AP US History 2016-2017 Course Information

Instructor and Course Information:

Jason Hatt:Edna Karr High School | Room 114 | Email: jason.hatt@inspirenolaschools.org| school phone 504-302-7135|
Cell phone 601-918-3019
website: www.edmodo.com
Schedule: 1st: AP Human Geography
2nd: Prep Period
3rd: US History
4th: AP US History

Tutoring: Monday, Tuesday, Wednesday and Thursday after

school

This course is designed to increase the students understanding of United States History from its beginning to the present, its
development and institutions. The goals of the class are to develop 1) an understanding of some of the principle themes in early
and modern US History, 2) an ability to analyze historical evidence, and 3) an ability to analyze and to express historical
understanding in writing and other forms of communication.
AP US History is a rigorous, fast paced, and challenging course designed to be the equivalent of a college freshman US History
survey course. Students should possess strong reading and writing skills and be willing to devote substantial time to study and
the completion of class reading assignments. Emphasis is placed on class discussion, the use of primary and secondary sources,
critical reading, and analytical writing. This course prepares students to take the College Board Advanced Placement US
History examination and possibly earning college credit.
Mastery of content and grades are important, but of equal value is:

Study and analytical skills

Critical reading of primary and secondary sources

Making historical analogies

Constructing and evaluating historical interpretations

Using historical knowledge as a guide to present understanding and action

Empathizing with the past

Any AP class requires hard work and a commitment to intellectual growth. All students are strongly encouraged to dedicate
themselves to the goals of AP US History and are required to take the AP Exam on May 5, 2015. I hope that you will be
rewarded with a sense of accomplishment and the belief that even a rigorous class can be enjoyable.
Grading:
The periods grades will be determined as follows:

Classwork/Do Nows/Exit Tickets (10%): Being well-prepared for class

enriches everyones learning experiences. Therefore, it addition to daily reading, students will regularly be asked to
answer questions as part of their homework in order to prepare them for class discussions. During these reflective
writings, students are expected to be active participants in their expression of important ideas, topics, events, and
effects. True reflection means allowing others to express their ideas without being interrupted, ignored, or
disrespected.

Homework/Article Reflections (10%): Article reflections will consist of

primary or secondary source analysis to engage students in historical analysis, critical thinking, and debate.

Quizzes/Online Assessments (20%): There will be periodic quizzes designed

to assess comprehension of the course and to help students prepare for unit tests. Students will complete various
online assessments and assignments via the textbook learning portal, Launchpad. Students will have access to electronic
copies of the textbook and can input homework assignments.

Tests/Writing Practicum (40%): There will be tests at regular intervals in

order to measure a students mastery of the course material and as means of charting student progress. On specified
Fridays, in preparation for the AP U.S. History exam, students will be asked to complete a Document Based Question,
Short Answer Questions, or a Long Essay Question on related material. Students will be required to use their critical
and analytical thinking as well as display clear evidence in their writing to answer writing prompts.

Final Exam (20%): Students will be given a comprehensive exam to assess

their overall understanding of all course related material to aid in preparation for the AP U.S. History exam on May 5,
2016.

Extra Credit: Students may earn extra credit points by reading and
reflecting on weekly assigned documents after school to further their knowledge of subject material, improve their
writing and analytical skills, and provide supplemental material to aid them on tests. All extra credit may either be done
before or after school in room 114 or on Saturday tutoring sessions.

Powerschool: PowerSchool is available for parents to stay up to date with

their children's grades and better understand what is happening in the child's classroom experience. We suggest
parents and students actively monitor student progress by checking PowerSchool at least twice each month.
PowerSchool can be accessed from the ednakarr.org website. Parent login and password information can be obtained
from our parent liaison, Jaqulin Joseph, at 504-302-7119.

