Frequently asked questions
Parents and students: Find answers to your questions about the AP U.S. Government & Politics 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, or 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?
The AP U.S. Government & Politics exam takes over 2 hours. Section I includes 60 multiple-choice questions that students have 45 minutes to complete. Section II is the FRQ (or essay) section and lasts 100 minutes. Students are required to write four FRQ essays. More information will be provided in class as the exam date approaches.
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 Tuesday, May 10, 2016. Students who have the proper paperwork submitted are excused from school for the remainder of that day. 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 of $92 (subject to change) 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 eight years, 95% of GHS students who completed the AP U.S. Government & Politics exam have earned at least a 3 (compared to about 50% nationally). Just over 53% have earned a 5 (compared to about 10% nationally), and 28% earned a 4.
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.) 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 Government are lectures and discussions. My lecture style is more like story-telling and question-and-answer than 42 minutes of copious note-taking. 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 help you better understand the concepts and vocabulary you read about in the textbook. You will take notes on this stuff. I also expect you to participate in discussion - asking and answering questions, analyzing data and information, commenting on readings, engaging in debates, etc. Also in class, you will occasionally see short video clips to help bring concepts to life. Periodically, especially early in the year we will have writing clinics in which I will teach you the best methods for AP essay-writing. 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 APGOV:
- Read the textbook. There is no substitute for reading the textbook. If you are not committed to reading the textbook throughout the year, APGOV 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 or RC 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.
does this class use the 80/20 grading system? HOw is the grade calculated?
AP Government uses a weighted-grading system similar to GHS's 80/20 system. In APGOV, 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 (45-55%), quizzes (20-25%), and participation & effort (15%); 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 (45-55%), quizzes (20-25%), and participation & effort (15%); 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%.
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 an explanation of a particular term (usually political vocabulary) from the previous night's reading. Students are given three to five minutes to write as much as they know about the subject. Typically, a student is asked to define the term and to provide an example of it. A reading comprehension (RC) quiz asks a student a broader question about the reading (usually to summarize or describe a concept or explain a trend), 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 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 or 5 on these quizzes, he/she will probably come to understand the rest in class discussion and be fine by test time. The 4 or 5 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 10 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.
If a student is struggling with reading quizzes, he/she should consider the following tips:
An identification (ID) quiz asks a student to give an explanation of a particular term (usually political vocabulary) from the previous night's reading. Students are given three to five minutes to write as much as they know about the subject. Typically, a student is asked to define the term and to provide an example of it. A reading comprehension (RC) quiz asks a student a broader question about the reading (usually to summarize or describe a concept or explain a trend), 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 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 material, 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 an acceptable 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 or 5 on these quizzes, he/she will probably come to understand the rest in class discussion and be fine by test time. The 4 or 5 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 10 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.
If a student is struggling with reading quizzes, he/she should consider the following tips:
- Try doing a Google search of the item. Sometimes it is helpful to understand a term or concept by having it explained a different way.
- Use a "flashcard" making site, like Quizlet, to make or review flashcards with important vocabulary and concepts.
- See me for a conference to discuss.
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 vocabulary and concepts. 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 four 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 usually consist of the following:
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 85-90% of the questions correct is very likely to earn a 5 on the exam; a student who gets only 60% 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 45-55% 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 (that he/she is 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.
- 30 multiple-choice questions, each of which is worth two points for a total of 60 points;
- 10 identifications, in which students are asked to read a definition or description of a term and identify the term or concept it is describing, each of which is worth one point for a total of 10 points;
- 1 free-response essay question, worth 30 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 85-90% of the questions correct is very likely to earn a 5 on the exam; a student who gets only 60% 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 45-55% 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 (that he/she is 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 Free-Response questions (FRQ's, or essays) scored?
The FRQ-portion of the AP Government exam is nothing like writing essays for an AP history exam. Government FRQs (or essays) are more straight-forward than history essays and rarely require the student to develop a thesis or argue a perspective. While this may make FRQs easier to write, there are still some very important skills and concepts that the student must learn and master to write these effectively. In this course, writing skills are taught early and reinforced often so students will learn to master them by the AP exam in May. 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, FRQs will be scored using the same rubric used by the College Board to score FRQs on the AP exam.
FRQs ask students to do very specific things. The most common FRQ "tasks" require students to: define terms or concepts, describe political trends, and/or identify concepts and explain them. Depending on how many tasks the FRQ includes, the entire FRQ is typically worth between 5 and 8 points. Regardless, each FRQ is weighted the same and each constitutes 12.5% of the AP exam score. On the AP exam, students will be given four FRQs and will be required to respond to all four. Together, these four FRQs will constitute 50% of the student's AP exam score. Therefore, it is imperative we learn to write and write well.
