Course: Advanced Placement U.S. History 2012-2013 Instructor: Ms Sarah Gomez Email address: smgomez@cps.edu
Teacher Introduction: I would like to welcome you and your child, to Advanced Placement United States History! I would like to take this opportunity to introduce myself, my name is Sarah Gomez this is my eighth year teaching for the Chicago Public School system. I am a native Chicagoan and graduate of CPS and I am thrilled to be a part of the SSICP team. I have a bachelor’s degree in social studies education from Florida International University, a Master’s degree as a Reading Specialist from Concordia University and am a National Board Certified Social Science teacher. I’m excited about the opportunity to get to know you, as well, and I’m looking forward to a happy and productive school year.
Course Description: Welcome to Advanced U.S. History. Advanced U.S. History is a survey course of American History, which provides high school students with a college U.S. History course. The course studies early American colonization by Europeans, the American Revolution, American Civil War and progress through the 20th century. Students will research, analyze, and compare social and political movements throughout American History. Students will be required to take the AP exam administered on Friday May 10, 2013 8A.M.-Noon, students receiving a 3 or above will receive college credit depending on the university students are attending in the fall. Through out each unit of the course students will be looking at 5 overarching questions:
What does it mean to have freedom and how does this definition change over the course of time?
How do citizens use power for change?
How does the role of citizenship evolve throughout American history?
What is equality and how does the definition change over time?
Throughout American history have civil rights movements addressed the failures in American society and were they successful?
What is the AP U.S. History Exam? The AP U.S. History Exam will be administered Friday May 10, 2013 at 8:00 A.M. The exam is a total of 3 hours and 55 minutes. The first part of the exam is the multiple choice section which is 55 minutes long. Section two is 130 minutes long and consists of a document based question (DBQ) and two Free Response essays (FRE). Students will have 45 minutes to complete the DBQ, it is required that you spend 15 minutes analyzing the documents and spend the remaining 30 minutes writing the DBQ. Students will then write 2 Free Response essays, students should spend 35 minutes per essay. Scores will be released to students and South Shore International College Prep the first week of July. Please check with the college or university that you will be attending to see what scores are accepted for college credit, each college/university is slightly different.
Quizzes and Exams: Students will take a chapter quiz every Friday for the duration of the school year, except on the Fridays that unit exams are given there will be a total of 30 chapter quizzes and 5 unit exams for the year.
Essays: Students will be assigned a minimum of one essay every week for the first semester and an additional essay per week during the second semester. All essays will relate to the historical topic of the week from primary and secondary resources, textbook readings and Document Based Questions.
Notebooks: All students will be required to keep two three ring binders in which the students will place all of their work. The student’s binders must be labelled and divided into the following categories:
Bell Ringers
Notes
Graphic Organizers
Document Based Questions
Free Response Essays
*A second three ring binder must be kept for class hand outs
Classroom Expectations:
Be in class everyday on time and seated when the bell rings, students that are tardy will sign in when they enter the class and will lose points for the day, students are expected to bring a readmit in order for an absence to be excused
Show respect for themselves and others, by not interrupting others and raising hands in class when students would like to share thoughts and opinions with the class.
Bring all class materials, books, binders, paper, pens and highlighters everyday
No eating during the class period
Homework policy: Students will lose a letter grade for each day that an assignment is turned in late; the only exception is if the student was absent and presents a readmit. Students are expected to complete all in class and homework assignments to the best of their abilities, students should be reading and writing at home for a minimum of a half an hour daily.
