• Critically and closely read primary and secondary sources to evaluate multiple historical perspectives, developments, and trends within societies and across societies [Comparison and Contextualization] • Use present history and knowledge as a guide to uncover and understanding historical actions of the past in an effort to identify and compare basic causes and/or effects and distinguish between both short and long term causes and effects [Chronological Reasoning] • Interpret and analyze historical data from original documents and using said data to support/ refute an argument or position in a Harkness Discussion while Framing questions about the past and addressing those questions through the construction of a plausible and persuasive argument [Crafting Historical Arguments from Historical Evidence] • Use the historical themes to connect to broader historical contexts while describing, analyzing, evaluating and constructing diverse interpretations and become aware of how present circumstances and present contexts have been determined and shaped by individual and collective actions of the past [Historical Interpretation and Synthesis] Course Description Course Objectives As well as knowledge of the facts of history, students will develop the skills necessary to take a look at any historic information, process, analyze, and discuss it as an Historian. AND… Facilitator and Info Bernard Murray II — Secondary Facilitator of the Harkness Method in the Journalistic Approach for APUSH | F-Block - 102 |email: [email protected]This course guides students toward mastering the analytic skills and factual knowledge necessary to deal critically with the problems and challenges in United States History. Coursework will be taught and graded at the college level. Students will learn to assess historical materials - their relevance to a given interpretive problem, their reliability, and their importance - and to weigh the evidence and interpretations presented in historical scholarship. The course will develop in students the skills necessary to arrive at conclusions on the basis of informed judgments and to present reasons and evidence clearly and persuasively in essay format. AP UNITED STATES HISTORY 2016-2017 BRADENTON PREP ACADEMY Schedule: GOLD Days BLUE Days Block 3 Block 1 12:25 - 1:55 8:30 - 10:00
Transcript
• Critically and closely read primary and secondary sources to evaluate multiple historical perspectives, developments, and trends within societies and across societies [Comparison and Contextualization]
• Use present history and knowledge as a guide to uncover and understanding historical actions of the past in an effort to identify and compare basic causes and/or effects and distinguish between both short and long term causes and effects [Chronological Reasoning]
• Interpret and analyze historical data from original documents and using said data to support/refute an argument or position in a Harkness Discussion while Framing questions about the past and addressing those questions through the construction of a plausible and persuasive argument [Crafting Historical Arguments from Historical Evidence]
• Use the historical themes to connect to broader historical contexts while describing, analyzing, evaluating and constructing diverse interpretations and become aware of how present circumstances and present contexts have been determined and shaped by individual and collective actions of the past [Historical Interpretation and Synthesis]
Course Description
Course Objectives
As well as knowledge of the facts of history, students will develop the skills necessary to take a look at any historic information, process, analyze, and discuss it as an Historian. AND…
Facilitator and Info
Bernard Murray II — Secondary Facilitator of the Harkness Method in the Journalistic Approach for APUSH | F-Block - 102 |email: [email protected]
This course guides students toward mastering the analytic skills and factual knowledge necessary to deal critically with the problems and challenges in United States History. Coursework will be taught and graded at the college level. Students will learn to assess historical materials - their relevance to a given interpretive problem, their reliability, and their importance - and to weigh the evidence and interpretations presented in historical scholarship. The course will develop in students the skills necessary to arrive at conclusions on the basis of informed judgments and to present reasons and evidence clearly and persuasively in essay format.
You could say it's a table, oval, with enough room to seat 12 students and a teacher…
Or you could describe its impact: “Here at Exeter, learning is best done collaboratively by as diverse a set of students as we can assemble, and while that learning experience is not all confined to our classrooms, there is no question that the quintessential example of 'youth from and for every quarter' is our signature Harkness tables. This is the academic heart of our institution and the best example of how we all learn to think more creatively, deeply and compassionately when we experience the various viewpoints of others."
- Tom Hassan, Principal, Phillips Exeter Academy
And it's more … It's a way of learning: everyone comes to class prepared to share, discuss, and discover, whether the subject is a novel by William Faulkner or atomic and molecular structure. There are no lectures.
It's a way of being: interacting with other minds, listening carefully, speaking respectfully, accepting new ideas and questioning old ones, using new knowledge, and enjoying the richness of human interaction. You see the Harkness philosophy played out on our dorms, in our theater productions, on our playing fields. It's fun, it's exhilarating, it’s the way to be.
From www.exeter.edu
As an educator who has been through Harkness PD, the Harkness Method makes sense with the rigor of APUSH. So, I’ve honed the power of the Harkness and developed an APUSH curriculum around the Method.
