AP US History

Course Objective and Expectations

• This class will prepare you to pass the AP US History Exam.
• I expect all students in this class to take the exam. You will have to pay $80 for the AP exam to the school counselor. The school will pay for any student who cannot afford the exam. The exam will be during the first or second week of May.
• This class is a college level survey history class. Passing the AP test will give you up to 8 semester hours of college credit. (Some schools accept this and others accept less.) It requires seriously committed students who are willing to work far above the level required “regular” high school history class. I expect everyone in this class to attend all the time, to come prepared all the time, to participate all the time in a constructive and cooperative manner, and to shoulder the responsibility for the class work in a mature and diligent way without whining and complaining. This is a difficult course with potentially great benefits.

Student Materials

• Pen, paper, notebook, and current assignments are to be brought to class every day. I will not provide any of those.
• You will receive a textbook and Review Book to use for the year. You may choose to buy the books from the school for $90. (Text is $75 & review is $15) If you buy the book, you may write in the book and keep it forever. If you do not buy the book, you may not write or mark in the book at all. If you cannot afford the book, but would like one, the school can help.

Class Rules

• Be considerate
• No swearing
• Do not do other work for other classes in this class
• No cell phones or CD players
• No cheating!!!
• The phrase “What are we doing today?” or anything remotely like it is not allowed!

Learning Activities and Assessment

• Grading
• I weight your grades.
• Homework- 35%
• Projects- 15%
• Tests/ Quizzes- 50%

o This means if you score 60% on tests but 95% on everything else, the highest grade you can get is a C+.

o If you score 95% on tests but 60% on everything else, you can earn a B.

o It is in your best interest to do all assignments and prepare for all tests in order to earn an A.

• Homework
• You should plan for at least ½ hour to 1 hour of homework each night
• You should also be prepared to work on weekends and over extended school holidays reading and reviewing the text, reading supplemental material, and doing your required outside study.
• Class Lectures and Discussions
• You are expected to take notes on all class lectures.
• Lectures and class discussions will support and clarify the text. There will be time before each test to ask questions of me and to have material clarified.

• Chapter Outlines
• You will outline every text chapter. These outlines will be graded on their completeness: 1=25 points, 2=50 points, and 3=75 points.
• The outlines should not be done in class and are due when the bell rings.
• Outlines handed in late will be penalized 50%. Late is defined within 24 hours of the due time. Once those 24 hours expires, the assignment is worth 0.
• Unit Tests
• Unit tests cover several chapters. They consist of a multiple-choice section, in some cases, a short answer section, and an essay.
• I expect you to be prepared and to take the unit tests on the scheduled days.
• If you are going to miss a test for a school activity or for any other reason, you should take the test in advance.
• If you miss a test, your outlines and test are due the next school day, whether you have this class or not or the outlines and test will be marked late and penalized 50%.
• If I notice that you are checking out of school to avoid talking scheduled tests, your test will be marked late and penalized 50%.
• I will post the unit test scores the day after the person has taken the test.
• I will hand back your tests after everyone has taken the test.

• Essays
• I will teach you how to write effective AP essays and you will have document-based, in-class assignments that will build these skills.
• All essays will be done in class and will be timed as they are on the AP test: 60 minutes for DBQs and 35 minutes each for free response essays.
• Document-based questions (DBQs) count for 200 points; free response essays count for 100 points each.
• All of these will be graded on a 9-point rubric that is standard for AP US History and published by College Board. (See rubric for explanation)
• It is your responsibility to produce a legible essay. Essays that are illegible will not be graded.
• If you are absent on a day which essays are given, you much make them up on the next school day whether you have this class or not. One day after that, your essays will be penalized 50% and not accepted after that.
• Outside readings
• You must do one outside reading of 40 to 60 pages and thoroughly fill out an outside reading form on that reading each quarter.
• The outside reading is due when the bell rings at the beginning of class on the last Friday of each quarter. These may not be turned in late.
• You should choose a book from the approved outside reading list, or get your choice approved by me in advance.

