Download APUSH Syllabus - Victoria Arabpour

ADVANCED PLACEMENT UNITED STATES HISTORY
Academy for Advanced Academics
Victoria Arabpour
COURSE DESCRIPTION
Advanced Placement United States History is a college-level course providing analysis and evaluation of
American historical concepts and themes. Historical issues will be studied and interpreted through
primary and secondary sources. Students must actively participate in class discussions, effectively
complete critical writing exercises and essays, and practice historical thinking skills through research and
analysis. Consistent effort will prepare students to achieve high scores on the AP exam and may earn
university/college credit.
COURSE THEMES
The following themes will be included in the chronological narrative of the course outline units:
American and National Identity (NAT) Migration and Settlement (MIG) America in the World
(WOR)
Culture and Society (CUL)
HISTORICAL THINKING SKILLS
Work, Exchange, and Technology (WXT) Politics and Power (POL)
Geography and Environment
(GEO)
Throughout the course, students will develop and master historical thinking skills. The following skills
will be practiced through activities, assignments, and assessments in each course outline unit:
 Chronological Reasoning
- Historical Causation
 Patterns of Continuity and Change Over Time
 Periodization
- Comparison and Contextualization
- Crafting Historical Arguments from
Historical Evidence
 Historical Argumentation
 Appropriate Use of Historical Evidence - Historical Interpretation and Synthesis
THE EXAM Question Type Number Of
Time
Percentage of Exam
Multiple Choice
55
55 minutes
40%
Short-Answer Questions
4
45 minutes
20%
Document-Based Question
1
60 minutes
25%
Long-Essay Question
1
35 minutes
15%
PERIODIZATION OF COURSE AND EXAM
Pre-Columbian Contacts (1491-1607)
Colonial Settlement and Expansion (1607-1754)
5%
Revolution and Constitutional Origins (1754-1800)
Early National Period (1800-1848)
Sectionalism,
Civil War, and Reconstruction (1844-1877)
45%
Industrialism and Economic Expansion (1865-1898) Progressivism and U.S. Imperialism (18901945)
The Cold War Era (1945-1980)
45%
United States and Globalization (1980-Present)
5%
TEXTBOOK AND SUPPLEMENTAL RESOURCES
th
 Brinkley, Alan. American History: Connecting With the Past, 14 Edition, AP Edition. New
York, New York: McGraw-Hill, 2012. (Primary Textbook)  Newman, John J. and Schmalbach, John M. United States History: Preparing for the Advanced
Placement Examination. New York, New York: Amsco School Publications, Inc., 2014. (Bring
To Class Everyday) COURSE OUTLINE AND SCOPE AND SEQUENCE
AUGUST 22, 2016 – SEPTEMBER 9, 2016
Unit 1: Settlement and Expansion of Colonial America (1491-1763)
The teacher reserves the right to modify the syllabus during the school year.
ADVANCED PLACEMENT UNITED STATES HISTORY
Academy for Advanced Academics
Victoria Arabpour
Assigned Readings:
Brinkley Chapters 1, 2, 3, 4; AMSCO Chapters 1, 2, 3
Major Topics and Concepts:
Early contacts among North American tribes; North American societies
in the context of the Atlantic World; Spanish exploration and colonial settlement; development of early
English colonies; distinct English colonial societies and regions in America.
Activities:
Class discussion on “Why do historians so often differ?” from Brinkley, p. 8.
Class discussion of 1492:
Conquest of Paradise and The Mission viewed during the Summer Assignment. Class discussion of The
New World viewed during the Summer Assignment.
Class discussion of The Crucible viewed during the
Summer Assignment.
Students will respond to short-answer questions comparing the ideological
framework of Chapters 1-3 of Howard Zinn’s A People’s History of the United States and Chapters 1-2 of
Larry Schweikart’s A Patriot’s History of the United States.
Introduction of the Document-Based
Question (DBQ) using TLO Worksheet, HAPP-Y Worksheet, and DBQ Activity Sheet.
Introduction to
the Long Essay Question (LEQ) using the TLO Worksheet and LEQ Activity Sheet. Introduction of the
Short Answer Question (SAQ) using the Unit I SAQ #1.
