Towson High SchoolAdvanced Placement United States History

Hoeflerhttp://apusths.pbworks.com

Course Description: United States History is a chronological study of American History from

the founding of the first colonies to the present. Topics covered are organized around periods of major emphasis inn the development of America’s history. Within the major topics are units that are broken down into narrower segments.

Course Rationale& Purpose: A high school program of Advanced Placement United States History is

predicated on the belief that there is a direct relationship between an informed and capable citizenry and the success of our democratic republic. A meaningful Advanced Placement United States History program prepares students to be informed, responsible citizens through the development of competencies essential for personal fulfillment and the improvement of society and simultaneously immerses students in the rigors of collegiate expectations. The educated citizen and the scholar, when considering matters of personal and national importance, seeks accuracy through evidence, considers a variety of viewpoints, and employs logical processes such as reasoned judgment, informed opinion, decision making, and problem solving. These criteria for citizenship and intellectual development provide a set of standards for Advanced Placement United States History, thus providing opportunities for students to develop and refine these competencies.

The purpose of Advanced Placement United States History is to prepare students for the Advanced Placement United States History Examination. This level of achievement requires abilities of independent learning, mastery of content, superior levels of processing, applications of test-taking strategies, and highly developed skills of expression. Student achievement in Advanced Placement United States History will be the equivalent of success in college level introductory American history courses.

Advanced Placement United States History is designed to provide capable, motivated students a learning experience which integrates challenging subject matter and dynamic instruction. Approaches to learning will actively engage students, utilize their curiosity, and employ strategies appropriate for high school instruction.

Upon completion of Advanced Placement United States History, students will have demonstrated achievement as knowledgeable, skilled, and as perceptive

citizens. They will also have applied their abilities and efforts towards assumption of the role of historian, seeking and finding meaning from the past.

Goals

AP United States History will:-Provide you with the thinking skills and enduring understandings necessary to deal critically with the main issues and documents of U.S. history.-Prepare you for intermediate and advanced college courses by making demands upon you equivalent to those made by full-year introductory college courses-Enable you to assess historical sources — their relevance to a given interpretive problem, their reliability, and their importance — and to weigh the evidence and interpretations of the past presented in historical scholarship-Develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in an essay format-Train you to analyze and interpret primary sources, including documentary materials, maps, statistical tables, and pictorial and graphic evidence of historical events-Teach you to take notes from both printed materials and lectures or discussions, to write essay examinations, and to write analytical and research papers-Enable you to express yourself with clarity and precision and know how to cite sources and credit the phrases and ideas of others

Historical Thinking Skills:Skill Type Historical Thinking SkillChronological Reasoning 1. Historical Causation

2. Patterns of Continuity and Change over Time

3. Periodization Comparison and Contextualization

4. Comparison5. Contextualization

Crafting Historical Arguments from Historical Evidence

6. Historical Argumentation7. Appropriate Use of Relevant Historical

EvidenceHistorical Interpretation and Synthesis

8. Interpretation9. Synthesis

Historical Themes:The AP U.S. History course focuses on the development of historical thinking skills and an understanding of content organized around seven themes:

1. Work, Exchange, and Technology2. Identity3. Ideas, Beliefs, and Culture4. America in the World5. Environment and Geography6. Politics and Power7. Peopling

Eras of StudyUnit 1: EARLY CONTACT AMONG GROUPS IN AMERICA (1491-1607)

01. Students will analyze the contested exploration and settlement of the Western Hemisphere in order to evaluate the impact of colonization on indigenous peoples and Western Europeans.

Unit 2: NORTH AMERICAN SOCIETIES IN THE CONTEXT OF THE ATLANTIC WORLD (1607-1754)

2. Students will analyze political, social, religious, and economic developments from 1607 to 1754 in order to compare and contrast values, behavior, and institutions within the North American colonies of Britain, France, Spain, or the Netherlands.

Unit 3: BIRTH OF A NATION AND STRUGGLE FOR IDENTITY (1754-1800)3. Students will analyze the reactions of natives, colonists, and British leaders to the French and Indian War in order to evaluate the impact of British imperial policies. 4. Students will analyze the advantages of the major combatants, wartime strategies and significant turning points in order to determine regional, national, and international consequences of the American Revolution. 5. Students will analyze the development and implementation of the Articles of Confederation and the Constitution in order to determine their impact on the new nation’s social, political, and economic identity. 6. Students will compare and contrast the Federalist and Democratic-Republican parties in order to evaluate their impact on domestic and foreign policies from 1789-1800.