• Presidents Quiz
• You are required to memorize the names and dates of service of all US Presidents and to demonstrate that knowledge by writing on a blank piece of paper the name and dates of service of all Presidents in order. You may do this any time you are ready in the first or second quarter. This is a course requirement and must be completed before the end of the second quarter.
• Extra Credit
• You may not earn extra credit unless all assigned work in the quarter is completed.
• You may not earn extra credit if you have had a behavior referral written about you in this class.
• You may earn a maximum of 100 points of extra credit in each quarter by doing projects from the approved list.
• In addition to project points, there will be historical trivia or jeopardy games, historical bingo, and puzzles with clues from the text each quarter. These will be done in class.
• You may not make up in-class extra credit work if you missed class on the day it is given regardless of the reason you were absent.
• All work done for extra credit must be in one week before the end of the quarter. There will be no exceptions to this deadline.

Additional Information

1. One full credit of junior-level US History is required for graduation. This course fills that requirement. If you choose to fail this class, you will have to take history again next year when you are a senior.
2. Keeping up and passing this class is your responsibility. You can turn in all of your work and still fail the class. I expect high quality work from you.
3. I am available every tutorial to assist you in any way. Please use that time.
4. This class will be hard, but I will do my best to make it enjoyable. I am open to feedback anytime.

Required Texts:

Faragher, John Mack, et al. Out of Many: A History of the American People: AP Edition. Upper Saddle River, NJ: Pearson/Prentice Hall.

Zinn, Howard. A People’s History of the United States, 1492- Present. New York, NY :Harper Perennial.

Supplemental Texts:

Hofstadter, Richard and Beatrice. Great Issues in American History: From Settlement to Revolution, 1584-1776. New York, NY: Random House.

Hofstadter, Richard and Beatrice. Great Issues in American History: From the Revolution to the Civil War, 1765-1865. New York, NY: Random House.

Hofstadter, Richard and Beatrice. Great Issues in American History: From Reconstruction to the Present Day, 1864-1981. New York, NY: Random House.

Loewen, James. Lies My Teacher Told Me. New York, NY: Norton and Company, Inc.

Newman, J. and Schmalbach, J. United States History: Preparing for the Advanced Placement Examination. New York, NY: AMSCO School Publications, Inc.

Unit Topics/Readings/Assignments/Themes

Unit 1- Aug. 27^th- Sept. 15^th

Readings:

-Chapter 1: Faragher- A Continent of Villages to 1500

· Settling the continent

· Beginning of Regional Cultures

· Development of Farming

· North America on the Eve of Colonization

-Chapter 1: Loewen- Handicapped by History: The Process of Hero Making

-Chapter 1: Zinn- Columbus, the Indians, and Human Progress

-Chapter 2: Faragher- When Worlds Collide 1492-1590

· Expansion of Europe

· Spanish in the Americas

· French and English Explorations and Encounters

-Chapter 2: Loewen- 1493: The True Importance of Christopher Columbus

- Christopher Columbus, Letter to the King and Queen of Spain, 1694- from Hofstadter

-Chapter 3: Faragher- Planting Colonies in North America. 1588-1701

· Spanish and French in North America

· England in the Chesapeake

· New England Colonies

· Restoration Colonies

· Conflict and War

- William Bradford, Of Plymouth Plantation, 1630-1650 from Hofstadter

-Chapter 3: Loewen- The Truth About the First Thanksgiving

Major Assignments:

Charts: Europeans in North America

Religion in North America

Early Colonies in North America

Learning the DBQ

Learning to Write Thesis Statements

Learning the Free Response Essay

Colonial Exploitation- A Matter of Perception- Center for Learning Activity Lesson 3

Writing Assignments:

1993 DBQ- English Colonies, North and South

2002 FR- Cultural and Economic Responses to British, French, Spanish, to North American Indians before 1750.

Curricular Requirements:

CR 2- The course includes the study of social and cultural developments in US History. All 3 charts, Zinn reading, Lowen reading

CR 3- The course includes the study of diplomacy in US History. Bradford Reading

CR 4- The course includes the study of economic trends in US History. Europeans in North America Chart, Early Colonies Chart

CR 5- The course uses themes and/or topics as broad parameters for structuring the course. Religion in North America Chart

CR 6- The course teaches students to analyze evidence and interpretations presented in historical scholarship. Columbus reading, Bradford reading, Zinn readings, Loewen readings

CR 7- The course includes extensive instruction in analysis and interpretation of a wide variety of sources. Learning the DBQ lessons, Learning the Free Response lessons

CR 8- The course provides students with frequent practice in writing analytical and interpretive essays such as document-based questions and thematic essays. 1993 DBQ, 2002 FR

Themes:

American Diversity: The diversity of the American people and the relationships among different groups. The roles of race class, ethnicity, and gender in US History.

