ADVANCED PLACEMENT UNITED STATES HISTORY Fall 2015 Syllabus

ADVANCED PLACEMENT UNITED STATES HISTORY FALL 2015 Instructor: Michelle Tackett Location: Paul G Blazer High School Ashland, KY Office Hours: M-F; 11:40-1:05 Office Phone: (606) 327-6040 E-Mail: michelle.tackett@ashland.kyschools.us Web Page: http://www.ashland.kyschools.us/olc/teacher.aspx?s=431 Course Overview This semester course offers an interpretive overview of United States History from preColumbian to Reconstruction Our investigation of the nature of the American republic includes methods, evidence, and scholarship from the areas of social, political, economic, and diplomatic history Solid reading and writing skills, along with a willingness to devote considerable time to homework and study are necessary to succeed Emphasis is placed on critical thinking skills, essay writing, historiography, and interpretation of primary documents Textbook Kennedy, David M., Lizabeth Cohen, and Thomas A Bailey The American Pageant: A History of the Republic 13th ed Boston: Houghton Mifflin, 2006 Kennedy, David M and Thomas A Bailey The American Spirit Volume One Boston: Houghton Mifflin, 2006 Kennedy, David M and Thomas A Bailey The American Spirit Volume Two Boston: Houghton Mifflin, 2006 Grading Criteria: Grades will be calculated by cumulative points Student progress will be evaluated, on a unit basis, through seminars, homework, class work, writing assignments, quizzes, and test Students will analyze diverse primary and secondary sources and be required to group and individual presentations There will be formal writing assignments based on the essay formats required for the AP U.S History Exam Each test, quiz, homework assignment, etc., is worth a given number of points according to the quality and level of work At the end of a marking period, a grade average is determined by dividing the total points possible by points earned The district grading scale is used in this course Extra Credit: I not give extra credit on an individual basis Late Work and Incomplete Work Late work is defined as assignments the student does not turn in when due The assignment grade will be reduced in the following manner: day late 50% reduction; days late 75% reduction; days late no credit Write the late work date on the assignment Incomplete work is defined as student work that is turned in on time, however does not follow the guidelines of the assignment The work will be returned to student and late work reductions will apply Make-up Work In case of absences students should refer to the syllabus and complete the activity listed If it is not possible to complete the activity (such as exam or the need for supplemental information to complete an activity) students will be responsible to contact the instructor to schedule a time to complete work Make-up exams, writings, and quizzes will be scheduled before or after school If you are absent, check syllabus or absent log binder for previous day’s activities Write the date of your absence and ABSENT on the top of your make-up work All exam dates have been set If you are absent the day before an exam you must take the exam on the set date Please keep a syllabus in notebook to keep up with exam dates Behavior This is a college course and students will be treated with college-level respect and will therefore need to exhibit a corresponding level of disciple, behavior and responsibility Thus, inappropriate behavior such as being late for class, not being prepared for class, interrupting lectures, and asking to be dismissed for various reasons will not be tolerated All work must be handwritten including notes Cheating will not be tolerated; consequences will be a “0” on that assignment and parent/guardian notification Plagiarism is defined as “to steal and pass off the ideas or words of another as one’s own” (Merriam-Webster’s Collegiate Dictionary) Plagiarism will not be tolerated in this course If you are caught plagiarizing the above consequences will apply Supplies for the Course Notebook (see Summer Assignment) College-ruled Paper Pens/Pencils Highlighters Advanced Placement United States History Exam Information The APUSH Exam is hours and 15 minutes long and includes both a 100-minute multiplechoice/short answer section (Part I) and a 95-minute free-response section (Part II) 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 AP scores are 5: Extremely well qualified; 4: Well qualified; 3: Qualified; 2: Possible qualified; 1: No recommendation APUSH Exam Date: Friday, May 6, 2016 AP U.S History Exam Format Section Question Type I II Number of Questions Timing Percentage of Total Exam Score Part A: Multiple-choice questions 55 questions 55 minutes 40% Part