Advanced Placement Courses 1
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Advanced Placement Courses
1
Table of Contents
Art History 3
Biology 4
Calculus AB 5
Calculus BC 6
Chemistry 7
English Language 8
English Literature and Composition 9
European History 10
French Language 11
Human Geography 12
Microeconomics 13
Physics B 14
Physics C 15
Psychology 16
Spanish 17
Statistics 18
Studio Art 19
US Government and Politics 20
United States History 21
World History 22
Art History
Instructor: Mr. Keiler Room [email protected]
AP Art History is a challenging course that chronologically surveys art and architecture from pre-historic to modern times. We cover both the Western tradition in art and also non-Western cultures, including Africa, Asia, the Islamic world and pre-Columbian America.
In May, students will take the AP exam for college credit. Class grades are not connected to the actual AP exam. However the course curriculum is oriented toward the exam objectives. Class assessments will be based on Extended Response Essays, Brief Response Essays, and Selected Response Questions used on the AP exam. Many of these questions will be based on viewing slides showing various works of art or architecture. We will view many slides and other media in class. This is not a time to relax or daydream. Identifying slides correctly is a vital part of the course.
A detailed syllabus will be provided in a separate document and is available to students at my Teachweb website. A summary syllabus is also there. Specific assignments and announcements will be made in class and posted on the whiteboard at the front of the classroom. Assignments will also usually be posted on my website. The URL is: http://teacherweb.com/MD/BowieHS/MrKeiler/index.html. You should check this website regularly for assignments and information. All students are required to buy the book “The Annotated Mona Lisa” for use in the course. This is available at bookstores or on Amazon.com (between $10-20 depending on whether new or used.) Grades will be posted on Mygradebook.com.
Grades are based on class-work (including class participation), homework, and tests and quizzes. Those assignments designated as assessments (usually tests and quizzes) will be worth 60% of your grade. Non-assessment work is worth 40%. An extra credit project is optional every quarter. I will explain the topics and potential media for the project in class an on my website as they come up on the Announcements page.
It is very important to keep up on reading assignments. Students should expect to spend about 30-60 minutes each day reading or completing homework. You will also be provided with a CDROM for use on assignments and for study. You are responsible for the CDROM and will be charged $10.00 if it is lost or damaged. It is important that you safeguard this CD and make use of it throughout the year to practice tests and quizzes and to review slides.
Biology
Instructor: Ms. Starke Room [email protected]
Introduction: AP Biology is the equivalent of an introductory college course for biology majors and will therefore use a college text, conduct college labs, and include college exams. In comparison to most college introductory biology courses, which can have several hundred students per class, students will have the advantage of being in a small class which will provide the student with considerably more opportunity for closer supervision and individual help.
Course Description: As you know, science and technology have evolved and grown so quickly in the past fifty years that the volume to be included in an introductory course has grown substantially. The integration of this material into a logical, learnable format is an extraordinary challenge to both students and their teachers. To articulate in biology students need grounding in the facts and vocabulary of the subject. However, the study of biology should no be limited to the memorization of disjointed facts. There are eight major themes that helps structure the course as well as integrate each topic. The themes include Evolution, Regulation, Energy Transfer, Continuity & Change, Structure & Function, Science as a Process, Interdependence in Nature, and Science, Technology, & Society.
Expectations: In order to be successful in this class, students must be prepared to spend two hours per week night completing biology assignments, reviewing concepts that have been taught that day, and preparing for the next class session. Additionally, some of the laboratory experiments require formal written lab reports that must be done on a computer; these require an additional hour per report. Success in AP Biology is closely related to the successful completion of chemistry and biology.
Course Objectives: The goal of this course is to provide students with a solid understanding of the principal concepts in biology and an appreciation of science as a process. This course will stress the basic facts and the synthesis of those facts into major concepts and themes. The students’ goal is to understand those ideas that unite the various content areas while developing their ability to solve problems in a scientific manner in order to apply biological knowledge and think critically about environmental and social issues.