Pre-Harkness [Prep for the Argument]: Usually a series of primary source documents, students complete the 4 Steps to prepare for, which include the full spectrum of APPARTS document analysis.
Harkness [The Argument]: A timed, Harkness discussion where all sources and notes from the Pre-Harkness are used to earn points (like ESPN’s Around the Horn) based on the 9 Levels of Harkness Participation.
Post-Harkness [Debrief of the Argument]: So the Harkness discussion is not lost in the air, each Harkness is recorded and students submit a final debrief essay in response to a FRQ-like prompt. This requires them to analyze similarity and difference (comparison), see
connections contextualization), a s s e s s c a u s e a n d e f f e c t (causation), judge chronological perspective (continuity or change over time), justify the coherence
o f a n h i s t o r i c a l p e r i o d (periodization), or concisely organize historical ideologies and theories (synthesis)
Success in my APUSH class is contingent on students:
- Critically thinking, close reading, analytical writing, and Harkness discussion - Being on time, being present, and being prepared - Remaining diligent with course load and deadlines, as late homework will not be accepted and late DBQs/FRQs will receive a 10% deduction each day - Students are responsible for completing their own work. We will work in groups often; - Adhering to the “zero-tolerance” for academic dishonesty; using learning resources and peer collaboration is different from plagiarism - Not failing tests, as it voids their opportunity for test corrections. Rules for test corrections are as follow: A) ½ point back for every question “corrected” (up to a max score of 70) B) the entire test must be corrected in order to be eligible to earn any points, C) all test corrections must be done by appointment D) corrections must be completed in one sitting and done within one week of the test
-JohnJNewman&JohnMSchmalbach,UnitedStatesHistory:PreparingfortheAdvancedPlacementExamination(AMSCO2015Edition)-HowardZinn,APeople’sHistoryoftheUnitedStates-RonaldTakaki,ADifferentMirror-“TheTimelineofPresidentialElections:HowCampaignsDo(andDoNot)Matter(ChicagoStudiesinAmericanPolitics)”byRobertS.Erikson-“Culture,Rhetoric,andVoting:ThePresidentialElectionof2012”UniversityofAkron-IsabelWilkerson,WarmthofOtherSuns- Race andMembership in AmericanHistory: The EugenicsMovement-CarlD.Cavalli,TheBasicsofAmericanGovernment- Jonathan Hennessey, The United States Constitution: AGraphicAdaptation-WhatWill It Take toMakeAWomanPresidentMarianneSchnall- “The 100 Most Significant Americans of All Time” by The Smithsonian - “Who's Bigger?: Where Historical Figures Really Rank” by Steven Skiena
As apprentice historians, there are 9 Historical Thinking Skill Proficiency Expectations**, which fit into four categories:
The entire APUSH curriculum is designed reverse-chronologically, where each unit is a thematic representation of the 7 Thematic Learning Objectives**
AP UNITED STATES HISTORY 2016-2017
BRADENTON PREP ACADEMY
Proficiency
American and National Identity [NAT]
how and why definitions of American and national identity and values have developed, as well as on related topics such as citizenship, constitutionalism, foreign policy, assimilation, and American exceptionalism. Politics and Power [POL]
how different social and political groups have influenced society and government in the United States, as well as how political beliefs and institutions have changed over time. Work, Exchange, and Technology [WXT]
factors behind the development of systems of economic exchange, particularly the role of technology, economic markets, and government. Culture and Society [CUL]
the roles that ideas, beliefs, social mores, and creative expression have played in shaping the United States, as well as how various identities, cultures, and values have been preserved or changed in different contexts of U.S. history. Migration and Settlement [MIG]
why and how the various people who moved to and within the United States both adapted to and transformed their new social and physical environments. Geography and the Environment [GEO] the role of geography and both the natural and human-made environments on social and political developments in what would become the United States. America in the World [WOR] the interactions between nations that affected North American history in the colonial period, and on the influence of the United States on world affairs.
