Advance Placement United States History Course Syllabus...

APUSH Syllabus 2015-2016 Shar page 1 of 17

Advance Placement United States History Course Syllabus Course Description Advanced Placement United States History is a challenging course that is designed to provide a college-level experience and preparation for the AP Exam. An emphasis will be placed on essay writing, analysis of historical documents, mastering of content information, critical and evaluative cognitive skills, and aptitude in multiple-choice exams. Both chronological and thematic approaches are used to discuss and analyze the social, political, economic, and diplomatic aspects of United States history. Topics include life and thought in Pre-Columbian American, colonial America, revolutionary ideology, constitutional development, Jeffersonian and Jacksonian democracy, and nineteenth-century reform movements. Other topics include the Civil War and Reconstruction, Manifest Destiny, the Gilded Age, immigration, industrialism, Populism, Progressivism, World War I, the Jazz Age, the Great Depression, the New Deal, World War II, the Cold War, the post-Cold War era, and the United States at the beginning of the twenty-first century. This course fulfills the graduation requirement for American History. Passing the AP exam may result in college credit. You may also choose to take the SAT subject exam in U.S. History. Advanced Placement Exam Description The AP exam is given on Friday, May 06, 2016 at 8:00 A.M. and is approximately three hours and fifteen minutes long and has two parts – a 100 minute multiple choice/short-answer section and a 95-minute free response section. Each section is divided into two parts, as shown in the table below. Student performance on these four parts will be compiled and weighted to determine an AP exam score.

At least one essay – in either the document-based question or long essay – examines long-term developments that span historical time periods. Coverage of the periods in the exam as a whole will reflect the approximate period weightings (page 4).

**There is a financial cost involved with taking the test. Fee waivers are limited and are available at a first come first serve basis to those who qualify.**

Section Question Type Number of Questions

Timing % of Total Exam Score

Part A: Multiple-choice questions

55 questions

55 minutes 40% I

(100 minutes) Part B: Short-answer questions

4 questions 45 minutes 20%

Part A: Document-based question (DBQ)

1 question 60 minutes 25% II

(95 minutes – only from 1607-

1980)

Part B: Long essay question

1 question (chosen from a pair)

35 minutes 15%


In addition to the topics listed on the first page, this course will emphasize a series of key themes throughout the year. These themes have been determined by the College Board as essential to a comprehensive study of United States history. The themes in U.S. History encourage thought about the American past and to focus on change over time. Descriptions of each theme and its overarching questions are as follows: Thematic Learning Objectives in U.S. History:

Identity (ID) – The formation of both American national identity and group identities in U.S. history. Students should be able to explain how various identities, cultures, and values have been preserved or changed in different contexts of U.S. history, with special attention given to the formation of gender, class, racial, and ethnic identities. Students should be able to explain how these subidentities have interacted with each other and with larger conceptions of American national identity. o How and why have debates over American national identity changed over time? o How have gender, class, ethnic, religious, regional, and other group identities

changed in different eras? Work, Exchange, and Technology (WXT) – The development of American economies

based on agriculture, commerce, and manufacturing. Students should examine ways that different economic and labor systems, technological innovations, and government policies have shaped American society. Students should explore the lives of working people and the relationships among social classes, racial and ethnic groups, and men and women, including the availability of land and labor, national and international economic developments, and the role of government support and regulation. o How have changes in markets, transportation, and technology affected American

society from colonial times to the present day? o Why have different labor systems developed in British North America and the United

States, and how have they affected U.S. society? o How have debates over economic values and the role of government in the U.S.

economy affected politics, society, the economy, and the environment? Peopling (PEO) – This theme focuses on why and how the various people who moved

to, from, and within the United States adapted to the new social and physical environments. Students examine migration across borders and long distances, including the slave trade and internal migration, and how both newcomers and indigenous inhabitants transformed North America. The theme also illustrates how people responded when “boarders crossed them.” Students explore the ideas, beliefs, traditions, technologies, religions, and gender roles that migrants/immigrants and annexed peoples brought with them and the impact these factors had on both these peoples and on U.S. society. o Why have people migrated to, from and within North America? o How have changed in migration and population patterns affected American life?

