west jessamine ap us history syllabus_2017-2018

AP United States History Course Outline Fall Term Unit 1 The American Pageant: Chapter 1-3: Themes- Pre Columbian cultures, early exploration, introduction of slavery, rise of mercantil

AP US History Syllabus Grade Level: 11th

Teachers:

Mr Rodrigues Phone: 859-887-2421 ext 3613 Email: paul.rodrigues@jessamine.kyschools.us

This Advanced Placement course is designed to provide a college-level experience and

preparation for the AP Exam in May 2018 An emphasis is placed on interpreting documents, mastering a significant body of factual information, and writing critical essays

This course will emphasize a series of key themes throughout the year These themes have been determined by the College Board as essential to a comprehensive study of United States history The themes will include political institutions, behavior, public policy, social and economic change, diplomacy and international relations, and cultural and intellectual developments The course will trace these themes throughout the year, emphasizing the ways in which they are interconnected and examining the ways in which each helps to shape the changes over time that are so important to understanding United States history

In addition to the above themes this course will focus a series of important topics in United States History

Topics include:

 Pre-Columbian America and European

exploration

 Life and thought in colonial America

 Revolutionary ideology,

 Constitutional development

 Jeffersonian and Jacksonian democracy

 Nineteenth-century reform movements

 Manifest Destiny

 The Civil War and Reconstruction

 Immigration

 Industrialism

 Populism, Progressivism

 World War I

 The 1920s

 The Great Depression, the New Deal

 World War II

 The Cold War

 Postwar changes in America

 Cultural changes in the 1960s and 1970s

 Conservative backlash in 1980s and 1990s

 The United States at the beginning of the twenty-first century

This course will be conducted in a lecture/discussion format Students will be frequently responsible for presenting independently gathered information and opinions in class Students will also be responsible for outside reading and document analysis in preparation for in-class content discussion and DBQ work This course will fulfill the United States history graduation requirement

Course Bibliography:

Kennedy, David M., Lizabeth Cohen, and Thomas Bailey The American Pageant 16th

ed Boston, Mass.: Houghton Mifflin Co., 2015

Kennedy, David M., Lizabeth Cohen, and Thomas Bailey The American Spirit Vol 1 to

1877 11th ed New York, New York: Houghton Mifflin Co., 2006

Kennedy, David M., Lizabeth Cohen, and Thomas Bailey The American Spirit Vol 2

Since 1865 11th ed New York, New York: Houghton Mifflin Co., 2006

Henry, Michael Threads of History: A Thematic Approach to Our Nations Story for AP U.S History

Saddle Brook, New Jersey: People’s Education, Inc., 2006

Other primary and secondary sources assigned by the teacher throughout each unit

It is important to realize this is an AP course With that in mind, you are expected to come to class each day having completed the assigned reading and being prepared for thoughtful discussion about U.S History

With the AP U.S History course redesign, students will be focusing on historical thinking skills and analyzing United States history through different themes across different periods of time.

Historical Thinking Skills

These historical thinking skills will be developed and applied throughout the APUSH course

I Chronological Reasoning

1 Historical Causation

- The ability to identify, analyze, and evaluate the relationships among multiple historical causes and effects, distinguishing between those that are long-term and proximate, and among coincidence, causation, and correlation

2 Patterns of Continuity and Change over Time

- The ability to recognize, analyze, and evaluate the dynamics of historical continuity and change over periods of time of varying lengths, as well as the ability to relate these patterns to larger historical processes or themes

3 Periodization

- The ability to describe, analyze, evaluate, and construct models that historians use to organize history into discrete periods Historians identify turning points and recognize that the choice of specific dates gives a higher value to one narrative, region, or group than to other narratives, regions, or groups How a historian defines historical periods depends on what the historian considers most significant – political, economic, social, cultural, or environmental factors

II Comparison and Contextualization

4 Comparison

- The ability to describe, compare, and evaluate multiple historical developments within one society, one or more developments across or between societies, and in various chronological and geographical contexts It also involves the ability to identify, compare, and evaluate multiple perspectives on a given historical experience