Grading Scale and weighted averages:
A=100-90%, B=89-80%, C=79-70%, D=69-60%, F=59-0%
Grading Scale:
20=Formative Assessment, 20%=Participation, 10%=quizzes, 20%=summative assessments, 30%=Projects, essays and presentations
Common Core Standards History/Social Studies:
RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RH.9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
RH.9-10.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts
RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
RH.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author’s claims
Weeks
|
Topic
|
Theme and Supplemental Readings
|
week of 09/04/12-09/07/12
week of 09/10/12-09/14/12
week of 09/17/12-09/21/12
week of 09/24/12-09/28/12
week of 10/01/12-10/05/12
|
The Planting of English America
Settling the Northern Colonies
American Life in the Seventeenth Century
Colonial Society and the Eve of Revolution and The Duel for North America
The Road to the Revolution 5 week assessment
|
First Semester: September 4, 2012- January 25, 2013
Culture, Values, Beliefs and Rituals: Colonization of the Americas: 1609.-1763
The trail of Anne Hutchinson
Bradford, William; Of Plymouth Plantation
Smith, John; History of Virginia
Smith, John; the founding of Jamestown (1607)
Contract of Indentured Service (1635)
Berkeley, William; Response to Bacon’s Rebellion
Maryland Act of Toleration (1649)
Bacon, Nathaniel; Manifesto
Mayflower Compact (1620)
Blue Laws of Connecticut
Winthrop, John; Defence of taking Indian land
Morton, Nathaniel; Roger Williams demands freedom of religion
The Salem Witchcraft hysteria (1690)
Edwards, Jonathan; Sinners in the hands of an angry God
Franklin, Benjamin; Characterizes General Edward Braddock (1755)
A French man Reports Braddock’s Defeat (1755)
Francis Parkman analyses the conflict (1884)
Benjamin Franklin testifies against the Stamp Act (1766)
Philadelphia threatens Tea men (1773) Connecticut decries the Boston Port Act (1774)
Daniel Leonard Deplores Rebellion (1775)
Patrick Henry demands boldness (1775)
New Yorkers Abuse Tories (1775)
Conflicting versions of the outbreak (1775)
Why an old solider fought (1898)
Paine, Thomas; Common Sense
|
week of 10/08/12-10/12/12
week of 10/15/12-10/19/12
week of 10/22/12-10/26/12
week of 10/29/12-11/02/12
week of 11/05/12-11/09/12
week of 11/12/12-11/16/12
|
America Secedes from Europe
The Confederation and the Constitution and Launching the new ship of state
The Triumphs and Travails of the Jeffersonian Republic
The Second War for Independence and the Upsurge of Nationalism Midterm Exam
The Rise of a Mass Democracy and Forging the National Economy
The Ferment of Reform and Culture and
|
Freedom and Responsibility: American Revolution and the New American Nation: 1763-1860
Paine, Thomas; the American Crisis
Jefferson, Thomas; the Declaration of Independence
Sections of the Articles of Confederation
Adams, John; the First Continental Congress (1774)
The Virginia Plan
Sections of the United States Constitution
Sections of the Federalists Papers
Hamilton, Alexander; Report on Public Credit
Hamilton and Jefferson on States Rights
Washington, George; Farewell Address (1796)
Pickering, Timothy; Defence of Alien Sedation Acts
Alien Sedation Acts
Jefferson, Thomas; Inaugural Address
Kent, James; Universal Suffrage
Adams, John Quincy; Diary Excerpts about Corrupt Bargain
Crockett, Davy; Advice for politicians
Strong, James; Agrees for protective tariffs
McDuffie, George; Condemns the Tariff
Jackson, Andrew; Blank Veto message
Jackson, Andrew; Denounces Nullification
Jackson, Andrew; Endorses the Indian Removal Act
South Carolina Threatens Secession (1832)
Frelinghuysen, Theodore; Champions Justice (1830)
Mann, Horse; the Case for Public Schools
Seneca Falls Declaration of Sentiments and Resolutions (1848)
Cox-Jackson, Rebecca; the Shakers
Grimke, Angela; Breaking out of the Woman’s Separate Sphere
Monroe, James; the Monroe Doctrine (1823)
Filisola, Vicente; fall of the Alamo (1836)
Coodey, William Shorey; the Trail of Tears Begins (1838)
|
week of 11/19/12-11/23/12
week of 11/26/12-11/30/12
week of 12/03/12-12/07/12
week of 12/17/12-01/04/13
Winter Break 12/24/12-01/04/13
|
The South and the Slavery Controversy
