Download US History AP Scope and Sequence-ELOs

Year At a Glance
1st Semester
US History AP/CC
Three Weeks
1st 3 weeks
2nd 3 weeks
3rd 3 weeks
4th 3 weeks
5th 3 weeks
6th 3 weeks
Topics/
Concepts
The Colonial Era:
Origins to Revolution
(1607-1775)
Establishing the
American Republic
(1775-1787)
The Early Republic
(1788-1824)
The Age of Jackson
(1824-1840)
Manifest Destiny &
Road to Civil War
(1840-1860)
1) The Federalist Era;
Jeffersonian Democracy;
War of 1812; the Marshall
Court; Era of Good
Feelings; Monroe Doctrine
1) Early Industrialization
and Cotton Revolution;
Missouri Compromise;
Jacksonian Democracy;
Calhoun & States Rights;
Reform Movements; Rise
of the Two-Party System
The Civil War,
Reconstruction, and
the Gilded Age
(1861-1896)
1) Establishment of the
Thirteen Colonies; British
Imperial Policy; Origins of
American Culture & Society;
Road to Revolution
1) War for Independence;
the Declaration; the
Confederation Era; the
U.S. Constitution & Bill of
Rights; Ratification Debate
2) Intro to Thesis Writing;
Use of Primary Source
Documents
2) Essay Outlining &
Citing Sources
3) Intro to Historiography
3) Intro to the AP Exam
Resource:
American
Pageant, 12th
Edition
Chapters 2-7
Chapters 8-9
2) Writing the Effective AP
Essay for U.S. History
3) Intro to Opposing
Viewpoints in American
History
Chapters 10-12
2) Writing Comparison
and Contrast Essays
1) Development of
“North & “South”;
Westward Expansion;
Texas Annexation;
Mexican War; California
Gold Rush; Compromise
of 1850; events leading to
secession & civil war
2) Writing Opinion
Essays in Am. History
Chapters 13-15
1) Civil War & its effects;
competing plans for
Reconstruction; AfricanAmerican Amendments;
Southern “redemption”;
Compromise of 1877; Jim
Crow emerges in South;
Gilded Age politics
2) Analytical Essays
Chapters 16-19
Chapters 20-22; &
Ch. 23, p. 508-511
2nd Semester
US History AP/CC
Three Weeks
1st 3 weeks
2nd 3 weeks
3rd 3 weeks
4th 3 weeks
5th 3 weeks
6th 3 weeks
Topics/
Concepts
America in the Second
Industrial Revolution
(1865-1914)
Imperialist Power or
Isolationist Playboy?:
America, 1890-1932
America’s Greatest
Generation (1939-60)
The United States in
the Postmodern Era
(1961-present)
Preparation Time
for AP Exams
Post-Exam Studies
in American History
Motives for American
Imperialism; SpanishAmerican War; Roosevelt
Corollary; Panama Canal;
“Dollar Diplomacy”;
Wilson & World War I; the
Jazz Age; Prohibition; the
Crash & Great Depression
1) Answering objective
questions on AP Exam
1) Biographical studies
1) Rise of the Corporations;
Effects of Industrialization,
Urbanization & Immigration;
Rise of Organized Labor;
Conquest of the West the
Revolt of the Farmers;
Populism and Progressivism
2) Change over Time Essays
Resource:
American
Pageant, 12th
Edition
Chapters 23-26; 29-30
FDR’s New Deal & its
effects; interwar foreign
policy; America in WWII;
origins of the Cold War;
containing communism;
postwar prosperity & its
effects; 1950s America; the
Civil Rights Movement
2) Evaluation essays
2) Drawing comparisons
between similar past events
Ch. 27-28; 31-33
Chapters 34-38
JFK, LBJ, & modern
liberalism; the Age of
Protest; Vietnam War;
Nixon & Watergate; the
Seventies “Malaise”;
Reagan & modern
conservatism; the Cold
War ends; New Century,
New Challenges
Chapters 39-41
2) Topical studies
2) Writing the Document
Based Question essay
3) Practicing essay
writing under time limits
4) Review of material
All chapters should
be reviewed here
3) Interpreting current
events in light of past
history
4) Developing DBQs for
future history students
Chapter 42
Huge concept (Approximate Time: 3 weeks)
TEKS
(Essential Learning
Outcomes)
The student will be able
to
1. Learn the requirements
of Advanced Placement
U.S. History—format of
AP Exam, review scope
and sequence.
2. Analyze the origins and
development of the 13
Colonies to the outbreak of
the War for Independence.
3. Create and write
effective thesis statements
and paragraphs for APstyle essays.
