Frequently asked questions
Parents and students: Find answers to your questions about the AP U.S. History course here. If you do not find the answer you are looking for, please email me at [email protected].
What is an ap course? Why should a student take an ap course?
Advanced Placement (AP) courses are challenging, college-level courses that prepare students for the rigors of a college education better than most other high school courses can. AP courses help students improve their reading, writing, and study skills, which can translate into improved performance in other classes and in college. AP courses allow students to engage a subject at a higher level and to a greater depth of understanding than most regular classes permit. Furthermore, AP test-preparation helps prepare students for other tests, such as the ACT. Colleges prefer students who have challenged themselves with AP courses, even if those students do not earn the highest grades in the course or the highest scores on the exam. Likewise, studies show that students who have taken an AP course do better in college than those who have not had any AP experience. In many cases, colleges are more interested in a student’s AP experiences (the courses taken and the AP exam scores earned) than they are with a student’s GPA. Students who perform well on the AP exam can earn college credit or advanced placement in a college or university program, saving parents and students the cost of tuition and books. And unlike post-secondary classes, AP students can earn college credit for multiple courses, not just one at a time. GHS rewards students who earn an A, B, or C in an AP course with an additional “point” when calculating GPA. (Thus, a “5-point A” is possible instead of the standard “4-point A.”) This is a great way for students to improve their GPA and class rank. Finally, GHS students have performed very well on the AP exams in the past, and the courses are taught by experienced and dedicated instructors.
how do i know if this ap course is right for me? Will i succeed?
It is impossible to know for sure whether a student will have success in any particular AP course. That said, a successful AP student will possess the following qualities:
It is important to note that AP courses are college-level courses and, for that reason, come with higher expectations than any other course a student may take in high school. An AP student should expect the following in any AP course he/she takes:
One good indicator of a student's likelihood for success in an AP course is his/her current accumulative GPA. In general, students with GPAs above 3.8 are strong candidates for success in AP; students with GPAs between 3.5 and 3.8 also tend to be ready for the challenges of AP and are encouraged to take AP classes; students with GPAs under 3.5 should talk with the AP instructors, the guidance counselor, and current teachers before making the decision to take an AP course. Unfortunately, most students with GPAs below 3.5 are not yet ready for AP courses and often struggle. For more information regarding the correlation between GPA and AP success, click on the file below.
- AP students are mature and responsible. They take personal responsibility for their performance and seek help when necessary.
- AP students are self-motivated, disciplined, and well-organized.
- AP students are able to read a textbook nightly, comprehend what they have read, and are able to discuss the material or write about it the next day.
- AP students always submit their assignments on-time. Moreover, AP students understand that assignments are a vital part of the learning process and are not an easy way to “get points.”
- AP students have, and will continue to develop, good note-taking and good writing skills.
- Ideally, AP students have an interest in the subject matter of the course.
It is important to note that AP courses are college-level courses and, for that reason, come with higher expectations than any other course a student may take in high school. An AP student should expect the following in any AP course he/she takes:
- Expect homework each night. AP courses require students to read the textbook nearly every night. There will be additional assignments as well.
- Expect to be quizzed and tested often. AP courses prepare students for a national exam, so students will be expected to prepare for similar tests in class.
- Expect periodic writing assignments. Students will learn how to be better writers, as well as to write essays quickly and concisely.
- Expect class lectures, discussions, and debates. AP courses require much more student participation than other classes.
One good indicator of a student's likelihood for success in an AP course is his/her current accumulative GPA. In general, students with GPAs above 3.8 are strong candidates for success in AP; students with GPAs between 3.5 and 3.8 also tend to be ready for the challenges of AP and are encouraged to take AP classes; students with GPAs under 3.5 should talk with the AP instructors, the guidance counselor, and current teachers before making the decision to take an AP course. Unfortunately, most students with GPAs below 3.5 are not yet ready for AP courses and often struggle. For more information regarding the correlation between GPA and AP success, click on the file below.
GPA and AP Success | |
File Size: | 48 kb |
File Type: | rtf |
what is the college board (ap) exam like?
For more information about the AP U.S. History exam, click here.
what does an ap exam score mean?