SNAPSHOTS:Would you like to… Analyze and view you very own
DNA Truly understand stem-cell
research so you can make informed decisions
Sex and mate Drosopilia Melongaster
Understand why your body temperature is 98.6 °C
Dissect a fetal pig Medically define fitness and
assess your own fitness level
There is truly no better time to be studying biology than now
so I look forward to another fun, exciting, and productive year!!
CALCULUS AB
Instructor: Mrs. Swan Room [email protected]
PREREQUISITES: A final grade of an A or B in Pre-Calculus and Teacher’s Permission
SUMMER ASSIGNMENTS: Review packet containing questions from all prerequisite courses.
HOMEWORK: The students will be expected to devote one hour a night to homework assignments.
GRADING POLICY: Grades will be assessed as follows: 1) 70% Tests and Quizzes 2) 30% Class work and Homework.
COURSE DESCRIPTION: AP Calculus AB is a college level mathematics course covering topics such as Limits and Continuity, Differentiation, Integration, Differential Equations, and Mathematical Modeling as well as real – world applications of those topics. At the completion of the course, students will take the AP Calculus AB exam for undergraduate college credit.
The Advanced Placement Calculus course is challenging and will require dedication and commitment on the part of the students. Students will be required to master a selection of mathematical topics, facts and concepts as well as apply knowledge learned in previous mathematics courses. The students will master the concepts by using various tools where relevant (examples: technology, tables of numeric data…) and learn how to apply the concepts by solving well chosen and designed exercises. They will later on develop an expertise in problem solving and communication using the appropriate mathematics language and technology.
CALCULUS BC
INSTRUCTOR: Mr. Stanley Room T-1 [email protected]
PREREQUISITES: Final Grade of an A or B in Pre-Calculus AB and Teacher’s permission
SUMMER ASSIGNMENTS: Review packet containing questions from all prerequisite courses.
HOMEWORK: The students will be expected to devote one hour a night to homework assignments.
GRADING POLICY: Grades will be assessed as follows: 1) 70% Tests and Quizzes 2) 30% Class work and Homework.
COURSE DESCRIPTION: AP Calculus BC is a college level mathematics course that builds on the topics from the previous year in Calculus AB and in addition covering topics such as Differential Equations, Mathematical Modeling, Infinite Series, and Parametric Vector and Polar functions as well as real – world applications of those topics. At the completion of the course, students will take the AP Calculus BC exam for undergraduate college credit.
The Advanced Placement Calculus course is challenging and will require dedication and commitment on the part of the students. Students will be required to master a selection of mathematical topics, facts and concepts as well as apply knowledge learned in previous mathematics courses. The students will master the concepts by using various tools where relevant (examples: technology, tables of numeric data…) and learn how to apply the concepts by solving well chosen and designed exercises. They will later on develop an expertise in problem solving and communication using the appropriate mathematics language and technology.
Chemistry
Instructor: Mrs. Fudold Room [email protected]
Introduction: Advanced Placement Chemistry is a rigorous and rewarding course that prepares students for the AP Chemistry exam, which is held in May at the end of the academic year. The AP program provides an opportunity for students to pursue and receive credit for college level course work completed at the secondary school level. The AP Program, sponsored by the College Board, is based on the premise that college level material can be taught to able and academically advanced secondary school students.The AP Program is a cooperative endeavor that helps high school students complete college level courses and permits colleges to evaluate, acknowledge and encourage that accomplishment through the granting of appropriate credit and placement.
Course Description: This chemistry course will consist of lecture, demonstrations, laboratory experiments group and independent assignments, and problem solving. The laboratory component of this course is extremely important since many colleges require students to present lab books in order to be exempted from the laboratory sections of freshman chemistry. Problem solving is a critical part of the course that prepares students for taking the advanced placement examination. Students are encouraged to form study groups in order to prepare for tests and work through some of the more difficult problems.
Mastery of Mathematics concepts contributes significantly to success in Chemistry. However, it is the amount of effort and hard work by dedicated students that ensures success in AP Chemistry...
