the rise of the american nation, 1400-1789 - 1.cdn.edl.io€¦ · web viewthe short-answer (saq)...

AP United States History phone: (626) 965-3448 ext. 3243Mr. Ludlam email: [email protected] and Parent Information Sheets http://www.rowlandhs.org/

Quiz: AP United States History - Start of School Papers - Due Thursday August 16, 2018

1. What are considered passing scores on the AP Exam? What scores do colleges want?

2. What happens if you pass the AP Exam?

3. Students will be expected to devote more energy and than they would in a non AP U.S. History course.

4. This AP U.S. History class is a level course that is very in tone and content.

5. The majority of student grades are based on what two areas. 1 2.

6. Participation is % of the grade in the class.

7. Students are expected/recommended to read at least pages, read for at least minutes, and/or study for at least minutes every night.

8. What is the entire grading scale or essay scores for a grade of C+/C/C-?

9. If you earn a 77.9% what will your grade be in the class?

10. What happens if you are caught cheating on an assignment?

11. What does SQH stand for?

12. Which ones are students responsible for?

13. What day each week is the Current Event due?

14. What happens if extra credit is done poorly?

15. What do HDPRS and TLO stand for?

16. What is the date of the AP US History exam in 2018?

17. What time period will have the most questions?

18. How many different question parts are on the AP US History exam? Identify each specific part?

19. How many tests are there in this class for the year?

20. How many questions parts are there for each SAQ?

21. What is the difference between the DBQ and LEQ scoring scale?

22. What score is worth a C grade?

23. Students score their own essays. What happens if the student score and teacher score vary by 2 or more points?

24. What three marks are desired on a scored essay? What does each mean?

25. What are three marks to be avoided on a scored essay? What does each mean?

26. What is the most important part of the essay? What can’t it be? Where does it belong in the essay?

27. What is the shape of the introduction in the Visual Guide to the 5-paragraph essay?

28. Written work to be graded is only acceptable in what two formats?

mailto:[email protected]


COURSE DESCRIPTION

Advanced Placement United States History is equivalent to a yearlong introductory US History college course. The class will provide students more information and depth about American History as compared to a non AP U.S. History class. Essay writing and critical thinking skills will be emphasized, developed, and utilized during the year. A college level text will be used as well as several other supplemental texts and materials. The curriculum will cover the time period 1400-present. The focus is on the development of historical thinking skills centered on thematic learning objectives.

AP History Disciplinary Practices and Reasoning Skills (HDPRS)

History Disciplinary Practices Analyzing Historical Evidence: Content and Sourcing Argument Development

History Reasoning Skills Contextualization Comparison Causation Continuity and Change over Time

Thematic Learning Objectives (TLO) American and National Identity Politics and Power Work, Exchange, and Technology Culture and Society Migration and Settlement Geography and the Environment America in the World

EXPECTATIONS

Students enrolling in this course are making a conscious decision to accept the responsibility that this AP course demands. As a result, students will be expected to devote more time, energy, and enthusiasm than they would in a non AP U.S. History course. Tests will be more difficult and assignments will be longer and more detailed. Students should plan on devoting at least 30 minutes a night to reading assignments; this might include weekends. Since class time is limited there will be writing workshops and review sessions held after school or in the evenings that students should attend. This is designed to help put students in the position to be able to pass the AP Exams. Students are expected to stay in the class the entire year and maintain at least a C average. All students are expected and encouraged to take the AP Exam in May. Everything we will do this year is designed to provide you the skills, preparation, depth, and information necessary to learn about this country’s history, become a better thinker, improve your skills as a writer, and prepare you for the AP Exams. The class schedule is set up so that we will have almost two weeks for review to prepare for the APUSH exam.

Since this AP U.S. History class is a college level course that is very rigorous in tone and content, I expect a lot out of the students and demand a high level of work in classroom discussions, essays, and tests. As such, this class can be really difficult and high grades are at a premium. I expect students to improve throughout the course of the year in both their thinking and writing ability. If a student earns a passing grade and also earns a passing score on the AP Exam (3, 4, or 5) I will change the grade for both semesters accordingly. For example a student earning a B- would have the grade changed to a B (AP score of 3), B+ (AP score of 4), or A- (AP score of 5, a full grade increase).

This course's goal is threefold; first it is designed to challenge students seeking to gain greater depth and understanding of American History. Secondly it is to prepare them to be successful on the AP Exam. Thirdly it is to ready students for the type of work given in college. History involves the skills of reading, writing, listening, and speaking and all will be incorporated into this class and connected to the Raider Goals: Thinkers, Communicators, and Contributors. I see no reason why this class cannot be both a learning experience and enjoyable one. The College Board determines the content covered by the course, develops their respective exams, and sets the grading standards. In AP a student scoring a 3 or better (out of 5) is considered to have passed the AP Exam. A student passing can be eligible for college credit, depending on the major and/or the college. However many colleges will only accept a score of 4 or 5 in AP.

COMMUNICATION/INTERVENTION

All contact information is listed at the top of each page and on RHS website. If you have any questions, concerns, or comments about your child’s progress please contact me. E-mail is the best way. All information sheets and student assignment sheets are available on my and the school’s website. Grades will also be posted regularly every 2-3 weeks on Aeries. I will generally be available before school, at break and lunch, and selected days after school for students seeking additional assistance and/or understanding. In closing, I am looking forward to the upcoming academic year. Hopefully we will learn a great deal about our country, the world around us, and ourselves. GOOD LUCK!!!

Stephen P. Ludlam



GRADING POLICIES

All student work will be held to a high and rigorous grading standard. Grades given in this class will rely heavily on a student's essay, test, quiz, and participation scores and to a lesser extent homework, class work, current events, presentations, and extra credit These essays and tests will resemble, as closely as possible, the AP Exam in structure. Since more than half of the AP Exam is writing there will be a great deal of writing during the school year to ready students for this part of the exam. All assessments will be based on information from class lectures, notes, assignment sheets, and textbook. Final grades are based on total points accumulated on all assessments. Every assignment is worth points. The more points earned the higher your grade. Grades will not be rounded up!

GRADE SCALE: Honors, AP, and IB Classes have instituted a NO D policy 100%-90%=A 89%-78%=B 77%-65%=C Less than 65%=F

ASSESSMENTS (% of grade)

Essays (40%-50%): Essays (SAQ, DBQ, and LEQ) will be given either in class or as homework at least every one to two weeks. Students are expected to analyze and support the information and their ideas. Essays will be graded according to their rubric.

Tests and Quizzes (20%-30%): There will be 6 multiple-choice tests (30-55 questions) during the academic year (3 the first semester and 3 the second semester) and will last 55-minutes. Tests will be difficult as a result of the amount of information that students will have to know, remember, and process (20-25 lectures, 2-5 assignment sheets, and 6-10 chapters per test). The tests ask students to remember, analyze, and interpret the information learned. Quizzes will be given regularly (probably once a week) and cover information from the book, lectures, and assignment sheets. Quizzes will be announced and/or a surprise. The number and type of questions will vary but most quizzes will be worth between 20-50 points regardless of the number or type of question.

