Download AP US History - Rutherford Public Schools

 COURSE TITLE: AP US HISTORY LENGTH: ONE YEAR DEPARTMENT: SOCIAL STUDIES SCHOOL: RUTHERFORD HIGH SCHOOL REVISED: 2017 APPROVED: April 4, 2017 AP US HISTORY I.
II. Introduction Building upon the knowledge and skills developed and learned in previous social studies courses, students will continue their in depth studies and preparation for the Advanced Placement examination. The course meets the New Jersey Student Learning Standards, the AP College Board requirements, the Consumer, Family, and Life Skills Standards, the New Jersey History, Holocaust, Genocide and Amistad Mandates, and prepares the students for the PARCC test. The course is open to students who met the criteria found later in this document, have an A- average in social studies, and are recommended by the social studies teacher. Since it is taught at a college level, the students are expected to work at a high level, do extensive and intensive readings of primary and secondary sources, continue developing their analytical abilities, form accurate conclusions from available information, analyze various historians’ views, and improve their skills with the available technology. Each student enrolled in this course is mandated to take the Advanced Placement United States History Examination and do well so as to earn full college credit. Objective To prepare for the AP examination, the teacher has the exibility to emphasize certain time periods of United States history being studied. Additionally, students will be taking practice Advanced Placement tests, which include multiple choice, writing free response and document-based essays. Students will be deeply immersed in United States history studies. They are expected to do in-depth research, prepare oral reports using the available technology, read primary and secondary sources extensively, and write essays. The work requires a rigorous pace of study and independent preparation by the student. They are also expected to think critically, and discuss historical issues at a college level. This will result in an in-depth understanding and knowledge of how their nation developed and where it may go in the future. 2 AP US HISTORY A.
New Jersey Student Learning Standards for Social Studies (2014) http://www.state.nj.us/education/cccs/2014/ss/ Standard 6.1 U.S. History: America in the World. All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that re ect fundamental rights and core democratic values as productive citizens in local, national, and global communities. Standard 6.2 World History/Global Studies. All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment a ect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. Standard 6.3 Active Citizenship in the 21st Century. All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address challenges that are inherent in living in an interconnected world. New Jersey Student Learning Standards for English Language Arts Companion Standards in History/Social Studies, Science, and Technical Subjects www.state.nj.us/education/cccs/2016/ela 3 AP US HISTORY A. SKILLS Advanced Placement students are expected to develop the skills of a rst-year college student by the end of the program a. Historical Thinking Skills 1) Chronological reasoning a. historical causation b. patterns of continuity and change over time c. periodization 2) Comparison and Contextualization 3) Crafting Historical Arguments from historical evidence a. historical argumentation b. appropriate use of relevant historical evidence 4) Historical interpretation and synthesis Students will be able to: 1. Demonstrate a knowledge of American History comparing favorably to that of a college student who has completed two semesters’ work in the same subject. 2. Construct major research papers, properly delineated and documented, based on accepted techniques for doing such a paper. 3. Identify the principal interpretations of the major events in American History. 4. Prepare, in a timed period, a valid essay based on a given set of documents. 5. Identify the principal sources of research available to American History students. 6. Indicate a general knowledge of America’s literary, artistic and intellectual history. 7. E ectively use the available technology in the preparation of projects, oral reports, and research papers. 