bos_apush_sp18.docx |
1/4: Icebreakers; syllabus (see above--note that parent/guardian signature on last page is due January 11th); Review AP exam format and LEQ rubric
1/5: Review sample LEQs with scoring information from College Board; Begin practice LEQ in class (open note; choice of two review topics)
***See example essays, rubrics, and practice LEQ below!***
1/5: Review sample LEQs with scoring information from College Board; Begin practice LEQ in class (open note; choice of two review topics)
***See example essays, rubrics, and practice LEQ below!***
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1/8: Continue LEQ
1/9: Spend ~15 min. on LEQ and turn in; if you wish to write the full essay and submit for feedback, let me know, and I'll take your essay any time between Wednesday and Friday; begin lecture
1/10-12: Sign up for review presentations; complete lecture; Kahoot in class; short doc. lesson during 5th hour
SNOW DAY DRAMA...
See my full lecture notes below.
1/17-18: KC 1.1 Review Presentation is pushed to NEXT WEEK; Brief review of Knights of Labor vs. AFL; Begin Ch. 18 with activity over Eugenics (see online resource here and further resources below; if absent, complete Frayer model over the term, and answer this question on a separate piece of paper: "To what extent does eugenics represent wider patterns of thought in US history?) and brief Ch. 18 lec (click here for survey over topics)
1/19: Chapters 17 & 18 Review Game and Quiz over both chapters (35 questions)
1/9: Spend ~15 min. on LEQ and turn in; if you wish to write the full essay and submit for feedback, let me know, and I'll take your essay any time between Wednesday and Friday; begin lecture
1/10-12: Sign up for review presentations; complete lecture; Kahoot in class; short doc. lesson during 5th hour
SNOW DAY DRAMA...
See my full lecture notes below.
1/17-18: KC 1.1 Review Presentation is pushed to NEXT WEEK; Brief review of Knights of Labor vs. AFL; Begin Ch. 18 with activity over Eugenics (see online resource here and further resources below; if absent, complete Frayer model over the term, and answer this question on a separate piece of paper: "To what extent does eugenics represent wider patterns of thought in US history?) and brief Ch. 18 lec (click here for survey over topics)
1/19: Chapters 17 & 18 Review Game and Quiz over both chapters (35 questions)
ch_17_lec_notes_full.docx |
eugenics_lesson_apush_resources.docx |
1/22: View America: The Story of Us, episode 7 and take one page of notes, focusing on big ideas/themes supported by specific examples (stay away from numbers!); Questions to consider after viewing: 1) In what ways does this show both contribute to and challenge the notion of American Exceptionalism? 2) If you were given executive producer privileges, what would you preserve and/or change in order to reflect commitment to historical accuracy? What topic(s) may you add?
1/23: Go over quizzes; begin topic stations for this chapter
1/24-25: KC 1.1 and 1.2 presentations; complete stations; Kahoot if time. To complete the Kahoot outside of class, use the following code: 012526 or copy and paste: https://kahoot.it/challenge/012526 (you will need the Kahoot app to play)
5th hour: See KC 1.2 Presentation here : docs.google.com/document/d/18skY5eS3NPLuu-TAeJK5jF4dwgu3W7h8Nt543_RIm54/edit?ts=5a6a19bd and docs.google.com/presentation/d/1jiysL9t6CzZGI_8rbVSZfevbJaEp7yYldV0SYmR47RA/edit?ts=5a6a1dad
1/26: Discuss ASoS questions, now that you have more content knowledge; Ch. 19 Quiz
1/29: FDR memo on leadership discussion in class; introduce 1912 Presidential Press Conference assignment and assign roles; lecture over Progressive Presidents
1/30: Go over quizzes; finish lecture; prepare for press conference
1/31-2/1: Finish preparing for 1912 Pres. Press Conference and run; complete post-conference assignment; turn in all work; use excess time at end of class for studying for the Period 6 Exam.
