APUSH Syllabus
Mr. Parise's Schedule and Office Hours:
Before School - Office hours by appointment
M1 - APUSH (MB005)
M2 - APUSH (MB005)
M3 - Prep/Office Hours (MB005)
M4 - Office Hours/NEASC (MB005)
G1 - Prep/NEASC (MB005)
G2 - H. ARCW (MB005)
G3 - ARCW (MB005)
G4 - ARCW (MB005)
Course Resources and Policies
1. Class Website: https://parisehistory.weebly.com/apush
2. Google Classroom
Assignments and Grading
A. All assignments must be submitted via Google Classroom (unless instructed otherwise). Assignments emailed or shared with me in another way will not be considered "turned in" if the assignment was required to be submitted to Google Classroom.
B. It is expected that class assignments will be submitted on time (as indicated in class and PowerSchool) . Timely work completion will be essential to your learning and success in the course. IMPORTANT: the deadline posted in Google Classroom will be the "one-week late" deadline. Assignments will not be accepted (submission ability turned off) after that date.
C. Most assignments will be graded on a 20 point scale (except when otherwise noted, or for larger projects)
D. Late assignments:
- The maximum grade is 80% for any late assignment (not due to absence). Late assignments can be turned in up to one week (5 school days) after the due date. After 5 school days the assignment cannot be submitted and the grade will be a 0%.
- Assignments will be graded through Google Classroom and added to Powerschool approximately one week after the original due date. A grade entered into Powerschool is the final grade for that assignment (exceptions may apply). Which means, once you see a zero for a grade in Powerschool, it may be too late to change it.
- Late policies may differ for larger assignments, or projects.
E. Absences:
- Per school policy, you will have one week (5 school days) to submit any assignments missed due to an excused absence for full credit.
- When absent, always check the class website and Google Classroom before speaking with me about what you missed.
- Label late assignments due to absences with "Absent" at the top of the page to avoid the late penalty
F. Academic Dishonesty - See the TA Academic Honesty Policy, and the Academic Honesty Infraction form.
G. Quarter Grade Calculation:
H. Grade Calculations:
Additional Terms and Conditions
A. Cell Phones:
B. iPads:
- Students must bring iPads (charged) to every class, and may face consequences for failure to do so. You are also expected to stay on task when using your iPad. Having a dead iPad is not an option. We are paperless this year.
- You must have Bluetooth turned ON at ALL times.
- Class time is not gaming time, gram-ing time, snip-snapping time, or tick-tocking time.
- It is expected that you will visit the tech office to fix any tech problems immediately. It is your responsibility to have any Google or iPad problems fixed as soon as they arise.
C. Sleeping - Class time is not nap time. I will wake you up and have a talk with you and your family about healthy sleep habits.
D. Bathroom/Trips out of class:
- No more than one student out at a time. Bathroom trips should be infrequent, and can be restricted if abused.
- You must take the "Parise Medal" pass and sign out when leaving class to use the bathroom.
- If you become a frequent flyer, we will have a private conversation. If you abuse it, you lose it. First ten, last ten minutes, "no" unless an emergency.
- In order to leave class for any other reason you will need to have a previously scheduled appointment (with a pass, or email confirming the appointment).
E. Food & Drink - Allowed if quick, quiet, and clean. You may not go to the Cafe for food/drink during class. If you show up late to class with food/drink from cafe or outside establishment (like Starbucks), I may take it for the remainder of class.
F. Email:
- It is expected that you will check your TA email regularly (this means multiple times per day), and reply to messages that require/request one.
- Please feel free to contact me via email, and expect for me to sometimes contact you via email, but that for some topics I will request we set up a time to chat "in-person"
- I will only discuss grade related issues in person (or via phone or video chat).
G. Classroom Culture:
H. Other Required Materials
COURSE OVERVIEW:
The AP United States History class will meet for eighty minutes every other day. The basic framework is centered on the readings from the text and outside sources, which will be distributed in class or posted via the Internet. The AP program in United States History is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with the problems and materials in United States History. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses.
