Download AP® United States History

AP® United States History (APUSH)
2015-2016
******
Required Textbook:
Foner, Eric. Give Me Liberty! An American History. AP Third Edition. New York: London. W.
W. Norton & Company, 2011
Additional Course Texts:
Blumrosen, Alfred W., and Blumrosen, Ruth G. Slave Nation. How Slavery United the Colonies
and Sparked the American Revolution. Naperville. Sourcebooks, Inc. 2005
*Ellis, Joseph. Founding Brothers. New York. Alfred A. Knopf. 2000
Hofstadter, Richard. The American Political Tradition. New York. Alfred A. Knopf. 1948
*Remini, Robert. A Short History of the United States. New York. HarperCollins. 2008
Zinn, Howard. A People’s History of the United States. New York: Harper Perennial, 2005
*Denotes Summer Reading Assignment
Course Description:
Advanced Placement United States History (APUSH), is designed to be the equivalent of a
freshman level college survey course. Being such, successful learning of history at this level
requires that students critically read, think, discuss, and write. This class is designed to
harness and develop these skills. Students will learn to analyze and interpret historical
information to use as evidence in support of an academic argument. APUSH requires
extensive reading both inside and outside of the classroom. A strong willingness to
devote considerable time on homework and studying is imperative to success in the
class and on the AP exam in May.
2016 AP U.S. History Exam Date: Tuesday, May 10th, 2016. (5/10/16)
Course Objectives:
Students will:







Demonstrate a mastery of a large body of historical knowledge
Use historical evidence to effectively support an argument
Make connections between historical texts to support an argument
Think conceptually about US history & historiography & focus on historical change
over time
Analyze evidence & interpretations presented in historical scholarship
Analyze & interpret a wide variety of primary sources (documents, maps, tables,
graphs, photographs, cartoons)
Write a total of 5 analytical (DBQS) & 5 thematic (free response) essays prior to the
AP Examination.
1

