west jessamine ap us history syllabus_2017-2018

AP US History Syllabus Grade Level: 11th Teachers: Mr Rodrigues Phone: 859-887-2421 ext 3613 Email: paul.rodrigues@jessamine.kyschools.us This Advanced Placement course is designed to provide a college-level experience and preparation for the AP Exam in May 2018 An emphasis is placed on interpreting documents, mastering a significant body of factual information, and writing critical essays 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 will include political institutions, behavior, public policy, social and economic change, diplomacy and international relations, and cultural and intellectual developments The course will trace these themes throughout the year, emphasizing the ways in which they are interconnected and examining the ways in which each helps to shape the changes over time that are so important to understanding United States history In addition to the above themes this course will focus a series of important topics in United States History Topics include: • Pre-Columbian America and European exploration • Life and thought in colonial America • Revolutionary ideology, • Constitutional development • Jeffersonian and Jacksonian democracy • Nineteenth-century reform movements • Manifest Destiny • The Civil War and Reconstruction • Immigration • Industrialism • Populism, Progressivism • • • • • • • • • World War I The 1920s The Great Depression, the New Deal World War II The Cold War Postwar changes in America Cultural changes in the 1960s and 1970s Conservative backlash in 1980s and 1990s The United States at the beginning of the twenty-first century This course will be conducted in a lecture/discussion format Students will be frequently responsible for presenting independently gathered information and opinions in class Students will also be responsible for outside reading and document analysis in preparation for in-class content discussion and DBQ work This course will fulfill the United States history graduation requirement Course Bibliography: Kennedy, David M., Lizabeth Cohen, and Thomas Bailey The American Pageant 16th ed Boston, Mass.: Houghton Mifflin Co., 2015 Kennedy, David M., Lizabeth Cohen, and Thomas Bailey The American Spirit Vol to 1877 11th ed New York, New York: Houghton Mifflin Co., 2006 Kennedy, David M., Lizabeth Cohen, and Thomas Bailey The American Spirit Vol Since 1865 11th ed New York, New York: Houghton Mifflin Co., 2006 Henry, Michael Threads of History: A Thematic Approach to Our Nations Story for AP U.S History Saddle Brook, New Jersey: People’s Education, Inc., 2006 Other primary and secondary sources assigned by the teacher throughout each unit It is important to realize this is an AP course With that in mind, you are expected to come to class each day having completed the assigned reading and being prepared for thoughtful discussion about U.S History With the AP U.S History course redesign, students will be focusing on historical thinking skills and analyzing United States history through different themes across different periods of time Historical Thinking Skills These historical thinking skills will be developed and applied throughout the APUSH course I Chronological Reasoning Historical Causation - The ability to identify, analyze, and evaluate the relationships among multiple historical causes and effects, distinguishing between those that are long-term and proximate, and among coincidence, causation, and correlation Patterns of Continuity and Change over Time - The ability to recognize, analyze, and evaluate the dynamics of historical continuity and change over periods of time of varying lengths, as well as the ability to relate these patterns to larger historical processes or themes Periodization - The ability to describe, analyze, evaluate, and construct models that historians use to organize history into discrete periods Historians identify turning points and recognize that the choice of specific dates gives a higher value to one narrative, region, or group than to other narratives, regions, or groups How a historian defines historical periods depends on what the historian considers most significant – political, economic, social, cultural, or environmental factors II Comparison and Contextualization Comparison - The ability to describe, compare, and evaluate multiple historical developments within one society, one or more developments across or between societies, and in various chronological and geographical contexts It also involves the ability to identify, compare, and evaluate multiple perspectives on a given historical experience Contextualization - The ability to connect historical events and processes to specific circumstances of time and place to broader regional, national, or global processes III Crafting Historical Arguments from