4. Analyze primary source
documents—how to
interpret and use them to
illustrate historical events
and interpretations.
5. Distinguish and analyze
different types of historical
evidence and differing
historical points of view.
6. Demonstrate an
understanding of the roles
of choices and of cause and
THE COLONIAL ERA: Origins to Revolution (1607-1775) 1st 3 weeks
Suggested
Topics (not in sequential order)
Assessments
TAKS
Objectives
American
Pageant, 12th
Edition
AP
MultipleChoice Quiz
Ch. 1 (brief!)
Ch. 2 -7
1. Colonial
Origins
-------------------
2. Colonial
Society
Advanced
Placement
U.S. History
Lesson
Book—Vol. I
3. Wars for
Empire
Superseded
by
Advanced
Placement
scope &
sequence
requirement
s
determined
by The
College
Board.
Lesson 1
Lesson 2
Lesson 3
Lesson 5
Lesson 6
Lesson 7
-------------------
-----------------
Resources
Superseded by
I. Origins of English Colonization
Advanced
A. Virginia & the colonial South
Placement scope &
B. New England’s Puritan plantations
sequence
C. The Middle Colonies
requirements
determined by The II. Development of Colonial Society
College Board.
A. The Great Awakening
B. Process of “Americanization”
III. Role of American colonies in the
British Empire
A. Theory & practice of mercantilism
B. Wars for empire btw. England &
France
IV. Origin of African slavery in the 13
Colonies
V. Road to Revolution
A. Colonial self-rule under “salutary
neglect”
B. Direct vs. virtual representation
C. American evasion of British trade
policies
D. Organized protest—economic &
political
1. Stamp Act boycotts
2. Sons of Liberty
3. Petitions to Parliament
E. British response to Bostonian
Primary
Sources
“Ship Lists”
(analysis of
passenger
4. Road to
Revolution
Thesis Para.
Exercises
1. Why did
England
colonize
America?
2. Compare
& contrast
New
effect in history (e.g., what
choices could have avoided
an American Revolution).
agitators
1. Boston Massacre
2. Boston Tea Party
3. Coercive Acts
F. Colonial preparations for armed
resistance
1. 1st Continental Congress
2. Lexington & Concord
lists of ships
bound for
Mass. & VA)
“City on a
Hill” sermon
by John
Winthrop
England
with
Chesapeake
Colonies.
3. Was the
American
Revolution
inevitable?
Huge concept (Approximate Time: 3 weeks)
TEKS
(Essential Learning
Outcomes)
The student will be able
to
1. Analyze the events and
motives of all sides in the
American Revolution &
the War for Independence,
including the debates over
adopting the U.S.
Constitution.
2. Demonstrate how to
organize what one knows
for understanding and
communication to a reader.
3. Analyze the
historiography—the history
of history writing—and
how to cite sources.
4. Evaluate the role of
perception vs. reality in
explaining motives and
actions.
5. Assess a clear historical
position and support it with
historical evidence.
6. Comprehend the origins
and evolution of US
ESTABLISHING THE AMERICAN REPUBLIC (1775-1787) 2nd 3 weeks
Suggested
Assessments
Topics (not in sequential
Resources
order)
Superseded by Advanced
Placement scope & sequence
requirements determined by The
College Board.
I. The War for Independence
A. Survey of important
battles/campaigns
B. Perception vs. Reality:
Decl. of Independence
C. Significance of French
alliance
D. Terms of Treaty of
Paris (1783)
II. Social effects of the
American Revolution
III. The Confederation Era
A. Articles of
Confederation
B. Significance of state
constitutions
C. Northwest Ordinances
D. Economic/social
problems, post-war
E. Perception vs. Reality:
Shay’s Rebellion
IV. Constitutional
Convention
A. Great (Connecticut)
Compromise
B. Three-Fifths
American
Pageant, 12th
Edition
AP
MultipleChoice Quiz
Ch. 8-9
1. War for
Independen
ce/Social
Effects
------------------Advanced
Placement
U.S. History
Lesson
Book—Vol. I
Lesson 8
Lesson 10
Lesson 11
Lesson 12
------------------Primary
Sources
Paine,
“Common
Sense”
2.
American
Confederati
on
3. U.S.
Const. &
Bill of Rts.
----------------Essay
Outline
Exercises
1. Articles
of
Confederati
on: Success
TAKS Objectives
Superseded by Advanced P
determined by The College
political system, with a
focus on the growth of
political institutions, the
constitution of the US, the
Bill of Rights, federalism,
civil liberties, civil and
human rights
7. Analyze critical events,
individuals, organizations,
and processes in terms of
their social, economic,
cultural, political, and/or
diplomatic impact on US
History
Compromise
C. Interpretations of
Founding Fathers’ motives
V. The U.S. Constitution
A. Structure of federal
government
B. Powers of Congress,
president, courts
C. Ratification debate;
Federalist #10
D. Bill of Rights
or Failure?