5 Contextualization

- The ability to connect historical events and processes to specific circumstances of time and place to broader regional, national, or global processes

III Crafting Historical Arguments from Historical Evidence

6 Historical Argumentation

- The ability to define and frame a question about the past and to address that question through the construction of an argument A plausible and persuasive argument requires a clear, comprehensive, and analytical thesis, supported by relevant historical evidence– not simply evidence that supports a preferred or preconceived position In addition, argumentation involves the capacity to describe, analyze, and evaluate the arguments of others in light of available evidence

7 Appropriate Use of Relevant Historical Evidence

- The ability to describe and evaluate evidence about the past from diverse sources (including written documents, works of art, archaeological artifacts, oral traditions, and other primary sources) and requires students to pay attention to the content, authorship, purpose, format, and audience of such sources It involves the capacity to extract useful information, make supportable inferences, and draw appropriate conclusions from historical evidence while also noting the context in which the evidence was produced and used, recognizing its limitations, and assessing the points of view it reflects

IV Historical Interpretation and Synthesis

8 Interpretation

- The ability to describe, analyze, evaluate, and construct diverse interpretations of the past, and being aware of how particular circumstances and contexts in which individual historians work and write also shape their interpretation of past events It requires analyzing evidence, reasoning, determining the context, and evaluating points of view found in both primary and secondary sources

9 Synthesis

- The ability to develop meaningful and persuasive new understandings of the past by applying all of the other historical thinking skills, by drawing appropriately on ideas and methods from different fields of inquiry or disciplines, and by creatively fusing disparate, relevant, and sometimes contradictory evidence from primary sources and secondary works Synthesis may involve applying insights about the past to other historical contexts or circumstances, including the present

Themes

During each unit of the class, the following themes will be addressed allowing us to see how each of the themes has changed or remained the same throughout different periods in U.S History

1 Identity (ID)

- Overarching Questions

a How and why have debates over American identity changed over time?

b How have gender, class, religious, regional, and other groups identities changed in different eras?

2 Work, Exchange, and Technology (WXT)

- Overarching Questions

a How have changes in markets, transportation, and technology affected American society from colonial times to the present day?

b Why have different labor systems developed in British North America and the United States, and how have they affected American society?

c How have debates over economic values and the role of government in the U.S economy affected politics, society, the economy, and the environment?

3 Peopling (PEO)

- Overarching Questions

a Why have people migrated to, from, and within North America?

b How have changes in migration and population patterns affected American life?

4 Politics and Power (POL)

- Overarching Questions

a How and why have different political and social groups competed for influence over society and government in what would become the United States?

b How have Americans agreed on or argued over the values that guide the political system as well

as who is a part of the political process?

5 America in the World (WOR)

- Overarching Questions

a How have events in North America and the United States related to contemporary developments

in the rest of the world?

b How have different factors influenced U.S military, diplomatic, and economic involvement in international affairs and foreign conflicts, both in North America and overseas?

6 Environment and Geography- Physical and Human (ENV)

- Overarching Questions

a How did interactions with the natural environment shape the institutions and values of various groups living on the North American continent?

b How did economic and demographic changes affect the environment and lead to debates over use and control of the environment and natural resources?

7 Ideas, Beliefs, and Culture (CUL)

- Overarching Questions

a How and why have moral, philosophical, and cultural values changed in what would become the United States?

b How and why have changes in moral, philosophical, and cultural values affected U.S history?

