Syllabus: AP US History
US History Resources: Syllabus3 (yearlong)
Ms. O’Hara
Syllabus: US History
Perryville High School
Course Design:
U.S. History is a challenging course that is designed to prepare students to be successful citizens. It is a one-credit survey of American History from the period of Reconstruction to the present. Effective reading and writing skills, along with a requirement to devote time to homework and study, are necessary to succeed. Emphasis is placed on critical and evaluative thinking skills, using historical perspective, essay writing, and interpretation of primary and secondary source documents. Essays, oral and written research projects are required to be completed outside of the school day. Topics include Reconstruction, Expansion West, Industrialism, Imperialism, The Great War, The Progressive Era, The Great Depression, The New Deal, World War Two, The Cold War and Liberalism, Social Reform, The Revival of Conservatism. The themes will include discussions of American diversity, the development of a unique American identity, the evolution of American culture, demographic changes over the course of America’s history, economic trends and transformations, environmental issues, the development of political institutions and the components of citizenship, social reform movements, the role of religion in the making of the United States and its impact in a multicultural society, the legacy of slavery, war and diplomacy, and finally, the place of the United States in a global arena.
Course Materials:
Text Books:
Applebee, Joyce, et al (2003), The American Republic since 1877, McGraw-Hill ISBN 0-07-828087-7
Requirements and Activities:
Activities will be individual, group or teacher-directed. The activities used are designed to help students to develop high-level analytical skills that will facilitate analysis of primary source documents, secondary scholarship and global historical content. Typical activities may include but are not limited to the following:
1. Research Project: Students are required to research, write, and present a five to ten page research paper on an approved topic dealing with the time period of post World War II U.S. (1945-present). Research papers will include use of thesis statement, note cards, outline, footnotes or citations, and a bibliography.
2. Extended Writing: Students will complete ten or more extended writing assignments such as Extended Constructive Responses (ECR) or Brief Constructive Responses (BCR). Historical investigation based upon historical readings and primary sources will also be completed. Successful responses to these prompts will require a coherent thesis and multiple paragraphs of development. These will consist of both timed in-class essays and longer out of class assignments.
3. Reading: Students will be expected to read approximately 10 to 20 pages per week outside of class time. The readings may include the text, as well as other supplemental materials representing historical scholarship.
4. Socratic discussions: Students read an article of historical scholarship on a given topic and come to the discussion prepared to discuss the issue. They are graded on their participation rate and the quality of their answers while the teacher’s role is one of facilitator.
5. Simulations: students will be asked to simulate a variety of situations including but not limited to press conferences, cabinet meetings, symposiums, role playing, interaction of historical figures.
6. Mini Projects/Presentations: Projects on a historical topic; students will be asked to present information in the form of a PowerPoint or slide show involving use of primary sources or use of other technological mediums that will facilitate the delivery of the information.
7. Historiography: Students are expected to read and evaluate selections by prominent historians across historical time periods.
8. Court Case Analysis: Students will be asked to read and analyze a variety of court cases to understand the issues and decisions inherent in the cases. Emphasis will be on minority and majority opinions as well as long-term significance of the cases.
9. Lectures: students will develop note-taking techniques required for success at the college level. Lectures will be power lectures that involve analytical questions in which student participation is required.
Skills and Processes:
Students will demonstrate the following skills and processes through the assignments listed above:
1. Reading, Writing, and Critical Thinking Skills: Assignments will emphasize independent reading, writing and critical thinking skills. They will be taught and assessed in context of historical analysis, synthesis, and evaluation. Students will also be asked to design rubrics and engage in peer review of each other’s work.
2. Research and Note-Taking Skills: Students are expected to use a variety of tools in order to locate appropriate on historical topics. Students will use various note-taking strategies in order to pull out and later synthesize that knowledge.
3. Primary Source Analysis: students are asked to read and analyze primary source material. Accountability may be in the form of discussion, answering analytical questions, reporting to the class or in the context of a more extensive assignment.
4. Presentation Skills: Each student will demonstrate competent oral communication skills by preparing and presenting research and analysis in public settings.
5. Technology Skills: Successful completion of this course will require effective technology literacy such as data research, synthesis, and presentation software.
Course Outline
Unit
1. Reconstruction to 1898 5 weeks
2. 1899-1929 6 weeks
3. 1929-1945 6 weeks
4. 1946-1968 6 weeks
5. 1968-1980 6 weeks
6. 1980-present 5 weeks