Homework; Read Chapters 1-5 in the American Pageant textbook
Test - Chapters 1-6
Vocabulary due on next test day!
Advanced Placement United States History
(APUSH)
_______________________________________________________
OVERVIEW:
This course is designed for college credit, rather than college preparation as are most of your courses. It is simply a survey of the history of the United States from its colonial origins to the present time. The texts are college level and the class itself is structured along the lines of a college or university level course. Students are required to take notes in class and on readings, keep up with reading assignments, answer questions in class based readings, participate in class discussions, ask intelligent questions, improve their reading, writing, and testing skills. Most certainly, a high premium is placed upon proficiency in communication and application of learning.
If students are successful in the course, they should be able to do likewise on the Advanced Placement Examination (APEX) in May. There is, however, no guarantee of success on the examination. APEX is merely one test, while the course represents an entire year's work. College admission officers look first at the courses students have taken and the grades they made in them. Therefore, students should do their best work throughout the year.
While the credit policies of individual schools of higher education vary considerably, the College Entrance Examination Board has established the following guidelines for Advanced Placement:
5 = Extremely well qualified
4 = Well qualified
3 = Qualified
2 = Possibly Qualified
1 = No Recommendation
The date of administration of the AP U.S. Examination is in May, 2009.
The format of the examination is:
80 Multiple Choice Questions with a time limit of 55 minutes.
These questions cover all of American History from the Pre-Columbian period to contemporary events. They are arranged non-chronologically by increasing difficulty. The emphasis is on factual knowledge of social, political, diplomatic, economic, cultural and intellectual developments.
All 80 questions have 5 choices.
This section constitutes 50% of a student's AP score.
3 Free Response (Essay) Questions with a time limit of 130 minutes.
All examinees must answer the Document-Based Question (DBQ).
Students must formulate a thesis, analyze primary source documents and incorporate them into an essay along with their knowledge of pertinent information.
The DBQ constitutes 22.5% of a student's AP score.
Students must also answer 2 of 4 Standard Free Response Questions.
There are 2 groups of 2 questions.
Students must answer one from each group.
Typically, these cover time periods and topics not included in the DBQ. Again, these essays are evaluated on the strength of the thesis developed in answering the question, the quality of the historical argument and the historical evidence offered in support of the student's thesis. Each of these essays constitutes 13.75% of a student's AP score.
Multiple Choice:
This type of question can be on a test or quiz. All APEX multiple choice questions have five choices. Multiple choice questions emphasize factual knowledge and the application of that factual knowledge.
Essays:
There are two kinds of essays. One is the standard or free response essay in which you must provide all of the facts and interpretation. The other is the Document Based Question (or DBQ) which supplies a number of historical documents. These sources must be used in formulating your answer in addition to supplying other information not found in the documents. All essays are normally a minimum of 5 to 6 paragraphs in length.
Identifications:
These are special or significant people, places, things, terms, concepts or dates with which you should be familiar. In a short paragraph of 3-5 sentences, students should tell who, what, where, when, why, how and give the significance of the item (so what). Usually quizzes will have identifications items with multiple choice questions.
In an effort to provide some sense of consistency for the students, the following assignments are due for every unit studied in APUSH:
1. Warm-ups
Ten to fifteen minute writing or quiz assessments will be given at the beginning of each class. The purpose of these is to re-enforce the necessity of daily reading. Tardy students will receive a zero for any warm-up or quiz they miss.
2. Document Analysis
Students will complete assignments on analyzing documents in class.
3. Writing Skills
Emphasis will be placed on writing essays and DBQs with good introductory paragraphs, thesis statements, transitions, topic sentences, conclusions, and analysis.
4. Assignments
There are regular assignments for each unit studied.
A) Essays/DBQs/Questions
B) Reading and Outlining.
5. Tests
All tests will include AP level multiple choice questions, identification of terms from the
vocabulary, short response questions, and document analysis.
6. Preparation
Students will be ready to begin when the bell rings – This means they should have pen or pencil, paper, and textbook ready to begin class – Daily quiz will begin at the bell - The class will not wait for those students tardy or not prepared.
7. Notebook
Students will be required to keep and bring to class, a 3-Ring notebook with the following dividers:
•Handouts
•Vocabulary
•Class Notes - Leaning Outcomes
•Graded Papers
8. Grading
All tests quizzes, and assignments will have the same weight – There is no such thing as a small or unimportant assignment. A quiz based on a previous reading assignment is just as important as a test. You cannot cheat the daily reading!
9. Assignments
Assignments must be turned in when due in order to receive credit. A zero will be given for any assignment not turned in on time - Exception - Students with excused absences will have one day, for each day they were absent, to make up assigned work. All assignments must be in Black or Dark Blue ink Only, unless instructed other-wise!
10. Make-Up Tests
Make-up tests must be taken within one week of returning to school or student will receive a zero for the test.
11. Hall Pass
For emergency use only – Students cannot afford to miss class time
12. Zero Toleration in classroom
Electronic devises (I-Pods, cell phones, games, etc.)
Head coverings
Head down or sleeping
Food and drinks
Selling candy
Advanced Placement United States History (APUSH)
Rubric
1. You are expected to participate in class discussion and answer questions when called upon.
2. Be tolerant of the opinion of others. If you disagree with someone's statement, you may object with facts or reason, but not anger, ridicule or rudeness.
3. If you think you do know the answer or have an idea to contribute, raise your hand and wait until you are recognized by the instructor before you respond.
4.Refrain from speaking when others are - This includes the instructor as well as another student.
5. Keep up with reading assignments. Be prepared to answer questions in class. Make informed answers based upon your knowledge.
6.Strive to achieve knowledge. Learn from others and share what you have learned with them.
