AP US History (4 Options)
Take home tests. These are multiple choice test-bank questions that accompany each chapter. The number of questions depends on the chapter resources. Whether optional or mandatory (there will be some mandatory take home tests) students are to complete the test working individually. Students should visit the class website (click on AP US History at the top of the webpage, then click where it says Class Work, then scroll all the way to the bottom of the webpage and click on Review Quizzes, then select the appropriate chapter from the list on the far right-hand side--OR-students can also just click on Class Work and then View Chapter List and select the appropriate chapter where there will be a link as well). Once completed, students should click the e-mail button, then the “Show Details” button. A long list of numbers will come up—COPY ALL THE NUMBERS and paste them in an email to CullivanB@gjps.org with the following subject line: Review Take Home Test Chapter X. You are allowed to use your textbook, but are not allowed to work with anyone else on this assignment.
Note 1: only tests we are using for that unit may be turned in for credit (for example, students can not take all the take home tests over Thanksgiving break for credit, as this defeats the purpose).
Note 2: For students seeking extra challenge or practice, there are two versions of each take home test—a timed version and a regular version. The timed version limits the amount of time on the test to (approximately) 41.25 seconds per question that is the standard on the AP U.S. History exam in May. While no extra points are awarded for the timed version, it is beneficial to become accustomed to the time constraint in a test-taking environment.
Additional Review Assignments
1. Chapter Reading Questions: These will be provided each unit. They may be handwritten and turned for 40 points of additional credit (a maximum grade of 40/40 would be entered into the computer system).
2. Main Idea Logs. In one clear, concise sentence, write the main idea of each typed heading section in the chapter (this includes all headings). Do not merely summarize the paragraph! You are looking for CHANGE OVER TIME! You may not give or receive help on this assignment. Main idea logs must be handwritten neatly to receive credit. Format—the chapter heading should be the furthest left and underlined, with the summary underneath, then the orange heading should be written out and underlined with summary underneath, then you should then indent your spacing and do the same for the green heading sections. You may only copy the heading—your sentence should not mimic Brinkley’s writing. For example:
Book: THE AGE OF THE CITY (Chapter 18)
The Urbanization of America
The Lure of the City
Main Idea Log:
The Age of the City (Chapter 18)
Beginning in the late nineteenth century, America shifted from a farm-based agrarian society to a city-based urban society.
Urbanization of America
Americans (largely immigrants) were lured to the city for economic advancement provoking
fear from native-born Americans even as the newcomers sought to adapt to their new
The Lure of the City
• Americans were drawn to the city for the increased economic opportunities and social freedoms and enabled by quick and cheap forms of transportation.
3. Dialectical notebooks. Students should divide notebook paper in half by drawing a line down the middle. On the left hand half of the page they should take notes on the facts of history from the textbook. On the right hand side of the paper students should actively make inferences, draw conclusions, or ask and answer how and why the factual information has an impact in the historical context in which it occurs. Ask the question—“So what?” often and have an intelligent dialogue with the text.
4. Cooking up US History. I have a cookbook that spans the years of the class. If you would like to use the textbook to prepare a snack/meal from the time period we are discussing for the entire class and present to the class how it connects to the time period in a meaningful way using specific information that relates to class, you will be awarded 30 additional points.
If you have another idea please see Mr. Cullivan before beginning on a project to discuss validity of project and value in points.
• Current Events/Movie or Book Review
• More Creative: Write a fictional story/Artwork/Songs/Music Video/Makeup your own project
Economics surrounds our lives often in hidden ways. If students would like the opportunity to practice their economic skills by either finding examples of economics in the news, in books or movies, they can write a 1-5 page paper/do a video review explaining the economic concepts (paper: Font: Times New Roman, 12 point font, double spaced). Students may also choose to be original and create a fictional story, artwork, a review game, etc to demonstrate their knowledge for additional points. If a student plans to choose these options they should see Mr. Cullivan prior to starting to discuss the point value of the planned project.