Chronological Reasoning and Continuitychange Over Time Apush Answer Key

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  WWII Memorial November 2012,

  model of a WAC silhouetted in the fountain

  Welcome to Advanced Placement United States History (APUSH)

  This course has been designed to meet the rigorous challenges set forth by the College Board, N.Y.S. & Westmoreland Board of Education. This is a college level course, the level of work and expectations go well above the typical high school Regents level course. The demands are similar to a introductory full year college class. Student will learn to assess historic materials, their relevance to given interpretive problem, their reliability & importance as well as to weigh evidence and interpretations presented in historical scholarship.

  Students will develop skills to arrive at conclusions on the basis of and informed judgment & to present reasons and evidence clearly, persuasively and in essay format.

  APUSH is a course that has a great deal of reading and writing, students need to plan on reading 30 to 60 minutes each night, on average there will be an additional 30 to 60 minutes of homework involving writing, multiple choice, maps, document analysis and so forth.  The class meets every other day opposite your AP English course; however that does not necessarily translate into homework every other night!  It is far more effective to do your work in manageable chucks as opposed to spending 3 to 5 hours all at once.  Organization and diligence are your best tools to staying on top of your work. Studies have shown that if you break the work down and review frequently your understanding and grasp of the material will be much stronger than if you wait to review just before a quiz or test.

  Therefore, if you find yourself without homework on any given night take advantage of it and use the time to REVIEW !    That being said this 2015 - 2016 course will be much different than in previous years as the College board has altered the scope of the course and the style of the exam. There will be much more focus on the development of skills and less focus on memorization of facts.  You will still need to develop content knowledge however we will be putting more of our energy into polishing your reading, writing, communication and problem solving skills and using American History as the vehicle to enhance those universal skills.

   Materials Needed for APUSH:

  1.5  Three ring binder

  black or blue ink pens

  highlighters helpful

  loose leaf paper

  jump drive - We will be doing a lot of work on the tablets

  Everyone will have a school email that will give you access to Google Drive

  Please establish a free account with quizlet.com

  AP US Course Reader    ..link to a pdf. of  primary sources we will be using in class

  History Thinking Skills

  Chronological Reasoning Historical Causation How and why did something happen? Patterns of Continuity & Change over time How have things stayed the same or changed over time? Periodization What time period does this fit into?

  Historical Interpretation and Synthesis Interpretation What is it saying? What does it mean? Synthesis So What? Can you make connections to other time periods? Other geographic areas? Or other circumstance?

  Comparison and Contextualization Comparison What are the similarities and differences? Contextualization Why did it happen at that given time in history?

  Crafting Historical Arguments from Historical Evidence Historical Argumentation What is your position? Appropriate use of Relevant Historical Evidence How will you use evidence to support your arguments? And stance on historical topic

  Themes have been updated as well, they have been designed to help focus your understanding of major historical issues and developments, recognizing broad trends & processes that have emerged over centuries in what is now the US. - College Board, 2014

  Themes

  Identity

  The focus will be on the formation of both the American national identity and group identities in US history.  You will need to be able to discuss and explain how various identities, cultures, and values have been preserved OR changed in different contexts of US History with special attention given to the formation or gender, class, racial, and ethnic identities as well as to explain how these sub-identities have interacted with each other and with the larger conception of American identities.

  Overarching Questions:

  • How and why have debates over American national identity changed over time?
  • How have gender, class, ethnic, religious, regional, and other group identities changed in different eras?

  Work, Exchange, and Technology

  The focus will be on the development of American economies based on agriculture, commerce, & manufacturing.  You will examine ways that different economic and labor systems, technological innovations and government policies have shaped American society.  You will explore the lives of working people and the relationships among social classes, racial and ethnic groups, men & women as well as children, including the availability of land and labor, national and international economic developments and the role of government support and regulation.

  Overarching Questions:

  • How have changes in markets, transportation, and technology affected American society from colonial times to the present day?
  • Why have different labor systems developed in British North America and the United States, and how have they affected U.S. society?
  •  How have debates over economic values and the role of government in the U.S. economy affected politics, society, the economy, and the environment?

  Peopling

  The focus is on the why and how the various people who moved to, from and within the US adapted to their new social and physical environments.  You will examine migration across borders and long distances, including the slave trade and internal migration and how both newcomers and indigenous inhabitants transformed North America.  This theme also illustrates how people responded when "borders crossed them".  You will explore the ideas, beliefs, traditions, technologies, religions and gender roles that migrants/immigrants and annexed people brought with them and the impact these factors had on both these people and on US society.

  Overarching Questions:

  • Why have people migrated to, from, and within North America?
  • How have changes in migration and population patterns affected American life?

  Politics and Power

  You will examine ongoing debates over the role of the state in society and its potential as active agents for change including: mechanisms for creating, implementing or limiting participation in the political process and the resulting social effects as well as the changing relationship among the branches of the federal government and among national, state, and local governments.  You will trace efforts to define or gain access to individual rights and citizenship and survey the evolution of tension between liberty and authority throughout US history.

  Overarching Questions:

  • How and why have different political and social groups competed for influence over society and government in what would become the United States?
  • How have Americans agreed on or argued over the values that guide the political system, as well as who is a part of the political process?