Politics and Powers (POL) – Students should examine ongoing debates over the role of the state in the society and its potential as an active agent for change. This includes mechanisms for creating, implementing, or limiting participation in the political process and the resulting social effects, as well as the changing relationship among the branches of the federal government and among national, state, and local governments. Students should trace efforts to define or gain access to individual rights and citizenship and


survey the evolutions of tensions between liberty and authority in different periods of U.S. history. o How and why have different political and social groups competed for influence over

society and government in what would become the United States? o How have Americans agreed on or argued over the values that guide the political

system as well as who is a part of the political process? America in the World (WOR) – In this theme, students should focus on the global

context in which the United States originated and developed as well as the influence of the United States on world affairs. Students should examine how various world actors (such as people, states, organizations, and companies) have competed for the territory and resources of the North American continent, influencing the development of both American and world societies and economies. Students should also investigate how American foreign policies and military actions have affected the rest of the world as well as social issues within the United States itself. o How have events in North America and the United States related to contemporary

developments in the rest of the world? o How have different factors influenced U.S. military, diplomatic, and economic

involvement in international affairs and foreign conflicts, both in North America and overseas?

Environment and Geography – Physical and Human (ENV) – This theme examines the roles of environment, geography, and climate in both constraining and shaping human actions. Students should analyze the interaction between the environment and Americans in their efforts to survive and thrive. Students should also explore efforts to interpret, preserve, manage, or exploit natural and man-made environments, as well as the historical contexts within which interactions with the environment have taken place. o How did interactions with natural environment shape the institutions and values of

various groups living on the North American continent? o How did economic and demographic changes affect the environment and lead to

debates over use and control of the environment and natural resources? Ideas, Beliefs, and Culture (CUL) – This theme explores the roles that ideas, beliefs,

social mores, and creative expressive have played in shaping the United States. Students should examine the development of aesthetic, moral, religious, scientific, and philosophical principles and consider how these principles have affected individual and group actions. Students should analyze the interactions between beliefs and communities, economic values, and political movements, including attempts to change American society to align it with specific ideals. o How and why have moral, philosophical, and cultural values changed in what would

become the United States? o How and why have changed in moral, philosophical, and cultural values affected U.S.

history?


Historical Thinking Skills The AP U.S. History course seeks to apprentice students to the practice of history by explicitly stressing the development of historical thinking skills while learning about the past. Every AP Exam question will require a student to apply one of the historical thinking skills to one of the thematic learning objectives. Each of the four types of historical thinking skills below is defined and them followed by a state of the proficiency that students are expected to show in this skill on the AP Exam.

Skill Type Historical Thinking Skill

Proficient students should be able to…

1. Historical Causation

• Compare causes and/or effects, including between short- and long-term effects.

• Analyze and evaluate the interaction of multiple cause and/or effects.

• Assess historical contingency by distinguishing among coincidence, causation, and correlation, as well as critiquing existing interpretations of cause and effect.

2. Patterns of Continuity and Change Over Time

• Analyze and evaluate historical patterns of continuity and change over time.

• Connect patterns of continuity and change over time to larger historical processes or themes.

I. Chronological Reasoning

3. Periodization • Explain ways that historical events and processes can be organized within blocks of time.

• Analyze and evaluate competing models of periodization of U.S. history.

4. Comparison • Compare related historical developments and processes across place, time, and/or different societies or within one society.

• Explain and evaluate multiple and differing perspectives on a given historical phenomenon.

II. Comparison and

Contextualization

5. Contextualization

• Explain and evaluate ways in which specific historical phenomena, events, or processes connect to broader regional, national, or global processes occurring at the same time.

• Explain and evaluate ways in which a phenomenon, event, or process connects to other, similar historical phenomena across time and place.

III. Crafting Historical Arguments from Historical Evidence

6. Historical Argumentation

• Analyze commonly accepted historical arguments and explain how an argument has been constructed from historical evidence.

• Construct convincing interpretations through analysis of disparate, relevant historical evidence.

• Evaluate and synthesize conflicting historical evidence to construct persuasive historical arguments.


7. Appropriate Use of Relevant Historical Evidence

• Analyze features of historical evidence such as audience, purpose, point of view, format, argument, limitations, and context germane to the evidence considered.

