Ap us history – Mr. Roe University School of Jackson 2015-2016

Download 60.29 Kb.
Date conversion20.04.2016
Size60.29 Kb.
AP US History – Mr. Roe
University School of Jackson

Course Objectives:

Provide a college-level survey of American history.

Prepare students for success on the May 2016 AP Exam.

Teach students about themselves, principles of citizenship, and strategies that will improve them as students.

Emphasize historical skills such as interpreting documents, reading critically, writing well-organized essays, analysis of political cartoons, reading charts and graphs, organizing information and materials, note taking, and study skills.

Daily 50% - Daily grades is a general umbrella that includes homework(most homework will be in the form of daily READING/responses or quizzes), classroom assignments, document responses, video questions, reading/notes quizzes. Reading quizzes from the text and primary source readings will be assigned regularly. There are times where essays, major quizzes, etc. will count multiple daily grades. These will be clarified by the instructor prior to the assignment being given.

Tests 50% - Tests will be given at the end of every unit and generally patterned after the AP Test with several multiple choice questions and some discussion/short essay to simulate/prepare for the Free Response element of AP, but may also include matching and fill-in-the-blank questions. In many cases, AP style items(prompt-based MC and short answer questions) will be given as well. Tests may include short discussion questions and major Long Essay/DBQ essays will normally be given as homework due to time constraints. 9-week notebook checks and research presentations may also be scored as test grades.

Grading Scale- Every assignment is based on 100-pt. format and follows the USJ grading scale:

A+ 98-100

A 93-97

A- 90-92

B+ 87-89

B 83-86

B- 80-82

C+ 77-79

C 73-76

C- 70-72

D 65-69

F 64 and below

Figuring the final grade for the course:

1st semester avg. = 1st 9 weeks (40%), 2nd 9 weeks (40%), Mid-Term Exam (20%)

2nd semester avg. = 3rd 9weeks (50%), 4th 9weeks (50%)

Final Grade = 1st semester (50%), 2nd semester (50%)

* The AP Exam(May 6) is required to be taken by all students enrolled to receive course credit.

Classroom Rule – Respect Others at all Times

Examples – Courtesy to others as it applies to speaking in turn, respecting property of others, daily preparation for class, punctuality, bringing materials, maturity, following all school rules(dress code, cell phones and other electronic devices, etc.)

Honor Code -Students will abide by the honor code statement “My name affirms my honor.” by the signing of their name for all assignments unless specifically exempted by the instructor. Violations of the honor code pledge will result in a zero for the assignment, parental contact and a disciplinary referral to the office for action consistent with the school policy on cheating. Examples of violations of this policy include (but are not limited to) giving or receiving help on any in-class or take-home test, essay, or quiz, plagiarism of material on take-home essays, and discussion of any quiz, test, or essay questions with students who have not yet completed that assignment.

Academic Standards – AP US History is a challenging opportunity which requires all to do their jobs daily, stay “on top” of all assignments and READings, study notes regularly, and LEARN the daily objectives as we go. All students are expected to carry themselves as scholarly young adults with regards to regular attendance, completing one’s work and turning it in on time, upholding the highest standards in the areas of honesty and scholarship, and being responsible for all missed assignments and materials. Assignments will be announced in class, posted on-line and are due on the announced due date, period. Assignments are only accepted late in the case of an excused absence or school-related absence, and, in most instances, those cases can be pre-arranged where assignments can be completed on time. In short, it is the student’s responsibility to take care of their academic business as PRIORITY ONE. Failure to comply with these standards will result in negative consequences as it relates to grades, course credit, and AP Test score.

Organization – A Key to Success

Every student will keep an AP US Notebook, which will contain exclusively all of our assignments, notes and materials organized by unit. This will allow the student to keep up with all grades, assignments, notes, and study materials. All of the contents will be labeled, dated and organized by unit in the following order so that the instructor and student can easily check and/or use for assessment preparation.

  1. Grade Sheet

  2. Daily Objectives by Unit

  3. Notes(A MUST)/Assignments

  4. Study Guides at the end of each Unit

  5. New Units begin with a new objective sheet

  • Notebooks will be taken up and assessed at the end of each 9-weeks and kept on file in the classroom for review by instructor/parent and study purposes in class.

