AP US HISTORY
FALL, 2008
This
class is an honors course.
APUSH Assignments for
December 15th 2008 to January 5th 2009
Date: Class Topic: Assignment Due:
12/16 Steps to War Multimedia Projects Due
12/18 Steps to War & Homefront Amsco Chapter 14
12/20 to l/4 Christmas Holidays!
1/5 Military Events War Chart Due
1/7 Reconstruction Reconstruction chart due;
Amsco Chapter 15
1/9 Reconstruction Divine Chapter 15
1/14 New Assignments Unit Test Civil War
1/15 End Semester Final Exam
APUSH Assignments for November 24 th to December 12 th , 2008
Date: Class Topic: Assignment Due:
11/25 Manifest Destiny
11/26-30 Holiday !
12/2 Mexican War War Chart; Amsco Chapter 9
12/4 Economic Development Utopias Chart; Amsco Chap 12
12/8 Social Reform Amsco Chapter 13
12/10 Sectionalism Divine Chapter 13
12/12 New Assignments Unit test & Organization Check
Are you working on your multimedia project? Due December 16th!
APUSH Assignments for November 11th to November 21st, 2008
Date: Class Topic: Assignment Due:
11/11 DBQ Assigned Nothing due
Jacksonians
11/13 Tariffs & Banks Amsco Chapter 10
11/17 Indian Policy Amsco Chapter 11
11/19 DBQ Essay DBQ Due & Divine Chapter 11
11/21 New assignments Unit Test
APUSH Assignments for October 24 th to November 7 th , 2008
Date: Class Topic: Assignment Due:
10/24 Jeffersonians Nothing due
10/28 War of 1812 War chart & Amsco Chapter 7
10/30 Era of Good Feelings Nothing Due
11/3 Foreign Affairs Amsco Chapter 8
11/5 Nationalism Divine Chapter 9
11/7 New Assignments Unit Test & Organization Check
(Are you working on your Multimedia Project? It'sDue December 16th !)
APUSH Assignments for October 3 rd to October 22 nd 2008
Date: Class Topic: Assignment Due:
10/3 Multimedia projects assigned -----
10/7 DBQ Assignment: Articles of -----
Confederation
10/9 Constitution Bill of Rights chart; Amsco Chapter 6
10/14 New Government -----
10/16 Foreign Policy DBQ Due
10/20 Electoral college Divine Chapter 6
10/22 New Unit assignments Unit Test; Organization Check
APUSH Assignments for September 23 to October 3, 2008
Date: Class Topic: Assignment Due:
9/23 Steps to War Ideas: Locke & Paine
9/25 Steps to War Amsco Chapter 4; Patriots Chart
9/29 Declaration of Independence Amsco Chapter 5; War Chart
10/1 Military Events Divine Chapter 5
10/3 Multimedia Projects assigned Unit Test
APUSH Assignments for August 25 to September 19, 2008
Date: Class Topic: Assignment Due:
8/25 First Day Introduction
8/27 The New World River Map
8/29 Organization Set-up Supplies
9/1 Holiday
9/3 Colonial Government Colonial Ideas
9/5 Colonial Religion Amsco , Chapter 1
9/9 Document Analysis Amsco , Chapter 2
9/11 Colonial Sections Colonial Sections Chart
9/15 Mercantilism Amsco, Chapter 3
9/17 French & Indian War Divine, Chapter 3 (Chapters 1, 2 & 4 optional)
9/19 Colonial Unit Test
SYLLABUS FOR ADVANCED PLACEMENT UNITED STATES HISTORY
COURSE INFORMATION
AP United States History Placement: 11
This is an accelerated course for the college-bound student. This course covers the history of the United States from colonization to the present. Emphasis is placed on critical reading, essay development, and college preparation. The course is designed to help students receive college credit for U. S. History by preparing them to take the Advanced Placement test.
TEXTBOOK, READINGS , MATERIALS
Textbook: Divine, Robert A., et al. America Past & Present. NY: Addison-Wesley Educational Publishers Inc., 2003.
Supplementary Texts: Newman, John J. and John M. Schmalbach. United States History: Preparing for the
Advanced Placement Examination, Revised Edition. NY: Amsco School
Publications, Inc., 2004. (Referred to as "Amsco" text) ($16.50)
Smith, James L. Ideas That Shape a Nation. Las Cruces , NM : Suncrest Publications,
2000.
