AP United States History Assignments

AP FINAL PROJECTS DUE: Presentations will be on Tuesday 6/7 and the Final Class period. Research paper final drafts are due by Monday 6/6

 

I included a sample MLA formatted research paper to help you format your research paper.

Here is the link to the procon.org webpage to complete the section of the 2016 Election that you were assigned. 

Answer the War on Terrorism questions - on the sheet provided I added the questions written on the board to the original copy distributed in class on Monday. 

Here is a link to the Frontline video we watched in class: 

Here is a link to ProCon on the use of armed drones to help answer that questions:

Choose your option (Group Presentation, Group Documentary or Solo Research Paper) and your topic (have up to 3 top choices) for Thursday.

STUDY FOR THE APUSH EXAM - FRIDAY MAY 6th.

Arrive at the Gym at 7:15 with pencils, pens, water, a snack in a clear plastic bag, and confidence! Good luck!

Here are the review handouts from this week.

Study for the cumulative Multiple Choice Final Exam, 55 questions, covering Units 1-9. 

Prepare for your Theme Group Review presentations April 25-28.

All group members MUST BE PRESENT on the day of your presentation and must participate in the presentation. While the assignment is designed as a group grade, any group members who are not present or who are not contributing appropriately to their group will receive a lower grade than other members.

Read Ch. 31 & 32 and study for the Unit 9 Exam 1970s-Present.

Your completed Reagan/Clinton debate sheets are due Thursday - if you were absent you need to base your decisions on the procon.org info and the text. 

Here is a link to the procon.org website for the Bill Clinton debate for Wednesday. Using the website info or additional outside info including the textbook - find a minimum of 3 pieces of evidence to use to argue that Bill Clinton was either "good" or "bad" president based on the group you were assigned in class. 

Will will be having an in-class LEQ on Tuesday (instead of Friday). You will have 35 minutes and a choice of 2 topics. Make sure that you have read Ch. 31 & 32 of the textbook in preparation for the essay and the exam on Friday.

Here is a link to the procon.org website for the Reagan debate for Monday. Using the website info or additional outside info including the textbook - find a minimum of 3 pieces of evidence to use to argue that Reagan was either "good" or "bad" president based on the group you were assigned in class. 

The Final Draft of you group DBQ sample essay is due. 

1. Final edited draft may be handwritten in pen or typed (12 pt font)

2. Make sure to include the name of all the group members with the actual writer on the top

3. Include a copy of the final draft of the documents stapled to the back of the essay.

Download and read the pdf on Watergate and its legacy be prepared to discuss on Tuesday.

Over break:

1. Study for the APUSH Exam (May 6th) use the resources on the AP Review Page

2. Write your DBQ essay for the DBQ that your group created (due Monday 4/11 no exceptions) - this should be handwritten in pen and should attempt to stick to the 55 minute time limit if possible.

3. Read Ch. 30 on the 1970s. We will have a quiz on Ch. 30 on Monday 4/11.

Here is a link to my APUSH Exam Review Page to bookmark. I Updated the combined Thematic Learning Objectives & Concept Outline for Period 1-9 w/ Examples - also attached below (both Doc version and pdf)

/apps/pages/index.jsp?uREC_ID=73695&type=u&pREC_ID=711130

Study for the Unit 8(a) Exam 1945-1969. Ch. 27-29

The Final Draft of your DBQ is due (the documents - not the essay itself). It needs to be properly formatted. The documents need to be in chronological order. You will need to turn in one printed out hard copy Wednesday 3/23.

Prepare for the 1960s-1970s Social Group Presentations that will take place in class from Monday 3/21 through Wednesday 3/23.

3/21: New Left & Counterculture

3/22: Black Power, Latinos, American Indians

3/23: Feminists, Gay Rights

***SINCE IT ALSO SAID DUE FRIDAY AT THE BOTTOM IS WILL ACCEPT THIS BY FRIDAY 3/18 NOW AT THE LATEST****

***I Have decided to make this an EXTRA CREDIT assignment sinceI want you to focus on the DBQ project I have have missed class due to WASC Meetings - you can earn up to 7 extra credit points in the DBQ/LEQ category****

Read the 1950s Document Packet (the same one listed for Tuesday). Download the Matrix and read the prompt at the top of the Matrix sheet

Read all the documents, but choose 1 document from each of the subsections (A-F) and do H.A.P.P. analysis. It can be written or typed. Answer the prompt with a thesis statement with 3 clear organizational/subcategories.

