Click here to navigate to our class collaboration page.
Click here to go to the AP additional resources page.
Click here to go to the AP TEST study resources page

Here's the College Board approved full syllabus for the course:
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Here's the syllabus for the course in terms of classroom policies and whatnot:
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Friday, May 11
Today, we:
  • Took the AP test (practice or actual)
  • Worked on our 1960s project (see previous entry)

Wednesday, May 9
Today, we:
One Pager Elements:
    1. Two quotations from/about the topic that you beleive really exemplifies the movement and its beliefs
    2. A visual illustration or cluster of images, drawn or cut from magazines, that is SYMBOLIC of how you see this movement in the way of importance and impact
    3. 10 words (usually adjectives) or short statements (sometimes clichés) that express dominant impressions, feelings, or thoughts about what you have learned about the Black Power movement
    4. Around the edges, one question from each “level of questioning” needs to be written – these questions do not have to be answered – they just show your understand of the nature of different types of questions and are about the movment and its leaders.
Levels of questions:

Monday, May 7
Today, we:
  • analyzed cartoons by Herblock as he advocated for African American Civil Rights
  • Began the documentary, "Seeds of the 60s

Thursday May 3
Today, we:
  • worked on a project regarding the era of McCarthyism:
    • How are the actions of Joseph McCarthy and the Era of McCarthyism (including HUAC, the Hollywood Ten, the Alger Hiss Case, the Rosenberg Case, The McCarran Internal Security Act and the Loyalty Program under President Truman) comparable to the story told in The Crucible?
    • You will create a PowerPoint (or Prezi if you prefer) of no less than 10 slides or entries that have photos, cartoons, or other images outlining your answer to this question (that essentially proves through mostly images what you believe the comparison to be). Below each photograph, you need a brief sentence that elaborates on the photo so that your answer to the question is clear.
      Here’s a video summary of the Crucible:
      Here’s a helpful short interview with Arthur Miller about his play:
  • Received an overview of the Civil Rights movement into the 1950s to annotate, DUE MONDAY

Tuesday, May 1
Today, we:

  • Contemplating the statement "Un-American" Activities
Friday, April 27
Today, we:
Wednesday, April 25
Today, we:
  • Took a quiz over Chapter 36
  • Worked on our WWII assignments, due Friday, April 27

Monday, April 23
Today, we:
  • Wrote about Japanese Internment
  • Completed our WWII maps to trace the final years of the war (can be found in a post below)
  • Contemplated the war through photograph collections, using this link
  • Began working on Chapter 36

Thursday, April 19
Today, we:
  • Viewed a documentary about the Home Front during WWII
  • Worked on understanding the reasons for and problems associated with Japanese Internment
  • Homework: 54321 assignment about Japanese Internment:

Tuesday, April 17
Today, we:
  • Prepared for the ACT, being held on Tuesday, April 24, with the help of the counselors

HOMEWORK: Scavenger hunt is DUE on Thursday!

Friday, April 13
Today, we:

Wednesday, April 11
Today, we:
  • worked on a short reading discussing how the US was involved with WWII before Pearl Harbor
  • Attended the ACT interpretation

Homework: Have both the "Quarantine Speech" and Reading Guide completed for Friday

Monday, April 9
Today, we:
  • took the quiz over chapter 33 - see me for make-up by 3/13
  • Summarized long-term effects of the changes in government that took place during the Great Depression, connecting it to our Spring Break homework: (print and complete)
  • Discussed some of the causes of WWII, using this sculpture to prompt our thoughts:
"The Threatening Shadow," proposed for the 1939 NY World's Fair by Alfonso Ianelli
(write on the back of your causes homework the THREE event you believe made WWII inevitable, and explain why your choices are particularly significant)
  • Viewed 15 minutes of this documentary (watch 3:56 to 19:24 for class, you can certainly watch the rest if you want; it's excellent) to get an idea of what the war was like before the US joined and US attitudes about the war:

  • Began working on a map exercise (complete only up to "US enters the war" section - up to the line of asterisks on the second page) The maps and directions are two separate documents:

  • Received FDR's "Quarantine Speech" to review, looking for specific ideas that are outlined in the directions:

Thursday, March 29
Today, we:
Email me with any questions about homework - no late work will be accepted for the Depression or Causes of WWII assignments)

