US History (HIST 1301)
Syllabus
Mr. Contreras
11th Grade
Course Title: AP/Dual-Credit US History
Instructional Goals
Course Description:
AP/Dual Credit US History is a two semester survey of US History from discovery to the first years of the 21st century. AP U.S. History provides scholars a general chronological study of U.S. history that emphasizes the historical ideas and events important to the development of the United States government, laws, economic system, foreign policy, and social movements. This course is divided into periods of time and emphasizes themes throughout American history. These themes include the American identity, economic evolution, and American foreign policy. This will be a rigorous course, but it will also be enjoyable. Hard work and dedication will be essential to success.
Course Goals:
The aims for this course are that scholars who complete the course will 1) have a thorough understanding of US History, 2) write clearly and effectively, 3) be able to analyze and evaluate a variety of primary and secondary document, and 4) understand historiography – how our understanding of events changes over time. Also, scholars will be able, after successfully completing this course, to 1) identify major people, places and events in early American history; 2) identify, trace and explain important social, political and economic trends in early American history; 3) formulate well-reasoned arguments in an essay concerning historical issues; and 4) integrate knowledge of the past into their understanding of the present. 5) identify reoccurring themes in American History with a emphasis on conflict: revolution, war, discrimination, democracy, protest, immigration, technological evolution, social class, religion, etc.
Instructional Schedule
1. History and the American Identity (1 week)
In order to understand the nature of history and the development of an American
identity, the student will be able to:
A. Analyze the importance of studying history, paying special attention to
1. The nature of history
2. Writing history and writing about history
3. Interpretations of history
B. Evaluate the development of the “American identity” pertaining to
1. The impact of geography on the American character
2. Evaluate the creation of an “American identity”
Reading Assignments (RA): “Why Study History?” (Peter N. Stearns); “What is
History About?” (Roger Adelson); Defining America: A Special Report (US News and World Report, June/July 2004)
Themes: American identity, culture, diversity
Content: Determining the nature of history, historical investigation, archaeology,
writing history, geography of the United States, defining the American character
Major Assessments (MA): Historical writing exercise (handout); journal writing
for songs; introductory paragraph for paper, “What Defines Us as Americans?”
2. The Rise of Colonial America (2 weeks)
In order to understand the genesis of American history, the student will be able to:
A. Analyze the issues and conflicts of transatlantic contact between various
civilizations.
B. Describe the establishment of American colonies by the European nations
during the sixteenth century.
RA: “Serving Time in Virginia” (After the Fact); “The Otherside” (Native American perspective on Jamestown, Va.); and “The Root of the Problem” (impact of Africans in Jamestown) Time Magazine, April 2007
Themes: The evolution of Native American culture, the genesis of the American
identity, demographic shifts and patterns of colonial development (Spain, France,
England), evolution of regional patterns in colonial settlement in North America
Content: Meso-American culture; transatlantic encounters; purposes of colonization
(Spain, Portugal, France, England) push-pull factors for colonization; establishment
of English colonies, comparison of southern, middle, and northern colonies
(religion, economics, political); cultural differences between Americans, Europeans,
and Africans
MA: Recruitment posters for various colonies (presentation); reading quizzes; reading
journals with essential questions; vocabulary and identifications (quiz TBA);
New England and Chesapeake DBQ
3. American Independence (1 week)
In order to understand the economic and political relationship between England
and its colonies that would ultimately lead to the American Revolution, the student
will be able to:
A. Explain the relationship between England and its colonies, and their cultural
development during the sixteenth and seventeenth centuries.