College Board AP exams are scored on a five-point scale. The College Board considers a student who has earned at least a 3 on the exam to be "qualified," meaning he/she has proven him/herself capable of doing the work of an introductory-level course in that particular subject in college. Colleges and universities then use AP scores to determine whether a student should receive college credit or advanced placement in that subject area. The College Board score is only a recommendation to the college. It is up to each individual college to determine the value of an AP score. (All public colleges in Ohio, including Ohio State University, currently give full course credit to a student who earns a 3 or better. Many colleges will give credit for multiple courses to students who earn a 5 on the exam.) The College Board uses the following scale to recommend students:
- 5 - Extremely well qualified
- 4 - Well qualified
- 3 - Qualifed
- 2 - Possibly qualified
- 1 - No recommendation
when is the college board (ap) exam?
The College Board AP U.S. History exam is on Friday, May 5, 2023. The exam is given in Room 128 at Green High School, beginning at 7:30 am. Mr. Kevin Granito, in the Guidance Department, serves as Green High School's AP coordinator. For more information about exam registration, scheduling, or student accommodations, please contact Mr. Granito.
how much does the college board (AP) exam cost?
Students are required to pay a fee (approx. $100) for each AP exam. Fees are payable to Green High School. Students who are enrolled in an AP course are required to take the College Board exam in that course. Students who have financial concerns should speak with the principal or AP coordinator to discuss the situation. For more information, contact Mr. Kevin Granito in the GHS Guidance Department.
do students typically do well on the College board (AP) exam?
Over the last seven years, 88% of GHS students who completed the AP U.S. History exam have earned at least a 3 (compared to about 50% nationally). More than 37% have earned a 5 (compared to about 10% nationally), and 34% earned a 4. Over the last four years, 92% have earned at least a 3, while 45% have earned a 5.
how do i earn college credit?
When you perform well on an AP exam, the College Board then recommends to colleges that they award you credit for that course at the college level. As a general rule, most every college in the United States will give you credit for a 4 or 5 on the exam. (More exclusive schools may only accept a 5.) Because this course is really two U.S. history courses in one (U.S. History to 1877 and U.S. History since 1877), many colleges will give you credit for both classes if you earn a 5. Many students have been awarded 8 semester hours of credit for earning a 5 on the AP exam. No colleges give credit for a 1 or 2. You will not learn your score from the May exam until early July. Be aware that some schools may charge a small fee (perhaps as little as $5) for each credit awarded.
where can i find more information about the college board and ap courses?
For more information about the College Board's AP program, click here. For more information about the AP U.S. History exam, click here.
what is your teaching style and philosophy?
Most class periods in AP U.S. History are lectures and discussions. My lecture style is more like story-telling and question-and-answer than 42 minutes of facts and dates that you race to write down. Most of your notes will be given to you in advance with room for you to add more notes of your own while reading the textbook and listening in class. I will not expect you to write down every detail. You will get this from the textbook and from the notes I give you. In class, I will try to show you the "big picture" of history and how events link together. You will take notes on this stuff. I also expect you to participate in discussion - asking and answering questions, analyzing sources, commenting on readings, engaging in debates, etc. Also in class, you will occasionally see short video clips to help bring events to life. Periodically, especially early in the year we will have writing clinics in which I will teach you the best methods for AP history-writing. We will also frequently examine and discuss primary sources. Other activities depend largely on how we're doing time-wise and the size of each class, but they may include role-playing and debates. Also, we play Jeopardy! for 3 days in January which can be intense and competitive. Overall, I'm pretty laid-back, but I am very serious about seeing you succeed in this course and on the AP exam.
what are the keys to success in this class?
Former students have identified the following as the most important keys to succeeding in APUSH:
- Read the textbook. There is no substitute for reading the textbook. If you are not committed to reading the textbook throughout the year, APUSH is not the class for you.
- Keep up with the readings, ID’s, and concepts to grasp. Do not fall behind. Work ahead if you can.
- Be prepared for an ID quiz every day reading is assigned. Do not try to guess when there will be one.
- Participate in class discussions every day. Ask a lot of questions about the material.
- Be an active note-taker. Add your own notes to the course notes as you read and in class.
- Begin to study for all tests five to seven days in advance using the 3-stage study plan. Last-minute cramming does not work.
- Keep a well-organized binder. The binder is the ultimate study guide for the midterm, final, and AP exams.
- Take advantage of as many bonus-point opportunities as you can. This will not only improve your grade, but will also help you understand material better.
why is there a summer assignment?
