Syllabus 2022 - 2023


Advanced Placement United States History

Greetings!!!

Welcome and thank you for taking part in AP US. This course is designed to provide a college-level experience and preparation for the AP Exam on Friday, May 5, 2023. An emphasis is placed on interpreting documents, mastering a significant body of factual information, and writing critical essays. Topics include early inhabitants and first contact, life and thought in colonial America, revolutionary philosophy, constitutional debate and development, the success and failures of Jeffersonian and Jacksonian democracy, nineteenth-century reform movements, and antebellum south and Manifest Destiny. Other topics include the Civil War and Reconstruction, new and old immigration, industrialism and expansion of urban America, Populism, Progressivism, World War I, the Great Depression, the New Deal, World War II, the Cold War, the post-Cold War era, and the United States at the beginning of the twenty-first century. This course will fulfill the United States history graduation requirement.


What is Advanced Placement US History?

Advanced Placement US history places attention upon understandings equivalent to those gained in a college level introductory course; emphasis is on the general narrative of American history from 1400 to present; the study also includes an examination of the political, diplomatic, intellectual, cultural, social, and economic history of the United States.


This class will use a variety of instructional procedures. One college based textbook as well as supplementary material will be used. In addition, there will be question and answer sessions, class discussions, lecture, group work, individual projects, maps, graphs, outside reading assignments, chapter summaries, and study guides. Students will be exposed to several writing assignments: in-class essays, formative “quickwrite” assessments, and exposure to primary sources through Document Based Questions (DBQs). These writing activities will help each student prepare for the AP exam, where writing skills are of the utmost importance.


Those students who successfully meet the objectives of this course can receive college credit for their work as well as advanced placement in college history. To measure that success Collegeboard will administer an advanced placement examination in American History on May 5, 2023. The majority of the cost of the exam was paid for by the State of Minnesota. The remaining amount (between $30-40) will be paid by the testing student. Colleges grant credit based on the test results (most colleges and universities require a minimum score of 3 out of 5 for credit). The results of the exam will NOT affect the students’ final grade at KMS in a negative fashion.


Class Rules and Expectations

Come to class prepared -- This means having all assignments completed prior to the beginning of class and being seated and ready to begin when the second bell rings.

Respect the rights of others -- Only one person talks while everyone else listens. Treat others with dignity and respect. Students should feel safe to exchange ideas. No question is a "stupid” question! Professional courtesy should always prevail.

Respect school property as well as the property of others -- This includes returning any borrowed materials to the owner in a timely fashion (e.g. lecture notes, handouts).

School Handbook Expectations – It will be expected that all students know and follow the expectations that are laid out in the KMS Student handbook and will be enforced.

Tardies and truancies are unacceptable – Each tardy without a pass will be recorded with consequences.

Academic integrity -- Cheating destroys the educational value of this class. If cheating on tests or assignments is proven, the student will receive a zero for that test or assignment and the grade will not be eligible for exemption or re-submission. Parents and administration will be notified. Cheating includes submitting work that is taken from other students or copied verbatim from the internet of other sources and claimed as their own.

U.S. History Themes



Each unit of study will address the concept questions as related to the time period.


Themes

Concept Objectives



American & National Identity

(NAT)

This theme focuses on how and why definitions of American and national identity and values have developed, as well as on related topics such as citizenship, constitutionalism, foreign policy, assimilation, and American exceptionalism.

Students are able to …

  1. Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity.

  2. Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society.

  3. Analyze how ideas about national identity changed in response to U.S. involvement in international conflicts and the growth of the United States.

  4. Analyze relationships among different regional, social, ethnic, and racial groups, and explain how these groups’ experiences have related to U.S. national identity.







Work, Exchange, and Technology

(WXT)

This theme focuses on the factors behind the development of systems of economic exchange, particularly the role of technology, economic markets, and government.

Students are able to…

  1. Explain how different labor systems developed in North America and the United States, and explain how their effects on workers’ lives and U.S. society.

  2. Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues.

