2 To demonstrate your ability to succeed as a college student To become eligible for scholarships To save money on college by earning college credit To test out of intro college courses To enrich your high school experienceWhy are you here?
4 I strive to uphold the vision of the North Penn School District, which is to inspire each student to reach his or her highest potential and become a responsible citizen. Therefore, on my honor, I pledge that I have neither given nor received unauthorized assistance on this work.”Honor Pledge
5 A+ 97 – 100% A 90 – 96% B+ 87 – 89% B 80 – 86% C+ 77 – 79% C 70 – 76% D 65 – 69% F Below 65% Grading Scale
6 based on short essays written in response to readings, longer unit essay tests, unit objective tests, DBQ essays, class work, home assignments, and special assignments90%
7 Class participation is defined as: “Being prepared for class and contributing constructive ideas, thoughts, insights and information to class discussions.”10%
8 Students who take the AP US History exam, and who have a final average of 80% or higher at the end of the fourth marking period, have the option of exempting the NP history final exam.Final Grades
9 Friday, May 8, 2015 Exam Length – 3 hours and 15 minutes • 100 minutes – Multiple Choice and Short Answers• 95 minutes – Free Response SectionFriday, May 8, 2015
10 Percentage of Total Exam Score SectionQuestion TypeNumber of QuestionsTimingPercentage of Total Exam ScoreIPart A – Multiple Choice Questions55 Questions55 Minutes40%Part B – Short Answer Questions4 Questions (with multiple parts)45 Minutes20%IIPart A – Document-Based Question1 Question60 Minutes25%Part B – Long Essay Question1 Question (chosen from a pair)35 Minutes15%AP US HISTORY EXAM
11 11491 – 1607On the North American continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world5%21607 – 1754Europeans and American Indians maneuvered and fought for dominance, control, and security in North America, and distinctive colonial and native societies emerged45%10%31754 – 1800British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation’s social, political, and economic identity12%41800 – 1848The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes51848 – 1877As the nation expanded and its population grew, regional tensions, especially over slavery, led to a civil war – the course and aftermath of which transformed American society.13%61865 – 1898The transformation of the U.S. from an agricultural to an increasingly industrialized and urbanized society brought about significant economic, political, diplomatic, social, environmental, and cultural changes.71898 – 1945An increasingly pluralistic U.S. faced profound domestic and global challenges, debated the proper degree of government activism, and sought to define its international role.17%81945 – 1980After WW II, the U.S. grappled with prosperity and unfamiliar international responsibilities, while struggling to live up to its ideals.15%9PresentAs the U.S. transitioned to a new century filled with challenges and possibilities, it experienced renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic globalization and revolutionary changes in science and technology.9 Historical Periods
12 Thematic Learning Objectives Identity (ID)The formation of both American national identity and group identities in US history.How and why have debates over American national identity changed over time?How have gender, class, ethnic, religious, regional, and other group identities changed in different eras?Work, Exchange, and Technology (WXT)The development of American economies based on agriculture, commerce, and manufacturing.How have changes in markets, transportation, and technology affected American society from colonial times to the present day?Why have different labor systems developed in British North America and the US, and how have they affected US society?How have debates over economic values and the role of government in the US economy affected politics, society, the economy, and the environment?Peopling (PEO)Why and how the various people who moved to, from, and within the US adapted to their new social and physical environments.Why have people migrated to, from, and within North America?How have changes in migration and population patterns affected American life?Politics and Power (POL)Explore and examine ongoing debates over the role of the state in society and its potential as an active agent for change.How and why have different political and social groups competed for influence over society and government in what would become the US?How have Americans agreed on or argued over the values that guide the political system as well as who is a part of the political process?America in the World (WOR)The global context in which the US originated and developed as well as the influence of the US on world affairs.How have events in North America and the US related to contemporary developments in the rest of the world?How have different factors influenced US military, diplomatic, and economic involvement in international affairs and foreign conflicts, both in North America and abroad?Environment and Geography – Physical and Human (ENV)The role of environment, geography, and climate in both constraining and shaping human actions.How did interactions with the natural environment shape the institutions and values of various groups living in the North American continent?How did economic and demographic changes affect the environment and lead to debates over use and control of the environment and natural resources?Ideas, Beliefs, and Culture (CUL)The roles that beliefs, social mores, and creative expression have played in shaping the US.How and why have moral, philosophical, and cultural values changed in what would become the US?How and why have changes in moral, philosophical, and cultural values affected US history?Thematic Learning Objectives
13 9 Historical Thinking Skills Skill TypeHistorical Thinking SkillsDescriptionChronological ReasoningHistorical CausationIdentify, analyze, & evaluate relationships among significant events:Immediate, proximate, or long-termCorrelation or coincidentalPatterns of Continuity and Change over TimeRecognize, analyze, & evaluate the dynamics of history over periods of time through the discovery of patterns or themes.PeriodizationAnalyze & organize history into blocks of time or periods so that it is meaningful.Comparison & ContextualizationComparisonDescribe, compare, contrast, and evaluate two or more historical developments from multiple perspectives.ContextualizationHow a specific event or development fits into the context of a larger and broader historical development, often on the national or global scale.Crafting Historical ArgumentsHistorical ArgumentationAnalyze and address a question through the construction of a plausible and persuasive argument.Thesis drivenSupport from relevant historical evidenceAppropriate Use of Relevant Historical EvidenceEvaluate evidence from diverse sources:Author’s point of viewIntended audiencePurposeHistorical contextHistorical Interpretation & SynthesisInterpretationDescribe, analyze, and evaluate diverse interpretations of historical sources, and to construct one’s own interpretation.SynthesisApplying all of the thinking skills to draw and fuse knowledge from diverse sources and disciplines to develop a persuasive understanding of the past.9 Historical Thinking Skills
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