History of the Honors course
CDM piloted a Honors US history course from 2008-2010. The program was not offered in the 2010-2011 school year.
The course was re-worked and a new version was offered for the 2011-2012 school year. The course was planned to have have two teachers teaching the 2 sections but due to numbers there was only one section offered.
For the 2012-2013 school year the class was taken over by Mr. Hitchens. You can contact him at [email protected]
We will be discontinuing the honors program at the end of the 2013-2014 school year.
The course was re-worked and a new version was offered for the 2011-2012 school year. The course was planned to have have two teachers teaching the 2 sections but due to numbers there was only one section offered.
For the 2012-2013 school year the class was taken over by Mr. Hitchens. You can contact him at [email protected]
We will be discontinuing the honors program at the end of the 2013-2014 school year.
Recommendations/Prerequisites:
- Honors is designed for students with a 3.3-3.5
- Students in AP should have a GPA of a 3.5 or above
- Students who have taken AP World or AP European History, passed the class and the AP exam should take AP US history. It can raise questions for colleges if a student takes AP history their sophomore year but then do not take it as a junior.
AP, Honors or College Prep (RUSH)?
College Prep
**AP History questions require students to do more than just recall facts. AP History questions are more analytical than typical academic questions. Below are some sample questions so that you can see the difference between the two types of questions.
Sample Multiple Choice Questions from an Honors or Regular test on The Civil War
1. The formal withdrawal of a state from the Union is known as
a. Confederacy
b. Compromise
c. Secession
d. Popular sovereignty
2. One of the most active conductors on the Underground Railroad was
a. Harriet Beecher Stowe
b. Harriet Tubman
c. Horace Greeley
d. Abraham Lincoln
3. Uncle Tom’s Cabin was written by
a. Horace Greeley
b. John Brown
c. Harriet Beecher Stowe
d. Charlotte Forten
4. The topic of the Lincoln-Douglas debates was
a. The Missouri Compromise
b. Secession
c. The Wilmot Proviso
d. Slavery in the territories
5. The Dred Scott decision did all of the following except
a. Please southerners
b. Rule that slaves did not have rights
c. Declare the Missouri Compromise unconstitutional
d. Guarantee that slavery would not be allowed in future states
Note: The questions above only require students to recall historical information.
Answers to Hon/Reg Questions: 1.C 2.B 3.C 4.D 5. D
Sample Honors Questions:
Typical Academic Level Essay Question
1. The Lincoln-Douglas debates of 1856 are among the most memorable in American history.
Explain why the debates were held, what positions each candidate took, and the results.
Think About:
Note: This essay requires students to demonstrate their knowledge and understanding of the
Lincoln-Douglas debates.
AP Classes:
Are AP courses harder than Academic courses?
• The short answer is: yes. However, “hard” and “difficult” are relative terms. Overall, the answer to this question depends on the nature of the courses a student has taken in the past and the standards upheld in those courses. It is likely that students will initially find AP History courses to be more challenging and demanding than past courses. The courses are designed to be representative of what students would expect in a university style course; thus, the course is taught in such a manner that places more responsibility on students for their learning. The expectations are likely to be higher than those of traditional high school history courses.
Does a student have to be an “honors” or “gifted” student to take an AP History course?
• Not at all. While many students of this distinction take this course, it is the philosophy of the College Board and CDM High School that any student wishing to take on the challenge of an AP course is welcome.
Why was the Advanced Placement program started?
• In the eyes of college admissions boards and scholarship committees, honors can mean
different things depending on the location of the school, the philosophy of the district or
department, and even the teacher. AP courses are designed by experts in the field to be as
representative of first year college courses as is possible. While the curriculum is not
mandated, it is strongly guided in the same direction as college courses. AP courses
provide an assurance that similar standards are being upheld across the country, even
worldwide.
If I receive a passing grade in the course, does that mean that I will pass the AP Exam?
• Not necessarily. The AP exam is a “secret exam.” It has been developed by the College
Board and is not available for preview before the exam. While the aim of the course is to
help prepare for the exam, because it is not seen, it is difficult to determine if a student will pass the exam. It is possible that students may do quite well in class, but for a variety of reasons, a student may not do well on the exam.
Sample AP Questions
Sample Multiple Choice Questions from an AP Test on the Civil War
1. Which of the following principles was established by the Dred Scott Decision?
(A) Congress could abolish slavery at will.
(B) National legislation could not limit the spread of slavery in the territories.
(C) The rights of all people are protected by the Constitution.
(D) Slaves residing in a free state automatically became free.
