Henry, Michael. Threads of History: A Thematic Approach to Our Nation's Story for AP U.S. History. New Jersey: The Peoples Publishing Group, 2006.

Transcription

1 AP US HISTORY SYLLABUS SECTA Rukstele Course Description AP U.S. History provides a college-level experience and preparation for the AP Exam. In two semesters, the course surveys American history from the Age of Exploration to the present. Emphasis is placed on critical evaluation, interpretation of a variety of primary sources, analysis and formation of factual arguments, and writing factually-based essays, Students are expected to have strong reading and writing skills and a commitment to study four to twelve hours weekly. Course Objectives Students will -- master a broad body of historical knowledge. --demonstrate an understanding of historical chronology and relationship. --use historical data to support an argument or position. --interpret and apply data from original documents, including cartoons, graphs, charts, tables, photographs, paintings, letters, journals, and others. --effectively use analytical skills of evaluation, cause and effect, compare and contrast. --prepare for and pass the AP U.S. History Exam. Course Materials Textbook: Faragher, John Mack, et al. Out of Many: A History of the American People. Revised 3rd Edition (AP ed.). New Jersey: Prentice Hall, Fairchild, Cyndy. Out of Many: Student Review Manual. New Jersey: Prentice Hall, Faragher, John Mack, et al. Out of Many: Documents Set. New Jersey: Prentice Hall, Additional Materials Henry, Michael. U.S. History Skillbook with Writing Instruction and Practice (AP/Honors). New Jersey: The Peoples Publishing Group, Henry, Michael. Threads of History: A Thematic Approach to Our Nation's Story for AP U.S. History. New Jersey: The Peoples Publishing Group, Person Learning Group. Using Primary Sources with Document-Based Questions. New Jersey: Globe Fearon, Smith, Duane E., Editor. We the People: The Citizen and the Constitution. California: Center for Civic Education,

2 Hoffman, Elizabeth Cobbs, and Gjerde, Jon. Major Problems in American History: Volume I: To 1877 and Volume II: Since Boston: Houghton Mifflin Company, Hollitz, John. Thinking Through the Past: A Critical Thinking Approach to U.S. History. Boston: Houghton Mifflin Company, Farrell, Edmund J., et al. Literature and the Language Arts. Minnesota: EMC / Paradigm Publishing, Packets of handouts related to each topical content area include assignments, scholarly essays from journals, notes, identifications and vocabulary, additional primary sources. Methods of Evaluating Student Achievement --Quizzes on reading assignments in each of the content areas (units) --Participation points in class activities (e.g., discussions, simulations, oral presentations) and in study/discussion groups outside class (to meet at least once each unit) --Unit assignments (e.g., packet handouts) --Unit exams (multiple choice and essay; at least thirteen exams that cover focus unit and preceding units for review) --DBQ and/or Free-Response essay(s) on each unit (at least thirteen) --Semester and final exams (multiple choice and essay). The final exam will cover the entire year's material. --Effort and improvement in writing and analytical skills. --Research paper (post AP exam) Expectations of Students Expectations are based on the demands of a college-level history course. Generally, students will be asked to-- --devote four to twelve hours a week to study and reading. --read 40 to 80 pages a week. --take notes from lectures and reading material. --identify relationships of facts and be able to formulate concepts and generalizations. --understand, interpret, and analyze scholarly essays and primary sources, such as maps, cartoons, letters, photographs. graphs, and charts. --write analytical essays based on factual evidence. --participate in study/discussion groups and class activities. 2

3 Evidence of Curricular Requirements (References included with Course Organization) CR 1-- The course includes the study of political institutions in U.S. history. CR 2--The course includes the study of social and cultural developments in U.S. history. CR 3-- The course includes the study of diplomacy in U.S. history. CR 4-- The course includes the study of economic trends in U.S. history. CR 5-- The course uses themes sand/or topics as broad parameters for structuring the course. CR 6-- The course teaches students to analyze evidence and interpretations presented in historical scholarship. CR 7-- The course includes extensive instruction in analysis and interpretation of a wide variety of primary sources. Course Organization CR 7 Introduction and Skills 1. Colonial Period ( ) 2 weeks 2. Revolutionary Period ( ) 2 weeks 3. The New Nation ( ) 2 weeks 4. The Jeffersonian Era ( ) 2 weeks 5. The Age of Jackson ( ) 2 weeks 6. The Age of Reform ( ) 2 weeks 7. Expansion and Its Consequences ( ) 2 weeks 8. Civil War and Reconstruction ( ) 2 weeks 9. America Transformed ( ) 2 weeks 10. America and the World ( ) 2 weeks 3

