Introduction

 CLICK HERE TO PICK UP CLASS DOCUMENTS, STUDY GUIDES, ETC.

Note added October 3, 2009: Please email me (mormsby@guhsd.net) for the Chapter 8 and 9 prompts. You may also find them on Mr. Lourey's website.

The password is: ormsby

Advanced Placement            United States History 2009-2010                Peggy Ormsby

The Advanced Placement United States History provides an in-depth study of the history of the United States, preparation for the AP exam in May, and an accelerated academic experience. The most successful students will exhibit strong writing and critical thinking skills as well as a grasp of the concepts and facts that support the course content.

Students are expected to carefully complete textual (American History: A Survey, 12th edition, by Alan Brinkley) readings in addition to completing a supplemental novel during most grading periods. Students will develop a wide variety of writing skills including document-based writing, essays (in-class, timed), and extended papers based on in-depth research. Testing and/or assessment will take several forms: multiple choice, short answer, fill-in, essay, project, timeline, group discussion, teacher-student conference and oral presentation. A year-long research project (Specialties) enables students to develop research skills that will be useful at the collegiate level.

 Academic Honesty:

Academic honesty standards that have been developed by students and staff will be followed. These are included in the behavior code which you have already received. I place significant value on personal integrity (yours and mine). Please do your own work. Do not represent work as being your own when it is not; doing so at the collegiate level would result in your removal from the course (and in some cases, removal from the school). Do not give your work to anyone else, no matter how persuasive the request might be. Please do not say that you completed a book when you did not. When you are dishonest about your behavior (in any aspect of your life), you sacrifice something much more important than a mere grade. The same wording in two or more students' work, duplicate bibliographies on research projects, outlines/timelines with the same information, or work that is taken from a source without proper attribution are indications that you did not complete your own work. You cannot go wrong if you always work independently, if you properly credit your sources, if you do not pretend to have completed an assignment when you have not actually done so, and if you do not loan your work to anyone else. Think for yourself; be honest—it is always easier to do so in the long run.

Classroom Standards for Behavior:

•  Be positive, tolerant, courteous, prepared and punctual.
•  Be respectful of others' feelings at all times. Do not tease others or disparage another student's efforts. Allow teaching and learning to take place each day.
• Practice personal responsibility and accept the consequences of your behavior.

Most students will receive an "S" in Conduct. An "O" must be earned—it is not simply awarded to students who sit quietly in class each day, as it might be in some courses. Students who earn an "O" are engaged, eager, prepared to contribute regularly, and help the class move in a positive direction—consistently. Tardies and rude or inappropriate behavior will affect conduct grades.

The only referrals I have written in the past decade have been for academic dishonesty. I do not anticipate behavior problems of any sort if you are able to follow the above standards.

 Due dates/Make-up Policies:

All major assignments (research work or papers and others as announced) are due before your school day begins. The method for doing so will be clearly explained before one of these assignments is due. If you need to be absent on the day that a major assignment is due, be sure someone you trust delivers it to me personally early in the day. I understand that emergencies will occur, but each of these assignments will have plenty of lead time—do your work ahead of time to avoid unanticipated illnesses or other problems. If an emergency occurs, turn in whatever you have completed on the due date. You and I will discuss when you will complete the assignment. (This policy was developed to combat the problem of students staying home on the due date to finish a major assignment and turning it in later in the day. This pattern of behavior was not fair to students who worked in a timely fashion or to other teachers whose classes were affected.) If any assignment is late, the grade earned will be decreased, unless designated otherwise by me. All other assignments (notes, in-class assignments that are completed at home, etc.) are due the day you return from an absence. It is your responsibility to give me assignments when you return—if you forget, they will be late.

If you are absent on the day of a test or an in-class essay, you will complete the make-up in class on the next designated make-up day. If you are absent again on the make-up day, there will be no other opportunities for make-up and you will earn a zero for the assignment. Tests/essays will be completed during class time on the make-up day. The class time will be designated as a work period for all students, so that students who need to complete a test/essay will have a very quiet testing atmosphere. Lunchtime make-up sessions do not provide enough time for a fair make-up opportunity, and this method has worked well for most students. The date will be posted well ahead of time. Students not completing a make-up assignment will work on assignments related to AP U.S. History or AP Language and Composition only. Makeup days provide a rare soft-point opportunity; use them well.