• Based on analysis and evaluation of historical evidence, make supportable inferences and draw appropriate conclusions.

8. Interpretation • Analyze diverse historical interpretations. • Evaluate how historians’ perspectives influence their

interpretations and how models of historical interpretation change over time.

IV. Historical Interpretation and Synthesis

9. Synthesis • Combine disparate, sometimes contradictory evidence from primary sources and secondary works in order to create a persuasive understanding of the past.

• Apply insights about the past to other historical contexts or circumstances, including the present.

Historical Periods The AP U.S. History course is structured around the investigation of course themes and key concepts in nine chronological periods. The following table shows the CollegeBoard’s weight for each time period:

Period Date Range Approximate Percentage of… Instructional

Time AP Exam

1 1491-1607 5% 5% 2 1607-1754 10% 3 1754-1800 12% 4 1800-1848 10% 5 1844-1877 13%

45%

6 1865-1898 13% 7 1890-1945 17% 8 1945-1980 15%

45%

9 1980-present 5% 5% Course Texts Kennedy, David M., Lizabeth Cohen, and Thomas Andrew Bailey. The American Pageant: a History of the American People. 14th ed., AP ed. Boston, MA: Wadsworth Cengage Learning, 2010. ISBN-10: 0-547-16662-1 ISBN-13:978-0-547-16662-9 Hoffman, Elizabeth C., Edward J. Blum, and Jon Gjerde, eds. Major Problems in American History, Volume I: To 1877, Documents and Essays, 3rd edition. Wadsworth/Cengage, 2011. ISBN-10: 0495915130 ISBN-13: 978-0495915133


Hoffman, Elizabeth C., Edward J. Blum, and Jon Gjerde, eds. Major Problems in American History, Volume II: Since 1865, Documents and Essays, 3rd edition. Wadsworth/Cengage, 2012.

ISBN-10: 1111343160 ISBN-13: 978-1111343163

Johnson, Michael P.. Reading the American past: Volume I: To 1877: selected historical documents. 5th ed. Boston: Bedford/St. Martin's, 2012. Print. ISBN-10: 0312564139 ISBN-13: 978-0312564131 Johnson, Michael P.. Reading the American past: Volume II: From 1865: selected historical documents. 5th ed. Boston: Bedford/St. Martin's, 2012. Print. ISBN-10: 0312563779 ISBN-13: 978-0312563776 Madaras, Larry, and James SoRelle. Taking Sides: Clashing Views in United States Hstory Volume 2 - Reconstruction to the Present. 15th ed. Vol. 2. New York: McGraw-Hill, 2013. Print. ISBN-10: 0312563779 ISBN-13: 978-0312563776 Newman, John J., and John M. Schmalbach. United States History: Preparing for the Advanced Placement Examination. New York, N.Y.: Amsco School Publications, 2010. ISBN 978-1-56765-660-2 Resnick, Eugene V. AP United States History. 2nd ed. New York: Barron's Educational Series, 2014. Print. ISBN-10: 1438002696 ISBN-13: 978-1438002699 Other Materials and Resources Other class materials include an assortment of power point presentations, videos, and handouts. The CollegeBoard Website http://apcentral.collegeboard.com My course Weebly Website http://www.mrsshar.weebly.com The American Pageant Textbook Site: contains chapter practice tests, flashcards, chronology exercises, chapter glossaries, maps & web links http://college.hmco.com/history/us/bailey/american_pageant/11e/students/index.html For Self-Grading Review Quizzes by Time Period: an incredible web site developed by a New York AP teacher: http://www.historyteacher.net/USQuizMainPage.htm


APUSH Course Objectives Students must be able to use factual knowledge they have learned to critically analyze history. Students will prepare for and successfully pass the AP Exam. Various strategies will be used for this course. One of the strategies students will use is the acronym SPEDIG to analyze factual information and write their essays. SPEDIG is a strategy to remember aspects of the seven thematic learning objectives.