All AP courses at Green High School require some type of assignment over the summer. Generally, this assignment serves as an introduction to the course and gives students a chance to see what the course will be like before making a full commitment. In AP U.S. History, the summer assignment also serves as a course introduction. Over a span of about three weeks, students are asked to read the chapters that make up the first unit of study (Colonial America), taking notes on the reading in the same fashion they will all year. By doing this in the slightly-less-hectic days of August, students can get a feel for the type and amount of reading they will do all year and can determine if they are up to the challenge. On the first day of school, students will take a small test to see how well they mastered this material. Then, that information can be used to decide if APUSH is a good fit. Additionally, by studying Colonial America before school starts, it makes it possible to cover the rest of the material in time for the AP exam in early May.
does this class use the 80/20 grading system? HOw is the grade calculated?
AP U.S. History uses a weighted-grading system similar to GHS's 80/20 system. In APUSH, the material that is considered "assessment" is weighted 90-95%, while the remaining 5-10% is "practice." This better replicates the expectations of college courses, where as much as 100% of a student's grade is based on assessments like tests, quizzes, and papers.
The overall grade breaks down into several categories. The assessment portion of the grade (totaling 90-95%) consists of tests (35-45%), quizzes (20-25%), writing (20-25%), and participation & effort (10%); the practice portion of the grade comes from random assignments (5-10%). The weight of each category is subject to change each quarter, but usually falls somewhere in the range listed. The advantage of breaking the overall grade down this way is that it allows student, parent, and teacher to evaluate a student's performance and progress in each aspect of the course to determine where improvement is needed.
The overall grade breaks down into several categories. The assessment portion of the grade (totaling 90-95%) consists of tests (35-45%), quizzes (20-25%), writing (20-25%), and participation & effort (10%); the practice portion of the grade comes from random assignments (5-10%). The weight of each category is subject to change each quarter, but usually falls somewhere in the range listed. The advantage of breaking the overall grade down this way is that it allows student, parent, and teacher to evaluate a student's performance and progress in each aspect of the course to determine where improvement is needed.
my grade is lower than i hoped. what does that mean?
This is a common concern among AP students and their parents, especially in the first academic quarter of the year. First, be aware that AP courses are more challenging than any other course a student can take while in high school, and both parents and students should expect it to be a struggle early on, with grades lower than those to which they are accustomed. (To offset this, AP course grades are given an additional quality point when calculating GPA so long as the grade is a C or better.) Also, it is important to understand how a weighted-grading system works. Because certain parts of the grade are weighted more than others, this can distort a student's overall grade - it can appear lower or higher than it likely truly is - at any time in the grading period, especially in the first several weeks. It is fair to say that a student's grade is never really accurate until the very last day of the grading period, when it is absolutely correct. If your grade is lower than you want it to be, consider the following:
- Examine each category of grades and determine which area(s) is bringing your overall grade down. Then, work to improve that area.
- You, the student, should set up a conference with me immediately to discuss how you can improve performance in that area.
- Review the "Keys to Success" above. Are you doing each of these?
- Know that there are a few things that will give your grade a small boost at the end of the quarter, too. At quarter's end, I will "drop" a student's lowest ID/RC quiz grade (assuming the student meets certain criteria) and I will add any earned bonus points into the grade calculation. These can enhance a student's grade, if applicable, as much as 2-3%.
how do i "read" the unit Syllabus ("Blue Sheet")?
WHY ARE READINGS SO LONG? WHAT SHOULD I DO ON DAYS READING IS NOT ASSIGNED?
what are ID/rc quizzes? How are they scored?
Identification (ID) and reading comprehension (RC) quizzes are short quizzes that check how well a student has read and prepared for class. While these quizzes are only scored out of 6 points, they collectively make up 20-25% of the overall grade, and therefore, are very important. Reading the textbook and being prepared to participate in class each day are the foundation of everything we do in this course. A student cannot expect to do well on a test, write a quality essay, or effectively participate in class unless he/she has read the textbook first. These quizzes are one way to ensure that a student does this.
An identification (ID) quiz asks a student to give a synopsis of a particular term (usually historical events or topics) from the previous night's reading. Students are given three to five minutes to write as much as they know about the subject, but are encouraged to include the following components: causes, description, results and effects, and significance. A reading comprehension (RC) quiz asks a student a broader question about the reading (usually to summarize or describe a concept), giving three to five minutes for the student to summarize all he/she knows, usually in bullet-list fashion.
