San Gabriel Academy U.S. AP HISTORY SYLLABUS

Transcription

1 San Gabriel Academy U.S. AP HISTORY SYLLABUS PURPOSE: Welcome to United States History. History has an unfortunate reputation to be dry and boring but when you see how patterns of the past affect the present, you will realize what a fascinating drama history can be. The purpose of this class is to help you to reason from cause to effect. How and why the past contributed to where we are in the present and what we can possibly anticipate in the future. Because San Gabriel Academy is Seventh-day Adventist Christian School, we will be integrating and seeing how God s divine hand is seen throughout history. Two Biblical principles that I would like you to keep in mind is this: The thing that hath been, it is that which shall be; and that which is done is that which shall be done: and there is no new thing under the sun. Ecclesiastes 1:9. And he changeth the times and the seasons: he removeth kings, and setteth up kings: he giveth wisdom unto the wise, and knowledge to them that know understanding: Daniel 2:21. Course Goals and Objectives: AP History is a challenging two-semester study of U.S. History that is equivalent of a freshman college course and can earn student college credit. It is designed to give students a thorough understanding of U.S. History, from Pre-Columbian societies to the United States in the post-cold War world. Throughout the course students will use critical analysis, individual and group methods of study of various aspects of United States, including its origin, its presidents, its major wars, and the significant social periods and turning points. Students will be prepared for the information necessary to pass the AP College Board Exam. Students will develop critical and evaluative thinking skills, to reason from cause to effect. Students will demonstrate proficiency in writing and research as expected in a college course Students will learn the vital skills of contextualization, interpretation, patterns of continuity, argumentation, periodization, causation, comparison, analyzing evidence, and synthesis of historical thinking and writing. SKILLS DEVELOPED: In each unit, students will develop essential content-driven skills such as historical arguments from historical evidence (argumentation and appropriate use of relevant historical evidence), chronological reasoning (causation, patterns of continuity and change over time and periodization), Contextualization and Comparison, and Synthesis and historical interpretation. Additionally, course work will also seek to develop the following academic skills: critical reading and comprehension skills, prioritizing information and improved study skills for assessments, critical thinking analysis and independent thinking developed through debates and position essays. Writing is an indispensable part of a college level history course. To proficient in writing is the key to success for this course. Thus, writing has a special emphasis throughout this course.

2 Essays are given in response to a question or a hypothetical that is given in the specific assignment. Grading is done in the following rubric. Historical Periods Covered: PERIOD 1: : Origins of American Indian Civilization and the contract among the peoples of Europe, the Americas, and West Africa and the exchange in culture and peoples that resulted in a new world. Essential Questions: Before contact from European explorers, what were the characteristics of Native American society and government? What effects did the European arrival have on the Native population in America? How did patterns of settlement differ among the Spanish, English, French, and Dutch immigrants to the Americas? PERIOD 2: 1607 to 1754: Europeans and American Indians struggle for dominance in the region in North America and the emergence of distinctive colonial and native societies. Essential Questions: How did the English Colonies in the Chesapeake, New England, and mid-atlantic differ from one another in administration and purpose? What did the English desire from the colonies in the first century in the North American settlement? What were the catalysts of the raid increase in the colonial population in the Seventeenth Century? What factors led to African slavery being expanded so rapidly in North America in the Seventeenth Century? How did religion influence and shape colonial society? PERIOD 3: : British Empire attempts to assert control over its colonies. Colonies respond with the American Revolution which leads to the American Republic, where the nation attempts to establish a social, economic, and political identity. Essential Questions: How did the Seven Years War change the balance of power of the major European powers in North America and throughout the world? What policies did Parliament implement upon the colonies in the 1760s and 1770s, and why did the British adopt these policies? How did the colonists respond to the actions of Parliament? What were the military strategies of both the Colonists and British in the three phases of the American Revolution and how successful were they in these strategies during each phase? How did the American Revolution expand to an international conflict, not just a colonial war against the British? How did the new national government of the United States reflect the assumptions of republicanism? What were the most important issues debated at the Constitutional Convention of 1787, and how were they resolved? What were the main points of the Federalist and Antifederalist arguments on ratification of the Constitution? What were the origins of America s First Party System? PERIOD 4: : The New Nation searches and struggles to define and extend democratic ideals in the face of rapid changes economically, territorially, and demographically. Essential Questions: How successful was Jefferson s effort to create a republican society dominated by independent sturdy farmers? What events and issues led to the War of 1812? How did territorial expansion and economic development affect American Nationalism? What was the era of good feelings? How did the Marshall Court seek to establish a strong federal/national government? In the

