Welcome to Advanced Placement United States History! - Hull Public Schools
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Hull High School
Syllabus and Course Expectations
2019-2020 School Year
Teacher: Ms. Cowen
Email: bcowen@town.hull.ma.us
Google Classroom code: hsfwhr7
College Board AP Classroom code: MRKX2N
Welcome to Advanced Placement United States History!
COURSE OVERVIEW
Congratulations, you have taken the first step to accepting the challenge of Advanced Placement
United States History! APUSH is taught at the college level, and it is more rigorous and demanding
than most American history courses offered in college.
The central focus of our time together will be preparing you to pass the national College Board APUSH
exam, taken on May 8, 2020. If you pass the exam, you may be able to receive college credit for this
class without the college price tag! The APUSH curriculum is a comprehensive examination of our
nation’s history, spanning the Age of Discovery in the late 15th century to the present. Not only are you
responsible for examining over four hundred years worth of material, but you will also master the skills
that are at the heart of APUSH. That means practicing your skills through lots of writing assignments.
You can expect the pace of APUSH to be uncomfortably fast and at the same time you will be required
to meet all standards.
COURSE OBJECTIVES
Students will:
● master a broad body of historical knowledge
● demonstrate an understanding of historical chronology
● use historical data to support an argument or position
● differentiate between historiographical schools of thought
● interpret and apply data from original documents, including cartoons, graphs, maps, diaries,
speeches, letters, etc.
● effectively use analytical skills of continuity and change over time, cause and effect, and
compare and contrast
● work effectively with others to produce products and solve problems
● prepare for and successfully pass the AP U.S. History Exam
COURSE TEXT
Fraser, James W. By The People: A History of the United States. Boston, Pearson Education,
2015.
Additional primary and secondary source readings will also be assigned throughout the year.
GRADING
Assignments 40%
Quizzes and Tests 40%
Classwork/Participation 20%COURSE CONTENT Historical Periods The College Board has divided the study of United States history into 9 historical periods. These periods will act as a framework for our course units throughout the year. Major assessments will be given at the end of each period of study. PERIOD 1: 1491–1607 On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world. PERIOD 2: 1607–1754 Europeans and American Indians maneuvered and fought for dominance, control, and security in North America, and distinctive colonial and native societies emerged. PERIOD 3: 1754–1800 British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation’s social, political, and economic identity. PERIOD 4: 1800–1848 The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. PERIOD 5: 1844–1877 As the nation expanded and its population grew, regional tensions, especially over slavery, led to a civil war — the course and aftermath of which transformed American society. PERIOD 6: 1865–1898 The transformation of the United States from an agricultural to an increasingly industrialized and urbanized society brought about significant economic, political, diplomatic, social, environmental, and cultural changes. PERIOD 7: 1890–1945 An increasingly pluralistic United States faced profound domestic and global challenges, debated the proper degree of government activism, and sought to define its international role. PERIOD 8: 1945–1980 After World War II, the United States grappled with prosperity and unfamiliar international responsibilities while struggling to live up to its ideals. PERIOD 9: 1980 to Present As the United States transitioned to a new century filled with challenges and possibilities, it experienced renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic globalization and revolutionary changes in science and technology.
Themes
In addition to historical content, this course will emphasize a series of key themes throughout the year.
These themes have been determined by the College Board as essential to a comprehensive study of
United States history. They serve as the connective tissue of the course and enable students to create
meaningful connections across units.
THEME 1: AMERICAN AND NATIONAL IDENTITY (NAT)
This theme focuses on how and why definitions of American and national identity and values have developed
among the diverse and changing population of North America as well as on related topics, such as citizenship,
constitutionalism, foreign policy, assimilation, and American exceptionalism.
THEME 2: WORK, EXCHANGE, AND TECHNOLOGY (WXT)
This theme focuses on the factors behind the development of systems of economic exchange, particularly the role
of technology, economic markets, and government.
THEME 3: GEOGRAPHY AND THE ENVIRONMENT (GEO)
This theme focuses on the role of geography and both the natural and human-made environments in the social
and political developments in what would become the United States.
THEME 4: MIGRATION AND SETTLEMENT (MIG)
This theme focuses on why and how the various people who moved to and within the United States both adapted
to and transformed their new social and physical environments.
THEME 5: POLITICS AND POWER (PCE)
This theme focuses on how different social and political groups have influenced society and government in the
United States as well as how political beliefs and institutions have changed over time.
THEME 6: AMERICA IN THE WORLD (WOR)
This theme focuses on the interactions between nations that affected North American history in the colonial period
and on the influence of the United States on world affairs.
THEME 7: AMERICAN AND REGIONAL CULTURE (ARC)
This theme focuses on the how and why national, regional, and group cultures developed and changed as well as
how culture has shaped government policy and the economy.
THEME 8: SOCIAL STRUCTURES (SOC)
This theme focuses on how and why systems of social organization develop and change as well as the impact
that these systems have on the broader society
Skills
Mastering the AP Exam requires the development of Historical Thinking Skills. These skill sets have
been determined by the College Board and will be integrated into class activities and assignments.
● Skill 1: Developments and Processes
● Skill 2: Sourcing and Situation
● Skill 3: Claims and Evidence in Sources
● Skill 4: Contextualization
● Skill 5: Making Connections
● Skill 6: Argumentation
Image Source: AP US History Course Frameworks, page 16COURSE STRUCTURE AND STUDENT RESPONSIBILITIES
This class is hard work! BUT, you are in control of how well you do in this class. If you keep up with the
reading, put genuine effort into improving your writing skills, and make sure you study and are prepared
for tests, then you will do well! Class will be a combination of lectures, group work, skill-building
exercises, discussions, and answering questions. Here is a list of the workload you can expect this
year:
➔ Nightly homework (about 1 hour’s worth) will take the form of reading and writing
◆ Homework will be posted on Google Classroom each day (class code: hsfwhr7)
◆ If you are absent, you are still expected to keep up with the assignments so that you do
not fall behind. This class moves quickly and you will have a great deal of trouble
catching up if you do not maintain your work while you are out.