SOCIAL Identity (ID); Peopling (PEO), Beliefs, and Culture (CUL) POLITICAL Politics and Powers (POL) ECONOMIC Work and Exchange (WXT) DIPLOMATIC American in the World (WOR) INTELLECTUAL Technology (WXT); Ideas (CUL) GEOGRAPHY Environment and Geography – Physical and Human (ENV)

Thematic Learning Objectives (See pages 2&3).

Identity (ID) – Work, Exchange, and Technology (WXT) Peopling (PEO) – Politics and Powers (POL) America in the World (WOR) Environment and Geography – Physical and Human (ENV) Ideas, Beliefs, and Culture (CUL)

Students will also use the acronym S.O.A.P.P.S. to analyze documents. This will support the students’ skills in historical argumentation, and appropriate use of relevant historical evidence.

S What is the subject of the document? Summarize the main idea.

O What was the occasion? Where and when was it written? What is the historical context?

A Who was the intended audience? How would they have received the document?

P What was the purpose in writing the document? What did the writer hope to accomplish?

P Does the writer have a particular point of view? Why? Is there any obvious bias?

S Who is the speaker? How did their background and beliefs influence their writing?


Grading Scale: Grading Weight: 90-100% = A 80-89% = B 70-79% = C Below 70% = FAIL! You are on academic probation. Advisory, coaches, and parents are notified regarding tutoring. You will not receive credit towards high school graduation. You will not meet A-G requirements for four-year universities.

20% Practice quizzes and the daily grind 80% A.P.U.S.H. Exam preparation:

o Multiple Choice Questions: 40% of APUSH prep (32% of total course grade)

o Short-‐answer questions (20% of APUSH prep (16% of total course grade)

o Document-‐based questions 25% of APUSH prep (20% of total course grade)

o Long Essays 15% of APUSH prep (12% of total course grade)

Notes Students must outline chapters assigned for reading using the Cornell notes format. Reading Assignments, Exams, and Essays Reading Assignments must be completed prior to the class of the week. Reading assignments for each chapter include mandatory Cornell notes for each chapter. You must also complete a graphic organizer summarizing the main points of each unit using the acronym SPEDIG. At the conclusion of each unit, an assessment with a combination of multiple choice questions, short response questions, and/or Document Based Question Essay or Long Essay will follow. Students are expected to complete readings associated with time Period 1 during the summer but there are no writing assignments during the summer.

Unit 1: Pre-Columbian America (Summer Reading + 1.5 Weeks)

(Time Period 1: 1491-1607) The American Pageant Chapters 1-2 (Two Chapters)

Thematic Learning Objectives: ID, WXT, PEO, POL, WOR, ENV, CUL Week 1-3 (August 17 & September 1 [Class will not meet the first week due to ArT FEST])

Read, annotate, and take notes for Period 1 from the Barron’s AP United States History - Follow the Google Calendar

Take corresponding quizzes on Quizlet until you get 90+% on each quiz. Use S.O.A.P.P.S. to analyze the following documents and complete each activity that follows.

Reading the American past: Volume I: The Diario of Christopher Columbus’s First Voyage to America, 1492-1493

Reading the American past: Volume I: A Conquistador Arrives in Mexica, 1519-1520: Bernal Diáz del Castillo, The Conquest of New Spain, 1632

Reading the American past: Volume I: Cabeza de Vaca Describes His Captivity among Native Americans in Texas and the Southwest, 1528-1536

Map: Students create maps of the New World Thematic Learning Objectives: ENV


How to Read Primary and Secondary Sources - Major Problems in American History, Volume II: Since 1865, Documents and Essays

Multiple Choice Exam with primary/secondary source analysis: photo of Algonquin Village, The Oxford History of the American People by Samuel Eliot Morison, American Colonies by Alan Taylor

Short Answer Questions: Royal Order issued by the King of Spain and a portrait on the labor system for period 1. Thematic Learning Objectives: WOR, WXT

Activity: Spanish conquest in modern times: Trace the remnants of Spanish conquest by navigating the California Mission System and understanding the demographics of California: Historical Thinking Skill – Contextualization; Thematic Learning Objectives – ID, PEO

Time period summary and analysis – Create a graphic organizer using SPEDIG. Make connections to the thematic learning objectives (class discussions and debates will follow). Justify why the key historical events and processes for Period 1 is between 1491-1607: Historical Thinking Skill – Periodization (Class discussion on the main ideas for this time period).