Course Themes: Each of the 11 units will address the seven essential
AP curricular themes as related to the time period.
Themes
Essential Question of each theme
How has the American national identity changed over
Identity (ID)
time?
How have changes in markets, transportation, and
Work, Exchange, and Technology (WXT)
technology affected American society?
How have changes in migration and population
Peopling (PEO)
patterns affected American life?
How have various groups sought to change the federal
Politics and Power (POL)
government’s role in American political, social, and
economic life?
How has U.S. involvement in global conflicts set the
America in the World (WOR)
stage for domestic social changes?
How did the institutions and values between the
Environment and Geography (ENV)
environment and Americans shape various groups in
North America?
How have changes in moral, philosophical, and cultural
Ideas, Beliefs, and Cultures (CUL)
values affected U.S. history?
Course Organization:
The course is designed around the overarching themes of conflict and cooperation
and the struggle for freedom in America. This particular APUSH course invites students
to become engaged in this struggle. Students will be asked to debate and discuss tough
questions, such as “Are American’s truly equal?” and “Has the United States been a land of
opportunity for all of her people?” Ultimately, the hope is to not only learn about America
and her past, but to also empower each student by igniting both a deep social consciousness
and desire to be an agent of change.
The course is divided into 11 units of approximately 13 days in length. Each unit will consist
of two major assessments. There will be a 50 question MC exam and a Document- Based
Questions (DBQ) or a Long Essay at the end of each unit.
* All DBQ’s are accompanied with an APPARTS wksht to analyze documents
******
2
Course of Study
 Summer Reading Assignment:
******
1. A Short History of the United States – Remini
a. Chapters 1-2
2. Founding Brothers: The Revolutionary Generation – Ellis
a. Prologue and Chapter 1: The Duel
*NOTE: Students are expected to keep a dialectical journal of “A Short History
of the United States” & answer three critical thinking questions covering the
assigned sections of Founding Brothers.
Students will take a 20 questions multiple choices test that covers material
from both on the first day of school.
******
 UNIT 1: Pre- Columbian Contact, Early European Contact, & the Roots of
British Colonial America (1491- 1763)
o
Readings:
 “Why Study History”, Peter Stearns
 1491: New Revelations of the Americas Before Columbus pgs. 3-30
 Ch 1: A View From Above
 Give Me Liberty Ch.1-4
 A People’s History of the United States Ch. 1, 2, & 3
o
Primary Source Readings (all accompanied by using the APPARTS
strategy)
 Bartolome de las Casas on Spanish Treatment of the Indians (1528)
 Adam Smith, The Results of Colonization (1776)
 Transcript from the Trial of Anne Hutchinson (1637)
 John Winthrop, Speech to the Massachusetts General Court (1645)
 Johannes Hanner: Letter by an Immigrant to Pennsylvania, (1769),
Unpublished Documents on Emigration from the Archives of
Switzerland, Albert B. Faust, Vols. 18-19
 “Complaint of an Indentured Servant (1756), Elizabeth Spriggs letter
to John Spyer, September 22, 1756
 Olaudah Equiano on Slavery (1789), The Interesting Narrative of the
Life of Olaudah Eqiano. Vol I
o
Key Themes:
 ID, WXT, PEO, POL, WOR, ENV
3
o
Key Ideas:
 Before the arrival of Europeans, native populations in North America
developed a wide variety of social, political and economic structures
based in part on interactions with the environment and each other.
 Contacts between American Indians, Africans and Europeans
challenged the worldwide view of each group.
 Differences in imperial goals, cultures, and environments they
confronted led Europeans to develop diverse patterns of
colonization.
 Conflict between Colonizers and natives peoples
 Political, economic, and cultural exchanges within Atlantic world had
a profound impact on the development of colonial societies in North
America.
 Britain’s victory over France in the Seven-years war led to increased
conflict and tension among the British government, the North
American Colonists, and the Native Americans.
o
Activities/ Assessments
 Comparing similarities and differences in native societies “Scored
Discussion”
 SWBAT:
o Explain how and why people moved within the
Americas (before contact) and within the Americas
(after contact and colonization) (PEO 1)
 Students will use evidence from their
textbook and Charles C. Mann’s 1491 to cite
both similarities and differences between
native societies prior to Christopher
Columbus’s arrival.
 Understanding the development of the different colonial societies
brochure activity
 SWBAT:
o Explain how the natural environment contributed to
the development of distinct regional group identities,
institutions, and conflicts in the pre- contact period
through the independence period (ENV 2)
 Unit 1 Exam
 DBQ 1: In what ways did the French and Indian War (1754- 1763),
alter the political, economic, and ideological relations between Britain
and its American Colonies?
 SWBAT:
o Analyze the factors behind competition, cooperation,
and conflict among different societies and social
groups in North America during the colonial period
(POL 1)
 All DBQ’s are accompanied with an APPARTS wksht to
analyze documents
4
 UNIT 2: Colonial Unrest to Rebellion and Independence (1763-1783)
o
Readings:
 Give Me Liberty Ch: 5-6
 A People’s History of the United States Ch. 4
 Slave Nation Ch. 4
o
Primary Source Readings (all accompanied by using the APPARTS
strategy)
 Virginia Resolutions on the Stamp Act (1765), Journals of the House
of Burgesses of Virginia 1761-1765
 Common Sense (1776), Thomas Paine
 The Declaration of Independence (1776)
 Petition of Slaves to the Massachusetts Legislature (1777),
Collections of the Massachusetts Historical Society (1877), pp. 43437.
o
Key Themes:
 ID, WXT, PEO, POL, WOR, CUL
o
Key Ideas:
 Roots of the Stamp Act controversy
 The events that sharpened tensions between Britain and the
Colonists in the late 1760s – early 1770s
 Key events marked the move toward American independence?
o
Activities/ Assessments
 Scored Debate on American Independence
 Spirit of a Revolution Visual Discovery
 Take Home Essay – Were the colonists justified to rebel?
 Long Essay 1– Analyze the ways in which British imperial policies
between 1763 and 1776 intensified colonials’ resistance to British rule
and their commitment to republican values.
 SWBAT:
o Analyze how changing religious ideals,
Enlightenment beliefs, and republican thought
shaped the politics, culture, and society of the
colonial era through the early republic (CUL 4)
 UNIT 3: Building a New Nation (1783-1824)
o
Readings
 Give Me Liberty Ch. 7, 8, and 9
 Founding Brothers – Brief Excerpts from Ch.1, 3, 4, and 6
5
o
Primary Source Readings (all accompanied by using the APPARTS
strategy)
 Thomas Jefferson on Race and Slavery (1781), Thomas Jefferson,
Notes on the States of Virginia (Philadelphia, 1788) pp. 145-53, 17273.
 George Washington, Farewell Address (1796)
 Constitution of the United States (with particular attention to the Bill
of Rights)
o
Key Themes:
 ID, WXT, PEO, POL, WOR, ENV
o
Key Ideas:
 In the late 18th century, new experiments with democratic ides and
republican forms of government, as well as new religious, economic,
and cultural ideas, challenged traditional imperial systems across the
Atlantic World.
 Migration within North America and cooperation and competition
for resources raised questions about boundaries and policies,
intensified conflicts among peoples and nations, and led to a
contested multiethnic, multiracial national identity.
o
Activities/ Assessments:
 Constitutional Pursuit Game & Illustrating Jeffersonian v.
Hamiltonian Ideals (Problem Solving Group work)
 SWBAT:
o Analyze how arguments over the meaning and
interpretation of the Constitution have affected U.S.
politics since 1787 (POL 5)
 Unit Exam
 DBQ 2: From 1775 to 1830, many African Americans gained freedom
from slavery, yet during the same period the institution of slavery
expanded. Explain why BOTH of those changes took place. Analyze the
ways that BOTH free African Americans and enslaved African
Americans responded to the challenges confronting them.
 All DBQ’s are accompanied with an APPARTS wksht to
analyze documents
 UNIT 4: Growing Pains: Democracy in America, Antebellum Slavery, and
the Age of Reform (1824 – 1850s)
o
Readings
 Give Me Liberty Ch. 10-12
 The American Political Tradition, Ch. 3, pgs 59-86
o
Primary Source Readings (all accompanied by using the APPARTS
strategy)
6








