ADVANCED PLACEMENT UNITED STATES HISTORY, 2016/17
(Department of History and Social Sciences)
Dr. I. Ibokette
Cubicle #358C
Classroom #329
Email:
Webpage: www.empoweringthemind.weebly.com
SYLLABUS, EXPECTATIONS, and GUIDELINES
1. Objectives: “The Social Sciences program seeks to encourage informed democratic citizenship through the study of World and American History and the social sciences. We want students to:
Ø recognize and appreciate the diversity of peoples, cultures and experiences that make up our world’s history.
Ø gain a clear understanding of American institutions and traditions.
Ø gain an understanding of the many ways in which our present world is rooted in and shaped by the past.
Ø explore their own identities and individual places in history.
Ø learn to work as historians and social scientists, demonstrating analytical thinking, clear oral and written expression of ideas and strong research skills.”
2. Course Description: “AP American History is a full survey of United States History from the colonial era to the present, focusing on the political and social history which prepares students for the College Board Advanced Placement Examination in the United States History. This is a rigorous and demanding course that emphasizes writing, analysis of primary and secondary sources, and articulate discussion of sophisticated material. All students will write a major research paper (Junior Thesis) of about 3000 to 4500 words. Summer reading is required and class will begin in September with work directly related to the summer reading.
The course textbook is Alan Brinkley, American History: Connecting with the Past. Other readings include the autobiography of Frederick Douglass and materials selected by the teacher….” (Newton North, “Opportunities Handbook”)
Junior Thesis: This is a major research paper and a graduation requirement. It encourages you to learn and demonstrate appropriate and sophisticated writing and research skills. I will spread this project over a five-month period (October - February), during which time I will work with you to draw your attention to the essentials of a scholarly research paper and demystify this sometimes maligned but crucial requirement. I will give you a booklet on the essentials and schedule of this requirement in early September.
3. Point of Emphasis: Please note that while preparing you for a stellar performance in the AP examination is a major objective of this course, it is important that you do not lose sight of another equally important goal. This is the acquisition of sound academic and historical skills. Eleventh grade is one of the two most crucial years (the other being tenth grade) in the acquisition and/or development of sound academic skills. These skills include those essential to critical and analytical thinking, expository writing, note taking and research. Failure to establish a solid academic foundation and indeed master these skills at this stage in your intellectual growth may spell major difficulties or worse at the tertiary academic level. It is imperative therefore that you work with me and take advantage of the resources available to you to achieve these key goals.
4. Reality Check: In the opinion of a veteran AP teacher, this “course is a quantum leap” from Modern World honors history. I expect you to do a significant amount of reading, note-taking, and essay writing; and master a significant amount of information. I have no doubt that you will work with me to the best of your ability to turn in a stellar year.
5. Workload:
Ø daily/regular homework assignments
Ø an average of two written activities (in-class and/or homework) per week
Ø regular brain warming or “high stake” activities (oral, written, group, etc.)
Ø three to four major (unit) tests/assessments per term: the final test in each marking period may cover the entire term’s work.
Ø There will be a mid-year exam as well as a mock AP exam, the latter, about two weeks before the College Board AP exam.
If you have an excused absence from school during a test or quiz, you must make it up on your first day of returning to school. The questions and format may be different from the earlier version. It is your responsibility to make time for the missed assessment.
6. Grades: Each of the first three term’s grade will comprise approximately the following:
· essay-oriented assignments/homework, etc. (30-40%),
· tests/quizzes (60-70%).
Fourth term’s grade will consist of two key items, namely: the mock AP exam (40%); and the post-AP research paper and other activities (60%)
7. Late Work: All assignments, homework and papers have to be turned in during class on the due date. You will lose five percent if you do not turn in your work during this time, ten percent after the school day and ten additional points each school day thereafter. I will not accept work turned in after three school days. Any requests for extensions have to be made well before the due date, in writing, and based on extenuating circumstances.
8. Policy on Rewrites: During the first term and on a case-by case basis, I may permit you to redo an assignment if you are dissatisfied with your initial effort. I will not accept an unauthorized rewrite. Please turn in the rewrite with the previous work. Note that the highest grade on rewrites is 80% (B-).
9. Conferences: I expect to have regular conferences with each of you. While I will on occasions ask for these conferences, please note that it is your responsibility to make time to speak with me outside of class time on any course-related matters. I am generally in the building from 8:00AM to 4:00PM.
10. Academic Integrity:
I do not tolerate cheating of any kind. This includes copying from another student’s homework, cheating on exams, and plagiarism. I will strictly enforce existing building-wide disciplinary measures in all cases of academic dishonesty.
