Mr. Combs's History Pages

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Course Information

Advanced Placement U.S. History

Course Purpose:

Despite the AP format, first and foremost, our goal is college 
preparation.  A detailed examination of U.S. history will help us 
reach our dual goals of preparation for both the rigors of academic 
life at the college level and the College Board's AP exam.

Students will be introduced to the  larger themes of the American 
past as well as the nature of historical research and historiography, 
and become familiar with source materials useful for the study
of America's heritage.

Great attention is paid to a student's ability to read and digest 
materials and analyze them critically in order to make sensible
judgments while writing analytical essays. In addition to the text 
book we will read journal articles from leading scholars and will 
familiarize ourselves with writing the infamous DBQ's - document 
based questions.

The pace of the course is rapid. This is meant to be a college level 
course taught at a preparatory school pace.   You will have some 
sort of homework every night so please plan accordingly.  In a 
college classroom, you are responsible for remembering due dates, 
tracking down missed assignments and seeking extra help.  The 
same holds true for this course. Your syllabus is your manual for the 
course and should be read thoroughly. You will be instructed to do 
so and I will operate under the assumption that this has been
done.

Course Objectives: 
- create a highly interactive, discussion-based classroom driven by 
the students. 
- develop an appreciation for the study of history 
- develop an appreciation for and understanding of the process of 
historical inquiry 
- develop a better understanding of the history of the United States 
in political, economic, social, ethnic, and cultural terms. 
- develop a better understanding of the great issues at the heart of 
American history 
- improve writing, research, and critical reading and writing skills 
- improve thinking skills - specifically to develop the ability to 
analyze historical arguments
- develop on understanding of the present-day United States and 
our relationship to this country 
- develop the ability to think historically (understanding in 
context)
- thorough preparation for the Advanced Placement exam in May.

Basic Course Units: 
        1. Colonial America: 1490s-1756 
        2. Revolutionary America: 1756-1783 
        3. The Articles of Confederation Era: 1783-1788 
        4. The Federalist and Jeffersonian Eras: 1788-1808 
        5. Nationalism and Sectionalism: 1808-1828 
        6. Age of Jackson: 1828-1844 
        7. Manifest Destiny and the Mexican War: 1844-1850 
        8. The 1850s & Prelude to Civil War: 1850-1861 
        9. The Civil War: 1861-1865 
        10. Reconstruction and Western Development: 1865-1896 
        11. The Age of Big Business: 1865-1890 
        12. Politics and Society in the 1890s 
        13.The Age of Imperialism: 1865-1916 
        14. The Progressive Era: 1900-1916 
        15. World War I and the 1920s: 1916-1929 
        16. The Thirties and World War II: 1929-1945 
        17. The Cold War and the Fifties: 1944-1960 
        18. The Sixties, Vietnam, and the Seventies. 
        19. End of the Cold War and Beyond

Daily Assignments:

A daily schedule will be posted on my website.  As complications 
arise during the year some assignments will change.  However, the 
sequence of assignments as posted on the first day of class will 
essentially hold true.  If we have a snow day or class is not held we 
will discuss both sets of readings (the one for the day we return and 
one for the class we missed).  Stay on task.

Course Readings:

We will have an assortment of primary and secondary readings.  If 
you do not know how to access the Online Course Reserve, see me 
or one of our fantastic librarians.  You are responsible for making 
sure you have all readings with you the day they are discussed.  Plan 
ahead and print ahead.

Nightly Reading:

You will be assigned approximately 9 pages of text and a short 
document on reading nights.  If you see a reading assignment that is 
much longer, keep in mind that I have accounted for maps and 
pictures.  Some essays from outside sources are a little longer but 
read much faster than the textbook. All reading assignments have 
been posted for the entire year.  Plan ahead!

Tests: 
After we read and discuss three or four chapters in the text, we 
(meaning you) will take a multiple choice  and short essay exam.  
On each exam you will be required to answer all questions.  
However, you will also be able to **** a few multiple choice 
questions for extra credit.  We will review this procedure
on exam day.  Most of the multiple choice questions will come 
from previously administered AP exams in order to familiarize you 
with their format.  Unit exams will also be used to give you practice 
writing DBQ's and FRQ's.  Unannounced DBQ and FRQ essays will 
pop up throughout the year.  Stay on pace with the readings and 
these will not pose a problem.

Discussion: 
Every class is discussion based. You MUST complete the reading 
before class. UNANNOUNCED QUIZZES covering assigned 
readings may be given at any time. They tend to appear when I 
suspect students are not keeping up with their assignments.  In the 
event that a reading quiz is administered, you may use any reading 
notes you took when completing your homework.

YOU CANNOT PARTICIPATE IF YOU ARE NOT 
PREPARED.

Grading Standards for Discussion Sections

Students often have questions about how their participation in 
discussion sections will be evaluated and assessed. Students should 
use these guidelines to track their own performance in class.

