School: Maspeth High School

Maspeth, NY 11373

E-mail: nscales@maspethhighschool.org

School Year: 2016-2017

Program:

AP United States History will be taught to 11^th Grade students who are fulfilling a one year requirement of the study of United States history, beginning with pre-Columbian societies and ending with the present day.

The Advanced Placement program in United States History is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with the problems and materials in U.S. history. Students should learn to assess historical materials, including their relevance to a given interpretive problem, their reliability and their importance in an effort to weight the evidence and interpretations presented in historical scholarship. This advanced placement U.S. history course develops the skills necessary to arrive at conclusions on the basis of an informed judgment and to present ideas clearly and persuasively. As much as possible, the AP course is taught by college format, emphasizing lectures and essay examinations.

New York: Simon & Schuster, 2009

New York: W.W. Norton & Company, 2008

Understanding and connecting our country’s history to the events our nation faces today is an essential component of recognizing change and continuation over time, as well as comparing developments and trends from one period to another. As such, students will be required to choose one current event article each week and analyze that article in relation to the various themes in the study of Advanced Placement United States History. Students will then construct visual interpretations of these current events as they connect to events in our nation’s history. Finally, students will choose one theme in United States history, and using their articles and research organize a project research paper that accounts for the similarities, differences, continuities and changes in trends and perspectives within that theme.

1. 
   Lecture/discussion/briefings
   
2. 
   Pair/Share/Group assignments/Presentation
   
3. 
   Debates and Round Tables
   
4. 
   Computer workshops/Power Point presentations
   
5. 
   Films/Documentaries
   
6. 
   Analysis of various forms of art, political cartoons, images, maps, charts, and statistics.
   

1. 
   Exams 25% - this includes AP format multiple choice and free response questions (Quizzes, Unit exams, Mid-year exam, and the final exam (AP released exam).
   
2. 
   Independent Work 20% - homework, documents, outlines, and assigned readings.
   
3. 
   Essays 25% - students will be assigned one free response essay (AP format) per week which addresses comparisons or continuities and change over time.
   
4. 
   Projects 15% - this includes the current events project, the portfolio of all of their articles and analyses, and all other projects (both individual and group-based) assigned throughout the fall and spring semesters.
   
5. 
   Class discussion 15% – participation through round tables, question and answer sessions, and daily active engagement in lessons and presentations.
   

The course will be taught throughout the fall and spring semester with approximately 30 weeks devoted to instruction and review.

Pre-Columbian Societies, Transatlantic Encounters, & Colonial America

Out of Many – Chapters 1 - 5

• 
  (Supp) A People’s History: chapters 1-3
  
• 
  (Primary) “Encountering Native Americans” (1524) Giovanni da Verrazano
  
• 
  (Primary) Bartolome’ de las Casas on Spanish Treatment of the Indians (1528)
  
• 
  (Primary) Sending Women to Virginia (1622)
  
• 
  (Primary) “A Model of Christian Charity” (1630) John Winthrop
  
• 
  (Primary) The Trial of Anne Hutchinson (1637)
  
• 
  (Primary) “A Jesuit Priest Describes New Amsterdam” (1642) Isaac Jogues
  
• 
  (Primary) Maryland Act Concerning Religion (1644)
  
• 
  (Primary) “The Importance of Tobacco” (1660) George Alsop
  
• 
  (Primary) Nathaniel Bacon on Bacon’s Rebellion (1676)
  
• 
  (Primary) The Pueblo Revolt (1680)
  
• 
  (Primary) “The Stono Rebellion” (1739) James Oglethorpe
  
• 
  (Primary) “The Passage of Indentured Servants” (1750) Gottlieb Mittelberger
  
• 
  (Primary) Complaint of an Indentured Servant (1756)
  
• 
  (Primary) Women in the Household Economy (1709)
  
• 
  (Primary) The Trial of John Peter Zenger (1735)
  

American Diversity, Slavery and its legacies, Religion, Roots of American Identity

• 
  Discovery and Settlement in the New World (1492-1650)
  
  • 
    Europe and the 16^th century, Spanish, English and French exploration, first English settlements in Jamestown and Plymouth, Spanish and French settlements and long term influence, American Indians.
    
• 
  America and the British Empire (1650-1754)
  
  • 
    Chesapeake country, growth of New England, Restoration colonies, mercantilism; the Dominion of England, origins of slavery. Resistance to colonial authority: Bacon’s Rebellion, Pueblo Revolt.
    
