Mr. Kevin McLaughlin East Davidson High School

kmclaughlin@davidson.k12.nc.us East Davidson Front Office Phone: 336 476-4814

Advanced Placement United States History

Course Objective: To gain a comprehensive understanding of the history of the United States and complete preparation for the Advanced Placement Exam, which takes place

Friday, May 10, 2019 at 8 am. More specifically, This AP-level course seeks to help

students gain a better understanding of the history of the United States from the pre-Columbian era to the modern day, as well as develop critical thinking and writing skills. This course is more than rote memorization of names, dates, and places. While students must understand and identify specific details, they will be asked to analyze and evaluate different aspects of history while understanding cause and effect and chronological significance. SUPPLIES:

Class Materials: • 3-Ring Binder (at least 2 inches) • college rule paper • No. 2 pencils • At least 10 blue or black ball-point pens ( required for all written essays) • FIVE DIFFERENT COLORED Highlighters(To help with evaluating a DBQ)

Textbook: o United States History Preparing for the Advanced Placement Examination

(2018); AMSCO

PART 1-The AP Curriculum Framework The AP Curriculum is designed to be viewed through several lenses. First, the curriculum is separated into nine periods, each containing several key concepts. In addition to the nine periods and key concepts, the entire curriculum is layered with seven learning objectives or themes. Lastly, your child must master a set of six historical thinking skills that a historian uses when looking at a nation’s past. Consider the six historical thinking skills a historian’s tool box, and each skill is a tool to use when evaluating a nation’s past. It is imperative that your child fully understand and master these themes, and skills to be successful on the AP exam. Below is a list of the nine periods of study, key concepts for each period, the seven themes, and the six historical thinking skills each with a brief explanation:

PERIODS OF STUDY 1. PERIOD ONE 1491-1607- On a North American continent controlled by American

Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world.

Key Concept 1.1 (SAMPLE): As native populations migrated and settled across the vast expanse of North

America over time, they developed distinct and increasingly complex societies by adapting to and

transforming their diverse environments.

2. PERIOD TWO 1607-1754- Europeans and American Indians maneuvered and fought for

dominance, control, and security in North America, and distinctive colonial and native societies emerged.

3. PERIOD THREE 1754-1800- British imperial attempts to reassert control over its colonies

and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation’s social, political, and economic identity.

4. PERIOD FOUR 1800-1848-The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes.

5. PERIOD FIVE 1844-1877- As the nation expanded and its population grew, regional

tensions, especially over slavery, led to a civil war—the course and aftermath of which transformed American society.

6. PERIOD SIX 1865-1898- The transformation of the United States from an agricultural to

an increasingly industrialized and urbanized society brought about significant economic, political, diplomatic, social, environmental, and cultural changes.

7. PERIOD 7 1890-1945- An increasingly pluralistic United States faced profound domestic

and global challenges, debated the proper degree of government activism, and sought to define its international role.

8. PERIOD 8 1945-1980- After World War II, the United States grappled with prosperity and unfamiliar international responsibilities while struggling to live up to its ideals.

9. PERIOD NINE 1980-PRESENT- As the United States transitioned to a new century filled

with challenges and possibilities, it experienced renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic globalization and revolutionary changes in science and technology.

THE SEVEN THEMES that run throughout the course A. American and National Identity (NAT)- This theme focuses on how and why definitions of

American and national identity and values have developed, as well as on related topics such as

citizenship, constitutionalism, foreign policy, assimilation, and American exceptionalism.

B. Work, exchange, and technology (WXT) - This theme focuses on the factors behind the

development of systems of economic exchange, particularly the role of technology, economic

markets, and government.

C. Migration and Settlement (MIG)- This theme focuses on why and how the various people

who moved to and within the United States both adapted to and transformed their new social and

physical environments.

D. Politics and Power (POL)- This theme focuses on how different social and political groups

have influenced society and government in the United States, as well as how political beliefs and

institutions have changed over time.

E. America in the world (WOR) - This theme focuses on the interactions between nations that

affected North American history in the colonial period, and on the influence of the United States

on world affairs.

F. Geography and the Environment (GEO)- This theme focuses on the role of geography and

both the natural and human-made environments on social and political developments in what

would become the United States.

G. Culture and Society (CUL)- This theme focuses on the roles that ideas, beliefs, social mores,

and creative expression have played in shaping the United States, as well as how various

identities, cultures, and values have been preserved or changed in different contexts of U.S.

history.