Tuesday, March 27
Today, we:


Friday, March 23
Today, we:
  • Presented our "digital posters"
  • completed a reading and guide concerning the official "causes" of the Great Depression
  • Read and reacted to personal accounts and facts concerning what Depression-era life was like, using our blue sentence starters (one for each)
  • Received the "drawing the depression" assignment for homework


Wednesday, March 21
Today, we:
  • completed "digital posters" concerning political and economic issues that contributed to the great depression
  • worked on the 1920's capzles project, DUE ON FRIDAY

Monday, March 19
Today, we:
  • worked on the capzles assignment, DUE ON FRIDAY, MARCH 23 - NO LATE WORK WILL BE ACCEPTED

Thursday, March 15
Today, we:
  • Took notes on the end of WWI
  • Completed a map exercise to see how Europe changed after WWI
  • Began our 1920's Capzle project:
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  • Complete as many of the questions on the Capzle assignment as possible, using the "know" words in context as the directions describe (type these answers in some type of document, to be used in your Capzle - do not hand-write)
  • Get a Capzle account if you were unable to on Wednesday

Friday, March 9
Today, we:
  • Finished presenting our various documents associated with neutrality
  • Discussed how America became involved in WWI
  • Worked on a paper with the following prompt:
    • What geopolitical forces led to the first World War, what was the experience of modern warfare like, and how did the United States ultimately become involved? After reading and analyzing photographs, informational texts and primary sources write an essay that addresses the question and support your position with evidence from the text(s).
      • You will use your causes notes, Killing Fields article and Photo Log, and Neutrality packet to write this essay - it's DUE THURSDAY, MARCH 15.
  • Received homework concerning America's involvement in the war and its aftermath, DUE THURSDAY MARCH 15

Wednesday, March 7
Today, we:
  • Worked on recounting the war experience via a found poetry exercise
  • Interpreted Primary Sources associated with America's maintenance of neutrality in the war

Monday, March 5
Today, we:
  • completed our study of the Progressive era with Muckrakers of the period.
  • began working on WWI by summarizing the causes of the event
  • Completed a brief photo study of WWI
  • Received a sheet of quotes , packet of letters, and short article concerning the experience of fighting in WWI, with these directions:
HOMEWORK: Complete the assignment above as well as the 10 short questions associated with the "Killing Fields" Article

Thursday, March 1
Today, we:
  • continued our study of the Progressive era, discussing the Amendments of the era, Presidents of the era, and Womens' suffrage.
  • received the notes for Chapter 30, DUE on Wednesday March 7
Tuesday, February 28
Today, we:
  • Turned in the Chapters 28 and 29 notes
  • Continued our work highlighting various aspects of the Progressive period, including issues surrounding Prohibition and the beginnings of Initiative, Referendum, and Recall

Read about Initiative, Referendum, and Recall , and complete the following (on your own, instead of with a partner):

Friday, February 24
Today, we:
  • Began working on understanding highlights of the Progressive Era, including various laws enacted during the time and the roots of Prohibition

Wednesday, February 22
Today, we:
  • turned in Chapter 27 notes and Imperialism movie work
  • completed a practice DBQ about Imperialism
  • Received the notes for chapters 28 and 29, DUE on Tuesday February 28

  • Received two readings concerning the future of African Americans in the US at the turn of the 20th century - after reading each viewpoint, write the following on a separate sheet of paper (do it for EACH viewpoint):
    • 5 significant statements made in the text, and what your reaction/thoughts are about them:
    • 4 questions you would have for this author about their opinion
    • 3 personally emotionally compelling ideas found in the text
    • 2 new/relatively unfamiliar vocabulary words and their meanings
    • 1 brief statement summarizing your overall thoughts about this person’s position
Wednesday, February 15
Today, we:
  • Discussed the origins of American Imperialism by working with the concept of Social Darwinism, Rudyard Kipling's White Man's Burden poem, and this cartoon:

HOMEWORK: Complete Imperialism Movie assignment and EC option if desired, complete Chapter 27 notes (assigned Monday, see previous post for electronic copy of notes and chapter)