• 
  Colonial Society in the Mid-18^th century
  
  • 
    Social structure in family, farm and town life, including the plantation economies and slave societies, and the Backcountry.
    
  • 
    Culture, including the decline in religious devotion and the Great Awakening, politics of revivalism, the Enlightenment, religious diversity; and new immigrants.
    

• 
  How did the settlement of English colonies give rise to the unique economic, political and social condition that defined an emerging American Identity? Connecting today – does where you live affect how you live?
  
• 
  How did the need for labor in the colonies give rise to chattel African slavery? What role did “unfree” labor play in colonial American society?
  
• 
  Was religion a unifying or a dividing force – or was it both? To what extent and why did religious toleration increase in the American colonies during the 17^th and 18^th centuries?
  
• 
  How did the interaction between European and Native American people transform both groups and cultures?
  
• 
  Did Puritanism bore within itself the seeds of its own destruction? What were the Puritan’s aspirations? How do Puritan society and values compare to present society and values?
  
• 
  Between 1607 and 1763, to what extent did Americans gain control of their political and economic institutions?
  
• 
  For the period before 1750, analyze the ways in which Britain’s policy of salutary neglect influenced the development of American society as illustrated in the following: legislative assemblies, commerce, and religion (from 1995).
  

*Addressing the Free Response Essay Question: (including thesis writing, organization, and incorporating factual knowledge and critical thinking and interpretation)

(from 1998) Analyze the extent to which religious freedom existed in British North American colonies prior to 1700.
(from 2000) Analyze the cultural and economic responses of TWO of the following groups to the Indians of North America before 1750: British, French, Spanish.
*Addressing the Document Based Essay Question:

(from 1993) Although New England and the Chesapeake region were both settled largely by people of English origin, by 1700 the regions had evolved into two distinct societies. Why did this development occur?

40 Multiple Choice/1 FRQ Essay

The American Revolutionary Era (1754-1780) & the Early Republic (1789-1815)

Out of Many – Chapters 6, 7, 8, 9

• 
  (Supp) Bold Endeavors – Prologue and Chapter 1
  
• 
  (Supp) A People’s History: chapters 4 & 5
  
• 
  (Primary) “The Rights of the British Colonies Asserted and Proved” (1763) James Otis
  
• 
  (Primary) Declaration of Independence
  
• 
  (Primary) “Join or Die” political cartoon
  
• 
  (Primary) Letters from a Farmer in Pennsylvania – John Dickinson
  
• 
  (Primary) The Boston “Massacre” or Victims of Circumstance (1770)
  
• 
  (Primary) John Andrews to William Barrell, Letter Regarding the Boston Tea Party
  
• 
  (Primary) Association of the New York Sons of Liberty (1773)
  
• 
  (Primary) “Common Sense” & “American Crisis”- Thomas Paine
  
• 
  (Primary) “Give me Liberty” speech – Patrick Henry
  
• 
  (Primary) “Original Rough Draught” of Dec. of Independence – Thomas Jefferson
  
• 
  (Primary) Abigail and John Adams on Women and the American Revolution (1776)
  
• 
  (Primary) Federalist Paper 51 – James Madison (1787)
  
• 
  (Primary) James Winthrop on the Anti-Federalist argument (1787)
  
• 
  (Primary) Hamilton & Jefferson – creation of the National Bank
  
• 
  (Primary) Washington’s Farewell Address (1796)
  
• 
  (Primary) Marbury v. Madison (1803)
  
• 
  (Primary) First Inaugural address: Thomas Jefferson
  
• 
  (Primary) Alien & Sedition Acts (1798)
  
• 
  (Primary) Felix Grundy, Battle Cry of the War Hawks (1811)
  
• 
  (Primary) McCullough v. Maryland (1819)
  

American Identity, Politics and Citizenship, Economic Transformations, Reform, Slavery and its legacies, & War and Diplomacy

• 
  (1750-1776) Empire to Independence: Seven Years War in America
  
  • 
    French and Indian War, Albany Conference, Colonial aims and interests, frontier warfare, conquest of Canada, struggle for the West; Imperial Crisis in British North America – American nationalism, the press, politics, and Republicanism, Sugar and Stamp Acts, Stamp Act crisis, repeal of Stamp Act, Townshend Revenue Acts, early political boycott against imports, politics of revolt and the Boston Massacre; Resistance to rebellion – Inter-colonial cooperation, Boston Tea Party, Intolerable Acts, First Continental Congress, Lexington & Concord; Deciding for Independence – Second Continental Congress, fighting in the North and South, Canada, the Spanish Borderlands, and the Revolution, the Declaration of Independence.
    