Students will learn to assess historical materials -- their relevance to a given interpretive problem, their reliability, and their importance -- and to weigh the evidence and interpretations presented in historical scholarship. The AP United States History course will help students to develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in an essay format.
We will use primary source documents to analyze historical content through the incorporation of Document Based Questions, and other scholarly reference materials in class discussions throughout the year. We will also use released materials from previous AP United States History exams to guide our efforts. Guided by the seven selected AP United States themes, the students will learn to use their factual knowledge along with their analytical skills to take exams, debate issues, write thematic and DBQ essays as well other activities.
COURSE OBJECTIVES - STUDENTS WILL:
1. Develop proficiency in the APUSH Reasoning Skills and Disciplinary Practices.
2. Develop an understanding of the seven thematic learning objectives.
3. Develop a thorough understanding of the key concepts for each of the nine APUSH time periods
4. Develop college level writing skills.
5. Be prepared for success on the AP US History test
Before School - Office hours by appointment
M1 - APUSH (MB005)
M2 - APUSH (MB005)
M3 - Prep/Office Hours (MB005)
M4 - Office Hours/NEASC (MB005)
G1 - Prep/NEASC (MB005)
G2 - H. ARCW (MB005)
G3 - ARCW (MB005)
G4 - ARCW (MB005)
Course Resources and Policies
1. Class Website: https://parisehistory.weebly.com/apush
- Daily agendas
- Descriptions of assignments
- Important class resources
- Syllabus
2. Google Classroom
- Submission and Grading of required assignments
Assignments and Grading
A. All assignments must be submitted via Google Classroom (unless instructed otherwise). Assignments emailed or shared with me in another way will not be considered "turned in" if the assignment was required to be submitted to Google Classroom.
B. It is expected that class assignments will be submitted on time (as indicated in class and PowerSchool) . Timely work completion will be essential to your learning and success in the course. IMPORTANT: the deadline posted in Google Classroom will be the "one-week late" deadline. Assignments will not be accepted (submission ability turned off) after that date.
C. Most assignments will be graded on a 20 point scale (except when otherwise noted, or for larger projects)
D. Late assignments:
- The maximum grade is 80% for any late assignment (not due to absence). Late assignments can be turned in up to one week (5 school days) after the due date. After 5 school days the assignment cannot be submitted and the grade will be a 0%.
- Assignments will be graded through Google Classroom and added to Powerschool approximately one week after the original due date. A grade entered into Powerschool is the final grade for that assignment (exceptions may apply). Which means, once you see a zero for a grade in Powerschool, it may be too late to change it.
- Late policies may differ for larger assignments, or projects.
E. Absences:
- Per school policy, you will have one week (5 school days) to submit any assignments missed due to an excused absence for full credit.
- When absent, always check the class website and Google Classroom before speaking with me about what you missed.
- Label late assignments due to absences with "Absent" at the top of the page to avoid the late penalty
F. Academic Dishonesty - See the TA Academic Honesty Policy, and the Academic Honesty Infraction form.
G. Quarter Grade Calculation:
- Unit Tests/Essays: 50% (final essays/DBQs, projects, tests, major assignments)
- Class Assignments: 50% (HW, classwork, quizzes, presentations, projects) - more important assignments will be worth a greater number of points
H. Grade Calculations:
- Semester 1 - 50% - Q1, 50% Q2
- Semester 2 - 50% - Q3, 50% Q3
Additional Terms and Conditions
A. Cell Phones:
- In your bag for the entirety of class.
- First offense - on the wall for the rest of class.
- Second/Subsequent offenses - to your Dean, parent notified.
- You may opt to put on wall voluntarily. Disclaimer - TA/Mr. Parise is not responsible for your phone if you choose to do so.
B. iPads:
- Students must bring iPads (charged) to every class, and may face consequences for failure to do so. You are also expected to stay on task when using your iPad. Having a dead iPad is not an option. We are paperless this year.
- You must have Bluetooth turned ON at ALL times.
- Class time is not gaming time, gram-ing time, snip-snapping time, or tick-tocking time.
- It is expected that you will visit the tech office to fix any tech problems immediately. It is your responsibility to have any Google or iPad problems fixed as soon as they arise.