  3. Analyze how technical innovation has affected economic development and society.







American and Regional Culture

(ARC)

This theme focuses on the how and why national, regional, and group cultures developed and changed as well as how culture has shaped government policy and the economy.




Politics and Power (PCE)

This theme focuses on how different social and political groups have influenced society and government in the United States, as well as how political beliefs and institutions have changed over time.

Students are able to…

  1. Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed.

  2. Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions.

  3. Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies.







Migration and Settlement

(MIG)

This theme focuses on why and how the various people who moved to and within the United States both adapted to and transformed their new social and physical environments.

Students are able to…

  1. Explain the causes of migration to colonial North America and, later, the United States, and analyze immigration’s effects on U.S. society.

  2. Analyze causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life.



Geography and the Environment

(GEO)

This theme focuses on the role of geography and both the natural and human-made environments on social and political developments in what would become the United States.

Students are able to…

1.0 Explain how geographic and environmental factors shaped the development of various communities, and analyze how competition for debates over natural resources have affected both interactions among different groups and the development of government policies.



America In The World (WOR)

This theme focuses on the interactions between nations that affected North American history in the colonial period, and on the influence of the United States on world affairs.

Students are able to…

  1. Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America.

  2. Analyze the reasons for and results of U.S. diplomatic, economic, and military initiatives in North America and overseas.



Social Structures

(SOC)

This Theme focuses on how and why systems of social organization develop and change as well as the impact that these systems have on the broader society.


Grading Criteria

Each student's grades will be determined by the student’s competency and effort demonstrated on assignments and assessments. Graded work will include reading quizzes, unit exams, revised writings, and projects. I will be using the MYP grading rubrics: knowledge and skills for any major writing pieces. EXCEPT for any Document Based Questions (DBQ) or Free Response Questions (FRQ) or Short Answer Questions. (SAQ) I will use the AP rubrics that will be used on the exam. Students are responsible for keeping track of their own grades.


Quarter, Semester and Final Grades

By Quarter/Semester: The quarter letter grade system will be used to asses each student Each quarter represents the 50% of the semester.

Course Weights

A = 94-100 C = 76-73 Formative / Daily Practice 20%

A- = 93-90 C- = 72-70 Projects / Writing (DBQ, LEQ, SAQ) 20%

B+ = 89-87 D+ = 69-67 Formative Assessments / Quizzes 15%

B = 86-83 D= 66-63 Summative Assessments / Exams 45%

B- = 82-80 D- = 62-60

C+ = 79-77 F = below 60%


Grade for the Year: This grade will be determined by averaging each semester grade (50% per semester). Since results from the AP exam will not be known until after the school year ends, and it is a voluntary test, the AP test itself will not have any bearing on the final grade.


Assignments, Projects, Quizzes and Exams

Chapter terms and summaries: For each chapter assigned students will be required to create notes outlining the assigned chapter in any form of their choosing. These notes will be due at the time of the assigned chapters exam. These are to be turned in hand written or electronically.


Chapter Multiple Choice Tests: Multiple choice tests occur approximately every two to three chapters but will vary in chapter length and frequency dependent upon schedule. Tests will be rigorous as they are intended to challenge the student at the Advanced Placement level. Moreover, tests are designed to give students frequent experience with the types of multiple-choice questions, free-response essays, and Document Based Questions (DBQ’s) that will appear on the AP exam. Frequent exams also insure that students read the textbook and supplementary readings, consistently check for understanding, and take copious notes that are thorough and well organized.


Reading Quizzes: In AP U.S. History students will at the teachers’ discretion take “reading quizzes” on the reading that was assigned to be read. These quizzes will come in various forms - some will have multiple-choice questions, some will require writing, listing, matching, etc. The format will change throughout the school year. The purpose of the quizzes is to make sure students are keeping up with the assigned reading and not saving it until the night before the unit exam.


Unit Exams: Each history unit exam will follow the format of the multiple-choice/essay portions of the AP exam. Each exam will have from 30-50 stimuli based multiple choice questions and a choice essay* (or two). To make sure that past material is revisited, 10-20% of the test questions may come from past material


*Essays: There will be two types of essays in this course:

Free Response:

A "regular" thesis-based essay. You will be expected to utilize facts from your knowledge base to support your thesis. The answers should be between 1-3 well constructed paragraphs.

