2009-2010 TEXT: Kennedy, Cohen, and Bailey The American Pageant (12th Ed.) THE COURSE: This course encompasses a chronological survey of the history of the United States from the Colonial Era to the present and delves into the political, economic, social, and cultural developments of the United States. This course is sponsored with the cooperation of the College Board – a nonprofit organization of more than 2500 colleges, universities, and school systems. Students are required to pay a testing fee and sit for the Educational Testing Services examination in May. The exact number of college credits obtained depends on the student’s test grade and college of choice. Up to six college credits may be granted. Students will use a combination of materials in the development of important understandings and generalizations with regards to the topic. Textbook, primary sources, the Internet, document-based questions, debate, and research assignments will be used. In addition to the May AP examination, students are required to take the NYS Regents Exam in U.S. History and Government in June. Passing this exam is required of all students.
COURSE OBJECTIVES: Students will
Master a broad body of historical knowledge through reading, cooperative learning, direct instruction, projects and the use of computer technology.
Demonstrate an understanding of historical chronology.
Use historical data to support an argument or position.
Interpret and apply data from original documents, including cartoons, graphs, letters etc.
Effectively use analytical skills of evaluation, cause and effect, compare and contrast.
Work effectively with others to produce products and solve problems.
Take the AP Exam in US History in May and achieve a score of 3 or higher.
Pass the New York State Regents with an 85% (mastery level) or higher in June.
THE KEY TO SUCCESS: Simply put, to succeed, you must keep up. The reading and writing assignments are too long and / or complex to be left for the night before. “I’ll do it in study hall!” won’t work well in this course. Time management, consistent effort and gradual improvement – these are the keys to a successful experience in AP US History.
Respect al members of the class at all times.
Be on time. When the bell rings, class will start. If you are late, have a pass. If you do not have a pass, evil things may befall you!
Bring your notebook and pen daily. Textbooks will be needed frequently. You will be forewarned.
Work is due when it is due. Period.
Should you become ill, work must be made up ASAP – one week is about enough time.
Rotations should be planned in advance, let me know before you go. Work is due on the day it is due even if you are at a rotation.
The same rule applies to classes missed because of assemblies, field trips, etc., etc.
Remember: No hats, cell phones, backpacks…
The book is your problem / challenge! Much of what the reading is on will be discussed in class: much of it won’t. You are responsible for the readings. Anything in the book is fair game for quizzes and tests and discussion. Reading questions will be handed out as part of the unit assignment sheet. If there is evidence that reading is not being done, students will be required to provide reading notes for ALL reading assignments.
AP US History overview continued – Approximately 3 or 4 essays will be assigned a quarter. They will be graded on a 9-point scale (same as that followed by the AP exam). Free response questions (AP for “regular” essays) will alternate with document based essays (DBQ’s). Using multiple sources for writing the essays is good practice – historians don’t always agree and divergent points of view make the course more interesting. Quizzes and exams will generally be multiple choice in nature. Whenever possible, questions will be taken from past AP Exams, a format which uses five possible answers.
Extra help is available by appointment after school. I generally will be available 1-2 days a week throughout the school year. Please let me know in advance when you would like to meet. I will have sign-up sheets in class for after school help.
The following is a course outline for APUS by topics / eras. Topics are accompanied by an approximation of the time that will be needed to complete the unit. As you can see, there is a lot for us to cover before the AP exam.
First Quarter: Topics / Time
1. Discovery and Settlement of the New World, 1492-1650 1,2,3 – 2 weeks
2. America and the British Empire, 1650-1754
3. Colonial Society in the Mid-Eighteenth Century
4. Road to Revolution, 1754-1775 4,5 – 2 weeks
5. The American Revolution, 1775-1800
6. Constitution and New Republic, 1776-1800 6 – 2 weeks
7. The Age of Jefferson, 1800-1816 7,8,9 – 2 weeks
C. Re-read Beard thesis
III. ASSIGNMENTS A. Role Play / Debate – Hamiltonians v. Jeffersonians Research Due: _______
(Aka Federalists v. Anti-Federalists) Debate Start: _______
Details of assignment to follow.