Period Six Kahoot Code (must download Kahoot app on phone): 0784979
2/2: Period 6 Exam (50 MC; must be completed within time limits) (I will be absent; the sub has my phone number and can call me with any questions you have!)
APUSH Alternate Assignment (due Monday 2/5):
If you were absent for the 1912 Presidential Press Conference activity, please complete the following alternative assignment.
In a Google Doc, please explain each of the four platforms present in the 1912 election, focusing on similarities and differences. Then, assess which platform would have been the most helpful for the American public at the time. Which platform most effectively addressed the most significant issues facing the nation in 1912?
Your assignment should be 3-4 pages long. It must be in paragraph form, but feel free to include tables or graphic organizers if you think that is an effective way of portraying these candidates and issues.
2/5: Pass out War of 1898 Harper's Weekly article about the Maine; 8 annotations, HAPP (extra focus on H!), and answer question on the packet - According to the article, why did the Maine blow up? Hearing and vision screening during class. Article and work due tomorrow.
2/6: Hand in articles and begin WWI Lecture
2/7-8: Conclude lecture; homework is to write one level III question in box 7 (about big ideas in history; philosophical in nature; transcends any one place, event, or time) and view one video from the channel The Great War (with checkmark!) on YouTube, taking three notes in box 8.
2/9: Quiz. Kahoot for review: https://kahoot.it/challenge/0295693 - PIN is 0295693
1/23: Go over quizzes; begin topic stations for this chapter
1/24-25: KC 1.1 and 1.2 presentations; complete stations; Kahoot if time. To complete the Kahoot outside of class, use the following code: 012526 or copy and paste: https://kahoot.it/challenge/012526 (you will need the Kahoot app to play)
5th hour: See KC 1.2 Presentation here : docs.google.com/document/d/18skY5eS3NPLuu-TAeJK5jF4dwgu3W7h8Nt543_RIm54/edit?ts=5a6a19bd and docs.google.com/presentation/d/1jiysL9t6CzZGI_8rbVSZfevbJaEp7yYldV0SYmR47RA/edit?ts=5a6a1dad
1/26: Discuss ASoS questions, now that you have more content knowledge; Ch. 19 Quiz
1/29: FDR memo on leadership discussion in class; introduce 1912 Presidential Press Conference assignment and assign roles; lecture over Progressive Presidents
1/30: Go over quizzes; finish lecture; prepare for press conference
1/31-2/1: Finish preparing for 1912 Pres. Press Conference and run; complete post-conference assignment; turn in all work; use excess time at end of class for studying for the Period 6 Exam.
Period Six Kahoot Code (must download Kahoot app on phone): 0784979
2/2: Period 6 Exam (50 MC; must be completed within time limits) (I will be absent; the sub has my phone number and can call me with any questions you have!)
APUSH Alternate Assignment (due Monday 2/5):
If you were absent for the 1912 Presidential Press Conference activity, please complete the following alternative assignment.
In a Google Doc, please explain each of the four platforms present in the 1912 election, focusing on similarities and differences. Then, assess which platform would have been the most helpful for the American public at the time. Which platform most effectively addressed the most significant issues facing the nation in 1912?
Your assignment should be 3-4 pages long. It must be in paragraph form, but feel free to include tables or graphic organizers if you think that is an effective way of portraying these candidates and issues.
2/5: Pass out War of 1898 Harper's Weekly article about the Maine; 8 annotations, HAPP (extra focus on H!), and answer question on the packet - According to the article, why did the Maine blow up? Hearing and vision screening during class. Article and work due tomorrow.
2/6: Hand in articles and begin WWI Lecture
2/7-8: Conclude lecture; homework is to write one level III question in box 7 (about big ideas in history; philosophical in nature; transcends any one place, event, or time) and view one video from the channel The Great War (with checkmark!) on YouTube, taking three notes in box 8.
