Teacher: Caitlin Noble Room Number: 2427 Welcome to US History! Teacher: Caitlin Noble Room Number: 2427

Do Now: Is studying history important? Why or why not?

Today’s Agenda: Introduction PowerPoint Review syllabus and discipline plan Activity Google docs survey

Mrs. Noble

Mrs. Noble

Course Overview: “American History (United States History) examines time periods from the first European explorations of the Americas to present day. Political, military, scientific, economic, and social developments are covered in the historical overview. Students will analyze and interpret a variety of historical resources and use primary and secondary sources, maps, and pictorial and graphic evidence of historical events. This course stresses application, problem-solving, higher-order thinking skills, and use of classroom performance-based/open-ended assessments with rubrics.” -Arkansas Social Studies Curriculum Framework

Two Main Ideas: 1. Time Period: colonization to present over 500 years in 9 months! 2. Skills: -analyze historical resources - interpret historical resources - apply concepts to solve problems - create original work

Concurrent Credit

South Arkansas Community College

Dr. Fouse Starts next Monday (24th) Monday, Tuesday, Friday Supplementary activities on Wednesdays and Thursdays

Grading Two grades: 1. Based on Dr. Fouse’s work and tests, “college credit” grade 2. Based on my work, “high school” grade

Advanced Placement (AP)

Access and Equity Statement The College Board strongly encourages educators to make equitable access a guiding principle for their AP programs by giving all willing and academically prepared students the opportunity to participate in AP. We encourage educators to: Eliminate barriers that restrict access to AP for students from ethnic, racial, and socioeconomic groups that have been traditionally underserved. Make every effort to ensure their AP classes reflect the diversity of their student population. Provide all students with access to academically challenging coursework before they enroll in AP classes Only through a commitment to equitable preparation and access can true equity and excellence be achieved.

Why did you decide to take APUSH?

2 main benefits to taking an AP course: If you pass, you get college credit! You are exposed to a rigorous class that will help prepare you for college.

The Test . . . Redesigned!

Historical Thinking Skills Foster Critical Analysis and Interpretation Skill Type Historical Thinking Skill Chronological Reasoning Historical Causation Patterns of Continuity and Change over Time Periodization Comparison and Contextualization Comparison Contextualization The curriculum framework defines historical thinking skills that are central to the study and practice of history. Students who become proficient in these skills will be able to act as apprentice historians—using the cognitive tools of the discipline to master its subject matter. The curriculum framework describes four categories of skills and nine unique historical thinking skills within those categories. The skills chronological reasoning and comparison and contextualization pertain to “thinking historically,” or the habits of mind that historians use when they approach the past in a critical way. The skills crafting historical arguments from historical evidence and historical interpretation and synthesis pertain to the tools used by historians when they construct and test historical arguments about the past. Students best develop historical thinking skills by investigating the past in ways that reflect the discipline of history, particularly through the exploration and interpretation of a rich array of primary sources and secondary texts, and through regular development of historical argumentation in writing. These Historical Thinking Skills will be identical in all three AP History Courses. Crafting Historical Arguments from Historical Evidence Historical Argumentation Appropriate Use of Relevant Historical Evidence Historical Interpretation and Synthesis Interpretation Synthesis

7 Course Themes Identity Peopling Ideas, Beliefs, and Culture Work, Exchange, and Technology Identity Peopling Course Themes 7 Politics and Power Ideas, Beliefs, and Culture At the highest level, the course is organized around seven course themes. These themes structure the course around significant long-term trends and processes in what has become the United States. The themes provide an overarching framework for inquiry that can be used to guide students throughout the course. The themes are: Work, Exchange, and Technology; Peopling; Ideas, Beliefs, and Culture; America in the World; Environment and Geography—both Physical and Human; Politics and Power; and Identity Environment and Geography — Physical and Human America in the World

Nine Periods: 1491 to the Present The course outline is structured around the investigation of course themes and key concepts in nine chronological periods. You will notice that the revised AP U.S. History course includes pre-Columbian history (represented symbolically by the date 1491) and contemporary history. We made this change because these are important components of the average college U.S. history survey course that are critical for success in subsequent history courses. The inclusion of these periods helps ensure that your students receive college credit and/or advanced placement into the appropriate college courses. To allow time to teach pre-Columbian and contemporary periods, the framework reduces the emphasis previously given to other periods of US history. The curriculum framework suggests the percentage of instruction that should be devoted to each period, and describes the percentage of assessment that will be devoted to each on the exam. You will notice some overlap between periods. Following the example of many subfields within U.S. history, as well as the approach adopted by most U.S. history textbooks, the concept outline reflects an acknowledgment that historians differ in how they apply boundaries between distinct historical eras.

AP® U.S. History Exam Design Type, Time, and Percentage of Total AP Exam Score Section I Part A: Multiple-choice questions 55 minutes – 40% (55 questions organized in sets of 2-5) Each set is focused on one or more learning objectives. Each set is organized around primary or secondary sources. Part B: Short-answer questions (4 questions) 45 minutes – 20% On the slide you can see the design of the AP U.S. history exam. It consists of four parts in two sections. The first part presents 55 multiple-choice questions, organized in sets of two to six. Each set is focused on one or more of the learning objectives. Additionally, each set is based on a stimulus, either a primary or secondary source, a historian’s argument, or a historical problem. The second part comprises four short-answer questions. Each will require students to use historical thinking skills to respond to a primary source, a historian’s argument, a secondary source, or general propositions about U.S. history. The third part is a document-based question, which will require students to assess verbal, quantitative or visual materials as historical evidence, then formulate a thesis and support it. The fourth part, a long-essay question, will give students a choice between two prompts, and an opportunity to demonstrate what they know best, using relevant historical evidence. The Curriculum Framework contains sample items for each of the question types. Now we are going to look at some sample items in detail. Section II Part A: Document-based question (1 question) 60 minutes – 25% Part B: Long-essay question (1 question) 35 minutes – 15% Students choose between two questions

Grading Scale 100 - 90 A 89 – 80 B 79 – 70 C 69 – 60 D 59 – 0 F

Discipline Plan Get it signed tonight!

Interview Activity Work w/ shoulder partner 3 minutes: one partner interviews the other 3 minutes: switch roles Present your partner to the class!

Google Docs Questionnaire apush-noble.weebly.com Daily Work Questionnaire