AP U S HISTORY SYLLABUS 2011-12 Chiawana

AP® United States History Marty Froelich M Ed Rm 2024D AP® U.S History is a challenging course that is meant to be the equivalent of a freshman college course and can earn students college credit It is a two-semester survey of American history from the age of exploration and discovery to the present This survey of American history emphasizes the development and changing nature of American society 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 and evaluative thinking skills, essay writing, interpretation of original documents, and historiography Course Objectives Students will: a study selected historical themes and their context and significance in various time periods b demonstrate an understanding of historical chronology c use historical data, visual images, films, and maps to support an argument or position d learn how to approach history critically and be able to analyze and evaluate competing sources of historical information e analyze, interpret and apply data from primary sources, including cartoons, graphs, letters, etc f effectively use analytical skills of evaluation, cause and effect, compare and contrast g work effectively with others to produce products and solve problems h be prepared for the AP U.S History Exam Textbook: Kennedy, David M., Lizabeth Cohen, and Thomas A Bailey The American Pageant: A History of the Republic (Boston: McDougal Littell/Houghton Mifflin, 2002) Additional Resources Davis, Allen and Harold Woodman Conflict and Consensus in American History (New York: Houghton Mifflin, 1997) Grob, Gerald N., George A Billias Interpretations of American History: Patterns and Perspectives Volume 1,II New York: The Free Press, 1972) Madras, Larry and James M SoRelle Taking Sides: Clashing Views in American History, Twelfth Edition, Volumes I, II (New York: McGraw-Hill/Dushkin Publishing, 2004) Roberts, Randy and James S Olson American Experiences: Readings in American History (New York: Addison-Wesley Publishers, 1998) Schlesinger, Arthur M The Cycles of American History (Mariner Books, 1999) Various articles and handouts Recommended/required Supplementary Text: * Newman, John J and John M Schmalbach, United States History: Preparing for the Advanced Placement Examination, Revised Edition (New York: Amsco School Publications, 2004) Materials: Students are expected to have a large three ring binder to organize important assignments and study guides and a spiral notebook specifically for US History Binder with the spiral notebook will be needed daily Expectations: Due to the nature and pace of the course, students will be required to the bulk of the reading outside of class Students are responsible for their own learning and success in the course and, ultimately, on the AP US History Exam Motivated, disciplined students who enjoy history can expect to thrive While good attendance and completing homework are essential to success, they are not enough Content must be mastered and learning demonstrated on exams, essays, discussions/debates, and projects There is a heavy emphasis on writing as half the AP Exam is based on essay writing Students will be expected to complete a culminating project assigned after the AP Exam and due the final week of the semester Classroom expectations: Courteous and respectful behavior is expected and imperative for the appropriate learning environment Students must be in class and seated ready for the entry activity by the time the bell rings All work handed in to be graded must be the work of the student or in the case of group work, the group Plagiarism will result in a failing grade of zero on any assignment where students present the work of others for their own Typical sources for plagiarism is the work of other students, information downloaded off the internet (not quoted), or work from a publication (not quoted) Parents will be contacted in the case of plagiarism This syllabus is a contract; by accepting the syllabus and enrolling in this course you are consenting to the terms and contracting to be part of this course Organization: Unit assignment sheets will be provided every two to four weeks Daily reading assignments and discussion questions for outlining will be included Quiz and test dates will be noted Students are responsible for keeping up with reading assignments and being aware of, and ready for, quizzes and tests Class will be a combination of lecture, group work, coverage of discussion questions, debate, research and reflection, simulations and student questions and review activities Periodically, student essays, reports, or presentations will be required All essays will be scored according to the rubric included in the syllabus Each unit will be organized around one