3570 Timpview Dr. Provo, Utah 84604 Phone: (801)221-9720 Fax: (801)224-4210

AP US History (APUSH) Disclosure

Course Description/Overview/Welcome Statement

AP U.S. History Summer Homework Assignment can be found at:



Mr. Bowen
Room: I-34
Email: derekb@provo.edu
Office Hours: After school, 2:15-3:00 each day, Monday, 1:30-2:15

Welcome to AP U.S. History!

The vision of Timpview High School is to empower each student to become college, career, and life ready by embracing growth, inclusion, and excellence. As part of that vision, it is my goal to teach, love, and support each and every student by continually striving to provide the very best classroom experience possible!

Course Description

Course: AP U.S. History
Duration: Year (1.0)
Grades: 11-12
Credit Type: Social Studies
Graduation: Required

AP U.S. History (APUSH) is designed to be the equivalent of a two-semester introductory college or university U.S. history course. In APUSH, students investigate significant events, individuals, developments, and processes in nine historical periods from approximately 1491 to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical comparisons; and utilizing reasoning about contextualization, causation, and continuity and change over time. The course is structured around themes and concepts in nine different chronological periods from approximately 1491 to the present:

  • Period 1: 1491–1607
  • Period 2: 1607–1754
  • Period 3: 1754–1800
  • Period 4: 1800–1848
  • Period 5: 1844–1877
  • Period 6: 1865–1898
  • Period 7: 1890–1945
  • Period 8: 1945–1980
  • Period 9: 1980–Present

Within each period, seven themes organize and prioritize historical developments. These themes allow students to make connections and identify patterns and trends over time:

  1. American and National Identity (NAT)
  2. Politics and Power (POL)
  3. Work, Exchange, and Technology (WXT)
  4. Culture and Society (CUL)
  5. Migration and Settlement (MIG)
  6. Geography and the Environment (GEO)
  7. America in the World (WOR)

Civic Preparation

One of the fundamental purposes for public schools is the preparation of young people for participation in America’s democratic republic. The future progress of our communities, state, nation, and world rests upon the preparation of young people to collaboratively and deliberatively address problems, to defend their own rights and the rights of others, and to balance personal preferences with the common good. Social studies and history classrooms are the ideal venues to nurture civic virtue, consider current issues, learn how to act civilly toward others, build a civic identity, and nurture global awareness. These skills, habits, and qualities of character will better prepare students to recognize and accept responsibility for preserving and defending their liberties.

For more information see the AP College Board website: apstudent.collegeboard.org/apushistory

Learning Expectations

AP history courses seek to apprentice students to the practice of history by emphasizing the development of disciplinary practices and reasoning skills while learning historical content. The practices and skills that students should develop in all AP history courses are listed below, along with a condensed description of what students should be able to do with each. Every AP Exam question will assess one or more of these practices and skills.


Practice 1: Analyzing Historical Evidence

Primary Sources

  • Explain the relative historical significance of a source’s point of view, purpose, historical situation, and/or audience.
  • Evaluate a source’s credibility and/or limitations.

Secondary  Sources

  • Explain how a historian’s claim or argument is supported with evidence.
  • Analyze patterns and trends in quantitative data in non-text­-based sources.
  • Evaluate the effectiveness of a historical claim or argument.

Practice 2: Argument Development

  • Make a historically defensible claim in the form of an evaluative thesis.
  • Support an argument using specific and relevant evidence.
  • Use historical reasoning to explain relationships among pieces of historical evidence.
  • Consider ways that diverse or alternative evidence could be used to qualify or modify an argument.


Skill 1: Contextualization

  • Use context to explain the relative historical significance of a specific historical development or process.

Skill 2: Comparison

  • Explain the relative historical significance of similarities and/ or differences between different historical developments or processes.

Skill 3: Causation

  • Explain the difference between primary and secondary causes and between short- and long-term effects.
  • Explain the relative historical significance of different causes and/or effects.

Skill 4: Continuity and Change Over Time

  • Explain the relative historical significance of specific historical developments in relation to a larger pattern of continuity and/or change over time.

Civic Preparation

As part of their civic preparation, students will:

  • Engage in deliberative, collaborative, and civil dialogue regarding historical and current issues.
  • Apply knowledge of governmental structure, historical concepts, geographic interrelationships, and economic principles to analyze and explain current events.
  • Identify local, state, national, or international problems; consider solutions to these problems; and share their ideas with appropriate public and/or private stakeholders.
  • Develop and demonstrate the values that sustain America’s democratic republic, such as open-mindedness, engagement, honesty, problem solving, responsibility, diligence, resilience, empathy, self-control, and cooperation.
  • Engage in dialogue regarding American exceptionalism, in the sense of the special character of the United States as a uniquely free nation based on democratic ideals and personal liberty.

Assessment of Progress


For anyone who has attending a college course will know, college is about reading, writing, and note taking. These three skills will be focused on heavily. Students will have manageable outside reading and writing assignments. Assignments will be organized in 3 ringed binder for future AP review study.


Students will have reading quizzes to show that reading was completed, as well as tests to prepare students for the APUSH Exam. Although not all students will choose to take the test, this class will focus on learning skills to help prepare for the AP Exam. All students, whether taking the test or not, will be required to participate in all AP study activities. There will be practice AP Exams to help students prepare for the type of questions that will be asked on the AP Exam. Two lowest quizzes will be dropped at the end of term. If a student misses a quiz or test, they will need to arrange a time after school take it.