2/9: Quiz. Kahoot for review: https://kahoot.it/challenge/0295693 - PIN is 0295693
war_of_1898_harpers_weekly.pdf |
Didn't have time for in class (From Edsitement):
“The Crisis says, first your Country, then your Rights!--
Certain honest thinkers among us hesitate at that last sentence. They say it is all well to be idealistic, but is it not true that while we have fought our country’s battles for one hundred fifty years, we have not gained our rights? No, we have gained them rapidly and effectively by our loyalty in time of trial."
—W.E.B. DuBois, from Buffalo Soldiers at Huachuca: Racial Awareness After the War
W.E.B. DuBois, an African American intellectual, whose call for racial equality marked him as a radical thinker in his era, strongly supported the war effort, but the patriotism of African American soldiers was not recognized or rewarded by white military commanders as they deserved.
For example, the public and private remarks of General John Pershing, commander of the American Expeditionary Force (AEF) in Europe, expose the often hypocritical attitudes toward African Americans among many white Americans in the early 20th century:
We must not eat with them, must not shake hands with them, seek to talk to them or to meet with them outside the requirements of military service. We must not commend too highly these troops, especially in front of white Americans”
—General John J. Pershing, in a secret communiqué concerning African-American troops sent to the French military stationed with the American army, August 7, 1918
“I cannot commend too highly the spirit shown among the colored combat troops, who exhibit fine capacity for quick training and eagerness for the most dangerous work.” —General John J. Pershing, in Scott’s Official History of the American Negro in the World War
Despite institutionalized prejudice, hundreds of thousands of African Americans fought in the U.S. military during World War I. Even as most African Americans did not reap the benefits of American democracy—so central to the rhetoric of World War I—many still chose to support a nation that denied them full citizenship.
“The Crisis says, first your Country, then your Rights!--
Certain honest thinkers among us hesitate at that last sentence. They say it is all well to be idealistic, but is it not true that while we have fought our country’s battles for one hundred fifty years, we have not gained our rights? No, we have gained them rapidly and effectively by our loyalty in time of trial."
—W.E.B. DuBois, from Buffalo Soldiers at Huachuca: Racial Awareness After the War
W.E.B. DuBois, an African American intellectual, whose call for racial equality marked him as a radical thinker in his era, strongly supported the war effort, but the patriotism of African American soldiers was not recognized or rewarded by white military commanders as they deserved.
For example, the public and private remarks of General John Pershing, commander of the American Expeditionary Force (AEF) in Europe, expose the often hypocritical attitudes toward African Americans among many white Americans in the early 20th century:
We must not eat with them, must not shake hands with them, seek to talk to them or to meet with them outside the requirements of military service. We must not commend too highly these troops, especially in front of white Americans”
—General John J. Pershing, in a secret communiqué concerning African-American troops sent to the French military stationed with the American army, August 7, 1918
“I cannot commend too highly the spirit shown among the colored combat troops, who exhibit fine capacity for quick training and eagerness for the most dangerous work.” —General John J. Pershing, in Scott’s Official History of the American Negro in the World War
Despite institutionalized prejudice, hundreds of thousands of African Americans fought in the U.S. military during World War I. Even as most African Americans did not reap the benefits of American democracy—so central to the rhetoric of World War I—many still chose to support a nation that denied them full citizenship.
2/12: Intro discussion to the 1920s; begin "The Roaring Twenties" assignment (see below if absent)
2/13: Finish and keep Roaring Twenties until discussion block day; Read "Satan's Drink" in Portrait of America, Vol. II and answer questions 1, 2, 3, 5, and 6 (skip 4) on notebook paper--see PDF below if completing outside class; keep for discussion block day. Finish at home if not finished in class. (To be clear: both assignments need to be done before coming to class on block day!)
2/14-15: In class discussion about 1920s; hand in Roaring Twenties and Satan's Drink; Famous Trials lesson (Hauptmann, Scopes, Sacco/Vanzetti, and Frank--see document below if absent); review presentations
2/16: Chapter 22 Review and Quiz
2/13: Finish and keep Roaring Twenties until discussion block day; Read "Satan's Drink" in Portrait of America, Vol. II and answer questions 1, 2, 3, 5, and 6 (skip 4) on notebook paper--see PDF below if completing outside class; keep for discussion block day. Finish at home if not finished in class. (To be clear: both assignments need to be done before coming to class on block day!)
