Advanced Placement United States History 2247 Syllabus

"History is the witness that testifies to the passing of time; it illuminates reality, vitalizes memory, provides guidance in daily life, and brings us tidings of antiquity." Cicero

Mr. Todd Steenbergen, Room 12

Course Overview:

History is the story of people’s written past. History is not simply defined as what is or is not. History is sometimes defined as what people think is or is not. History is the interpretation of events, people, ideas, and their interaction over time, and interpretations change as new information comes to light. For example, only 5% of classified documents between the United States and the former Soviet Union is being made public. Over the next 25-30 years, new information may cause historians to have a different perspective on the Cold War. All of history is an interpretation backed up by historical facts taken from written records. Historians may take different positions on any topic, but they must support their position with facts.

Advanced Placement (AP) American History is the study of the United States from before its foundation. In order for those who study history to understand the present and make plans for the future, there must be an understanding of the past. AP U.S. History integrates political, social, economic, cultural, diplomatic, and intellectual history in order to convey the experiences of particular groups within the broader perspective of the American past. At the same time, it connects events and issues from the past to the concerns of the present. History shows Americans continuously adapting to new developments as they shape the world in which they live. Often, ordinary Americans from a diverse range of backgrounds are thrust into extraordinary circumstances and the result is an exciting study in the "American experiment." As students study this long-term process, they will also encounter the unexpected -- unique events, unintended outcomes, and singular individuals.

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 essay format. In order to succeed, students need both to be motivated to study and to be able to keep up with the demands of a college-level course. By taking the AP Exam at the end of the course, students have the opportunity to demonstrate that they have, indeed, learned college-level material and are prepared to enter advanced college courses.

Why study history? This question can be interpreted in two different ways. One is in the sense of “how can it help me make a living?” History is a very broad subject including everything that has happened in the past. Essentially because of its breadth, the study of history prepares a person for a number of occupations and professions. There are many areas available to the student of history: education, government, law, the national park service, and journalism, among many others. The business world often looks for those who have training in the liberal arts. Thus, the career possibilities are infinite.

Why study history? The second interpretation of this question is concerned with the idea of “how can history make me a better person?” This aspect is especially important since making a living is only one part of living one’s life. History is the collective experience of mankind. It provides perspective and knowledge that helps us understand the present; and, it presents a hope that we may avoid in the future some of the mistakes which mankind has made in the past. History teaches us how to collect, analyze, and use data; such a trained mind is the most practical tool available to the human race.

The teacher reserves the right to alter this syllabus at any time during the course.

Topics to be Addressed:

Discovery and Settlement of the New World-Students will be able to examine the North American continent before exploration, and analyze the effects of Spanish, English, and French exploration upon Native Americans.
Colonial Society in the Mid-Eighteenth Century-Students will recognize the social structure and culture of colonial society, citing the importance of immigration to the growth of North America.
The American Revolution-Students will note the events that led to the revolution, and recognize the importance of the Declaration of the Independence.
The Constitution and the New Republic-Students will analyze the debate between the Federalists and anti-Federalists in forming a new government, examining closely the importance of the United States Constitution, the Bill of Rights, and the presidencies of George Washington and John Adams.
The Age of Jefferson-Students will appreciate the notable changes of the United States during the presidency of Thomas Jefferson and James Madison, and cite the impact of the War of 1812.
Nationalism and Economic Expansion-Students will determine what made the “Era of Good Feelings,” and recognize the importance of the Missouri Compromise and the Monroe Doctrine.
Sectionalism and Western Expansion-Students will examine the institution of slavery and its effects upon American society, comparing and contrasting the economy and industry of both the North and the South; students will also be aware of the changing frontier and its effects upon the growing nation.
The Age of Jackson-Students will critique the presidency of Andrew Jackson, and examine changes to the democracy between 1828-1848.
Territorial Expansion and Sectional Crisis-Students will use maps in examining the growth of the country after “Manifest Destiny” and the Mexican War.
The Civil War and Reconstruction-Students will analyze the impact the War Between the States had upon all Americans, including those who had been slaves. Students will note the critical decade of the 1850s, the abolition of slavery during the war, changes to the Constitution, and problems on society after the war, especially in the South.
The Emergence of Modern America-Students will be able to analyze the important changes and contributions of the Industrial Revolution, the Gilded Age, and the Progressive Era.
Normalcy, the Great Depression, and the New Deal-Students will be able to evaluate the decades of the 1920s and 1930s and realize their impact upon the entire 20th century.
U.S. Involvement in World Conflict-Students will analyze the causes, course of action, and the consequences of world conflicts, including World War I, World War II, the Cold War, the Korean conflict, and the war in Vietnam.
Life in the ‘50s & ‘60s, the Civil Rights Movement, the New Frontier, and the Great Society-Students will analyze the political, social, and economic conditions of this very critical time period.
Vietnam, Watergate and the troubled ‘70s-Students will examine the political, economic, and social crises of this time period and analyze their effect upon society.
The United States since 1974-Students will evaluate the last three decades of U.S. history, examining the end of the Cold War, the emergence of the United States as a world leader, terrorism’s effect upon the U.S., and other challenges of a new century.