For a guide to how FRQs will be scored on unit tests, click on the file below.
FRQs ask students to do very specific things. The most common FRQ "tasks" require students to: define terms or concepts, describe political trends, and/or identify concepts and explain them. Depending on how many tasks the FRQ includes, the entire FRQ is typically worth between 5 and 8 points. Regardless, each FRQ is weighted the same and each constitutes 12.5% of the AP exam score. On the AP exam, students will be given four FRQs and will be required to respond to all four. Together, these four FRQs will constitute 50% of the student's AP exam score. Therefore, it is imperative we learn to write and write well.
For a guide to how FRQs will be scored on unit tests, click on the file below.
FRQ Scoring Guide | |
File Size: | 137 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 20% 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. Student made contributions to the course blog and/or Twitter, when applicable.
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. Student made contributions to the course blog and/or Twitter, when applicable.
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. Student made contributions to the course blog and/or Twitter, when applicable.
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 20% 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. Student made contributions to the course blog and/or Twitter, when applicable.
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. Student made contributions to the course blog and/or Twitter, when applicable.
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. Student made contributions to the course blog and/or Twitter, when applicable.
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.
What is the purpose of the course blog?
The course blog was created to be a place where students could continue the discussion of class topics outside of the classroom. Students who use the blog - both by reading the posts and relevant links and by adding comments on those topics - will most likely enhance their understanding of course material by connecting with it in this additional way. Therefore, frequent visits to the blog are encouraged. Likewise, the blog provides students with an alternate form of participation that can boost their class participation scores. Blog comments cannot completely replace in-class participation, but they can help. Likewise, no student can expect to score the highest participation scores unless they are regularly contributing to the blog.
The blog is not an anonymous forum, however. Students must register using a display name that includes their first and last names. While students may address each other's comments on the blog, they are expected to be civil and respectful of each other's opinions.
The blog is not an anonymous forum, however. Students must register using a display name that includes their first and last names. While students may address each other's comments on the blog, they are expected to be civil and respectful of each other's opinions.
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, FRQ, 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 are case briefs and why are they important?
For the case brief template, click on the file below.
Case Brief Template | |
File Size: | 47 kb |
File Type: | rtf |
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 to not only improve their grade but also to further their understanding of course material. Often, bonus point opportunities will arise spontaneously and will be announced via email and/or in class. However, a few standing opportunities exist as well:
1. Read a scholarly book and answer some questions about it. This can be done at any time prior to the AP exam, although it is recommended you do this over the summer or during extended holiday breaks or long weekends. If you are interested in this opportunity, choose a book from my reading list and email me with your selection. I will send you several questions to consider as you read. (I prefer you do not choose a book on a topic until after we have covered that topic in class.)
2. Demonstrate your civic engagement or political activism in some tangible way. This could include writing, emailing, or calling an elected representative; attending a government (e.g. city council meeting) or political event (e.g. campaign rally); joining an interest group or participating in its events; volunteering in a political campaign; etc. This is not an exhaustive list. Email me or meet with me to discuss your activity beforehand (if possible) to learn about the requirements.
3. Submit a political cartoon, chart, or graph relevant to course material. Print out the visual and write (neatly) an explanation of how it relates to course content. Submit this to me, and if appropriate, I will post it on the class bulletin board.
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.
1. Read a scholarly book and answer some questions about it. This can be done at any time prior to the AP exam, although it is recommended you do this over the summer or during extended holiday breaks or long weekends. If you are interested in this opportunity, choose a book from my reading list and email me with your selection. I will send you several questions to consider as you read. (I prefer you do not choose a book on a topic until after we have covered that topic in class.)
2. Demonstrate your civic engagement or political activism in some tangible way. This could include writing, emailing, or calling an elected representative; attending a government (e.g. city council meeting) or political event (e.g. campaign rally); joining an interest group or participating in its events; volunteering in a political campaign; etc. This is not an exhaustive list. Email me or meet with me to discuss your activity beforehand (if possible) to learn about the requirements.
3. Submit a political cartoon, chart, or graph relevant to course material. Print out the visual and write (neatly) an explanation of how it relates to course content. Submit this to me, and if appropriate, I will post it on the class bulletin board.
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, our 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, our of respect for their privacy.
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 FRQs, 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 Government is one of the most challenging courses 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.