2/14-15: In class discussion about 1920s; hand in Roaring Twenties and Satan's Drink; Famous Trials lesson (Hauptmann, Scopes, Sacco/Vanzetti, and Frank--see document below if absent); review presentations
2/16: Chapter 22 Review and Quiz
the_roaring_twenties_essay.docx |
ch_22_satans_drink.pdf |
making_up_trials_of_chapter_22_lesson.docx |
2/19: Begin Great Depression and Hoover; see links below for further information, if interested! Hand out Ch. 23 matching (see below). Begin sourcebook assignment: either Hoover or Depression Hits Philadelphia, your choice (read and answer Focus Questions for just one--see PDF below for both).
www.toledoblade.com/local/2009/05/17/great-depression-generation-shares-stories-of-survival.html
https://www.csmonitor.com/Business/2009/0512/those-who-lived-through-the-great-depression-tell-their-stories
https://academic.oup.com/oxrep/article/26/3/285/374047
2/21-22: Finish sourcebook assignment and hand in (due Monday if not finished in class--see PDF below); New Deal/FDR-related lecture--see slides and notes below); assign Skyward Quiz for Chapter 23, to be completed via Skyward by Saturday at 11:59 p.m. (answers are visible starting Sunday at 12:00 a.m.) The quiz is live as of 7:30 p.m.
www.toledoblade.com/local/2009/05/17/great-depression-generation-shares-stories-of-survival.html
https://www.csmonitor.com/Business/2009/0512/those-who-lived-through-the-great-depression-tell-their-stories
https://academic.oup.com/oxrep/article/26/3/285/374047
2/21-22: Finish sourcebook assignment and hand in (due Monday if not finished in class--see PDF below); New Deal/FDR-related lecture--see slides and notes below); assign Skyward Quiz for Chapter 23, to be completed via Skyward by Saturday at 11:59 p.m. (answers are visible starting Sunday at 12:00 a.m.) The quiz is live as of 7:30 p.m.
ch_23_pdf_hoover_great_depression_philadelphia.pdf |
ch_23_matching.rtf |
chapter_23_new_deal.pptx |
chapter_23_new_deal_lec_notes.docx |
2/26-27: Hand in Hoover or Philadelphia primary source work from last week; WWII Lecture (see slides below for links to clips)
2/28-3/1: 2nd hour, Culture and Climate Lesson on Engagement (see video here); conclude lecture; go over past quizzes (new handout system--folders. SECOND HOUR: please stop by my room any time before or after school, or during hours 1, 2, 3, 5, or 7 to see your past quizzes!)
KAHOOT CHALLENGE REVIEWS: Chapter 21 code is 0757996, Chapter 22 code is 0240189. You must have the app to participate.
3/2: Period 7 Exam (one SAQ, 35 MC)
2/28-3/1: 2nd hour, Culture and Climate Lesson on Engagement (see video here); conclude lecture; go over past quizzes (new handout system--folders. SECOND HOUR: please stop by my room any time before or after school, or during hours 1, 2, 3, 5, or 7 to see your past quizzes!)
KAHOOT CHALLENGE REVIEWS: Chapter 21 code is 0757996, Chapter 22 code is 0240189. You must have the app to participate.
3/2: Period 7 Exam (one SAQ, 35 MC)
WWII SP18 Lecture |
3/5: Begin Cold War with NSC-68 to annotate and do quick analysis (see Boyd for excerpt and assignment); begin Cold War lecture
3/6: Continue Cold War lecture
3/7-8: Finish Cold War lecture; one review presentation; Socratic Circle re. Cold War (directions follow)
Socratic Circle on block day: Guidelines and Expectations
Choice #1. Read a minimum of three Cold War documents of your choice in Speaking of America. Note that our chapter covers a lot of Cold War ground; any of it is up for debate.