or more essential questions (EQs) related to the content Students will periodically produce a product or presentation, individually or in groups, based on those essential questions These projects will be fully explained in each unit reading schedule Essential (Discussion) Questions (EQs): Discussion questions are meant to direct students to the major themes of each unit Students should prepare a thesis statement and an essay outline for each question Each group of students will be responsible for turning in a single set of discussion question outlines and may divide the work in any manner they wish Each unit’s discussion questions will be scored from between 25 and 50 points (depending on the length of the unit), and the score will be divided among the group members as appropriate Periodically group members will have an opportunity to share discussion question outlines in small groups or with the entire class Class Exams: Tests will be a combination of objective and essay questions There will be six sets of exams (one for each unit) during the First Semester Throughout the school year, there will be short, timed practice multiple-choice tests There will be sets of exams (one for each unit) during the Second Semester The time after the last unit will be devoted to in-class review for the AP® exam and then preparation for the state Classroom Based Assessment Students are required to attend and participate in the additional weekly AP® review sessions prior to the exam that are conducted before or after school Towards the end of Second Semester, all students will be required to take the AP® U.S History exam Before Final Exams and after the AP® U.S History exam, students will complete the Classroom Based Assessment (CBA) to meet Washington State Social Studies Requirements Final Exam will include student’s project presentation and one in class Document Based Essay Question Course Outline—Semester Unit 1: European Settlement of the New World (2 Weeks) Readings: American Pageant, Chapters 1–5 Conflict and Consensus, vol 1, James Henretta, “Wealth, Authority, and Power” Unit Handouts Themes: Culture: Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film throughout U.S history Globalization: Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets, imperialism, and cultural exchange Content: Motives and methods of colonization: Spain, France, and Britain Push-pull factors bringing colonists to the New World Comparison and contrast of Southern, middle, and New England political, economic, social, and religious patterns Cultural differences between Americans and Europeans Major Assignments and Assessments: Develop a chart explaining the financing, motivation for founding, and political, social, and economic organization of each area: (a) the plantation colonies; (b) New England; (c) the middle colonies Include a definition of “joint stock,” “proprietary,” and “Royal” or “Charter” colonies, the degree of self-government and extent of participation, economic base, labor, opportunities for social and political mobility, education, etc What elements did all these colonies have in common? What major differences existed? What accounts for the differences? (This question draws from American Pageant, pp 13–37, 54–72, and Conflict and Consensus, pp 36–50.) DBQ: New England and Chesapeake Regions Unit 2: War and Independence (3 Weeks) Readings: Text, Chapters 6–8 Conflict and Consensus, vol 1, American Revolution: Wood, Morgan, and Norton, “The Radicalism of the American Revolution”, “Conflict and Consensus in the American Revolution”, “Women in the Revolution” Unit Handouts Themes: Globalization: Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets, imperialism, and cultural exchange Politics and Citizenship: Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state; defining citizenship and struggles for civil rights War and Diplomacy: Impact of war on American foreign policy and on politics, economy, and society Content: Mercantilism—costs and benefits for Britain and colonies, British policy changes, post-1763, Emerging colonial cooperation and decision for independence, Military victory and terms of the Treaty of Paris Major Assignments and Assessments: Take-home Essay: “Mercantilism was actually more favorable to the colonies than to Great Britain.” Assess the validity of this statement British Policy Chart (Acts of War): Create a chart detailing the various British policies enacted following the Seven Years’ War (Proclamation of 1763 through the Intolerable Acts) Indicate the content or provisions of these acts, the colonial response and the impact on growing colonial unity, and the impact of the experience on post-independence governance Include the Proclamation of 1763, Grenville