Themes
**both the 9 Historical Thinking Skill Proficiency Expectations & 7 Thematic Learning Objectives come with their own set of standards
AP UNITED STATES HISTORY 2016-2017
BRADENTON PREP ACADEMY
Curriculum Overview
UNIT 0 Intro to Harkness — American Exceptionalism Themes: NAT (WOR) Readings: - Zinn, A People’s History of the United States Chapters 1-15 - Takaki, A Different Mirror Harknesses: - American Exceptionalism Harkness: Considering Pre-America society from 1490s to 1690s, Students will engage in a class Harkness discussion in which the attempt to trace the origins of “American Exceptionalism” to a single European nation. [NAT-1.0] [WOR-1.0] Lesson: The Writing Process - Prompt Deconstruction: in reviewing every AP DBQ Exam from 1983, five prompt terms have been identified as the most frequent and students will learn the three-step Prompt Deconstruction tips to assist them with their DBQ/FRQ essays 1) Find the “prompt term” [assess, evaluate, justify, analyze, OR to what extent] 2) Determine the topic of discussion 3) Convert the prompt into a question [Thesis statement are answers to a prompt question] - SPRITE2 Factors: students will learn how to differentiate between the lens of analysis with SPRITE2 - Social, Political, Religious, Intellectual/Ideological, Technology, Environmental/Economical - APPARTS: students will learn the strategies and practices of Close Reading using APPARTS - Author, Place & Time, Prior Knowledge, Audience, Reason, Tone/ Mood, and Significance - TEC Analysis: students will learn the Thesis/Explicit Evidence/Commentary analysis model for composing body paragraphs [history is to sports, what historians are to sport broadcasters] SPRITE2 Factors & APPARTS analysis for the following documents - Trade Routes with the East [Map] - Richard Hakluyt, Sluggish Security - The Treaty of Tordesillas - King James I, Counterblast to Tabacco (1604) - Christopher Columbus Journal (1492) - Bartolomé de Las Casas, The Destruction of the Indians (1542) - Writing: - Columbian Exchange: Applying everything they learned in The Writing Process, students will write three SAQs based on the 2005 and 2001 AP Exam: a) compare and contrast the British, French, and Spanish interactions with the Indigenous Americans between 1490 and 1760 and b) juxtapose the imperial goals of the British, French, and Spanish in North America between 1490 and 1760; and c) Evaluate the economic and environmental impact of the Columbian Exchange on America and Europe [GEO-1.0][MIG-2.0][CUL-4.0]
Curriculum Overview Con’t
- FRQ Post-Harkness American Exceptionalism - Prompt: This term, “American Exceptionalism” has been tossed around for a few years. So, what does “American Exceptionalism” mean to you, a student of Advanced Placement United States History? [NAT-1.0] [WOR-1.0] Exam: - Given the selected pages from The American Pageant 16th Edition for the decades of 1490s-1760s, students will take a APUSH multiple-choice test using specific questions from the Fall 2015 Practice APUSH Exam that pertain to “Early American Culture” and supplementing them with specific questions from The American Pageant 16th Edition chapter tests about “Early American Culture”
UNIT 1A Constitution — A Nation’s Argument Themes: POL (NAT) Readings: - Cavalli, The Basics of American Government Chapter 1 & 2 - Hennessey, The United States Constitution: A Graphic Adaptation - the selected pages from The American Pageant 16th Edition about “Constitutional America” Harknesses: - 2016 Presidential Debates Harkness: StudentswillengageinaclassHarknessdiscussion juxtaposingthethreepoliticaldebates[POL-3.0] Writing: - FRQPost-Harkness PresidentialDebate#1 - Prompt:Assume you can vote and are an undecidedvoter,iftheelectionweretomorrowandbasedontheFirstPresidential Debate: 1)Who"won"thedebate? 2)Whowasthemostpresidential? 3)Whowouldyouvotefor? 4)Afterwatchingthisdebate,whatisyourviewonAmericanPolitics? - FRQ Post-Harkness Presidential Debate #2 - Prompt: This is your second presidential debate… 1)Juxtaposethisdebatewiththe`irstdebate 2)Analyzethecomposure/temperamentofthecandidate 3)Assessanyotheraspectsofthedebateofyourchoosing -FRQPost-HarknessPresidentialDebate#3-Prompt:Theelection is3weeksaway-21 days.You'veseenallthreedebates,you'vereadarticlesaboutthiselection,and nowhereisthequestion: -FRQPost-HarknessPresidentialDebate#3-Prompt:Theelection is3weeksaway-21 days.You'veseenallthreedebates,you'vereadarticlesaboutthiselection,and nowhereisthequestion:UsingyournotesfromallthreedebatesANDwhatyou knowaboutArticleIIoftheConstitution,whatconcernsdoyouhaveaboutthenext leaderoftheExecutiveBranchandhowwelldoyouthinktheywillhandleallthedutiesof beingPresident? -DBQConstitutional Case Study - Prompt: Ifmenwere angels, no governmentwould be
AP UNITED STATES HISTORY 2016-2017
BRADENTON PREP ACADEMY
Curriculum Overview Con’t
necessary. If angels were to governmen, neither external nor internal controls on governmentwouldbenecessary.Inframingagovernmentwhichistobe administeredbymenovermen,thegreatdif`icultyliesinthis:Youmust`irst enable the government to control the governed; and in the next place, oblige it to controlitself.