8. Identify the importance of leadership in American society and history. B. Content a. Discovery and Settlement of the New World, 1492-1650 1) Europe in the sixteenth century 2) Spanish, English, and French exploration 3) rst English settlements a) Jamestown b) Plymouth 4) Spanish and French settlements and long-term in uence 5) American Indians 4 AP US HISTORY b. American and the British Empire, 1650-1754 1) Chesapeake country 2) growth of New England 3) restoration colonies 4) mercantilism; the Dominion of New England 5) origins of slavery c. Colonial Society in the Mid-Eighteenth Century 1) social structure a) family b) farm and town life; the economy 2) culture a) Great Awakening b) the American mind c) “Folkways” 3) New immigrants d. Road to Revolution, 1754-1775 1) Anglo-French rivalries and Seven Years’ War 2) imperial reorganization of 1763 a) Stamp Act b) Declaratory Act c) Townshend Acts d) Boston Tea Party e. The American Revolution, 1775-1783 1) Continental Congress 2) Declaration of Independence 3) the war a) French alliance b) war and society; Loyalists c) war economy 4) Articles of Confederation 5) Peace of Paris 6) creating state governments a) political organization b) social reform; women, slavery f. Constitution and New Republic, 1776-1800 1) Philadelphia Convention: drafting the Constitution 2) Federalists versus Anti-Federalists 3) Bill of Rights 4) Washington’s presidency a) Hamilton’s nancial program b) foreign and domestic di culties c) beginnings of political parties 5) John Adams’ presidency 5 AP US HISTORY a) Alien and Sedition Acts b) XYZ a air c) Election of 1800 g. The Age of Je erson, 1800-1816 1) Je erson’s presidency a) Louisiana Purchase b) Burr conspiracy c) the Supreme Court under John Marshall d) neutral rights, impressments, embargo 2) Madison 3) War of 1812 a) causes b) invasion of Canada c) Hartford Convention d) conduct of the war e) Treaty of Ghent f) New Orleans h. Nationalism and Economic Expansion 1) James Monroe; Era of Good Feelings 2) Panic of 1819 3) settlement of the West 4) Missouri Compromise 5) foreign a airs: Canada, Florida, the Monroe Doctrine 6) Election of 1824: end of Virginia dynasty 7) economic revolution a) early railroads and canals b) expansion of business 1. beginnings of factory system 2. early labor movement; women 3. social mobility; extremes of wealth c) the cotton revolution in the South d) commercial agriculture i. Age of Jackson, 1828-1848 1) democracy and the “common man” a) expansion of su rage b) rotation in o ce 2) second party system a) Democratic Party b) Whig Party 3) internal improvements and states’ rights: the Maysville road veto 4) the Nulli cation Crisis a) tari issue b) the Union: Calhoun and Jackson 5) The Bank War: Jackson and Biddle 6) Martin Van Buren 6 AP US HISTORY a) independent treasury system b) Panic of 1837 j. Territorial Expansion and Sectional Crisis 1) Manifest Destiny and mission 2) Texas annexation, the Oregon boundary, and California 3) James K. Polk and the Mexican war; slavery and the Wilmot Proviso 4) later expansionist e orts k. Creating An American Culture 1) cultural nationalism 2) education reform/professionalism 3) religion; revivalism 4) Utopian experiments: Mormons, Oneida Community 5) Transcendentalists 6) national literature, art, architecture 7) reform crusades a) feminism; roles of women in the nineteenth century b) abolitionism c) temperance d) criminals and the insane l. Sectionalism 1) the South a) cotton kingdom b) Southern trade and industry c) Southern society and culture 1. gradations of White society 2. nature of slavery: “peculiar institution” 3. the mind of the South 2) the North a) Northeast industry 1. labor 2. immigration 3. urban slums 3) Westward expansion a) advance of agricultural frontier b) signi cance of the frontier c) life on the frontier; squatters d) removal of American Indians m. The 1850s: Decade of Crisis 1) Compromise of 1850 2) Fugitive Slave Act and Uncle Tom’s Cabin 3) Kansas-Nebraska Act and realignment of parties a) demise of the Whig Party b) emergence of the Republican Party 7 AP US HISTORY 4) Dred Scott decision and Lecompton crisis 5) Lincoln-Douglas debates, 1858 6) John Brown’s raid 7) the election of 1860; Abraham Lincoln 8) the secession crisis n. Civil War 1) the Union a) mobilization and nance b) civil liberties c) Election of 1864 2) the South a) confederate constitution b) mobilization and nance c) states’ rights and the Confederacy 3) foreign a airs and diplomacy 4) military strategy, campaigns, and battles 5) the abolition of slavery a) Con scation Acts b) Emancipation Proclamation c) Freedmen’s Bureau d) Thirteenth Amendment 6) e ects