3 Jacksonian era, how did the voting electorate expand and what were the limits of the expansion? What events instigated the growing tension between nationalism and states rights and what were the arguments of both sides? What was the Second Party System and how did it change national politics? What were the factors in the U.S. economic revolution of the mid-nineteenth century? How did the population of the U.S. change between 1820 and 1840, and how did the population change affect the nation s society, politics, and economy? Why did America s industrial revolution affect the northern economy and society differently than it did the southern economy and society? How did slavery shape the southern economy and society, and how did it make the South different from the North? What was the myth and what was the reality of white society in the South? How did slaves resist enslavement and what was white response to this resistance? PERIOD 5: : As the growing expansion of the nation and growing population leads to regional tensions, over issues such as slavery and leads to a Civil War and its aftermath would transform American society. Essential Questions: How did the annexation of western territories intensify the conflict over slavery and lead to deeper divisions between North and South? What were the attempted political compromises to resolve conflicts over the expansion of slavery into new territories? What were the major arguments for and against slavery and its expansion into new territories? During the Civil War, how did the North differ from the South in mobilization? What were the differences between the impact of the war in the North and the South? What were the strategies employed by the North and South during the war and the degree of their effectiveness? What were the various plans of Reconstruction proposed by Lincoln, Johnson, and Congress and which plan was implemented and why? What were the effects of Reconstruction in the South for African Americans and Whites? What were the failures and achievements politically of the Grant Administration? PERIOD 6: 1865 to 1898: The transformation of the Republic from an agrarian to an urbanized and industrialized society that brought profound changes to all aspects to the American cultural, social, and political landscape. Essential Questions: What various racial and ethnic groups populated the American West, and how were the cultural characteristics of these groups were reflected in these groups? How did the arrival and settlement of substantial number of Anglo-Americans change the economy and society of the American West? What was the role of the Federal Government in shaping the development of the West? What factors drove American expansion in the late nineteenth and early twentieth centuries? What were the criticisms against the American industrial economy and what were the solutions proposed to these criticisms? During the period rapid industrialization, how did the conditions and characteristics of the workforce change? What were some of the changes in the nation s economy, social conditions, and international status during the decades of industrial growth in the years after the Civil War? What were some of the problems to rapid urbanization and how did city governments respond to these problems? How did immigration change in this era and what was the native response to this change? How did the rise of mass consumption affect entertainment and leisure?.

4 PERIOD 7: 1890 to 1945: An increasingly changing and plural U.S. faces profound domestic and global challenges and debates to what degree of government activism in society and defining its international role. Essential Questions: What were the major socio-economic problems faced by the U.S. in this era and how did the two major political parties respond to these problems? What was populism, what were its goals, and to what degrees where these goals accomplished? How did the United States become a worldwide imperial power? What changes to politics and government did progressive reformers advocate at the local, state and Federal level? How did government change as a result of the efforts of reforms? How did Woodrow Wilson s progressivism similar and different from that of Theodore Roosevelt? What were the most important events that led to the U.S. declaring war on Germany? How did the U.S. involvement in WWI affect the nation s economy and society, both during the war and after the conflict ended? Why did the Great War fail to become the war to end all wars? How did the technological innovation of the early twentieth century affect industry and American social life in the 1920s? What were some of the cultural conflicts in the 1920s and what caused them? What were some of the causes of the Great Depression and what was its impact on various groups of American society? Why was the Great Depression so severe and lasted so long? How did the Hoover administration deal with the Depression? What was the result of those efforts? What emergency measures did DFR take in is first hundred years as president? Who were the major critics of FDR s New Deal, and how did their criticisms influence FDR s Second New Deal? What were the principal achievements of the Second New Deal in 1945? What impact did the Great Depression have internationally to help create new political orders in many nations? What was the sequence of events between 1939 and 1941 that brought U.S. militarily into World War II? What was the impact of WWII on the U.S. economy? How was the military experience of the U.S. in WWII different for Europe and the Pacific fronts? How did the war affect life on the home front? PERIOD 8: 1945 to 1980: The Cold War Era. With the aftermath of World War II, the U.S. faces both the windfall and uncertainty of unrivaled prosperity and its worldwide international responsibilities while struggling to live up to its ideals. Essential Questions: What made the escalating tensions between the U.S. and the Soviet Union lead to a Cold War? What was the theory of containment and how did it affect U.S. foreign policy during this era? Why did the U.S. government and the American public believe that communists infiltrated the nation? Why did the U.S. experience an economic boom after WWII? What constituted the other America, that was left out of the economic prosperity of this time period? What was the response to the Supreme Court Decision in Brown v. Board of Education and what was it impact in American society? What policy guided foreign affairs under Eisenhower, and how was this policy applied throughout the world? What was Kennedy s New Frontier domestic reform agenda and how did Johnson s Great Society programs continued to expand on that agenda? Why did the Civil Rights Movement become more assertive and militant over the course of the 1960s? How did the U.S. involvement in Vietnam escalate through the 1960s? What were the political and social repercussions of U.S. escalation in both the U.S. and Vietnam? What were some of the characteristics of the social and cultural revolutions of the 1960s and 1970s? How did Nixon change U.S. strategy in Vietnam and what was the result of this change? What was the Watergate scandal and how did it impact the presidency? PERIOD 9: 1980 to Present: The U.S. enters a new century filled with challenges and opportunities. Renewed debates on culture and ideology rage on as it seeks to adapt to a globalized economy and revolutionary changes in technology and science.