Unit 2: Colonial America (3.5 Weeks) (Time Period 2: 1607-1754)

The American Pageant Chapters 3-6 (Four Chapters) Thematic Learning Objectives: ID, WXT, PEO, POL, WOR, ENV, CUL

Week 3 - 6 (September 3 – September 25)


Take corresponding quizzes on Quizlet until you get 90+% on each quiz. Additional sources and assignments: Use S.O.A.P.P.S. to analyze the following documents and complete each activity that follows.

Reading the American past: Volume I: Richard Frethorne Describes Indentured Servitude in Virginia

Reading the American past: Volume I: Bacon’s Rebellion: Nathaniel Bacon, Declaration Reading the American past: Volume I: Pedro Naranjo Describes Pueblo Revolt Reading the American past: Volume I: The Arbella Sermon – John Winthrop, A Model of

Christian Charity, 1630 Reading the American past: Volume I: Wampanoag Grivances at the Outset of King Philip’s

War – John Easton Reading the American past: Volume I: A Provincial Government Enacts Legislation – The

Laws of Pennsylvania, 1682 Reading the American past: Volume I: A Moravian Missionary Interviews Slaves in the West

Indies, 1767-1768 Maps: Students study a map of the 13 original colonies Multiple Choice Exam with primary/secondary source analysis: Photo of the New Netherland

Colony, and excerpts from Peter Fontaine, Alan Brinkley Short Answer Questions: Compare and contrast passages from George Alsop and Gottlieb

Mittelberger on the labor system; Benjamin Franklin’s Join or Die political cartoon, King


George and the Colonial Rebels political cartoon Historical Thinking Skill – Historical Causation; Thematic Learning Objectives – ID, WXT, WOR

Pre-writing Strategies and Long Essay Response – Using your analysis of this time period, complete a graphic organizer to compare and contrast the British, French, and Spanish imperial goals in North American between 1580 and 1763. (2011B) Historical Thinking Skill – Historical Causation; Thematic Learning Objectives – ENV, CUL

Pre-writing Strategies and DBQ: Compare and contrast the Chesapeake and New England Colonies – Using your analysis of this time period, synthesize the new information you cite from the primary and secondary sources in the DBQ to complete a graphic organizer for the DBQ. Then, write a thesis with an introductory paragraph. (1993 DBQ analysis on excerpts, a map, and charts;) Historical Thinking Skill – Historical Causation, Synthesis; Thematic Learning Objectives – ID, WXT, PEO, ENV, CUL


Unit 3: The Road to Revolution (4 Weeks) (Time Period 3: 1754-1800)

The American Pageant Chapters 7-10 (Four Chapters) Thematic Learning Objectives: ID, POL, ENV, CUL

Week 7-10 (September 29 – October 23)



Reading the American past: Volume I: Mary Jemison Is Captured by Seneca Indians during the Seven Years’ War

Reading the American past: Volume I: A Boston Shoemaker Recalls British Arrogance and the Boston Tea Party

Reading the American past: Volume I: Edmund Burke Urges Reconciliation with the Colonies

DBQ: American Revolution Reading the American past: Volume I: Thomas Paine Common Sense Reading the American past: Volume I: Letters of John and Abigail Adams Declaration of Independence Reading the American past: Volume I: James Madison, Federalist Number Ten The Constitution of the United States Reading the American past: Volume I: Washington’s Farewell Address


Multiple Choice Exam with primary/secondary source analysis: An Act for the Punishment for Certain Crimes Against the United States, The Proclamation of 1763, an excerpt from Jay’s Treaty

Short Answer Questions: Federalist #51 compared to “Cato,” Letter V Thematic Learning Objectives – POL

Long Essay Question: During the seventeenth and increasingly in the eighteenth century, British colonists in America charged Great Britain with violating the ideals of rule of law, self-government, and, ultimately, equality of rights. Yet the colonists themselves violated these ideals in their treatment of blacks, Native Americans and even poorer classes of white settlers. Assess the validity of this view. (1979) Historical Thinking Skill – Periodization, Comparison, Historical Argumentation; Thematic Learning Objectives – CUL, ID

DBQ 1985 Articles of Confederation Thematic Learning Objectives – POL Time period summary and analysis – Create a graphic organizer using SPEDIG. Make

connections to the thematic learning objectives (class discussions and debates will follow). Justify why the key historical events and processes for Period 3 is between 1764-1800: Historical Thinking Skill – Periodization (Class discussion on the main ideas for this time period).