A HISTORIAN’S TOOL BOX (Historical Thinking Skills)

● Skill I: Historical Causation-compare causes/effects analyze and evaluate multiple causes and effects, and distinguishing coincidence and correlation

● Skill II: Patterns of Continuity and Change over Time-analyze and evaluate historical patterns of continuity and change over time

● Skill III: Comparison-historical developments and processes across place, time, and societies

● Skill IV: Contextualization-specific events connect to broader regional, national, or process connect to other

● Skill V: Argument Development-evaluate and synthesize conflicting historical evidence

● Skill VI: Analyzing Historical Evidence-use features such as audience, purpose, point of view, argument, limitations, etc.

● Skill VIII: Interpretation-analyze diverse historical interpretations

● context

All questions on the AP U.S. History Exam will measure student’s

understanding of the specified thematic learning objectives and skills.

Part 2- The class: Pacing, Rules, Expectations, Grading,

Requirements, etc.

A-Pacing- This is a year-long course and is fast paced. Hopefully as a class we will be

through period six before the Christmas break. Below is a brief summary of units taught, an approximate duration, and sample topics to be covered. Unit I: 1491-1754-16-18 days Periods one and two Topics: Exploration, Native American Cultures, and Colonial Development

Unit II 1754-1800-15-17 days Period Three Topics: Road to Revolution, Development of Government, and the federalist Era Unit III: 1800-1848 -15 days Period Four Topics: Jeffersonian America to Jacksonian Democracy, and Major Reform Movements Unit IV: 1844-1860-12 days Period Five pt. 1 Unit V: 1861-1877-15 days Period Five pt. 2 Topics: Westward Expansion, Causes of the Civil War, the Civil War, and Reconstruction Unit VI: 1868-1898-10 days Period Six Topics: Settling the West, Industrialization, and Imperialism Unit VII: 1880-1920-15-17 days Period Seven pt. 1 Unit VIII: 1920-1940-12 days Period Seven pt. 2 Topics: Progressivism, Depression, and the World Wars Unit IX: 1940-1960 (3/2-3/24)-17-19 days Period 8 pt. 1 Unit X: 1960-Present (3/27-4/21)-12-14 days Period 8(pt.2) & 9 Topics: Cold War Foreign Policy, American Cultural Changes, and Modern US To see what is taught on a daily basis and to find out what you missed in the event of an absence please visit Planbook.com - Mr. McLaughlin’s online lesson plan page with notes, handouts, etc… Go to planbook.com; Click on Student View; Teacher email: kmclaughlin@davidson.k12.nc.us; Student Password: History

B. Class Rules and Expectations

1. Be Respectful--As a young adult, I expect you to be respectful of yourself, your peers, and me on a daily basis. You must listen while others are speaking and respect opinions that may differ from your own. This course provides a forum for debate of historical issues as well as current events related to our curriculum. In order for this debate to be productive, students must be respectful and open-minded. 2. Be Prepared--Students should come to class every day with relevant course materials (readings, notes, etc…) and a writing utensil (Blue/Black pen or pencil). Without proper materials, students will be unable to participate fully in the course. 3. Be Present--Attendance is important. Missing days in the fast-paced curriculum that is APUSH will not be acceptable. You must attend class in order to be prepared for tests, quizzes, and other course requirements. Furthermore, if students fall too far behind it will be extremely difficult to catch up. If there is a medical or personal issue that I need to be aware of, please let me know ASAP. Otherwise, students are expected to be in class every day. 4. Be Willing to work--This is arguably the most important expectation. I need students

to be willing to participate, willing to work, and willing to fail. This course asks a lot of

high school-aged students and it is one of the most challenging AP-level courses in the humanities. That being said, I have high expectations for students and their success. I will work hard to make sure my lessons help them achieve their academic goals and be prepared for the next level. However, to be successful in this course students must realize they are going to fail at some point. Their first essay may not be A-level work. Their first timed multiple choice test may not demonstrate everything they thought they understood. Their first attempt at primary source analysis may not pinpoint the correct information. BUT--If they are willing to try and fail and learn from their mistakes, I can promise I will help them grow as students and young adults.