Monday, February 13
Today, we:
  • Took the Chapter 23-26 test
  • Reviewed actual DBQs from the 2000 test and compared them to what we produced last week (see 1/30)
  • Began work on Imperialism with a map exercise and some definitions

Homework: Complete map exercise and terms for Wed 2/15

Thursday, February 9
Today, we:
  • Completed a writing exercise concerning westward expansion using the following prompt:
    • In complete sentences, explain three ways your knowledge of both the myth and the reality of westward expansion has been enhanced by our classroom activities and your viewing of the documentary. You need to refer to 3 specific stations and two concepts from the documentary in your writing. Also, explain what impact our collective memory of westward expansion has had on who you think we are as a people.
  • Worked on outlining some major people, ideas, and events of the populist movement
  • Read the platform of the Populist Movement of 1892 and made connections about how those ideas still apply today

STUDY FOR TEST - Mostly over chapters 23-26 (80 mc questions), questions will also be from previous chapters (chapter outlines can be found throughout the wiki postings)

Tuesday, February 7
Today, we:
  • Finished our station activities concerning westward expansion
  • Viewed a documentary on westward movement in this era
  • Completed a writing exercise reviewing thoughts about the "myth and reality" of the west

Study for Test, happening MONDAY, over chapters 23-26 (Use this outline of the chapters as a supplement to your studying)

Friday, February 3: Snow Day!

Wednesday, February 1
Today, we:
  • Turned in our DBQ essays
  • Began working on Westward Expansion, viewing it through a variety of stations

Monday, January 30
Today, we:
  • Worked on the 2000 DBQ about Labor and Union movements of the Gilded Age
    • we first brainstormed what we already knew, then discussed how the question needed to be answered
    • we then went through the documents independently and identified a piece of information and an inference from each
    • we then explored the AP scoring guide to really develop an understanding of the documents and the information that could be included
    • Finally, we spent the remainder of the period writing the essay at the computers, DUE next time

Thursday, January 26
Today, we:
  • Viewed a documentary about New York in the Gilded Age to summarize the concepts and events of the era

Tuesday, January 24
Today, we:

Friday, January 13, Tuesday January 17, and Thursday, January 19
We worked on our Prezi's, Supplemental worksheets, etc. DUE TUESDAY, January 24

Wednesday, January 11
Today, we:
  • used the GA reading outlines to begin locating our support materials

Homework: Finish finding all support materials (see assignment in previous post for required elements) and compose questions for presentation (see assignment in previous post for requirements for questions). DUE Wed Jan 18 (Counseling visit on 1/13)

Monday, January 9
Today, we:
Outlines of Reading DUE Wed, January 11

Wednesday, December 21
Today, we:
  • Took the 20-22 test
  • Finished the Aftershock Documentary

Homework: Chapters 23 and 24 notes and know terms, due on January 9 (reading quiz also)

Monday, December 19
Today, we:
  • worked on Reconstruction ideas

Homework: Study for test!
Chapter outlines:

Reconstruction overview for additional studying:

Friday, December 9

Wednesday, December 7

Monday, December 5
Today, we:

Both the notes and reading journals are due December 19, with no later work accepted.

Thursday, December 1
Today, we:

Homework: Study for test over chapters 13 - 19, being held on MONDAY, DECEMBER 5 (see previous post for reviews)

Tuesday, November 29
Today, we:
Here's another link if the above isn't working:

Tuesday, November 22
Today, we:
Homework: Have TWO of the four items in the 18 and 19 assignment finished, and be ready to work on the other two in class on Tuesday 11/29

Friday, November 18
Today, we:

Slave Narratives Assigment, complete chapter 17 notes for quiz on Tuesday

Wednesday, November 16
Today, we:

Finish Antebellum Reflection if necessary, bring to turn in along with chart of reformers

Monday, November 14
Today, we:

Chapters 13-15 notes DUE on Wednesday

Thursday, November 10
Today, we:

Homework: Please send your email by Saturday at 7pm, and have your poster and paper ready for our discussion on Monday!

Tuesday, November 8
Today, we:
  • Addressed the historiography of the Jacksonian Era using this assignment:
    • Varying viewpoints, page 285

      On your own paper, create a timeline summarizing the changing attitudes toward Andrew Jackson and his political practices (the Jacksonian era) over time – i.e., what have historians thought about the age throughout the history since?

