Course: AP - US History Email:firstname.lastname@example.org
Office Hours: Conference – 7th period Phone: 972-600-5700
Tutoring – before school
The AP U.S. History course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in U.S. history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should learn to assess historical materials – their relevance to a given interpretive problem, reliability, and importance – and to weigh the evidence and interpretations presented in historical scholarship.
There are four main goals we will accomplish:
Provide a good, well-rounded history class for students.
Help students develop analytical skills that they will need for the rest of their academic careers.
Help students develop an appreciation or even a love for history.
Prepare students to be successful on the STAAR and AP exams.
Henretta, J., Hinderaker, E., Edwards, R., & Self, R. (2014). America's History (Vol. 8). Boston: Bedford/St. Martin's. (AH) [CR1a]
Newman, J., Schmalbach, J. (2016). United States History, Preparing for the Advanced Placement Examination. (3rd ed.). Des Moines: Amsco School Publications. (AMSCO)
New AP US History Curriculum Section 1: Historical Thinking Skills:
Skill Type 1: Chronological Reasoning
Patterns of Continuity and Change over Time
Skill Type 2: Comparison and Contextualization
Skill Type 3: Crafting Historical Arguments from Historical Evidence
Cell phones are not going to be tolerated in my classroom. I will take them up and turn them into the office if I see them. It is a 15 dollar fine to get them back. We will NOT use them for educational purposes, because I don’t feel that it is necessary.
In the event that you have a sub you are expected to sit in your assigned seat and work on the assignment the sub has planned. Detentions will be issued for those students who I hear a report on.
Students will be working extensively on their Binder Portfolio. The student will keep all of their notes, class assignments, and projects in the portfolio and bring the portfolio to all classes. There will be assessments over the portfolios and what the students have learned through the work in them.
1. Handouts (Syllabus, Curriculum Framework, etc)
2. Warm Ups (20+ sheets of notebook paper)
3. Notes (Textbook notes and lecture notes)
4. Writing (All handouts on writing, and your essays)
5. Documents/Short Answer (All handouts on documents and the docs themselves)
6. Corrections and graded work
The class will follow Irving ISD’s grading policy. It focuses around summative grades (quizzes, tests, and essays) counting 60% and formative grades counting 40% (daily work, notes, ect.) For a more detailed description on summative and formative grades please visit the IISD website.
A = 90-100%
B = 80-89%
C = 70-79%
F = 0-69%
Summative Grades- will be in the form of weekly reading tests and large unit tests. This will also include Essays from time to time.
Formative Grades- will be in the form of weekly reading notes, due every Monday. There will also be a binder check each 6 week period.
Students will be given a minimum of TWO opportunities on all assessments (1 reassessment). Students must reassess within one week receiving their grade on the assignment. In order to be eligible for a reassessment, the student must attend tutoring for re-teaching and complete all formative work that would be involved for that assessment. The reassessment will be in the form of an essay that covers the weekly objectives provided on Black Board.
All formatives assignments are due on the date assigned. No late work will be accepted on formative assignments. If a student needs to reassess a formative grade, they have 2 days to do so, but that does not include if the student did not turn it in to begin with.
Please visit the Irving ISD website for any additional information on the grading policy.
Students have the opportunity to turn in corrections on all multiple choice assessments. The student will receive ½ of the missed credit for completing the corrections correctly in the form of extra credit.
In order to turn in corrections you must include the following:
Rewrite the question.
Copy in the correct answer with a 3-5 sentence explanation about the correct answer and why it was correct. A direct copy out of the book or Wikipedia does not count. This needs to be in your own words and demonstrate true understanding. Rushed, sloppy, or inadequate work will not count.
Corrections are to help you understand what you missed, and understand the concepts FULLY. Focus on causes and effects in your explanations. Being able to understand why something happens, what it leads to, and how it impacts the US is the key to this class.
1) Restate Question: The Stamp Act Congress was significant because it?
-State Correct Response: marked an important step toward the unity of the colonies.
-3-5 sentences explaining the concept/correct answer: The Stamp Act was created to generate revenue for the British to help pay for their debts incurred by the Fr. And Indian War and the stationing of the troops in the Americas. It required people to purchase a stamp to put on all legal documents and was the first real tax to hit all Americans. The Congress allowed colonists from all different regions to come together to discuss different problems and set the precedent for the colonial unity that would be required for the upcoming war.
2) Restate Question: The Tea Act of 1773 was passed in order to –
- State Correct Response: save the East India Company
-3-5 sentences explaining the concept/correct answer: The Tea Act was passed to save one of Br. Largest businesses from bankruptcy. It actually lowered the price of tea, but colonists generally preferred the cheaper leaves that were smuggled from Holland. It once again represented an act of taxation without representation and it sought to cut off powerful colonial merchants that made their money off smuggling Dutch tea. This eventually led to the Boston Tea Party by the Sons of Liberty.
3) Restate Question: The most important result of the Stamp Act Congress was the –
- State Correct Response: imposition of a colonial-wide boycott of British products
-3-5 sentences explaining the concept/correct answer: Parliament passed the Stamp Act in order to generate some revenue to help pay for the French and Indian War and stationing of the soldiers in the new world. The colonists were not happy that parliament was taking away their power to tax themselves and created the Stamp Act Congress to protest the act. The most effective measure of the Congress was a colonial boycott of British imports. This hurt the British merchants, and they forced their Parliament representatives to eventually repeal the act. Parliament passed the Declaratory Act in an attempt to save face.
Coach Diehl’s Supply List – AP US History
The goal is for every student to receive a 4 or a 5 on their AP test at the end of the year. In order to best prepare for the test please pick up the following supplies:
2 inch binder with 6 dividers
Laptop for all assessments, and charger
AMSCO book (2016 redesign edition), can be ordered from
http://www.amscopub.com/us-history-preparing-for-ap-exam Optional Supplies for Brownie Points!!
Box of Tissues
The single most important task you have is to READ. Read the textbook, documents, and assignments that you are given. Make sure you turn in your NOTES!