Class Information, Rules and Guidelines

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Class Information, Rules and Guidelines

Ms. Thomas- AP United States History
Welcome to AP US History! I look forward to having you in my class.
AP US History is a college level course offered in high school. I expect that students who choose this course will conduct themselves accordingly. I expect my students to learn, for all of us to work hard and to have fun working hard.
It is my intention that by the end of this course you will have a solid foundation in the basic concepts of US History as well as the ability to analyze history and to communicate in writing. I also hope that you become a life-long learner of US History.

A Daily Calendar, AP US History class information, and student work for APUSH can be found under Thomas on the LCHS website.

Students are responsible for getting certain assignments on-line on my website.

Course Narrative

Course Title: Advance Placement U. S. and Virginia History (High School)

Course Description: Loudoun County Public Schools describes the course as follows:

Stressing the development of factual knowledge and analytical skills necessary to deal with issues and problems in American history, this course includes an in depth analysis of major developments and assessments of historical materials, evidence and interpretations.

Emphasis is placed on writing skills and critical thinking. This course is equal to a full year introductory college course. Students will take the AP U.S. History examination for possible college credit. The College Board further defines the AP level as follows: The AP U.S. History course is designed to provide students with the analytic skills and

factual knowledge necessary to deal critically with the problems and materials in U.S. history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should learn to assess historical materials—their relevance to

a given interpretive problem, reliability, and importance—and to weigh the evidence and interpretations presented in historical scholarship. An AP U.S. History course should thus 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

essay format. (

Learning Expectations:

The student will master the SOL concepts in the following units:

Three worlds meet (Beginnings to 1620)

The Colonial Era (1600-1754)

The Revolutionary Era (1754-1783)

Nation building (1783-1815)

The expanding nation (1815-1850)

The westward movement (1815-1850)

The Civil War and Reconstruction (1850-1877)

The second Industrial Revolution (1865-1877)

The Progressive Era (1900-1914)

Emergence of the U.S. as a world power and World War I (1890-1920)

The 1920’s: A Decade of the New Deal (1929-1941)

The Depression and the New Deal (1929-1941)

World War II

The Cold War (1945-1970)


The recent United States

AP Course Objectives:

  1. master a broad body of historical knowledge

  2. demonstrate an understanding of historical chronology

  3. use historical data to support an argument or position

  4. differentiate between historiographical schools of thought

  5. interpret and apply data from original documents, including cartoons, graphs, letters, etc.

  6. effectively use analytical skills of evaluation, cause and effect, compare and contrast

  7. work effectively with others to produce products and solve problems

  8. prepare for and successfully pass the AP U.S. History Exam

AP Writing Objectives:

    • analyze and interpret primary sources, including documentary material, maps, statistical tables, and pictorial and graphic evidence of historical events.

    • develop an awareness of multiple interpretations of historical issues in secondary sources

    • develop a sense of multiple causation and change over time, and should be able to compare developments or trends from one period to another

    • Formulate a response to a prompt in the form of a standard essay relate developments in

    • different areas (e.g., the political implications of an economic issue), to analyze common themes in different time periods (e.g., the concept of national interest in U.S. foreign policy), or to compare individual or group experiences that reflect socioeconomic, ethnic, racial, or gender differences (e.g., social mobility and cultural pluralism)

    • Formulate a response to a prompt in the form of a required DBQ differs from the standard essays in its emphasis on the ability to analyze and synthesize historical data and assess verbal, quantitative, or pictorial materials as historical evidence.

    • Craft both standard essays and Documents Based Questions (DBQs) that incorporate a strong thesis, a substantive historical argument, and evidence offered in support of the argument



These will include, but are not limited to,

Quizzes, Tests, Essays-both the standard essay and the Documents Based Question (DBQ)

Teaching Activities, Analysis of Primary Sources, Questions for the Quarter Outside Reading


These will include, but are not limited to, warm-ups, homework including, but not limited to vocabulary, questions, teaching activities, pre-work for simulations, APPARTS, classwork including, but not limited to discussion questions, teaching activities, simulations, APPARTS, partner/small group presentations, inductive reasoning, discussions, think-pair-share, exit tickets and essay-both the standard essay and the documents based essay (DBQ)


Grades will be posted in Clarity for parents to access. The grades will be posted within 10 school days of collection of the assignment. Essay grades may be posted up to 15 school days after collection.