(E) Through squatter sovereignty, a territory had the sole right to determine the status of
slavery within its territorial limits.
2. In the presidential campaign of 1860, which of the following positions was asserted by the Republican
party platform with respect to slavery?
(A) Slavery should be abolished immediately by the federal government.
(B) The extension of slavery to other countries should be prohibited.
(C) The Missouri Compromise line should be extended to the Pacific Ocean, and slavery should be prohibited in territories above that line.
(D) The gradual emancipation of the slaves should begin, and the federal government should compensate slave owners for the loss of slave property.
(E) The extension of slavery to United States territories should be prohibited by the federal government, but slavery should be protected in the states where it already existed.
3. Which of the following had the greatest impact on the institution of slavery in the United States in the
first quarter of the nineteenth century?
(A) Demands of Southern textile manufacturers for cotton
(B) Introduction of crop rotation and fertilizers
(C) Use of more stringent techniques of slave control
(D) Invention of the cotton gin
(E) The “three-fifths” compromise
4. All of the following statements about pre-Civil War American slavery are true EXCEPT:
(A) Although experience varied from one plantation to another, investments in slaves generally yielded rates of return equal to or better than other forms of investments of comparable risk in the pre-Cvil War American economy.
(B) Although Southern legal codes did not uniformly provide for the legalization and stability of slave marriage, slaves were generally able to marry, and the institution of marriage was common on Southern plantations.
(C) Although slaves were mainly employed in agriculture, by the 1850’s they also were employed as construction workers and industrial laborers.
(D) Because of the relative ease with which slaves could gain their freedom by manumission or by purchase, the proportion of freedmen to slaves was almost equal in many areas of the South.
(E) Despite the geographical diffusion of slavery throughout the South, at no time did the majority of White families in the South own slaves.
5. “Let Southern oppressors tremble…I shall strenuously contend for immediate enfranchisement…I will
be as harsh as truth and as uncompromising as justice.”
(A) John C. Calhoun
(B) Stephen A. Douglas
(C) Henry Clay
(D) Abraham Lincoln
(E) William L. Garrison
Answers to AP Questions: 1.B 2.E 3.D 4.D 5.E
Typical AP Level Essay Question
1. Analyze the effectiveness of political compromise in reducing sectional tensions in the period
1820-1861.
Note: This essay not only requires students to demonstrate their knowledge of the political compromises that led to the Civil War, but it also requires them to take a position on the topic and evaluate the effectiveness of these particular compromises.
**AP History students are required to write two types of essays: Free-Response Essays and Document Based Essays. The above question is a Free-Response Question. It requires students to write an essay with the knowledge they have about the subject. A Document Based Question requires students to read a set of documents before writing their essay. A Document Based Question requires students to use both the documents AND their knowledge of history when
writing their essay.
**AP History Questions tend to be broader than typical essay questions on an academic level exam. These questions require students to demonstrate their position in the form of a well- developed thesis statement. Some examples of thesis statements are listed on the following page.
AP History students are expected to write thesis statements that resemble examples #4 and #5 below.
Sample Question: To what extent did the Civil War constitute a revolution in American society?
THESIS TYPES:
1. Simple thesis: “The Civil War was a revolution in American society.”
2. Complex-simple thesis: “In some respects, Americans experienced profound changes during the war. After the war, it was clear that society had also been changed dramatically in a number of important areas.”
3. Simple-split thesis: “The Civil War was a revolution in America politically, socially, and constitutionally.”
4. Complex-split thesis: "Politically, the war established the supremacy of the Republican party in national politics for much of the next fifty years. Socially, the war saw significant gains in African American rights. And constitutionally, the war established the supremacy of the federal government over the states. Thus, the Civil War did in fact represent a political, social and constitutional revolution in America."
5. THE "GRAY AREA" THESIS
"Although the Civil War resulted in the supremacy of the Republican party for the next fifty years and led to a constitutional revolution regarding African American rights, blacks in the South were virtually abandoned by the North in 1877 and subsequently dominated by the white-supremacist Democratic party of the “Solid South. Thus, to a larger extent, the Civil War did represent a revolution constitutionally and in national politics but it was not a complete revolution regarding social and political issues in the South."
- California State Standards of Learning are adhered to as well as district benchmarks.
- There are more in-class assignments and daily homework. These assignments are regularly collected and graded for points.
- Overall there are more assignments per semester.
- The course is anchored by the assigned textbook. All College Prep classes in the NMUSD will use the same textbook and common district benchmarks.
- Students will be prepared to score well on the CSTs.