4 11. Progressive Reforms and the 1920s ( ) 2 weeks 12. The Great Depression and World War II ( ) 2 weeks 13. America Wages the Cold War ( ) 3 weeks 14. Struggling for the American Dream ( ) 3 weeks Review for AP Exam Research Paper and Presentation of Current Issues 2 weeks 3 weeks Introduction: Skills review and practice: evaluation, interpretation, analysis, writing CR 6 1. COLONIAL PERIOD ( ) CR 7 Skillbook: Chapter 1 (pages 16-20)--Summary and Vocabulary; "Identifying Critical Words in an Essay Question" (pages 22-23) and "Determining What Documents Mean," (pages 24-26) CR 7 "Steps in Writing a Free-Response Essay" (pages ) : Chapter 3: "Planting Colonies in North America, " Chapter 4: "Slavery and Empire, " Chapter 5: "The Cultures of Colonial North America, " Threads, Lesson 3: " Religious Development, " CR 5 Out of Many Student Review Manual, Review #1 (pages ) Out of Many Documents, Chapters 3, 4, 5 (pages 14-29) Hollitz, Chapter 2: "The Raw Materials of History: Childhood in Puritan New England. CR 1, 2, 4, 6,7 Free-Response Essay CR 6, 7 Study Group--Skillbook, "Ideas to Ponder," page 21 CR 6 Themes, Skillbook, p. 16 CR 1, 2, 3, 4, 5 1. How did the settlement of English colonies give rise to unique economic, political, and social condition that defined an emerging American identity? 2. How did the need for labor in the colonies give rise to chattel African slavery? 3. How was religion both a unifying and a dividing force in the English colonies? 4. How did the interaction between European and Native American people transform both groups and cultures? 5. How do Puritan society and values compare to present society and values? 4

5 2. REVOLUTIONARY PERIOD ( ) Skillbook, Chapter 2 (pages 27-33) "Focus on the Question: What Is It Asking?" (pages 34-35) "Determining Credibility" (pages 36-38) CR 6, 7 Chapter 6: "From Empire to Independence, " Chapter 7: "The Creation of the United Sates, " Threads, Lesson 5: "Coming of the American Revolution " CR 5 Smith, "Unit One: What Are the Philosophical and Historical Foundations of the American Political System?" CR 1, 2, 4 Out of Many Student Review Manual, Review # 2 Out of Many Documents, Chapters 6 and 7 CR 1, 2, 4 Hollitz, Chapter 4: "Evaluating One Historian's Argument: Loyalists and the Meaning of the Revolution" CR 1, 2, 4 Farrell, Phillis Wheatley, "To the Right Honorable William, Earl of Dartmouth" Simulation: Debating Revolution CR 1, 2, 4 Free-Response Essay CR 6, 7 Study Group--Skillbook, "Ideas to Ponder," page 33 Themes, Skillbook (page 27): CR 5 1. How did the Seven Years War bring on a crisis of empire between the colonies and the crown? 2. How did British policies from 1764 to 1775 appear to violate colonial economic and political rights? CR 3 3. How did the colonial mindset provide the backdrop for the Revolution? 4. How did world politics affect the course and outcome of the Revolution? 5. How did the American Revolution affect women and African Americans? 3. THE NEW NATION ( ) Skillbook, Chapter 3 (39-44) "Which Question to Write About (Pages "Making Inferences from Documents" (pages 51-52) CR 6, 7 Chapter 8: "The United States of North America, " Threads, Lesson 2: " Famous Rebellions" CR 5 Smith, "Unit Two: How Did the Framers Create the Constitution" "Unit Three: How Did the Values and Principles Embodied in the Constitution Shape American Institutions and Practices?" Out of Many Student Review Manual, Review # 3 Out of Many Documents, Chapter 8 CR 6, 7 Hollitz, Chapter 5: "Motivation in History: Charles Beard and the Founding Fathers" CR 1, 2, 4 5

