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  1. APUSH Oct. 2 – 6 Homecoming Week :-)

    October 2, 2017 by Marcie Gorsuch

    Monday –  50’s Dress up day for Homecoming  Turn in your Ch. 12 outline notes for a quiz grade on Thursday. This should have been completed over the break.  We will watch the “Market Revolution” in class which reviews Ch. 12 in the Brick. You should be reading along in the Flag.

    Also, you should have completed the outline  over Jackson using the Flag. We have a few items that will be filled in during class presentations. Listen carefully. We will reconvene with our Andrew Jackson groups that met on Friday before the break. You will have a few minutes to review your individual assignments and then we will present the information.  If you have not already done so, watch the Crash course on Andrew Jackson’s Presidency. #14. (Ch. 10 in the Flag)

     Tuesday  – A Pair of Dice = TWIN dress up day for homecoming Continue with our coverage of Andrew Jackson – You will complete an evaluation of his presidency using specific evidence. Begin Reform movements: 2nd Great Awakening (Religion) , Women’s Rights, Education, Utopian communities, Transcendentalists, Mentally Ill/ Prison Reform, Temperance (anti-alcohol), Abolition          * After school help available today 3:45 – 4: 45

    Watch Crash (US History)  course # 15 Reform Movements in  Antebellum America

    Wednesday –  Dress up like a character from the game CLUE for homecoming – Reading Quiz Ch. 13 in the Brick , then we will finish Antebellum Reform movements covered in class: Chart

    Thursday –  Dress up like a detective for homecoming /  Assessment- to page 220 in the Flag  Open Note:Multiple choice 1 pt per item and short answer total 20 pts * No test corrections since it is open note (Info begins with the election of 1824 “Corrupt Bargain”, Market Revolution and includes Antebellum reform movements) You will turn in your notes with the test today. 

    Friday – Dress up in class colors = light blue for Juniors Pep Rally today  Competition TRIVIA for coupons based on info learning this semesters so far!  Map to color in class regarding territorial acquisitions of the US  Fall tailgate/brunchgate  in class Bring your own drink and something to share. I will provide the paper goods and utensils.

  2. APUSH Sept. 18 – 22

    September 15, 2017 by Marcie Gorsuch

    Over the weekend, complete your Ch. 10 outline w. 3 visuals (70%) and the 15 item quiz (30%)as you read the chapter.

    Monday – Madison’s election and presidency discussed in class. response to Embargo as initiated by Jefferson, Hartford Convention, War of 1812, terms of the Treaty of Ghent . Read the Article “A Shadow of Secession” tonight

    Tuesday – Monroe’s election and presidency “Era of Good Feelings” discussed using outline  esp. Monroe Doctrine, , Henry Clay’s American System , Panic of 1819, *Missouri Compromise,  *Monroe Doctrine, Convention of 1818 Review session after school at 3:40 pm.

    Wednesday – 7:45 AM Review Session Unit III test in class

    Thursday  – Map of election of 1824 “Corrupt Bargain” Explained ; Presidency of JOHN QUINCY Adams, UNIVERSAL MALE SUFFRAGE, Party NOMINATING COVENTIONS, ELECTION OF 1824,Popular vote = Electoral , “Corrupt Bargain”, Adams asked Congress for $ for ?, “tariff of abominations”

    Friday – TBD Is Jackson truly a Jeffersonian as he claims?   The beginnings of the Democratic Party

    Election of 1828,Spoils system, Maysville Road Veto, War on the Monster bank,Nicholas Biddle,“specie Circular” Kitchen Cabinet,Peggy Eaton affair,Use of the Veto “King Andrew” (cartoon) Native American policy. Indian Removal Act,Rise of the two party system

    South Carolina Ordinance and Presidential response; War on the bank; Jackson’s spoils system, cabinet removals, Death to the ‘monster’ bank,  Jackson defys the Supreme court; Chief Justice Marshall ” ‘let him enforce it;Martin Van Buren, Panic of 1837, AJ report card and review of DBQ development

    Over the break complete the AJ chart and the take home RQ Ch.12.

  3. APUSH Sept. 13 – 15 updated due to Irma

    September 11, 2017 by Marcie Gorsuch

    Review your notes on Chapter 8 Federalist Era  – Washington and Adams and begin looking at the online practice questions for these 2 Presidencies.

    Review your reading notes from Chapter 9 Age of Jefferson that you took prior to last Friday’s reading quiz. If you are not taking notes as you stop at  2-3 sections, then try to get in the habit of doing so. Don’t forget that the online website provides you with a printable outline if you would like to work with one.