Expectations: In order to be successful in this class, students must be prepared to spend one hour per week night completing chemistry problems and reviewing concepts that have been taught that day. Additionally, many of the laboratory experiments require formal written lab reports that must be done on a computer; these require an additional hour per report.
Relevant Text: The text for this course is “Chemistry” Zumdahl and Zumdahl, Seventh Edition, Houghton Mifflin, 2007, including the laboratory manual, study guide, and partial solutions manual which support the text.Supplementary materials include: Fast Track to a Five, Preparing for the AP Chemistry Examination, Houghton Mifflin 2006; Multiple Choice and Free Response Questions in Preparation for the AP Chemistry Examination, 4th Edition, Peter E. Demmin, D& S Marketing Inc. 2000; Laboratory Experiments for Advanced Placement Chemistry, 2nd Edition, Flinn Scientific Inc. 2006.
English Language
Instructors: Kelly Price Teri Hendricks Jodi [email protected] [email protected] [email protected] 250 Room 215 Room 210
Course Description
AP English Language 11 is a rigorous, college-level program similar in content and expectations to a university freshman rhetoric and composition course. The purpose of this course is to provide high school students who are interested in closely reading, analyzing, and writing about visual and traditional texts the opportunity to study the kinds of challenging, stimulating kinds of literary texts enjoyed by college students. This course will enable motivated students to read with understanding complex texts, to analyze rhetoric in text and in other media, and to write expository, narrative, analytical, and persuasive prose of sufficient richness and complexity which communicates effectively with mature readers.
Course Activities
Deep, wide, varied, and active reading and rereading of essays, letters, advertisements, speeches, editorials, diary entries, film excerpts, and narratives (novels and short stories). Reading includes works we study as a class and limited independent choices.
Formal writing (both timed in-class essays and take-home) on selected passages (referred to as “close reads” or “analytical essays,” on open questions usually based on quotations, and synthesis essays– I always grade using the College Board’s AP English rubric.
Informal writing such as journaling, quickwrites, and reader responses (no-fault; graded solely on content)
Revision and editing – students are expected to share their writing with the class on a regular basis. Vocabulary development – for every work we read, students are expected to note new words (context
and meaning) which we will discuss in class. Constant and consistent attention to process and improvement in writing – students keep ungraded
and graded essays in their portfolios and periodically self-assess their progress before, during, and after writing.
Close reading, annotation, analysis, evaluation, and revision of sample and model essays. Regularly scheduled combination objective (including AP and sample) and short essay exams as well
as announced and unannounced quizzes on rhetorical devices Creative writing – style imitations, poetry, drama, short stories and/or film
Sample Writing Assignment:Analyze Holden’s attitudes toward his experiences at Radio City Music Hall and what those attitudes reveal about his character.
Summer Assignment: Read The Catcher in the Rye and The Art of Styling Sentences. Complete a dialectical journal for the former; complete all exercises in the latter.
Students should depend on spending at least four hours a week on homework for this course.
English Literature and Composition
Instructor: Kelly Price Janell [email protected] [email protected] 250 Room 224
Course DescriptionAP English Lit 12 is a rigorous, college-level program similar in content and expectations to a university freshman or sophomore literature course. The purpose of this course is to provide high school students who are interested in closely reading, analyzing, and writing about imaginative literature the opportunity to study the kinds of challenging, stimulating kinds of literary texts enjoyed by college students. This course will enable motivated students to read with understanding complex texts spanning the sixteenth to twenty-first centuries and to write prose of sufficient richness and complexity which communicates effectively with mature readers of literature.
Some of Our Course Activities Deep, wide, varied, and active reading and rereading of plays, short stories, novels, poetry
and literary criticism. Reading includes works we study as a class and “Price’s Outside Independent Reading Program” (see below).
Reflection on reading through extensive group and class discussion, writing, and revision Formal writing (both timed in-class essays and take-home) on selected passages (referred to
as “close reads” or “analytical essays”) and on open questions based on theme – I always grade using the College Board’s AP English rubric. Essays are typically explications, analyses, or arguments—you will write at least one essay every other week.
