Cardinal Mooney Catholic High School

Advance Placement United States History

Syllabus 2015-16

Course Description:

The Advance Placement (AP) United States History course is designed to:

  1. Provide students with the analytical and factual knowledge necessary to deal with the problems and materials in U.S. History.
  2. Prepare students for intermediate and advanced college courses by making demands upon them that are equivalent to those made by introductory college courses.
  3. Teach students to assess historical materials – their relevance to given interpretive problem, reliability, and importance – and to weigh the evidence and interpretations presented in historical scholarship.
  4. Develop the necessary skills to arrive at conclusions on the basis of an informal judgment and to present reasons and evidence clearly and persuasively in easy format.
  5. Advanced Placement U.S. History is a college level survey course of U.S. history from the pre-Columbian period to the present.

Themes

While the course follows a narrative structure supported by the textbook and audiovisual materials, the following seven themes described in the AP U.S. History Course and Exam Description are woven throughout each unit of study:

1. Identity (ID)

2. Work, Exchange, and Technology (WXT)

3. Peopling (PEO)

4. Politics and Power (POL)

5. America in the World (WOR)

6. Environment and Geography (ENV)

7. Ideas, Beliefs, and Culture (CUL)

Historical Thinking Skills

These skills reflect the tasks of professional historians. While learning to master these tasks, AP U.S. History students act as “apprentice historians.”

Chronological Reasoning

Historical Causation

Patterns of Continuity and Change Over Time

Periodization

Comparison and Contextualization

Comparison

Contextualization

Crafting Historical Arguments from Historical Evidence

Historical Argumentation

Appropriate Use of Historical Evidence

Historical Interpretation and Synthesis

Interpretation

Synthesis

Course Materials

Readings

The main text Give Me Libertyprovides students with a basic overview of the evolving American experience. The text is supplemented by a diverse selection of primary and secondary sources. Using secondary works from Voices of Freedom and American Issues, students will analyze essays by prominent historians. Throughout the year, students will be asked to write essays that are designed to develop skills in argumentation and the use of evidence and interpretation.Primary Source Analysis: Students analyze primary sources using APPARTS on which they identify, analyze, and evaluate each of the sources. Students analyze the sources for two or more of the following features: historical context, purpose and intended audience, the author’s point of view, type of source, argument and tone. (Appropriate use of historical evidence.)

Course Texts:

Textbook

  • Eric Foner, Give Me Liberty! An American History, 3rd AP*Edition, New York: W.W. Norton, 2013.

[CR1a] – The course includes a college-level textbook

Supplemental Texts:

  • Eric Foner, Voices of Freedom: A Documentary History, 3rd Edition, New York: W.W. Norton, 2011.
  • David A. Shi and Holly E. Mayer, For the Record: A Documentary History of America, New York: W.W. Norton, 2013.
  • Karen Dunn- Haley, Stephen K. Davis, Matthew Schoenbachler, and Wendy Wall, The Norton Mix: American History (customizable database reader available at wwnorton. com)
  • Dollar, Charles M., Reichard, Gary W. American Issues: A Documentary Reader Glencoe/McGraw-Hill, 2002
  • The Center for Learning U.S. History 1 & U.S. History 2 (Workbooks)
  • Glencoe, McGraw-Hill, Interpreting Political Cartoons (Workbook)
  • Additional articles and assorted readings

[CR1c] - The course includes secondary sources written by historians or scholars interpreting the past

Document Based Questions (DBQs)

  1. English Colonies North and South (1993)
  2. American Revolution (1999)
  3. The 1780’s: A Critical Period? (Articles of Confederation) (1985)
  4. Jacksonian Democracy (1990)
  5. Constitutional/Social Developments 1860-1877 (1996)
  6. Expansionism, Old and New (1994)
  7. The Fight Over the Versailles Treaty (1991)
  8. The Decision to Drop the Bomb (1988)

DBQ Deconstruction: Students, working in groups, will read the sources from and debate the question posed by the DBQ.

Author’s Thesis Paper:

Students are provided with opposing viewpoints expressed in either primary or secondary source documents and in writing must determine the following:

The Thesis:

• What is the main argument of each author?

The Evidence:

• Looking at the supporting evidence, analyze whether they are logically interpreted

by the authors. Do they clearly support the thesis?

Critical Analysis:

• What do the sources add to your own understanding of the topic?

