AP US History Seminar (Period 3)

SEMINAR ADVANCED PLACEMENT U.S. HISTORY
AP United States History Course Requirements 2009--2010

"The historians goals are accuracy, analysis, and objectivity in the reconstruction of the past.... History as a weapon is an abuse of history." Arthur Schlesinger
Teacher: William Bowles, Point Loma High School, Room 202B
Telephone and Ext.: 619-223-3121 x4202
Email address: [email protected]
Webpage: see school website for link

Overview
This course surveys the period beginning with the first European explorations of the Americas and ending with international affairs and domestic changes in the post-1945 period to the present. The course is designed to provide a comprehensive overview of U.S. history and to provide students with the analytical skills and factual knowledge to deal critically with the problems and issues in United States history. Students should learn to assess historical materials — their relevance to a given interpretive problem, their reliability, and their importance — and to weigh the evidence and interpretations presented in historical scholarship. The APUSH course develops 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.
Themes in Focus
These themes are woven throughout unit discussions, with assessments (quizzes, essays, and exams) being structured around them. Each unit focuses on two or three themes providing greater structure in the course.
• The City On A Hill: American Exceptionalism and Visions of Utopia
• The Great Man In History vs. Mass Movements
• The Individual and Society: Personal Interest vs. Public Good
• Ethics and Morality: The Character Issue
• Conflict and Consensus: Can’t We All Just Get Along?

Course Texts and Readings
Textbook – American History: A Survey, Twelfth Edition, 2008, by Alan Brinkley

Primary and secondary sources will also be used during the course including, but not limited to, the following:
Michael Les Benedict, Sources in American Constitutional History, D.C. Heath, 1996.
David L. Carlton ed., Selected Historical Documents to Accompany America’s History, Volume 1
Richard Hofstadter, The American Political Tradition ACLSE-Book, 1999 [1948]
Samuel T. McSeveney ed., Selected Historical Documents to Accompany America’s History, Volume 2
Howard Zinn, A People’s History of the United States, New York: Harper Perennial, 2005
Retrieving the American Past, 1920—1970, 2001 Advanced Placement Edition, Pearson Publishing, 2001
Grading -- All APUSH assignments are graded on a point system. In addition, coursework is weighted according to the following categories:
Tests, Essays, Papers -- 65% of grade
Notebook & long term assignments - 20% of grade
Class Participation - 15% of grade
Students should keep a written record of points and/or regularly check their grades on line. Written work will be returned to students upon being scored. Students will be responsible for keeping track of returned assignments, should there be any discrepancies between the on line grades and returned student work.

Expected Schoolwide Learning Results (ESLRS)
The Point Loma Staff and community set high expectations for scholarship and citizenship for all students, and we hold our students accountable for demonstrating achievement of the PLHS Expected Schoolwide Learning Results (ESLRs) below, as well as meeting State content and performance standards. Students will become:
• Complex Thinkers who identify, analyze, integrate and apply information to develop solutions to problems.
• Effective Communicators who read, write, speak, and listen reflectively and critically as well as receive and interpret the messages of others in an effective manner.
• Healthy Life Style Advocates who establish, practice and support appropriate hygiene, proper nutrition, and life long physical fitness as well as demonstrate skills in resolving conflicts through positive, non-violent actions.
• Involved Citizens who contribute time, energy, and talents to improve the quality of life in their school, community, state, nation, and the world.
• Responsible Self Directed Learners and Workers who work independently and overcome obstacles by effective application of skills until a task is complete.
Homework -- APUSH is a demanding course requiring daily homework. Students planning to earn a grade of "A" or "B" will discover that eight to ten hours reading per week is minimal. In addition to the textbook, assignments include supplementary readings varying from a few pages to book length, weekly study guides, research projects, seminar presentations, oral reports, group discussion, quizzes, and objective and essay tests. Major assignments will be given in advance with specific due dates.
Notebook – You should take notes on readings, some lectures, and films . Once you have taken notes you should review them using the Cornell method or another that allows you to ask questions about what you've learned. Notebooks will be graded and must include notes showing your thoughts and reflections on the material, as well as comprehensive study guide responses.
Participation -- A significant part of the APUSH grade will be based on student participation. Group work, Socratic seminars, Presentations and other activities that require your active involvement will be weighed considerably in this category. Points will be deducted for such things as failure to bring working materials such as textbook, assignments and notes to class; disruptive behavior; working on other subjects; reading unrelated materials; and sitting idly. Participation will constitute approximately 15% of the class grade.
Make-up Work/Late Work and Textbooks and Materials. After an excused absence, it is the student's responsibility to find out what has been missed. Failure to make up work missed will result in "0" points. Students are to bring textbook, paper, pencil/pen and other working materials to class daily. Failure to do so will lower the citizenship grade and possibly the academic grade also.