Unit 4: GROWING PAINS OF THE NEW REPUBLIC (1800-1848)7. Students will analyze the evolving relationship between the federal government, states, and individuals in order to evaluate the consequences of creating the first modern mass democracy. 8. Students will investigate the development of a national and international market economy in order to analyze their impact on national unity, stability, and identity. 9. Students will analyze artistic, religious, social, and political movements in order to evaluate the degree to which the United States developed a unified national identity by 1848.

Unit 5: EXPANSION, REGIONAL SEPARATION, THE CIVIL WAR, AND ITSAFTERMATH (1844-1877)

10. Students will investigate patterns of migration and immigration in order to analyze the degree to which various groups caused conflicts over American cultural identities, citizenship, and the question of extending and protecting various rights of U.S. inhabitants. 11. Students will examine actions regarding the expansion of slavery in order to determine the extent to which these efforts promoted national unity. 12. Students will investigate political activity, resources, economics, diplomacy, and military strategies of the Union and the Confederate States of America in order to draw conclusions about the conduct of the War.

13. Students will analyze constitutional, political, and social developments in order to determine the degree to which Reconstruction transformed citizenship, national identity, and economic relationships in the United States.

Unit 6: INDUSTRIALIZATION, URBANIZATION, AND CULTURAL TRANSFORMATION (1865-1914)

14. Students will analyze the changing factors of production in order to evaluate their influence on the development of industrial connections, business consolidation, and standard of living. 15. Students will investigate immigration and urbanization in order to analyze the opportunities for, and restrictions a variety of groups of Americans. 16. Students will analyze organized responses to Gilded Age problems in order to evaluate the extent to which they ameliorated the negative consequences of industrial growth. 17. Students will analyze how progressive reform in order to evaluate the degree to which local, state, and national reform successfully addressed the social, economic, and political problems with an industrial society. 18. Students will analyze American imperialism in order to determine the extent to which global conflicts over resources, territories, and ideologies renewed debates over the nation’s values and role in the world.

Unit 7: DOMESTIC AND GLOBAL CHALLENGES AND THE CREATION OF MASS CULTURE (1890-1945)

19. Students will investigate American involvement in World War I in order to evaluate the degree to which the War affected migration patterns, social relationships, and the United States position in the world arena. 20. Students will analyze economic and social developments in the 1920s in order examine the impact of new technologies on standard of living, political conflict, and cultural change. 21. Students will analyze the Great Depression in order to assess social, political, and economic challenges brought about by the crisis. 22. Students will examine Franklin Delano Roosevelt’s New Deal in order to evaluate the extent to which reforms transformed the U.S. into a limited welfare state. 23. Students will investigate the American involvement in World War II (WWII) in order to evaluate the degree to which it transformed American society and position in the world.

Unit 8: INCREASING PROSPERITY AND GLOBAL RESPONSIBILITY AFTERWORLD WAR II (1945-1989)

24: Analyze the implementation of United States’ Cold War foreign policy in order to assess the degree to which the United States successfully asserted and defended a position of global leadership. 25. Analyze the causes, course, and consequences of the civil rights movement in order to analyze the expansion and use of federal power to achieve social goals at home.

26. Analyze Post-war demographic and technological changes in order to assess their effect on American society, politics, and the environment.

Unit 9: GLOBALIZATION AND REDEFINING NATIONAL IDENTITY (1980 today)

27. Students will analyze the causes and consequences of new conservatism in order to assess the degree to which the movement influenced economic policies, social movements, and the role of government. 28. Students will analyze domestic and foreign challenges in order to determine their impact on national identity.

Course Texts (FOR CONTENT PURPOSES): Bailey, Thomas A. and Kennedy, David M. The American Pageant: A History of the Republic*. Lexington, MA: D.C. Heath and Company, 2006.

*12th edition OR 13th edition

Krieger, Larry. AP US History Crash Course (2ND Edition). NJ: Research & Education, Association, 2011. https://apsurvival.wikispaces.com/file/view/AP_U_S_History_Crash_Course.pdf.

Litt, Sarah, ed. Cracking the AP U.S. History Exam (2017 Edition). New York: Penguin Random House, 2016.

Additional resources available @ http://apusths.pbworks.com.

Current editions of supplementary resources from Princeton Review, 5 Steps to a 5, Barrons, etc. are recommended if student prefers to annotate what they read. Since the Test was reformatted for the 2014-15 school year, it is recommended to purchase the editions AFTER 2015. Any edition prior to 2014-15 is not recommended because it holds little value since the format of the US AP Exam has significantly changed in 2014-15. In addition, the test has made some subtle changes since 2015.