6 Farrell, James Russell Lowell, "Stanzas on Freedom" CR 6 Study Groups--Skillbook, "Ideas to Ponder, page 45 CR 6 Themes, Skillbook, page 39: CR 1, 2, 4, 5, 6, 7 1. How were the Articles of Confederation an outgrowth of the American Revolution? 2. Why did the Articles of confederation fail to create an effective, long-term government in America? 3. How did developments at home and abroad create a call to strengthen the Articles of Confederation? 4. How did the Constitution represent a conservative counter-revolution to the Articles of Confederation? 5. How did the Washington administration develop Federalist solutions to the nation's economic and political problems? 4. JEFFERSONIAN ERA ( ) Skillbook, Chapter 4 (pages 53-58) "Putting Your Answer into a Graphic Organizer" (Pages 60-61) "Using Documents to Support an Argument" (pages 62-64) CR 6, 7 Chapter 9: "An Agrarian Republic, " Threads: Lesson 9: "Political Parties in the Nineteenth Century" Lesson 11: "Freedom of the Seas and Wars with Europe" (War of 1812) Lesson 13: "Judicial Nationalism" CR 1, 6, 7 Out of Many Student Review Manual, Review #4 Out of Many Documents, Chapter 9 Hollitz, Chapter 6: "Republicans in Peace and War" CR 3 Free-Response Essay CR 6, 7 Study Groups--Skillbook, "Ideas to Ponder," page 59 CR 6 Themes, Skillbook, page 53 CR 1, 2, 4, 5, 6, 7 1. How did Thomas Jefferson and the Democratic Republicans strengthen American democracy? 2. Why did the United States resort to war in 1812 to solve its problems with England? 3. How did the War of 1812 change Amrican politically and economically? 4. How was the postwar era marked by the rise and fall of nationalism? 5. How did the War of 1812 help launch the Market Revolution? 6

7 5. AGE OF JACKSON ( ) Skillbook, Chapter 5 (pages 65-69) "Organizing Your Answer" (pages 71-73) CR 6, 7 "Dealing with Document That Contradict Each Other" (Pages 74-76), Chapter 10: "The Growth of Democracy, " Threads: Lesson 6: "The National Banks" CR 4 Lesson 9: "Political Parties of the Nineteenth Century" CR 5, 1 Out of Many Student Review Manual, Review #5 Out of Many Documents, Chapter 10 CR 6, 7 Hollitz, Chapter 9: "History as Biography: Historians and Old Hickory" Free-Response Essay CR 6, 7 Study Groups--Skillbook, "Ideas to Ponder," page 70 CR 6 Themes, Skillbook, page 65 CR 1, 2, 4, 5 1. How did democratic ideals evolve during the Jacksonian era? 2. How did Andrew Jackson change the focus and role of the presidency? 3. How were states' rights issues defined in the Jacksonian era? 4. How did economic disagreements develop around the Market Revolution? 5. How did the second party system develop during the 1830s? 6. AGE OF REFORM ( ) Skillbook, Chapter 6 (pages 77-82) "Writing a Strong Thesis Statement" (pages 84-85) "Analyzing Charts" (pages 87-88) CR 6, 7 Chapter 11: "The South and Slavery, 1790s-1850s" Chapter 12: "Industry and the North, 1790s-1840s" Chapter 13: "Coming to Terms with the New Age, 1820s-1850s" Threads: Lesson 18: "Expanding Democracy--The Abolitionist Movement" Lesson 19: "Women's Movement during the Nineteenth Century" CR 2 Out of Many Student Review Manual, Review #5 Out of Many Documents, Chapter 11, 12, 13 CR 6, 7 Hollitz, Chapter 7: "The Problem of Historical Causation: America's First Factory System" CR 2, 4 Chapter 11: "The Emergence of an Ideology: Antislavery and the Bounds of Womanhood" CR 2 Farrell, Henry Wadsworth Longfellow, "A Psalm of Life" CR 6, 7 Free-Response Essay CR 6, 7 Study Groups--"Ideas to Ponder" (page 83) CR 6, 7 7