• What points are strongly made and well documented?

Final Analysis: (Your opinion is expressed here without the use of any form of the pronoun “I”.)

• Which of the sources makes the most convincing case and why?

For each source, complete the thesis, evidence, and critical analysis sections.

[CR5]The course provides opportunities for students to develop coherent written arguments that have a thesis supported by relevant historical evidence

Assessments

At the completion of each unit, students will be given a quiz and a timed exam that consists of multiple choice and free response questions. Students will also have periodic Document Based Quizzes throughout the course of this semester. In addition to these exams, students will have daily homework assignments that can range from additional readings, to research projects. Students will also be required to participate in class, as well as book reviews, projects (both group and individual), and mini-research papers.

Grading

  • Grades will be calculated by points. Student progress will be evaluated, on a unit basis, through seminars, homework, writing assignments, quizzes, and tests.
  • Students will complete a Reading Guide for each chapter of the textbook.

Students will analyze diverse primary and secondary sources.

  • There will be formal writing assignments based on the essay formats required for the AP U.S. History Exam.
  • Students will be required to do group and individual presentations.
  • Homework will be posted on the board and on Edline each day.
  • Students must have a 3-ring binder filled with loose leaf paper. All homework, handouts, and other course material must be kept in student binders.

CMC Grading Scale

Grade / Percentage / Grade / Percentage / Grade / Percentage / Grade / Percentage
A / 100-95 / B / 90-87 / C / 82-79 / D / 74-71
A- / 94-93 / B- / 86-85 / C- / 78-77 / D- / 70-69
B+ / 92-91 / C+ / 84-83 / D+ / 76-75 / F / 68-0

Curriculum Calendar

FIRST SEMESTER

PERIOD 1 1491-1607 & PERIOD 2 1607-1754

Time for the Entire Units for Periods 1 & 2 / Unit Learning Objectives / Unit Key Concepts
20 days / ID-4, ID-5,WXT-4, PEO-1, PEO-4, PEO-5, POL-1, WOR -2, WOR-2, ENV-1, ENV-2, ENV-4, CUL-1, AND CUL-4 / 1.1, 1.2, 1.3, 2.1, 2.2, 2.3

The first part of this course is handled by assigning students a series of tasks to complete over the summer vacation, including:

  • Reading and note-taking in Chapters 1, 2 in Forner
  • Assigned readings from American Issues Chapter 3
  • Students are to answer “consider” questions after each section (pg. 40, 42, 43,45, 47, 49 & 52)
  • Do Chapter Questions pg. 52

PERIOD 1 1491-1607

Chapter 1 – A New World

Topics Covered - The First Americans, Indian Freedom, European Freedom, The Expansion of Europe, Contact, The Spanish Empire, The French and Dutch Empires

Key Concepts: 1.1, 1.2, 1.3, 2.1, 2.2,

Themes: ID- 4, WXT- 1, WXT- 4, PEO- 1, PEO- 4, PEO- 5, POL- 1,ENV- 2, ENV- 4, CUL- 1

[CR1b] The course includes diverse primary sources consisting of written documents, maps, images, quantitative data (charts, graphs, tables), and works of art.

[CR1c] The course includes secondary sources written by historians or scholars interpreting the past

HistoricalThinking Skills: Historical Argumentation, Use of Evidence, Historical Causation, Synthesis

Resources:Foner, Give Me Liberty!,Chapter 1. Use the text for images, Chapter 1: The Village of Secoton, pp. 4– 5; Tenotchtitlán, p. 10; Pueblo Bonita, p. 11; Native Americans dancing, p. 12; Map of Native Ways of Life, engraving by a Jesuit priest, p. 17; Columbus’s Landfall, p. 24; the Florentine Codex, p. 26; the Florentine Codex, p. 27; Four Racial Groups, p. 30; Spanish missionaries, p. 32; and Spanish conquistadores, p. 33.John F. Richards, The Unending Frontier, “The Columbian Exchange: The West Indies” (Berkeley: The University of California Press, 2003).

