Mr. Waller
Room 128 website http://blogs.spsk12.net/1584/
AP United States History Course Outline, Expectations, and Policies
This course will require a great deal of reading, thinking, writing, and more writing. To help you plan, please review the following and keep it for your reference. We will follow this outline as closely as possible. We will move quickly through the course in order to save time for review before the AP Examination on May 14, 2014. It is my expectation that you will take the AP Examination in the spring. We will have after school review sessions during the fall semester to refresh material and prepare for final exams. In the spring, we will have numerous review sessions both after school and during class to prepare for the AP Exam. Your attendance is highly encouraged at these sessions.
Because of the special nature of Advanced Placement classes, students must understand the expectations and responsibilities associated with this course, and must make specific commitments to undertake and fulfill them. By signing up for the A.P. course students have indicated their willingness to commit themselves, and I will teach the class with a complete confidence in the students’ high degree of commitment.
Course Description and Goals: Advanced Placement United States History (APUSH) surveys the history of the United States beginning with the pre-Columbian era and ending with international affairs and domestic events in the post-1945 period to the 1990s. The course is designed to provide a comprehensive overview of the political, economic, social, and diplomatic trends and themes in United States history. Some attention is given to historiography and more to the analysis and interpretation of historical documents. The course also will focus on providing students with the analytical skills and factual knowledge necessary to deal critically with the events, people, trends, and themes in U.S. history. Students must learn to assess historical materials—i.e., their relevance to a given interpretive perspective, their reliability, and their significance—and to weigh the evidence and interpretations presented in historical scholarship. The course will help students develop the skills necessary to form conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay form. In order to do so, students must develop a keen and thoughtful interest in the topics of U.S. history.
In addition, the goal is for students to be prepared to take the college-level examination in May, which can earn a year’s college credit in U.S. History. Preparation for this exam as well as course requirements will include striking a balance between learning factual knowledge and increasing critical thinking skills of analysis, interpretation, synthesis, and evaluation.
Homework & Grading Policy: Advanced Place United States History must be a demanding course requiring daily work both in and out of class. In addition to readings in the textbook, assignments include supplementary readings varying from a few pages to book length, in- and out-of class essays, research projects, class discussions, chapter quizzes, objective and essay tests, analysis of documents, and nightly review of class notes taken that day. Daily assignments will include charts, agree-disagree statements, etc., that are designed to increase understanding of complex historical issues. Major assignments will be given in advance with specific due dates so that students can organize their time. Late work will be automatically graded down according to district policy unless prior arrangements are made with me. NOTE: It is especially important to remember that MUCH of the work will be done IN CLASS; therefore, it is necessary for students to be present and prepared to listen, take notes, and discuss.
Course Objectives: The objectives of this full-year course are to present opportunities through classroom and out-of-class activities that will enable students to:
1. develop an understanding of the major political, economic, social (including cultural and intellectual), and diplomatic themes and trends in U.S. History;
2. learn and be able to identify facts – names, places, events, etc. – essential to the evolutionary developments of the major themes and trends;
3. develop a working knowledge of the United States Constitution;
4. learn the methods of historical study and the importance of questioning the authority or historical accounts and to become familiar with reference materials central to the study of U.S. History;
5. develop a general knowledge of United States geography;
6. be able to make critical judgments and to analyze past and present events and attitudes;
7. write essays showing the development of events or of responses to events in various historical periods;
8. express serious opinions about events and attitudes past and present;
9. make an extensive study of the textbook and other readings that are assigned and exhibit an understanding of important ideas and facts contained therein;
10. listen respectfully and critically to what is discussed in class both by the teacher and by fellow students;
11. set aside ample time for extensive individual preparation for the AP test and to seek individual assistance from the teacher when needed;
12. learn to interpret historical documents and draw reasonable conclusions based on them;
13. feel free to talk to the teacher either in class or privately about matters of concern that may or may not related directly to the course;
14. bring to the attention of the class (for the purpose of learning the historical backgrounds) matters of concern pertaining to present day national, international, or local affairs.
Primary Text:
Kennedy, David M., Lizabeth Cohen, & Thomas A. Bailey. The American Pageant: A History of the Republic.
