A P United States History Towson High School

A. P. United States History Towson High School Welcome Back! Write down this link: http: //apusths. pbworks. com

Course Description: AP U. S. History is a chronological study of American History from 1491 to the present. Students will develop a variety of historical thinking skills and make historical connections to Historical Themes in order to prepare for the Advanced Placement Exam.

Historical Themes Belief Systems Ideologies, Religion, Art/ Literature, Cultural Values, Ideals, Morality, Popular Culture, Science & Philosophy… America in the World Competition for Resources, Foreign Policy & Diplomacy, Expansion, Wars, Global Connections (Foreign) Geography & Environment Climate, Interaction w/ Environment, Natural Resources, Exchanges (Plants, Disease, Animals, Technologies)… Peopling Migration Trends, Nativism, Deomographics, European relations w/ Native Americans… Identity Gender Roles, Class, Racial & Ethnic Identities, Nationalism, Assimilation… Politics & Power Constitution, Political Process, Political Parties, Federalism, Democracy, Citizenship, Power Economy Agriculture, Commerce/ Trade, Labor Systems, Innovation, Transportation, Industrialization, Regulation, Jobs…

Historical Thinking Skills Chronological Reasoning 1. Historical Causation 2. Patterns of Continuity & Change over Time 3. Periodization Comparison & Contrast 4. Comparison 5. Contextualization Crafting Historical Arguments from Historical Evidence 6. Appropriate Use of 7. Relevant Historical Evidence Historical Interpretation & Synthesis 8. Interpretation 9. Synthesis

Texts & Resources: 4 The American Pageant (Their textbook!) 4 AP US History Crash Course (reading available on the Website) 4 Supplementary AP Study Resource 4 Suggest: Princeton Review or Barons of the NEWEST EDITION (2016) 4 Nothing before 2015!

The AP Test!!!!! 50 55

Classwork • Emphasis on the application of Historical Thinking Skills to understanding Content • Very little Content Overview (Chapter Readings emphasize the Content!) • Majority of Activities are Collaborative among Assigned Groups • Types of Classwork Activities… • • Primary & Secondary Sources Analysis Synthesis of Content Research & Presentations Class Discussions Ranking & Justification Thesis & Essay Development (w/ Peer Evaluations) Content-rich Scenarios (to help better understand the Bigger Picture)

Types of Summative Grades Two to Three Unit Assessments per Marking Period - 1 -2 Unit Assessments (Stimuli-based AP Style) - 1 Cumulative Assessment (emphasis on Content) - 4 -8 Strategic Reading Checks (SRCs) - 2 -5 Skill-based Writing Assignments - Ex: Kidblogs - Various Projects & Strategic Learning Check CW assignments

Rubric Grading for many non-graded & graded assignments Many of the classwork or homework assignments will be assessed by utilizing a holistic grading scale below. Each number links with appropriate feedback and will convert to a numerical point value for gradebook purposes if selected as a summative assessment. 4 (A): Your thoughts and reflections that were used to complete the assignment were insightful, well developed, clearly focused, and consistently supported by specific, relevant, and accurate information. You successfully applied many historical thinking skills when completing the assignment. Your analysis was in-depth and, when applicable, thoroughly confronts and discusses different points of view. 3 (B/A-): Your thoughts and reflections that were used to complete the assignment were developed, focused, and supported by relevant and accurate information. You successfully applied one or two historical thinking skills when completing the assignment. Your analysis had some depth, and, when applicable, acknowledges different points of view. 2 (C/D): Your thoughts and reflections that were used to complete the assignment were partially developed, somewhat focused and partially supported by information. You attempted to apply historical thinking skills, although you may have been unsuccessful. Your analysis was illogical, and when applicable, refrains from acknowledging different points of view. * 1 (D/E): Your thoughts and reflections that were used to complete the assignment were poorly developed, lacking focus, and often off-topic. It includes many irrelevant and/or inappropriate information. There was no attempt to apply any historical thinking skills. Your analysis was off-topic and/or does not exist. *

Redo Policy: – Hardwork is rewarded with additional opportunities/ flexibility to demonstrate mastery of content & skill for most assignments – Opportunity for redo is initiated by the student and should be completed in a reasonable amount of time – Monday before Unit Assessments are the deadlines for Redos!

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