Download Advanced Placement United States History - Mr - Eric

Advanced Placement United States History - Mr. Roberts - Syllabus 2009/10
Room 214
Email: [email protected]
Required Text: The American Pageant, by David M. Kennedy, Lizabeth Cohen, and Thomas A.
Bailey, et. al., Boston: Houghton Mifflin; 13th AP Ed., 2006.
Secondary Texts: Discovering the Global Past, by Merry E. Wiesner et. al., New York: Houghton
Mifflin, 3rd Ed. Volumes 1 &2, 2007.
Assessment Homework –
 Assigned readings from The American Pageant with assignments
 Class presentations & Group Work
 Document-Based Essay Questions (DBQ)
 Essays focusing on AP United States Themes (APT)
 AP World History Binders and notebooks
 Participation
Chapter Quests – (Quiz/Tests)
Exams – Upon completion of each Unit.
Course Overview- (From the AP College Board)
The AP U.S. History course is designed to provide students with the analytic skills and
factual knowledge necessary to deal critically with the problems and materials in U.S.
history. The program prepares students for intermediate and advanced college courses
by making demands upon them equivalent to those made by full-year introductory
college courses. Students should learn to assess historical materials—their relevance to
a given interpretive problem, reliability, and importance—and to weigh the evidence
and interpretations presented in historical scholarship. An AP U.S. History course
should thus develop the skills necessary to arrive at conclusions on the basis of an
informed judgment and to present reasons and evidence clearly and persuasively in
essay format.
Course MethodologyWe have a ton of material to cover. We will cover a majority of The American Pageant textbook. We will
not only focus on content but, we have to allow for a large amount of time to work on your essay writing.
The AP test will contain multiple choice questions as well as 2 essays and a document based question. You
must be familiar with both the subject matter you discuss in your essays and the format in which they are
written. Because time will be at such a premium, we will often not be able to review the readings in the
textbook. You will be on your own for somethings, but ahhhh…such is college. Welcome to the world of
higher learning! An important part of what you will learn in this course is the demand for discipline that most
college courses require.
You will chapter quests (like quiz/tests) to monitor your progress and understanding of the material, as well
as major tests at the end of each unit. In addition, I will be available for extra help after school. Make sure
you arrange the time with me in advance. From time to time, I will be offering reading circles after school
and on Saturdays for students who are struggling or just want the review.
Make-Up Policy Make-up tests and quizzes will only be allowed if the student has a signed note from a parent or guardian,
turned into the attendance office in room 109, indicating and excused absence.
Class Participation and Contribution When everyone is involved in the class, it makes for a much more interesting environment. Contributions
include class participation in discussion & group work; asking relevant questions, bring in material to share
with the class, etc. The bottom line is that you want me to remember you when I am grading.
Notebooks and Binders Taking notes is and being organized is an essential part of a successful academic career. You are required to
keep all homework, class notes, and handouts (course calendars, rubrics, maps) in your binders and one
subject notebook. Your notes and assignments will be graded for accuracy and effectiveness. Be prepared to
turn your binders and notebooks at the end of every unit. To reward good note taking, I will occasionally
allow you to use your notebook for some essay exams. You will not be allowed to share your notes and you
may not use photocopied notes. Only the notes in your history notebook will be allowed for tests. If you
lose your binder you will not get any points. No exceptions!
Extras
Students have different ways in which they learn. If you feel like you need extra help, do not hesitate to ask
me! I will make myself available to your needs or refer you to someone who can help. This history course
can move very fast. Do not let yourself get too far behind, because you will find it difficult to catch up. It is
best to address problems or concerns right away.
In addition, if you have ideas for assignments, activities, or classroom structure, please do not hesitate to
speak with me. I try to be flexible and you can have an opportunity to have an impact on your learning
experience.
Ask questions!!! If you don’t understand something, don’t just sit there. I will certainly be asking
you questions and invite you to do the same. Ask during class, after class, or contact me with a note
or email.