Also Required:-Pen & Pencil, Highlighter, and Notebook that is to be brought to class and used every day!-Colored Pencils (Keep in locker until needed.)-Computer Access & Printer w/ Ink (Home)

Grading Policy: Grades in the gradebook are categorized in two different categories: Graded &

Non-graded. Only grades that are in the Graded category will be used to determine overall grades per marking period. The following provides a synopsis of what will be used to determine students’ overall grade for each marking period.

Major Graded Assignments 60%: 1-2 Unit Stimuli-based & Content Assessments (CW) 100 pts each

-Redo is not available

1 Cumulative Stimuli-based Assessment 100 pts each-Redo is not available

1 Cumulative Key Concept SLC 25-50 pts each-This assignment will be taken twice (once at the beginning of the quarter & one at the very end of the quarter). The end of the quarter take will count towards your overall grade. The format for this assignment is fill-in-the-blank without a word bank and is based on the quarterly read from the https://apsurvival.wikispaces.com/file/view/AP_U_S_History_Crash_Course.pdf. It is important to refer to the Yearly Syllabus from the http://apusths.pbworks.com website for the require pages for each quarter.

1-2 Cumulative SLCs 10-20 pts each-These cumulative assignments will be randomly administered throughout the quarter without warning & completed during class. Questions will be similar to the weekly SRCs. These are available for redo ONLY if appropriate notes/ Chapters Assignments are up to date.

------------------------------------------------------------------------------------------------------Minor Graded Assignments 40%: *4-5 Graded Kidblogs (HW) 10-30 pts each

-Some KBs are available for redo. When applicable, in order to qualify for a redo, the KB must be completed by the due date.

*4-? Projects (HW/CW) & Graded Class Activities 10-100 pts each-Some are available for redo, however some parts may not be applicable for redo. In addition, the assignment MUST be turned in on time for redo possibility.  

------------------------------------------------------------------------------------------------------------Practice Assignments:

5-9 Weekly SRCs & Cumulative SRCs (HW) N/A-Redo is available if student completes the Learning Check prior to the due date and shows initiative of wanting to redo. Student must provide evidence of effort (ex: Completion of Chapter Assignments).

The majority of your Practice Assignments will be the SRCs which will be administered via BCPSOne technology. SRCs are due on Fridays (link is available until Monday.) The SRCs refer to a 10-40 question check of your understanding of that week’s chapter(s) from the American Pageant textbook. It is important to note that the SRCs are timed & will not provide the option of going back to skipped questions. The SRCs operate on a “you either know it or you do not” mentality. Since this is practice, the most important part is that you learn from your mistakes. Your results & the correct answers will be available after link is not available so you are able to study for the graded cumulative SLCs randomly assigned in class.

1st take of Quarterly Key Concepts SLC (2nd take will be graded!)

Grading of Most Assignments:- Most assignments will be assessed using the rubric below. Although not calculated in the overall grade, these non-graded assignments can always be resubmitted.

(In-class Activities, Rubric-based Projects, In Class Practice Essays & DBQs, Essay & DBQ Peer Reviews, Group & Class Participation, Presentations, Presidential Evaluations & Discussions, Assigned Readings…)

In order to be provided the opportunity to redo, the assignment must be completed on time! In addition, ALL Redos must be completed and submitted one week prior to all Unit Assessments.

Much of the classwork activities are group-oriented; therefore, many of the assignments will be assessed as a group grade. It is also worth mentioning that not all assignments will be collected for a grade; however, all the assignments have its own educational purpose. Students are expected to complete ALL assignments with the utmost quality regardless of whether it will be collected.

Many of the classwork or homework assignments will be assessed by utilizing a holistic grading scale below. Each number links with appropriate feedback and will convert to a numerical point value for gradebook purposes if selected as a summative assessment. Additional suggestions to improve overall score can be found http://apusths.pbworks.com/w/page/110364931/Grading.

4 (A+): Your thoughts and reflections that were used to complete the assignment were insightful (ex: making historical connections), well developed, clearly focused & concise, and consistently supported by specific, relevant, and accurate information.  You successfully applied many historical thinking skills when completing the assignment.  Your analysis was in-depth and, when applicable, thoroughly confronts and discusses different points of view.(Going beyond just meeting the standard)

---------------------------3 (B/A): Your thoughts and reflections that were used to complete the assignment were developed, focused, and supported by relevant and accurate information.  You successfully applied one or two historical thinking skills when completing the assignment.  Your analysis had some depth, and, when applicable, acknowledges different points of view. (Meeting the standard)------------------------------

2 (C/D): Your thoughts and reflections that were used to complete the assignment were partially developed, somewhat focused and partially supported by information.  You attempted to apply historical thinking skills, although you may have been unsuccessful.  Your analysis was illogical, and when applicable, refrains from acknowledging different points of view. *(Not meeting the standard)

1 (D/E): Your thoughts and reflections that were used to complete the assignment were poorly developed, lacking focus, and often off-topic.  It includes many irrelevant and/or inappropriate information.  There was no attempt to apply any historical thinking skills. Your analysis was off-topic and/or does not exist.*(Not meeting the standard)

*Assignments that are not at least 80% completed cannot exceed a 2 based on the grading scale. Assignments that are not at least 50% completed cannot exceed 1 based on the grading scale.