Unit 4: A New Republic and the Western Movement (3.5 Weeks) (Time Period 4: 1800-1848)

The American Pageant Chapters 11-15, & 17 (Six Chapters) Thematic Learning Objectives: ID; WXT, PEO, POL, WOR, ENV, CUL

Week 11-14 (October 27 – November 17)



Marbury v. Madison Monroe Doctrine McCullock v. Maryland Seneca Falls Declaration of Sentiments and Resolutions Reading the American past: Volume I: That Woman is Man’s Equal Dred Scott v. Sanford Map: 50 states and state capitals Multiple Choice Exam with primary/secondary source analysis: excerpt from the

Missouri Compromise, map of the Indian Removal Act, The Declaration of Rights and Sentiments, Lincoln’s Spot Resolution

Short Answer Questions: Marshall’s Court Rulings and The National Bank Thematic Learning Objectives – POL, WXT

Long Essay Question: Analyze how western expansion contributed to growing sectional tensions between the North and South. Confine your answer to the period from 1800 to 1850. (2012) Thematic Learning Objectives – PEO, ENV, WXT


DBQ: 1998 Policies and Politics of Jefferson and Madison Thematic Learning Objectives – POL


Unit 5: Slavery, the Civil War, and Reconstruction (4 weeks) (Time Period 5: 1844-1877)

The American Pageant Chapters 16; 18-22 (Six Chapters) Thematic Learning Objectives: ID; WXT, PEO, POL, ENV, CUL

Week 14-18 (November 19-December 15)



John C. Calhoun on the “Slavery Question” William Grayson, “The Hireling and the Slave” Abraham Lincoln’s First and Second Inaugural Address The Emancipation Proclamation The Gettysburg Address Louisiana Black Codes Reinstate Provisions of the Slave Era -‐ Major Problems in

American History, Volume II: Since 1865, Documents and Essays Elizabeth Cady Stanton Questions Abolitionist Support for Female Enfranchisement -

Major Problems in American History, Volume II: Since 1865, Documents and Essays Multiple Choice Exam with primary/secondary source analysis: map of the Free and

Slave states, political cartoon of the Cannon of Secession, excerpt from Baltimore and the Nineteenth of April, 1861, Lincoln’s Second Inaugural Address

Short Answer Questions: The Compromise of 1850, Declaration of the Immediate Causes that Compel South Carolina to Leave the Union Thematic Learning Objectives – PEO, POL, ENV

DBQ: 1974 – Lincoln and Slavery Thematic Learning Objectives – WXT, POL DBQ: 2009 Expansion of Slavery Pre-‐Civil Thematic Learning Objectives – WXT, ENV,

POL Debate: Did Reconstruction Fail as a Result of Racism?

o Use primary sources from this time period and secondary sources including George M. Frederickson’s The Black Image in the White Mind: The Debate on Afro-American Character and Destiny, 1817-1914 (1971), and Heather Cox Richardson’s The Death of Reconstruction: Race, Labor, and Politics in the Post-Civil War North, 1865-1901 (2001) (Taking Sides: Clashing Views in United States History Volume 2 - Reconstruction to the Present)


o Historical Thinking Skill – Interpretation, Historical Causation, Historical Argumentation, Synthesis; Thematic Learning Objectives - WXT, POL, CUL


Unit 6: The Gilded Age (5 weeks) (Time Period 6: 1865-1898)

The American Pageant Chapters 23-26 (Four Chapters) Thematic Learning Objectives: ID; WXT, PEO, POL, ENV, CUL

Week 19-23 (December 21-January 22)