Acts, Townsend Duties, Committees of Correspondence, Tea Act, Boston Tea Party, Intolerable Acts (detail), First Continental Congress, Samuel Adams, and Sons of Liberty Analyze role of propaganda as evidence by differing images on the Boston Massacre (p 129) Unit 3: Young America (2 Weeks) Readings: Text, Chapters 9–10 Gerald N Grob, George A Billias Interpretations of American: Patterns and Perspectives, Volume One: Parrington, Borden and Fischer, “The Federal Era: Hamiltonian or Jeffersonian?” Unit Handout Themes: Politics and Citizenship: Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state; defining citizenship and struggles for civil rights Culture: Diverse individual and collective expressions through literature, art, philosophy throughout U.S history Content: Government under the Articles of Confederation—Successes and failures, Constitutional Convention (Personalities, Compromises, Controversies, Ratification), Hamilton vs Jefferson-Federalists and Anti-federalists, British–French conflict and its impact on American politics (Trade, Diplomacy, Alien and Sedition Acts), Jefferson’s “Revolution of 1800”, Changes in Party Positions Major Assignments and Assessments: Devise a visual graphic that compares the powers (strengths and weaknesses) of the Articles of Confederation to the Constitution Debate viewpoints of the Federalists and Anti-Federalists and their needs in a constitution DBQ: Articles of Confederation Unit 4: War and National Growth (3 Weeks) Readings: Text, Chapters 11–15, 17 Interpretations of American: Patterns and Perspectives, Volume One: Mathews, Gusfield, and Thomas, “MidNineteenth-Century Reform: Creative or Futile?” Unit Handout Themes: Culture: The dimensions of cultural conflict within American society Globalization: Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets, imperialism, and cultural exchange Politics and Citizenship: American political traditions, growth of democracy, and the development of the modern state War and Diplomacy: Impact of war on American foreign policy and on politics, economy, and society Content: Louisiana Purchase, Diplomatic Problems, War of 1812 (Causes, Conduct, Consequences, Era of Good Feelings), Rise of Nationalism, Diplomatic Achievements, Marshall Court rulings and precedents, Monroe Doctrine, Election of 1824 and the founding of Jackson’s Democratic Party, Jackson’s Administration (Spoils System, Nullification, Bank War, Cherokee Removal), Manifest Destiny and the War with Mexico, Immigration; social, political, and economic developments; and reform movements, 1820-1850, Transportation and sectional interdependence, Labor and labor organizations, Social reforms and reformers, Utopian societies, Religious developments Major Assignments and Assessments: Brown University “Choices” activity: War of 1812 Groups create a chart to compare and contrast the political positions of the following key leaders and their political parties (Hamilton, Jefferson, and Jackson) concerning: who should be entrusted with government, definition of democracy, role of federal government, interpretation of Constitution, attitude towards business, application of tariffs, position on foreign affairs, role of Bank of U.S., which region(s) of country benefited most from their rule, and their attitude towards minorities DBQ: Cherokee Removal OR DBQ: Reforms Expand Democratic Ideals Unit 5: Sectional Divisions Lead to War-Civil War (4 weeks) Readings: Text, Chapters 16, 19-22 Conflict and Consensus, vol 1, on slavery: Stampp, Fogel, and Engerman, Beard, McPherson, Boorstin, and Foner, “A Troublesome Property”, The Quality of Slave Labor and Racism”, “The Second American Revolution”, “The Civil War and the Spirit of Compromise” Unit Handout Themes: Politics and Citizenship: American political traditions, growth of democracy, and the development of the modern state; defining citizenship and struggles for civil rights War and Diplomacy: Impact of war on American foreign policy and on politics, economy, and society History of slavery and its legacies Content: Slavery as a social and economic institution, The politics of slavery (Missouri Compromise, Abolitionists, Compromise of 1850, Kansas–Nebraska Act and Bleeding Kansas, Dred Scott Decision, Lincoln–Douglas Debates, John Brown’s Raid, Election of 1860), Civil War (Military strategies, strengths and weaknesses, events and outcomes, The home front, North and South, mobilizing manpower, finances, public opinion; social, economic, and political impact of war) Presidential vs congressional Reconstruction plans and actions, Economic development: The New South, 1877 Compromise and Home Rule Major Assignments and Assessments: Character journals and essay: Students choose a persona and maintain a