Document Sample
Course #: 260                                          Instructor: Christopher Geraghty
Summer Assignments:
Summer homework is your responsibility and you will be tested on this the first day of
class. Feel free to email me at my high school email address throughout the summer with
questions or a draft of your critique/essay.

1. Read Chapters 1, 2, and 3 in the text America’s History and complete the
corresponding note taking outlines. Go to Mr. Geraghty’s high school website and click
on the AP US History page. There will be note taking outlines for these chapters that you
should download and complete as you do the reading. There will be note taking outlines
for each chapter throughout the course and it is expected that you complete these and
keep them in your notes as part of the course. There will be random checks to see that
these have been completed throughout the course.

2. Be able to label all 50 States of the United States on a blank map along with major land
features such as mountain ranges, river systems and lakes.

3. Be able to identify the 13 original British colonies, as well as the areas of French,
Spanish, and English colonization.

4. You must memorize the chronological order and political affiliation of all the United
States presidents up to the present. (See attached Presidents chart)
First Day of Class: Test on Presidents and Map of the US

5. On the first Friday of class in the fall you will hand in a critique/essay based on
your summer reading of a book from the list provided below.
You will demonstrate in this critique/essay that you understand the importance and
impact of your chosen book’s subject matter on the course of US history. This is not a
book report, but it is an analysis of the author’s description regarding the topic in U.S.
You must choose one of the following books for the summer reading assignment:
            Mayflower: A Story of Courage, Community, and War by Nathaniel
            Founding Brothers by Joseph J. Ellis
            Bury My Heart at Wounded Knee by Dee Brown

Your essay should follow the summer reading assignment description provided in
this packet and is due on the first Friday of school.
Course Description:
The Advanced Placement Program (AP) offers a course and exam in AP United States
History to qualified students who wish to complete studies in secondary school
equivalent to an introductory college course in U.S. history. The AP U.S. History Exam
presumes at least one year of college-level preparation.

The AP program in United States History is designed to provide students with the
analytical skills and factual knowledge necessary to deal critically with the problems and
materials in United States history. The program prepares students for intermediate and
advanced college courses by making demands upon them equivalent to those made by
full-year introductory college courses. 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 AP
United States History course will thus develop the skills necessary to arrive at
conclusions on the basis of an informed judgment and to present reasons and evidence
clearly and persuasively in an essay format.

You will study US History in a more comprehensive and in depth manner than you
previously have. This course is a COLLEGE LEVEL course, taught as you might expect
a college course to be taught, and demanding your energy to be successful. It is also a
course taught to prepare you as best as possible for a very rigorous exam in May. It is my
expectation that every student will take the AP Exam, but this is not a requirement for the
course. You will not only be learning content, but you will also be working on strategies
for the AP test that will lead you to success,. Additionally you will be experiencing the
level of rigor and need for disciplined self-motivated study found in a college course.

Connection to KRHS Mission Statement:
This course addresses the KRHS Mission Statement’s goal of fostering students to:
        Think critically
        Be effective communicators
        Work independently and collaboratively.
        Explore the arts
        Gather, analyze, and present information using a variety of technological and
           traditional resources.

Expectation/ Evaluation of Student Work:
Grades will be based on a combination of quiz and test scores, homework assignments,
research papers, project grades and participation in class activities. All tests will be
announced several days in advance. Missed tests must be made up within three days
of absence to receive any credit for the test and it is the student’s responsibility to
initiate a time to make up the test. It is also the student’s responsibility to ask the
teacher what was missed when they are absent. Papers and projects will be
accompanied by a rubric explaining expectations and grading guidelines. Completing
homework assignments on time is imperative to the class being interesting and
informative. We cannot have productive class discussion when assigned readings have
not been completed. There is a lot of reading in this class and it is imperative that you
stay up to date to be successful in the class. We won’t have enough time to cover all
of the content on the AP Exam, therefore it is your responsibility to master some of
this content on your own. Cheating or plagiarism will be dealt with in accordance to the
school policies found in the student handbook. Written work should be grammatically
correct, including spelling and punctuation. The appropriate works cited or bibliography
should accompany all assignments that include research.

Grading will be based on the following:
Quarters 1-3:
    10-20% Short Written Assignments (Homework, In Class Written Assignments,
    40-50% Tests and Quizzes
    10- 20% Participation
    20-30% Projects/Papers
Quarter 4:
    50% Final Project
    30 % Tests and Quizzes
    20% Participation and Short Written Assignments

Course Outline:
One of the most important requirements of this course is to be organized and to keep up
with the required readings. The text for this course was chosen because it included a
broad range of possible topics and analysis that might be asked in the AP exam. I will
provide you with assignment outlines to assist you in long range planning. I will give you
the updated second semester assignment sheet before the end of the semester, as no doubt
adjustments will need to be made. Any changes as needed, will be at my discretion, in
order to make this course fit the exam timetable.

The primary textbook used for this course is:

Henretta, James A., et al. America's History. Sixth Edition. (Boston: Bedford/St. Martin's,

The primary sources for document readings that you will be issued at the beginning of the
school year are:

Fernlund, Kevin J. Documents to Accompany America’s History Volume: 2 Since 1865.
       Sixth Edition. (Boston: Bedford/St. Martin’s, 2004).

Yazawa, Melvin. Documents to Accompany America’s History Volume: 1 To 1877.
      Sixth Edition. (Boston: Bedford/St. Martin’s, 2004).