Document Based Questions (DBQs):

These are also thesis-based essays but the written material is guided by a set of documents related to the question. The key to these essays is how well you analyze the given material and complexity of the assigned question. My expectations on the DBQ’s are that you can incorporate most of them in your answer with outside information as well.

Short-Answer Questions:

These writing responses do not need a thesis and will be based on some sort of writing piece, political cartoon, chart, graph, etc. It will be designed to mimic the short answer question portion of the AP exam.


Projects: Students will participate in numerous individual and group projects. Normally these will be research-based projects that culminate in a paper or presentation to classmates. Interpretive analysis and presentation helps the students understand the complexity of certain topic and to establish a strong foundation for historical understanding. In the days following the AP exam, students will be working on a major project due on the last week of school for presentation to the class. This project is worth 20% of the student’s grade and will reflect the skills and attention to historical scholarship and research that we have been focusing on throughout the year.


Homework Policy: AP US History is a very demanding course and requires daily homework. Students planning to try and earn a 4 or a 5 on the test will spend a minimum of seven hours per week studying. Assignments are due on the date listed in the weekly calendar you are given unless otherwise noted by Mr. Pappadackis. Students will be allowed to skip one set of chapter notes per quarter without consequences.


In ALL cases, it is the student's responsibility to initiate make up work. Do not forget about it and expect to make it up at the earliest possible convenience. Any student who does not turn in an assignment on time without consulting with Mr. Pappadackis, prior to it being due will earn a zero for the assignment.


Students are expected to keep a well-organized notebook of all course-related materials (e.g. syllabus, lecture notes, study guides, homework, quizzes, exams, handouts, etc.)


In addition to one set of notes that will be dropped from the grade each quarter, one multiple choice test per quarter will be dropped excluding unit exams. I understand the rigor of this course and what students are going through and realize that students have bad days once and a while.


Missed Exams: Students who are absent legitimately on a day a test is given must talk to Mr. Pappadackis upon their return to schedule a makeup time for their test. Complete loss of credit for an exam will result if the exam is not completed within one week of the students return to class.

Participation: Students are expected to contribute in class discussions and effectively participate in class activities. Many of the class sessions will be seminars. We will also engage in study groups and simulations. In order for these activities to work, student preparation and participation is critical.


Most importantly, stay positive! Although this course is extremely challenging, you need to recognize that success in this class is a great predictor for future success in other AP courses and college. You must believe in yourself and be willing to accept a few setbacks along the way to grow as a young scholar and as a person ("no pain, no gain"). Learn from your mistakes and setbacks, adjust, and try again. The prize at the end is worth it! You can do it!!


AP Grade Scoring: Students who have completed all their work consistently (not counting the one chapter of notes per quarter that may be dropped from the gradebook) and enter the AP test with less than an A will have the opportunity to improve their final grade based on their test score. If the student receives a 3 on the AP test, their final grade will be adjusted up one letter grade. If the student earns a 4 or a 5, their final grade will be adjusted to an A. It is unusual for a student to complete all their work prior to the test without an A, but this allows students to struggle initially in the course while still holding out an opportunity for improvement. Note that one missing assignment outside the one chapter of dropped notes per quarter will disqualify a student from taking advantage of this opportunity. Students will only be able to turn in late work in the quarter it was due. Late work completed poorly to take advantage of this offer may be rejected if they do not meet acceptable standards for the class.


Snow Policy: In the case on inclement weather (extreme cold, snow, ice, etc.) it will be the student’s responsibility to keep up with the reading. Please keep class calendars and books at home (unless directed to bring them to class). Also, updated information will be posted on the APUSH Google Classroom page or emailed out to the students.


Digital Assignments: Many of our assignments will be shared using google classroom platform. Students will be given ample opportunity to complete the assignments and turn them in digitally.