Informal writing such as journaling, quickwrites, and reader responses (daily) Peer revision and editing – students are expected to share their writing with the class on a
regular basis Constant and consistent attention to process and improvement in writing – students keep their
ungraded and graded essays in their portfolios and periodically self-assess their progress. Students also have the opportunity, once a quarter, to evaluate and choose from three of their ungraded essays – one for the teacher to grade as is, one to revise at home then submit, and one to file.
Close reading, annotation, analysis, and evaluation of sample essays. Regularly scheduled combination objective (including AP and sample) and short essay exams
as well as announced and unannounced quizzes on plot, structure, style, theme, and vocabulary
In general, students should depend on spending at least four hours a week on homework for this course.
Summer Assignment: Read and outline How to Read Literature Like a Professor by Thomas Foster Actively read Snow Falling on Cedars by David Guterson and, in four short essays, apply
Foster’s ideas to the novel Write one college application essay.
EUROPEAN HISTORY
Instructor: Mr. Linton Room [email protected]
This course is designed to provide students with a comprehensive understanding of the history of the European continent since about 1450 to the present day – from the Renaissance to the adoption of the euro. Though students are expected to learn about the events, peoples and places from this period, students are also expected to develop skills such as analyzing historical evidence, analyze and express historical understanding in writing and synthesize concepts based on historical information. Students must be prepared to read an average of forty pages a week and be able to analyze it. This will enable students to pass an Advanced Placement exam which includes multiple choice, essays and document-based essay.
French Language
Instructor: Mr. Etah Ayuk Room [email protected]
French Language: builds on the student’s French skills reinforces the ability to speak, write and listen to French from varied sources prepares students for success in the AP French Lang. exam
Requirements: course texts include but are not limited to: a good French/English dictionary,
Triangle, Reprise, L’Ecole des Femmes, The Best Test Prep for AP French Lang
a good computer students are expected to speak French as it will be the language of instruction
Expectations: AP course experiences are supposed to be commensurate to that of a third year college course in French language. As such, the student is expected to assimilate a certain amount of grammar that will facilitate comprehension of target language texts. Students are expected to attend ALL classes, complete ALL assignments, and spend at least two hours at home on French assignments that could vary from research to HW. By the end of the course, students are expected to have read a novel; L'Enfant Noir by Camara Laye and a play: L'Ecole des Femmes by Moliere. Other literary excerpts will introduce learners to French literature from around the Francophone world.
Summer Project:L'Enfant Noir by Camara LayeL'Ecole des Femmes by MolierePierre et Jean by Guy de MaupassantSee teacher for details.
Human Geography
Instructor: Mr. McIntyre Room [email protected]
Recommended as a 12th grade course
The purpose of the AP course in Human Geography is to introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth's surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice. On successful completion of the course, the student should be able to:
Use and think about maps and spatial data Understand and interpret the implications of associations among phenomena
in places Recognize and interpret at different scales the relationships among patterns
and processes Define regions and evaluate the regionalization process Characterize and analyze changing interconnections among places
*Summer work will be given out in May. It will be due on a date in early to mid-July. No late work will be accepted.
*Students are expected to read the text every night.
*Students are expected to download the notes from my website.http://teacherweb.com/MD/BowieHS/MrMcIntyre/
*Students are expected to download and complete projects from my website for just about every chapter we cover.
*Students are expected to review their notes as needed to keep up with the material and take part in class discussions in a substantive manner.
*Students are expected to become literate in writing using geographic concepts, and terminology.
*Students are expected to study and memorize the major countries and oceans of the world. They will be given a map quiz every two weeks. Many questions on the AP test depend on the ability to recognize countries of the world and describe how geographical themes we have covered are at work in these countries/regions.
*Students are expected to become literate in current events as they relate to geography.