of the war on society a) in ation and public debt b) role of women c) devastation of the South d) changing labor patterns o. Reconstruction to 1877 1) Presidential plans: Lincoln and Johnson 2) radical Congressional plans a) civil rights and the Fourteenth Amendment b) military reconstruction c) impeachment of Johnson d) African American su rage: the Fifteenth Amendment 3) Southern state governments: problems, achievements, weaknesses 4) Compromise of 1877 and the end of Reconstruction p. New South and the Last West 1) politics in the New South a) the Redeemers b) Whites and African Americans in the New South c) subordination of freed slaves: Jim Crow 2) Southern economy; colonial status of the South a) sharecropping b) industrial stirrings 8 AP US HISTORY 3) cattle kingdom a) open-range ranching b) day of the cowboy 4) building the Western railroad 5) subordination of American Indians: dispersal of tribes 6) farming the plains; problems in agriculture 7) mining bonanza q. National Politics, 1877-1896: The Gilded Age 1) a conservative presidency 2) issues a) tari controversy b) railroad regulation c) trusts 3) agrarian discontent 4) Crisis of 1890’s a) populism b) silver question c) election of 1896: McKinley vs Bryan r. Industrialization and Corporate Consolidation 1) industrial growth: railroads, iron, coal, electricity, steel, oil, banks 2) laissez-faire conservatism a) gospel of wealth b) myth of the “self-made man” c) social Darwinism; survival of the ttest d) social critics and dissenters 3) e ects of technological development on worker/workplace 4) union movement a) Knights of Labor and American Federation of Labor b) Haymarket, Homestead, and Pullman s. Urban Society 1) lure of the city 2) immigration 3) city problems a) slums b) machine politics 4) awakening conscience; reforms a) social legislation b) settlement houses: Jane Addams and Lillian Wald c) structural reforms in government t. Intellectual and Cultural Movements 1) education a) colleges and universities b) scienti c advances 9 AP US HISTORY 2) professionalism and the social sciences 3) realism in literature and art 4) mass culture a) use of leisure b) publishing and journalism u. Foreign Policy; Imperialism 1865-1914 1) Seward and the purchase of Alaska 2) the new imperialism a) Blaine and Latin America b) International Darwinism: missionaries, politicians, and naval expansionists c) Spanish-American War 1. Cuban independence 2. debate on Philippines 3) the Far East: John Hay and the Open Door 4) Theodore Roosevelt a) the Panama Canal b) Roosevelt Corollary c) Far East 5) Taft and dollar diplomacy 6) Wilson and moral diplomacy v. Progressive Era 1) origins of progressivism a) progressive attitudes and motives b) Muckrakers c) social gospel 2) municipal, state, and national reforms a) political: su rage b) social and economic: regulation 3) socialism: alternatives 4) Black America a) Washington, Du Bois, and Garvey b) urban migration c) civil rights organizations 5) women’s role: family, work, education, unionization, and su rage 6) Roosevelt’s square deal a) managing the trusts b) conservation 7) Taft a) Pinchot-Ballinger controversy b) Payne-Aldrich Tari 10 AP US HISTORY 8) Wilson’s new freedom a) tari s b) banking reform c) Antitrust Act of 1914 w. The First World War 1) problems of neutrality a) submarines b) economic ties c) psychological and ethnic ties 2) preparedness and paci sm 3) mobilization a) ghting the war b) nancing the war c) war boards d) propaganda, public opinion, civil liberties 4) Wilson’s fourteen points a) Treaty of Versailles b) rati cation ght 5) postwar demobilization a) red scare b) labor strife x. New Era: The 1920s 1) Republican governments a) business creed b) Harding scandals 2) economic development a) prosperity and wealth b) farm and labor problems 3) new culture a) consumerism: automobile, radio, movies b) women, the family c) modern religion d) literature of alienation e) jazz age f) Harlem Renaissance 4) con ict of cultures a) prohibition, bootlegging b) nativism c) Ku Klux Klan d) religious fundamentalism versus modernists 5) myth of isolation a) replacing the League of Nations b) business and diplomacy 11 AP US HISTORY y. Depression, 1929-1933 1) Wall Street crash 2) depression economy 3) moods of despair a) agrarian unrest b) bonus march 4) Hoover-Stimson diplomacy; Japan z. New Deal 1) Franklin D. Roosevelt a) background, ideas b) philosophy of New Deal 2) 100 days; “alphabet agencies” 3) Second New Deal 4) critics, left and right 5) rise of CIO; labor strikes 6) Supreme Court ght 7) Recession of 1938 8) American people in the Depression