A 100-94%, A-93-90%, B+ 89-87%, B 86-84%, B- 83-80%, C+ 79-77%, C 76- 74%, C- 73- 70%, D 60-69% F 59% or below

Grades will be determined from the following weighted categories:

Assignments: 50%

Tests and Quizzes: 50%

AP United States History Exam Structure


The AP Exam questions measure students’ knowledge of U.S. history and their ability to think historically. Questions are based on learning objectives, key concepts, course themes, and AP history disciplinary practices and reasoning skills. We will take several practice tests during the year in preparation for the final test in May. Performance on the practice tests will help indicate your level of readiness for the final test. They will only be counted as participation grades within my class.


Section I, Part A: Multiple Choice | 55 Questions | 55 Minutes | 40% of Exam Score

  • Questions appear in sets of 2–5.
  • Students analyze primary and secondary texts, images, graphs, and maps.
  • Questions cover all course periods.

Section I, Part B: Short Answer | 3 Questions | 40 Minutes | 20% of Exam Score

  • Students respond to 2 required questions and choose between 2 options for a third question.
  • Questions 1 and 2 cover periods 3–8 of the course; students choose between answering either question 3 (covering periods 1–5) or question 4 (periods 6–9).
  • Students analyze historians’ interpretations, historical sources, and propositions about history.

Section II, Part A: Document Based | 1 Question | 60 Minutes | 25% of Exam Score

  • Students assess written, visual, and quantitative sources as historical evidence.
  • Students develop an argument supported by an analysis of historical evidence.
  • Question covers periods 3–8 of the course.

Section II, Part B: Long Essay | 1 Question | 40 Minutes | 15% of Exam Score

  • Students select one question among three different periods (1–3, 4–6, 7–9) of the course.
  • Students explain and analyze significant issues in U.S. history.
  • Students develop an argument supported by an analysis of historical evidence

Course Materials


United States History: Preparing for the Advanced Placement Examination, John J. Newman and John M. Schmalbach. Iowa: Amsco School Publications, 2018 Edition.

Free copies have been ordered for every student. While we wait for the textbooks to arrive, PDF copies of the book can be found at:  https://sites.google.com/a/bisdmail.net/wwayson/amsco


  • college ruled paper
  • pencil and pen
  • highlighter
  • 3 ringed binder with dividers to keep their assignments together
  • 1 box of face tissue for the classroom
  • optional: flashcards/index cards. If you decided to use flashcards to help you learn historical terms, you will need about 400 cards. It is recommended that you buy something to keep your flash cards together, like a recipe box, metal rings or strong rubber bands.

Classroom Procedures

Attendance and Tardy Policy

The attendance and tardy policy of Timpview High School can be found at: http://timpview.provo.edu/attendance-policy/.

Late or Incomplete Work

Any work that is not complete at the beginning of the class period of the due date automatically receives 20% off. An additional 10% off deducted for each additional class period the assignment is not complete until a maximum of 50% is deducted from the original score.

  • 1st Class Incomplete = -20%
  • 2nd Class Incomplete = -30%
  • 3rd Class Incomplete = -40%
  • 4th Class Incomplete = -50%

Late assignments are due at the beginning of class, not at the end.

Extra Credit

I will offer extra credit throughout the term that has to do with the subject matter we will be learning about. As the teacher, I have the right to not allow extra credit for any student who already hasn’t completed all other assignments. Extra credit will only be accepted for a student after they have turned in all other assignments, but not to replace an assignment a student hasn’t done. Remember, that more often than not in college, there is no extra credit.

Hall Pass

Students must have a hall pass if they need to use the bathroom, etc. while class is in session. I have one hall pass that may be used as needed.

Classroom Behavior

  1. Be your authentic true self!
  2. Love yourself!
  3. Be on time.
  4. Please leave electronics, including headphones, out of sight and sound. If seen or heard, they need to be immediately surrendered to teacher.

Calendar of Due Dates for Major Assignments

A link to a calendar with due dates for all major assignments, papers, and projects will be forthcoming.

Progress Reports and Report Cards

Students will receive a printed midterm and a final progress report for each term.

Connecting Home to School

A disclosure form will be made a available to all parents and students via google forms in order to read and sign at the beginning of the year. Any major changes will require parents and students to re-sign the form.

Parents and students will be able to monitor their progress on a regular basis through the online sites of Power School and Canvas. More information will be forthcoming.


Personal Statement and other items (optional)

Audio Visual Presentations

To enhance a student’s education, I would like to use clips from several movies.  Some of these clips are from films rated “PG” and “PG-13.” I assure you that the content in these clips it appropriate for school use. All of these films will be used to illustrate principles we are analyzing in world history.

The Privacy Act (FERPA)

The law states that it is against the Privacy Act to have students correct each other’s papers. The new law does allow students to help in the correcting process if they have their parent’s permission to allow students to correct their papers. On some occasions, I will have students participate in correcting each other’s daily quizzes and providing peer reviews of other student’s writing assignments. The purpose of this practice is to provide student’s with immediate feedback and to help re-enforce important knowledge and skills.


In compliance with the Americans with Disabilities Act, students needing special accommodations may contact me for alternative arrangements.


Please email me with any questions or concerns: derekb@provo.edu.