CPS Grading Scale
A = 100% - 90%
B = 89% - 80%
C = 79% - 70%
D = 69% - 60%
F = 59% - 0%
United States History Curriculum – Topics to be studied
Below are topics, concepts and terms to be learned from reading each chapter, as well as possible additional
reading.
Unit 1: Colonial History to 1763
The first part of the course is handled by assigning students a series of tasks to complete over the summer
vacation, including:
Reading and note-taking for Chapters 2, 3, and 4 in the Divine textbook
and the completion of questions in the text’s workbook for those chapters
as well.
The completion of a “colonial newspaper.” Students are provided with
newsprint and assigned to create their own newspaper with hard news
articles on a variety of colonies. Students are also required to include
typical features such as interviews, editorials, advertisements, letters to
the editor, and cartoons. The content should approximate the style and
contents of a modern newspaper as closely as possible but be based only
on information from the colonial period.
Reading and not-taking on scholarly monographs from colonial history;
maps, charts, and data on colonial settlement patterns
The first seven classes of the school year are devoted to a debriefing period that
includes an exam on the Divine reading, quizzes on the articles, the collection and
display of the newspapers, and discussions centered on sets of documents gathered
around each of four major colonial history themes: the Salem witch trials, Puritan
beliefs, differences in colonial regional development, and the African American
AP United States History - Mr. Roberts
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experience in colonial America. Students are introduced in these lessons to the
concepts of categorizing documents, recognizing bias in documents, and gleaning
historical evidence from documents. [CR7] An essay interpreting the documents in
context concludes the unit. [CR8]
CR5—Evidence of
Curricular Requirement:
The course uses
themes and/or topics
as broad parameters for
structuring the course.
CR7—Evidence of
Curricular Requirement:
The course includes
extensive instruction
in analysis and
interpretation of a
wide variety of primary
sources.
CR8- Evidence of
Curricular Requirement:
The course provides
students with
frequent practice in
writing analytical and
interpretive essays such
as document-based
questions and thematic
essays.
Unit 2: The American Revolution (1763–1783)
Required Reading:
Chapter 5 in Divine
“The Revolution as a Social Movement” by J. Franklin Jameson [CR6]
The Declaration of Independence
Key Discussion Topics: The origins of resistance; the British response; the decision
for independence; the military course of the war; and peace negotiations.
Special Activities:
“Who Fired That Shot?”—a class analysis and discussion based on
eyewitness accounts of hostilities at Lexington and Concord.
Document Shuffle—the causes of the American Revolution from British,
American, and Tory perspectives. In these small-group sessions, groups of
four or five students are provided with a packet of 12 to 15 documents, a
large piece of newsprint, a glue stick, and a marker. Each group is asked to
distribute the documents equitably, determine the “document messages,”
deciphering the categories into which the documents fall, and submit a
group report on the newsprint. [CR7] Variations on this activity include
requiring students to provide outside information related to some of the
documents, including an “oddball” document that does not fit with the
remaining documents.
First Writing Assignment—Students are given the documents and
questions from the “old-style” Wethersfield DBQ and are asked to
respond, using only the documents, in a paper of 750 words or less. (For
this first attempt, analysis of the documents begins in class.)
Unit 3: The Republican Experiment (1781–1789)
Required Reading:
Chapter 6 in Divine
“Shays’ Rebellion” by Alden T. Vaughn in Historical Viewpoints [CR6]
Secondary sources on the antifederalists
Maps and charts on sources of federalist, antifederalist support
Key Discussion Topics:] The structure of the government under the Articles of
Confederation; weaknesses and accomplishments of the Articles’ government;
foreign affairs in the Confederation period; the nationalist critique and the role
AP United States History - Mr. Roberts
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of Hamilton and Madison; the Constitutional Convention; and the debate over
ratification. [CR1
Special Activities: Document shuffle entitled “Feds vs. Antifeds”—all documents
used here are contemporary letters to newspapers during the ratification debate.
CR1—Evidence of
Curricular Requirement:
The course includes
the study of political
institutions in U.S.
history.
