Montclair APUSH: Mr. Luebbers

THE FIRST EMAIL ASSIGNMENT IS OVER

The first half of the summer assignment has been submitted and is over. To all who have been doing their own reading and turning in their work I say: "well done!" Additionally, results of last year's APUS exam have proved that all of the students who got 4s and 5s did all of their own work while trying to learn something. It paid off for them. Those who did not believe the importance of doing the work and learning did not even pass. Please trust me when I say that you are now well on your way to a 5 -- all you have to do is take responsibility for your learning; all that you need to know will be provided. Where you slack off is where you will lose points on the exam (and in the class).
"What lies behind us and what lies before us are small compared to what lies within us." ~Ralph Waldo Emerson

Welcome new 2009-2010 APUSH students

Your success in this class begins with the summer assignment.
Due dates are:
June 29 for Bailey textbook ID/SIGs & reading questions chapters 1, 2 & 3 and Zinn book questions chapter 1.
July 13 for Bailey textbook ID/SIGs & reading questions chapters 4, 5 & 6 and Zinn book questions chapters 2 & 3.
All assignments should be emailed to montclairapush@hotmail.com on or before the due date. All answers should be typed into the body of the email text (no attachments will be accepted) in two complete emails -- do not send multiple emails for each chapter.
Good luck! I look forward to meeting you again in August.
"Great work is done by people who are not afraid to be great." ~Fernando Flores

SCORE FOR THE PAPER ASPECT OF THE FINAL (1000 points possible)

Period 2:
13849=768
13879=839
13938=769
13947=599
13973=995
13997=769
14005=991
14050=798
14106=996
14184=769
14226=997
14251=962
14264=962
14365=998
14381=901
14386=962
14422=998
14424=206
14435=899
14445=989
14499=998
14507=797

14519=899
14571=999
14625=890
14644=839
14682=998
14716=899
14740=972
14763=998
14916=838
14955=990
13977=798
Period 3:
13868=839
13874=809
13883=799
13890=839
13914=996
13976=839
14178=846
14228=738
14303=998
14332=982
14349=838
14396=738
14416=798
14522=798
14544=989
14561=798
14565=599
14747=897
14753=760
14770=739
14874=769
15010=799
15078=599
17104=770
18239=840
18690=838
Period 4:
13818=769
13828=839
13892=990
13895=942
13961=798
14024=569
14063=908
14070=990
14089=995
14110=838
14194=838
14195=738
14297=699
14368=790
14391=999
14394=896
14471=998
14487=923
14546=996
14547=999
14616=739
14655=798
14704=799
14777=998
14810=932
15024=998
18164=599
Period 5:
13843=813
13848=891
13861=698
13871=789
13910=798
13969=769
13981=951
14031=839
14056=869
14057=838
14189=991
14243=899
14257=964
14309=768
14316=941
14321=998
14395=738
14465=998
14503=799
14579=829
14582=799
14609=799
14615=796
14674=798
14694=937
14749=998
14767=842
14768=836
14862=897
16636=839
17040=995

SCORE FOR THE PRESENTATION ASPECT OF THE FINAL (300 points possible)

Period 2:
13849=290
13879=278
13938=261
13947=237
13973=291
13997=284
14005=271
14050=270
14106=298
14184=298
14226=296
14251=290
14264=298
14365=298
14381=284
14386=296
14422=294
14424=41
14445=299
14499=297
14507=296
14519=264
14571=299
14625=290
14644=240
14682=267
14716=294
14740=298
14763=264
14916=294
14955=276
13977=230
Period 3:
13868=297
13874=297
13883=237
13890=284
13914=291
13976=299
14178=263
14228=273
14303=300
14332=298
14349=300
14396=270
14416=267
14522=267
14544=300
14561=237
14565=240
14747=267
14753=270
14770=264
14874=240
15010=273
15078=207
17104=290
18239=261
1860=264
Period 4:
13818=100
13828=290
13892=280
13895=270
13961=254
14024=260
14063=290
14070=288
14089=298
14110=264
14194=297
14195=269
14297=210
14368=293
14391=298
14394=267
14471=293
14487=291
14546=265
14547=293
14616=264
14655=270
14704=280
14777=296
14810=297
15024=290
18164=207
Period 5:
13843=296
13848=296
13871=280
13910=240
13969=271
13981=299
14031=300
14056=267
14057=290
14189=285
14243=292
14257=298
14309=269
14316=291
14321=290
14465=279
14503=267
14579=267
14582=272
14609=264
14615=223
14674=260
14694=270
14749=270
14767=298
14768=292
14862=281
16636=291
17040=300

Advanced Placement US History Goals & Objectives:

Advanced Placement 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. Students will analyze historical material, synthesize their own ideas, and evaluate those of others. The AP® United States History course will 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 essay format.

Strands: Geographic Relationships, Historical Perspectives, Economics, Development of Government, Global Connections, Influences of Technology, Social Development, and Cultural Diversity.

Supplementary Readings:

Billington, Ray A. ed. The Frontier Thesis: Valid Interpretation of American History? Malabar, Krieger Publishing Company, 1966.

Browning, Peter ed. John Muir In His Own Words: A Book of Quotations. LaFayeyye: Great West Books, 1988.

Douglass, Frederick. Narrative of the Life of Frederick Douglass: An American Slave. New York: Penguin Books, 1968.

Franklin, Benjamin. The Autobiography of Benjamin Franklin. New York: Pocket Books, 1938.

Fried, Richard M. The McCarthy Era in Perspective: Nightmare in Red. New York: Oxford University Press, 1990.

Holzer, Harold ed. The Lincoln-Douglas Debates: The First Complete Unexpurgated Text. New York: Harper Perennial, 1993.

Landau, David. Kissinger; The Uses of Power. Boston: Houghton Mifflin, 1972.

Paine, Thomas. Common Sense. New York: Penguin Books, 1976.

Riordon, William L. Plunkitt of Tammany Hall: A Series of Plain Talks on Very Practical Politics. New York: Penguin Books, 1995.

Schaller, Michael. Reckoning with Reagan: America and its President in the 1980s. New York: Oxford University Press, 1992.

Sinclair, Upton. The Jungle. New York: Barnes & Noble Books, 1995.

Terkel, Studs. The “Good” War. New York: The New Press,1984.

Thoreau, Henry David. Walden. London: J.M. Dent & Sons, 1937.

Wakatsuki-Houston, Jeanne and James D. Houston. Farewell to Manzanar & Related Readings. Evanston: McDougal Littell, 1998.

Course Essentials:

Exams- Approximately ten major multiple-choice and/or essay exams will be given during the first semester. A cumulative midterm exam will be given at the end of the first semester. In the second semester about six major multiple-choice or essay exams will be given. The second semester final is the AP® Examination. Tests will be rigorous as they are intended to challenge the student at the college level. Moreover, tests are designed to give students frequent experience with the types of multiple-choice questions, free-response essays, and Document Based Questions (DBQs) that will appear on the AP® Exam. Frequent exams also insure that students read the textbook and supplementary readings, consistently check for understanding, and take copious notes that are thorough and well organized. Following the AP® Examination there will be a research project.

The Document-based Question (DBQ)- requires the construction of a coherent essay that integrates interpretation of the supplied documents with a demonstrated knowledge of the historical period in question. Higher scores are earned with essays that successfully incorporate primary evidence from the documents with traditional historical themes and maxims. The student who simply describes the contents of the documents and fails to place them into historical perspective will receive a low score on the DBQ essay.

Document Based Question:
1. You will be given a prompt which you must respond to using the provided documents and outside knowledge of the time period.
2. Use most if not all of the 15 minutes to read through the documents, take notes, and plan your essay.
3. When reading documents, underline key ideas and jot notes next to each document. Also circle key people and dates. This will help you organize your paper and allow you to draw inferences between the documents and your outside knowledge.
4. Pace yourself. Do not stress on the time. Write the start and end time on the top of your essay. That will allow you to focus on your essay and not how much time which you have to write.
5. When you finish writing, reread your paper, checking for any errors in historical information. Do not try to make big corrections in your paper, such as deleting or inserting whole paragraphs.
6. Make sure your introduction and conclusion agree with each other, By checking this you will save yourself from possibly taking point deductions with an essay that contradicts itself.
7. Practice, practice, practice!. You’ll receive practice at school and at home. Use this time to your advantage. The point is to improve your writing skills.

The Free Response Question (FRQ)- The Free Response Essay, which is much less talked about, is not unlike essays you already know how to write. With practice you can write a successful essay. This class attempts to prepare you through documents, handouts, writing tips, and FRQ samples and responses. Remember that it takes time to receive a score of six or seven when you write a response. Do not feel discouraged if you score less when you begin writing. You are here to learn and learn you will!

Free Response Question:
1. You are given four essay choices. You must write on two of them. One will be from before the Civil War and the second from after the Civil War.
2. Choose your first prompt to answer. Underline key dates and parts of the prompt that have to be answered.
3. Jot down a few pieces of knowledge you remember about that time period. This may help trigger additional information. Writing down names, events, and dates also helps to keep the prompt clear in your mind as you write your essay.
4. Write your essay, making sure to pace yourself.
5. Reread your work when finished, making sure all parts of your essay agree.
6. Repeat the same procedure for the second essay.

Lecture Notes- Students are required to take notes and keep them in a three ring binder. Notes will be turned in and graded based on a check score and given back to be put into the binder. Additionally, notebooks will be checked at the end of each grading period and a participation grade will be assigned based on how well binders are kept up to date. Notes will become a chronological record of U.S. history from Colonial America to the present and should be completed using a basic outline format. Included in the lecture for notes will be visual data such as past AP® Exam documents from released DBQs as well as selected maps, charts, quotes, graphs, political cartoons, and pictures.

Homework Policy- Identification & significance assignments (ID/SIGs) are to be submitted by the given due date by e-mailing them to the proper address montclairapush@hotmail.com. Do not send attachments; submit your answers in the text of your e-mail. The daily reading assignment is shown on the homework board. Late assignments will not be accepted. For excused absences, assignments are due the day the student returns to class unless prior arrangements have been made for emergencies. Students are expected to keep a well-organized three ring binder with all course-related materials (e.g. syllabus, lecture notes, study guides, handouts, etc.)

Missed Exams- Students who are absent legitimately on a day a test is given must make up the test at lunch on the following Wednesday. An alternate exam will be given. If a student is absent for an extended period (e.g., more than five days), an appointment for making-up the test will be made. Complete loss of credit for an exam may result if the exam is not completed by the end of the quarter.

Participation- Students are expected to contribute in class discussions and effectively participate in class activities. Many of the class sessions will be lecture based. In order for lectures to work, student preparation and participation is critical. Students who are "on the border" between grades at the semester may be given the higher grade if their overall participation has been commendable.

Class Rules and Expectations:

1. Come to class prepared -- this means having all assignments completed prior to the beginning of class and being seated and ready to begin when the second bell rings.
2. Respect the rights of others -- only one person talks while everyone else listens. Treat others with dignity and respect. Students should feel safe to exchange ideas. No question is a "stupid” question! Professional courtesy should always prevail.
3. Respect school property as well as the property of others -- this includes returning any borrowed materials to the owner in a timely fashion (e.g. lecture notes, handouts).
4. Tardies and truancies are unacceptable -- 1% of student's total grade will be deducted for each tardy and truancy.

Montclair APUSH: Mr. Luebbers

AP® (ADVANCED PLACEMENT) U.S. HISTORY COURSE

Blog Archive

About Me

THE FIRST EMAIL ASSIGNMENT IS OVER

Welcome new 2009-2010 APUSH students

SCORE FOR THE PAPER ASPECT OF THE FINAL (1000 points possible)

SCORE FOR THE PRESENTATION ASPECT OF THE FINAL (300 points possible)

Why take AP US History?

Countdown to 2010 AP US History Exam

HOW DO CHARACTERISTICS DEVELOPED ON THE FRONTIER DEFINE WHO WE ARE AS AMERICANS?

HOW DO DEMOCRATIC IDEALS & SELF-GOVERNMENT DEFINE WHO WE ARE AS AMERICANS?

DOES CAPITALISM AND THE REACTION TO IT DEFINE WHO WE ARE AS AMERICANS?

HOW DOES THE FEDERAL GOVERNMENT BECOME A REFORMER AND HOW DOES IT DEFINE WHO WE ARE AS AMERICANS?

HOW DO IMMIGRANTS DEFINE WHO WE ARE AS AMERICANS?

HOW DOES RACE DEFINE WHO WE ARE AS AMERICANS?

HOW DOES THE CIVIL WAR AND RECONSTRUCTION ISSUES & PLANS DEFINE WHO WE ARE AS AMERICANS?

HOW DOES THE UNITED STATES RELATIONSHIP TO THE REST OF THE WORLD DEFINE US AS AMERICANS?

HOW DOES COLD WAR POLICY DEFINE AMERICAN CHARACTER?

HOW DOES GENDER DEFINE WHO WE ARE AS AMERICANS?

HOW DO CHOICES ABOUT LEISURE TIME REFLECT ON WHO WE ARE AS AMERICANS?

HOW DO CHOICES ABOUT THE ENVIRONMENT IMPACT WHO WE ARE AS AMERICANS?

Advanced Placement US History Goals & Objectives:

Texts:

Supplementary Readings:

Course Essentials:

Class Rules and Expectations:

Click "AP® Central" for information on the AP® US History Exam, sample questions, & scoring.

Click "apstudent" or "learning toolbox" or "how history stuff works" for study help.

Click "Cornell Notes Intro." or "Cornell Notes" for Notes Format.

Click "Hollis Catalog" or "L.O.C. Catalog" for help finding research source information.

Click "Citation Styles Handbook: MLA" or "MLA Citation Style" for information on citing sources.

CURRENT EVENTS: HOW DO THESE ISSUES DEFINE US AS AMERICANS?