The Monroe Doctrine (1823)
Andrew Jackson, Veto of the Bank Bill (1832), A Compilation of the
Messages and Papers of the Presidents (10 vols: Washington, D.C.,
1896-1899, Vol. 3, pp. 1139-54)
Frederick Douglass on the Desire for Freedom (1845), Narrative of
the life of Frederick Douglass, an American Slave, pp. 39-43.
George Fitzhugh and the Proslavery Argument (1854), Sociology for
the South, or the Failure of Free Society, pp. 225-55
Letter by a Fugitive Slave (1840), Joseph Taper: Joseph Long Papers
Confessions of Nat Turner (1831), pp. 9-12
Robert Owen, the First Discourse on a New System of Society, (1825)
pp. 3-15
Frederick Douglass, On the Fourth of July, (1852) pp. 441-45.
o
Key Themes:
 ID, WXT, PEO, POL, WOR, CUL
o
Key Ideas:
 The Unites States developed the world’s first modern democracy and
celebrated a new national culture, while it sought to define its
democratic ideals and to reform its institutions to match them.
 Developments in technology, agriculture, and commerce precipitated
profound changes in U.S. Settlement patterns, regional identities,
gender and family relations, political power, and distribution of
consumer goods.
Activities/ Assessments:
 Manifest Destiny Visual Discovery
 SWBAT:
o Analyze the impact of Manifest Destiny and
Territorial expansion on popular beliefs about
progress and the national destiny of the United States
in the 19th Century (ID 2)
 Early 19th Century Political, Geographic, Economic, & Social Changes
Response Group
 Unit Exam
 Long Essay 2: Analyze how western expansion contributed to growing
sectional tension between the North and the South. Confine your
answer to the period from 1800-1850
o
 UNIT 5: A Divided Nation leads to Civil War & Reconstruction (18401877)
o
Reading:
 Give Me Liberty Ch: 13-15
 “The Law that Ripped America in Two” By Ross Drake Smithsonian
magazine, May 2004
 A People’s History of the United States, Ch. 9
7
o
Primary Source Readings (all accompanied by using the APPARTS
strategy)
 George Henry Evans, “Freedom of the Soil” (1844), Working Man’s
Advocate
 William Henry Seward, The Irrepressible Conflict (1858) pp 1-6
 South Carolina Ordinance of Secession (1860), The Rebellion Record,
Vol. I, pp. 3-5
 Alexander H. Stephens, The Cornerstone of the Confederacy (1861),
The Rebellion Record, Vol. I. pp. 45-46
 Abraham Lincoln, The Gettysburg Address (1863)
 Frederick Douglas on Black Soldiers (1863), Men of Color, to Arms
 The Mississippi Black Code (1865), Documentary History of
Reconstruction, Vol. I, pp. 281-1990
 Robert E. Elliot on Civil Rights (1874), Speech of Hon. Robert B.
Elliot, of South Carolina, in the House of Representatives, January 6,
1874, pp. 1-8
o
Key Themes:
 ID, WXT, PEO, POL, WOR, ENV, CUL
o
Key Ideas
 Debates over slavery and other economic, cultural, and political
issues – intensified over territorial expansion and deepening
regional divisions, led the nation into civil war.