➔ Short reading quizzes will be given with or without announcement to check textbook reading
completion and comprehension
➔ In-class activities will be based on the assumption that you have completed homework
assignments and have an initial understanding of the material
➔ Frequent in-class writing assignments and essay tests will provide practice for the exam in May
➔ All unit tests will be cumulative; you can expect questions from previous units studied
EXAM STRUCTURE
The AP U.S. History Exam is 3 hours and 15 minutes long and includes both a 105-minute multiple-
choice/short-answer section and a 90-minute free-response section. Each section is divided into two
parts, as described below. Your performance on these four parts will be compiled and weighed to
determine your AP Exam score.
Section I:
● Part A: Multiple Choice (55 questions; 55 Minutes; 40% of total exam score)
● Part B: Short-Answer Questions (3 questions; 40 minutes; 20% of total exam score)
○ Question 1 (required) Secondary Source(s): periods 3-8
○ Question 2 (required) Primary Source: periods 3-8
○ Choose between Question 3: periods 1-5 no stimulus, and Question 4: periods 6-9 no stimulus
Section II:
● Question 1: Document-Based Question (1 question; 60 minutes (includes 15 minute reading
period); 25% of total exam score)
● Student Selection: Long Essay Question (1 question; 40 minutes; 15% of total exam score)
○ Question 2: period 1-3
○ Question 3: periods 4-6
○ Question 4: periods 7-9
Units Exam Weighting:
Period 1: 1491–1607 4–6%
Period 2: 1607–1754 6–8%
Period 3: 1754–1800 10–17%
Period 4: 1800–1848 10–17%
Period 5: 1844–1877 10–17%
Period 6: 1865–1898 10–17%
Period 7: 1890–1945 10–17%
Period 8: 1945–1980 10–17%
Period 9: 1980–Present 4–6%COURSE POLICIES:
Class Preparation – I recommend you bring a laptop or tablet to class everyday to access the class
material we will use via Google Classroom. Whenever possible, all notes, readings, and handouts will
be shared digitally. You are welcome to keep a notebook if you prefer to take handwritten notes for
yourself, but all assigned work must be typed and submitted on Classroom.
Participation - Being prepared with your materials is a vital part of your participation grade. Be ready to
participate fully and meaningfully. This includes sharing your thoughts about the topic in class, active
listening, having a positive attitude, and respecting classroom norms of behavior.
I expect that you will come to class with a willingness to learn and a seriousness of purpose for the
work you are doing here. Behavioral disruptions will communicate that you are not prepared for the
challenge of this course and you will be asked to leave.
Homework – No late homework will be accepted. If you do not hand in homework on the day it is due,
you will receive a zero for that assignment. If you are absent when work is assigned, it is YOUR
RESPONSIBILITY to find out what you missed. Ignorance will not be accepted as a valid excuse. You
will have an equal amount of time to complete assignments.
Tests and Quizzes - Any missed tests or quizzes must be made up by the appointed time as per the
Hull High School attendance policy. Students who do not make up tests within the appointed window or
do not arranged another time with the teacher before the appointed window has passed will receive a
zero for the missing test or quiz
● Essay tests will be graded according to the charts below:
DBQ essay tests use a 7-point rubric and will be graded according to the following scale:
0 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6 6.5 7
50 60 64 68 72 76 79 81 84 87 90 94 97 100
Long Essay Questions use a 6-point rubric and will be graded according to the following scale when
assigned or tested individually:
0 1 1.5 2 2.5 3 3.5 4 4.5 5 5.5 6
50 55 62 67 73 78 81 86 90 95 98 100
Other Policy Areas:
Attendance, tardiness, behavioral consequences, use of personal electronic devices and academic
dishonesty apply as outlined in the Hull High Student Handbook.
Bottom Line: The APUSH course will be one of the most challenging but rewarding academic
experiences you will have in high school (and maybe even college), and if you put in the effort, you will
reap the rewards. It is my job to guide you through this journey and I am committed to helping you
every step of the way. Let’s have a great year!Hull High School
Syllabus and Course Expectations
Advanced Placement United States History
2019-2020 School Year
Student/Parent Acknowledgment
Student:
Your signature indicates that you understand the policies detailed on the course syllabus and know what is
expected of you for the successful completion of Advanced Placement United States History. Please keep this
syllabus in your notebook and refer to it whenever you have any questions regarding the course.
Student Signature: __________________________________
Print Name: ______________________________________
Date:_____________________
Parent or Guardian:
Your signature indicates that you have had the opportunity to read the expectations detailed on the Advanced
Placement United States History course syllabus and discuss the expectations with your son or daughter. Please
do not hesitate to call me at the high school (781-925-3000 ex 2102) or email me (bcowen@town.hull.ma.us)
should you have any questions or concerns about your child's progress or if you would like to make an
appointment with me.
Parent/Guardian Signature: __________________________________
Print Name: ______________________________________
Date:_____________________
Parent/Guardian email address: ______________________________________________
Attention Parents! I will be using the Remind app to send out messages and updates
about this class. To receive these messages, you can go to
https://www.remind.com/join/cowen1920 or text @cowen1920 to 81010.You can also read