The book critique should be written in standard essay form, be about 3 pages in length,
font size 12, Times New Roman, and use proper grammar. I may decide to share your
critiques with your classmates for their enlightenment.

Essays must include:
1. Short summary of the Story
       What is the story, in brief? Do not spend too much time on this topic

2. Background of book
• What is the historical and geographical setting?
• What historical time period does this book deal with?

3. Background of the author
• Who is the person writing the book?
• Why did the author choose to write the book?
• Is there a definite viewpoint or bias expressed?
• If the book is a fictional account, does it cover a historical event, a true story, an
eyewitness or autobiographical account, a work of fiction based on general/historical
• If the book is non fiction, how does the author present the event or time period?

4. Application
• By reading this book, what do you think can be learned in terms of U.S. History and the
culture of this nation?
• Was it written in the time period of which it deals with or is this book looking back at
the time period? How do you think this has impacted the book’s content/perspective?

5. Evaluation
• What parts of the book or quotation from the book will be indelibly etched on your
• What human connections did the book help to make for you with other places, people,
or times?
• What makes this story part of history in the U.S.? Would you consider it to be an
important part of U.S. history?

  Each of the above questions should be discussed in at least a paragraph. Try not to be
vague. Use specific parts of the book to explain your points and give a complete, specific
and detailed picture of the historical context. In other words, don't just say, “Western US
during the 1800s.” Give definite dates, places, people, and events. If you choose to
include direct quotes they must meet MLA style requirements for citations. Again, this is
not a research assignment it is an analysis or critique of the book and the importance of
the topic considered.
Writing Rubric – Extended Response: Response to Literary or Informational Text

                                                6 = 100%
    purpose is clear throughout; strong focus/controlling idea OR strongly stated purpose focuses the
    intentionally organized for effect
    fully developed details; rich and/or insightful elaboration supports purpose
    distinctive voice, tone, and style enhance meaning
    consistent application of the rules of grade-level grammar, usage, and mechanics

                                                 5 = 90%
      purpose is clear; focus/controlling idea is maintained throughout
      well- organized and coherent throughout
      details are relevant and support purpose; details are sufficiently/purposively elaborated
      strong command of sentence structure; uses language to enhance meaning
      consistent application of the rules of grade-level grammar, usage, and mechanics

                                                 4 = 80%
      purpose is evident; focus/controlling idea may not be maintain
      generally organized and coherent
      details are generally relevant and appropriately developed
      well-constructed sentences; uses language well
      may have some errors in grammar, usage, and mechanics

                                                 3 = 70%
      writing has a general purpose
      some sense of organization; may have lapses in coherence
      some relevant details support purpose
      uses language adequately; may show little variety of sentence structures
      may have some errors in grammar, usage, and mechanics

                                                 2 = 60%
      attempted or vague purpose
      attempted organization; lapses in coherence
      generalized, listed or undeveloped details
      may lack sentence control or may use language poorly
      may have errors in grammar, usage, and mechanics that interfere with meaning

                                                 1 = 50%
      minimal evidence of purpose
      little or no organization
      minimal or random information
      rudimentary or deficient use of language
      may have errors in grammar, usage, and mechanics that interfere with meaning

                                                 0 = 0%
      response is totally incorrect or irrelevant
Name                       Party
1. George Washington       Federalist
2. John Adams              Federalist
3. Thomas Jefferson        Democratic-Republican   Presidents of the United States
4. James Madison           Democratic-Republican   On the first day of class you will be
5. James Monroe            Democratic-Republican   given a blank sheet similar to the
6. John Q. Adams           Democratic-Republican   chart on the back of this page and
7. Andrew Jackson          Democrat                you will be asked to list all of the
8. Martin Van Buren        Democrat                Presidents of the United State in
9. William H. Harrison     Whig                    order along with their respective
10. John Tyler             Democrat                political parties. Use this sheet as a
11. James K. Polk          Democrat                study guide. This will take some time
12. Zachary Taylor         Whig                    to memorize. I recommend you
13. Millard Fillmore       Whig                    break the presidents into chunks
14. Franklin Pierce        Democrat                when memorizing them.
15. James Buchanan         Democrat
16. Abraham Lincoln        Republican
17. Andrew Johnson         Democrat
18. Ulysses S. Grant       Republican
19. Rutherford B. Hayes    Republican
20. James Garfield         Republican
21. Chester A. Arthur      Republican
22. Grover Cleveland       Democrat
23. Benjamin Harrison      Republican
24. Grover Cleveland       Democrat
25. William McKinley       Republican
26. Theodore Roosevelt     Republican
27. William H. Taft        Republican
28. Woodrow Wilson         Democrat
29. Warren G. Harding      Republican
30. Calvin Coolidge        Republican
31. Herbert Hoover         Republican
32. Franklin Roosevelt     Democrat
33. Harry S. Truman        Democrat
34. Dwight D. Eisenhower   Republican
35. John F. Kennedy        Democrat
36. Lyndon B. Johnson      Democrat
37. Richard Nixon          Republican
38. Gerald Ford            Republican
39. James Carter           Democrat
40. Ronald Regan           Republican
41. George H.W. Bush     Republican
42. William J. Clinton   Democrat
43. George W. Bush       Republican
44. Barack Obama         Democrat
Name                     Political Party

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