Mrs. Linda Fields

(This page includes staff biography, schedule and syllabus for the classes that they are presently teaching.)

Born and raised in Bay City, Michigan.

Received a B.A. and M.Ed. from West Georgia College in the area of Social Studies.

Has been teaching for 17 years, the last 15 at Newnan High School.

Currently teaches General level and AP American History.

Has traveled extensively....South America, Japan, Canada, Singapore, Europe and Eastern Africa.

Enjoys jogging and distance walking, as well as Japanese studies.

Winner of the NHS "Golden Apple" Award for exceptional teaching, October 2000.

Awarded National Teacher Certification in 2001, the only Social Studies teacher in the county to achieve this distinction. 

Linda has been selected to grade the AP Exam for many years and gives seminars on teaching AP classes for the DOE.

Web Site: AP U.S. History

Schedule 2009-2010

First Term:

First Block- Plan

Second Block- U.S. History

Third Block-  AP U.S. History

Fourth Block- AP U.S. History

Second Term

First Block-  U.S. History

Second Block- Plan

 Third Block-  AP U.S. History

   Fourth Block- AP U.S. History

Syllabus- A.P. U.S. History

AP Test—U.S. History

May 8 (Friday, 8:00 AM)

Time: 3 hours and 5 minutes

Emphasis of the entire test:

• 35% political history
• 35% social history
• 15% diplomatic history
• 10% economic history
• 5% cultural/intellectual history

Format:

            Part I—Multiple Choice: 

• 80 questions
• 55 minutes
• 50% of the composite score
• difficulty level increases for the last 40 questions

Part II—Free Response

• 15 minute reading period

• Part A—Document Based Question (DBQ)—45 minutes, 22 ½% of the composite score (from the period of 1810 to 1860)

• Part B—essay, choose one of two, 35 minutes, 13 ¾% of the composite score (on a time period not covered in the DBQ)

• Part C—essay, choose one of two, 35 minutes, 13 ¾% of the composite score (on a time period not covered in the DBQ)

AP History Scoring Guide for DBQ’s and Essays

•  
• Thesis is clear, well developed, and answers the question through evaluation, effective analysis, or understanding the complexity of the question (is not merely a restatement of the question)
• Effectively uses a number of documents (6 to 8)
• Supports thesis with substantial, relevant, and specific outside information
• Is clearly organized and well written
• May contain minor errors (1810 instead of 1910)

5-7

• Thesis is clear but has limited development or insufficient focus
• Limited analysis or understanding of the complexity of the question
• Essay is descriptive (rather than analytical)
• Uses some documents effectively
• Supports thesis with some factual, relevant outside information
• Shows evidence of acceptable organization and writing;  grammar errors do not interfere with the comprehension of the essay
• May contain minor errors that do not detract from the overall quality of the essay

2-4

• Thesis is confused, undeveloped, or missing
• Answer lacks supporting information or information is minimal or irrelevant
• Shows little or no understanding of the complexity of the question
• Contains little outside information or information that is generally inaccurate or irrelevant
• May contain major errors

0-1   

• Contains no thesis or a thesis which does not address the question
• Exhibits inadequate or inaccurate understanding of the question
• Is so poorly organized or written that it inhibits understanding
• Contains numerous errors, both major and minor

Scoring the essays:

• Scorers are ranking, not scoring the papers.  A 9 is NOT a perfect paper.  It is among the best that will be seen.

• A paper does not have to fit every bullet in a category to be in that category.

• In theory students are not penalized for poor handwriting, but readers do NOT have time to analyze work that is difficult to read.  Consider your own impression of work that is difficult to read as opposed to good handwriting.

• Students do not have to specifically site documents (“Doc A”), but there is also no penalty for doing so.  On the other just because a document is cited does not mean that it has really been used.

• In the DBQ, outside information that is close to the time period but not specifically tied to the answer, generally receives neither credit nor incurs penalty.  However, out of the period material should receive credit if it provides context for or transition in or out of the era being discussed.

• In general, the top category of 8 or 9 will be an analytical essay focusing clearly on answering the question that was asked.

• The category of 5 to 7 will be more of a narrative with limited analysis addressing the question that was asked.

• The bottom two categories of 2 to 4 and 0 to 1 tend to be confused, simplistic, or only deal with generalities.

Guidelines for Writing a Successful DBQ

• Read the question carefully to determine what is being asked and quickly jot down the major ideas that come to mind before reading the documents.

• Look for key command words.  The question may read “To what extent….”.