Text Books and Secondary Sources for A.P. U.S. History


Course Primary Text Book


American Pageant 14the. by David M. Kennedy, Elizabeth Cohen & Thomas A. Baily. Wadsworth/Cengage Learning, Boston, MA © 2010.


Course Review/AP Test Preparation Book


Fast Track to a 5: Preparing for the AP exam

Review text for the AP exam – will review basic facts to help prepare you for the AP.


Support/Secondary Sources


Historical Viewpoints Volumes I&II 9th e.. John A Garraty (editor). Lonhman Publishers, New York, NY 2003


The American Pageant: Volumes I&II 14th e. David M. Kennedy & Thomas A. Baily. Wadsworth/Cengage Learning, Boston, MA © 2010.


Other Readings


A People’s History of the United States. Howard Zinn. HarperCollins Publishing, New York, NY 2005


The Winter Soldiers, Richard Ketchum Holt Paperbacks, 2014


The War of 1812: A Forgotten History, Donald Hinckey University of Illinois Press, 1989

With the Old Breed: At Peleliu and Okinawa. E.B. Sledge. Oxford Press, New York, NY 1990


Don’t Know Much About History: Kenneth C. Davis. Avon Books, New York, NY 1995


The War of 1812: Donald Hickey. University of Illinois Press, Champaign, IL 1990


Why Nation’s Go to War 8th e. John G. Stoessinger. Bedford/St. Martins New York, NY 2001


There will be additional resources used throughout the course in the form of excerpts or as supplementary tools for lecture and student understanding



Units of Study in A.P. U. S. History and Calendar


Unit 1: Founding a New Nation (Chapters 1-8 September 8-October 12)

New World Beginnings 33,000 bce-1500

Planting and English America 1500-1733

Settling the Northern Colonies, 1619-1700

American Life in the 17th Century, 1600-1700

Colonial Society pre Revolution 1700-1775

The Duel for North America 1608-1763

The Revolutionary period (Ch 7-8) 1763-1783


Unit 1 Synopsis


The first part of the course is handled by introducing the students to the rigor of AP and covering the first 8 chapters, culminating with the American Revolution era by Fall break. Student assignments and activities include:


  • Reading and note taking for Chapters 1-8 in the Pageant textbook and the completion of selected questions, short answer and essays. Also included will be note taking on scholarly monographs from colonial history; maps, charts, and data on colonial settlement patterns


  • The completion of a presentation/paper on the early settlers in Jamestown and Plymouth, The lives of women in the colonies 1650-1750’s, Indentured Servants, slavery and their ties to regional economies in the colonies in the late 17th and 18th century and the wars of North American conquest (1700-1760). Students will have access to websites as well as collections of print primary sources. All internet sources need to be vetted and referenced for validity and all research properly sourced using the MLA format.


  • Culmination of the unit will consist of a unit exam and a mock debate themed around British Colonial policies 1700-1775. Students will be put into 2 sides and prepare a debate brief either supporting or opposing The British legislation on the colonies.


The first week of classes will be devoted to explaining what the purpose and intent of AP and the benefits of being in this style of class. We will look at the statistical data from past tests, share examples of questions, and explain how to write history as well as seeing where my students are at with academic vocabulary. These test prep pieces will be scattered throughout the fall semester ending sometime after Winter break and revisited during review for the AP Exam.


Rest of the unit includes a unit exam on the textbook reading with a DBQ essay interpreting the documents in context concludes the unit. Throughout the unit there will be periodic chapter quizzes, vocabulary quizzes, discussions centered the collection and display of the presentations, student papers, and primary and secondary source documents gathered on each of four major colonial history themes: The Salem witch trials, Puritan beliefs, differences in colonial regional development, and the African American experience in colonial America. Students are introduced in these lessons to the concepts of categorizing documents, recognizing bias in documents, and gleaning historical evidence from documents.



Unit 2: Building the New Nation (Chapters 9-15 October 13-November 25)

The Confederation and the Constitution 1776-1790

Launching the New Ship of State, 1789-1800

The Triumphs and Travails of the Jeffersonian Republic 1800-1812

The 2nd War of Independence and Nationalism 1812-1824

The Rise of Mass Democracy 1824-1840

Forging a National Economy 1790-1860

The Ferment of Reform and Culture 1790-1860


Major activities covered in Unit 2 are…


  • Student presentations on major battles and outcomes from the Revolutionary War. A quiz and essay will be generated from the student’s projects.