Both types of quizzes are scored out of 6 points. Students who consistently earn 4, 5, or 6 on these quizzes usually do well on tests and other quizzes, participate often, and write good essays. In short, they do well in the class. Here's what a score on an ID or RC quiz usually indicates about the student's preparation:
The most important thing about ID/RC quizzes is consistency. If a student consistently earns a 4 on these quizzes, he/she will probably come to understand the rest in class discussion and be fine by test time. The 4 out of 6 will not be too harmful to the overall grade, and the student will likely feel confident to participate in class and ask questions about the reading. By being consistent with the reading and preparation, the student will not have any "gaps" in his/her knowledge. The frustrating thing is inconsistency - a student who has earned 4s or 5s followed by 0s or 1s.
If absent for an ID/RC quiz, students will not be able to make it up. No grade will be entered, and the student's overall grade will not be affected either way. There are typically 8 to 12 quizzes given in a grading period, so a student can still be fairly assessed if he/she has missed a few of these.
As a courtesy, I will drop the lowest ID/RC quiz grade at the end of each grading period if the student was present for all or all but one of the quizzes that quarter. This allows each student the chance to have one "bad day" without repercussion.
An identification (ID) quiz asks a student to give a synopsis of a particular term (usually historical events or topics) from the previous night's reading. Students are given three to five minutes to write as much as they know about the subject, but are encouraged to include the following components: causes, description, results and effects, and significance. A reading comprehension (RC) quiz asks a student a broader question about the reading (usually to summarize or describe a concept), giving three to five minutes for the student to summarize all he/she knows, usually in bullet-list fashion.
Both types of quizzes are scored out of 6 points. Students who consistently earn 4, 5, or 6 on these quizzes usually do well on tests and other quizzes, participate often, and write good essays. In short, they do well in the class. Here's what a score on an ID or RC quiz usually indicates about the student's preparation:
- 0 or 1 - Typically, the student did not read for class. On a rare occasion, he/she may have been confused about the term or simply "choked." If a student earns a 0 or 1 more than once in a quarter, this is usually a bad sign.
- 2 or 3 - This suggests the student read quickly or simply skimmed the course notes, but did not invest the time to really understand the reading. Occasionally, a student can earn a 2 or 3 by checking with another student before class and reciting this on the quiz. Over time, this will catch up with the student in the form of low test grades, poor participation, and/or weak essays.
- 4 - This is a solid score. Usually, the student read but left out some important information on the quiz that prevents him/her from earning a higher score.
- 5 - This is a good score. Typically, the student read well but simply left out one key piece of information vital to the term or concept.
- 6 - This is an excellent score and not always easy to attain. The student read well and grasped the key elements of the term or concept.
The most important thing about ID/RC quizzes is consistency. If a student consistently earns a 4 on these quizzes, he/she will probably come to understand the rest in class discussion and be fine by test time. The 4 out of 6 will not be too harmful to the overall grade, and the student will likely feel confident to participate in class and ask questions about the reading. By being consistent with the reading and preparation, the student will not have any "gaps" in his/her knowledge. The frustrating thing is inconsistency - a student who has earned 4s or 5s followed by 0s or 1s.
If absent for an ID/RC quiz, students will not be able to make it up. No grade will be entered, and the student's overall grade will not be affected either way. There are typically 8 to 12 quizzes given in a grading period, so a student can still be fairly assessed if he/she has missed a few of these.
As a courtesy, I will drop the lowest ID/RC quiz grade at the end of each grading period if the student was present for all or all but one of the quizzes that quarter. This allows each student the chance to have one "bad day" without repercussion.
what is a mid-unit quiz?
A mid-unit quiz is a short (10 to 15 question) multiple-choice quiz given somewhere between the halfway and two-thirds point of each unit of study. Questions on this quiz are similar to test questions, although they almost always focus on the most important content (usually the "bold terms" on the unit syllabus). The purpose of a mid-unit quiz is to compel students to begin to study for the unit test (usually scheduled about one week after the mid-unit quiz) and to check a student's understanding of the most important topics and concepts. Each question on this quiz is worth two points, making most mid-unit quizzes worth 20 to 30 points. These quizzes, along with ID/RC quizzes, are part of the Quiz category of grades, which constitutes 20-25% of the overall grade. Therefore, if a student is struggling to earn high scores on the 6-point ID/RC quizzes, he/she can offset that with a good mid-unit quiz score.
what do unit tests consist of? Why are they so difficult? what does my score mean?
