Download History is who we are and why we are the way we are. ~David

SYLLABUS – Advanced Placement United States History
University High School, Orange City, Florida
Email: [email protected]
Class Website: http://www.uhstitans.com/tills-danell
Mrs. Tills
History is who we are and why we are the way we are. ~David McCullough
Course Purpose:
As the College Board defines, AP United States History is a course designed to
provide students with the analytical skills and factual knowledge necessary to
deal critically with the problems and materials in United States 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 survey courses. In pursuit, the acquisition of factual knowledge is the
beginning point of the process, not the end. Students will learn to interpret and
evaluate the relative significance of primary and secondary source material and
to present their evidence and conclusions clearly and persuasively in an essay
format.
NOTE: Students who opt NOT to take the Advanced Placement United
States History Exam will NOT receive AP credit for the course and the
course will be changed to American History Honors.
Attendance:
Topics:
Materials:
Attendance in class is absolutely essential to the successful completion of the
course and to the attainment of a passing grade on the Advanced Placement
United States Exam. Excessive absenteeism will hurt a student’s grade.
Unit
Unit
Unit
Unit
Unit
Unit
Unit
Unit
Unit
Unit
One:
Two:
Three:
Four:
Five:
Six:
Seven:
Eight:
Nine:
Ten:
Pre-Columbian through the French and Indian War
Treaty of Paris (1763) through the Constitution
Early National Period through Era of Good Feelings
The Age of Jackson
Causes of the Civil War through Reconstruction
Gilded Age through Populism
New Imperialism, Progressivism, and World War I
Roaring 20s through New Deal
World War II through 1960
1960 through Present Day
Students should bring the following materials to class on a daily basis:
1.
2.
3.
4.
2” three-ring binder
College ruled loose leaf paper
Plastic Dividers (10 of them)
Pen, pencil and highlighter
Textbook:
The American Pageant – Kennedy
Evaluation:
Grades will be determined by using the following formula:
Tests/Essays/Projects
Quizzes
80%
20%
Grades will be based on the following scale:
A=90-100, B=80-89, C=70-79, D=60-69, I=In Progress, F=below 60
Office Hours:
The first half hour of lunch has been scheduled for additional assistance and
make-up tests/quizzes.
Class Rules:
It is imperative to maintain a positive learning atmosphere. Therefore, the
following rules have been posted:
1.
2.
3.
4.
Follow all University High School/Volusia County rules and
procedures
Follow ALL directions promptly
Move with permission
Speak with permission
Consequences:
Warning
Student/Teacher Conference
Parent/Teacher Contact and Teacher Detention
Office Referral
Academic Honesty
University High School policy will be strictly enforced. Besides University High
School plagiarism policy students who are caught plagiarizing will be required to
redo the assignment for partial credit. Students who copy any assignments
from another student will receive a zero for the work. The student who allowed
his or her assignment to be copied will also receive a zero for the assignment.
Make-Up Work
Student handouts can be picked up from the make-up bin in the classroom.
Make-up exams/quizzes/work will need to be completed during lunch, before or
after school.
Tutoring
The AP experience may place greater demands on students than those to which
they are accustomed. I welcome those opportunities to help you one-to-one,
and I encourage you to make arrangements to see me if you’re experiencing
difficulty. Mandatory conferences will be scheduled with those students
experiencing significant difficulty.
AP Exam
The Advanced Placement Program of the College Board affords students the
opportunity to receive college credit for AP classes by successfully passing a
national examination in May. The AP United States History Exam consists of 80
multiple choice questions, one document based question (DBQ), and two free
response questions (FRQs). This year the exam will be held on May 15, 2013.
Themes in Advanced Placement United States History
The Test Development Committee of the College Board has encouraged the close examination of
twelve themes in United States History. These themes will be incorporated into each unit of study
throughout the course of the year. Students should familiarize themselves with each of these themes
and consider them both within and between units. Students should attempt to ascertain the “change
over time” that each of the themes undergoes in the progression of United States History, but they
should also be aware of the interactions of these themes on each other both within and between units
of study. The suggested themes are as followed:
American Diversity: the diversity of the American people and the relationships among different
groups. The roles of race, class, ethnicity and gender in the history of the United States.