Selected short readings from the following sources (others may be added and deleted as needed):
Caro, Robert A. The Years of Lyndon Johnson, The Path to Power. NY: Vintage Books, 1983.
Genovese, Eugene and Forrest McDonald. Debates. Firsthand America , A History of the United States .
by Virginia Bernhard, et al. St. James , NY : Brandywine Press, 1991.
History Unfolding: DBQ & Essay Writing Program , US History, 1600 -1865 & 1865-Present.
Ft. Atkinson , WI : Mindsparks, 2002.
Knappman, Edward. ed. Great American Trials. Detroit : Visible Ink Press, 1994.
Kovacs, Mary Anne. et al. Advanced Placement American History, Volumes I & II. Dubuque , IA : Center for Learning, Wm. C. Brown Co., Publishers, 1987.
The Presidency in Cartoons, Booklet I: 1789-1877 & Booklet II: 1880-Present. Ft. Atkinson , WI :
Mindsparks, 1997.
Ravitch, Diane. ed. The American Reader, Words that Moved a Nation. NY: HarperCollins Publishers, 1990.
United States History: Eyes on the Economy, Volumes I & II. NY: National Council on Economic Education. 1993.
The Way We Saw It, In Illustration & Art. Ft. Atkinson , WI : Mindsparks, 2002.
Articles on timely topics or new research often taken from American Heritage, Time and Internet sources.
Supplies for the class: a large spiral notebook (120 pages or larger, each quarter), notebook paper, pens, highlighters, glue sticks, scissors.
ASSIGNMENTS OVERVIEW:
Students are introduced to a system for organizing college-level note-taking and course materials. They are then encouraged to adapt the system to their own learning styles. Students are required to form study groups. Students may decide how much or little they wish to cooperate to study and complete assignments. Sharing is encouraged with the caveat that each student is responsible for the material. Assignments may be lengthened, shortened, added, and deleted based on the school calendar. Each "unit question" serves as a focus for activities and study, and is addressed on unit tests.
1. DIVINE TEXTBOOK
Students will keep this book at home and use it as a reference to explain concepts mentioned in the review text, as a source of examples for research and essays, and to study for tests--some test material comes only from the textbook and is not specifically covered in class. Students should look carefully at pictures, maps and documents in order to more fully understand concepts discussed in class. Some chapters will be assigned with a reading quiz. Students should take Cornell-style notes on assigned chapters.
2. AMSCO REVIEW TEXT
Students will use this book in class every day. Since students purchase these texts, they are encouraged to highlight key points and make margin notes as needed. (Instruction is given on how to do this effectively.) Students are required to read each chapter. As students read, they are to answer the multiple choice questions. In the documents section, they are to highlight the key idea and make margin notes labeling the author's position. They are also to briefly answer the document questions and include terms from the assigned lists. As they read, they are to answer the free response essay questions by making a list outline. Students will be required to write a timed, in-class essay on each chapter. These essays include a clear thesis and "outline" sentence.
3. SUPPLEMENTARY TEXT & SELECTED READINGS :
Students will be assigned to read a variety of philosophers, court briefs, document sets and other selected readings. They will complete "Agree/Disagree" statements by citing primary materials from the reading in preparation for class. Class activities on these materials will include occasional quizzes, informal and graded discussions, debates, mock trials and/or "point-counterpoint" panels.
4. US HISTORY TERMS
Each unit of study will include identification of 20-30 terms. Students must know the definition, date, person/s connected, place/location, and significance for frequent quizzes. Students will also sort terms for essay practice into categories such as domestic affairs, foreign affairs, economics, culture, etc.
5. SPECIAL ASSIGNMENTS
Students may select to work alone, in pairs or study groups.
Presidents. Students will research presidents and present their findings in the form of a media presentation or a "live interview." Research will include background, education, family, pre-presidential career, elections, presidential events and accomplishments, and legacy. A handout, quiz, or activity for the class will also be included. Presentations will occur as we reach that president in the course sequence.
Documents. Students will locate primary written and visual sources on selected topics such as slavery, infrastructure, or literature using Internet and print sources. Other documents activities include sorting documents into categories (social, political, economic, etc.) and DBQ essays as outside research assignments and as in-class, timed writings.