Unit tests are taken at the end of each unit, typically about every three weeks. The date of each unit test can be found on the unit syllabus ("blue sheet") which is handed out several days before the unit begins. Unit tests consist of fifty (50) multiple-choice questions. Each question is worth two points, making each test worth 100 points. Test questions resemble those found on the College Board AP exam, and therefore, can be quite challenging. Taking tests of this caliber throughout the year prepares students well for the rigor of the AP exam in May. Because unit tests are challenging, test scores will be curved. After students complete the test, I will examine all the commonly-missed questions and "throw out" several. All students will get credit for the questions that are "thrown out," and those students who answered those questions correctly will essentially earn two bonus-points for doing so. (No test score, however, can exceed 100 points.)
Including challenging questions on unit tests serves several purposes. First, it familiarizes students with the difficulty-level of the College Board AP exam. Students are not expected to "ace" the AP exam's multiple-choice section. In fact, a student that gets just 75-80% of the questions correct is very likely to earn a 5 on the exam; a student who gets just over half correct is still in line to earn a 3. By including several difficult questions on unit tests, I hope to show students that it not necessary to get every question correct in order to prove they have mastery of the subject. Additionally, I view tests not only as an evaluation tool but also a learning tool. I encourage students to make note of the questions they missed on each quiz and test, then continue to ask about and study those topics. By doing this, each student can grow to master the course content by May.
Unit tests constitute 35-45% of the overall grade. Typically, students who average 80% or better on tests earn As and Bs in the course. Even a student who averages in the 70s or upper 60s can still earn at least a C. Students who continue to struggle on tests must set up a conference for help. The two most important things a parent should look for when examining a student's test scores are consistency and a general upward trend (they are generally improving and not declining). Regardless of the scores, so long as a student does a little bit better on each unit test, he/she is likely to be ready for the AP exam in May.
Including challenging questions on unit tests serves several purposes. First, it familiarizes students with the difficulty-level of the College Board AP exam. Students are not expected to "ace" the AP exam's multiple-choice section. In fact, a student that gets just 75-80% of the questions correct is very likely to earn a 5 on the exam; a student who gets just over half correct is still in line to earn a 3. By including several difficult questions on unit tests, I hope to show students that it not necessary to get every question correct in order to prove they have mastery of the subject. Additionally, I view tests not only as an evaluation tool but also a learning tool. I encourage students to make note of the questions they missed on each quiz and test, then continue to ask about and study those topics. By doing this, each student can grow to master the course content by May.
Unit tests constitute 35-45% of the overall grade. Typically, students who average 80% or better on tests earn As and Bs in the course. Even a student who averages in the 70s or upper 60s can still earn at least a C. Students who continue to struggle on tests must set up a conference for help. The two most important things a parent should look for when examining a student's test scores are consistency and a general upward trend (they are generally improving and not declining). Regardless of the scores, so long as a student does a little bit better on each unit test, he/she is likely to be ready for the AP exam in May.
how should i study for tests?
Students are encouraged to study for unit tests beginning about one week before the scheduled test date. (You can find the anticipated test date on each unit syllabus.) Students should study in three stages:
For more information about the three-stage study plan, click on the file below.
- Stage 1: Review - Students should review their notes, review books (like Fast Track to a 5), and other review aids (flashcards, websites, etc.). This should be done 5-7 days before the test and should probably be broken up into several short review sessions.
- Stage 2: Practice - Students should practice for the test by studying review questions found online and in review books. Students should make note of the topics they struggle with so they can review those topics later. This should be done 2-4 days before the test.
- Stage 3: Focus - Students should review the items missed in Stage 2 to focus their study on the last day before the test.
For more information about the three-stage study plan, click on the file below.
How to Study in an AP Class | |
File Size: | 51 kb |
File Type: | rtf |
why aren't tests and quizzes given back? Can i review past tests and quizzes?