Also worth noting that Kidblogs are graded on a different rubric scale that may vary from one week to the next. These rubrics are always included in that week’s KB.

Snow DaysSchool days prior to the AP Assessment are extremely valuable because we

are constantly focusing on content and skill development pertinent for students’ success on the AP Exam. When these days are missed due to inclement weather (especially with an A/B schedule format), we lose this valuable time until AFTER the AP Assessment, therefore it puts us in a disadvantage. Therefore, it is ALWAYS IMPORTANT & EXPECTED that you refer to the http://apusths.pbworks.com website. If needed, an assignment will be posted by 12 pm on the day missed due to inclement weather for direction &

activities that need to be completed in order to keep up and stay the pace. The activity will be turned in the next day that we have class for a grade.

Final Exam The Final Exam is 15% of your final grade. Students who take the United States

Advanced Placement Exam in May do not have to take the Final Exam; however, students who are border line between two grades are strongly recommended to take the Exam in order to have a chance to obtain the higher grade. Students who do not exceed a 60% assessment average (Unit & Cumulative Exam & KBs) are also strongly encouraged to take the final exam in lieu of taking the AP Exam.

Students who choose to take the final exam will have an option (AP Style Stimuli-based or Reflective Take-home) of the type of final exam to take at the end of the year. Students who take the AP Exam and opt to take the Final Exam to attempt to better their overall final grade only have one option: AP Style Stimuli-based Assessment.

Mr. Hoefler’s Classroom Procedures Welcome to my AP United States History class! I look forward to a successful 2014-2015 school year. In order to ensure a positive learning experience and environment for all my students, I expect all students to follow all my classroom procedures ….

Entering classEvery student is expected to come into class prepared with all materials and on

time. When the bell that signals the beginning of class rings, it is the student’s responsibility to instantly become quiet. If the bell rings before the student has entered, the classroom, the student is considered late. Excessive and/or continuous lateness to class will result in detention and/or referral to the office.

Class Activities It is the student’s responsibility to participate and cooperate in all class activities.

Assigned classwork is to always be focused upon and completed during class. Participation is always encouraged during class discussions.

Student Behavior The greatest learning takes place in a positive environment. Therefore, Mr. Hoefler requires each student to always be respectful, responsible, and rational towards everyone in the classroom.

There will be many occasions where students will work and talk together in groups and/or as a class to complete assignments. During group work, it is vital for every student to participate and work together evenly. The scenario where one person does all of the work while the other group member(s) copy and take credit for the work will not be tolerated. In fact, this type of behavior will be considered “cheating” and addressed accordingly.

When the student is not involved in a group activity, he/she is to remain quiet at times when the teacher provides the class with directions and/or lectures on important

material and during independent work time. The behavior of uncooperative students will be addressed accordingly.

Further, harassment towards classmates or insubordination towards the teacher will not be tolerated and will result in detention and referral to the office.

Classroom Behavior & Expectations-Follow all Towson rules and guidelines.-Conduct: There is a great deal of material to be covered and it is important that each student accepts individual responsibility for completing assignments on time and to take part in class and group discussion. Equally important is your respect for each other. A learning environment composed of courtesy, responsibility, and mutual respect will foster positive results. No exceptions!-Any form of plagiarism (ex: Copy & Paste from Wikipedia to use for a project) will not be tolerated!

Cell Phones & other Electronic DevicesCell phone use is prohibited in the classroom unless it is used for educational

purposes. The teacher will let you know when cell phones can be used for educational purposes; otherwise, it is expected for the student to place the cell phone in your book bag or place where it will not distract. Cell phones will be collected before major & minor Assessments. In addition, unless otherwise specified, no other electronic devices (ex: listening to music on an ipod) is permitted.