Assignment(s):
Chapter 1 Identifies, Chapter 2 Identifies, Chapter 3 Identifies
Unit I Major Historical Era Data Sheet.
Assessment(s):
Unit I Multiple Choice Test
Unit I SAQ #2
SEPTEMBER 12, 2016 – OCTOBER 14, 2016
Unit 2: Birth of a New Nation (1754-1800)
Assigned Readings:
Brinkley Chapters 5, 6; AMSCO Chapters 4, 5, 6
Major Topics and Concepts:
Evolution of relations between Britain and its English colonies; military conflicts, especially between
French and English; causes and effects of the French and Indian War; debate between colonists and
Britain on representation and taxation; colonial debate and participation in the Revolution against Britain;
the course of the American Revolutionary War; the Critical Period and the rise and fall of the Articles of
Confederation; the development, ratification, and execution of the U.S. Constitution; establishment of
precedent during Washington’s administration; Hamilton’s plan and Jefferson’s ideology; Adams’s
administration (XYZ Affair, Quasi War, Alien and Sedition Acts); Revolution of 1800.
Activities:
Analyze clips and transcripts from The Patriot film depicting debate between loyalists, patriots, and
neutrals on independence from Great Britain, militia and regular troops, and guerilla warfare by militia.
Students will respond to short-answer questions comparing the ideological framework of Chapters 4-5 of
Howard Zinn’s A People’s History of the United States and Chapters 3-4 of Larry Schweikart’s A
Patriot’s History of the United States.
Unit II DBQ: HAPP-Y Worksheet and DBQ Activity
Worksheet
Assignment(s):
SAQ: Teacher-generated for The Federalist 10 and The Federalist 51.
Unit II LEQ #1
Assessment(s):
Unit II Multiple Choice Test
Unit II DBQ #1
Unit II Major Historical Era Data Sheet.
OCTOBER 17, 2016 – OCTOBER 28, 2016
Unit 3: Age of Jefferson (1800-1828)
Assigned Readings:
Brinkley Chapters 7, 8; AMSCO Chapters 7, 8
Major Topics and Concepts:
The teacher reserves the right to modify the syllabus during the school year.
ADVANCED PLACEMENT UNITED STATES HISTORY
Academy for Advanced Academics
Victoria Arabpour
Foreign relations, including the conflict with the Barbary Pirates and the growing tensions with Europe
during the Napoleonic Wars; Marbury v. Madison and the development of the Supreme Court;
Jeffersonian Republicanism, including the Bank of the United States, the Louisiana Purchase, and foreign
relations; elections from 1800 to 1828; growing pains of the New Republic; foreign relations between the
United States and France and Great Britain; causes and course of the War of 1812; political, social, and
economic aftermath of the War of 1812, including the Second Bank of the United States, fall of the
Federalists, internal improvements; Era of Good Feelings; protective tariffs; major decisions of the
Marshall Court; the Monroe Doctrine and the growth of the U.S. in regional politics; the rise of
immigration and nativism.
Activities:
Students will respond to short-answer questions comparing the ideological framework of Chapter 6 of
Howard Zinn’s A People’s History of the United States and Chapter 5 of Larry Schweikart’s A Patriot’s
History of the United States.
Unit II DBQ: HAPP-Y Worksheet and DBQ Activity
Assignment(s):
Unit III LEQ #1
Unit III Major Historical Era Data Sheet.
Assessment(s):
Unit III Multiple Choice Test
Unit III SAQ
OCTOBER 31, 2016 – NOVEMBER 11, 2016
Unit 4: Age of Jackson (1824-1848)
Assigned Readings:
Brinkley Chapters 9, 10, 12; AMSCO Chapters 10, 11
Major Topics and Concepts:
Corrupt Bargain and the Election of 1828; rise of the Jacksonian Democrats, including beliefs, policies,
and important members; major events/issues of Jackson’s administration, including the rise of the
common man, Native American policies and removal, the Nullification Crisis, and the Bank War and
subsequent Panic of 1837; trends in immigration, urbanization, industrialization; social and cultural
reactions to the industrial age, including the Second Great Awakening, utopian movements, and
reformers; reform movements, including treatment of the deaf, blind, insane, and criminals; the
temperance movement; the abolitionist movement; rise of the suffrage movement; artistic and
philosophical movements including the Hudson River School, romanticism, and transcendentalism.