8 Themes, Skillbook, page 77 CR 1, 2, 3, 5 1. How did the rise of evangelical Protestantism promote the reform movements of the 1830s and 1840swd? 2. How did various personalities and philosophies divide the abolitionist movement in the 1830s and 1840s? 3. How did the reform movement make America a gentler society in the 1830s and 1840s? 4. How did the "cult of domesticity" both promote and restrain the women's movement in the 1840s and 1850s? 5. How did the political reforms of the Age of Jackson clash with the social reforms of the era? 7. EXPANSION AND CONSEQUENCES ( ) Skillbook, Chapter 7 (pages 89-94) "Wing a Positive or Negative Thesis Statement" (pages 96-98) "Analyzing Political Cartoon" )Pages ) CR 6, 7 "Steps in Writing a Document-Based Question" (page 196) Chapter 14: "Territorial Expansion of the United States, 1830s-1850s" Chapter 15: "The Coming Crisis, the 1850s" Threads: CR 1, 2, 3, 4, 5 Lesson 9: "Lesson 9: "Political Parties in the Nineteenth Century" Lesson 12: "Compromises and the Union" Lesson 15: "Expansion of the United States, " Lesson 20: "Major Treaties in the United States" Out of Many Student Review Manual, Review #5 Out of Many Documents, Chapters 14, 15 CR 6, 7 Farrell, Henry David Thoreau, "Walden" CR 6, 7 Study Groups--Skillbook, "Ideas to Ponder" (page 95) CR 6, 7 Themes, Skillbook, page 89 CR 1, 2, 3, 4, 5 1. How did the ideas of Manifest Destiny emerge from nationalistic beliefs about America's past and its future? 2. How did the Texas-Mexican conflict of the 1830s encourage America's drive westward to the Pacific Ocean? 3. How did the Mexican War promote sectional division rather than national unity? 4. How was the Compromise of 1850 more a triumph of sectional self-interest than a true national compromise? 5. How did the Kansas-Nebraska Act realign the American political system? 8

9 8. CIVIL WAR AND RECONSTITUTION ( ) Skillbook, Chapter 8 (pages ) "Creating Categories to Answer Essay Questions" (Pages ) "Using Charts and Documents Together" (pages ) CR 6, 7 Chapter 16: "The Civil War, " Chapter 17: "Reconstruction, " Threads, Lesson 21: "Reconstruction of the South" CR 1, 2, 3, 4 Out of Many Student Review Manual, Review #6 Out of Many Documents, Chapter 16, 17 CR 6, 7 Hollitz, Chapter 12: "Grand Theory, Great Battles, and Historical Causes: Why Secession Failed" Chapter 13: "The Importance of Historical Interpretation: The Meaning of Reconstruction" CR 6, 7 Hoffman, Chapter 1: "Reconstruction, " CR!, 2, 4, 6, 7 Farrello, Robert E. Lee, "A Farewell to His Army" and Booker T. Washington, "Up from Slavery" CR 6, 7 Study Groups--Skillbook, "Ideas to Ponder," page 110 CR 6 Themes, Skillbook, page 103 CR 5 1. How did Abraham Lincoln's election help bring on southern secession? 2. How did the Civil War transform the societies in both the North and the South? 3. How did slavery influence Lincoln's political and military decisions during the war? 4. How did congress gain control of Reconstruction from the president? 5. Why was President Andrew Johnson impeached? 6. Why did Radical Reconstruction fail to make permanent changes in America? 9. AMERICAN TRANSFORMED ( ) Skillbook, Chapter 9 (pages ) "Supporting Your Thesis" (pages ) "Using Cartoons and Documents Together" (pages ) CR 6, 7 Chapter 18: "Conquest and Survival, the Trans-Mississippi West, " Chapter 19: "The Incorporation of America, " Threads: CR 5, 2 Lesson 22: "Judicial Betrayal--The Road to Plessy v. Ferguson" Lesson 23: "Black Leaders, " Out of Many Student Review Manual, Review #7 Out of Many Documents, Chapters 18, 19 CR 6, 7 Hoffman, Chapter 2: "Western Settlement and the Frontier in American History" 9

