Varian APUS 2020-2021

Course Description

Advanced Placement U.S. History is a college level survey course of U.S. history from the pre-Columbian
period to the present. The course is divided into nine historical periods.

COURSE BENEFITS

You have the opportunity in this course to be exposed to college-level curriculum and skills in a much
more supportive atmosphere than in a typical freshman-level lecture course. Namely, you will have
access to your teacher for extra-help, a smaller class setting, and much of your work will be scaffolded to
ensure your success. In addition, this survey course in American history is traditionally offered over two
college semesters which may allow you to earn college credit or place out of two college courses if you

are successful on the Advanced Placement Exam in May. Each college/university has its own policy
regarding the acceptance of AP exams for credit and placement so please consult with your guidance
counselor. Lastly, your success in an Advanced Placement course can provide you with a significant
advantage over your peers in the college admission process.
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CLASS EXPECTATIONS

In order to be successful in this course, it is expected that students will take a significant degree of
responsibility for their own learning. This includes:

 Be on-time, be prepared, and be actively engaged during in class and/or remote learning.
 You will need to devote significant time outside of class for homework, study and extra-help as
needed. Homework and important announcements will be made weekly in class and will be
posted om our class TEAM.
 Treat yourself, your classmates, your teachers, and your community with respect and dignity in
person and online.
 Your work must be your own unless otherwise directed.
 All school rules apply.

COURSE TEXTS AND READINGS

 Alan Brinkley, American History: A Survey (12th edition): related online sites-
http://highered.mcgraw-hill.com/sites/0073124923/student_view0/index.html or
http://www.course-
notes.org/us_history/notes/american_history_a_survey_12th_edition_textbook_notes
 Review book: Cracking the AP US History Exam (Princeton Review, 2020 Edition) should be
purchased by December 1st
 Selected primary and secondary sources to be distributed in class, available online
(http://psi.mcgraw-hill.com/current/psi.php), or posted at: www.edmodo.com
 You are also encouraged to visit the College Board website for more information regarding the
course and the AP exam: http://media.collegeboard.com/digitalServices/pdf/ap/ap-course-
exam-descriptions/ap-us-history-course-and-exam-description.pdf,
http://media.collegeboard.com/digitalServices/pdf/ap/sample-questions-ap-united-states-
history-exam.pdf, and
http://apcentral.collegeboard.com/apc/members/exam/exam_information/2089.html
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THE AP EXAMINATION

In order to retain an AP designation and grade weighting on your transcript, all students must register
for and take the AP exam to be given on Thursday, May 6th. More information regarding registration
will follow later in the course. Students are also required to take the NYS US History Regents in June
and are expected to perform at a mastery level (85+).

EXAM COMPONENTS:

Section 1A: Multiple Choice (55 questions/55 min./40% of score)

The questions in the multiple-choice section come in sets of usually 3–4 questions based on the same
stimulus. The questions will include one or more sources to respond to such as primary and secondary
texts, images (for example, artwork, photos, posters, cartoons), charts, and maps.

You'll be asked to:

 Analyze the provided sources

 Analyze the historical developments and processes described in the sources

Section 1B: Short Answer (3 questions/40 min./20% of score)

In the short-answer section, you’ll write answers to questions in your test booklet. Some questions
include texts, images, graphs, or maps.

 Question 1 is required, includes 1–2 secondary sources, and focuses on historical developments
or processes from 1754–1980.
 Question 2 is required, includes 1 primary source, and focuses on historical developments or
processes from 1754–1980.
 You can choose between Question 3 (which focuses on historical developments or processes
from 1491–1877) and Question 4 (which focuses on historical developments or processes from
1865–2001) for the last question. No sources are included for either Question 3 or Question 4

Section 2: Free Response (2 Questions/1 hour and 4o min./40% of score)

In the free-response section, you’ll write answers to questions in your test booklet. There are two
questions: one document-based question and one long essay.
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Document-Based Question
60 minutes | 25% of score
The 60-minute time limit for this section includes a 15-minute reading period. You’ll be presented with
seven documents that give various perspectives on a historical development or process. You’ll be asked
to develop and support an argument based on these documents and other evidence from your own
knowledge. The topic of the document-based question will include historical developments or processes
between the years 1754 and 1980.

Long Essay Question

40 minutes | 15% of score
You’ll have a choice of three questions; you’ll pick one to answer. Each tests the same skills and
reasoning process (e.g., comparison, causation, or continuity and change) but the questions focus on
historical developments and processes from different time periods (either the period from 1491–1800,
from 1800–1898, or from 1890–2001). You’ll be asked to develop and support an argument based on
evidence.

Other Requirements:

Microsoft teams: will be used to communicate and turn in assignments. You need to make sure
that you have access. It is my understanding that students will have one-to-one devices provided by the
district. Please reach out to me or the guidance office if you are having difficulty accessing TEAMS from
home.

Notebooks (no folders)- it is up to each individual student to determine what organizational

system works best for him or her. Personally, I believe that a three-ring binder allows for the great
organizational flexibility. Assignments will often be available on-line and submitted through teams to
minimize the collection of paper.

Behavior- Disruptive behavior will not be tolerated. The reading of outside material from other
subjects is considered disruptive behavior. No food or drinks (except water). Any actions not befitting
the nature of this class will be met with disciplinary action. Additionally, we will comply with the district
mandate regarding masks in the classroom. MAKE SURE YOUR PHONES ARE ON SILENT AND I DO NOT
SEE THEM UNLESS DIRECTED!!!

Lateness- you are expected to be on in class on time, all the time.

Attendance- you are required to complete any work assigned while you are absent. The school
attendance policy will be followed. Remote learners are still subject to Central’s attendance-credit
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policy. Attendance for all remote learners will be taken daily. When you are not in class, you are still
responsible for any missed work and all deadlines.

Extra Help-Extra-help is available during scheduled times, by announcement, and by appointment.

You are expected to take responsibility for your success in the class and are encouraged to seek extra-
help when needed. It is imperative to be proactive if you are having difficulty.

*Grades will be determined as follows…

1. Assessments (60%): Assessments will include tests, quizzes, writing and other formative
assessments.
2. Participation (40%): Participation will include active engagement in remote learning, homework,
classwork. All students will register for AP classroom and review assignments will be posted
there for each unit.

CONTACT INFORMATION

Social Studies Office: (516) 561-4488

Email: Mrs.Varian variana@vschsd.org

Themes

While the course follows a narrative structure supported by the textbook and audiovisual materials, the
following eight themes described in the AP U.S. History Course and Exam Description are woven
throughout each unit of study:
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Historical Thinking Skills