COURSE INFORMATION AND SUMMER ASSIGNMENT

“Those who do

not remember

the past are

condemned to

repeat it.”

- George Santayana

Course Changes The AP U.S. course curriculum has been updated for the 2014-2015 school year.

I will be attending specific training over the summer in order to more readily lead

my students through the new course content. A general overview for my plan of

the AP course is listed below, but this may change due to new information ob-

tained at the training session (AP Summer Institute). More information about the

course redesign can be found at:

https://apstudent.collegeboard.org/apcourse/ap-unites-states-history/new-

curriculum-2014.

Overview Advanced Placement U.S. History is a rigorous, college-level introductory course

which examines the nations’ political, diplomatic, intellectual, cultural, social, and

economic history from 1491– present. A variety of instructional approaches are

employed and a college level textbook is supplemented by primary and secondary

sources.

2014-2015

Summer

Take Mr. Sieg’s

APUSH Class. “It is

all together fitting that

you should do this!”

Course Themes Activities within each unit of study are organized around the course’s seven major

themes, and are designed to develop the student’s historical thinking skills.

Examples of Activities

Lecture and Discussion of Topics:

Students will participate in discussions

based on course topics. Reading quiz

content is embedded in class discus-

sion.

Primary Source Analysis: Stu-

dents analyze primary sources includ-

ing identifying, analyzing, and evaluat-

ing each of the sources. Students

analyze the sources for two or more of

the following features: historical con-

text, purpose and intended audience,

the author’s point of view, type of

source, argument and tone.

Group Presentations: Students

may be assigned historical topics to

research and analyze in a group set-

ting throughout the school year, which

they will be expected to present to the

class.

Chapter Reading Guides: Students

will be provided a chapter reading

guide for each chapter, focusing the

student on important terms and Free

Response Questions. Students will be

expected to state the significance of

each of the important terms and con-

struct answers to each of the FRQ’s in

a well-constructed paragraph re-

sponse including specific historical

detail to support their argument.

Reading Quizzes: Students will be

expected to read approximately one to

two chapters per week, complete a

guided reading, and take a multiple

choice quiz on the content from that

chapter.

DBQ Deconstruction: Students,

working in groups, will read the

sources from and debate the question

posed by the DBQ. (as the year pro-

gresses, students will work more inde-

pendently on writing DBQs in prepara-

tion for the AP Exam)

Unit Exams: Each exam will have

three components: analytical mul-

tiple choice questions analytical

short answer questions, and ei-

ther a FRQ or DBQ. Each com-

ponent of the exam will empha-

size the application of historical

thinking skills to answer the ques-

tion. Information from prior units

is often a critical component of

the response.

NHS Induction 2013-2014

Themes Concept Questions

Identity How has the American national identity changed over time?

Work, Exchanged,

and Technology

How have changes in markets, transportation, and technology

affected American society

Peopling How have changes in migration and population patterns affect-

ed American life?

America in the World How has U.S. involvement in global conflicts set the stage for

domestic social issues?

Environment and

Geography

How did the institutions and values between the environment

and Americans shape various groups in North America?

Ideas, Beliefs, and

Cultures

How have changes in moral, philosophical, and cultural values

affected U.S. history?

Taking APUSH is

one small step for

man, one giant leap

for mankind

Mission Statement The objective of this class is to empower students

so they can effectively achieve their personal

academic and long term personal goals.

Teacher Profile

Mr. Jeff Sieg

Classes: AP European

History, AP United

States History, GIEP

Coordinator

18th Year @ Keystone

Oaks

Education: Plum Sr.

High School ‘93/ West-

minster College ‘97

Coaching : Football ‘97-

’98, ‘00-Present; Track

‘06-present; Volleyball

‘98-00

Personal– Wife- Bri-

anne teaches 5th grade

at Burgettstown, 2 Chil-

dren (Matt age 7; Colin

Grading Criteria Exams=35% of overall grade

Quizzes=15% of overall grade

Projects/ Essays/ Papers/ Presentations=35%

Homework=10% of overall grade

Participation=10%

Late Work: Late assignments will only be accepted at the be-

ginning of class after the due date for HALF CREDIT. No credit will

be given for assignments turned in more than one day late.

AP Students are

more likely to

earn higher

GPA’s in college.

Important

Dates

First Day of Classes–

8/25

Labor Day (No

School)- 9/1

In Service Days–

11/4, 1/19, 1/26, 4/7

Fall Break-11/27-12/1

Winter Recess 12/24-

1/4

Spring Break-4/2-4/7

May 8th 2015 -AP US

and EURO Exams

Why take an AP course? AP courses give students background and preparation that will prove useful in a variety of

college classes. By taking AP courses students demonstrate to colleges that they have

learned and mastered college –level material and deserve credit and/or credit for that

material. Once credit is received, students do not have to take most entry level college

courses possibly saving thousands of dollars in tuition costs.

Over 3,800 colleges and universities receive and accept A.P. scores. In fact, in 2010, 1.8

million high school students took 3.2 million AP exams in 34 classes. Only 58% earned a 3, 4

or a 5.

Regardless of individual test scores, students will be more prepared for the rigors of college

classes. All classes designated with the AP tag must meet the strict demands of the na-

tionwide AP Audit, which guarantees the class meet the nationwide requirements.

There is strong evidence which suggests students who participate in both AP courses and

exams earn higher G.P.A.’s in college and are more likely to graduate in four years. With-

out question this is because students are more prepared for college. (http://

www.press.collegeboard.org/releases)

Colleges and universities like to see tags on transcripts as opposed to honors courses. It

allows them to know these students are more prepared for the rigors of college academics

as opposed to a student who does not take AP classes. (Note: They especially like to see the

class and an exam score) Most academic advisors and admission counselors agree that it is

better to take an AP course and get a B or C than a non AP class and earn an A.

In these troubled times when money is tight, colleges are making cuts, demonstrating these

attributes can give students a distinct advantage over their competition.

Primary Textbook: The American Pageant, David M. Kennedy, Lizabeth Cohen, and Thomas A.

Bailey, 14th ed., Houghton Miifflin, Boston, 2012.

Course Website:

http://www.koapush.weebly.com

Mr. Jeff Sieg

Keystone Oaks High School

1000 Kelton Avenue

Pittsburgh , PA 15216

sieg@kosd.org

“Students taking at least 1

AP course in high school

greatly increase their odds

for success in college”