Advanced Placement United States History
(APUSH)
Syllabus
General Expectations:
This is a college level course, which will encourage students to reevaluate their perceptions of the study of history. Students cannot simply memorize a series of static facts and dates and be successful in this class. They will be required to analyze historical events. Student must also push themselves to reevaluate their prior knowledge of our nation’s history using a broad range of historical materials and ultimately construct their own conclusions. Throughout the year, students will be expected to speak, read, and write persuasively and analytically, using the highest level of critical thinking skills.
The primary goal of this course is prepare students for the AP Exam. In order for students to be successful on the AP Exam, the course will simulate an introductory college-level survey, which will demand students to…
1) Demonstrate a command of historical knowledge from the dawn of European contact to the present.
2) Interpret and apply knowledge from maps, graphs, and tables of data.
3) Understand the geographic impact on the development of political, economic, and social institutions.
4) Interpret a broad variety of primary sources including forms of literature, music, art, and popular culture.
5) Evaluate different historiographical interpretations of the past.
6) Identify historical patterns.
7) Analyze cause and effect relationships.
8) Use a wide range of historical evidence to support and defend arguments.
9) Compose essays that demonstrate a high level of organization, analytical thinking, and scholarly use of evidence.
10) Remember that the History Channel’s primary goal is to provide entertainment.
Supplies:
No. 2 Pencils
Black or blue ink pens
Highlighters (minimum of two different colors)
2” binder
Organization:
Organization is another critical skill students need to achieve success in this or any other college course. Students are strongly encouraged to purchase a 3-ring binder. There will be periodic binder checks. All binder checks will be given at random. Students may organize their materials in any manner they choose.
Attendance:
An advanced placement course moves at a brisk pace. Like any other college course, if students miss even a
single day of class, they may find it difficult to catch up. As such, students are strongly encouraged to minimize the number of absences. Many advanced placement students are very involved in other activities at Sterling Heights High School, which is highly commendable. If and/or when these activities require students to miss class, students should carefully consider the opportunity cost. Students will receive monthly calendars which clearly define due dates for assignments, projects, quizzes, and tests. Students are expected to plan accordingly and be prepared.
In the event of an absence, the student (or his or her parent or guardian) need to email the instructor at the day of the absence, state the reason for the absence, and give the expected date of return to class. If students do not have access to email, please call (586) 825-2700 ext. 14428. This is an excellent habit for students to acquire before going to college. The instructor will respond to the email within twenty-four hours, which will provide information regarding make-up work and adjusted due dates.
If a student is absent the day prior to a quiz or test, the student is still responsible for taking the quiz or test when he or she returns to class.
If a student is absent on the day of the quiz or test, the student will automatically be required to take an alternative form of the test—most likely the essay version.
If a student is absent on the day of a major assignment (i.e. any assignment where the student was given two weeks or more to complete), the student is expected to submit the assignment via email or send it to school with a parent or guardian.
NOTE: Quizzes and tests are all timed to help students prepare for the AP exam. If students come late to class for any reason on the day of a quiz or a test, they will not be given additional time to finish. That is the consequence of being late to class. Again, students are encouraged to consider the opportunity cost.
Daily Procedures:
Students are expected to check the class blogsite, edublogs.misd.net/fisher, on a daily basis. The website is updated each day with reminders about upcoming, assignments, quizzes, tests, projects, and essays.
Students will be expected to turn in their assignments to the drawer designated for their hour that is labeled “IN.” It is the student’s responsibility to turn in his or her work to the “IN” drawer without reminders. When the assignments have been graded and recorded, they will be placed in the designated “OUT” drawer. Once again, it is the student’s responsibility to pick-up and save graded assignments from the “OUT” drawer and organize them accordingly in their 3 ring binder.
Homework:
Each day students will complete a daily warm-up, which is an exercise designed to sharpen various social studies skills from map interpretation to analyzing a political cartoon. The majority of homework assignments are reading assignments. Students will periodically be expected to make an entry in their reading journal, recording their reactions to the reading and the subsequent class discussion. Notes are periodically collected—at random—for a grade as well. Late work is simply not acceptable in AP class.
Readings:
Students will be assigned three general categories of readings:
(1) The American Pageant is the WCS board-approved textbook for this course. By the end of the year, students will have read the textbook in its entirety. (Bottom line: this textbook is your new BFF.)
(2) For each unit, students will be given a series of primary sources. The ability to analyze and interpret primary materials is the hallmark of historical scholarship and a key component on the AP exam.