journal of experiences from 1850 through Reconstruction The final activity is to write an essay evaluating whether the problems between the sectional regions could have been solved by compromise or whether the Civil War was a necessary step in American history Students will use their experiences as their persona when writing their journals This assignment is due at the end of the unit And/or Students, in groups, consider options and create a Reconstruction policy to answer the following questions: What is the primary goal of Reconstruction? Reunification, punishment, civil rights, other? What should be done to ex-Confederates? What should be done for the freedmen? Who should be able to vote and hold office in the new Southern state governments? What requirements must be met before states regain full rights and representation? How should the Southern economy be restored? What role should Union troops play in policing, governing, or rebuilding the South? DBQ: John Brown as Martyr OR DBQ: Political Disputes Solved Through Compromise Unit 6: Industrial Revolution, Agricultural Development and Labor (4 weeks) Readings: Text, Chapters 23-26, and 29 Conflict and Consensus Vol 2: Josephson, Hacker, Hofstadter, and Pollack, “The Robber Barons”, “Captains of Industry”, “Populism: Nostalgic Agrarianism”, “Populism: Realistic Radicalism” Bold Spirit: Linda Lawrence Hunt Unit Handout Themes: Culture: Diverse individual and collective expressions through literature, art, philosophy and the dimensions of cultural conflict within American society Globalization: Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets, imperialism, and cultural exchange Politics and Citizenship: Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state; defining citizenship and struggles for civil rights Content: Gilded Age politics (Party alignment, Political corruption and reform), Industrial growth, Government support and action, Business tycoons (methods, accomplishments, philosophies), Native Americans (Plains Wars and reservation policy, Dawes Act), Rise of organized labor (Changing conditions, Unions, leaders, methods, successes and failures), Agrarian Revolt (Post-war problems, Attempts to organize), Election of 1896, Immigration and urbanization in the late 19th century, Social and cultural developments of the last century, Urban middle-class reformers lead a call for change (Muckrakers, Women’s issues and roles, Consumer and environmental protection, Business and labor issues), Booker T Washington’s and W.E.B Du Bois’s leadership styles and programs, Comparison of reform attitudes toward African Americans and Native Americans in the late 19th Century, Teddy Roosevelt, Taft, and Wilson administrations respond to Progressive movement Major Assignments and Assessments: Group Newspaper Assignment—required elements (Report of news articles on incidents or events during the late 1800s, Biographical feature story on an important personality of the period, Editorial, Political cartoons, and Period appropriate advertisements) OR Bio-boards— “muckraking” presentation on a period issue DBQ: Booker T Washington and W.E.B Du Bois OR DBQ: Environment Shapes the West OR DBQ: Farmer’s Problems OR DBQ: Effectiveness of Progressive Reformers Course Outline—Semester Unit 7: America As A World Power (3 Weeks) Readings: Text, Chapters 27-28, 30-31 Interpretations of American History: Patterns and Perspectives Volume Two: LaFeber and Linderman, “American Imperialism: Economic Expansion or Ideological Crusade?” Unit Handout Themes: Culture: Diverse individual and collective expressions through literature, art and philosophy Globalization: Engagement with the rest of the world: colonialism, mercantilism, global hegemony, development of markets, imperialism, and cultural exchange Politics and Citizenship: Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state; defining citizenship and struggles for civil rights War and Diplomacy: Armed conflict from the pre-colonial period to the twenty-first century; impact of war on American foreign policy and on politics, economy, and society Content: Reasons for new interest in world affairs Spanish–American War (Cuban situation and U.S reaction, Military preparedness and action, Treaty provisions), Philippine annexation—debate and results, Open Door Policy, Teddy Roosevelt’s “Big Stick” Diplomacy, Roosevelt Corollary and applications, Panama intervention and canal building, Nobel Peace Prize, Taft’s Dollar Diplomacy, Wilson’s “Moral” or “Missionary” Diplomacy, Relations with Panama, Mexico, Haiti, Philippines, Neutrality 1914–1917, World War I as a war to “make the world safe for democracy”, U.S motives in World War I, World War I at home (Economic impact, Harassment of German Americans, Women