C. Sleeping - Class time is not nap time. I will wake you up and have a talk with you and your family about healthy sleep habits.
D. Bathroom/Trips out of class:
- No more than one student out at a time. Bathroom trips should be infrequent, and can be restricted if abused.
- You must take the "Parise Medal" pass and sign out when leaving class to use the bathroom.
- If you become a frequent flyer, we will have a private conversation. If you abuse it, you lose it. First ten, last ten minutes, "no" unless an emergency.
- In order to leave class for any other reason you will need to have a previously scheduled appointment (with a pass, or email confirming the appointment).
E. Food & Drink - Allowed if quick, quiet, and clean. You may not go to the Cafe for food/drink during class. If you show up late to class with food/drink from cafe or outside establishment (like Starbucks), I may take it for the remainder of class.
F. Email:
- It is expected that you will check your TA email regularly (this means multiple times per day), and reply to messages that require/request one.
- Please feel free to contact me via email, and expect for me to sometimes contact you via email, but that for some topics I will request we set up a time to chat "in-person"
- I will only discuss grade related issues in person (or via phone or video chat).
G. Classroom Culture:
- You have the right to speak your mind in this class, but a responsibility to only do so in a way that is respectful to those who may have different points of view, and appropriate for a classroom setting.
- Common courtesies: saying hello to classmates, learning the names of the people you interact with in class, laughing at Mr. Parise's jokes, sincerely engaging in class activities and discussions, never being the person who makes someone else feel unwelcome in class.
- Troll-free zone - A classroom can be a great venue for vigorous debate between people with legitimate differences in opinion. But it must be sincere. Avoid argumentation or rhetoric that is disingenuously designed to offend or cause outrage.
- Ask questions and be open to unexpected answers. Be curious and seek growth. It's only human!
- We are partners in your learning. The better we work together, the more you will learn! If you are struggling in class, come to me. Its hard for me to help you in class if I'm not fully aware of the problem!
H. Other Required Materials
- A binder with notebook paper, notebook with lined paper dedicated for this class only.
- Pen/pencil
COURSE OVERVIEW:
The AP United States History class will meet for eighty minutes every other day. The basic framework is centered on the readings from the text and outside sources, which will be distributed in class or posted via the Internet. The AP program in United States History is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with the problems and materials in United States History. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses.
Students will learn to assess historical materials -- their relevance to a given interpretive problem, their reliability, and their importance -- and to weigh the evidence and interpretations presented in historical scholarship. The AP United States History course will help students to develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in an essay format.
We will use primary source documents to analyze historical content through the incorporation of Document Based Questions, and other scholarly reference materials in class discussions throughout the year. We will also use released materials from previous AP United States History exams to guide our efforts. Guided by the seven selected AP United States themes, the students will learn to use their factual knowledge along with their analytical skills to take exams, debate issues, write thematic and DBQ essays as well other activities.
COURSE OBJECTIVES - STUDENTS WILL:
1. Develop proficiency in the APUSH Reasoning Skills and Disciplinary Practices.
2. Develop an understanding of the seven thematic learning objectives.
3. Develop a thorough understanding of the key concepts for each of the nine APUSH time periods
4. Develop college level writing skills.
5. Be prepared for success on the AP US History test
Theme 1: American and National Identity (NAT)
This theme focuses on how and why de nitions of American and national identity and values have developed, as well as related topics such as citizenship, constitutionalism, foreign policy, assimilation, and American exceptionalism.
Theme 2: Politics and Power (POL)
This theme focuses on how di erent social and political groups have in uenced society and government in the United States, as well as how political beliefs and institutions have changed over time.
Theme 3: Work, Exchange, and Technology (WXT)
This theme focuses on the factors behind the development of systems of economic exchange, particularly the role of technology, economic markets, and government.
Theme 4: Culture and Society (CUL)
This theme focuses on the roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States, as well as how various identities, cultures, and values have been preserved or changed in di erent contexts of U.S. history.
Theme 5: Migration and Settlement (MIG)
This theme focuses on why and how the various people who moved to and within the United States both adapted to and transformed their new social and physical environments.