CR6—Evidence of
Curricular Requirement:
The course teaches
students to analyze
evidence and
interpretations presented
in historical scholarship.
CR7—Evidence of
Curricular Requirement:
The course includes
extensive instruction
in analysis and
interpretation of a
wide variety of primary
sources.
Unit 4: The Federalist Era (1788-1800)
Required Reading:
Chapter 7 in Divine
“America, France, and their Revolutions” in Historical Viewpoints
Key Discussion Topics: The new government’s structure; an overview of the
Constitution of 1787; Hamilton versus Jefferson; the rise of political parties; foreign
affairs with Great Britain, France, and Spain; the “Revolution of 1800”
Special Activities:
Document shuffle entitled “Hamilton vs. Jefferson—the Spectrum of
Disagreement” using reader documents
Second take-home DBQ—Students are asked to compare the relative
effectiveness of U.S. foreign policy toward Great Britain and France under
Washington and Adams versus under Jefferson and Madison (1800–1815)
[CR7]
Unit 5: Republicans in Power (1801–1828)
Required Reading:
Chapters 8 and 9 in Divine
“Tecumseh, the Shawnee Prophet and American History” in Retracing the
Past [CR6]
Key Discussion Topics: Jefferson’s imprint; causes and results of the “strange”
War of 1812; [CR3] nationalism cum sectionalism; the demise of the Federalists and
the rise of the two-party system; and the early Industrial Revolution.
Special Activity: Document shuffle—recognizing and differentiating among
aspects of nationalism and sectionalism.
Unit 6: The Jacksonian Era (1828–1840)
Required Reading:
Chapters 10 and 11 in Divine
“Building a Community of Labor: Women, Work and Protest in Lowell”
in Women, Families, and Communities
“Was Jackson Wise to Dismantle the Bank?” in Historical Viewpoints
Key Discussion Topics: Mass democracy; Jackson versus Calhoun; the Bank War;
the Indian removal; the rise of the working class; the Whig alternative; and the
reformist “benevolent empire.”
Special Activity: The third take-home DBQ the College Board’s 1990 Jackson
AP United States History - Mr. Roberts
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DBQ. [CR8]
CR6—Evidence of
Curricular Requirement:
The course teaches
students to analyze
evidence and
interpretations presented
in historical scholarship.
CR3—Evidence of
Curricular Requirement:
The course includes the
study of diplomacy in
U.S. history.
CR7—Evidence of
Curricular Requirement:
The course includes
extensive instruction
in analysis and
interpretation of a
wide variety of primary
sources.
CR8- Evidence of
Curricular Requirement:
The course provides
students with
frequent practice in
writing analytical and
interpretive essays such
as document-based
questions and thematic
essays.
Unit 7: Manifest Destiny and the Mexican War
Required Reading:
Chapter 12 in Divine
Chapter 8 in A People’s History of the United States
Key Discussion Topics: O’Sullivan’s phrase — “Young America” — the lure of
the West (1820–1840); Texas, New Mexico, Utah, and Oregon; Polk and war with
Mexico; and the Treaty of Guadalupe Hidalgo.
Special Activity: Final take-home DBQ—The causes of the Mexican–American war.
Unit 8: The Slave System and the Coming of the
Civil War
Required Reading:
Chapters 13, 14, 15 in Divine
Secondary-source readings on slavery and abolition
“Female Slaves: Sex Roles and Social Status in the Antebellum Plantation
South” in Women, Families, and Communities
Key Discussion Topics: The “peculiar institution” and its impact on the South;
“Helperism;” abolitionism and North–South relations; [CR2] the turbulent 1850s;
“Free Soil” Republicanism; Lincoln; and secession.
Special Activities:
Document Shuffle in which groups categorize the same set of documents
from the points of view of assigned personalities—John Brown, Hinton
Helper, Stephen A. Douglas, Frederick Douglass, President Buchanan.