and minorities, Espionage and Sedition Acts, Business and Labor relations, Creel Committee—wartime propaganda), Treaty negotiations and Senate rejection of Versailles Treaty Major Assignments and Assessments: Political Cartoons: Students create one cartoon representing pro-annexation sentiment and one representing anti-annexation sentiment Student newspaper: World War I on the home front: Students represent major developments on the home front by producing a newspaper consisting of: editorials, advertisements, reports of information, political cartoons, and feature articles DBQ: Imperialism OR DBQ: Versailles Treaty Unit 8: 1920s–1930s (3 Weeks) Readings: Text, Chapters 32-34 Interpretations of American History: Patterns and Perspectives Volume Two: Leuchtenburg and Dawley, “The New Deal: Revolution or Restoration?” Unit Handout Themes: Culture: Diverse individual and collective expressions through literature, art and philosophy, and the dimensions of cultural conflict within American society Globalization: colonialism, mercantilism, global hegemony, development of markets, imperialism, and cultural exchange Politics and Citizenship: American political traditions, growth of democracy; defining citizenship and struggles for civil rights Economic trends: The effects of capitalist development, labor and unions, and consumerism Content: Post-war recession and agricultural problems, Intolerance, KKK, Immigration restrictions, Sacco and Vanzetti, Prohibition and Organized Crime, Jazz Age culture, Youth Rebellion, Literature of Disillusionment, Business growth and consolidation, credit, advertising, Harding, Coolidge, Hoover administrations, Scandals, Trickle-Down Economics, “Business of America is Business”, Boom and Bust in the Stock Market, Foreign Policy, Hoover’s v Roosevelt’s approaches to the Depression, New Deal Legislation—Effectiveness and Criticisms, Supreme Court Reactions and Court Packing Plan, Dust Bowl and Demographic Shifts, Extremist alternatives (Coughlin, Long, Townsend), Political Party Alignment — the new Democratic Coalition, Impact of the Great Depression on various population groups Major Assignments and Assessments: Stock market simulation And/or Create a DBQ: Choose an issue or development in the 1920s or 1930s Develop a question, and select and arrange documents relevant to answering the question The score is determined by the significance of the issue, clarity of the question, and relevance of the documents used in answering the question DBQ: Cultural Conflicts in the 1920s OR DBQ: Hoover and Roosevelt as conservatives or liberals Unit 9: World War II and Origins of the Cold War (2 Weeks) Readings: Text, Chapters 35–38 Interpretations of American History: Patterns and Perspectives Volume Two: Gaddis and Brands, “America and the Cold War: Containment or Hegemony?” Unit Handout Themes: Globalization: Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets, imperialism, and cultural exchange Politics and Citizenship: Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state; defining citizenship and struggles for civil rights War and Diplomacy: Armed conflict from the pre-colonial period to the twenty-first century; impact of war on American foreign policy and on politics, economy, and society Content: U.S response to aggression—neutrality legislation, Lend-Lease Act Pearl Harbor and U.S response Military Strategy: Germany First Second Front Debate Island Hopping Atomic Bomb Home Front: Relocation of Japanese Americans Women and Minorities in the Workplace Demographic Impact Wartime Diplomacy and Cooperation Atlantic Charter (Compare to Fourteen Points) Wartime Conferences United Nations Founding and Participation Splintering of Wartime Alliance and Adoption of Containment Berlin and German Division Truman Doctrine Marshall Plan NATO Korea Major Assignments and Assessments: Group or individual reports on comparisons and contrasts of aspects of World War I and World War II: Neutrality policies, Home front developments and regulations, Economic controls, Labor relations, Women and minorities, Civil liberties, Demographic changes, Manpower and financial mobilization efforts, Relations with allies—wartime and communications, Wartime goals—Fourteen Points and Atlantic Charter/League and U.N post-war role in world affairs Take a Stand Group debate and position statements on: -Reasons for relocation—national security or racism? -Decision to drop the atomic bombs—military necessity, nationalism, or Cold War diplomacy? Story Boards on Cold War issues Create a DBQ: Students select an issue, create a question, and select documents to create a DBQ on the Cold War Scores are based on the significance of the issue, clarity of the question, and the relevance of documents