American Identity: views of the American national characters and ideas about American
exceptionalism. Recognizing regional differences within the context of what it means to be an
American.
Culture: diverse individual and collective expressions through literature, art, philosophy, music,
theater and film throughout United States history. Popular culture and the dimensions of cultural
conflict within American society.
Demographic Changes: changes in birth, marriage and death rates; life expectancy and family
patterns; population size and density. The economic, social and political effects of immigration
internal migration and migration networks.
Economic Transformations: changes in trade, commerce and technology across time. The effects
of capitalist development, labor and unions and consumerism.
Environment: ideas about the consumption and conservation of natural resources. The impact of
population growth, industrialization, pollution and urban and suburban expansion.
Globalization: engagement with the rest of the world from the fifteenth century to the present:
colonialism, mercantilism, global hegemony, development of markets, imperialism, and cultural
exchange.
Politics and Citizenship: colonial and revolutionary legacies, American political traditions, growth of
democracy and the development of the modern state. Defining citizenship; struggles for civil rights.
Reform: diverse movements focusing on a broad range of issues, including anti-slavery, education,
labor, temperance, women’s rights, civil rights, gay rights, was public health and government.
Religion: the variety of religious beliefs and practices in America from prehistory to the 21st century;
influence of religion on politics, economics and society.
Slavery and Its Legacies in North America: systems of slave labor and other forms of unfree labor
(e.g. indentured servitude, contract labor) in Native American societies, the Atlantic World, and the
American South and West. The economics of slavery and its racial dimensions. Patterns of resistance
and the long-term economic, political and social effects of slavery.
War and Diplomacy: armed conflict from the pre-colonial period to the 21st century; impact of war
on American foreign policy and on politics, economy and society.
Major Units/Topics/Themes:
This course based on 50 minute class periods is a chronological and thematic study of United States
History from European exploration through present day including the following units:
Unit One: Pre-Columbian through the French and Indian War
 Required Reading: Chapters 1-6 in American Pageant
 Partial List of Documents Used: Mayflower Compact, A Contract for Indentured Service, A
Londoner Agrees to Provide a Servant, A Servant Describes his Fate, The Baconite Grievances,
The Governor Upholds the Law, Slavery is Justified, Cotton Mather on the Education of His
Children, and The Salem Witchcraft Hysteria
 Topics: exploration, colonization, governmental development, economic development,
religious development, colonial wars, salutary neglect and social development
 Lectures: European Colonization: Motives and Impacts, Settling Chesapeake and the Southern
Colonies, the Settlement of New England, Settling the Middle Colonies, Native Americans vs.
Europeans: Perspectives and Conflict, and The French and Indian War
 Supplementary Readings & Activities: Sections from Opposing Viewpoints in American
History, level questioning, writing a well designed thesis statement, using specific
factual information and interpretative commentary when writing historical essays,
colonial Venn diagram and map activity, In Search of History: Salem Witch Trials (media
analysis), George Washington Volume One (media analysis) and guided readings
 Free Response Questions:
o Explain how English colonies in the New World were different from one another in terms
of government, population and origin.
o What role did religion play in the establishment of English colonies in North America?
Unit Two: Treaty of Paris (1763) through Constitution
 Required Reading: Chapters 7-9 in American Pageant
 Partial List of Documents Used: Common Sense, Declaration of Independence, Clashes in
the Philadelphia Convention: First Reactions to the Constitution, The Ratification Debate in
Massachusetts and in New York, Constitution
 Topics: British tax policy, colonial reaction, inter-colonial unity, inter-colonial conflict,
independence movement, revolution, revolutionary change, Articles of Confederation,
Constitution
 Lectures: The Colonies in 1763 & The End of Salutary Neglect, British Attempts to Reassert
Control, The American Revolution, Articles of Confederation, The Constitutional Convention,
The Constitution, and George Washington’s Administration
 Supplementary Readings & Activities: Sections from Opposing Viewpoints in American
History and excerpts from Where Historians Disagree, review of the Core Structure,
Introduction to DBQs, in-class DBQ: French and Indian War, analyzing Common
Sense and the Declaration of Independence, An Empire of Reason (media analysis),
Presidents: George Washington (media analysis), and workbook pages for each chapter
 Free Response Questions:
o How prepared were the American colonists to face the economic and military power of
Great Britain when war broke out in 1775?
o Analyze the differences of opinion between supporters and opponents on whether to ratify
the United States Constitution.
