Download Dear Parents of ECHS AP US History students,

Dear Parents of ECHS AP World History students,
This will be the first year ECHS will offer AP World History. The junior year is usually a
student’s first time to be exposed to the Advanced Placement program. I welcome you to the world of AP.
Many of you have been exposed to Pre AP courses. You already know that students face high expectations
and a more rigorous course load in these classes. You can expect AP courses to take those expectations
“up a notch”. I think it is important for parents to know a few things about this course and about the
challenges that students have chosen to undertake.
What we do:
This AP US World course is designed with three things in mind:
 Provide well-rounded content. This is a rigorous course that moves quickly and is devoted to
developing a deep understanding of the social and political development of our world. The course
is not only a survey of World History and World Civilizations, but critically analyzes and
evaluates what has taken place. The student will write essays, analyze and interpret documents,
pictures, charts, graphs, film, and historiography. Specific themes, such as diversity, identity, and
culture, demographic changes, reform, citizenship, globalization, environment, economics,
politics, religion, slavery, war and diplomacy will thread throughout the study, tying different time
periods and topics together. A major part of the course is class discussion, linking past history to
the present, and debating how different topics and themes interact with one another in different
time frames. Emphasis will also be on writing essays and DBQs (document based questions) in
class and out of class. The course is designed to not simply learn facts from the time period but to
experience the essence of each time period through original documents, pictures, videos, songs,
and political cartoons. Assessments of each unit will consist of chapter tests, free-response
questions, document-based questions, and chronology.
 Develop skills that will serve them in college. This is a college-level course, and it will require
college-level work. Part of the purpose of this class is to help students develop study skills, notetaking skills, writing skills, speaking skills, reading skills, analytical skills, and a work ethic that
serves them well in college and beyond.
 Prepare them for the AP exam. I deliberately save this goal for last. The bottom line for many
parents and students is that this class sets students up for the ability to take an AP exam and
receive college credit. I sincerely believe that if a student achieves the first two goals, this one will
take care of itself. I do not teach to a test; I test to the test. The assessments in this class are
designed to prepare students for the format of the exam. This means that essays and exams will be
timed, and exams will be longer than they may have seen in the past.
What you can do:
Though this is a college-level class, I acknowledge I am still dealing with high school students. To that
end, I want to work with parents to make sure that students are successful. Parents can help their children
in a number of ways:
 Be supportive. This class may be harder than classes that students have taken up to this point in their
academic career. It is not uncommon for grades to be lower than they have seen before. I don’t think
students should settle for lower grades, but parents should know that there is a considerable step up in
skills and effort from what may have made them successful in the past. By definition, a college-level
class that is geared toward (though not limited to) gifted and talented students is going to be asking
students to perform at least two grade levels above where they are now as high school juniors. I want
to encourage parents to be supportive of their children and remember several key things:
o Students are being rewarded for their grades with enhanced GPA points.
o A good grade in this class benefits them not once, but potentially twice (AP exam).
o If students are struggling, or if they have questions, this is the time for them to learn to be
advocates for themselves. Encourage your students to come and talk to me. There is no
shame in asking us for help; it’s why I am here.
o Students can benefit from a “long-term” view of how they are paving the way for their college
career.
 Follow your child’s progress. There are a number of ways parents can do this. One of them is to
follow the calendars that are posted on my ECISD website to see what students are doing in class.
Much of what they will be reading this year will be linked to our class homepage, so you can see a lot
of what we’re doing in class. Another is to use the district’s Skyward program that allows parents to
keep track of their child’s grades. While essays will take me longer to grade (every time I take up
essays, I have to grade roughly 60 of them and remember, I teach other subjects as well), I am
committed to getting grades into my grade book as soon as possible.
 Talk with your child. This class discusses a lot of big issues, and students will be forced occasionally
to function outside of their comfort zone. The most important influence on who they are and how they
view the world comes from you. I encourage you to discuss some of these big issues at home.
 Help your child with their long-term vision. I encourage parents to help their children start planning
for their future. To that end, I would like parents to visit the College Board’s website
(www.collegeboard.com), where they can access information on the AP program, the SAT, and
financial planning information. In addition, students and parents can access information on colleges
and universities, including their policies for AP credit. The AP World History exam is May 14, 2015.
 Feel free to contact me. Over the course of the year, if you have questions or would like to discuss
your child’s performance in class, feel free to contact me. The best way to get in touch with me is via
e-mail, where you can reach me at [email protected].
I sincerely hope that this will be a successful year for all students. Thank you for all that you do to help
ensure your child’s success.
Sincerely,
Katrese Skinner
AP World History
Debate I, II, III
Oral Interpretation of Literature I, II
UIL Academic Coordinator, ECHS
PS: The AP World History has been posted on the school web site since June 14:
http://echs.ecisd.org/content/summer-assignments. I am expecting all students to have this
completed when school begins. If any one is having trouble or has questions, they should email me
immediately. [email protected]
Supply List for AP WORLD History
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Large multi pocket spiral (they should have their homework notes in this)
One small or mini spiral to be left in my class room (composition books are GREAT!)
One YELLOW paper legal pad (to be left in my room)
High lighters and post it notes are helpful but not required
Students may use any type of pen or pencil for their notes/ most exams will require a pencil
and eraser.
Some type of folder for hand-outs (they will not have to turn this in but will need a place to
keep papers.)
Small 3x5 index cards
Students in AP World History will be expected to log into SKYWARD and GAGGLE regularly.