OR
Choice #2. Watch/read one of the following:
•John Lewis Gaddis lecture on the Cold War on Gilder Lehrman (and YouTube)
•David McCullough, Truman excerpt in Portrait of America
•Michael Dobbs, Lost in Space excerpt in Portrait
•Larry L. King, Trapped: LBJ/Nightmare of Vietnam, excerpt in Portrait
•Arthur M. Schlesinger, Jr., Lessons from the Cold War, excerpt in Portrait
Produce a minimum of one full page of notes (single space, otherwise two double spaced pages) and 3-5 Socratic Circle questions.
IF ABSENT: Complete a one-page analysis of your source(s) and the Cold War, addressing your own 3-5 questions and responding to potential counterarguments appropriately. Contact me if you would like help doing this, or if you have any outstanding questions about the Cold War! (Contact me also if you need help finding documents online outside of class!)
3/6: Continue Cold War lecture
3/7-8: Finish Cold War lecture; one review presentation; Socratic Circle re. Cold War (directions follow)
Socratic Circle on block day: Guidelines and Expectations
Choice #1. Read a minimum of three Cold War documents of your choice in Speaking of America. Note that our chapter covers a lot of Cold War ground; any of it is up for debate.
OR
Choice #2. Watch/read one of the following:
•John Lewis Gaddis lecture on the Cold War on Gilder Lehrman (and YouTube)
•David McCullough, Truman excerpt in Portrait of America
•Michael Dobbs, Lost in Space excerpt in Portrait
•Larry L. King, Trapped: LBJ/Nightmare of Vietnam, excerpt in Portrait
•Arthur M. Schlesinger, Jr., Lessons from the Cold War, excerpt in Portrait
Produce a minimum of one full page of notes (single space, otherwise two double spaced pages) and 3-5 Socratic Circle questions.
IF ABSENT: Complete a one-page analysis of your source(s) and the Cold War, addressing your own 3-5 questions and responding to potential counterarguments appropriately. Contact me if you would like help doing this, or if you have any outstanding questions about the Cold War! (Contact me also if you need help finding documents online outside of class!)
3/12: View America: Story of Us episode titled "Super Power," found here on YouTube, and take one full page of notes in preparation for discussion on block day this week
3/13: Review presentations; discuss Spring Break assignment and briefly discuss America: Story of Us; take Ch. 25 Quiz
3/14-15: Finish review presentations; pass out Spring Break assignment (see below--DUE MONDAY, MARCH 26); discuss America: Story of Us and Chapter 26 (plus read "Howl" excerpt in 5th hour; excused if in second hour. If absent 5th hour, see Boyd for the passage and questions) (notes checked off during 5th hour; notes will be checked off 2nd hour upon return from break)
3/13: Review presentations; discuss Spring Break assignment and briefly discuss America: Story of Us; take Ch. 25 Quiz
3/14-15: Finish review presentations; pass out Spring Break assignment (see below--DUE MONDAY, MARCH 26); discuss America: Story of Us and Chapter 26 (plus read "Howl" excerpt in 5th hour; excused if in second hour. If absent 5th hour, see Boyd for the passage and questions) (notes checked off during 5th hour; notes will be checked off 2nd hour upon return from break)
spring_break_assignment_sp18.docx |
extra_credit_apush_sp18.docx |
3/26: Hand in Spring Break Assignment; begin Chapter 27 lecture
3/27: Continue lecture, and post rest of notes below--make sure you review them by Friday! Pass out "Letter from a Birmingham Jail" and "Alcatraz Proclamation" assignment (due Friday--see below)
3/28-29: State Assessments; use leftover time to complete "Letter" and "Proclamation"; hand out take-home LEQ (due Monday--see below for prompt and rubric, if needed!)