Microeconomics
Instructor: Mr. Deetjen Room [email protected]
PREREQUISITES: A final grade of a B or better in Algebra, LSN Government and Teacher’s Permission
SUMMER ASSIGNMENTS: Review packet containing questions from all prerequisite courses.
HOMEWORK: The students will be expected to devote thirty minutes a night to homework assignments.
GRADING POLICY: Grades will be assessed as follows: 1) 70% Tests and Quizzes 2) 30% Class work and Homework.
COURSE DESCRIPTION: The AP economics course is designed as an initial college-level course in economics and as a foundation for possible future study in economics or business. The students’ second goal of the course is to prepare for the AP Exam. The examination will take place in May. Passing the exam will result in college credit at almost all colleges and universities. Throughout the course, students will have ample opportunity to improve their writing, speaking, critical thinking, and consensus building skills.
The course content is designed to help students develop critical-thinking skills through the understanding, application, and analysis of fundamental economic concepts. Students will be expected to apply quantitative and mathematical skills to economics. Also, they will be expected to apply economic logic to a wide variety of real-world and hypothetical situations.
PHYSICS B
Instructor: Mr. Mendevil Room [email protected]
PREREQUISITES: Algebra II/Trigonometry, Chemistry, Pre-Calculus. Preferable GPA greater than 3.25. Favorable recommendation from a former teacher will suffice. Prerequisites include classes on a current schedule, or co-requisites.
CLASSWORK: Students will be expected to work in groups when problems are assigned in class (excluding exams). Interpersonal skills are required as well as equal participation. Note taking is mandatory.
HOMEWORK: About 50 problems per week can be assigned~17 per night for first three days of a five day week is necessary. It is impossible to collect and grade that many problems; however, the expectation is that all problems are attempted by the students. Recitation section on Thursday is when time will be devoted to problem solving.
STUDY TIME: About 45-50 minutes a day will be typical amount of time devoted to lecture. Three times that amount is needed to thoroughly understand the material and score a 4-5 on the AP Exam. (2 hours 15 minutes to 2 hours 30 minutes would suffice)
11.5-12.5 hours per week on average to as many as 15 hours per week should be solely devoted the AP Physics B class to succeed.
LAB: Eight labs are recommended during the school year by the College Board. Lab reports should follow a detailed guide presented to the students. Lab is conducted typically on Friday. The lab report is due the following Tuesday. A thorough report requires 2.5-5.0 hours of work on the weekend and the first day of the following week
TOTAL TIME: 15-17.5 hours per 7 day week for AP Physics B.
Physics C
Instructor: Mr. Mendevil Room [email protected]
Course Overview This course builds on conceptual understanding in mechanics attained in the first year Physics course. AP Physics C Mechanics is a 2nd year course that will lay a foundation in physics and prepare students who are in pursue of a career in physical science or engineering. This college based, calculus-based physics course will cover Newtonian Mechanics, involving principles of dynamics, kinematics and energy, in greater depth and with greater analytical and mathematical sophistication, including calculus applications. Computer based labs and simulations will help the students understand the concepts covered in the course and deepen the students’ appreciation of the scientific method. Many labs are inquiry based and open ended and students are required to set up labs or develop their own lab setup. Students will work independently and/or in group settings during lab sessions and class assignments. Concepts and problem-solving techniques in physics and calculus based mathematics are implemented in students’ assignments on a daily base. All of the above strategies will equip students to successfully perform on a required College Board National AP Physics C Exam in May.
Course Prerequisites
Successful completion of Physics or Honors Physics with a “B” grade or higher OR no previous physics experience with previous year science teacher recommendation and successful completion of, or concurrent enrolment in, an introductory calculus course that covers elementary differentiation, integration and differential equation (for example AP Calculus AB).
Course Goals and Expectations
Students are expected to spend at least five hours a week on homework or independent studies in addition to the daily 90-minute class period. Tutorial will be offered before and after school on a continuous base. Students are urged to buy a study guide to review, practice, and prepare for the AP exam. Students will take AP exam (Physics C Mechanics) by the end of the course.