Late Work & Parameter for Redos All assignments should be completed prior to the due date. There is an element of

flexibility ONLY when it is perceived appropriate on certain assignments and/or an individual basis. With the exception of Assigned Homework (important for the sake of what will take place in class) & Kidblogs, some classwork assignments can be turned in up to one week after it was originally collected. However, if turned in late, these assignments may not be available for redo. In addition to turning in the Assignment Redo Policy form, parameters of Redos include:

1. ALL Redos should be initiated by the student! Therefore, it’s important for the student to vigilant with keeping up with their grade on BCPSOne.

2. Must be turned in within one week of the Unit Assessment3. Will not be accepted within one week of the end of the quarter.4. Additional deadlines include the day before major holidays: Thanksgiving,

Winter Break, and Spring Break.

Type of Assignment

Redo Availability Accepted Late?

*Unit Assessments

No Need to complete within one week of absence

*Quarterly Stimuli-based Assessment

No Need to complete within one week of absence

Classwork YesFor assignments turned in within one week of original due date

NoThese assignments are important for the sake of what we did in class that day. Not completing the HW can result a “0” in the gradebook

Random Cumulative SLCs (Multiple Choice)

YesEvidence needed: All Chapter Assignments/ Notes & Quarter SRCs must be completed.

Need to complete within one week of absence

Kidblogs Just a FewRedo Opportunity will be indicated on the prompt

No

Key Concepts SLC

YesAt the end of the quarter after the Stimuli-based Assessment

Need to complete within one week of absence

#SRCs YesONLY if asked for reset before the due date. Evidence needed: Chapter Assignment of the Chapter

NoOnce the link is closed, it will not reopen. Therefore, if you have technical problems, you must contact Mr. H before the due date. It is recommended to complete it using a reliable Internet source. (Not your Cellphone!)

Homework No

Projects MaybeIndividual basis only

MaybeIndividual basis only

*These assignments will go in the Major Assignment Category# This assignment will be in the Practice CategoryAll other assignments will go in the Minor Assignment Category

Absent from classIf a student is absent from class, it is the student’s complete responsibility to turn

in all work that was due during his/her absence the next day the student is present. For an example, if a student is absent on Wednesday, the homework that was due on Wednesday is expected to be turned in the next day when he/she is present from class. No exceptions! It is also the student’s responsibility to complete all missed work within three days of his/her absence. The student will be given the opportunity to take missed Unit Assessments the day after it was given; otherwise, the student has three days to take it before school. These arrangements are expected to be initiated by the student. No exceptions!

Assignments can be found on the website apusths.pbworks.com. In addition, assignments missed by students will be located in vanilla folders with the date of the

assignment on the folders in the assigned class bin. It is the student’s responsibility, not the teacher’s responsibility, to make sure that he/she gathers missed assignments. The student is expected to take the responsibility themselves to gather missed work and make arrangements to come before or after (not during!) school for further elaboration or clarification.

Leaving the RoomThe student can only leave the classroom with the assigned pass with the

teacher’s signature. Further, the student must remember to sign the “Leaving the Room” sheet. In cases of emergency, students are allowed to use the bathroom or get a drink from the water fountain during the class activity. However, the student will not interrupt the teacher when the teacher is providing important directions or information to the class. Any student that abuses the privilege of leaving the room, such as making excessive trips out of the room, making it a long and time-consuming journey, or going somewhere else other than their intended destination will lose the privilege of going out of the room until further notice.

Food in the classroomTowson High School prohibits food and beverages (with the exception of water)

in the classroom. It is the student’s responsibility to abide by these rules.Dismissal from class

Eighty minutes after the late bell has rung, another bell will ring. This bell is used to remind the teacher that there is to be a class change. It is the teacher’s responsibility, not the student’s responsibility, to dismiss the class. The teacher will dismiss the class when all materials (such as books) are put away in an organized manner.

Syllabus for AP US History 2017-2018(Chapter Readings & Major Assessments)

-Students are expected to read each chapter and complete the Chapter Assignment/ Notes that is due each week. All non-graded Strategic Reading Checks (SRCs) are due Friday! The Chapter Assignments can be randomly collected and graded as a Practice assignment AFTER each Friday when the SRCs are expected to be completed. Also keep in mind that the SRCs assess the chapter’s material from the American Pageant textbook, not necessarily the Chapter Assignment! -The following syllabus is not set in stone and therefore weekly dates can change!

All Chapter Assignments/ Notes are expected to be handwritten!

Marking Period #1 At the beginning of Marking Period #1, read Quarterly Intro  1491 to

1607 Reading.pdf  Reading & Crash Course 1607 to 1800 Reading from  https://apsurvival.wikispaces.com/file/view/AP_U_S_History_Crash_Course.pdf p.21 to 39 (pdf 33 to 51) found @ http://apusths.pbworks.com (Additional Resources Page).  These are the basics (essentials) for the entire quarter.  