Participation (10%): This will consist of asking and answering questions, discussing information, and providing and supporting your opinions on the subject matter. It will also include the application of Historical Thinking Skills (HTS) and Thematic Learning Objectives (TLO) based on daily reading. Students will not receive an A and are not likely to receive a B in this class if they do not participate. Only regular participation on an almost daily basis will sufficient to fulfill this requirement and earn the entire 10%. Less participation will mean a lower percentage.

Homework and Class work (5%-10%): Homework will consist primarily of reading the textbook. Students will be given an assignment sheet and expected to know the information on the sheet. There is little written homework to be turned in unless it is a take-home essay. Students must read ten pages, read for at least 30 minutes, or study for at least 30 minutes every night. You must do this every night and there should be no excuse for missing it. It is not acceptable to read for an hour every other night. Class work will usually consist of writing, reading documents, and answering questions.

Current Events (2%-3%): Current Events will be due every Thursday. Students will provide a current event article from a newspaper, magazine, Internet, or television program that relates to the information currently being learned each week. Students will write two paragraphs (4-5 sentences each). The first will summarize the current event that shows me the article was read and understood. The second paragraph will explain how and why it relates to the information that is being learned that week with a focus on one thematic learning objective. This must be typed and should never be more than one page double-spaced.

Extra Credit (2%): Extra credit assignments may be done at any time but must first approved by the teacher so that the amount of points can be determined. Extra Credit is not meant to replace work not finished but is to be an addition to work completed. If the extra credit work is done poorly, points will be deducted lowering a students overall grade.

AP Grade Bump: If a student earns a passing grade and also earns a passing score on the AP Exam (3, 4, or 5) the grade will be changed for both semesters accordingly. For example a student earning a B- would have the grade changed to a B (AP score of 3), B+ (AP score of 4), or A- (AP score of 5, a full grade increase).

All work must be completed and turned in to receive any credit. All work turned in to be read for credit must be typed or written legibly in blue or black ink. Any work missed must also be made up if you want to receive any credit. In the result of excused absences work will be due on the first day back from the absence. There will be limited make-ups for missed quizzes or tests.

Do not cheat, plagiarize, copy, or participate in any type of academic dishonesty! Consequences can span from a score of 0 on the assignment to being dropped from the class with W/F.



CLASS INFORMATION AND STRUCTURE

We will have less than 30 weeks to get through about 500 years of American history and 41 chapters of the textbook. If you are interested in learning about U.S. History and are willing to work on developing your critical thinking and writing skills then the AP Exams will take care of themselves. There is no magic short cut, but I know that my system and methods are efficient and will help you accomplish the three goals of gaining a greater depth and understanding of American History, preparing the student to be successful on the AP Exam, and readying students for the type of work given in college.

Plan on reading, studying, writing, practicing, and/or thinking at least 30 minutes every day. Try to do this early in the evening. Keep a dictionary handy. When reading the American Pageant, start at the end of the chapter with the Conclusion. This will give you a sense of the key ideas in the chapter. Then go the beginning of the chapter and look at the title and start flipping through the pages paying attention to bold print, topic headings, maps, pictures, graphs etc. This should be done in less than five minutes. Then take a look at the assignment sheet questions and terms. Now you are prepared to read the chapter. If you do this, it will help you organize and hopefully remember the information better. If something is unclear, ask me about it before I ask you. This can be done privately before or after class or publicly during class.

Almost every class will involve lecture and discussion done mostly using the Socratic method (Questions, Discussion, and Analysis). The book serves its purpose but my lectures have their own order (see Syllabus and Daily Plans). The textbook and I are complements. I will not lecture on everything found in the book but you are expected to know for any quiz, test, essay, the AP, and AP Exams any and all information from the assignment sheets (if you want to score well!). You should be prepared to ask and answer any questions based on the chapter readings and the information on the assignment sheets. It is better to ask if you are not quite sure of something; plus you get participation points. Be prepared every day! You are expected to know the Who, What, Where, and When. In class, we will discuss the How and the Why. (Six Questions of History, i.e. SQH)

Daily Notes will be posted online and that will provide an outline of the material being lectured about and covered that day. As a result, there is no excuse for coming to class unprepared. I expect you to be familiar with any information or terms from the notes. Most of the time this will match the information from the assignment sheet and daily lesson plans. I expect depth and details relating to the SQH. This is part of your participation grade. There is no reason why you should ever be unprepared for class unless you are not doing your required work. I expect you to come to class with the daily notes and for you to take and add notes on the information presented in class. These notes will come in handy for review and later in college (trust me). Expand on these by listening to your classmate’s comments and the information that I provide.

Any written work turned in, to be read by me, must be in blue or black ink or typed. It should never be directly copied from the book, another source, or from another person. That would be a form of academic dishonesty and/or plagiarism. Put it in your own words and/or paraphrase. To receive full credit, fully answer the question. I am not interested in being given the bare minimum or mediocre work. Your ability to provide support and depth in your work and your answers will improve your test, essay, homework, and participation grades.

ASSIGNMENT SHEET GUIDE - What do you think? What do you know? What can you prove?

You are expected to read for 30 minutes and 8-10 pages every night. You will be given assignment sheets for each unit that will include pages to read questions to study and terms to know. Even though these will usually not be collected you should make it your mission to know the information on these assignment sheets.

Questions: You should be able to answer these questions based on the reading and information in the book. A question asking how or why will require a more thoughtful answer. Identifications: When answering identifications (ID’s) you should think about what or who it is and why and how it is important and significant. Identify it in 6 words or less. I am not looking for biographies, encyclopedia write-ups, or Internet explanations. Try to find connections between ID’s from throughout the assignment sheet. Drawing Conclusions: What are at least 2-3 conclusions you can draw from the information that you learned. A conclusion is not just a repeat of the information but is an analysis of its importance and possible outcomes.Application of AP History Disciplinary Practices and Reasoning Skills (HDPRS) and Thematic Learning Objectives (TLO): Identify and explain at least one HDPRS and TLO from each days reading and try to connect them.

Remember work from the assignment sheet will seldom be turned in unless I see a lack of preparedness by individual students or the class as a whole. You will be responsible for knowing the information and being prepared in class. This will also come in handy when it is time to review and you have to try and recall info from several months ago.



DBQ and DOCUMENT ANALYSIS

Much of the reading in the class will be in the analyzing and interpretation of various documents from and about US History. Document analysis will play a central part of the Multiple-Choice, Short Answer, and the DBQ sections of the AP exam. The following is a guide that you are to follow whenever you are given documents to analyze.

Questions to think about when doing analyzing documents and other primary sources1. Is it a primary, secondary?2. Who is the author? What is his/her significance, if any? 3. When was it written? Compare this with the timeframe of the question or the area being studied.4. What is the document about or what does it describe or refer to? What is its main point and context?5. Why or how is this document important as it applies to the question?