Concept Outline

Period 1: 1491-1607

Key Concept 1.1: Before the arrival of Europeans, native populations in North America developed a wide variety of social, political, and economic structures based in part on interactions with the environment and each other

Key Concept 1.2: European overseas expansion resulted in the Columbian Exchange, a series of

interactions and adaptations among societies across the Atlantic

Key Concept 1.3: Contacts among American Indians, Africans, and Europeans challenged the worldviews

of each group

Period 2: 1607-1754

Key Concept 2.1: Differences in imperial goals, cultures, and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization

Key Concept 2.2: European colonization efforts in North America stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples

Key Concept 2.3: The increasing political, economic, and cultural exchanges within the “Atlantic World” had a profound impact on the development of colonial societies in North America

Period 3: 1754-1800

Key Concept 3.1: Britain’s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists, and American Indians, culminating

in the creation of the new nation, the United States

Key Concept 3.2: In the late 18th century, new experiments with democratic ideals and republican forms of government, as well as other new religious, economic, and cultural ideas, challenged traditional imperial systems across the Atlantic World

Key Concept 3.3: Migration within North America, cooperative interaction, and competition for resources raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to contests over the creation of a multiethnic, multiracial national identity

Period 4: 1800-1848

Key Concept 4.1: The United States developed the world’s first modern mass democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and to reform its institutions to match them

Key Concept 4.2: Developments in technology, agriculture, and commerce precipitated profound changes

in U.S settlement patterns, regional identities, gender and family relations, political power, and distribution

of consumer goods

Key Concept 4.3: U.S interest in increasing foreign trade, expanding its national borders, and isolating itself from European conflicts shaped the nation’s foreign policy and spurred government and private initiatives

Period 5: 1844-1877

Key Concept 5.1: The United States became more connected with the world as it pursued an expansionist foreign policy in the Western Hemisphere and emerged as the destination for many migrants from other countries

Key Concept 5.2: Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war

Key Concept 5.3: The Union victory in the Civil War and the contested Reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights

Period 6: 1865-1898

Key Concept 6.1: The rise of big business in the United States encouraged massive migrations and

urbanization, sparked government and popular efforts to reshape the U.S economy and environment, and renewed debates over U.S national identity

Key Concept 6.2: The emergence of an industrial culture in the United States led to both greater

opportunities for, and restrictions on, immigrants, minorities, and women

Key Concept 6.3: The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies

Period 7: 1890-1945

Key Concept 7.1: Governmental, political, and social organizations struggled to address the effects of large-scale industrialization, economic uncertainty, and related social changes such as urbanization and mass migration

Key Concept 7.2: A revolution in communications and transportation technology helped to create a new mass culture and spread “modern” values and ideas, even as cultural conflicts between groups increased under the pressure of migration, world wars, and economic distress

Key Concept 7.3: Global conflicts over resources, territories, and ideologies renewed debates over the nation’s values and its role in the world while simultaneously propelling the United States into a dominant international military, political, cultural, and economic position

Period 8: 1945-1980

Key Concept 8.1: The United States responded to an uncertain and unstable postwar world by asserting and attempting to defend a position of global leadership, with far-reaching domestic and international

consequences

Key Concept 8.2: Liberalism, based on anticommunism abroad and a firm belief in the efficacy of

governmental and especially federal power to achieve social goals at home, reached its apex in the mid-1960s and generated a variety of political and cultural responses

Key Concept 8.3: Postwar economic, demographic, and technological changes had a far-reaching impact on American society, politics, and the environment

Period 9: 1980-present

Key Concept 9.1: A new conservatism grew to prominence in U.S culture and politics, defending

traditional social values and rejecting liberal views about the role of government

Key Concept 9.2: The end of the Cold War and new challenges to U.S leadership in the world forced the nation to redefine its foreign policy and global role

Key Concept 9.3: Moving into the 21st century, the nation continued to experience challenges stemming from social, economic, and demographic changes

Plagiarism

Academic honesty is extremely important, not only in this class, but also in your future academic endeavors Your commitment to academic honesty forms the foundation of your intellectual development Cheating and plagiarism are considered serious offenses and will not be tolerated Understand that using the internet and claiming another’s IDEAS without citing sources is plagiarism Students found cheating or plagiarizing will receive zero credit for the assignment, parents will be contacted, and punishment will be

in accordance with the student handbook

Class and Homework assignments:

1 All Document-Based Questions (DBQs), long responses, and short answer questions must be written in blue or black ink This is to prepare for how they must be written on the AP Exam

in May Assignments written in pencil will NOT be accepted

2 I will emphasize NEAT penmanship in all written work, in addition to the content and quality

of thought presented in your work

3 Homework, typically in the form of reading, will be given every day, including weekends In addition to reading, students will be required to complete essay questions and gather

information for in-class and take home projects

4 Late assignments are NOT accepted Do it on time like everyone else If you have an excused absence, please refer to the handbook for the policy on making up work

5 If you are absent, email me for assignments or see me as soon as you return to class You are responsible for obtaining makeup work

Non-Traditional Instruction (NTI) Procedure:

Your assignment for each NTI day will simply be to keep up with the reading schedule Any quizzes that are missed due to NTI day(s) will be completed the FIRST DAY back to school

Class Procedure:

1 Readings- Keep up with all readings The entire reading schedule is at the end of this syllabus Pop quizzes will be given to monitor reading completion

2 Notebooks- You need to acquire a 3 ring binder for the class You will need 6 dividers labeled: Class notes, Handouts, Document of the Day, Multiple Choice questions, Short Answer Questions, and Document Based Questions (DBQ)/Long Essay Questions This is an extremely important resource in your preparation for the AP exam If you keep an organized, detailed, neat, and complete binder you will find studying for the AP Exam much easier

3 Students are expected to come to class ready to discuss each day Much of the class will be done in a format with ample discussion and opportunities for students to ask questions

4 Many days will begin with a 10-15 minute document analysis activity (DOD- Document of the Day) This activity will involve a primary or secondary source reading, a chart, a map, a political cartoon, etc Students will use the HIPP-O strategy to analyze the document

a HIPP-O: H=Historical Context, I=Intended Audience, P=Prior Knowledge, P=Author’s Purpose, O=Outside Evidence that Supports the Doc

b This activity will allow students to gain experience in working with documents and sources to help prepare them for both the new multiple choice section as well as the Document-Based Question and Short Answer section

c The documents in the course outline are in addition to these short activities; they will not replace those which will involve more detailed classroom activities

Assessment: Assessment will come in various forms including:

 Exams- There will be examinations on each unit including all the material covered in the American Pageant Examinations will consist of 55 multiple choice questions, short answer questions, and either a DBQ or a long essay question (and occasionally both)

 DBQs and Long Essays- All essays will be graded according to the AP scoring rubrics

 Reading Quizzes- All material in the American Pageant will be covered with reading quizzes Any HAND-WRITTEN notes taken over reading may be used on reading quizzes

 Readings and Primary Source Work- You will be assessed on your analysis and synthesis

of primary source documents This will be evaluated using writings, DBQs, and oral examination

 Final Exam- A final exam will be given at the conclusion of the course so students will

be able to gauge their content knowledge and know areas needed to review for the AP exam It will be a comprehensive exam for the entire course This exam will be in a simulated AP exam setting

Grading:

70%- Summative Assessments

20%- Formative Assessments

10% Final Exam

Your grade will consist of performance on primary source and reading analysis, quizzes, and exams The standard school grading scale will be followed for the course All reading quizzes will be multiple-choice questions and/or short answer questions

Exams will be weighted according to the new College Board percentages for AP U.S History exams: Multiple Choice: 40%

Short Answer: 20%

Document Based Question: 25%

Long Essay Question: 15%

AP United States History Course Outline Fall Term

Unit 1

The American Pageant: Chapter 1-3: Themes- Pre Columbian cultures, early exploration, introduction of

slavery, rise of mercantilism The Chesapeake and Southern colonies, British mercantilism, New England colonies, Puritans, religious dissent, colonial politics and conflict with British authority, the middle colonies

Introduction about doing the DBQs (August 16)

DBQ on Chesapeake and New England Colonies (In class August 20)

Threads of History: Historical Periods

The American Pageant: Chapter 4-5: Themes- Tobacco and rice colonies, African-American culture,

colonial family life, dissent in NE, the Salem Witch Trials, Immigration and demographic change, the Atlantic economy, the Great Awakening

American Spirit Vol 1:

Mayflower Compact p 43, Winthrop’s Concept of Liberty p 48, Plymouth Officials Justify King Philip’s War p55.