Activities:
Analyze clips and transcripts from Amistad depicting John C. Calhoun’s Positive Good Speech and John
Quincy Adams’s Supreme Court argument.
Students will respond to short-answer questions comparing
the ideological framework of Chapters 7-8 of Howard Zinn’s A People’s History of the United States and
Chapters 6-7 of Larry Schweikart’s A Patriot’s History of the United States.
Class discussion comparing and contrasting the role of American women of the historical period using
Unit IV DBQ #1.
Unit IV DBQ #2: HAPP-Y Worksheet and DBQ Activity.
Assignment(s):
Unit IV SAQs
Unit IV LEQ #1.
Unit IV LEQ #2.
Unit IV Major Historical Era Data Sheet.
Assessment(s):
Unit IV Multiple Choice Test
Unit IV LEQ #3
NOVEMBER 14, 2016 – DECEMBER 23, 2016
Unit 5: Antebellum America, Civil War, and Reconstruction (1840-1877)
Assigned Readings:
Brinkley Chapters 11, 14, 15; AMSCO Chapters 9, 12, 13, 14, 15
Major Topics and Concepts:
Manifest Destiny and trends in westward expansion, including Texas independence and slavery in new
states; life on the trail; Oregon and California; annexation of Texas and the Mexican-American War and
The teacher reserves the right to modify the syllabus during the school year.
ADVANCED PLACEMENT UNITED STATES HISTORY
Academy for Advanced Academics
Victoria Arabpour
its effects on land acquisition, slavery, economics, politics, and migration; major events leading to the
Secessionist Crisis, including Uncle Tom’s Cabin, the Kansas-Nebraska Act, the Dred Scott decision, and
John Brown’s raid on Harper’s Ferry; outbreak of the Civil War and its course, including the Election of
1860 and the war’s generals and leadership; political, diplomatic, social, and economic consequences of
the war in the north and south; the Emancipation Proclamation and its effects on the war effort and the
slave population; the Reconstruction plans of Lincoln, Douglas, and Radical Republicans; the effect of
Lincoln’s assassination on Reconstruction policies; military occupation of the south and emergence of
black republican governments; impeachment of Andrew Johnson; Radicalization of Reconstruction; Civil
War Amendments; white resistance and the Ku Klux Klan; readmission of southern states; Grant
administration scandals; gradual denial of black rights in the South; Compromise of 1877.
Activities:
Analyze a clip from Lincoln depicting the debate in the House of Representatives between Copperhead
th
Democrats and Radical Republicans over the proposed 13 Amendment.
Students will answer teachergenerated questions to the following political cartoons of Thomas Nast: Emancipation (January 24, 1863),
Pardon (August 5, 1865), Grand Masquerade Ball (April 14, 1866). Students will respond to shortanswer questions comparing the ideological framework of Chapters 9 of Howard Zinn’s A People’s
History of the United States and Chapters 8-10 of Larry Schweikart’s A Patriot’s History of the United
States.
Class discussion of the consequences of the Civil War using DBQ #1.
Unit V DBQ #2: HAPPY Worksheet and DBQ Activity Worksheet.
Unit V DBQ #3: HAPP-Y Worksheet and DBQ Activity
Worksheet.
Assignment(s):
Unit V SAQs.
Unit V Major Historical Era Data Sheet.
Assessment(s):
Unit V Multiple Choice Test
Unit V LEQ
JANUARY 9, 2017 – JANUARY 27, 2017
Unit 6: Industrialization and Economic Expansion (1860-1900)
Assigned Readings:
Brinkley Chapters 16, 17, 18; AMSCO Chapters 16, 17, 18, 19
Major Topics and Concepts:
Republican domestic policies, including the Transcontinental Railroad and land grants; social and
economic effects of post-bellum industrialization in the North and South; the expanding economic power
of the U.S. in the world economy; impact of an unregulated economy on the development of heavy
industry and the emergence of business tycoons; case studies on Vanderbilt, Carnegie, Rockefeller, J.P.