Historical Evidence Historical Argumentation - The ability to define and frame a question about the past and to address that question through the construction of an argument A plausible and persuasive argument requires a clear, comprehensive, and analytical thesis, supported by relevant historical evidence– not simply evidence that supports a preferred or preconceived position In addition, argumentation involves the capacity to describe, analyze, and evaluate the arguments of others in light of available evidence Appropriate Use of Relevant Historical Evidence - The ability to describe and evaluate evidence about the past from diverse sources (including written documents, works of art, archaeological artifacts, oral traditions, and other primary sources) and requires students to pay attention to the content, authorship, purpose, format, and audience of such sources It involves the capacity to extract useful information, make supportable inferences, and draw appropriate conclusions from historical evidence while also noting the context in which the evidence was produced and used, recognizing its limitations, and assessing the points of view it reflects IV Historical Interpretation and Synthesis Interpretation - The ability to describe, analyze, evaluate, and construct diverse interpretations of the past, and being aware of how particular circumstances and contexts in which individual historians work and write also shape their interpretation of past events It requires analyzing evidence, reasoning, determining the context, and evaluating points of view found in both primary and secondary sources Synthesis - The ability to develop meaningful and persuasive new understandings of the past by applying all of the other historical thinking skills, by drawing appropriately on ideas and methods from different fields of inquiry or disciplines, and by creatively fusing disparate, relevant, and sometimes contradictory evidence from primary sources and secondary works Synthesis may involve applying insights about the past to other historical contexts or circumstances, including the present Themes During each unit of the class, the following themes will be addressed allowing us to see how each of the themes has changed or remained the same throughout different periods in U.S History Identity (ID) - Overarching Questions a How and why have debates over American identity changed over time? b How have gender, class, religious, regional, and other groups identities changed in different eras? Work, Exchange, and Technology (WXT) - Overarching Questions a How have changes in markets, transportation, and technology affected American society from colonial times to the present day? b Why have different labor systems developed in British North America and the United States, and how have they affected American society? c 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) - Overarching Questions a Why have people migrated to, from, and within North America? b How have changes in migration and population patterns affected American life? Politics and Power (POL) - Overarching Questions a How and why have different political and social groups competed for influence over society and government in what would become the United States? b 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) - Overarching Questions a How have events in North America and the United States related to contemporary developments in the rest of the world? b 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) - Overarching Questions a How did interactions with the natural environment shape the institutions and values of various groups living on the North American continent? b 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) - Overarching Questions a How and why have moral, philosophical, and cultural values changed in what would become the United States? b How and why have changes in moral, philosophical, and cultural values affected U.S history? Concept Outline Period 1: 1491-1607 Key Concept 1.1: Before the arrival of Europeans, native populations in North America developed a wide variety of social, political, and economic structures based in part on interactions with the environment and each other Key Concept 1.2: European overseas expansion resulted in the Columbian Exchange, a series of interactions and adaptations among societies across the Atlantic Key Concept 1.3: Contacts among American Indians, Africans, and Europeans challenged the worldviews of each group Period 2: 1607-1754 Key Concept 2.1: Differences in imperial goals, cultures, and the North American environments that different empires confronted led Europeans to develop diverse patterns of colonization Key Concept 2.2: European colonization efforts in North America stimulated intercultural contact and intensified conflict