Textbook:

Kennedy, David M., Cohen, Lizabeth, and Bailey, Thomas A. The American Pageant: A History of the Republic, 13th A.P. Edition. Houghton Mifflin Company: Boston, New York. 2006.

Supplies:

Students will need a 3 inch 3-ring binder, college-ruled loose-leaf paper, highlighters, #2 pencils, and pens with blue or black ink only. Dividers will be needed in order to divide the notebook into 8 sections: Classroom Notes, Textbook Notes, Primary Documents & APPARTS Reviews, Daily Work, Presidents, Essays, & Miscellaneous Items.

The teacher reserves the right to alter this syllabus at any time during the course.

Classroom Rules:

Be in your seat with necessary materials (textbook, notebook, folder, pencil/pen, & highlighter) ready to work when the tardy bell rings. Your assignment book must accompany you to class at all times.
Complete all assignments.
#2 pencils must be used on the multiple choice portion of each test; pens with blue/black ink must be used on all essays.
Pay attention to your work during all classroom activities. DO NOT lay your head over or disturb others.
Show proper respect to others and their property. Do not touch anything that does not belong to you.
There should be only one person on the floor at a time unless permission is given.
You may use your agenda pass only 6 times per grading period. You will not be allowed to leave class at any other time.

Grading Policy:

1/4th of your grade will be based on Daily Work (Assignments, Notes, Primary Document Reviews, Writing Assignments, Etc.). Using APPARTS, students will be assigned four documents each week to review in order gain a fuller understanding of primary documents. A variety of primary documents will be utilized, including documentary material, maps, statistical tables, works of art, and pictorial and graphic materials. These do not appear on the calendar provided, but will be assigned on a daily basis and correlate with the topic being studied at that time. The analysis of these documents assigned on a daily basis will be due the next day.

1/4th of your grade will be based on Quizzes, some of which could be pop quizzes.
1/4th of your grade will be based on Test Grades. A major test will be given at the end of each unit of study. Each test will consist of 80 multiple choice questions and a Free Response Essay Section. The Free Response Section will consist of one document-based question (DBQ) and two free-response questions (FRQ).
1/4th of your grade will be based on Special Projects. A summary of some of the projects is listed separately.

Late Work & Make-up Work:

Late work will not be accepted. If you are in attendance at school but must be absent from class (extra-curricular activity, field trip, etc.) it is your responsibility to turn-in any work before the class in which it is due. Make-up exams may be taken at your convenience, but must be taken within three days of the original test day (weekends included).

Cheating:

Academic honesty is vital to the success of any school and its students. If you are caught cheating in this class, you will receive a grade of “Zero” (0) on the assignment/test/etc. In addition, a letter will be placed in your file in the office and a Discipline Report will be sent to the Assistant Principal with the recommendation of appropriate consequences. Your parent or guardian will also be notified of your dishonesty. Cheating includes plagiarism, copying another student’s work, using “cheat sheets” or “cheat notes” on an exam, etc.

