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 AP U.S. History Syllabus 2014-2015
AP UNITED STATES HISTORY Course Description 2014-2015 Welcome Congratulations and welcome to AP United States History. The Advanced Placement United States History course is a two-semester class that offers a survey of American History since the 15th century at college-level pace. Extensive reading, writing, and study skills useful in college will be emphasized. The class concludes with a college level exam, prepared by the College Board, which, if passed, may result in college credit. The exam for 2015 will be given on Friday, May 8, at 8:00 am. Personal Philosophy The study of history is an intellectually rigorous discipline that involves interaction between past and present. In particular, studying history can help us to understand who we are today, as both individuals and a nation, by examining the responses, adaptations, and decisions people made in response to the conditions around them. The discipline of history involves much more than simply memorizing a body of basic information—it requires both analysis and investigation as we seek to understand why our predecessors made the decisions that they did. My goal is to communicate this perspective to students, so that they will come away from this course with a sense of how invigorating and rewarding the study of history can be. As a teenager, I experienced events like the Persian Gulf War, race riots in Los Angeles, and the World Wide Web being publicly debuted as an internet service. These were events that highlighted war, racism, and innovation. I realized that history should be used to explain events in the past, not necessarily glorify them. History allows us to make sense of the world we live in when it can be difficult and complex to understand at times. I believe I have a responsibility as a history teacher to do the following: 1) Teach history. (2) Teach people. History is relevant, it is meaningful, and it is everywhere. History is not about dates and figures, it is a story in which we are all actors. In this classroom, you are more than just a student; you are a historian, an investigator, an interpreter, and a critical thinker. Do not look at yourself as simply a “recipient” of history from a teacher, but rather a living, breathing, and creative thinker reflecting on the events of the past and present.
Historical Thinking Skills
Classroom Expectations General:
Behavior: Students in this college-preparatory course will be treated with college-level respect and will therefore need to exhibit a corresponding level of discipline, behavior, and responsibility. Cheating will not be tolerated; consequences will be a “0” on that project/test/assignment and dismissal from the class. Students are reminded that plagiarism is not permitted. Plagiarism is the attempt to pass someone else's work as your own. Do not, ever, give another student your papers! Do not "loan" another student your paper! If the assignment is to be done cooperatively, it will be very clear! Both students involved in copied work will be given a “0” on the assignment. ANY student involved in plagiarism will receive a “0” on the assignment and will not be allowed to make up the assignment. I permit nothing less than ethical behavior and strong commitment from my students.
Advanced Placement courses are demanding and require daily homework. Students planning to earn a score of 4 or 5 will spend several hours per week studying. Begin planning and preparing now to take the A.P. exam in May. Homework is mainly reading and NOT daily written work or take-home worksheets. There will be a quiz each Monday on the previous week’s chapter reading. The bonus to the student is that they can plan their own study time to more easily match their schedule. The pitfall is that the student can easily slack off and, after 7-10 days, fall rapidly behind. All assignments are given in advance to allow students to organize their time. The College Board’s AP US History curriculum demands a tight schedule. Every effort will be made to strictly adhere to the syllabus.
Each student is responsible for obtaining and completing all assignments on time. No Late Work Will Be Accepted. A calendar posted on the classroom wall contains at least a few weeks’ advance notice concerning assignments. Work should be turned in early if a student knows he or she will be out, or upon returning to class if the absence was unplanned. Each day missed from class, excused or not, is a major loss; daily attendance is vital to the class. Supplies: Students need to bring to class a three-ring binder, paper, pen, pencil, and textbook every day. Grading: Grades are earned via homework, projects, participation, writings/essays, assignments, weekly quizzes, and, especially, teacher-generated tests. Due to the huge amount of written work required by this class, some assignments will be graded "at random." All assignments must be either typed or neatly written in black or blue ink only. Students will be given a grading rubric for all major assignments.