a) social values, women, ethnic groups b) Indian Reorganization Act c) Mexican American deportation d) the racial issue aa. Diplomacy in the 1930s 1) Good Neighbor Policy: Montevideo, Buenos Aires 2) London Economic Conference 3) disarmament 4) isolationism: neutrality legislation 5) aggressors: Japan, Italy and Germany 6) appeasement 7) rearmament: Blitzkrieg; Lend-Lease 8) Atlantic Charter 9) Pearl Harbor bb. The Second World War 1) organizing for war a) mobilizing production b) propaganda c) internment of Japanese Americans 2) the war in Europe, Africa, and the Mediterranean; D-Day a) the Holocaust 3) the war in the Paci c: Hiroshima, Nagasaki 4) diplomacy a) war aims b) wartime conferences: Teheran, Yalta, Potsdam 5) postwar atmosphere; the United Nations cc. Truman and the Cold War 12 AP US HISTORY 1)
2)
3)
4)
post-war domestic adjustments the Taft-Hartley Act civil rights and the Election of 1948 containment in Europe and the Middle East a) Truman Doctrine b) Marshall Plan c) Berlin crisis d) NATO 5) revolution in China 6) limited war: Korea, MacArthur dd. Eisenhower and Modern Republicanism 1) domestic frustrations; McCarthyism 2) civil rights movement a) The Warren Court and Brown v. Board of Education b) Montgomery bus boycott c) Greensboro sit-in 3) John Foster Dulles’ foreign policy a) crisis in Southeast Asia b) massive retaliation c) nationalism in Southeast Asia, the Middle East, Latin America d) Khrushchev and Berlin 4) American people: homogenized society a) prosperity: economic consolidation b) consumer culture c) consensus of values 5) space race ee. Kennedy’s New Frontier; Johnson’s Great Society 1) new domestic programs a) tax cuts b) war on poverty c) a rmative action 2) civil rights and civil liberties a) African Americans: political, cultural, and economic roles b) the leadership of Martin Luther King, Jr. c) resurgence of feminism d) the new left and the counterculture e) emergence of the Republican Party in the South f) the Supreme Court and the Miranda decision 3) War in Vietnam 1954-1968 . Nixon 1) Election of 1968 2) Nixon-Kissinger foreign policy a) Vietnam: 1968-1975 escalation and pullout b) China: restoring relations c) Soviet Union: détente 3) New Federalism 13 AP US HISTORY 4) Supreme Court and Roe v. Wade 5) Watergate crisis and resignation gg. The United States since 1974 1) the New Right and the conservative social agenda 2) Ford and Rockefeller 3) Carter a) deregulation b) energy and in ation c) Camp David accords d) Iranian hostage crisis hh. President Ronald Reagan 1) 1980, 1984 election issues 2) biography 3) the Reagan Revolution - Reagonomics a) supply side economics b) federal tax reduction c) cuts in federal spending 4) reduced regulation of business and industry 5) decline of labor unions’ power 6) increasingly large federal de cit 7) increased military spending 8) solidi cation of the conservative voters coalition 9) 1987 Stock Market Crash 10) savings and loan industry ii. President George Bush 1) 1988 election issues 2) biography 3) health issues a) AIDS b) abortion c) drug use 4) education issues 5) urban crisis 6) equal rights struggle a) women and pay equality b) a rmative action c) Latinos d) Asian Americans 7) Operation Desert Shield and Operation Desert Storm jj. President William Je erson Clinton 1) 1992, 1996 election issues 2) biography 3) rising tide of prosperity 4) whitewater scandal 5) problems over managed health care 6) passage of Brady Handgun Bill and the Anti Crime Bill 14 AP US HISTORY 7) reduction in crime 8) signing of the North American Free Trade Agreement (NAFTA) 9) welfare reform legislation 10) involvement in Bosnia 11) full diplomatic relations with Vietnam 12) availability of the Internet and CD-Rom technology 13) genetic engineering 14) changing immigrant population 15) the aging baby boomers and their problems 16) impeachment issues and results kk. President George W. Bush 1) 2000, 2004 election issues 2) biography 3) the 2001-2002 recession 4) attack on America, September 11, 2001 5) coping with terrorism at home and abroad 6) war in Afghanistan 7) Iraq war 8) Bush doctrines 9) Hurricane Katrina 10) global economic crisis ll. President Barack Obama 1) 2008 election issues 2) biography 3) recession 4) Iraq War 5) war in Afghanistan II.
PROFICIENCY LEVELS This course is the Advanced Placement level of eleventh grade United States History course. IV.