5 Essential Questions: What economic and energy problems plagued both the Ford and Carter administrations and how did they attempt to deal with these problems? What was the New Right and what effect did its rise affect American politics? What was Reganomics and how did this policy affect the national economy? What was the impact of the end of the Cold War for the U.S. in its foreign policy? How did globalization affect the U.S. economy? How did the September 11 terrorist attacks affect the American citizens and American foreign policy? Academic Expectations of Students: Students will have the utmost integrity and honesty in their academic work. Absolutely no plagiarism or cheating is permitted in this course. To do is an automatic zero on the specific assignment of the incident and risk dismissal from the course. Students will devote considerable time in both reading and homework. Students will turn in work on time unless there are circumstances beyond their control or made prearrangements with the instructor to do so. Students will keep up with the reading assignments. Although at times it may be lengthy, bear in mind in college you will be required to read 50 pages per day in some classes and I will not assign you 50 pages. =) Students will take notes for each class period and turn it in via showbie app. Students are expected to keep up with the reading assignment and turn in a one and a half to two page- summary along with key terms of the reading upon completion of each specific chapter. A student will be dismissed from the course if he or she has two consecutive tests or quizzes with a D or lower or one examination that is a F. MATERIALS: The Holy Bible. Either physical or an app. Textbook: Alan Brinkley, American History: Connecting with the Past, AP Edition, (New York: McGraw Hill, 2012). Supplemental Textbook: George Brown Tindall & David Emory Shi, et al, America: A Narrative History (Brief Ninth Edition) (Vol. 1), London: W.W. Norton & Company, Supplemental Textbook: George Brown Tindall & David Emory Shi. America: A Narrative History (Brief Ninth Edition) (Vol. 2), London: W.W. Norton & Company, 2013 Online Supplement: Kaplan AP U.S History 2017 (New York: Kaplan, 2017) Special Activities: U. S. History Timeline Construction Essay Responses. Document Based Question File Case Analysis of key court cases throughout United States History.

6 TEST REVIEW RESOURCES: Adam Norris AP Exam Review: Gilder Lehrman AP U.S. History Guide: Crash Couse (U.S. History): IMPORTANT TEXT BOOK STUDY RESOURCE: Adam Norris Summaries for each chapter of the Brinkley textbook: ndex=1 ADDITIONAL MEDIA RESOURCES: History Channel: Ken Burns Youtube Channel: Smithsonian Youtube Channel: Ted-Ed Youtube Channel: RULES OF CONDUCT: (1) Respect both the instructor and your classmates like you would be treated (Galatians 5:14). (2) Come to class on time in your assigned seat before the bell rings. Please use the restrooms between passing periods. Be prepared for class. Please make sure to ALWAYS bring your history notebook, pens and other materials to class. School tardy policies applies (Proverbs 21:31, Matthew 25:1-5). (3) Please follow directions immediately and accurately (Proverbs 8:33). (4) Please no talking or texting while lecturing unless given permission to do so (Proverbs 4:20-21). (5) Please raise your hand and wait for permission before speaking out or leaving your seat. I will utilize classroom discussions and interaction in my instruction and I will give you the floor if your hand is raised. Also when the student is called on to speak or share, students are expected to give him or her undivided attention and the same respect you would give to the teacher (1 Corinthians 14:40). (6) Please be respectful to the teacher, to each other, and to yourself. Refrain from profanity in my classroom. It is disrespectful to both yourself and to the others around you (Ephesians 4:29).