Exam: - Given the selected pages from The American Pageant 16th Edition about “Constitutional America”, students will take a APUSH multiple-choice using specific questions from the Fall 2015 Practice APUSH Exam that pertain to “Constitutional American Society” and supplementing them with specific questions from The American Pageant 16th Edition chapter tests about “Constitutional American Society”
UNIT 1B Election Campaign — Rhetoric Themes: POL (NAT) Readings: - “The Timeline of Presidential Elections: How Campaigns Do (and Do Not) Matter (Chicago Studies in American Politics)” by Robert S. Erikson - “Culture, Rhetoric, and Voting: The Presidential Election of 2012” University of Akron (Chapters 1, 6, 8, 10) - the selected pages from The American Pageant 16th Edition on “Election Campaigns” Harknesses: - Election Rhetoric Harkness: StudentswillengageinaclassHarknessdiscussionabout theeffectsofcampaigningandpoliticalrhetoriconthepsycheanddecisionmakingofthe audience[POL-1.0][POL-3.0] Writing: -FRQPost-HarknessElectionRhetoric-Prompt:Giventhe2016election,howisrhetoric usedintheAmericanpoliticalsystem?Whyiselectionrhetoriceffective?Whatethic andmoralimplicationsmightarisewiththeuseofpoliticalrhetoric[POL-1.0][POL-3.0] -DBQElections-Prompt:Inacoherentessaythatintegratesyourknowledgeand interpretationofthethearenathatiselectionscampaign,analyzejustifywhich presidentialelectionhadcampaignsthatmatchedthetrueideologyofthecultureof rhetoric.[POL-1.0][POL-3.0] TheDocuments: Electionof1789 Electionof1796 Electionof1800 Electionof1824 TheDocuments: Electionof1789
AP UNITED STATES HISTORY 2016-2017
BRADENTON PREP ACADEMY
Curriculum Overview Con’t
Electionof1796 Electionof1800 Electionof1824Electionof1828 Electionof1840 Electionof1856 Electionof1860 Electionof1864 Electionof1876 Electionof1912 Electionof1932 Electionof1936 Electionof1960 Electionof1980Exam: - Given the selected pages from The American Pageant 16th Edition about “Election Campaigns”, students will take a APUSH multiple-choice using specific questions from the Fall 2015 Practice APUSH Exam that pertain to “Election Campaigns” and supplementing them with specific questions from The American Pageant 16th Edition chapter tests about “Election Campaigns”
UNIT 2 Women’s Rights/Feminism Themes: CUL (NAT, POL) Readings: - “What Will It Take to Make A Woman President” by Marianne Schnall (selected interview (Soledad O’Brien, Maya Angelou, Donna Brazile, Melissa Harris-Perry, Ana Navarro, etc) - the selected pages from The American Pageant 16th Edition about “Women’sRights/ Feminism” Harknesses: - Women’s Rights/Feminism Harkness: Students will engage in a class Harkness discussion in which they choose either “Inspiration From the Land Where Dreams Come True” (New York Rep. Geraldine A. Ferraro's 1984); “Equal Rights for Women” (Hon. Shirley Chisholm 1969); “Happiness in Marriage” (Margaret Sanger 1926); “The Subjective Necessity for Social Settlements (Jane Addams 1892); OR “Social Purity” (Susan B. Anthony 1875) and analyze the author’s point of view, author’s purpose, audience, and historical context in terms of feminism [CUL-3.0][POL-2.0] Writing: - FRQ Post-Harkness Women’s Rights/Feminism Present to 1690s - Prompt: Based on theseexperiences,whathasbeentheebband'lowofWomen’sRightsfromthese accountsandhowdoestheliberalideologyoffeminismthesewomenspokeabout workwithinthestructurethatis“AmericanExceptionalism”?[CUL-3.0][POL-2.0] -FRQPost-HarknessWomen’sRights/FeminismPresent to1690s -Prompt:Howdothe
AP UNITED STATES HISTORY 2016-2017
BRADENTON PREP ACADEMY
Curriculum Overview Con’t