Unit Three: Early National Period through Era of Good Feelings
 Required Reading: Chapters 10-12 & 17 in American Pageant
 Partial List of Documents Used: Jefferson Stretches the Constitution to Buy Louisiana, A
Federalist Attacks the Embargo, A Jeffersonian Upholds the Embargo, and Launching the
Monroe Doctrine
 Topics: federalism, first American Party System, Hamilton’s economic plan, neutrality and
foreign policy, Jeffersonian Democracy, Supreme Court Cases, territorial expansion, freedom of
the seas, War of 1812, convention system, national market economy, industrial revolution,
transportation revolution, agricultural revolution, nationalism and sectionalism
 Lectures: The First American Party System, Washington and Foreign Policy, John Adam’s
Administration, The Revolution of 1800, Thomas Jefferson’s Administration, War of 1812,
James Madison’s Administration, The American System and the Marshall Court, Westward
Migration and the Missouri Compromise, and Industrial Revolution
 Supplementary Readings & Activities: In-class DBQ: The First American Party
System, Presidents: John Adams (media analysis), Presidents: Thomas Jefferson (media
analysis), Presidents: James Madison (media analysis), Growth of a Nation Jigsaw Activity, and
workbook pages for each chapter
 Free Response Questions:
o Evaluate the presidency of Thomas Jefferson. Include your answer discussion of (a)
Jefferson’s foreign affairs policies and actions and (b) Jefferson’s domestic policies and
actions.
o To what extent did nationalism play a role in the formulation and application of U.S. foreign
policy in the early nineteenth century?
Unit Four: The Age of Jackson
 Required Reading: Chapters 13-15 in American Pageant
 Partial List of Documents Used: The Nullification Crisis, The War on the Bank, The Spread
of the Factory: Mounting Labor Unrest, Declaration of Sentiments and The Debate over
Oregon
 Topics: Jacksonian Democracy, Second Party System, democratization, sectionalism, reform
movements, Native Americans, Bank War, Nullification, American Renaissance, Manifest
Destiny and slavery
 Lectures: Andrew Jackson’s Administration, Election of 1824/Election of 1828, Nullification,
The Bank War, Indian Removal, Election of 1836/Election of 1840, Reform Movements,
Manifest Destiny and Mexican War
 Supplementary Readings & Activities: In-class DBQ: Jacksonian Democracy,
Presidents: Andrew Jackson (media analysis), The Grandest Enterprise Under God (media
analysis) and workbook pages for each chapter
 Free Response Questions:
o Support or refute this statement: An accurate title for the period from the 1820s to the
1850s is Jacksonian democracy.
Unit Five: Causes of the Civil War through Reconstruction
 Required Reading: Chapters 16, 18-22 in American Pageant
 Partial List of Documents Used: The Face of Slavery, Abolitionist Crusade, Judgments on
the Abolitionists, Abraham Lincoln Defines the Purposes of the War, Emancipation
Proclamation, The Controversy over the Fifteenth Amendment and The KKK’s Reign of Terror
 Topics: sectionalism, abolition, expansion of slavery, Compromise of 1850, Kansas-Nebraska,
Third American Party System, emotionalization of slavery issue, economic development, social
development, political development, Civil War (social, economic, political consequences),
amendments, Reconstruction (social, economic, political consequences) and Compromise of
1877
 Lectures: Introduction to the Civil War, The Institution of Slavery and Southern Society,
Abolitionism and Anti-Slavery Tactics, The Compromise of 1850, Politics in the Early 1850s,
The Kansas-Nebraska Act and Bleeding Kansas, Election of 1856, Lincoln-Douglas Debates and
The Election of 1860, Secession, Civil War Strategies, Women and Blacks in the War, Results of
the war, and Reconstruction
 Supplementary Readings & Activities: Uncle Tom’s Cabin (media analysis), Civil War map
activity, War is Hell: Sherman’s March to the Sea (media analysis), The Making of Gettysburg
(media analysis), In-class DBQ and workbook pages for each sections
 Free Response Questions:
o Analyze the conflict between the industrial capitalist class and the Southern planterslaveholding class. Discuss the following topics in your essay: (a) economic differences
and (b) the expansion of slavery.
o Analyze the following statement: The Civil War was the result of irreconcilable differences
between the North and West on the one hand and the South on the other.
o To what extent can Reconstruction be considered both a success and a failure?