    Coupon : Find an article in the newspaper (printed or online) about the attacks on the US of Sept. 11th and attach bulleted answers to the following questions

    Who? What? When? where? Why? How? and the reaction from 1 adult that you know who remembers that day.

    Wednesday –  Sept. 11 Memorial discussion and continued reference to current events

    In class, the Age of Jefferson beginning with the Election of 1800 and the transition from one party(Federalist) to the another (Democratic Republican). What federalist policies did he continue? or not?  How did he solve the issues with the Barbary Pirates? maintain neutrality? What were his proudest accomplishments? greatest disappointment? election of 1804? the “Dambargo”

    Thursday – continue with Jefferson lecture and then review activity in small group

    Friday – election of 1808 Madison and the War of 1812

  4. APUSH Sept 5-8

    September 4, 2017 by Marcie Gorsuch

    Monday– Labor Day Holiday

    Tuesday – Reminders: You have 2 coupon opportunities this week =1- print out the current US cabinet members w/ positions  2- memorize the preamble.  You will have until Thursday at the end of the day to say or sing the preamble.  Also, if you did not finish your group assignments, you should have done so by today. These will be due on Wednesday at the beginning of class. *** ALL MAKEUP WORK MUST BE COMPLETED BY THURSDAY PM. (cutoff for 6 weeks grades)

    Last Friday ,you had an introduction to the Presidency of George Washington and were asked to attend to his election, precedents and decisions (cabinet & judicial appointments, Whiskey Rebellion, city of Washington, Neutraility!). You have already read Chapter 8 and took the Federalist Era quiz as well.  If you took any notes while reading Chapter 8, read over those and bring them to class.  We will complete a lecture outline on his presidency in class.

    Electoral college w/Unanimous x2 =Washington’s elections, first cabinet (who were they and what were their positions) and foreign affairs, Whiskey Rebellion, Proclamation of Neutrality, importance of the electoral college, Bill of Rights goes into effect, first federal court appointments,”Genet” affair national bank,  Assumption of the debt, Hamilton’s influence, Battle of Fallen Timbers, Treaty of Greenville, Jay’s and Pickney’s Treaty, cabinet appointments and disruption, “right of deposit”, precedents  (actions that became traditions) of GW and farewell address

    Wednesday  – continue w/Presidential outlines in class, * Turn in your assignments from last week.

    1st two political parties, election of John Adams – video clip from “The Presidents”  Alien and Sedition Acts,  opposites in the first two Presidencies, common themes ex. neutrality and the entrenchment of the first two political parties, XYZ affair, Navy

    Did he accomplish anything while in office?  How has his Presidency been reevaluated over the years? How was he different than Washington? (ex. one term only)

    Thursday  RQ on Ch. 9 Age of Jefferson 1800 – 1816

    Election of 1800, 1st Inaugural,Louisiana Purchase, Lewis and Clark expedition, War Hawks, Henry Clay, Tecumseh, Strict v. Loose interpretation, Hartford Convention, Barbary pirates, neutrality,  Chesapeake Leopard Affair, 2nd inaugural,  Embargo of 1807, NonIntercourse Act, Macon’s Bill No.2

    Friday – Jeffersonian Age continues, in class review activity that will count as a quiz grade

  5. APUSH August 28 – September 1

    August 25, 2017 by Marcie Gorsuch

    Remember that your book analysis hard copy is due to me on Tuesday at the beginning of the period. Read your directions carefully! We will not use turnitin for this assignment.   Also, make sure that you print out your paper before class and have it stapled, if needed, prior to the bell.

    Monday –  If you have not turned in your Documents assignment from class last Tuesday, it is due today. PM Test Corrections  Fill out the AOC part of the Compare/ contrast on US Constitutions then we are onto THE CONSTITUTION which resulted from the convention in Philadelphia,Constitutional Compromises; 3 branches of government; Bill of rights  Assignments; work on the Constitution during class  Start group presentations ( 1 branch )

    Tonight: Watch the US History Crash course over the Constitution # 8

    Tuesday – AM or PM Test Corrections SUMMER ASSIGNMENT BOOK ANALYSIS DUE TODAY AT THE BELL. Group presentations on the Constitutions: COMPLETE  CC on the Constitutions

    RQ on ch. 8 Friday

    Wednesday  – Test corrections completed on Unit II ? Wed am 7:40 last Chance  Early Release Day/ Open Note Constitution assessment (* Turn in your notes with the assessment.) in class Short Answer and Multiple Choice

    Thursday – Begin the Federalist Era :Washington and Adams administrations   *For some of the Presidents we will have an outline which allows for discussion of Domestic and Foreign Affairs. These will serve as great outlines for study.