Jefferson,
The
Declaration
of
Independence
United States
Constitution
Federalist
#10
2. The
Constitution
:
Revolutiona
ry
Document
or
Conservativ
e Reaction?
3. Six
Weeks’
Examinatio
n
Huge concept (Approximate Time: 3 weeks)
TEKS
(Essential Learning
Outcomes)
The student will be able
to
1. Evaluate the history of
the Early American
Republic, focusing on the
development of the
political party system, our
differing interpretations of
how to fulfill the promises
of the Founding
Documents, the leadership
of John Marshall in
shaping the powers and
influence of the Supreme
Court, and the early
territorial expansion of the
United States, at the
expense of Native
Americans and foreign
powers.
2. practice the techniques
for writing an effective
essay for AP United States
History
3. Discuss the significance
of opposing viewpoints in
American History,
evaluating the merits of
each side's arguments, and
judging between them.
THE EARLY REPUBLIC (1788-1824) 3rd 3 weeks
Topics (not in sequential order)
Superseded by
Advanced
Placement scope &
sequence
requirements
determined by The
College Board.
I. The Federalist Era
A. The importance of Washington's
presidency
B. Hamilton's financial plans for the
U.S.
C. Development of the First Party
System
D. Decline of Federalism; origin of
'states rights'
1. Alien & Sedition Acts
2. Virginia & Kentucky Resolutions
3. Significance of the Election of 1800
II. Jeffersonian Democracy
A. Defining "democracy" in 1800
B. Louisiana Purchase
C. Tensions with Britain & Tecumseh
D. Madison & War of 1812
E. Hartford Convention; end of
Federalist Party
III. The Era of Good Feelings
A. Expressions of American nationalism
B. Henry Clay and the "American
System"
C. Territorial expansion & Monroe
Doctrine
D. The illusion of political unity
IV. The Marshall Court
Suggested
Resources
Assessments
American
AP
Pageant, 12th MultipleEdition
Choice Quiz
Ch. 10-12
------------------Advanced
Placement
U.S. History
Lesson Book
-- Vol. I
Lesson 13
Lesson 14
Lesson 15
------------------Primary
Sources
Virginia &
Kentucky
Resolutions
Monroe
1.
Federalist
policies of
Washington
and
Hamilton
2.
Jefferson's
administrati
on &
political
philosophy
3. War of
1812 & Era
of Good
Feelings
----------------Essays
1. Why did
a two-party
TAKS
Objectives
Superseded
by
Advanced
Placement
scope &
sequence
requirement
s
determined
by The
College
Board.
4. Develop essays covering
the development of the
United States in this period
of American History.
5. Analyze critical events,
individuals, organizations,
and processes in terms of
their social, economic,
cultural, political, and/or
diplomatic impact on US
History
A. Role of the Supreme Court defined
B. Marbury v. Madison
C. Other significant Marshall decisions
Doctrine
political
system
emerge?
2. "Early
U.S. foreign
policy was
aimed at
establishing
American
sovereignty
for the
future."
Evaluate the
validity of
this
statement.
Huge concept (Approximate Time: 3 weeks) THE
(Essential Learning Outcomes) TEKS
The student will be able to
1. Evaluate the history of the
Early American Republic,
focusing on the development of
the political party system, our
differing interpretations of how to
fulfill the promises of the
Founding Documents, the
leadership of John Marshall in
shaping the powers and influence
of the Supreme Court, and the
early territorial expansion of the
United States, at the expense of
Native Americans and foreign
powers.
2. practice the techniques for
writing an effective essay for AP
United States History
3. Discuss the significance of
opposing viewpoints in American
History, evaluating the merits of
each side's arguments, and
judging between them.
4. Develop essays covering the
development of the United States
in this period of American
History.
5. Analyze critical events,
individuals, organizations, and
EARLY REPUBLIC (1788-1824) 3rd 3 weeks
Topics (not in sequential order)
Superseded by
Advanced
Placement scope &
sequence
requirements
determined by The
College Board.
I. The Federalist Era
A. The importance of Washington's
presidency
B. Hamilton's financial plans for the
U.S.
