St.

Iohn Paul II Catholic High School

AP United States History
2 01_4-2 01_ 5

lnstructor: Ms. Samantha

Hillgartner

Contact: sh;iigariner'@ip2faicons.or'g
Class Website : hitp ://reco';e ri nqh isto rv.lvee blV. co nr

Classroom: 132

Password: fa lcons

Twitter Handle:

MsHillgartner

to AP U.S. History, a survey course of U.S. history divided into thirteen

chronological units and nine periods from approximately 3000 B.C.E. to the present day. The course
contains seven overarching themes: identity; work, exchange, and technology; peopling; politics and
power; America in the World; environment and geography; and ideas, beliefs, and culture. This course

WE-L.C-pS.E

to help students develop proficiency in thinking conceptually about the American past, focus
on historical patterns of continuity and change over time, historical causation, periodization,
comparison, contextualization, historical argumentation, use of relevant historical evidence, historical
interpretation and synthesis, and train students to analyze and interpret primary sources and secondary
texts. ThecontentofthiscourseadherestotheAdvancePlacementguidelinesoftheCollegeEntrance
is designed

Examination Board.

lnstruction in this course is given at the college level. lt is expected that students will complete
all reading assignments prior to our class discussions and participate in all classroom lectures and
activities. Students are expected to be self-motivated and take initiative. Ultimately each student is
responsible for his/hersuccess or lackthereof. Students must be highly motivated and capable of
higher-order thinking in order to succeed in an Advanced Placement class. The responsibility of learning
rests on the student, not the teacher or the parent(s), and while most students will pass Advanced
Placement United States History, some will not. lt is also important to keep in mind that the term "to
pass" means to earn a "C" or better. lt is unlikely that the majority of students enrolled in an AP course
will earn an " A," especially during the first grading quarter.

NATIA,N,AL_A,DI/ANj_E,D*p_LAC*[ M_ENJ-EX-A_M.[NAT1oN
The Advanced Placement Program of the College Board affords students the opportunity to
receive college creditforAP classes bysuccessfully passinga national examination offered on Friday,
May 8, 2015 at 8:00AM. The AP U.S. History Examination consists of fifty-five multiple-choice questions,
four short-answer questions, one document-based question, and one long-essay question (pick one of

two).
Section
I

il

Number of
Questions
55 questions
4 questions

Question Type
Part A: Multiple-Choice questions
Part B: Short-answer questions
Part A; Document-Based Question
Part B: Long Essay question

Percentage

45m
50m

1 question

25%

1 question

35 min

1_5%

of 14

of

Total Exam Score

40%
20%

(oick one of two)

Page 1

Timing
55 min

Every AP Exam question will require a student to apply one of the Historical Thinking Skills to one of
the Thematic Learning Objectives. The AP U.S. History course, along with the AP World History and AP
European History courses, seeks to apprentice students to the practice of history by explicitly stressing
the development of historicalthinking skills while learning about the past. Students best develop
historical thinking skills by investigating the past in ways that reflect the discipline of history, most

particularlythroughtheexplorationandinterpretationof arich arrayof primarysourcesandsecondary

texts, and through the regular development of historicalargumentation in writing.
SkillType

Historical Thinkine Skill

Purpose

1. Historical Causation
L Chronological Reasoning

2. Patterns of Continuitv and Change over Time

3. Periodization

ll. Comparison and

Co
I

ntextua ization
I

ll. Crafting Historical Arguments

from Historical Evidence
lV. Historical lnterpretation and
Synthesis

Thematic
Learning
Obiective
lD

- ldentity

WXT-Work,

4. Comparison
5. Contextualization
6. Historica I Arsumentation

Appropriate Use of Relevant Historical Evidence

8. Interpretation
7.

9. Svnthesis

Focus

Focuses on the formation of both

American national identity and group
identities in U.5. history.

How and why have debates over American national identity changed
over time?
How have gender, class, ethnic, religious, regional, and other group
identities changed in different eras?

Focuses on the development of American

economies based on agriculture,
commerce, and manufacturing.

How have changes in markets, transportation, and technology

affected American society from colonial times to the present day?
Why have different labor systems developed in British North America
and the United States, and how have they affected U.5- society?