12th ed. Boston, Mass: Houghton Mifflin Co., 2002.
Supplemental Texts:
AMSCO
5 steps to a five
Brief Course Outline
Introduction
I. Building the Colonies: Diversity & Founding for Money and/or Mission (Ch. 1-4)
II. The Road to Revolution: Veering from the English Path (Ch. 5-8)
III. Forging the New Government: Defining the Nation (Ch. 9-10)
IV. Building the Nation: Making the Constitution Work & Guaranteeing Independence (Ch.11-13)
V. Sectionalism: Reform, Last Gasp of Nationalism, & Manifest Destiny (Ch. 14-17)
VI. Pathway to Civil War: Crisis of the Union – “A House Divided” (Ch. 18-21)
VII. Aftermath of War and Reconstruction: Restoring and Redefining the Union (Ch. 22)
VIII. Forging an Industrial Society: Gilded Age–Expansion, Ethnicity, & Environment (Ch 23-26)
IX. America Becomes a World Power: America Becomes a Player-Changing & Preserving (Ch. 27-29)
X. The Roaring Twenties: Conflicts Between Old and New (Ch. 32 & 33)
XI. The Great Depression and New Deal: Changing & Preserving (Ch. 34)
XII. World Wars I & II: Emergence of a Super Power (Ch. 30-31; 35-36)
XIII. Creating Modern America: Ideological Conflict & Economic Transformations, Age of Conformity v. Liberalism, Domestic Change, and Foreign Turmoil (Ch. 37-41)
XIV. Review & Mock AP Test
Advanced Placement United States History Course Outline
Unit I: Building the Colonies (12 days)
Reading:
· Kennedy – The American Pageant, Chapters 1-4
· Henretta – America’s History, Chapter 1
· John Winthrop’s “City Upon a Hill”
· Founding Documents: “Mayflower Compact,” “Fundamental Orders of Connecticut,” “Massachusetts Body of Liberties,” “The Bloody Tenet of Persecution for Cause of Conscience,” “The Maryland Toleration Act,” “Rhode Island Colonial Charter,” “The Pennsylvania Charter of Privileges”
CR6—Evidence of Curricular Requirement: The course teaches students to analyze evidence and interpretations presented in historical scholarship.
CR7—Evidence of Curricular Requirement: The course includes extensive instruction in analysis and interpretation of a wide variety of primary sources.
Supplemental Activities:
DVD – 10 Days that Unexpectedly Changed America, “Massacre at Mystic”
Themes:
· American Diversity in American Indian and colonial societies
· Economic Transformations: Founding for Money and/or Mission (regional differences)
· Politics and Citizenship: growth of democracy through self-government
· Religion: Founding for Money and/or Mission
· Slavery & Its Legacies: Systems of slave labor in colonial America
CR5—Evidence of Curricular Requirement: The course uses themes and/or topics as broad parameters for structuring the course.
Content:
· Understand the diversity of American Indian Tribes, patterns of European settlement, & American Indian policy
· Compare systems of slave labor in Spanish and English colonial America
· Compare political, economic, and social developments of colonial regions: Southern colonies, New England, and Middle Colonies (self-government, religious tolerance, economic differences, cash crops)
· Understand the long-term impact of New England on the nation
· Understand the significance of the Salem Witch Trials and compare to Red Scares of 20s and 50s
CR1—Evidence of Curricular Requirement: The course includes the study of political institutions in U.S. history.
CR2—Evidence of Curricular Requirement: The course includes the study of social and cultural developments in U.S. history
Assessment:
· 80 question multiple choice test over chapters 1-4
· Free Response essay analyzing religious freedom in America prior to 1700.
CR8—Evidence of Curricular Requirement: The course provides students with frequent practice in writing analytical and interpretive essays such as document-based questions and thematic essays.
Unit II: The Road to Revolution – Veering from the English Path (11 days)
Reading:
· Kennedy – The American Pageant, Chapters 5-8
· Jefferson’s “Declaration of Independence” in global context
· Thomas Paine’s Common Sense
CR6—Evidence of Curricular Requirement: The course teaches students to analyze evidence and interpretations presented in historical scholarship.
CR7—Evidence of Curricular Requirement: The course includes extensive instruction in analysis and interpretation of a wide variety of primary sources.