A = 90-100% B+ = 89-86% B = 85-80% C+ = 79-76% C = 75-70% D+ = 69-66% D = 65-60% F = 0-59%
-Weekly Chapter quizzes (every Monday) -Weekly Previews -Weekly FRQs -Primary Source Notecards -Monthly DBQ’s -Monthly Free-response essays -Projects -Chapter Tests/Unit Multiple Choice Tests -1st Semester Final Exam (Cumulative 1st semester; 20% of final grade) -2nd Semester Final Exam project** Weekly Previews: Each chapter will feature a preview of upcoming information to be covered in the book. This preview will be handed out prior to beginning new material and it will be collected for a grade. Chapter previews include ‘buzz words,’ mastery questions, and timelines and/or graphic organizers. Reading Quizzes: In AP U.S. history students will take “reading quizzes” on the chapter that was assigned to be read, usually every Monday. These quizzes will come in various forms - some will have multiple-choice questions, some will require writing, listing, matching, etc. The format will change throughout the school year. The purpose of the quizzes is to make sure students are keeping up with the assigned reading and not saving it until the night before the unit exam. Chapter Tests/Unit Exams (Celebrations of Knowledge): Each history chapter/unit exam will follow the format of the multiple-choice/essay portions of the AP exam. Tests will have an essay(s) periodically and be administered on a weekly basis. Primary Source Reading & Analysis: This course will involve significant analysis and interpretation of a wide variety of primary sources which will include the following: maps, statistical tables, works of art, photographs, newspaper/magazine articles, diaries, letters, motion pictures, manuscripts, sound recordings, political cartoons, etc. In addition to the class textbook and supplemental book for primary sources, students will engage in assignments that use primary sources from the following digital resources: Library of Congress (American Memory Collection), Gilder Lehrman Library, PBS, and the National Archives. Weekly assignments will focus on the utilization of primary source analysis tools/methods such as A.P.P.A.R.T.S. and S.O.A.P.S. [CR1b] Writing: There is a significant amount of writing in this course. Specifically, there will be two types of essays: *Analytical & Interpretive Essays (Long and Short Answer Essays): (25 points) A "regular" thesis-based essay. You will be expected to utilize facts from your knowledge base to support your thesis. Some of the FRQ writing activities include but are not limited to:
*Free-response questions/essays will be administered as take-home work as well as timed, in-class assignments. *Document Based Question, or DBQ: (50 points) A better name for this type of essay would be Document Enhanced Essay. These are also thesis-based essays but the written material is guided by a set of documents related to the question. The key to these essays is how well one analyzes the given material, provides significant material from outside the documents, and addresses the complexity of the assigned question. DBQ essays will incorporate a wide variety of primary sources from multiple historical eras. [CR5] *Document-based questions/essays will be administered as take-home work as well as timed, in-class assignments. Essay Grading Scales: Score DBQ FRQ 9 50 25
8 47 23.5 7 44 22
6 42 21 5 40 20
4 38 19 3 36 18
2 34 17 1 30 15
Projects: Students will participate in numerous individual and group projects. Normally these will be research-based projects that culminate in a paper and/or presentation to classmates. Textbook Textbook: Norton, Mary Beth; Sheriff, Carol; Katzman, David. A People and a Nation, New York: Houghton Mifflin Company, 2008. [CR1a] Supplemental Text: Zinn, Howard. A People's History of the United States, New York: Harper Collins, 1980. [CR1c] Supplemental Text: Newman, J. & Schmalbach, J. United States History: Preparing for the Advanced Placement Examination, Des Moines, IA: Amsco School Publications, Inc., 2015. [CR1c] Technology Throughout the semester we will utilize my class website: www.mrstrelowsite.com for assignments, handouts, videos and other resources. Please check this site often for updates and important information. As of this year, Argo has established a Bring Your Own Technology (BYOT) program. At times, we will use technology (i.e. cell phones, IPADS) for educational purposes ONLY. I will authorize when times are appropriate for such devices as unauthorized usage will result in disciplinary action. Please refer to page 39 in your student handbook for further information. Finally, as a way of increasing the process of communicating information regarding the class (test dates, assignment deadlines, etc.) we will also be incorporating Remind 101 to send out electronic updates to students when necessary. To receive such updates via text (this is not mandatory), please send a text to (708)949-4597 and text the message @afb88. --FIRST SEMESTER– UNIT I – Discovery and Settlement of the New World (1492-1600) [CR2] Textbook: Chapter 1 – Three Worlds Create a New, 1492-1600 (pages 2-30) Focus: Detailed Description of American, African, and European Societies; North America in 1492; Early European Explorations; Voyages of Columbus, Cabot, and their Successors; Spanish Exploration and Conquest; the Columbian Exchange; Europeans in North America
Chapter 1 – “Columbus, the Indians, and Human Progress” Supplemental Reading: United States History: Chapter 1 – “A New World of Many Cultures” Primary source documents: [CR1b] *Chief Elias Johnson, Legends, Traditions, and Laws of the Iroquois, or Six Nations, and History of the Tuscarora Indians, 1881. *Bartolome de Las Cases, priest and social reformer, In Defense of the Indian, c. 1550.