Technology

Peopling

- Politics
and Power

POL

WOR

America

in the World

ENV

Environment

How have debates over economic values and the role of government
in the U.S. economy affected politics, society, the economy, and the
environme nt?
Focuses on why and how the various
people who moved to, from, and within
the United States adapted to their new
social and phvsical environments.

.
o

Focuses on the ongoing debates over the

role of the state in society and its
potential as an active agent for change.

- ldeas,
Beliefs, and
Culture

Why have people migrated to, from, and within North America?
How have changes in migration and populatlon patterns affected
American life?
How and why have different political and social groups competed for
influence over society and government in what would become the
United States?
How have Americans agreed on or argued over the values that guide
the political systems as well as who is a part of the political process?

o
Focuses on the global context in which the
United States originated and developed as
well as the influence of the United States
on world affairs.

Focuses on the role of environment,

geography, and climate in both
constraining and shaping human actions.

Focuses on the roles that ideas, beliefs,

social mores, and creative expression
have played in shaping the United States.

How have events in North America and the United States related to
contemporary developments in the rest of the world?
How have different factors influenced U.5. military, diplomatic, and
economic involvement in international affairs and foreign conflicts,
both in North America and overseas?
How did interactions with the natural environment shape the
institutions and values of various groups living on the North American

and Geography

CUL

Requires students to focus on

describing the skills used by historians
when they construct and test historical
arguments about the past.

Overarching Questions

Exchange, and

PEO

Requires students to focus on

"thinking historically," or the habits of
mind that historians use when they
approach the past in a critical way.

r
r

conti nent?

How did economic and demographic changes affect the environment

and lead to debates over use and control of the environment and
natural resources?
How and why have moral, philosophical, and cultural values changed
in what would become the United States?

How and why have changes in moral, philosophical, and cultural

values affected U.S. historv?

Page 2 of 14

REQU,IRED MATE-RIALs

History of the Republic.

15rh

ed. Boston: Houghton

Boston: Houghton Mifflin Co.,2002.

ifflin Co., 2013.

Frovided by rpil)

@rovided by Jprr)

All books inside this box MUST be purchased by the AP U.S. student:

Es s e n t i a

ISBN :

Co

nte n t. 2012. ISB N : 97 8-0-9852-9 120-4

978-0-7386-0813-6

Prospecta Press, 2011. ISBN: 978-1:935212-'11{

B E-c_o_M M.E N

D_E

D M AIE

R.[A,LS-

George, Jason and Jerald Brown. United States History: AP Achiever Exom Preparation

13th ed. ISBN: 978-007892750-8

Klaff, Jeremy and Harry Klaff. No Bull Review: United States History.20\2.
ISBN :

978-1-4599-8307-3

e-[=as5-R-o,0*[a.B-u_,1-E*s*&ra-D.-v,-tc_E

you can do onything you want

as

long as

it

does not cduse a problem

for

someone else.

With that said, students may use the following guidelines to adjust to this style of classroom management:

I
.
.'
.
'
.

Be prompt, prepared, positive, productive, polite, and patient.

Promote what you love instead of bashing what you hate.
Show respect for yourself, your classmates, your teacher, your school, your family, and your community.
Continually strive towards being informed instead of just opinionated.
Avoid comparing yourself to your classmates, it will rob you of your own joy.
As your teacher: I believe in you, I trust in you, you will always be listened to, you are cared for, you are
important, and working together we will succeed.
Additionolly, you ore required to obey oll Pope lohn Poul ll Cotholic High's school rules os outlined in the JPll Student-Parent Hondbook

Page 3

of 14

ASSIGNMENTS
Allassignments MUST be completed by allstudents. Students who failto submit assignments by
ZERO points for the assignment.

the due date will earn

All NOTE and NOTE QUESTION assignments MUST be stamped/signed by Ms.