Typical American. Students will locate and summarize demographic, geographic and social documents depicting cultural, ethnic and minority groups in order to describe life in America at selected time intervals, such as 1700, 1750, 1800, etc.
6. REVIEW ACTIVITIES
Study groups will complete several review charts (topics may include wars, turning points, women, etc.), DBQ two-page summaries on selected topics (such as immigration, Cold War, Jacksonian Democrats, etc.). Students will also participate in a variety of review games of their own design. An optional Saturday review is offered before the AP test in May.
COURSE OUTLINE
This broad topic outline is subject to change depending on the progress of the class and school calendar requirements. Time suggestions are based on a 90 minute, accelerated block schedule. Students will receive a calendar of assignments and due dates at the beginning of each unit.
FIRST TERM
UNIT 1: COLONIAL PERIOD
(8-10 class days: 90 minutes/accelerated block)
Texts: Divine, Chapter 3; Amsco, Chapters 1-2-3 ; Smith, Chapters 5 & 6
Unit Question: What caused the Americanization of the English colonies which led ultimately to independence?
Content: Pre-Columbian societies
Discovery and settlement 1492-1650
America and the British Empire 1650-1754
Mercantilism
Religion
Colonial government
Typical American: Colonial Society in the Mid-Eighteenth Century
Discussion: New England Puritans & Roger Williams,
Court cases: Zenger Trial
Documents: Wethersfield , Connecticut
Charts: French & Indian War; Colonial sections
UNIT 2:__REVOLUTIONARY PERIOD
(5 days)
Texts: Divine, Chapter 5; Amsco, Chapter 5; Smith, Chapters 3 & 7
Unit Question: How was it possible for the American Colonies to achieve independence?
Content: The road to revolution 1754-1775
The American Revolution 1775-1783
Diplomacy, de facto government, military events, results
Discussion: Locke and Paine
Documents: Salutary Neglect; Declaration of Independence ; Women & the Revolution
Charts: Patriots & Loyalists; Strengths & weaknesses; American Revolution
UNIT 3: THE NEW NATION
(5-6 days)
Texts: Divine, Chapters 6; Amsco, Chapter 6; Smith, Chapters 10 & 13
Unit Question: What were the critical elements necessary to successfully establish a democracy?
Content: Articles of Confederation
Constitution
Problems of the New Republic 1776-1800
New government, foreign policy
Presidents: Washington, Adams
Discussion: Washington and Hamilton
Documents/DBQ: Articles of Confederation, Adam Smith, Alien & Sedition Acts
Charts: Bill of Rights; Federalists & Anti-Federalists
UNIT 4:__THE JEFFERSONIANS
(6-7 days)
Texts: Divine, Chapter 9; Amsco, Chapter 7 & 8; Smith, Chapters 11 & 12
Unit Question: What was Jeffersonian Democracy and how did it contribute to the growth of nationalism?
Content: The Age of Jefferson 1800-1816
The War of 1812
Nationalism and sectionalism in the Era of Good Feelings
The Marshall Court
Typical American: American Society in 1800
Presidents: Jefferson, Madison, Monroe, John Q. Adams
Discussion: Jefferson & Madison
Documents: Cultural aspects in art, architecture and literature
Court Cases: Marshall Court
Charts: War of 1812
UNIT 5:__THE AGE OF JACKSON
(5 days)
Texts: Divine, Chapter 11; Amsco, Chapter 5; Smith, Chapters 15 & 18
Unit Question: How did the concept of Jacksonian democracy shape American life?
Content: Jacksonian Democracy
Sectionalism: Bank & tariff wars
Indian policy
Presidents: Jackson, Van Buren, Harrison, Tyler
Discussion: deTocqueville & Calhoun
Documents/DBQ: Jackson Democracy
Court Cases: Charles River Bridge , Worcester vs Georgia , Cherokee Nation vs Georgia
UNIT 6:__DEVELOPING NATION
(6-7 days)
Texts: Divine, Chapter13; Amsco, 9-12-13 ; Smith, Chapters 16 & 17
Unit Question: What philosophies and attitudes guided the developing nation?