1950'sadvertisementjuxtaposethe"YoungMother"article?[CUL-3.0][POL-2.0] - FRQ Post-Harkness Women’s Rights/Feminism Present to 1690s - Prompt: Given the decade that followed WWII, why were women so relucant to assume the housewife role? How does this decade juxtapose with the 1950s when it comes "women's roles”? [CUL-3.0] [POL-2.0] - FRQ Post-Harkness Women’s Rights/Feminism Present to 1690s - Prompt: Based on yourunderstandingofthe1920s,whatpropagatedtheideologyofthe“1920s Woman”?Howliberal/conservativewasthe“1920sWoman”incomparisontothe previousdecades?-FRQPost-HarknessWomen’sRights/FeminismPresentto1690s -Prompt:Howdothe1950'sadvertisementjuxtaposethe"YoungMother"article? [CUL-3.0][POL-2.0] - FRQ Post-Harkness Women’s Rights/Feminism Present to 1690s - Prompt: Given the decade that followed WWII, why were women so relucant to assume the housewife role? How does this decade juxtapose with the 1950s when it comes "women's roles”? [CUL-3.0] [POL-2.0] - FRQ Post-Harkness Women’s Rights/Feminism Present to 1690s - Prompt: Based on yourunderstandingofthe1920s,whatpropagatedtheideologyofthe“1920s Woman”?Howliberal/conservativewasthe“1920sWoman”incomparisontothe previousdecades?[CUL-3.0][POL-2.0] -DBQSalemWitchTrailof1692-Prompt:AssessthecausesoftheSalemWitchTrialand towhatextentwastheSalemwitchTrialanattackonfeminism.[CUL-1.0]CUL-3.0] [POL-2.0] Exam: - Given the selected pages from The American Pageant 16th Edition about “Women’s Rights/ Feminism”, students will take a APUSH multiple-choice using specific questions from the Fall 2015 Practice APUSH Exam that pertain to “Women’s Rights/Feminism” and supplementing them with specific questions from The American Pageant 16th Edition chapter tests about “Women’s Rights/Feminism”
UNIT 3 America: The Limited Edition Geography & Expansion Pack Themes: GEO, WXT, CUL (NAT, POL) Readings: - Given the selected pages from The American Pageant 16th Edition about “Expansion & Geography” Harknesses: - N/A Writing: - DBQGeography&Expansion-Prompt:AssesswhichNorthAmericanlandacquisitionhad themostbene`icialtechnologicalimpactontheAmericanenvironment[GEO-1.0] [WXT-3.0] TheDocuments: -13Colonies(JohnWinthroptoNathanielRichaboutlifeinBoston, May22,1634) -LouisianaPurchase(Territorialmap)
AP UNITED STATES HISTORY 2016-2017
BRADENTON PREP ACADEMY
Curriculum Overview Con’t
-Texas(AddressoftheHonorableS.F.Austin,DeliveredatLouisville, Kentucky,March7,1836) -CaliforniaGoldRush“HistoryofCalifornia,Vol.II”,byTheodoreH. Hittell(1897) -OregonTrail(HarrietScottPalmerontravelingovertheGreat Plainsin1852) -Florida(Adams-OnísTreatyof1819) -MissouriCompromise(JohnCaldwellCalhountoAndrewJackson, June1,1820) -ManifestDestiny(“SpiritoftheFrontier”byJohnGast1872) -Mexican-American(WarTreatyofGuadalupeHidalgo1848)(Map) -CollaborativeEssay: Studentswillworkpairs todevelopanessaywhereeach student willchooseaside-2010APDBQ“Theissueofterritorialexpansionsparkedconsiderable debate intheperiod1800–1855.Analyzethisdebateandevaluatethe inoluenceofboth supportersandopponentsofterritorialexpansioninshapingfederalgovernmentpolicy. Usethedocumentsandyourknowledgeoftheyears1800–1855inyour answer.” [GEO-1.0][WXT-3.0] Exam: - Given the selected pages from The American Pageant 16th Edition about “Expansion & Geography”, students will take a APUSH multiple-choice using specific questions from the Fall 2015 Practice APUSH Exam that pertain to “Expansion & Geography” and supplementing them with specific questions from The American Pageant 16th Edition chapter tests about “Expansion & Geography”