Hillgartner in order to receive credit. lf there is an error in a student's note grade in
RenWeb, only re-submission of stamped/signed assignments will be accepted. Unstamped/un-signed assignments will not be accepted and will earn ZERO points.
LATE WORK WILL BE ACCEPTED without a Late Work Pass (LWP). All
assignments are due during class on the assigned due date. Assignments must be turned into
the marked assignment box next to Ms. Hillgartner's desk or collected by Ms. Hillgartner.
Assignments ploced ON the teocher's desk and NOT in the ossignment box will be considered
"not submitted" ond earn ZERO points. Assignments cannot be honded to Ms. Hillgartner in the
doorway, hollwoy, lunchroom, etc. ALL ossignments, MUST be turned in to the marked

Absolutely NO

assignment box.
Each student will receive ONE Late Work Pass (LWPs) per month (ten per vear).
Students may turn in any HOMEWORK assignment (except Chapter Summary Packets)
one week late with the Late Work Pass stapled to the FRONT of the assignment. The
assignment must be turned in to the Late Work assignment box next to Ms.
Hillgartner's desk. lote Work Pass assignments placed ON the teocher's desk ond NOT
in the assignment box will be considered "not submitted" ond earn ZERO points. Late
Work Pass ossignments connot be handed to Ms. Hillgartner in the doorwoy, hallway,
lunchroom, etc. ALL assignments, MUST be turned in to the marked ossignment box.

Students will turn in a Late Work Pass Notification on the due date of the assignment to
alert the teacher that a Late Work Pass assignment will be turned in within one week.
The late assignment will be marked in RenWeb as "PND" until the assignment is
submitted and the grade input into RenWeb, or the student misses the one week late
work deadline and the assignment is marked as ZERO POINTS earned.
Failure to submit a Late Work Pass Notice during class on the assignment due date will
result in ZERO POINTS earned for the assignment.
Late Work Passes (LWPs) CANNOT be rolled over from one month to the

next.

Each

Late Work Pass expires at the end of the month. Unused Late Work Passes can be
redeemed for a 75% point boost on any homework assignment from that month.

Ldte Work Passes cannot be used on Chapter Summary Packets, projects, Doily
(closswork) assignments, Celehrations of Knowledge, writing assignments, or exdms.

Specialffote: Late Work Assignments will not be graded immediately upon submission. Late
work will be graded in a timely manner, as deemed appropriate by the classroom teacher. Late
work assignments may not be graded untilthe close of the quarter.

Page 4

of 14

UND.EBSTAN-D-IN.GBEN.WEB-.G-BA,D-EB,-O-ON-E.O-D-E,5

"lNC" = incomplete (RenWeb calculates this as Zero points for the assignment)

,rpND,,

'
.

student is missing an assignment due to absence, an "lNC" will be added to the RenWeb
grade book until the assignment is submitted or the due date deadline has past. The "lNC" will
then change to a "PND" or a "0" respectively.
lf

= pending
lf a student has submitted a make-up assignment bythe due date, the "lNC" will change to

"PND.,,

If a student submits a Late Work Pass attached to a late assignment, a "PND" will be added into
the RenWeb grade book until the assignment is graded.
I The "PND" is not calculated as zero points, it simply acts as a place holder until the
assignment can be graded and the score earned can be input into RenWeb.

"0" =zero points earned

lf a student has missed a due date deadline (either for regular assignments, make-up work, or
late work), the student will earn ZERO points for the assignment and a "0" will be input into
RenWeb.

t'E"

= excused

fhe"E" isnotcalculated
it simply octs os a placeholder.
Assignments may be excused for various reasons deemed appropriate by either the
classroom teacher or the administration.

lf astudent'sassignmentisexcusedan"E"willbeinputintoRenWeb.
as zero points or points earned;

'tAtt = absent

lf a student is absentfrom class when a daily/in-class/participation grade was taken and the
student is not required to make-up the assignment, an "A" will be input into RenWeb. The "A" is
not calculated as zero points or points earned; it simply acts os o ploceholder.

.G.RA,D*E-s-

All student work is evaluated using the following weighted percentage scale:

Celebrations ol
Knowledge

t5%

Page 5

of 14

,U n d_e.rS_t-a_n d i

ne Da Ll-y -9 ra _d.e.s

Daily Grades consist of PREP Points and daily (in-class) activities and assignments. These
assignments include, but are not limited to group activities, mini assessments, exit tickets, anticipatory
activities, and in-class review.

What it Looks like in Class

PREP Points

Having completed all of the homework

(unless planning to use a Late Work
Pass). Having all materials for class.
Getting to class on time - in classroom
prior to tardy bell.
Respecting all classmates, the teacher,
and the classroom environment.