      After tracing the historiography of Jackson’s time, which ideas do you find compelling? Choose two and explain why they are interesting to you in terms of how this time period has been interpreted by historians. (you can write your answer on the back of your paper).
  • Took notes on the Industrial and Market Revolution using images from the chapter (see me for makeup).
  • Began a brief overview of the era of Antebellum reform (documentary)

Friday, November 4
Today, we:
  • Took a quiz over chapter 13 (see me for makeup)
  • Finished the Trail of Tears documentary (watch at home from link in Wednesday's posting if you were absent)
  • Began working on an assignment for chapter 14:
    • After accessing the presentation of images from chapter 14 from either the shared file or as a Google presentation at, you will be making connections of your own between the images included in the chapter and the meaning of the text. For EACH slide, you must write two things:
      1. What textual information (i.e., summarize some info from the text in chapter 14 in your own words) can you provide to justify this image being EVIDENCE of the industrial or market revolution, or the changing nature of the United States over all?
      2. What implications of the industrial or market revolution or the changing nature of the United States overall does this image hold insight into (i.e., what does it tell us about those times)?

Wednesday, November 2
Today, we:

Monday, October 31
Today, we:

Work on Chapter 13 notes, due Friday

Thursday, October 27
Today, we:
  • worked individually and in pairs on the Monroe Doctrine in the way of its message, purpose, and how it was viewed by others - see Ms. Barrett for papers associated with activity
  • Began reading documents about how the development of family values in the early republic, completing a chart and questions on it:

Study for test!

Tuesday, October 25
Today, we:
  • finished presenting our art analyses
  • discussed the upcoming test over chapters 9 - 12
    • additional resources to look over:

    • Check out this link to read brief summaries of the other topics (you can skip "judicial nationalism" and the part about the Monroe Doctrine in the "Foreign affairs" sections.
    • Here are the outline notes for chapters 9-12 (DO NOT PRINT THESE AT SCHOOL - SEE ME FIRST)

Finish 8 panel assignment
Begin studying for test, which will be on MONDAY, OCTOBER 31

Thursday, October 20
Today, we:
Emmanuel Leutze painted this in 1851; he said of the painting "I think that what would make important art is art that shows the cycle of freedom, from its very beginnings to where it flowers in the United States."
Emmanuel Leutze painted this in 1851; he said of the painting "I think that what would make important art is art that shows the cycle of freedom, from its very beginnings to where it flowers in the United States."

  • Looked at art that represents this "cycle of freedom," each independently studying a piece of art
  • Began presenting our thoughts on the different pieces


Tuesday, October 18
Today, we:
  • took the chapter 11 reading quiz
  • worked together to answer some questions about the bigger ideas in Chapter 11
  • Read three brief primary documents concerning developments of national importance during Jefferson's Presidency
  • Began working with the following FRQ question:
    • Analyze the contributions of TWO of the following in helping establish a stable government after the adoption of the Constitution:
John Adams
Thomas Jefferson
George Washington

  • The following lists of contributions were generated by the class:


Homework:Write an essay that answers the FRQ question and uses information generated by the class. This essay is due Thursday, October 20; it does not need to be typed.

Friday, October 14
Today, we:
  • completed our notes on the early republic
  • worked together to understand the emerging themes of Chapter 10

Chapter 11 –fat and skinny questions
Skinny questions are ones that ask for a basic answer which often includes facts or dates, such as “Who discovered America,” or, “How many years was the civil war?” fat questions are ones that are more open ended, requiring a thoughtful answer that includes facts and a larger evidence of knowledge, such as, “What are some reasons Hamlet could be considered a hero,” or, “Why was Charles Lindbergh’s flight such an important historical event?”

As you read, you will take notes as usual.
Once you’ve finished your notes, this is your task, to be completed and emailed by 7pm on Monday, October 17:

There are 14 sections in Chapter 11: write one skinny question for each section, and include the answer to your question.
Skinny question starters: What is…, Who is…, When did…, Name …, Why was…, etc.