************************* Unit II – Colonial and Revolutionary America (1600-1789) [CR2] Textbook: Chapters 2 – Europeans Colonize North America, 1600-1650 (pgs. 32-58) Focus: Spanish, French, and Dutch in North America; European Interests in the Caribbean; English Interest in Colonization; Founding of Virginia, Life in the Chesapeake, Founding of and Life in New England Chapter 3 – North America in the Atlantic World, 1650-1720 (pgs. 60-88) Focus: Growth of Anglo-American Settlements in North America; Crisis and conflict with American Indigenous Peoples; the Atlantic Trading System, Slavery in North America and the Caribbean; Mercantilism and Profit Potential; the Witchcraft Crisis Chapter 4 – American Society Transformed, 1720-1770 (pgs. 90-117) Focus: Population Growth and Ethnic Diversity; Economic Growth and Development; Colonial Cultures, Colonial Families; Politics: Stability and Crisis in British America; Conflicts in Religion Chapter 5 – Severing the Bonds of Empire, 1754-1774 (pgs. 118-143) Focus: Renewed Warfare between Europeans and Indians; 1763: A Turning Point; Struggles for Representation: the Stamp Act Crisis, Resistance to the Townshend Acts, Confrontations in Boston, Tea and Turmoil Chapter 6 – A Revolution Indeed, 1774-1783 (pgs. 144-167) Focus: Government by Congress and Committee; Contest in the Backcountry; Choosing Sides; War and Independence; the Struggle in the North; Life in the Army and on the Home Front; Victory in the South; the Treaty of Paris Chapter 7 – Forging a National Republic, 1776-1789 (pgs. 168-194) Focus: Creating a Republic; the Growth of Racism; Designing Republican Governments; Trials of the Confederation; Order and Disorder in the West; From Crisis to the Constitution; Opposition, Compromise and Ratification of the Constitution
Chapter 2 – “Drawing the Color Line” Chapter 3 – “Persons of Mean and Vile Condition” Chapter 4 – “Tyranny is Tyranny” Chapter 5 – “A Kind of Revolution”
Chapter 2- “The Thirteen Colonies and the British Empire” Chapter 3- “Colonial Society in the 18th Century” Chapter 4- “Imperial Wars and Colonial Protest” Chapter 5- “The American Revolution and Confederation”
*The Maryland Act of Toleration, 1649 *John Pory, Secretary of Virginia, Letter to Sir Dudley Carlton, 1619 *John Eliot, Puritan “The Day-Breaking of the Gospel with the Indians,” 1646 *John Locke, Second Treatise of Government, 1690 *U.S. Bureau of the Census (graph). “Colonial Population Growth, 1660-1780.” Historical Statistics of the United States, Colonial Times to 1790 *Join, or Die (political cartoons). Pennsylvania Gazette, 1754. Library of Congress *Instructions to the Virginia Delegates to the First Continental Congress, Williamsburg, 1774 * The Colonies Reduced (political cartoon). Political Register, London, 1767. Library of Congress. *Virginia Declaration of Rights, 1776 *The American Rattlesnake (political cartoon). James Gillray, London, 1782. Library of Congress
************************* Unit III – The Nation’s First Years (1789-1860) [CR2] Presidential Administrations: Washington, Adams, Jefferson, Madison, Monroe Textbook: Chapter 8 – The Early Republic: Conflicts at Home and Abroad, 1789-1800 (pgs. 196-219) Focus: Building a Workable Government; Domestic Policy under Washington and Hamilton; French Revolution and the Development of Partisan Politics; Partisan Politics and Relations with Great Britain; John Adams and Political Dissent; the West in the New Nation; Rebellions at the End of the Century Chapter 9 – Defining the Nation, 1801-1823 (pgs. 220-245) Focus: Political Visions in the Early 1800s; National Expansion Westward; the Nation in the Orbit of Europe; War of 1812; the Nationalist Program; Sectionalism Exposed
Chapter 6- “The Constitution and the New Republic” Chapter 7- “The Age of Jefferson” Chapter 8- “Nationalism and Economic Development” Chapter 9- “Sectionalism”
*George Washington, Farewell Address, 1796 *Alexander Hamilton, Constitutionality of the Bank of the United States, 1791 *Congressional Representative John Allen, Speech For the Sedition Act, 1798 *Congressional Representative Albert Gallatin, Speech Against the Sedition Act, 1798 *Thomas Jefferson, First Inaugural Address, 1801 *Tecumseh, Letter to Governor William Henry Harrison, August 1810 *John Marshall, Marbury v. Madison, 1803 *James Monroe, The Monroe Doctrine, 1823 *U.S. Bureau of the Census (graph). “Foreign Trade, 1805-1817.” Historical Statistics of the United States, Colonial Times to 1970 *U.S. Bureau of the Census (chart). “Manufactures of the United States in 1860.” Historical Statistics of the United States, Colonial Times to 1970 *President Andrew Jackson, Message vetoing the Bank, July 10, 1832 *King Andrew I (political cartoon), 1833. Library of Congress