Teacher Contact – Instructor is available regularly after-school and responds daily to student/parent emails. I am also available before school by appointment.

Room - 1123 7:45am-3:30pm

School email – droe@usjbruins.org

Tutorial/After-school study sessions-Required tutorials are on Monday afternoons for students who currently have a 69 average or below and for students who are failing to meet the standard of excellence that a USJ student should maintain. Mr. Roe will let you know if you are required for any other reason than overall average. This can also be assigned for ANY DAY if needed. Students are to check their averages on Netclassroom or ask if they are required. Not knowing is no excuse for not showing!

Readings/Texts – It is crucial in the AP classroom that the student is exposed to many historical sources, primary and secondary readings and multiple interpretations of historical scholarship, therefore independent reading is a MUST and is assigned regularly. To facilitate this, we will be using our text along with document collections, the following secondary sources which are illustrative of differing historical analyses, and many other teacher-provided excerpts from various sources (There is a more comprehensive list of primary docs in the Unit organization section).
Primary Texts:

David M. Kennedy, Lizabeth Cohen and Thomas Bailey, The American Pageant, 15th Edition, Wadsworth Publishing, 2012.

David M. Kennedy and Thomas Bailey, The American Spirit, Volumes I and II, 10th

Edition, 2002 (Supplemental Readings)

Secondary Sources:

Larry Madaras and James Sorelle, Taking Sides in American History, Vols.I and II, 14th Edition, McGraw Hill/Dushkin, 2010.

Kerry Candaele, American Voices:Opposing Viewpoints on Significant Issues, Scott Foresman and Co., 1992.

Additional Support Materials:

Stacie Berman and Mark Epstein, Fast Track to a 5: Preparing for the AP United States History Examination, 2013.

Additional Primary and Secondary Sources provided by instructor.

Multiple on-line and video sources, including Peter Jennings’ The Century: America’s Time, 2000.

Historical Scholarship/Interpretation Readings: Students will be reading differing perspectives on historical issues from contemporary historians. Some of these books will be excerpts from popular history such as works by Stephen Ambrose(Undaunted Courage), Robert Remini(Andrew Jackson), H.W. Brands(TR:The Last Romantic), and David McCullough(John Adams and Truman). Others will include arguments/essays which will examine historical analyses concerning key historical questions. Samples of these can be found in the Unit Organization section under “historical interpretation” and will come from various sources, not limited to the following:

John Garraty, Historical Viewpoints(New York: Longman, 2002).

James W. Loewen, Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong(Touchstone, 2007).

Francis G. Couvares, Martha Saxton, Gerald N. Grob and George Athan Billias, Interpretations of American History, Vols. 1 and 2:Patterns and Perspectives(Free Press, 1991).

Patrick Gerster and Nicholas Cords, Myth America, Vols. 1 and 2(Brandywine Press, 1997).

Tentative Organization by Unit (Correlated by Chapter(s) of Pageant) - Duration

For each unit, we will stress key concepts, or organizing principles connected to each period.
Fall Semester

Unit 1: Beginnings to Colonial America (Ch. 1-5) 3 weeks

Unit 2: The Revolutionary Era (Ch. 6-9) 2 weeks

Unit 3: The New Nation (Ch. 10-12) 3 weeks

Unit 4: The Age of Jackson (Ch. 13-15, 17) 3 weeks

Unit 5: The Worlds of North and South (Ch. 16, 18-19) 3 weeks

Unit 6: Civil War and Reconstruction (Ch. 20-22) 3 weeks

Mid-Term Examination (cumulative)

Spring Semester

Unit 7: The Gilded Age/The West/Industrialization/Intro to Imperialism (Ch. 23-27) 3 wk

Unit 8: Progressivism (Ch. 28-29) 2 weeks

Unit 9: Imperialism/WWI (Ch. 27,30) 3 weeks

Unit 10: 1920s-1930s (Ch. 31-33) 2 weeks

Unit 11: WWII (Ch. 34-35) 2 weeks

Unit 12: The Cold War(Truman, Ike, JFK-Ch. 36-38) 3 weeks

Unit 13: 1970s-1980s (Post Cold War) (Ch. 39-42) 3 weeks

Review/AP EXAM

* See course organization section for specific examples of primary document readings, FRQ and DBQ writing assignments, and details on thematic/conceptual topics.