  • Interpretative and analytical breakdown of the war from the perspectives of the soldiers, families, and non-belligerents. Letters, transcripts, and memoirs as well as articles from the popular press of the time from both sides.


  • An in-depth look at the presidencies of Washington, Adams, and Jefferson and how they stack up against each other. Focus will be on the major issue of the day and how their political philosophies dictated their response to issues of the day


  • The first of a series of President quizzes. This 1st one is to match the president to their picture. Throughout the year the students will be matching them with VP’s, signature piece of policy, or signature domestic/international even during their time in office.


  • Students will be asked to create their own DBQ. They will be assessed on quality of question, number of documents, and types of documents, and relevancy of documents in regards to the unit and the question being posed.


Unit 2 Readings


Unit 2 will have much of the same procedure as Unit 1 in regards to the standard reading, note taking and test prep practice and checking for understanding through essay and discussion from chapters 9-15 of Pageant. Included in this Unit will be excerpts from The Radicalism of the Revolution by Gordon Wood, The Winter Soldiers by Richard Ketchum, and The War of 1812: A Forgotten Conflict by Donald Hickey.


Unit 3: Testing the New Nation (Chapters 16-22 November 30-January 15th)

The South and Slavery Controversy 1790-1860

Manifest Destiny and Its Legacy 1841-1848

The Civil War era (Ch 18-21) 1848-1865

The Ordeal of Reconstruction 1865-1877


Unit 3 Synopsis a major theme


  • The origins of slavery and the growing controversy and sectionalism over the issue

  • Westward expansion, Mexican war and statehood of western territories

  • The politics and realities of the Civil War from pre emancipation and post emancipation

  • Reconstruction controversy between radicals and Johnson


Unit 3 Readings


Chapters 16-22 with selected essays and discussion questions from Pageant. Additional readings will include excerpts from Abraham Lincoln, Fredrick Douglas, William Lloyd Garrison and other notables of this period. Selections will be made available from public domain resources, Historical Viewpoints and accompanying document collection for American Pageant.


Majority of this unit will be tackled during Winter Break. Unit exam and Semester exam will be administered after break and at the end of the semester.


Unit 4: Forging and Industrial Society (Chapters 23-27 January 17-February 15)

Political Paralysis in the Gilded Age 1869-1896

Industry Comes of age 1865-1900

America Moves to the City 1865-1900

The Great West and the Agricultural Revolution 1865-1896

Empire and Expansion 1890-1909


Unit 4 Synopsis and major themes


  • The plight of the free slaves and obstacles faced in the years between the 13th, 14th, and 15th amendments.

  • Political patronage and corruption with the post Lincoln Presidents.

  • Westward expansion and American Indian relations post-civil war-1900

  • The Captains of Industry and the vertical expansion of the Modern American City

  • Imperialism and America as a Colonial Power

  • Spanish American War

Unit 4 Readings


Chapters 23-27 of pageant will be covered with emphasis on reconstruction, the struggles of the post Lincoln Presidents, and the emergence of the Solid White South as a voting bloc. This unit the students will be the teachers with small groups responsible for the chapters covered. Groups will be expected to create a lecture, assignment, quiz and DBQ or free response question. All lessons must meet teacher approval. Unit exam will reflect of the students work as well as additional elements added by me that may have been overlooked


Unit 5: America the Global Power 1919- 1945 (Chapters 28-35 February 18-March 30)

Progressivism from Roosevelt to Wilson 1901-1916

The Great War 1914-1919

The 1920s: Boom and Bust 1920-1929

The 1930s: The Great Depression and the New Deal 1930-1939

World War II – military, social, political, and economic impact 1939-1945



Unit 5 Synopsis and major themes:


  • Major accomplishments of Progressivism under the early 1900’s presidents and its societal impact

  • Politics of WWI and US ‘s role in global affairs

  • Post war economy and laissez faire policies and their role in the depression

  • WWII and its imprint on American society and how it shaped future US foreign policy


Unit 5 Readings


Chapter 28-35 of Pageant with additional pieces from various resources such as The Jungle, Steffens and Riis , Examples of yellow journalism during the USS Maine tragedy, and excerpts from Grapes of Wrath. The WWII portion of the unit we will look at print and electronic media from, local papers, to Why we Fight clips. Students will respond to 2 DBQ’s as well as several quizzes and a major exam.