B. Essay on the Bill of Rights Due: _______
C. Essay on Foreign Policy Due: _______
D. DBQ on Hamiltonians and Jeffersonians Due: _______
Note: one of these three essays may be omitted or changed.
E. Kennedy reading Quiz On: _______
IV. QUESTIONS TO PONDER 1. Explain carefully the meaning and validity of loose and strict construction of the Constitution.
2. From Hamilton’s point of view, was the debt – national and state – a blessing or a curse for the young USA?
3. Why were customs duties so important to determining Hamilton’s take on foreign on foreign policy?
4. Why was the excise tax on whiskey so disagreeable to the “Whiskey Boys” yet so appealing to Hamilton?
5. Was Washington’s show of force necessary or should he have acted differently? Explain.
6. How do you account for the geographic distribution of Federalists and Republicans?
7. Since the Cabinet is not mentioned in the Constitution, why did Washington form one? Would it be possible
for a President to forgo appointing one today? Explain.
8. Argue both sides of the issuing of the Proclamation of Neutrality.
9. Comment on the statement that Jay’s treaty was more important for its by-products than its provisions.
10. Why were the Kentucky and Virginia Resolutions passed? Should they rank as major documents in US
11. Evaluate both Washington and Adams as President – strengths and weaknesses.
12. Why did the Federalist Party die out? What is their legacy to this nation?
13. Describe the characteristics of Hamiltonian and Jeffersonian philosophy.
14. Did the Federalist Party do more harm than good during its existence? Explain.
THE SECOND WAR FOR AMERICAN INDEPENDENCE
THE ERA OF GOOD (?) FEELINGS I. TOPICS TO BE CONSIDERED: A. Jefferson’s administration
1. Domestic policy
2. Foreign policy
B. Madison administration
1. The War of 1812
2. The War Hawks
3. The feeling of nationalism
C. James Monroe and his Doctrine
1. What prompted the Monroe Doctrine?
2. Is the doctrine and isolationist, nationalistic document – or both?
D. J.Q. Adams
1. Nationalism v. sectionalism
2. “A fire bell in the night”
II. READING: A. Kennedy: Note: Reading notes are required
1. Chapter 11 Due: _______ for this unit!
2. Chapter 12 Due: _______
3. Chapter 13 Due: _______
B. Documents: C-3, C-5 Due: _______
III. ASSIGNMENTS: A. Kennedy quiz On: _______
B. Open ended essay on culture in the first half of the 1800’s
(Essay on the bottom of the page) Due: _______
C. Questions to ponder and vocabulary definitions Due: _______
IV. QUESTIONS TO PONDER: 1. Why did Jefferson NOT abandon most of Hamilton’s financial structure?
2. To what degree were the Jeffersonian Republicans successful at limiting judicial authority?
3. Kennedy calls it the “Louisiana Godsend”. Is he justified? Explain.
4. Was the US duped by Napoleon between 1800 and 1812? Explain.
5. Why did the West want the War while New England, despite its maritime interests, opposed to it?
6. Why did the US agree with the terms of the Treaty of Ghent?
7. To what degree was it really the “Second War for American Independence”?
8. What impacts did the War of 1812 have on the US?
9. Was it really an “era of good feeling”? Explain.
10. What sectional issues separated the US during the early 1820’s?
11. Why did Jefferson call the Missouri Compromise a “fire bell in the night”?
12. Was J.Q. Adams a successful President? Explain your position.
V. CULTURAL ESSAY In the first half of the Nineteenth Century, the American cultural and intellectual community contributed to the development of a distinctive American national consciousness. Assess the validity of this statement.