First in-class DBQ — Five documents, 40 Minutes — “Radicals in both
the North and South made the Civil War inevitable by 1861.”
Unit 9: The Civil War and Reconstruction
(1861–1877)
Required Reading:
Chapters 15 and 16 in Divine
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“Freed Women?” by Jacqueline Joves in Women, Families, and
Communities
“Why They Impeached Andrew Johnson” by David Donald in Historical
Viewpoints
CR2—Evidence of
Curricular Requirement:
The course includes
the study of social and
cultural developments in
U.S. history.
“The View from the Bottom Rail” in After the Fact
Key Discussion Topics: The South’s chance of victory; a question of leadership;
Lincoln versus Davis; emancipation; the military course of the war in brief;
Reconstruction; the sharecropping system; the “crime” of ’76; and the Compromise
of 1877.
Special Activities:
Review Document Shuffle—Student groups are asked to categorize
documents representing a series of events of the 1850s, 1860s, and 1870s
through the eyes of a freedman, a Ku Klux Klan member, Andrew
Johnson, Thaddeus Stevens, and W. E. B. Du Bois. [CR7]
Maps and charts on Southern agriculture patterns
First in-class non-DBQ free-response essay — Students are given three
topics to research over the holiday vacation and will be asked to answer
an essay question based on one of them on their first first day back from
vacation. The topics usually are review topics selected from major events
as early as the Revolutionary period.
Unit 10: The Gilded Age (1865-1900)
Required Reading:
Chapters 17, 18, 19, and 20 in Divine
“Robber Barons and Rebels” in Chapter 11 of A People’s History
Key Discussion Topics: Settling the West: a question of exploitation; laissezfaire
and social Darwinism; the rise of the industrialists; labor’s response; urbanization;
immigration and “Tweedism”; the “Social Gospel” [CR2]; the politics of the 1890s:
big government Republicans and the Populists.
Special Activity: Document Shuffle—Events of the Gilded Age as seen through
the eyes of Bryan, Coxey, and Debs.
Mid-year Exam
Our mid-year exam is part academic, part social, and part “trial run” for the actual
AP Examination in May. Its format is exactly the same as the May exam except
that it covers material only to the year 1900 or so. The exam is given in the library
(where the May exam will be administered) and is interrupted after the multiplechoice
portion for a dinner prepared by the instructor. Essays and DBQs are the
“dessert.” Topics reflect the themes of the course laid out on page 1.
Unit 11: The Progressive Era (1900-1917)
Required Reading:
Chapters 22 and 23 in Divine
CR2—Evidence of
Curricular Requirement:
The course includes
the study of social and
cultural developments in
U.S. history.
CR7—Evidence of
Curricular Requirement:
The course includes
extensive instruction
in analysis and
interpretation of a
wide variety of primary
AP United States History - Mr. Roberts
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sources.
“The Fight for Woman’s Suffrage: An Interview with Alice Paul” in
Historical Viewpoints
“The Socialist Challenge” in A People’s History
Key Discussion Topics: Progressivism: a ferment of ideas; the “muckrakers”;
“trustbusting”; the “Social Justice” movement; the “Purity” crusade; state and local
reforms; women’s suffrage; the progressive presidents — Teddy Roosevelt, Taft,
and Wilson; the “Square Deal” and the “New Freedom.”
Unit 12: Foreign Policy (1898–1920)
Required Reading:
Chapters 21 and 24 in Divine
“The Needless War with Spain” in Historical Viewpoints
Key Discussion Topics: The imperialist arguments; war with Spain and the
Philippine institution; Teddy Roosevelt; the corollary and Panama; “Dollar
Diplomacy”; moral diplomacy; neutrality (1914-1917); “Over There”; “Over Here”;
and the treaty controversy. [CR3]
Special Activity: In-class DBQ—40 minutes using the DBQ from the AP Exam
in 1991. [CR8]
Unit 13: The Roaring ’20s
Required Reading:
Chapter 25 in Divine
“Sacco and Vanzetti: The Case of History vs. Laws” in After the Fact
Key Discussion Topics: Harding, Coolidge, and Hoover: “Republican Orthodoxy”;
normalcy; the “Red Scare”; immigration legislation; the “new” Ku Klux Klan; the
Harlem Renaissance and Countee Cullen; the crash of the stock market and the
onset of the Great Depression; and Hoover and Voluntarism.