Unit 6: America in the close of the 20th century and into the 21st (Chapters 36-42 April 1-April 18)

The U.S. enters the Cold War 1945-1952

The 1950s 1950-1960

The “Revolution” of the 1960s 1960-1968

Social, Political, and Economic Change in the late 20th century 1970-1999

The United States in the Post-Cold War Years 1989-present

The American People faces a New Century 2000-present


Unit 5 synopsis and major themes


  • Cold war politics and Containment

  • Post WWII China and Korea, Arms race

  • Social change and civil rebellion of the mid 60’s and its’ origins

  • MAD, nuclear deterrence, Space Race, Vietnam and its societal impact, Berlin Wall and collapse of the USSR

  • 21st century issues facing the US (growing diversity, information age, growing national debt and the changing role of the US in the world.)


Unit 6 Reading


This will complete the textbook with majority of the emphasis on chapters 36-40 and a blitz through the last two. Additional readings will also include elements from Why Nations go to War, NCS 68, the politics of Mutual Assured Destruction (MAD), and the policies of Carter, Reagan, Bush, and Clinton in the waning days of the USSR and the years in the post-Soviet world. The class will also look into the presidencies of G. W. Bush and Obama and the impact 21st century media plays in the electorate. There will be a few reading quizzes, but this will also be review time so additional time will be dedicated to test prep and review.


AP Test Prep – April 18th – May 6th.


In the classes leading up to the AP exam, we will be spending considerable amount of time reviewing past material as well as running batteries of practice test using past exams. Throughout the course of the year students were asked to journal all of the chapter vocabulary as well as any academic vocabulary that they may feel is necessary. DBQ’s have been addressed and administered during the year. Part of the DBQ experience will have students cataloged and outline documents from the various units and will be reviewed as well. Items like Presidents and Supreme Court cases will also be reviewed. Students are encouraged to keep EVERYTHING from the class. This may be the most valuable piece of review material.


On the eve of exam day, it is recommended that students get a good night’s sleep and eat a good meal for in the morning for the test starts at 8:00 AM. Therefore, you should be alert and awake when it is time to start. I cannot guarantee a passing grade, but if you take care of yourself during the course of the year and take the class seriously, the chances of getting a 3 or higher greatly improve.


Final Project (May 9th-June 1st)


In the remaining days after the test, we will decompress and take in all that was covered and take feedback from the class on what went well and what did not. What areas needed to be addressed and what areas could have been pared down. At this time student will begin work on a final project and paper on an area of historical study that interests them. The intent of this project is a final chance for the student to use their skills for the year and leave behind something that I can use in future classes. This final project will represent 10% of 2nd semester grade.


In closing, I wish all of you luck and hope for nothing but the best during the year. There will be times were the task at hand may seem daunting and seemingly impossible. There is a strong possibility that the exam may not yield a result that you like. However, if you retain the skills in reading, interpreting, analyzing, researching, writing and composition, and all of the other attributes of a driven student, you will be more than ready for what awaits you throughout high school and beyond.




MYP Humanities Assessment Criteria

There are 4 criterions that assignments and test will be measured against. Rarely will there be an assignment that can accurately reflect all four areas, but most will be scored against two of the areas. A student’s ability to grasp the expectations of these criterion areas will better ensure their chance at the highest possible grade for the assignment or test.


Criterion A: Knowledge

Maximum 10

Knowledge is fundamental to studying humanities, and forms the base from which to explore concepts and develop skills. Knowledge and understanding can be assessed through a wide variety of tasks that involve factual recall or description, and explanation. Tasks may include tests, examinations, written assignments, oral interviews and presentations, extended writing, projects and exhibits.