Tasks in completing an analysis1. What are the key components of the document? (Author, title, year)2. Summarize (one sentence) and explain the significance/meaning (one sentence)3. Choose a phrase or sentence from the document that best describes its purpose/meaning?4. For each document provide at least one (maybe more) specific outside fact or idea that applies to it.5. Sort and organize similar documents that could be used in paragraphs together.

The focus should be on interpreting and understanding the meaning of the document not to relist or repeat the information from the document but to analyze it as it relates to the question, thesis, and other documents.

CURRENT EVENTS: WEEKLY- REQUIRED WORK TO BE TURNED IN

Current Events will be due weekly, every Thursday. Students will be expected to provide a current event from a newspaper, magazine, Internet article, or television program that relates to the information currently being learned each week. Students will write two paragraphs (4-5 sentences each). The first will summarize the current event that shows me the article was read and understood. The second paragraph will explain how and why it relates to the information that is being learned that week with a focus on one thematic learning objective. This must be typed and should never be more than one page double-spaced.

PARTICIPATION

Your participation grade will be based on how often you participate in class by asking and answering questions and the degree of understanding shown in your responses. I am less concerned about the correctness of your answers than I am with your willingness to challenge yourself. Other ways to participate are to ask questions (sometimes worth more than just answering questions), involve yourself in discussions, challenge your classmates or teacher, and express your opinions. Always be ready to support any argument or idea with facts and details.

CLASSWORK AND QUIZZES

I expect time in class to be used productively. Class time will be given for writing, reading or preparing classroom presentations. I expect any work, individual or as a group, presented in class to be clear, thorough, and precise. Quizzes will be announced and/or surprise, many will be take home. The number and type of questions will vary but most quizzes will be worth between 20-50 points regardless of the number or type of questions.

EXTRA CREDIT: SUPPLEMENTAL READINGS, MOVIES, MUSEUMS, etc.Remember if the EXTRA CREDIT is done poorly you will have points taken away from your score.

You may choose to read supplemental works, watch historically themed movies, complete work on Shmoop, or any other activity related to history that extends your understanding of the time period. These will be done on your own after notifying the instructor (generally related to the grading period). They may be turned in early (highly urged). These readings can be novels, entire books, a chapters or chapters from books, magazine articles, readings from Portraits of America, and/or readings from Annual Editions American History. Many of these can be found in class and checked out (for two days) at a convenient time. The extra credit must be on an area that we are studying. You will have up to a week after the completion of a topic to turn in your review. For example, I do not want an article on the American Revolution when we are discussing the Civil War. There is a standard movie sheet to complete and for readings you should follow the format listed below.

1. Name of the Book, Title of the Article, Movie, the Author, and when it was written2. What is it about: brief summary (100-200 words)3. What is the main point of the article or book? Provide support4. Compare and contrast the article with the information from the book, class, or other sources.



SYLLABUS and CHAPTERS FROM THE AMERICAN PAGEANT

The following weekly guide is meant to provide a framework for the pace of class instruction and work. We will try to adhere to this as best as possible but don’t be surprised if some information carries over or if some does not last the entire week. Some days will also be used for essay writing, testing, and school functions. So, plan, prepare, and study accordingly.

Weeks / ChaptersFrom Present to Past - America in Search of Itself

The Rise of the American Nation1 1,2 Pre-Columbian Americas, 1400-16072 2,3,4,5 Establishment of English Colonies, 1607 - 17633 6,7,8 American Revolution, 1763 -17814 9 Confederation and Constitution, 1781-1789

The Nation Takes Shape1 10 The Federalist Era, 1789 -1800 2 11,12 The Rise of Jeffersonian Democracy, 1800-18243 13 The Age of Jackson, 1824 - 18404 14,15 American Culture, 1789 -18405 17 Westward Movement, 1835 -1850

From Slavery to Freedom1 16,18,19 Sectionalism, Abolitionism, and Slavery, 1800-18582 19,20,21 Abraham Lincoln and Civil War, 1858-18653 22 Reconstruction, 1865 -1896

The Perils of Prosperity1 23,24,25 Gilded Age - Politics, Industry, Labor, and Immigrants, 1877-19002 25,26 Gilded Age – Urbanization, Farmers, Railroads, and the West, 1877-19003 28,29 Progressive Era - Roosevelt to Woodrow Wilson, 1890-19164 30,31 The Golden Decade: The Twenties, 1918 -19295 31 The Great Depression, 1929 -19336 32 FDR and the New Deal, 1933 -1941

A Troubled Feast – Americans at Home, 1945 - 19801 36,37,38 The Affluent Society, 1945 -1980 2 36,37,38 Civil Rights Movement, 1896 – 19603 15, 29, 37, 38 Civil Rights for All4 39,40 American Politics in Our Time, 1980-2000 – Rise of Conservatism5 40,41 American Politics in Our Time, 2000-2016 – The Partisan Divide

America at War in the 20th Century1 27 U.S. Imperialism, 1890 – 19002 29 World War I, 1914 -19183 31,33 Clouds of War and Start of WWII, 1933 - 19414 34 World War II at Home and Abroad, 1941-1945 5 35, 36, The Cold War, 1945 -19606 36, 37, 39 The Cold War 1960 -1992

AP EXAM – Friday May 10, 2019



Daily Topics (More or Less) – See corresponding posted Notes page for more details

The Rise of the American Nation, 1400-1789

The English Colonies: 1607 -1750 Pre-Columbia AmericaEuropean colonization of the AmericasEnglish colonization, JamestownThe Puritan WayNew England settlements Middle and Southern colonies France and CanadaThe colonies under Mercantilism

The American Revolution: 1763-1781England and the colonies to 1763Taxes and Protests: 1763-1770Failure to Communicate: 1770-1774Point of No Return: 1774-1776Declaration of IndependenceFighting the Revolutionary War

The Critical Period: 1781-1789Independence, Now What? Articles of Confederation: +, -What the Founding Fathers were afterThe Constitution

The Nation Takes Shape, 1789-1850

The Federalist Era: 1789-1800George Washington as presidentThe World is a Dangerous PlacePolitics of Hamilton and JeffersonPresidency of John Adams

Jeffersonian Democracy: 1800-1824Rise of Thomas JeffersonPresidency of JeffersonMadison and the War of 1812Era of Good Feelings 1816-1824Foreign Policy and Monroe Doctrine

Age of Jackson: 1824-1850Rise of Andrew Jackson Presidency of Andrew Jackson 1828-36Politics 1836-1848American Culture 1800-1850American Society1800-1850

Westward Movement: 1800-1850Manifest Destiny and Mexican-American WarCompromise of 1850

From Slavery to Freedom, 1600-2000The Civil War Era: 1850-1896Slavery in the United States 1600-1800South and SlaveryRise of AbolitionistsSectional Struggle to 1850Sectional crisis 1850-1855