    Washington’s election, first cabinet (who were they and what were their positions) and foreign affairs, Whiskey Rebellion, Proclamation of Neutrality, importance of the electoral college, Bill of Rights goes into effect, first federal court appointments,”Genet” affair national bank,  Assumption of the debt, Hamilton’s influence, Battle of Fallen Timbers, Treaty of Greenville, Jay’s and Pickney’s Treaty, cabinet appointments and disruption, “right of deposit”, precedents  (actions that became traditions) of GW and farewell address

    Friday- RQ ch. 8 continue with Washington as needed – John Adams – video clip from “The Presidents”  Alien and Sedition Acts,  opposites in the first two Presidencies, common themes ex. neutrality and the entrenchment of the first two political parties, XYZ affair, Did he accomplish anything while in office?  How has his Presidency been reevaluated over the years? How was he different than Washington? (one term only)

  6. APUSH August 21-25 Updated!

    August 18, 2017 by Marcie Gorsuch

    Over the weekend, complete your American Crisis coupon opportunity.  You were given a chart of the battles from Chapter 6, review that information using your textbook.  Read Chap 7 by Wednesday. The RQ will be at the beginning of class on Wednesday.

    Monday – Eclipse Day! Study hall/movie in class.

    Tuesday – 3 Documents activity in class Common Sense , “Remember the Ladies” Declaration of Independence

    Wednesday – Hoya block starts today. Fighting the American Revolution – Make sure you bring your chart with the battle information to class.

    Strategy, Washington’s leadership, Benedict Arnold The Crisis, battles, surrender, minutemen, Suffolk Resolves, Hessians, Loyalists, Tories, Whigs, Valley Forge, Continentals, Treaty of Paris 1783,

    Thursday – RQ ch.7  lecture on USA first government and constitution 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.

    Friday  Unit Two Test? Multiple Choice and Short Answer section in class  * All corrections must be done by Wednesday of next week.  Friday  3:40 – 4:30 pm and Monday 740-810 am 340 pm – 430 pm next Tuesday 7:40- 8:10 am am/3:40 – 4:30 pm

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

  7. APUSH August 14 – 18

    August 11, 2017 by Marcie Gorsuch

    Over the weekend, read Chapter 5 in the Brick and be prepared for a quiz on Monday.  Also, you have ONE highlighted item on your chart to complete. Be ready to present your information related to the highlighted item on Monday.  We completed the map exercise on American Before and After the French and Indian War in class on Friday. Bring it to class.

    REMINDER: Your movie analysis is due on Tuesday! You will load the final copy into Turnitin on Tuesday and bring a hard copy with you to class on Tuesday. Follow the instructions carefully! This grade will go into the Essay/ Project category.

    MONDAY _ Reading quiz Chapter 5 in class. Lecture and Discussion – Intro to the French and Indian War : causes and effects; Join or Die cartoon If time allows, we will begin our Road to Revolution.  Tonight print out a hard copy of your movie analysis to turn in at the beginning of class.

    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

    Tuesday  :  Movie Analysis Due today ! Bring a hard copy to class.  SLO pretest in the LAB; continue with the causes of the American Revolution- Boston Massacre & Kent State massacre compare/contrast activity in class  * chart  YOU SHOULD BE READING CHAPTER 6!

    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

    Wednesday – Continue with the causes of war Begin the Boston Massacres/Kent State Massacre compare contrast activity  Tonight read about the Kent State/American society in your set of info passed out in class today.

    Thursday-  Complete the Boston Massacres/Kent State Massacre compare contrast activity  and our causes of war

    Friday – Reading Quiz over Ch. 6   Complete the war (battles for the End of Course up to an including the Treaty of Paris 1783  The “social revolution”, home front and equality.  Political revolution and the new American government.  Achievements and weaknesses of the Confederation government. Land Ordinance Tonight begin reading chapter 7. 

    Monday – The Patriot   Solar eclipse day Absences are excused checkouts by 1:30pm

    Tuesday  If time allows, review in class and then begin the Constitutional convention and  3 branches of the constitution.  Virginia and New Jersey plans, constitutional compromises

  8. APUSH Aug. 7 – 11

    August 4, 2017 by Marcie Gorsuch

    Over the weekend, you should complete your reading of Chapter 2 and review the questions in the online quiz (from the Brick).