• Answer the question asked.  Every word in the question is important.  Do not simply discuss or paraphrase documents.  Think of the question as a free response essay.  Do NOT write in the first person (no I think….).

• Use the reading period to study the eight to ten documents.

• Begin with a thesis statement which clearly states your position and explains how you will prove it.  This will be the most important sentence in the introduction.  Take a stand, either for or against the issue presented.  Do NOT argue both sides.  It is acceptable and often shows additional insight if a “however” or “although” clause is added that shows understanding for the side you are NOT arguing.  Follow the normal essay writing procedure (not necessarily five paragraphs).  Be sure the essay “proves” the position stated in your thesis statement.

• A title is not necessary.

• Stay within the time period the question is referring to!!!!

• Outside information (not found in the documents) MUST be incorporated in this essay.

• You may write on the test documents and underline key words and phrases.

• You do not need to use all eight to ten documents to score at the highest levels on the DBQ, but you should use most of them.  Do NOT quote extensively from the documents.  Using a fragment or a sentence from the documents is acceptable, but “more than that is as a waste of time and detracts from your analysis.”  In citing the sources, it is far better to mention the author or subject of a document—for example, “Carter Woodson maintains” or “the chart on illiteracy illustrates”—rather than referring to “Document I” or “Document B.”

• Be sure that your conclusion supports the thesis sentence found in the introduction!!  If time is about to expire, quickly compose a short (two to three sentence) conclusion.  However, no conclusion is better than a “disastrous one in which the thesis sentence is ignored or contradicted.”

• Pace yourself so that you can finish within the allowed time.  Unlike the Georgia High School Exit Exam, no extra time is allowed.

Essay Outline Format for AP History                (borrowed from S. Reeder, A.P. scorer)

A strong, well written essay integrates English and American History skills.  The introduction is really the key to the essay because it proposes the original thesis and sets the stage for how the thesis will be proven.  Therefore, it is imperative to demonstrate a clear thesis and concise plan of attack in the introduction.  The body of the essay must be fact filled with accurate evidence which is chronologically correct.  The conclusion restates the thesis and how it was proven.

Introductory paragraph

• Establish the time frame.  A time frame MUST be stated, although not necessarily with dates.
• Define the thesis.
• List the plan of attack.

1.

2.

3.

• Transition sentence

• Body (paragraphs follow in order stated in the “plan of attack”)
• 1^st  topic sentence (an insightful statement that connects with the thesis)
•  Use of outside facts that are accurate and chronologically correct and that support the topic

a.

b.

c.

• Transition sentence

• 2^nd topic sentence (insightful as well as a smooth transition from previous paragraph)
• Use of outside facts that are accurate and chronologically correct that support the topic

a.

b.

c.

• Transition sentence

• 3^rd topic sentence (insightful as well as a smooth transition from previous paragraph)
• Use of outside facts that are accurate and chronologically correct that support the topic

a.

b.

c.

Conclusion

• Restatement of the thesis in different words
• Memorable ending sentence

A.P. United States History / Linda Fields                                 Syllabus for 2009-2010

F          8/7       Class introduction and expectations;  What is AP?

M         8/10    Pre-Columbian Societies;  Trans-Atlantic Explorations, and Colonial Beginnings—1492--1650:  Chapter 2      

Tu        8/11    Chapter 2                   U.S. States map

W        8/12    Chapter 3

Th        8/13    Chapter 3                  

F          8/14    Chapter 3

M         8/17    The Colonial Era:  Chapter 4                               

Tu        8/18    Chapter 4

W        8/19    Chapter 4                   U.S. Rivers map                               

Th        8/20    Chapter 4                   NHS Open House—6:30 PM

F          8/21    Road to Revolution:  1754--1775:  Chapter 5

M         8/24    Chapter 5

Tu        8/25    Chapter 5

W        8/26    Chapter 5

Th        8/27    The American Revolution—Gaining Independence:  Chapter 6

F          8/28    Chapter 6                   Canada map

M         8/31    Chapter 6

Tu        9/1       Chapter 6

W        9/2       Chapter 6

Th        9/3       Chapter 6

F          9/4       The Constitution and the New Republic:  Chapter 7

M         9/7       Holiday—Labor Day

Tu        9/8       Chapter 7                  

W        9/9       Chapter 7                   Latin America map              

Th        9/10    Chapter 7

W        9/11    Chapter 7

M         9/14    The Age of Jefferson and Madison, 1800--1816:  Chapter 8

Tu        9/15    Chapter 8                                                                  

W        9/16    Chapter 8                  

Th        9/17    Chapter 8

F          9/18    Chapter 8

M         9/21    Nationalism and Economic Expansion:  Chapter 9  

Tu        9/22    Chapter 9                  

W        9/23     Chapter 9                               

Th        9/24     Age of Jackson and the Reformers:  Chapter 10

F          9/25     Chapter 10

M         9/28    Chapter 10

Tu        9/29    Chapter 10

W        9/30    Chapter 10

Th        10/1    Chapter 10

F          10/2    Chapter 10

M         10/5     The Old South (Slavery), Technology, and Culture:  Chapters 11 and 12