The Fire Rages: 1855-1860Rise of Abraham LincolnStart of the Civil War, Lincoln, and PoliticsFighting the Civil WarEnd of the Civil WarPolitics of Reconstruction Radical Reconstruction

The Perils of Prosperity, 1865-1940

The Gilded Age: 1868-1900Politics in the Gilded Age 1868-1880Politics and Economics 1868-1890Industry and Labor Immigrants and UrbanizationFarmers and the WestPopulists and Politics of the 1890’s

The Progressive Era: 1890-1914Intro to the ProgressivesRise of Theodore RooseveltPresidency of TR 1900-1908Presidency of Taft 1908-1912Presidency of Wilson 1912- 1920

The Roaring Twenties: 1919-1929Politics of the 1920’sCulture of the 1920’sSociety during the 1920’sEconomics of the 1920’s

The Great Depression and New Deal: 1929-1940Causes of the Great DepressionPresidency of Hoover: 1928-1932Rise of FDRFDR and the New DealThe Second New DealCritics of the New Deal

A Troubled Feast – Americans at Home, 1945 - 1980

America and the Post War Years: 1945-1980Politics and Culture of the 1950’sPresidency of JFKLBJ and the Great SocietyCulture of the 1960’sPresidency of Richard NixonPresidency of Ford and Carter

The Civil Rights Movement: 1900-1970Separate but Equal 1896-1920’sSeparate is not Equal 1930-1954Fight for Equality 1954-60Fighting for Freedom 1960-65Other Voices of Protest 1963-68The Women’s Movement

America at War in the 20 th Century

US and Imperialism: 1890-1915Spreading the American Dream, 1890-1920US Becomes an Empire 1890-1900Imperialism: TR Imperialism: Taft - Wilson

World War I: 1914-1920United States as a neutralUnited States at warThe Home front during WWIMaking Peace: The Treaty of Versailles

World War II: 1933-1945The World and US pre-WWIIWar in Europe 1939-41Japan and the U.S. Fighting WWIIThe Home frontEnding WWII

The Cold War: 1945-189Containment: 1945-1949Truman and Cold War: 1949-1953Eisenhower and Cold War: 1953-1960The Cold War at HomeJFK and the Cold WarThe Cold War in the 1970’sReagan and the end of the Cold War

Present to Past -America in Search of Itself

American Politics in Our Time, 1980-2016Where we are today – Election of 2016Rise of Conservatism – Ronald ReaganReagan’s domestic policiesPresidency of George HW BushPresidency of Bill Clinton – domestic and foreign policiesPresidency of George W Bush – Election of 2000, 9/11Presidency of Barack Obama

EVERYTHING YOU NEED TO KNOW ABOUT THE EXAM AND ARE WAITING TO ASK

All information related to the AP United States History curriculum and exam can be found at the College Board website.

Date: Wednesday, May 10, 2019-- 8:00 AM - 12:30 PMLength: 3:15 long in 2 sectionsCost: @ $96 – fee waivers are available for qualifying students



AP Exam ObjectivesThe AP Exam will measure student proficiency in the historical thinking skills as well as the thematic learning objectives with all questions rooted in these specified learning objectives. Every AP Exam question will address one or more of the skill-based proficiency expectations as well as one or more of the thematic learning objectives.

History Disciplinary Practices Analyzing Historical Evidence: Content and Sourcing Argument Development

History Reasoning Skills Contextualization Comparison Causation Continuity and Change over Time

Thematic Learning Objectives American and National Identity Politics and Power Work, Exchange, and Technology Culture and Society Migration and Settlement Geography and the Environment America in the World

Concept Outline by Historical Periods

Period Date Range Instructional Time AP Exam Weighting1 1491-1607 5% 5%2 1607-1754 10%

45%3 1754-1800 12%4 1800-1848 10%5 1848-1877 13%6 1865-1898 13%

45%7 1890-1945 17%8 1945-1980 15%9 1980-present 5% 5%

AP Exam Info

Section Question Type Number of Questions Timing Percentage of Total Exam Score

I Part A: Multiple-choice questions - MCQ

55 questionsPeriods 1-9

55 minutes 40%

Part B: Short-answer questions - SAQ

3 questions ((3 parts per question)Question 1 – Periods 3-8Question 2 – Periods 3-8Question 3 – Choose between a question from either: Periods 1-5 or Periods 6-9

40 minutes 20%

II Part A: Document-based question - DBQ

1 questionPeriods 3-8

60 minutesincludes a recommended 15 min. reading period and45 min. writing time

25%

Part B: Long essay question - LEQ

1 question, chosen from 3 options on the same theme but different periods:Periods 1-3Periods 4-6Periods 7-9

40 minutes 15%

The questions in the multiple-choice section are designed to test students’ factual knowledge, breadth of preparation, and knowledge-based analytical skills. Essay questions are designed for students to demonstrate their mastery of historical interpretation and their ability to express their views and knowledge in writing.AP Exam Detailed Information

Section 1: Multiple-Choice and Short-Answer Question Section

In Section I, there are 55 multiple-choice questions (Part A, 55 minutes) and three short-answer questions (Part B, 40 minutes).

Part A: The Multiple-Choice (MC) Part A of the AP U.S. History Exam consists of 55 multiple-choice questions that are organized into sets of between two to five questions each. The questions in each set ask students to respond to a primary or secondary source, such as written texts, images, charts, graphs, or maps, reflecting the types of material that historians use in studying the past. Multiple-choice questions assess students’


AP United States History phone: (626) 965-3448 ext. 3243Mr. Ludlam email: [email protected] and Parent Information Sheets http://www.rowlandhs.org/ability to reason about this source material in tandem with their knowledge of content required by the course. The possible answers for a multiple-choice question reflect the level of detail present in the required historical developments found in the concept outline for the course. While a set may focus on one particular period of U.S. history, the individual questions within that set may ask students to make connections to thematically linked developments in other periods.

Part B: The Short-Answer (SAQ) section includes three short-answer questions that ask students to write short responses to a set of tasks. The first question primarily assesses the practice of analyzing secondary sources, asking students to respond in writing to a historian’s argument. This question addresses content from periods 3–8 of the course. The second question primarily assesses either the skill of causation or comparison, and ask students to respond in writing to a primary source (written text) or to visual sources such as images, charts, or maps. This question also addresses content from periods 3–8 of the course. Students choose to answer either the third or the fourth short-answer questions, which deal with periods 1–5 or 6–9, respectively. These questions ask students to respond in writing to general propositions about U.S. history, and they primarily assess the same skill, either causation or comparison: neither of them will assess the same skill as the second short- answer question.

Each short-answer question asks students to describe examples of historical evidence relevant to the source or question; these examples can be drawn from the concept outline or from other examples explored in depth during classroom instruction. Students are not required to develop and support a thesis statement. All answers must be in complete sentences (an outline or bullet list is unacceptable). Each question will have 3 parts to answer and each part is worth 1 point for a total of 0-3 points per question for a total of 0-9 points.

