reading constitutes a significant portion

Advanced Placement United States History 2015-2016 Course Requirements and Syllabus Teacher: Mr. Zwolinski Room:

D-108

Email: [email protected] Conference: 4th Hour

Phone: (248)726-6446

Textbook: Fraser, James. By the People. AP Edition. Pearson Higher Education, 2014. Companion sites (online): http://www.pearsonmylabandmastering.com/northamerica/myhistorylab/ Mr. Zwolinski’s Moodle Page: http://moodle.oakland.k12.mi.us/rochester/course/category.php?id=210&perpage=20&page=1 Course Description The college-level curriculum for this course will prepare students for success on the College Board Advanced Placement Examination in American history. For each unit of study, key skills, such as primary and secondary source interpretation, analysis, synthesis, and historical writing, are emphasized along with the major themes (American diversity, American identity, culture, demographic change, economic transformation, environment, globalization, politics and citizenship, reform, religion, slavery and its legacy, and war and diplomacy), and major interpretations (e.g. traditional, progressive, consensus, revisionist, and radical revisionist) of United States history. Advanced Placement United States History is a demanding and rigorous course, and requires daily homework. Required reading constitutes a significant portion of what is considered homework. Concept analyses that accompany the week’s reading will be assigned about one week before they are collected and followed by a formative (quiz) on the assigned readings. The Concept Analyses require the student to provide an in-depth, organized, and thorough response to the major concepts that appear in each chapter of the textbook. The bonus for the student is that he/she can plan his/her own study time to match his/her schedule. The pitfall is that the student can easily slack off and fall behind very rapidly. All assignments are given well ahead of time to allow students to organize their own time. The burden of organizing one’s time is placed on the student. Late work will not be accepted for credit. The curriculum of the course demands a tight schedule, and every attempt will be made to strictly adhere to a rigid schedule so that all of the material may be covered. AP United States History students will:  Develop thinking skills and enduring understandings necessary to deal critically with the main issues and documents of U.S. history  Prepare for intermediate and advanced college courses by making demands upon you equivalent to those made by full-year introductory college courses  Assess historical sources — their relevance to a given interpretive problem, their reliability, and their importance — and weigh the evidence and interpretations of the past presented in historical scholarship.  Arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in an essay format.  Analyze and interpret primary and secondary sources.  Work effectively with others to analyze history.  Prepare for the AP exam in May. This test will cost around $100, and will be given on May 6, 2016 at 8:00am. 1

There is no pre-requisite for AP US history, but students must be committed to hard work. The course covers approximately 500 years of US history, more than twice the content of the grade-level course, so it is quite challenging and fast paced. College admission boards also recognize this, and they look favorably at students who choose to complete AP coursework. Grades earned in AP US history are weighted (5.0 scale rather than 4.0), so GPA reflects the higher level work. A complete course description can be found at: https://apstudent.collegeboard.org/apcourse/ap-united-stateshistory/course-details Historical Thinking Skills Students best develop historical thinking skills by investigating the past in ways that reflect the discipline of history, most particularly 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. The skills can also be developed by teachers through explicit attention to historical thinking in individual or group activities, open-ended research and writing assignments, and skills-based formative assessment strategies. Students should engage in these activities to investigate and formulate historical arguments about the major developments in U.S. history. 1. 2. 3.

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Historical Causation a. Why did stuff happen? What was the impact? (Distinguishing between Period Date Range long-term and short-term impacts) Patterns of continuity and Change over Time 1 1491-1607 a. What stayed the same, what changed, why did it change, and how much did it change? (What in history has not changed over time?) 2 1607-1754 Periodization a. How and why historians organize and prioritize events of the past into 3 1754-1800 discrete/distinct time periods. Periodization also includes the concept of a 4 1754-1800 turning point-historians identify these turning points and then have to justify why they’ve chosen it. In the test there will be a lot of bridging of the time periods, 5 1844-1877 especially with the change over time questions, emphasizing “periods” rather than specific dates. 6 1865-1898 Comparison a. The ability to identify differences and similarities within a society or 7 1890-1945 between societies in terms of chronological, ideological, geographical, and demographic contexts. 8 1945-1980 Contextualization a. Connecting events to their specific and time in history. 9 1980-Present Historical Argumentation a. Take a position on a historical question and support it with relevant specific evidence; address other positions on the same question. Appropriate Use of Relevant Historical Evidence a. The ability to analyze sources for point of view, tone, motivation, etc. and extract relevant information, to answer questions, keeping in mind the limitations of the source. Interpretation a. Students will be able to understand and evaluate various models of historical interpretation of different events and sources. Focusing on secondary sources where #7 focuses on primary sources. Here is where students will get into historiography, but it will not be limited to secondary sources. Synthesis a. The bringing together of various perspectives and information to formulate and understanding of an event or period in history. Very much like what happens in a DBQ. In US history, synthesis is when a student takes the answer to a question in a time period they have been given and adds in a different time period or place. Eg. Vietnam War-1945-1975-but the student brings in something like the Philippine conflict curing the Spanish-American War-comparing the earlier imperialist era to the Vietnam War. Broaden their answers.