C. Development of the First Party
System
D. Decline of Federalism; origin of
'states rights'
1. Alien & Sedition Acts
2. Virginia & Kentucky Resolutions
3. Significance of the Election of 1800
II. Jeffersonian Democracy
A. Defining "democracy" in 1800
B. Louisiana Purchase
C. Tensions with Britain & Tecumseh
D. Madison & War of 1812
E. Hartford Convention; end of
Federalist Party
III. The Era of Good Feelings
A. Expressions of American nationalism
B. Henry Clay and the "American
System"
C. Territorial expansion & Monroe
Doctrine
D. The illusion of political unity
IV. The Marshall Court
A. Role of the Supreme Court defined
B. Marbury v. Madison
Suggested
Resources
Assessments
American
AP
Pageant, 12th MultipleEdition
Choice Quiz
Ch. 10-12
------------------Advanced
Placement
U.S. History
Lesson Book
-- Vol. I
Lesson 13
Lesson 14
Lesson 15
------------------Primary
Sources
1.
Federalist
policies of
Washington
and
Hamilton
2.
Jefferson's
administrati
on &
political
philosophy
3. War of
1812 & Era
of Good
Feelings
-----------------
Virginia &
Kentucky
Resolutions
Essays
Monroe
Doctrine
1. Why did
a two-party
political
system
TAKS
Objectives
Superseded
by
Advanced
Placement
scope &
sequence
requirement
s
determined
by The
College
Board.
processes in terms of their social,
economic, cultural, political,
and/or diplomatic impact on US
History
C. Other significant Marshall decisions
emerge?
2. "Early
U.S. foreign
policy was
aimed at
establishing
American
sovereignty
for the
future."
Evaluate the
validity of
this
statement.
Huge concept (Approximate Time: 3 weeks)
TEKS
(Essential Learning
Outcomes)
The student will be able
to
1. Evaluate the history of
the Early American
Republic, focusing on the
development of the
political party system, our
differing interpretations of
how to fulfill the promises
of the Founding
Documents, the leadership
of John Marshall in
shaping the powers and
influence of the Supreme
Court, and the early
territorial expansion of the
United States, at the
expense of Native
Americans and foreign
powers.
2. practice the techniques
for writing an effective
essay for AP United States
History
3. Discuss the significance
of opposing viewpoints in
American History,
evaluating the merits of
each side's arguments, and
judging between them.
THE EARLY REPUBLIC (1788-1824) 3rd 3 weeks
Topics (not in sequential order)
Superseded by
Advanced
Placement scope &
sequence
requirements
determined by The
College Board.
I. The Federalist Era
A. The importance of Washington's
presidency
B. Hamilton's financial plans for the
U.S.
C. Development of the First Party
System
D. Decline of Federalism; origin of
'states rights'
1. Alien & Sedition Acts
2. Virginia & Kentucky Resolutions
3. Significance of the Election of 1800
II. Jeffersonian Democracy
A. Defining "democracy" in 1800
B. Louisiana Purchase
C. Tensions with Britain & Tecumseh
D. Madison & War of 1812
E. Hartford Convention; end of
Federalist Party
III. The Era of Good Feelings
A. Expressions of American nationalism
B. Henry Clay and the "American
System"
C. Territorial expansion & Monroe
Doctrine
D. The illusion of political unity
IV. The Marshall Court
Suggested
Resources
Assessments
American
AP
Pageant, 12th MultipleEdition
Choice Quiz
Ch. 10-12
------------------Advanced
Placement
U.S. History
Lesson Book
-- Vol. I
Lesson 13
Lesson 14
Lesson 15
------------------Primary
Sources
Virginia &
Kentucky
Resolutions
Monroe
1.
Federalist
policies of
Washington
and
Hamilton
2.
Jefferson's
administrati
on &
political
philosophy
3. War of
1812 & Era
of Good
Feelings
----------------Essays
1. Why did
a two-party
TAKS
Objectives
Superseded
by
Advanced
Placement
scope &
sequence
requirement
s
determined
by The
College
Board.
4. Develop essays covering
the development of the
United States in this period
of American History.
5. Analyze critical events,
individuals, organizations,
and processes in terms of
their social, economic,
cultural, political, and/or
diplomatic impact on US
History
A. Role of the Supreme Court defined
B. Marbury v. Madison
C. Other significant Marshall decisions
Doctrine
political
system
emerge?
2. "Early
U.S. foreign
policy was
aimed at
establishing
American
sovereignty
for the
future."
Evaluate the
validity of
this
statement.
Huge concept (Approximate Time: 3 weeks)
TEKS
(Essential Learning
Outcomes)
The student will be able
to
1. Analyze the antebellum
period and the divisive
power of slavery during the
time period from the
Missouri Compromise to
the outbreak of the
American Civil War.