VI. PEOPLE AND TERMS TO KNOW – Jefferson to Monroe
War Hawks J. Monroe W.H. Harrison J. Madison
Treaty of Ghent Industrialization Toussaint L’Ouverture Impressment Tippecanoe Implied Powers The Prophet Hartford Convention Tecumseh Henry Clay T. Jefferson Florida Purchase Strict Interpretation Era of Good Feelings Speculation Embargo Act Sectionalism E. Whitney
S. Slater D. Webster Rush-Bagot Agreement Cumberland Road Protective Tariff Chesapeake & Leopard Panic of 1819 Barbary Pirates Non-Intercourse Act American System Neutrality Aaron Burr Nationalism 36 30’ N Monroe Doctrine “Old Ironsides” Missouri Compromise Louisiana Purchase Macon’s Bill #2 J.C. Calhoun Lowell Waltham System A. Jackson Lewis and Clark “Fire bell in the night”
THE AGE OF JACKSON
MANIFEST DESTINY I. TOPICS TO BE CONSIDERED
A. Jackson the man as a reflection of his times
B. Election of 1836: Van Buren – short but not so sweet
C. Texas: the making of a legend…
D. The Second Great Awakening
E. Reform Movements: Making the promises of the Declaration real
F. The fine arts become more “American”
G. Immigration / Anti-foreignism
H. Rise of American Manufacturing / Workers / Transportation Revolution
I. Manifest Destiny
II. READING A. Handouts on women’s suffrage movement Due: _______
B. Excerpts from Alex de Tocqueville Due: _______
C. Documents: D-21 through D-23; and the “O’Sullivan” reading
(to be handed out) Due: _______
D. Kennedy (of course!) with reading notes!
1. Chapter 13
a. pp. 256-275; Jackson Due: _______
b. pp. 275-280; Texas Due: _______
c. pp. 280-285; 1840 to 1848… Rise of Political Parties… Due: _______
2. Chapter 15
a. pp. 320-324; 2nd Great Awakening Due: _______
b. pp. 324-328; Rise of Education Due: _______
c. pp. 328-335; Reform Movements / Am. Awareness… Due: _______
d. pp. 335-347; American Art / Transcendentalism Due: _______
3. Chapter 14
a. pp. 287-297; Immigration / Anti-foreignism Due: _______
b. pp. 297-319; Rise in Manufacturing / Workers /
Transportation Revolution Due: _______
4. Chapter 17 – pp. 370-389; Manifest Destiny Due: _______
III. ASSIGNMENTS A. Map of US territorial expansion Due: _______
B. Matching Quiz on Reform Movements On: _______
C. Kennedy Quiz (focus on Jackson Era and Manifest Destiny) On: _______
D. “Regular” essay on 1820s-1840s Due: _______
E. Extended outlines of Jacksonian Era DBQs Due: _______
F. Mexican War Simulation – handouts to follow On: _______
Note: this will be dropped if we are out of time
IV. REVIEW TERMS – While knowledge of these will not guarantee success, they won’t hurt either!
“pet banks” Species Circular Maysville Road Veto
“Tariff of Abominations” A. Jackson Indian Removal Act
Anti-Mason Party spoils system Texas
Force Act Compromise Tariff Z. Taylor
J. Marshall R.B. Taney R. Hayne
J.K. Polk Peggy Eaton Affair Alamo
Manifest Destiny “54 40 or fight” Democrats
Nueces River Rio Grande Mexican Cession
Vocabulary continued Nullification Crisis D. Webster “Reoccupation of Oregon and
Reannexation of Texas”
Ostend Manifesto Webster-Ashburton Treaty Bear Flag Republic
Santa Anna S. Houston S. Austin
Second BUS N. Biddle W.H. Harrison
Treaty of Guadeloupe-Hildago J.C. Freemont J. Tyler
Panic of 1837 Henry Clay Two Years Before the Mast
M. Van Buren 5 Civilized Tribes “corrupt bargain”
Worechester v. GA W. Scott “King Andrew I”
Trail of Tears S. Kearney J.C. Calhoun
M.C. Perry Aroostock War Whigs
F. Pierce Gadsen Purchase
V. ESSAY – Choose ONE of these essays to do. Due: _______
A. Although historically represented as distinct parties, the Federalists and the Whigs in fact shared a
common political ideology, represented many of the same interest groups and proposed similar
programs and policies.
Assess the validity of this statement.
B. How did TWO of the following contribute to the reemergence of a two party system in the period
1820 to 1840?
Major political personalities
C. “American reform movements between 1820 and 1860 reflected both the optimistic and pessimistic
views of human nature and society.”