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Themes The content learning objectives for the AP U.S. History course and exam are organized under seven themes, which are topics of historical inquiry to explore throughout the AP U.S. History course. These themes focus student understanding of major historical issues and developments, helping students to recognize broad trends and processes that have emerged over centuries in what has become the United States.

Belief Systems-America in the World-Geography and Environment-Politics and Power-Identity-Peopling-Economy. Code of Conduct, Attendance, Materials There will be strict adherence to Rochester Community Schools attendance, dress policies, and “Respect Code.” It is the student’s responsibility to be familiar about the policies and ensure that they are followed. Students must also be aware of items that are prohibited in school and/or the classroom. (Be mindful of electronic equipment restrictions, there will be no ipods, cell phones or hats allowed in Mr. Zwolinski’s classroom.) Each student is expected to be in class, on time, every day. Due to the rigor of this course, chronic absences and/or tardies will result in a less-than-desirable grade. It is the responsibility of the student to be seated at their desk, working on the assigned board readings, by the time the bell rings or a tardy will be issued. Students will be dismissed upon the final bell and should not line up at the door. Assignments, Make-Up Work, and Tests All assignments must be completed on time and turned in on the appropriate due date. If the posted date is a problem, i.e. the student has a pre-arranged excused absence from school; it is the student’s responsibility to see me immediately. When absent (excused), the student is responsible for any given or due homework. If homework was due on a day in which the student was absent (excused), it must be turned in upon their return to school (not one day later). Also, when absent (excused), it is the student’s responsibility to see me about what was missed in class. Tests must be made up on the day of return after a one-day absence. Being ill or away before the test does not excuse students from taking tests on the scheduled date, only excused absences on the day of an examination will warrant a make-up test. Make-up essays and DBQ’s will differ from those used during the regularly scheduled writing. Extenuating circumstances will be handled on an individual basis. Conferences If a student is having difficulties, it is their duty and responsibility to see me; it is expected the student contacts the teacher prior to the parent. I am available during my lunch period, before, or after school. Please make an appointment to see me when needed via email. Dropping the Course Students enrolled in AP US History at the end of the 2014-15 school year will NOT be allowed to drop the course over the summer or at any point during the school year. Enrolling in APUSH is a commitment and reasons such as a lower than desired grade or too much coursework will not result in a schedule change. Only the Principal may change a student’s schedule from an AP course. Both students and parents were made aware of this when signing the AP contract in April. On page 7 of the syllabus you will find an expectation sheet both the student and parent must sign and return; this states you are aware of the objectives and responsibilities required in the course. Counselors had a similar process during the registration process.

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Grading

The student is not given a grade; a grade is earned. Grading for AP history will be based on a combination of homework, quizzes, and examinations. Unit tests, free-response essays, and DBQ’s (Document Based Questions) will be scored according to the College Board’s grading practices to allow students to monitor their progress in preparation for the examination. Examinations, and essays will be the most significant contributors to a student’s grade as they are weighted higher. To earn high grades, the student must plan adequately and study hard. Quarter grades are worth 40% (each) of the student’s final semester grade. The remaining 20% of the semester grade is contingent upon the student’s performance on both the midterm and final examinations. Rochester Schools Grading Scale

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A: 100-93

C: 76-73

A-: 92-90

C-: 72-70

B+: 89-87

D+: 69-67

B: 86-83

D: 66-63

B-: 82-80

D-: 62-60

C+: 79-77

E: 59-0

Grade Components Synthesis Words  DBQ essays (scored using the College Board’s 1-7 rubric) Weekly chapter formatives  Unit tests (scored using the College Document analyses Board’s 1-5 scale) Lecture notes  Mid-term and final examinations (scored Short Answer Essays using the College Board’s 1-5 scale); Long Essays (scored using the College worth 20% of Semester grade each Board’s 1-6 rubric)

Study Groups & Contact Students are encouraged to form a study group for APUSH. Working with peers from class or from other classes/teachers is a valuable method of studying and reviewing as long as students don’t just “divide and conquer.” Remember, there is a difference between “doing” and “learning!” Students must enroll in both our Moodle Page and Remind101 messages via the website (remind.com). Remind is a safe and secure way for teachers and students to communicate key events and homework. Parents may also sign up using text message or email. 