0 = Absent

1 = Present. Does not voluntarily contribute. Has difficulty 
responding when called on. Shows little interest and gives no clear 
evidence of having completed the assigned reading.

2 = Occasionally participates voluntarily. Can respond minimally if 
called on. Demonstrates very basic preparation of essential facts 
but gives no evidence of careful, critical thought about the reading 
and the problems it raises. Shows modest interest and gives 
evidence of having completed only some of the reading.

3 = Participates often. Offers to participate and/or responds 
effectively when called on. Knows basic information but can offer 
interpretations, analysis, and critical reflections. Responds to other 
students' points. Shows real interest and gives evidence of having 
completed the reading with a high degree of understanding and 
comprehension.

4 = Participates all the time, without having to be called on. 
Responds both to issues raised by the discussion leader and points 
raised by other students. Knows how to work in a discussion-based 
environment: Keeps to the point; helps to keep others (even the 
teacher!) on the point; sees when it is time to move to a new issue. 
Consistently displays careful, critical, analytical reading of
the weekly assignments.

Basically, students can assume that the numbers on this chart can 
be translated into letter grades ranging from F (0) to A (4). I 
assume that students will improve over the course of the term, that 
anyone can have a bad day, and that even the most diligent student 
will find some readings easier to understand and discuss than others. 
Thus, these numbers are objective guidelines more than hard and 
fast rules. (I found this rubric online so many years ago I lost the 
original citation.  It is not, however, my own creation.)

At the end of each grading period I will use your performance in 
class when calculating your grade.  If you have consistently 
performed to the 3 or 4 level, your grade will receive a bump of 
one increment (i.e. from B+ to A-).  If you have not been a 
consistent contributor, your grade stays where it is calculated based 
on the other assessments for the quarter.  For example, if
you have an 89.4 but have not been prepared daily for class, your 
grade will stay at 89.

As we read and discuss thousands of pages of American history, you 
will become more insightful thinkers.  The "how" and "why" of 
American history is just as, if not more, important than the who, 
when, where.  Class discussion is devoted to unraveling the how and 
why.  You are responsible for mastering the details. I will provide 
direction as to the crucial information to master, but the
grunt work of remembering the who, when, where falls on your 
shoulders.

Research Papers:

Each student is required to complete a research paper. Under no 
circumstances is it possible to earn credit for this course without 
completing the research paper. The written report will be 10 -12 
typed pages of text, plus foot notes. Use Times New Roman font, 
double spaced, one inch margins.

Research Paper Timeline

Last Day of November - Topic for research paper
Last Day of January - Annotated Bibliography, outline for research 
paper and thesis statement
Last Day of February - First Draft of research paper
May 15 - Second Draft of research paper
June 1st - FINAL VERSION OF RESEARCH PAPER

Each of these deadlines is worth three points toward the final paper 
grade. If you miss the deadline, the points are gone.  If you miss 
five  deadlines, a total of 15 points will be lost.  If the final paper 
grade is a 90, the fifteen lost points turn the paper into a 75.

In addition to familiarizing you with historical research, the format 
for the research paper requirement for this course is designed to 
demonstrate the importance of editing and revising your work.  
Once the final paper is submitted you should have a rather polished 
piece of writing that you can then use as a writing sample during 
the college application process.

Oral Defense of Research Paper

Some of our time after the AP exam will be set aside for 
presentations to the class about your papers.  Your presentation 
should be polished with supporting visuals.

Grading:

All daily and unit assignments will be graded. A rough estimate of 
the breakdown for the year grade is as follows.

1st trimester - 25%
2nd trimester - 25%
3rd trimester - 25%
November exam - 10%
Research paper & Defense- 15%

** If you post a grade below a B- in any quarter or on the midterm 
or research paper, you may be required to take a final exam.  The 
decision whether or not a local final exam will be given is mine. **

Late Assignments:

One day late = maximum grade, B 
        2 days late = maximum grade, C 
        3 days late = maximum grade D 
        4 days late = <ax grade of 55.
        Not turned in at all - 0

Late is defined as not handed in at the beginning of class on the day 
it was due.  Any work turned in after discussion begins is considered 
late.

Absences:

You are required to make up all missed work and to track down 
missed assignments. It is not my responsibility to get you the work. 
I will not hound you to make up missed work. Zeros compute just 
as easily as 95s. Make-up exams will be taken the day you return to 
class except in cases of prolonged illness in accordance with school 
provisions.

The 80% rule will be applied to work missed due to unexcused 
absences.  Please see the Student Handbook for details.

