Welcome to Advanced Placement US History!

1. Welcome to Advanced Placement US History!

4. Why should we study History? Because it is interesting. Where else can you learn about Atomic Bombs?

5. The Story of Columbus?

6. The Story of Columbus?

7. William R. FitzsimmonsDean of Admissions Harvard University “One of the best standard predictors of academic success at Harvard is Performance on Advanced Placement Examinations.”

8. Success in Tupper Lake APUS • 2008- 4 students • 2 scored 4,s • 1 scored 3 • 1 scored 2 • 75% “Passed” and received college credit

9. Success in Tupper Lake APUS • 2009- 12 students • 4 scored 4,s • 6 scored 3 • 2 scored 2 • 83% passed and received college credit

10. Success in Tupper Lake APUS • 2010- 16 students • 1 scored 4,s • 8 scored 3 • 6 scored 2 • 1 scored 1 • 56% passed and received college credit

11. Success in Tupper Lake APUS • Totals • 7 scored 4 • 15 scored 3 • 9 scored 2 • 1 scored 1 • 69 % passed and received college credit • National average is 50%

12. Success in Tupper Lake APUS • It is really up to you.

13. Course Overview College Level Class “Columbus to Clinton” Score well enough on the exam in May, get college credit.

14. This course is taught at the college level.  1. There will be a lot of work outside class. 2. There will be a big written component. 3. There isn’t time to waste.

15. Student Evaluation Homework Assignments/Online quizzes Writing Participation Unit exams Quizzes Document Based Questions Free Response Questions Participation

16. Online Resources: www.mrcochran.com Class resources online….

17. Course Texts • Brinkley, Alan. American History: A Survey • Howard Zinn, A People’s History of the United States • Handouts

18. Class Procedures: How Class This Works… To maximize our time, I have put in a few procedures to make things run more smoothly.

20. 1. Launch List: Can be found on the front board. Each day there will be things on the board you are required to start BEFORE the bell rings.

21. Launch List: 1. Have a copy of the “AP US History Syllabus” on your desk to go over.

22. 2. Please Take One: On your way in, grab any handouts.

23. 3. Discussion: This class is discussion-based lecture. Participation is important. You will get a grade based upon participation.

24. 4. Respect: All opinions are valued. It is important that you respect each other and give one another the courtesy of listening.

25. **The most important thing to remember** You can talk at any time. When you want to speak- 1. Raise your hand. 2. Wait to be called on.

26. Attention Getting Signal: I will simply count 3-2-1 at this point you must: 1. Freeze 2. Stop Talking 3. Face the front and listen

27. **The most important thing to remember** When you want to speak- 1. Raise your hand. 2. Wait to be called on.

28. Class Supplies – Bring the following each day 1 three ring binder – Something to write with (Pen) Textbook- you can leave things in the back

29. Direct Instruction (notes) 1. Have Binders ready 2. Do not talk unless you raise your hand AND wait to be called on to speak 3. Look at who is speaking

30. Homework: 1. It is not optional.

32. Homework: 1. It is not optional.

33. Homework: 2. If you do all of your homework, you will receive 2 extra bonus points on on our next unit test.

34. Homework- • Students who have done well enough to pass the final exam, typically take their time on assignments. • Do not save work for homeroom, set aside time for your work.

35. Late Work Procedure If you miss class for whatever reason, assignments are due the day after you return.

36. Leaving the Classroom The bell does not dismiss the class, Mr. Cochran does.

37. Extra Handouts Extra files can be found in 2 places: The bin in the back of the class The Class Webpage

38. How do we learn?

39. Moses Old knowledge • There are right/wrong answers, engraved on Golden Tablets in the sky, known to Authorities.

40. New(er?) way • Students construct meaning by answering questions they develop while considering information • There can often be more than one correct answer to a question, depending on the situation or the perspective.

41. What is an Essential Question? • These are questions that are not answerable with finality in a brief sentence—and that’s the point. • Their aim is to stimulate thought, to provoke inquiry, and to spark more questions—including thoughtful student questions—not just pat answers

42. Using Essential Questions: • EQs are big idea questions. • EQs have more than one reasonable answer. • EQs are perpetually arguable. • EQs connect the past to the present.

43. Using Essential Questions: • EQs enable students to construct their own understanding of the past. • EQs reveal history to be a developing narrative. • EQs allow us to explore what knowledge is, how it came to be, and how it has changed through human history.

44. Answering an Essential Question: • There is NO right answer. • What is important is HOW YOU SUPPORT YOUR ANSWER.

45. Strategies: • Take the question and divide it into sides. • As you read materials for the course, find supporting facts for either side.

46. Essential Questions:

47. Launch List • 1. Have your “American Holocaust” reading out to go over.