Content: Creation of a unique American culture
Social reforms
Territorial expansion (Manifest Destiny) & sectionalism
Texas & Mexico
Infrastructure & economic development
Typical American: American Society in1850
Presidents: Polk, Taylor, Fillmore, Pierce
Discussion: Thoreau & Stanton
Documents: Causes of Mexican War; Changing role of women
Charts: Mexican War, Utopias
UNIT 7:__CIVIL WAR & RECONSTRUCTION
(6-8 days)
Texts: Divine, Chapter 15; Amsco, Chapters 14 & 15; Smith, Chapters 19 & 20
Unit Question: How can a union of states survive a civil war?
Content: Disunion 1850-1860
Civil War 1861-1865
Reconstruction 1865-1877
Presidents: Buchanan, Lincoln, Johnson, Grant, Hayes
Discussion: Lincoln & Frederick Douglass
Documents/DBQ: Compromise of 1850, Reconstruction
Court Cases: Dred Scott, ex parte Merryman, ex parte Milligan, Impeachment of Johnson
Charts: Civil War, Reconstruction
SECOND TERM
UNIT 8:__THE RISE OF MODERN AMERICA
(6 days)
Texts: Divine, Chapter 19; Amsco, Chapters 16-17-18-19 (380-386); Smith, Chapters 24 & 27
Unit Question: How did America create the infrastructure, governmental policies and foreign relationships on
which to build the modern United States ?
Content: New South & the close of the frontier
Industrialization and the growth of business
Unionization
The Gilded Age and its politics
Immigration
Typical American: American Society in the Gilded Age
Presidents: Garfield, Arthur, Cleveland, Harrison
Discussion: Henry George & Frederick Jackson Turner
Documents/DBQ: Atlanta Compromise & the Niagara Movement
Court Cases: Plessy vs Ferguson
Charts: Frontier, Immigration, Unions
UNIT 9:__THE POPULISTS & THE PROGRESSIVES
(7 days)
Texts: Divine, Chapter 22; Amsco, Chapters 19 & 21; Smith, Chapters 23 & 25
Unit Question: What did the Populists perceive as threats to the American Dream and how did the Progressives
remove those threats?
Content: Populist Movement/problems of the farmers/Omaha Platform
Progressive reformers: philosophers, muckrakers, Presidents, social, urban, corporate reforms
Typical American: American Society in 1900
Discussion: William Graham Sumner & Thorstein Veblen
Douments/DBQ: The Farmers, Muckrakers excerpts
Court Cases: Grange cases, US vs E.C. Knight, Northern Securities
Charts: Reformers, Square Deal
UNIT 10:__WORLD POWER & WORLD WAR I
(7-8 days)
Texts: Divine, Chapter 24; Amsco, Chapter 20 & 22; Smith, Chapters 26 & 28
Unit Question: How did the US build an empire, become a world power and then retreat from world
leadership?
Content: Foreign policy 1865-1914
First World War
Presidents: McKinley, Roosevelt, Taft & Wilson
Discussion: Wilson & Debs
Documents/DBQ: Imperialism, political cartoons
Court Cases: Insular cases, Schenck vs US
Charts: Spanish-American War, World War I, Expansion
UNIT 11:__THE ROARING TWENTIES TO THE GREAT DEPRESSION
(5 days)
Texts: Divine, Chapter 25;Amsco, Chapter 23 & 24; Smith, Chapters 29 & 30
Unit Question: How did the events of the 1920's lead to the Great Depression?
Content: Post-war America : Conservatives & Liberals in the political climate
Change in the Roaring Twenties
Depression 1929-1933
The New Deal
Typical American: Society in the1920's compared to the 1930's
Presidents: Harding, Coolidge, Hoover , FDR
Discussion: FDR & Keynes, "The Sad Irons" (Robert Caro)
Documents/DBQ: The New Deal
Court Cases: Scopes Trial, Sacco & Vanzetti, Schecter Poultry Co., Court Packing
Charts: Intolerance & fads in the twenties, New Deal
UNIT 12:__WORLD WAR II & THE COLD WAR
(7-10days)
Texts: Divine, Chapter 28; Amsco, Chapters 25-26-27; Smith, Chapter 22
Unit Question: Did the United States make the right decisions in World War II and the Cold War?