between the various groups of colonizers and native peoples Key Concept 2.3: The increasing political, economic, and cultural exchanges within the “Atlantic World” had a profound impact on the development of colonial societies in North America Period 3: 1754-1800 Key Concept 3.1: Britain’s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists, and American Indians, culminating in the creation of the new nation, the United States Key Concept 3.2: In the late 18th century, new experiments with democratic ideals and republican forms of government, as well as other new religious, economic, and cultural ideas, challenged traditional imperial systems across the Atlantic World Key Concept 3.3: Migration within North America, cooperative interaction, and competition for resources raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to contests over the creation of a multiethnic, multiracial national identity Period 4: 1800-1848 Key Concept 4.1: The United States developed the world’s first modern mass democracy and celebrated a new national culture, while Americans sought to define the nation’s democratic ideals and to reform its institutions to match them Key Concept 4.2: Developments in technology, agriculture, and commerce precipitated profound changes in U.S settlement patterns, regional identities, gender and family relations, political power, and distribution of consumer goods Key Concept 4.3: U.S interest in increasing foreign trade, expanding its national borders, and isolating itself from European conflicts shaped the nation’s foreign policy and spurred government and private initiatives Period 5: 1844-1877 Key Concept 5.1: The United States became more connected with the world as it pursued an expansionist foreign policy in the Western Hemisphere and emerged as the destination for many migrants from other countries Key Concept 5.2: Intensified by expansion and deepening regional divisions, debates over slavery and other economic, cultural, and political issues led the nation into civil war Key Concept 5.3: The Union victory in the Civil War and the contested Reconstruction of the South settled the issues of slavery and secession, but left unresolved many questions about the power of the federal government and citizenship rights Period 6: 1865-1898 Key Concept 6.1: The rise of big business in the United States encouraged massive migrations and urbanization, sparked government and popular efforts to reshape the U.S economy and environment, and renewed debates over U.S national identity Key Concept 6.2: The emergence of an industrial culture in the United States led to both greater opportunities for, and restrictions on, immigrants, minorities, and women Key Concept 6.3: The “Gilded Age” witnessed new cultural and intellectual movements in tandem with political debates over economic and social policies Period 7: 1890-1945 Key Concept 7.1: Governmental, political, and social organizations struggled to address the effects of largescale industrialization, economic uncertainty, and related social changes such as urbanization and mass migration Key Concept 7.2: A revolution in communications and transportation technology helped to create a new mass culture and spread “modern” values and ideas, even as cultural conflicts between groups increased under the pressure of migration, world wars, and economic distress Key Concept 7.3: Global conflicts over resources, territories, and ideologies renewed debates over the nation’s values and its role in the world while simultaneously propelling the United States into a dominant international military, political, cultural, and economic position Period 8: 1945-1980 Key Concept 8.1: The United States responded to an uncertain and unstable postwar world by asserting and attempting to defend a position of global leadership, with far-reaching domestic and international consequences Key Concept 8.2: Liberalism, based on anticommunism abroad and a firm belief in the efficacy of governmental and especially federal power to achieve social goals at home, reached its apex in the mid1960s and generated a variety of political and cultural responses Key Concept 8.3: Postwar economic, demographic, and technological changes had a far-reaching impact on American society, politics, and the environment Period 9: 1980-present Key Concept 9.1: A new conservatism grew to prominence in U.S culture and politics, defending traditional social values and rejecting liberal views about the role of government Key Concept 9.2: The end of the Cold War and new challenges to U.S leadership in the world forced the nation to redefine its foreign policy and global role Key Concept 9.3: Moving into the 21st century, the nation continued to experience challenges stemming from social, economic, and demographic changes Plagiarism Academic honesty