Assess the validity of this statement in reference to reform movements in THREE of these areas:
CIVIL WAR AND RECONSRUCTION
I. THE ANTEBELLUM PERIOD
A. Kennedy Chapters: 16 pp. 390-401, due:_______; Chapter 18, due:_______;
Chapter 19, due:______
B. Oral reports (5 minutes max.) on issues of the Antebellum Period (terms on back of
C. Take-home essay on Antebellum Period Due: _______
Identify THREE of the following and evaluate the relative importance of each of the THREE
A. Kennedy Chapters 20 and 21 – skim these; Due: _______
READ pp. 457-464 and pg. 476
B. All appropriate readings on the Civil War era Due: _______
C. Take-home quiz on the Civil War Due: _______
D. Reading Notes Due: _______
A. Kennedy Chapter 22 – skim except READ pp. 483-499 Due: _______
B. Handout packet readings Due: _______
C. DBQ on Reconstruction Due: _______
D. Reading Notes Due: _______
This is a rather ambitious plan; however, we really need to get going. Read. Read. Read. And
yes…please don’t forget your reading notes.
IV. QUESTIONS TO PONDER Due: _______
1. Is it correct / incorrect to regard W.L. Garrison as the “voice” of the abolitionist movement? Explain.
2. Was the North hypocritical on the issue of slavery? Explan.
3. Why / how did the Southern argument concerning slavery change between 1770 and 1860?
4. Did the south win or lose by the passage of the Fugitive Slave Law? Explain.
5. Since there was so little in it for the South, why were they willing to accept the Compromise of 1850?
6. Was Senator Douglas a traitor, a blunderer, a statesman or a victim of forces beyond his control?
7. In what sense may it be said that Uncle Tom’s Cabin both started the Civil War and helped to win it
for the North?
8. Was the Civil War inevitable or avoidable? Explain.
9. Why did the South lose? The North win?
10. Why was Antietam such an important turning point in the Civil War?
11. What was the impact of the Emancipation Proclamation in the North, the South and abroad?
12. Why did the Border States stay loyal despite their institution of slavery?
13. How is this “War for Southern Independence” like the American War for Independence?
14. Why did Southerners at first cheer and then mourn the death of Lincoln?
THE DISUNITING STATES
1. Research your topic to answer this question: How did your topic contribute to and/or reflect the
increasing sectionalism and emotionalism of the 1830s to 1860?
2. Prepare a 2-4 minute topic on your topic. Topics will be taken in chronological order.
3. Yes, they count. Yes, you will need to take notes on other people’s topic. If you miss class,
you’ll need to get the notes from someone else. No, you do not have to stand in front of class to
do this. Yes, this is LOTS of fun!
Topics by the number: 1. William Lloyd Garrison
2. 1836 Gag Rule
3. J.C. Calhoun as the South’s advocate in the Senate
4. Wilmont Proviso (1846)
5. Mexican War (1846-48)
6. Election of 1848 – what was happening to the American Political parties?
8. Conscience Whigs
9. Nashville Convention
10. Compromise of 1850 / M. Fillmore
11. Fugitive Slave Law
12. A. Burns or “down the river”
13. Election of 1852 – see #6
14. Uncle Tom’s Cabin (1852)
15. Development of the modern Republican Party (GOP) (1854)
16. Kansas-Nebraska Act (1854)
17. New England Emigrant Society / H.W. Beecher / “Beecher Bibles”
18. “Bleeding Kansas” / Lawrence and Potawattamie
19. “Bully” Brooks et.al. in Congress
20. Election of 1856 – see #6
21. Dred Scott Case (1857)
22. Lincoln-Douglas Debates / Freeport Doctrine
23. John Brown’s raid at Harper’s Ferry
24. Election of 1860 – see #6
THE GILDED AGE
I. TOPICS TO BE CONSIDERED
A. *Presidential politics of the Gilded Age
B. How the West was won (or was it lost?)
C. Robber Barons or Captains of industry?
D. *The new immigrants
E. *Organized labor
F. The agrarian revolt
G. *Building an American empire
II. READING REQUIREMENTS
1. Chapter 23 – read and outline (groups / class); pay particular attention to various Presidents’
positions vis a vis the tariff issue Due: _______
2. Chapter 24 – read and outline Due: _______
3. Chapter 25 – skim EXCEPT outline the sections on immigration and black leaders, the “new
1. What problems were created by the industrialization of American society?
2. Why was the government slow to act in cases of depression?
3. When did the Democrats once again become a national political party?
4. To whom did the GOP in the late 1800s appeal?
5. When did the Democrats and the Republicans become distinct from each other?
6. How did the Grangers, Greenback-Labor Party, Populists, democrats and Republicans treat
7. How did the approach taken by B.T. Washington and W.E.B. DuBois differ? From an
historical perspective, which leader had a better plan for his people?