B. Identify the causes and results of war and the American Revolution.
RA: “Choosing Sides in the Revolution” (American Issues)
Themes: Reevaluation of colonial relationship with Britain, the American Revolution
as a conservative or liberal reaction to British colonial policies, the place of the
American Revolution in world events
Content: Mercantilism, colonial wars, French and Indian War, colonial unification,
British policies after 1763, decisions for independence, military victory and provisions
of the Treaty of Paris (1783)
MA: Reading quizzes; reading journals with essential questions; vocabulary and
identifications (quiz TBA); 1763 DBQ, American Identity DBQ
4. The Republican Experiment (1 week)
To recognize the importance of the forging of the American nation, the student will
be able to:
A. Discuss the various issues involving the establishment of the American
government and Constitution.
B. Compare and contrast the administrations of Washington and Adams in the
first years of the Republic.
RA: “Were the Founding Fathers Democratic Reformers?” (Taking Sides, Volume I)
Themes: State governments, development of federal government and political parties,
development of sectionalism (economic, political, and social), and the conflict
between states’ rights and the federal government
Content: Effect of colonial experience on new state governments, the development
of the Articles of Confederation, Shays’ Rebellion, Constitutional Convention, ratification,
George Washington and the first government, the advent of political parties,
and foreign and domestic policy (Washington and Adams)
MA: Reading quizzes; reading journals with essential questions; vocabulary and
identifications (quiz TBA); free-response essay on Federalists and Republicans
5. Jeffersonian Republicanism and the Era of Good Feelings
(1 week)
To understand the peaceful transition of power from the Federalists to the Republicans
and the federal government’s role in domestic and foreign policies and programs,
the student will be able to:
A. Evaluate Jefferson’s Revolution of 1800
1. Territorial growth
2. Domestic policies
3. Foreign policies
B. Explain the impact of the Madison administration in regard to the causes and
results of the War of 1812
C. Characterize the major accomplishments of the Monroe administration regarding
foreign policy and domestic issues
1. Treaties (Anglo-American Convention, Adams–Onis Treaty, Rush–Bagot
Agreement)
2. Foreign Policy (The Monroe Doctrine)
3. Domestic Issues (The Missouri Compromise, 1820)
RA: “Did Thomas Jefferson Abandon his Principles in Purchasing the Louisiana Territory?” (Taking Sides, Volume I)]
Themes: The peaceful exchange of power, changing party philosophies, territorial
growth, the growth of nationalism
Content: “The Revolution of 1800,” changing political philosophies (Republicans
vs. Federalists), Louisiana Purchase, diplomatic and domestic issues, War of 1812
(causes and results), foreign diplomacy (treaties, Monroe Doctrine), domestic issues
(slavery and Missouri Compromise), the Supreme Court, and the Marshall
Rulings
MA: Reading quizzes; reading journals with essential questions; vocabulary and
identifications (quiz TBA); Presidential Quiz, 1789–1828 (TBA); Unit Test
6. Jacksonian America (2 weeks)
In order to understand the development and evolution of democratic institutions in
the United States, the student will be able to:
A. Characterize the rise to political prominence of Andrew Jackson
B. Evaluate Jackson’s domestic and foreign policies
C. Analyze the issues involved in the elections of 1836 and 1840
D. Explain the causes and results of reform movements in the United States during
the early to mid-nineteenth century
RA: “People’s Choice” (Smithsonian, October 2005); “Trail of Tears”
and “Utopian Communes” (The Social Fabric, Volume I)
Themes: Development of two-party system, “triumph of the common man,” economic
issues of the 1830s and 1840s, reform movements in U.S. history
Content: The election of 1824 and the corrupt bargain, the creation of Jackson’s
Democratic Party, Nullification Crisis and states’ rights, battle with the Supreme
Court (Cherokee Indian Removal), the bank of the United States, Jackson’s economic
policies, Martin Van Buren’s domestic policies, the panic of 1837, and the
election of 1840 (Hard Cider and Log Cabin Campaign)