7 (7) Always tell the truth. Please do not try to disrespect the teacher by ATTEMPTING to LIE to HIM. Absolutely no cheating or plagiarism (copying other people s work without citing them). You will get an automatic zero in your work (Proverbs 8:7). (8) Please do not bring Ipods, or use your smart phones to watch entertainment shows, movies, or play video games during class, it will distract you from learning and you will not get the benefit of the sacrifice your parents are making for you to learn here (Mark 8:18). (9) NO FOOD IN THE CLASSROOM. WATER IS FINE as long as you throw the bottle in the trash can after you are finished with it (2 Corinthians 7:1). (10) Please turn in your homework and class-work on time. I will NOT ACCEPT late work and you will get an automatic zero if you don t turn in your work on time unless there was a prearranged excuse or extraordinary circumstances that prevented you from turning in your work on time (Romans 13:11). HOMEWORK and CLASSWORK (40 PERCENT OF TOTAL GRADE) Reading Assignment: You will have daily reading assignments. The schedule of the reading is below. Keeping up with your reading is very important and will insure you doing well in my class. You will need to take notes for each lecture and send it to me on a PDF file via Showbie. You will need to take notes on online youtube supplements from both Crash Course and Adam Norris Youtube channels. You will have in class group assignments to develop your historical thinking skills. You are to fill out the key terms at the end of each chapter along with answering the questions on the corresponding review sheet. PDF of powerpoints are available online on my website: You are to do specific KAPLAN review assignments as stated in the schedule. EXAMS AND QUIZZES AND ESSAYS: (60 PERCENT OF TOTAL GRADE) You will have exams that are multiple choice and essay and are well known to be difficult. You will have a review sheet for each exam and I will make my lecture notes available for you on this website: Other assessments include: Pop quizzes: All pop quizzes will be fill-in-the-blank. Essays and Document Based Question writing assignments. Short Answer questions. Socratic Method questioning. Each class period. You may be randomly called upon to answer verbally on questions I may pose from your reading assignments. You will be able to use any notes on the assignment. Review sheets will be posted online for each test.

8 GRADING as A, A-, B +, B, B-, C C, C D +, D, D-. F, 59 and below. In regards to grades, I want to share with you this valuable quote from someone far smarter than I =). True success in any line of work is not the result of chance or accident or destiny. It is the outworking of God's providences, the reward of faith and discretion, of virtue and perseverance. Fine mental qualities and a high moral tone are not the result of accident. God gives opportunities; success depends upon the use made of them. {Prophets and Kings, page 486} And finally this is what I by the grace of God is seeking to bring to you for this class. And the servant of the Lord must not strive; but be gentle unto all men, apt to teach, patient. In meekness instructing those that oppose themselves; if God peradventure will give them repentance to the acknowledging of the truth; 2 Timothy 2: The Garden of Eden was a representation of what God desired the whole earth to become, and it was His purpose that, as the human family increased in numbers, they should establish other homes and schools like the one He had given. Thus in course of time the whole earth might be occupied with homes and schools where the words and the works of God should be studied, and where the students should thus be fitted more and more fully to reflect, throughout endless ages, the light of the knowledge of His glory. Education page 22. CONTACT INFO: I am here to help. If you want to get a hold of me, here is how you can reach me. My is pchung@sangabrielcademy.org. Website: "In reviewing our past history, having traveled over every step of advance to our present standing, I can say, Praise God! As I see what God has wrought, I am filled with astonishment, and with confidence in Christ as leader. We have nothing to fear for the future, except as we shall forget the way the Lord has led us, and His teaching in our past history." Council to Editors and Teachers, page 204