Achievement level and Level descriptor

0 The student does not reach a standard described by any of the descriptors given below.


1–2 The use of terminology is inconsistent or incorrect. Facts and examples are either absent, or those used are irrelevant or do not show understanding. The student provides descriptions that are inaccurate or that have insufficient detail; explanations are absent or superficial.


3–4 The use of terminology is mostly accurate and usually appropriate, though some errors remain. Facts and examples used are mostly relevant, and usually show understanding. The student provides basic descriptions that may need more detail; explanations are usually adequate but sometimes superficial.


5–6 Terminology is used accurately and appropriately. Relevant facts and examples are used to show understanding. The student provides accurate descriptions; explanations are adequate but not well developed.


7–8 A range of terminology is used accurately and appropriately. A range of relevant facts and examples are used to show understanding. The student provides accurate and detailed descriptions; explanations are developed.


9–10 The student shows an excellent command of a wide range of terminology, and uses it appropriately. An extensive range of relevant facts and examples are used to show understanding. Descriptions are accurate and detailed and explanations are fully developed.


Criterion C: Skills

Maximum 10

The development of skills in humanities is critical in enabling the student to undertake research and demonstrate an understanding of knowledge and concepts. Developments in the student’s technical, analytical, decision-making and investigative skills will be invaluable in transferring these skills to other subject groups in the class, and for lifelong learning.

Assessment tasks may give the student the opportunity to demonstrate one or more of the skills described in the objectives. Tasks for assessment may include fieldwork, data analysis, map analysis, evaluation of sources and/or evidence, a research paper or similar piece of extended writing, case studies, and oral presentations/interviews.

Achievement level and Level descriptor

0 The student does not reach a standard described by any of the descriptors given below.


1–2 The student can select and use some relevant information. The student displays minimal analytical skills. The student’s arguments, decisions or judgments are not always relevant, or may be absent. The student attempts to carry out investigations, demonstrating few skills.


3–4 The student selects and uses mostly relevant information. The student’s work lacks the required depth in analysis. The student makes some relevant arguments, decisions or judgments though these are unsupported. The student demonstrates basic investigative skills.


5–6 The student selects and uses relevant information. Work shows satisfactory evidence of analysis. Arguments, decisions and judgments are supported and balanced but superficial. The student demonstrates adequate investigative skills.


7–8 The student selects and uses a range of relevant information. Work shows a good level of critical analysis. Arguments, decisions and judgments are well supported and balanced. The student demonstrates effective investigative skills.


9–10 The student selects and uses a wide range of relevant information. Work shows a high level of critical analysis. Arguments, decisions and judgments are fully supported and well balanced. The student demonstrates sophisticated investigative skills.




Students: Please have parents review this syllabus, sign, and return THIS PAGE ONLY by ______________________________. Keep the syllabus in your binder for your reference.

****Social Media Permission Form: I like to use Twitter and Instagram to share all of the cool and unique learning experiences my students are having in my classroom. I want to share those experiences of your student with your permission. Typically, in the past if I use social media in the classroom I create a post and then have the students who are mentioned in the post check it over to approve it. Some decline and I delete them from the post. I don’t want any student to feel uncomfortable. I just want to share the learning that is taking place.


Here are a few promises you will have: 1. I will only use your student’s first name, if at all in a post. 2. I will not use a picture of just your student that would identify them to the world. 3. Only GROUP photos and will not identify individuals by name. We do amazing things at KMS and often we never see those things. I want to share them with you. However, I will respect either decision that you choose.


Detach here:__________________________________________________________________________________


SOCIAL MEDIA PERMISSION SLIP

______ YES, my child has permission to participate in sharing classroom experiences through Mr. Pappadackis’s school Instagram and Twitter accounts.

______ NO, my child does not have permission to participate in the sharing of our classroom experiences on social media.


Parent/Guardian Signature Student Signature Date

Parent Email Address: ________________________________________ Parent Phone:_______________