 9/5 to 9/8

1491 to 1607 Reading Strategic Reading (SRC) Check (European Exploration) 1491 to 1607 Reading.pdf2017 Princeton Review p. 152-156

9/11 to 9/15Chapter 2 & 3 Strategic Reading Check (Early Settlements) Chapter 2 Planting of English America.doc Chapter 3 Settling the Northern Colonies.doc DO NOT READ CHAPTER 1!KB #12017 Princeton Review p. 158-172

           9/18-9/22            Chapter 4 to 6   SRC (Early Settlements & French and Indian War) Chapter 4 Amerian Life in the 17th Century.doc Chapter 5 Colonial Society on the Eve of Revolution.doc Chapter 6 The Duel for North America.doc             2017 Princeton Review p.158-177

9/25-9/29 Chapter 7 & 8 SRC (American Revolutionary War) Chapter 7 The Road to Revolution.doc Chapter 8 America Secedes from the Empire.doc KB #2 

            2017 Princeton Review p.176-185

10/2-10/6           SRC#1 1491 to 1607 & Chapters 2 to 6 DUE FRI (Online)

UNIT 1 & 2 Stimuli-based & Content ASSESSMENT (1491 to 1754) Unit One & Unit Two Review Guide 2016.docx

           2017 Princeton Review p.152-177

10/9 to 10/13            Chapter 9 & 10 SRC (Constitution & Early Federalist Party) Chapter 9 Cofederation and the Constitution.doc Chapter 10 Launching the New Ship of State.doc            KB #3

           2017 Princeton Review p.185-198 10/16 to 10/20

Chapter 11 & 12 (Jefferson & War of 1812 & Era of Good Feelings) Chapter 11 The Triumphs and Travails of Jeffersonian Republic.doc Chapter 12 The Second War for Independence and Upsurge of Nationalism.doc

            KB #4           2017 Princeton Review p.200-20610/23 to 10/27            SRC#2 Chapters 2 to 10 DUE FRI (Online)

UNIT 3 Stimuli-based & Content ASSESSMENT (1754 to 1800) Unit Three Review Guide 2016.docx

            2017 Princeton Review p.176-198

10/30 to 11/3Quarterly Cumulative Assessment 1491-1800  (1491 to 1607 Reading & Ch. 2 to 10) 

           Chapter 13 SRC (Jacksonian Democracy) Chapter 13 Rise of a Mass Democracy.doc            KB #1 (2nd Marking Period)            2017 Princeton Review p.206-211

Marking Period #2 At the beginning of Marking Period #2, read Quarterly Intro Crash

Course 1800 to 1900 Reading from  https://apsurvival.wikispaces.com/file/view/AP_U_S_History_Crash_Course.pdf p.39 to 80 (pdf 51 to 92) found @ http://apusths.pbworks.com (Additional Resources Page) throughout Marking Period #2. These are the basics (essentials) for the entire quarter.    

11/6 to 11/10Chapter 14 to 16 SRC (Changing Economy, Jacksonian Reformers, Southern Culture) Chapter 14 Forging the National Economy.doc Chapter 15 The Ferment of Reform and Culture.doc Chapter 16 South and the Slavery Controversy.doc

            2017 Princeton Review p.211-22711/13 to 11/17

Chapter 17 SRC (Manifest Destiny) Chapter 17 Manifest Destiny and Its Legacy.doc

KB #2             2017 Princeton Review p.230-232

11/20 to 11/22Chapter 18 & 19 SRC (Manifest Destiny & Disunion) Chapter 18 Renewing the Sectional Struggle.doc Chapter 19 Drifting toward Disunion.doc 2017 Princeton Review p.232-236

 11/27 to 12/1            SRC#1 Chapters 2 to 17 DUE FRI (Online)             UNIT 4 Stimuli-based & Content ASSESSMENT (1800 to 1848)Unit Four Review Guide 2016.docx             2017 Princeton Review p.200-236

11/28 to 12/1Chapter 20 to 21 SRC (Civil War) Chapter 20 Girding for War.doc Chapter 21 The Furnace of Civil War.doc  KB #3 

            2017 Princeton Review p.237-241 12/4 to 12/8            Chapter 22 SRC (Reconstruction) Chapter 22 Reconstruction.doc             2017 Princeton Review p.241-251

 12/11 to 12/15 Chapter 23 & 24 SRC (Gilded Age & Industrialization) Chapter 23 Gilded Age.doc Chapter 24 Industry Comes of Age.doc

