encourage a considerable amount of outside reading,
and to foster the consistent use of higher order thinking skills, notably evaluation,
analysis and synthesis.
Expectations
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This is a college level course. It is writing intensive with much daily reading. Time
management will be critical for success in this course. In addition to reading,
analyzing and discussing, you will be creating various study tools throughout the
year which will assist in review for the A.P. U.S. History Exam in May.
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Good citizenship is to be demonstrated at all times by displaying respect and
consideration for others. Responsible behavior includes tolerance for other’s ideas,
careful preparation, oral and mental participation at all times and a desire to excel.
Course Text and Readings:
The course’s basic text is David M. Kennedy, Lizabeth Cohen, and Thomas A. Bailey.
The American Pageant: A History of the Republic Twelfth Edition (Boston: McDougal
Littell/ Houghton Mifflin, 2006
David M. Kennedy and Thomas A. Bailey. The American Spirit Tenth Edition, Volumes I
and II (Boston: Houghton Mifflin, 2002).
Some other works consulted for handouts to accompany daily lessons and assignments
include:
George Brown Tindall and David E. Shi. America A Narrative History Fourth Edition (New
York: Norton and Company, 1996)
Charles A. Beard, Mary R. Beard. A Basic History of the United States. ( New York:
Doubleday, Doran and Company, 1944).-used as example of historiography
Epstein, Mark. Fast Track to a Five: Preparing for the AP US History Examination
(Wadsworth, Cengage)
Stephen B. Oates. Portrait of America, Volumes I and II, Sixth Edition. (Boston: Houghton
Mifflin, 1995).
Davidson and Lytle, After the Fact: The Art of Historical Detection (New York: McGraw
Hill, 2004)
Richard Hofstadter. Great Issues in American History, From the Revolution to the Civil War,
1765-1865. (New York: Random House, 1958).
Various Handouts, articles and readings, and numerous websites.
Structures
There are six units in this course. Usually, twice per unit you will receive a
detailed assignment sheet to follow. These will also be posted on Moodle. You will
notice that there is always textbook and document book reading and guidebook
checking for review and facts.
Units of Study- Semester One
Founding the New Nation
Building the New Nation
Testing the New Nation
Start Date
August 14,2013
October 8, 2013
November 5,2013
Units of Study- Semester Two
Forging an Industrial Society
Struggling for Justice At Home and Abroad
Making Modern America
AP US History Exam
Post APUSH exam unit
January 6, 2014
February 11, 2014
April 7, 2014
May 14, 2014
May 17,2014
Procedures
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Each day, immediately check the table for new materials, three hole punch them if
you have time before the bell rings, keep organized in a note book.
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Each unit you will pick up a detailed unit assignment sheet withFollow it!
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Each unit you will be exposed to a collection of primary source materials correlating
with the time period we are studying. Often they will be assigned from the
document collection, American Spirit, though check the table daily for current
material. We will consistently use the SOAPSTONE acronym as our evaluation
tool. Often before the unit test we will have a group document shuffle.
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Each unit you will be required to address a secondary source reading, an
interpretative reading and/or an example of historiography with a one page typed
précis response. Instructions will follow.
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Each unit you will fill out a unit theme chart. The themes addressed include:
American Diversity, American Identity, Culture, Demographic Changes, Economic
Transformations, Environment, Globalization, Politics and Citizenship, Reform,
Religion, Slavery and Its Legacies, and War and Diplomacy. There is a detailed
explanation of our themes which will also be in your notebook for reference. We
will always be emphasizing “Change Over Time!”
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At least twice per unit you will write an in-class timed “free response essay “ (FRQ).
Each unit you will write at least one document based question essay (DBQ). Every
unit will close with an objective multiple choice test. Each of these assessments
attempt to mimic the structure of the College Board AP US History Test, so that you
can familiarize yourself with it.
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Expect a quiz at the end of each chapter and an occasional surprise quiz on readings.
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The bottom of each unit’s assignment sheet will recap and explain that unit’s special
major assignments. Various major assignments will be presented throughout the
year. These include debates, speeches, simulations, web quests and Socratic
seminars.
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Notebooks are required for success in an AP class!
Take out the chapter Topic Theme page, write the date and handwrite the learning
target on it. Use that paper for notetaking!
Study groups will be established for document shuffles, projects, enrichments,
review work, “one-page review reductions”, etc.
Use your guidebook diligently as well.
Student Evaluation*Students are strongly encouraged to keep track of their grades by using the
available “Marking Period Grade Sheet”.
Grading system – A.P. U.S. History grades are calculated by the total number of points
you receive divided by the total possible points for those assignments.
Grade is comprised of total points from the following: written essays, document based
question essays, tests, quizzes, assignments, Socratic seminars, roundtable discussions,
debates, projects, web quests, simulations, enrichment, research work, etc.
* Students in AP US History will receive two additional grade points in all GPA
calculations.
Late Work Policy:
Major assignments will be penalized in the following fashion:
One day late - 15%
Two days late - 30%
More than two days late- zero credit
And finally,
The most important grading factor in this class is consistent effort. You should
expect to do something for this class every day. Each unit’s assignment sheet (which
will also be posted on Moodle) will help you with your time- management. I will rarely
“surprise” you, as I know how demanding your schedules will be this junior year. The
reading load is especially heavy the first nine weeks, in order to cover the maximum
amount of material in the time we have allotted. You are ultimately responsible for
understanding all material for testing. The amount of time required for homework for
this class will vary with your reading speed.
I hope that you will enjoy the year, work hard, and come out of it in May
"thinking like a historian", and able to tackle the demands and challenges of any college
course! I plan on doing all I can to help you succeed!
Mrs. Clark