(3) Students will also be given a series of secondary sources to accompany each unit written by most distinguished historians in their field. These illustrate the broad range historical interpretation of events over time.
Unfortunately, students cannot be given class time to complete the readings. There is simply not enough time. Reading assignments are always homework assignments. Reading the textbook alone will not be sufficient to achieve success on the AP exam. The textbook only presents the basic framework of American history. The supplementary readings are crucial to building a solid foundation of understanding. Therefore, students will be required to maintain a journal for the supplementary readings.
WARNING: The volume of reading that students must do in order to be successful in this course is vast. Students may find many of the readings difficult to understand. Many of these readings will need to be read more than once in order for students to comprehend them completely and retain the essential information. Students who wait until the last minute and/or rush through the readings to simply “get it done” have lower retention rates and thus lower quiz, test, and essay grades. It is equally critical that students come to class with questions about the readings.
Quizzes:
Students should expect to take a quiz over each chapter of American Pageant. The purpose of these quizzes is to ensure (1) students complete the reading assignments and (2) assess whether or not they understand what they have read. In order to be successful in this course, students must be able to think and learn independently. If students do not actively participate in the document discussions, Mrs. Fisher reserves the right to quiz over those readings as well.
Students will be allowed to take notes over each of the chapters to prepare for quizzes. Notes must be handwritten in black ink. Students may only take a maximum of two pages of notes (or one sheet of loose-leaf paper front and back). Students may not write in the margins. Any notes used on a given quiz must be stapled to the back of it.
NOTE: It will be impossible for a student to copy all of the information contained within a given chapter. Students must learn to discern the difference between minor and major concepts. Students must often learn to experiment with different reading and note-taking strategies to achieve success on the quizzes.
Tests:
After the class has completed a unit, students will take a unit test. The unit test will be comprised of multiple choice and/or essay questions. In order to prepare students effectively for the AP exam, unit tests are cumulative. Students are expected to draw from their background knowledge to be successful on tests. The essay tests will be graded according to the AP essay rubrics. In order to compose successful essay response, students must provide a clear thesis supported with relevant evidence that demonstrates strong analytical skills.
NOTE: Regardless of the grades students may have received in their English classes, they must understand that a different approach must be taken toward historical writing. It is also important that students remain open to constructive criticism. Mrs. Fisher can only help students improve if they allow her to help them. Please avoid emotional reactions to poor grades. Remember they are not personal attacks.
Projects:
During first semester, students will work on completing a research project for National History Day. Students may work independently or in groups from 2-5 members to create a website, performance, documentary, or exhibit. If students wish to write an essay, they must work alone. In addition to enhancing the course experience, National History Day winners often become eligible for substantial scholarships. For more information, please visit www.nationalhistoryday.org for ideas, research strategies, locating primary sources, and specific contest deadlines.
During second semester, students will complete an independent research project investigating their family trees. Students will be expected not only to identify their ancestors, but discover artifacts, conduct interviews, and make connections between their family history and the larger historical narrative of the United States. More details for this project will be given to students at the beginning of the new semester.
Participation:
In order to be successful, students must learn to become active—rather than passive—learners. It is not enough to pay attention during class discussions. Students must come to class prepared for discussions and ready to embrace a more dynamic role. At times, this will require students to take some “risks,” venturing to give answers that might not be entirely correct.
In addition to participating in class discussions, students are also expected to participate in online discussions, blogging on Mrs. Fisher’s blogsite. Students will also be asked to lead discussions from time to time, delivering several short presentations for the class over the assigned readings. NOTE: research has shown that participating in thoughtful, intelligent conversations leads to greater retention and understanding.
Cheating and Plagiarism:
There is simply no excuse for cheating. Students who are caught cheating will receive a zero for the assignment, period. If it is a major assignment worth of large number of points, students risk failing the card marking. Other possible consequences include, but are not limited to, administrative action, a phone call home, after-school detention, or additional classwork. Plagiarism is a form of cheating, and likewise, will not be tolerated. All work should be each student’s original thoughts, words, and ideas—whether the student is working individually, with a partner, or in a group.
Grading:
Tests = 30 %
Quizzes = 25%
Project = 20%
Participation = 10%
Homework = 15%
REMEMBER: Instructors never “give” grades; students must earn them.
Additional Help:
Mrs. Fisher is available after school for students that need any additional help. She can be contacted at (586) 825-2700 ext. 14428 or via email at . Please do not wait until progress report or report card time to inform Mrs. Fisher of a potential problem. Make the time to discuss the issue with her immediately.