is extremely important, not only in this class, but also in your future academic endeavors Your commitment to academic honesty forms the foundation of your intellectual development Cheating and plagiarism are considered serious offenses and will not be tolerated Understand that using the internet and claiming another’s IDEAS without citing sources is plagiarism Students found cheating or plagiarizing will receive zero credit for the assignment, parents will be contacted, and punishment will be in accordance with the student handbook Class and Homework assignments: All Document-Based Questions (DBQs), long responses, and short answer questions must be written in blue or black ink This is to prepare for how they must be written on the AP Exam in May Assignments written in pencil will NOT be accepted I will emphasize NEAT penmanship in all written work, in addition to the content and quality of thought presented in your work Homework, typically in the form of reading, will be given every day, including weekends In addition to reading, students will be required to complete essay questions and gather information for in-class and take home projects Late assignments are NOT accepted Do it on time like everyone else If you have an excused absence, please refer to the handbook for the policy on making up work If you are absent, email me for assignments or see me as soon as you return to class You are responsible for obtaining makeup work Non-Traditional Instruction (NTI) Procedure: Your assignment for each NTI day will simply be to keep up with the reading schedule Any quizzes that are missed due to NTI day(s) will be completed the FIRST DAY back to school Class Procedure: Readings- Keep up with all readings The entire reading schedule is at the end of this syllabus Pop quizzes will be given to monitor reading completion 2 Notebooks- You need to acquire a ring binder for the class You will need dividers labeled: Class notes, Handouts, Document of the Day, Multiple Choice questions, Short Answer Questions, and Document Based Questions (DBQ)/Long Essay Questions This is an extremely important resource in your preparation for the AP exam If you keep an organized, detailed, neat, and complete binder you will find studying for the AP Exam much easier Students are expected to come to class ready to discuss each day Much of the class will be done in a format with ample discussion and opportunities for students to ask questions Many days will begin with a 10-15 minute document analysis activity (DOD- Document of the Day) This activity will involve a primary or secondary source reading, a chart, a map, a political cartoon, etc Students will use the HIPP-O strategy to analyze the document a HIPP-O: H=Historical Context, I=Intended Audience, P=Prior Knowledge, P=Author’s Purpose, O=Outside Evidence that Supports the Doc b This activity will allow students to gain experience in working with documents and sources to help prepare them for both the new multiple choice section as well as the Document-Based Question and Short Answer section c The documents in the course outline are in addition to these short activities; they will not replace those which will involve more detailed classroom activities Assessment: Assessment will come in various forms including: • Exams- There will be examinations on each unit including all the material covered in the American Pageant Examinations will consist of 55 multiple choice questions, short answer questions, and either a DBQ or a long essay question (and occasionally both) • DBQs and Long Essays- All essays will be graded according to the AP scoring rubrics • Reading Quizzes- All material in the American Pageant will be covered with reading quizzes Any HAND-WRITTEN notes taken over reading may be used on reading quizzes • Readings and Primary Source Work- You will be assessed on your analysis and synthesis of primary source documents This will be evaluated using writings, DBQs, and oral examination • Final Exam- A final exam will be given at the conclusion of the course so students will be able to gauge their content knowledge and know areas needed to review for the AP exam It will be a comprehensive exam for the entire course This exam will be in a simulated AP exam setting Grading: 70%- Summative Assessments 20%- Formative Assessments 10% Final Exam Your grade will consist of performance on primary source and reading analysis, quizzes, and exams The standard school grading scale will be followed for the course All reading quizzes will be multiple-choice questions and/or short answer questions Exams will be weighted according to the new College Board percentages for AP U.S History exams: Multiple Choice: 40% Short Answer: 20% Document Based Question: 25% Long Essay Question: 15% AP United States History Course Outline Fall