Textbook
Physics for Scientists and Engineers, 6th Ed., by Serway and Jewett will be the textbook in this course. The textbook will be provided to the students at the beginning of academic year.
Summer Assignment Each student that signed up for this course will receive a summer assignment that is due on the first day of class. The packet will be given out in May. You need to obtain a copy of the book “Quick Calculus: A Self-Teaching Guide by Kleppner and Ramsey to do the summer assignment.
”If I have seen farther than others, it is because I was standing on the shoulders of giants.”Sir Isaac Newton
Psychology
Instructor: Eric W. LeMaster Room 023
Summer-work: Students will be responsible for:their book: Psychology, 8th edition, by David Myers (Worth Publishers)A study question packet that follows their books prologue and Chapter 1Practice tests (including multiple choice, matching, and essaysVocabulary assignmentEssay questionInternet assignment (Leaders in the Field)
Students should take advantage over the summer to begin reading further into their books as it will help them time wise during the year. When you read something a second time it goes much faster and helps with memorization. And students will be required to read the entire book throughout the school year.
Homework: time spent on homework will vary from student to student.Frequency – every night, weekends, holidays, etc.Duration – this depends. Students should be reading every night. Some nights a student will be
able to complete their tasks within 20 – 30 minutes (this of coarse depends on how fast the student reads). Some nights the students will need to take more time if there is a written assignment (possibly and hour or even two on a smaller project). Large projects will take hours and sometimes hours and hours to complete, but for those long projects the students will typically have weeks or even months in which to complete them. There is a good amount of writing in AP Psychology and some writing assignments will entail the student doing research. The time spent will of course depend on the student. Students should also spend time reviewing material that the class is presently studying and be prepared to come to class prepared and discuss the topic at hand.
Abilities Needed: You have to be willing to work in my class. You will also need the following: The ability to read, a lot, and read college level materials. There is quite a bit of reading, so
students must be able to read and retain and recall information. Strong writing skills. There is quite a bit of writing and typing in my class. Students will need to
write, proof read, and rewrite their work in order to receive a note worthy grade. Organization and time management skills. Students will sometimes have more than one
assignment going at a time. Some work will be done but not handed in till test day. They may be competing with time constraints from other classes. They need to prioritize their school work and play time and keep their work organized.
Students must be willing to put the extra time in if they wish to be successful. That means studying the material more than once, rewriting assignments when necessary, and then studying the material again. Psychology has a lot of vocabulary that the students will be responsible for. If you slack on your work expect your grade to reflect that.
Other Expectations: This course is designed to prepare the student to TAKE and PASS the AP Psychology exam. When you miss class, you miss information that you will be required to know. It is imperative that students are in class and on time, with themselves and their work. The work is often hard but we do try to make class fun. So if you miss class all you get is the work. Students are responsible for their own missed work. Without commitment this class is very difficult to pass.
Spanish
Instructors: Ms. Jessica Mealey Room [email protected]
Course Description: The purpose of this course is to refine student’s previously learned language skills while building a higher level of fluency in all four areas: speaking listening, reading and writing. Hispanic culture will be explored through the reading of a variety of authentic short literary pieces. The goal of the AP Spanish Language course is to prepare students for success on the AP Spanish Language Exam. This course is conducted completely in Spanish.
EXPECTATIONS: Students are expected to use the target language consistently via formal and conversational situations with the teacher and classmates in order to: Respond to conversational prompts, such as interviews, voice mail asking directions, and
story telling, giving oral presentations, using accuracy in pronunciation, fluency, and rich vocabulary structure and syntax.
Understand dialogues, narratives, lectures, and radio and television news.
Express themselves orally by convincing, arguing, inquiring and describing.
Express ideas accurately and fluently in formal and informal writing.
In order to be successful in this class, students must be prepared to spend two hours per week completing reading assignments, reviewing concepts that have been taught that day, and listening to the local radio/television news in the target language.
Prerequisites: Recommended from your current Spanish 4 teacher. No less than a B in your previous Spanish class.