Focus on territorial
expansion & the idea of
Manifest Destiny; the
development of distinct
"Northern" and "Southern"
sections; and the sequence
of events in the 1850s
leading to the election of
Lincoln and the Southern
Secession.
2. Continue to write
opinion essays in American
History.
3. Distinguish and analyze
different types of historical
evidence and differing
historical points of view.
4. Analyze critical events,
individuals, organizations,
and processes in terms of
MANIFEST DESTINY AND THE ROAD TO CIVIL WAR (1821-1860) 5th 3 weeks
Suggested
Assessments
Topics (not in sequential order)
Resources
Superseded by
Advanced
Placement scope &
sequence
requirements
determined by The
College Board.
I. Development of "the North" and "the
South"
A. Union of northeast and Old
Northwest
1. Effects of improving transportation
2. Common economic & political
interests
3. Evolving views towards slavery
B. Southern Nationalism
1. The defense of slavery
2. Slave culture & resistance
3. The role of the cotton aristocracy
4. Incompatibility with Clay's "Amer.
System"
American
AP
Pageant, 12th MultipleEdition
Choice Quiz
II. Manifest Destiny
A. Texas independence and annexation
B. The Mexican War -- origins &
outcomes
C. California and the Gold Rush of 1849
D. Compromise of 1850
Lesson 20
Lesson 21A
(p. 1 only)
Lesson 21B
(p. 3-5)
III. The Road to Civil War
A. Increasing Northern resistance to
slavery
1. Reaction to the Fugitive Slave Act
2. Impact of Uncle Tom's Cabin
3. Free Soil Party; rise of the
Republicans
B. Kansas-Nebraska Act & "Bleeding
Ch. 16-19
------------------Advanced
Placement
U.S. History
Lesson Book
-- Vol. I
-------------------
1.
Emerging
North &
South
2. Manifest
Destiny
3. Road to
the Civil
War
----------------Essays
1. "The war
against
Mexico
Primary
was, then
Sources
and now,
thought to
Opposing
be an
viewpoints on unjustified
Mexican War land grab by
TAKS
Objectives
Superseded
by
Advanced
Placement
scope &
sequence
requirement
s
determined
by The
College
Board.
their social, economic,
cultural, political, and/or
diplomatic impact on US
History.
5. Demonstrate an
understanding of the roles
of choices and of cause and
effect in history.
Kansas"
C. Dred Scott v. Sanford
D. Popular Sovereignty; LincolnDouglas debates
E. John Brown's raid & Southern
reaction
F. Election of 1860 & the secession
crisis
G. Formation of the Confederacy
H. Fort Sumter & the start of civil war
A passage
from "Uncle
Tom's Cabin"
Excepts from
LincolnDouglas
debates
the U.S."
Evaluate
this
statement.
2. "The
Civil War
was an
'irrepressibl
e conflict'."
Assess the
validity of
this
statement.
Huge concept (Approximate Time: 3 weeks)
TEKS
(Essential Learning
Outcomes)
The student will be able
to
1. Evaluate the
development of United
States from the start of the
Civil War to end of
Reconstruction and the
emergence of Southern
institutionalized
segregation. Focus on
main battles and competing
strategies of the Civil War;
the war's political, social,
and economic effects;
contrasts between
Presidential and Radical
Reconstruction; 13th, 14th,
and 15 Amendments;
development of "debt
slavery"; Compromise of
1877 and end of
Reconstruction;
establishment of "Jim
Crow" laws; Plessy v.
Ferguson
2. Introduce analytical
essay writing -- explaining
why events turned out the
way they did.
3. Comprehend the origins
CIVIL WAR, RECONSTRUCTION & THE RISE OF JIM CROW (1861-1896) 6th 3 weeks
Suggested
Assessments
Topics (not in sequential order)
TAKS
Resources
Objectives
Superseded by
I. The Civil War
Advanced
A. Competing strategies, objectives
Placement scope &
B. Major battles & campaigns
sequence
1. 1st Bull Run
requirements
2. Antietam & Emancipation
determined by The Proclamation
College Board.
3. Gettysburg & Vicksburg
4. Grant & Sherman's "total war"
5. Why the North won & South lost
C. Impact of the War
1. Political
2. Social
3. Economic
II. Reconstruction
A. Lincoln, Johnson, & Presidential
Reconst.