American Identity: Views of the American national character and ideas about American exceptionalism. Recognizing regional differences within the context of what it means to be an American.

Culture: Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film throughout US History. Popular culture and the dimensions of cultural conflict within American Society.

Demographic Changes: Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and density. The economic, social, and political effects of immigration, internal migration, and migration networks.

Economic Transformations: Changes in trade, commerce, and technology across time. The effects of capitalist development, labor and unions, and consumerism.

Environment: Ideas about the consumption and conservation of natural resources. The impact of population growth, industrialization, pollution, and urban and suburban expansion.

Globalization: Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets, imperialism, cultural exchange.

Religion: The variety of religious beliefs and practices in America from prehistory to the twenty-first century; influence of religion on politics, economics, and society.

Slavery and Its Legacies in North America: Systems of slave labor and other forms of unfree labor (e.g., induentured servitude, contract labor) in Native American societies, the Atlantic World, and the American South and West. The economies of slavery and its racial dimensions. Patterns of resistance and the long-term economic, political, and social effects of slavery.

Unit 2- Sept. 18^th- Oct. 6^th

Readings:

-Chapter 4: Faragher- Slavery and Empire, 1441-1770

· Beginnings of African Slavery

· African Slave Trade

· Development of North American Slave Societies

· Becoming African American

· Slavery and the Structure of Empire

· Slavery and Freedom

-Chapter 2: Zinn- Drawing the Color Line

-Chapter 3: Zinn- Persons of Mean and Vile Conditions

-An Act to Impose Duties on the Importations of Slaves, 1740- from Hofstadter

-Malachy Postlewayt, The Advantages of The Africa Trade, 1740- from Hofstadter

-Resolution of the Virginia House of Burgesses on Colonial Authroity, 14 November 1764- from Hofstadter

-Chapter 5: Faragher- The Cultures of Colonial North America, 1700-1780

· North American Regions

· Diverging Social and Political Patterns

· The Cultural Transformation of British North America

Major Assignments:

Slavery Primary Documents Analysis

Library Of Congress Slave Narrative Assignment

Colonies Map

Bacon’s Rebellion Simulation

1^st Great Awakening Quiz

Salem Witch Trial Answering Machine Messages

Puritan Childhood

Pilgrims vs. Puritans Chart

Colonial Will writing

French and Indian War Children’s Books

Writing Assignments:

1976 DBQ Democracy in Wethersfield

1973 FR- Why did the institution of slavery command the loyalty of the vast majority of antebellum whites, despite the fact that only a small percentage of them owned slaves?

2001 FR- Economic, geographic, social factors increase growth of slavery 1607-1775.

Curriculum Requirements:

CR 1- The course includes the study of political institutions in US History. House of Burgesses Reading

CR 2- The course includes the study of social and cultural developments in US History. All African culture, Salem Witch Trials, 1^st Great Awakening

CR 3- The course includes the study of diplomacy in US History. French and Indian War

CR 4- The course includes the study of economic trends in US History. Salutory Neglect, Slave Trade, farming

CR 5- The course uses themes and/or topics as broad parameters for structuring the course. African American History, Religion in America, Rebellion for Democracy

CR 6- The course teaches students to analyze evidence and interpretations presented in historical scholarship. Slave Narratives, Hofstadter readings

CR 7- The course includes extensive instruction in analysis and interpretation of a wide variety of sources. Hofstadter readings, Zinn readings

CR 8- The course provides students with frequent practice in writing analytical and interpretive essays such as document-based questions and thematic essays. 1976 DBQ, 1973 FR, 2001 FR

Themes:

American Diversity: The diversity of the American people and the relationships among different groups. The roles of race class, ethnicity, and gender in US History.