10 Chapter 3: "Industrialization, Workers, and the New Immigrants" CR 6, 7 Farrell, Mark Twain, "The Notorious Jumping Frog of Calaveras County" Study Groups--Skillbook, "Ideas to Ponder" (page 125) CR 6 Themes, Skillbook, page 119 CR 5 1. How did the actions of the federal government open the West to settlement after the Civil War? 2. How did industrialization and urbanization change economic and social relationships in America in the last half of the nineteenth century? 3. How did industrialization transform the role of the government in American society after the Civil War? 4. How did farmers and workers try to improve their quality of life between 1865 to 1890? 5. How did the promise of equality for African Americans turn into the inequality of Jim Crow? 10. AMERICA AND THE WORLD ( ) Skillbook, Chapter 10 (pages ) "Dealing with All Aspects of the Statement of Question" (pages ) "Arranging Sources into Categories" (Pages ) CR 6, 7 Chapter 20: "Commonwealth and Empire, " Chapter 22: "World War I, " Threads: CR 1, 3, 5 Lesson 14: "Cornerstones of United States Foreign Policy" Lesson 16: "Wars in US History" Out of Many Student Review Manual, Review #7 Out of Many Documents, Chapters 20, 22 CR 6, 7 Hoffman, Chapter 4: "Imperialism and World Power" Chapter 6: "American in World War I" CR 1, 3, 6, 7 Farrell, Countee Cullen, "Any Human to Another" CR 2, 6, 7 Study Groups--Skillbook, "Ideas to Ponder" (page 139) CR 6, 7 Themes, Skillbook, page 133 CR 1, 3, 4, 5 1. Why did the United States expand overseas in the 1870s and 1880s? 2. How did the United States become a dominant power in the Caribbean and South America after the Civil War? 3. How was the war with Spain in 1898 the culmination of a "new Manifest Destiny" of the 1880s and 1890s? 4. How did the Spanish-American War transform American policy toward South America the Far East? 5. How did the United States become embroiled in World War I and 1917? 10

11 6. Why did the United States Senate reject United States membership in the League of Nations and refuse to ratify the Treaty of Versailles? 11. PROGRESSIVE REFORMS AND THE 1920S ( ) Skillbook, Chapter 11 (pages ) "Writing an Introductory Paragraph" (pages ) CR 6, 7 "Writing a Paragraph from Dissenting Documents" (pages ) Chapter 21: "Urban American and the Progressive Era, " Chapter 23: "The Twenties, " Out of Many Student Review Manual, Review #7, # 8 Out of Many Documents, Chapters 21, 23 CR 6, 7 Hoffman, Chapter 5: "The Progressive Movement" CR 1, 2 Chapter 7: "Crossing a Cultural Divide: The Twenties" CR 2, 6, 7 Farrell, Langston Hughes, "The Negro Speaks of Rivers" CR 2, 6, 7 Study Group--"Ideas to Ponder" (page 153) CR 6 Themes, Skillbook, page 147 CR 5, 1, 2, 4 1. How did local, state, and national government attempt to solve problems of industrialization and urbanization through progressive reforms 2. How did the 1920s become a struggle between reformers and the defenders of the status quo? 3. How were roles and expectations for women transformed from ? 4. How did the "New Negro" emerge in America from ? 5. How did Republican party policies in the 1920s try to turn political and economic thinking back to the past? 6. How did opposition to immigration evolve into full-fledged discrimination from 1900 to 1929? 12. THE GREAT DEPRESSION AND WORLD WAR II ( ) Skillbook, Chapter 12 (pages ) "Writing a Concluding Paragraph" (pages ) CR 6, 7 "Organizing the Document-Based Question" (pages ) Chapter 24: "The Great Depression and the New Deal" Chapter 25: "World War II, " Threads: CR 5, 1, 3, 4 Lesson 7 "Liberal and Conservative in United States History" Lesson 26: "Transformation of Capitalism in the 1930s" Lesson 25: "Isolationism v. Internationalism, " Out of Many Student Review Manual, Review #8 Out of Many Documents, Chapters 24, 25 CR 6, 7 Hoffman, Chapter 8: "The Depression, the New Deal, and Franklin D. Roosevelt" 11