The tests and mid-unit quizzes in this class were carefully created using only AP-caliber questions, many of them coming from previous College Board AP exams. Therefore, to protect the integrity of these questions, students are prohibited from removing tests and quizzes from the classroom. However, students who wish to review a previous test or mid-unit quiz may do so in the classroom. In order to do this, you must inform me in advance that you are coming in at a specific time to review a particular test or quiz, and I will have it ready for you. This can be before or after school, during one of my free periods, or during one of my other class periods so long as you arrive before that class begins. You are encouraged to look at the questions you missed and make note of the topic or main idea of each question. (Keep in mind that you will never see these exact questions again, so to focus on just the correct answer to a particular question would not serve you well. It is better to note the broader topic or concept of the question and study that so you are prepared for any future question on that topic.) Students who did poorly on a test or quiz should make an appointment to review it together with me.
how are essays scored? why are essays so important?
In this course, writing is taught in stages so students will learn to master the necessary skills to write effective AP essays. The class periods in which writing methods are taught are, therefore, very important days. At first, students will be graded based on how well they are grasping these methods. Eventually, essays will be scored using the same 9-point rubric used by the College Board to score essays on the AP exam. On the AP exam, students will write three essays, answering one document-based question (or DBQ) and two free-response questions (or FRQ). Together, these three essays will constitute 50% of the student's AP exam score. Therefore, it is imperative we learn to write and write well.
For a generic AP essay rubric, using the 9-point scale, click on the file below.
For a generic AP essay rubric, using the 9-point scale, click on the file below.
General Essay Rubric | |
File Size: | 82 kb |
File Type: | rtf |
How is participation scored? why is participation graded?
Participation is an integral part of this course. Participation is defined as any constructive contribution to the overall learning of the individual student or his/her classmates. This includes answering and asking questions, arguing, debating, commenting, complimenting, sharing, teaching, cooperating, and helping others. In addition to one’s own contributions, an important part of participation is listening to and engaging the contributions of others. Furthermore, participation can involve attendance at review sessions, after-school bonus-point opportunities, and contributions to course websites. As a general rule, each student must participate in class each day, by asking or answering at least one question.
Participation grades will be recorded at the end of the second, fourth, sixth, and ninth weeks of each quarter. Each participation grade is scored out of 25 points, and together comprises 10% of the overall quarter grade. Only voluntary participation is recorded and factored into this grade. The scores are determined using the following criteria:
25 (A+) Participation is exceptional and consistent. The student participates frequently in each class and in a variety of ways.
Comments are always thoughtful and reflective, and demonstrate a sincere interest in and understanding of the subject matter. Moreover, the student often asks questions that pertain to the topic at hand and that enhance the overall learning of the class.
23-24 (A) Participation is frequent, occurs daily. The student participates a few times in each class. Comments are often thoughtful and reflective, and demonstrate interest in and understanding of the subject matter. Moreover, the student occasionally asks questions that pertain to the topic at hand and that enhance the overall learning of the class.
20-22 (B) Participation is rather frequent, occurs most every day. The student participates in positive ways, although comments may not always reflect the depth and thought of higher scores. The student occasionally asks questions, although not as frequently or effectively as above.
18-19 (C) Participation is occasional, occurs a few times a week. The student’s participation only occasionally reflects the depth and thought of higher scores. Student rarely asks questions.
15-17 (D) Participation is infrequent and inconsistent, occurs once or twice a week. There is little thought or reflection displayed in the student’s comments, although there is some. Student rarely asks questions.
12-14 (F) No meaningful participation.
Participation is evaluated in this course for several reasons. First, the ability to communicate - in person and in large groups - is an essential academic, work, and life skill; therefore, upper-level high school classes should both teach and encourage students to improve their participation skills. Moreover, students spend much of their academic career developing the ability to read and write, but then enter a career environment in which they need to communicate effectively in order to be successful. While some careers involve a great deal of reading and writing, almost all require effective communication. Lastly, it seems unfair that students are graded based on how well they demonstrate knowledge in writing or on tests, but are never given credit for demonstrating their knowledge verbally.
Participation grades will be recorded at the end of the second, fourth, sixth, and ninth weeks of each quarter. Each participation grade is scored out of 25 points, and together comprises 10% of the overall quarter grade. Only voluntary participation is recorded and factored into this grade. The scores are determined using the following criteria:
25 (A+) Participation is exceptional and consistent. The student participates frequently in each class and in a variety of ways.
Comments are always thoughtful and reflective, and demonstrate a sincere interest in and understanding of the subject matter. Moreover, the student often asks questions that pertain to the topic at hand and that enhance the overall learning of the class.