Content: Road to War: Diplomacy of the 1930's
The Second World War: political, military & home fronts
Truman, the Cold War and McCarthyism
Korean War & Vietnam
Eisenhower, Modern Republicanism & affluence
Typical American: Wartime America
Presidents: Truman, Eisenhower
Discussion: Karl Marx & Truman
DBQ: The Atomic Bomb
Court Cases: Nuremburg trials, Korematsu vs US , Dennis vs US
Charts: World War II
UNIT 13:__THE SIXTIES TO THE PRESENT
(8-9 days)
Texts: Divine, Chapters 30 & 33; Amsco, Chapters 28-29-30; Smith, Chapters 32 & 33
Unit Question: Have we achieved the American Dream?
Content: Kennedy's New Frontier
Johnson's Great Society
Civil Rights Movement
Nixon and Watergate
Silent Majority, human rights, energy crisis and the New Right
Post-Cold War America & the world
Typical American: Life in the 50's compared to life in the 60's
Presidents: JFK, LBJ, Nixon, Ford, Carter, Reagan, Bush, Clinton, Bush
Discussion: William O. Douglas & MLK, Jr
Documents/DBQ: Civil Rights Movement
Court Cases: Warren Court , Burger Court
UNIT ASSESSMENTS INCLUDE:
Notebook Reading and terms quizzes Unit Test Research
Timed Free Response & DBQ essays Graded discussions/debates
Reading and terms quizzes
COURSE POLICIES
All school policies described in the Student Handbook will be strictly enforced in the classroom. Among others, these policies include attendance, tardies, academic honesty and use of electronic devices.
CLASS PARTICIPATION
The student is required to be an active participant in interactive group assignments and class lectures/discussions. Students must have their materials and review text every day.
ASSIGNMENTS POLICIES
1. HOMEWORK
With few exceptions, students will have an advance schedule of outside assignments. Exceptions may
be when a student needs extra time to complete a class activity: it may be completed and turned in the
next day. All homework is due at the beginning of class.
2. LATE WORK/EARLY WORK
Late assignments are accepted only one day late and penalized 30points. Notebooks (when required)
are due on the day of the unit test. Major assignments completed one or more days early will receive
a bonus of five points.
3. MAKE-UP WORK
The time allowed for make-up work is described in the Student Handbook. It is the responsibility of the
student to obtain missed assignments. Students must make an appointment with the teacher on the day
they return to class to determine when they are to complete make-up tests. Make-up tests must be taken
after school.
4. STANDING ASSIGNMENTS
Students will complete regular reading, writing, and assessment projects. These are explained orally at
the beginning of the first term and are also in writing in the student's notebook. They include:
outside readings, documents, notes instructions, data-based essays and free-response essays, research
assignments and terms study.
GRADES
Preparation Grades (40%): All class work, discussions, outside readings, quizzes, practice writings, and cooperative group assignments.
Unit Tests/Formal Essays (60%)
Each Six Weeks (26.68%) & the Final Exam (20%) constitute the semester grade.
SUPPORT SERVICES
School library offers extra hours for student study.
Internet and computer access is available in the library and computer labs.
Tutoring and extra help
National Museum of American History
Textbook: America Past & Present
GET A UTA
LIBRARY CARD:
Students
are encouraged to use the UTA library. Without
charge but with parent consent high school students can gain access to library
services.
Library
services include:
·
Remote access to
PULSe, UTA's online catalog
·
Library cards for
checking out books from our collection of over one million volumes
·
Onsite access to
hundreds of print and online indexes and abstracts
·
Onsite access to
approximately 15,000 journals in print or full-text online articles
·
Staff assistance
in using the Libraries' resources
·
Library instruction
and tours
-- Let us know you are coming, and we'll be happy to devote a librarian to
your visit.
Get Carded!
Students:
you must complete an application for a
library card, which requires your teacher's signature. Please submit
completed applications to the Access Services Department
of the Central Library. It takes about three working days for your application
to be processed. Once ready, cards may be picked up individually by the students
at the Central Library, returned to the teacher for presentation in class,
or mailed to the student's home address.
Borrowing Privileges
include:
·
Up to 5 items checked
out at one time
·
Check out books
for 21 days
·
Check out special materials
·
Renew materials 2 times for
21 days each time, unless an item has been placed on hold for another user
*
Honors and Advanced Placement Students and
K-12 Teachers and
Librarians have extended privileges.
Below is a link that will provide information and applications
http://www.uta.edu/library/highschool/highschool.html