USAP Introduction
Dear Parents and Students,
Welcome to Advanced Placement United States History (USAP). Please review the information provided carefully.
USAP has as its’ goal, the completion of a College level understanding in American History. There is a fundamental flaw in this logic. When one takes a U.S. History course in college, it presupposes that the student has a working knowledge of the subject based on his/her High School coursework. This cannot be assumed when one is still in High School. High School students taking USAP need to learn both the fundamentals of U.S. History, and then learn to perform advanced, College level analysis, of this same material. To this end, students should be prepared to perform many assignments requiring independent reading, analysis, and writing. Success on the AP exam is contingent on the student’s ability to analyze historical information, recall cause and affect relationships, and explain a point of view while demonstrating superior writing skills.
Students in this class should be prepared to read, write, debate, analyze, critique, explain, and describe many different facets of U.S. History. Above all, they must do this with a high level of dedication and respect for themselves and each other.
Materials:
· 2 Notebooks – one for class notes and homework, one for a journal (this will be explained in class)
· A Folder suitable for holding a large number of papers
· A Highlighter
· A Sense of Humor – Taking oneself too seriously causes stress and poor performance
Homework:
Homework will be assigned on a regular basis. It will generally be assigned during the week and due on the following Monday. Following precise instructions is a must. Assignments will not be accepted, and a grade of zero will be entered, should the student not complete the assignment as per the instructions. Absence is a reason, not an excuse. Homework will not be accepted late unless due to extraordinary circumstances of family hardship.
Special Parent Information: Please Read This!!
This course is designed for mature, motivated students. It will be conducted on a college level with similar expectations. Students are completely responsible for all class and independent activities. In an effort to treat them as responsible adults, my communications and concerns will be directly with them. If you want to monitor what we’re doing in class, you may certainly call me, or check the Web Page as indicated below,
Web Page:
WWW.buschistory.net - This page contains information on assignments and topics relating to our class. Homework will always be indicated with specific instructions. Make sure that you check the date of the last update and that you are specifically referencing this class. It is clearly indicated. Feel free to E-Mail me with any questions or concerns. Please understand that my children read my E-Mail – this means don’t send anything to me that you wouldn’t send to your parents!
Readings and Source Materials:
We will be using different sources for information and study. These will include, but not be limited to:
· America – Pathways to the Present, Prentice Hall
· Out of Many (A History of the American People), Faragher
· Out of Many – Document Sets
Students will be required to find additional sources, as historians typically do, for different assignments.
If you have any questions just ask. We’ll all learn from each other.
David Busch
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USAP
This journal is a separate notebook, spiral or bound. It is to be used as an organizational tool and will be collected and graded on a random basis during each marking period. Plan on continually updating it.
Format:
Divide your journal into 4 sections as follows:
1. Section 1 – Chronology: This is a general section. In here you will keep a chronological list of events, topics, terms, people and places. This will be a “catch-all” section. You must keep specific dates!
2. Section 2 – “Catch Phrases, Buzz words etc. (verb logy). In here you will keep a list of Catch Phrases, slogans, Names of Periods (i.e. Era of Good Feelings). You will also keep explanations and corresponding information such as dates, related people, etc.
3. Section 3 – People, Places, and Documents: This section will contain any People, Places, and Documents relating to our study of American History. A brief explanation of the significance of each should be included.
4. Section 4 – Personal Summaries: In this section you will keep incidental notes, interpretations, summaries and opinions. Generally these will occur as a result of a reading assignment. You should also enter unsolicited summaries of class work or independent assignments.
There may be redundancy between sections, especially occurring from section 1. These journals will be collected and graded randomly. Everything counts including: correct information, spelling, and grammar. All entries should be clearly dated. This journal should be with you during each class period. All entries, unless otherwise discussed, must be handwritten!
Any questions just ask!
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USAP Power Point Project
Instructions
Each student will prepare one or more topics for an oral presentation using Power Point. The topics will directly coincide with the chapters in Out of Many. We will begin with chapter 6. Presentations must be ready at the time the topic is discussed in class. Use the homework schedule as the due date. The presenting student will be excused from the regular written homework. A grade for the presentation will be issued in its’ place.
Specific Instructions:
1. Each presentation must be limited to 10-12 slides and include appropriate graphics.
2. Each presentation will include one title slide.
3. Slides should not include an excessive amount of text. Power Point is a visual medium and you are expected to know your topic!
4. Presentations must be handed in on a CD or USB drive. With advance permission the Power Point may be emailed. Keep a copy on your hard drive in the event that the disk is lost or damaged.
5. These presentations will not be returned and will also be used for review purposes.
6. A sign up sheet will be posted in class shortly. Clearly, print your name next to the Chapter number and topic – one student per topic!
7. You may not switch topics once you have chosen.
If you are unfamiliar with Power Point make an appointment with me and I’ll be glad to work with you.
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Exam Content
The U.S. History Exam tests knowledge and skills included in a full-year
introductory course in United States history from the first European
explorations of the Americas to the present. The exam covers political
institutions and behavior, public policy, social and economic change, diplomacy
and international relations, and cultural and intellectual development.
The multiple-choice section tests students' factual knowledge, breadth of
preparation, and knowledge-based analytical skills. The majority of
multiple-choice questions are on the nineteenth and twentieth centuries.
Approximately one sixth of the questions deal with the period from the first
European explorations through 1789, one half with the period 1790 through 1914,
and one third with the period 1915 to the present. There may be a few
multiple-choice questions on the period since 1980. Political institutions and
behavior and public policy account for approximately 35 percent of the questions
and social change for approximately another 35 percent. The remaining questions
are divided between the areas of diplomacy and international relations (15
percent); economic developments (10 percent); and cultural and intellectual
developments (10 percent).
The document-based question emphasizes the ability to analyze and synthesize
historical data and assess verbal, quantitative, or pictorial materials as
historical evidence. Standard essay questions may require
students to relate developments in different areas, analyze common themes in
different time periods, or compare individual or group experiences that reflect
socioeconomic, ethnic, racial, or gender differences.
Exam Format
The exam is three hours and five minutes long. In Section I, students answer
80 multiple-choice questions in 55 minutes; in Section II, they are given
15 minutes to plan, 45 minutes to write an essay on the document-based question
(DBQ), and 70 minutes to answer two standard essay questions.
For more information Consult the College Board Website at:
http://www.collegeboard.org/ap/students/ushistory/index.html