23-24 (A) Participation is frequent, occurs daily. The student participates a few times in each class. Comments are often thoughtful and reflective, and demonstrate interest in and understanding of the subject matter. Moreover, the student occasionally asks questions that pertain to the topic at hand and that enhance the overall learning of the class.
20-22 (B) Participation is rather frequent, occurs most every day. The student participates in positive ways, although comments may not always reflect the depth and thought of higher scores. The student occasionally asks questions, although not as frequently or effectively as above.
18-19 (C) Participation is occasional, occurs a few times a week. The student’s participation only occasionally reflects the depth and thought of higher scores. Student rarely asks questions.
15-17 (D) Participation is infrequent and inconsistent, occurs once or twice a week. There is little thought or reflection displayed in the student’s comments, although there is some. Student rarely asks questions.
12-14 (F) No meaningful participation.
Participation is evaluated in this course for several reasons. First, the ability to communicate - in person and in large groups - is an essential academic, work, and life skill; therefore, upper-level high school classes should both teach and encourage students to improve their participation skills. Moreover, students spend much of their academic career developing the ability to read and write, but then enter a career environment in which they need to communicate effectively in order to be successful. While some careers involve a great deal of reading and writing, almost all require effective communication. Lastly, it seems unfair that students are graded based on how well they demonstrate knowledge in writing or on tests, but are never given credit for demonstrating their knowledge verbally.
why do other assignments only make up a small percentage of the overall grade?
All assignments in this class are carefully chosen to help prepare students for the next unit test, essay, and (most importantly) the AP exam in May. Students who put time and effort into these assignments are almost always rewarded with higher scores on all of the aforementioned items. Therefore, these assignments are not weighted heavily for simply being completed. However, in a way, they are given added weight - even if indirectly - in those other categories. In general, students who put significant effort into these assignments do much better in this course than those who do them quickly or casually.
what is the late policy in this class?
Late assignments of any type will not be accepted. It is unfair to other students, who do submit their work on time, to offer an excuse for submitting your assignment late. Moreover, it is unfair to expect a teacher to evaluate the validity of a student's excuse for submitting an assignment late. In the event of an absence or printer problem, students are expected to email typed assignments before the start of class on the day that the assignment is due. (Note well: Emailing an assignment only verifies that it was completed; students are still expected to bring a printed copy to class the next day or it will be considered late.) In the event of a personal or family emergency, students should speak to me or email me as soon as possible and before the assignment is due. An emergency does not guarantee that an assignment will be accepted late.
can i EARN BONUS POINTS to improve my grade? how do bonus points work?
Bonus point opportunities are offered from time to time and in a variety of ways. Students are encouraged to take advantage of any bonus points offered not only to improve their grade but also to further their understanding of course material.
There are a few standing bonus-point opportunities. These can be done at any time prior to the AP exam, although it is recommended you do these over the summer or during extended holiday breaks, long weekends, or on "snow days." If you are interested in one of these opportunities, you must first email me with your preference (including the title of the book, article, or video). I will then send you several questions to consider as you read or watch. (I prefer you do not choose a book, article, or video on a topic until after we have covered that topic in class.)
I will record all bonus points on ProgressBook; however, those points will be excluded from your grade calculation until the end of the quarter. I do this so your grade does not appear higher than it really is too early in the quarter. This also means your grade will get a nice boost at the end of each quarter.
There are a few standing bonus-point opportunities. These can be done at any time prior to the AP exam, although it is recommended you do these over the summer or during extended holiday breaks, long weekends, or on "snow days." If you are interested in one of these opportunities, you must first email me with your preference (including the title of the book, article, or video). I will then send you several questions to consider as you read or watch. (I prefer you do not choose a book, article, or video on a topic until after we have covered that topic in class.)
- Option 1: Read a scholarly book and answer some questions about it. These can be found on the "Books" page. Be sure to choose a book under "AP United States History." This option earns the most bonus points.
- Option 2: Read a scholarly article or essay and answer some questions about it. These can be found on the APUSH "Web Links" page under "Articles & Essays."
- Option 3: Watch a video and answer some questions about it. These can also be found on the APUSH "Web Links" page under "Other Resources." (If the link to a particular video is broken, email me and let me know. It is possible that the video is not currently available online.)