Section II: Free-Response Section (DBQ and LEQ)

Section II is the free-response part of the exam. This section contains two types of free-response questions — a document-based question (DBQ) and a long essay question (LEQ) — and the student will have a total of 1 hour and 40 minutes to complete them both. The section includes a 15-minute reading/planning time and an 85-minute writing time (45 minutes DBQ, 40 minutes LEQ)

Part A: The Document-Based Question (DBQ) - an essay question that measures students’ ability to develop and support an argument using historical source material as evidence. The question focuses on topics from periods 3–8 of the course. The seven documents included in the document-based question may include charts, graphs, cartoons, and pictures, as well as written materials of varying length. These are chosen to illustrate interactions and complexities about the historical topic that is the subject of the question. In their responses, students should develop an argument about the question and utilize the documents to support this argument. Students should also explain elements of the authorship of the documents that a reflect their historical significance, such as point of view, purpose, historical situation, and/or audience. The document-based question also requires students to relate the documents to a historical period or theme and, thus, to focus on major periods and issues. For this reason, other knowledge about the topic being assessed, beyond the specific focus of the documents, is important and must be incorporated into students’ essays to earn the highest scores.

Part B: The Long Essay Questions (LEQ) seek to provide opportunities for students to demonstrate what they know best, they will be given a choice among three long essay questions about major topics from different time spans of the course. Students choose one of the three long essay questions, which deal with periods 1–3, periods 4–6, and periods 7–9 of the course, respectively. The three question options all address the same theme and assess the same reasoning skill (contextualization, causation, comparison, continuity and change over time). In order to receive the highest scores, students must develop an argument and support it with an analysis of specific, relevant historical evidence of their choosing. Long essay questions ask about large-scale topics specifically mentioned in the concept outline, but they are framed to allow students to provide in-depth discussion of specific examples drawn from the concept outline or from classroom instruction.

AP scores are based on a scale of 1-5. A score of 5 is the highest grade a student can receive. A score of 3 is usually considered passing, but many colleges will only accept a 4 or 5.

5 - Extremely well qualified4 - Well qualified3 - Qualified2 - Possibly qualified1 - No recommendation



Guidelines and Directions for DBQ, LEQ, SAQ

Document-Based QuestionThere will be one document-based question (DBQ) on the exam. The question will be based on documents (no more than 8) and the documents have been edited. This question is designed to test your ability to apply several historical thinking skills simultaneously, including historical argumentation, use of relevant historical evidence, contextualization, and synthesis. Your response should be based on your analysis of the documents and your knowledge of the topic. Students are advised to spend 15 minutes reading and planning and 40 minutes writing the answer (55 minutes total).

The DBQ will have ONE of the following historical reasoning skills as its main focus: Historical causation (reasons for, results of, long and short term effects, significance, role of chance or choice) Patterns of continuity and change over time (chronological reasoning, what has changed and/or remained the same) Comparison (contrast, similarities, and differences) Context (significance related to place and time in history)

One the above skills will be explicitly stated in the question

The DBQ will have ONE of the following thematic learning objectives addressed: American and National Identity Politics and Power Work, Exchange, and Technology Culture and Society

Migration and Settlement Geography and the Environment America in the World

One the above learning objectives will be explicitly stated in the question

DBQ Directions: The following question is based on the accompanying documents. The documents have been edited for the purpose of this exercise. You are advised to spend 15 minutes reading and planning and 45 minutes writing your answer. In your response (a well-integrated essay) you should do the following:

State a relevant thesis that directly addresses all parts of the question. Support the thesis or a relevant argument with evidence from all, or all but one, of the documents Support the thesis or a relevant argument by accounting for historical complexity, relating diverse historical evidence in

a cohesive way Focus your analysis of each document on at least one of the following: author’s point of view, author’s purpose,

audience, and/or historical context Support your argument with analysis of historical examples outside the documents Connect historical phenomena relevant to your argument to broader events or processes. Synthesize the elements above into a persuasive essay

LEQ Directions (Three Questions, choose one, 40 minutes – 5 minutes to plan)In your response you should do the following:

State a relevant thesis that directly addresses all parts of the question. Support your argument with evidence, using specific examples. Apply historical thinking skills as directed by the question. Synthesize the elements above into a persuasive essay that extends the argument, connects it to a different historical

context, or connects it to a different category of analysis.

SAQ Directions (3 questions with 3 parts for each question, 10-15 minutes per question, 40 minutes for all 3)The Short-Answer (SAQ) section includes four short-answer questions that ask students to write short responses to a set of tasks. These questions address one or more of the thematic learning objectives for the course and allow students flexibility in illustrating their answers using evidence explored during classroom instruction. At least two of the four questions will have elements of internal choice, providing opportunities for students to demonstrate what they know best. All the short-answer questions will require students to use historical thinking skills to respond to a primary source, a historian’s argument, non-textual sources such as data, maps, or general propositions about U.S. History. Each question will ask students to identify and analyze examples of historical evidence relevant to the source or question. Students are not required to develop and support a thesis statement. All answers must be in complete sentences 2-3 at most. An outline or bullet list is unacceptable. Each question will have 3 parts to answer and each part is worth 1 point for a total of 0-3 points per question.



Grading Marks and Hieroglyphs

The Good OnesGI good introGT good thesisGP good paragraphWS well supportedE excellentG, OK good, okay/ Checkmark - good point Underline - good word, phrase, or sentenceGD good use of document

The So-so OnesO Circle - is this the right word, date, name, fact? Question - unclear, weak, needs better explanationEp expand on this idea or point, this is good -needs more detailT transition between paragraphs is lacking, need to connect paragraphs betterSA some analysisSS some support

The Needs to Improve OnesWI weak introWT weak thesisWP weak paragraphLS, LD lacks support, depth, or detailLU lacks understandingLA lacks analysisLO lacks organizationRd random facts or information thrown in, poorly organizedCx lacks context and understanding related to other factorsL list of information, little analysisN narrative of information with little if any analysis, retellingGn, V general or vague information, little detail or depth, lacks factual supportEx examples and/or facts needed for supportSp specifics neededRy Really - is this true or accurateX wrongNo really wrong!W whyH howC clarifyY years (lacks a date)Ch chronology (not in chronological order)FQ focus on the question (off topic)FT focus on your thesis (thesis not supported)Con contradicts thesis, argument, or ideas already statedP what point are you making?So what's the purpose of this information?D, Doc document needed (usually missing)BD bad use of document (misinterpreted or error in understanding)OI lacks outside info and facts to support DBQRp repeat of information or ideasI ideas needed or need support



HOW TO WRITE AN EFFECTIVE ESSAY

Essays in this course (DBQ and LEQ) will be between 3-5 paragraphs per question. Each essay must have an introductory paragraph that includes a thesis, 2-3 supporting paragraphs, and a concluding paragraph. The following are steps that should be followed when planning and writing the essay. Remember time is of the essence. Essay times will range in this class from 50 minutes to 35 minutes by the end of the first semester for LEQ’s and 45 minutes for DBQ’s, not including the 12-15 minute reading time. The AP Exam allots a 15-minute reading time for free-response portion including the DBQ and suggests a writing time of 45 minutes for DBQ and 40 minutes for the Long Essay Question (LEQ). Spend the first 5 minutes of LEQ planning your response.