Walt Whitman, Democratic Vistas Andrew Carnegie, Wealth Rudyard Kipling, “The White Man’s Burden” Frederick J. Turner, The Significance of the Frontier in American History Samuel Gompers, “Letter on Labor in Industrial Society” Booker T. Washington, “Atlanta Exposition Address” William Jennings Bryan, “Cross of Gold” speech Alfred T. Mahan, The United States Looking Outward Theodore Roosevelt, “Corollary to the Monroe Doctrine” Multiple Choice Exam with primary/secondary source analysis: photo of New York in

1900, The Wabash Act, The Dawes Act, an excerpt by Thomas Campbell-Copeland on the Demands of the Farmer’s Alliance, a photo of Cotton on the levee in New Orleans (1898)

Long Essay Question: Compare and contrast the attitudes of THREE of the following toward the wealth that was created in the United States during the late nineteenth century: Andrew Carnegie; Horatio Alger; Ida M. Tarbell; Eugene V. Debs, Booker T. Washington (1994)

Short Answer Questions: The Chinese Exclusion Act, Compare and contrast The Robber Barons with the Gospel of Wealth Thematic Learning Objectives – CUL, ID, POL, WXT

DBQ: 1989 Contrasting Booker T. Washington and W.E.B. Du Bois Thematic Learning Objectives – WXT, CUL, ID



Unit 7: U.S. in War (6 weeks) (Time Period 7: 1890-1945)

The American Pageant Chapters 27- 35 (Nine Chapters) Thematic Learning Objectives: ID; WXT, PEO, POL,WOR

Week 24-29 (January 26-March 3)

Read, annotate, and take notes for Period 7 from the Barron’s AP United States History -

Follow the Google Calendar Take corresponding quizzes on Quizlet until you get 90+% on each quiz.

Additional sources and assignments: Use S.O.A.P.P.S. to analyze the following documents and complete each activity that follows.

Theodore Roosevelt, “The New Nationalism” Woodrow Wilson, The Old Order Changeth Woodrow Wilson, War Message to Congress Woodrow Wilson, The Fourteen Points Herbert Hoover, “Rugged Individualism” Franklin Roosevelt, First Inaugural Address N.L.R.B. versus Jones and Laughlin Steel Corporation Activity: Stock Market Game Historical Thinking Skill – Contextualization, Historical

Causation; Thematic Learning Objectives – WXT Multiple Choice Exam with primary/secondary source analysis: Laws of a factory, a

political cartoon on Victory Liberty Loans, The Atlantic Charter, a political cartoon on Social Security Bonds

Short Answer Questions: Henry Ford’s My Life and Work and a response from the wife of an assembly line worker; Political cartoon on the Jazz Age Thematic Learning Objectives – ID, WXT, CUL

Long Essay Question: Prior to American involvement in both the First and Second World Wars, the United States adopted an official policy of neutrality. Compare the policy and its modifications during the period 1914-17 to the policy and its modifications during 1939-41. (1982)

DBQ: 1991 Wilson and the Treaty of Versailles Thematic Learning Objectives – POL, WOR

DBQ: 1997 Women’s Suffrage Movement Thematic Learning Objectives – ID, CUL, POL Debate: Did the New Deal Prolong the Great Depression?

o Use primary sources from this time period and secondary sources including Gary Dean Best’s Pride, Prejudices, and Politics: Roosevelt Versus Recovery, 1933-1938 (1990), and Roger Biles’ A New Deal for the American People (1991) [Taking Sides: Clashing Views in United States History Volume 2 - Reconstruction to the Present]

o Historical Thinking Skill – Interpretation, Historical Argumentation, Synthesis; Thematic Learning Objectives – WXT, POL


Debate: Has the Women’s Movement of the 1970s Failed to Liberate American Women? o Use primary sources from this time period and secondary sources including F.

Carolyn Graglia’s Domestic Tranquility: A Brief Against Feminism and Gail Collins’ Hillary and Sarah…When Everything Changed: The Amazing Journey of American Women from 1960 to the Present (2009) [Taking Sides: Clashing Views in United States History Volume 2 - Reconstruction to the Present.]

o Historical Thinking Skill – Interpretation, Patterns of Continuity and Change Over Time, Contextualization, Historical Argumentation, Synthesis; Thematic Learning Objectives – ID, CUL

Time period summary and analysis – Create a graphic organizer using SPEDIG. Make connections to the thematic learning objectives (class discussions and debates will follow). Justify why the key historical events and processes for Period 7 is between 1890-1945: Historical Thinking Skill – Periodization (Class discussion on the main ideas for

Unit 8: The Cold War and the Making of Modern America (5 weeks) (Time Period 8: 1945-1980)

The American Pageant Chapters 36-39 Thematic Learning Objectives: ID, PEO, POL, WOR, CUL

Week 30-34 (March 8-April 8)


Take corresponding quizzes on Quizlet until you get 90+% on each quiz.