Prepared

Respectfu

What it Does Not Look Like in Class

Having done some or part of the
homework. Forgetting AP binder or
othersupply. Coming into the
classroom after the tardy bell.

Making fun of a friend in jest, damaging

school or a classmate's property,
talking back to the teachers, using
inappropriate language, mocking a
classmate.

Contributing effectively to a class

conversation. Listening to directions.
Looking at the teacher when she is
speaking and looking at a classmate
when he/she is answering/asking a
question.

Engaged

Speaking, acting, and dressing in a

manner that supports JPll's values and
mission. Following classroom rules and
procedures. Adhering to all uniform
rules.

Professional

Talking while the teacher talks. Not

raising hand before participating and
talking out of turn. Finishing work for

another class during this class.

Sleeping. Using cellphone or gaming
device.
Coming to class with uniform
infractions, speaking out ofturn, not
participating in prayer or pledge,
ta lking during announcements,
packing-up items before the dismissal

bell, copying another's work, violating

classroom procedures.
*

PREP Points will be monitored daily and added to RenWeb on a weekly bosis. Each student begins the
week with o L00% PREP Point score. Every time a student is not Prepared, Respectful, Engaged, or
Professionol he/she will incur a 10% reduction to their PREP Point grode.

u--n-ders!,a,n-ding*C-e-l-ebra-tiq-,ar,o--f-K-np-w]-e-dge,-w-rjtrng,As-s"rgnm-e-nt*s,=a-nd-Proj,sc-t-s-

Celebrations of Knowledge:

Similarto large quizzes orsmall tests, these formative assessments help both the
teacher and the student assess mastery of the current unit of materials. Celebrations of
Knowledge (CK) should not be viewed the same as an exam (summative assessment).
The purpose of a CK is to allow the student to demonstrate what they know so far and
to celebrate how much they have learned thus far. Remember the goal of any AP class
is to retain all learned information through the entire school year, and then
demonstrate this knowledge on the final AP Exam.
WritinB Assignments:
o Each quarter students will complete short writing assignments (lD prompts, ShortAnswer Questions) and long writing assignments (Long-essays and Document Based
Questions).

Projects:

Each quarter students will complete at least one long-term project. Students will be
graded on the completed projects, as well as meeting scheduled check-points during the
course of completing the project.
Page 6

of 14

AP-USH o"NL-l,NE, (Re_nW_e,b,'TW.JTTER,

&

re,co,-v._eringh_i.stq-ry,-w.,e_eb-!y,c,p_m)

RENWEB:

lt is the responsibility of the student to check RenWeb daily for current grade information and
finding daily homework assignments and lesson plans. Occasionally students will not be able to
preview homework assignments on RenWeb, in this case students should consult their
QUARTER ASSIGNMENT CALENDARS for information concerning assignments and due dates.
Students are also welcome to email or tweet Ms. Hillgartner and ask for clarification concerning
assignment directions or due dates.
o lt is seen as responsible and proactive to contact Ms. Hillgartner well BEFORE an
assignment is due concerning questions and clarification. Choosing to complain about
assignments'directions AFTER the due date will never result in a due date extension
and rarely result in additional teacher aided support.
o lt is not advised to try and contact Ms. Hillgartner concerning assignment directions,
etc. after 10 PM the night before an assignment is due. Students may or may not get a
response prior to 8 AM the following morning.

APUSH CLASS WEBSITE:

a

Students will also be required to visit www.recoveringhistorv.weeblv.com to download and print

documents and handouts. Students may use the computers and printer in the library and/or
their home computer and printer. Students who have lost handouts and paper distributed by
Ms. Hillgartner during class should look on RecoveringHistory for a copy of the document.

EMAIL:

Students will be sent emails from the teacher using the student and parent email addresses
stored in RenWeb. lt is the student's responsibilitv to make sure that the email address supplied
to RenWeb is current and active. lt is also the student's responsibility to check their email daily.
o The teacher is not responsible for "missed" information and "missed" assignment
updates because the student failed to check their email. APUSH is a very fast paced
course, so dates may need to be changed periodically throughout the year. lt is the
student's responsibility to listen to the teacher in class for updates, as well as check
their email daily for updates and corrections.