used in answering question Brown University “Choices” activities for post-WWII policy decisions from “The Origins of the Cold War: U.S Choices After WWII.” DBQ: A-Bomb OR DBQ: American Foreign Policy-1920 to 1941 Unit 10: Post–War Domestic Issues (2 Weeks) Readings: Text, Chapters 39-42 Interpretations of American History: Patterns and Perspectives Volume Two: Garrow, Huggins, and Carson, “The Civil Rights Movement: Top Down or Bottom Up?” Unit 10 Handout Themes: Culture: Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film throughout U.S history; popular culture, clothing styles, and the dimensions of cultural conflict within American society Globalization: Colonialism, mercantilism, global hegemony, development of markets, imperialism, and cultural exchange Politics and Citizenship: American political traditions, growth of democracy, and the development of the modern state; defining citizenship and struggles for civil rights War and Diplomacy: Impact of war on American foreign policy and on politics, economy, and society Content: Truman’s administration: Fair Deal GI Bill of Rights Taft–Hartley Act 22nd Amendment, 1948 election Loyalty program Eisenhower’s administration: McCarthyism Modern Republicanism Highway construction Brown v Board of Education of Topeka Warren Court Kennedy/Johnson administrations: Civil Rights Movement: Popular and government response War on Poverty and Great Society programs Counterculture and anti-establishment movements Major Assignments and Assessments Civil Rights Leaders and Tactics: Students read position statements by various civil rights leaders including Booker T Washington, W E B Du Bois, Marcus Garvey, Martin Luther King Jr., Jesse Jackson, Malcolm X, Stokely Carmichael, and Elijah Muhammad Students create a chart that identifies these leaders’ philosophies, programs, and strategies for action They will then evaluate which policies were most effective and why in an essay Student newspaper: Post WWII Domestic Issues Students represent major developments on domestic issues after WWII by producing a newspaper consisting of: editorials, advertisements, reports of information, political cartoons, and feature articles DBQ: Civil Rights Unit 11: Foreign Policy—Eisenhower to Reagan (3 Weeks) Readings: Text, Chapters 38-42 Arthur Schlesinger The Cycles of American History (Mariner Books, 1999): Chapter “Why the Cold War?” Unit 11 Handout Themes: Globalization: Engagement with the rest of the world: colonialism, mercantilism, global hegemony, development of markets, imperialism, and cultural exchange Politics and Citizenship: American political traditions, growth of democracy, and the development of the modern state; defining citizenship and struggles for civil rights War and Diplomacy: Impact of war on American foreign policy and on politics, economy, and society Content: Eisenhower: Liberation, not containment John Foster Dulles Massive Retaliation Asia policies: Korea Southeast Asia — Geneva Accords and aid to South Vietnam Peaceful Coexistence — Khrushchev’s visit U-2 Incident Kennedy: Flexible response Aid for social and economic development Peace Corps Alliance for Progress Southeast Asia military and economic aid Bay of Pigs and Cuban Missile Crisis Johnson: Vietnam War Nixon/Ford: Vietnamization / Nixon Doctrine China Card Detente Carter: Human rights policies Camp David Accords Panama Canal Treaties SALT II, Afghanistan, and Olympic boycott Iran Revolution and hostage crisis Reagan: “The Evil Empire” Strategic Defense Initiative (SDI) End of the Cold War Major Assignments and Assessments Cold War Grid—Compare the presidential policies of Truman and Reagan regarding: Nature of the Cold War—ideological v Power Struggle Containment in Europe Asia Middle East Latin America Neutralism/Nonalignment Story Boards on various Cold War issues Brown University “Choices” activities for post-WWII policy decisions from “The Cuban Missile Crisis: Considering Its Place in Cold War History” and “The Limits of Power: The United States in Vietnam” Unit 12: Post Exam Activity (2 Weeks) Complete the Washington State Classroom Based Assessment culminating project  ... in each unit reading schedule Essential (Discussion) Questions (EQs): Discussion questions are meant to direct students to the major themes of each unit Students should prepare a thesis statement... Great Society programs Counterculture and anti-establishment movements Major Assignments and Assessments Civil Rights Leaders and Tactics: Students read position statements by various civil rights... required to take the AP? ? U. S History exam Before Final Exams and after the AP? ? U. S History exam, students will complete the Classroom Based Assessment (CBA) to meet Washington State Social Studies