Advanced Placement United States History – Period 1: 1491-1607



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Advanced Placement United States History – Period 3: 1754-1800

Theme This course examines the history of America from 1491 to present day. Throughout the course, students will learn about the political, religious, social, economic, and diplomatic events that have shaped United States history through the critical analysis of primary and secondary materials. The course is designed to encourage students to become historians and researchers who are able to use historical facts and evidence with the goal of creating deeper conceptual understandings of critical developments in U.S. history. Students will learn to weigh evidence and interpretations as they build their factual knowledge of U.S. history and apply those facts analytically to draw conclusions about the issues that shaped and continue to shape this country.

Strand History

Topic

British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation’s social, political, and economic identity.



Pacing

20 days


Content Statement

1. Britain’s victory over France in the imperial struggle for North America led to new conflicts among the British government, the North American colonists, and American Indians, culminating in the creation of a new nation, the United States.

Learning Targets:

 I can illustrate that throughout the second half of the 18th century, various American Indian groups repeatedly evaluated and adjusted their alliances with Europeans, other tribes, and the new United States government.

 I can understand that during and after the imperial struggles of the mid-18th century, new pressures began to unite the British colonies against perceived and real constraints on their economic activities and political rights, sparking a colonial independence movement and war with Britain.

 I can explain how in response to domestic and international tensions, the new United States debated and formulated foreign policy initiatives and asserted an international presence.


2. In the late 18th century, new experiments with democratic ideas and republican forms of government, as well as other new religious, economic, and cultural ideas, challenged traditional imperial systems across the Atlantic World.

Learning Targets:

 I can show that during the 18th century, new ideas about politics and society led to debates about religion and governance, and ultimately inspired experiments with new governance structures.

 I can analyze why that after experiencing the limitations of the Articles of Confederation, American political leaders wrote a new Constitution based on the principles of federalism and separation of powers, crafted a Bill of Rights, and continued their debates about the proper balance between liberty and order.

 I can compare and contrast why and how that while the new governments continued to limit rights to some groups, ideas promoting self-government and personal liberty reverberated around the world.


3. Migration within North America, cooperative interaction, and competition for resources raised questions about boundaries and policies, intensified conflicts among peoples and nations, and led to contests over the creation of a multiethnic, multiracial national identity.

Learning Targets:

 I can show that as migrants streamed westward from the British colonies along the Atlantic seaboard, interactions among different groups that would continue under an independent United States resulted in competition for resources, shifting alliances, and cultural blending.

 I can describe and evaluate the policies of the United States that encouraged western migration and the orderly incorporation of new territories into the nation both extended republican institutions and intensified conflicts among American Indians and Europeans in the trans-Appalachian West.

 I can understand how the new voices for national identity challenged tendencies to cling to regional identities, contributing to the emergence of distinctly American cultural expressions.




Content Elaborations

1: A. English population growth and expansion into the interior disrupted existing French–Indian fur trade networks and caused various Indian nations to shift alliances among competing European powers.


1: B. After the British defeat of the French, white–Indian conflicts continued to erupt as native groups sought both to continue trading with Europeans and to resist the encroachment of British colonists on traditional tribal lands.
1: C. During and after the colonial war for independence, various tribes attempted to forge advantageous political alliances with one another and with European powers to protect their interests, limit migration of white settlers, and maintain their tribal lands.
1: D. Great Britain’s massive debt from the Seven Years’ War resulted in renewed efforts to consolidate imperial control over North American markets, taxes, and political institutions — actions that were supported by some colonists but resisted by others.
1: E. The resulting independence movement was fueled by established colonial elites, as well as by grassroots movements that included newly mobilized laborers, artisans, and women, and rested on arguments over the rights of British subjects, the rights of the individual, and the ideas of the Enlightenment.
1: F. Despite considerable loyalist opposition, as well as Great Britain’s apparently overwhelming military and financial advantages, the patriot cause succeeded because of the colonists’ greater familiarity with the land, their resilient military and political leadership, their ideological commitment, and their support from European allies.
1: G. The continued presence of European powers in North America challenged the United States to find ways to safeguard its borders, maintain neutral trading rights, and promote its economic interests.
1: H. The French Revolution’s spread throughout Europe and beyond helped fuel Americans’ debate not only about the nature of the United States’ domestic order, but also about its proper role in the world.
1: I. Although George Washington’s Farewell Address warned about the dangers of divisive political parties and permanent foreign alliances, European conflict and tensions with Britain and France fueled increasingly bitter partisan debates throughout the 1790s.
2: A. Protestant evangelical religious fervor strengthened many British colonists’ understandings of themselves as a chosen people blessed with liberty, while Enlightenment philosophers and ideas inspired many American political thinkers to emphasize individual talent over hereditary privilege.
2: B. The colonists’ belief in the superiority of republican self-government based on the natural rights of the people found its clearest American expression in Thomas Paine’s Common Sense and in the Declaration of Independence.
2: C. Many new state constitutions and the national Articles of Confederation, reflecting republican fears of both centralized power and excessive popular influence, placed power in the hands of the legislative branch and maintained property qualifications for voting and citizenship.
2: D. Difficulties over trade, finances, and interstate and foreign relations, as well as internal unrest, led to calls for significant revisions to the Articles of Confederation and a stronger central government.
2: E. Delegates from the states worked through a series of compromises to form a Constitution for a new national government, while providing limits on federal power.
2: F. Calls during the ratification process for greater guarantees of rights resulted in the addition of a Bill of Rights shortly after the Constitution was adopted.
2: G. As the first national administrations began to govern under the Constitution, continued debates about such issues as the relationship between the national government and the states, economic policy, and the conduct of foreign affairs led to the creation of political parties.
2: H. During and after the American Revolution, an increased awareness of the inequalities in society motivated some individuals and groups to call for the abolition of slavery and greater political democracy in the new state and national governments.
2: I. The constitutional framers postponed a solution to the problems of slavery and the slave trade, setting the stage for recurring conflicts over these issues in later years.
2: J. The American Revolution and the ideals set forth in the Declaration of Independence had reverberations in France, Haiti, and Latin America, inspiring future rebellions.
3: A. The French withdrawal from North America and the subsequent attempt of various native groups to reassert their power over the interior of the continent resulted in new white–Indian conflicts along the western borders of British and, later, the U.S. colonial settlement and among settlers looking to assert more power in interior regions.
3: B. Migrants from within North America and around the world continued to launch new settlements in the West, creating new distinctive backcountry cultures and fueling social and ethnic tensions.
3: C. The Spanish, supported by the bonded labor of the local Indians, expanded their mission settlements into California, providing opportunities for social mobility among enterprising soldiers and settlers that led to new cultural blending.
3: D. As settlers moved westward during the 1780s, Congress enacted the Northwest Ordinance for admitting new states and sought to promote public education, the protection of private property, and the restriction of slavery in the Northwest Territory.
3: E. The Constitution’s failure to precisely define the relationship between American Indian tribes and the national government led to problems regarding treaties and Indian legal claims relating to the seizure of Indian lands.
3: F. As western settlers sought free navigation of the Mississippi River, the United States forged diplomatic initiatives to manage the conflict with Spain and to deal with the continued British presence on the American continent.
3: G. As national political institutions developed in the new United States, varying regionally based positions on economic, political, social, and foreign policy issues promoted the development of political parties.
3: H. The expansion of slavery in the lower South and adjacent western lands, and its gradual disappearance elsewhere, began to create distinctive regional attitudes toward the institution.
3: I. Enlightenment ideas and women’s experiences in the movement for independence promoted an ideal of “republican motherhood,” which called on white women to maintain and teach republican values within the family and granted women a new importance in American political culture.