3/30: Discussion with "Letter" and "Proclamation," then hand in; Kahoot; Quiz
3/27: Continue lecture, and post rest of notes below--make sure you review them by Friday! Pass out "Letter from a Birmingham Jail" and "Alcatraz Proclamation" assignment (due Friday--see below)
3/28-29: State Assessments; use leftover time to complete "Letter" and "Proclamation"; hand out take-home LEQ (due Monday--see below for prompt and rubric, if needed!)
3/30: Discussion with "Letter" and "Proclamation," then hand in; Kahoot; Quiz
ch_27_unfinished_lecture_with_goodies_inside.docx |
letter_from_birmingham_city_jail.docx |
ch_27_leq_practice_timed.docx |
leq_dbq_2018_apush_exam_updated_rubrics.pdf |
ch_28_lec_notes_unfinished.docx |
4/9: New BR sheet; massive passbacks; review presentations
4/10: Please click here to take this short survey; read "I Have Never Been a Quitter," about Nixon (I know, right?!) and answer final questions (if you don't finish but you're on task all hour, meaning no off-task chat, and no texting or snapping each other--don't think I don't see that!!!--then we'll finish this block day!)
4/11-12: Review presentations; finish reading Nixon and answering questions (will hand in by end of class); lecture and discuss Nixon (see slides below); hand out LEQ thesis-writing practice (due Monday) and AP info packet
4/13: Period 8 Exam
4/10: Please click here to take this short survey; read "I Have Never Been a Quitter," about Nixon (I know, right?!) and answer final questions (if you don't finish but you're on task all hour, meaning no off-task chat, and no texting or snapping each other--don't think I don't see that!!!--then we'll finish this block day!)
4/11-12: Review presentations; finish reading Nixon and answering questions (will hand in by end of class); lecture and discuss Nixon (see slides below); hand out LEQ thesis-writing practice (due Monday) and AP info packet
4/13: Period 8 Exam
chapter_29_lec_sp18.pptx |
4/16: New BR sheet; begin lecture; organize 1980s role play discussion
4/17: Research role in 1980s discussion; begin DBQ with 20 minutes at end of class (begins here on page six). NOTE: This is the actual prompt from 2015. Yes, the rubric says there needs to be 7 documents... for some reason, the DBQ you see is what they did. For the purposes of this exercise in this class, treat the "background" document as a document that you may use for analysis, which runs counter to what the packet says. Also, you'll note that the last bullet point is "synthesis." The current rubric allows synthesis to earn the last point for complex analysis, but there are now other ways to earn that point. See your rubric for guidance.
4/18-19: Conclude lecture; run 1980s discussion; complete DBQ with 40 minutes of class time. See here for an explanation of how the rubric applies to the question you answered, as well as example essays that earned 6, 4, and 1. (They didn't release a perfect 7; not sure why.) If absent: please turn in your notes and preparation as well as answers to 3-4 questions (your choice) that bear most on the identity you chose to research. Each answer should be a few sentences (a short paragraph) long, and they should include AP-level detail and content. Do not worry about the post-discussion reflection questions—those aren’t possible to answer unless you were present in class. Please hand in by Tuesday at the latest!
4/20: Review (Kahoot!) and quiz. Kahoot Challenge code: 0135939 (live until 1 p.m. Monday--must download Kahoot app one phone. Click here for the link.)
4/23: Hand in DBQ if finished; take quiz if absent on Friday (both 2nd hour and 5th hour); begin Ch. 31!!!! LAST CHAPTER!
4/24: Decade Docs (see Boyd)
4/25-26: Wrap up Decade Docs and hand in; Ch. 31 lecture; view this video and have short class discussion
4/27: Time to study/finish weekly business in class (Great Green Help is today; Boyd is also absent for AVID Day Out)
4/30: Hand in BR from last week (discuss BRs and TTYLs from last week); Period Nine Exam (40 MC)
5/1: Visit from Mr. Heatwole during 2nd hour (4th and 5th hrs may obtain a pass to visit); 5th hour = Review Presentations
5/2-5/17: Finish Review Presentations and begin reviewing in class for AP Exam; see Boyd for stations handout and materials
Friday 5/4: Practice Exam assigned
Tuesday 5/8: Practice Exam due
FRIDAY, MAY 11: EXAM IN LIBRARY! BE THERE BY 7:45!!!