I will record all bonus points on ProgressBook; however, those points will be excluded from your grade calculation until the end of the quarter. I do this so your grade does not appear higher than it really is too early in the quarter. This also means your grade will get a nice boost at the end of each quarter.
How and why do you use e-email and twitter?
Email is the preferred means of communication in both the college and business worlds, therefore, students should get used to using and checking their email now. I use email to remind students about upcoming tests, quizzes, and assignments, and to announce schedule changes and bonus point opportunities. I also encourage students to email me if they are absent (to see what we did in class), if they would like to schedule a conference, or if they have questions about course material or assignments. All students are required to email me in June to establish an email line of communication.
Email is also the best way for parents to contact me. I promise a quick response to all emails. Occasionally I will send class emails to parents as well. If parents would like to be added to my email contact list, email me at <[email protected]> and I will add you.
I use Twitter to share course-related content with students. Most of my "tweets" are about historic events or current events that relate to course content. I do not use Twitter to announce class information. Students who have Twitter accounts are encouraged to "follow" me <@MrTomecko>. I do not "follow" students back, however, out of respect for their privacy.
Email is also the best way for parents to contact me. I promise a quick response to all emails. Occasionally I will send class emails to parents as well. If parents would like to be added to my email contact list, email me at <[email protected]> and I will add you.
I use Twitter to share course-related content with students. Most of my "tweets" are about historic events or current events that relate to course content. I do not use Twitter to announce class information. Students who have Twitter accounts are encouraged to "follow" me <@MrTomecko>. I do not "follow" students back, however, out of respect for their privacy.
what is the purpose of the course writing "wiki?"
Fifty percent of the AP exam score comes from the student's three essays, and most students will admit that the essay-section is more challenging to them than the multiple choice section. I subscribe to the philosophy that all students can learn to write effective essays, and once they do, they do not necessarily have to write a lot of them to be ready for the exam. That said, however, students do need to become familiar with the different types of essays asked on the AP exam, and they must see and think about essay questions dealing with all eras of American history. The course writing wiki is a website that lists more than 100 essay prompts that have appeared on previous AP exams and that allows students to discuss each of these essays with each other in an anonymous online forum. As a rule, I will only ask students to write essays (whether at home, in class, or on exams) that appear on the course writing wiki. Therefore, students who use the wiki often will benefit from that use all year long. And although these same questions will probably never appear on the AP exam again, students are likely to see similar questions in May, making the wiki a great way to prepare for this big exam. For more information about how to use the course writing wiki, visit the site's home page.
as a student, how do i get help in this class?
If you are struggling with any aspect of this class (comprehending the textbook readings, preparing for ID quizzes, taking multiple-choice tests and quizzes, writing quality essays, etc.), I strongly recommend you make an appointment with me so I can help you develop these skills. I have been teaching AP students for most of my career, and I believe I can help you succeed in this challenging course and develop the skills you need to succeed in college as well.
On the bulletin board in my classroom, you will find a sign-up sheet that lists all the times I available for conferences (before, during, and after the school day). If you would like to schedule an appointment, either tell or email me and sign up for a time slot on the conference sheet in my room.
On the bulletin board in my classroom, you will find a sign-up sheet that lists all the times I available for conferences (before, during, and after the school day). If you would like to schedule an appointment, either tell or email me and sign up for a time slot on the conference sheet in my room.
as a parent, how can i help my son/daughter?
AP U.S. History is perhaps the most challenging course at Green High School, and you should be proud of your son/daughter for taking on this great academic challenge. Learning is a process, however, and I ask you to be patient with your student as they struggle through this process. If your student is struggling, encourage him/her to make an appointment with me as soon as possible. Many AP students are accustomed to doing well without any additional help, so they often need to be reminded that it is OK to seek help in a challenging course like this.
I also ask parents not to focus too much on their student's overall grade, especially at any time other than the very end of each quarter. I want students to see their learning as a process, and I ask them to strive to improve in each academic area of the course. Therefore, I am encouraged by any progress they make, no matter how small. So long as students continue to improve in all areas, I am confident they will be ready to excel on the AP exam in May.
I also ask parents not to focus too much on their student's overall grade, especially at any time other than the very end of each quarter. I want students to see their learning as a process, and I ask them to strive to improve in each academic area of the course. Therefore, I am encouraged by any progress they make, no matter how small. So long as students continue to improve in all areas, I am confident they will be ready to excel on the AP exam in May.