T          10/6     Chapters 11 and 12

W        10/7    Review for nine weeks exam

Th        10/8    First Nine Weeks exams—3^rd block

F          10/9    First Nine Weeks exam—4^th block

M         10/12  Territorial Expansion and Sectional Crisis—North, South, West:  Chapter 13  

Tu        10/13  Chapter 13    

W        10/14  Chapter 13

Th        10/15  Chapter 13

F          10/16  Holiday

M         10/19  Holiday         

Tu        10/20  The 1850s:  Decade of Compromise and Secession: Chapter 14

W        10/21  Chapter 14

Th        10/22  Chapter 14

F          10/23  Chapter 14

M         10/26   Chapter 14

Tu        10/27   The Civil War:  Chapter 15                          

W        10/28   Chapter 15     

Th        10/29   Chapter 15                             

F          10/30   Chapter 15

M         11/2     Reconstruction:  Chapter 16

Tu        11/3     Chapter 16

W        11/4     Chapter 16

Th        11/5     Chapter 16                             

F          11/6     Chapter 16                 

M         11/9     The West and Native American Indians:  Chapter 17

Tu        11/10   Chapter 17

W        11/11   Chapter 17

Th        11/12   Chapter 17                             

F          11/13   Chapter 17                             

M         11/16   The Gilded Age and Industrialization:  Chapter 18 (parts of 19)

Tu        11/17   Chapter 18

W        11/18   Chapter 18     

Th        11/19   Chapter 18

F          11/20   Chapter 18

Thanksgiving Break—Week of 11/23 through 11/27

M         11/30  Chapter 18

Tu        12/1    Chapter 19  (selections)

W        12/2    Chapter 19  (selections)

Th        12/3    Immigration, Urbanization, and the Spanish American War:  Chapter 20

F          12/4    Chapter 20

M         12/7    Chapter 20

Tu        12/8    Chapter 20

W        12/9    Chapter 20

Th        12/10  Chapter 20

F          12/11  Chapter 20

M         12/14  Chapter 20

Tu        12/15  Review for exams

W        12/16  Review for exams

Th        12/17  Second Nine Weeks Exams—Third Block

F          12/18  Second Nine Weeks Exams—Fourth Block

Second Semester

W        1/6       The Progressives:  Chapter 21

Th        1/7       Chapter 21

F          1/8       Chapter 21

M         1/11    Chapter 21                                                    

Tu        1/12    Chapter 21

W        1/13    Chapter 21

Th        1/14    World War I:  Chapter 22

F          1/15    Chapter 22

M         1/18    Holiday:  MLK Holiday

Tu        1/19    Chapter 22

W        1/20    Chapter 22

Th        1/21    The 1920s:  Chapter 23

F          1/22    Chapter 23

M         1/25    Chapter 23

Tu        1/26    Chapter 23

W        1/27    The Depression and the New Deal:  Chapter 24

Th        1/28    Chapter 24

F          1/29    Chapter 24

M         2/1       Chapter 24

Tu        2/2       Chapter 24

W        2/3       Chapter 24

Th        2/4       World War II:  Chapter 25

F          2/5       Chapter 25                

M         2/8       Chapter 25                                        

Tu        2/9       Chapter 25

W        2/10    Chapter 25

Th        2/11    Truman and the Cold War:  Chapter 26                                    

F          2/12    Chapter 26                            

Mid Winter Break—2/15 through 2/19

M         2/22    Chapter 26

Tu        2/23    Chapter 26

W        2/24    Chapter 26

Th        2/25    Eisenhower and Modern Republicanism:  Chapter 27

F          2/26    Chapter 27

M         3/1       Chapter 27

Tu        3/2       Chapter 27

W        3/3       Chapter 27

Th        3/4       Kennedy’s New Frontier:  Johnson’s Great Society;  Vietnam;  60s Culture:  Chapter 28