B: Short-answer questions questions 50 minutes 20% Part A: Document-based question question 55 minutes 25% Part B: Long essay question 35 minutes 15% question (chosen from a pair COURSE GUIDE NOTE: THE SYLLABUS AND COURSE GUIDE IS SUBJECT TO CHANGE AT INSTRUCTOR’S DISCRETION Each lesson will start with a quiz of previous lesson Some units will include quizzes using the Advanced Placement Short Answer format Quizzes are not scheduled on the syllabus Unit 1: Period 1491-1607 The American Pageant, Chapter Major Topics: Historical Thinking Skills• Historical Themes • A New World of Many Cultures DATE LESSONS/ASSIGNMENTS/READINGS 8/12Summer Assignment Due 13 Summer Assignment Quiz Introduction to class procedures and expectations Introduction to Advanced Placement Discussion of Summer Assignment Students will need to bring a binder with tab dividers to next class session 8/14Have students assemble course notebooks using the nine chronological periods identified by the College 17 Board Introduce Historical Thinking Skills identified by the College Board that will be tested on the APUSH exam (Use Historical Skills worksheet provided by AP Central) Groups of students will attempt to define the seven themes identified by the College Board After group consideration of each theme, students will be given a College Board resource defining each theme and explaining B.A.G.P.I.P.E as a mnemonic device Lecture: Discuss settlement of North America using PowerPoint on Ancient People to introduce PreColumbian Societies: Theories of Settlement (Solutrean-Clovis), Anasazi (Chaco canyon), and Mound Builders (Cahokia) 8/18Introduce lesson by having pairs of students discuss reasons for European exploration 19 Watch Lesson Discovery and Settlement of the New World: Christopher Columbus (Scout) Lecture: Dividing the Americas, Spanish Exploration and Conquest, and Settlements in North America Students read Howard Zinn’s A People’s History of the United States, Chapter http://www.historyisaweapon.com/defcon1/zinncol1.html Students will write a short analysis of the following: Thesis: What is the main argument of the author? Evidence: Does the author provide clear support for the thesis? Critical Analysis: What does the source add to your own understanding of Columbus? What points are strongly made? Final Analysis: Comparing Zinn’s account to the American Pageant textbook, which source makes a convincing case and why? What are the positives and negatives of each source? 8/20Watch a clip on a Columbus Day parade and protest https://www.youtube.com/watch?v=qzWYcC2xCAI 21 https://www.youtube.com/watch?v=RcxynCMN4Yk Class discussion on the question: “Columbus: hero or villain?” Assign reading Alfred W Crosby’s article, (http://www.gilderlehrman.org/history-by-era/americanindians/essays/columbian-exchange) Using above article and American Pageant, students will identify the “winners” and “losers” in the “Columbian Exchange Contest,” determining which area of the world benefitted most from the Columbian Exchange and the one element that had the most profound impact on Africa, Europe, and the New World Students compare the experiences of these different areas of the world and write a short essay, including a thesis statement, answering the questions: How did the Columbian Exchange—the mutual transfer of material goods, commodities, animals, and diseases—affect interaction between Europeans, Africans, and 8/24 8/25 8/26 Native Americas? Resource: http://aldworthapworld.wikispaces.com/C5.+Impact+of+Columbian+Exchange+on+Atlantic+world+ (Europe,+African+and+Americas) Lecture notes on European Treatment of Native Americans Introduce the HIPP (historical context, intended audience, purpose, and point of view) strategy to students Students will read Kennedy and Bailey’s The American Spirit (pages 3-6) readings; students will identify the European view of Native Americans “Juan Gines de Sepulveda Belittles the Indians” (1547) and “Bartolome de Las Casas Defends the Indians” (1552) Students review Period by listing facts on a Key Concept graphic organizer Students will review the activities included in Unit and determine what Historical Thinking Skills and Themes were used in within the unit Introduce students to APUSH exam format: Multiple Choice, Short Answer, DBQ, and Long Essay Prepare students for Unit exam: 12 multiple choice and short answer questions Unit Exam Unit 2: Period 1607-1754 The American Pageant, Chapters 2-5 Major Topics: • The Thirteen Colonies and the British Empire • Colonial Society in the 18th Century DATE LESSONS/ASSIGNMENTS/READINGS 8/27 Review Unit Exam Multiple Choice Introduce Unit with brief lecture notes on the various English settlements in North