Chapter 10 – The Rise of the South, 1815-1860 (pgs. 248-278) Focus: Comparison/Contrast of Northern and Southern Cultures and Economies; Southern Expansion; Indian Resistance and Removal; Limits of Mobility in a Hierarchical Society; Characteristics of the Planters’ World; Slave Life, Labor, and Culture; Slave Resistance Chapter 11 – The Modernizing North, 1815-1860 (pgs. 282-309) Focus: Transportation Revolution (Roads, Canals, Railroads); Government Promotion of Internal Improvements; Factories and Industrialization; Consumption and Commercialization; Families in Flux; Growth of Cities Chapter 12 – Reform and Politics in the Age of Jackson, 1824-1845 (pgs. 311-333) Focus: Religious Revival; Moral Reforms; Communitarian Experiments; Abolitionism; Women’s Rights; Jacksonianism and Party Politics; Federalism at Issue: the Nullification and Bank Controversies; the Whig Challenge and the Second Party System Chapter 13 – The Contested West, 1815-1860 (pgs. 336-364) Focus: The West: Literature, Art, & Myths; Expansion and Resistance in the Old Northwest; Federal Government and Westward Expansion; Characteristics of the Southwestern Borderlands; Migration to the Far West; Politics of Territorial Expansion Supplemental Reading: A People’s History of the United States Chapter 7 – “As Long as Grass Grows or Water Runs” Supplemental Reading: United States History Chapter 10- “The Age of Jackson” Chapter 11- “Society, Culture, and Reform” Chapter 12- “Territorial and Economic Expansion” Primary source documents: [CR1b] *President Andrew Jackson, Message vetoing the Bank, July 10, 1832 *King Andrew I (political cartoon), 1833. Library of Congress *Henry David Thoreau, lecturer and author, “Resistance to Civil Government,” (Civil Disobedience), 1849 *Walt Whitman, poet, “Pioneers! O Pioneers!” 1865 *President James K. Polk, Diary, 21st February, 1848 Assignments/Assessments: trace the role of the judiciary in creating a nation-state; outline the process of nation-building after 1800; America’s progress 1800-1840: tracing the evolution to democracy by studying the philosophies of administration between Jefferson and Jackson (compare to today-Change and continuity over time); purifying the nation: early reformers in American society (research activity); westward expansion: unity or division (assessing the liabilities of continental expansion through geography); development of early 19th century industrial revolution DBQ thesis-writing exercise (Part I); early 19th century industrial revolution DBQ: maintaining a sense of community-essay writing exercise (Part II) [CR3], [CR4-PEO], [CR5], [CR9] Activity: Students will analyze and evaluate the ways in which ONE of the following areas influenced United States foreign policy in the late 18th century [CR5, WOR, ID, CUL] -French Revolution -Washington’s Farewell Address -XYZ Affair Activity: Students will identify historical patterns of continuity and change across or within specified time periods within the U.S. Students will address the following prompt: How did subjects portrayed in American painting in the 1780s and in the 1850s demonstrate how significantly the U.S. evolved in just seven decades? Students will answer the prompt in the form of a long-essay. (American theme-Art) [CR9, CUL, PEO] ************************* Unit V – Civil War and Reconstruction (1845-1877) [CR2] Presidential Administrations: Polk, Tyler, Fillmore, Pierce, Buchanan, Lincoln, Johnson, Grant Textbook: Chapter 14 –Slavery and America’s Future: The Road to War, 1845-1861 (pgs. 366-392) Focus: War with Mexico and its Consequences; Compromise of 1850; Slavery Expansion and Collapse of the Party System; Slavery and the Nation’s Future; Disunion Chapter 15 – Transforming Fire: The Civil War, 1861-1865 (pgs. 394-431) Focus: America Goes to War; War Transforms the South; Wartime Northern Economy and Society; Advent of Emancipation; Life as a Soldier; 1863: the Tide of Battle Turns; Disunity: South, North, and West; 1864-1865: The Final Test of Wills Chapter 16 – Reconstruction: An Unfinished Revolution, 1865-1877 (pgs. 435-462) Focus: Wartime Reconstruction (Lincoln’s Ten Percent Plan, Wade-Davis Bill, 13th Amendment, Freedmen’s Bureau); the Meanings of Freedom; Johnson’s Reconstruction Plan; Politics and Reconstruction in the South Supplemental Reading: A People’s History of the United States Chapter 8 – “We Take Nothing by Conquest, Thank God” Chapter 9 – “Slavery without Submission, Emancipation Without Freedom”