A rough draft of your group DBQ is due - use the template provided. You can cut and paste the template into a Google Docs file and work on it that way - or you can use the word document as it is. Here is a website with good primary sources compiled by another teacher that is helpful:http://www.peterpappas.com/2013/09/best-sites-for-primary-documents-in-us-history.html

Read Martin Luther King's "Letter From a Birmingham Jail" and Malcolm X's "Ballot or the Bullet" and be prepared to discuss the following: 

1. Compare and contrast the views of the two civil rights leaders.

2. Which of the two resonates with you more - who would you be more likely to follow in the era?

***WE WILL NO LONGER HAVE A QUIZ ON THURSDAY ON CH 29. I WILL LET YOU KNOW WHEN AND IF IT WILL BE RESCHEDULED****

Your group's DBQ prompt will be due for the DBQ Project.

We will have an in-class DBQ on material from 1945-1960.

Register and pay for your APUSH Exam - don't wait until Friday. If for whatever reason you are considering not taking the exam please discuss your concerns with Mr. Owens before Friday 3/11 (the last day to pay without late fees). The exam will take place on the morning of Friday May 6th. If you choose not to take the AP Exam you will have an alternate final exam before the end of the school year.

Here is a link to the registration info: 

Develop two DBQ prompts to bring to class on Thursday.  It needs to focus on your theme and can't exclusively be before 1607 or after 1980.  It has to be one of the 4 styles of questions (samples provided).

1. Comparison: Compare and contrast the effects of World War I and World War II on the American homefront.
2. Causation: Examine the causes of the rise of organized labor and the effects that unions had on American society from 1865 to 1900.
3. Continuity and Change Over Time: To what extent were immigration patterns to the United States during the Gilded Age a continuation of past immigration patterns before the Civil War and to what extent did they represent change.
4. PERIODIZATION (turning point): Evaluate the extent to which the Progressive Era (1901–1920) marked a turning point in the history of women in the United States, analyzing what changed and what stayed the same from the period immediately before the Progressive Era to the period during and immediately after it.

 

Read Ch. 28 and take notes. Read the 1950s Document Packet We will have a quiz on Ch. 27-28 on Tuesday 3/8 (I have a WASC meeting Tuesday and will miss 1st period so 1st period will take the quiz on Wednesday 3/9 instead). Pay particular attention to Cold War related material for both chapters.

Read Ch. 27 on the Cold War & take notes. We will no longer have a quiz on Monday.

We will have an in-class LEQ (35 minutes) on Friday - you will have a choice of 2 prompts covering the range of 1900-1950. Both prompts will assess the historical thinking skill of "periodization" meaning the prompts will both ask you to assess if an event or era served as a turning point on a certain issue. 

To wrap up our lessons on World War II we will close Wednesday with a reflection on 3 key issues. 

1. What lessons should the United States and Americans today have learned from Japanese Internment?

2. If you were given the task on writing the history of World War II how would you depict the United States' decision to drop atomic bombs on Japan: A) as a necessity for Japanese surrender or B) as a mistake and ultimately a bad decision.

3. What should be considered a war crime and who should ultimately be responsible for bringing those who are accused to committing war crimes to justice?

Study for the Unit 7 Exam from 1898 to 1945 (Imperialism-WWII)

 

Key Concept 7.1

Growth expanded opportunity, while economic instability led to new efforts to reform U.S. society and its economic system.

Key Concept 7.2:

Innovations in communications and technology contributed to the growth of mass culture, while significant changes occurred in internal and international migration patterns.

Key Concept 7.3:

Participation in a series of global conflicts propelled the United States into a position of international power while renewing domestic debates over the nation’s proper role in the world.

Write a detailed paragraph answering the prompt for the Japanese Internment DBQ that includes each of the following elements:

1. A Thesis/Topic Sentence - try to set up a complex argument.

2. A minimum of 2 Documents that you analyze using (H.A.P.P. analysis)

3. A minimum of 1 explained piece of outside information.

4. A concluding sentence with closing analysis

Write in pen or typed - due Monday.