1. Analyze the QuestionWhat is the question asking for?, identify the parameters of the questionLook for key words, dates, names, and/or placesWhat historical skills and themes are being addressed?

2. Collect and Sort Information - brainstormWhat information do you want to use, what info applies; where are you going to place itDBQ only: Tasks in completing a DBQ during the 12-15 minutes of planning time What are the key components of the document? (author, title, year) Summarize (one sentence) and explain the significance/meaning (one sentence) Choose a phrase or sentence from the document that best describes its purpose/meaning? For each document provide at least one or two outside facts or ideas that apply to it. Sort and organize similar documents that could be used in paragraphs together.

3. Develop your Thesis - this is the most important part of the essayThe thesis is your argument, idea, point, or opinion that you must prove. It CANNOT be a restatement of the question The THESIS must be the last sentence of your introductory paragraph

4. Write the IntroductionThe intro should refer to (not repeat) the question and give your opinion of the questionDo not use "I" in the intro or anywhere in your essayIt is okay to use general terms and statements that provide a context that lead into the thesisExplicitly address the historical skills and themes Specific details directly related to the question should be left for the body paragraphsThe intro should resemble a funnel where the thesis is the narrow end - see Visual GuideDBQ: documents may be used in intro (1 maybe 2 only)The THESIS must be the last sentence of your introductory paragraph

5. Write the Body of the Essay (2 - 3 Body Paragraphs)Create topic sentences that relate to and support your thesisEmphasis on analysis, not recall of factual informationCreate a quality historical argument - your ideas/opinions supported by the factsOffer specific evidence to support your argument; use info from Step 2DBQ: use documents and outside informationDoes all of your evidence and ideas relate to the thesis?Major points/ideas should be separate paragraphsConnect the paragraphs together, present in logical order - chronology, thematically

6. Writing the ConclusionTry to include a conclusion, does not have to be long Should bring the reader back to the question and the thesisClarify and highlight what was proved, especially ideasThere is no need repeat or summarize information already statedDo not bring in new evidence unless it looks outward to later eventsNo penalty for not having a conclusion

7. Read Over Your Essay (time permitting) -- check over your paper for inaccuracies, spelling, grammar, and style.



Essay Guide for the Free-Response Section - from the College Board Website

Remember to pay close attention to the directive words in the essay questions. Ignoring directives will result in a lower exam score. The following directives are usually included:

Analyze: determine the component parts; examine their nature and relationship. Assess/evaluate: judge the value or character of something; appraise; evaluate the positive points and the negative ones;

give an opinion regarding the value of; discuss the advantages and disadvantages of. Compare: examine for the purpose of noting similarities and differences. Contrast: examine in order to show dissimilarities or points of difference. Describe: give an account of; tell about; give a word picture of. Discuss: talk over; write about; consider or examine by argument or from various points of view; debate; present the

different sides of. Explain: make clear or plain; make clear the causes or reasons for; make known in detail; tell the meaning of.

Identify: cite specific events, phenomena, and show a connection.

Answering the DBQ

In this part of the test, you will demonstrate your ability to analyze source materials and develop an essay based on those materials. Your goal: a unified essay that integrates your analysis of 8-10 given documents with your treatment of the topic along with appropriate supporting outside information.

The source materials are chosen for two reasons: the information they convey about the topic and the perspective they offer on other documents used in the section. There is no one perfect DBQ answer; a variety of approaches and responses are possible depending on your ability to understand the documents and, ultimately, judge their significance. Remember: You will most fully understand some of the documents when you view them within the wider context of the entire series.

When writing the document-based essay, it's important to: Refer to individual documents within the framework of the overall topic. Be sure to discuss a majority of the documents individually and specifically. Discuss the materials in reference to the question -- don't just summarize them. Cite documents by naming the author and/or by naming the document letter so that the readers scoring the exam can

easily tell which document you are discussing.

Also, keep the following in mind: Readers will look for one crucial skill when grading the DBQ: Your awareness that documents are not statements of

facts, but descriptions, interpretations, or opinions of events and developments made by particular people at particular places and times, and for specific reasons. Apply critical thinking skills to the documents; assess their reliability and the ways in which they reveal authors' points of view.

There are no irrelevant or deliberately misleading documents. It's important that you put your analytic skills to work and demonstrate that you understand context, bias, and frame of

reference regarding the documents' sources and the authors' points of view. Group or juxtapose documents in a variety of ways (e.g. according to their ideas or points of view); suggest reasons for similarities or differences in perspective among the documents; and identify possible biases or inconsistencies within documents.

The author and source are provided for each document. You should make appropriate interpretative use of this information within your essay.

Pay attention to the content and tone of each document as well as the identifications of authors, the documents' purpose or intended audience, and the date when each document was written.

You can refer to historical facts and developments not mentioned in the documents. Just be sure the references are accurate and relevant.



Visual Guide to the 5 Paragraph Essay

The purpose of essay writing is to allow students to show they know and understand the material.

One of the best and simplest ways to achieve this is through the standard four to five paragraph

essay. This structure allows students to provide their own information, original ideas, and

factual support. It also serves as a guide propelling students through the essay from

beginning to end. The introductory paragraph must introduce the topic, a sense of

what the prompt is, and some background information that interests the reader

so as to provide a setting. There is no need to fully develop an in-depth

argument or it’s support yet; that will occur in the body paragraphs.

The well-written introduction looks like a funnel leading to the

most important part of the essay: the thesis. The entire

essay revolves around the thesis so it must be specific

in order to make a clear argument that has ample

evidence available to support and explain it.

The thesis is the main point, argument or

idea of your essay and all information

stated must be developed and

analyzed fully in the body

of the essay to support

your main idea,

the thesis.

The first thing to remember when one starts writing the body or supporting paragraphs of the essay is that one must continue to stay focused on the thesis. The well-written essay never loses track of its main point nor contradicts it. Keep referring back to the thesis to check if the essay, the ideas, evidence, and analysis are still on topic. Every paragraph should relate to each other and the thesis. An essay is not just a list of information and facts. Instead, each of the body paragraphs needs to have a central idea related to the thesis and the other paragraphs. These ideas emanate from the thesis and introduction making it easy for the reader to understand the points that are being made. The key: original ideas supported by the evidence, explained with some detail, and linked together throughout the essay.

The types of evidence that can be used are only limited by the scope of the question and your thesis. Not all evidence may be useful in the essay. The criteria must be to use only evidence that supports the ideas and thesis. Specific names, places, events, and the dates they occurred will go a long way in showing knowledge of the time period and connection between events. Thus, chronology is important organizational tool to use in organizing the essay. The proper use of facts can show the reader more than the regurgitation and memorization of information. Putting events and ideas in the proper order show understanding of cause and effect.