Chapter 13- “The Union in Peril” Chapter 14- “The Civil War” Chapter 15- “Reconstruction” Primary source documents: [CR1b] *Henry Clay, Resolution on the Compromise of 1850, 1850 *Stephen A. Douglas, Defense of the Kansas-Nebraska Bill, 1854 *Smoking Him Out (political cartoon). Nathaniel Currier, 1848. Library of Congress *U.S. Bureau of the Census (chart). “Civilians Employed by the Federal Government.” Historical Statistics of the United States, Colonial Times to 1970 *Scott’s Great Snake. J.B. Elliot, 1861. Library of Congress *Frederick Douglass, Speech, September 24, 1883 *“Slavery is Dead?” (political cartoon). Thomas Nast. Harper’s Weekly, 1867. Library of Congress Assignments/Assessments: Mexican War: Was this conflict in the nation’s interest? (American policymaker’s intent (document analysis); compromise and conflict-road to the Civil War (researching the causes/effects of the Compromises of 1820, 1833, 1850); abolition: role of individual reformers in effecting change (research); Reconstruction: two views (evaluating the successes and failures of reconstruction after the Civil War). [CR4-CUL, ID], [CR8] --SECOND SEMESTER-- Unit VI – The Gilded Age (1865-1900) [CR2] Presidential Administrations: Grant, Hayes, Garfield, Arthur, Cleveland, Harrison, McKinley Textbook: Chapter 17 – The Development of the West, 1865-1900 (pgs. 466-494) Focus: Economic Activities of Native Peoples; Transformation of Native Cultures; Extraction of Natural Resources; Irrigation and Transportation; Farming the Plains; the Ranching Frontier Chapter 18 – The Machine Age, 1877-1920 (pgs. 496-526) Focus: Technology and the Triumph of Industrialization; Mechanization and the Changing Status of Labor; Labor Violence and the Union Movement; Standards of Living; Corporate Consolidation Movement; the Gospel of Wealth and its Critics Chapter 19 – The Vitality and Turmoil of Urban Life, 1877-1920 (pgs. 528-560) Focus: Growth of the Modern City; Urban Neighborhoods; Living Conditions in the Inner-City; Managing Cities; Urban Family Life; New Leisure and Mass Culture Chapter 20 – Gilded Age Politics, 1877-1900 (pgs. 563-587) Focus: Nature of Party Politics; Issues of Legislation; Tentative Presidents; Discrimination; Disfranchisement; and Responses; Agrarian Unrest and Populism; Depression and Protests of the 1890s; the Silver Crusade and the Election of 1896
Chapter 10 – “The Other Civil War” Chapter 11 – “Robber Barons and Rebels”
Chapter 16- “The Rise of Industrial America” Chapter 17- “The Last West and the New South” Chapter 18- “The Growth of Cities and American Culture” Chapter 19- “The Politics of the Gilded Age”
*Political cartoon. Literary Digest, 1905. The Granger Collection, NYC *Booker T. Washington, Speech at Cotton States and International Exposition, Atlanta, September 18, 1895 *U.S. Bureau of the Census (graph). “The Birth Rate, 1820 to 1920.” Historical Statistics of the United States, Colonial Times to 1970 *U.S. Bureau of the Census (graph). “Immigration, 1870 to 1920.” Historical Statistics of the United States, Colonial Times to 1970 *Jacob A. Riis, journalist, How the Other Half Lives, 1890 *The Only One Barred Out (political cartoon). Frank Leslie’s Illustrated Newspaper, 1882. Library of Congress. *U.S. Bureau of the Census (chart). “Money in Circulation in the United States, 1865-1895.” Historical Statistics of the United States, Colonial Times to 1970 *Standard Oil Company with Tentacles (political cartoon). Library of Congress
Chapter 21 – The Progressive Era, 1895-1920 (pgs. 590-617) Focus: National Associations and Foreign Influences; the New Middle-Class; Muckraking; Working-Class Reformers; Socialism, Government and Legislative Reform; New Ideas in Social Institutions; Challenges to Racial and Sexual Discrimination; Teddy Roosevelt and the Revival of the Presidency; Woodrow Wilson’s Progressive Reforms; Southern and Western Progressivism Chapter 22 –The Quest for Empire, 1865-1914 (pgs. 620-645) Focus: Imperialist Ambitions and Strategies; Crises in the 1890s: Hawaii, Venezuela, and Cuba; Spanish American War; Asian Encounters and War in the Philippines; Diplomacy in China; Teddy Roosevelt’s Administration Chapter 23 - Americans in the Great War 1914-1920 (pgs.646-675) Focus: U.S. Neutrality; Decision for War; Winning WWI, Mobilizing the Home Front; Civil Liberties under Challenge; Red Scare; Defeat of Peace
Chapter 12 – “The Empire and the People” Chapter 13 – “The Socialist Challenge” Chapter 14 – “War is the Health of the State” Supplemental Reading: United States History Chapter 20- “Becoming a World Power” Chapter 21- “The Progressive Era” Chapter 22- “World War I and Its Aftermath” Primary source documents: *Platform of the American Anti-Imperialist League, October 17, 1899 *Woodrow Wilson (political cartoon). 