Theme 6: Geography and the Environment (GEO)
This theme focuses on the role of geography and both the natural and human-made environments on social and political developments in what would become the United States.
Theme 7: America in the World (WOR)
This theme focuses on the interactions between nations that affected North American history in the colonial period and on the influence of the United States on world a airs.
This theme focuses on how and why de nitions of American and national identity and values have developed, as well as related topics such as citizenship, constitutionalism, foreign policy, assimilation, and American exceptionalism.
Theme 2: Politics and Power (POL)
This theme focuses on how di erent social and political groups have in uenced society and government in the United States, as well as how political beliefs and institutions have changed over time.
Theme 3: Work, Exchange, and Technology (WXT)
This theme focuses on the factors behind the development of systems of economic exchange, particularly the role of technology, economic markets, and government.
Theme 4: Culture and Society (CUL)
This theme focuses on the roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States, as well as how various identities, cultures, and values have been preserved or changed in di erent contexts of U.S. history.
Theme 5: Migration and Settlement (MIG)
This theme focuses on why and how the various people who moved to and within the United States both adapted to and transformed their new social and physical environments.
Theme 6: Geography and the Environment (GEO)
This theme focuses on the role of geography and both the natural and human-made environments on social and political developments in what would become the United States.
Theme 7: America in the World (WOR)
This theme focuses on the interactions between nations that affected North American history in the colonial period and on the influence of the United States on world a airs.
APUSH TIME PERIODS & KEY CONCEPTS
Period 1: 1491-1607: On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world.
Key Concept 1.1: As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments.
Key Concept 1.2: Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean.
Period 2: 1607-1754: Europeans and American Indians maneuvered and fought for dominance, control, and security in North America, and distinctive colonial and native societies emerged.
Key Concept 2.1: Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and American Indians for resources.
Key Concept 2.2: The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control.
Key Concept 2.3: European colonization efforts in North America stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples.
Period 3: 1754-1800: British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation's social, political, and economic identity.
Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and the Revolutionary War.
Key Concept 3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.
Key Concept 3.3: Migration within North America and competition over resources, boundaries, and trade intensified conflicts among peoples and nations.
Period 4: 1800-1848: The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes.
Key Concept 4.1: The United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and change their society and institutions to match them.
Key Concept 4.2: Innovations in technology, agriculture, and commerce powerfully accelerated the American economy, precipitating profound changes to U.S. society and to national and regional identities.
Key Concept 4.3: The U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives.
Period 5: 1844-1877: As the nation expanded and its population grew, regional tensions, especially over slavery, led to a civil war — the course and aftermath of which transformed American society.
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.
Period 6: 1865-1898: The transformation of the United States from an agricultural to an increasingly industrialized and urbanized society brought about significant economic, political, diplomatic, social, environmental, and cultural changes.
Key Concept 6.1: Technological advances, large-scale production methods, and the opening of new markets encouraged the rise of industrial capitalism in the United States.
Key Concept 6.2: The migrations that accompanied industrialization transformed both urban and rural areas of the United States and caused dramatic social and cultural change.
Key Concept 6.3: The Gilded Age produced new cultural and intellectual movements, public reform efforts, and political debates over economic and social policies.
Period 7: 1890-1945: An increasingly pluralistic United States faced profound domestic and global challenges, debated the proper degree of government activism, and sought to define its international role.
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.
Period 8: 1945-1980: After World War II, the United States grappled with prosperity and unfamiliar international responsibilities, while struggling to live up to its ideals.
Key Concept 8.1: The United States responded to an uncertain and unstable postwar world by asserting and working to maintain a position of global leadership, with far-reaching domestic and international consequences.
Key Concept 8.2: New movements for civil rights and liberal efforts to expand the role of government generated a range of political and cultural responses.
Key Concept 8.3: Postwar economic and demographic changes had far-reaching consequences for American society, politics, and culture.
Period 9: 1980-Present: As the United States transitioned to a new century filled with challenges and possibilities, it experienced renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic globalization and revolutionary changes in science and technology.
Key Concept 9.1: A newly ascendant conservative movement achieved several political and policy goals during the 1980s and continued to strongly influence public discourse in the following decades.