Unit Six: Gilded Age through Populism
 Required Reading: Chapters 23-25 in American Pageant
 Partial List of Documents Used: John D. Rockefeller Justifies Rebates, An Oil May Goes
Bankrupt, Andrew Carnegie’s Gospel of Wealth, The Nation Challenges Carnegie, Labor in
Industrial America and Cleaning Up New York
 Topics: Grantism, corruption, politics, rise of big business, agrarian reform, labor movement,
Native Americans, cattle frontier, mining frontier, agricultural frontier, immigration,
urbanization, Social Gospel, Social Darwinism and changing function of government
 Lectures: The Compromise of 1877 and Grant’s Administration, The Politics of the 1880s, The
Politics of the 1890s, The Growth of Railroads, Economic Growth during the Gilded Age, The
Growth of Oil and Steel, The Growth of Labor Unions, Labor Violence, Populists and the Silver
Issue, Immigration, The Urban Setting and Urban Problems and Women and Minorities in the
Gilded Age
 Supplementary Readings & Activities: Sections from Opposing Viewpoints in American
History, Wizard of Oz, Frontier Thesis, Excerpts from Where Historians Disagree, Gilded Age
Presidents (media analysis), Worst of the Worst Presidential Campaign, The Jungle (media
analysis), and workbook pages for each chapter
 Free Response Questions:
o To what extent did government assist in the rise of corporate capitalism following the
Civil War?
o How successful was the trade union movement in the post-Civil War era? In your
answer cite the following: (a) organizing workers and (b) achieving economic goals
Unit Seven: New Imperialism, Progressivism and World War I
 Required Reading: Chapters 26-30 in American Pageant
 Partial List of Documents Used: The Monroe Doctrine in the Caribbean, Roosevelt and
Japan, President Wilson Breaks Diplomatic Relations, Abusing the Pro-Germans, The
Propaganda Front, The Face of War, The Struggle over the Peace Treaty and Treaty of
Versailles
 Topics: New Imperialism, Spanish-American War, Big Stick Policy, internationalism,
Progressive reform (political, social, economic), regulatory agencies, Square Deal, Old Guard
vs. Insurgents, New Nationalism, New Freedom, Supreme Court Cases and Social Welfare,
World War I (political, social, economic consequences), CPI, Red Scare and Treaty of Versailles
 Lectures: New Imperialism, Spanish-American War, Election of 1900, Panama Canal,
Roosevelt Corollary, Progressive Reform, Political Reform, Roosevelt and the Progressivism,
Taft and Progressivism, Election of 1912, Wilson and Progressivism, World War I and Treaty of
Versailles
 Supplementary Readings & Activities: Sections from Opposing Viewpoints in American
History, Presidents: Theodore Roosevelt (media analysis), Presidents: Taft and Wilson (media
analysis), In-class DBQ: Wilson and the Treaty of Versailles, Imperialism Inductive
Reasoning, Presidents Assignment, Decades by Decades Assignment, Progressivism
Inductive Reasoning Assignment and workbook pages for each chapter
 Free Response Questions:
o To what extent is this statement correct? The primary factor in the United States adopting
a policy of imperialism was economic.
o Evaluate the administrations of Roosevelt, Taft, and Wilson in relation to their records as
progressive presidents.