The best essays show a command of all aspects of the information, ideas, and thesis. This is done by explaining and analyzing the facts and ideas as they have been presented. When looking at events, statements, or opinions some things to consider are background, validity, accuracy, bias, and point of view. This provides depth and substance to the argument, making it stronger and harder to refute. In the end, what is left is a well argued, supported, structured, and original essay centered on your thesis. This will make it clear to both the reader and writer the point of the essay.

A concluding paragraph can also be useful as a way show further understanding. It does not have to be long. Avoid repeating information already stated and instead reflect on the information and ideas presented and show their relevance as a prelude to future events. Learning to write well in history class is learning to write well.



Essay Outline and Organization Sheet

Question:

Underline and circle the key words, terms, dates, etc. that define the parameters of the question. What exactly is the question asking for?

Thesis

Does the thesis contain a specific idea(s) that relates directly to the question and can this idea be supported and argued with facts and evidence? The thesis should not be a list of facts.

3

Conclusion:

Does the conclusion support the ideas and information in the essay? Do not just repeat!

1. 2.

3. 4

5. 6.

Body Paragraphs 1,2,3

Write a topic sentence for each paragraph and list 4-6 supporting facts, docs, and/or ideas that relate to the thesis, question, and topic sentence. No need to explain the info listed.

Do the paragraphs connect and transition to one another or are they separate and distinct? Is there a flow to the essay in which all your ideas & facts are focused on the question and thesis?

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

1. 2.

3. 4

5. 6.

1. 2.

3. 4

5. 6.



AP Histories Rubrics and History Disciplinary Practices and Reasoning Skills

New AP Histories (APUSH and APEURO) Rubrics for LEQ and DBQ Except where otherwise noted, each point of the rubric is earned independently. For instance, a student could earn a point for evidence beyond

the documents without earning a point for thesis/claim. Accuracy: The components of this rubric each require that students demonstrate historically defensible content knowledge. Given the timed nature of the

exam, a response may contain errors that do not detract from its overall quality, as long as the historical content used to advance the argument is accurate Clarity: Exam essays should be considered first drafts and thus may contain grammatical errors. Those errors will not be counted against a

student unless they obscure the successful demonstration of the content knowledge, skills, and practices described in the rubrics.

AP History LEQ Rubric (6 Points)

AP History DBQ Rubric (7 Points)

Reporting Category Scoring Criteria Decision Rules

A

THESIS/CLAIM(0–1 pt.)

1 pt.Responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning.

To earn this point, the thesis must make a claim that responds to the prompt, rather than merely restating or rephrasing the prompt. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.

B

CONTEXTUALIZATION(0–1 pt.)

1 pt.Describes a broader historical context relevant to the prompt.

To earn this point, the response must relate the topic of the prompt to broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question. This point is not awarded for merely a phrase or a reference.

C

EVIDENCE(0–2 pts.)

1 pt.Provides specific examples of evidence relevant to the topic of the prompt.

OR

2 pts.Supports an argument in response to the prompt using specific and relevant examples of evidence

To earn one point, the response must identify specific historical examples of evidence relevant to the topic of the prompt.

To earn two points the response must use specific historical evidence to support an argument in response to the prompt.

D

ANALYSIS AND REASONING(0–2 pts.)

1 pt.Uses historical reasoning (e.g. comparison, causation, CCOT) to frame or structure an argument that addresses the prompt.

OR

2 pts.Demonstrates a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question.

To earn the first point, the response must demonstrate the use of historical reasoning to frame or structure an argument, although the reasoning might be uneven or imbalanced.

To earn the second point, the response must demonstrate a complex understanding. This can be accomplished in a variety of ways, such as:

A response may demonstrate a complex understanding in a variety of ways, such as:• Explaining nuance of an issue by analyzing multiple variables• Explaining both similarity and difference, or explaining both continuity and change, or explaining multiple causes, or explaining both cause and effect• Explaining relevant and insightful connections within and across periods• Confirming the validity of an argument by corroborating multiple perspectives across themes• Qualifying or modifying an argument by considering diverse or alternative views or evidence

This understanding must be part of the argument, not merely a phrase or reference.



Reporting Category Scoring Criteria Decision Rules

A

THESIS/CLAIM(0–1 pt.)

1 pt.Responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning.

To earn this point, the thesis must make a claim that responds to the prompt rather than restating or rephrasing the prompt. The thesis must consist of one or more sentences located in one place, either in the introduction or the conclusion.

B

CONTEXTUALIZATION(0–1 pt.)

1 pt.Describes a broader historical context relevant to the prompt.

To earn this point, the response must relate the topic of the prompt to broader historical events, developments, or processes that occur before, during, or continue after the time frame of the question. This point is not awarded for merely a phrase or reference.

C

EVIDENCE(0–3 pts.)

Evidence from the Documents1 pt.Uses the content of at least three documents to address the topic of the prompt.

OR2 pts.Supports an argument in response to the prompt using at least six documents.

Evidence beyond the Documents1 pt.Uses at least one additional piece of specific historical evidence (beyond that found in the documents) relevant to an argument about the prompt.

To earn one point, the response must accurately describe —rather than simply quote — the content from at least three of the documents.

To earn two points, the response must accurately describe —rather than simply quote — the content from at least six documents. In addition, the response must use the content of the documents to support an argument in response to the prompt.

To earn this point, the response must describe the evidence and must use more than a phrase or reference. This additional piece of evidence must be different from the evidence used to earn the point for contextualization.

D

ANALYSIS AND REASONING(0–2 pts.)

1 pt.For at least three documents, explains how or why the document’s point of view, purpose, historical situation, and/or audience is relevant to an argument.

1 pt.Demonstrates a complex understanding of the historical development that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question.

To earn this point, the response must explain how or why (rather than simply identifying) the document’s point of view, purpose, historical situation, or audience is relevant to an argument about the prompt for each of the three documents sourced.

A response may demonstrate a complex understanding in a variety of ways, such as:• Explaining nuance of an issue by analyzing multiple variables• Explaining both similarity and difference, or explaining both continuity and change, or explaining multiple causes, or explaining both cause and effect• Explaining relevant and insightful connections within and across periods• Confirming the validity of an argument by corroborating multiple perspectives across themes• Qualifying or modifying an argument by considering diverse or alternative views or evidence

This understanding must be part of the argument, not merely a phrase or reference.



AP History Disciplinary Practices and Reasoning Skills

The AP history courses seek to apprentice students to the practice of history by emphasizing the development of disciplinary practices and skills while learning historical content. Students best develop these practices and skills by investigating the past through the exploration and interpretation of a rich array of primary sources and secondary texts and through the regular development of historical argumentation in writing. This section presents the disciplinary practices and reasoning skills that students should develop in all AP history courses. The tables describe what students should be able to do with each practice or skill. Every AP Exam question will assess one or more of these practices and skills.