9 August Topics covered, Reading Schedule, and Assignment M 22 Introduction and orientation. Reading Assignment Chapter 1: pages PERIOD 1: : Origins of American Indian Civilization and the contract among the peoples of Europe, the Americas, and West Africa and the exchange in culture and peoples that resulted in a new world.. T 23 Highlights of Chapter 1 (Collision of Cultures). (Chapter 1: pages 3-33) W 24 Intro to Chapter 2 (Transplantations and Borderlands) Chapter 2 pages TH 25 The Early Chesapeake (Chapter 2) page PERIOD 2: 1607 to 1754: Europeans and American Indians struggle for dominance in the region in North America and the emergence of distinctive colonial and native societies. F 26 The Growth of the New England (Chapter 2) pages Assignment Due: Adam Norris Summary Notes on Period 1.1, 1.2, 1.3: URL Playlist To All Periods: Z7dwRhv3Uw M 29 The Restoration Colonies (pages 54-61). T 30 Borderlands and Middle Grounds (pages 62-65) W 31 Evolution of the British Empire. September: TH 1 Test-Chapter 2. Assignment Due: Key Terms and Review Sheet Due. F 2 Intro to Chapter 3 (Society and Culture in Provincial America (Page 68-84) M 5 No School: Labor Day. T 6 The Colonial Economics (pages 84-91)

10 W 7 Patterns of Society (Pages 91-98) TH 8 Awakenings and Enlightenments, (Pages continued) F 9 No School: L.A. County Fair. M 12 Chapter 3 Test. PERIOD 3: : British Empire attempts to assert control over its colonies. Colonies respond with the American Revolution which leads to the American Republic, where the nation attempts to establish a social, economic, and political identity. T 13 ITED Tests W 14 ITED Tests TH 15 Fall Picnic F 16 Into to Chapter 4 (The Empire in Transition) (pages ) Begin KAPLAN Unit Test 1 Review Questions. * * * * * * * M 19 The New Imperialism: (pages ). T 20 Stirring Revolt (pages ) W 21 Cooperation and War (Review Chapter 4) (Chapter 4 Summary due) TH 22 Test-Chapter 4. F 23 Intro to Chapter 5 (Pages ) M 26 The United States (pages ) T 27 War and Society (pages ) W 28 Creation of State governments/the Search for National Governments (Pages ) TH 29 Test: Chapter 5. Assignment Due: Adam Norris Summary Notes on Period 3.1, 3.2, 3.3.

11 PERIOD 4: : The New Nation searches and struggles to define and extend democratic ideals in the face of rapid changes economically, territorially, and demographically. F 30 Intro to Chapter 6 (Pages ) OCTOBER: M 3 Federalists and Republicans/Establishing National Sovereignty (pages ) T 4 The Downfall of the Federalists (page continued) W 5 Test Chapter 6. Read the Marbury v. Madison decision by John Marshall. Assignment Due: KAPLAN UNIT 1 Due. Begin KAPLAN UNIT 2. TH 6 Intro to Chapter 7 (pages ). F 7 Stirrings of Industrialism (pages ). Marbury v. Madison case summary due. M 10 Jefferson the President (pages ) T 11 Doubling the Nation (Pages ) (KAPLAN UNIT 2 Due). Begin KAPLAN Unit 3 W 12 Expansion and War (pages ) TH 13 The War of (pages continued): Map Assignment due. F 14 Review Chapter 7 (Chapter 7 Summary Due) M 17 Test-Chapter 7. T 18 Intro to Chapter 8 (American Nationalism) (pages ) W 19 National Market and Expanding Westward (pages ) KAPLAN UNIT 3 Due. Begin KAPLAN UNIT 4. TH 20 The Revival of Opposition (pages continued) F 21 Chapter 8 Test (Chapter 8 Summary Due)

12 M 24 Intro to Chapter 9 (Jacksonian America) (pages ) T 25 The Rise of Mass Politics (pages ) W 26 Our Federal Union (Pages ) TH 27 Jackson and the Bank War (pages ) F 28 The Changing Face of American Politics (pages ) M 31 Looking back: (pages continued) NOVEMBER T 1 Test Chapter 9 W 2 Intro to Chapter 10 (America s Economic Revolution) (pages ) TH 3 Transportation, Communication, and Technology (pages ) F 4 Commerce and Industry (pages ) M 7 Men and Women at Work (pages ). T 8 Patterns of Industrial Society (pages ) W 9 The Agricultural North. TH 10 Test: Chapter 10 F 11 Intro to Chapter 11 (Cotton, Slavery, and the Old South) (pages ). M 14 White Society in the South (pages ) Review Chapter 11 (Chapter summary due) T 15 Test: Chapter 11. W 16 Intro to Chapter 12 (Antebellum Cultural and Reform) (pages ). Assignment Due: Adam Norris Notes Summary on 4.1, 4.2, and 4.3. KAPLAN Unit 4 due.