C. COMMUNICATION 1. My e-mail and the school phone number is located on the top right hand corner on the front page of the syllabus. Should you have any questions or concerns you can reach me via those two avenues: E-mail will be the easiest and quickest way to reach, however, should you need to speak to me in person I can make those arrangements. 2. I also use the Remind app to communicate and send reminders about assignments and tests. All major assignments and tests will be communicated via remind well in advance of due date. Students and parents may create Remind accounts and receive text updates through the app. Normal text message rates apply. In order to sign up to

receive updates The Phone number is 81010 and the text message is @9g2hf

AP WORK In preparation for the AP exam, this is a writing-intensive course, and students will be

challenged to write often, insightfully, and under strict time constraints. In addition

your child will be expected to complete nightly homework assignments (about an hour in length), participate in class discussions, develop and apply critical thinking skills, and remain attentive during classroom lectures. Course Assignments and Grading Percentages

1. Classwork/Homework Minor Grade: 30% Assignments will consist of reading chapters in the assigned textbooks while taking individual notes. Students will develop the skills of developing a thesis and providing evidence by taking individual notes. Your child will also be expected to read assigned primary sources, and define specific vocabulary terms. All assigned HW is mandatory. If an assignment is not turned in on time or is incomplete, your child’s assignment grade will be docked five points per day late.

2. Quizzes Minor Grade: 30% Quizzes will be based on the text and class instruction, and will be given either weekly or bi-weekly. Handwritten notes may be allowed on some quizzes, but no handouts or printer oriented notes are allowed unless it is a documented modification written in a 504 Plan or an IEP. Students will be informed of the type of quiz in advance via REMIND.

3. Tests Major Grade: 70%

There will be 10 to 12 unit tests modeled after the AP exam for the entire course. Each test will contain timed multiple choice questions and timed written components. The written portion of the exam will include Short Answer Questions (SAQs), Document-Based Essay Question (DBQ), and a Long Essay Question (LEQ). Most unit tests will contain, in addition to multiple choice, SAQs and at least one DBQ, or LEQ. However, some unit test will contain all written components.

a. Short Answer Questions: are meant to illustrate various types of questions. These DO NOT require a thesis statement. b. Document-Based Essay Questions: The main focus will be a specific skill: causation, change and continuity over time, comparison or contextualization. YOU MUST HAVE A RELEVANT THESIS. c. Long Essay Questions: Requires students to demonstrate historical argumentation and incorporate one of the historical thinking skills into a cohesive argument. YOU MUST HAVE A RELEVANT THESIS.

Test scores are determined on a scale. Multiple choice questions count as 40% of the grade, while the written component count as 60% of the grade. The two combined scores will be the final test grade. There are no options for retakes on tests, but test corrections will be required where students can earn back a few points on the multiple choice questions ONLY. There will be a learning curve for students on these tests, so do not panic if the first one or two units test scores are low. You will have time to balance out these grades and supplement it with other smaller assignments.

There will be two teacher-made final exams in this class since it is year-long in addition to the AP exam. The two exams will be administered at the end of each marking

period. Exam exemptions apply.

A FINAL NOTE ABOUT GRADES: APUSH grades are scaled differently than grade level courses. It is important to remember that a C in APUSH is the equivalent of an A in the grade level course. Students earning B’s and C’s sometimes become stressed, because they think they are doing poorly. Please keep in mind that this is a college level course, and college admission boards prefer a C in an AP class to an A+ in a grade level class!

The AP US History Exam 2019 Exam Content and Format The 2018 AP U.S. History Exam is 3 hours and 15 minutes in length. There are TWO sections

I. Section I is 1 hour, 35 minutes and consists of 55 multiple choice questions accounting for 40% of the final score and 3 short answers questions accounting for 20 percent of the final score.

In Section I, Part A is the multiple-choice portion and YOU MAY NOT return to the section after the 55 minutes. You will have 40 minutes to complete Part B that includes short answer questions. II. Section II is 1 hour, 40 minutes and consists of 1 document-based question and 1 long essay questions. Students can choose 1 of the 3 long essay questions. Section II begins with a 15-minute reading period to read the questions and plan your answers. The remaining 1 hour and 25 minutes is for writing. NOTE: ALL QUESTIONS HAVE A CLEAR LEARNING OBJECTIVE AND A SKILL THAT YOU MUST MASTER THROUGH THE CURRICULUM. Interpreting AP Scores AP Score Qualification Equivalent College Grade 5 Extremely well qualified A 4 Well qualified A-, B+, B 3 Qualified B-, C+, C 2 Possibly Qualified C-, D+, D, D- 1 No recommendation F

In the end, students who fail to plan and prepare for the class and the exam should prepare for the possibility of failing the course and/or the AP Examination in May. It should be understood that students are able to keep up with the pace of the class and that the work required in class is meant to meet college entry level survey courses in American History from 1400s-Present day and was designed by the College Board. Students doing well on the AP Examination can earn up to six hours of college credit, depending upon the university/college a student enrolls in upon graduating high school. Please fill out the following page with a signature signifying that you understand the requirements and expectations for this class.