* Indicates a handout of some sort on the topic
GILDED AGE ESSAYS
DIRECTIONS: Do extended outlines for each of THREE essay questions. This extended outline needs to include and opening paragraph with thesis statement; topic sentences for each succeeding paragraph with a listing of supporting factual information; and a conclusion.
1. (1994) Compare and contrast the attitudes of THREE of the following toward the wealth that was
created in the United States during the late nineteenth century.
Eugene V. Debs
Booker T. Washington
2. (1989) Assess the impact of THREE of the following on the status of African Americans from the end
of Reconstruction to 1900.
The Fourteenth Amendment
Plessey v. Ferguson (1896)
The Atlanta Compromise
3. (1995) Analyze the reasons for the emergence of the Populist movement in the late nineteenth
4. “Between 1880 and 1915, labor leaders voiced sharp disagreement over the proper goals and
strategies workers should follow to improve their position in American society.”
Assess the validity of this statement by contrasting unions and labor leaders between 1880 and 1915
in terms of their goals, methods and tactics, degree of success and vision of the future American
US AT THE DAWN OF THE TWENTIETH CENTURY
I. SOCIAL HISTORY
A. Who and what in the arts
B. * Progressivism and reforms of the era
II. PROGRESSIVE ERA PRESIDENTS
A. T. Roosevelt (1901-1908; GOP; NY)
1. Personality and background
2. The “Square Deal”
3. “Bad Trusts” busted
5. The Panama Canal
6. The Big Stick
7. Relations with Japan
B. W.H. Taft (1908-1914; GOP; OH)
1. Personality and background
2. Payne-Aldrich Tariff
3. Real trust-busting
4. Dollar Diplomacy
5. Alienation of the Progressive wing of the GOP; the “Bull Moose” in 1912
5. The War to end All Wars and the “Peace Among Equals”
A. Chapter 29 on Progressivism (pgs. 664-686) Due: _______
B. Chapter 28 on Foreign Policy (review – already read)
C. Chapter 30 on Wilson (pgs. 687-703) Due: _______
D. Chapter 31 on W.W.I (pgs. 705-727) Due: _______
A. Take home test on Progressivism Due: _______
B. Thematic essay outlines – topics and number T.B.A. Due: _______
C. DBQ – topic T.B.A. Due: _______ * indicates a handout on this topic
PROGRESSIVE ERA PEOPLE, CONCEPTS, AND REFORMS
DIRECTIONS: With your study partner, define / learn the following terms, people and reforms. A “pop” quiz will be given some time following the assigned completion date. Due: _______ Amendment XVI New Immigrants