Read and take notes on Ch. 25-26 The Global Crisis and World War II

Here are the 2 great videos from ABC's The Century on WWII:

 

Read the documents and answer the questions on the Japanese Internment Practice DBQ from class today. Tomorrow in class you will be creating a thesis statement that answers the prompt based on the documents.

By Friday take the online quiz on the link provided from " isidewith.com" to determine if your views reveal that you are more liberal or conservative and which of the 2016 presidential candidates best represent your views.

Read and take notes on Ch. 24 The New Deal.

Read Ch. 23 on The Great Depression and prepare for a quiz on Tuesday 2/9

Complete the Cure for the Great Depression Handout from class. Remember to label your top 3 choices 1,2, and 3, and your bottom 3 choices 8, 9, and 10. Then try to determine if each of the ten proposed solutions are Liberal (L) or Conservative (C)

Read Ch. 22 on the 1920s and prepare for a quiz on Tuesday.

Follow directions provided for the Ode to the 1920s Poetry Slam. You may choose someone who is not on the list but you should clear it with Mr. Owens first. Poems ar due Tuesday 2/2 in class. You will first get into small groups and each group will choose one representative to share with the class to "battle" with the other poets (I'll explain).

Prep for an in-class DBQ on Friday. You need to complete to pre-writing prep work and document analysis at home and bring it with you to class on Friday. You are encouraged to write on the DBQ itself (handed out in class) and take notes on the attached graphic organizer (bulleted notes not pre-written paragraphs). You will not be allowed any additional materials or notes on the day of the essay outside of what you wrote on the documents and the graphic organizer. If you are not prepared on Friday you will not be given extra time. You will 40 minutes in class to write your essay (5 paragraphs recommended including your intro and conclusion). The more specific date range you should is 1890-1912.

Complete the Causes and Effects Chart of American entry into WWI (passed out last Wednesday). You should have already completed the 3 most significant causes now complete the effects column. I will collect them in class on Wednesday.

****I DECIDED TO MOVE THE QUIZ ON CH. (WWI) 21 TO TUESDAY1/26*****

Here is the link to The Century: "Shell Shock" : https://www.youtube.com/watch?v=1GBWDQ5cF_U

Also attached below is the Helen Keller interview "Why I Became an IWW" I mentioned in class.

 

Here are the DBQ notes from class.

Study for Finals.

Wednesday 1/13: Period 5

Thursday 1/14:  Period 1 & 2

Friday 1/15: Periods 3 & 4

The Semester Final will be in 2 parts: 

Part 1: 55 multiple choice questions (covering 1491-1917 Ch. 1-20)

Part 2: 4 (3-part) SAQs (also covering 1491-1917 Ch. 1-20)

 

 

Read and take notes on Ch. 20 on Progressivism & read the primary sources. 

Here is an updated copy of the 2nd Semester Exam and Quiz Schedule.

Review p. 579-581 & 587-589 on Wilson's Presidency & Foreign Policy pre- WWI

Prepare for the mock 1912 Election - follow the instructions on the handout from class (attached) also attached are some additional resources.

Review/Read p. 577-579 & 587 on Taft's Presidency and foreign policy.

Review Read p. 568-577 & p. 584-587 (Ch. 21) on TR's presidency and foreign policy. 

Review Ch. 20 p. 552-568

Write the assigned DBQ on the effects of Industrialization in the late 1800s. THE ESSAY MUST BE HANDWRITTEN IN PEN. Read the instructions carefully and try to do the assignment in one timed setting and try not to extend to far beyond 55 minutes total. Turn in on Monday 1/4 in the order: 1. Rubric 2. Essay 3. Documents

Pepare for the group "Holiday History Song-a-Long"

Read p. 538-549.

Read p. 531-538 on Imperialism

 

Study for the Unit 6 Exam 1865-1898 (Ch. 15 "New South" - Ch. 19 excluding Imperialism)

 

Read Ch. 16 and prepare for the "Life is Hard in the Gilded Age" Group presentations.

Read p. 527-531

Read p. 520-527 & The New South p. 418-428 (Ch. 15)

Read p. 447-453 (Ch. 16) on the closing of the Frontier & American Indians.

Read p. 515-520

Due Friday: Complete your debate write-ups.

Jury members will have to write why they voted the way they did for each individual debate (1 page minimum).