8 – 9
•Has a clear well-developed thesis that addresses the essay prompt and which guides the essay throughout.
•Demonstrates understanding of the complexity of the topic. Complexity equals discussion of multiple sides of the topic.
•Uses many accurate facts and details from the time period per paragraph.
•May contain insignificant errors that do not hinder argument or organization.
•Is clearly organized and well written.
5 – 7
•Has a thesis which addresses the essay prompt.
•Explains only differences or similarities of the issue but not the complexity because it favors one side.
•Uses some facts in each paragraph to support interpretation.
•May contain insignificant errors that do not hinder argument or organization.
•Shows acceptable organization and writing; language errors do not interfere with the comprehension of the essay.
2 – 4
•Has a limited, confused, or poorly developed thesis, may restate the prompt, or has weak organization and writing.
•Describes differences or similarities in a general or simplistic manner because it explains only one side.
•Uses few facts in each paragraph or mentions facts without interpretation or interprets facts incorrectly.
•May contain some errors that interfere with comprehension.
•May be poorly organized and/or written.
0 – 1
•Has no thesis or thesis that does not address the topic.
•Shows inadequate or inaccurate understanding of the question and its complexity.
•Some paragraphs have no facts.
•Includes numerous errors, both major and minor, that interfere with comprehension.
•Written so poorly that it inhibits understanding.
•Has a clear well-developed thesis that addresses the essay prompt and which guides the essay throughout.
•Demonstrates understanding of the complexity of the topic. Complexity equals discussion of multiple sides of the topic.
•Uses many accurate facts and details from the time period per paragraph.
•Uses many facts from outside of the documents.
•Effectively uses all or a substantial number of the documents and interprets them correctly.
•May contain insignificant errors that do not hinder argument or organization.
•Is clearly organized and well written.
5 – 7
•Has a thesis which addresses the essay prompt.
•Explains only differences or similarities of the issue but not the complexity because it favors one side.
•Uses some facts in each paragraph to support interpretation.
•Uses some facts from outside of the documents.
•Effectively uses some of the documents.
•May contain insignificant errors that do not hinder argument or organization.
•Shows acceptable organization and writing; language errors do not interfere with the comprehension of the essay.
2 – 4
•Has a limited, confused, or poorly developed thesis, may restate the prompt, or has weak organization and writing.
•Describes differences or similarities in a general or simplistic manner because it explains only one side.
•Uses few facts in each paragraph or mentions facts without interpretation or interprets facts incorrectly.
•Uses few facts from outside of the documents.
•Briefly cites documents (sometimes in a “laundry list”) or quotes documents.
•May contain some errors that interfere with comprehension.
•May be poorly organized and/or written.
0 – 1
•Has no thesis or thesis that does not address the topic.
•Shows inadequate or inaccurate understanding of the question and its complexity.
•Some paragraphs have no facts.
•Uses no facts from outside of the documents.
•Contains little or no understanding of the documents or ignores them completely.
•Includes numerous errors, both major and minor, that interfere with comprehension.
•Written so poorly that it inhibits understanding.
indentured servants/proprietary, royal, charter colonies/Pilgrims/Separatists
Trade and Navigation Acts/Peter Zenger trial/House of Burgesses/Mayflower Compact/King Philip's War/Anne Hutchinson/Roger Williams/George Whitefield/William Bradford/Great Puritan Migration/Great Awakening/French and Indian War/New England Confederation/Thomas Hobbes /John Locke/Freedom of conscience/Mercantilism/Iroquois Confederacy/
Jonathan Edwards/Bacon's Rebellion/Headright system
Halfway Covenant/Harvard College/Salutary neglect/
Salem Witch trials/Middle Passage/Albany Plan
“city on a hill”/Phyllis Wheatly/James Oglethorpe/
William Penn/Puritans/Jamestown/Stono Rebellion/Bacon’s Rebellion/John Winthrop
1763-1775
Proclamation of 1763/Boston Tea Party/Battle of Saratoga/Thomas Paine/Common Sense/
Coercive/Intolerable Acts/no taxation without representation/Crisis Papers/Loyalists/Tories//Stamp Act/Stamp Act Congress/Sons of Liberty/non-importation agreements/Olive Branch Petition/First-Second Continental Congress/virtual representation/
Pontiac's Rebellion/Boston Massacre/Gaspee Affair
Quartering Act/Paxton Boys/Sugar Act 1764/
Townshend Acts/Tea Act/Proclamation Line (1763)
1775-1825
Monroe Doctrine/corrupt bargain/Marbury v Madison/
Embargo Act 1807/loose-strict constructionism/ 3/5’s Compromise/Bank of the United States/Funding Assumption/Louisiana Purchase/Lewis and Clark/yeomen farmers/Tecumseh/Gibbons v Ogden/Virginia-Kentucky Resolutions/Jay Treaty/Treaty of Ghent/Shays's Rebellion/Whiskey Rebellion/Land Ordinance of 1785/Northwest Ordinance/Gabriel Prosser's Rebellion/Critical period/Lowell/Waltham System/Lowell girls/Annapolis Convention/XYZ Affair/Erie Canal/