Also, speculate on 2 big ideas from the chapter: What is important, what are some broad themes, what is going to have an impact on the future, what might be a reflection of the past, etc. Write two fat questions about these things you’ve identified. Your fat questions should be ones that can be answered in a short paragraph of 4-8 sentences, much like the mini-essay questions we’ve had on tests.
Fat question starters: Give three reasons why…, Explain how…, Why do you think…, How important was…, What did it mean to __ when…, etc.

The skinny questions you submit will make-up the reading quiz that we will have on Tuesday, and the fat questions will be used to help discuss your impressions and understanding of the chapter in small groups.

Lastly design one bonus question, with answer. I will only choose one out of all of them, and the one I choose will be both difficult and meaningful in a larger sense (as they have been so far – a tidbit detail that would be good for an essay, a note about a chart or piece of art the displays a more important big idea). The person whose bonus question I choose will get 2 extra points on the reading quiz (beyond being able to get the bonus question right since he or she wrote it)
Email to

Wednesday, October 12
Today, we:
  • Began taking notes/thinking about events and issues in the Early Republic

  • Worked together to understand George Washington's Farewell Address

  • Received a writing assignment concerning George Washington's Farewell Address

Complete Farewell Address writing assignment

Monday, October 10
Today, we:
  • Held a graded discussion of the Federalist Papers
  • Worked with opposing viewpoints documents to generate summaries of the arguments for and against a Bill of Rights and a National Bank
Continue to work on Chapter 9 - 12 notes

Wednesday, October 5
Today, we:
  • Finished our work on the main ideas and events of the Constitutional Convention
  • Began reading Federalist 10 and Federalist 51, and annotating them for a graded discussion to be held MONDAY the 10th

Finish reading and annotating Federalist Papers

Monday, October 3
Today, we:
  • Took a reading quiz over chapter 9
  • Began work on the main ideas and events of the constitutional convention
Work on Chapter notes for 9-12

Thursday, September 29
Today, we:
  • Took the test over chapters 6-8
  • Had work time on the notes for chapters 9-12

Complete chapter 9 (9 only) by Monday for a quiz

Tuesday, September 27
Today, we:
  • Watched a documentary on the end of the American Revolution, and took notes
  • Began to learn about historiography:

  • Worked on a time line of the historiography of the American Revolution


Friday, September 23
Today, we:
  • Turned in notes for a completion check
  • Finished preparing our chapter 8 thought webs
  • presented thought webs and took notes on them

  • Finish notes if necessary, study for UPCOMING TEST on Thursday, September 29 - remember the podcasts and whatnot on the additional resources page as study tools
  • Finish reading and annotating Declaration in World context article (handed out 9/21)

Wednesday, September 21
Today, we:
  • took a quiz over the notes that were assigned as homework
  • Completed a read through of the Declaration of Independence and study of its list of grievances
  • Began working to plan a thought we regarding a section of chapter 8 (assigned by teacher) with this question in mind:
    • "How was the progress of the American Revolution affected by my topic, and how is it connected to the larger AP US History theme of War and Diplomacy?"
  • Received a reading about the Declaration of Independence in a world context, to be read and annotated for testing purposes

  • Finish thought web plan if necessary
  • Have chapter 6-8 notes ready for completion check on Friday
  • read and annotate Declaration article by Tuesday, September 28.

Monday, September 19
Today, we:
  • Took a quiz over parliamentary acts - make up by 9/23 if you were absent
  • Shared out what we learned about the various perspectives concerning colonial rebellion
  • Completed both parts of this assignment on our wiki project pages - edit your own page, and place the new assignments at the top:

NOTE: To complete this assignment you'll need notes taken in class today - see Ms. Barrett ASAP about this.

View the podcast below, and take notes on it on the sheet you were provided with in class today (or this one you can print):

Thursday, September 15
Today, we:
  • Finished looking over the 2004 DBQ, noting especially good use of the documents and outside information and discussion what each essay was given by AP graders.
  • Received a time line of the French and Indian War for studying purposes

  • Organized some events leading up to the Revolution

  • Received a summary of each of the acts passed by British Parliament that strained relations with the colonies

  • Worked in pairs and then large groups to explore primary sources concerning whether to declare independence or not - see Ms. Barrett for readings and directions

Study the information on the various parliamentary acts that aggravated relations between Britain and the Colonies; be prepared for a quiz on Monday.