Morgan; early attempts to rein in big business by the government at the state and federal levels;
development and perceptions of national labor unions; westward expansion through the railroad industry
and emerging economic interests; conflicts between Native Americans and settlers, ranchers, and miners;
industrialization, urbanization, and cultural transformations; domestic and global challenges and the
creation of mass culture; cultural effects of deregulation, industrialization, and westward expansion;
urbanization and the competing ideal of city and rural life in America; immigration, minority rights, and a
rigid class system; corruption and machine politics in state and local governments; the rise of agrarian
discontent and the Populist response; competing arguments about the proper role of government leading
to Progressive ideals.
Activities:
Analyze clips from Gangs of New York film depicting tenement housing, immigration, Boss Tweed, and
the Tammany Hall political machine.
Analyze clips from The Men Who Built America documentary
depicting Andrew Carnegie, John D. Rockefeller, J.P. Morgan, Thomas Edison, Nikolai Tesla, and
Cornelius Vanderbilt.
Students will answer teacher-generated questions to the following political
cartoon of Thomas Nast: The Tammany Tiger Loose (November 11, 1871).
Students will respond to
short-answer questions comparing the ideological framework of Chapters 10-11 of Howard Zinn’s A
The teacher reserves the right to modify the syllabus during the school year.
ADVANCED PLACEMENT UNITED STATES HISTORY
Academy for Advanced Academics
Victoria Arabpour
People’s History of the United States and Chapters 11-12 of Larry Schweikart’s A Patriot’s History of the
United States.
Class discussion of the development of labor unions using Unit VI LEQ #1.
Assignment(s):
Unit VI LEQ #2
Unit VI LEQ #3
Unit VI Major Historical Era Data Sheet.
Assessment(s):
Unit VI Multiple Choice Test
Unit VI DBQ.
JANUARY 30, 2017 – FEBRUARY 17, 2017
Unit 7: Progressivism and Imperialism (1877-1920)
Assigned Readings:
Brinkley Chapters 19, 20, 21; AMSCO Chapters 20, 21, 22
Major Topics and Concepts:
Definition and goals of Progressivism and types of Progressives; muckrakers, social reform, and the use
of media to achieve social, economic, and political goals; radical movements, the IWW and Socialist
Party, the changing role of government; the Progressive Presidents: Roosevelt, Taft, Wilson; successes
and failures of the Progressive Era; the visions and goals of Booker T. Washington and W.E.B. DuBois;
th
the suffrage movement and the 19 Amendment; early expansionism, including Alaska and Hawaii;
American involvement and influence in the Spanish-American War and the Philippines; the Roosevelt
Corollary and the Panamanian Crisis; Mexico, Tampico Incident, and Pancho Villa; non-interventionism
in European affairs at the outbreak of World War I; the Lusitania, Sussex Pledge, Zimmerman Telegram,
unrestricted submarine warfare; the course of the war, before and after American involvement; federal
domestic policy during World War I, including war bonds and propaganda; Treaty of Versailles and
debate over ratification; urban riots, the First Red Scare, and the Palmer Raids after World War I.
Activities:
Analyze World War I propaganda posters.
Students will respond to short-answer questions comparing
the ideological framework of Chapters 12-14 of Howard Zinn’s A People’s History of the United States
and Chapters 13-14 of Larry Schweikart’s A Patriot’s History of the United States.
Assignment(s):
Unit VII LEQ #1
Unit VII LEQ #2
Unit VII Major Historical Era Data Sheet.
Assessment(s):
Unit VII Multiple Choice Test
Unit VII DBQ
Unit VII SAQs
FEBRUARY 20, 2017 – MARCH 17, 2017
Unit 8: From Normalcy to Superpower (1920-1945)
Assigned Readings:
Brinkley Chapters 22, 23, 24 25, 26; AMSCO Chapters 23, 24, 25
Major Topics and Concepts:
Warren G. Harding, Normalcy, and the end of the Progressive Era; civil rights for Americans after World
War I; social, political, economic, and cultural trends during the 1920s; economic trends in the wake of
the First World War and the collapse of the world economy; mass production and mass consumerism; the
development of the media through the radio and movies; African-American progress and struggles,
including lynching, the Great Migration, and the Harlem Renaissance; the culture wars, including
modernism and fundamentalism, urban and rural lifestyles; social and cultural reaction to the return to
normalcy; a return to limited government including the Harding, Coolidge, and Hoover administrations;
the Stock Market Crash, crop failures, and the collapse of the banking industry by 1932; the Bonus Army,
Hoovervilles, and the social crisis surrounding the election of 1932; FDR, the Hundred Days, the First
and Second New Deals, and the recasting of the role of government; court challenges to the New Deal
and other dissenting opinions; the overall effects of the New Deal programs on the economy, politics, and
the popular understanding of the role of government in American society; American isolationism in the
1920s and 1930s, the Washington Conference, Neutrality Acts, and the slow drift toward intervention by
The teacher reserves the right to modify the syllabus during the school year.