MA: Reading quizzes; reading journals with essential questions; vocabulary and
identifications (quiz TBA); Jackson DBQ, Social Reforms DBQ
7. Manifest Destiny and Sectionalism (1 week)
To recognize the importance of westward expansion and the looming issue of slavery
in the United States, the student will be able to:
A. Identify the causes and results of American settlers’ moving west
B. Discuss the causes and results of the Mexican–American War
C. Analyze the issues involving slavery and potential disunion during the late
1840s and through the decade of the 1850s
RA: “The Madness of John Brown” (After the Fact); “The Debate
Over Slavery” (American Issues)
Themes: Geographical and economic expansion, sectionalism, regional developments,
slavery, and causes of the Civil War
Content: Revolution in Texas, Mexican–American War, development of third parties,
popular sovereignty, Compromise of 1850, Kansas–Nebraska Act, Election of
1856, Dred Scott, John Brown, Lincoln–Douglas debates, Harper’s Ferry, Election
of 1860, secession and the beginnings of the Civil War
MA: Reading quizzes; Reading journals with essential questions; Vocabulary and
identifications (quiz TBA); Free-Response Essay on Sectional Crisis; Unit Test
8. The American Civil War and Reforging the Union (2 weeks)
In order to understand the conflict and reconstruction of the United States from
1860 to 1877, the student will be able to:
A. Characterize the demographic makeup of the Old South and the social
relationships between blacks and whites
B. Identify the causes and results of the Civil War
C. Evaluate Reconstruction and its impact on the nation as a whole
RA: “Did Abraham Lincoln Free the Slaves?” and “Was it Wrong to Impeach Andrew Johnson?” (Taking
Sides, Volume I)
Themes: Social mores and stratification in the South, secession and war, Reconstruction
issues and plans, economic development in the South, and social equality
Content: Social mores of the Old South, economic development in the Old South;
advantages and disadvantages of both the United States and the Confederacy;
military technology; outcomes of significant battles; social aspects of the Civil
War (Emancipation Proclamation, Civil War and Reconstruction Amendments);
mobilization and domestic issues and policies during the war; social, economic,
and political impact of the war; Reconstruction plans (presidential vs. congressional
reconstruction plans); economic development of the “New South”; home rule;
Compromise of 1877; Booker T. Washington vs. W.E.B. DuBois; sharecropping and
tenant farming
MA: Reading quizzes; reading journals with essential questions; vocabulary and
identifications (quiz TBA); Presidential Quiz 1828–1877 (TBA); free-response essay
on Reconstruction; Unit Test and/or Midterm Exam
9. The Trans-Mississippi West, American Industrialization, the
Gilded Age, and the Advent of Urban and Rural America During
the Gilded Age (4 weeks)
In order to understand the development of society and industry during this time in
American history, the student will be able to:
A. Explain the issues that transformed the western frontier and the treatment of
the indigenous people
B. Describe the events leading to and resulting from American industrialization
C. Explain the significance of the influx of immigrants and their impact on
urbanization in America
D. Identify the various cultural developments around the turn of the century
RA: Issues 2, 3, 5, and 6 (Taking Sides, Volume II)
Themes: Struggle for equality, Native American relations, role of government in
economic growth and regulation, and the impact of industrialization socially, economically,
and politically
Content: Native American wars, Dawes Act, Reservation System, Gilded Age Politics,
the Robber Barons (methods, accomplishments, and philosophies), the rise
of labor unions (leaders, methods, successes, and failures), the Pendleton Act, the
GAR, William Jennings Bryan, Populist Party, the Grange, gold standard vs. silver
standard
Major Assignments: Group project regarding the development of the nineteenth century
United States. Elements include presentation on Taking Sides issues (type
this out), scavenger hunt (finding and documenting historical research after being
given a list of items to find), creation of their own DBQ (students will develop their
own essential question, procure their documents to show both sides of their question,