13 During Thanksgiving Vacation Watch Crash Course U.S. History Playlist 1 through 13. Write Notes for each video. TH 17 No School F 18 You got two days more vacation. You should love SGA even more =) M 21 No School T 22 No School W 23 No School TH 24 I get to eat tofurky and celebrate why people came to the U.S., for religious liberty. F 25 I will be in a place of no sales tax =). PERIOD 5: : As the growing expansion of the nation and growing population leads to regional tensions, over issues such as slavery and leads to a Civil War and its aftermath would transform American society. M 28 Remaking Society (pages ). Assignment Due: Crash Course Video Notes due. T 29 The Crusade Against Slavery (pages ) continued. W 30 Chapter 12 Test. (Chapter 12 Summary Due) DECEMBER TH 1 Intro to Chapter 13 (Impending Crisis) (pages ). F 2 Expansion and War (pages ). M 5 No School T 6 Sectional Debate (pages ). Review Chapter 13. W 7 Chapter 13 Test TH 8 Chapter 14: The Secession Crisis: Chapter 14: pp F 9 Chapter 14: Mobilizing the North/South: Chpt 14: pp M 12 Chapter 14: pp

14 T 13 Final Exams W 14 Final Exam TH 15 Final Exam F 16 Blessed holidays =). During Christmas vacation watch Crash Course U.S. History Playlist 14 through 21. Write notes of what you learned and turn them in when you return from break. January Topics covered, Reading Schedule, and Assignment T 3 Chapter 14: Mobilizing the North/South.: Chapter 14: pp W 4 Chapter 14: Mobilizing the North/South: Ch. 15/pp TH 5 Chapter 14: Test F 6 Intro to Ch. 15: Ch. 15/pp M 9 Radical Reconstruction & the South.: Ch. 15/pp T 10 The Grant Administration: Ch. 15/pp W 11 The New South: Read the Plessy v. Ferguson decision TH 12 Test: Chapter 15: Begin Reading: Ch. 16/pp Assignment Due: Adam Norris Notes Summary on Period 5: 5.1, 5.2, and 5.3. PERIOD 6: 1865 to 1898: The transformation of the Republic from an agrarian to an urbanized and industrialized society that brought profound changes to all aspects to the American cultural, social, and political landscape. F 13 Intro. to Ch. 16 ( The Conquest of the Far West ) Ch. 16/pp , Reconstruction Essay Due. M 16 No School: MLK Day. T 17 The Changing Western Econ./Romance of the West: Ch. 16/pp

15 W 18 The Dispersal of the Tribes/The Western Farmer. Review: Chapter 16 continued TH 19 Chapter 16 TEST: Begin reading Ch. 17/pp M 23 Intro. To Ch. 17 ( Industrial Supremacy ): Ch. 17/pp Assignment Due: KAPLAN Unit 5: Begin KAPLAN Unit 6. T 24 Capitalism and its Critics: Ch. 17/pp W 25 Industrial Workers in the New Economy : Review Chapter 17 TH 26 Chapter 17 Test: Browse and do chapter summary of Chapter 18. F 27 Overview of Chapter 18: Being Reading Ch. 19/pp M 30 Intro. to Ch. 19 ( From Crisis to Empire ): Ch. 19/pp T 31 The Crisis of the 1890 s : Ch. 19/pp W 1 Stirrings of Imperialism : Ch. 19/pp February: TH 2 War with Spain : Ch. 19/pp F 3 The Republic as Empire : Review Chapter 19 M 6 TEST Chapter 19: Begin reading Ch. 20/pp Assignment Due: Adam Norris Notes Summary on Period 6: 6.1, 6.2, and 6.3. PERIOD 7: 1890 to 1945: An increasingly changing and plural U.S. faces profound domestic and global challenges and debates to what degree of government activism in society and defining its international role. T 7 Intro. to Ch. 20 ( The Progressives ): Ch. 20/pp W 8 The Assault on the Parties: Ch. 20/pp TH 9 Crusade for social order and reform: Ch. 20/pp F 10 TR and the Modern Presidency: Ch. 20/pp