ADVANCED PLACEMENT UNITED STATES HISTORY
Academy for Advanced Academics
Victoria Arabpour
1941, including Lend-Lease; Pearl Harbor, involvement in World War II, mobilization, and its effects on
the American economy, society, and politics; civil liberties during the war, especially for JapaneseAmericans; the course of the war in Europe and the Pacific; the dropping of the atomic bomb and the end
of the war; diplomacy during the war, from the Atlantic Charter to the Potsdam Conference.
Activities:
Analyze a fireside chat by Franklin Roosevelt on the Bank Holiday.
Students will respond to shortanswer questions comparing the ideological framework of Chapters 15-16 of Howard Zinn’s A People’s
History of the United States and Chapters 15-17 of Larry Schweikart’s A Patriot’s History of the United
States.
Class discussion of consistency or lack thereof in American foreign policy from World War I to
World War II using Unit VIII DBQ #1.
Class discussion of American domestic society during World
War II using Unit VIII LEQ #1.
Assignment(s):
Unit VIII FRQ #2
Unit VIII Major Historical Era Data Sheet.
Assessment(s):
Unit VIII Multiple Choice Test
Unit VIII SAQs
Unit VIII DBQ #2.
MARCH 20, 2017 – APRIL 7, 2017
Unit 9: America and Globalism (1945-Present)
Assigned Readings:
Brinkley Chapters 27, 28, 29; AMSCO Chapters 26, 27, 28
Major Topics and Concepts:
Emergence of two opposing superpowers; the changing role of the United States in world affairs,
including NATO and the United Nations; containment, the Marshall Plan, NSC-68, the growing military
and economic burden of the Cold War; the development of the Truman Doctrine and its effect on
American foreign policy; division of Korea and the course of the Korean Conflict; the role of the U.S. in
Cold War conflicts, including Egypt, Hungary, French Indochina, and Cuba; Eisenhower and
brinkmanship; Kennedy and the Cold War, including the Bay of Pigs invasion, Cuban Missile Crisis, and
Berlin; the Space Race; trends in popular media and culture during the 1950s and 1960s; the Second Red
Scare and its impact on cultural conformity and its cultural backlash during the 1960s; the modern civil
rights movement, including Brown v. Board, the Montgomery Bus Boycott, sit-ins, the Civil Rights Act
of 1964 and the Voting Rights Act of 1965, Dr. Martin Luther King, Malcom X, Huey Newton, the Black
Panthers; civil rights movement of women and feminism, including Betty Friedan, Gloria Steinem, and
the ERA; civil rights movement of hispanics, including the Chicano Movement; post-war religious trends;
youth and farm workers; baby- boomers and the emergence of anti-institutionalism; Ho Chi Minh and the
growth of American involvement in French Indochina; the Gulf of Tonkin Incident and the expansion of
American involvement in Vietnam; the course of the Vietnam Conflict, including the Tet Offensive,
incursion into Cambodia, Vietnamization, Paris Peace Accords, and the Fall of Saigon; American support
and opposition to the Vietnam Conflict and its effects on the political, economic, and social situation in
the U.S.; Johnson’s administration and the Great Society; increasing prosperity and global responsibilities
after World War II; globalization and redefining national identity; environmentalism and the EPA; the
Nixon administration, including stagflation, Watergate, and emerging distrust of government; expanding
role of the popular media; modern religion and political activism; the Carter administration, including the
Malaise Speech, Camp David Accords, and the Iranian Revolution; the Reagan administration, including
deregulation, Gorbachev, and Iran-Contra Affair; the H.W. Bush administration, including the Persian
Gulf War; the Clinton administration, including the Republican Revolution, Welfare Reform Act,
NAFTA, and impeachment; the W. Bush administration, including the election of 2000, 9/11,
Afghanistan, Iraq, and the PATRIOT Act; the election of 2008.