TWITTER:

ln our fast-paced, social media driven world, we often find ourselves in need of immediate
responsesfrom distant people. Forthis reason, Ms. Hillgartner has established a Twitter
account to stay connected with students outside of the classroom. Ms. Hillgartner will tweet
important announcements, updates, and information using the social media website, Twitter.
o Twitter is also the best way to get an immediate response from Ms. Hillgartner. Since
Twitter supplies Push-Notifications to cellphones and iPads, Ms. Hillgartner will be
immediately alerted to your tweet and be able to provide a response more quickly than
to an email.
lf you need to send a private question/concern to Ms. Hillgartner, please send an EMAIL.
Twitter is very public and not appropriate for some questions, i.e. individual grades.
Students do not need a SmartPhone to access Twitter. Twitter can be accessed on
severaldevices including, but not limited to: iPads,laptops, desktop computers, iPods,
SmartPhones, etc.

Note: Ms. Hillgortner checks her email several times daily, but depending on the time
you send your email, you may wait up to twenty-four to forty-eight hours for a
response. Tweets usuolly receive a response immediately, but you moy woit up to
twelve to twenty-four hours for o response.
PageT of t4

lf you choose not to have a Twitter account, you can still read Ms. Hillgartner's tweets by
going to the class website and clicking on the "Follow Me" bird icon. Since the account is
public, students do not need an account to read Ms. Hillgartner's Twitter Feed. All that is
needed is internet access and Ms. Hillgartner's Twitter Handle (@MsHillgartner).
Students are not required to follow Ms. Hillgartn er on Twitter or have a Twitter account,
however those students who choose not to follow Ms. Hillgartner will not receive the
information sent out via Twitter and students who choose not to have a Twitter account
will not be able to tweet @MsHillgartner. These students can however still check Ms.
Hillgartner's Twitter Feed daily by visiting httos://twitter.com/MsHillgartner
o Parents are also encouraged to follow Ms. Hillgartn er on Twitter.
o Students and parents must sign and return a Twitter Acceptable Use
Policy before following @ MsHillgartner

MAKE-UP WORK

-+

-+

ff o student is obsent from closs, it is the STUDENT'S responsibility to check the

"While You Were Out" bin for any missed assignments and it is the STUDENT'S
responsibility to submit the assignment by the due date. When a student returns to SCHOOL after
being absent, the student should come to Ms. Hillgartner's classroom that day either before or after
school and check the "While You Were Out" bin for missed assignments. Students should also check
the "While You Were Out" calendar for make-up assignment due dates.
lf a student has a planned ahsence (school-related activity or doctor's appointment , it is the
STUDENT'S responsibility to submit their completed work or Late Work Pass Notice to either the
assignment box or the front office on the ORIGINAL ASSIGNED DUE DATE by 3:30PM.
NO EXCEPTIONS.

+
+
+

If a student has an unplanned obsence (illness or emergency situation), it is the STUDENT'S

responsibility to submit all assignments due on the day of their absence to the Make-Up Work bin
the next time they are in attendance in Ms. Hillgartner's APUSH class.
lf a student is absent the ddy before an exam, but is in class the day of the exam, the student is
required to take the exam along with his/her classmates. Students will know about exams far
enough in advance to study and prepare.
If a student is absent on the day of an Exom, Celebration of Knowledge, or ln-Class Writing
Assignment (Excused Absences Only), it is the STUDENT'S responsibility to check the Make-Up
Exam/Assignment Calendar for the make-up due date. The student must make-up the
Exam/Assignment within ONE WEEK of the original assignment date, either before school. after
school, or during the student's Studv Hall. lf a student fails to make-up an exam,/assignment, the
student will receive ZERO points for the Exam/Assignment.

o
o

o
+

Students may NOT make up Exams/Assignments during another class, excluding Study Hall.
Students who are absent during an Exam/Writing Assignment will not be allowed to sit in the
classroom during the Post-Exam/Writing Assignment review. This will be a lost opportunity for
absent students.
Students with UNEXCUSED absences will not be allowed to make up any missed assignments or
exams and will receive ZERO points for the exam/assignment.

lf a student is absent from class when a qroup project is due, it is the student's responsibility to get
NO
theirportionofthegroupproject/assignmenttoschoolpriortothebeginningofclass.
EXCEPTIONS. lf the portion is not to school prior to the beginning of class, the student will earn
ZERO points for the assignment.

