Class: AP United States History
Instructor: Lisa Kemp
Help time: During lunch on Mondays and Tuesdays and after school on most days. If you want to meet at a different time please come and speak with me or send an email and I will do my best to make myself available for help. Use me as a resource during your time in this course, I am here to help!
Here is the link to the reading schedule for Fall Semester.
This course is designed to provide you with the analytical skills and factual knowledge
necessary to deal critically with the problems and issues related to United States history. In addition to exposing you to historical content, the course will ask you to analyze and interpret a variety of sources at the collegiate level, and convey that information through a variety of assessments.
Our classroom will be a place to express individual opinions, develop a personal philosophy, and learn to work in a cooperative environment. Academic and social excellence is expected of all students.
Units of Study
This course is divided into time periods, with assessments (test and/or essay) roughly every two weeks. Review the reading schedule for weekly chapter assignments.
- Your cell phone, tablet, and/or computer can be a great tool, however it should only be out when it is being used for instructional purposes according to my directions. Technology can be a distraction for you and your peers, so please respect those around you. (This is for in-person learning, of course).
- You will be provided with an abundance of resources. Some you will be required to use such as our textbook and most handouts. Some are optional. Keep in mind that resources are intended to provide supports for your learning. Take advantage of these resources because in your later education you will need to seek them out yourself.
- It is expected that you will consult the website (redwood.org/kemp) when you are absent. In order for the website to be useful it is necessary for you to be organized with your notes and materials when you are in class.
- Ask questions! I will seek for you to question reasoning and answer the WHY behind statements made by me, your classmates and even historians.
- The expectation is for students to use the restroom before or after class. Class time is an invaluable privilege and abuse of the open restroom policy will result in a policy change.
- Keep the lines of communication open all semester! Technology can be a great help to both of us, however assignments and concepts are discussed IN CLASS and this course is not designed as a correspondence course so plan accordingly. Drop by and let me know how you are doing and if you are struggling.
- You will be reading roughly a chapter of content a week, in addition to in class work and assessments. Developing a strategy for managing the information will be a critical skill to develop over the course of the year
- Over the course of the year, you will be asked to read and analyze sources at a collegiate level using 7 themes. A detailed understanding of the content is crucial to a student’s ability to complete analysis, as well as develop the skills necessary to evaluate multiple sources and create connections.
- At Standards - Student is able to make connections between the material and examples provided in class to answer questions
- Above Standards - Student is able to make connections between the material, class examples, AND pull in outside information, connections, and examples. Students responses will include synthesis and analysis beyond what was discussed in class.
- Chapter tests are designed to be roughly 70% “reading” tests requiring recall of information from the chapters assignment. The other 30% will be stimulus questions on the chapters to mirror what will be seen on the AP test
- Essays and homework are designed as practice for the required analysis portions of the tests. Students should demonstrate understanding and connection building beyond recall of facts
Make-Up and Late Work
- Work is due at the start of the class period on the day it is due.
- Late work will be accepted for no loss of credit before 1st period, after 7th period, or during SMART within the unit in which it was assigned.
- If you have late or missing work between assessments, you are not eligible to revise or re-take any assignments or multiple-choice assessments.
- It is the your responsibility to make-up missed work for excused absences by contacting me, using the website, and speaking with peers in the class regarding information missed.
Revisions and Retakes
The course is designed to provide students multiple opportunities to demonstrate a grasp of the information using traditional tests, a variety of projects, and assessments. Revisions/retakes can be completed so long as there is no missing or late work for the grading period in which the assignment was assigned.
- If you do not score at or above a 75% on a multiple-choice assessment, you have the opportunity to re-take the assessment the following Tuesday at lunch or after school.
- You may revise written assignment per grading period.
- The final exam cannot be retaken.
Grading PLEASE READ THIS!
For you to learn from your performance on assessments, you need to look at your scores as they relate to the rubric. Your grade in the course which E-school tallies every time you look up your grade tells you very little about what you have been successful at and what you need to work on.
To be transparent, I have put the rough formula for your total grade below as well as how the AP rubrics are translated into points.
Grades are done out of total points, the percentages below are designed to give you a rough idea of the weight of your coursework
- Assignments 15%
- Homework, Class Activities
- Notes 10%
- Reading notes
- Written Response 30%
- Includes timed writing assessments.
- Final Exam 15%
- Tests 30%
- Chapter quizzes and exams
Here is what the Long Essay Rubric looks like
AP History LEQ Rubric (6 points on test) 40 pts. in class
(0–1 pt on test)
5 pts. - Context
Describes a broader historical context relevant to the prompt. This should be done in your introduction.
(0–1 pt on test)
5 pts. - Thesis
Responds to the prompt with a historically defensible thesis/claim that establishes a line of reasoning. Take a stand on the prompt and lay out your essay using specifics.
(0–2 pts on test)
Provides specific examples of evidence relevant to the topic of the prompt. Evidence fits in the time period but lacks specifics or supporting details.
15 pts. - Evidence
Supports an argument in response to the prompt using specific and relevant examples of evidence.
D ANALYSIS AND REASONING
(0–2 pts on test)
5 pts. - Synthesis
Uses historical reasoning (e.g. comparison, causation, CCOT) to frame or structure an argument that addresses the prompt. You can use a theme or traditional synthesis by comparing events, but tie it back to your thesis.
10 pt. - Analysis
Demonstrates a complex understanding
of the historical development
that is the focus of the prompt, using evidence to corroborate, qualify, or modify an argument that addresses the question. This tells the reader, so what, why is this important?