UNIT 4 Immigration Themes: MIG, GEO, CUL (NAT, POL) Readings: - “Warmth of Other Suns” by Isabel Wilkerso Harknesses: - Jim Crow Harkness: After reading The Warmth of Other Suns by Isabel Wilkerson & The New Jim Crow by Michelle Alexander studentswillengageinaclassHarknessdiscussion evaluatingJimCrowasdeoinedbyWilkersonandAlexanderaswellasunpacking evolutionofJimCrow[MIG-2.0][GEO-1.0][CUL-4.0] Writing: -FRQPost-Harkness Immigration-Prompt:Given the waves of immigration into the United States between from the 1490s to present, which wave had precipitated most significant economical and technological impact on the environment of America? [MIG-2.0][GEO-1.0] [CUL-4.0] -FRQ“WarmthofOtherSuns”-Prompt:BetweenthenarrativesofGeorge,Robert,andIda Mae,evaluatethepushandpullfactorsthatleadtotheirmigrationfromtheJim CrowSouth[MIG-2.0][GEO-1.0][CUL-4.0]
AP UNITED STATES HISTORY 2016-2017
BRADENTON PREP ACADEMY
Curriculum Overview Con’t
Exam: - Given the selected pages from The American Pageant 16th Edition about “Immigration Waves”, students will take a APUSH multiple-choice using specific questions from t h e Fall 2015 Practice APUSH Exam that pertain to the “Five Waves of Immigration” and supplementing them with specific questions from The American Pageant 16th Edition chapter tests about the “ Five Waves of Immigration”
UNIT 4 Race & Membership Themes: CUL (NAT, POL) Readings: - “Race & Membership in American History: The Eugenics Movement” (Chapter 1, part 4-6; Chapter 2, part 1-4; Chapter 8, part 5-8) - Given the selected pages from The American Pageant 16th Edition about “Race & Membership” Movie: - “The Black Panthers: Vanguard of the Revolution” (Stanley Nelson Jr. 2015) Harknesses: - W.E.B. DuBois vs. Booker T. Washington Harkness: After viewing “The Black Panthers: Vanguard of the Revolution,” studentswillengageinaclassHarknessdiscussion juxtaposing DuBois’ andWashington’s Ideology and comparing their philosophieswith thatofTheBlackPantherPartyForSelf-Defense[CUL-4.0][POL-2.0] Writing: - FRQPost-HarknessW.E.B.DuBoisvs.BookerT.Washington-Inafour-paragraphessay, studentswillrespondtothefollowingpromptcompletewithathesisappropriate historical supportingevidence:Bothof thesemenwerediscussionBlackpeopleonthe Blackcommunity;however,knowingwhatyouknownowaboutrace&membershiphow wouldtheirideologiesimpactotherracesinAmerica?[CUL-4.0][POL-2.0] -CollaborativeEssay: Studentswillworkpairs todevelopanessaywhereeach student willchooseaside-2002APFRQ“HowdidtheAfricanAmericanCivilRightsMovementof the1950sand1960saddressthefailuresofReconstruction?”[CUL-4.0][POL-2.0] Exam: - Given the selected pages from The American Pageant 16th Edition about “Race & Membership”, students will take a APUSH multiple-choice using specific questions from the Fall 2015 Practice APUSH Exam that pertain to “Race & Membership” and supplementing them with specific questions from The American Pageant 16th Edition chapter tests about “Race & Membership”
UNIT 5 Social Policy/Social Revolution Themes: NAT, POL, CUL Readings: - Given the selected pages from The American Pageant 16th Edition about “Social Policy Social Revolution”
AP UNITED STATES HISTORY 2016-2017
BRADENTON PREP ACADEMY
Curriculum Overview Con’t
Movie: - “Stonewall Uprising” PBS (2010) Harknesses: - Social Revolution Harkness: StudentswillengageinaclassHarknessdiscussionfocusing on the success and/or failures of the Social Revolutions when compared to the Social Policies theywereattempting to socially, economically, culturally andpolitically reform. [CUL-4.0][POL-2.0] Writing: - DBQ“SocialPolicy/SocialRevolution-Prompt:Americaisknowna‘meltingpot’ofmany differentcultures,ethnicities,andwaysoflifewherethenationalideologyasseenin theDeclarationofIndependenceis,“Weholdthesetruthstobeself-evident,thatall menarecreatedequal;thattheyareendowedbytheirCreatorwithcertain unalienablerights;thatamongthese,arelife,liberty,andthepursuitofhappiness.” UsingthedocumentsandyourknowledgeofAmericanHistory,evaluatethis statement.