In all your written work, I expect you to restate information (facts, ideas, opinions and arguments) from the source material in your own words. This entails minimizing quotations and working to expand your vocabulary. Over-reliance on the expressions, sentences and phrases from source material is usually an indication of the narrowness of a writer’s vocabulary and/or a problem with comprehension. Personally, I prefer that you paraphrase the original text, even if you make some mistakes in the process.
See the latest edition of “Students’ Handbook….” for school-wide guideline and penalties on plagiarism and other forms of cheating.
11. Contact Person: Each student should have one or two other persons in class that he/she can contact for information, notes and handouts when he/she has missed a class. It is important that you know what transpired in class during your absence so that you come to the next class prepared.
12. Odds and Ends:
Ø Each student should have a three-ring-binder for this course. Effective organizational skills are imperative to academic success. It is therefore important that you have all your course material (notes, handouts, worksheets, corrected homework, etc.) well organized for easy reference and review. Your tests and quizzes will be drawn from these materials.
Ø I expect you to be punctual to class. Consider yourself tardy if you enter the class once I have started with the day’s agenda. Try not to be “the late Jane or John” while you are still alive.
Ø I prefer typed work!
COURSE CONTENT
Unit 1: The Americas: Natives and Foreigners
1. Content:
Ø Collision of Cultures, Early Settlements & Settlers: Jamestown and Plymouth
Ø The Fate of Native Americans
Ø Colonialism and Mercantilism
Ø The Political Economy of the Colonies
Ø Socio-Cultural Adaptations
2. Reading:
Brinkley, Chs 1-3
Carl N. Degler, Out of our Past (New York: Harper and Row, 1984) ch.2
Davidson and Lytle, After the Fact (New York: McGraw, 2004), ch 2
3. Major Assignments and/or Assessments:
Ø A 40-question multiple choice test
Ø Essay Questions:
· A focus on the differences between Spanish and English settlements in the Southwest and the English colonies in New England in the seventeenth century.
· A focus on motives in European imperialism, re: Jamestown, Virginia and Massachusetts Bay Colony
· DBQ on the differences between the Chesapeake and New England colonies/regions during the 17th century
Unit 2: Colonialism, Revolution & Confederation, 1750s - 1789
1. Content:
Ø A Clash of Ideologies: Mercantilism v. Republicanism
Ø War of Independence: Causes
Ø Articles of Confederation
2. Reading:
Brinkley, Chs 4-5; Carl Degler, ch 3
Gordon S. Wood, The Radicalism of the American Revolution (NY: Alfred A. Knopf, 1991)
Howard Zinn, A People's History of the United States (NY: Harper Perennial, 2005), ch 4
Edward Cooke, A Detailed Analysis of the Constitution (New Jersey: Littlefield, Adams and Co.
1965) chs 1-2
Primary Source on John and Abigail Adams
3. Major Assignments and/or Assessments:
Ø A 45-question Multiple Choice test
Ø Class Discussion on the revolutionary nature of the Revolution: War of Independence or
Revolution.
Ø DBQs on the efficacy of the Art. of Conf.; and the degree of cultural identity and political Unity amongst the Colonists
Unit 3: Federalists and Federalism, 1789 - 1800: Ideological and Structural Foundations of the New Nation
1. Content:
Ø The New Constitution: Principles and Implications
Ø The Political Party System
Ø Hamilton and Industrialism
Ø Foreign Entanglement
2. Readings:
Brinkley, Ch 6;
Edward Cooke, ch, 2
Richard Hofstadter, The American Political Tradition (New York: Vintage Books, 1973) ch 1
Morton Borden, "Thomas Jefferson" in America's Eleven Greatest Presidents (Chicago: Rand
McNally, 1971) pp52-62
Primary Sources:
· The Federalist Papers
· Patrick Henry, 1788
· Edmund Pendleton, 1788
3. Major Assignments and/or Assessments:
Ø A 45-question multiple choice test
Ø A class discussion on case studies of the impact of the Bill of Rights on student's daily lives.
Ø Small group activities on the salient features of the period 1789-1799.
Unit 4: From Jefferson to Jackson
1. Content:
Ø Jeffersonianism and Nation Building
Ø The War of 1812
Ø The Era of Good Feelings
Ø The Origins of Sectionalism
Ø The Jacksonian Era
2. Readings:
Brinkley, Chs 7, 8 & 9
Dee Brown, “The Trail of Tears”
Primary Sources on
· Jefferson: Inaugural Address
· Senator Samuel White on Louisiana Purchase, 1803
· Andrew Jackson, Bank Veto Message
· Daniel Webster, Speech on Jackson's Veto of the United States Bank Bill
· Marbury v. Madison (1803) and other key Supreme Court Decisions, 1810s-1830s
3. Major Assignments and/or Assessments:
Ø A 45-question multiple choice test
Ø Essay: A 300-word thesis paragraph on Jefferson: To what extent did President Jefferson depart from the policies of the Federalists?