              KB #4              2017 Princeton Review p.254-271               

12/18 to 12/22             SRC#2 Chapters 11 to 22 DUE FRI (Online)

UNIT 5 Stimuli-based & Content ASSESSMENT (1844 to 1877) Unit Five Review Guide 2016.docx

              2017 Princeton Review p.230-251            WINTER BREAK

1/2 to 1/5Chapter 25 & 26 SRC (New Immigrants, Cities & the Great West) Chapter 25 America moves to the City.doc Chapter 26 Great West and the Agricultural Revolution.doc

            2017 Princeton Review p.254-271

1/8 to 1/12Chapter 27 & 28 SRC (US Imperialism) Chapter 27 Path of Empire.doc Chapter 28 America on the World Stage.doc KB #5 2017 Princeton Review p.276-277    

1/15 to 1/19Quarterly Cumulative Stimuli-based Assessment 1800-1877 (Ch. 11 to 22)  

Marking Period #3  At the beginning of Marking Period #3, read Quarterly Intro Crash

Course 1890 to 2000 Reading from  https://apsurvival.wikispaces.com/file/view/AP_U_S_History_Crash_Course.pdf p.81 to 140 (pdf 93 to 152) found @ http://apusths.pbworks.com (Additional Resources Page).  These are the basics (essentials) for the entire quarter.  

 1/22 to 1/26

Chapter 29 & 30 SRC (Progressive Era)  Chapter 29 Progressivism and the Republican Roosevelt.doc Chapter 30 Wilsonian Progressivism at Home and Abroad.doc

           2017 Princeton Review p.274-276

 1/29 to 2/2            Chapter 31 SRC (WWI) Chapter 31 The War to End War.doc            KB #1            2017 Princeton Review p.276-281 

2/5 to 2/9            SRC #1 Ch. 2 to 30 DUE FRI (Online)

UNIT 6 Stimuli-based & Content ASSESSMENT (1865 to 1919) Unit Six Review Guide 2016.docx

            2017 Princeton Review p.254-281                

2/12 to 2/16Chapter 32 & 33 SRC (Roaring 20s & Beginning of the Depressing 30s) Chapter 32 American Life in the Roaring 20s.doc Chapter 33 Politics of Boom and Bust.doc

            KB #2            2017 Princeton Review p.281-2862/19 to 2/23            Chapter 34 SRC (Great Depression) Chapter 34 Great Depression and New Deal.doc             KB #3            2017 Princeton Review p.286-2902/26 to 3/2

Chapter 35 & 36 SRC (WWII) Chapter 35 FDR and Shadow of War.doc Chapter 36 America in WWII.doc

            2017 Princeton Review p.290-2983/5 to 3/9

Chapter 37 & 38 SRC (Demobilization after WWII & Affluent 50s)     Chapter 37 Cold War Begins.doc Chapter 38 Eisenhower Era.doc

           2017 Princeton Review p.300-307            KB #4

3/12 to 3/16           SRC #2 Ch. 23 to 36 DUE FRI (Online)

UNIT 7 Stimuli-based & Content ASSESSMENT (1890 to 1945) Unit Seven Review Guide 2016.docx

           2017 Princeton Review p.274-307

3/19 to 3/23Chapter 39 & 40 (Stormy 60s & Stalemate 70s) Chapter 39 The Stormy Sixties.doc Chapter 40 Stalemate Seventies.doc

         2017 Princeton Review p.308-327

3/26 to 3/29Quarterly Cumulative Stimuli-based Assessment 1865-1970 (Ch. 22 to 39) KB #1 (4th Marking Period)

Marking Period #4 Throughout the beginning of Marking Period #3, read & master ALL

of the following Quarterly REVIEW Crash Course Topic Readings from  https://apsurvival.wikispaces.com/file/view/AP_U_S_History_Crash_Course.pdf throughout Marking Period #4 (prior to April 24!) These are the basics (essentials) for the entire year.  

Topic   Page Numbers 

PDF Page Numbers 

Key Terms  9-17  21-29 African American History 

143-161  155-173 

Women History  163-170  175-182 Native American History 

171-175  183-188 

Significant Court Cases 

177-180  189-192 

Key Works & Literature 

181-186  193-198 

Labor Unions & Strikes 

187-190  199-202 

Important Legislation 

191-195  203-207 

Migration & Immigration 

197-201  209-213 

Foreign Policy 203-212  215-224 

Also, know years ofSignificant turning points!