* All (Debaters & Jurors) will answer whether or not the industrialists of the day (not just the 3 previously discussed) should be collectively considered Robber Barons or Captains of Industry based on Ch. 17, the document packet, and your knowledge of history. You will not be assigned a role here but can decide what your position is based on your research. You need to cite at least 3 documents from the packet in your written response (min. 1/2 page).  In Paragraph: Everyone needs to conclude by assessing the legacy of industrial capitalism: Were the effects of industrial capitalism ultimately more positive or negative during the Gilded Age? Explain using specific examples from the Gilded Age.

* Please cite your documents using "parenthetical citations" for example: "Andrew Carnegie argued that wealthy Americas should donate their much of their wealth (Doc. 14)." Rather than "In Document 14 it says…"

In addition: Read p. 500-512

Read Ch. 18 p. 487-500.

Prepare for the Robber Barons vs. Captains of Industry Debate

***I have decided to postpone the Quiz on Ch. 17 until Tuesday 12/1****

Read & take notes on p. 475-484 

We will have a quiz on Ch. 17 

Read & take notes on p. 467-475

***We will be covering Ch. 17 Industrialization before Ch. 16*****

Read Ch. 17 p. 458-467 on the rise of Industrialization

Study for the Unit 5 Exam Ch. 13-15 1844-1877

Key Concept 5.1:
The United States became more connected with the world, pursued an expansionist foreign policy in the Western Hemisphere, and emerged as the destination for many migrants from other countries.

Key Concept 5.2:
Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war.

Key Concept 5.3:
The Union victory in the Civil War and the contested Reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights.

Read and take notes on Ch. 15 on Reconstruction. There will be a unit exam on Friday 11/20 that includes Reconstruction but the quiz Monday 11/16 is canceled.

Social Experiment inspired by Emerson - Extra Credit Opportunity Due 11/16

If you were absent or misplaced the Self-Evaluation here is a digital copy.

Read Ch. 14 and prepare for a Ch. 13-14 quiz Monday 11/9.

Research your assigned Road to Secession Event and be prepared to present to the class on Friday - each group will have a maximum of 4 minutes.

Read Ch. 13 and the relevant primary sources.

Study for the Unit 4 Exam 1800-1848 (Ch. 7-12)

 

Here is a link to the Gilder Lehrman APUSH Review website that I shared in Centaur Plus - helpful resources to use throughout the year.

Read & take notes on Ch. 12

We will have an in-class 35 minute LEQ on Monday. This time the topic will not be given ahead of time but it will be on topics from 1800-1848 (Ch. 7-11) &  you will have the choice of 2 topics.

Read & take notes on Ch. 11

Read Ch. 10. There are no additional required primary sources for Chapter 10, but I would recommend reading carefully the Lowell Factory documents provided in the chapter.

Read Ch. 9 and takes notes we will have a quiz on Ch. 8-9 on Tuesday 10/20

Does Andrew Jackson deserve his place on the $20? Prepare for a discussion debate on Monday.

Research your assigned Marshall Court Case - if you were absent pick one of the 6. Be prepared to discuss your case Friday in class.

Read Ch. 8 & prepare for a Quiz on Ch. 7 & 8.

***The electorate or absent students: your 1-2 page write-up (1 full page minimum) should include why you voted the way you did and if you were transported back to 1800 would you vote for Hamilton's Federalists or Jefferson's Democratic-Republicans? Due Thursday - typed or handwritten.

 

 

 

Here are the instructions for the Federalists vs. Democratic-Republicans Debate. You only have to prepare for the position you chose in class. If you were absent on Thursday please speak with Mr. Owens in class Monday for your role.

Read Ch. 7 and take notes w/ Study Guide.

Study for the Unit 3 Exam and Ch. 4-6. 1754-1800

We will have an in-class LEQ (Long Essay Question) Wednesday related to material from Unit 3 (Ch. 4-6) 1754-1800. You will have 5 minutes to brainstorm and 30 minutes to write (pen only). 

PROMPT: Continuity & Change: To what extent were the effects of the American Revolution politically, economically, and socially revolutionary?

You are encouraged to review the material but this will be a closed note essay meaning you can't have any pre-written brainstorming or thesis statements. 

Download the two handouts. Read the description of each of the seven individuals and decide if they are Federalists or Antifederalists and complete the attached chart. Due Tuesday.