B. Radical Republicans & Congressional
Reconstruction
1. Civil rights legislation
2. Constitutional amendments
3. Impeachment and trial of Andrew
Johnson
C. Republican governments in the South
D. Black Reconstruction
1. Resistance, legal and illegal (e.g.,
KKK)
III. The Rise of Jim Crow
A. Compromise of 1877 & end of
American
AP
Pageant, 12th MultipleEdition
Choice Quiz
Ch. 20-22;
and Ch. 23
(508-511)
------------------Advanced
Placement
U.S. History
Lesson Book
-- Vol. I
Lesson 23
Lesson 24
Lesson 33
Superseded
by
Advanced
Placement
1.
scope &
American
sequence
Civil War
requirement
s
2.
determined
Reconstructi by The
on
College
Board.
3. Rise of
Jim Crow &
the black
response
----------------Essays
------------------Primary
Sources
A. Lincoln,
The
Gettysburg
1. "The
final defeat
of the South
in the Civil
War was
inevitable."
Evaluate
this
and evolution of US
political system, with a
focus on the constitution of
the US, civil liberties, civil
and human rights.
4. Analyze critical events,
individuals, organizations,
and processes in terms of
their social, economic,
cultural, political, and/or
diplomatic impact on US
History
5. Read and interpret
historical texts (primary
and secondary) critically
and synthesize them for
oral and written discussion
Reconstruction
B. Development of "debt slavery"
C. Creation of "black codes"
D. Legalizing and dealing with racial
segregation
1. Plessy v. Ferguson
2. Booker T. Washington vs. W.E.B.
DuBois
Address
A. Lincoln,
2nd
Inaugural
Address
Booker T.
Washington,
"Speech to
the 1895
Atlanta
Exposition"
statement.
OR
2. "The
Republican
effort to
recon-struct
the South
was a
failure."
Evaluate
this
statement.
----------------Semester
Exam
Huge concept (Approximate Time: 3 weeks) America in the Second Industrial Revolution
(Essential Learning Outcomes) TEKS
Topics (not in sequential order)
The student will be able to
1. Analyze the rise of the
Superseded by
1. Rise of the Corporations
corporations in the US
Advanced Placement
- Vanderbilt
and the effects of
scope & sequence
- Rockefeller
industrialization upon
requirements
- Carnegie
society
determined by The
- Morgan
2. Compare and contrast
College Board.
2. Effects of Industrialization
the urbanization and
3. Rise of Organized Labor
immigration of the
- Unions
1820s with the 1880s
- Strikes
3. Evaluate the impact of
- Anarchy
the West upon
4. Urbanization and Immigration
American history
- growth of cities
4. Explain the problems of
- Sears
the farmers and the
- Montgomery
reasons for the revolt of
- Beginning of consumerism
farmers.
5. Conquest of the West and revolt of the
5. Compare and contrast
farmers
Populism with
- Turner Thesis
Progressivism.
- Wild West
6. Write “change over
- Growth of agriculture
time” Essays
- Farmers vs. Ranchers
7. Evaluate charts, maps,
6. Populism and Progressivism
graphs, and political
- Wizard of Oz
cartoons
- Cross of Gold
8. Analyze critical events,
- Urban vs. Rural
individuals,
organizations, and
processes in terms of
their social, economic,
cultural, political,
and/or diplomatic
impact on US History
(1865-1914) 7th 3 weeks
Suggested
Resources
American
Pageant, 12th
Edition
Ch. 23-26; 2930
Advanced
Placement U.S.
History Lesson
Book -- Vol. II
Assessments
AP Multiple
Choice
Quizzes
Free Response
Essays
Evaluations of
class
discussions
TAKS
Objectives
Superceded by
Advanced
Placement
scope &
sequence
requirements
determined by
The College
Board.
Huge concept (Approximate Time: 3 weeks) Imperialist
(Essential Learning Outcomes) TEKS
The student will be able to
1. Compare and contrast
Superseded by
the motives for
Advanced Placement
Manifest Destiny with
scope & sequence
the motives for
requirements
American Imperialism.
determined by The
2. Evaluate how the
College Board.
Presidents reacted to
the new territory and
what policies they
developed.
3. Discuss how the Age of
Imperialism led to the
involvement of the US
into World War I.
4. Analyze the results of
World War I upon the
US and how it led to
the 1920s and the Great
Depression.
5. Analyze, critically
assess, and develop
creative solutions to
public policy problems
6. Analyze critical events,
individuals,
organizations, and
processes in terms of
their social, economic,
cultural, political,
and/or diplomatic
impact on US History
7. Appraise and identify
differences between and
commonalities with
diverse cultures that
have existed in the US
throughout its history.
8. Demonstrate an
understanding of the
Power or Isolationist Playboy? America, 1890-1932 8th 3 weeks
Topics (not in sequential order)
1.