16 M 13 The Troubled Succession: Review Chapter 20. T 14 Chapter 20 Test : Ch. 21/pp W 15 Intro to Chapter 21: Ch. 21/pp TH 16 War Without Stint : Ch. 21/pp Due: KAPAN UNIT 6. Begin KAPAL UNIT 7 F 17 Futile Search for Social unity: Ch. 21/pp M 20 NO SCHOOL: Presidents day. T 21 A Society in Turmoil: Review Chapter 21 W 22 Chapter 21 Test: TH 23 Intro. to Ch. 22 ( The New Era ): Do chapter summaries and key terms for Chapter 22. F 24 Complete Chapter 22 Review M 27 Chapter 22 Test: Ch. 23/pp T 28 Intro. to Ch. 23 ( The Great Depression ): Ch. 23/pp March: W 1 The Depression and American Culture: Ch. 23/pp TH 2 The Unhappy Presidency of Herbert Hoover: Review Chapter 23 F 3 TEST Chapter 23: Ch. 24/pp M 6 Intro. to Ch. 24 ( The New Deal ): Ch. 24/pp T 7 The New Deal in Transition: Ch. 24/pp W 8 The New Deal in Disarray: Ch. 24/pp TH 9 Limits and Legacies of the New Deal: Study for TEST Chapter 24 M 13 TEST Chapter 24: Chapter 25: pages

17 T 14 Chapter 25: pages W 15 Intro to Chapter 25: Chapter 25: TH 16 Chapter 25 Test: Begin Reading Chapter 26: pages F 17 Intro to Chapter 26.: Chapter 26: pages Assignment Due: Adam Norris Notes Summary on Period 7: 7.1, 7.2, and 7.3. SPRING BREAK!!! Please read over the rest of Chapter 26 and finish your key terms and chapter summaries. Also watch Crash Course Videos Half page summary per video. APRIL PERIOD 8: 1945 to 1980: The Cold War Era. With the aftermath of World War II, the U.S. faces both the windfall and uncertainty of unrivaled prosperity and its worldwide international responsibilities while struggling to live up to its ideals. M 3 Chapter 26 Test: Chapter 27, pages Crash Course Videos Notes: Chapters T 4 Origins of the Cold War: Chapter 27, pages Assignment Due: KAPLAN UNIT 7 DUE. BEGIN KAPLAN UNIT 8 W 5 American Society/Korean War: Chapter 27, pages TH 6 Crusade Against Subversion F 7 Chapter 27 Test: Chapter 28. M 10 Economic Miracle: Chapter 28, page Brown case summary due. Video Summary Due. T 11 People of Plenty: Chapter 28 page W 12 Civil Rights Movement: Chapter 28: pages

18 TH 13 Eisenhower, Dulles, Cold War: Chapter 29, pages F 14 Expanding the Liberal State: Chapter 29, pages M 17 Flexible Response to the Cold War: Chapter 29, pages , T 18 The Youth Culture: Chapter 30 Pages W 19 Mobilizing Minorities: Chapter 30 pages TH 20 Nixon, Kissinger and the War: Chapter 30, pages TH 21 Politics and Economics under Nixon: Chapter 30, pages F 22 No School Alumni Weekend: Chapter 31, pages M 24 School Holiday No School: Chapter 31, pages T 25 Watergate Crisis: W 26 Exam Chapters 27-30: Chapter 31, pages Assignment: KAPLAN UNIT 8 due. Begin KAPLAN Unit 9. TH 27 Politics after Watergate: Chapter 31: p Assignment Due: Adam Norris Notes Summary on Period 8: 8.1, 8.2, and 8.3. PERIOD 9: 1980 to Present: The U.S. enters a new century filled with challenges and opportunities. Renewed debates on culture and ideology rage on as it seeks to adapt to a globalized economy and revolutionary changes in technology and science. F 28 Reagan and the Cold War: Read all of Chapter 32. May M 1 Overview of Age of Globalization: Assignment Due: Unit 9 KAPLAN Review due. Practice Test 1. T 2 Final Exam. Assignment Due: Adam Norris Notes Summary on Period 9: 9.1, 9.2, and 9.3. Review Adam Norris AP Video Review:

19 W 3 REVIEW: KAPLAN Practice Test 3. Watch Adam Norris AP Video Review TH 4 Review: Prepare for the test. F 5 AP Exam. M 8 Relax and let us eat =). T 9 U.S. and Bible Prophecy Part 1. W 10 U.S. and Bible Prophecy Part 2. TH 11 Spring Picnic. F 12 U.S. and Bible Prophecy Part 3. M 15 Documentaries. T 16 Documentaries W 17 AEW TH 18 AEW F 19 AEW M 22 Documentaries T 23 Documentaries W 24 Documentaries TH 25 Documentaries F 26 Documentaries M 29 Memorial Day Weekend T 30 Reviewing Themes of U.S. History. W 31 Reviewing Themes of U.S. History June TH 1 Reviewing Themes of U.S. History F 2 Reviewing Themes of U.S. History

20 M 5 Getting Ready to become seniors =). T 6 Finals W 7 Finals TH 8 Finals F 3 Have a wonderful summer! Psalms 40:8 =).