• 
  (1776-1786) The American Revolution: War for Independence
  
  • 
    Patriots and Loyalists, Northern campaigns of 1777, French Alliance and Spanish borderlands, Indian peoples and the Revolution in the West, War in the South, Yorktown; United States in Congress Assembled – Articles of Confederation, financing the war, negotiating independence, crisis of demobilization, problems of the West; Revolutionary politics in the state – broadened base of politics, the First State Constitutions, Declaration of Rights – the Bill of Rights, Spirit of Reform, African-Americans and the Revolution.
    

• 
  (1786-1800) The New Nation: Crisis of 1780’s
  
  • 
    Economic crisis, state remedies, and movement towards a new national government; The new Constitution – the Constitutional Convention, Ratifying the new constitution and the Bill of Rights; Washington’s presidency, federal judiciary, Hamilton’s financial program, beginnings of foreign policy, relations between American peoples and Indian peoples, Spanish Florida and British Canada, domestic and international crisis, Jay Treaty, Pinckney’s Treaty, Washington’s farewell address; Federalists and Jeffersonian Republicans – Rise of political parties, Adams presidency, Alien and Sedition Acts, Revolution of 1800, Democratic political culture; American artists, liberty of the press, birth of American literature and women on the intellectual scene.
    
• 
  (1790-1824) Agrarian Republic
  
  • 
    North American communities from coast to coast – Spanish colonies, Haiti and the Caribbean, British North America, Russian America, Trans-Appalachian- Cincinnati, Atlantic Ports form Charleston to Boston; Cotton and the economy of the young republic, shipping and economic boom; Jefferson’s presidency – Republican agrarianism, an independent judiciary, the Louisiana Purchase and incorporating Louisiana, Texas and the struggle for Mexican independence; Problems with Neutral Rights, the Embargo Act, Marbury v Madison, contradictory Indian policy and Indian resistance; War of 1812 – War Hawks, campaigns against Northern and Southern Indians, the Hartford Convention, Treaty of Ghent; Defining boundaries – westward surge, Election of 1816 and the Era of Good Feelings, diplomacy of John Quincy Adams, panic of 1819, the Missouri Compromise.
    

• 
  To what extent (using docs. 1999) had the colonists developed a sense of their identity and unity as Americans by the eve of the Revolution? What were the social, political, and economic factors that drove the American colonies to independence? How did the American Revolution influence and reflect American values and character?
  
• 
  Did British policies from 1764-1775 appear to violate colonial economic and political rights?
  
• 
  How did the colonial mindset provide the backdrop for the Revolution?
  
• 
  How did world politics affect the course and outcome of the Revolution?
  
• 
  How did the American Revolution affect women and African-Americans?
  
• 
  What challenges did the early federal government face in establishing a strong central government from 1789-1820? How were the conflicts between central and local power resolved?
  
• 
  How did the Articles of Confederation emerge, and why did they fail to create an effective, long term government in America? (docs. 1985) Evaluate the statement, “From 1781-1789 the Articles of Confederation provided the United States with an effective government”.
  
• 
  What developments at home and abroad create a call to strengthen the Articles of Confederation?
  
• 
  How did the Constitution represent a conservative counter-revolution to the Articles of Confederation?
  
• 
  How did the Washington administration develop Federalist solutions to the nation’s economic and political problems?
  
• 
  In what ways and to what extent did the new government and the Constitution balance concerns over liberty and order?
  
• 
  Hamilton and Jefferson had opposing views for the economic future of America. What were those visions and how were they resolved in the early national period?
  
• 
  Analyze how Thomas Jefferson and the Democratic Republicans strengthened American democracy.
  
• 
  War of 1812: How did it change America politically and economically? How did it help launch the Market Revolution?
  
• 
  How was the postwar era marked by a rise and fall of nationalism?
  

*2 scheduled in-class multiple choice quizzes and at 2 take home essay quizzes.

*Addressing the Free Response Essay Question: (including thesis writing, organization, and incorporating factual knowledge and critical thinking and interpretation)

(from 1992) Evaluate the relative importance of the following factors prompting Americans to rebel in 1776: Parliamentary taxation, British military measures, restriction of civil liberties, the legacy of colonial religious and political ideas.