Motives for American Imperialism
- Philippines
- Alfred Thayer Mahan
- Missionaries
- Naval Growth
2. Spanish American War
- Causes of war
- Yellow Journalism
- USS Maine
3. Roosevelt Corollary
4. Panama Canal
5. Dollar Diplomacy
6. Wilson and World War I
7. Jazz Age
8. Prohibition
9. Crash and Great Depression
10. Evaluation Essays
Suggested
Resources
American
Pageant, 12th
Edition
Chap. 27-28;
31-33
Advanced
Placement U.S.
History Lesson
Book -- Vol. II
Assessments
Multiple
Choice
Questions
AP FRQ
essays
TAKS
Objectives
Superseded by
Advanced
Placement
scope &
sequence
requirements
determined by
The College
Board.
Huge concept (Approximate Time: 3 weeks) Imperialist
(Essential Learning Outcomes) TEKS
The student will be able to
evolution and current
role of the US in a
global society.
9. Demonstrate an
understanding of the
roles of choices and of
cause and effect in
history.
Power or Isolationist Playboy? America, 1890-1932 8th 3 weeks
Topics (not in sequential order)
Suggested
Resources
Assessments
TAKS
Objectives
Huge concept (Approximate Time: 3 weeks) AMERICA’S GREATEST GENERATION (1939-1960)
(Essential Learning Outcomes) TEKS
Topics (not in sequential order)
Suggested
The student will be able to
Resources
1. Evaluate FDR’s New
Superseded by
1. New Deal
American
Deal and discuss if the
Advanced Placement
- Alphabet Soup
Pageant, 12th
programs were
scope & sequence
- Detractors of the programs
Edition
successful or not.
requirements
- Society reaction to the Depression Ch. 34-38
2. Discuss if the US was
determined by The
truly in isolationist
College Board.
2. World War II
Advanced
status or not.
- Major battles
Placement U.S.
3. Evaluate how the US
- Use of Atomic bomb
History Lesson
prepared and fought
- Results of the war
Book -- Vol. II
World War II at home
and in Europe as well
3. Cold War
as Asia.
- Iron Curtain
4. Evaluate the causes of
- Fabulous 50s
the Cold War
- Space Race
5. Analyze why the Civil
- McCarthyism
Rights movement was
necessary to correct the
4. Civil Rights Movement
shortfall of
- Martin Luther King
Reconstruction.
- SNCC
6. Compare the
- Boycotts and strikes
ideological war
between Communism
5. Fabulous 50s
and Democracy with
- Rock and Roll Music
that of the war on
- Consumerism rises again
terrorism.
- Baby Boom
7. Evaluate charts, maps,
graphs, and political
cartoons
8. Distinguish and analyze
different types of
historical evidence and
differing historical
points of view.
9. Analyze critical events,
individuals,
organizations, and
processes in terms of
their social, economic,
cultural, political,
and/or diplomatic
Assessments
Multiple
Choice
questions
Evaluations of
essays
DBQ
Dialectic
Journal
Ongoing
evaluation
TAKS
Objectives
Superseded by
Advanced
Placement
scope &
sequence
requirements
determined by
The College
Board.
Huge concept (Approximate Time: 3 weeks) AMERICA’S GREATEST GENERATION
(Essential Learning Outcomes) TEKS
Topics (not in sequential order)
The student will be able to
impact on US History
10. Comprehend the origins
and evolution of US
political system, with a
focus on the growth of
political institutions,
civil liberties, civil and
human rights
11. Analyze, critically
assess, and develop
creative solutions to
public policy problems.
(1939-1960)
Suggested
Resources
Assessments
TAKS
Objectives
Huge concept (Approximate Time: 3 weeks) THE UNITED STATES IN THE POSTMODERN ERA (1961-PRES.
(Essential Learning Outcomes) TEKS
Topics (not in sequential order)
Suggested
The student will be able to
Resources
1. Analyze the
Superseded by
1. 1960s
American
presidencies of JFK and Advanced Placement
- JFK
Pageant, 12th
LBJ
scope & sequence
- LBJ
Edition
2. Discuss how the Civil
requirements
- Protests
Chaps. 39-41
Rights movement led to determined by The
- Vietnam War
the Protest Age of the
College Board.
- Hippie Generation
Advanced
1960s.
Placement U.S.
3. Evaluate the Vietnam
2. 1970s
History Lesson
War and its effect on
- Watergate
Book -- Vol. II
the US.
- Fall of Vietnam
4. Compare and contrast
- Stagflation
FDR with JFK and LBJ
- Oil Embargo
5. Analyze the 1970s
- Bicentennial
6. Evaluate why Reagan
- Conservatism vs. Liberalism
was elected and did the
US desire to go back to
3. 1980s
a conservative age.