PERIOD 2 1607-1754

[CR2] Each of the course historical periods receives explicit attention

Chapter 2 – Beginnings of English America 1607-1660

Topics Covered–England and the New World, the Coming of the English, Settling the Chesapeake, the New England Way, New Englanders Divided, Religion, Politics and Freedom

Key Concepts – 1.3, 2.1, 2.2

Themes: ID- 4, ID- 5, WXT- 1, WXT- 2, WXT- 4, PEO- 1,PEO- 5, CUL- 1

[CR6]The course provides opportunities for students to identify and evaluate diverse historical interpretations – Interpretations

Historical Thinking Skills: Historical Argumentation, Use of Evidence

Chapter 3 – Creating Anglo-America 1660-1750

Topics Covered – Global competition and the Expansion of England’s Empire, Origins of American Slavery, Colonies in Crisis, The Growth of Colonial America, Social Classes in the Colonies

Key Concepts – 1.3, 2.2

APPARTS Worksheet - A teacher- generated document analysissheet directing students to tasks. For thislesson the document analysis sheets focus students on specific points to analyze documents. Document analysis is done by author (A), place and time (P), Prior Knowledge (P), Audience (A), Reason (R), The Main Idea (T), Significance (S).

Special Activity - Introduction of APPARTS Worksheet/Description of Document Based Questions (DBQ)

– DBQ the College Board’s 1993 English Colonies Chesapeake and New England

Resources:Foner, Give Me Liberty!,Reading assigned prior to lesson: Chapter 3.

Chapter 4 – Slavery, Freedom and the Struggle for the Empire to 1763

Topics Covered – Slavery and the empire, Slave Cultures and Slave Resistance, an Empire of Freedom, The Public Sphere, The Great Awakening, Imperial Rivalries, Battle for the Continent

Key Concepts – 3.1

Themes: ID- 1, ID- 4, WXT- 4, PEO- 1, WOR- 1,WOR- 2, ENV- 2, CUL- 4

[CR9] - The course provides opportunities for students to identify and analyze patterns of continuity and change over time and connect them to a larger historical process or themes

HistoricalThinking Skills: Continuity and Changeover Time, Periodization, Historical Causation, Historical. Argumentation

Resources - FornerChapters 1, 2, 3 & 4

Supplemental Reading: Dollar/Reichard– Read Chapter 3and complete consider questions at end of chapter

PERIOD 3 1763-1800[CR2]

Time for the Entire Units for Period 3 / Unit Learning Objectives / Unit Key Concepts
16 Days / ID-1, ID-4, ID-5,id-6, WXT-1, WXT-2, WXT-4, WXT-6, PEO-4, PEO-5, POL-1, POL-2, POL-5, WOR-1 WOR -2, WOR-5, ENV-2, ENV-3, ENV-4, CUL-1, CUL-2, AND CUL-4 / 3.1, 3.2, 3.3

Chapter 5 – The American Revolution 1763-1783

Topics Covered – The Crisis Begins, the Road to Revolution, The Coming of Independence, Securing Independence

Key Concept – 3.1

Themes: ID- 1, WXT- 1, POL- 1, WOR- 1, WOR- 2, ENV- 4, CUL- 2, CUL- 4

[CR8] - The course provided opportunities for students to examine relationships between causes and consequences of events or processes.

HistoricalThinking Skills: Historical Causation, Contextualization, Use of Evidence Historical, Argumentation

Resources:Foner, Give Me Liberty!,Reading assigned prior to lesson: Chapter 5. A primary source set with excerpts ofdocuments revealing causes of the Revolution: From Give Me Liberty!:Paine’s “CommonSense, 1776” on p. 200. From The Norton Mix: American History: “Resolutions of the Stamp Act Congress,1765” and”The Declaration of Independence, 1776.” From Shi and Mayer’s For the Record:John Dickinson’s “Letters from a Pennsylvania Farmer, 1767– 68.” A set of images drawn from Give MeLiberty!, Chapter 5, instructor’s disc (page numbers refer to the 3rd AP Edition): “Pro Patria” on the Stamp Act, p. 189; “The Boston Massacre,” p. 193; “Bostonians Paying the Excise- Man,” p. 194; “VirtualRepresentation,” p. 186; and “Mitred Minuet,” p. 195.