o
The Union victory in the Civil War and the contested Reconstruction
of the South settled the issues of slavery and succession, but left
unresolved questions of limits and distribution of federal power and
the political, economic, and social status of many American people.
Activities/ Assessments:
 Compromise/ Conflict Timeline Challenge: Examining eight events
that led to Civil War:
 1.Compromise of 1850 (1850)
 2. Uncle Tom’s Cabin (1852)
 3. Kansas- Nebraska Act (1854)
 4. Bleeding Kansas (1855-56)
 5. Dred Scott Decision (1857)
 6. John Brown’s Raid (1859)
 7. Election of 1860 (1860)
 8. South Carolina Secedes (1860)
o In this assignment, students will read Ross Drake’s
“The Law that Ripped America in Two” and Ch. 9
in A People’s History of the United States to gain
historical interpretation into this critical decade in
U.S. History. Using these two sources of historical
scholarship, in addition to the text book, students will
8



argue which of the above 8 events played the largest
role(s) in the outbreak of Civil War.
 SWBAT:
 Analyze the role of environmental
factors in contributing to the regional
economic and political identities in
the 19th century and how the affected
conflicts such as the American
Revolution and the Civil War (ENV 3)
Political Cartoon Analysis on The Ideals of Reconstruction
 Student examine three political cartoons from the time
period:
o Collision on the Grand Trunk Columbia Railroad
o The Strong Government 1869-1877
o Worse Than Slavery
 Students will use political cartoon analysis skills to interpret
and then analyze the cartoons message. Ultimately, using it
as evidence as to whether the United States has lived up to
it’s founding ideals during Reconstruction.
Unit Exam
DBQ 3: In what ways did African Americans shape the course and
consequences of the Civil War?
 All DBQ’s are accompanied with an APPARTS wksht to
analyze documents
 UNIT 6: America’s Gilded Age (1870 – 1890)
o
Reading:
 Give Me Liberty! Ch: 16, 17, 18
 The American Political Tradition, Ch. 7, pp.213- 238
 A People’s History of the United States, Excerpts from Ch. 11
o
Primary Source Readings (all accompanied by using the APPARTS
strategy)
 Chief Joseph, “An Indian’s View of Indian Affairs” (1879), pp 415433.
 Henry George, Progress and Poverty (1879), pp. 489-96
 William Graham Sumner on Social Darwinism, (1880), The Challenge
of Facts and Other Essays by William Graham Sumner, pp. 17-27.
o
Key Themes:
 WXT, PEO, POL, WOR, ENV, CUL
o
Key Ideas
 The rise of big business and an industrial culture in the United States
encouraged massive migration and urbanization, and sparked
9
government and popular efforts to reshape the American economy,
environment, and identity.
o

The rise of big business and an industrial culture in the United States
led to both greater opportunities for, and restrictions on,
immigrants, minorities, and women.