METHODS OF ASSESSMENT 1. Student Assessments a. Homework b. Individual oral presentations c. Technology-based project d. Group projects and reports e. Alternate assessments f. Use of the Internet g. Research papers h. Tests and quizzes 15 AP US HISTORY i. Document-Based Question essays and free-response essays j. Primary and secondary readings k. Class participation l. Summer reading and writing assignments m. Quarterly Benchmark Assessments n. Debates, Socratic Seminars, & class discussion o. Stimuli based Multiple Choice Questions p. Project Based Assessments 2. Teacher/Curriculum assessment Throughout the academic year, the teacher and the supervisor will continually discuss the curriculum to assess changes and needs. The teacher is always encouraged to make suggestions for improvement. The supervisor may also request an annual meeting or written review from the teacher for suggestions or modi cations. V. GROUPING The Advanced Placement United States History is limited to students who are recommended by their social studies teacher, maintain a A- or better average in the previous course of study, and/or meet the criteria outlined below based upon teacher evaluation. a. Possesses curiosity, is a keen observer, gets involved b. Shows strong intellectual ability in functions such as conceptualizing and reasoning. c. Is self-directed and perseveres to meet classroom requirements. d. Learns easily and e ciently; retains and uses information. e. Student completes assignments accurately and on time. f. Is inquisitive, asks questions. g. Has a pronounced ability to concentrate for long periods of time. h. Can express oneself in writing. i. Is a frequent participant in class. j. Demonstrates maturity and responsible behavior in the classroom. k. Demonstrates motivation, interest, enthusiasm and e ort in class. l. Demonstrates pro ciency in using technology for research and oral presentation. 16 AP US HISTORY VI. ARTICULATION/SCOPE – SEQUENCE/TIME FRAME This course is a full-year course that meets for 56 minutes on a rotating block schedule. VII. RESOURCES A. Speakers The teacher will work with the administration to obtain speakers that pertain to and enhance the curriculum. Community resources, such as parents and local organizations and businesses, may be potential sources. Also, the New Jersey Speakers Bureau can be contacted. B. References 1. DVD’s – The social studies o ce maintains the DVD’s for teacher/ student use for the appropriate units. 2. DVD’s – The high school library maintains all of these and supplies a complete list to the faculty. 3. Textbook references and other reference materials – The social studies o ce maintains these materials for teacher use, including electronic media materials. 4. Internet sources available in the classroom and the library. 5. Teacher will develop and modify resources according to topics in the Advanced Placement test. C. Supplies/Materials The social studies o ce maintains some supplies and the teacher can request that supplies and materials be included in the annual budget request. D. Textbooks Cobbs, Elizabeth, Gjerde, Jon. Major Problems in American History Volume I: to 1877 and Volume II – Since 1865 Houghton Mi in Company, New York, 2007 Dinnerstein, Leonard, Jackson, Kenneth T. American Vistas Volume I 1607-1877 & Volume II 1877-Present Oxford University Press, New York, 1995 17 AP US HISTORY Kennedy, David M., Cohen, Lizabeth, Bailey, Thomas A., The American Pageant Wadsworth Cengage Learning, Boston 2006 Newman, John J., Schmalbach, John M. United States History: Preparing for the Advanced Placement Examination – Amsco School Publications, New York, 2006 E. Supplemental Reading The social studies o ce has complete classroom sets of additional reading, which can be used as needed. Additional titles will be ordered upon request and included in the annual budget request. Ellis, Joseph J., Founding Brothers, Random House, New York, 2000 Hofstadter, Richard, The American Political Tradition, Vintage Press, 1989 Remini, Robert V., A Short History of the United States, Harper Perennial, New York, 2009 Zinn, Howard, A People’s History of the United States, Harper Perennial, New York, 2005 VIII. Technology http://www.state.nj.us/education/cccs/2014/tech/ 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. A. Technology Operations and Concepts 8.1.12.A.2 B. Creativity and Innovation 8.1.12.B.1 C. Communication and Collaboration 8.1.12.C.1 D. Digital Citizenship 8.1.12.D.4 E. Research and Information Literacy 8.1.12.E.2 18 AP US HISTORY F. Critical Thinking, Problem Solving, and Decision-Making 8.1.12.F.2 8.2 Technology Education, Engineering, and Design: All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and the environment. A. Nature of Technology: Creativity and Innovation 8.2.12.A.1 B. Design: Critical Thinking, Problem Solving, and Decision-Making 8.2.12.B.3 C. Technological Citizenship, Ethics, and Society 8.2.12.C.3 D. Research and Information Fluency 8.2.12.D.1 E. Communication and Collaboration 8.2.12.E.1 F. Resources for a Technological World 8.2.12.F.1 G. The Designed World 8.2.12.G.1 IX.
