AP United States History

 

Assignments
Women on Glacier Point
Women dancing on Glacier Point at Yosemite National Park in the 19th century. The federal government set aside the park in 1894 -- and from then on the area was a site of power struggles. The picture represents many of the themes of the 19th and 20th centuries in the United States including environmental preservation, women's rights, and the struggle between the federal government and local governments. California Historical Society

 

The following a list of your assignments for this year.

Participation:25%

Please come to class prepared to participate in class activities. The best way to prepare and participate is to read and take notes on the daily assigned readings from the required books and to prepare questions or analytical thoughts about the reading. Our learning community is a safe place and no one should feel intimidated. We all must also remember that an important part of learning is listening and respectful listening and quiet engagement will also be rewarded in our class. So how does this assessment work? Read on!

There are a possible 10 points for each individual for each day based on the rubric below.  You begin each day with 10 points  -- work hard not to lose them! I will assess participation almost daily. There is also a group grade that I will assess based on how I thought the class went in general (our collective effort). The group grade is based on a 10 point scale:

9-10 = An Awesome Class (we covered much ground and met our learning objectives impressively, we repsected one another, most all of the class was prepared and enthusiastic, most everyone was engaged most all of the time, we had fun and learned good stuff);

8-9 = A Solid Attempt (we covered less ground than we could have because we had to stop for distracting behavior, a few folks were rather disruptive repeatedly, 1/3 or more of the class obviously had not prepared for class, fun meter a little low because Dr. Berry had to play dictator);

7-8 = Eh...not Bad (we struggled to get through the learning objectives for the day because at least 50% of the class was completely unprepared, several people were consistently disruptive, folks were reticient to participate, fun meter too low);

6-7 We are in Trouble (more than 1/2 the class didn't prepare at all, energy was low and as a result few of our learning objectives were covered with any real effectiveness, we were disrespectful to one another through disruptive behavior, unpreparedness, or simple lethargy);

5 and below = WE GOTTA TALK... we will have a class meeting to decide strategies for improvement.

Periodically, you will be asked to assess yourself as well. Please feel free to come talk with me if you would like strategies to improve your participation grade and/or would like clarification on what great participation looks like!

INDIVIDUAL RUBRIC:

A student who earns9-10 points for the day will:

A student who earns 8-9 points for the day will:

A student who earns 7-8 points for the day will:

A student who earns 6 or fewer  points for the day will:

Demonstrate a sophisticated understanding of the subject

Demonstrate a solid understanding of the subjects

Demonstrate a somewhat limited understanding of the subjects

Demonstrate a quite limited understanding of the subjects

Stimulate others to address and engage in the important points and issues for the day

Be uncertain about his/her own analysis of the day’s subject

Be uncertain about his/her own analysis of the day’s subject

Have no analysis of the day’s subject

Add important ideas to the discussion

Add  some ideas to the discussion

Add  very few ideas to the discussion

Add no ideas to the discussion

Directly address specific content from the readings at least once during discussion

Generally, not specifically, refer to the readings

Not demonstrate their close reading

Demonstrate they have not read for the day

Show respect for colleagues and Dr. Berry at all times (this includes NOT talking when someone else is talking)

Show respect for colleagues and Dr. Berry at all times (this includes NOT talking when someone else is talking)

Sometimes talk while others are talking, but generally show respect

Constantly talk while others are talking

Have thoroughly familiarized self with topic

Have familiarized him/herself with the topics, but will be a bit uncertain on some details

Be a bit uncertain on some details for the course material for the day

Will be rather clueless

Offer clear, accurate answers for questions

Offer clear, accurate answers for questions

Attempt to answer for questions but may offer searching or imprecise answers

Will demonstrate they have not read for the day

Try to help others clarify difficult concepts

Try to help others clarify difficult concepts

Not try to help others clarify difficult  concepts

Will not be willing to help others

Perform brilliantly on the day’s in-class and/or homework assignments

Perform highly on the day’s in-class and/or homework assignments

Complete in-class and/or homework assignments, but work is sloppy/poor

Not complete in-class and/or  homework assignments,

Listen intently and come to learn and have fun

Listen intently and come to learn and have fun

Listen intently and come to learn and have fun

Generally not want to be in class 

 

Theme Wrap-Up papers: 20% first semester

In the first semester we will discuss history thematically. In the first semester, you will be required to write a 6-8 page wrap-up paper on the theme for 5 of the 7 themes. These papers must use the sources we have read during the theme to ultimately prove an original argument about the theme. Expectations and Rubric HERE!

Reading and Terms Journal Entries and Document Analyses: 15% first semester

You must journal about the readings at least twice each week. I will tell you exactly which days for which you need to journal.  Sometimes there will be a general question for you to journal about.  Other times, you will just be discussing the readings. For many of the entries, you will be creating a list of terms/vocab for the PREVIOUS class that we will open each new class by going over. The entries will NOT be graded on grammar, spelling, or organization.  BUT I must be able to make sense of them.  Each day, your journal entry is due before class begins.  I will go into your document and restore the last version of the document that was completed before class.  There will be "journal holidays" for those periods of time when we are busy writing more formal essays. The objective of this assignment is for you to seek to understand the readings through writing and to keep an ongoing record of important vocabulary/concepts.   Please format your journal this way:

Date of Reading Journal

Reading Assignment

List of Terms

so...each entry should look like this:

August 12

Levine "The Unpredictable Past"

List of Terms

 

Essays: 25 % of the semester grade- second semester only

Reconstruction Essay and Project = 10% Triangle Shirtwaist Fire Essay= 5%; Comparative War Memorial = 5%; Comparative Eras= 5%

 

Abolitionism/Civil War paper and debate participation: 10% for paper and 5% for debate (first semester only)

This 3-5 page paper will be due in late November. Utilizing primary documents, each student will argue for or against slavery and the need for the Civil War more generally. You will each represent the perspective of a person living in the United States in the late 1850s and will use the paper as the foundation for the all-class debate. See here for the assignment.

 

End-of-First-Semester Exam: 25% 1st semester

This exam will be an in-class exam and will be comprised of AP style multiple-choice questions, 1 essay, and 1 DBQ.

Collaborative Review and In-Class Review Work: 25% (second semester only)

Final Exam: 25% 2nd semester

The final exam will be an open book, open note, take-home essay exam. You will choose one question to answer from a list of 5 possible questions. The essay will be 7-8 pages long. You will also have class time to work together in small groups on your answers.

 

William Martin, Jr. with a cow

William Martin, Jr. a cowboy and ranch-owner, stands on the grounds of Faraway Ranch in what is now Chiricahua National Monument near Wilcox, Arizona. Image borrowed from the web project "In the Steps of Esteban." Image held by the Arizona Historical Society.