Room: B1.20
(Blue Pod, First Floor)
COURSE
DESCRIPTION Advanced
Placement (AP) US History is a rigorous course that is similar in its design to
that of a freshman college course. Its culmination is the AP Exam, which
provides an opportunity for students to earn college credit. The course itself
is primarily a survey of the history of the United States from the Age of
Exploration and Discovery to the present. Students must be proficient in
reading and writing, as well as possess a willingness to devote considerable
time to research and study. The structure of the course provides students the
analytical skills and content necessary to examine US historical data and
develop informed interpretations substantiated by evidence.
THE
AP PROGRAM
In 2006, it is expected that
over 13,000 schools will participate in AP exams. Out of the 35 subject areas
that offer AP exams, the exam with the largest number of participants is the AP
US History exam. On average, 62% of students who take an AP exam pass, however,
the pass rate for US History is only 51%.
Although this is a difficult exam, there are many advantages to participation.
It affords the opportunity to earn college credit, increases the skills
required to be successful in college, and it strengthens your chances for
university admission.
THE
AP EXAM AND THE WEIGHTED GRADE DoDEA pays the Advanced Placement (AP)
Examinations fee for U.S. students enrolled in AP courses. Consequently, a
student must complete the AP course and take the requisite exam to receive a
weighted grade. Students and parents will sign the AP Examination contract
during the first week of school. Registration for the exam takes place in
February and will be handled through the Guidance Office.
The exam itself is three hours
and five minutes in length and contains both an essay and multiple-choice
section. Fifty-five minutes are set aside for the multiple-choice section (80
questions), which accounts for 50% of their exam score. The remaining time is
set aside for the two free-response essays and the DBQ
(Document-Based-Question). The DBQ is worth 22.5%, and the remaining two essays
are each worth 13.75% of their composite score. The student’s composite score
is then transferred to an overall AP exam score.
AP EXAM
SCORE/COMPOSITE SCORE
5—Extremely well qualified
114-180 points
4—Well qualified 92-113
3—Qualified 74-91
2—Possibly Qualified 42-73
1—No recommendation 0-41
RECOMMENDED
STUDY AIDES
·
Research Educational Association (REA): Advanced Placement
Examination in United States History
To better understand the underlying principles upon
which the nation was founded.
To better understand the diversity of the American
people and understand the contributions of all.
To better understand economic and political growth,
and American development as a world leader.
To acquire a
better understanding of US geography.
To
relate the ten themes of social studies to America's history.
To develop and improve
writing skills appropriate to the content and context of this course through
journals, diaries, historical fiction, newspaper articles, editorials, summaries,
and other pieces of writing.
SS1 Citizenship: Social
studies programs should include experiences that provide for the study of the
ideals, principles, and practices of citizenship in a democratic republic, so
that the learner can:
a.
Assume the
responsibilities of a democratic citizen
b.
Discuss
national security and individual rights.
c.
Trace the
historical development of options that citizens may use to change government
policies.
d.
Prepare
examples of the impact of media on the formation of public opinion.
SS2 Culture: Social studies programs should include
experiences that provide for the study of culture and cultural diversity, so
that the learner can:
a.
Evaluate how
a society’s norms and mores greatly influence its laws.
b.
Identify
effects resulting from contact between two or more cultures.
c.
Discuss the
philosophical move from self-reliance to reliance on the government.
d.
Describe and
interpret values and attitudes that pose obstacles to cross-cultural
understanding.
e.
Analyze how
language, literature, the arts, and artifacts demonstrate beliefs and values
and contribute to the transmission of culture.
SS3 Time, continuity, and
change: Social studies programs should
include experiences that provide for the
study of the way human
beings view themselves in and over time, so that the learner can:
a.
Explain the
cycle of reform philosophies in United States society.
b.
Trace
perceptions of government as they change over time.
c.
Discuss the
increase in awareness of minority problems.
d.
Show the
impact of given historical events on the social fabric of the United States.
SS4 Space and place: Social studies programs should include
experiences that provide for the study of space and place, so that the learner
can:
a.
Discuss the
effects of the philosophy of the frontier.
b.
Show the
relationship between transportation and the development of major urban centers.
c.
Compare
factors that contributed to the development of industry and agriculture in
United States’ expansion.
d.
Locate the
geographic sites where the United States has acted as peacekeepers.
SS5 Individual development
and identity: Social studies programs
should include experiences that provide for the study of individual development
and identity, so that the learner can:
a.
Evaluate
violence and civil disobedience in society.
b.
Summarize how
and why a distinct American character has developed and continues to evolve.
c.
Describe how
an individual’s view of the world is affected by one’s gender, class, religion,
education, race, and family.