American Identity: Views of the American national character and ideas about American exceptionalism. Recognizing regional differences within the context of what it means to be an American.

Demographic Changes: Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and density. The economic, social, and political effects of immigration, internal migration, and migration networks.

Economic Transformations: Changes in trade, commerce, and technology across time. The effects of capitalist development, labor and unions, and consumerism.

Globalization: Engagement with the rest of the world from the fifteenth century to the present: colonialism, mercantilism, global hegemony, development of markets, imperialism, cultural exchange.

Politics and Citizenship: Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state. Defining citizenship; struggles for civil rights.

Slavery and Its Legacies in North America: Systems of slave labor and other forms of unfree labor (e.g., induentured servitude, contract labor) in Native American societies, the Atlantic World, and the American South and West. The economies of slavery and its racial dimensions. Patterns of resistance and the long-term economic, political, and social effects of slavery.

Unit 3- Oct. 9^th- Oct. 27^th

Readings:

- Governor William Berkley on Bacon’s Rebellion, 19 May 1676- from Hofstadter

- Bacon’s Declaration In the Name of the People, 30 July 1676- from Hofstadter

-Chapter 6: Faragher- From Empire to Independence, 1750-1776

· Seven Years War in America

· Imperial Crisis in British North America

· “Save your money and save your country”

· From Resistance to Rebellion

· Deciding for Independence

-Chapter 4: Zinn –Tyranny is Tyranny

-Olive Branch Petition- from Hofstadter

-Thomas Paine, Common Sense, 1776- from Hofstadter

-Declaration of Independence, 1776

-Chapter 7: Faragher- The Creation of the United States, 1776-1786

· War for Independence

· United States in Congress Assembled

· Revolutionary Politics in the States

-Chapter 5: Zinn- A Kind of Revolution

-Federalist Papers (selections) - from Hofstadter

-Chapter 8: Faragher- The United States of North America, 1787-1800

· Forming a New Government

· The New Nation

· Federalists and Republicans

· “The Rising Glory of America”

-Articles of Confederation

-Constitution of the United States

-Chapter 6: Zinn- The Intimately Oppressed

Major Assignments:

Iroquois Confederacy Comparison Chart with the Constitution

Unite or Die political cartoon writing

Signers of Declaration of Independence Biography assignment

Economic Acts: puzzles, posters, presentations

Federalist Papers presentations and research

Constitution Comparison Chart with Articles of Confederation

Path to Revolution- Center for Learning

Writing Assignments:

2004 DBQ French and Indian War

1999 DBQ Identity of Colonists

2005 DBQ American Revolution

1986 FR- Conflict between England and 13 colonies economics or politics?

Curriculum Requirements:

CR 1- The course includes the study of political institutions in US History. Bacon’s Rebellion, Articles of Confederation, Federalist Debates, Constitution

CR 2- The course includes the study of social and cultural developments in US History. Common Sense, Bacon’s Rebellion

CR 3- The course includes the study of diplomacy in US History. Bacon’s Rebellion, Olive Branch Petition, Declaration of Independence

CR 4- The course includes the study of economic trends in US History. End of Salutory Neglect, No Taxation Without Representation

CR 5- The course uses themes and/or topics as broad parameters for structuring the course. Development of Democracy and Freedom in America

CR 6- The course teaches students to analyze evidence and interpretations presented in historical scholarship. Hofstadter readings, Zinn readings

CR 7- The course includes extensive instruction in analysis and interpretation of a wide variety of sources. Federalist Papers Research and Presentations

CR 8- The course provides students with frequent practice in writing analytical and interpretive essays such as document-based questions and thematic essays. 2004, 1999, 2005 DBQs, 1986 FR

Themes:

American Identity: Views of the American national character and ideas about American exceptionalism. Recognizing regional differences within the context of what it means to be an American.

Economic Transformations: Changes in trade, commerce, and technology across time. The effects of capitalist development, labor and unions, and consumerism.

Politics and Citizenship: Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state. Defining citizenship; struggles for civil rights.