Chapter 6 – The Revolution from Within

Topics Covered – Democratizing Freedom, Toward Religious Toleration, defining Economic Freedom, The Limits of Liberty, Slavery and the Revolution, Daughters of Liberty

Key Concept – 3.2

Themes: ID- 1, WXT- 6, POL- 5, WOR- 1, WOR- 2, CUL- 2, CUL- 4

[CR5]

Historical Thinking Skills: Historical Causation, Continuity and Changeover Time, Use of Evidence, HistoricalArgumentation

Resources - FornerChapters 6,Foner, Give Me Liberty!,Chapter 6. A set of primary source excerpts:From Foner’sVoices of Freedom: Benjamin Rush, “Thoughts upon Female Education,1787.”From The Norton Mix: American History: Hannah Griffits, “Women’s Role inBoycotting Goods, 1768.” From the History Matters website, “Sarah Osborn Reflects on HerRevolutionary War Experience, 1837.” (This can be found at: historymatters.gmu.edu /d /5833/.) Linda Kerber, “The Republican Mother: Women and the Enlightenment— AnAmerican Perspective.” Available via J-Storat: Article Stable URL: www .jstor.org /stable /2712349

Activity - DBQ the College Board’s 1999 American Revolution

Chapter 7 – Founding a Nation 1783-1789

Topics Covered – America under the Confederation, A New Constitution, The Ratification Debate and the Origin of the Bill of Rights, “We the People”

Key Concept – 3.2

Themes: ID- 1, POL- 1, POL- 5, WOR- 2, CUL- 2, CUL- 4

[CR6] The course provides opportunities for students to identify and evaluate diverse historical interpretations

Historical Thinking Skills: Historical Argumentation, Continuity and Change over Time, Periodization

Resources - Foner, Give Me Liberty!,Chapter 7, Dollar/Reichard Chapters 6 & 7

Special Activity – In class - watch Sally Hemmings

A Wolf by the Ear - Primary Source Thomas Jefferson

Chapter 8 – Securing the Republic, 1790-1815

Topics Covered – Politics in the Age of passion, the Adams Presidency, Jefferson in Power, the Second War of independence

Key Concept – 3.3

Themes: ID- 5, WXT- 2, WXT- 4, WXT- 6, POL- 2, POL- 5, WOR- 5, ENV- 3, CUL- 2[CR1b]

Historical Thinking Skills: Historical Argumentation, Historical Causation, Continuity and Change over Time, Contextualization

AssessmentsInformal assessment of the application of targeted historicalthinking skills and quality of arguments and conclusions intwo days of class discussions.Scoring of contextualization quiz

Resources - FornerChapter 8, Primary source images: from Give MeLiberty! Chapter 8 (page numbers refer to3rd AP Edition): Liberty and Washington,p. 295; Frederick Kemmelmayer’s 1794painting of Washington, p. 300; anengraving from The Lady’s Magazine andRepository of Entertaining Knowledgefrom 1792, p. 304; Congressional Pugilists,p. 307; and, The Providential Detection,p. 309

Chapter 9 – The Market Revolution 1800-1840

Topics Covered– A New Economy, Market Society, The Free Individual, and the Limits of Freedom.

Key Concept – 3.3, 4.2

Themes: WXT- 2, WXT- 5, WXT- 6, WXT- 7, PEO- 2, PEO- 3, ID- 5, ID- 6

[CR9]

Historical Thinking Skills: Change and Continuity over Time, Use of Historical Evidence, Comparison Synthesis

Assessment: Informal assessment of the application of targeted historical thinking skills and quality of arguments and conclusions in class discussion. Score the annotations and/or summations to check individual understanding achieved prior to discussion.

Resources - Foner, Give Me Liberty!, Chapter 9. Foner, Voices of Freedom, “Complaint ofa Lowell Factory Worker.”American Social History Project, “Timetable of Lowell Mills,”

PERIOD 4 1800- 1848[CR2]

Time for the Entire Unit on Period 4 / Unit Learning Objectives / Unit Key Concepts
16 Days / POL-2, POL-3, POL-5, POL-6, ID -5, CUL-2, CUL-5, WOR-2 WOR -5, WOR-6, ID-1, ID-2, ID-6, WXT-2, WXT-5, WXT-6, WXT-7, PEO-2, PEO-3, ENV-3 / 4.1, 4.2, 4.3

Chapter 10 – Democracy in America 1815-1840

Topics Covered– The Triumph of Democracy, Nationalism and Discontents, Nation, Section, and Party, The Age of Jackson, The Bank War and After

Key Concept – 3.3 & 4.1

Themes: WOR- 5, WOR- 6, POL- 6, ENV- 3

[CR5], [CR9]

Historical Thinking Skills: Historical Argumentation, Historical Causation, Continuity and Change over Time

Resources - FornerChapter 10, Marc Kruman, “The Second AmericanParty System and the Transformation of Revolutionary Republicanism,” Journal of the Early Republic, Vol. 12/No. 4 (Winter 1992), pp. 509– 537. Available on J-Stor., AP College Board 1990 DBQ Jacksonian Democracy

Special Activity – Take home – The 1990 DBQ Jacksonian Democracy can be used to extend this lesson and gain primary document practice.