Textbooks: Course texts include but are not limited to: : Encuentros Maravillosos (Prentice Hall)
Triángulo (Wayside Publishing)AP Spanish Preparing for the Language Examination, Third Edition. Pearson Prentice Hall
Student EvaluationThe course grade is weighted in accordance to the National Standards for Foreign Language Learning: Communication (30%), Cultures (25%), Connections (20%), Comparisons (15%), and Community (10%)
SUMMER WORK: A review packet may be given out in May. It will be due on the first day of school in August 2008. NO LATE WORK WILL BE ACCEPTED.
Statistics
Instructor: Ms. Richards Room [email protected]
This is a rigorous, fast-paced course equivalent to a one-semester introductory college statistics course. The course is designed to help you gain an exposure to, and an appreciation of the statistics courses typically required for social science, business law, and behavioral science majors. AP Statistics is a challenging course, but it’s also a great experience and one you’ll find satisfying.
The course requires an average of one to two hours of reading and homework for every hour of class (most college courses do): generally five to seven pages of text, and six to 10 multi-level problems. Reasoning skills are emphasized, over computational skills. (Taking Pre Calculus concurrently with AP Stats is strongly discouraged.)
Tests, quizzes, and projects account for 70 percent of your grade. Assignments are 30 percent of your grade.
Prerequisites: Recommend from your current Algebra2/Trig, Pre Calculus, or AP Calculus teacher. No less than a B in your previous English class. Your ability to express yourself in writing is
often more valuable than your math skills.
What does passing the AP Statistics Examination (scoring 3, 4 or 5) give you? Increases your chances of earning an undergraduate degree. Possible exemption from your college’s statistics course or higher placement in their math
sequences. Three to four college credits towards a degree (lower tuition costs). Improves your chances of getting into a competitive school. Colleges recognize that
applicants with AP experience are much better prepared.
STUDIO ART
INSTRUCTOR: Mr. Goldman Room [email protected]
COURSE DESCRIPTION: The Advanced Placement Studio Art Program enables highly motivated students to do college level work in studio art while still in high school. AP Studio Art students submit a portfolio of work for evaluation at the end of the school year. This program is intended for students committed to studying art. Portfolios are evaluated on quality, concentration and breadth.
SUMMER ASSIGNMENTS: 4 Pieces of Art: Self-Portrait Still-Life Magnify a Metallic Object Landscape
HOMEWORK: The student will be expected to do between 2 to 3 hours a week.
SKETCHBOOK: The student will be expected to maintain a quality sketchbook
CLASS ASSIGNMENTS: 24 projects, 6 per quarter (these works will be included in the student’s portfolio).
PROTFOLIO: Each student will be required to submit a portfolio at the end of the second semester.
The portfolio will include: 5 matted pieces of the student’s most successful work 12 digital images of 12 of the student’s work that show his/her breadth of
technique in the various media 12 digital images of 12 of the student’s work in a concentration of the student’s
choice
US Government and Politics
Instructors: Mr. Morris Room 021 [email protected]
Schedule: the double-period [meets every day, course (weighted) and elective (not weighted)]
Summer Work: two books– Lord of the Flies, over which a quiz is given during the first week of school– How Congress Works, for which students produce an outline and handwritten
notes due the first day of school
Homework: In general, between an hour or two every night; specifically, Frequency – every night, every weekend, holidays included. Duration – depends on the assignment, sometimes 30 minutes, sometimes an hour or
two; in addition, over and above any specific “homework” assignments, at any given moment students are also usually working on an extensive “chapter project” for each chapter in the book requiring several hours each, with about a week of lead time for each; also, students are expected to spend some additional time each night reviewing the notes/materials/etc. from that day’s class.