America Continue Unit with video segment on English Settlement from the website A Biography of America (http://www.learner.org/biographyofamerica/prog02/transcript/index.html ) As students watch video, they take notes on (1) the motives for settlement in each of the regions, (2) the geography and climate of the region, and (3) examples of the unique society and culture that developed there 8/28 Assign reading: The Giddy Multitude by Ronald Takaki Introduce topic of slavery by watching video clip from The Gilder Lehrman Institute of American History “How Did Slavery Begin in North America.” http://www.gilderlehrman.org/multimedia#!15717 Using “The Giddy Multitude” by Ronald Takaki Answer the following guided reading questions: What have you learned? What have you thought about? What questions you have now? Choose one idea or event that you believe to be most important Describe the importance of that idea or event Lecture on the Origins of Colonial Slavery 8/319/1 9/2 Assign groups of students to research one of five wars between colonists and Native Americans (Pueblo Revolt, Beaver Wars, Pequot War, Chickasaw War, and King Philip’s War) Students will discuss the assigned war within their group for 5-10 minutes Groups will then share research with the class Students are then asked to individually rank the wars, with being the war with the greatest impact on cultural change and relationships between Native Americans and colonist, and being the war that had the least impact Students need to provide at least one piece of relevant historical evidence to support their conclusions After a discussion of student analysis, students will watch the History Channel 10 Days That Unexpectedly Changed America: The Pequot War Video Lecture notes on Restoration Colonies, Pennsylvania, Delaware, Georgia, Mercantilism, Navigation Acts, 9/3 9/4 9/8 Woolen Act, Hat Act, Iron Act, and Dominion of New England, and colonial unrest of the late seventeenth century (e.g., Native American Wars, changes in the church, Glorious Revolution, Jacob Leisler, Salam Witch Trials, and wars between England and France) Using The American Pageant textbook and the HIPP strategy on a primary reading from Kennedy and Bailey’s The American Spirit Vol.1 (pages 126-127), students evaluate the benefits and burdens of mercantilism from the colonists’ point of view Assign reading from Nash’s The American People, Chapter (pages 105-130) Students will answer question # on page 131, list five changes of colonial society in the eighteenth century and answer the following questions: Did the Great Awakening or the Enlightenment have a greater impact on the 18th-century Atlantic World and American society from the 18th-century to the present? Students must support their arguments with relevant historical evidence Additional Resource: American Pageant Chapters 4-5 Students review Period by listing facts on a Key Concept graphic organizer Students will review the activities included in Unit and determine what Historical Thinking Skills and Themes were used in within the unit Prepare students for Unit exam: 20 multiple choice, short answer and one take-home long essay (Review the long essay writing format) Unit Exam Assign Reading American Pageant Chapters 6-7 Unit 3: Period 1754-1800 The American Pageant, Chapters 6-10 Major Topics: • Imperial Wars and Colonial Protest • The American Revolution and Confederation • The Constitution and the New Republic DATE LESSONS/ASSIGNMENTS/READINGS 9/9 Review Unit Exam Multiple Choice Using American Pageant Chapters 6-7, students complete a chart from Center for Learning Book Lesson 22 that focuses on British legislation between 1763-1775 9/10Lecture notes on the French and Indian War 11 After lecture on French and Indian War, students develop a written answer to the questions, “What was the greatest impact of the French and Indian War?” Supporting their answers with information relating to three different effects of the French and Indian War: (1) the first attempted plan to unite the colonies behind a common cause, (2) the rebellion of Native Americans resulting from the British victory, and (3) the tightening of British control over America, including the end of salutary neglect Assign reading American Pageant Chapter 9/14Lecture notes the Road to the Revolution (Nash, Chapter 5) 15 Introduce Declaration of Independence with a clip from Gilder Lehrman, Influences on the Writing of the Declaration: https://www.gilderlehrman.org/multimedia#!87243 Using the website Edsitement, students will complete a lesson analyzing the Declaration of Independence The Declaration of Independence: "An Expression of the American