Parent Contact Information & Syllabus Recognition Sheet

AP United States History. Fall 2019 Return by Wednesday, August 30th

Student Name: __________________________________________

1. Parent/Guardian Name ______________________________________________________ Email ______________________________________________________ Phone #_____________________________________________________

2. Parent/Guardian Name ______________________________________________________ Email ______________________________________________________ Phone #_____________________________________________________

By signing below, you acknowledge that you have read the syllabus, and understand the

requirements, expectations and grading policies.

Student Signature: ___________________________________________________________

Parent/Guardian Signature: _____________________________________________________

Please use the space below to provide any additional information I may need to know about your

child.

Scoring Rubrics AP U.S. History Document Based Question Rubric Maximum Possible Points: 7

A. Thesis: 0-1 point Skill assessed: Argumentation and targeted skill States a thesis that directly addresses all parts of the question. The thesis must do more than restate 721the question

B. Analysis of historical evidence and support of argument: 0-4 points Skill assessed: Use of Evidence, Argumentation, and targeted skill (e.g. Comparison) 1 point-offers plausible analysis of the content of a MAJORITY of the documents, explicitly using this analysis to support the stated thesis or a relevant argument OR 2 points-offers plausible analysis or BOTH the content of a MAJORITY of the documents, explicitly using this analysis to support the stated thesis or a relevant argument AND at least one of the following for the MAJORITY of the documents: intended audience, purpose, historical context, and the author’s point of view

OR 3 points-offers plausible analysis or BOTH the content of ALL or ALL but one of the documents, explicitly using this analysis to support the stated thesis or a relevant argument AND

at least one of the following for the All or all of the documents: intended audience, purpose, historical context, and the author’s point of view

AND/OR 1 point-Analysis of outside examples to support thesis/argument Offers plausible analysis of historical examples beyond/outside the documents to support the stated thesis or a relevant argument

C. Contextualization: 0-1 point Skill assessed: Contextualization-accurately and explicitly connects historical relevance to broader historical events.

D. Synthesis: 0-1 point Skill assessed: Synthesis-Response synthesizes the argument, evidence, analysis of documents, and context into a coherent and persuasive essay by accomplishing one or more of the following as relevant to the question:

1 point-appropriately extends or modifies the sated thesis or argument OR

1 point-Recognizes and effectively accounts fro disparate, sometime contradictory evidence from primary sources and/or secondary works in crafting a coherent argument

OR 1 point-Appropriately connects the topic f the question to other historical periods

OR 1 point-Draws on appropriate ideas and methods from different fields o disciplines

(World and European History) in support of the argument

AP DBQ Rubric

Thesis (Sets up the Argument AND Addresses the Targeted Skill-a thesis that addresses all parts of the question)-1 point Missing, poorly developed (simply restating the question)-0 points

Contextualization (Accurately and Explicitly connects historical occurrences within the question to broader historical events)-1 point Limited understanding of the question asked. Does not put the question into a broader historical perspective-0 points

Synthesis: accomplish one of the following (1 point) ● Extends or modifies the stated thesis-provides counter argument ● Recognizes contradictions from primary/secondary sources ● Connects the topic questions to other periods or areas-Linkage to the bigger

picture ● Draws ideas from different fields (European/World History)

Analysis of Evidence to support argument/thesis Essay uses OUTSIDE INFORMATION to support or prove thesis/argument-1 point Essay does not “Name names”; does not include ANY outside information with “tells” more than it “shows/proves” ______________________________________________________________ Essay analysis content AND does ONE of the following for All of the documents-3 points Essay analyses content AND does ONE of the following for FOUR or More documents-2 points

Essay analyzes content of FOUR or more documents to support or prove thesis/argument-1 point

Number of Documents

1 2 3 4 5 6 7

H. Context H. Context H. Context H. Context H. Context H. Context H. Context

Or Or Or Or Or Or or

Audience Audience Audience Audience Audience Audience Audience

Or Or Or Or Or Or Or

Purpose Purpose Purpose Purpose Purpose Purpose Purpose

Or P.OV.

Or P.OV.

Or P.OV.

Or P.O.V.

Or P.O.V.