Activities:
Analyze 1950s television show intros such as Leave it to Beaver, Ozzie and Harriet, and Father Knows
Best.
Students will respond to short-answer questions comparing the ideological framework of Chapters
17-21 of Howard Zinn’s A People’s History of the United States and Chapters 18-22 of Larry
The teacher reserves the right to modify the syllabus during the school year.
ADVANCED PLACEMENT UNITED STATES HISTORY
Academy for Advanced Academics
Victoria Arabpour
Schweikart’s A Patriot’s History of the United States.
Students wills compare and contrast the
administrations of Lyndon Johnson and Richard Nixon through analysis of Unit IX DBQ #1 and Unit IX
DBQ #2.
Class discussion on present-day politics using Unit IX LEQ #1.
Class discussion on
America’s role in the global market and its reputation in international affairs using Unit IX LEQ #2.
Assignment(s):
Unit IX SAQ
Unit IX FRQ #3
Unit IX Major Historical Era Data Sheet.
Assessment(s):
Unit IX Multiple Choice Test
Unit IX SAQs
Unit IX DBQ #3
Unit IX LEQ #4
APUSH ASSIGNMENTS
*Standing Homework Assignment: Study and review everyday.*
Identifies – In-depth knowledge and understanding of various vocabulary, people, events, laws, cases,
and places in order to facilitate content-learning throughout the course.
DBQ/FRQ Activity Worksheet – A tool to develop persuasive essays using a breakdown of major
aspects of historical concepts including Politics, Ideologies, Religions/Beliefs, Arts/Cultures,
Technologies, Economics, and Societies. Students will also be required to write a thesis statement, topic
sentences, and group documents if necessary.
HAPP-Y Worksheet – A tool to enhance document analysis using
Multiple Choice Tests – Use of AP-style and college-level questions to have students become familiar
with the format of the AP exam and styles of questions, including chronological, factual, analytical,
thematic, and statistical.
Short-Answer Questions (SAQ) – A set of questions for each chapter and/or unit to be answered per
an AP-style short-answer rubric. Essential questions based on historical themes will provide the basis for
short-answer questions. The questions are designed to emphasize course themes, practice historical
thinking skills, and acquire full understanding of major historical concepts.
Document-Based Question (DBQ) – Essay questions designed to incorporate document analysis along
with historical analytical skills and substantiation. Development of arguments and ability to use
appropriate factual knowledge; organization, and analytical skills will be practiced.
Long Essay/Free-Response Question (LEQ) – Essay questions designed to develop historical thinking
skills and fully acquire historical conceptual knowledge and understanding.
Outlines/Notes – Concentrate on important facts, concepts, and processes when reading. Class notes are
required to be taken during lectures and discussions.
Charts/Maps/Data Analysis – Interpretation of quantitative and visual information.
Major Historical Era Data Sheet – A breakdown of a historical period unit identifying people, events,
vocabulary, laws, and cases and answering thematic-based essential questions.
Edmodo – Assignments include quizzes, polls, and participatory responses to academic posts.
Mock Exam – Practice exam given prior to the AP exam with multiple choice questions, short- answer
questions, document-based question, and long essay.
GRADING
Multiple Choice tests, Short-Answer Questions, Document-Based Questions, and Long Essays/ Free
Response Questions will be graded based on an AP-style rubric.
Miami-Dade County Grading Scales
DBQ Rubric LEQ Rubric
SAQ Rubric
3.5-4.0 = A
7= A
6=A
3= A
2.5-3.49 = B
6= B
5=B
2= C
1.5-2.49 = C
5= C
4=C
0-1= F
1.0-1.49 = D
4= D
3=D
0.0-0.9 = F
1-3= F
0-2=F
MATERIALS (Always have in possession in class)
The teacher reserves the right to modify the syllabus during the school year.