4/3 to 4/6Chapter 41 & 2000 to 2016 Reading (Conservative 80s and Rise of Technology & US after 9/11) Chapter 41 Resurgence of Conservatism.doc Post 2000 Reading .pdf (Reading) DO NOT READ CHAPTER 42!KB #2 

4/9 to 4/13                      SRC #1 Ch 37 to 41 DUE FRI (Online) 

UNIT 8 & 9 Stimuli-based & Content ASSESSMENT (1945 to present) Unit Eight & Nine Review Guide 2016.docx

         2017 Princeton Review p.290-342 

  4/16 to 4/20         Key Concepts (Topics) SLC         KB #3          4/23 to 4/27           CUMULATIVE STIMULI-BASED ASSESSMENT (1491 to 2016)                    2017 Princeton Review p.152-342      

4/30 to 5/4            KB #4            Study for AMERICAN HISTORY AP EXAM on 5/11! 

5/7 to 5/11            Study for AMERICAN HISTORY AP EXAM on 5/11!  After 5/11…            Various Activities & ProjectsName: ___________________________(Student) Please initial the following.

_______ I understand that Unit Stimuli-based and Content and All Stimuli-based Assessments comprise a significant portion of my overall quarter grade.

_______ I understand that the website http://apusths.pbworks.com is expected to be used for in-class and out-of-class assignments. In addition, I am aware that the website is where I am able to obtain the Expectations & Syllabus.

_______ I understand that the holistic grading scale via the rubric stated in the syllabus (located at http://apusths.pbworks.com) that can be used to assess my work and can be converted to a numerical point value for gradebook purposes.

_______ I understand that my response to each week’s Kidblog is expected to be completed by Thursday, 11:59 pm. Late Kidblogs turned in after that Weekly Assignment was graded will not be accepted for a grade!

_______ I understand that school days prior to the AP Assessment are extremely valuable because we are constantly focusing on content and skill development pertinent for students’ success on the AP Exam. When these days are missed due to inclement weather (especially with an A/B schedule format), we lose this valuable time until after the AP Assessment. Therefore, it is always important & expected that you refer to the http://apusths.pbworks.com website after 12pm on the day missed due to inclement weather for direction & activities that need to be completed in order to keep up and stay the pace. The activity will be turned in the next day that we have class for a grade.

______ I understand that during group work, it is vital for me to participate and work together evenly.

______ I understand that Unit & Stimuli-based Assessments have the most significant impact on my grade and are the most important indicator to determine how successful you might be on the AP US Exam. I understand that students who routinely achieve a 70% or higher test average are strongly encouraged to take the AP Exam. I understand that students who routinely score less than a 60% test average are recommended not to take the AP Exam.

______ I understand that most Kidblogs are graded. I understand that a failure to complete a Kidblog will result as an“INC” in the gradebook. Further, Kidblogs will NOT be accepted late.

______ I understand that I am expected to always be respectful, responsible, and rational towards everyone in the classroom.

______ I understand that Cell Phone Use is prohibited unless used for education purposes authorized by Mr. H.

______ I understand that harassment towards classmates or insubordination towards the teacher will not be tolerated and will result in detention and/or referral to the office.

______ I understand that approximately 90% of the SRCs content will be based on the American Pageant textbook. I also understand that the Quarterly Intro Readings SLCs are based on the resource https://apsurvival.wikispaces.com/file/view/AP_U_S_History_Crash_Course.pdf. Students will have two opportunities (beginning & end of the quarter) to perform well on the Key Concepts SLC. Students are strongly encouraged to constantly refer back to these quarter readings. 

______ I understand that it is my responsibility to complete all missed work within three days of my absence. I understand that assignments missed by students will be located in the vanilla folders with the date of the assignment on the folders in the assigned class bin AND on the website http://apusths.pbworks.com. It is my responsibility, not the teacher’s responsibility, to make sure that I gather missed assignments.

______ I understand that there is some flexibility (one week) when turning in some (mainly classwork) assignments (Kidblogs not included). However, the window for such assignments is one week from the original due date. In addition, all redos for assignments with redo opportunities are expected to be completed one week prior to the Unit Assessment. In addition, other benchmarks include major holidays (Thanksgiving, Winter Break, Spring Break) and one week before the end of the quarter. In addition I understand that assignments turned in after the due date may not be available for redo!

______ I understand that an AP course can be a bit of a challenge. If I struggle, I understand that I can always reach out to Mr. Hoefler & my parent(s)/ parental guardian(s) for support because these people are invested in me and want me to achieve academic success.

Mr. Hoefler,I understand the entire classroom procedures

and grading policies that all Mr. Hoefler’s students are expected to follow in order to uphold a positive learning experience and learning environment.

Name of Student: ______________________________________________

Signature of Student: ____________________________________________