Term Unit The American Pageant: Chapter 1-3: Themes- Pre Columbian cultures, early exploration, introduction of slavery, rise of mercantilism The Chesapeake and Southern colonies, British mercantilism, New England colonies, Puritans, religious dissent, colonial politics and conflict with British authority, the middle colonies Introduction about doing the DBQs (August 16) DBQ on Chesapeake and New England Colonies (In class August 20) Threads of History: Historical Periods The American Pageant: Chapter 4-5: Themes- Tobacco and rice colonies, African-American culture, colonial family life, dissent in NE, the Salem Witch Trials, Immigration and demographic change, the Atlantic economy, the Great Awakening American Spirit Vol 1: Mayflower Compact p 43, Winthrop’s Concept of Liberty p 48, Plymouth Officials Justify King Philip’s War p55 Threads of History: Religious Development 1619-1740 The American Pageant: Chapters 6-8: Themes- Colonial involvement in British Imperial Wars, French and Indian War consequences, Proclamation of 1763, roots of revolution, mercantilism’s role in revolution, benign neglect’s end, and first conflicts, The American Revolution, wartime diplomacy, life on the home front, women and the war, impact of war on slavery American Spirit Vol 1: Thomas Paine Talks Common Sense p 150, Declaration of Independence p 153 Varying Viewpoints: Causes of the Revolution Threads of History: Coming of the Revolution Unit Test Multiple Choice, Short Answer, Long Essay Unit The American Pageant: Chapter 9: Themes- Articles of Confederation, Constitution, Enlightenment, slavery and religion American Spirit Vol 1: James Madison Defends the New Constitution (Federalist 10) p 184 The Constitution of the United States of America Threads of History: Famous Rebellions DBQ practice The American Revolution (due September 24) The American Pageant: Chapter 10: Themes- Early national politics and economics, diplomacy during the French Revolution, and the making of the Presidency American Spirit Vol 1: Jefferson v Hamilton on the Bank p 198, A President Bids Farewell (Washington’s Farewell Address) p 206 Threads of History: Presidents of the United States (1789-1989)- refer to through course The American Pageant: Chapters 11 and 12: Themes- The “Revolution of 1800”, the Marshall Court, Jefferson and Madison’s foreign policies, the Embargo Act, expansion to the west, War of 1812, Era of Good Feeling, the American System, new national identity American Spirit Vol 1: Napoleon Decides to Dispose of Louisiana p 221, Marshall Asserts the Supremacy of the Constitution (Marbury v Madison) p 219 DBQ- 1780s the Critical Period (due October 11) Threads of History: The National Banks Threads of History: Judicial Nationalism 1819-1824 Threads of History: Cornerstones of American Foreign Policy The American Pageant: Chapter 13: Themes- Jacksonian Democracy, Whigs, Indian Policy, “common man”, Texas Revolution, slavery and sectionalism American Spirit Vol 1: James Monroe Warns the European Powers (the Monroe Doctrine) p 260, Jackson vetoes the Bank Recharter p 280 Threads of History: Political Parties in the Nineteenth Century The American Pageant: Chapter 14 and 15: Themes- The rise of the market economy, immigration and nativism, women in the workplace, the factory system, the transportation revolution, expansion west, the Second Great Awakening, growth of reform, women’s roles in reformers, national culture, advances in education/sciences Document Handout- The Cult of Domesticity Varying Viewpoints: Reform? Threads of History: Liberal and Conservative in U.S History 1790-1940 Unit Test Multiple Choice, Short Answer, DBQ Unit The American Pageant: Chapter 16: Themes- cotton culture, the Antebellum South, abolitionist movements American Spirit Vol 1: The Seneca Falls Manifesto (Seneca Falls Declaration of Sentiments and Resolutions) p 327, William Lloyd Garrison Launches “the Liberator” p 368 Varying Viewpoints: True Nature of Slavery Threads of History: Expanding Democracy- The Abolitionist Movements Free Response Question (due November 9): In what ways did the early nineteenth –century reform movements for abolition and women’s rights illustrate both the strengths and weaknesses of democracy in the early American republic? The American Pageant: Chapter 17&18: Themes: Expansion under Polk, Manifest Destiny, war with Mexico, popular sovereignty, the Compromise of 1850, Fugitive Slave Act, the economics of expansion American Spirit Vol 1: John Calhoun Demands Southern Rights p 403, Joshua Gettings Rejects Slave Catching p 407 Threads of History: Expansion of the United States: 1783-1853 Threads of History: Compromises and the Union The American Pageant: Chapters 19 & 20: Themes- Abolition in the 1850s, Dred Scott case, financial panic of 1857, election of 1860 crisis, coming