Drifting toward Disunion and the Girding for War
The North and the South: 5 week assessment
Manifest Destiny and Its Legacy week of 12/10/12-12/14/12
The Civil War and The Ordeal of Reconstruction
|
Adversity, Conflict and Change: The road to the Civil War and Reconstruction 1793-1877
The Fugitive Slave Act of 1850
Coffin, Levi; the Underground Railroad (1850)
Highland Garnet, Henry; an Address to the slaves of the United States of America
Weld, Theodore; Slavery As It Is (1839)
Truth, Sojourner; Ain’t I a Woman
Excerpts from “Voices from Slavery” Slave Narratives
Sumner, Charles; the Crime against Kansas
Lincoln Douglas Debates (1858)
Daingerfield, John E.; John Brown’s Raid (1859)
Trail of John Brown
Chesnut, Mary Boykin; Fort Sumter is attacked (1861)
Lincoln, Abraham; the Emancipation Proclamation
Lincoln, Abraham; the Gettysburg Address
Pleasonton, General Alfred; Gettysburg (1865
Porter, Horace; Lee surrenders to Grant (1865)
Rathbone, Major Henry R.; Lincoln is shot (1865)
Johnson, Andrew; Plan of Reconstruction (1865)
Dred Scott v. Sanford: Chief Justice Roger B. Taney for the Supreme Court (1857)
|
week of 01/07/13-01/11/13
week of 01/14/13-01/18/13
week of 01/21/13-01/25/13
week of 01/28//13-02/01/13
week of 02/04/13-2/08/13
|
Political Paralysis in the Gilded Age and the rise of Industry
Urbanization and the Agricultural Revolution
The Expansion of the American Empire Semester Exam
Progressivism
WWI 1917-1918
|
Second Semester: January 28, 2013-June 17, 2013
Utopia and Dystopia: Forging and Industrial Society and the struggle for justice 1869-1918
Strong, George Templeton; New Money and Robber Barons
Wells, Ida B; United States Atrocities (1892)
Washington, Booker T.; Atlanta Exposition Address (1895)
Turner, Henry; the American Negro and His Fatherland
Du Bois, W.E.B.; Talented Tenth and Niagara Address
Harlan, John Marshall; Dissent from Plessy V. Ferguson
Secret Oath of the American Protective Association
Sandburg, Carl; Chicago
Lodge, Henry Cabot; On Literacy Tests for Immigrants
Cleveland, Grover; Vetoes Literacy Tests
Jackson, Helen Hunt; a Century of Dishonor
Bull, Chief White; Custer is killed at Little Bighorn (1876)
The Dawes Act
Hicks, John; the Populists Revolt
Philosophy of the Industrialist Rockefeller, Carnegie, Herbert Spenser
Simonson, Barton; Haymarket Riot (1886)
Elk, Black; Massacre at Wounded Knee (1890)
Beveridge, Albert; In favour of Imperialism
McKinley, William; Defends occupation of the Philippines
Kipling, Rudyard; White Man’s burden
Spahr, Charles; the Imperialist Religion
Crosby Ernest; The real white man’s burden
Steiner, Edward; Ellis Island (1905)
Forbes, Frank; Our duty towards the Pilipino
Roosevelt, Theodore; Square Deal Reforms
Cohan, George M.; Over There
Zimmerman Telegram
Wilson, Woodrow; Fourteen Points (1918)
|
week of 02/11/13-02/15/13
week of 02/18/13-02/22/13
week of 02/25/13-03/01/13
week of 03/04/13-03/08/13
week of 03/11/13-03/15/13
week of 03/18/13-03/22/13
week of 03/25/13-03/29/13
|
American Life and politics in the “Roaring Twenties and the
Political boom and bust”
The Great Depression and the New Deal
FDR and the shadow of war 5 week assessment
America in WWII
The Cold War
The Eisenhower Era
The Sixties Midterm Exam
|
The American Dream: The 1920’s, The Depression, World War II, the Cold War and the Sixties 1919-1968
White, William; Condemns Deportation
La Guardia, Fiorello; Argues against Prohibition
Sanger, Margaret; Campaigns for Birth control
Crowther, Samuel; the Flapper (1926)
Supreme Court declares that men and women are equal (1923)
Morand, Paul; Prohibition (1929
Sanger, Margaret; Raid of a birth control clinic (1929)
Hughes, Langston; I Too
Hurston, Zora Neale; how it feels to be Colored Me
Hoover, Herbert; Defending his record
Hoover, Herbert; on a balanced budget
Hoover, Herbert; Uphold free Enterprise
Roosevelt, Franklin; First Inaugural Address
Roosevelt, Franklin; Urges Welfare Statism
Roosevelt, Franklin; Attacks Business in Government
Long, Huey; Every man a king
Neutrality Act of 1937
Roosevelt, Franklin; War Message against Japan
Inouyte, Senator Daniel K.; Pearl Harbor (1941)
Roosevelt, Franklin; Four Freedom’s Speech