- Reagan
7. Evaluate why the Cold
- Glasnost
War ended.
- Perestroika
8. Evaluate charts, maps,
- Fall of Iron Curtain
graphs, and political
- Reaganomics
cartoons
- Growth of terrorism
9. Read and interpret
- Space Shuttle
historical texts (primary
and secondary)
critically and synthesize
them for oral and
written discussion.
10. Analyze critical events,
individuals,
organizations, and
processes in terms of
their social, economic,
cultural, political,
and/or diplomatic
impact on US History
11. Demonstrate an
understanding of the
evolution and current
role of the US in a
10th 3 weeks
Assessments
AP Exam
Essays
Teacher
generated tests
Reviews
TAKS
Objectives
Superseded by
Advanced
Placement
scope &
sequence
requirements
determined by
The College
Board.
Huge concept (Approximate Time: 3 weeks) THE
(Essential Learning Outcomes) TEKS
The student will be able to
global society.
12. Demonstrate an
understanding of the
roles of choices and of
cause and effect in
history.
13. Assess the use and
potential misuse of
historical analogies in
contemporary
situations, and analyze,
critically assess, and
develop creative
solutions to public
policy problems.
UNITED STATES IN THE POSTMODERN ERA (1961-PRES. 10th 3 weeks
Topics (not in sequential order)
Suggested
Resources
Assessments
TAKS
Objectives
Huge concept (Approximate Time: 3 weeks) AP TEST PREPARATION 11th 3 weeks
(Essential Learning Objective) TEKS
Topics (not in sequential order)
The student will be able to
1. Answer objective
Superseded by
1. Taking AP Exams
questions on the AP
Advanced Placement
2. Writing FRQ essays
exams
scope & sequence
3. Evaluating documents
2. Review on writing the
requirements
4. Reviewing materials
DBQ Essays
determined by The
3. Review writing essays
College Board.
4. Review of material
5. Evaluate charts, maps,
graphs, and political
cartoons
6. Develop an essay
covering the
development of the
United States in the
major periods in
American History.
7. Analyze critical events,
individuals,
organizations, and
processes in terms of
their social, economic,
cultural, political,
and/or diplomatic
impact on US History
8. Demonstrate an
understanding of the
evolution and current
role of the US in a
global society.
9. Demonstrate an
understanding of the
roles of choices and of
cause and effect in
history.
Suggested
Resources
American
Pageant, 12th
Edition
Advanced
Placement U.S.
History Lesson
Book -- Vol. II
College Board
AP US History
Material
Assessments
AP Exam in
May
Essay
evaluations
TAKS
Objectives
Superceded by
Advanced
Placement
scope &
sequence
requirements
determined by
The College
Board.
Huge concept (Approximate Time: 3 weeks) POST EXAM STUDIES IN AMERICAN HISTORY
(Essential Learning Outcomes) TEKS
Topics (not in sequential order)
The student will be able to
1. Analyze some
Superseded by
1. Biographical studies
Biographical studies of
Advanced Placement
2. DBQs for future students
important figures
scope & sequence
3. Topical studies
2. Develop DBQs for
requirements
4. Semester Exam review
future history students
determined by The
3. Analyze critical events, College Board
individuals,
organizations, and
processes in terms of
their social, economic,
cultural, political,
and/or diplomatic
impact on US History
4. Read and interpret
historical texts (primary
and secondary)
critically and synthesize
them for oral and
written discussion.
5. Demonstrate an
understanding of the
evolution and current
role of the US in a
global society.
6. Comprehend the
evolution of US
political system, with a
focus on the growth of
political institutions, the
constitution of the US,
the Bill of Rights,
federalism, civil
liberties, civil and
human rights
7. Assess the use and
potential misuse of
historical analogies in
contemporary
situations, and analyze,
critically assess, and
12th 3 weeks
Suggested
Resources
Assessments
TAKS
Objectives
Superseded by
Advanced
Placement
scope &
sequence
requirements
determined by
The College
Board
Huge concept (Approximate Time: 3 weeks) POST
(Essential Learning Outcomes) TEKS
The student will be able to
develop creative
solutions to public
policy problems.
8. Practice, recognize, and
assume one’s
responsibility as a
citizen in a democratic
society by learning to
think for oneself, by
engaging in public
discourse, and by
obtaining information
through the news media
and other appropriate
information sources
about politics and
public policy
9. Appraise and identify
differences between and
commonalities with
diverse cultures that
have existed in the US
throughout its history.
EXAM STUDIES IN AMERICAN HISTORY 12th 3 weeks
Topics (not in sequential order)
Suggested
Resources
Assessments
TAKS
Objectives