AP US History – A REDESIGNED Skills-based, Thematic Approach

In addition to the narrative of American History, replete with the major personalities, events, and the chronology that has shaped the story of America, we will also weave into every Unit nine(9) overarching historical thinking skills and seven(7) major themes emphasized by the College Board with which students must be proficient to perform well on the AP Exam. The instructor will also interject other significant concepts students need to apply these themes to their study.

  1. Historical Causation

  2. Patterns of Continuity and Change

  3. Periodization

  4. Comparison

  5. Contextualization

  6. Historical Argumentation

  7. Appropriate Use of Relevant Historical Evidence

  8. Interpretation

  9. Synthesis


1) Identity – understanding the American character
2) Work, Exchange and Technology – tracing the development of the American economy
3) Peopling – who moved to, from and within the US
4) Politics and Power- the changing role of the state in American society
5) America in the World – diplomacy and military action
6) Environment and Geography – interaction between the environment and Americans
7) Ideas, Beliefs and Culture – the impact of religion, culture, science and philosophy on the American people
*Rationale/Details on Thematic Approach: It is imperative that students are exposed to American history through a conceptual approach, and not simply a chronological survey of people and events, so throughout our AP experience we will emphasize how major historical themes such as diplomacy(America’s place in the world), economic trends(how the changing trends in business and the dynamic role of government in the U.S. economy), political institutions(the evolution of the U.S. Constitution and role of the federal government, for example), and social and cultural aspects of history(race, gender, media, technology) have changed over time. This thematic view of “change over time” will guide much of our instruction. Several examples of these recurring themes will be pointed out in the Unit organization section. For example, it will be clear through our studies how the concepts of Race and Political Institutions have been both inter-related and evolving “over time” through American history.

A Word on the AP Approach to Reading, Primary Documents and Assessments

The ability to understand, compare and analyze historical documents is integral both to truly learning how to do history and to perform well on the Advanced Placement examination. We will extensively use first-hand accounts of events, speeches, letters, essays, cartoons, editorials, laws and other primary sources to support classroom lectures, text assignments(students WILL READ most of the textbook – LEARN TO LOVE IT!), and additional readings of secondary sources. These documents will be used for shorter writing assignments and responses as well as for document-based essays which will be assigned regularly. Reading additional documents and primary/secondary sources are routine exercises in an AP classroom. Many of these will come from The American Spirit as well as from other texts and websites. The following detailed course organization with specific documents provides examples of this. Student learning will be assessed through regular reading and notes quizzes (usually announced, but always fair game), and writing will be practiced on a regular basis. Short document responses will be assigned often, short discussion questions will be asked on every unit assessment, and a sample DBQ (document-based question) or Long Essay Question will be assigned or reviewed about once a month. In addition, regularly assigned outside reading is a vital component of AP preparation. The instructor will assign/adjust which documents will be used for which type of assessment as they arise and students will be notified of specific assignments and instructions, due date, etc. during class time and through the school website. The instructor also reserves the right to adjust the reading list and assignments based on our schedule, course objectives and student progress. As you read through the Unit topics and readings, understand that every Unit will culminate with a Unit Examination consisting of Multiple Choice, Matching, Fill in the Blank and Short Discussion questions. A study guide with specific terms, people, and readings of emphasis and general reminders will be provided two school days before the Unit Exam.

AP Required Meetings – We will have mandatory weekly meetings during lunch to teach writing and how to address AP-specific skills for test preparation. This is a requirement of AP as our regular class time content instruction must be supplemented with prep time together and much independent work to be successful at this level. We will also hold at least two Saturday meetings in the Spring(April 23 and 30 from 9am to noon) which are required for AP test prep. AP success requires MORE, and thus, these additional meetings and assignments are not optional for AP students.