Threads of History: Religious Development 1619-1740

The American Pageant: Chapters 6-8: Themes- Colonial involvement in British Imperial Wars, French and

Indian War consequences, Proclamation of 1763, roots of revolution, mercantilism’s role in revolution, benign neglect’s end, and first conflicts, The American Revolution, wartime

diplomacy, life on the home front, women and the war, impact of war on slavery

American Spirit Vol 1:

Thomas Paine Talks Common Sense p 150, Declaration of Independence p 153.

Varying Viewpoints: Causes of the Revolution

Threads of History: Coming of the Revolution

Unit Test

Multiple Choice, Short Answer, Long Essay

Unit 2

The American Pageant: Chapter 9: Themes- Articles of Confederation, Constitution, Enlightenment,

slavery and religion

American Spirit Vol 1:

James Madison Defends the New Constitution (Federalist 10) p 184.

The Constitution of the United States of America

Threads of History: Famous Rebellions

DBQ practice The American Revolution (due September 24)

The American Pageant: Chapter 10: Themes- Early national politics and economics, diplomacy during the

French Revolution, and the making of the Presidency

American Spirit Vol 1:

Jefferson v Hamilton on the Bank p 198, A President Bids Farewell (Washington’s Farewell Address) p 206.

Threads of History: Presidents of the United States (1789-1989)- refer to through course

The American Pageant: Chapters 11 and 12: Themes- The “Revolution of 1800”, the Marshall Court,

Jefferson and Madison’s foreign policies, the Embargo Act, expansion to the west, War of 1812, Era of Good Feeling, the American System, new national identity

American Spirit Vol 1:

Napoleon Decides to Dispose of Louisiana p 221, Marshall Asserts the Supremacy of the

Constitution (Marbury v Madison) p 219.

DBQ- 1780s the Critical Period (due October 11)

Threads of History: The National Banks

Threads of History: Judicial Nationalism 1819-1824

Threads of History: Cornerstones of American Foreign Policy

The American Pageant: Chapter 13: Themes- Jacksonian Democracy, Whigs, Indian Policy, “common

man”, Texas Revolution, slavery and sectionalism

American Spirit Vol 1:

James Monroe Warns the European Powers (the Monroe Doctrine) p 260, Jackson vetoes the Bank Recharter p 280.

Threads of History: Political Parties in the Nineteenth Century

The American Pageant: Chapter 14 and 15: Themes- The rise of the market economy, immigration and

nativism, women in the workplace, the factory system, the transportation revolution, expansion west, the Second Great Awakening, growth of reform, women’s roles in reformers, national culture, advances in education/sciences

Document Handout- The Cult of Domesticity

Varying Viewpoints: Reform?

Threads of History: Liberal and Conservative in U.S History 1790-1940

Unit Test

Multiple Choice, Short Answer, DBQ

Unit 3

The American Pageant: Chapter 16: Themes- cotton culture, the Antebellum South, abolitionist

movements

American Spirit Vol 1:

The Seneca Falls Manifesto (Seneca Falls Declaration of Sentiments and Resolutions) p 327, William Lloyd Garrison Launches “the Liberator” p 368.

Varying Viewpoints: True Nature of Slavery

Threads of History: Expanding Democracy- The Abolitionist Movements

Free Response Question (due November 9):

In what ways did the early nineteenth –century reform movements for abolition and women’s rights illustrate both the strengths and weaknesses of democracy in the early American republic?

The American Pageant: Chapter 17&18: Themes: Expansion under Polk, Manifest Destiny, war with

Mexico, popular sovereignty, the Compromise of 1850, Fugitive Slave Act, the economics of expansion

American Spirit Vol 1:

John Calhoun Demands Southern Rights p 403, Joshua Gettings Rejects Slave Catching p 407.