  America in the World

  Focus will be on the global context in which the US originated & developed as well as the influence of the US in world affairs.  You will examine how various world actors (people, nations, organizations, or companies) have competed for the territory and resources of the North American continent, influencing the development of both American and World societies and economies.  In addition you will investigate how American foreign policies and military actions have affected the rest of the world as well as social issues within the US itself.

  Overarching Questions:

  • How have events in North America and the United States related to contemporary developments in the rest of the world?
  • How have different factors influenced U.S. military, diplomatic, and economic involvement in international affairs and foreign conflicts, both in North America and overseas?

  Environment and Geography - Physical & Human

  This theme will examine the role of environment, geography & climate in both constraining & shaping human actions.  You will analyze the interaction between the environment and Americans in their efforts to survive and thrive.  Please explore efforts to interpret, preserve, manage, or exploit natural and man-made environments as well as the historical context within which interactions with environment have taken place.

  Overarching Questions:

  • How did interactions with the natural environment shape the institutions and values of various groups living on the North American continent?
  • How did economic and demographic changes affect the environment and lead to debates over use and control of the environment and natural resources?

  Ideas, Beliefs and Culture

  Focus will be on the roles that ideas, beliefs, social mores, and creative expression have played in shaping the US.  You will be examining the development of aesthetic, moral, religious, scientific, philosophical principles, and consider how these principles have affected individual and group actions. Please analyze the interactions between beliefs and communities, economic values, and political movements, including attempts to change American society to align it with specific ideals.

  Exam Description

  The AP U.S. History Exam consists of four parts, organized as follows:

  Section 1

  Part A: Multiple-choice questions (35–40 questions) groups of 3-5 accompanied by a prompt

  Part B: Short-answer questions (4 questions)

  Section 2

  Part A: Document-based question (1 question)

  Part B:  Long-essay question      (1 question)

  • Student performance on these four parts will be compiled and weighted to determine an AP Exam score.
  • The following are general parameters about the relationship between the components of the curriculum framework and the questions that will be asked of students on the AP Exam:
  • Students' achievement of the thematic learning objectives will be assessed throughout the exam.
  • Students' use of the historical thinking skills will be assessed throughout the exam.
  • Students' understanding of all nine periods of U.S. history will be assessed throughout the exam.
  • No document-based question or long-essay question will focus exclusively on events prior to 1607 (Period 1) or after 1980 (Period 9).
  • Students will always write at least one essay — in either the document-based question or long-essay sections — that examines long-term developments that cross historical time periods.
  • The coverage of the periods in the exam as a whole will reflect the approximate period weightings. Coverage of a period may be accomplished by asking questions in different sections of the exam. For example, the appearance of a short-answer question on Period 4 might mean that there are fewer questions addressing that period in the multiple-choice section.

  APUSH has been broken down into 9 chronological periods, these periods will act as our framework for the course...you can see that some of the time periods overlap, this will determine what key concepts we will be addressing in each given period of time.                                                                                     College Board 2014/15

  Period         Date Range          AP Exam

                                 1                 1491-1607               5%

                                 2                1607-1754

                                 3                1754- 1800

                                 4                1800-1848

                                 5                1844-1877             45%

                                 6                1865-1898

                                 7                1890-1945

                                 8                1945-1980             45%

                                 9                1980-Present           5%

  College Board 2014/15

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  Expected Behavior in and out of class:

  • All work should be completed in a neat, complete and timely manner .. I have a strong preference for typed double space, Times New Roman, Work will be handed in via Google Classroom or on occasion a hard copy.  I will still add all work to the classroom so that people that miss class due to illness or other obligation can still get the work as needed.

  All work must be completed using appropriate ELA skills:

  Capital letters at the start of a sentence and appropriate punctuation at the end of one, capital letters for names (Frederick Douglas), places (Albany, N.Y.) and titles (including legislative titles ex: Declaration of Independence )

  Proper grammar and mechanics

  Spelling

  Appropriate tense (most of it is HISTORY so use the past tense… you were probably not there so don't write as if you were)

  Organization… it is HISTORY… most of your writing should be CHRONOLOGICAL

  With the exception of your NOTES (Top 10/15, flashcards on Quizlet & class lecture notes) ALL of your work will require you to use COMPLETE SENTENCES!

   Work should be Cited in MLA style, parenthetically.  Anytime you have paraphrased or copied you need to give the source credit, any plagiarism I will follow the plagiarism plan outlined for you in your syllabus.

  Students are to speak and act toward each other, Mrs. Lane or a substitute with respect.  You are all very aware of what "respect" looks like and SOUNDS like…. Just remember often it is not WHAT you say but HOW you say it!

  Attend class – miss a day … miss a lot!  And while you are there please don't wait for a special invitation to take notes – if I write it down or repeat it…. IT MUST be important!

  If you are absent please be sure to check your folder in the gray box for missed quizzes, tests, ANY homework will be attached and placed on the Google Classroom.

  Per school handbook – no cell phones, blackberries, mp3s (unless by special invite)

  This is a college level course and I expect individuals to behave in a manner consistent with that level of academia.  Some of our discussion will invite debate, remember to stick to the issues and leave out the personal attacks

macmillanhisone1961.blogspot.com

Source: https://www.westmorelandschool.org/Page/926

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