The Gilded Age witnessed new cultural and intellectual movements,
an expansion of foreign trade, and political debates over economic
and social policies.
Activities/Assessments
 Labor Unions – To Join or Not to Join? Experiential Exercise
 SWBAT:
o Explain how ad why different labor systems have
developed, persisted, and changed since 1800 and
how events such as the Civil War and
industrialization shaped the U.S> society and
worker’s lives (WXT 5)
 Analyzing Attitudes on Immigration Through Political Cartoons Skills
Builder
 Unit Exam
 Long Essay 3: How did transportation developments spark economic
growth during the period from 1860- 1900 in the United States?
 UNIT 7: Imperialism & Progressivism (1898 – 1914)
o
Reading:
 Give Me Liberty! Ch. 17-19
 A People’s History of the United States, Ch. 12
 American Political Tradition, Ch 9, 267-305
o
Primary Source Readings (all accompanied by using the APPARTS
strategy)
 President McKinley on American Empire (1899), Interview with
President McKinley. P.17
 Emilio Aguinaldo on American Imperialism in the Philippines
(1899), Aguinaldo’s Case Against the United States. Pp. 425 – 32)
 Rudyard Kipling, “The White Man’s Burden” (1899)
 The Industrial Workers of the World and the Free Speech Fights
(1909), International Socialist Review, Vol. 16, pp. 483-89
 Woodrow Wilson and the New Freedom (1912), The Papers of
Woodrow Wilson, Vol. 25. Pp. 122-25.
 Upton Sinclair, The Jungle, Excerpt from Ch. 9
 Jacob Riis, How The Other Half Lives, selected images
10
o
Key Themes:
 ID, WXT, POL, WOR, CUL
o
Key Ideas:
 The U.S. became more connected with the world as it pursued an
expansionist foreign policy and emerged as the destination for many
migrants from other countries; these changes in turn led to new
questions about the status and rights of peoples living in North
America.

o
Disruptions occasioned by large scale industrialization, urbanization,
mass migrations, global events, and economic fluctuations created
new demands on government and social organizations to design
appropriate reforms.
Activities/ Assessments
 Comparing Sources Debate: President McKinley v. Emilio
Aguinaldo
 SWBAT:
o Analyze the goals of U.S. policy makers in major
international conflicts, such as the Spanish- American
War, both World Wars, and beyond, and explain how
U.S. involvement in these conflicts has altered the U.S.
role in world affairs. (WOR 7)
 Progressive Era Thinkers Meet the Press Interactive Dramatization
 Muckraker Paper Assignment
 SWBAT:
o Students will examine photographs from late 19th
century – early 20th century America to use as
evidence in a muckraking expose that sheds light on
one of the issues facing America during the
Progressive Era.
 Unit Exam
 DBQ 4: Evaluate the effectiveness of Progressive Era reformers and
the federal government in bringing about reform at the national level.
Be sure to analyze the successes and limitations of these efforts in the
period 1900- 1920.
 All DBQ’s are accompanied with an APPARTS wksht to
analyze documents
 UNIT 8: World War I, Boom & Bust (1914-1941)
o
Reading:
 Give Me Liberty Ch: 19-21
 A People’s History of the United States. Ch. 14
11
o
Primary Source Readings (all accompanied by using the APPARTS
strategy)
 Zimmerman Note (1917)
 Woodrow Wilson, War Declaration Speech to Congress, April 2, 1917
 Earnest Hemingway, Champs d’honneur, c. 1920
 Claude Mckay, If We Must Die, (1919)
 Langston Hughes, The Negro Speaks of Rivers (1920)
 Elsie Hill and Florence Kelley Debate the Equal Rights Amendment
(1922), The Nation, April 12, 1922 p. 421
 Alain Locke, The New Negro (1925), The New Negro: Voices of the
Harlem Renaissance.
 Franklin D. Roosevelt, “Greater Security for the Average Man”
(1934). Public Papers and Addresses of Franklin D. Roosevelt
 Herbert Hoover on the New Deal and Liberty (1936). Official Report
of the Proceedings of the 21st Republican National Convention, pp.
115-119, 122-124.
o
Key Themes:
 WXT, PEO, POL, WOR, CUL
o
Key Ideas:
 U.S. interest in foreign trade, expanding its national borders, and
isolating itself from European conflicts shaped the nations foreign
policy and spurred government and private initiatives.