Orders in Council/War Hawks/impressment/
Hartford Convention cotton gin/Eli Whitney/Declaration of Independence/American Colonization Society/Articles of Confederation/Missouri Compromise
republicanism/democracy/Three-fifths Compromise/Adams-Onis Treaty/interchangeable parts/Deism/American System/Henry Clay/Revolution of 1800/Bill of rights
Washington's Farewell Address/John Marshall/Judicial Review/Connecticut (Great) Compromise/Virginia-New Jersey Plans/Era of Good Feelings
Barbary Pirates/Samuel Slater/Citizen Genet/
undeclared naval war/Federalist/First American Party System/Alien and Sedition Acts/Treaty of Alliance 1778/Benjamin Banneker/Pinckney Treaty/Treaty of Paris 1783/Haitian Rebellion/National Republicans/
Republican Motherhood/Abigail Adams/Alexander Hamilton
1825-1865
Seneca Falls Convention/Trail of Tears/Compromise of 1850/Dorothea Dix/Emancipation Proclamatio/nullification
John C. Calhoun/Hinton Helper/Impending Crisis/William Lloyd Garrison/Liberator/Oregon Territory/Dred Scott v Sandford/spoils system/rotation in office/Stephen Douglas/Bank war/popular sovereignty/Wilmot Proviso/Mexican Cession Gadsden Purchase/John Deere/Cyrus McCormick/American Anti-slavery Society/
Maine Laws/Treaty of Guadalupe-Hidalgo/Irish immigration/Mexican American War/John Slidell/Trent Affair/abolitionists/free soilers/Know Nothing/American Party/bleeding Kansas/Second Great Awakening/Mormons/Horace Mann/Worcester v Georgia/Prigg v Pennsylvania/Commonwealth v Hunt/Charles River Bridge case/Kansas-Nebraska Act/
Transcendentalism/cult of domesticity/true womanhood/Manifest Destiny/Webster-Ashburton Treaty-Clayton-Bulwer Treaty/Republican party-3rd Am. Party Sys./Whigs-2nd American Party Sys./gag rule/Lincoln-Douglas debates/Freeport Doctrine/DeTocqueville/Democracy in America?Tariff of Abominations/James K. Polk/William Seward/Ostend Manifesto/Apologist's view of slavery/Fugitive Slave Law/antebellum/
Force Act/removal of deposits/Battle of Antietam/
Homestead Act/Harriet Beecher Stowe/Uncle Tom's Cabin/
Lucretia Mott/Brigham Young/Neal Dow/
Independent Treasury/Specie Circular/Sumner-Brooks Affair/Nashville Convention/Crittenden/ Compromise/Underground Railroad/Morrill Land Grant Act/Lecompton Constitution/National Banking Act/
compact theory/perpetual union/nature of the union
Frederick Douglass/perfectionism/Hudson River School
1865-1900
new immigrants/old immigrants/radical reconstruction/
black codes/13th, 14th, 15th amendments/Plessy v Ferguson/Populist (People's) Party/bread and butter/unionism/Joseph Pulitzer/Molly McGuires/Spanish-American War/Knights of Labor/American Federation of Labor/National Labor Union/crop lien system/
sharecropping/Helen Hunt Jackson/A Century of Dishonor/
Booker T. Washington/Social Gospel/Gospel of Wealth/
Dawes Act/jingoism/yellow journalism/Sherman Anti-trust Act/Alfred Thayer Mahan/social Darwinism/
settlement house movement/horizontal integration/vertical integration
William Jennings Bryan/Freedmen's Bureau/cult of domesticity//Battle of Little Bighorn/Sioux Wars/Boxer Rebellion/Turner (Frontier) Thesis/Gilded Age/Samuel Gompers/pragmatism (William James)/Haymarket Incident/Civil Rights Act of 1866/Tenure of Office Act/scalawags/Farmer's Alliances/William Randolph Hearst/Compromise of 1877/Jim Crow Laws/
Granger Laws/Atlanta Compromise redemption (redeemers)/
Henry George (Progress and Poverty)/John Dewey"waving the bloody shirt"/Bland-Allison Act/Thomas Nast/Seward's Folly/Edwin Stanton/Sherman Silver Purchase Act/Edward Bellamy (Looking Backward)/
the Grange/Pendleton (Civil Service) Act/Boss Tweed/
Young Men's Christian Association/Salvation Army/Chataugua movement/open range/Munn v Illinois/"forty acres and a mule"/
Pullman Strike/Interstate Commerce Act/Coxey's Army/
Frederick Olmstead/Louis Sullivan/Chinese Exclusion Act/injunction/long drives/Andrew Carnegie/
"Crime of '73"/John Peter Altgeld/Crédit Moblier Scandal/Horatio Alger/J.P. Morgan/Teller Amendment/
Platt amendment/Chief Joseph/Wounded Knee/
John D. Rockefeller/Cross of Gold Speech/Anti-Saloon League & WCTU/Pullman Strike/Ida Wells/Jacob Riis (How The Other Half Lives)/New South
1900-1918
Treaty of Versailles/Panama Canal/Hay-Buneau-Varilla Treaty/League of Nations/Federal Trade Commission/Woodrow Wilson/
Committee on Public Information/Creel Committee/Progressive movement/muckrakers/International Workers of the World/Wobblies/Russo-Japanese War/Federal Reserve System/Article X/Henry Cabot Lodge/Irreconcilables/Reservationists/
Open Door Policy/Dollar Diplomacy/spheres of influence/
Fourteen Points/W.E.B. DuBois (Niagara movement)/Ballinger-Pinchot Affair/
16th, 17th amendments/Theodore Roosevelt/Big Stick Policy/Upton Sinclair (The Jungle)/Gentlemen's Agreement/Roosevelt Corollary/Volstead Act/"Birth of a Nation"-D.W. Griffith/Keating-Owen Child Labor Act/
Mann-Elkin Act/"good and bad" trusts/Food Administration/Sussex/Arabic Pledges/Emilio Aguinaldo/Insular Cases
Charles and Mary Beard/"Black Jack" John Pershing/New Nationalism/Anthracite Coal Strike/Square Deal/Pure Food and Drug Act/Zimmerman Note (Telegram)/Lusitania/Northern Securities Case/
Eugene V. Debs/Muller v Oregon/Lochner v New York/
Samuel "Golden Rule" Jones/triple wall of privilege/Clayton Anti-trust Act/Underwood-Simmons Tariff/nsurgent's revolt/New Freedom/Bull Moose Party/Robert LaFollette/Great White Fleet/
Liberty loans
1918-1941
Harlem Renaissance/Langston Hughes/Washington Naval Conference/National Origins Act/quota system/Ku Klux Klan/cultural isolation/NAACP/Scottsboro boys/
18th, 19th, 20th, 21st amendments/Bonus March/Scopes trial/Andrew Mellon/Schenck v U.S./Schechter v U.S. (sick chicken case)/
Albert Fall/Sacco and Vanzetti/Herbert Hoover/
John L. Lewis/TVA (Tennessee Valley Authority)/dole/
Hoovervilles/Henry Ford/Marcus Garvey/
"Back to Africa movement"/Universal Negro Improvement Assc./Charles Lindbergh/
"Spirit of St. Louis"/America First Committee/Elijah Mohammad (Black Muslims)/
Palmer Raids/Kellogg-Briand Pact/Stimson Doctrine/
"lost generation"/hundred days/brain trust/
Keynesian economics/New Deal/Franklin Roosevelt/
Warren G. Harding/Calvin Coolidge/Sinclair Lewis/
F. Scott Fitzgerald/Social Security Act/Wagner Act/
National Labor Relations Act/Fair Labor Standards Act/sit-down strike/
National Industrial Recovery Act/Federal Deposit Insurance Corp (FDIC/)Frank Lloyd Wright/
Huey Long (Kingfish)/"share the wealth"/Teapot Dome/Elk Hills Scandals/
Georgia O'Keeffe/Thomas Hart Benton/Edward Hopper/
John Steinbeck (Grapes of Wrath)/H.L. Menken/Ernest Hemingway/Lend-Lease Act/normalcy/Destroyer-Bases Deal/
court packing scheme/Cash and Carry Act/bank holiday/
Indian Reorganization Act/Congress of Industrial Organization/National Recovery Administration/
Works Progress Administration (WPA)/Securities and Exchange Commission/Neutrality acts/
Agricultural Adjustment Adm. (AAA)/phony war/Margaret Sanger/Prohibition/flappers/Francis Townsend/
Reconstruction/Finance Corporation
1941-1960
Japanese interment/Korematsu v U.S./Federal Highway Act/Greensboro sit-ins/Montgomery bus boycott/Employment Act of 1946
Julius and Ethel Rosenberg/McCarthyism/Brown v Board of Education/U-2 incident/Harry Truman/Fair Deal/
Marshall Plan/Truman Doctrine/containment/
Casablanca Conference/Teheran Conference/Yalta Conference/Dumbarton Oaks Conference/San Francisco Conference/United Nations/
Alger Hiss/NSC 68/Berlin Airlift/
"long hot summers"/Youngstown Sheet and Tube v Sawyer/George Kennan/Henry Wallace/Douglas MacArthur/Korean War/baby boomers/Sputnik/NATO/
Jack Kerouac (On the Road)/beat generation/Taft-Hartley Act/Little Rock school crisis/Eisenhower Doctrine/National Defense Education Act/
GI Bill of Rights//New Frontier/dynamic conservatism/
David Riesman/DixiecratsCivil Rights Commission/
National Aeronautics and Space Administration (NASA)/Rock’n’ Roll Music
1960 to present
Miranda v Arizona/Cuban Missile Crisis/John F. Kennedy/
Huey Newton (Black Panthers)/Stokely Carmichael (Black Power)/Gulf of Tonkin Resolution/
Jimmy Carter/Vietnamization (Guam/Nixon Doctrine)/Ronald Reagan/Washington outsiders/George Wallace/Martin Luther King/Bay of Pigs/Roe v Wade/Gideon v Wainwright/
Economic Opportunity Act (OEO)/War on Poverty/Great Society/Malcolm X/Warren Commission/Lee Harvey Oswald/
SALT I Treaty/hippies/Camp David Accords/
Mayaguez incident/Bakke v Board of Regents/affirmative action/Gerald Ford/Michael Harrington (The Other America)/supply-side economics/Reaganomics/stagflation/Civil Rights Act 1964/Voting rights Act of 1965/Barry Goldwater/Lyndon Johnson/Rachel Carson (Silent Spring)/Ralph Nader (Unsafe at any Speed)/Kent State/
War Powers Act/Equal Rights Amendment/Betty Friedan (The Feminine Mystique)/
OPEC/Helsinki Accords/Peace Corps/Tet Offensive/SNCC/Malcolm X/
Southern Christian Leadership Conference (SCLC)/Levittown/National Organization of Women (NOW)/Three Mille Island/Alliance for Progress/Iranian Hostage Crisis/ Sit-in Demonstrations
Advanced Placement United States History – APUSH – Syllabus
Course Purpose
1.Prepare the student to pass the A.P. Exam in May, at the end of the school year, and thus, provide the student with the opportunity to gain college credit
2.Involve students in a thoughtful, analytical journey of the “American History Experience”
Course Description
APUSH is a challenging course that is designed to be the equivalent of a freshmen college course and
therefore, to prepare students for success when in college. It is a yearlong survey course of U.S. history
beginning with the Age of Exploration and continuing to the present. Several themes are taught throughout
the course:
Racial diversity, American identity, culture, demographic changes, economic transformations,
environmental concerns, politics and citizenship, reform movements, religion, slavery and its legacy, and war and diplomacy to name a few. These themes are designed to encourage students to think conceptually and to be able to focus on change over time. The absolute necessity of learning the past to understand the present and hopefully, to improve on the future is Incorporated within the teaching of the above mentioned themes
The use of historical documents and other primary sources are included in the daily ritual of the class.
The eight curriculum requirements are:
CR1 - The study of political institutions in U.S. history
CR2 – The study of social and cultural developments in U.S. history
CR3 – The study of diplomacy in U.S. history
CR4 – The study of economic trends in U.S. history
CR5 – The use of themes and/or topics as broad parameters for structuring the course
CR6 – Teaching students to analyze evidence and interpretations presented in historical scholarship
CR7 – Extensive instruction in analysis and interpretation of a wide variety of primary sources
CR8 – Providing students with frequent practice in writing analytical and interpretive essays such as
document-based questions and thematic essays
For success in APUSH, students must be self-motivated and self-disciplined.
Daily reading is an absolute must in this course. Paralleling the reading requirement of the course is the added writing component. Students will write Free Response Essays and/or longer Document Based essays. Training students to successfully handle the writing part of the national examination provides the focus for the writing component of the course.
Class Rituals/ Repetitive Assignments
In an effort to provide some sense of consistency for the students, the following assignments are due for
every unit studied in APUSH:
1. Warm-ups
Ten to fifteen minute writing or quiz assessments will be given at the beginning of each class. The purpose of these is to re-enforce the necessity of daily reading. Tardy students will receive a zero for any warm-up or quiz they miss.
2. Document Analysis
Students will complete assignments on analyzing documents in class.
3. Writing Skills
Emphasis will be placed on writing essays and DBQs with good introductory paragraphs, thesis statements, transitions, topic sentences, conclusions, and analysis.
4. Assignments
There are regular assignments for each unit studied.
A) Essays/DBQs/Questions
B) Reading and Outlining.
5. Tests
All tests will include AP level multiple choice questions, identification of terms from the
vocabulary, short response questions, and document analysis.
6. Preparation
Students will be ready to begin when the bell rings – This means they should have pen or pencil, paper, and textbook ready to begin class – Daily quiz will begin at the bell - The class will not wait for those students tardy or not prepared.
7. Notebook
Students will be required to keep and bring to class, a 3-Ring notebook with the following dividers:
•Handouts
•Vocabulary
•Class Notes - Leaning Outcomes
•Graded Papers
8. Grading
All tests quizzes, and assignments will have the same weight – There is no such thing as a small or unimportant assignment. A quiz based on a previous reading assignment is just as important as a test. You cannot cheat the daily reading!
9. Assignments
Assignments must be turned in when due in order to receive credit. A zero will be given for any assignment not turned in on time - Exception - Students with excused absences will have one day, for each day they were absent, to make up assigned work. All assignments must be in Black or Dark Blue ink Only, unless instructed other-wise!
10. Make-Up Tests
Make-up tests must be taken within one week of returning to school or student will receive a zero for the test.
11. Hall Pass
For emergency use only – Students cannot afford to miss class time
12. Zero Toleration in classroom
Electronic devises (I-Pods, cell phones, games, etc.)
Head coverings
Head down or sleeping
Food and drinks
Selling candy
Unit I: Colonial History
The American Pageant, Chapters 1-5
Themes:
1. Common characteristics of all civilized societies
2. Emergence of American cultural traits and factors that contributed to them
3. Emerging regional patterns and how they evolved
Content:
1. Characteristics of all Civilized Societies and analysis of differences within each common trait
2. Describe Europe in the 16th century
3. Geographical analysis of Spanish, French, and English exploration
4. Compare and contrast of the 13 North American English colonies
5. Contributions/Tenets of Puritanism
6. Cultural differences between Europeans and Americans by early 1700s
7. Developing an American identity17th century; 18th century
[CR2] Skills;
1. Note taking – A variety of styles are presented to students during the 1st week of school, including, but not limited to: web designs, Cornell method, PowerPoint, outline format. Students
also will share techniques that work for them.
2. Development of writing skills
3. Listening and reading skills – Rapid recall activities, fact vs. opinion drills, significance of events
4. Developing of charts
CR2 -Social and cultural development
CR8 -Practice in writing analytical and interpretive
Unit 2: Independence
The American Pageant, Chapters 6-7
Themes:
1. Significance of the French and Indian War
2. Colonists reevaluate their relationship with Britain and with each other
3. Evolution or revolution? Conservative v. Radical movement?
Content:
1. Economic theory of mercantilism [CR 4]
2. Impact of the French and Indian War, 1756-1763
3. Changes in British colonial policy – Old v. new colonial policy – What and Why?
4. Pre-Revolutionary Road to War Grenville Townshend - Lord North
5. Miscommunication between Britain and her colonies
6. Evolving inter-colonial cooperation
7. Declaration of Independence
8. Common Sense by Thomas Paine
9. The war itself; Treaty of Paris, 1783
CR3 - Skills:
Cause and Effect / Action – Reaction charts
CR4 – Economic trends in U.S. history
CR3 – Study of diplomacy
CR7 – Instruction in analysis and interpretation of primary resources of the 1st US national government
CR6 - Varying viewpoints
Unit 3: The Critical Period – The New Republic
The American Pageant, Chapters 8-10
Themes:
1. The influence of the colonial experience on development of new state governments
2. The influence of colonial government n the 1st U.S. government
3. Development of the current Constitution; Bill of Rights
4. Emergence of political parties
5. Conflict between geographical sections
Content:
1. Strengths and Weaknesses of the Articles of Confederation [CR1]
2. Achievements and failures of Articles of Confederation
3. Similarities and differences of the new state governments, 1780s
4. Constitutional Convention delegates, compromises and ratification
5. Hamilton vs. Jefferson; Federalists vs. Anti-Federalists
6. Organizing the national government [CR1]
7. Foreign affairs of Washington and Adams [CR3]
8. Long term contributions of the Federalist party [CR1]
9. Election of 1800; Alien and Sedition Acts, Naturalization Act
Skills:
1. Introduction of peer grading activity essays; grading rubric
Unit 4: Jeffersonian Democracy – Nationalism
The American Pageant, Chapters 11-12
Themes:
CR6 – Analyze evidence and interpretations presented in historical perspective
CR1 – Study of political institutions
CR3 – Study of diplomacy
1. Election process; peaceful transfer of power
2. Ideas of the political parties
3. National growth
4. Nationalism
Content:
1. The “revolution of 1800” - Why?
2. Changes in Federalist policies by Jefferson/ Federalist polices kept by Jefferson
3. Louisiana Purchase Treaty – provisions and problems
4. Foreign policy – Jefferson and Madison – The European question [CR3]
5. Causes of War of 1812 – Neutral rights or expansion? The War Hawks
6. Era of Good Feelings – Monroe [CR2]
7. Nationalistic court decisions – John Marshall
8. Nationalistic foreign policy – Monroe - Doctrine, Florida Purchase Treaty [CR3]
9. Sectionalism – Missouri Compromise, 1820
Unit 5: Jacksonian Democracy
The American Pageant, Chapter 13
Themes:
1. The continuing development of democracy
2. The influence of the West; demographic changes; political power shift
Content:
1. Election of 1824corrupt bargain; role of House of Representatives
2. Presidency of John Q. Adams – High hopes, few successes - Why?
3. Election of 1828 – A modern election? Changes in campaigning
4. Basic beliefs of Jackson – Jacksonian Democracy
Unit 5: Jacksonian Democracy – Reforms
The American Pageant, Chapters 13-15
Themes:
1. Sectional conflicts – New England – South West
2. Development of American identity
3. Third political parties
4. States’ rights vs. strong national government
5. Reform movements
Content:
1. Major issues (controversies) during Jackson’s presidency [CR1, 2,4]
Peggy Eaton, Native Americans, 2ndB.U.S.; tariff
2. Theory of nullification; States’ rights vs. supremacy of national government [CR1]
3. Third political parties [CR1]
4. Jefferson Day Banquet”
5. The Texas question
6. Van Buren’s presidency; Panic of 1837 [CR4]
7. Transcendentalism – Emerson and Thoreau [CR2]
8. The National economy, 17901860 [CR4]
Unit 6: Manifest Destiny – Sectionalism of 1850s
The American Pageant, Chapters 18-20
Themes:
1. Territorial expansion
2. Nationalism
3. Developing an American conscience
4. Sectionalism
Content:
1. Presidency of Martin Van Buren – Panic of 1837
2. Presidential election of 1840candidates, political parties, issues, strategy
3. Spit in Whig party – Death of Wm. H. Harrison; presidency of John Tyler
4. Presidential election of 1844expansion!
CR1- Study of political institutions
CR2 - Study of social and cultural developments in US history
CR4 - Economic trends in U.S. history
CR7 - Analysis and interpretation of primary sources
CR8 Practice in writing - Analytical and interpretive
CR3 Study of diplomacy – 5 point program of James Polk; dark horse candidate
5. Manifest Destiny -Texas, Oregon, Maine
6. Causes and consequences of the Mexican War, Treaty of Guadalupe Hidalgo [CR3]
7. Manifest Destiny in the South
8. Slavery! Wilmot Proviso [CR2]
9. Sectionalism – Major happening for each year in the 1850’s [CR2] Compromise of 1850; personal liberty laws; Uncle Tom’s Cabin; Kansas Nebraska Act; Bloody Kansas; Republican party; Dred Scott Case; John Brown’s raid, election of 1860
Unit 7: The Civil War/ Reconstruction
The American Pageant, Chapters 21-23
Themes:
1. Confederation vs. Federation
2. States’ rights as a handicap in war
3. Mobilization for war
4. Expanding powers of the national government
5. Constitutional revolution and Social revolution
Content:
1. Presidential election of 1860; Secession of southern states
2. Confederate constitution vs. US constitution
3. Advantages and disadvantages of the two sides
4. Military strategy of both sides
5. Mobilization and Financing the war for both sides
6. Foreign Affairs and diplomacy for both sides
7. The abolition of slavery - Gradual process [CR2]
8. Constitutional changes, a constitutional revolution? [CR1]
9. Presidential reconstruction plans vs. congressional plan
10. Impeachment trial of Andrew Johnson
11. Military Reconstruction” reconstruction by the sword”
12. Southern reaction to Johnson’s plan; to congress’s plan
13. Changes in society; a societal revolution? [CR1, 2]
Skills:
Categorizing - Social, economic, or political
3 r d Quarter
Unit 8: Guided Age/Growth of the City
The American Pageant, Chapters 23-26
Themes:
1. Laissez faire economic policy
2. Centralized transportation system - RRs
3. Settling the Great Plains
4. Indian Wars, 18601890
5. Republicans “abandon” Black Americans
5. Effects of industrialization on American society
6. Development of the labor movement
7. Immigration patterns
Content:
1. Politics of the Gilded Age – Corruption in government, national, state, local – Credit Mobilier, Whiskey Ring, Tweed Ring, etc.
2. Political, social, economic changes during Gilded Age [CR1, 2,4]
3. Major issues during each presidency U.S. Grant, Benjamin Harrison
4. Disputed election of 1876/ Compromise of 1877
5. The growing economic crisis of late 19th century [CR4]
6. Transcontinental RR – Laissez faire policy or not? [CR4]
7. Major industries - Steel, oil, banking, RRs, new types of business structures
8. Impact of industrialization on society [CR2, 5]
9. Rise of labor unions; aims of unions; “weapons” used by unions and/or management
[CR5]
10. Status of African American slate 1800s; Plessy v. Ferguson; 2 leaders [CR2]
11. Social Darwinism; Gospel of Wealth; Horatio Alger; Rev. Comwell
12. Growth of the city; problems [CR2]
13. New vs. Old immigrants! Nativism [CR2]
Unit 9: Populism/Progressivism
The American Pageant, Chapters 26, 29
Themes:
1. The continuing development of the Great Plains – Waves of settlement
2. The impact of the closing of the frontier
3. Economic forces of the late 1800simpact on farmers; factory workers
4. Democracy at its finest – Grass roots politics
5. Origins of the progressive movement
6. Role of women and minorities in the progressive movement
7. Impact of writers; the expanding media
Content:
1. The first “waves” of settlement in the west – Post Civil War miners, cattlemen, farmers [CR2,4,5]
2. The Native American wars, 18601890
3. The Frontier Thesis – Frederick Jackson Turner [CR5]
4. Problems of the farmers and whom they blamed
5. Democracy in action ! Political action by the farmers [CR1,2] Granger movement, Greenback party, Greenback, Labor party, Populist party
6. Omaha platform of the Populist, 1892
7. The presidential election of 1896 [CR1,5] - ‘Cross of gold’ speech - Wm. Jennings Bryan
Campaigning – Why called a ‘modern election’ ?
8. The progressive movement1890s to WWI [CR1,2,4,5]
Who were they, goals, muckrakers, and accomplishments
9. The progressive presidents and accomplishments of each - T. Roosevelt, Taft, and Wilson
Unit 10: Imperialism, 1890s to World War I
The American Pageant, Chapters 27, 28, 30
Themes:
1. ‘New manifest destiny’
2. Impact of industrialization on imperialism - CR7 – Instruction in analysis and interpretation
CR8 – Practice in writing, analytical and interpretive
CR1- Study of political institutions
CR2 - Study of social and cultural developments in US history
CR4 - Economic trends in U.S. history
CR5 – The use of themes as broad parameters for studying US
3. New interpretation of Monroe Doctrine
4. Open Door Policy Asian policy !
5. Impact on international imperialism on U.S.
Content:
1. Pros and Cons. - Expansion in late 1890s; how did this expansion differ from previous expansion
2. Reasons for international imperialism; impact of this on U.S.
3. Impact of Rev. Strong and Cap. Mahan’s books
4. Monroe Doctrine; Roosevelt Corollary; intervention by U.S.
5. Spanish American War treaty; significance
6. New U.S. ’empire’ by 1899
7. Panama Canal
8. Open Door Policy - Asian foreign policy; China; Japan; Great White Fleet
9. Dollar diplomacy; moral diplomacy
Unit 11: World War I and Its Aftermath
The American Pageant, Chapters 30, 31, 32
Themes:
1. Causes of U.S entry into WW I
2. U.S. efforts to end the war - Diplomacy
3. Necessity for total mobilization
4. Civil liberties 1st Amendment rights
5. Changing role of women and African Americans
6. Balance of power; have vs. have not nations
7. U.S role in the new world order
Content:
1. Background causes of World War I1914
2. The role of the U.S. as a neutral nation from 1914 to 1917
3. Wilson’s idealism; attempts to mediate an end to the war [
4. Economic pressure - Industrialization
5. 1st/ & 2nd generation immigrants
6. Specific reasons why the U.S. finally entered the war in April ,1917
7. How did the U.S. mobilize all aspects of American society for the war?
8. Wilson’s Fourteen Points/ Treaty of Versailles/ Ratification battle in Senate
Wilson’s mistakes; the irreconcilables; the reservationists; the internationalists
9. Demobilizing in late 1918 and 1919impact of rapid demobilization on society
10. 1919 labor strikes, racism, nativism, red scare, inflation, unemployment, etc.
CR3 – Study of diplomacy
CR7 – Instruction in analysis and interpretation of primary resources
4 t h Quarter
Unit 12: The Roaring Twenties – Rugged Individualism
The American Pageant, Chapters 32, 33
Themes:
1. Social conservatism in 1920s
2. Cultural conflicts in society
3. Rise of mass consumption society
4. Impact of a changing media
5. ‘Sexual revolution’/ changes in values, mores
6. The ‘lost generation’, new ideas, values, disillusionment with American society
7. Changing roles of women and blacks
8. Increasing international entanglements
9 isolation, but selected participation in foreign affairs
Content:
1. 1918, 1919 problems
Influenza, labor strikes, return to extreme isolation, economic recession, depression why?
The ‘ism’s - Racism, isolationism, nativism, threat of communism, etc.
2. Societal changes continued sexual revolution (Freud) and religious conflict (fundamentalists vs. modernists
3. What should be the role of the national government? Purely a political institution? Economic intervention? Social watchdog? Activism or restraint?
4. Changes in technology – Radio and cars impact on society ; Advertising !! [CR 2]
5. Continuing changes in the “ American” dream
6. Why the failure of the Nobel Experiment? [CR 2]
Return in traditional Republican values – What does this mean ?
CR2 – Study of social and cultural developments in US history
CR3 – Study of diplomacy
7. Major policies of the Republican presidents of the 1920s
8. Background causes of the Stock Market Crash, 1929 [CR 4]
9. Herbert Hoover – His policies for ending the depression – Too conservative?
10. ’Rugged individualism’ – Traditional American values
11. U.S. participation in international affairs – Disarmament conferences [CR 3]
12. U.S. lack of participation – Rise of dictatorships!
13. The war debt controversy; very high tariffs [CR 4]
Unit 13: New Deal
The American Pageant, Chapters 33, 34
Themes:
1. The effect of the Depression on the labor movement
2. The changing role of the U.S. national government
3. The liberalism of Roosevelt
4. The concept of the welfare state
5. New economic policies of the national government/ new economic theories
6. Extreme activism of the national government
7. Democracy? Socialism?
8. Roosevelt’s 3 R’s
9. Packing the Court scheme
Content:
1. Roosevelt’s inaugural speech – Emergency banking policies
2. The 3 R’s - Relief, recovery, reform [CR 2,4,5]
3. Expanding executive powers vs. congressional powers [CR 1]
4. Alphabet soup! Hundreds of new government agencies
5. Federal government work programs creating jobs
[CR 4]
6. Criticisms of the New Deal
CR4- Economic trends in U.S. history
CR1 Study of political institutions
CR2 – Study of social and cultural developments in US history
CR4 – Economic trends in U.S. history
7. Most important New Deal legislation/ agencies
8. Battle between Roosevelt and the Supreme Court - Why? [CR 1]
9. The Dust Bowl; the Okies; Grapes of Wrath [CR2, 4]
10. NIRA and AAA; Social Security; TVA, etc. [CR 1,2,4]
Unit 14: World War II/ Dictatorships
The American Pageant, Chapters 35, 36
Themes:
1. The rise of dictatorships
2. Failure of the U.S. as a world leader
3. Prelude to WW II policy of neutrality
4. Wartime diplomacy
5. Mobilization
6. International conferences
7. Diplomacy, war aims, conferences
8. The Holocaust
Content:
1. Characteristics of fascism and of communism
2. U.S. neutrality acts, 1930scash and carry, lend lease, destroyer deal
3. Continuing diplomatic talks with Japan [CR 3]
4. Attack on Pearl Harbor, Dec. 1941
5. Military strategy - Europe, then the Pacific island hopping
6. Major battles for the U.S.I.
e. Midway, Coral Sea, Leyte Gulf, etc.
7. Effects on U.S. society [CR 2]
8. Wartime conferences Potsdam, Yalta, etc. [CR 3]
9. Civil liberties – Japanese- Americans, German-Americans – Relocation camps [CR 2]
10. Women and Blacks in society gains or losses? [CR 2]
11. Financing the war
12. Demobilization – GI Bill of Rights [CR 2]
13. Civil rights movement, late 1940s [CR 2]
14. The decision to use the A B - Alternatives? Why? Consequences?
Unit 15: The Cold War Begins – The 1950s
The American Pageant, Chapters 37, 38
Themes:
1. Emergence of the modern civil rights movement
2. The ‘baby boom’ changes in society
3. The affluent society
4. Conformity and consensus
5. Ideological conflict between democracy and communism – Cold War
6. The “Sunbelt” population shift
7. Theory of containment
8. U.S. new foreign policy – Mutual defense alliances
9. Rebuilding Europe after the war
10. Transformation of American society
11. Interstate highway system
12. McCarthyism
13. A ‘mass culture’ society
14. 1950sconformity
Content:
1. Rebuilding Europe after the war – The Marshall Plan
2. Containment of communism – Truman Doctrine, Marshall Plan, Kennan’s report, division of Berlin, NATO, Korea
3. Eisenhower’s administration – Domestic interstate highway system, Modern Republican, McCarthyism, Supreme Court appointments
4. Eisenhower’s foreign policy – Massive Retaliation, SEATO, containment in Asia, Korea
5. “Shelters‘” impact of Cold War on society
Unit 16: The Turbulent 1960’s
The American Pageant, Chapter 38
Themes:
1. Conflict in society - Expanding civil rights movement - Women’s rights movement, antiwar protests
Anti-establishment counterculture
2. Cold War confrontations
3. Beginning of Détente
Content:
1. 1960 election impact of TV
2. The Camelot Era
3. Renewal of confidence in government
4. Kennedy’s domestic program
5. Kennedy’s foreign policy – Bay of Pigs, Berlin, Vietnam, disarmament, SALT
6. Assassination of Kennedy – Several theories
7. Johnson’s Great Society – Domestic program
8. Johnson escalates the war
9. 1967Martin Luther King, jr. assassinated
10. 1968 year in conflict - Election, assassination of Robert Kennedy - Chicago Democratic Convention,
The Silent Majority
Unit 17: End of the 20th Century
The American Pageant, Chapter 39
Themes:
1. The imperial presidency; abuse of power
2. Demographic changes in the U.S.
3. Resurgence of conservatives; the New Right
4. Supreme Court appointments, decisions
5. Christian Coalition
6. Economic trends
Content:
1. Demographic changes – Surge of immigration after 1965 - Sunbelt migration - Graying’ of America
2. Technological revolutions - Biotechnology, mass communication, computers
3. Changes in the America - Economy, energy crisis, deindustrialization, service economy
4. Cold War confrontations - Asia, Latin America, Europe, Détente
5. Nixon’s challenges Vietnam, China, Watergate
6. The New Right and the Reagan Revolution
7. End of the Cold War
Textbooks/Course Materials
The following course materials will be used:
Kennedy, David M., Lizabeth Cohen, and Thomas A. Bailey
The American Pageant, 12th edition. Boston: McDougal Littell/Houghton Mifflin
Newman, John and John Schmalbach
United States History: Preparing for the Advanced Placement Examination.
AMSCO
Websites
www.apcentral.the college board.com
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requirements.
www.historyteacher.net
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contains practice multiple choice questions and identification terms; excellent writing skills
section
www.historychannel.com
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decade, people, laws, event, etc.
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