1914, The Granger Collection, NYC *Upton Sinclair, The Jungle, 1906 *Good trust, bad trust (political cartoon). Clifford Berryman, Washington Evening Star, 1907. Library of Congress *Arthur Zimmermann, German Foreign Minister, January 19, 1917 *Robert M. Lafollette, Congressional Record, October 6, 1917 *Liberty bonds (poster). Frederick Strothmann, 1918. Poster from the Third Liberty Loan Drive. Library of Congress Assignments/Assessments: climate of imperialism: analyzing the attitudes and principles of foreign policy (comparing and contrasting the positions of American imperialists and anti-imperialists; explaining the Spanish-American War (develop and evaluate why the U.S. entered into war with Spain); foreign policy for a new age (examine the changing role of U.S. in world affairs in the early 20th century through historical periodization); reforms and progressivism research project; the Jungle: muckrakers and political reforms (literature review); defending neutral rights (examining steps the U.S. took before entering WWI); the Treaty of Versailles (defeat in the U.S. Senate) DBQ analysis [CR3], [CR4-WOR], [CR9], [CR10], [CR12], [CR13b] Activity: Students will analyze a primary source (Robert M. Lafollette, Congressional Record, 1917) and complete an APPARTS notecard. Students must determine the following: audience, place and time, prior knowledge, audience, reason, main idea, and significance. [CR7, PEO, POL, WOR] Activity: Students will explain ways that historical events and processes can be arranged within blocks of time. Students will respond to the following prompt in the form of a blog assignment: If you were writing a history of women in the United States, what years would you include in a chapter title “Women in the Progressive Era”? Explain your choices using relevant historical evidence (i.e. NAWSA, Margaret Sanger) [CR10, ID, POL] ************************* Unit VIII – The Emergence of Modern America (1920-1945) [CR2] Presidential Administrations: Harding, Coolidge, Hoover, F. Roosevelt, Truman Textbook: Chapter 24 – The New Era, 1920-1929 (pgs. 676-705) Focus: Big Business; Politics and Government; Consumer Society; Cities, Migrants, and Suburbs; New Rhythms of Everyday Life; Racism: KKK; Immigration; Fundamentalism; New Found Leisure; Cultural Currents: Harlem Renaissance, Literature, Music; Election of 1928 and the End of the New Era Chapter 25 – Great Depression and the New Deal, 1929-1941 (pgs. 706-737) Focus: Hoover and Hard Times; FDR and Launching of the New Deal; Political Pressure and the Second New Deal; Labor; Federal Power and the Nationalization of Culture; Limits of the New Deal Chapter 26 – The United States in a Troubled World, 1920-1941 (pgs. 738-765) Focus: Attempting Peace and Order in the 1920s; World Economy; Cultural Expansion; Great Depression; U.S. Dominance in Latin America; the Course of War in Europe; Japan, China, and New Order in Asia; U.S. Entry into WWII Chapter 27 – Second World War at Home and Abroad, 1941-1945 (pgs. 766-793) Focus: U.S. at War; Production Front and American Workers; Life on the Home Front; Limits of American Ideals; Life in the Military; Winning the War
Chapter 15 – “Self-Help in Hard Times” Chapter 16 – “A People’s War”
Chapter 23- “The Modern Era of the 1920s” Chapter 24- “The Great Depression and New Deal” Chapter 25- “Diplomacy and World War II” Primary source documents: *Cars on Credit (poster). General Motors, 1925. The Granger Collection, NYC *Margaret Sanger, Woman and the New Race, 1920 *F. Scott Fitzgerald, novelist, The Great Gatsby, 1925 * U.S. Bureau of the Census (graph). “GNP, 1929-1941.” Historical Statistics of the United States, Colonial Times to 1970 *U.S. Bureau of the Census (graph). “Unemployment, 1929-1941.” Historical Statistics of the United States, Colonial Times to 1970 *Eleanor Roosevelt, This I Remember, 1949 *The Only Way We Can Save Her (political cartoon). Carey Orr, 1939. Granger Collection, NYC *Executive Order No. 8802, June 25, 1941 *Executive Order No. 9066, February 19, 1942 *Four Freedoms, Franklin Roosevelt, Speech to Congress. January 6, 1941.
Chapter 28 – Cold War and American Globalism, 1945-1961 (pgs. 794-822) Focus: From Allies to Adversaries; Containment in Action; the Cold War in Asia; Korean War; Struggle for the Third World Chapter 29 – America at Midcentury, 1945-1960 (pgs. 824-855) Focus: Shaping Postwar America; Domestic Politics in the Cold War Era; Cold War Fears and Anti-communism; Struggle for Civil Rights; Creating a Middle-Class Nation; Men Women & Youth at Midcentury; Limits of the Middle-Class Nation Chapter 30 – The Tumultuous Sixties, 1960-1968 (pgs. 856-886) Focus: Kennedy and the Cold War; Civil Rights Movement; Liberalism and the Great Society; Johnson and Vietnam; a Nation Divided; 1968
Focus: New Politics of Identity: African- Americans, Mexican-Americans, Native-Americans; Women’s Movement and Gay Liberation; End in Vietnam; Nixon, Kissinger, and the World; Presidential Politics and the Crisis of Leadership; Economic Crisis of the 1970s; Era of Cultural Transformation; Renewed Cold War and Middle East Crisis Supplemental Reading: A People’s History of the United States Chapter 17 – “Or Does It Explode?” Chapter 18 – “The Impossible Victory: Vietnam” Chapter 19 – “Surprises” Chapter 20 – “The Seventies: Under Control?”