o
A revolution in technology, economic distress, and world war
increased contacts among diverse groups and led to the creation of a
new mass culture with unique cultural expressions as well and
instances of cultural conflict.
Activities/ Assessments:
 Causes of the Great Depression Simulation
 Exploring African American Identity in the Harlem Renaissance
 Discovering the Legacy of the New Deal Skill Builder Activity
 SWBAT:
o Analyze how the New Deal sought to change the
federal governments’ role in U.S. political, social, and
economic life (POL 4)
 Unit Exam
 Long Essay 4: How successful were the programs of the New Deal in
solving the problems of the Great Depression? Assess with respect to
two of the following: Relief, Recovery, or Reform.
 UNIT 9: “The Eyes of the World are Upon You.” A History of American
involvement in WWII
o
Readings:
 Give Me Liberty Ch. 22
 A People’s History of the United States Ch. 16 “ A People’s War?”
12
o
Primary Source Readings (all accompanied by using the APPARTS
strategy)
 Franklin D. Roosevelt on the Four Freedoms (1941). Annual Message
to Congress, January 6, 1941. Vol. 9, p. 672
 World War II and Mexican Americans (1945). LULAC News, Volume
12, pp. 5-6.
 Justice Robert A. Jackson, Dissent in Korematsu v. United States
(1944). Korematsu v. United States, 323 U.S. 214.
 Gen. Dwight D. Eisenhower’s D-Day Speech. (1944)
 Anne Frank, Excerpts from The Diary of Anne Frank (1950)
 Ellie Weisel, Excerpts from Night, (1960)
 Video Survivor Testimony from the Shoah Foundation Database
o
Key Themes:
ID, WXT, PEO, POL, WOR
o
Key Ideas:
 Global conflicts over resources, territories, and ideologies renewed
debates over the nation’s values and its role in the world,
simultaneously propelling the United States into a dominant
military, political, cultural, and economic position internationally
o
Activities/ Assessments:
 A Lesson on Appeasement
 Selected activities from “Echoes & Reflections, a multimedia study of
the Holocaust”
 Unit Exam
 DBQ 5: How and for what reasons did U.S. foreign policy change
between 1920 and 1941?
 SWBAT:
o Explain how U.S. involvement in global conflicts in
the 20th century set the stage for domestic changes
 All DBQ’s are accompanied with an APPARTS wksht to
analyze documents
 UNIT 10: Challenges at Home and Abroad: Civil Rights & the Cold War
(1945-1988)
o
Reading:
 Give Me Liberty! Ch: 23, 24
 A People’s History of the United States, Ch. 17 & 18
o
Primary Source Readings (all accompanied by using the APPARTS
strategy)
13








Declaration of Independence of the Democratic Republic of Vietnam
(1945). Ho Chi Minh, Selected Works: Vol. 3, pp. 17-21.
The Truman Doctrine (1947). Public Papers of the United States, pp.
176-80.
The Universal Declaration of Human Rights (1948). United Nations.
Joseph R. McCarthy on the Attack (1950). Congressional Record, 81st
Congress, 2d Session, pt. 2, pp. 1954-56.
Martin Luther King Jr, and the Montgomery Bus Boycott (1955).
Martin Luther King Jr, Letter from a Birmingham Jail. (1963)
Betty Freidan. The National Organization for Women (1966). The
NOW 1966 Statement of Purpose.
Ronald Reagan, Inaugural Address (1981). Public Papers of the
President, pp. 1-3.
o
Key Themes:
 ID, WXT, POL, WOR, ENV, CUL
o
Key Ideas:
 The United States responded to an uncertain and unstable postwar
world by asserting and attempting to defend a position of global
leadership, with far- reaching domestic and global consequences
o

