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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 2 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 3 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 4 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 AP United States History - Mr. Roberts 5 “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 6 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 7 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 8 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 9 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 AP United States History - Mr. Roberts 13