Unit Organization with Specific (Tentative) List of Primary Readings, Assigned DBQs and FRQs by Unit and Examples of Specific Themes (and related topics) by Unit to demonstrate our overarching theme of “change over time”
Fall Semester
Unit 1: Beginnings to Colonial America (Ch. 1-5) 3 Weeks

Sepulveda Belittles the Indians v. Las Casas Defends the Indians

Hakluyt Sees England’s Salvation in America (1584)

The Starving Time (1609)

Act of Toleration (1649)

Mayflower Compact (1620)

Abandoning Communism at Plymouth (1623)

The Blue Laws of Connecticut (1672)

Mary Rowlandson is captured by Indians (1675)

The Governor Upholds the Law/The Baconite Grievances (1676-1677)

Benjamin Franklin Analyzes the Population (1751)

George Whitefield Fascinates Franklin (1739)

Jonathan Edwards Paints the Horrors of Hell (1741)
Thematic topic examples: Peopling (role and rise of slavery in colonial regions), Politics and Power (structure of colonial administrations, evolution of salutary neglect, colonists’ approach to British rule), Work, Exchange and Technology(Mercantilism, Navigation Acts)
Writing Exercises: Long Essay- Compare and contrast the ways in which religion shaped the development of colonial society (to 1740) in two of the following regions: New England, Middle and Southern.

DBQ – AP 2010 – In what ways did values held by Puritans influence the political, economic and social development of the New England colonies from 1630s to 1660s?

Document Assessment Exercise- Compare the accounts of Las Casas and Sepulveda on the issue of encomienda and weight the merits of their arguments.
Historical Interpretation: Columbus: Hero or Villain? (From Loewen book)

The Truth About the Pilgrims (Loewen)

The Puritans :Orthodoxy or Diversity? (Miller essay)

Unit 2: The Revolutionary Era (Ch. 6-9) 2 Weeks


Francis Parkman Analyzes the Conflict (F and I War)(1884)

Pontiac Rallies the Warriors (1763)

Proclamation of 1763

Franklin Testifies Against the Stamp Act (1765)

Adam Smith Criticizes Empire (1776)

Patrick Henry “Give Me Liberty” (1775)

Thomas Paine’s Common Sense (1776)

Jefferson’s Declaration of Independence (1776)

Madison’s Federalist Number 10(excerpt)

Bill of Rights (1791)
Thematic Topic examples: Identity (role of blacks and women in the Revolution), Politics and Power (weaknesses of the Articles, Constitutional Convention and ratification)
Writing Exercises: Long Essay – The Bill of Rights did not come from a desire to protect the liberties won in the American Revolution, but rather from a fear of the powers of the new federal government. Assess the validity of the statement.

Reading Exercise: Were the founders Democratic reformers (American voices)?

DBQ- AP 1985 – From 1781 to 1789 the Articles of Confederation provided the U.S. with an effective government. Evaluate this statement.

Historical Interpretation: The American Revolution: Social or Ideological? (Nash)

The Constitution: Conflict or Consensus? (Gordon Wood

Unit 3: The New Nation (Ch. 10-12) 3 Weeks

Hamilton v. Jefferson excerpts on Popular Rule, Assumption of Debts, Bank, French Revolution, etc.

Washington’s Farewell Address (1797)

Marbury v. Madison (1803)

Lewis and Clark vs. Grizzly (1805)

Tecumseh v. Harrison (1810)

Madison’s War Message (1812)

Hartford Convention and JQA Response (1814)

Monroe Doctrine (1823)
Thematic Examples: Peopling (rise and expansion of Cotton Kingdom slavery), Work, Exchange and Technology (debates over assumption, National bank – see docs), America in the World(issues of impressment, Jay’s Treaty, War of 1812, Native American unrest on frontier), Politics and Power(debates over federalism-Kentucky and Virginia Resolutions, Hartford Convention)
Writing Exercises: Long Essay: Analyze the contributions of TWO of the following in helping establish a stable government after the adoption of the Constitution: George Washington, John Adams, Thomas Jefferson
DBQ: AP 1998 – With regard to the federal Constitution, the Jeffersonian Republicans are usually characterized as strict constructionists who were opposed to the broad constructionism of the Federalists. To what extent is this characterization of the two parties accurate during the Presidencies of Jefferson and Madison?
Historical Interpretation: Reading from Ambrose on Lewis

“How Revolutionary was the Revolution of 1800?”