Liberalism, based on anticommunism abroad and a firm belief in the
efficacy of governmental and especially federal power to achieve
social goals at home, reached its apex in the mid-1960s and
generated a variety of political and cultural reactions.

Post war racial segregation in the United States faced strong
opposition from civil rights leaders who sought to advance the ideals
of liberty, equality, and opportunity to all peoples, resulting in
conflicts and cooperation in American society.
Activities/ Assessments:
 Dr. Martin Luther King & Malcolm X Talk-It-Out
 SWBAT:
o Analyze how debates over civil rights and civil
liberties have influenced political life from the early
20th century through the early 21st century (POL 7)





Oral History Project – Understanding the Women’s Movement
Experiencing Missile Madness
Identifying U.S. methods late in the Cold War
Unit Exam
Long Essay 5: Between 1960 – 1975, there was great progress in the
struggle for political and social equality. Assess the validity of this
statement with respect to two of the following groups during that
period: African Americans, Asian Americans, Latinos, Native
Americans, and/ or Women.
 UNIT 11: America & The Modern Era (1975 – Present)
14
o
Reading:
 Give Me Liberty! Ch. 26-28
 A People’s History of the United States, excerpts from Ch. 22 & 25
o
Primary Source Readings (all accompanied by using the APPARTS
strategy)
 Bill Clinton, Speech on Signing NAFTA (1993). The White House.
 The National Security Strategy of the United States. (2002). Pp. iv- vi,
15, 29-30.
 Security, Liberty, and the War on Terror. (2008). Opinion of the
court, Lakhdar Boumediene et al. v. George W. Bush.
 Barack Obama, Speech to the Islamic World. (2009).
 Barack Obama, Second Inaugural Address. (2013)
o
Key Themes:
 ID, WXT, PEO, POL, WOR, ENV, CUL
o
Key Ideas:
 A new conservatism grew to prominence in U.S. culture and politics,
defending traditional social values and rejecting liberal views about
the government
 The end of the Cold War and the new challenges to U.S. leadership in
the world forced the nation to redefine its foreign policy and global
role.
 Moving into the twenty- first century, the nation continued to
experience challenges stemming from social, economic and
demographic changes.
o
Activities/ Assessments:
 Evaluating Bush, Clinton, & Bush on success of domestic goals
 SWBAT:
o Explain how the U.S. involvement in global conflicts
in the 20th century set the stage for domestic social
change (WOR 4)


Grading U.S. Foreign Policy: Report Card Activities
 SWBAT:
o Explain how the U.S. involvement in global conflicts
in the 20th century set the stage for domestic social
change (WOR 4)
Unit Exam
 DBQ 6: Analyze the international and domestic challenges
the United States faced between 1968 and 1974, and
evaluate how President Richard Nixon’s administration
responded to them.
o All DBQ’s are accompanied with an APPARTS wksht
to analyze documents
 10 DAY AP EXAM REVIEW
15
Signature Page (APUSH)
******
STUDENTS: I have read the curricular contents of this
syllabus and understand the full scope of material and
skills covered in this course. I am also aware of the rigor
and high expectations associated with the Advanced
Placement designation.
Signature _______________________________________
Name (Printed) __________________________________
Date _________________
PARENTS/ GUARDIANS: My child has discussed the
contents on this syllabus with me. I am fully aware of
the curricular contents and understand the full scope of
material and skills covered in this course. I am also
aware of the rigor and high expectations associated
with the Advanced Placement designation and the
expectations around taking the AP Exam on May 10th,
2016.
Signature _______________________________________
Name (Printed) __________________________________
Date _________________
16