Tuesday, September 13
Today, we:
  • Took the Chapter 6 reading quiz
  • Went over the "top 10 most commonly missed" questions from the last test
  • Began working with the 2004 DBQ
    • After perusing and creating Say/Mean charts on each document, use the scoring guide and outside information list to do the following, using a separate sheet of paper when called for.
      1. Look through what you wrote on each document and compare it to what the scoring guide says. Write one thing on your piece of notebook paper that you didn’t notice before that is shown in the document, and one thing that it implies that you didn’t know or notice when you looked at it the first time. Do this for all eight documents using the guide.
      2. Choose 3 of the eight, and on your notebook paper, write how what you now know about it could help you to answer the DBQ question – be specific – how could you relate the document to the question that you couldn’t before?
      3. Next, look at the “Commonly Seen Relevant Outside Information” page (the last page) in the scoring guidelines. Put a “K” by the ideas you feel you “know” about already, and an “L” by the ones you don’t know (and thus might be good things to “learn”).
      4. Choose 3 of the items you put an “L” by – look these up in your book and write a brief description of each on your notebook paper.

Homework: Finish the DBQ analysis explained above. This assignment is DUE at the beginning of class on Thursday, September 15.

Friday, September 9
Today, we:
  • Received the note packet for chapters 6, 7, and 8 - Chapter 6 is DUE on Tuesday September 13, and the rest of the packet is DUE Monday, September 19.

  • Completed an inquiry activity about the American Revolutionary Period


View each class member's project page (other than your own and Angelo's since he was absent). For each page:
1. Look at their three questions
2. Peruse (acutally click on links, view videos, read finidngs) what your peer discovered about their question
3. Read their conclusions
4. Click on the "discussion" tab at the top of their project page and click "new post" - write ONE question/observation using the sheet of sentence starters you received in class today (each person's questions will be from a different grouping of questions on the sheet).
These questions/observations must be posted by Tuesday, September 13 at 11:45am.

Complete Chapter 6 notes

Read over this PowerPoint presentation about the French and Indian War, made into a PDF:

View this screencast, discussed additional ideas about and aspects of the French and Indian War:

Wednesday, September 7
Today, we:
  • Took the test over chapters 1 - 5
  • Learned about the Inquiry Process

  • Learned about wiki spaces and how to manage them
  • Received an initial Inquiry assignment, DUE Friday September 9

Friday, September 2
Today, we:
  • did a note check of the notes for chapters 3 - 5; note check worth 15 points, notes due for review on Wed, September 6, 30 more points will be assigned
  • completed digital posters, presented information
  • reviewed for upcoming test on chapters 1 - 5 (see AP additional resources page for link to review)
HOMEWORK: Study for test on Wednesday, September 6

Wednesday, August 31
Today, we:
  • Finished our exploration of the DBQ exercise concerning the Chesapeake and New England Colonies
  • Began working on "digital posters" about the colonial time period, viewed through the lenses of Politics, Religion, Intellectual Development, Culture, Economics, Technology, Geography, and Social norms - this assignment will be completed in class Friday and presented.

Monday, August 29th
Today, we:
  • Shared the results of our Colonial License plate projects
  • Began working on a practice DBQ exercise concerning the development of the Chesapeake and New England Colonies

Thursday, August 25th
Today, we:
  • Took notebook-paper notes on Colonization (get from a friend or from me upon return)
  • Began Colonial license plate assignment (DUE MONDAY AUGUST 29)

Check out the videos posted on the additional resources page (link at the top) for a review of Chapters 2 and 3.

Tuesday,August 23rd
Today, we:
  • Turned in summer homework
  • Took a reading quiz over chapters 1 and 2
  • Received the chapter notes for chapters 3-5 - DUE FRIDAY SEPTEMBER 2

  • Went over the themes of US History

  • Homework Assignment:
    • Choose two themes from the list you believe are particularly interesting/important.
    • On the "class collaboration" wiki page, add the following (be sure to include your name)
      • One piece of evidence about how each theme you chose (2) is represented/present in TODAY'S society (or has been evident in your lifetime)
      • One piece of evidence about how each theme you chose (2) was represented/present at the point of Colonization (from your reading of chapter 2)
(This will give you a total of four ideas)
This assignment is due by the beginning of 3rd period on Thursday, August 25.