Unit 4: Age of Jackson (Ch. 13-15, 17) 3 Weeks


Davy Crockett Advice (1836)

Hayne v. Webster (1830)

South Carolina v. Jackson on Nullification (1832)

Jackson Bank Veto (1832)

De Tocqueville on Parties (1830)

Chattel Slavery v. Wage Slavery (1840)

Impact of Erie Canal (1853)

Channing on Reform (1831)

Seneca Falls Declaration (1848)

Emerson/Thoreau Quotes

Polk’s War Message (1846)

Thematic Examples: Identity (rights of common man, reform movements – Seneca Falls, Second Great Awakening, Abolitionism), Ideas, Beliefs and Culture(political press and popular involvement/interest in politics), Work, Exchange, and Technology(growing Market economy, early Industrialization, America in the World(Indian Removal, Manifest Destiny, Texas), Politics and Power (Rise of Democrats and Whigs)
Writing Exercises: Long Essay- How did two of the following contribute to the re-emergence of a two-party system in the period of 1820-1840: Political personality, States’ rights, Economic Issues?
DBQ- AP 1990 - Jacksonian Democrats viewed themselves as guardians of the U.S. Constitution regarding democracy, liberty, and equality. To what extent do you agree?
Historical Scholarship- Reading from Remini on Jackson’s Presidency and Duels

Comparison Chart on Jacksonian Democrats to Jeffersonian Republicans

Making Connections: Jackson’s Indian Removal?

Unit 5: The Worlds of North and South (Ch. 16, 18-19) 3 Weeks


Douglas Exposes Slavery (1850)

Slave Auction (1850)

A Slave Woman’s Tale

The “Blessings” of the Slave (1849)

Garrison’s Liberator (1831)

Webster’s 7th of March Speech (1850)

Douglas on Popular Sovereignty (1854)

Sumner’s “The Crime against Kansas” (1856)

Taney’s Dred Scott Decision (1857)

Excerpts from Lincoln/Douglas Debates (1858)

Charleston Mercury Secession Editorial (1860)

Thematic Examples: Ideas, Beliefs and Culture(Radical Abolitionism vs. Defense of Slavery) Politics and Power (Heightened arguments on the nature of the federal union, secession), Work, Exchange, and Technology (growing differences in North and South, tariff debate), America in the World (Causes of the War)
Writing Exercises: Long Essay- Analyze ways in which the supporters of slavery in the nineteenth century used legal, religious and economic arguments to defend the institution of slavery.
DBQ – AP 1987 – By the 1850s, the Constitution, originally framed as an instrument of national unity, had become a source of discord and contributed to the failure of the Union. Evaluate this statement.
Historical Scholarship: Slavery and the Meaning of America (Davis)

The Anti-Slavery Myth (Woodward)

Unit 6: Civil War and Reconstruction (Ch. 20-22) 3 Weeks

Stephens’ Cornerstone Speech (1861)

Vallandigham on Civil Liberties (1863)

Governor Brownlow on the Secessionists (1861)

Lincoln’s Gettysburg Address (1863)

Lincoln’s 2nd Inaugural Address (1865)

Lincoln’s letter to Greeley (1862)

Sherman’s Response to Atlanta (1864)

Death of Lincoln documents

BT Washington on Freedom

Richardson Testifies about Reconstruction-Era Georgia (1871)

BT Washington on Reconstruction (1901)

Thematic Examples: Identity(Emancipation and development of sharecropping), Politics and Power (Impeachment Debate: Power Struggle b/t branches, Changing role of federalism and involvement of federal government in Reconstruction), Work, Exchange and Technology (Freedman’s Bureau, Rebuilding of Southern economy)
Writing Exercises: Long Essay- Discuss the political, economic and social reforms introduced in the South between 1864 and 1877. To what extent did these reforms survive the Compromise of 1877.
DBQ- AP 1996 – In what ways and to what extent did constitutional and social developments between 1860 and 1877 amount to a revolution?
Historical Scholarship: Civil War: Repressible or Irrepressible? (Nevins)

Reading from Donald on Lincoln

Lincoln and the Self-Made Myth (Hofstadler)

Foner on “Sharecropping”

Mid-Term Examination – Will include Items from First 6 Units and a Long Essay!