- The HONORS class is designed for students with a GPA of 3.0-3.3
- California State Standards of Learning are adhered to; however, there are expectations that go beyond these standards which may vary depending on the instructor.
- More in-depth study of US History than College Prep but material will be covered more slowly than in AP.
- More assigned reading than College Prep.
- There will be regular homework assigned.
- Course will use 2 college textbooks. Students will have assigned readings from both.
- A outside reading novel is required.
- Students will be prepared to score in the 600's on SAT II.
**AP History questions require students to do more than just recall facts. AP History questions are more analytical than typical academic questions. Below are some sample questions so that you can see the difference between the two types of questions.
Sample Multiple Choice Questions from an Honors or Regular test on The Civil War
1. The formal withdrawal of a state from the Union is known as
a. Confederacy
b. Compromise
c. Secession
d. Popular sovereignty
2. One of the most active conductors on the Underground Railroad was
a. Harriet Beecher Stowe
b. Harriet Tubman
c. Horace Greeley
d. Abraham Lincoln
3. Uncle Tom’s Cabin was written by
a. Horace Greeley
b. John Brown
c. Harriet Beecher Stowe
d. Charlotte Forten
4. The topic of the Lincoln-Douglas debates was
a. The Missouri Compromise
b. Secession
c. The Wilmot Proviso
d. Slavery in the territories
5. The Dred Scott decision did all of the following except
a. Please southerners
b. Rule that slaves did not have rights
c. Declare the Missouri Compromise unconstitutional
d. Guarantee that slavery would not be allowed in future states
Note: The questions above only require students to recall historical information.
Answers to Hon/Reg Questions: 1.C 2.B 3.C 4.D 5. D
Sample Honors Questions:
Typical Academic Level Essay Question
1. The Lincoln-Douglas debates of 1856 are among the most memorable in American history.
Explain why the debates were held, what positions each candidate took, and the results.
Think About:
- Who was the challenger
- How each candidate tried to portray his opponent
- How each candidate viewed slavery and popular sovereignty
- What each candidate gained from the debates
Note: This essay requires students to demonstrate their knowledge and understanding of the
Lincoln-Douglas debates.
AP Classes:
- AP is designed for students with a GPA of 3.4 or above
- Teachers tend to provide more direct instruction. AP courses equate to a first year college level course; therefore, students may earn college credit for the course.
- Students are generally self-motivated.The teacher’s role is primarily as facilitator of learning.
- Students may have fewer grades per quarter. There is normally not much homework. The purpose of homework is to reinforce classroom activities and to fill gaps in knowledge. Students are expected to complete this individually.
- Students may be tested on information not specifically covered during class time, but was discussed in assigned readings. The course may resemble traditional high school classes. An AP course resembles what is seen in university classrooms. Students are provided a college-level textbook and supplemental articles to read.
- In AP History classes, students are expected to read and write at an advanced level. AP courses typically involve a lot of discussion and are writing intensive.
- Class prepares students for real-world demands and the demands of a collegiate setting.
- Students are expected to take the AP exam in May. The course aim to prepare students for this exam and to score 680-800 on the SAT II.
Are AP courses harder than Academic courses?
• The short answer is: yes. However, “hard” and “difficult” are relative terms. Overall, the answer to this question depends on the nature of the courses a student has taken in the past and the standards upheld in those courses. It is likely that students will initially find AP History courses to be more challenging and demanding than past courses. The courses are designed to be representative of what students would expect in a university style course; thus, the course is taught in such a manner that places more responsibility on students for their learning. The expectations are likely to be higher than those of traditional high school history courses.
Does a student have to be an “honors” or “gifted” student to take an AP History course?
• Not at all. While many students of this distinction take this course, it is the philosophy of the College Board and CDM High School that any student wishing to take on the challenge of an AP course is welcome.
Why was the Advanced Placement program started?
• In the eyes of college admissions boards and scholarship committees, honors can mean
different things depending on the location of the school, the philosophy of the district or
department, and even the teacher. AP courses are designed by experts in the field to be as
representative of first year college courses as is possible. While the curriculum is not
mandated, it is strongly guided in the same direction as college courses. AP courses
provide an assurance that similar standards are being upheld across the country, even
worldwide.
If I receive a passing grade in the course, does that mean that I will pass the AP Exam?
• Not necessarily. The AP exam is a “secret exam.” It has been developed by the College
Board and is not available for preview before the exam. While the aim of the course is to
help prepare for the exam, because it is not seen, it is difficult to determine if a student will pass the exam. It is possible that students may do quite well in class, but for a variety of reasons, a student may not do well on the exam.