Ø Group Activity: Jefferson and Philosophical Consistency
§ DBQ based activities on the Era of Good Feelings: A Brain Storming Session on grafting a thesis paragraph
§ The Era of Good Feelings
§ Jacksonian Democrats
Ø Native American Policy: A time line activity on continuities and changes on Native American Policy from Washington to Jackson.
Ø A Class Debate on the “Bank War”
Unit 5: Socio-Cultural and Economic Changes, 1780s to the 1850s
1. Content:
Ø Industrial Revolution
Ø Slavery
Ø Social Reforms
Ø Artistic/Literary Endeavors
2. Readings:
Brinkley, Chs. 10, 11 & 12
Paul Johnson, A Shopkeepers’ Millennium (New York: Hill and Wang, l978) ch I
Carl Degler, ch. 2
Stanley Elkins, Slavery
Howard Zinn, ch 1-2
3. Major Assignments and/or Assessments:
Ø A 45-question multiple choice test
Ø The Industrial Revolution: A focus lecture/discussion on the pillars of the Industrial Revolution:
Ø Discussion Questions:
§ Before 1815, the American Economic Development was linked to international trade. What factors led to decreased dependence on Europe and the emergence of a largely self-sustaining domestic market?
§ What impact might the development of factories have had on workers? How might it have changed their attitudes?
Ø The Second Great Awakening; the Rise of Communitarian/Utopian Communities; the Temperance Movement and Women's Rights Movement.
§ short biographies on leading reformers and their goals
Ø DBQ on Reform Movement
Ø American Cultural Identity
§ Discussion Questions
· i. Why was American painting less imitative of Europe than American writing?
· ii. The United States was founded on principles derived from the Enlightenment. Given that Romanticism was a reaction against the Age of Reason, why did Romantic ideas capture the minds of Americans in the early nineteenth century?
Ø Slavery: The Peculiar Institution An Overview of Slavery:
o Origins of the trans-Atlantic slave trade
§ Documentary: L’Amistad - the essentials of the Middle Passage
§ The Sociology of Slavery: Frederick Douglass
o The History of Slavery in the United States
§ Changes in southern agriculture.
§ The impact of slavery on the southern economy.
§ The social and psychological impacts of slavery on southern society.
o Focus Questions:
§ In what ways were the issues of slavery, Texas, and the Mexican War interrelated?
§ Is the text correct in suggesting that slavery could not be extended to Arizona and New Mexico?
o Essay Assignments:
§ a book report on Frederick Douglass, Narrative of the Life of Frederick Douglass.
Unit 6: Expansionism and Sectionalism and the Civil War, 1840s - 1865
1. America’s Manifest Destiny, 1803-1853
2. The Decade of Crisis, the 1850s
3. President Lincoln Saves the Union, 1861-65
1. Content:
Ø 1850s Economic expansion and sectionalism
Ø 1850 Compromise: Wilmot Proviso; Fugitive Slave Law
Ø 1850s Party Politics: The Know Nothing Party, American Party, Republicans, Whigs, Nativism, Union Constitutional Party, Democrats
Ø Differences in regional socio-economic conditions
Ø Kansas-Nebraska Act (1854) and “Bleeding Kansas”
Ø 1857 Dred Scotts Decision
Ø 1860 Lincoln’s Politics
Ø The Civil War
2. Readings:
Brinkley, Chs 13 & 14
Albert J. Von Frank, The Trial of Anthony Burns (Cambridge, MA: Havard Press. 1998)
Primary Sources:
Ø The Fugitive Slave Act and Anthony Burns
Ø Stowe, Uncle Tom's Cabin
Ø John Brown, 1856 and 1859
Ø Dred Scott's Decision
Ø Douglass and Lincoln's Debate
Ø Sherman's Field Order #50
Ø The Gettysburg’s Address
3. Major Assignments and/or Assessments:
Ø A 45-question multiple choice test
Ø Fact finding and group presentations based on unit sub-themes
Ø Essay Questions on:
§ The Civil War as a major political crisis in the evolution of the United States of America.
§ DBQ’s on John Brown; President Lincoln: the significance of slavery to the Civil War; and the significance of the Constitution to Sectionalism
Unit 7: Reconstruction and Deconstruction, 1865-1890s
1. Content and/or Skills Taught:
Ø Reconstruction, 1865- 1877
Ø Social Deconstruction, 1870s-1890s
2. Reading
Brinkley, Ch 15
Forest Wood, The Era of Reconstruction, 1863-77 (Arlington Heights, Illinois: Harlan Davidson,
1975) pp 1-6