Spring Semester

Unit 7: Gilded Age/The West/Industrialization/Intro to Imperialism (Ch. 23-27) 3 Weeks


BT Washington on tenant farming (1889)

Southern black woman on Jim Crow (1902)

Plessy vs. Ferguson (1896)

Cleveland on the Tariff (1885)

Carnegie speeches – “On Wealth” and “Business Advice”

General Weaver attacks the Trusts (1892)

The Nation Challenges Carnegie (1901)

Russell Conwell’s “Acres of Diamonds” (1900)

In Praise of Mechanization (1897)

Gompers Condemns the Knights (1886)

Carl Schurz on “Civilizing the Indians” (1881)

Walking the White Man’s Road (1890s)

Mrs. Mary Lease Raises More Hell (1890)

WJ Bryan’s “Cross of Gold” (1896)

McKinley Prays for Guidance (1898)

Thematic Examples: Peopling/Identity(Settlement Houses, increased involvement and services for women, urban poor, immigration, Americanizing Native Americans, Suffrage extended to Blacks, Jim Crow- see docs), Work, Exchange and Technology(Rise of Labor Union and farmer organizations, debates about monetary policy and markets abroad) Politics and Power(Solid South, Gilded Age corruption, effect of labor and farmers on Electoral Politics, 3rd Party Electoral Politics), Ideas, Beliefs and Culture(effect of concepts of social Darwinism, Gospel of Wealth on American public), America in the World(Imperialism, Spanish-American War),
Writing Exercises: Long Essay- Analyze the impact of any TWO of the following on the American industrial worker between 1865 and 1900: Government actions, Immigration, Labor Unions, Technology changes.

Long Essay- How were the lives of the Plains Indians in the second half of the nineteenth century affected by technological developments and government actions?

DBQ- AP 1983 – Explain reasons for agrarian discontent and evaluate the validity of the farmers’ complaints.

Historical Scholarship: Black History Since 1865: Representative or Racist? (J.H. Franklin)

Debate- American Industrialists: Robber Barons or Captains of Industry?

Excerpt from Bury My Heart…

Reading on Baum’s The Wonderful Wizard of Oz

Unit 8: Progressivism (Ch. 28-29) 2 Weeks


Sinclair’s The Jungle excerpt (1906)

TR’s “Muckraker” speech (1906)

Plunkitt on “Honest Graft”(1905)

Spargo’s Bitter Cry of the Children excerpt (1906)

TR’s “New Nationalism” (1910) v. Wilson’s “New Freedom” (1912)

T Roosevelt’s “Strenuous Life” speech (1900)

Dreisler Sister Carrie excerpt (1900)

Cleaning up New York (1897)

Mary Antin on the streets of Boston (1894)

Thematic Examples: Identity(Progressive reforms which affected daily lives of common men, workers, women; shortcomings on issue of race), Politics and Power(Constitutional amendments, state reforms, expanded suffrage and democracy), Work, Exchange and Technology(government regulation of business and labor laws), Ideas, Beliefs and Culture (technological changes w/ urban development)

DBQ – AP 1989 – Booker T. Washington and W.E.B. Dubois offered different strategies for dealing with poverty and discrimination. Assess the appropriateness of their strategies, focusing on the years from 1877 to 1915.

Historical Scholarship: Brands’ TR:The Last Romantic

The Progressives: Liberal or Conservative? (Hays)

Unit 9 :Imperialism-WWI (Chs 27, 30) 2 weeks


TR Hopes for Revolt (1903)

Roosevelt Corollary (1904)

Zimmerman Telegram

Wilson’s War Message (1917)

14 Points v. TR’s rebuttal (1917)

Thematic Examples: America in the World (isolationism, The Great War), Peopling(Impact of the War at Home – German-American Nativism, Migration of African-Americans)
Writing Exercises: Long Essay – Assess the relative influence of THREE of the following in the American decision to declare war on Germany in 1917: German naval policy, American economic interests, Wilson’s idealism, Allied propaganda, America’s claim to world power.

DBQ – AP 1994 – To what extent was late 19th Century expansionism a continuation of past US expansionism and to what extent a departure from prior policies?