Franklin Roosevelt, The Quarantine speech Franklin Roosevelt, The Four Freedoms speech The Atlantic Charter George Kennan, Sources of Soviet Conduct William Faulkner, Acceptance Speech for the Nobel Prize Brown versus the Board of Education Dwight D. Eisenhower, Farwell Address Multiple Choice Exam with primary/secondary source analysis: Dwight Eisenhower’s

Farewell speech, Diagram and program of the March on Washington, postal stamps of the Cold War Space Race, Map of the expansion of Levittown, New York 1951.

Short Answer Questions: Joint Resolution, photo of the 1973 gas rations Thematic Learning Objectives – POL, WXT, WOR

Long Essay Question: How did the African American Civil Rights Movement of the 1950s and 1960s address the failures of Reconstruction? (2002)

DBQ: 1988 WWII Diplomacy - Atomic Bombing and Cold War tension Thematic Learning Objectives – WXT, WOR

DBQ: 1995 Civil Rights Movement Thematic Learning Objectives – ID, POL, CUL DBQ: 2011 Nixon Administration Thematic Learning Objectives – POL



Unit 9: Contemporary America (1.5 weeks) (Time Period 9: 1980-Present)

The American Pageant Chapters 40-42 Thematic Learning Objectives: ID, POL,WOR

Week 34-35 (April 8-April 15)

Read, annotate, and take notes for Period 9 from the Barron’s AP United States History -

Follow the Google Calendar Take corresponding quizzes on Quizlet until you get 90+% on each quiz.


John Kennedy, Inaugural Address Martin Luther King, Jr., Letter from a Birmingham Jail Martin Luther King, Jr., “I Have a Dream” speech Lyndon Johnson, “The Great Society” speech Lyndon Johnson, “The Power of the Media” Edward R, Murrow, “Television and Politics” Roe versus Wade Ronald Reagan, Inaugural Addresses 1981, 1985 Republican Contract with America Multiple Choice Exam with primary/secondary source analysis: Chart on the foreign-born

population through the recent census readings of 1990, 2000, and 2010, The Republican Contract with America (1994), map of the flight paths of September 11

Short Answer Questions: Chart of the U.S. Recession from 1981-1993 and its relation to Regan’s economic policy Thematic Learning Objectives – WXT, POL

Discussion: Federal intervention on local law enforcement agencies – Little Rock and now in Ferguson and New York Historical Thinking Skill – Contextualization; Thematic Learning Objectives – POL

Discussion: Security and War on Terrorism – 9/11, NSA and Edward Snowden, and ISIS/ISOL Historical Thinking Skill – Contextualization; Thematic Learning Objectives – WOR, POL

Time period summary and analysis – Create a graphic organizer using SPEDIG. Make connections to the thematic learning objectives (class discussions and debates will follow). Justify why the key historical events and processes for Period 9 is between 1980-PRESENT: Historical Thinking Skill – Periodization (Class discussion on the main ideas for this time period).


AP Exam Review (3 weeks)

Periodization review – categorize the provided events into the appropriate time periods. Complete practice timed exam Video and Quiz reviews

*Friday, May 6 at 8:00 A.M. – A.P.U.S.H. Exam (AP Exams May 2-13) ACT Exams: April 9, 2016 (Registration Deadline March 4; Late Deadline March 5-18) June 11, 2016 (Registration Deadline May 6; Late Deadline May 7-20) September 10, 2016 October 22, 2016 December 10, 2016 SAT Exams: March 5, 2016 (Registration Deadline February 5; Late Deadline February 23) May 7, 2016 (Registration Deadline April 8; Late Deadline April 26) June 4, 2016 (Registration Deadline May 5; Late Deadline May 25)

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