METHODOLOGIES This Advanced Placement course is for those who meet its standards and criteria. There will be a range of academic abilities and learning styles for which the teacher must use a variety of instructional methods. The following are suggestions, not limits, as to what a teacher will do. 1.
2.
3.
4.
5.
Individualized assignments Group work of all types Computer and technology use DVD’s Di erentiated instruction
X.
SUGGESTED ACTIVITIES Making appropriate adjustments to content, teaching strategies, expectations of student mastery, and scope and sequence is necessary in educating gifted students. Gifted students are more likely to develop study and production skills, experience success and struggle, and feel challenged in a classroom setting that encourages learners to master information more quickly. Teaching strategies that will help gifted students do well include the following: 19 AP US HISTORY 1. Interdisciplinary and problem-based assignments with planned scope and sequence 2. Internship, mentorship, and other forms of apprenticeship 3. Advanced, accelerated, or compacted content 4. Abstract and advanced higher-level thinking activities 5. Allowance for individual students’ interests 6. Assignments geared to development in areas of a ect, creativity, cognition and research skills 7. Complex, in-depth assignments 8. Diverse enrichment that broadens learning 9. Variety in types of resources 10. Community involvement in student learning 11. Projects that focus on cultural diversity Speci c instructional approaches and arrangements for gifted education include acceleration, enrichment, and grouping. XI. INTERDISCIPLINARY CONNECTIONS The Advanced Placement United States History teacher will consult with the Advance Placement English teacher to develop cross-content connections such as writing assignments, cultural history, technology use, supplemental reading assignments, and research. Additionally, the art and music departments can be consulted to provide information, teach classes, or develop other creative lessons to implement the social studies program and improve the scores of students taking the Advanced Placement exam. XII. DIFFERENTIATING INSTRUCTION FOR STUDENTS WITH SPECIAL NEEDS: STUDENTS WITH DISABILITIES, ENGLISH LANGUAGE LEARNERS, AND GIFTED & TALENTED STUDENTS Di erentiating instruction is a exible process that includes the planning and design of instruction, how that instruction is delivered, and how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students’ prior knowledge. By providing appropriately challenging learning, teachers can maximize success for all students. Examples of Strategies and Practices that Support Students with Disabilities 20 AP US HISTORY • Use of visual and multi-sensory formats • Use of assisted technology • Use of prompts • Modi cation of content and student products • Testing accommodations • Authentic assessments Gifted & Talented Students • Adjusting the pace of lessons • Curriculum compacting • Inquiry-based instruction • Independent study • Higher-order thinking skills • Interest-based content • Student-driven instruction • Real-world problems and scenarios English Language Learners • Pre-teaching of vocabulary and concepts • Visual learning, including graphic organizers • Use of cognates to increase comprehension • Teacher modeling • Pairing students with beginning English language skills with students who have more advanced English language skills • Sca olding •word walls •sentence frames •think-pair-share •cooperative learning groups •teacher think- aloud XIII. 21st CENTURY LIFE AND CAREERS Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. http://www.state.nj.us/education/cccs/2014/career/ 21 AP US HISTORY 9.2 CAREER AWARENESS, EXPLORATION, AND PREPARATION C . CAREER PREPARATION: 9 .2.12.C.1, 9.2.12.C.2, 9.2.12.C.3, 9.2.12.C.4, 9.2.12.C.5, 9.2.12.C.6, 9.2.12.C.7, 9.2.12.C.8, 9.2.12.C.9 XIV.
PROFESSIONAL DEVELOPMENT The teacher will continue to improve his/her expertise through participation in a variety of professional development opportunities as provided by the Board of Education as per the PDP/150 hours requirements. 22 AP US HISTORY Class AP US History First Quarter ● Civil War & Reconstruction ● Final Frontier & New Imperialism ● Gilded Age & Progressivism Second Quarter ● Gilded Age & Progressivism – con’t ● World War I & Roaring Twenties ● Great Depression/New Deal Third Quarter ●
●
●
World War II US Foreign Policy & The Cold War Beatniks/Hippies: 50s & 60s domestic Fourth Quarter ●
●
●
●
Nixon & the New Right AP Exam Review Social Activism & Economic Literacy Research Presentations 23