write a rationale for each document chosen, develop a rubric for scoring the
DBQ, and write an introductory paragraph for their DBQ)
10. American Progressives and American Foreign Policy (3 weeks)
To understand the emergence of the modern United States, the student will be able
to:
A. Compare and contrast the administrations’ attitudes towards domestic reforms
during the Progressive Era, paying special attention to:
1. Local and state progressive movements and initiatives
2. National Progressive programs
a. Theodore Roosevelt and his administration
b. Howard Taft and his administration
c. Woodrow Wilson and his administration
B. Explain the causes and results of American imperialism
1. Foreign policy and Asia
2. Central and South American foreign policy
3. The Spanish-American War
C. Describe American attitudes toward and involvement in World War I
RA: “Did the Progressives Fail?” (Taking Sides)
Themes: Role of government in the economy, impact of third parties, role of the
United States in world affairs, motives for entering WWI, postwar agreements,
presidential power vs. congressional power
Content: Local and state progressive reforms (types of municipal governments,
mayors, state governors and representatives), national progressivism plans and
programs (Roosevelt, Taft, Wilson), The Square Deal, New Freedom, muckrakers,
women’s issues, consumer protection, political corruption, environmental protection,
business and labor issues, American imperialism (Asia, Central, and South
America), long-term causes for American imperialism, causes and results of the
Spanish-American War, neutrality during World War I (WWI), causes of American
entry into WWI, Wilson’s 14 points, negotiations of the Treaty of Versailles, conflict
between Wilson and Congress over the treaty, and the League of Nations
MA: Reading quizzes; reading journals with essential questions; vocabulary and
identifications (quiz TBA); Roosevelt and Wilson reaction paper; Treaty of Versailles
DBQ ; Unit Test
11. The Roaring 20s and the Great Depression (2 weeks)
To recognize the importance of the 1920s and the significance of the Great Depression’s
impact on the United States socially, politically, and economically, the student
will be able to:
A. Describe the domestic and foreign policies of the 1920s
B. Explain cultural developments during the “Roaring ’20s”
C. Analyze the causes of the Great Depression
D. Compare and contrast the attempts of both Hoover and FDR at bringing the
United States out of the depths of the Great Depression
RA: “Women and Housework in the 1920s” (Social Fabric, Volume
II); “Sacco and Vanzetti” (After the Fact); “Depression and New Deal” (American
Issues)
Themes: Post-WWI reactions compared to post–Civil War reactions, isolationism,
anti-immigration, revolution in manners and morals, the role of government in the
economy, political realignment, population shifts and suffering during the Depression,
government response to economic conditions
Content: Agricultural and economic recession (minor), intolerance, KKK, immigration
restrictions, Sacco and Vanzetti, prohibition, organized crime, jazz, Harlem
Renaissance, changing roles of women, stock market (boom and bust), Harding
administration (foreign policy, prosperity, and scandals), Coolidge administration
(business of America is business), Hoover (stock market crash and response), election
of 1932, New Deal legislation, FDR vs. Supreme Court (court packing plan),
critics of the New Deal, impact of the Depression
MA: Reading quizzes; reading journals with essential questions; vocabulary and
identifications (quiz TBA); children’s history book on the Roaring 20s; Hoover and
FDR DBQ; Unit Test
12. The Second World War (1 week)
In order to understand American society before, during, and after World War II
(WWII), the student will be able to:
A. Describe the events leading up to World War II
B. Analyze the causes and results of American involvement in World War II
C. Evaluate the motivations of the United States in rebuilding Europe and other
nations after WWII
RA: “The Decision to Drop the Bomb” (After the Fact); “Homefront:
The Experience of Total War” (American Issues)
Themes: Comparison of the administrations of WWI and WWII as neutral leaders,
wartime leaders, and peacemakers; home front comparisons of WWI and WWII;
America assuming role of world leader in post-WWII world