ADVANCED PLACEMENT UNITED STATES HISTORY
Academy for Advanced Academics
Victoria Arabpour
Black pens, blue pens, #2 pencils, yellow highlighters, 3-ring notebook with pockets, lined paper,
AMSCO, APUSH Identifies assignments, APUSH Review Packets
INSTRUCTOR CONTACT INFORMATION
- Office Location: AC1- 395 or in my classroom AC1-262
- Office Phone Number: 305-919-4453
- E-mail: [email protected] SOCIAL STUDIES ATTENDANCE – in conjunction with AAA Attendance Policies
It is imperative students attend all classes and arrive on time for each class. Missing one day of class can
lead to missing an entire theme, concept, and historical period.
Arranging for makeup work is the student’s responsibility.
-Students who arrive late or miss days that are excused must owe me that time in the mornings (not
during college classes). As soon as the student returns from the excused absence and signs in, he/she must
immediately arrange to make up any work. If a student does not arrange for a makeup within 48 hours,
then it will result in a zero for participation and/or assignments.
- If a student is aware he/she will miss class time, the student is responsible for makeup work and
arranging the makeup time and work with me well in advance of the absence. This applies only to
excused absences, field trips, and tardies with parental notification.
- Unexcused absences and tardies will result in a zero for participation and/or assignments.
- Unexcused reasons for tardiness or missing class include, but are not limited to, late college class
dismissal, walking distance, eating/getting lunch, meetings with professors/advisors, and library study
time.
CLASSROOM ETIQUETTE
- Respect. It is my firm belief. We will respect one another. We will
respect the classroom, our duties, responsibilities, school, staff, students, and, most importantly,
yourself. You already have my respect and your responsibility is to keep it throughout the year.
- Keep your hands and feet to yourselves.
- Use of cell phones, beepers, PDAs, iPods, and other
electronic devices are prohibited. Set them to silent and place them in your bookbag or purse. If I see
them in your hand, on your desk, on your lap, it goes off and I hear them, they will be confiscated.
Consider this the official warning for electronic devices. If an electronic device is confiscated, the
parent/guardian must arrange a meeting in person to release the device. The device will be released to the
parent, not the student. Repeat violations will result in referrals, parent- teacher conferences, and possible
suspension. Miami-Dade County Public Schools does not prohibit students possessing electronic
devices, but it prohibits the use of electronic devices in the classroom.
ASSIGNMENT DEADLINES
- Homework assignments are due by 9:15AM on a specified due date, unless otherwise notified. Students
are typically given more than a sufficient amount of time to complete assignments appropriately and
efficiently.
- Assignments turned in after 9:15AM of the due date will not be awarded credit. It is highly
recommended for students to turn in their assignments ahead of time. The 9:15AM deadline is strictly
enforced and time is based on my clock.
- Homework assignments may be turned into me directly during office hours or in my office mailbox.
MORNING HOURS AND REQUIRED REMEDIATION
- Students are encouraged to visit me in my office during their off-hours between 8:40AM and 12:30PM
to ask questions or discuss the course material.
- I ask students to take advantage of this opportunity, but also please do not abuse this opportunity.
- Students who earn below a 2.0 during a 9-week quarter are required to attend morning remediation.
Students who are performing below expectations may be asked to attend scheduled sessions during their
The teacher reserves the right to modify the syllabus during the school year.
ADVANCED PLACEMENT UNITED STATES HISTORY
Academy for Advanced Academics
Victoria Arabpour
off hours in the morning. The purpose for these sessions is to provide students the opportunity to improve
their academic status in the course and develop further understanding of the course’s concepts.
- Students will be asked to attend a minimum of two days a week for at least an hour each day. Students
failing to attend required morning remediation will result in parent/teacher conferences and administrative
contact.
- The teacher reserves the sole determination of when a student sufficiently improves their grade and may
no longer be required to attend morning remediation.
E-MAIL POLICY AND EDMODO
- E-mails and Edmodo notifications are sent on a regular basis. They include assignments, deadlines,
instructions, updates, news, advice, and supplemental materials. Questions and comments are encouraged.
- Students must check their e-mails and Edmodo everyday. Be sure to check during the late afternoon and
evening hours. All must students were instructed to register and join the AAA APUSH Edmodo group.
ONLINE RESOURCES
- http://www.varabpour.com/ is my personal website for APUSH unit power points, unit Identifies, and
review packets.