Roosevelt, Franklin; the Quarantine Speech
Edlin, Lieutenant Robert; D-Day (1944)
Atlantic Charter
Truman, Harry; Decision to Drop the Atomic Bomb
Tibbets, Colonel Paul W.; dropping the atom bomb (1945)
Eisenhower, Dwight; Atoms for Peace
Humphrey, Hubert; a Plea for Civil Rights
Humphrey, George; the Interstate Highway System
Advertisement for Chicago’s renewal Program
Mad Magazine; the Handy Phrases for Travelling in Russia
Parks, Rosa; describing her arrest
Freidan, Betty; The feminine Mystique
Steinem, Gloria; Defense of the ERA
Schlafly; the Power if the Positive Woman
Brown v. Board of Education Decision
Morin, Relman; First day of school in Little Rock (1957)
Congressmen from the South Protest the Brown Decision
Kennedy, John; the Defense of Civil Rights
Kennedy, John; Inaugural Address (1961)
King, Martin Luther; I have a dream
Malcolm X; A dissenter’s view of Dr. King’s Speech
Malcolm X; Statement in Civil Rights
The National Organization for Women (NOW) Statement of Purpose (1966)
Stockdale, Admiral James; the Vietnam War begins (1964)
Terkel, Studs; Police break up a student protest (1968)
|
week of 04/01/13-04/12/13 Spring Break 04/01/13-04/05/13
week of 04/15/13-04/19/13
week of 04/22/13-04/26/13
week of 04/29/13-05/03/13
week of 05/06/13-05/06/13
|
The Stalemated Seventies and The Resurgence of Conservatism
The Resurgence of Conservatism
America confronts the Post-Cold War Era
The American People Face a New Century
Review for AP Exam
|
The Pursuit of happiness: The Making of Modern America 1968-2008
Carter, Jimmy; Crisis of Confidence
Kifner, John; Kent State (1970)
Haldeman, H.R.; the Watergate cover-up begins (1972)
Klinkhammer, Stephen; The fall of Saigon (1975)
Reagan, Ronald; Speech on Nicaragua
Four Views of the End of the Cold War; Margaret Thatcher, Mikhail Gorbachev, François Mitterrand, and George Bush
Reagan, Ronald Inaugural Address (1981)
|
week of 05/13/13-05/17/13
week of 05/20/13-05/24/13
week of 05/27/13-05/31/13
week of 06/03/13-06/07/13
week of 06/10/13-06/14/13
|
The Confederation and the Constitution
Federalist vs. Antifederalists
The Constitution
The Constitution
Constitution Exam/ Final Exam
|
Decisions, Actions and Consequences: The Constitution
Sections of the Articles of Confederation
Adams, John; the First Continental Congress (1774)
The Virginia Plan
Sections of the United States Constitution
Sections of the Federalists Papers
Hamilton, Alexander; Report on Public Credit
Hamilton and Jefferson on States Rights
|
Ms. Gomez Parent/Guardian Contact Information Form
Student Name ______________________________
Please fill in all of the following information
Parent/Guardian Name _____________________________________________________________
Parent/Guardian Phone_________________________(preferred form of contact? ___Yes ___No)
Parent/Guardian Email __________________________(preferred form of contact? ___Yes ___No)
When is the best time to contact you? ________________________________________
Information about You and the Student
Is there anything I should know about you or your student’s expectations of SSICP, or the United States History course?
Please circle all the items listed if the student has access to this technology at home:
Computer internet phone video camera digital camera
What are your concerns about United States History and or your student’s second year of high school?
How often will you access Gradebook Parent and Student Portal? I will try to contact every parent/guardian this year at least once, but the easiest and quickest way to monitor your student’s progress is via the Parent Portal and email to smgomez@cps.edu.
What do you feel are some strengths of your child? This can include academic strengths or talents (such as music or sports).
Any other information you feel I should know about your child that will assist me as their teacher?
Acknowledgment
I ____________________________ (print name) parent/guardian of ___________________ have
read and understand the United States History course syllabus and expectations.
_____________________________ (Signature) ____________(Date)
Date and Time
|
Reason for Call
|
Notes
|
Actions Resolved
|
|
|
|
|
|
|
|
|
|
|
|
|
Share with your friends: |