Content Vocabulary

 Pontiac’s Rebellion  tariff

 Proclamation of 1763  Kentucky and Virginia

 Iroquois Confederation Resolutions

 Chief Little Turtle  Hamilton’s Financial Plan

 Western Confederacy  Proclamation of Neutrality

 Stamp Act  Abigail Adams

 Committees of Correspondence  Pennsylvania Gradual Emancipation

 Intolerable Acts Law

 Sons of Liberty  Paxton Boys

 Mercy Otis Warren  Battle of Fallen Timbers

Letters from a Farmer in  Shays’ Rebellion



Pennsylvaniacorridos

 John Locke  vaqueros

 Jean-Jacques Rousseau  Jay’s Treaty

 Adam Smith  Pinckney’s Treaty





Academic Vocabulary

 analyze  evaluate

 compare  examine

 contrast  explain

 define  synthesize

 describe  understand




Formative Assessments

Students will be required to produce written synopses of the chapters to help them establish their basic conceptual knowledge of the concepts of the unit that is being studied. Any lack of understanding will be dealt with throughout the teaching of the unit. Daily feedback will be given in class as part of the ongoing assessment of students’ abilities and comprehension. All summative assessments will be utilized in a formative manner as well as a summative manner.




Summative Assessments

Students will be required to produce evidence of mastery of content materials through a variety of methods. They will take multiple choice exams, complete document based questions, and answer short response/essay prompts. These evaluations are patterned after the type of exam they will complete for the College Board in mid-May. These assessments will provide students definitive feedback in how well they are mastering the material and what work they need to do to be prepared for the Advanced Placement Exam.



Resources

America Past and Present, by Divine. (At the time of this writing, we are going through the textbook adoption process and this is likely to change.)

 Various primary source excerpts and documents

A History of the American People, by Paul Johnson

A Patriot’s History of the United States, by Larry Schweikart and Michael Allen

From Colony to Superpower, by George Herring

The Glorious Cause, by Robert Middlekauf

Empire of Liberty, by Gordon Wood




Enrichment Strategies

The nature of the course is already enriched as the expectation is that the content and materials are equivalent to a college freshmen survey course. Some strategies for enriching the course further would be to read any of the books on the resources list, obtain full length versions of excerpted primary sources, or explore the Miller Centers website which contains a series of academic essays on each president and covers more details than the College Board requires.



Integrations

Depending on the unit, a variety of integrations will be utilized. Definitive links will be made with the English department in terms of coordination of writing as well as passages, texts, short reads, and novels that are being utilized in the English classroom. Math will be used in analyzing statistics most often pertaining to elections but not solely. Scientific discoveries and developments will be integrated throughout the discussion of the process of creating modern America. STEM will be incorporated specifically in discussion on industrialization and wartime production. Geography will be a constant as we use maps to illustrate the geographic changes to America and the changing electoral process as well as utilizing world maps for understanding America’s growth as a super power. Visual arts will be used consistently throughout the course in the nature of how art reflects American ideals as well as the importance of political cartoons as a political tool.




Intervention Strategies

Students struggling to succeed in Advanced Placement United States History must first determine if the coursework is too difficult for their abilities. Many students struggle with the volume and level of reading required for success in this course. In those cases it is suggested that a student consider purchasing a study guide book for the Advanced Placement Exam to help them with their reading comprehension. These books outline key concepts in a simple form which helps the student when reading the textbook to focus on main ideas. Students struggling with writing should set up an appointment to meet with the teacher to discuss writing strategies and should also consider meeting with the English and History academic assistants. Students who are struggling with multiple choice exams should make an appointment to come in to go over old exams to get a better idea how to take the multiple choice exam and guide their studying for future tests. Visiting the College Board website for the Advanced Placement United States History exam will provide the student with an additional resource if they are struggling.



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