SS6 Individuals, groups, and institutions:
Social studies programs should provide for the study of the interaction among
individuals, groups, and institutions, so that the learner can:
a.
Describe the
effects of government policies on minority and political groups.
b.
Identify and
summarize the major reform leaders (to include protest groups) and their
programs.
c.
Evaluate the
impact of the media on the development of foreign and domestic policy.
d.
Analyze how
groups influence United States’ involvement in foreign affairs.
e.
Discuss
examples of citizens’ reactions to fear (e.g., government control, technology,
Red Scare, terrorism).
SS7 Production,
distribution and consumption: Social studies programs should include
experiences that provide for the study of how people organize for the
production, distribution, and consumption of goods and services, so that the
learner can:
a.
Discuss the
role of the stock market in both domestic and international settings.
b.
Examine how
economic flux contributes to civil unrest.
c.
Analyze how
global economic interests lead to United States’ international involvement.
d.
Identify and
analyze how polices are formulated in response to economic demand or to solve
an economic problem.
e.
Describe the
conditions which fostered the creation of industrial development in the United
States (e.g., immigration, government
polices).
SS8 Power, authority, and governance: Social studies programs should include
experiences that provide for the study of how people create and change
structures of power, authority, and governance, so that the learner can:
a.
Trace the
historical development of the growth of government and federal agencies.
b.
Summarize the
impact of domestic and international efforts to promote peace (e.g., Nye
Committee, League of Nations, United Nations, Sovereignty Debate).
c.
Explain the
rationale for government regulations of financial and business organizations.
d.
Describe how
position, doctrines, and the alliance systems expanded governmental authority
(e.g., Truman Doctrine, Marshall Plan, NATO, SEATO).
e.
Outline the
development of the protection of civil rights and civil liberties.
SS9 Science, technology,
and society: Social studies programs
should include experiences that provide for the study of the relationships
among science, technology, and society, so that the learner can:
a.
Trace the
development of technology and its effects on society.
b.
Discuss the
need for the governmental regulation of science and technology (e.g., FAA, AEC,
FCC).
SS10 Global
connections: Social studies programs
should include experiences that provide for the study of global connections and
interdependence, so that the learner can:
a.
Describe how
the United States economy is linked to world markets and events.
b.
Analyze world
reactions to United States policies (e.g., terrorism, boycotts).
c.
Explain and
propose solutions to global problems.
d.
Discuss the
role of the United States as a peace keeper.
SCOPE AND SEQUENCE
First Quarter
Weeks Topic Chapters Theme/Standard
2 Settlement of the colonies
1 Culture and
Cultural Diversity
and
variance within each
section
2 Expanding a Nation 2 Space
and Place
Power,
Authority, and Governance
2 Rift and Reunion 3 Cultural
Diversity
The
Civil War/Reconstruction Space
and Place
Individuals,
Groups, and Institutions
2
Territorial Expansion
4 Production,
Distribution, Consumption
Farming and Industry Science, Technology, and Society
1 Project
Second Quarter
4 Changes on the Frontier
5/6 Citizenship
Industrial Age Power, Authority, and
Governance
Immigration
and Urbanization 7/8
Culture and Diversity
1 Progressive
Era 9 Time,
Continuity, and Change
2 Imperialism 10 Global
Connections
1 WW
One 11 Time
and History
1 Roaring Twenties 12 Culture,
Production, Distribution, Consumption
Second
Semester topics include the Roaring Twenties and the Jazz Age, Twentieth
Century industrial growth, economic decline and development; reform movements;
World War Two, the Cold War, and movement for the civil rights of women and
minorities.
Third Quarter
2 Great
Depression 13/14
Culture; Production, Distribution, Consumption;
Power, Authority; Global
Connections
1 New Deal 15 Power, Authority, Governance
Time,
Continuity, and Change
Production,
Diversity, and Consumption
2 World War II 16/17 Science,
Technology, and Society
Global
Connections
4 Postwar World and 18/19 Time
and History
Cold War Individual
Development and Identity
Citizenship
Production,
Distribution,
and Consumption
Fourth Quarter
3
Civil Rights 20-22 Power, Authority, Governance
Culture,
Diversity
Citizenship
Individual,
Groups, Institutions
Time,
Continuity, and Change
2 Troubled Years 23-24 Individual
Development and
Identity
Global
Power, Authority, Governance
2 New Conservatism
25 Space and Place Production,
Distribution, Consumption
1 Issues for 21st
Century 26/27 Science,
Technology, and Society
Global
Connections
CONTINUOUS SCHOOL PROGRESS
AFNORTH International Middle/High School’s CSP
(Continuous School Progress) goal reads: “All students will improve their written
communication skills across the curriculum.” The 6 + 1 trait is the
model selected to improve school-wide writing in all subject areas. The 6+1
Trait writing framework is a powerful way to learn and use a common language to
refer to characteristics of writing as well as establish a common vision of
what “strong” writing looks like. Teachers and students will use the 6+1 Trait
model to identify areas of strength and weakness as they continue to strive towards continued writing improvement. Success of
all students requires that the 6 + 1 Trait become a consistent and integral component of each
course taught at AFNORTH International Middle/High School.
The 6 plus 1 trait characteristics and rubric will be introduced and used as the standard for the three formal essays assigned in this class each quarter. Each assignment will focus on two qualities of this rubric until all six plus the presentation have been addressed, understood, and practiced in a formal writing situation.
COURSE GRADING/ASSESSMENT
The semester grade is a
combination of the two quarter grades, with each quarter worth 40% of the
semester grade and a semester exam, worth 20% of the semester. The quarter
grades are figured as follows:
Tests/Projects/Papers: 50%
Quizzes/Surprises: 20%
Homework/Classwork: 20%
Class
Participation: 10%
Generally, tests will focus on
the most recent unit, but up to 30% of the questions may come from previous
units.
During the first semester,
students will write a 1,000-word research paper. A 1,500-word research paper
will be produced during the second semester.
This class is designed for
eleventh grade students. Students are expected to be responsible for
themselves, their behavior, and their work. Much of this class relies upon
discussion, debate, and the sharing of opinions and beliefs; for this reason,
respect for others is essential, and any put-downs, harshness, or lack of
respect will not be tolerated.
Students are expected to be polite at all times and
engage themselves in a mannerly fashion. All students are required to actively
participate in each and every class. Cheating or plagiarism of any kind will
not be tolerated; any test or assignment in which dishonesty is even suspected
results in an automatic zero for the assignment, as well as some other
potential disciplinary action.
Students who have missed a class are responsible for
arranging time with me before or after school or during seminar time to make up
their work.
Dollar and Reichard, eds. American
Issues: A Documentary Reader. Colombus, OH: Glencoe/McGraw
Hill, 1994.
McDougal
Littel. The Americans: Reconstruction through the Twentieth Century. Evanston,
IL:
Houghton
Mifflin, 1998.
Students will be expected to access articles and
opinion pieces from various on-line sources including: http://www.guardian.co.uk/, http://www.nytimes.com/ (registration
required), and http://www.drudgereport.com/.
Students will also be expected to research Supreme
Court decisions and read historical novels.
Students should expect some form of work each
night. It may be reading a novel or
textbook, studying for a test or quiz, looking for some vocabulary words, or
simply reviewing concepts and notes from class. Homework is designed to reinforce concepts and ideas that
students have been studying as well as aid them in developing skills to become
independent learners. Homework is due at the beginning of class. Except for
documented extenuating circumstances, late work will not be graded.
If you know you are going to be away from school,
please let me know so that we may work out a schedule so you do not fall too
far behind. For unexpected absences,
students may have one class period to make up any missing work for full
credit. It is recommended that the
students come see me during the seminar following their return to discuss what
was missed and make a plan for turning in the work.
Long-term projects and
papers are still due on time. If a
student is absence on the day of the project, he or she must turn it in on the
day he or she returns to school. If a student is absent the day of the test, they
must make it up during the following seminar, or see me for other arrangements.
If a student is absent the day before a test, he or she can see me to make
arrangements for an alternative time to take the test, rather than coming back
and facing it right after the absence.
VARIOUS
POLICIES AND PROCEDURES
Format
of Essays. Written assignments should be
typed. They should have one-inch margins and be double-spaced. Use a standard
12-point font.
Citation. ALL written work must include appropriate
citations. You may use either MLA parenthetical citations or Chicago/Turabian
footnote citations (as long as you are consistent throughout a given
assignment). Remember that websites must be cited!
For
more on MLA citations see: http://www.lib.jmu.edu/citation/mlastyle.pdf
For
more on Chicago citations see: http://www.lib.jmu.edu/citation/chicagostyle.pdf
Plagiarism. Plagiarism is a form of cheating and academic
dishonesty. It entails copying the words and thought of another and passing it
off as your own. Copying even a single sentence fragment without proper
citation is plagiarism. Plagiarism will result in receiving no credit for the assignment
and administrative referral. Be forewarned: I use an on-line program to detect
plagiarism. In my experience, plagiarism is born from procrastination. Start
work early and you will finish on time.
I am available to students before
school, and some days after school, as well as during seminar. It is
recommended that a student double-check with me to be sure I am available to
meet with him or her during lunch or before and after school, but generally I
try to be available.