Acceptable methods include, but are not necessarily Iimited to: a parent, sibling, guardian, etc.
bringing the assignment to school and submitting the assignment on behalf of the obsent student, OR
having a friend/group project member bring the assignment to school and submitting the assignment
on behalf of the absent student.

Page 8

of 14

If a student is absent from class when o major project or writing assignment (long-term
project) is due, it is the student's responsibility to submit their assignment to the assignment
box or the front office by 3:30PM that day. NO EXCEPTIONS. lf a student has a planned absence
on the due date of a major project or writing assignment, they must turn it in the day prior to
the start oftheir planned absence.

altxtE-lr,w-f

Acceptable methods include, but are not necessarily limited to: a parent, sibling, guardion, etc.
bringing the major project/writing ossignment to school and submitting the ossignment on behalf of
the absent student, OR having a friend/clossmote bring the ossignment to school and submitting the
assignment on behalf of the obsent student.

E=K

lf students find that they are not pleased with their grade prior to the last two weeks of each
quarter, they will have one finalopportunity to help increase their overall score. During the last two
weeks of each quarter students may bring in ONE item from the list below for additional points. This is
not "bribery" or "buying a grade." Students are given a final opportunity to help alleviate some
mistakes they may have made during the quarter. Students are required to actively work towards fixing
their mistakes. DO NOT use this opportunity as a crutch. Keep in mind, an additional 100% daily grade
will not change a class average "F" to an "A."
12x24 drawing paper pad

Wooden/Mechanical Pencils
"Bargain Bin" History/Geography book/ DVD
Healthy Snacks
o Acceptable snacks: granola bars, crackers, microwave popcorn, etc.
o Snacks containing PEANUTS/PEANUT BUTTER will not be accepted !

Acceptable candies: Jolly Ranchers, Peppermints, StarBursts, LifeSavers, etc.

ERU.II*F*O-R-F-|_F*r,E-EI{_

lf students find that they are not pleased with their grade on a Chapter Summary Packet they will
have the opportunity to help increase their overall score by bringing in a bag of fruit to share with the
class. After grading a Chapter Summary Packet, students may bring in ONE item from the list below for
additional points. The item must be submitted to Ms. Hillgartner on the next scheduled class day. This
is not "bribe ry" or "buying a grade." Students are given an opportunity to help alleviate some mistakes
they may have made when working on their Chapter Summary Packets. Students are required to
actively work towards fixing their mistakes. DO NOT use this opportunity as a crutch. Keep in mind, a
L5% grade boost on a Chapter Summary Packet grade (homework grade) will not change an "F" to an
,

A.,,

Page 9

of 14

_EN.BlC-HMENI PROJEC-T-S,

(THts ts A MANDATzRY ASSIGNMENr...vou

should start workina on it todov!)

Students are REQUIRED to earn one enrichment proiect grade per QUARTER by
completing any one of the projects listed below. Enrichment Project grades will be
input into RenWeb periodically throughout the quarter. Enrichment Projects
,t
submitted the final week of the quarter will be input into RenWeb after the close of
the quarter. lt is important to note that quality of work is what will enrich the learning
experience and allow students to earn the highest score (1I0%) on an Enrichment
Project. Students are encouraged to select a topic for their Enrichment Project which
they find interesting and intriguing; something they want to learn more about. lt is
best for students to take their time and pace their work throughout the quarter. Enrichment Projects
submitted the final week of the quarter connot edrn o score higher than 85%.

-+

Project #1: Historical Locations (Highest possible score = t$O%l

o Students mustvisit a historicalsite, get a brochure from the historical site (if one is not
Special Note:
available, print a brochure/information page from the historicalsite's website), take a
A historical site does
not hate to include a
photograph of him/herself at the historical site, and write an AP quality multiple-choice
muserlnt. Tltere are
question which relates to the historical site visited.
mony historical
o The AP quality multiple-choice question must include a primary source or secondary text
landmarks and
localions around
(from a reputable historian) as a stimulus followed by a four-option (A,B,C,D) multipleHutttsville (and the
world) thot are
mtmarked. Find the
history through

choice question.

research and then

visit the spot vhere it
happened!