The AP Exam

For the AP U.S. History course, an AP Exam is administered at the end of the year. The date for this year’s exam is May 7, 2010. Each AP Exam contains a free-response section (either essay or problem-solving) and a section of multiple-choice questions. Each AP Exam is given an overall grade of 1, 2, 3, 4, or 5, with 5 indicating a student who is extremely well qualified to receive college credit and/or advanced placement based on an AP Exam grade. A score of 3 is required to pass the exam, and the fee for the exam is $83. Please note that on average, the pass rate for students in Kentucky is 14 points below national average; the pass rate nationwide is 53%. Much study throughout the course will benefit any student who is willing to put forth the initiative to succeed. More information about the exam will come in the spring.

The teacher reserves the right to alter this syllabus at any time during the course.

Special Projects:

Students will read each chapter in the textbook, taking detailed notes over the material in each chapter. Textbook notes will be turned in and graded as a project grade.
Using APPARTS, students will choose five primary sources each nine weeks to review in order gain a fuller understanding of primary documents. A variety of primary documents must be utilized, including documentary material, maps, statistical tables, works of art, and pictorial and graphic materials. Of the five documents, only one may be a song from a specific time period in history, and only one may be a political cartoon. One APPARTS over the document of your choice is due at the beginning of school. The five of your choosing each nine weeks is in addition to the many documents analyzed throughout the year and turned in as part of your daily work grade.
Students will read The Killer Angels and another novel/biography/etc. of their choosing during the first semester in order to complete a book review. During the second semester, students will compile reviews over a biography/autobiography of their choice and Main Street/All the President’s Men. A suggested reading list is provided. The book chosen for the first semester must be started this summer, and half of this must be read by the beginning of school. An activity based on the first half of this book will be completed on the first day of school. A written review will be turned in before the end of the first nine weeks (see calendar). Students must not use The Great Gatsby or any other book assigned for another class.
For the first semester, students will research and design a PowerPoint/MovieMaker/PhotoStory3 presentation that will incorporate text, music and photographs that highlight a specific event, place, or person relating to United States History from early 20th century to the present time.
A family history album exploring political, economic, and social issues will be compiled during the second semester. This will include family history information including at least 5 generations, and include primary source information (e.g.: birth certificates, letters, etc.) from within the student’s family, including photos if available. Both a written essay and class presentation will be required, as will an audio/video recording of an interview with a family member; a scoring rubric will be provided at a later date. The date this project is due will be assigned after a class trip to the SouthCentralKentuckyCulturalCenter.
Summer Project: A detailed timeline will be due by August 11, 2009, showing all important historic events from 1901 to the present. This timeline may be computer generated, or illustrated on poster board.

“History isn't really about the past - settling old scores. It's about defining the present and who we are.” Ken Burns

The teacher reserves the right to alter this syllabus at any time during the course.

Advanced Placement United States History 2247 Purpose

The AP United States History course is a challenging course that is meant to be the equivalent of a freshman college course and can earn students college credit. It is a rigorous two-semester survey of American History from the age of exploration and discovery to the present and emphasizes the development and changing nature of American society. The student will learn factual knowledge, and examine analytical and interpretive issues in American history—how and why the course of history went the way it did. The student will be responsible for much reading, writing, and review outside of class. Solid reading and writing skills, along with a willingness to devote considerable time to homework and study, are necessary to succeed. Emphasis is placed on critical and evaluative thinking skills, essay writing, interpretation of original documents, and historiography. By the end of the course, students will:

be familiar with the basic chronology of American history, and master a broad body of historical knowledge;

understand its principal themes (including changes in political organization, long-term social trends, the interaction of various ideas, cultures, and social practices, and the trends in American literary and cultural expression);

learn to write clearly and effectively, using historical data to support an argument or position;

interpret and evaluate primary sources; including documentary material, maps, statistical tables, works of art, and pictorial and graphic materials.

differentiate between historiographical schools of thought.

effectively use analytical skills of evaluation, cause and effect, and compare and contrast.

prepare for and successfully pass the Advanced Placement Exam.