Unit 10: 1920s-1930s (Ch. 31-33) 2 Weeks

Lodge v. Wilson Documents on League of Nations (1919)

Bruce Barton The Man Nobody Knows excerpts (1925)

Laguardia v. WCTU on Prohibition (1926)

Hoover’s “Rugged Individualism” Speech

FDR v. Hoover speech excerpts

Huey P Long’s “Every Man a King”
Thematic Examples: Identity (Harlem Renaissance, Organized Crime, Social Effects of Prohibition, Changing role of women, birth control), Ideas, Beliefs, and Culture (Scopes Trial, Modern v. Traditional, rise of advertising and mass media, professional sports), Politics and Power (Return to Normalcy, Conservative politics), America in the World (isolationism, armament reduction), Work, Exchange and Technology (tariff, Stock Market Crash, false prosperity to Great Depression, New Deal programs)
Writing Exercises: Long Essay – Compare and contrast the programs and policies designed by reformers of the Progressive era to those designed by reformers of the New Deal period. Confine your answers to programs and policies that addressed the needs of those living in poverty.
DBQ – AP 1984 – FDR has generally characterized as a liberal, while Hoover has been described as conservative. To what extent are these characterizations valid?
Historical Scholarship: New Deal: Revolutionary or Conservative? (Schlesinger)

The Myth of the Disillusioned Soldier (Kennedy)

Unit 11: WWII (Ch. 34-35) 2 Weeks

Isolation (Lindbergh) v. Intervention (NY Times) (1941)

FDR’s “Four Freedoms” speech

Atlantic Charter v. Chicago Tribune (1941)

FDR’s War Message (1941)

Stalin on the 2nd Front (1943)

Atom Bomb Pro –Truman v. Con “Christian Century” (1945)
Thematic Examples: Peopling/Identity (Role of Blacks and Women in the “War Effort”, Japanese Internment Camps, Holocaust), Ideas, Beliefs, and Culture (Role of Media and propaganda –radio, posters, etc. in the War, new military technology), Work, Exchange and Technology (rationing, War Production Board – gov’t regulation of economy), America in the World (appeasement, WWII) Politics and Power (4th Term?, Expanding powers of Presidency and role of government)
Writing Exercises: Long Essay: How significant was WWII’s impact on the American home front? Consider the issues of race and gender, as well as technological and economic development.
DBQ – AP 1988 – The U.S. decision to drop the atomic bomb on Hiroshima was a diplomatic means to intimidate the Soviet Union rather than military in nature. Evaluate this statement using documents from 1939 to 1947.
Historical Scholarship: The Coming of WWII: Avoidable or Inevitable?

The Lengthening Shadow of FDR: An Enduring Myth (Leuchtenburg)

Atom Bomb Debate (Ambrose reading, Truman docs)

Unit 12: Cold War- Truman, Eisenhower, JFK (Ch. 36-38) 3 Weeks

Criticism of Yalta Agreements (1945)

Kennan’s “Containment” (1946)

Truman Doctrine (1947)

Marshall Plan v. Soviet Response (1947)

NSC 68 excerpts (1950)

Dulles on Massive Retaliation (1954)

Brown v. Board of Education of Topeka, KS (1954)

Southern Manifesto (1956)

TV is a “Vast Wasteland” (1961)

Eisenhower’s “Military-Industrial Complex” (1961)

Thematic Examples: Identity(desegregation of armed forces, public education), Ideas, Beliefs and Culture (Television, Rock and Roll, growth of suburbs, McCarthyism), America in the World (containment, Truman Doctrine, brinksmanship, Korea), Work, Exchange and Technology (consumerism, Fair Deal)
Writing Exercises: Long Essay – Analyze the influence of TWO of the following on American-Soviet relations in the decade following the Second World War: Yalta Conference, Communist Revolution in China, Korean War, McCarthyism.
DBQ – Between 1945 and 1950, the wartime alliance between the United States and the Soviet Union broke down and the Cold War began. For the next 40 years, relations between the two superpowers swung between confrontation and détente. Each tried to increase its worldwide influence and spread its competing economic and political systems. At times during this period the competitors were at the brink of war. How was the Cold War fought?
Historical Scholarship: Cold War: Containment or Counterrevolution?