Content: U.S. neutrality during Nazi, Italian, and Japanese aggression; events leading
to Pearl Harbor; mobilization for war; military strategy (Germany first, second
Front, island hopping, atomic bomb); home front (Japanese internment camps,
women and minorities in the workplace and the military); diplomacy (Atlantic
Charter [compare to 14 Points], Yalta, Tehran, Potsdam, United Nations); seeds of
the Cold War (Berlin and the partition of Germany)
MA: Reading quizzes; reading journals with essential questions ; vocabulary
and identifications (quiz TBA); Atomic Bomb DBQ (test grade)
13. The Cold War and 1950s Prosperity (2 weeks)
To understand the impact of the Cold War and the cultural shifts taking place in the
United States during the 1950s, the student will be able to:
A. Explain the origins of the Cold War
B. Analyze the culture of the postwar United States (compare and contrast with
post-WWI culture)
C. Describe the reactionary culture beginning to develop during the 1950s
RA: “The Cold War” (American Issues); “The GI Bill of Rights”
(Social Fabric Volume II); “Were the 1950s America’s ‘Happy Days’?” (Taking Sides,
Volume II)
Themes: Economic transition, governmental powers, social mores, civil liberties,
and civil rights
Content: Election of 1948, Truman, Truman Doctrine, Containment Policy, NATO,
Warsaw Pact, Red China, Korea, Baby Boom, GI Bill of Rights, election of 1952,
peaceful coexistence, HUAC, McCarthyism, modern media, advertising, cultural
development (appliances, housing, suburbia, jobs, television, fast food, hotel chains,
cars, etc.), interstate highways, Beatniks and the beginning of counterculture, the
beginning of the modern civil rights movement, the Warren Court, Brown vs.
Board of Education, and societal changes after WWII
MA: Reading quizzes; reading journals with essential questions; vocabulary and
identifications (quiz TBA); Presidential Quiz 1877–1960 (TBA); free-response essay
on the 1950s society
14. The 1960s and the Civil Rights Movement, Counterculture,
and Vietnam (3 weeks)
To recognize the importance of societal shifts, domestic programs, and foreign policy
during the 1960s, the student will be able to:
A. Evaluate domestic programs and foreign policies of the Kennedy and Johnson
Administrations:
1. The New Frontier, Civil Rights
2. Cuban Missile Crisis, Bay of Pigs
3. The Great Society (Medicare, Medicaid, etc.)
4. Early Vietnam
B. Analyze the causes and results of the American Civil Rights Movement
C. Analyze the beginning and development of “the counterculture”
D. Evaluate the causes and results of American involvement in the Vietnam War
RA: “The Struggle for Civil Rights,” “The Counterculture” (Social
Fabric, Volume II); “The Vietnam War and Political Crisis” (American Issues)
Themes: The United States on the world stage, societal changes
Content: U2 incident, civil rights and civil liberties, public and government responses
to social changes, election of 1960, Kennedy’s New Frontier, Kennedy assassination,
the election of 1968, Johnson’s Great Society programs, War on Poverty,
election of 1968, Freedom Summer, SNCC, CORE, SCLC, sit-ins, Black Panthers,
Martin Luther King Jr., March on Washington, Malcolm X, Civil Rights Act of 1964,
and changing social mores
MA: Reading quizzes; reading journals with essential questions; vocabulary and
identifications (quiz TBA); free-response essay on the 1960s
15. The 1970s: Caution in a Crazy World (1 Week)
To understand the role of America and its future in the world today, the student will
be able to:
A. Explain the causes and results of the downfall of the Nixon administration
B. Characterize society under the Ford and Carter administrations
RA: “Will History Forgive Richard Nixon?” (Taking Sides, Volume
II); “Breaking into Watergate” (After the Fact); “Culture War” (Social Fabric,
Volume II)
Themes: Economic stagnation, foreign policy, human rights, civil rights
(continued)
Content: Vietnamization, Watergate, Nixon and resignation, Ford administration,
WIN, inflation and stagflation, OPEC, election of 1976, Carter administration (domestic
and foreign policies), Camp David Accords, Iran Hostage Crisis, election of
1980
MA: Reading quizzes; reading journals with essential questions; vocabulary and
identifications (quiz TBA)
16. The 1980s and Beyond: Conservatism Triumphant (2
weeks)