Notetaking:

Students are expected to take reading notes each night and notes in 
class during discussion. Should you come for extra help, I will first 
ask to see your notes. If you do not have comprehensive notes, 
you have not done your part to prepare.  Each student must find a 
style of taking discussion and reading notes that works for him/her. 
This will be crucial to your success at the next level. Reading notes 
should be taken as you complete nightly assignments.  These should 
be enhanced during discussion in class.  Please see me with 
questions/concerns about taking effective reading/classroom
notes.  The websites in the reference section have fantastic 
suggestions for taking notes. If you are having trouble with note 
taking, please see me to discuss strategies/techniques.

Classroom code:

It may seem frivolous to put many of these in writing. However, 
our success this year depends on a clear understanding of what to 
expect from  me and what I expect from you. Please carefully read 
the following procedures. You will be responsible for knowing and 
following them.

Please arrive on time. A pass is required from the teacher of your 
previous class for entrance once the class begins. If you are coming 
from the health office, please bring a note from the nurse with the 
time of your departure. Students arriving late to class without a pass 
will be sent to the grade level dean or Mr. McCarthy to explain 
their tardiness.

Participation in class discussion is crucial to your success. Late 
arrival prevents your participation, distracts your classmates, and 
annoys me. Three late arrivals per quarter will result in a grade 
reduction of a letter grade.

Cutting class will result in a grade reduction of a letter grade for 
EACH cut in addition to other disciplinary measures as outlined in 
the student handbook.

Please bring your books to class at all times except on exam days. 
Failure to bring your books limits your ability to participate and 
sends a clear signal to me regarding your desire to do well in this 
class. Students who do not bring their books to class may be 
dismissed and will receive a 0 for  the day.

Please do not eat during class. Bottles of water are permitted. The 
rustle of wrappers is a terrible distraction. Students face down in a 
sandwich or bag of snacks are not taking notes, are not devoting 
their undivided attention to the discussion or presentation. You will 
be actively participating in this course and will learn to appreciate 
an attentive audience.

Cell phones are not to be brought into the room.  If a cell phone 
rings during the class, it will be taken and a blue slip will be issued 
under the category of Disrespect.  This will trigger a detention 
automatically.

Please treat your colleagues and the instructor with respect. A goal 
of this course is to create a professional, scholarly environment of 
inquiry, analysis, and learning. If you feel the need to disagree, be 
critical of the idea - NOT the person.  Your criticism must be at all 
times respectful and constructive.  We are a community of 
scholars.  Damage to the community is unacceptable and will not be 
tolerated.

Please continue to work until the end of the lecture or 
presentation. Do not begin putting your papers away with three 
minutes or so left in the class. We have a lot of work to do and 
short periods of time to accomplish our objectives. I will dismiss 
the class when our time has expired.

Please contact me at any time with question or concerns about 
anything in the course.  Communication is crucial to a successful 
seminar.

Email: rcombs@nicholsschool.org

If you do not do the reading, do not pay attention and take notes 
in class and are not willing to participate, you will struggle mightily 
in this class. Passing will prove most difficult.  My courses are not 
hard but they are a lot of work.

(Many thanks to all historians and teachers who post information 
on the web to assist teachers like me! You are a great resource.)

Research Paper Guidelines/Tips

First and perhaps most importantly - You must pick a topic that 
interests you.  You will be spending the next 10 months with your 
topic.  If you  are not genuinely interested in what you are 
researching, you will lose interest and the final product will be 
lackluster.  You should have selected a topic and sent me an email 
with a short paragraph describing your topic and why you want
to write your paper on it.  This is the first deadline (all deadlines 
are the last day of the month).

Second - your research needs to be solid.  Primary and secondary 
sources are required.  With the internet, our library and numerous 
universities at your disposal, finding material should not be a 
problem.  You can also use Interlibrary loan through your public 
library (see your local librarian for more info).  If your research is 
superficial and shoddy, you will not be familiar enough with the 
topic and the historical debates surrounding it.  Our
library has access to JSTOR, a tremendous full-text database of the 
leading history journals.  I strongly recommend spending some time 
with JSTOR for all your history research needs.  
 
Third - The great challenge in writing the narrative will be to move 
beyond description and analyze the material - find a question about 
the topic that your paper will answer.  Compiling information and 
simply telling the story are not enough for this assignment.  You 
must construct a solid thesis statement and every element of your 
narrative must be devoted to proving your thesis.

Fourth - You must contextualize your topic.  Why did the Salem 
witch trials occur?  If you do not ask why and simply stop with the 
hanging of over a dozen people, you miss the power of the story.  
Why were most of those hanged women?  Why were most of the 
accused from one area and their accusers from another?  What does 
this tell us about the health of Puritanism at the end of the 17th
century?  This is the real meat of the historian's intellectual diet.  
If you do not fix your topic in the proper historical context, it will 
be flat and plausible conclusions will be most difficult to construct.

As you write numerous essays throughout the year, I will make 
comments on style and grammar that you will use to improve your 
classwork and will be incorporated into the paper.

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Mr. Combs's History Pages

AP US History Syllabus