- It is imperative students use this resource as a means for review and preparation for
each unit and for the exam. Download and print these resources.
RECOMMENDATION LETTERS
- AAA teachers and staff are not required to write recommendation letters. Writing a recommendation
letter is a privilege for the student.
- Please request a recommendation letter from me in person. If accepted, please e-mail me all details
including Common App, etc.
- Students must request recommendation letters two weeks prior to application deadlines and all
requirements of their college application before requesting a recommendation letter.
- AAA Seniors must have passed all AP exams from their AAA junior year with a 3 or better to be
eligible for a recommendation letter. All students must have and must be earning a B or above in all AAA
high school classes and college classes.
GRADES POLICY
- My position about grades is you earn what you earn based on assignments, assessments, and other
grading criteria. I do not offer extra credit for the purpose of grade inflation.
- All students can earn an A in this course through commitment, integrity, determination, and initiative.
Turn in your assignments on time and legitimately complete them according to or beyond my
expectations. Perform exceptionally and legitimately well on all assessments by paying attention in class,
studying, and constantly reviewing.
MOVIE TIME
- Movie Time is a special time. From time to time, I may show a video, film clip, or film to supplement
understanding of a historical period or concept.
- Movie Time rules are as follows: all desks are clear unless otherwise notified, heads remain up and open
eyes open focused on the film, and there are no personal discussions. Additional rules may be established
for each Movie Time. Violation of any of these rules limits or eliminates Movie Time for all students.
- Remember to always follow the unwritten rule. The AAA Seniors know what this means.
*****SPECIAL NOTE*****
THERE IS A ZERO-TOLERANCE FOR IMPROPRIETY.
CHEATING AND PLAGIARISM WILL NOT BE TOLERATED AT ALL. IMPROPRIETY
INCLUDES, BUT NOT LIMITED TO, COPYING ANSWERS, FORGING, LYING, AND
DECEPTION. PLEASE BE HONEST ACADEMICALLY AND GENERALLY.
ASSIGNMENTS
WILL BE DILIGENTLY ASSESSED FOR ACADEMIC HONESTY AND TESTING
PROCEDURES WILL BE STRICTLY ENFORCED.
The teacher reserves the right to modify the syllabus during the school year.
ADVANCED PLACEMENT UNITED STATES HISTORY
Academy for Advanced Academics
Victoria Arabpour
THIS APPLIES TO ALL ASPECTS OF THE ACADEMY FOR ADVANCED ACADEMICS,
INCLUDING BUT NOT LIMITED TO ALL HIGH SCHOOL CLASSES, ALL COLLEGE
COURSES, ALL ACADEMIC ASSIGNMENTS, ALL EXTRACURRICULAR ACTIVITIES,
AND INDIVIDUAL STUDENT AND STUDENT BODY BEHAVIOR.
STUDENT INFORMATION/PARENT ACKNOWLEDGMENT FORM Please complete, sign, and
return by the location and date specified by the instructor.
STUDENT NAME:
_____________________________________________________________________
STUDENT E-MAIL:
___________________________________________________________________
PARENT/GUARDIAN NAME(S):
_____________________________________________________________________________________
_____________________________________________________________________________________
HOME PHONE:
_______________________________________________________________________
PARENT/GUARDIAN CELL PHONE:
___________________________________________________
PARENT /GUARDIAN CELL PHONE:
___________________________________________________
PARENT /GUARDIAN E-MAIL:
_________________________________________________________
PARENT /GUARDIAN E-MAIL:
_________________________________________________________
FILM ADVISORY
This class will show films, some of which include serious and mature material
and/or rated R.
I want to reinforce the purpose of these movies as not purely entertainment. The objective is to
provide a clearer understanding and perception of various concepts in the social sciences.
If you approve or have any objections to your child viewing such films, please acknowledge below:
__________ YES, I allow my child to view films of a mature nature (rated R).
__________ NO, I
do not allow my child to view films of a mature nature (rated R)
Signing below acknowledges receipt and compliance with the syllabus and that the syllabus may be
modified during the school year with appropriate notification.
PARENT SIGNATURE: ________________________________________________________
STUDENT SIGNATURE: _______________________________________________________
The teacher reserves the right to modify the syllabus during the school year.