[CUL-4.0][POL-2.0] TheDocumentsforSocialPolicy: -JapaneseInternment:Tetsuzo Hirasaki’s letter to Clara Estelle Breed of the Children's Librarian at the San Diego Public Library (Nov. 16, 1942) -TuskegeeExperiment:SyphilisVictimsinU.S.StudyWentUntreated for40years,NewYorkTimes(Jul.26,1972) -Lynching:EleanorRoosevelt,TheWhiteHouse(March19,1936) -IndianRemovalAct:UnitedStatedStatutesatLarge,PublicLaw587 &PublicLaw588(Aug.13,1954) -ChineseExclusionAct(Poster):WashingtonStateHistoricalSociety (July23,1892) -MexicanBorderPortal:RussellK.Dudley,1stBorderPatrol AcademyatCampChigasinElPaso,Texas(1936-1941) -Stonewall:LettertoAnnandAlfredCorn(fromEdmundWhite) 1969 -Women/MenLaborearningscomparison(graph):Weeklyearnings from1979-2009UnitedStatesDepartmentofLabor(June2010) -ComstockAct:Government Will Not Impede Birth Control Regulation Bill, Catholic Herald (May13,1938) -ImmigrationQuota(chart):StatisticalAbstractoftheUnitedStates (Washington,D.C.GovernmentPrintingOfoice,1929) -NativeAmericanAssimilation:IndianGirlsatHampton,The AmericanMissionaryVolume0036Issue1(Jan1882) -TrailofTears(picture):TheTrailofTears(RobertLindenux1942) -ArizonaSenateBill1070:SenateBill1070,StateofArizonaForty- ninthLegislature(2010) -GovernorGeorgeWallace:GovernorGeorgeWallaceofAlabama, InauguralAddress(1963) -GovernorMikePence:GovernorMikePenceofIndianaonhis signingtheRFRA(2015)
AP UNITED STATES HISTORY 2016-2017
BRADENTON PREP ACADEMY
Curriculum Overview Con’t
TheDocumentsforSocialRevolution: -GayRights:Song-I’mComingOut(DianaRoss-1980) -LatinoCivilRights:Song-That’stheLifeofCesarChavez(WahlenBK -2014) -Anti-War/Peace:Song-MastersofWar(BobDylan-1963) -BlackPower:Song-PantherPower(Tupac-2003) -CivilRights:Song-StrangeFruit(PerformedbyBillieHoliday, writtenbyAbelMeeropol-1939) -Prohibition:Song-TheAlcoholicBlues(BillyMurray-Jan1919) -Labor/Unions:Song-ThePicketLine (MichaelFanning-1985) -ProgressiveEra:Song-WhatTeachersMake(TylerMali-2002) -Temperance/Women’sRights:Song-StillIRise(MayaAngelou- 1978)&TheTemperanceArmy(JuliaAMoore-circalate1800s) -Abolitionist:Song-IKnowWhytheCagedBirdSings(Maya Angelou-1983) -SlaveRevolts:Song-FollowtheDrinkingGourd(OldNegro SpiritualassungbyEricBibb) -BostonTeaParty:Song-SmallandEarly(TudorJenkscircaearly 1900)Exam: - Given the selected pages from The American Pageant 16th Edition about “Social Policy/ Social Revolution", students will take a APUSH multiple-choice using specific questions from the Fall 2015 Practice APUSH Exam that pertain to “Social Policy/Social Revolution" and supplementing them with specific questions from The American Pageant 16th Edition chapter tests about “Social Policy/Social Revolution”
UNIT 6 Foreign Policies Themes: WOR, GEO, CUL, NAT, POL Readings: - Given the selected pages from The American Pageant 16th Edition about “Foreign Policy” Harknesses: -ForeignPolicyHarkness:StudentswillengageinaclassHarknessdiscussionanalyzing theextenttowhichtheRoosevelt’s“BigStickDiplomacy”wasaturningpointinthehow AmericawasseenasaForeignPolicyBully[WOR-2.0][NAT-3.0]
Writing: - FRQPost-HarknessForeignPolicy - Prompt:GivenRoosevelt’s “Big StickDiplomacy” in 1900s,whatjusti`icationdoesAmericahaveforinterveningininternationalaffairs andhowhavetheseencroachmentsshapedtheideologyofAmericadomestically andinternationally?[WOR-2.0][NAT-3.0] - DBQForeignPolicy-Prompt:In his 2009 book Turn Coat, mystery writer Jim Butcher wrote American saying, “Ourideaofdiplomacyisshowingupwithaguninone handandasandwichintheotherandaskingwhichyou'dprefer.”Usingthe
AP UNITED STATES HISTORY 2016-2017
BRADENTON PREP ACADEMY
Curriculum Overview Con’t