Mind,” http://edsitement.neh.gov/lessonplan/declaration-independence-expression-american-mind#section-16198 Watch Lesson 13 entitled The Revolutionary War (Scout) 9/16Assign reading American Pageant, Chapter While reading, students take notes on the successes and 17 limitations of the Articles of Confederation, which helps them to understand the need to convene the Constitutional Convention Using Center for Learning Book Lesson 25, students complete a chart comparing the Articles of Confederation to the Constitution 9/18 Discussion on American Pageant Chapter (Articles of Confederation: Land Ordinances and weaknesses) Lecture notes on the compromises embedded in the Constitution To introduce the difference between the Federalist and Anti-Federalist, watch the video clip from Gilder 9/2122 9/23 9/24 9/25 9/28 9/29 9/30 Lehrman https://www.gilderlehrman.org/multimedia#!87246 Complete Digital History lesson, The Debate over Ratification of the Constitution http://www.digitalhistory.uh.edu/teachers/lesson_plans/pdfs/unit2_13.pdf Students need to include the following question in their analysis, “Why was compromise so important to the formation of our government?” Assign reading American Pageant, Chapter 10 Using their textbook, students take notes on the major domestic and foreign policy crises of the Washington and Adams presidencies (e.g., French Revolution, Jay’s Treaty, Whiskey Rebellion, Alien and Sedition Acts, XYZ Affair, National Bank, Virginia and Kentucky Resolutions) and assign a letter grade (A-F) to the president for how well each crisis was handled For each event, a paragraph justification must be given explaining the grade Include a paragraph answering the question; To what extent were Washington and Adams effective in dealing with the domestic and foreign policy issues that erupted during their presidencies? Class will discuss their evaluation of Washington and Adams Lecture notes on the Washington and Adams administrations Computer Lab: Use the website Biography of America for students to complete the activity You Decide: Who has the more enduring vision for the United States, Alexander Hamilton or Thomas Jefferson? http://www.learner.org/biographyofamerica/prog05/feature/index.html After completing the above activity, students use internet sources to complete a graph of the differences between the Hamiltonians and Jeffersonians After the research, students write a short reflection on which side they believe would have been best for our nation at that time, using evidence from their research Using HIPP (historical context, intended audience, purpose, and point of view), students analyze excerpts of Washington’s Farewell Address (For the Record) Students will answer the following questions: (1) In voicing some concerns and offering advice, Washington revealed some of the problems and conflicts undermining the republic’s stability and success Describe the problems and conflicts Washington identified (2) What did he believe were the nation’s particular strengths? (3) What did Washington recommend to preserve the nation’s union and liberty? (4) Were his recommendations idealistic or practical? Why? In small groups students examine the 2005 DBQ to determine the social, political, and economic impact of the American Revolution They categorize the documents into three different topics and create a thesis and an outline demonstrating how they would organize their essay, including any outside information they would use Student groups then share their outlines with one another and give feedback using a grading rubric This activity provides opportunity for class discussion of the most effective practices for all students to follow Students review Period by listing facts on a Key Concept graphic organizer Students will review the activities included in Unit and determine what Historical Thinking Skills and Themes were used in within the unit Prepare students Unit exam: 25 multiple choice, two short answer and one take-home long essay Unit Exam Unit 4: Period 1800-1848 The American Pageant, Chapters 11-17 Major Topics: • The Age of Jefferson • Nationalism and Economic Development • Sectionalism • The Age of Jackson • Society, Culture, and Reform Date LESSONS/ASSIGNMENTS/READINGS 10/1 Review Unit Exam &5 Students read Thomas Jefferson’s first inaugural address and discuss its main idea Next, assign reading American Pageant, Chapter 11 and outline the programs of Jefferson’s first term in office Describe and categorize his actions as being representative of either the Democrat-Republican or Federalist principles, to determine the extent to which Jefferson lived up to the goals of his inaugural 10/6-8 10/9 10/12 10/1314 10/1516 10/1920 address Example include: Repeal of the Alien and Sedition