Evaluation is made through a combination of class participation, class presentations, quizzes, unit tests, semester exams, short essays, and other written homework assignments. It will be valuable for students to have a quiet place to study without distractions! All class work will have deadlines, and attendance is extremely important!

Please sign below, signifying that you are aware of the above expectations associated with this course.

Student Signature______

Parent/Guardian, please sign below signifying that you are aware of what is expected of your child in this course. By returning this before the end of this school year, your child will receive 10 extra credit points, to be applied in the fall. If you have questions, please contact me at 651-6315 or .

Parent/Guardian Signature______

The teacher reserves the right to alter this syllabus at any time during the course.

FALL SEMESTER-2009
Unit 1: Colonial America
Week 1:
8/11–First Day of School/Begin Media Project
8/13–American Pageant Chapters 1
(Quiz & Examining Evidence Due)
8/14-American Pageant Chapter 2
Week 2:
8/17–American Pageant Chapter 3
8/19–American Pageant Chapter 4
8/21–American Pageant Chapter 5
Week 3:
8/24-Cultural Center Tour
8/25–American Pageant Chapter 6
8/26–Social Studies Club Meeting
Week 4:
9/1–Unit 1 Exam: MC & FRQ
Unit 2: The American Revolution
9/3–American Pageant Chapter 7
Week 5:
9/7–LABOR DAY-No School
9/10–American Pageant Chapter 8
Week 6:
9/14-With Malice Toward None-KRT
9/16-5 APPARTS/Document Reviews/
Due (Project Grade)
Week 7:
9/21–Unit 2 Exam: MC & FRQ
Unit 3: The Federalist Era
9/23-Social Studies Club Meeting
9/23–American Pageant Chapter 9
9/24-1st Book Review Due
9/25–American Pageant Chapter 10
Week 8:
9/30–Unit 3 Exam: MC & FRQ
Unit 4: Jeffersonian Democracy
10/2–American Pageant Chapter 11
10/5-9–FALL BREAK-No School
Week 9:
10/12-American Pageant Chapter 12
10/14-Unit 4 Exam: MC & FRQ
10/15-Textbook Notes Due (Project Grade)/Media Project Due
10/16-1st 9 weeks end / Unit 5: Jacksonian Democracy
Week 10:
10/20–Begin DBQs
10/22–American Pageant Chapter 13
Week 11:
10/28-Unit 5 Exam: MC & FRQ
10/28–Social Studies Club Meeting
Unit 6: Antebellum America (1790-1860)
10/30–American Pageant Chapter 14
Week 12:
11/2-Turn in DBQ #1
11/4–American Pageant Chapter 15
11/6-American Pageant Chapter 16
Unit 7: Manifest Destiny
Week 13:
11/9-Turn in DBQ #2
11/10–Unit 6 Exam: MC & FRQ
11/11–Veteran’s Day
11/12–American Pageant Chapter 17
Week 14:
11/16–Unit 7 Exam: MC & FRQ

Unit 8: The Civil War & Reconstruction

11/17–American Pageant Chapters 18
11/18–American Pageant Chapters 19
11/23–American Pageant Chapters 20
11/24–American Pageant Chapters 21
Week 15:
11/23-5 APPARTS/Document Reviews Due (Project Grade)/Begin Family History Project
Thanksgiving Holiday: 11/25-11/27
Week 16:
12/4-Killer Angels Book Review Due
Week 17:
12/7-Textbook Notes (13-21) Due
Week 18:
12/14-Unit 8 Exam: MC & FRQ
12/18–2nd 9 weeks end
Christmas Holidays Dec. 21 - Jan. 1

Dates listed on the 2009-10 Calendar are subject to change at teacher’s, school’s, or district’s discretion.