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Students analyze primary and secondary sources, visual materials, and historical evidence to write essays and make historical arguments. The syllabus outlines preparation for a May 6, 2021 exam, including multiple-choice practice and DBQs, LEQs, and short-answer responses. 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You’ll analyze historical documents both primary and secondary, visual sources, and other historical evidence and write essays identifying and making historical arguments. We will be preparing for the  exam on May 6th of 2021focusing on study strategies, test-format multiple choice questions, and writing for DBQs (document based questions), LEQs (long essay questions), and short answer questions.  \nWe will be analyzing primary and secondary source documents, articles, maps, charts, graphs, political cartoons, subject specific vocabulary, and various media resources to teach not only history, but historical thinking skills in addition to our textbook.  \nThis is a college board sponsored AP practice site which will be for supplementary practice and the means by which students will register for the AP Test which will be   \n [myap.collegeboard.org](myap.collegeboard.org)   \nDue to the volume of material covered in this class your organization is crucial. You must have the following everyday in class:  \nSpiral/composition notebook for notes  \nBinder for supplemental Primary and Secondary Source document readings Pens: A pencil will only be required one time a year on AP Exam day Highlighters for close reading  \nTextbook  \nObjective mind: ob·jec·tive (əbˈjektiv/) adjective  \n1. (of a person or their judgment) not influenced by personal feelings or opinions in considering and representing facts. \"historians try to be objective and impartial\"  \n1. Developments & Processes: Identify and explain  \n2. Sourcing & Situation: Evaluate, analyze, primary and secondary sources, their audience, and purpose  \n3. Claims & Evidence in Sources: Analyze arguments in primary and secondary sources  \n4. Contextualization: Analyze the circumstances around historical events, developments, and processes  \n5. Making Connections: historical reasoning (comparison, causation, continuity, and change) and patterns  \n6. Argumentation: Make a claim and support it with evidence  \n●  Regular attendance is extremely important, as class discussions, simulations, activities, and individual and group projects will cover important material in beneficial and varied ways which need your presence to engage. Whether virtual or in person, absences will occur, however, it is the responsibility of the student to make-up work, communicate with the teacher and fellow students if need be to get notes missed while out.  \n●  A successful class depends on student participation to bring in diverse ideas, interpretations, perspectives, and questions. Come prepared to engage in the learning process both virtual and face-to-face (when we return to building) and take ownership of your time in APUSH. Contributions need not be earth-shattering, but they should be regular and substantive based on your analysis of the readings we will be doing in class.  \n●  Students should expect to have homework on a daily basis. A variety of assignments will be incorporated into the course. APUSH students should understand that this is a reading and writing intensive course.  \n●  Tests in APUSH are quite rigorous, consisting of multiple choice, short answer, and/or essay questions. Exams will assess students’ factual and analytical mastery of the material. Every unit or two will end with an exam and these exams will be reflective of the AP Exam students may take in the spring both in content and format. Each chapter will be broken down into smaller reading quizzes for a better understanding of the material.  \n●  Students must be able to read with understanding both primary and secondary sources. Students shoul","cbCaidh9Nz2CePQY","https://ap.wps.com/l/cbCaidh9Nz2CePQY","pdf",891866,"English","# Course Overview\n## Course Goals and Skills\n## Exam Preparation and Question Types\n# Coursework Expectations\n## Materials and Organization\n## Attendance and Participation\n## Homework, Reading, and Notes\n# Assessment Structure\n## Exams and Unit Tests\n## Reading Quizzes and Writing Practice\n## Task Verbs for Free-Response Questions","[{\"question\":\"What time frame and topics does the APUSH course cover?\",\"answer\":\"APUSH studies U.S. history from c. 1491 to the present, examining cultural, economic, political, and social developments.\"},{\"question\":\"How will students be prepared for the spring AP exam?\",\"answer\":\"Preparation includes study strategies, multiple-choice practice, and writing for DBQs, LEQs, and short-answer questions.\"},{\"question\":\"What does the syllabus require students to do daily and weekly?\",\"answer\":\"Students should expect daily homework, read with understanding (often 25–50 pages of textbook material weekly plus primary/supplementary readings), and take notes on readings and discussions.\"}]","AP U.S. History (APUSH) Syllabus 2020-21 | PDF",1790718865,23]