In order to understand the changing social trends of the 1980s and 1990s, as well
as the role of the United States in world affairs on the threshold of the twenty-first
century, the student will be able to:
A. Characterize society and foreign policy under the Reagan and Bush I Administrations
B. Evaluate the Clinton Administration regarding domestic and foreign policy of
the ’90s
C. Analyze issues, both domestic and foreign, facing the United States today and
in the near future
RA: Text (31 and 32); “Challenges of a Changing World” (American Issues); “Were
the 1980s a Decade of Greed?” (Taking Sides, Volume II)
Themes: Continuity and change, Cold War episodes, human rights, globalization,
self-interests and the American character, economic stability, cultural mores, societal
changes
Content: Election of 1980, Reaganomics, the Strategic Détente Initiative, perestroika/
glasnost, end of the Cold War, Iran-Contra Affair, election of 1988, Bush and
economic policies, fall of Communism, Operation Desert Shield, Operation Desert
Storm, election of 1992, Clinton Administration, Somalia, Kosovo, terrorist hijackings
and bombings, scandals, health care system, election of 2000, Bush II, 9-11,
“war on terror,” foreign policy, civil liberties, globalization, new world role
MA: Reading quizzes; reading journals with essential questions; vocabulary and
identifications (quiz TBA); Presidential Quiz, 1960–present day (TBA)
17. AP Exam Review (2 weeks)
RA: Students will be assigned sections or chapters of their review workbook each
night. Every day, students will take review quizzes (10 questions each, with questions
coming from review exams). Time will be allotted for reviewing the answers.
When time allows, students will also work on free-response essays as well as DBQs
in groups. These essay questions and DBQs would come from the review chapters
the students had read the night before.
Additional Requirements
In addition to content mastery, students will:
A. Write effective historical essays with a strong thesis, supporting information,
and develop a collegiate-level writing style.
B. Analyze historical documents for meaning, context, and relationship to historical
topics and issues.
C. Develop techniques (essential questions, Socratic questioning, debate) to
discuss and critically analyze historical topics.
D. Develop personal interpretations of different eras of history by reading and
interpreting various historians’ work.
E. Keep a reading journal, taking notes while completing reading assignments.
At the end of each reading assignment, students will also include two essential
questions concerning the content of the reading.
Resources Needed
Required Materials
- 3 Subject Notebook (minimum 150 sheets; try to find one with more)
- Paper
- Pens
- Pencils
- Highlighters (Green, Pink, Blue, Orange, & Yellow)
Required Text
Eric Foner. Give Me Liberty!: An American History, Third Edition/Volume 1. W. W. Norton, 2010.
Kenneth Davis. Don't Know Much About History: Everything You Need to Know About American History but Never Learned, HarperCollins, 2004.
Madaras, Larry, and James M. SoRelle. Taking Sides: Clashing Views on Controversial
Issues in American History, Volumes One and Two (Guilford, CT: Dushkin Publishing Group Inc., 2002
Monograph from selected list
Policies and Procedures
Classroom Citizenship
Classroom citizenship is a collection of behaviors that are expected of you in a COLLEGE ENVIRONMENT. Remember, you are a student of HISD and Houston Community College. College expectations are in academics as well as behaviors. Materials should be on your person every day of class. It is your responsibility to carry materials in college. Tardiness will not be accepted by any means without a permit. Bathroom breaks are to be done between classes which there will be ample time (5 minutes.). Once again realize this is a college environment and it is your responsibility to manage your time wisely. Conduct is about self-discipline which I hold you to a high expectation of. The following are my expectations:
College Expectations
1. Arrive promptly (before start of class) with required materials, stay on assigned task and area until excused by the teacher (the teacher releases you, not the time).
2. Once a student arrives there should be no socializing or standing around and assignment should be immediately worked on.