Acts, improved relations with France and the Louisiana Purchase, repeal of the Whiskey Tax, continuation of the national bank and tariff, budget reductions Class discussion to review Jefferson’s presidency Watch Lesson 21 The War of 1812: The War (Scout) Students read Jeremy Black’s journal article “War of 1812” Take notes of reading and complete the following: Underline or highlight the important facts Choose one idea or event that is most important Describe the importance of that idea or event What have you learned? What have you thought about? What questions you have? Assign the following Supreme Court cases to groups of student for research: Marbury v Madison, Gibbons v Ogden, Fletcher v Peck, McCulloch v Maryland, Dartmouth College v Woodward Resource: Oyez Supreme Court Media Students will assess the significance of the Federalist Party’s role in the judicial branch Student groups will meet for approximately 10 minutes to develop an explanation in writing and presentation to the class how the case upholds the Federalist principles of a strong national government The class will debate the following statement: Throughout our history, the Supreme Court has acted as a partisan political body rather than a neutral arbiter of constitutional principles Lecture notes on the presidency of James Monroe focusing on the rise of nationalism and sectionalism during his term Introduce The Age of Jackson by watching the History Channel video Andrew Jackson Complete video on Jackson Students will use the HIPP (historical context, intended audience, purpose, and point of view) approach to analyze documents from Digital History concerning Jacksonian Democracy http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=11&psid=3801 Students are to read two sources from Digital History on the Rise of Democratic Politics and Emergence of a New Party System http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3541 http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3542 Students will write an essay, including a thesis statement, responding to the question, How has Jacksonian Democracy influenced the development of democracy found in the United States today? Using The American Pageant, Chapters 14 and 16, Nash’s The American People, Chapters and 9, Digital History, and AMSCO, Chapter resources, groups of students create graphic organizers recording information about the political, cultural, demographic, and ideological characteristics for the North, South and West sections of the United States resulting from the economic and technological changes of this time Groups will present their graphic organizers to the class Using a clip of Ken Burn’s PBS series on Prohibition, introduce the reforms of the early nineteenth century http://www.pbs.org/kenburns/prohibition/roots-of-prohibition/ After completing clip, the class will discuss the root causes of the reform movements from the early nineteenth century (Second Great Awakening and Transcendentalists) Using several excerpts of primary document from Digital History http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=11&psid=3842 and The Center for Learning (Book 2), groups of students will categorize the documents into the appropriate reform movement (The American Pageant, Chapter 15 can be used as a resource) After categorizing documents, students will consider the historical context of the reform movement document using the following questions as a guide: What other events were going on when these documents were created? What were people doing in society (e.g., work, home, religion, and politics)? What did people believe? Why might these documents not provide the whole picture? 10/21 10/2223 After group discussion of the historical context, students write a short essay, including a thesis, on why these reform movements were important to this period of time and if any of these movements have momentum today To complete this unit, student will need to read several Pre-Civil War American Culture articles from Digital History and the last few pages of The American Pageant, Chapter 15 http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtID=2&psid=3549 http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtid=2&psid=3550 http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtid=2&psid=3552 http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtid=2&psid=3553 http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtid=2&psid=3554 http://www.digitalhistory.uh.edu/disp_textbook.cfm?smtid=2&psid=3555 Students will then research one piece of artwork from the early nineteenth century and use the strategy of OPTIC (Overview, Parts, Title, Inference, and Conclusion) to analyze the art The class