AP History Disciplinary Practices

AP History Reasoning Skills

Skill 1Contextualization

Skill 2Comparison

Skill 3Cause

Skill 4Continuity and Change over Time

Describe an accurate historical context for a specific historical development or process.

Describe similarities and/or differences between different historical developments or

Describe causes or effects of a specific historical development or process.

Describe patterns of continuity and/or change over time.

DBQ – 7,6A, A-, B+LEQ - 6

A/A-

Student shows strong command of question and the answer. Clear, well developed thesis encompassing all aspects of the question that is well supported. Comprehensive, well-written and well-organized essay focused on the entire question. Development of a quality historical argument and use of HLO’s with evidence offered for support. There is strong analysis and synthesis of substantial evidence that is supportive and relevant. The essay is well organized and generally error free, chronologically and factually. The questions How and Why are answered in depth with specific facts for support. DBQ: Use of all documents and ample amount of outside information in support of thesis and all documents.

DBQ – 5,4B, B-

LEQ – 5,4B+, B, B-

Student has a clear thesis that attempts to encompass all aspects of the question and evaluate the relative importance of the factors given.

The essay addresses the question and is well developed and organized. Historical argument and use of HLO’s are developed to a lesser extent than an A essay. There is analysis of most of the supporting evidence. May contain minor factual errors. The questions How and Why are answered but with less depth and command than an A. DBQ: Use of all documents and an adequate amount of outside information in support of thesis and most documents.

DBQ – 3C

LEQ - 3

Student thesis addresses the question generally. The essay addresses the question generally, may be imbalanced. It is more of a discussion rather than analysis of the information. There is adequate supporting evidence and some relevant information however it is mostly a listing of facts and

Practice 1: Analyzing Historical Evidence Practice 2: Argument Development

Students will be assessed on their ability to…

Primary Sources Describe historically relevant information and/or arguments within

a source. Explain how a source provides information about the broader

historical setting within which it was created. Explain how a source’s point of view, purpose, historical situation,

and/or audience might affect a source’s meaning. Explain the relative historical significance of a source’s point of

view, purpose, historical situation, and/or audience. Evaluate a source’s credibility and/or limitations.

Secondary Sources Describe the claim or argument of a secondary source, as well as the

evidence used. Describe a pattern or trend in quantitative data in non-text-based

sources. Explain how a historian’s claim or argument is supported with

evidence. Explain how a historian’s context influences the claim or argument. Analyze patterns and trends in quantitative data in non-text-based

sources. Evaluate the effectiveness of a historical claim or argument.

Students will be assessed on their ability to…

Make a historically defensible claim in the form of an evaluative thesis.

Support an argument using specific and relevant evidence. Use historical reasoning to explain relationships among pieces of

historical evidence. Consider ways that diverse or alternative evidence could be used

to qualify or modify an argument.



C information with only some analysis. Only some use of HLO’s May contain errors, usually not major. The questions How and Why partially addressed. Mostly a narrative that only tells what. DBQ: Use of majority of the documents but limited amount of outside information in support of thesis and documents.

DBQ – 2C-

LEQ – 2C-

Student thesis does not address the question, is weak and unfocused, or restates the question. The essay presents only a partial or generalized discussion with no analysis. There is limited supporting evidence or relies on mostly relisting of facts with few HLO’s Factual support either do not answer the question clearly, is not related to the thesis, and/or not generally connected. May contain serious errors. The questions How and Why are not addressed and is primarily a limited narrative that only tells what. DBQ: Use of only some documents and little to no outside information in support of thesis and documents.

DBQ – 1/2, 1,0F

LEQ – 1/2, 1,0F

Student has no discernible thesis, is poorly worded, or just restates the question The essay reflects an inadequate understanding of the question and specifics related to it. The essay consists largely of erroneous, irrelevant, random, and/or scattered evidence. There are numerous errors, both major and minor. The questions How and Why are ignored and is only a limited narrative that only tells what. DBQ: Poor, confused, and/or no use of documents.

DBQ Grade ScaleScore Grade % / (Points) 7 A 100 120 1506 A-/B+ 90 108 1355 B 85 102 1274 B- 80 96 1203 C 75 90 1132 C- 70 84 1051/2 F 65 78 971 F 50 60 75

LEQ Grade ScaleScore Grade % / (Points) 6 A 100 120 1505 B+ 88 106 1324 B- 82 98 1233 C 76 91 1142 C- 70 84 1051/2 F 64 78 961 F 50 60 75



STUDENT and PARENT ACKNOWLEDGEMENT SHEET - Due Tuesday August 21, 2018 Welcome to the school year. I will be the teacher for this AP United States History course. My goal is to provide an enriching, challenging, and interesting educational experience for the students to help them learn more about American History. I also hope to improve the student’s critical thinking skills in writing, reading, speaking.

In order to save paper I have posted all information related to this class online at Rowland High School’s website. A detailed explanation of expectations, rules, and grades are listed on the many Student and Parent Information sheets (20 pages including this last one). The students know about these and should have shared them with you.

Grades will predominately consist of scores from essays, tests, quizzes and participation and to a lesser extent homework, class work, current events, presentations, and extra credit. Grades are based on the accumulation of points. Every assignment is given a point value and the final grade is based on total points. The more points earned the higher your grade. If a student earns a passing grade and also earns a score of 3 (out of 5) or higher on the AP Exam I will change the grade for both semesters accordingly.

GRADE SCALE: Honors, AP, and AP Classes have instituted a NO D policy100%-90%=A 89%-78%=B 77%-65%=C less than 65%=F

All contact information is listed at the top of each page and on RHS website. If you have any questions, concerns, or comments about your child’s progress please contact me. E-mail is the best way. All information sheets and student assignment sheets are available on the school’s website. Grades will also be posted regularly every 2-3 weeks on Aeries. I will generally be available before school, at break and lunch, and selected days after school for students seeking additional assistance and/or understanding. In closing, I am looking forward to the upcoming academic year. Hopefully we will learn a great deal about our country, the world around us, and ourselves. GOOD LUCK!!!

STUDENT RESPONSIBILITIES

1. Work to the best of your ability and work properly- nothing more, nothing less.

2. Come to class prepared and ready to learn (Notebook and pen/pencil) - Students should read ten pages, read for at least 30 minutes, or study for at least 30 minutes every night, Sunday -Thursday.

3. Be polite and respectful to your fellow classmates and teacher so we all have an opportunity to learn.

4. Follow classroom and school rules, attendance policies, and education code requirements. Be in class, on time!

5. Cheating or any other type of academic dishonesty will not be tolerated and will result in a 0 grade. A second offense will result in more serious disciplinary action.

6. Have a positive attitude and a willingness to work properly and you will be successful in this class.

I/We have read all the Student and Parent Information sheets (20) and understand the standards, expectations, and requirements necessary to be successful in this AP U.S. History class.

Student Name (print clearly):

Student Signature:

Parent Signature:

Phone Number:

E-mail Address:
