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January, 2018

  1. APUSH January 29 – Feb 2

    January 28, 2018 by Marcie Gorsuch

    Reminding APUSH students to sign up for their AP exams.  The link is below.  Deadline is February 28th at 4PM.  

    Here are the important dates for the registration process:

    • Wednesday, November 1, 2017, at 8:00 a.m. – Registration begins
    • Wednesday, February 28, 2018, at 4:00 p.m. – Registration ends
    • Monday, March 5, 2018, at 4:00 p.m. – Unpaid registrations will be cancelled and exams will not be ordered.
    • Tuesday, March 6, 2018, at 4:00 p.m. – Last day to cancel a registration and receive a partial refund. Exams will be ordered on March 7, and no refunds will be given after that date.
    • The exam window is May 7 to May 18. See the College Board website for the dates and times of the specific exams.

    REMINDER: If you failed the Unit test after test corrections, please send me an email.

    MONDAY –  Compare/contrast over Boston Massacre & Kent State Massacre. Over the weekend, you were asked to read the  2 eyewitness accounts in the set of info behind your causes of the American Revolution chart.  

    TUESDAY -RQ ch. 6 in class  In class, the  3 Documents  Common Sense , “Remember the Ladies” Declaration of Independence

    You will be  given a chart of the battles after the quiz. Read Chap 7 (stop after you read about the Constitutional convention , check page number on the whiteboard)  by Thursday. The next RQ ch7 will be at the beginning of class on Thursday.

    miltary strategy and advantages/disadvantages, Washington’s leadership, Benedict Arnold, The Crisis, chart w/battles, surrender, minutemen, Suffolk Resolves, Hessians, Loyalists, Tories, Whigs, Valley Forge, Continentals, Treaty of Paris 1783 * Remember that there will be 2 Treaty of Paris on the next test. * 1763 & 1783!

    Wednesday – We will finish fighting the American Revolution and complete the battles chart by the end of the period.

    Thursday – RQ ch.7 * only to page 265… not on the entire chapter,   lecture on USA first government and FIRST constitution = The Articles of Confederation Why did the Americans intentionally create a weak national government?

    First USA constitution, Articles of Confederation, unicameral, bicameral, Land Ordinance of 1785, Northwest Ordinance of 1787, Shay’s Rebellion (failure/success of the Articles), constitutional convention, separation of powers between national and state levels, 1 branch?

    Friday  Unit Two Test? Multiple Choice and Short Answer section in class  You will have test corrections for up to 1/2 back on the multiple choice only. * All corrections must be done by Wednesday of next week.  Friday  3:40 – 4:30 pm and Monday  340 pm – 430 pm next Tuesday 7:40- 8:10 am am/3:40 – 4:30 pm  Wednesday 7:40 – 8:10 am or Wednesday 3:40 -4:20pm

    Over the weekend, complete the information on the outline that you picked up after the test. (over 1 of the branches or the Bill of rights)

    HAVE YOU FINISHED YOUR BOOK ANALYSIS? IT IS DUE FEBRUARY 6TH!

    Monday– The Branches / Amendments of the US Constitution – replacing the Articles


  2. APUSH Jan. 22 – 26th What’s a normal week?

    January 21, 2018 by Marcie Gorsuch

    Hopefully, you have completed your precourse movie analysis due Wednesday 1/24 now instead of Tuesday, which is now the test date for UNIT 1 Test  Exploration – 1750’s.  The film analysis must be printed out prior to class on Wednesday and ready to turn in at the bell.  The lab across the hall is available before and after school should you need a place to print it out on Monday and Tuesday.

    Meanwhile, you have completed the readings on Bacon’s rebellion and the Salem Witch Trials. Check out the practice questions on historyteacher.net ( select AP US quizzes at the top and complete the practice multiple choice items for the first 3 topics)  quizlet and in the Flag. I will be putting a some of the practice questions from each on the test.  Remember that I will not reuse questions from the reading quizzes.

    MONDAY- Continue with coverage of themes (ch. 3) of the English colonies ex. Women (equality?, Salem Witch Trials, New England confederation,  Labor- indentured servants, slavery, Religion= Great Awakening, Comparative chart on the colonial regions for review will be given out in class, along with the Great Awakening timeline (coupon attached due on Friday) * Review  session after school TODAY for anyone who is interested. 3:40- 4:40 pm

    Over the past week, you should have reviewed your materials (especially the charts) and completed your reading in the Flag if you have not already done so.

    TUESDAY– Unit One test in class – All multiple choice  Review session at 7:45 am to 8:10 am in case you have any last minute questions. Tonight print out a hard copy of your movie analysis to turn in at the beginning of class on Wednesday. Begin reading Chapter 5.

    The first Unit test will cover Chapters 1-3 (Brick) but has far fewer questions on Exploration-Ch. 1 than Colonization (majority = European and English specifically 13 original colonies)ch.2 & 3 and primarily just causes and effects for the French and Indian war in Ch. 4 if any info at all.  You will not read ch. 4 in  the brick! Your unit tests will usually have multiple choice items and a short answer analysis section.  We will concentrate on taking tests with more difficult questions in the earliest part of the semester and then work in essay skills in parts on test days later on. 

    Reading quiz Chapter 5 Friday in class.

    WEDNESDAY – *Movie analysis due at the bell then Unit I test corrections in class. You will be given a 2nd look at the questions and a chance to review/ select a new answer. Open Brain only. Review the format on the questions and think about which items were a problem for you.* This will be the only time you will be given class time to complete these. We will review the procedure. For any future tests that corrections are allowed on ,you will need to come in before or after school.  You have the opportunity to earn up to 1/2 missed back onto your score.  *You will not have test corrections on all Unit tests. Lecture and Discussion – Intro to the French and Indian War : causes and effects; Albany Congress (Franklin’s -Join or Die cartoon) We will begin our Road to Revolution.

    Map exercise on American Before and After the French and Indian War
    How did the relationship between the colonists and the British change as a result of this war?

    Cause and Consequences of French and Indian War (1754-1763)
    Edward Braddock
    William Pitt
    George Washington
    Battle of Quebec
    Albany Plan of Union
    Benjamin Franklin
    Treaty of Paris (1763)
    Proclamation of 1763
    Pontiac’s Rebellion 1763

    American Colonial Economic Issues
    Salutary Neglect
    Navigation Acts/Laws (1660-1665)
    Revenue- money taken through taxation
    writs of assistance
    Effects of the French and Indian War-

    Explain how the end of the Anglo-French Imperial competition as seen in the French and Indian War and the 1763 Treaty of Paris laid the groundwork for the American Revolution.

    Map – Look over it again. How did the European spheres of influence change?-  Video clip,

    continue with coverage on our road to war chronological chart map activity Before and After FI war/ with the causes of the American Revolution- Boston Massacre & Kent State massacre compare/contrast activity in class  * chart  YOU SHOULD BE READING CHAPTER 5!

    Begin in small groups: Boston Massacre & Kent State massacre compare/contrast activity in class
    Treaty of Paris (1763)
    Proclamation of 1763
    Pontiac’s Rebellion 1763

    Remember : American Colonial Economic Issues
    Salutary Neglect; Navigation Acts/Laws (1660-1665),Direct taxes = Revenue- money taken through taxation
    writs of assistance
    First and Second Continental Congress

    Explain how the end of the Anglo-French Imperial competition as seen in the French and Indian War and the 1763 Treaty of Paris laid the groundwork for the American Revolution.

    Map – Look over it again. How did the European spheres of influence change?Watch Crash course review on causes of the American Revolution

    Thursday  Continue with the causes of war Begin the Boston Massacres/Kent State Massacre compare contrast activity

    Friday – Reading quiz over Ch. 5 in class to start. We will complete the Road to Am. Rev’n in class before the weekend. Read Ch. 6 over the weekend and complete the battles chart handed out in class.

     


  3. APUSH Jan. 16 – 19 updated due to school closing Wed. 1/17 Thurs. 1/18

    January 12, 2018 by Marcie Gorsuch

    Over the weekend, read chapter 3 and review your notes so far. Complete the last coupon is you haven’t already.   You have a reading on the Middle Passage to read, charts to study and a Timeline to try. Leave anything you don’t know blank.

    *RQ over Chapter 3 on Tuesday when we return to school after the holiday weekend. Coupon #2 is due!  We will continue with our coverage of the English colonies. You are presenting  with your partner.   3 regions of the English colonies – characteristics, Puritans/Pilgrims, Salem witch Trials, Great Awakening

    Wednesday/Thursday  NO school  – Coupon for this week=  In honor of Martin Luther King, Jr., complete the following using the letters provided in your assignment.  a) Explain his philosophy and from where he adopted this. For example, who influenced him and what did he read?  b) List the notable events that he was involved in during the Civil Rights Movement (ex. Montgomery Bus Boycott)  c) What were the years of this movement?  d) Find a quote from his Letter from a Birmingham jail and state his purpose for this document.  e) Do the same for his “I have a dream speech”  and include when and where this speech took place f) Define SCLC. Coupon due Friday when we return.

    Were you able to complete the fill in the blank review that was on the back of the English colonies (divided in to New England, Middle, Southern)?

    Meanwhile complete the reading on Bacon’s rebellion and the Salem Witch Trials if you have not already done so. Check out the practice questions on historyteacher.net ( select AP US quizzes at the top and complete the practice multiple choice items for the first 3 topics)  quizlet and in the Flag. I will be putting a some of the practice questions from each on the test.  Remember that I will not reuse questions from the reading quizzes.

    Friday- Continue with coverage of themes (ch. 3) of the English colonies ex. Women (equality?, Salem Witch Trials, New England confederation,  Labor- indentured servants, slavery, Religion= Great Awakening,   * Review  session after school Friday for anyone who is interested. 3:40- 4:30 pm

    Over the weekend, review your materials especially the charts and complete your reading in the Flag if you have not already done so.

    Monday – Unit One test in class – All multiple choice  Review session at 7:45 am to 8:10 am in case you have any questions.

    The first Unit test will cover Chapters 1-3 (Brick) but has far fewer questions on Exploration-Ch. 1 than Colonization (majority = European and English specifically 13 original colonies)ch.2 & 3 and primarily just causes and effects for the French and Indian war in Ch. 4 if any info at all.  You will not read ch. 4 in  the brick! Your unit tests will usually have multiple choice items and a short answer analysis section.  We will concentrate on taking tests with more difficult questions in the earliest part of the semester and then work in essay skills in parts on test days later on. 

     

     


  4. APUSH January 8 – 12 updated due to school closing on Mon.

    January 8, 2018 by Marcie Gorsuch

    Our established due dates for the movie analysis 1/23 and the book review 2/6 will remain the same. Have you selected your movie or book? Follow the directions carefully. Let me know if you would like to see examples.

    Tuesday – Chapter 1 Reading Quiz (take home for the 1st quiz) due on at the beginning of class.  After you complete the accuscan, you will turn in both the hardcopy and accuscan.  This should be a 100% for everyone since you have had the Chapter reading since day one and an extended weekend to complete it.

    ADJUSTED BELL SCHEDULES Tues Wed. Thurs  I do not yet have the details for Wed. Thurs. so our plans may change.   Tues *PSAT results handed out in advisement   * Reminder: You were given the information for the first coupon opportunity last week concerning the corrected chronology lists. You have until Friday at the start of the class to turn it in. Coupon #2 (2 parts = 5 pts each) 1-Write out the Who? What? When? Where? Why? How? info regarding the Pueblo revolt.  2-Then in one paragraph explain how any (pick one from Chap 1) Native American group was influenced by geography. Due by Tuesday 1/16

    Watch the Crash courses 1-5 before the test next Tuesday.

    Tues / Wed – Chapter I these are some terms, concepts, and people that you need to be familiar with:
    Land bridge (Bering Strait),  Maize, environmental changes in North and South America and how that affected Native American cultures (p. 7) Compare and Contrast the Mayan, Aztec, , and the Incan civilizations.  Compare these to the North American Native civilizations (Adena-Hopewell, Mississippian, Pueblo-Hohokam,Anasazi ) Make sure you know the geographic locations of each civilization.
    Norse
    Erik the Red
    Leif Eriksson
    Effect of the Renaissance on European exploration
    Examples of navigational progress ex. astrolabe
    How did each of the following help lead to transAtlantic exploration: urbanization, world trade, nation-states, technology?
    Prince Henry the Navigator/Portugal
    Bartholomeu Dias
    Columbus
    Biological Exchange
    Diseases (which ones specifically?)  impact on Native Americans
    Magellan
    Cabot
    Cortes
    conquistadors
    Hernando de Soto
    Ponce de Leon
    Bartolome de Las Casas
    encomienda
    Hacienda
    Give evidence of Spanish influence in America. ex mission
    Vasquez de Coronado
    Saint Augustine (1565)
    Influence of Spanish conqest of the American Southwest
    Pueblo revolt of 1680
    Use of Catholicism as a means of subuing Native Americans
    “Horses changed everything.” (p. 33) Explain.
    Martin Luther
    Protestant Reformation
    Calvinism
    Henry VIII, Elizabeth I
    1588 – Defeat of the Spanish Armada
    Lost Colony/Sir Walter Raleigh

    Discuss the contrasts between Spanish and English colonization. ** Chart: How do those two compare to the French in terms of motivation, area settled, relations with Native Americans and success?
    Discuss the goals of European explorers. Did these men meet the objectives of the countries they represented?
    What were the consequences of the biological exchanges that occurred as a result of the age of exploration?

    Debate to consider
    Columbus’ place in History: Relativism

    Wednesday – continue with Exploration and competition; Treaty of Tordesillas, Triangular Trade and mercantilism  Intro to the English colonies and practice map in class. 1st attempts Roanoke, Jamestown, Sir Walter Raleigh, John Smith, Powhatan, John Rolfe, Pocahantas, etc.

    Thursday – Map quiz over English colonies in class to start class (moved to Friday). Use your practice maps, look at mine if you like.  Continue with the English colonies individually and as grouped New England, Middle, Southern. Know the colonies and characteristics of each group.  How were the motives and groups that settled there different? indentured servants, Puritans as compared to the Separatists (Pilgrims), 3 types of colonies = proprietary, royal and corporate (joint stock), staple vs. cash crop, indigo, rice coast, primogeniture  Chart: 14 original colonies (Massachusetts Bay and Massachusetts Plymouth will be considered 2 distinct colonies to begin with. )

    Friday – Reading quiz over Chapter 2 in the Brick to start class. Week One coupon is due today. Remember that you can always turn them in early but you cannot add the points retroactively to a quiz. Once the quiz is turned in the coupon must be attached in order for the points to be added in .

    *RQ over Chapter 3 on Tuesday when we return to school after the holiday weekend. 

    The first Unit test will cover Chapters 1-3 (Brick) but has far fewer questions on Exploration-Ch. 1 than Colonization (majority = European and English specifically 13 original colonies)ch.2 & 3 and primarily just causes and effects for the French and Indian war in Ch. 4 if any info at all.  You will not read ch. 4 in  the brick! Your unit tests will usually have multiple choice items and a short answer analysis section.  We will concentrate on taking tests with more difficult questions in the earliest part of the semester and then work in essay skills in parts on test days later on. YOUR FIRST TEST WILL  BE THURSDAY OF NEXT WEEK! 

      The AP exam has very few, possibly no military questions so we will cover military aspects only as they would apply to the EOC.   Also, I will review with you which items to give extra attention to such as the two charts (Eng./Span./French colonies & New England/Middle/Southern colonies) that you will have for this unit. I do expect that you read 1-3 in the Brick and up to and including 1763 (French and Indian War ends w/Treaty of Paris) in your flag which is a condensed version of American History prior to the Unit One test.  This will be up to page 63 in your Flag. 
        Unit One 1400’s to 1763 with ending on the French and Indian War. This is where we shall pick up for Unit Two. 
             PLEASE KNOW THAT I LOVE HISTORY AND LOOK FORWARD TO A FUN AND INTERESTING SEMESTER. MY  EXPECTATIONS ARE THAT YOU WILL DO YOUR PART TO BE SUCCESSFUL IN THIS COURSE. COMMUNICATE ANY CONCERNS OR QUESTIONS THAT YOU MAY HAVE.

  5. APUSH Welcome! Jan. 4-5, 2018

    January 3, 2018 by Marcie Gorsuch

    Welcome to APUSH!

    I will be posting your reading assignments, vocabulary lists, study questions and reminders for the week so that you can plan your time wisely. Over time, these will be condensed as more responsibility becomes yours.

    Did you complete your required assignments ?   If not, go ahead and pick out the book/movie for your analysis assignments.  You may turn in any of these assignments earlier than the due dates. Both assignments must be emailed on the due date if you are absent! All papers should be stapled and read to turn in at the bell!  One (film analysis) is due Tues. of the 2nd full week  = January 23,2018 and the other (b00k review) on  Tues. during the 4th full week of the semester = February 6,2018.  Please make sure that you follow the directions carefully. All assignments are posted on the Harrison website under Academics- Social Studies Dept. – A.P.U.S. History (APUSH).  We will review these assignments and you will be given a hard copy on the first day of class.   I have examples if you would like to review them.

    How is this class different from other Social Studies classes?  You will receive more information about the class and the AP exam.  What do you know about American history?   I want you to check out the questions and their depth/length/analysis as compared to previous tests.  Our tests will follow this AP Multiple Choice format along with short answer interpretation/historical analysis.

    You will be given a copy of the syllabus and basic instructions for the expectations for this course and the student information sheet.Also, go to the Hippocampus.org website. (American History) Watch the short but informative videos from the MOMENTS IN AMERICAN HISTORY COLLECTION for the first section listed below.(1492-1750) Go ahead and view these until we get our textbooks next week and be sure to use this support during the semester.  For those of you who are auditory and/or visual learners, these short clips are tools for review, as well as the Crash course reviews available for US History. These short videos are available for review for all units covered this semester.

    THURSDAY  –  Welcome Introduction to the class, TRSS forms, overview of the syllabus, Student Information sheet; Please have your syllabus signed and return the signature page. Keep the syllabus in your notebook (choice of 5 subject-college ruled spiral or 3 ring notebook or part of a larger binder).  I will pass out a copy of Chapter 1 for your to read by Monday. We will have a brief brainstorming activity dealing with chronology.

    Friday- I will hand out the Flag texts.  After a brief pre test that will not count in Synergy, we will begin with a question style lecture on early American exploration and discovery. * As soon as you receive your textbook on Monday, you should begin to read Ch. 2.  (You have Ch. 1.)  and using the list below, pay attention to these topics as you read. BE sure to review the online (see below) study questions posted at the beginning of each chapter.

    http://www.wwnorton.com/college/history/america7/  is the support website for your textbook.  This site has outlines that you can print our for you to take notes on and practice multiple choice quizzes (usually with 15 -20 items). You will receive a reading quiz over Chap. 1 (See link below if you did not pick up the quiz in class.)

    RQ1

    This first is a take home quiz to show you the format of the reading quizzes.  You should notice that there are a few items from the practice quiz.

    Monday – We will continue with the  colonization of the Americas.  This first unit will seem like a World History unit because we will cover exploration and European colonization but after this we will dramatically slow down as we cover history in more depth.

    Chapter I these are some terms, concepts, and people that you need to be familiar with:
    Land bridge (Bering Strait),  Maize, environmental changes in North and South America and how that affected Native American cultures (p. 7)

    Compare and Contrast the Mayan, Aztec, , and the Incan civilizations.

    Compare these to the North American Native civilizations (Adena-Hopewell, Mississippian, Pueblo-Hohokam,Anasazi ) Make sure you know the geographic locations of each civilization.
    Norse
    Erik the Red
    Leif Eriksson
    Effect of the Renaissance on European exploration
    Examples of navigational progress
    How did each of the following help lead to transAtlantic exploration: urbanization, world trade, nation-states, technology?
    Prince Henry the Navigator/Portugal
    Bartholomeu Dias
    Columbus
    Biological Exchange
    Diseases (which ones specifically?  impact on Native Americans
    Magellan
    Cabot
    Cortes
    conquistadors
    Hernando de Soto
    Ponce de Leon
    Bartolome de Las Casas
    encomienda
    Hacienda
    Give evidence of Spanish influence in America. ex mission
    Vasquez de Coronado
    Saint Augustine (1565)
    Influence of Spanish conqest of the American Southwest
    Pueblo revolt of 1680
    Use of Catholicism as a means of subuing Native Americans
    “Horses changed everything.” (p. 33) Explain.
    Martin Luther
    Protestant Reformation
    Calvinism
    Henry VIII, Elizabeth I
    1588 – Defeat of the Spanish Armada
    Lost Colony/Sir Walter Raleigh

    Discuss the contrasts between Spanish and English colonization. How do those two compare to the French in terms of motivation, area settled, relations with Native Americans and success?
    Discuss the goals of European explorers. Did these men meet the objectives of the countries they represented?
    What were the consequences of the biological exchanges that occurred as a result of the age of exploration?

    Debate to consider
    Columbus’ place in History: Relativism  Is he a good guy or bad guy? Perspective of a Native American or a European.

     

             PLEASE KNOW THAT I LOVE HISTORY AND LOOK FORWARD TO A FUN AND INTERESTING SEMESTER. MY  EXPECTATIONS ARE THAT YOU WILL DO YOUR PART TO BE SUCCESSFUL IN THIS COURSE. COMMUNICATE ANY CONCERNS OR QUESTIONS THAT YOU MAY HAVE.

  6. 2017-18 APUSH Themes and Movie Lists

    January 1, 2018 by Marcie Gorsuch

    Themes capture “big ideas” in American history. The Collegeboard has identified the following themes (NEW) as critical to understanding American history. 

    APUSH Theme 1: American and National Identity

    This theme focuses on how and why definitions of American and national identity and values have developed, as well as related topics such as citizenship, constitutionalism, foreign policy, assimilation, and American exceptionalism.

    APUSH Theme 2: Politics and Power

    This theme focuses on how different social and political groups have influenced society
    and government in the United States, as well as how political beliefs and institutions have
    changed over time.

    APUSH Theme 3: Work, Exchange and Technology

    This theme focuses on the factors behind the development of systems of economic exchange,
    particularly the role of technology, economic markets, and government

    APUSH Theme 4: Culture and Society

    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 different contexts of U.S. history.

    APUSH Theme 5: Migration and Settlement

    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.

    APUSH Theme 6: Geography and the Environment

    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.

    APUSH Theme 7: America in the World

    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 affairs.

     

    U.S. History Videos

    • Changes have been made to the list for 2017-18. This is an extensive listing of numerous movies that relate to American history.The topic areas range from colonialism to present day and incorporate numerous themes, including social changes, political elements, economic crises and cultural revolutions.  For this assignment, you will be completing an analysis on at least one of the following movies.  Please note, the movies with a * to the right hand side of the title are rated “R” for various reasons.  In order to view one of these * movies, you must receive parental consent.  There are numerous other movies you may choose from that do not incorporate a rating of “R”.  Again, in order to view one of the rated “R” movies, you must receive parental consent!

    Colonial
    Amistad*
    The Last of the Mohicans*
    Roots
    The Crucible

    Revolution
    The Crossing
    1776
    The Patriot*
    Immigration/ Turn of the Century
    Far and Away
    Gangs of New York*

    In the Heart of the Sea
      Civil War

    Andersonville

    Gods and Generals
    Gettysburg
    Glory*
    Gone with the Wind
    Little Women

    Copperhead

    Killing Lincoln

    12 Years a Slave

    The Free State of Jones

    The Better Angel

    Conspirator
          The West
    Wyatt Earp
    Tombstone*
    Butch Cassidy and the Sundance Kid
    Geronimo
    Dances with Wolves
    Buffalo Soldiers
    Wild Bill*
    Open Range*
    Magnificent Seven
    The Alamo
    Oklahoma
         WWI
    Fly Boys
    Sergeant York
          1920s and Depression

    Grapes of Wrath
    Untouchables*
    Eight Men Out
    Cinderella Man
    The Babe
    Public Enemies*
    Warm Springs
    To Kill a Mockingbird
    Mr. Smith Goes to Washington
    Cabaret*
    All the King’s Men
    Bonnie and Clyde*
    Inherit the Wind

        WWII

    Casablanca

    Dunkirk
    Patton
    Tora, Tora, Tora
    The Big Red I
    Sands of Iwo Jima
    Where Eagles Dare
    Pearl Harbor
    Midway
    Saving Private Ryan*
    Battle of the Bulge
    Letters from Iwo Jima*
    Flags of Our Fathers*
    Defiance*
    A League of Their Own
    Band of Brothers*
    Bridge on the River Kwai
    Battle of Midway
    The Longest Day
    South Pacific
    Windtalkers*

    The Great Escape

    Gentlemen’s Agreement
          1950s
    American Graffiti
    The Man in the Gray Flannel Suit
    Twelve Angry Men

    Brooklyn

    The Godfather *
    Korean War
    MASH
    Cold War
    13 Days
    Rocky IV
    Fail Safe
    Missiles of October
    Dr. Strangelove
    Civil Rights

    Selma
    Mississippi Burning*
    Boycott
    Malcolm X
    Crisis at Central High
    A Time to Kill
    Eyes on the Prize
    Remember the Titans
    1960s and 1970s
    Apollo 13
    Ali*
    The Hurricane*
    The Right Stuff
    All the President’s Men
    Frost Nixon*
    JFK*
    Goodfellas*
    Vietnam
    We were Soldiers*
    Platoon*
    Good Morning Vietnam*
    Full Metal Jacket*
    Hamburger Hill*
    Born on the 4th of July*
    Coming Home*

    The Green Berets
    Misc.

    American Sniper (War on Terror)

    Lone Survivor

    Black Hawk Down*     (Somalia-U.S. Drop)
    Jarhead*     (Gulf War)
    Roe v. Wade     (Court case-abortion)
    A Tree Grows in Brooklyn     (1900’s-turn of the century)
    Jefferson in Paris     (Thomas Jefferson)
    Manchurian Candidate*     (Gulf War)
    Newsies     (1899-NYC Press/Pulitzer)

    13 Hours: The Secret Soldiers of Benghazi (2016)


  7. Advanced Placement US History Syllabus

    January 1, 2018 by Marcie Gorsuch

    Advanced Placement United States History Syllabus 2017-18

    Mrs. Marcie Gorsuch Email address:  [email protected]    Room 213

    Course Description:   AP US History is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with the problems and materials in American History. The purpose is to present the United States History curriculum in a critical and analytical manner. It is important for students in this course to recognize that simply the memorization of facts is not the goal of the course. This factual base is only the beginning of an understanding. Students should learn to assess historical information and 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. There will be much emphasis on critical thinking, evaluative writing and the assessment of events or issues in American History.

    Student Expectations:  Students will be expected to participate fully in this class. This class will be conducted using a variety of class discussions and often students will be responsible for studying basic materials outside of class. A variety of supplemental readings such as documents, essays or journals will be included. Students are asked to conduct themselves in a respectful and courteous manner during class. Oftentimes, we will be working in groups to assess information and conduct a variety of comparison discussion on the information at hand. Cooperation and responsibility are very important. Students should avoid absences whenever possible. In the case of an absence, please see me as soon as possible or email me when you can so that we can keep you up to date. Refer to the blog. All makeup work should be scheduled as soon as you return to school. Tardies will be handled according to school policy (refer to you HHS student handbook). Students need to be responsible for contacting me should you need any help outside of class. I am usually available after school each day Mon – Thurs and often in the am several days a week.  Please let me know if you would like help. If you have an issue that conflicts with this time period, please let me know and we can work it out. Please dress appropriately as outlined in the handbook. Please use passes out of class sparingly.  As this if the first AP course for several of you, please be aware that you may need additional help with skills or strategies especially regarding study skills and time management. Completion of assigned out of class reading is critical. You will be responsible for checking the blog on a regular basis for assignments and additional resources.

    Students are encouraged to take advantage of the Internet Links that can provide additional support for you.  Bailey’s Outlines: http://www.course-notes.org/US History/     College Boards Web Page: http://collegeboard.com/ap/students/ushistory/      Primary Documents: http://www.law.ou.edu/hist/  Digital History http://www.digitalhistory.uh.edu/  ,  Great General Site: http://www.historycentral.com/    Avalon Project (Yale Law School w/ incredible resources)       http://www.yale.edu/lawweb/avalon/avalon.htm National Archives: http://www.archives/gov

    Academic Dishonesty : An F will be earned on the assignment and parental notification will be made. A “U” in conduct will be earned for that grading period and a letter of the infraction will be filed with an administrator and subject to scholarship and college application inquiry. Plagiarism is cheating and addressed as with any other school infraction of the honor code. Please take this seriously and avoid not only compromising you average GPA but consider that your reputation and my perception of your character are important.

    GRADING:   Assessments 35%   Formal Essays/ Projects (Decades counts X 2)/Summer Assignments  25%     Non-test assignments such as Debates, Reading quiz,  homework assignments, etc. 10%     Final Exam 10%   Milestone End Of Course State Mandated Test 20%

    TESTS: Because you must become comfortable with the format of nationally normed tests, as much as possible we will be practicing each of the testing methods found on these kinds of exams –multiple choice questions (both fact based and analytical in type), Short Answer Interpretive, Document Based Essays (DBQ’s) and Free Response skills addressed in parts, with an emphasis on covering the content in a shortened semester due to the AP exam in May.  There are fewer grades than the students may be accustomed to. Textbooks:      America: A Narrative History, Shi, Tindall  United States History: Preparing for the Advanced Placement Examination (Amsco, 1998)

    Precourse Assignment: 2 Parts = movie analysis/ book review  *  themes and movie list posted on the blog. *check the HHS website for due dates & specific instructions -Departments, Academics, Social Studies, AP US History

    Classroom Materials:  COLLEGE ruled notebook paper, Glue stick.  Blue/black pens for essay writing, 1 dedicated notebook =your choice of 3 ring or 5 subject college ruled spiral

    CELL PHONE POLICY“Students shall not use, display or turn on cellular phones, video phones, or electronic devices during instruction time except when a teacher uses these devices for instructional purposes.  The consequences for inappropriate cell phone use are:

    1st offense – Saturday School    2nd offense – 1 Day of ISS    3rd offense – 2 Days of ISS

    Course Objectives:   1. To provide students with a working knowledge of the subject
    2. To help students learn to manage their time in a college level class
    3. To encourage students to look beyond the “bottom line” to bigger questions and issues which have driven and continue to drive history.
    4. To teach students how to work effectively in study teams to improve learning
    5. To develop the ability to analyze historical documents, to understand the process of historical inquiry and to evaluate the quality of various historical arguments
    6. To provide practice in the skills needed to do well on nationally normed standardized tests. (AP, PSAT. SAT.) Exams.
    7. To participate in Socratic discussions, debates, and persuasive speaking assignments to perfect the kinds of critical thinking skills required
    8. To come to value study techniques like marginal notes and outlining.
    9. To learn to write coherent social science essays which demonstrate depth of thought, mastery of material, and critical thinking.
    10. Be able to decode primary source documents, “make meaning” from what you read.                                                                                                                                                  The Advanced Placement test is issued by the College Board gives the students the opportunity to earn college credit for the AP United States History course. Scores range from 0 to 5 with 5 being the superior score. Scoring a 3 or higher will earn students college credit at most accredited colleges and universities. Students in APUSH have the opportunity to earn credit for up to two college courses. Harrison High school highly encourages all students enrolled in the APUSH course to experience the AP test. There will be extensive review sessions during spring semester to revisit content knowledge, skill acquisition, and build confidence.  The test will be administered in May.

    Please devote the time and energy needed to obtain a good grade. Remember that this is college level work and will require your dedication.  U.S. History is required for graduation. Your attendance, organization and attention during class are critical. I look forward to a fun and interesting semester.

     

    Advanced Placement United States History- Gorsuch 2017

     Our academic mission at Harrison is One Team, One Goal: Student Success!  Our goals are to:

    • strengthen college and career readiness skills,
    • continue professional learning that is data driven by academic departments,
    • strengthen culture, customer service, and communication, and
    • increase stakeholder satisfaction and opportunities for involvement.

    Please devote the time and energy needed to obtain a good grade. Remember that this is college level work and will require your dedication.  U.S. History is required for graduation. Your attendance, organization and attention during class are critical.  Please let me know if you have any concerns or questions. Email is the best way to contact me outside of class.

    Mrs. Gorsuch

     

     


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