Sample AP Questions
Sample Multiple Choice Questions from an AP Test on the Civil War
1. Which of the following principles was established by the Dred Scott Decision?
(A) Congress could abolish slavery at will.
(B) National legislation could not limit the spread of slavery in the territories.
(C) The rights of all people are protected by the Constitution.
(D) Slaves residing in a free state automatically became free.
(E) Through squatter sovereignty, a territory had the sole right to determine the status of
slavery within its territorial limits.
2. In the presidential campaign of 1860, which of the following positions was asserted by the Republican
party platform with respect to slavery?
(A) Slavery should be abolished immediately by the federal government.
(B) The extension of slavery to other countries should be prohibited.
(C) The Missouri Compromise line should be extended to the Pacific Ocean, and slavery should be prohibited in territories above that line.
(D) The gradual emancipation of the slaves should begin, and the federal government should compensate slave owners for the loss of slave property.
(E) The extension of slavery to United States territories should be prohibited by the federal government, but slavery should be protected in the states where it already existed.
3. Which of the following had the greatest impact on the institution of slavery in the United States in the
first quarter of the nineteenth century?
(A) Demands of Southern textile manufacturers for cotton
(B) Introduction of crop rotation and fertilizers
(C) Use of more stringent techniques of slave control
(D) Invention of the cotton gin
(E) The “three-fifths” compromise
4. All of the following statements about pre-Civil War American slavery are true EXCEPT:
(A) Although experience varied from one plantation to another, investments in slaves generally yielded rates of return equal to or better than other forms of investments of comparable risk in the pre-Cvil War American economy.
(B) Although Southern legal codes did not uniformly provide for the legalization and stability of slave marriage, slaves were generally able to marry, and the institution of marriage was common on Southern plantations.
(C) Although slaves were mainly employed in agriculture, by the 1850’s they also were employed as construction workers and industrial laborers.
(D) Because of the relative ease with which slaves could gain their freedom by manumission or by purchase, the proportion of freedmen to slaves was almost equal in many areas of the South.
(E) Despite the geographical diffusion of slavery throughout the South, at no time did the majority of White families in the South own slaves.
5. “Let Southern oppressors tremble…I shall strenuously contend for immediate enfranchisement…I will
be as harsh as truth and as uncompromising as justice.”
(A) John C. Calhoun
(B) Stephen A. Douglas
(C) Henry Clay
(D) Abraham Lincoln
(E) William L. Garrison
Answers to AP Questions: 1.B 2.E 3.D 4.D 5.E
Typical AP Level Essay Question
1. Analyze the effectiveness of political compromise in reducing sectional tensions in the period
1820-1861.
Note: This essay not only requires students to demonstrate their knowledge of the political compromises that led to the Civil War, but it also requires them to take a position on the topic and evaluate the effectiveness of these particular compromises.
**AP History students are required to write two types of essays: Free-Response Essays and Document Based Essays. The above question is a Free-Response Question. It requires students to write an essay with the knowledge they have about the subject. A Document Based Question requires students to read a set of documents before writing their essay. A Document Based Question requires students to use both the documents AND their knowledge of history when
writing their essay.
**AP History Questions tend to be broader than typical essay questions on an academic level exam. These questions require students to demonstrate their position in the form of a well- developed thesis statement. Some examples of thesis statements are listed on the following page.
AP History students are expected to write thesis statements that resemble examples #4 and #5 below.
Sample Question: To what extent did the Civil War constitute a revolution in American society?
THESIS TYPES:
1. Simple thesis: “The Civil War was a revolution in American society.”
2. Complex-simple thesis: “In some respects, Americans experienced profound changes during the war. After the war, it was clear that society had also been changed dramatically in a number of important areas.”
3. Simple-split thesis: “The Civil War was a revolution in America politically, socially, and constitutionally.”
4. Complex-split thesis: "Politically, the war established the supremacy of the Republican party in national politics for much of the next fifty years. Socially, the war saw significant gains in African American rights. And constitutionally, the war established the supremacy of the federal government over the states. Thus, the Civil War did in fact represent a political, social and constitutional revolution in America."
5. THE "GRAY AREA" THESIS
"Although the Civil War resulted in the supremacy of the Republican party for the next fifty years and led to a constitutional revolution regarding African American rights, blacks in the South were virtually abandoned by the North in 1877 and subsequently dominated by the white-supremacist Democratic party of the “Solid South. Thus, to a larger extent, the Civil War did represent a revolution constitutionally and in national politics but it was not a complete revolution regarding social and political issues in the South."