-+

Project #2: Artwork (Highest possible score = tL0%l

o
o

Students must cite the source of their stimulus question in MLA format.
All three pieces (the brochure, photograph, and AP question) must be turned in
together in an 8% x 11" manila envelope or pocket folder. On the outside of the
envelope/folder the student needs to adhere a cover page in MLA format.
Special Note: Projects will not be accepted without an envelope or folder! No
exceptions !

Students must create a collage, painting, sculpture, watercolor, line drawing, block print,
originalphotograph etc. depicting a social, political, economic, religious, orcultural topic
studied in class during the quarter.
Students must include a typed Annotated Bibliographv in MLA format listing at least
three sources (both primary and secondary) which aided in their development, planning,
and inspiration of their art project.
Special Note: a "standord school project" cut-and-poste style poster does not qualify os
artwork. Artwork by definition is "a painting, sculpture, photogroph, etc. that is creoted
to be beautiful or to express an important idea or feeling."

(Highest possible score = LOI%)

Students must create either a culinary art piece depicting a social, political, economic,
religious, or cultural topic studied in class during the quarter OR a traditional culinary
dish from one of the time periods studied in class during the quarter.
Students must include a typed Annotated Bibliographv in MLA format listing at least
three sources (both primary and secondary) which aided in their development, planning,
and inspiration of their culinary art project.
Special Note: Students may choose to either bring to class their culinary art to share, or
may take multiple photogrophs of their culinary art project to submit with their
Annotated Bibliography. One of the photographs must be of the student and the
culinary ort project toqether as proof of ownership of the project.

Project #3: Culinary Art

o
o
c

Page 10

of 14

-+

(Highest possible score = tt0%l

Students must create a traditional piece of clothing fashioned from a design from one of
the time periods studied in class duringthe quarter. Students should use authentic
materials to construct their clothing design.
Students must include a typed Annotated Bibliographv in MLA format listing at least
three sources (both primary and secondary) which aided in their development, planning,
and inspiration of their clothing design project.
Clothing fashioned not from fabric, but instead fashioned from paper, duct tape, etc.

Project #4: Clothing Design

o
o
o

will not be accepted.

-+

Essay (Highest possible score = L00%|

Students must create a PowerPoint slideshow with timed slides and background music.
The Photo Essay must depict a social, political, economic, religious, or culturaltopic
studied in class during the quarter.
There is no maximum or minimum number of slides required, yet students must have
enough slidesto match the length of the selected accompanying song. The song
selected must relate to the Photo Essay topic chosen by the student. The song does not
need to be a primary source; a modern song may be selected if the theme relates to the
Photo Essay topic.
Students must include a typed Annotated Bibliosraphv in MLA format listing at least
three sources (both primary and secondary) which aided in their development, planning,
and inspiration of their Photo Essay project. Students must also include a simplified
bibliography of the URLs, book titles, magazine titles, etc. where students extract
photos, drawing, paintings, etc. for their Photo Essay.

Project #5: Photo

Project #5: Video Blog

o
o
o
o

Vlog

(Highest possible score = tLl%l

Students must create a Video Blog in the style of commentary, documentary, satire,
parody, musical, pop-culture, etc. which depicts a social, political, economic, religious,
or culturaltopic studied in class.
Video Blogs must include at least five entries, with each entry being at least three
minutes in length.
Students must include a typed Annotated Bibliosraphv in MLA format listing at least
three sources (both primary and secondary) which aided in their development, planning,
and inspiration of their Video Blog project.
Students may choose to work with one or two classmates to complete this project,
however each student must submit their own copy of the Video Blog on a disc or flash
drive AND their own, personal, unique version of an Annotated Bibliography. Students
in the same Video Blog may have the same sources but cannot have the same
a n notatio ns.
Speciol Note: Video Blogs must be submitted either on a disc or a flash drive. No

lTITI

exceptions.

PLANNERS

o
o
r

Planners must be brought to class every day. Students will NOT be allowed to leave the classroom
without their planner. Students may not use a classmate's planner!
lt is the student's responsibility to write allassignment information and due dates in theirJPll
plan ner.
Assignment information and due dates will generally be posted online on RenWeb, but technology
does have glitches, so it is ALWAYS the responsibility of the student to write down assignment
information and due dates in class.