(from 2004) In what ways did the French and Indian War (1754-63) alter the political, economic and ideological relations between Great Britain and its American colonies?

50 Multiple Choice/1 FRQ Essay/1 DBQ Essay

Antebellum America, Growth of Democracy, Sectionalism and Social Reform

Out of Many – Chapters 10 - 13

• 
  (Supp) Bold Endeavors: chapter 2 & 3
  
• 
  (Supp) A People’s History: chapters 6 & 7
  
• 
  (Primary) A July Fourth Oration (1800)
  
• 
  (Primary) George Tucker on Gabriel’s Rebellion (1801)
  
• 
  (Primary) The “Commoner” Takes Office (1828)
  
• 
  (Primary) Indian Removal Act 1830
  
• 
  (Primary) Appeal of the Cherokee Nation (1830)
  
• 
  (Primary) Andrew Jackson, Veto of the Bank Bill (1832)
  
• 
  (Primary) Josephine L. Baker,“A Second Peep at Factory Life” (1840)
  
• 
  (Primary) Orestes Brownson, “The Laboring Classes” (1840)
  
• 
  (Primary) Letter by a Fugitive Slave (1840)
  
• 
  (Primary) Frederick Douglass on the Desire for Freedom (1845)
  
• 
  (Primary) Immigrants Arriving in New York City (1853)
  
• 
  (Primary) Joseph Smith and the Beginnings of Mormonism (1823)
  
• 
  (Primary) “The Liberator”, William Lloyd Garrison (1831)
  
• 
  (Primary) Lyman Beecher, Six Sermons on Intemperance (1828)
  
• 
  (Primary) A Lowell Mill Girl Tells Her Story (1836)
  
• 
  (Primary) Catherine Beecher on the “Duty of American Females” (1837)
  
• 
  (Primary) Angela Grimke on Women’s Rights (1837)
  
• 
  (Primary) Seneca Falls Declaration (1848)
  
• 
  (Primary) Horace Mann on Education and National Welfare
  
• 
  (Primary) Various political cartoons
  

• 
  (1790s-1850s) The South and Slavery
  
  • 
    King Cotton and Southern expansion, the American slave system, African-American religion, freedom and resistance, slave revolts, free African-Americans, the “white majority”, poor white people, planters, planters elite, plantation life, coercion and violence, the defense of the institution of slavery.
    

• 
  (1824-1840) Growth of Democracy
  
  • 
    Jacksonian Democracy; “Era of Good Feelings”, the Bank War, Elections of 1824, 1828; Spoils system, nullification, states’ rights debate; “Era of the Common Man”, Populism vs. Elitism; Indian Removal and Trail of Tears; internal improvements, Second Party System, Whigs and Democrats, Panic of 1837 Campaign of 1840, creating a national American culture.
    
• 
  (1790s-1840s) Industry and the North
  
  • 
    Pre-industrial ways of working- rural and home production, the social order; Transportation revolution – roads, canals, steamboats, railroads, and the effects of the transportation revolution; Market revolution – accumulation of capital, commercial markets, commercial agriculture, British technology and American industrialization, Lowell Mills, family mills, social and economic system of the South, new social order: wealth and class, middle class, transcendentalism and Self Reliance.
    
• 
  (1820s-1850s) The New Age: Immigration and ethnicity
  
  • 
    Patterns of immigration, Irish, German, ethnic neighborhoods, urban popular culture; Urban America – growth of cities, class structure and living, patterns in the cities, civic order, and urban life of free African Americans; Labor Movement and Urban Politics – artisanal politics, union movements, big-city machines; Social reform movements – Evangelism, reform, and social control, ideals of domesticity, education, temperance, moral reform, asylums, prisons, Utopianism and Mormonism. Anti-Slavery and Abolitionism – the American Colonization Society, African Americans’ fight against slavery, abolitionists, abolitionism and politics; the women’s rights movement.
    

• 
  How and to what extent did American democracy expand to include previously disenfranchised sections of society? What social, political, and economic forces facilitated these changes?
  
• 
  How and to what extent did the Supreme Court influence the debate on states’ rights during the period 1810-1850?
  
• 
  Did the Jacksonian Era increase citizen participation in politics? How did democratic ideals evolve during the Jacksonian era?
  
• 
  How did Andrew Jackson change the focus and role of the presidency?
  
