Advanced Placement United States History, 2016-2017

Mr. Julian Platn

Contact Information:
Email: jeaglepl@houstonisd.org
Phone: 713-802-4620
Tutorials: By Appointment
Course Description:
This course guides students toward mastering the analytic skills and factual knowledge
necessary to deal critically with the problems and materials in United States History.
Coursework will be taught and graded at the college level. Students will 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 course will develop in students the skills necessary to arrive at conclusions on the basis of
informed judgments and to present reasons and evidence clearly and persuasively in essay
format.
The Advanced Placement test on U. S. History includes events ranging from Pre-Columbian
North America to the present. Students who pass the exam typically earn credit equivalent to
TWO college courses. You are not taking one college course in U.S. History this year, but two!
The quantity of information and depth of understanding students must retain in order to score
well precludes cramming. There is simply too much for last minute study tactics to substitute
for real extended effort. Students are expected to work to achieve long term learning of the
content. To aid in long-term retention students should take notes on reading of the text,
secondary essays, lectures, and discussions. Completed summations of secondary readings
serve as excellent study aids and reminders of key arguments and interpretations.
Text:
Eric Foner, Give Me Liberty, 3rd Edition, W. W. Norton, 2011.
Course Scope and Sequence:

Units One and Two:

o College Board Framework: Periods 1 & 2:Pre-Columbian North America to 1754
o Foner, Give Me Liberty, Chapters 1-4, pp. 6-163
o Varied Secondary Readings
o Time: 7 class periods; August 29th September 16th; 21 calendar days
o Assessment:
Multiple Choice based on chapters 1-4
Short Answer Items on 1491-1754
DBQ on 1491-1754

Unit Three:
o College Board Framework: Period 3, 17541800
o Foner, Give Me Liberty, Chapters 4-8, pp. 163-174, 184-311
o Varied Secondary Readings
o Time: 7 class periods; September 19th October 7th; 21 calendar days
o Assessment:
Multiple Choice based on chapters 4-8
Short Answer Items on 17541800
DBQ on 1492-1800
Unit Four:
o College Board Framework: Period 4, 18001848
o Foner, Give Me Liberty, Chapters 8-12, pp. 311-406, 416-496
o Varied Secondary Readings
o Time: 6-7 class periods; October 10th October 28th ; 21 calendar days
o Assessment:
Multiple Choice based on chapters 8-12
Short Answer Items on 1800-1848
DBQ or Long Essay on 1754-1848
Unit Five:
o College Board Framework: Period 5, 1844-1877
o Foner, Give Me Liberty, Chapters 13-15, pp. 490-622
o Varied Secondary Readings
o Time: 7 class periods; October 31st November 18th; 21 calendar days
o Assessment:
Multiple Choice based on chapters 13-15
Short Answer Items on 1848-1877
DBQ or Long Essay on 1800-1877
Unit Six:
o College Board Framework: Period 6, 18651898
o Foner, Give Me Liberty, Chapters 16-17, pp. 630-703
o Varied Secondary Readings
o Time: 5 class periods; November 28th December 9th; 14 calendar days
o Assessment:
Multiple Choice based on chapters 16-17
Short Answer Items on 1865-1898
DBQ or Long Essay on 1840-1898
Unit Seven Alfa:
o College Board Framework: Period 7, Domestic Policy, 1890-1940
o Foner, Give Me Liberty, 18901940
Chapter 18, pp.724-762
Chapter 19, pp. 790-800
Chapter 20, pp. 818-854
Chapter 21, pp. 860-898
o Varied Secondary Readings

o Time: 6 class periods; January 4th January 20th; 21 calendar days

o Assessment:
Multiple Choice based on Chapters 18-21
Short Answer Items on 1890-1940
DBQ or Long Essay on 1890-1940
Unit Seven Beta:
o College Board Framework: Period 7, Foreign Policy, 1898-1945
o Foner, Give Me Liberty, 18981945
Chapter 17, pp. 703-718
Chapter 19, pp. 768-790; 800-808
Chapter 22, pp. 904-944
o Varied Secondary Readings
o Time: 7 class periods; January 23rd February 10th; 21 calendar days
o Assessment:
Multiple Choice based on chapters 21-22
Short Answer Items on 1898-1945
DBQ or Long Essay on 1898-1945
Unit Eight:
o College Board Framework: Period 8, 19451980
o Foner, Give Me Liberty, Chapters 23-26, pp. 707-823
o Varied Secondary Readings
o Time: 7 class periods; February 13th March 3rd; 21 calendar days
o Assessment:
Multiple Choice based on chapters 23-26
Short Answer Items on 1945-1980
DBQ or Long Essay on 1890-1980
Unit Nine:
o College Board Framework: Period 9, 1980Present
o Foner, Give Me Liberty, Chapters 26-28, pp. 823-908
o Varied Secondary Readings
o Time: 7-8 class periods; March 6th March 31st; 25 calendar days
o Assessment:
Multiple Choice based on chapters 26-28
Short Answer Items on 1980-Present
DBQ or Long Essay on 1945-Present
Review Unit:
o College Board Framework: Periods 1-9
o Review Seven Themes in US History
o Review Nine Historical Thinking Skills
o Practice Exams
o Potential Review Essays:
Steven Stoll, U.S. Environmentalism since 1945