    Begin Chapter 2: Great Britain in the New World

    This is what to look for as you read the first half of Chapter 2.
    Charters/ Magna Carta
    James VI/ Charles I/ Divine right
    Oliver Cromwell/Parliament
    The Restoration
    Charles II
    Glorious Revolution/ William and Mary
    Act of Settlement 1701 / Act of Union 1707
    John Smith
    John Rolfe
    Chesapeake region (be able to locate this on a map)
    Chief Powhatan
    Virginia company
    headright system
    Year 1619
    House of Burgesses
    African labor
    Women as a commodity in Virginia
    William Berkeley
    Native American relations
    Economic Growth in Virginia
    1676-Bacon’s Rebellion
    Maryland- the Calverts and Catholicism
    Act of Toleration (1649)

    • check the flag for future lists of terms, people, etc.

    *Reminder practice quiz questions can be found on the textbook support website mentioned on last weeks blog.

    Monday –  Reading quiz Chapter 2 English colonization Tonight review the map on the original 14 (yes 2 are in Massachusetts)colonies Practice map completed in class last Friday!  Be prepared for the English colonial map quiz tomorrow at the start of class.  New England, Middle and Southern colonies compare/contrast. Complete the Bacon’s Rebellion questions (on back of handout reading ) for a coupon, pick up the Mayflower Compact reading for a coupon.  Yes, you have 2 opportunities for a coupon this week so pick them up on Monday.

    Tuesday-   Map quiz to start class.   the Continue with the English colonies to include groups (ex. Pilgrims and Puritans)during class – Reading on the democratic aspects of the colonies for tomorrow.  TEST review session after school at 3:45 – 4: 30 ish

    Wednesday – Reading quiz over chapter 3 in class. Causes and effects of the French and Indian War * We will not read chapter 4 in the Brick but you will need to read up to page 63 in the Flag. Over the weekend, review your information for the first unit test on Wednesday. Check out the practice questions in the Flag, quizlet and on  as mentioned in class.  Multiple choice only for this first test with test corrections for up to 1/2 earned back.

    Thursday – 7:45 am Review session Unit One test in class *All multiple choice for test One  Exploration – Colonial America  Chapters 1-3 in the Brick

    Friday – Test corrections in class to start.  You have the opportunity to earn up to 1/2 half back.  Begin the Road to American Revolution in class. You should be reading Chapter 5 now. Reading quiz over Chapter 5 on Monday.  

  9. AP US History aka APUSH July 31 – Aug 4

    July 27, 2017 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 over the summer?   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. One (film analysis) is due Tues. (August 15th)of the 2nd full week and the other (b00k review) on (Tues.Aug. 29) during the 4th full week of the semester. I will not count this first week as a full week of history since we will spend the first day with our TRSS and syllabas. We will review the TURNITIN procedures next week but you will need to turn in a hard copy on the due date as well.  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) Be prepared to use Turnitin for each assignment of the summer assignments.

    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 Multiple Choice format along with short answer interpretation/historical analysis.  On the first day of class, 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 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 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.

    Monday  –  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). Pretest in class and then  I will pass out a copy of Chapter 1 for your to read until textbooks are passed out. Continue with the AP US format and a brief brainstorming activity dealing with chronology.

    Tuesday- I will hand out the Flag texts. We will begin with a question style lecture on early American exploration and discovery.  As soon as you receive your textbook or a copy of the chapter READ (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) multiple choice study questions posted at the beginning of each chapter.  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 have a reading quiz over Chapter 1 DUE on Wednesday.

    Wednesday & Thursday continue with Chapter 1 Reading Quiz (take home for the 1st quiz) due on at the beginning of class on Wednesday !   We will begin colonization of the Americas with 2 color coded maps.

    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.
    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
    Biological Exchange
    Diseases (which ones specifically?  impact on Native Americans
    Hernando de Soto
    Ponce de Leon
    Bartolome de Las Casas
    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
    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

    Friday – Week One coupon is due today. We will begin covering information from Chapter 2 regarding colonization with emphasis on the English. Read Chapter 2 by Monday and be prepared for a reading quiz at the beginning of class. Remember to take the sample quiz online.

    The first Unit test will cover Chapters 1-4 (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 HOPEFULLY BE WEDNESDAY 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. 

  10. Advanced Placement US History Syllabus

    July 26, 2017 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: History/     College Boards Web Page:      Primary Documents:  Digital History  ,  Great General Site:    Avalon Project (Yale Law School w/ incredible resources) 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)

    Summer Assignment: 2 Parts = movie analysis/ book review  *  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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