Late Work

All work is expected to be made up. For every day you are absent you receive one day to make it up. At this

point your work is not late. It is after this point that your work becomes late. Therefore, you need to make it a

priority to make up your work.

Graded assignments which are late:

For every class an assignment is late, the assignment will lose 10% of the grade. Example: If a student earns 40 points out of 50 points on an assignment but turns the assignment in late, the student can only earn a 35.

If the assignment is not turned in by the fourth class after it is due, I will email or call home.


  1. Expect to work hard and to learn

Be ready to work when the bell rings, stay on task and do not pack up to leave until the bell rings.

  1. Participate

Engage yourself in the class and do your assignments.

Ask questions. Help others. Be polite.

Be an active participant in your learning.

Come in for help immediately if you do not understand something.

  1. Absences

Students must be present to learn. Absences really impact student learning. However, absences invariably occur. When they do, students who are absent are required to make arrangements with me upon their return to school to establish a time to make up the missed work. Make up work such as quizzes and tests should be made up in a timely fashion by the interim and before the end of the quarter/term.

Please note that you will be given a list of assignments and due dates and all of that information along with materials is posted on the LCHS website under Thomas

  1. Stay Organized

Be on time. Tardies can add up to detention.

Have all the day’s materials with you.

  1. Be Honest

Copying and plagiarism are never allowed. Penalties follow school policy.

Cheating carries heavy penalties. The First Offense results in a zero, a phone call home, and disciplinary action.

  1. Cell Phones and I-PODs-are to be turned off as per school policy.

Quarterly Syllabus: given each quarter and posted to website. It is subject to change at teacher discretion.

Major content themes/issues/ideas are presented in lecture/discussions. Activities to accompany lectures/discussions will follow.

  1. Notebook-divided into three sections

    Each section in chronological order

    1. Class information including syllabi

    2. Chapter Terms, Warm-ups, Your Notes, Lecture Notes, Handouts

      1. In chronological order

    3. Writing: Info, APPARTS, FR Essays, DBQs

  1. 3-Ring binder with dividers for a notebook

One for first semester, one for second semester

Can keep the same binder,

but do NOT lose the first semester work

  1. Different colored Pens-need three colors

  2. Hole Punch

  3. Loose paper for class notes

Outside Required Readings

In addition to the text and documents, the following books will be required reading during the year, one per quarter. Students will be required to answer questions on these books. The purpose is to enhance student understanding of the concepts

  • First Quarter- Founding Brothers, Joseph J. Ellis

  • Second Quarter- Killer Angels, Michael Shaara

  • Third Quarter- The Worst Hard Time, Timothy Egan

  • Fourth Quarter- Student choice: American literature from World War II to present. Teacher approval required.

Very Strongly, Very Highly Recommended:

United States History: Preparing for the Advanced Placement Examination, John J Newman, John M Schmalbach (Paperback)

Most students have found this book to be very helpful across the content throughout the year as well as with the AP Exam.

Course Planner/Activities

Pacing: approximately two days per chapter

Students will have nightly assignments that are due on the due date. Quarterly syllabi will be given out and posted.

It is expected that the due dates will be met and that the work will be the student’s.

Note: A quiz is given with each chapter. In order to earn the best grade on the quiz, it is imperative that the student

complete the homework in a timely fashion.


The AP US History Exam date has changed for 2013. It is a Wednesday-May 14, 2014. Test begins at 8am.

  • Again, this year the Exam will be given Wednesday-May 15 at 8am. Students are to be here by 7:30.

  • More complete information about the exam is located at

Question Type

Number of Questions


Percent of Exam

Multiple Choice


55 Minutes


Documents Based Question



60 Minutes (includes a 15 minute reading period)

45% of 50%

Standard Essay (Free Response)

Choose 1 of 2 Questions

35 Minutes (includes a 5 minute reading period)

27.5% of 50%

Standard Essay (Free Response)

Choose 1 of 2 Questions

35 Minutes (includes a 5 minute reading period)

27.5% of 50%

Major Themes in AP U.S. History

  1. American Diversity 4. Demographic Changes 7. Globalization 11. Religion

  2. American Identity 5. Economic Transformations 8. Politics and Citizenship 12. Slavery and Its

Legacies in North America

  1. Culture 6. Environment 9. Reform

13. War and Diplomacy

AP United States Course Description Guide.