Special Activity: Document Shuffle in which groups are asked to categorize
documents representing key issues of the 1920s from either a “traditional rural”
or “modern urban” point of view.
Unit 14: The Great Depression (1929–1940)
Required Reading:
Chapter 26 in Divine
Twelve readings from the Golden Owl Publishing Company’s Jackdaw
entitled “The New Deal,” which include all six “Broadsheet” essays on
various aspects of the Depression and New Deal as well as the transcript
CR3—Evidence of
Curricular Requirement:
The course includes the
study of diplomacy in
U.S. history.
CR8- Evidence of
Curricular Requirement:
The course provides
students with
frequent practice in
writing analytical and
interpretive essays such
as document-based
questions and thematic
essays.
of a “fireside chat,” a speech by Huey Long, and entries from Harry
Hopkins’s diary, among other items.
Key Discussion Topics: The origins and effects of the Great Depression; [CR4]
Hoover’s “Voluntarism” approach; Franklin Roosevelt and the “Hundred Days”;
relief, recovery, and reform; critics of the New Deal — the “Economic Royalists”
on the right and Long, Townsend, and Coughlin; the Supreme Court fight and the
end of the New Deal.
AP United States History - Mr. Roberts
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Special Activities:
Small-group Document Shuffle entitled: “The New Deal: Measures and
Criticisms.”
In-class DBQ using the documents and question from the 1984 AP Exam
which asked students to characterize FDR and Hoover in terms of the
labels of “liberal” and “conservative.”
Unit 15: America and the World
(1921–1945)
Required Reading:
Chapter 27 in Divine.
A packet of op-ed and magazine pieces collected during the year 1995
leading up to the fiftieth anniversary of the bombings of Hiroshima and
Nagasaki and reflecting the disagreement over whether the bombings
were justified
Key Discussion Topics: Isolationism, pacifism, and neutrality and their ramifications
for U.S. policy in Europe, Latin America, and Asia during the 1920s and
early 1930s; neutrality legislation of the 1930s; undeclared war in Europe and
the course of U.S.–Japanese relations in the late 1930s; Pearl Harbor; halting the
German blitz; turning the tide in the Pacific and the decision to drop the A-bomb;
[CR3] the war on the home front; wartime diplomacy.
Special Activity: Debate—Resolved: “Harry S. Truman was a War Criminal.”
Unit 16: Truman, Ike, and JFK: The Cold Warriors
(1945–1963)
Required Reading:
Chapters 28 and 30 in Divine
Key Discussion Topics: Cold War in Europe; the beginning of atomic diplomacy;
containment (Truman Doctrine, Marshall Plan, NATO); crisis in Berlin; the Cold
War expands: the loss of China and the Korean War; the Cold War at home:
McCarthyism; Ike, Dulles, and the Cold War in Asia, the Middle East, and Latin
CR3—Evidence of
Curricular Requirement:
The course includes the
study of diplomacy in
U.S. history.
CR4—Evidence of
Curricular Requirement:
The course includes the
study of economic trends
in U.S. history.
America; JFK and “flexible response”: the Second Berlin Crisis; the Cuban missile
crisis.
Special Activity: In-class review essay. Students are given three topics to review
over a weekend and write a non-DBQ essay on one of them. Review topics: The
Great Depression and the New Deal; isolationism, neutrality, and World War II.
Unit 17: From the Fair Deal to the Great Society:
The Triumph of Reform (1945–1968)
Required Reading:
Chapter 29 in Divine
“Desegregating the Schools” by Liva Barker in Historical Viewpoints
Key Discussion Topics: The postwar economic boom and the rise of the suburbs;
did the 1950s represent the true “good life”?; [CR4] the civil rights struggle; the New
Frontier; the Warren court; and the Great Society’s War on Poverty.