3. If a student is late, report to the instructor with permit or if you have no permit, sign the tardy log.
4. Be prepared to contribute positively to the class as a college student (expect to be called on), using appropriate, non-offensive language.
5. Demonstrate respect for the rights, the person, and the property of others.
6. If a disagreement occurs with the teacher, the student should ask the teacher to privately discuss it outside of class in a civil manner.
7. Use electronics as an educational tool, do not let them become distractions or toys.
8. Know and follow all proper procedures.
Severe Clause
If a physical confrontation, a verbal threat occurs towards students or teachers, the student(s) will be automatically sent to the office. Any foul language towards the teacher will result in the same or continual disrespect and non-compliance.
If conduct becomes an issue, you will no longer be treated as a college student, but as a high school student until the issues are resolved. The following is how infractions will be handled:
Consequences
1st infraction = verbal warning
2nd infraction = student relocation and modified lesson
3rd infraction = lunch conference and essay
4th infraction = Administrative referral
Note: Any step may be skipped at the instructor’s discretion. All infractions will be recorded.
Assignments
Journals will be written daily on different topics which will strengthen writing skills and analysis. Daily classroom participation is required in discussions and classroom work to ensure the student has a comprehension of the lesson. There will be weekly lesson quizzes to ensure the students’ comprehension and unit tests. Some quizzes, homework/assignments, or projects will require online access so be prepared to make arrangements. Homework/assignments will be assigned in various forms (readings, writing, research, etc.) depending on what lesson concepts, skills, and information were introduced. Throughout the course, students will be working on various projects that include working as an individual and collaboratively in a group that will build many skills while demonstrating comprehension. Assignments will be turned in at the same location in class before class begins on the due date. Comprehensive final exams will also be given twice each during the school year. The ultimate goal is full comprehension of the understandings, skills, and information given.
FINAL CLASS GRADE=:
Combined Work Grade
Essays (DBQ, Comp., COT) =50% of total combined points
Assessments (Quizzes-Tests) =20% of total combined points
Projects =15% of total combined points
Notes =5% of total combined points
Journals =5% of total combined points
Homework/ Class Assignments =5% of total combined points
Late Work
Any work that is turned in late will have 10 points (0-100) deducted every day past its due date.
Grading Scale
Grades will be checked online or after class/school with the instructor. Every parent and student will have a username/password assigned to check grades. Class time is reserved for instruction so no individual grades will be checked during class. The final grade will be on a 0-100% scale, but some work may be judged on a 0-4 rubric scale. This 0-4 rubric scale will be converted to a 0-100% scale for grade book purposes.
Grades can be checked online through GradeSpeed.
Attendance:
Regular attendance for students is essential to successful comprehension of material and completion of the course. The daily lessons will ensure the student has absorbed material through lecture, discussion, student-group practice and other forms. If an absence is planned and unavoidable, please consult with me so arrangements can be made to ensure comprehension of the lesson.
Attendance can be checked online through GradeSpeed.
Make-up work
Make-up work will be accepted for an excused absence if procedure is followed with permission from me. The student must consult with me the day they return outside of class time and will be given further instructions. A test or quiz will be taken the day upon return. In college, the student must make the effort to communicate with the instructor for make up assignments.
Extra Credit
Random extra credit will be available upon request until one month before finals.
Websites
Most of my resources (worksheets, lectures, etc.) will be available on Google Documents. Blogger.com, Quizstar, and Turnitin.com will also be frequently used, so familiarize yourself with it.
Contact Information
- Mr. Contreras
- 713-696-6168
- Conference Period: Tuesday/Thursday 2-3:25 P.M.
- [email protected]
AP US History Syllabus Receipt
Student Signature:____________________________________ Date:________________
Student Printed Name: ________________________________
Parent Signature:_____________________________________ Date:________________
Parent Printed Name: _________________________________
Course Information
A syllabus hasn't been posted for this course yet.