Page 11

of 14

f il
t

LE_Ay_IN,9-IHE_*C_|=AS,S-B_9-9.JVl

lf a student needs to leave the classroom during class, they must first
obtain verbal permission from the teacher. Students must take their
planner with them in order to leave the classroom.
Additionally, students must take the corresponding Hall Pass from the Hall Pass Board next to the
classroom door with them in order to leave the classroom.
Students who failto take both their planner and the corresponding Hall Pass with them when they
leave the classroom will earn a demerit, and may lose the privilege of leaving the classroom.

,B-lNp_EB.*c_H,E-e-lG

Students should expect random (announced and unannounced) binder checks during each grading
quarter. Students will be required to produce particular documents and information from their
binders during binder checks.
Students are not required to keep their binders in any particular order (i.e. labeled
tabs, pockets, etc.), but students are required to keep track of all assignments and
class activities.
Students may find that the amount of papers which need to be kept for APUSH are
too great for one binder. lf this is the case, it is advised that students keep an "active
binder" for use at school and during class with the latest quarter materials and a
"home binder" with materials from past quarters.
o During a binder check students will only be required to produce assignments
.._-_.{
and activities from the current quarter unless otherwise told in advance.

I_U_-G-*G*LlN*G--y*olJ*BS^C!p_-o._t.U{_o,

BKAl\|.LEf,r,BAc.-u*RBl*c,u_l=AB'Ae-TI_VtTl-E5

It is the student's responsibility to plan adequate time for both school

work and extracurricular activities. Homework assignments, reading

assignments, and exams will be assigned in advance so students can plan ahead

and work with their individual schedules. Students should also plan time for
general study and review of class notes and activities. An essential component
to success in an AP course is a willingness to commit to study and homework
time outside of the classroom. Students should expect to spend anywhere
from five to thirteen hours each week working on homework, projects, and
studying.
Exams will always be announced ahead of time. Students will receive plenty of notice prior to
exams in orderto study, review, and prepare.
Celebrations of Knowledge will not always be announced. Students should keep up with
textbook/primary source readings, secondary text readings, assignments, and projects so they are
prepared for all Celebrations of Knowledge. Occasionally (but not alwaysl students will be allowed
to use their AP notebooks durina Celebrations of Knowledge, therefore, student should always bring
their AP notebooks to class and always keep their notebooks organized and up-to-date.
Projects and Writing Assignments will be assigned at the beginning each quarter. Students will
receive plenty of notice prior to due dates.
Page

t2 of L4

ALWAYS DO YOUR OWN WORK!

Cheating: "Cheating is defined as willfully and knowingly giving or receiving information on a
test, quiz, ond ony assignment. Cheating includes, but is not limited to: unouthorized use of
notes, 'chedt cords,' or passing information about tests between classes." (JPll Handbook)
. Also includes, using another student's test or quiz materials as a "study tool."
Recycling: submitting your own work from another course for credit in this course without
attaining permission from the teacher to do so.

Fabrication: "making things up;" such as creating phony sources and information.
Unauthorized collaboration: turning assignments into "group work."
Abuse of collaboration: using a group work activity to "divide and conquer." During group work
everyone is responsible forcompletingthe assignment in its entirety unless otherwise noted.
Plagiarism: "Plagiorism is defined as intentionally or unintentionolly submitting another person's
work os one's own work. Plogiarism includes, but is not limited to: copying someone's
homework, omitting documentotion in o report, documenting informotion thot one did not
actuolly use or copying and pasting from an internet report." (JPll Handbook)
. A note aboulcommon knowledge; if you did not know the information before
taking this class, then cite it.

Consult the Student Handbook for St. John Paul ll Catholic High
School for the school's policies concerning academic honesty.

Page 13 of 14

Advanced Placement United States History, 20t4'20ts

I have read the description of course policies and procedures, including the policies governing absences
and make-up work, due dates of assignments, and the importance of coming to class prepared. ln

addition, I have had the opportunityto reviewthe expectationsthat are in place regarding academic
dishonesty and agree to abide by these rules.

Student Name:

Parent/Guardian Name:

communication: Email

Preference regarding parent/teacher

Telephone

Circle one of the obove

Best time to call home regarding academic work and behavior:

Comments or other information you would like to share regarding your child's historical interests or

classroom personality;

Student Signature:
Date:

Parent Signature:
Date:

Please make a copy

of

this page

for your personol records ond return this signed form by

August

_,

2015.