Chapter 26- “Truman and the Cold War” Chapter 27- “The Eisenhower Years” Chapter 28- “Promise and Turmoil” Chapter 29- “Limits of a Superpower”
**Mr. X (George F. Kennan), State Department professional, “The Sources of Soviet Conduct,” Foreign Affairs, July 1947 *Joseph R. McCarthy, Speech to the Women’s Club of Wheeling, West Virginia, February 1950 *Supreme Court, Brown v. Board of Education of Topeka, May 17, 1954 *Walter Lippmann, journalist, essay written six days after Sputnik, October 1957 *Lyndon B. Johnson, State of the Union Message, January 12, 1966 *National Organization for Women, June 1966 *Selma to Montgomery march (photo), 1965, Bruce Davidson/Magnum Photo/Library of Congress *U.S. National Archives and Records Administration (graph). “U.S. Forces in Vietnam, 1964 to 1973.” Vietnam Conflict Extract Data File and other sources *I Am Not a Crook (political cartoon). A 1974 Herblock Cartoon, Herb Block Foundation *David Burner, historian, Making Peace with the 60s, 1996 *James T. Patterson, Grand Expectations: The United States, 1945-1974, 1996 Assignments/Assessments: Cold War revisited (analyze events of the Cold War from different perspectives); Truman Doctrine (evaluate); McCarthyism and the climate of fear (recognize the long-term effects of the Red Scare); Korean inquiry (analyze U.S. involvement); economic recovery after WWII (using statistics as a basis for hypothesis about the U.S. economy during the Truman and Eisenhower Administrations; New Frontier and Great Society programs analysis; Vietnam—a reappraisal (investigate background history of U.S. involvement); Black revolution: where do we go from here? (research significant individuals and their accomplishments including the forces responsible for advances in the liberation of African Americans; Native Americans—a forgotten minority (recognize the depth of the problems facing Native Americans in today’s society); women’s suffrage (view feminism from a historical context and probe various factors in the fights for and against this movement); women’s rights—a chronicle of reform (evaluate and account for progress in the women’s rights movement since WWII); the crimes of Watergate (understand the accumulated crimes and scandals of the Nixon Administration and how they contributed to his resignation and tone of the nation), use of political cartoons, newspaper editorials, propaganda, etc. criticizing Vietnam War [CR4-POL, WOR], [CR7], [CR9] Activity: Students must examine the question: Who started the Cold War? Use specific knowledge from the time period to answer writing prompt: United Nations, communist satellites, iron curtain, Winston Churchill, Red Scare, nuclear arms race, Truman Doctrine, atomic bombs [CR3, WOR, POL] ************************* Unit X – New World Order (1980-Present) [CR2] Presidential Administrations: Reagan, Bush, Clinton, Bush Textbook: Chapter 32 – Conservatism Revived, 1980-1992 (pgs. 920-947) Focus: Reagan and the Conservative Resurgence; Reaganomics; Reagan and the World; American Society in the 1980s; End of the Cold War and Global Disorder Chapter 33 – Into the Global Millennium: America since 1992 (pgs. 950-984) Focus: Social Strains and New Political Directions; “The New Economy” and Globalization; Paradoxes of Prosperity; September 11 and the War on Terrorism; War and Occupation in Iraq; Americans in the First Decade of the New Millennium
Chapter 21 – “Carter-Reagan-Bush: The Bipartisan Consensus” Chapter 22 – “The Unreported Resistance” Chapter 23 – “The Coming Revolt of the Guards” Chapter 24 – “The Clinton Presidency” Chapter 25 – “The 2000 Election and the ‘War on Terrorism’ Supplemental Reading:
Chapter 30- “Conservative Resurgence” Chapter 31- “Challenges of the 21st Century
*Sean Wilentz, historian, The Age of Reagan: A History 1974-2008, 2008 *Joshua Freeman, historian, American Empire, 2012 *George W. Bush, Veterans Day Speech, November 11, 2005 *Barack Obama, Speech to Congress, February 24, 2009 *Ray Suarez, news correspondent, Latino Americans, 2013 Assignments/Assessments: Reagan Revolution: fundamental beliefs and philosophies; the Reagan Doctrine and the invasion of Grenada (research); the Moral Majority and the Christian Right: tracing strategies for political influence; the technological revolution: examine technology of the 90s and the extent of its reach; Operation Desert Storm: compare and contrast experiences of both Iraqi and America troops during this conflict; the Collapse of Communism: analyze what communism meant on a global scale and infer what the fall of a superpower (U.S.S.R.) meant to the U.S. and the rest of the world [CR4-POL, CUL] Activity: Students will address the causes and effects of boom and bust economic cycles. Student will also focus on the theme of continuity and change over time as it pertains to these economic trends. This assignment will focus on the following historic examples of boom/busts: Panic of 1837, Panic of 1893, 1920s boom, Great Depression, 1980s boom, and the 2007-08 bust. *Questions for student to answer: What caused the boom/bust? What were the effects of the boom/bust? What is the link between the causes/effects of the boom/bust? Over time, what has been consistent about booms/busts? What has