Enroll in Mr. Zwolinski’s Moodle site found on the Rochester Community Schools page. Password: hippo http://moodle.oakland.k12.mi.us/rochester/course/view.php?id=357

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To receive messages via text, text @mrzwo to 81010. Trouble using 81010? Try texting @mrzwo to (248) 809-5906 instead. Or to receive messages via email, send an email to [email protected]. 4

Materials Rochester Community Schools provides all necessary materials and supplies for curricular classes. Parents who wish to supplement these materials and supplies for their student in this class may consider purchasing the following: 1. A two-inch, three ring binder used only for AP US History with 9 dividers separating the IX (9) Units of study  Each Unit should have a table of contents  Each Unit should be organized in the following way, using index tables to properly label  Class notes  Article analysis (HIPPO)  Synthesis Analysis  Reading Quizzes  Essay Work (DBQ, LEQ, SAQ)  Skills Practice 2. At least three packs of College Ruled loose leaf, 100 notecards (3x5), plenty of pens (erasable), #2 pencils, highlighters, and 1 box of tissues. 3. United States History: Preparing for the Advanced Placement Examination by John J. Newman (2015 revised edition) published by AMSCO. ISBN: 978-078918904-2. **Please note it MUST be the 2015 edition**  This title is hard to find at local bookstores, and prices are high on Amazon… order it directly from the publisher for approximately $18 (plus shipping). Order SOON as they will soon be inundated with orders and delivery time will be extended (this happens every year after school starts).  To Order through the AMSCO website: http://www.amscopub.com/us-history-preparing-for-ap-exam 4. American Colonies: the Settling of North America by Alan Taylor (2001) published by Penguin. ISBN-13: 9780142002100  This will be used for your summer work assignment and it is highly suggested you purchase the paper version to highlight key terms and write inside. 5. Enroll in Mr. Zwolinski’s Moodle site found on the Rochester Community Schools page. Password: hippo http://moodle.oakland.k12.mi.us/rochester/course/view.php?id=357 This should be done before the end of the school year and students should be sure they update their email address to receive updates. This is also where students will find the Summer Assignment associated with the Alan Taylor text (due the first day of class). 6. Enroll in Mr. Zwolinski’s Remind before the end of the school year to receive important updates including extra credit opportunities and key dates. 7. Enroll in your textbook (By the People) website, MyHistoryLab via Pearson Learning using the following: Website: http://www.pearsonmylabandmastering.com/northamerica/myhistorylab/ Course ID: zwolinski73868 8. Return the accompanying document (Page 7) stating you, and your parent, understand the expectations of the AP US History course, by the first day of class.

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Dear APUSH student, You are about to embark upon an amazing learning journey. I cannot promise you this journey will be easy, but I can promise you that I will work as hard, if not harder than you to make this the best class you have ever taken. This is a college-level course, which means this class will consist of college-level reading, writing, and examinations. Do not let that scare you! In this class, you will receive knowledge, and that is something that you cannot purchase, it is something that you can earn, you can take with you and it is something I hope you will remember for years to come. As your teacher, I promise you I will always come to class prepared and I will not let you down by not being prepared; I only ask that you do the same. It is my sincere desire that you learn history, but it is my hope that you learn to love it, and if you don’t love it, I can settle with you liking it. Remember, you have the power to become whatever you desire, and the choices you make now, affect your future. Choose today, and every day, to be awesome. You only get one life to live, make it the best life. Below are some tips to make you very successful in this course: 1. Have a thirst for knowledge. Notice my number one tip has nothing to do with earning a high grade, or completing all of your assignments. More than grades and class ranks and GPA, having a thirst for knowledge will serve you well. 2. Always do your readings. (this course goes by too quickly for you to miss nightly readings) These are not optional. These are truly necessary for you to succeed in class. Reading quizzes will frequently occur, if not daily. Always be prepared! 3. Take good notes. One of the signs of a successful student is if he/she comes into class and is ready to learn. Taking notes can become a very valuable skill and is expected in a college course. Notes will be a grade in this course. 4. Actively participate in class discussions/assignments. I expect you to come to class prepared to evaluate the previous night’s readings/ primary sources. What you have to say is important to me and this class will not simply be me dispensing all the information while you sit passively in your desk. 5. Always turn in your assignments on time. My late work policy is one day late for half credit, but always try to turn in assignments when they are due. There is no extra credit in the course, but there is plenty of credit that you will earn should you choose to do so. 6. Be present. Missing school, especially when you are in AP classes, can be devastating. Missing even just a couple of days can put you very behind. If you miss school frequently, you might reconsider this course. 7. Be willing. Come into class with the attitude that you are ready to learn and willing to do whatever it takes to be successful. 8. Study for your exams. I am always shocked at the number of students who DO NOT study for class exams. If you do not study for your exams in APUSH, you will NOT pass them. Please do not underestimate the power of studying. This is a GOOD habit to develop now, as it is an essential in college. 9. Learn to write, and write well. Many students shudder at the thought of writing, but writing is an essential skill you need to master before you make way into the doors of your future university, take the time in high school to perfect your writing. The more you write, the better you will become. 10. Care and communicate. I am here to help you succeed; but it is a disservice to the course if I care more about your grades than you do. I would make the A for you; believe me, if I could. It takes diligence and discipline to do well in APUSH. If you start to struggle, come and see me. Teachers are very under-used these days. If you need encouragement, come and see me. I am more than willing to help you in this course, it’s my job, but more importantly, it’s my passion. Please re-read this letter often. I am so excited to be on this journey with you. Remember these words by American poet Robert Frost and may it be a guiding principle for you this year: “Two roads diverged in a wood, and I, I took the one less traveled by, and that has made all the difference.” 6