Advanced Placement United States History (APUSH)
Mrs. Shangraw 2014-2015
Course Description
Welcome to AP U.S. History! APUSH is a challenging course that is designed to be the
equivalent of a freshman college course in a high school setting. It is a two-semester survey of American
history from exploration to the present. To succeed in this class, you will need solid reading and writing
skills along with a willingness to devote considerable time to homework and study. We will emphasize
critical and evaluative thinking skills, essay writing, and interpretation of original source documents and
scholarly research. The good news is that the historical thinking skills you will learn are highly
transferable; the ability to reason chronologically, to compare and contextualize events, to interpret and
synthesize, and to craft and substantiate an argument are applicable to many other academic and practical
disciplines, and they will serve you well in your college, career, and civic life.
Given all we need to cover in this course, our limited class time will be used to clarify, apply, and
extend information from the prior night’s reading assignment. Every day, you are expected to participate
in class discussions of primary documents and events, debates of key issues, and partner and group
activities. Therefore, you must come to class every day with your notes from the previous night’s reading.
You will also develop your writing skills through regular short essays, essay exams, and writing quizzes.
To ensure you come to class prepared to contribute to the day’s learning, there will be brief quizzes or
other assessments based on the homework readings at the beginning of every class. I am here to coach
and support you, but your effort is what will determine your success in this class.
Course Objectives
 Master a broad body of historical knowledge
 Demonstrate an understanding of historical chronology
 Use historical data to support an argument or position
 Interpret and apply data from original documents, including cartoons, graphs, letters, etc.
 Effectively use historical thinking skills of chronological reasoning, historical interpretation and
synthesis, comparison and contextualization, and crafting a historical argument.
 Work effectively with others to solve problems
 Prepare for the Advanced Placement Exam on May 8, 2015
Topics
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Unit 1- Transatlantic Encounters and Colonial America (1491-1754)
Unit 2- Independence and Nation-Building (1754-1800)
Unit 3- Young Republic and Transformation of American Society (1800-1849)
Unit 4- Slavery, Civil War and Reconstruction (1830-1877)
Unit 5- Expansion, Industry & the Gilded Age (1860-1900)
Unit 6- American Imperialism, the Progressive Era, and the Jazz Age (1900-1929)
Unit 7- Great Depression & WWII (1929-1945)
Unit 8- Early Cold War America (1945-1960)
Unit 9- The Liberal Era & the Conservative Resurgence (1960-1989)
Unit 10- Modern America (1980-present)
Books:
 Text: The Enduring Vision – A History of the American People by Paul S. Boyer (supplied)
 Supplemental E-text: Give Me Liberty! by Eric Foner (instructions will be provided)
 Other primary source material and secondary source excerpts will be provided to students.
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Recommended Review Book: United States History: Preparing for the Advanced Placement
Examination by John Newman and John Schmalbach (may be purchased in the print version or
electronic version on the AMSCO website: amscopub.com)
I will make a variety of review materials available on my web site.
Materials Required
 Highlighters, pens (black/blue and red) and pencils with erasers should be brought to class daily
 1 ½ three-ring Binder just for APUSH (expect to fill one of these each semester)
 8 Tab Dividers (Intro/Ref, Units 1-5 for first semester, AP Review)
 Cheap 1-subject spiral notebook (green for 5th block; yellow for 6th block; don’t write your name
on it – just bring it to class the first week.)
Policies
 At the beginning of each quarter and unit, you will receive a syllabus that will specify the
readings and assignments for the unit and the dates of the unit test. All readings and assignments
must be completed by the assigned due dates.
 Mrs. Shangraw’s SBHS website is the place to go for the course calendar with homework
assignments, other assignments, PowerPoints, announcements, and additional study resources.
Frequent access to a home or school computer is important. Please let me know if this is a
concern. I will provide Remind.com instructions during the first week of class.