of the Civil War, wartime diplomacy, economic changes in the North and South, women and the war, and issues of civil liberties American Spirit Vol.1: The Pro-Southern Court Speaks (Dred Scott Case) p 435, Fire-Eaters Urge Secession p 444 Threads of History: Third Parties in United States History The American Pageant: Chapter 21: Themes- Secession, war, “anaconda plan”, Sherman’s march, Appomattox, Emancipation Proclamation, legacy of war in North and South Document Handouts: Lincoln’s First Inaugural Address Emancipation Proclamation Gettysburg Address DBQ: Rise of Sectional Conflict over Slavery (due December 2) The American Pageant: Chapter 22: Themes- Reconstruction issues and plans, struggle for equality, Native American relations American Spirit Vol 1: The Controversy Over the 15th Amendment p 516, W.E.B DuBois Defends Black Legislators p 523; Booker T Washington Reflects p 536 Threads of History: Amendments to the Constitution Threads of History: Reconstruction of the South Unit Test Multiple Choice, Short Answer, DBQ, Long Essay Unit The American Pageant: Chapter 23&24: Themes- Political alignment and corruption in the Gilded Age, role of government in economic growth and regulation, inflation/deflation, role of business in politics, class and ethnic conflict, the rise of Jim Crow, Populism, Era of the Robber Barons, the lives of the working classes and the growth of unionism, the United States in the world economy Varying Viewpoints: Populism vs Progressivism American Spirit Vol 2: The Supreme Court Declares Separate Is Equal (Plessy v Ferguson) p 58, Andrew Carnegie’s Gospel of Wealth p 73 Primary Source Analysis: Jacob Riis- How the Other Half Lives- first introduction to muckraking as response to industrialization, immigration, and plight of the working class and living conditions Threads of History: Judicial Betrayal: The Road to Plessy v Ferguson The American Pageant: Chapter 25: Themes- Urbanization, new immigration, nativism, the “New Woman”, and African-Americans push for civil rights American Spirit Vol 2The Shock of Darwinism p 114, Jane Addams Demands the Vote for Women p 126 Primary Source Analysis: Jacob Riis- How the Other Half Lives- Continue discussing muckraking as response to industrialization, immigration, and plight of the working class and living conditions Threads of History: Women's Movement during the Nineteenth Century The American Pageant: Chapter 26: Themes-The close of the frontier and its impact, industrialization of agriculture, and political dissent among farmers Document Handouts: Frederick Jackson Turner, The Significance of the Frontier in American History American Spirit Vol 2: William Jennings Bryan’s Cross of Gold Speech p 165 Long Essay (due January 24)- Describe the patterns of immigration in the periods listed below Compare and contrast the responses of Americans to immigrants in these periods 1820 to 1860 1880 to 1924 The American Pageant: Chapter 27: Themes- American expansion overseas, a new age of imperialism, The Spanish-American War, the Open Door, America on the world stage American Spirit Vol.2: Roosevelt Launches a Corollary p 185 Threads of History: Wars in United States History Threads of History: Major Treaties in United States History The American Pageant: Chapters 28 & 29: Themes- Progressive reform and the trusts, demographics of urbanization and the resulting political impact, Dollar Diplomacy, environmental issues, New Freedom v New Nationalism, diplomacy and neutrality Varying Viewpoints: Progressivism Excerpt from Upton Sinclair's The Jungle Document Handout: Woodrow Wilson’s 1st Inaugural Address Threads of History: Reform Movements of the Twentieth Century Unit Test Multiple Choice, Short Answer, Long Essay Unit The American Pageant: Chapter 30: Themes- War in Europe and on the Home Front, propaganda and civil liberties, The Treaty of Versailles, U.S Senate rejection of treaty Threads of History: Freedom of the Seas and Wars with Europe The American Pageant: Chapter 31 & 32: Themes- Isolationism in the 1920s, foreign debt, diplomacy, coming of the Great Depression, culture in the 1920s Document Handout: Herbert Hoover’s Rugged Individualism Threads of History: Isolationism vs Internationalism 1919-1941 Free Response: 1920s America (Due February 28) The American Pageant: Chapter 33: Themes- “relief, recovery, and reform”, demographic changes caused by Depression, cultural changes, balance of power in American government Varying Viewpoints: How Radical Was the New Deal? Document Handout: Roosevelt’s First Inaugural Address Threads of History: Transformation of Capitalism in the 1930s The American Pageant: Chapter 34 & 35: Themes- neutrality and isolation, diplomacy and economics of the prewar years, Pearl Harbor and its consequences, the War in Europe and the Pacific, the