12 Chapter 9: "The Ordeal of World War II" CR 1, 6, 7 Farrell, John Steinbeck, The Grapes of Wrath (excerpt) CR 6 Study Groups--Skillbook, "Ideas to Ponder" (page 166) CR 6, 7 Themes, Skillbook, page 159 CR 1, 2, 3, 4, 5 1. How did the prosperity of the 1920s collapse in the Great Depression of the 1930s? 2. How did Herbert Hoover and Franklin Roosevelt attempt to restore prosperity through political and economic programs? 3. How did the new Deal change the relationship between the national government and the people of the United States? How did it affect the lives of women and African Americans? 4. How did the major unresolved issues from World War I lead to World War II? 5. How did the United States move from isolationism to internationalism between 1935 to 1945? 6. How did World War II transform American society? 13. AMERICA WAGES COLD WAR ( ) Skillbook, Chapter 13 (pages ) Chapter 26: "The Cold War, " Chapter 27: "America at Mid-Century, " (pages ) Chapter 29: "War Abroad, War at Home, " (pages ) Chapter 30: "An Overextended Society, " (pages ) Chapter 31: "The Conservative Ascendancy and the New Millennium" (pages , ) Threads: CR 1, 3, 4, 5 Lesson 8: "Liberal and conservative in United States History, " Lesson 16: "Wars in United States History" Lesson 20: "Major Treaties in United States History" Lesson 28: "Containment, " Lesson 29: "Failure of Containment--The Vietnam War" Lesson 30: "Famous Doctrines from Monroe to Nixon" Out of Many Student Review Manual, Review #9, #10 Out of Many Documents, Chapters (selected documents) CR 6, 7 Hoffman, Chapter 10: "The Cold War and the Nuclear Age" CR 1, 3, 6 Farrell, Li-Young Lee, "A Story" and Alberto Rios, "The Lesson of Walls" CR 6 Study Groups--Skillbook, "Ideas to Ponderd" (page 180) CR 6 Themes, Skillbook, page 173 CR 1, 3, 4, 5 1. How the United States and Soviet Union go from World War II allies to Cold War adversaries? 12

13 2. Who did containment of Soviet power become the cornerstone of American foreign policy from 1945 to 1989? 3. How was containment modified from 1945 to 1989 to fit presidential philosophies and changing world events? 4. How did the Vietnam conflict become America's greatest failure of the Cold War? 5. How did Middle Eastern conflicts complicate America's attempt to contain Communism and maintain peace in the region? 6. How was America's Latin American policy part of the larger containment effort from 1945 to 1989? 14. STRUGGLING FOR THE AMERICAN DREAM ( s) Skillbook, Chapter 14 (pages ) Chapter 15 (pages ) Chapter 27: "America at Mid-Century, " (pages ) Chapter 28: "The Civil Rights Movement, " Chapter 29: "War Abroad, War at Home" (pages , ) Chapter 30: "The Over-extended Society, " Chapter 31: "The Conservative Ascendancy and the New Millennium" Threads: CR 2, 5 Lesson 24: "Reform Movements of the Twentieth Century" Lesson 23: "Black Leaders, " Lesson 27: "Presidential Civil Rights Records, " Out of Many Student Review Manual, Review # 9, #10 Out of Many Documents, Chapters CR 6, 7 Hoffman, Chapter 11: "The 1950s 'Boom,' Affluence and Anxiety" CR 1, 2, 4 Chapter 12: "Making the Great Society: Civil Rights" CR 1, 2, 4 Chapter 13: "The Sixties: left, Right, and the Culture Wars" CR 1, 2 Chapter 15: "Ronald Reagan and the Conservative Resurgence" CR 1 Farrell, William Stafford, "A Story That Could Be True" CR 2, 6 Study Groups, Skillbook, "Ideas to Ponder" (pages, 193, 203) CR 6 Themes, Skillbook, page 187 CR 1, 2, 4, 5 1. In what ways did presidents Truman, Kennedy, and Johnson operate in the political shadow of Franklin D. Roosevelt? 2. How did President Eisenhower establish "modern Republicanism" in the 1950s as an answer to the New Deal? 3. How and why did America drift into a new Red Scare in the 1950s? 4. How did the Civil Rights Movement gain political and social momentum from 1948 to 1968? 5. How did social and political upheavals make the 1960s the most tumultuous decade of the twentieth century for the American people? 13

14 14