documentsandyourknowledgeofUSForeignPolicy,evaluatethevalidityofthis statement.[WOR-2.0][NAT-3.0] TheDocuments: -AddresstoCongressafter9/11(2001) -GeorgeWashington’sFarewellAddress(1796) -theGoodNeighborPolicy(1880s) -TheMarshallPlan(1947) -WoodrowWilson’smessagetoCongress(1914) -JimmyCarter’sSOTU(1980) -DroppingoftheAtomicBomb(1945) -Roosevelt’s“BigStick”philosophy(1903)(politicalcartoon) -Obama’sIranORCubaDeal(2016)Exam: - Given the selected pages from The American Pageant 16th Edition about “ForeignPolicy”, students will take a APUSH multiple-choice using specific questions from the Fall 2015 Practice APUSH Exam that pertain to “Foreign Policy” and supplementing them with specific questions from The American Pageant 16th Edition chapter tests about “Foreign Policy”
UNIT 7 War, Conflict, & Propaganda Themes: WOR, GEO, NAT, POL Readings: - Given the selected pages from The American Pageant 16th Edition about “War, Conflict, & Propaganda” Harknesses: - Propaganda Harkness: StudentswillengageinaclassHarknessdiscussionjustifyingthe useofethos,pathos,logosandsubliminalmessaginginwarpropaganda[WOR-2.0] [NAT-3.0] Writing: - FRQ Propaganda - Prompt: Given what you know about propaganda, what moral and ethical implications does war propaganda have on the warring environment? [WOR-2.0][NAT-3.0] -DBQ Propaganda - Prompt: Evaluate the role conditioning plays on minds, hearts, and conscious during war when citizens view propaganda [WOR-2.0][NAT-3.0] TheDocuments: -WaronTexting/Drinkingwhiledriving(2010s) -WaronTerror(2000s)-WaronDrugs(1980s)(graph) -VietnamWar(1960s) -KoreanWar(1950s) -ColdWar(1940s-1980s) -WWII(1930s-1940s) -WWI(1910s) -Spanish-AmericanWar(1900s) -CivilWar(1860s) -RevolutionaryWar(1770s)
AP UNITED STATES HISTORY 2016-2017
BRADENTON PREP ACADEMY
Curriculum Overview Con’t
UNIT 8 Economic/Business Themes: WXT (NAT, POL) Readings: - The Jungle, Upton Sinclair Harknesses: - Businesses and Economies Harkness: StudentswillengageinaclassHarkness discussionaboutthemeritsandfaultsofcapitalism[POL-3.0][WXT-1.0][WXT-2.0] Writing: - FRQEconomic/Business-Prompt:GiventhevolatilityofAmericanbusinessesand economies,howhaveindustriesadvancedtomeettheneedsofthechangingAmerican environment?[POL-3.0][WXT-1.0][WXT-2.0] Exam: - Given the selected pages from The American Pageant 16th Edition about “Economic/ Business” students will take a APUSH multiple-choice using specific questions from t h e Fall 2015 Practice APUSH Exam that pertain to “Economic/Business” and supplementing them with specific questions from The American Pageant 16th Edition chapter tests about “Economic/Business”
UNIT 9 Legacy - Individual Response and Influence (Independent Study) Themes: CUL, WXT, POL, NAT Readings:
- “The 100 Most Significant Americans of All Time” by The Smithsonian - “Who's Bigger?: Where Historical Figures Really Rank” by Steven Skiena - Given the selected pages from The American Pageant 16th Edition about “Legacy - Individual Response and Influence” Harknesses: - Legacy & Influence Harkness: Studentswill engage in a classHarkness discussion to determinewhichdecade(from1490sto2010)sawtheriseofthemostinoluentialpeople inAmerica.[CUL-4.0][POL-2.0] Writing: - FRQ Legacy & Influence - Prompt: Given the multitude of ideologies existing in American Society, how does one separate themselves from the masses and create a resounding message, persona, image that permeates through future decades? [CUL-4.0] [POL-2.0] Exam: - Given the selected pages from The American Pageant 16th Edition about “Legacy - Individual Response and Influence” students will take a APUSH multiple-choice using specific questions from the Fall 2015 Practice APUSH Exam that pertain to “Legacy - Individual Response and Influence” and supplementing them with specific questions from The American Pageant 16th Edition chapter tests about “Legacy - Individual Response and Influence”