Threads of History: Expansion of the United States: 1783-1853

Threads of History: Compromises and the Union

The American Pageant: Chapters 19 & 20: Themes- Abolition in the 1850s, Dred Scott case, financial

panic of 1857, election of 1860 crisis, coming of the Civil War, wartime diplomacy, economic changes in the North and South, women and the war, and issues of civil liberties

American Spirit Vol.1:

The Pro-Southern Court Speaks (Dred Scott Case) p 435, Fire-Eaters Urge Secession p 444.

Threads of History: Third Parties in United States History

The American Pageant: Chapter 21: Themes- Secession, war, “anaconda plan”, Sherman’s march,

Appomattox, Emancipation Proclamation, legacy of war in North and South

Document Handouts:

Lincoln’s First Inaugural Address

Emancipation Proclamation

Gettysburg Address

DBQ: Rise of Sectional Conflict over Slavery (due December 2)

The American Pageant: Chapter 22: Themes- Reconstruction issues and plans, struggle for equality, Native

American relations

American Spirit Vol 1:

The Controversy Over the 15 th Amendment p 516, W.E.B DuBois Defends Black Legislators p 523; Booker T Washington Reflects p 536.

Threads of History: Amendments to the Constitution

Threads of History: Reconstruction of the South

Unit Test

Multiple Choice, Short Answer, DBQ, Long Essay

Unit 4

The American Pageant: Chapter 23&24: Themes- Political alignment and corruption in the Gilded Age,

role of government in economic growth and regulation, inflation/deflation, role of business in politics, class and ethnic conflict, the rise of Jim Crow, Populism, Era of the Robber Barons, the lives of the working classes and the growth of unionism, the United States in the world economy Varying Viewpoints: Populism vs Progressivism

American Spirit Vol 2:

The Supreme Court Declares Separate Is Equal (Plessy v Ferguson) p 58, Andrew Carnegie’s Gospel of Wealth p 73.

Primary Source Analysis: Jacob Riis- How the Other Half Lives- first introduction to muckraking as

response to industrialization, immigration, and plight of the working class and living conditions Threads of History: Judicial Betrayal: The Road to Plessy v Ferguson

The American Pageant: Chapter 25: Themes- Urbanization, new immigration, nativism, the “New

Woman”, and African-Americans push for civil rights

American Spirit Vol

2-The Shock of Darwinism p 114, Jane Addams Demands the Vote for Women p 126.

Primary Source Analysis: Jacob Riis- How the Other Half Lives- Continue discussing muckraking as

response to industrialization, immigration, and plight of the working class and living conditions Threads of History: Women's Movement during the Nineteenth Century

The American Pageant: Chapter 26: Themes-The close of the frontier and its impact, industrialization of

agriculture, and political dissent among farmers

Document Handouts: Frederick Jackson Turner, The Significance of the Frontier in American History American Spirit Vol 2:

William Jennings Bryan’s Cross of Gold Speech p 165.

Long Essay (due January 24)- Describe the patterns of immigration in the periods listed below Compare and contrast the responses of Americans to immigrants in these periods

1820 to 1860 1880 to 1924

The American Pageant: Chapter 27: Themes- American expansion overseas, a new age of imperialism,

The Spanish-American War, the Open Door, America on the world stage

American Spirit Vol.2:

Roosevelt Launches a Corollary p 185.

Threads of History: Wars in United States History

Threads of History: Major Treaties in United States History

The American Pageant: Chapters 28 & 29: Themes- Progressive reform and the trusts, demographics of

urbanization and the resulting political impact, Dollar Diplomacy, environmental issues, New Freedom v New Nationalism, diplomacy and neutrality

Varying Viewpoints: Progressivism

Excerpt from Upton Sinclair's The Jungle

Document Handout: Woodrow Wilson’s 1 st Inaugural Address