changed? [CR8, CR9, WXT] __________________________________________________________________________________________________ FYI…What the AP Program Can Do for You: Confidence — AP helps you develop better study habits, improve your writing skills and sharpen your problem-solving abilities — giving you the confidence to tackle the academic challenges that you can expect in college. Credit — Entering college with AP credits gives you time to move into upper-level courses in your field of interest, pursue a double major, or study/travel abroad. College Success — Research consistently shows that students who are successful in AP typically experience greater academic success in college than similar students who do not participate in AP. Research shows that your AP experience can benefit you in several important ways when you reach college: AP students are more likely to graduate from college in four years - students who take longer to graduate at public colleges and universities can spend up to $19,0001 for each additional year. AP helps students qualify for scholarships - 31 percent of colleges and universities look at AP experience when determining scholarships.2 1- Costs include tuition, fees, and books only, and do not include room, board, and other living expenses. Average Estimated Undergraduate Budgets, 2008-09 (Enrollment-Weighted). The College Board, "Trends in College Pricing," 2008. 2- Unpublished institutional research, Crux Research, Inc. March 2007. Skills This is a list of skills that the student will acquire or strengthen throughout the course of the year:
THEMES OF AP US HISTORY COVERED IN THIS COURSE
AP U.S. History Exam Format
Exam Content The AP U.S. History Exam is 3 hours and 15 minutes long and includes both a 100-minute multiple-choice/short-answer section and a 95-minute free response section. Each section is divided into two parts, as described below. Student performance on these four parts will be compiled and weighted to determine an AP Exam score. The U.S. History Course and Exam Description, Effective Fall 2014 (.pdf/2MB) provides complete details about the exam.
Part A – The multiple-choice section will contain a number of sets of questions, with between two and five questions per set, that ask students to respond to stimulus material a primary or secondary source, including texts, images, charts, graphs, maps, etc. This stimulus material will reflect the types of evidence that historians use in their research on the past. Part B – Short-answer questions will directly address one or more of the thematic learning objectives for the course. At least two of the four questions will have elements of internal choice, providing opportunities for students to demonstrate what they know best.
Part A – The document-based question measures students’ ability to analyze and synthesize historical data and to assess verbal, quantitative, or visual materials as historical evidence. As with the long essay, responses to the document based question will be judged on students’ ability to formulate a thesis and support it with relevant evidence. Part B – To provide opportunities for students to demonstrate what they know best, they will be given a choice between two comparable long essay options. The long essay questions will measure the use of historical thinking skills to explain and analyze significant issues in U.S. history as defined by the thematic learning objectives. Dear Parent or Guardian, You have read the information which outlines the general nature of my expectations for student success in AP United States History. If you have any questions, please do not hesitate to contact me at school at _____________________________. I can also be reached by e-mail at:__________________________________.
Please detach here and return the bottom half. ------------------------------------------------------------------------------------------------------------------------------- I have read and understand the requirements for success in my son's/daughter's AP United States History class. I understand this slip is due in the classroom on Friday, August 15, 2014. Student's Name: (Print)______________________________________________Date_________________ Parent’s/Guardian’s Name: (Print) ________________________________________________________ (Sign) ________________________________________________________Date________________________ Home Phone ________________________________ Work Phone _______________________________ E-mail _____________________________________ Directory: uploads uploads -> 587 Return function, r i(X) r i(0) r i(1) r i(2) r i(3) 1 0 2 4 6 Thermal Station, I 2 0 1 5 6 3 0 3 5 6 10 uploads -> Department of science and humanities department of mathematics part-a questions and answers uploads -> The Case Against the nypd’s Quota-Driven ‘Broken Windows’ Policing What Is It? uploads -> For want of a nail uploads -> Ownership Models There are two different types of ownership models uploads -> Police Militarization uploads -> City of rising star regular meting thursday, july 14, 2016 uploads -> Township of winfield uploads -> Stop Militarizing Law Enforcement Act of 2014 uploads -> The Black Panther Party’s Ten-Point Program What We Want Now! Download 166.29 Kb. Share with your friends:
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