Special Activity: Over a weekend, students are given short biographical sketches
AP United States History - Mr. Roberts
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of 10 important historical figures from the 1950s and 1960s. They are also given
10 quotations taken from the writing and speeches of the same 10 figures. The
students’ assignment is to write a paper of two to three pages attributing the quotes
to the proper author and explaining why the attributions are the correct ones. The
task is made more difficult by the inclusion of people with fairly similar views,
such as Thurgood Marshall and Earl Warren.
Unit 18: Protest and Turmoil: Vietnam and Watergate
Required Reading:
Chapters 30 and 31 in Divine
“Instant Watergate: Footnoting the Final Days” in After the Fact
Key Discussion Topics: Involvement and escalation in Vietnam; Vietnam dilemma
and stalemate; the student revolt; Black Power and Women’s Lib; the election
of 1968; Nixon, Kissinger — ending the Vietnam War; the election of 1972; and
Watergate.
Special Activity: In-class practice DBQ using the DBQ from the May 1995 AP
Exam to review the past two units. [CR8]
Unit 19: Malaise: Ford, and Carter in the Seventies
Required Reading:
Chapter 32 in Divine
•
•
•
•
•
CR4—Evidence of
Curricular Requirement:
The course includes the
study of economic trends
in U.S. history.
CR8- Evidence of
Curricular Requirement:
The course provides
students with
frequent practice in
writing analytical and
interpretive essays such
as document-based
questions and thematic
essays.
10
Key Discussion Topics: OPEC and the oil shock; inflation and the new economy;
the start of affirmative action; setbacks and gains for women; the election of 1976;
Carter; [CR1] Sadat; Khomeini; and disillusionment and the renewed Cold War.
Special Activity: Document shuffle in which groups are asked to differentiate
among statements and policies of the two one-term presidents of the 1970s—Ford
and Carter.
Unit 20: A 10-Day Review for the AP U.S.
History Exam
The two chief aspects of the review period are the assignment of three or four
chapters per night for review and a quiz made up of 10–15 multiple-choice questions
taken from the 1984 and 1988 exams to be given the next morning, graded
immediately, and discussed. For the remaining 25-30 minutes of each class, an
essay question or DBQ is placed on the board (selected to dovetail with the previous
night’s review chapters), and the class analyzes, brainstorms, and outlines an
answer to it.
AP United States History - Mr. Roberts
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After the exam, the class prepares for the Regents Exam in late June. First, the
class studies a series of 10–12 lessons on the Constitution and U.S. government.
Finally, the class culminates with practice in answering Regents-style essays.
Unit I – (Foundations: Circa 8000 B.C.E. - 600 C.E.)
September
Week 1 – 4 days
Week 2 – 5 days
Week 3 – 4 days
September / October
Week 4 – 5 days
Week 5 – 5 days
Week 6 – 4 days
Week 7 – 4 days (2 days on Foundations)
Readings: Chapter 1 – From the Origins of Agriculture to the First River-Valley Civilizations,
8000-1500 B.C.E.; Chapter 2 – New Civilizations in the Eastern and Western Hemispheres, 2200250 B.C.E.; Chapter 3 – The Mediterranean and The Middle East, 2000-500 B.C.E.; Chapter 4 –
Greece & Iran, 1000-30 B.C.E.; Chapter 5 – An Age of Empires: Rome and Han China, 753 B.C.E.600 C.E.; Chapter 6 – India and Southeast Asia, 1500 B.C.E.-600 C.E.; Chapter 7 – Networks of
Communication and Exchange, 300 B.C.E.-600 C.E.
Focus questions: What is “civilization”? Who is “civilized”? Does change occur by diffusion or
independent invention?