Amendment XVII New Nationalism
Amendment XVIII Niagara Movement
Amendment XIX Northern Securities
Australian Ballot Old Immigrants
Booker T. Washington Payne-Aldrich Tariff
Bull Moose Party Progressive Movement
Carrie Chapman Catt Pure Food and Drug Act
Clayton Anti-trust Act Referendum
Conservationism Robert LaFolette
Eugene V. Debs Settlement Houses
Federal Reserve Act Social Gospel
Gifford Pinchot Carry Nations
Hepburn Act Square Deal
Ida Tarbell Trust-busting
Jacob Riis W.E.B. DuBois
Joseph Pulitzer William R. Hearst
Lincoln Steffens William H. Taft
Louis Sullivan Winslow Homer
Mark Twain Woodrow Wilson
Mary Baker Eddy
THE ROARING TWENTIES
THE DEPRESSING THIRTIES
I. TOPICS TO COVER
A. Civil Rights Movement
B. Neo-isolationism – and not just in foreign policy
C. Returning to “normalcy” with Harding
D. “Keeping cool” with Coolidge
E. The Crash
F. “Prosperity is just around the corner” with Hoover
G. The New Deal: Success or failure?
H. Storm clouds gather: W.W. II
1. Chapter 34 on the Great Depression and the New Deal (pgs. 777-805)
2. Chapter 35 on F.D.R. and the “Shadow of War” Due: _______
3. Chapter 36 on W.W.II Due: _______
B. Great Depression Packet including oral histories, analysis of New Deal programs, legacy opinions
III. ASSIGNMENTS / THINGS TO DO
A. Start reading review book – see schedule for ongoing review sessions per topic.
B. Complete one of the “30s” questions on the back of the assignment sheet and outline a second
question. Due: _______
C. Kennedy reading quizzes: Chapter 34 On: ________
Chapters 35,36 On: ________
D. Debate – handout on format to follow. Topics will include – America’s Greatest Generation?; Was
Internationalism – what is best for America?; Legacy of the New Deal – The Good, The Bad, and
Otherwise … Due: _______
E. Dance Through the Decades final project introduction and schedule (see the attached handout).
IV. QUESTIONS TO PONDER
1. What social values were reflected by the entertainment and recreation in the 1920s?
2. Was the American tariff policy short sighted and self-defeating from the standpoint of
American business? Explain.
3. Why did the American people elect, in succession, two such political and personal
mediocrities, Harding and Coolidge? How do they rate on the presidential rating scale?
4. Why was Hoover, who had such a stellar pre-presidential career such a failure as President
– or, was he a failure?
5. On the whole, did the New Deal do more harm than good – explain.
6. Was the New Deal revolutionary or evolutionary? Explain.
DANCE THROUGH THE DECADES – A REVIEW PROJECT Congratulations! You and your team of scholars are about to embark upon a quest to learn about (review!) and then teach, the history of one of the United State’s past eight decades. The decades in American history to be explored include the 1920s, 1930s, 1940s, 1950s, 1960s, 1970s, 1980s, and the 1990s. Your research will culminate with a 30-40 minute presentation (per group) to both AP classes, Thursday, April ______ and Friday, April ______ , 2008 in the District Office conference room.
Your research / presentation team will need to present on the following themes related to your decade: Domestic Politics, Foreign Policy, Economics, and Social / Cultural issues. Presentations should include:
Use of a variety of presentation methods / media (posters, power point, music, video
downloads…), whatever you deem appropriate!
Handout(s) for the class to follow along with / use for note taking.
Variety of presenters / team members speaking.
Things to Remember:
You are the experts on your decade; the rest of the class is depending on your information and energy!
All team members need to read as much as possible concerning your decade before substantive planning / preparation can be done.
Be interested and interesting!
Week 1 ( ): General information gathering and sharing with team.
Week 2 ( ): Break into sub-groups for planning / presentation work.
Week 3 ( ): Start bringing the project together. Note: You will be required to
show Mr. your proposed presentation information and materials at the end of this
week. Week 4 ( ): Break week – use this to fine tune your presentation materials.
Week 5 ( ):Final days of presentation fine-tuning with the project presentation on
Thursday, and Friday, . Note: a final review of your presentation outline will be
needed by Mr. before the big day! Good luck! Some classroom time will be allotted for teams to prepare. You will need to do most of your research outside of class. It is advised that you “rehearse” your entire presentation before its official offering to the class.
Your team members are: ____________________________________________________________
Your decade is: __________
WAR AND PEACE
(What a great name for a Russian novel!) Please Note: Unlike previous units, this “monster” unit is framed in an extended outline format. We will as much as possible be covering the post war years in a thematic fashion following a topic from the 1950s up into the present. Numerous supplemental handouts will be used to expand upon what the textbook has to offer. Additionally, during this final “monster” unit, your Dance Through the Decades Review Project will be presented to the class.
I. TOPICS TO BE CONSIDERED
A. The Second World War
1. Over there and over here (and over quickly)
2. The plan for peace and the United Nations
B. Origins of the Cold War
1. Treatment of the defeated Axis powers
2. USSR and friends v. USA and friends
3. The Cold War turns hot
a. Germany / Berlin
e. other locations…
C. * Presidential foreign policies during the Cold War to the present