Unit Eight: 1920s through New Deal
 Required Reading: Chapters 31-33 in American Pageant
 Partial List of Documents Used: Two Views of Immigration Restrictions, The Supreme Court
Declares That Women are Different from Men, The Supreme Court Declares that Men and
Women are Equal, Warren Harding and the Washington Conference, Herbert Hoover Clashes
with Franklin Roosevelt, Voices of Protest and Conservation in the New Deal
 Topics: fear of change and difference, value conflicts, mass society, consumerism,
technological development, foreign policy, social changes, arts and entertainment, economics,
normalcy, Great Depression, New Deal, relief, recovery, reform, labor, political realignment
and changing function of government
 Lectures: Introduction to the 1920s, Postwar Society: Fear of Change and Difference,
Development of a Mass Society, Changing Values, Politics in the 20s, Foreign Policy, The Great
Depression, The New Deal, and The Second New Deal
 Supplementary Readings & Activities: Sections from Opposing Viewpoints in American
History, On Ending the Great Depression (primary document analysis), Impact of the
Great Depression (primary document analysis), From Boom to Bust (media analysis),
Stormy Weather (media analysis), and guided readings from each chapter
 Free Response Questions:
o Discuss how the 1920s represented social, economic, and cultural discord among
Americans. In your essay discuss THREE of the following:
a. urban versus rural attitudes
b. nativism versus immigration
c. science versus religion
d. the red scare
Unit Nine: World War II through 1960
 Required Reading: Chapters 34-38 in American Pageant
 Partial List of Documents Used: The Blame for Pearl Harbor, The Japanese American is
Convicted, The “Unconditional Surrender” Controversy and Dropping the Atomic Bomb
 Topics: 1930s Foreign Policy, neutrality, World War II (political, economic, social
consequences), strategies and battles, post war demobilization, Fair Deal, Red Scare,
containment, Cold War, NSC 68, Korean War, modern Republicanism, massive retaliation,
social changes, politics of the 50s, consumerism and baby boom
 Lectures: Foreign Policy of the 30s and Causes of World War II, World War II Domestic, World
War II, The Cold War, Truman Domestic Policy, Eisenhower Domestic Policy, Eisenhower
Foreign Policy and Social Change
 Supplementary Readings & Activities: Excerpts from Opposing Viewpoints in American
History, Quarantine Speech and Day of Infamy Speech (primary document analysis),
Over the Edge (media analysis), Victims of the Holocaust, Holocaust vs. Japanese Internment
Venn Diagram, Homefront (media analysis), Origins of the Cold War Flow Chart, Presidents:
Eisenhower (media analysis), Happy Daze (media analysis) and workbook pages in each
chapter
 Free Response Questions:
o Analyze President Roosevelt’s foreign policy in light of the considerable opposition and
obstacles he faced in helping Great Britain. Discuss the following in your response:
a. Neutrality Acts
b. American First Committee
c. assistance provided to the British
o Support or refute the following statement: The United States was justified in using the
atomic bombs against Japan in 1945.
Unit Ten: 1960 through Present
 Required Reading: Chapters 39-42 in American Pageant
 Partial List of Documents Used: Premier Khrushchev Proposes a Swap, The Soviets Save
Face, President Johnson Declares War on Poverty, War on the Antipoverty War, The Black
Revolution Erupts, Vietnam Troubles, Young Americans for Freedom Makes a Statement, A War
Protester Decides to Resist the Draft, George H.W. Bush and the First Gulf War, The
Impeachment of William Jefferson Clinton, The Iraq War and The Moral Dilemmas of Modernity
 Topics: liberalism, civil rights, reform movements, political activism, foreign policy, Vietnam,
youth culture, poverty, conservative resurgence, energy, Watergate, Reagan Revolution
(foreign policy, economy, social issues), technology and affluence, post-Cold War foreign
policy, Middle East, multiculturalism, welfare and Clinton scandals
 Lectures: Kennedy’s Domestic Policy, Kennedy’s Foreign Policy, Johnson’s Domestic Policy,
Johnson’s Foreign Policy, Nixon’s Foreign Policy, Social trends of the sixties and seventies, Ford
and Carter’s Administrations, Reagan’s Administration, Bush’s Administration, and Clinton’s
Administration
 Supplementary Readings & Activities: Excerpts from Opposing Viewpoints in American
History, Primary Source Packet with Analysis, Presidents: JKF (media analysis),
Poisoned Dreams (media analysis), Martin Luther King vs. Malcolm X Venn Diagram,
Presidents: Johnson (media analysis), in-class DBQ: 1960s and Civil Rights, Presidents:
Nixon (media analysis), Presidents: Carter (media analysis) and workbook pages for each
chapter
 Free Response Questions:
o Contrast the conservative ideology of President Reagan with the liberal views of Truman,
Johnson, and Kennedy.
o Compare and contrast the success of the containment policy during the Cold War. Select
TWO of the following case studies:
a. containment in Europe
b. containment in Asia
c. containment in South America