Read Ch. 6 - we will no longer be having a quiz on Monday due to the LEQ & Unit exam this week - but it is still essential to read and learn Ch. 6 material for each assessment.

Here is the link to the Shays' Rebellion video we watched in class: https://www.youtube.com/watch?v=ZEoeK5MvEdY&safe=active

Prepare a thesis statement for the following question for class on Thursday:

To what extent were the effects of the American Revolution politically, economically, and socially revolutionary?

Neutral Characters write-ups are due: The 1 page requirement is a minimum, more is recommended to full explain your decision on joining the Patriots, Loyalists, or remaining Neutral. Write-ups are due Wednesday 9/23.

**IF YOU WERE ABSENT THE DAY OF THE DEBATE***

If you were a Patriot or a Loyalist you need to write you arguments into a written paper form (handwritten or typed) that is due along with your propaganda on Wednesday 1-2 pages. If you were assigned a Neutral character: you need to compare and contrast the major Patriot and Loyalist arguments and decide which side you or your character would have chosen and why (2 pages).

Read the Declaration of Independence (A-5 & A-6 in the back of your textbook).

Download the following questions - answer and complete them for Tuesday's class. You may handwrite or type your responses.

Read Ch. 5 and prepare for the Ch 4 & 5 Quiz

Prepare for the Patriots vs. Loyalists Town Meeting Debate. Roles for the debate will be assigned Monday or Tuesday in class. You will need to research your character and develop arguments and propaganda for Friday. More info will be delivered in class.

Read the 2 Accounts of the Boston Massacre and be prepared to discussed the following in class on Thursday:

1. What key similarities did the 2 accounts have?

2. What were the most significant contrasts?

3. Which account did you find more convincing and why?

Read & take notes on Chapter 4

Study for the Unit 2 Exam on Ch. 2 & 3 that will combine Multiple Choice & Short Answer Responses.

Based on what you were assigned in class today (Puritan, Great Awakening, Enlightenment) research your group and then write a first person account of your ideology that includes the elements at the top of the attached handout. You will write as if you were a representative of that movement in America during the time period (a fictional person or real - your choice). You will need to write a detailed paragraph due Thursday.

Write an LEQ (Long Essay Question) due by Tuesday. Complete the Prompt Analysis brainstorming and staple it to the back of the essay when you turn it in Tuesday. Following the instructions and guidelines discussed Thursday in class and including on the guidelines (digital version of both attached. Remember normally you will only have 35 minutes in class so do not take too long to write the essay (1 hour maximum). Use information from what we have discussed in class and from Chapters 2 & 3 from the textbook. The essay must be written in BLUE OR BLACK PEN only. 

If you were absent on Friday and need to make up the Ch. 2-3 Quiz you have 2 options: Tuesday 9/8 before school (arrive in my room by 7:45) or Tuesday 9/8 during lunch.

Read Ch. 3 and Prepare for a Quiz that includes elements of Ch. 2 & 3. 

Sign up for "Connect" your on-line textbook account with a full eBook and practice quizzes and additional resources. You will need to register and use the code given in class on the link below.

Read and take notes on Ch. 2 - we will have a quiz in class Monday that will combine 3-5 Multiple Choice Questions and one  3-Part SAQ (Short Answer Question).  While this will essentially be a practice quiz, it is important to read the chapter and take it seriously to gauge you preparedness. Each chapter will include excerpts from relevant primary sources. Some sources we will read and analyze in class, other are simply important to read and be familiar with as they could be chosen for quizzes, exams, DBQs or the AP Exam itself as document excerpts that you will have to analyze.

Please download, carefully read, and sign and have your parents sign the Syllabus - by Monday if you can. Please let me know if you have any questions about any policies included.

Complete the handouts: "Interpretation: Assessment of Columbus & Argumentation on Columbian Exchange" for discussion and mini-debate in class Friday.

Complete the handout on the Causes of European Exploration and be prepared to discuss your reposes in class.

Complete the "Student Survey" distributed in class Tuesday. Here is an attached copy if you prefer to type or if you were absent.

Study for the Unit 1/Summer Assignment Exam connected with Ch. 1 of the textbook. The exam will include 50 multiple choice questions (including topics from the summer assignment and a US Geography section) and two of brief written responses. The exam will go toward your 1st semester grade. You will need a pencil, a pen, and a piece of lined paper for the written response.

Here is a link to Chapter 1: