Ap us history course audit project: Course Themes



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AP US HISTORY COURSE AUDIT PROJECT:
Course Themes:

  1. Social Reform – Muck of American history can be threaded together through the evolution of Social reform – This course will explore the gradual expansion social rights including magnifying eras such as:

    1. Colonial reformers

    2. Constitutional construction

    3. The Age of Reformers

    4. Reconstruction

    5. Progressivism

    6. New Deal Humanity

    7. The Great Society

    8. Carter and Human Rights

    9. Clinton and Health Care Reform




  1. Economic Growth:

    1. Mercantilism

    2. Hamilton’s Program

    3. Jackson destroys the Bank

    4. Tariff Conflict

    5. Manifest Destiny

    6. Imperialism

    7. Industrialization/Laissez-Faire Economics

    8. TR and New Nationalism

    9. Mellon’s Program

    10. FDR and Keynesian Economics

    11. Truman and Cold War defense Spending

    12. War on Poverty

    13. Nixon and the Energy Crisis

    14. Carter and Stagflation

    15. Reaganomics




  1. Presidential History – The course encourages the use of presidential history as a way to organize the massive information that exists in this course – Throughout the course and on each exam the students are asked to chronologically record presidential history, including political party, major reforms, major scandals, and miscellaneous info.

4. Military Engagements:

-Two themes run throughout our analysis of War:

a. War as an instigator of technological growth

b. War and how it exposes contradiction in American culture (Ex. Fighting WWII with a segregated Army



  1. Geography

Basic skills – elementary map skills are practiced throughout using transparencies and Text book maps – Students are assessed on their geographic skills including the Application of the 5 Themes of Geography throughout American history.
EVIDENCE: - The use of The primary source readings from The American Spirit by David M. Kennedy and Thomas A. Bailey throughout the course will require the students to analyze and use evidence in their comprehension of American History – the students will continue to read and record these documents in their “Primary Source Readings Log:”

PRIMARY SOURCE READING JOURNAL – AP AMERICAN HISTORY



TITLE: AUTHOR: SOURCE:



TITLE: AUTHOR SOURCE:






In addition to primary source documents – Evidence will be presented often by the students – In projects such as The Civil War Museum (description in the syllabus) the students have to gather evidence and create an exhibit that is interactive and evidence based.


ASSESSMENT: The course has a series of exams that are a combination of Multiple Choice questions, Free Response Essays taken from old exams, and DBQ practice – The student will complete 5 DBQ’s before they take the exam – They are interspersed within the syllabus

AP US HISTORY COURSE SYLLABUS
COURSE DESCRIPTION:
SUMMER REQUIREMENTS

  1. Chapters 1-4 Brinkley A Survey of American History – McGraw Hill Publishers 12th edition

Assignment 1:

U.S. HISTORY – ONE PAGERS – 1 for each chapter 1-4 (25 points each)

A one pager is a front/back notebook page concerning one chapter in your book. It is a way of making your own pattern of unique understanding of this part of history. It is creative and experimental. It is imaginative and honest. We learn best when we create our own patterns.
Requirements:

-Pull out 8-10 quotations and write them – these are springboards to explore your own ideas.

-Use visual images or images from the book or computer to create a central focus for your page

-Cluster around this visual image impressions, feelings, thoughts, and insights regarding what you have read.

-Identify and state the historical significance of 6 individuals in the chapter

-Describe and state the historical significance of 5 major issues

-Make two personal statements about what you read

-Write 4-5 questions about what you read

-Keep in mind that an audience should be able to examine your one pager and understand the essence of this chapter

-Use color and symbolism

-Include geographic highlights including 2 drawn/labeled maps


  1. Summer trip to historically significant place

Assignment 3:

VISIT ONE HISTORICAL PLACE

Either by yourself or with a partner you are required to go to one place relevant to American History and complete the following tasks (Individually):



  1. Take at least 10 photos (can be digital) with captions – should contain proof you were there that day

  2. One page summary of this place’s importance in American history

  3. One page response to the visit from a personal perspective – What were the impressions that you left with – why did you choose this place – why should others go there

60 points

This Website can be helpful at finding a place wherever you may be traveling



www.nationalregisterofhitoricplaces.com/
COURSE SYLLABUS
UNIT 1:

1607-1763

TOPICS:

Mayflower Compact



Mercantilism and advantages to colonists

Settlements (New England, Virginia, Middle colonies)

Inner Colonial Trade

Headright system

Religion: Congregationalism/Halfway covenant/Great Awakening/Anne Hutchinson/John Winthrop/Roger Williams/Thomas Hooker/William Penn/Calvinism/George Whitefield/Lord Baltimore/Deism

Bacon’s Rebellion/Slavery

John Peter Zenger Trial

New England Confederation/Dominion of New England

Benjamin Franklin (Albany Plan)

French and Indian War – 7 years War


READINGS:

Chapters 1-4 (Brinkley)

Richard Haklyut (Spirit – 1D2 and 1D4)

The Starving Time (Spirit 2A1)

“Conformity in the Bay Colony” (Spirit – 3B)

Bacon’s Rebellion (Spirit 4B1,2,and 3)

The Great Awakening – Edwards and Whitefield (Spirit – 5B1 and 2)

The Epochal Zenger Trial (Spirit – 5D1)



Wilderness Empire (Eckert)
MAJOR ACTIVITIES:

1. Group Analysis of 5 Colonial Settlements (Plymouth, Mass. Bay, Jamestown, Maryland, Carolina – Each group researches and analyzes one of the above settlements and makes a presentation based upon the following criteria:

Government

Religion


Economy

Art and Architecture

Conflict

Culture


All students choose two of the colonies and write a Compare/contrast essay (50 points)


  1. Webquest Scavenger Hunt for the French and Indian War

  2. Readings of Allan Eckert’s Wilderness Empire to illuminate the Battle of Duquesne and the Native American culture of torture

  3. Numbers Review Game for Chapters 1-4 in Brinkley (Example included below – The students play this game at the end of several units – I will only include the first one as an example:


NUMBERS GAME
DIRECTIONS:

Groups of 3

  1. Cut all of the numbers into squares

  2. Shuffle numbers and place them face down in a pile in the middle of the table

  3. One student holds questions, one student holds answer key, and one student picks a number

  4. Whatever number gets chosen the student with the questions reads that number question aloud – If the student who chose the number can answer it then they keep that number (They do not go again) – student with the most numbers at the end is the winner

  5. If the student can’t answer or answers incorrectly then the number gets put back into the bottom of the pile – Important the student with the answer key cannot read the answer aloud!!!!!!!!!! Don’t blurt it out!!!!!!!!!

  6. ************Rotate – The answer key should go to the student who just tried to answer the question – That way that student can check the answer and know it from now on***********

  7. Winner of each group gets two points on the exam – 2nd place gets one point

QUESTIONS



  1. The first European nation to travel overseas and trade with the new world was? (Also the home of the great Figo and Christiana Rinaldo)

  2. Name at the five nations of the Iroquois?

  3. A group of Spanish explorers, including Cortez, Pizarro. And Coronado, who conquered indigenous people’s in the new world became known as the:

  4. 1565 in Florida this was the first permanent settlement (set up as a Franciscan missionary?

  5. Compared to the British the Spanish were much more interested in __________ as a motivation for their colonization:

  6. Transforming land from farming to sheep herding in England was referred to as the ______________________________ Movement.

  7. The goal of a National economy is to increase it’s wealth, by exploration, colonization, and eventually imperialism – This is the definition of ____________

  8. Far more devastating to Indian cultures than military attacks was the spread of (be specific) this disease _______________

  9. ______________________ an Oxford clergyman preached in his writings the need for England to expand for reasons like creating markets, creating work, and attaining resources and goods

  10. Calvinism is congruent with the doctrine of __________________________

  11. The last of the Tudors in England she, like her predecessor Henry the 8th severed ties with the Catholics

  12. He was the first of the Stuarts

  13. The concept that colonists remain separate from indigenous people originated in Ireland and eventually led to the _________________________ system made famous by southern (Antebellum) society

  14. What was William Johnson’s Mohawk name?

  15. These were “Adventure traders,” of French origin who worked with the Algonquins and Hurons trading fur

  16. New York was settled originally by the ____________________ (European country)

  17. The defeat in 1588 of what naval force paved the way for the English to become more oriented to Mercantilism and expansionism?

  18. Early in Jamestown’s existence people were hungry and famine was horrendous – we call this The _________________ _____________________

  19. The introduction of what crop by John Rolfe in Jamestown obligated it’s leaders to seek more land westward?

  20. In 1619 The “House of Burgesses met for the first time in this state ___________ – It is the first recorded formal assembly in this country’s history:

  21. This was the only colony settled by Catholics, although there too they became a quick minority:

  22. Bacon’s rebellion led to the direct rise of ________________________ in the south

  23. Bacon’s rebellion is seen as the first demonstration of this sectional conflict:

  24. The local Indians and friends of the first Pilgrims at Plymouth were the ________________

  25. ________________________ was the military leader of the Plymouth Colony, while ___________________________ became the first governor.

  26. The Motto of the “Congregationalist church in Mass. Bay Colony was “Complete Liberty to _________________ ____________________.”

  27. These were two separatist who refused to conform to the theocracy of John Winthrop’s Mass. Bay: _____________________________ founded Connecticut and ___________________________ founded Rhode Island.

  28. She claimed that some clergy were illegitimate because they had not had a, “Conversion Experience.” She was charged with _____________________

  29. These were the three approaches to the, “Indian Problem” in the Northeast.

  30. The King Philipps war demonstrated the carnage that could result from the switching of the Matchlock rifle to the ________________________

  31. As a result of the English Civil War King James and his _____________________ were replaced by _______________________ and his Cavaliers.

  32. James II originally was known as the ________________ ______ ____________

  33. George Fox and Margaret Fell founded the Society of Friends or more commonly the ___________________________

  34. An act of Mercantilism the ____________________ Acts attempted to restrict the American colonies from trading with non British companies

  35. The _______________________ revolution restored the power of Colonial ___________________ and as a result is seen as a factor towards American independence

  36. As the Spanish settled New Mexico and California they consider the __________ from the north to be a bigger threat that the English

  37. Identify two factors that made the life expectancy greater in New England than in the Middle and southern colonies:

  38. Women in the Chesapeke Colonies had an average of _______ children each

  39. Identify two popular “puritan” names in the New England Colonies

  40. Africans were tied in ____________________ and taken through the middle Passage to the New World

  41. The Enlightenment provoked interest in _____________________ and ______________ as opposed to allegiance to God.

  42. A response to “decadence” created by increased immigration/diversity and the Enlightenment The Great Awakening was inspired by the fire and brimstone of these two preachers:

  43. Name three European philosophers of the Enlightenment

  44. Name three American philosophers of the Enlightenment

  45. This is seen as the specific year that the British tried to tighten control of the colonies:

  46. “One General Government,” was a proposal made by Benjamin Franklin called The __________________________________.

  47. General Braddock was defeated by the French at _________________________ in the first big battle of the French and Indian (7 Years War)

  48. Weakened by famine from poor Harvests the British were able to defeat the British at the Battle of ___________________ in 1760 precipitating a French surrender.

  49. Led by the Fierce warrior ___________________ the Indians in the west fought for another 50 years but eventually were subdued by the British

  50. The land won from the French was needed for _________________by the British but not for ____________________________.

  51. Settlement in the Indian Territory was supposed to be prevented by the ________________________________________ but colonial assemblies ignored it and refused to pay taxes

  52. Name 4 acts taken by the Grenville Ministry that increase tension between the colonies and England:

  53. The _______________________ Movement in 1771 fought a battle (Almanance) against the North Carolina Militia as an example of resistance to colonial legislation and also East v. West conflict

  54. The most egregious of the British Mercantile Acts in America was the __________ Act

  55. ______________________________ called for George the third’s head as he blew the “Trumpet of Sedition,” from the Virginia House of Burgesses

  56. Although Rockingham repealed the Stamp Act he simultaneously passed the _____________________ Acts or in American the Intolerable Acts, placed a military presence in towns and people’s houses, closed the Port of Boston, and also allowed for the extradition of rebels for treason in courts in England

  57. The ___________________________ Duties taxed external goods like lead, paint, paper, and Tea

  58. ______________ became the battle cry in the Massachusetts Assembly

  59. _______________________________ was the Yellow Journalist who used the Boston Massacre as a method of rallying support for the revolution

  60. _______________________________ was a play write and a “Daughter of Liberty,” who used her pen to rally support for the revolution

  61. In 1774 the first Continental Congress met in Virginia and decided:

  62. At ___________________________ and ___________________ the American Revolution sparked, but at the far bloodier ___________________________ it really began__________________________.

  63. The study of how historical events are re-interpreted as they are examine in different eras is called _________________________________

  64. Peter Zenger was represented by the Philadelphia lawyer __________________________________ who argued that a libel was not libelous, if it was true.

  65. The system of dividing land and acquiring new land in the south for planting was called the ________________________ system

  66. This permitted New England residents membership to the church in 1692, although they had not been converted, as long as the had been baptized at infancy, lived by church doctrine, or did not lead a scandalous life:

  67. The policy of Britain ignoring the colonies during our gradual development before 1763 became known as ________________________________________

  68. What was your mnemonic device to help you remember the steps that led us to the American Revolution?

  69. Finish this quote “___________________ is evidence that God loves us.” B. Franklin

  70. Who was the British commander who wanted to seize gun powder from Concord and who eventually is going to pull British troops out of Boston?

  71. Because they were slaughter by the “Sun King” at Palantine these new immigrants came to America:

  72. William Johnson’s greatest ally and friend among the Iroquois

  73. In 1609 the Spanish establish ________________________ as a major western settlement coinciding somewhat with Jamestown – it was economically based on Ranchos.

  74. _________________________________ wrote “Utopia,” sharing with many this idea that life could be better and even perfect

  75. True or false – the Puritans originally wanted to separate from the Anglican Church:

ANSWERS


  1. Portugal

  2. Seneca, Onandaga, Oneida, Cayuga, Mohawk (Tuscarora)

  3. Conquistadors

  4. St. Augustine

  5. Gold

  6. Enclosure Movement

  7. Mercantilism

  8. Small Pox. Influenza, Measles

  9. Richard Haklyut

  10. Predestination

  11. Elizabeth

  12. James I

  13. Plantation

  14. Warraghiyagey

  15. Couerers de Bois

  16. Dutch (Holland)

  17. Spanish Armada

  18. Starving Time

  19. Tobacco

  20. Virginia

  21. Maryland

  22. Slavery

  23. East v. West

  24. Wampanoags (Squanto)

  25. Miles Standish, William Bradford

  26. Stand alone

  27. Thomas Hooker and Roger Williams

  28. Anne Hutchinson, Antinomiansm

  29. Americanize (civilize), remove with treaty, genocide

  30. Flintlock

  31. Roundheads, Oliver Cromwell

  32. Duke of York

  33. Quakers

  34. Navigation

  35. Glorious, Assemblies or legislatures

  36. French

  37. Clean running water supply, less epidemics, rise of industry

  38. 8

  39. Prudence, Chastity, Patience, Comfort

  40. Coffles

  41. science, nature, logic, reason

  42. Jon Edwards, John Wesley, George Whitefield

  43. Locke, Mill, Rousseau, Descartes, Bacon, Montesquei

  44. Paine, Franklin, Jefferson. Hamilton, Madison, Adams

  45. 1763

  46. The Albany Plan

  47. Fort Duquesne

  48. Quebec

  49. Pontiac

  50. Resources and goods not settlement

  51. Proclamation of 1763

  52. Sugar Act, Mutiny Act, Currency Act, Stamp Act

  53. Regulator

  54. Stamp Act

  55. Patrick Henry

  56. Coercive

  57. Townshend

  58. 92

  59. Sam Adams

  60. Mercy Otis Warren

  61. Rejected a union under Brit. Authority, Called the King sovereign, Military preparations, Conceded that the crown controls trade

  62. Lexington, Concord, Bunker Hill

  63. Historiography

  64. Andrew Hamilton

  65. Headright System

  66. Halfway Covenant

  67. Salutary neglect

  68. ___________________

  69. Beer

  70. Thomas Gage

  71. Germans

  72. Tiyanoga

  73. Santa Fe

  74. Tomas More

  75. False (Wanted to purify the church)

UNIT 2:


1763 – 1800

TOPICS:


Causes of the Revolutionary War

Thomas Paine and Thomas Jefferson

The Revolution

Washington

Republican Motherhood

Shay’s Rebellion

Articles of Confederation (1st DBQ)

Constitution

Whiskey Rebellion

Alien and Sedition Acts

Virginia and Kentucky Resolutions

Federalism

Bill of Rights

Venn Diagram for Hamilton vs. Jefferson (Use website)

Washington’s Farewell Address

Adams Foreign Policy

Alien and Sedition Acts
READINGS:

Chapters 5-6 (Brinkley)

Benjamin Franklin (Spirit 7B1)

Patrick Henry (Spirit 7D2)

Why an Old Soldier Fought (Spirit – 7E3)

Thomas Paine – Common Sense (Spirit 8B1)

Jefferson – Declaration of Independence (Spirit 8B3)

Tories and Loyalists (Spirit 8D1,2,and 3)



Anatomy of a Revolution (Brinton)

Shays’s Rebellion (Spirit 9A 1,2, and 3)

Mercy Otis Warren

Federalist 10 – Madison (Spirit 9E2)

Hamilton vs. Jefferson (Spirit 10A2, 10B1,2,3, 10C1,2) All in conjunction with Venn Diagram assignment

Washington’s Farewell Address (Spirit F1)
MAJOR ACTIVITIES:


  1. Modern Writing of Common Sense – Following Paine’s model the student will write their own pamphlet of grievances against government today taking pains to use common language understandable to even the uneducated

  2. Mnemonic Device Activity for Revolution Causes

CREATE AND MEMORIZE A MNEMONIC DEVICE THAT HELPS YOU TO REMEMBER THE ACTS/EVENTS THAT LED TO THE AMERICAN REVOLUTION AS OUTLINED ON THE PREVIOUS PAGE. THE DEVICE CAN BE VISUAL OR VERBAL (THE MORE BIZARRE AND OUTLANDISH THE MORE EFFECTIVE)


  1. Analysis and group discussion of Federalist 10 (Small Discussion Groups formed to be used throughout the course)

  2. Hamilton/Jefferson Comparison following the below assignment:

CREATE A POSTER/VENN DIAGRAM OF HAMILTONIAN VS. JEFFERSONIAN ISSUES – USE THE FOLLOWING TOPICS TO PROVIDE CONTENT


-Background of Hamilton and Jefferson

-Role of the central government

-Foreign Policy

-Economic policy

-The west

-Who should govern?

-Political parties
From this poster (presented Friday) we will write compare/contrast essays of Jeffersonian and Hamiltonian ideas

UNIT 3:


1800-1840

TOPICS:


Elections of 1800 – Political Parties

Jefferson (Louisiana, Barbary Pirates, Embargo Act)

Lewis and Clark

Toussaint L’Ouverture

Burr v. Hamilton

Madison

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