21 TIPS ON WRITING AN ESSAY: A vital importance in college history courses is writing essays and research papers. In historical writing, one must refrain from using slang or common language unless it is being quoted and to write the essay in third person. Here is a short summary of some helpful tips on how to write an essay. INTRODUCTION: The introduction is the first paragraph of your essay. It gives the reader the basic summation of why you are writing your essay and what the overarching idea or thought that you are trying to convey. In the introduction, you are attempting to draw the reader s interest on how you are writing your essay and how you will prove your point. Traditionally in the introduction, is your thesis statement; which is the most vital part of your essay that tells the reader what you are trying to prove and also lists the topics of your body paragraphs that will help prove your thesis. The thesis is the roadmap to your entire essay. In a DBQ or essay question exam, a good thesis will address the following: Does the Thesis: (1) Answer the Question? (2) Reflect deep content knowledge? (3) Take a position and briefly explain why this position was taken? (4) Have an appropriately specific focus? (5) Indicate what the essay s structure will be? (6) Makes it point in just one and two sentence? The Body: The body is a group of paragraphs between the introduction and the conclusion that will prove your thesis statement. It is here that you will cite evidence to help support your thesis. Each body paragraph begins with a topic sentence that will describe to the reader what the main idea is for that particular paragraph. Supporting the topic sentence is the evidence that you help support both the topic sentence and the thesis.

22 Conclusion: Conclusion is where you summarize and restate your argument and where you attempt to convince your reader of the end result of your essay. It is here that you bring out your findings of why you concluded the point of your view you choose and attempt to convince the reader of your position and why it is valid. ADDITIONAL TIPS In historical writing it is customary to not write in first person. Instead of saying such things as my paper will prove, or I believe that. Use third person terms such as This paper will prove or It is believed that and so forth. Make sure you cite sources. If you are using other books and articles, make sure to cite the source you are getting your evidence from, and also use quotation marks when copying statements or dialogue from a particular source. Citing sources is also important because historical writing has a code of ethics where it is important to give authors and sources credit if you are citing their ideas to prove your position. Also, historical writing uses the Chicago Manual Style citation format. Here is a skeletal outline of an essay: INTRODUCTION: Attention grabbing first sentence: A man with no college degree who ended up being the leader of the free world. Is this even possible? Harry Truman came from humble beginnings to be the president of the United States at a critical time. Thesis: President Truman should be considered one of our great presidents because he was able to help contain communism, prevent nuclear war, and was a forward thinker in domestic policies. BODY: Topic 1: Harry Truman s active foreign policy to help contain Communism is one reason why he should be considered a great President. Cite Historical Examples: Policy in aiding Turkey and Greece from Communist revolutionaries. Marshall Plan and Berlin airdrop in stabilizing Western Europe Korean War: Prevented North Korea from unifying the country.

23 Topic 2: Harry Truman s courage in the midst of unpopularity helped prevent nuclear war. Did not want to escalate Korean War to China Did not want nuclear weapons to be used in China. Dismissed Douglas McArthur even though it was an unpopular decision. Topic 3: Truman was also a forward thinker in social policies Racially integrated the armed forces and did it without inciting controversy. CONCLUSION: Truman s greatness was because he was able to achieve the containment of Communism but yet prevented the nuclear holocaust that may have happened if he did not dismiss General MacArthur. He was also a visionary in civil rights, integrating the armed forces. Thus, Truman should be considered one of the great American presidents because he protected this nation and made tough choices so America could continue to exist and prosper. LEGAL SUMMARY TEMPLATE Identify the Issue: (The issue is the reason why the case is being heard). For example the legal issue in Korematsu v. United States is: Whether it is constitutional to place Japanese citizens in internment camps for national security purposes when the U.S. was at war with Japan). Facts of the Case: Summarize the facts that were stated in surrounding the case. Who were the parties involved. What happened that caused this case to go to court, etc. Legal reasoning and conclusion: How did the court decide the case and what was their reasoning in arriving in this conclusion.

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