• 
  How were states’ rights defined in the Jacksonian era?
  
• 
  How did economic disagreements develop around the Market Revolution?
  
• 
  How did the second party system develop during the 1830’s?
  
• 
  What circumstances promoted the reform movements of the 1830’s and 1840’s?
  
• 
  How did different personalities and philosophies divide the abolitionist movement in the 1830’s and 1840’s?
  
• 
  Did the reform movement in the 1830’s and 40’s make America a gentler society?
  
• 
  How did the “cult of domesticity” both promote and restrain the women’s movement in the 1840’s and 1850’s?
  
• 
  Explain how political reforms of the Age of Jackson clash with the social reforms of the era.
  
• 
  American reform movements between 1820 and 1860 reflected both optimistic and pessimistic views of human nature and society. Assess the validity of this statement in reference to reform movements of THREE of the following: Education, Temperance, Women’s rights, utopian experiments, and penal institutions. (from 1988)
  
• 
  In what ways and to what extent did the forces of growth and expansion tie the United States together while simultaneously contributing to its disunion?
  
• 
  How did developments in transportation bring about economic and social change in the United States between 1820 and 1860?
  

*Addressing the Free Response Essay Question: (including thesis writing, organization, and incorporating factual knowledge and critical thinking and interpretation)

(from 1997) Analyze the extent to which the American Revolution represented a radical alteration in American political ideas and institutions. Confine your answer to the period 1775 and 1800.
(from 1983) Early United States foreign policy was primarily a defensive reaction to perceived or actual threats from Europe. Assess the validity of the generalization with reference to the United States foreign policy on TWO major issues during the period 1789 and 1825.
(from 1999) How did TWO of the following contribute to the reemergence of a two party system in the period 1820 to 1840? Major political personalities, states’ rights, economic issues.
*Addressing the Document Based Essay Question:

(from 1998) With respect to the federal Constitution, Jeffersonian Republicans are usually characterized as strict constructionists who were opposed to the broad constructionism of the Federalists. To what extent was this characterization of the two parties accurate during the presidencies of Jefferson and Madison? Use documents and knowledge of the period 1801-1817.

UNIT 3 AP FORMAT EXAM

60 Multiple Choice/2 FRQ Essay/1 DBQ Essay


UNIT 4: (15 DAYS)

Territorial Expansion, Manifest Destiny, and a Nation in Crisis

Out of Many – Chapters 14, 15, 16, 17

• 
  (Supp) Bold Endeavors: chapters 4 & 5
  
• 
  (Supp) A People’s History: chapters 8 - 10
  
• 
  (Primary) John L. O’Sullivan, Manifest Destiny (1845)
  
• 
  (Primary) Thomas Corwin, Against the Mexican War (1847)
  
• 
  (Primary) Harriet Beecher Stowe from Uncle Tom’s Cabin (1852)
  
• 
  (Primary) Dred Scott v Sanford (1857)
  
• 
  (Primary)Lincoln-Douglas Debates (1858)
  
• 
  (Primary) Lincoln – A House Divided (1858)
  
• 
  (Primary) South Carolina Ordinance of Secession (1860)
  
• 
  (Primary) Why They Fought (1861)
  
• 
  (Primary)A Confederate General Assess First Bull Run (1861)
  
• 
  (Primary) Clara Barton, Medical Life at the battlefield (1862)
  
• 
  (Primary) Lincoln’s Gettysburg Address (1863)
  
• 
  (Primary) James Henry Gooding’s Letter to President Lincoln (1863)
  
• 
  (Primary) John Dooley, Passages from a Journal (1863)
  
• 
  (Primary) Firsthand Accounts of the New York City Draft Riots (1863)
  
• 
  (Primary) Mississippi Black Codes (1865)
  
• 
  (Primary) Carl Schurz, Report on Conditions in the South (1865)
  
• 
  (Primary) Petition of Committee on Behalf of the Freedmen to Andrew Johnson (1865)
  
• 
  (Primary) The 14^th Amendment (1868)
  
• 
  (Primary) Albion T. Tourgee, Letter on KKK activities (1870)
  
• 
  (Primary) The Nation, the State of the South (1872)
  
• 
  (Primary) Robert B. Elliot on Civil Rights (1874)
  
• 
  (Primary) Elizabeth Cady Stanton, “Home Life” (1875)
  
• 
  (Primary) A Sharecrop Contract (1882)
  
• 
  
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