Note on Collaboration v. Cheating: Collaboration is the discussion of

material and assignments for the purpose of attaining clarification and producing deeper insight. When
collaborating, explanations and answers should reflect ones own thinking and ideas. Cheating is the division of
the assignment designed to limit how much work one student must do; cheating is also the acquirement or
providing of ones individual work to be replicated by another. Work that is replicated will result in a 0 grade
for both the student that acquired the assignment and provided the assignment; a referral will also be written
and school disciplinary action will be given.
Textbooks and other readings:
Americas History, 8th edition, is the required class textbook. You will also be given various other readings to complete, as well
as primary source documents to analyze. Most outside readings will be distributed in class or posted on my edmodo page as a
PDF file. If you are required to bring a copy to class, you are responsible for printing it out and annotating it. Each students
signature will be required to receive and return textbooks. Also, the textbook must be returned before the student will be
allowed to take the final exam for a course.
Accountability and Independent Learning:
You are responsible for studying the textbook as well as ALL other assigned readings. Please be sure to check your assignment
sheet or my edmodo page regularly for assignments, readings, and due dates for assignments and tests. Readings will be
discussed in Socratic circle style and points will be awarded for reading analysis. Most materials will be discussed in class, but
some of it will be covered through independent learning. You are responsible for all assigned materials, whether we discuss it in
class or not.
The AP US History Exam:
The exam is 3 hours and 15 minutes in length and consists of two sections: Part A: a multiple choice section of 55 questions that
lasts 55 minutes, and a short answer section of four sets of questions based on a stimulus that lasts 45 minutes; Part B a DBQ
essay in which a 60 minute time frame is advised, and a 35 minute LEQ essay. In the free response section, you will be given a
15 minute reading period. Students are advised to spend most of the 15 minutes analyzing the documents and planning their
answer to the DBQ essay. Suggested writing time for the DBQ is 45 minutes. The LEQ essay has a suggested writing time of
35 minutes. Students are required to answer the essay question in each part in a total of 95 minutes. Both the multiple choice
and the free response sections cover the period from the first European explorations of the Americas to George W. Bushs
presidency, although the majority of questions are on the nineteenth and twentieth centuries. In the multiple choice section,
approximately 50% of the questions deal with the period through 1877, 50% with the period 1865-Bushs presidency. Whereas
the multiple choice section may include a few questions up to Bushs presidency, the free response questions will not include any
information beyond 1980 or prior to 1607. Areas of study that are examined include diplomacy, international relations,
economic developments, cultural and intellectual developments, social change, political institutions, and public policy. Questions
in the multiple choice section and short answer section are designed to test students factual knowledge, breadth of
preparation, and knowledge based analytical skills. Essay questions are designed to make it possible for students from widely
differing courses to demonstrate their mastery of historical interpretation and their ability to express their views and
knowledge in writing.

General Information:
Attendance: The pace of this course is accelerated and missing class might cause problems. If you have to miss class, check my
edmodo page or assignment sheet for assignments. You also will need to see me before the next class to discuss what was
missed.
Assignments: Keep up, especially with your readings. Success in this course depends on organization and not procrastinating.
Missed assignments due to excused absences will follow EKHS policies outlined in the handbook. Late work is
accepted in this class, but 15 points will be deducted for each day late.
Tardy:
You are expected to be IN your seat and working on the History Log when the bell rings. If this is not the case,
you will be marked tardy and required to get a late pass from the office.
Discipline:
1) verbal warning 2) one on one conference 3) referral 4) parent contact
Note taking and Organization:
Taking notes is required and an independent activity in this class. Notes are required to be taken as you read the textbook and
reading guides should be filled out on other readings. Note checks will be done for the required chapter readings in the
textbook. These are not scheduled, so keep up on them as they are assigned so that it will not affect your grade. In class,
you should bring a 3 inch binder with dividers. Units and chapters will be separated and all assignments placed in chronological
order.
Class Participation Points:
We will discuss chapters in class through guided questions. I will not stand in front of the class and lecture you on what you
should have read previously. We will discuss the information and its implications for the past, present, and future of America.
To encourage class discussion and achieve participation, which increases your understanding of the material, students will be
asked to share opinions and ideas
All participation is voluntary, students will not be punished for not participating. This is a simple way to encourage participation
and reward positive student participation which increases a students mastery of content. You also should not wait until the last
5 minutes of class to participate. Participation should be steady throughout the class period.
Strategies for success in APUSH:
1. Discussion! This course is heavily based on your analysis and understanding of the material. Be an active learner!
2. Be sure to analyze and interpret what you read. History is NOT black and white or memorization of facts.
3. Understand that this course is going to challenge you! You will be prepared to ace the exam by May as long as you are
up to the challenge.
4. Be prepared to look for inconsistencies in the information and form your own opinions.
5. Learning can be fun and challenging. This is not the easiest class you will take this year, but it should be a fun class. It
is what you make it, I am simply here to guide you along the way.
Scope and Sequence for APUSH:
Unit
1