Or P.O.V

Or P.O.V

7=100 6=90 5=80 4=70 3=60 2=50 1=40 0=0 AP Long Essay Rubric

Thesis (1 point) (must directly address all parts of the questions)

Support for argument ● Supports the stated thesis using specific evidence, clearly stating how and

establishing linkages from evidence to the thesis. (2 points) ● Supports the state thesis (or makes a relevant argument) using specific evidence (1

point)

Targeted Historical thinking For Continuity and Change over time

● Describes historical continuity AND change over time and analyses specific examples (2 points)

● Describes historical continuity AND change over time (1 point) For Comparison Question

● Describe similarities AND differences among historical developments providing specific examples AND analyzes the reasons for their similarities/differences (2 points)

● Describes similarities AND differences among historical developments (1 point) For Causation Question

● Describes causes AND/OR effects of a historical development and analyzes specific examples (2 Points)

● Describes causes AND/OR effects of a historical development (1 point)

For Periodization Question ● Analyzes the extent to developments specifically AND similar to developments that

preceded or followed (2 points) ● Describes the ways in which historical development specified in the prompt was

different or similar (1 point) Synthesis (1 point)

● Draws on from different fields of disciplines ● Connects the topic of the question to other historical periods ● Employs an additional appropriate category beyond the prompt (political,

economic, cultural, race/ethnicity, geography ● Appropriately extends the stated thesis

6=100 5=90 4=80 3=70 2=60 0=0 AP Long Essay Rubric Maximum Possible Points: 6

A. Thesis 0-1 a. States a thesis that directly addresses all parts of the question. It must do more than

restate the question (1 point) B. Support for argument: 0-2 Points

a. Use of Evidence i. Supports the stated thesis for makes a relevant argument using specific

evidence and clear linkages between the evidence and the thesis or argument (2 points)

ii. Supports the stated thesis for make a relevant argument using specific evidence ( 1 point)

C. Application of historical thinking skill: 0-2 points ***the question will be assessing 1 of the 4 types of skill, each skill must follow the rubric*** Continuity and Change Over Time Question

● Describes historical continuity AND change over time and analyzes specific examples AND illustrating change over time (2 points)

OR ● Describes historical continuity AND change over time (1 point)

Comparison Question

● Describes similarities AND differences among specific examples AND analyzes the reasons for their similarities AND/OR differences

OR ● Describes similarities AND differences among historical developments (1 point)

Causation Question

● Describes causes AND/OR effects of a historical development and analyzes specific examples that illustrate causes AND/OR effects of a historical development (2 points)

OR ● Describes causes AND/OR effects of a historical development (1 point)

Periodization Question

● Analyzes the extent to which the historical development specified in the prompt was different from AND similar to development s that preceded and/or followed, providing specific examples to illustrate analysis (2 points)

OR ● Describes the ways in which the historical development specified in the prompt was

different from OR similar to developments that preceded and/or followed (1 point)

D. Synthesis: 0-1 Point ● Appropriately extends or modifies the stated thesis or argument (1 point)

OR ● Explicitly employs an additional appropriate category of analysis (political, economic,

social, race/ethnicity, gender beyond that called for in the prompt (1 point) OR

● The argument appropriately connects the topic of the question to other historical periods, geographical areas or circumstances (1point)

OR ● Draws on appropriate ideas and methods from difference fields (World and European

History) (1point)

The AP US History Exam 2016

Exam Content and Format The 2016 AP U.S. History Exam is 3 hours and 15 minutes in length. There are TWO sections

J. Section I is 1 hour, 40 minutes and consists of 55 multiple choice questions accounting for 40% of the final score and 4 short answers questions accounting for 20 percent of the final score.

In Section I, Part A is the multiple-choice portion and YOU MAY NOT return to the section after the 55 minutes. You will have 45 minutes to complete Part B that includes short answer questions. II. Section II is 1 hour, 35 minutes and consists of 1 document-based question and 2 long essay questions. Students can choose 1 of the 2 long essay questions. Section II begins with a 15-minute reading period to read the questions and plan your answers. The remaining 1 hour and 20 minutes is for writing.

NOTE: ALL QUESTIONS HAVE A CLEAR LEARNING OBJECTIVE AND A SKILL THAT YOU MUST MASTER THROUGH THE CURRICULUM. NOTE: THE DBQ AND LONG ESSAY QUESTIONS WILL NOT FOCUS ON PRIOR TO 1607 OR AFTER 1980. Interpreting AP Scores AP Score Qualification Equivalent College Grade 5 Extremely well qualified A 4 Well qualified A-, B+, B 3 Qualified B-, C+, C 2 Possibly Qualified C-, D+, D, D- 1 No recommendation F

In the end, students who fail to plan and prepare for the class and the exam should prepare for the possibility of failing the course and/or the AP Examination in May. It should be understood that students are able to keep up with the pace of the class and that the work required in class is meant to meet college entry level survey courses in American History from 1400s-Present day and was designed by the College Board. Students doing well on the AP Examination can earn up to six hours of college credit, depending upon the university/college a student enrolls in upon graduating high school.