will address the new technique for answering a DBQ question The following topics will be introduced: State a relevant thesis that directly addresses all parts of the question Support the thesis or a relevant argument with evidence from the documents Focus your analysis of each document on at least one of the following: intended audience, purpose, historical context, and/or point of view Situates the argument by explaining the broader historical events, developments, or processes immediately relevant to the question Provide an example or additional piece of specific evidence beyond those found in the documents to support or qualify the argument Extends the argument by explaining the connections between the argument and one of the following: a) A development in a different historical period, situation, era or geographical area b) A course theme and/or approach to history that is not the focus of the essay (such as political, economic, social, cultural, or intellectual history) 10/26 10/27 Students will answer the 2002 APUSH Exam DBQ question using the new format Student can take home to complete if needed Students review Period by listing facts on a Key Concept graphic organizer Students will review the activities included in Unit and determine what Historical Thinking Skills and Themes were used in within the unit Prepare students for Unit exam: 25 multiple choice and two short answer Unit Exam Unit 5: Period 1848-1877 The American Pageant, Chapters 17-22 Major Topics: • Territorial and Economic Expansion • The Union in Peril •The Civil War • Reconstruction Date LESSONS/ASSIGNMENTS/READINGS 10/28- Lecture notes on Texas, Maine, Oregon, Election of 1844, and the introduction of the Mexican War 29 Students review a timeline of events that caused the Mexican War Using several document excerpts related to the issue of declaring war and The American Pageant, Chapter 17, students prepare for a debate on the following question: Was the United States justified in going to war with Mexico? Students will create graphic organizers that contain information related to supporters or opponents of Manifest Destiny The graphic organizer must contain the names of the groups (e.g., political parties or reformist groups), regions, and explain the results of territorial expansion and the cause and results (Treaty of Guadalupe Hidalgo) of the Mexican War After completing activity, students watch the following Jimmy Fallon clip: 10/30 11/4-5 11/6 11/910 11/1112 11/1316 11/17 11/1820 https://www.youtube.com/watch?v=gn2FzuPyFlY Lecture notes on Ostend Manifesto, Settlement of the West, Economic changes, Conflict over Territories, and Compromise of 1850 Students will read the article, “Clay’s Compromise” by Robert Reminit Take notes of reading and complete the following: Underline or highlight the important facts Choose one idea or event that is most important Describe the importance of that idea or event What have you learned? What have you thought about? What questions you have? Using a PBS resource to review and discuss slave rebellions: http://www.pbs.org/independentlens/natturner/slave_rebellions.html Begin lesson with video clip from Gilder Lehrman, “What Caused the Civil War?” https://www.gilderlehrman.org/multimedia#!15742 Next, using The American Pageant, Chapters 18 and 19, student groups will create a timeline on events from 1850 to 1861 (Compromise of 1850 through the attack on Fort Sumter) Student groups create a list of three most important causes of the Civil War and defend their choices with primary and secondary source accounts of these events Student groups will present their choices to the entire class After group presentations, students will write a short essay selecting one event of the 1850s and explaining why they believe this event had the greatest impact on the coming of the Civil War In their essays, students should include one other event and explain why it had less of an impact Assign reading Loewen’s Lies My Teacher Told Me: pages 172-180 and Gilder Lehrman John Brown: Villain or Hero? https://www.gilderlehrman.org/history-by-era/failure-compromise/essays/john-brownvillain-or-hero The class will discuss the following question: Was John Brown a murderer or a martyr? Students analyze Abraham Lincoln’s developing position on the issue of slavery and the impact of his victory in the Election of 1860 Using Edsitement lesson http://edsitement.neh.gov/lesson-plan/abrahamlincoln-1860-election-and-future-american-union-and-slavery#sect-activities and James McPherson’s data in American Issues: A Document Reader, pages 210-211, groups of students will contrast the Republican Party platform with the platforms of both factions of the Democratic