Key Concept 9.2: Moving into the 21st century, the nation experienced significant technological, economic, and demographic changes.
Key Concept 9.3: The end of the Cold War and new challenges to U.S. leadership forced the nation to redefine its foreign policy and role in the world.
Period 1: 1491-1607: On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world.
Key Concept 1.1: As native populations migrated and settled across the vast expanse of North America over time, they developed distinct and increasingly complex societies by adapting to and transforming their diverse environments.
Key Concept 1.2: Contact among Europeans, Native Americans, and Africans resulted in the Columbian Exchange and significant social, cultural, and political changes on both sides of the Atlantic Ocean.
Period 2: 1607-1754: Europeans and American Indians maneuvered and fought for dominance, control, and security in North America, and distinctive colonial and native societies emerged.
Key Concept 2.1: Europeans developed a variety of colonization and migration patterns, influenced by different imperial goals, cultures, and the varied North American environments where they settled, and they competed with each other and American Indians for resources.
Key Concept 2.2: The British colonies participated in political, social, cultural, and economic exchanges with Great Britain that encouraged both stronger bonds with Britain and resistance to Britain’s control.
Key Concept 2.3: European colonization efforts in North America stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples.
Period 3: 1754-1800: British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation's social, political, and economic identity.
Key Concept 3.1: British attempts to assert tighter control over its North American colonies and the colonial resolve to pursue self-government led to a colonial independence movement and the Revolutionary War.
Key Concept 3.2: The American Revolution’s democratic and republican ideals inspired new experiments with different forms of government.
Key Concept 3.3: Migration within North America and competition over resources, boundaries, and trade intensified conflicts among peoples and nations.
Period 4: 1800-1848: The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes.
Key Concept 4.1: The United States began to develop a modern democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and change their society and institutions to match them.
Key Concept 4.2: Innovations in technology, agriculture, and commerce powerfully accelerated the American economy, precipitating profound changes to U.S. society and to national and regional identities.
Key Concept 4.3: The U.S. interest in increasing foreign trade and expanding its national borders shaped the nation’s foreign policy and spurred government and private initiatives.
Period 5: 1844-1877: As the nation expanded and its population grew, regional tensions, especially over slavery, led to a civil war — the course and aftermath of which transformed American society.
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.
Period 6: 1865-1898: The transformation of the United States from an agricultural to an increasingly industrialized and urbanized society brought about significant economic, political, diplomatic, social, environmental, and cultural changes.
Key Concept 6.1: Technological advances, large-scale production methods, and the opening of new markets encouraged the rise of industrial capitalism in the United States.
Key Concept 6.2: The migrations that accompanied industrialization transformed both urban and rural areas of the United States and caused dramatic social and cultural change.
Key Concept 6.3: The Gilded Age produced new cultural and intellectual movements, public reform efforts, and political debates over economic and social policies.
Period 7: 1890-1945: An increasingly pluralistic United States faced profound domestic and global challenges, debated the proper degree of government activism, and sought to define its international role.
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.
Period 8: 1945-1980: After World War II, the United States grappled with prosperity and unfamiliar international responsibilities, while struggling to live up to its ideals.
Key Concept 8.1: The United States responded to an uncertain and unstable postwar world by asserting and working to maintain a position of global leadership, with far-reaching domestic and international consequences.
Key Concept 8.2: New movements for civil rights and liberal efforts to expand the role of government generated a range of political and cultural responses.
Key Concept 8.3: Postwar economic and demographic changes had far-reaching consequences for American society, politics, and culture.
Period 9: 1980-Present: As the United States transitioned to a new century filled with challenges and possibilities, it experienced renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic globalization and revolutionary changes in science and technology.
Key Concept 9.1: A newly ascendant conservative movement achieved several political and policy goals during the 1980s and continued to strongly influence public discourse in the following decades.
Key Concept 9.2: Moving into the 21st century, the nation experienced significant technological, economic, and demographic changes.
Key Concept 9.3: The end of the Cold War and new challenges to U.S. leadership forced the nation to redefine its foreign policy and role in the world.