Grades:

Every assignment has a point value. Points are recorded cumulatively for the entire semester. You can keep track of your grade by monitoring your score on each assignment and calculating a percentage of total points. Grades will be posted at least twice during the grading period. Concerns regarding grades should be addressed in writing, with the assignment in question attached. I have this old-fashioned idea: if you are doing the best you can at any given time, then grades will reflect that situation. Grades should not be a surprise when they are posted if you are paying attention to assignments as they are returned. Note: If I have not returned an assignment, it is not graded yet. I grade as quickly as I can; being asked if I am done does not make me work faster. Academic honesty has been an increasing problem over the past three years, so I return very few assignments on a permanent basis. You will get a chance to examine a graded assignment and address any concerns with me, but then the assignment will be returned to me. If you are struggling academically, address this as soon as possible, so that we can work out a way to help you succeed.

Handwriting:

The purpose of your written work is to communicate your comprehension and/or analysis of course content. If you were talking to me, you would speak clearly because you would want me to understand what you were saying. For the same reason, you should write legibly. I will give you the benefit of the doubt once and ask you to re-write something—or re-type it in class, if time permits. If the problem persists, I simply will not grade your work and you will not receive credit. I will not use a magnifying glass or spend extra time deciphering what you have written. If you want me to read what you have to say, write so that I can do so easily. Many assignments may be typed, but in-class written work and notes may require that some of you make an adjustment in the clarity of your writing.

 A Friend in this Class:

These should be people you can count on to keep you up-to-date if you are absent:

Name:___________________________________________________ Phone:_____________________________

Name:___________________________________________________ Phone:_____________________________

Do not return after missing class and tell me that you did not know about an assignment that is due. Fill in the names of people who will take the time to call you or whom you might call if there is something you need to know.  Be sure you do the same for someone who is absent. Handouts are often posted on this website. You will have a calendar, so it should not be difficult to stay tuned to class activities and due dates. I will always have additional copies of handouts for absentees so that you can take one for a classmate, if needed. On rare occasions, there may be an assignment that must be completed before you can participate in the activity planned for the day you return; make sure you check with someone if you are absent.

Parent/Guardian Notification of Class Standards

You are responsible for your behavior in this class. If there are problems, I will talk to you. I also expect that you will approach me if you have concerns regarding this class. Because this course is part of your preparation for a collegiate environment, I prefer that you talk to me first regarding academic problems, but I am happy to talk to parents at any time. The best way for parents to communicate with me is to use the email address provided on this website.  The classroom phone is adjusted so that its ring does not disturb instructional time; as a result, it is not the most efficient way to reach me.  I will give students my cell number; parents who email me should receive a response within 24 hours if a response is required/requested.   It is your responsibility to share this handout with your parents if this is material they will want to read. There will be extra copies of this handout available in class and at Parent Night.

 Electronic Devices

Do not use any electronic devices of any kind at any time during this class. Turn off your cell phone during class time; it must be tucked away so that you cannot see it—do not take it out until after the bell rings to end class. If you have an emergency situation, please ask me if you may step outside to make a phone call...or you can always use my phone. Except when calculating grades, there should not be a time when you need any electronic devices in this class. This includes headphones, I-pods, Blackberrys (Blackberries?), handheld games (unless you are playing a history game in which case you will be required to let me play, too),  etc.--this includes anything that has not been invented yet, but might be before the year is over.

Teacher Email Address/Phone Number:

Please use either of these if you have to contact me away from school, but use them with the understanding that I do not let either the phone or email control my life. I do not check messages at home or on my email more than once a day, but I do try to get back to people in a timely fashion. If it can wait until the next day, I would prefer that you speak to me face to face. Make sure you identify yourself by first and last name, please, if you use the phone or email.  As noted above, parents will be most immediately satisfied if they use my email.

Home phone: 619 593-6939          or mormsby@guhsd.net

Acknowledgement/Acceptance of Standards:

Please place your signature next to your name on the class roster (on front table) by the end of this week. Your signature will indicate that you have read and understood the preceding information, and that you are willing to live with these standards. If you do not feel that you can meet these standards, do not sign the roster and make sure you discuss your concerns with me before Friday. I am available between most classes, at Nutrition, most days at lunch, after school (check with me as I sometimes have a meeting scheduled during that time), or perhaps class time will allow a conversation regarding any concerns you might have.

I love teaching; I expect to enjoy working with you this year. I will ask you to work very hard, I will set high (but not unreasonable) academic and behavioral standards for you, and I will ask you to stretch intellectually. I hope you will enjoy the year as much as I plan to...