Chapter 11 - The Peculiar Institution 1840-1877

Chapter 12 – An Age of Reform 1820-1840

Topics Covered –The Old South, Cotton Economy, White Society in the South, Slavery: The “Peculiar Institution”, The Culture of Slavery, Life Under Slavery, Resistance to Slavery, Reform Impulse, The Crusade Against Slavery, Black and White Abolitionism, The Origins of Feminism

Themes: ID- 2, ID- 6, WXT- 2, WXT- 6, PEO- 2, PEO- 5, PEO- 6, POL- 6, WOR- 5, ENV- 3, ENV- 4

[CR 12]The course provides opportunities for students to connect historical developments to specific circumstances of time and place4, and to broader regional, national or global processes

Historical Thinking Skills: Use of Evidence, Historical Causation, Contextualization

Assessment: We will tie together either via discussion or written responsethe answer(s) to these questions:

  1. How successful were slaves and free African- Americans in protecting their family structures and culture, and in fighting for freedom?

2. Who was willing to help slaves and free African- Americans? Why and how?

Resources – Forner Chapters 11 & 12

Special Activity – Watch La Amistad– Project: OlaudahEquiano

1996 DBQ: Constitutional/Social Developments 1860-1877

PERIOD 5 1844- 1874[CR2]

Time for the Entire Unit on Period 5 / Unit Learning Objectives / Unit Key Concepts
16 Days / ID -2, ID-6, WXT-2, WXT-6, PEO-2, PEO-5, PEO -6, POL-6, WOR-5, ENV-3, ENV-4 / 5.1, 5.2, 5.3

Chapter 13 - A House Divided1840-1861

Topics Covered – Manifest Destiny, Popular Sovereignty, Fugitive Slave Act, Crisis and Compromise, Rise of Republican Party, Emergence of Lincoln, The Impending Crisis

Key Concept – 5.2

Themes: ID- 2, ID- 6, WXT- 2, WXT- 6, PEO- 2, PEO- 5, PEO- 6, POL- 6, WOR- 5, ENV- 3, ENV- 4 [CR5]

Historical Thinking Skills: Historical Causation, Comparison, Historical Argument

Assessment: Based on class discussion, each student submits a three to five sentence response indicating which event they believe played the greatest factor in the sectional divide over the issue of slavery.

Resources - Forner Chapters Foner, Give Me Liberty!, Chapter 13. Foner, Voices of Freedom: Hinton Helper, “The Impending Crisis.” Dollar/Reichard Chapters 13 & 15

Chapter 14 – The Birth of Freedom: The Civil War, 1861-1865

Topics Covered – First Modern War, the Coming of Emancipation, the Second American Revolution, the Confederate Nation, Turning Points, Rehearsals for Reconstruction and the End of the War

Key Concept: 5.3

Themes: ID- 2, ID- 6, WXT- 2, WXT- 6, PEO- 2, PEO- 5, PEO- 6, POL- 6, WOR- 5, ENV- 3, ENV- 4 [CR8]

Historical Thinking Skills: Historical Causation, Historical Argumentation

Assessment: Written exit ticket is a paragraph analyzing which of the events most impacted the outcome of the Civil War and why.

Resources - Forner Chapters Foner, Give Me Liberty!, Chapter 14

PERIOD 6 1865- 1898 [CR2]

Time for the Entire Unit on Period 6 / Unit Learning Objectives / Unit Key Concepts
16 Days / ID -2, ID-5, ID-6, WXT-3, WXT-6, PEO-2, PEO-3, PEO -4, PEO-5, PEO-6, POL-3, POL-6, WOR-3, ENV-5, CUL-3, CUL-5, CUL-6 / 6.2

Chapter 15 – Reconstruction, 1865-1877