Party and the Constitutional Union Party Have students read the platforms and answer the corresponding questions on a source provided by Edsitement After completing this comparison students then read the article “Abraham Lincoln’s Great Awakening: From Moderate to Abolitionist” by Justin Ewers In a class discussion, students answer the questions, What did Lincoln and the Republican Party really stand for on the issues of slavery? And Was the South justified in its secession? Student discussion must be supported by evidence from the documents Using collected data, the class will discuss the advantages of the North and South going into war by key areas (e.g., population, quality of leadership, reason for fighting, financial resources, and industrial output) After class discussion, student will use The American Pageant, Chapter 20-21 to answer assigned questions about the Civil War Students with the same questions form groups and compare their answers and add information, if necessary Then students form groups of six in jigsaw fashion, with each student having answered a different question Students share their answers to the assigned questions Lecture notes on major events of the Civil War from 1861-1865 Use Lesson 36: The Civil War (Scout) Assign reading in Why the Confederacy Lost, Chapter 1: American Victory, American Defeat Take notes of reading and complete the following: Underline or highlight the important facts Choose one idea or event that is most important Describe the importance of that idea or event What have you learned? What have you thought about? What questions you have? Students read and analyze Lincoln’s Second Inaugural Address using HIPP After completing analysis, the class will discuss the impact of Lincoln’s assassination had on the start of Reconstruction The class will watch the PBS Documentary Reconstruction: The Second Civil War While watch film, students will define several terms related to Reconstruction 11/3012/1 12/2 12/3 12/4 12/7 12/8 Class discussion on the PBS Documentary Reconstruction: The Second Civil War Using The American Pageant, Chapter 22, students create a chart comparing the plans of Congressional and Presidential Reconstruction Student will included in chart the goals of each group as they relate to several factors as well as a timeline of events taken from 1865 to 1868 Lecture notes to review the ending years of Reconstruction: 1868-1877 Working in groups, students debate whether Reconstruction was a success or a failure and analyze different political cartoon to determine whether each one portrays Reconstruction as a success or failure, and then present their analyses Students read the epilogue of Eric Foner’s Short History of Reconstruction and take a position on whether they agree or disagree with Foner Students write a short essay evaluating Foner’s assessment of the failure of Reconstruction, using evidence from the unit to either support or disprove Foner’s claims Students will answer a Civil War DBQ question using the new format Student can take home to complete if needed Students will review the activities included in Unit and determine what Historical Thinking Skills and Themes were used in within the unit Prepare students for Unit Exam: 25 multiple choice and two short answer Unit Exam The First Semester Exam 12/911 12/1418 Working in groups of three, students will review for the first semester exam by analyzing and evaluating models of periodization and continuity or change over time of U.S history by completing Six Degrees of Separation for each unit Students will be provided with two events from each unit spanning decades, but related by their theme They will select six events in chronological order that link the first event in the series with the last Students will write the name of each selected event, and use their research and knowledge of the time period to create an argument to support the events selected Students must emphasize both cause and effect and/or demonstrate in their linking Some events can and will include environmental impact data First Semester Exam: 40-50 APUSH Multiple Choice 10 ... Notebook (see Summer Assignment) College-ruled Paper Pens/Pencils Highlighters Advanced Placement United States History Exam Information The APUSH Exam is hours and 15 minutes long and includes... and Settlements in North America Students read Howard Zinn’s A People’s History of the United States, Chapter http://www.historyisaweapon.com/defcon1/zinncol1.html Students will write a short... NOTE: THE SYLLABUS AND COURSE GUIDE IS SUBJECT TO CHANGE AT INSTRUCTOR’S DISCRETION Each lesson will start with a quiz of previous lesson Some units will include quizzes using the Advanced Placement