The Acorn Book provides the content to be mastered for the course as well as how to master the multiple-choice section and rubrics for the three essays. Old exam questions complete with rubrics, scoring guidelines, sample papers are here. CHECK THEM OUT. You may order the Course Description from AP Central or print it out from the web site:
Topic Outline

1. Pre-Columbian Societies

2. Transatlantic Encounters and Colonial Beginnings, 1492–1690

3. Colonial North America, 1690–1754

4. The American Revolutionary Era, 1754–1789

5. The Early Republic, 1789–1815

6. Transformation of the Economy and Society in Antebellum America

7. The Transformation of Politics in Antebellum America

8. Religion, Reform, and Renaissance in Antebellum America

9. Territorial Expansion and Manifest Destiny

10. The Crisis of the Union

11. Civil War

12. Reconstruction

13. The Origins of the New South

14. Development of the West in the Late Nineteenth Century

15. Industrial America in the Late Nineteenth Century

16. Urban Society in the Late Nineteenth Century

17. Populism and Progressivism

18. The Emergence of America as a World Power

19. The New Era: 1920s

20. The Great Depression and the New Deal

21. The Second World War

22. The Home Front During the War

23. The United States and the Early Cold War

24. The 1950s

25. The Turbulent 1960s

26. Politics and Economics at the End of the Twentieth Century

27. Society and Culture at the End of the Twentieth Century

28. The United States in the Post–Cold War World

In addition to the historical content listed above, students to analyze and interpret primary sources, including

documentary material, maps, statistical tables, and pictorial and graphic evidence of historical events. Students need to have an awareness of multiple interpretations of historical issues in secondary sources. Students should have a sense of multiple

causation and change over time, and should be able to compare developments or trends from one period to another

Other Helpful Websites

  • -multiple choice, link top the Horace Greely HS review-Google AP US History

  • -terms

  • -everything you need to know

  •*&oe=UTF-8&startIndex=&startPage=1&safe=active&hl=en&ct=clnk (This is the unofficial cram packet. Or simply Google AP US History cram packet-The Official

United States History. Cram Packet.  This is not intended as a substitute for
regular study. But it is a powerful tool for review. )

Points-AP US History-Ms. Thomas

All points are based on the AP Exam rubric of 9-1, with 9 as perfect score.

All quizzes, tests, essays, DBQs are timed-based on the AP Exam

Quizzes and Essays-Timed Homework

Scale Points -will be noted in Clarity as either turned in or not turned in

9= 100 =A

8= 92 =A Other Summative Work

7= 86 =B -Points-determined by the number of items to be completed

6= 82 =B

5= 76 =C

4= 72 =C

3= 66 =D

2= 62 =D

1= 56 =F

Time Activity Points Possible

6 minutes 9 Question Multiple Choice Quiz 100

30 minutes 45 Question Multiple Choice Test 500

35 minutes Free Response Essay 100

60 minutes DBQ 200
Mid-Term: 80 multiple choice questions + DBQ
Quizzes: one per chapter

Tests: one to two per quarter consisting of 4-5 chapters

Essays: two to four per quarter

Other Summative Work: two to four per quarter

This is all based on the AP US History Exam. Please see chart on previous page.

Advantages: can ask AP level questions, students can see where they are relative to the AP Exam, assessed as a high school student in a college level course.

Rubric Percent Free Response Points DBQ Points

9 100 % 100 200

96 192

8 92% 92 184

89 178

7 86% 86 172

84 168

6 82% 82 164

79 158

5 76% 76 152

74 148

4 72% 72 144

69 138

3 66% 66 132

64 128

2 62% 62 124

59 118

1 56% 56 112

One Chapter Quiz-9 Questions Five Chapter Test-45Questions

Number Correct Percent Points Number Correct Percent Points

9 Questions 100 % 100 45 Questions 100% 500

8 Questions 92% 92 40 Questions 92% 460

7 Questions 86% 86 35 Questions 86% 430

6 Questions 82% 82 30 Questions 82% 410

5 Questions 76% 76 25 Questions 76% 380

4 Questions 72% 72 20 Questions 72% 360

3 Questions 66% 66 15 Questions 66% 330

2 Questions 62% 62 10 Questions 62% 310

1 Questions 56% 56 5 Questions 56% 280

5 Chapter test

Number correct-points (9 questions times 5chapters=45 questions; 100 points times 5 chapters = 500 points)












































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