F          3/5       Chapter 28

M         3/8       Chapter 28

Tu        3/9       Chapter 28

W        3/10    Chapter 28

Th        3/11    Nixon;  Vietnam:  Chapter 29

F          3/12    Chapter 29

M         3/15    Chapter 29

Tu        3/16    Third Nine Weeks exam—3^rd block

W        3/17    Third Nine Weeks exam—4^th block

Th        3/18    The United States since 1974:  Ford, Carter, Reagan:  Chapter 30

F          3/19    Chapter 30

M         3/22    Chapter 30

Tu        3/23    Chapter 30

W        3/24    Chapter 30                            

Th        3/25    Chapter 30

F          3/26    Chapter 30

M         3/29    Chapter 30

Tu        3/30    Chapter  30

W        3/31    Bush, Clinton, Bush:  Chapters 31 and 32

Th        4/1       Chapter 31

F          4/2       Chapter 31

Spring Holidays—4/5 through 4/9

M         4/12    Chapter 31

Tu        4/13    Chapter 32                

W        4/14    Chapter 32

Th        4/15    Chapter 32

F          4/16    Chapter 32

M         4/19    Review for AP test

Tu        4/20    Review for AP test

W        4/21    Review for AP test

Th        4/22    Review for AP test

F          4/23    Review for AP test                           

M         4/26    Review for AP test               

Tu        4/27    Review for AP test

W        4/28    Review for AP test                End of Course Test—3^rd block  

Th        4/29    Review for AP test                End of Course Test—4^th block

F          4/30    Review for AP test

Saturday, 5/1:  SAT II Subject Test:  8:00, not given at NHS;  see below

M         5/3       Review for AP test               

Tu        5/4       Review for AP test

W        5/5       Review for AP test

Th        5/6       Review for AP test

F          5/7       AP TEST!!!  8:00 AM

5/10 through 5/28   Current issues projects;  Coweta County and Newnan history;  Bush, Clinton, Bush Presidencies continued;  Chapters 31 and 32 continued      

Saturday, May 1:  SAT II Subject Test:  United States History (One hour)

            Registration deadline:  March 25

            Cost:  $20

Syllabus- Advanced /General U.S. History

Advanced and General classes will follow this same outline.  Their assignments and test will be different.

United States History:  First Semester Grading and Expectations, 2008

Mrs. Fields, 200B

Grading Policy:

Grades will be calculated based on the following formula:

• Tests                                  30%
• Quizzes                              30%
• Homework                           10%
• In-class assignments           20%
• Notebook                            10%

Homework:

Homework will be accepted on the day it is due or on the first day following an excused absence.  It will be graded as satisfactory or unsatisfactory based on 70% accuracy.  Because each homework assignment is tied to course objectives and to tests, doing homework will improve your grade.

Notebook:

A notebook is required which reflects work done in class each day and will be collected once per nine weeks.    All chapter notes and study materials should be placed in your notebook and all materials should be complete.   Place geography assignments (maps, etc.) in a separate section.  See attached syllabus for notebook due dates.

Attendance: 

To reward good attendance, any student who has perfect attendance will have one point added to his/her eighteen weeks average.  Absences are cumulative, not per nine weeks.  After the third absence in either nine weeks students will not be eligible to apply bonus group points.

Extra Credit:

Extra credit is offered to students who have completed all other assignments, quizzes, and tests.  The point value for extra credit is determined by the quality of the work and must be completed by the seventh week of each nine weeks.

Make-up Work:

Students are responsible for obtaining make-up work and it must be completed within three school days following an absence.  The best time for making up missed tests and assignments is any day before school and after school by appointment (due to my after school duty assignments). 

Expectations:

• Bring your textbook, notebook, paper, and pen/pencil to class every day.
• Be on time and seated in your assigned seat when the bell begins to ring.
• Water bottles are permitted in the classroom.  No other beverages are allowed.
• Be prepared to give the extra effort necessary to be successful in this or any class, as this is a required course for graduation. 
• When completing research in the computer lab, students will visit only designated web sites.
• As this class frequently discusses current political issues, students will listen politely to the views and comments of others.
• No extra time will be given for “cyber” excuses.  If your printer malfunctions or runs out of toner, email your assignment to a friend or take it to the media center on a disc/flash drive to be printed.  Please do NOT email it to me.  J

Please don’t hesitate to ask for extra help at any time, especially before school.  Parents can reach me during regular school hours by calling the school switchboard at 770-254-2880 and by leaving a message on my voice mail or at linda.fields@cowetaschools.net.  I hope that this school year will be a successful and enjoyable one for you.  Please let me know if I can help. 

"Bringing our subjects to life..."