Concepts to be covered: Basic themes of AP world history, Habits of Mind, Review of C/C &
DBQ Essay formats, How to read & evaluate primary sources, Questions of periodization, the
impact of climate and geography on the development of human society, Basic features of early
civilizations (Mesopotamia, Egypt, Indus, Shang; Mesoamerica & Andean), as well as issues involved
in using “civilization” as an organizing principle, Basic geographical regions and features.
Outside Readings: Guns, Germs, & Steel by Jarred Diamond
Essays: C/C Compare environmental conditions of the Han & Rome and its effect on the
development of Technology (Using Conrad-Demarest Model of Empires chart)
DBQ – Spread of Buddhism in China
Unit II – (600 C.E. - 1450)
Week 7 – 4 days (2 days on 600-1450)
Week 8 – 5 days
November
Week 9 – 4 days (End of Quarter)
Week 10 – 4 days
Week 11– 4 days
Week 12 – 3 days
November / December
Week 13 – 4 days
Week 14 – 5 days (3 days = 600-1450)
Readings: Chapter 8 – The Rise of Islam, 600-1200; Chapter 9 – Christian Societies Emerge in
Europe, 600-1200; Chapter 10 – Inner and East Asia 600-1200; Chapter 11 – Peoples and
Civilizations of the Americas, 600-1500; Chapter 12 – Mongol Eurasia and its Aftermath, 1200-1500;
AP United States History - Mr. Roberts 10
Chapter 13 – Tropical Africa and Asia, 1200-1500; Chapter 14 – The Latin West, 1200-1500;
Chapter 15 – The Maritime Revolution, to 1550.
Focus questions: Should we study cultural areas or states? Did changes in this period occur form
the effects of nomadic migration or urban growth? Was there a world economic during this period?
Concepts to be covered: Basic themes of AP world history, Habits of Mind, Review of C/C &
CCOT Essay formats, Questions of periodization, The Islamic World, the Crusades, and Schism in
Christianity, Silk Road trade networks, Chinese model and urbanization, Compare European &
Japanese Feudalism, Mongols across Eurasia and urban destruction in Southwest Asia, Black Death,
Compare Bantu and Polynesian migrations, Great Zimbabwe and Mayan empires and urbanization,
Aztec versus Incan Empires, Basic geographical regions and features.
Outside Readings: “Two Faces of “Holy war”; Christians & Muslims (1095-1270)” from Discovering
the Global Past: A Look at the Evidence by Mary Weisner, et al.
Essays: C/C Impact of Mongol Rule on (2) China, Middle East, Russia
CCOT – Pattern of interaction along the Silk Roads 200 BCE to 1450
Unit III – (1450 - 1750)
Week 14 – 5 days (2 Days on 1450-1750)
Week 15 – 5 days
January
Week 16 – 5 days
Week 17 – 5 days
Week 18 – 4 days
Week 19 – 4 (End of Semester)
February
Week 20 – 5 days (2 days on 1450 – 1750)
Readings: Chapter 16 – Transformations in Europe, 1500-1750; Chapter 17 – The Diversity of
American Colonial Societies, 1530-1770; Chapter 18 – The Atlantic System and Africa, 1550-1800;
Chapter 19 – Southwest Asia and the Indian Ocean, 1500-1750; Chapter 20 – Northern Eurasia,
1500-1850
Focus questions: To what extent did Europe become predominant in the world economy during
this period?
Concepts to be covered: Basic themes of AP world history; Habits of Mind; Problems of
periodization; “Southernization” in Western Europe and the Scientific Revolution and Renaissance;
Reformation and Counter Reformation, Encounters and Exchange: Portuguese in Indian Ocean
trade networks, Manila galleons and the Ming Silver Trade; Labor systems in the Atlantic World
(slave trade, plantation economies, resistance to slavery); Labor systems in the Russian Empire and
resistance to serfdom; Expansion of Global Economy and Absolutism: Ottoman, Safavid, Mughal,
Bourbons, Tokugawa, and Romanov; Effects of the Atlantic Slave Trade on demography in West
Africa, resistance to the Atlantic slave trade, and expansion of Islam in sub-Saharan Africa.