War and Diplomacy: Armed conflict from the precolonial period to the twenty-first century; impact of war on American foreign policy and on politics, economy, and society.

Unit 4- Oct. 30^th- Nov. 17^th

Readings:

-Chapter 9: Faragher- An Agrarian Republic

· Growth of American Communities from Coast to Coast

· A National Economy

· Jefferson Presidency

· Renewed Imperial Rivalry in North America

· War of 1812

· Defending the Boundaries

-Chapter 7: Zinn- As Long as Grass Grows or Water Runs

-Virginia and Kentucky Resolutions, 1798- from Hofstadter

-Marbury vs. Madison, 1803- from Hofstadter

Chapter 10 : Faragher -The Growth of Democracy, 1824-1840

· New Democratic Politics

· Jackson Presidency

· Internal Improvements: Building an Infrastructure

· Jackson and His Opponents: The Rise of the Whigs

· Second American Party System

· American Arts and Letters

-Andrew Jackson, Bank Veto Message, July 10, 1832 - from Hofstadter

Chapter 11: Faragher- The South and Slavery, 1790-1850s

· King Cotton and Southern Expansion

· To Be a Slave

· African American Community

· Yeoman and Poor White People

· Planters

· Defense of Slavery

-William Lloyd Garrison, The Liberator, Jan. 1, 1831 - from Hofstadter

-Harriet Beecher Stowe, Uncle Tom’s Cabin, 1852- from Hofstadter

Major Assignments:

Lewis and Clark PBS Website assignment

War of 1812 Textbook assignment- should it stay or should it go?

Trail of Tears Ethical dilemma

Foundations of American Foreign Policy- Center for Learning

Development of Political Parties- Center for Learning

Role of the Judiciary in the Creation of the Nation State- Center for Learning

Writing Assignments:

2002 Form B DBQ Era Of Good Feelings

1990 DBQ Jacksonian Democracy

1981 DBQ Northern Middle-Class Women

1994 FR- Development of American Society: Puritanism during 17^th Century, Great Awakening during 18^th Century, 2^nd Great Awakening during19th Century

Curriculum Requirements:

CR 1- The course includes the study of political institutions in US History. Marbury vs. Madison, Universal White Male Suffrage

CR 2- The course includes the study of social and cultural developments in US History. Universal White Male Suffrage, Trail of Tears, Lewis and Clark expedition

CR 3- The course includes the study of diplomacy in US History. Lewis and Clark Expedition, Foundations in American Foreign Policy

CR 4- The course includes the study of economic trends in US History. Bank Wars, Specie Circular

CR 5- The course uses themes and/or topics as broad parameters for structuring the course. African American History, Voting Rights, Women’s Rights

CR 6- The course teaches students to analyze evidence and interpretations presented in historical scholarship. Role of the Judiciary in the Creation of the Nation State and John Marshall, War of 1812 activity

CR 7- The course includes extensive instruction in analysis and interpretation of a wide variety of sources. Hofstadter readings, Zinn readings

CR 8- The course provides students with frequent practice in writing analytical and interpretive essays such as document-based questions and thematic essays. 2002, 1990, 1981 DBQs, 1994 FR

Themes:

American Diversity: The diversity of the American people and the relationships among different groups. The roles of race class, ethnicity, and gender in US History.

American Identity: Views of the American national character and ideas about American exceptionalism. Recognizing regional differences within the context of what it means to be an American.

Demographic Changes: Changes in birth, marriage, and death rates; life expectancy and family patterns; population size and density. The economic, social, and political effects of immigration, internal migration, and migration networks.

Economic Transformations: Changes in trade, commerce, and technology across time. The effects of capitalist development, labor and unions, and consumerism.

Politics and Citizenship: Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state. Defining citizenship; struggles for civil rights.

Reform: Diverse movements focusing on a broad range of issues, including anti-slavery, education, labor, temperance, women’s rights, civil rights, gay rights, war, public health, and government.

Slavery and Its Legacies in North America: Systems of slave labor and other forms of unfree labor (e.g., induentured servitude, contract labor) in Native American societies, the Atlantic World, and the American South and West. The economies of slavery and its racial dimensions. Patterns of resis