Title
Transformations of North America,

Approximate Time
2 weeks

1450-1700
British North America and the Atlantic

2 weeks

World, 1660-1763
Revolution and Republican Culture,

4 weeks

4
5

1763-1820
Overlapping Revolutions, 1800-1860
Creating and Preserving a Continental

4 weeks
3 weeks

Nation, 1844-1877
Industrializing America: Upheavals and

3 weeks

7
8

Experiments, 1877-1917
Domestic and Global Challenges, 1890-1945
The Modern State and Age of Liberalism,

4 weeks
5 weeks

1945-1980
Global Capitalism and the End of the

2 weeks

10

American Century, 1980 to Present

AP and EOC Exam Review

4 weeks

Responsibilities:
Teacher: Teach the strategies, skills, concepts, and material needed to prepare the students to participate in APUSH and be
successful on the AP US Exam.
Be open to new ideas and learning.
Students: Accept the challenge of higher academic standards.
Develop independent learning skills.
Seek academic assistance when necessary.
Accept the study of advanced, diverse, and ambiguous material.
Prepare for class and manage time appropriately.
Parents:

Encourage students to strive toward academic excellence.

Accept the study of advanced curriculum and the challenges involved.
Provide additional support as needed for students to be successful in APUSH
Attend Junior Parent Night on September 2 at 6:00pm

Successful AP classes:

Use the College Board AP curriculum.

Assess student performance with both multiple choice and essay questions.

Employ timed assessments.

Hold students accountable for independent reading and learning.

Use a variety of instructional materials, including primary and secondary sources.

Use a variety of instructional strategies including allowing students to interact with material and discuss with peers.

Concentrate on building student capacity to understand rigorous content through the development of skills as defined
by the College Board.

Allow students to reflect on learning and make connections across concepts.

*Adapted from John Irish

Syllabus Signoff Forms

Student Name: ______________________________
Please bring the following signoffs to school on the first day of class.
Student Contract
I have read the syllabus for AP US History. I will do my best to fulfill the requirements of the course and the expectations of my teacher.
Signed: _________________________________________Date:___________________
Class Period _________
E-mail address: ______________________________
Parent Contract of Support
I have read the syllabus for AP US History and have discussed the course requirements and class expectations with my student. I pledge to
support my student to fulfill these requirements and expectations.
Signed: _____________________________________________ Date: ____________
Parent/Guardian Name: ___________________________________________________
Home Phone: (______)______________________
Work Phone: (______)______________________
Mobile Phone: (______)_____________________
E-mail address: ______________________________
Video Permission Form
We will be viewing several films or clips of films over the course of the school year that may contain adult material and subject matter as this is
a college level course. Some will be viewed in class and some may be viewed on an optional basis after school. Most movies will be rated PG or PG13 but some films may have an R-Rating. These movies have been selected to illustrate key issues with a direct relation to the content of the
course and the students will receive adult supervision and guidance during the films.
If your child has permission to view the video, please check an option and sign below.
_____ My child has permission to watch all videos.
_____ My child has permission to watch ONLY G and PG videos
_______________________________________
Parent/Guardian Signature
Photography Permission Form
To create a classroom atmosphere of cooperation, pride, and understanding as well as engaging parents and the community in the discussion and
movement of our class, I would like to post pictures of students engaged in assignments, receiving praise, and participating in various classroom
activities. All will be featured on a public website for students and parents to utilize.
_____ My child HAS permission to be photographed for use.
_____ My child DOES NOT HAVE permission to be photographed for use.
T-Shirt Size (circle one): XS

XL

XXL