Abilities Needed: In general, a willingness to work; specifically, Ability to think logically and to handle abstract conceptsAbility to absorb (a lot of) vocabulary quicklyStrong writing skillsStrong study skillsAbility to read college-level materialTo the extent that any of the above is lacking, willingness to do what it takes to get the material (re-read, re-write, re-do, and study, study, study)
Other Expectations:This course is intended to prepare students for the AP US Government exam, one of the most difficult AP tests to pass. The unit tests that students will take are therefore also very difficult, and, since tests account for half of a student’s grade, students who can’t handle getting a B or C even after doing all the work should not take this course.
Finally, since this is the first AP course most students will take, and the only one most will take during their sophomore year, it is expected that this course will represent each student’s top priority, even to the point of giving up certain outside activities. Students must come to school everyday, as absenteeism in this course makes a difficult situation practically impossible. When class is missed, successful students are the ones who try to keep on top things by getting the missed work, ahead of time if possible, getting notes from friends, etc. Without a commitment to be in class everyday, to pay attention to
everything, and to do and frequently re-do the work, there is no reason to be in this course.
United States History
Instructor: Mr. McIntyre Room [email protected]
Recommended as an 11th grade course
The AP program in United States History is designed to provide students with the analytical skills and enduring understandings necessary to deal critically with the problems and materials in United States history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should learn to assess historical materials—their relevance to a given interpretive problem, their reliability, and their importance—and to weigh the evidence and interpretations presented in historical scholarship. An AP United States History course should thus develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in an essay format.
-Summer work will be given out in May. It will be due on a date in early to mid-July. No late work will be accepted.
-Students are expected to read every night and download and complete projects from my website for just about every chapter we cover.
-Students are expected to download the notes from my website.http://teacherweb.com/MD/BowieHS/MrMcIntyre/
-Students are expected to review their notes/material as needed to keep up with the material and to take part in class discussions in a substantive manner.
-Students are expected to become literate in writing using historical concepts and terminology.
-Students are expected to become literate in currents as they relate to U.S. History.
World History
Instructor: Mr. Keiler Room [email protected]
AP World History is a college level history course covering the development of world civilizations from 8000 BCE to the present. It differs substantially in content and approach from other comprehensive and Honors World History courses offered at the school. At the completion of the course students will take the AP World History exam for undergraduate college credit.
The AP World History course is challenging and requires dedicated effort on the part of students. As with any history course, students will have to master a large amount of factual material. AP World History differs in that students will be expected to analyze and apply this factual material in sophisticated ways.
Throughout the course students will be asked to consider and apply factual data, in general, as follows: 1) answering sometimes complex problems regarding particular historical time periods; 2) preparing essays that describe changes in historical circumstances over long periods of time; 3) analyzing primary source historical documents; 4) making comparisons between different civilizations and cultures as they developed over time. Students should expect to spend about 30-60 minutes each day reading or completing homework.
Grades will be assessed as follows: 1) 60% assessments, including tests, quizzes, essays and projects; 2) 30% class-work and homework; 3) 10% class participation. Homework will include vocabulary, practice tests and essays, but much homework will involve reading the assigned text, and supplementary material, and being prepared to discuss the material in class. Keeping up with reading assignments is vital. Unless students diligently read the text, they will have difficulty succeeding in the class and on the AP Exam. The course also features several interesting required and extra-credit projects.
The assigned text is Traditions and Encounters. Students will be required to use the textbook website at www.mhhe.com/bentley2. This website contains chapter outlines, study questions, interactive maps and quizzes, plus other features. There will be assignments based on the website. Students are also required to purchase The Princeton Review Cracking the AP World History Exam. The list cost of this book is approximately $18.00, but can be purchased used on EBay or Amazon.com for much cheaper. We will use this book in class, and it will be extremely useful to you in mastering the intricacies of the exam.
Your grades will be posted on Mygradebook.com and updated frequently. There should never be a question about where you stand grade-wise in the class. Assignments will be posted on the whiteboard in my classroom and usually will also be posted on my Teacherweb site at http://teacherweb.com/MD/BowieHS/MrKeiler/index.html. You will want to bookmark this site as it will also contain important announcements and downloads. You will occasionally be required to download documents and bring them to class.
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