APUSH+Expectations

===An AP course is rigorous in the content and skills it requires students to master. To get the most personally and academically from an AP course, students often need to dig deep and demand more from themselves than they think they are capable. While this process can feel uncomfortable or stressful at times, the rewards for students who persevere are intellectual and personal growth and achievement, along with a deeper understanding of and confidence in their capabilities. Certain behaviors or habits are very helpful in rigorous academic endeavors. I've laid them out here so that students know what I'm looking for, so that they can assess themselves and have a clear idea of what to do to improve their efforts.===


 * =  ||= **Outstanding (A)** ||= **Very Good (B)** ||= **Adequate (C)** ||= **Limited (D)** ||= **Unacceptable (F)** ||
 * = **Meeting Expectations and Requirements** ||= Assignments exceed expectations & requirements. Exhaustive. ||= Assignments meet spirit and letter of requirements and expectations. Thorough. ||= Assignments meet the letter of requirements and expectations. Follows directions. Completes work. ||= Assignments incomplete or incorrect. Instructions not followed. ||= Assignments not done, or are late, incomplete, or insufficient**.** ||
 * = **Evidence of Learning** ||= Masterful. Achieves synthesis/evaluation. Able to develop original theories in historical analysis. Excellent performance on tests and quizzes. ||= Solid. Achieves application, analysis, transfer. Able to identify patterns and cause and effect relationships. Often insightful. Very good performance on tests and quizzes. ||= Basic. Achieves knowledge, comprehension. Often imitative rather than insightful in historical analysis. Average performance on tests and quizzes. ||= Sketchy. Lacking in comprehension. Inconsistent or below average performance on tests and quizzes. ||= Absent. Lacking knowledge. Poor performance on tests and quizzes. ||
 * = **Organization and Preparedness** ||= Thoroughly organized and prepared to learn every day. ||= Effectively and consistently prepared to learn. ||= Arrives with necessary course materials, assignments, and supplies. ||= Inconsistent preparedness for class. ||= Often loses needed items. Does not bring course materials. ||
 * = **Resourcefulness** ||= Takes initiative in finding resources, in and out of school, including people, organizations. Uses time effectively. ||= Will use resources beyond those immediately available. Will ask for help and follow up. Uses time responsibly. ||= Use of resources limited to those close at hand. Under supervision, uses class time as instructed. ||= Minimal use of resources at hand. Reluctant to ask for help. Dependent on others for ideas, motivation. Lax in use of time. ||= Does not use resources at hand. Resists effective use of time. ||
 * = **Conquering Difficulties** ||= Resilient in dealing with difficulties. Does not give in to frustration. Persistent. ||= Will seek help in face of difficulty and is open to trying new strategies or approaches. ||= Difficulties may frustrate and delay progress. May seek help, sometimes too late. ||= Little or no persistence in face of difficulty. Surrenders to frustration. ||= Difficulty used as an excuse for not trying. ||
 * = **Self-Evaluation** ||= Evidence of deep reflection. Able to create viable goals for self improvement and follows through. ||= Honest in self-evaluation. Sees ways to improve and tries them. ||= Too hard, easy, or superficial in self-evaluation. Some difficulty in creating viable goals for improvement ||= Self-evaluation sketchy, incomplete. Full attempt not made. ||= Unable or unwilling to evaluate own progress. ||
 * = **Engagement and Contribution** ||= Creative, original thought. Deep insight. Awareness of relevance of and relationships among ideas. Seeks role of self in scheme of ideas. Acts on new information. Contributes profoundly. Sparks thoughtful discussion and encourages best in classmates. ||= Evidence of insight. Seeks to be creative. Thinks in practical terms about solutions to problems. Uses new information effectively. Contributes effectively, consistently. Helpful to others. ||= Skims the surface of problems and ideas. Tends not to think deeply about concepts studied. Contributes intermittently in class. ||= Lack of evidence of thoughtful engagement. Does not show evidence of use of new information. Does not contribute to class often. Sporadic attention. ||= Lack of involvement. Does not contribute. At times, inattentive, disruptive, disrespectful, destructive to learning environment. ||
 * = **Perspective and Argument** ||= Thought-provoking use of reasoning and evidence to support own viewpoints. Able to argue a different viewpoint. Listens to and respects views of others. ||= Effective use of reasoning to support viewpoint. Able to concede viability of another viewpoint. ||= Standard, superficial use of information to support standard or superficial viewpoint. Able to respect another viewpoint. ||= Stated viewpoints lack supporting reasoning. Lack of acknowledgment of or respect for other viewpoints. ||= Lack of viewpoint or lack of willingness to support a stated viewpoint. Intolerant of other viewpoint ||