Outside Readings: The Other One-Third of the Globe by Ben Finney
Essays: C/C Compare processes of empire building in Spanish-Empire with either Russian or
Ottoman Empire 1450-1800
DBQ – Social & economic effects of global flow of silver, mid 16th to early 18th century
Unit IV – (1750 - 1914)
Week 20 – 5 days (3 Days 1750 – 1914)
Week 21 – 3 days
AP United States History - Mr. Roberts 11
Week 22 – 4 days
Week 23 – 5 days
March
Week 24 – 4 days
Week 25 – 5 days
Week 26 – 5 days
Readings: Chapter 21 – Revolutionary Changes in the Atlantic World, 1750-1850; Chapter 22 –
The Early Industrial Revolution, 1760-1851; Chapter 23 – Nation Building & Economic
Transformation in the Americas, 1800-1890; Chapter 24 – Land Empires in the Age of Imperialism,
1800-1870; Chapter 25 – Africa, India, and the British Empire, 1750-1870; Chapter 26 – The New
Power Balance, 1850-1900; Chapter 27 – The New Imperialism, 1869-1914
Focus questions: Through what process did the influence of industrialization spread throughout
the world? How did the rights of individuals and groups change in this period? To what degree did
new types of social conflict emerge during the nineteenth century? How and with whom did the
idea of “The West” as a coherent and leading foreign history fain currency?
Concepts to be covered: Basic themes of AP world history; Habits of Mind; Problems of
periodization; European Enlightenment, American French, Haitian, and Latin American
Revolutions, Napoleon; British Industrial Revolution (Europe v. Japan) and De-Industrialization of
India and Egypt; Imperialism and Industrialization; Nationalism and Modernization; Anti-Slavery,
Suffrage, Labor, and Anti-Imperialist movements as Reactions to Industrialization and
Modernization; Chinese, Mexican, and Russian Revolutions as Reactions to Industrialization and
Modernization
Outside Readings: The Black Jacobins by C.LR. James (Portions)
Essays: CCOT Labor Systems, 1750-1914
DBQ – Africans’ actions and reactions to “European Scramble for Africa”
Unit V – (1914 - Present)
Week 27 – 5 days
April
Week 28 – 4 days
Week 29 – 5 days
Week 30 – 4 days
Week 31 – 3 days
May
Week 32 – 5 days
Week 33 – 3 days (AP EXAM on Thursday)
Readings: Chapter 28 – The Crisis of Imperial Order, 1900-1929; Chapter 29 – The Collapse of the
Old Order, 1929-1949; Chapter 30 – Striving for Independence: India, Africa, and Latin America,
1900-1949; Chapter 31 – The Cold War and Decolonization, 1945-1975; Chapter 32 – The End of
the Cold War and the Challenge of Economic Development and Immigration, 1975-2000; Chapter
33 – Globalization and the New Millennium
Focus questions: How do ideological struggles provide an explanation for many of the conflicts of
the 20th century? To what extent have the rights of the individuals and the state replaced the rights
of the community? How have conflict and change influenced migration patterns internally and
internationally? How have international organizations influenced change?
Concepts to be covered: World War I and reactions to the 14 points; Rise of Consumerism and
Internationalization of Culture (Impact of Western Consumerism on Non-Western); Depression
and Authoritarian Responses; World War II and Forced Migrations; United Nations and
AP United States History - Mr. Roberts 12
Decolonization (Africa v. India); Nationalists Movements; Cold War, Imperialism, and the End of
the Cold War.
Outside Readings: South America: Land of Immigrants & Emigrants – Italian and Japanese Migration to
Argentina & Brazil – and Back by Peter Winn
Essays: C/C – Goals & outcomes of revolutionary process in (2) Mexico 1910, China 1911, Russia
1918 (2006)
CCOT – Changes and continuities in formation of national identities (1914-Present) in (1) MidEast, SE Asia, Sub-Saharan Africa
DBQ – Analyze Factors Shaping Modern Olympics Movement
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