home front, changes for women and minorities, the decision to use the Atomic Bomb and its consequences American Spirit Vol.2: Framing the Atlantic Charter p 352 Document Handouts: FDR’s Quarantine, Four Freedoms, and Day of Infamy speeches Propaganda Analysis: World War II recruitment posters, anti-Japanese posters, anti-Nazi posters Unit Test Multiple Choice, Short Answer, DBQ Unit The American Pageant: Chapter 36 & 37: Themes- Baby Boom, postwar prosperity, communism, containment, diplomacy and the Marshall Plan, the Korean War, the Red Scare, the United States as a superpower, consumer culture of the 1950s, the civil rights revolution, McCarthyism, Cold War expansion, the space race, postwar literature and culture Varying Viewpoints: The Causes of the Cold War American Spirit Vol 2: George Kennan Proposes Containment p 402, The Court Rejects Segregation (Brown v Board of Education), Eisenhower Says Farewell p 460 Threads of History: Containment 1945-1975 DBQ- post WWII diplomacy (due April 11 after spring break) DBQ- America in the 1950s (due April 11 after spring break) The American Pageant: Chapter 38: Themes- the Cold War continues, expansion of war in Vietnam, the civil rights revolution and evolution, Assassination of President Kennedy, Johnson and the Great Society, immigration and demographic changes Varying Viewpoints: The Sixties: Constructive or Destructive?- Writing Response Document Handouts: Kennedy’s Inaugural Address, Johnson’s Great Society Speech, Martin Luther King, Jr., I Have a Dream Speech American Spirit Vol.2: President Johnson Declares War on Poverty p 471, Martin Luther King, Jr., Writes from a Birmingham Jail p 483 Threads of History: Black leaders 1880-1968 Threads of History: Presidential Civil Rights Records 1945-1974 The American Pageant: Chapter 39: Themes- Rise of conservatism, economic stagnation, crisis over presidential power, Watergate, environmental issues, women’s movement and feminism, civil rights and affirmative action, foreign policy and the issue of oil American Spirit Vol.2: The National Organization for Women Proclaims the Rebirth of Feminism p 538, The First Article of Impeachment p 530 Threads of History: Liberal and Conservative in United States History: 1940-1985 Threads of History: Failure of Containment- The Vietnam War FRQ: Analyze the extent to which TWO of the following transformed American society in the 1960’ and 1970’s The Civil Rights Movement The antiwar movement the women’s movement The American Pageant: Chapter 40: Themes- Reagan and the “New Right”, the end of the Cold War, Reaganomics, politics and the Supreme Court, globalization, war and diplomacy in the Middle East Document Handouts: Reagan’s Inaugural Addresses, Roe v Wade Threads of History: Famous Doctrines from Monroe to Nixon The American Pageant: Chapter 41 and 42: Themes- The Clinton Era, post-Cold War politics and foreign policy, the contested election of 2000, the attack on the Pentagon and the World Trade Center, post 9/11 America, where we go from here American Spirit Vol 2: David T Canon and Kenneth R Mayer Appraise Impeachment’s Impact on the Presidency p 901, The Deadlocked Election of 2000 p 601- 606, The Austin, Texas, City Council Protests the USA PATRIOT Act p 611 Document Handouts: Republican Contract With America Unit Test Multiple Choice, Short Answer, either DBQ or Long Essay REVIEW FOR FINAL EXAM and AP EXAM FINAL EXAM Multiple Choice, Short Answer, DBQ, Long Essay Review for AP Exam and analyze areas of weakness from final comprehensive exam May 11, 2018 (Friday)- AP EXAM “Remind” classroom communications To streamline communication with students and parents regarding class assignments, due dates, and class news, I am utilizing the Remind app to send text reminders to all of my classes Students and parents are encouraged to sign up for these text reminders using the following phone number and class-specific text code: Send the text code below in the message area of your text to 81010, or an email to the following mail address: 1st Period Text: @apushrod1 Email: apushrod1@mail.remind.com 2nd Period Text: @apushrod2 Email: apushrod2@mail.remind.com 3rd Period Text: @apushrod3 apushrod3@mail.remind.com Email: ... mail address: 1st Period Text: @apushrod1 Email: apushrod1@mail.remind.com 2nd Period Text: @apushrod2 Email: apushrod2@mail.remind.com 3rd Period Text: @apushrod3 apushrod3@mail.remind.com Email:... of History: Wars in United States History Threads of History: Major Treaties in United States History The American Pageant: Chapters 28 & 29: Themes- Progressive reform and the trusts, demographics... developed and applied throughout the APUSH course I Chronological Reasoning Historical Causation - The ability to identify, analyze, and evaluate the relationships among multiple historical causes and