The Myth of the Placid 1950s(Marcus)

McCullough on Truman

Unit 13: 1960s-Present (Ch. 39-42) 3 Weeks


JFK’s “Quarantine of Cuba” (1962)

LBJ’s “War on Poverty” v. Cleveland Plain Dealer (1964)

MLK’s Letter from Birmingham Jail (1963)

LBJ “Selma Speech” (1964)

Robert McNamara on Vietnam (1966)

Port Huron Statement (1962) v. Sharon Statement (1960)

Nixon on Foreign Policy (1968-69)

Miranda v. Arizona (1966)

Reagan requests a tax cut (1981)

Harpers’ Magazine on Iran-Contra (1987)

Gingrich v. Weicker on school prayer

Gender Gap – Women Voters (1996)

Ralph Reed on Moderation (1996)

Mort Zuckerman on Social Security (1996)

The Economics of Immigration (1996)

Pros/Cons on Affirmative Action (1996)
Thematic Examples: Identity/Peopling (Civil Rights, ERA, Affirmative Action, Immigration), Ideas, Beliefs and Culture (24 hour news cycle, Internet, Culture Wars), America in the World (Cold War evolves, ends, Vietnam), Work, Exchange and Technology(Great Society, Reaganomics), Politics and Power(Watergate, Clinton Impeachment)
Writing Exercises: Long Essay – In what ways did the Great Society resemble the New Deal in its origins, goals, and social and political legacy? Cite specific programs and policies in support of your arguments.
DBQ – AP 2011 – Analyze the international and domestic challenges the U.S. faced in the years from 1968-1974, and evaluate how President Richard Nixon’s administration responded to them?
Historical Scholarship: The Kennedy Myth (Parmet)

Mythology and the Charismatic Leadership of MLK(Carson)

Final Exam Week – AP Students are required to take AP Exam on specified date(May 6), but are not to take an additional comprehensive final during exam week. They are required to attend AP review sessions.

“Presidentation” Research Project – While a traditional research paper is not required as in many college-level courses, every student will be required to develop and present to the class, two (one per semester) Presidentations along with a power-point presentation and evidence of historical research. These will count as a test grade and be presented during the appropriate unit. See instructions:

Presidential Presentations: Presidentations
Presidents will be assigned randomly through class drawing, and each student will be assigned a partner. The presentations will be given in the order of their administrations. It is your responsibility to keep up when your presentation is due! You will be notified a few days in advance, but the order is obvious, so work ahead.)
Project Requirements:

  1. Length – 15 minutes(approximately)

  2. You must do your own research (online sources, secondary sources, etc.)

  3. You must include a power-point presentation w/ appropriate visuals.

  4. Presentation can include role play, class activity, handouts, whatever. Be creative!

  5. All students are responsible for information presented- fair game for tests, assignments, etc.

You MUST turn in a one-half page summary of how you put together, arranged your “Presidentation”, who did what, etc. including SOURCES.

To Include:

  1. Personal Background (i.e. early life, family, education, religion, etc.))

  2. Political Career

  3. Presidential Administration(events/accomplishments while in office)

  4. Interesting Tidbits???

Graded on:

  1. Information (were all bases covered?)

  2. Quality of visuals and any activity

  3. Were instructions followed (time, summary sheet details, sources)?

  4. Cooperation

  5. Creativity (Did students do anything above and beyond an oral report?)

APUSH Test Structure

3 Hours, 15 minutes

  1. 105 minutes Multiple Choice/Short Answer Section(60%)

1) 55 Stimulus-Based Application Type Questions in 55 Minutes (40 %)

Organized in 2-5 Questions per prompt

Tests Knowledge and historical reasoning(reading primary sources, connecting eras, etc.)

2) 4 Short-Answer Questions(3 parts each) in 50 minutes (20%)

Will require students to use historical thinking skills and apply examples of historical evidence relevant to the questions.

  1. 90 Minute Free Response (DBQ/Long Essay) (40 %)

    1. Document-based Question – (25%) 55 minutes

Requires student to write a thesis-based essay making a historical argument using a)provided sources along with the b)students’ own knowledge of outside information

    1. Free Response Long Essay – (15%) 35 minutes

Requires student to choose between two options and write a thesis-based essay, making a historical argument using outside information.

% of Questions by Historical Period

1491-1607 5%

1607-1754 10%

1754-1800 12%

1800-1848 10%

1844-1877 13%

1865-1898 13%

1890-1945 17%

1945-1980 15%

1980-Present 5%

The database is protected by copyright ©essaydocs.org 2016
send message

    Main page