 Grading: I use a point system for grading. Major tests and essays will be worth 100 points,
reading quizzes will be worth 5-10 points. Other assignments will vary. All assignments will be
posted on CLARITY.
 Absences- PLEASE DO NOT MISS THIS CLASS! Nothing can substitute for being present.
Making up missed work or assessments is the student’s responsibility. Use the resources on my
website to keep up with the class if you must be absent, and see me before any planned absences.
 Makeup tests and quizzes must be scheduled within two days of the absence. Check with me the
day you return, preferably before school, to set up an appointment.
 You are invited and encouraged to see me for extra help, advice, or guidance. I encourage you to
approach me after class so that I can give you my undivided attention (if I am free) or see me in
the halls, e-mail me at sarah.shangraw@lcps.org, or stop by before or after school, so that I know
we need to talk.
Classroom Procedure and Expected Decorum
 I expect you to act professionally. That means be on time (in your seat when the bell rings, not
on your way to it), be prepared (with your notes and questions), and contribute to the class’s
learning (by asking questions and participating fully).
 Always give your best effort on all class activities and assignments. They are opportunities to
learn, achieve and grow. Take advantage of them.
 Academic Freedom: Be respectful of others at all times. Respect your teacher and your peers by
listening carefully to their ideas and contributions and responding thoughtfully. The best learning
comes from asking questions and engaging in thoughtful debate.
 Behavior: A little kindness goes a long way – be kind. Engaging in private conversations, doing
work for other subjects, arriving late or packing up early are considered disrespectful. Repeated
infractions will result in conferences, calls home, and/or detentions.
 Academic Integrity: Remember that your personal honor and integrity are very precious and are
important parts of who you are. I encourage you to study together, but I expect that you will do
all of your OWN work at all times. Ask if you are not sure.
APUSH Commitment Form: Mrs. Shangraw, 2014-15
Student Name: _______________________________________________
Parents’ Name(s): _____________________________________________
Please sign and
return by Sept 9th
Best contact Email: ____________________________________________
Best contact Phone(s): _________________________________________
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I understand that this is a college course with college-level expectations, and I understand that my work
will be held to a college-level standard.
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I understand that I will have homework (usually chapter reading and notes) prior to every class and that I
am expected to complete that homework to the best of my ability.
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I understand that class time will be used to clarify, apply, and extend information from the prior night’s
reading assignment, and that I am expected to come to class every day with my notes, prepared for
discussion, activities, and assessments.
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I understand that while I am strongly encouraged to study and discuss with classmates, all work I submit
will reflect my own reading, writing, and analysis. I will not copy from other students or the internet.
Academic dishonesty of any kind will result in a 0, a call home, and discussion with administrators.
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I understand that, in order to do the best I possibly can, I should review my AP notes and outlines on a
regular basis; I understand that “cramming” for a test may result in low grades.
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I understand that Mrs. Shangraw will be available to help me before or after school, and that she is happy
to work with parents or students with concerns. (sarah.shangraw@lcps.org)
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I understand that I should try to keep my absences to a minimum (including, if possible, school function
absences) since no amount of make-up work can substitute for my presence in class.
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I understand that if I am aware of an upcoming absence that I am to notify Mrs. Shangraw, collect the
work I will miss ahead of my absence and have it completed by the day I come back to class.
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I understand that if I am unexpectedly absent from class, it is my responsibility to check Mrs. Shangraw’s
website (and the missed work folder in the classroom) for class materials. I am responsible for arranging
to make up quizzes and work I missed within two days of the absence at the latest.
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I understand that that if I have an assignment that is due on the day of a pre-excused absence that I will
hand that assignment in prior to the absence.
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I understand that a major objective of this course is to prepare me for the AP test; therefore I will make
every effort possible to prepare myself for the test and take that test in May.
Please list other AP Courses in which the student is enrolled, or any concerns you would like to share:
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Student signature: ___________________________________________________ Date: _____________________
Parent signature: ____________________________________________________ Date: _____________________