Supplemental Activities:
Analyze significance of the French and Indian War through 2004 DBQ
Themes:
· American Identity – veering from the English Path
· Demographic Changes – compare 17th & 18th immigration, population, & migration patterns
· Economic Transformations – mercantilism and triangle trade
· Religion – impact of Great Awakening & increasing religious tolerance
· Politics and Citizenship – voting requirements easing, developments in colonial self- government due to salutary neglect, and colonial response to restrictive mercantilist policies
· War & Diplomacy – impact of French and Indian War, attempts at compromise with England
CR5—Evidence of Curricular Requirement: The course uses themes and/or topics as broad parameters for structuring the course.
Content:
· Compare 17th and 18th century colonial America
· Understand the significance of the Great Awakening and its impact on the American Revolution
· Understand the causes, effects and significance of the French & Indian War
· Understand the causes of and significant events leading to the American Revolution – colonial response to end of salutary neglect and increasingly restrictive Parliamentary Acts (1st & 2nd Continental Congress)
· Understand key events of the Revolutionary War and the advantages of the American and British forces during the war
· Understand the significant political, economic, and social effects of the war, including impact on women
CR1—Evidence of Curricular Requirement: The course includes the study of political institutions in U.S. history.
CR2—Evidence of Curricular Requirement: The course includes the study of social and cultural developments in U.S. history.
CR3—Evidence of Curricular Requirement: The course includes the study of diplomacy in U.S. history.
CR4—Evidence of Curricular Requirement: The course includes the study of economic trends in U.S. history.
Assessment:
· 80 question multiple choice test chapters 5-8, includes some review questions from 1-4
· Choice of essay 1) ranking relative importance of four factors prompting colonists to rebel OR 2) evaluating to what extent the colonists had developed a sense of unity and identity on the eve of the Revolution
CR8—Evidence of Curricular Requirement: The course provides students with frequent practice in writing analytical and interpretive essays such as document-based questions and thematic essays.
Unit III: Forging the New Government – Defining the Nation (11 days)
Reading:
· Kennedy – The American Pageant, Chapters 9-10
· Edmund S. Morgan’s The Meaning of Independence, “George Washington”
· “Declaration of Independence” (grievances)
· Articles of Confederation
· U.S. Constitution
· Federalist Papers: 10, 39, 51, 78
CR6—Evidence of Curricular Requirement: The course teaches students to analyze evidence and interpretations presented in historical scholarship.
CR7—Evidence of Curricular Requirement: The course includes extensive instruction in analysis and interpretation of a wide variety of primary sources.
Supplemental Activities:
DVD – Founding Fathers (development of political parties)
Themes:
· Politics and Citizenship – Two constitutions, impact of American political traditions – state constitutions; Bill of Rights; Judiciary Act; development of political parties
· Economic Transformations – Hamilton’s Financial Plan
· Slavery and Its Legacies – role in compromises at Constitutional Convention; long-term implications of unresolved issue – ultimately leads to Civil War
· War and Diplomacy – Washington’s Neutrality Proclamation sets the precedent for isolationism
CR5—Evidence of Curricular Requirement: The course uses themes and/or topics as broad parameters for structuring the course.
Content:
· Understand political, economic, and social characteristics of the new nation
· Understand strengths and weakness of Articles of Confederation
· Understand the need for a new constitution & the compromises involved in its creation
· Compare Articles with new Constitution – how grievances were addressed in both
· Understand the Federalist and Anti-federalist arguments & the significance of the debate over ratification
· Evaluate Washington’s leadership and its impact on the stability and legitimacy of the new nation
· Understand the key events, domestic concerns, and contributions of Washington’s administration, including Alexander Hamilton’s financial plan & debate over “loose” and “strict” construction
· Understand the contributions of Washington’s administration in the area of foreign policy, including Neutrality Proclamation
· Understand key events, concerns, and contributions of Adam’s administration, including Alien & Sedition Acts & response through the Virginia & Kentucky Resolutions
· Understand development of political parties in U.S. – Federalists and Jeffersonian Republicans
CR1—Evidence of Curricular Requirement: The course includes the study of political institutions in U.S. history.