Toby Craig Jones, America, Oil, and War in the Middle East

Required Supplies:
1.5 - 2" Three ring binder
Black or blue ink pens
Loose leaf paper
Notebook
Classroom Rules:
1. Treat everyone with respect.
2. Come to class on time.
3. One person speaks at a time.
4. Clean up after yourself.
5. Adhere to the social contract.
6. All other school rules as outlined in the student handbook will be enforced.
General Policies:
1. Help will be given if you ask.
2. No cheating. To achieve an education you must do your own work. Any cheating on
essays or assignments will result in a score of 0. See attached letter on plagiarism.
Attendance/Tardy Policy:
Attendance and punctuality are necessary for success in this course. If you are absent, missed
assignments must be completed within three days. Please refer to the student code of conduct
for a list of consequences related to unexcused absences and tardies. Please remember that the
contract for Energy includes maintaining good attendance.
ID Policy:
Students are expected to visibly wear their ID at all times. If a student forgets his or her ID, a
temporary ID must be purchased and worn.
Electronics Policy:
As part of our school culture and theme, technology will be integrated into the classroom on a
regular basis. It is crucial that students show maturity and are able to handle this appropriately.
Students who are unable to do so will be addressed on an individual basis. We will address the
behavior, not the phone.
Grading Policy:
A= 90 100
B = 80 89
C = 75 79
D = 70 74
F = 69 and Below
Grades will be weighted as follows:
Major Assignments (tests, projects, papers)
Minor Assignments (quizzes, homework, classwork)

60%
40%

Please remember that the contract for Energy includes maintaining good grades. Students
should maintain above a 75 in all classes. Please be assertive and attend tutorials before your
grade is below 75.
Late Assignments:
Given the broad scope of this course, the pace of instruction is rapid. Therefore, late work will
be subject to strict limits. Electronic submission of assignments is by 11:59pm on the due date.
Minor assignments will not be accepted beyond the due date. Major assignments will be
accepted up to two weeks beyond the due date and receive a penalty of 20%. At the end of
every grading cycle, all missing assignments will become zeroes, regardless of due date.
Assessment and Evaluation:
Nine major unit exams will be given during the first three quarters. Unit exams will include
Advanced Placement format free response items including short answer, long essays, and
document based essay questions. Unit objective exams test student progress toward mastering
the central textbook content. In addition, students are required to create summative
statements and/or annotations of assigned secondary readings. Class discussion and
participation points will be assigned. After the exam, students will complete a culminating
historical research project.
My goal in grading is to reflect student progress toward performing well on the AP exam. An A
represents a student preparing and performing in a manner that will earn one of the highest
possible scores on the AP exam, a 4 or 5. The grade of B signifies a student on track to pass
the AP exam with a score of at least a 3. Students showing Cs most often have completed all
work, but not on a high enough level to pass the AP exam. Students who do not complete
assigned work risk scoring Ds or Fs.
Project Based Learning:
Energy is a project based learning campus. This means that students will learn by doing,
investigating, and problem solving. At the beginning of a multi-week project, students will be
introduced to the standard based objectives through an engaging introduction that hooks
students into the learning.
Students will collaborate with their peers and will take an active role in their education during
the process. Students immediately decipher what they know and what they need to know as a
group and class to be successful on the project.
As the project progresses, students will request workshops, which are mini-lessons or labs
that focus on specific standards within the project. Each project culminates with a professional
presentation.
This method of learning has proven successful around the nation and develops a unique type of
learner. It allows students to develop 21st century skills that will set them apart from their
peers and make them more marketable to colleges and corporations.

APUSH DBQ RUBRIC

Name: ____________________

Updated August 2015

DBQ: _____________________

THESIS & ARGUMENT

(TWO POINTS)

POINT?

1. THESIS PRESENT
Presents a thesis that makes a historically defensible claim
and responds to all parts of the question (does more than re-state).
Must be located in the introduction or conclusion (first or last paragraph).

2. THESIS EXCELLENT / THESIS-DRIVEN

Develops and supports a cohesive
argument that recognizes and accounts for historical complexity by explicitly
illustrating relationships among historical evidence such as contradiction,
corroboration, and/or qualification.

DOCUMENT ANALYSIS

Used

(TWO POINTS)
POV / CAP (Any)
Context, Audience, Purpose

D__
D__

3. USES the content of

at least SIX of the
documents to support the
stated thesis or a relevant
argument.

D__
D__

4. EXPLAINS the significance

of authors POV, context,
audience, and/or purpose
(CAP) for at least FOUR
documents.

D__
D__

EVIDENCE & CONTEXT

(TWO POINTS)

5. CONTEXTUALIZATION
Situates the argument by explaining the broader
historical events, developments, or processes immediately relevant to the
question. NOTE: This must be more than a phrase or reference use multiple sentences.
6. EVIDENCE BEYOND THE DOCUMENTS Provides an example or additional piece
of specific evidence beyond those found in the documents to support or qualify
the argument. Must be 1) distinct from evidence used to earn other points and 2) more than a
mere phrase or reference.

SYNTHESIS

(ONE POINT)

7. Extends the argument by explaining the connections between the argument and:
A development in a different historical period, situation, era, or geographical area
OR A course theme and/or approach to history that is not the focus of the essay (political, social, etc.)

NOTES:

TOTAL POINTS:

/7