APUSH Exam Prep Resources:
4/17: Research role in 1980s discussion; begin DBQ with 20 minutes at end of class (begins here on page six). NOTE: This is the actual prompt from 2015. Yes, the rubric says there needs to be 7 documents... for some reason, the DBQ you see is what they did. For the purposes of this exercise in this class, treat the "background" document as a document that you may use for analysis, which runs counter to what the packet says. Also, you'll note that the last bullet point is "synthesis." The current rubric allows synthesis to earn the last point for complex analysis, but there are now other ways to earn that point. See your rubric for guidance.
4/18-19: Conclude lecture; run 1980s discussion; complete DBQ with 40 minutes of class time. See here for an explanation of how the rubric applies to the question you answered, as well as example essays that earned 6, 4, and 1. (They didn't release a perfect 7; not sure why.) If absent: please turn in your notes and preparation as well as answers to 3-4 questions (your choice) that bear most on the identity you chose to research. Each answer should be a few sentences (a short paragraph) long, and they should include AP-level detail and content. Do not worry about the post-discussion reflection questions—those aren’t possible to answer unless you were present in class. Please hand in by Tuesday at the latest!
4/20: Review (Kahoot!) and quiz. Kahoot Challenge code: 0135939 (live until 1 p.m. Monday--must download Kahoot app one phone. Click here for the link.)
4/23: Hand in DBQ if finished; take quiz if absent on Friday (both 2nd hour and 5th hour); begin Ch. 31!!!! LAST CHAPTER!
4/24: Decade Docs (see Boyd)
4/25-26: Wrap up Decade Docs and hand in; Ch. 31 lecture; view this video and have short class discussion
4/27: Time to study/finish weekly business in class (Great Green Help is today; Boyd is also absent for AVID Day Out)
4/30: Hand in BR from last week (discuss BRs and TTYLs from last week); Period Nine Exam (40 MC)
5/1: Visit from Mr. Heatwole during 2nd hour (4th and 5th hrs may obtain a pass to visit); 5th hour = Review Presentations
5/2-5/17: Finish Review Presentations and begin reviewing in class for AP Exam; see Boyd for stations handout and materials
Friday 5/4: Practice Exam assigned
Tuesday 5/8: Practice Exam due
FRIDAY, MAY 11: EXAM IN LIBRARY! BE THERE BY 7:45!!!
APUSH Exam Prep Resources:
- Period Review printoffs (linked with videos): http://www.apushreview.com/review-sheets/
- Period review videos, tips, other resources: http://ap.gilderlehrman.org/
- AP Period reviews in ten minutes: http://www.apushreview.com/new-ap-curriculum/period-reviews-in-10-minutes/
- Two 35-40 minute final review videos: http://www.apushreview.com/new-ap-curriculum/final-exam-review/
- AP vocab/key term quizlets: http://www.apushreview.com/additional-resources/quizlett-quizzes/american-pageant-chapter-vocab-flashcards/
- Buzzfeed APUSH quiz (yeah, I know, but it’s actually a good review!) https://www.buzzfeed.com/daves4/apush?utm_term=.usg7knRnyX#.by18y1D1Q6
- Khan Academy APUSH practice questions: https://www.khanacademy.org/humanities/ap-us-history?t=practice
ap_exam_2016.pdf |
Post-exam: Film study. Second hour is viewing Twelve Years a Slave and Glory, and fifth hour is viewing Argo and 13 Hours. Students will turn in a two-page analysis that compares and contrasts these two movies, considering the history, story, and/or cinematography of each film.
Clarification on extra credit: it is due by 11:59 p.m. on Sunday, May 20th. The initial handout just said "midnight."
Clarification on extra credit: it is due by 11:59 p.m. on Sunday, May 20th. The initial handout just said "midnight."
extra_credit_apush_sp18.docx |