Overview:
Welcome to Advanced Placement U.S. History. This course will be designed as a college level course giving you the opportunity to earn college credits. You will take the AP exam in May, which may give you College credits. It is your responsibility to find out what score you will need on this exam to give you those credits at the college of your choice. We will talk a lot more about this exam later.
Since you are taking this course in high school, you will earn high school credits as well. Your grade will be based on my evaluations of your work and participation throughout the year. This will be a very rigorous course requiring a lot of outside work on your part to be successful. You are expected to complete all assignments and readings outside of class. Class time will mostly be spent on discussions and lecture style learning. You will find it difficult to participate if you do not do the work outside of class.
All assignments will be turned in on a specified date and no late work will be accepted. There will be no exceptions to this rule unless I approve a circumstance before hand. If you are absent, you will have my e-mail address so that you will be able to send me your work as an attachment.
Advanced Placement U.S. History is separated into six areas:
- The Age of Discovery and American Colonies
a. New World Beginnings
b. The Planting of English America
c. Settling the Northern Colonies
d. American Life in the Seventeenth Century
e. Colonial Society on the Eve of Revolution
II. Conflict and Causes for a Revolution
a. The Duel for North America
b. The Road to Revolution
c. America Secedes from the Empire
III. A New Nation
a. The Confederation and the Constitution
b. Launching the New Ship of State
c. The Triumphs and Travails of the Jeffersonian Republic
IV. Nationalism and Democracy
a. The Second War for Independence and Upsurge of Nationalism
b. The Rise of Mass Democracy
V. Rise of American Culture and Reform
a. Forging the National Economy
b. The Ferment of Reform and Culture
VI. Manifest Destiny and Sectionalism
a. The South and the Slavery Controversy
b. Manifest Destiny and Its Legacy
c. Renewing the Sectional Struggle
d. Drifting Toward Disunion
VII. Civil War and Reconstruction
a. Girding for War: The North and the South
b. The Furnace of Civil War
c. The Ordeal of Reconstruction
VIII. Forging an Industrial Society
a. Political Paralysis in the Gilded Age
b. Industry Comes of Age
c. America Moves to the City
IX. The Great West
a. The Great West and the Agricultural Revolution
X. Imperialism and the Progressive Era
a. Empire and Expansion
b. Progressivism and the Republican Roosevelt
c. Wilsonian Progressivism at Home and Abroad
d. The War to End War
XI. World War One (The Great War)
a. The War to End War
XII. The 1920s
a. American Life in the “Roaring Twenties”
b. The Politics of Boom and Bust
XIII. Great Depression and Recovery
a. The Great Depression and New Deal
XIV. World War Two
a. Franklin D. Roosevelt and the Shadow of War
b. America in World War II
XV. Cold War
a. The Cold War Begins
b. The Eisenhower Era
c. The Stormy Sixties
d. The Stalemated Seventies
XVI. 1980s and Beyond
a. The Resurgence of Conservatism
b. America Confronts the Post-Cold War Era
Your grade in this course will be determined by:
Exams: 45%
Quizzes: 20%
Projects: 15%
Homework: 10%
Class Participation: 10%
- All Exams will be in the format of the AP exam. They will consist of Multiple Choice questions and a Free Response section. Each section will be timed and no extra time will be given.
- Some projects will be individual and some will be group projects. There will be very little class time devoted to projects, which means you must fit these into your own personal schedule.
- Each chapter will be accompanied by discussion questions which you must answer and turn in by a given deadline. Other assignments will be given at my discretion. Free-response questions will be assigned at my discretion for each unit. We will go over these later.
- Participation in this class is critical. At the end of each class period you are to turn in an index card showing your verbal participation for that period. I will evaluate the cards and issue a number of points based on your comments. I will keep track of the points and your total number will be your participation grade for the nine weeks. You can earn a maximum of forty points but you may not accumulate more than two points in one day.
Class Materials:
You will need the following materials in this course.
1. Textbook: The American Pageant 13th edition by Kennedy, Cohen, and Bailey.
2. The American Spirit 11th edition Volume 1 & 2
3. The American Pageant Guidebook: Manuel for Students 13th edition
4. Fast Track AP Preparation Book by Mark Epstein
Deadlines:
Deadlines will be set by the instructor and may only be changed by the instructor. All assignments are due by the deadline regardless of your attendance. No late work will be accepted. If you are absent when an exam is given, you must make-up the exam before or after school on your next day back. I will provide you with my e-mail address so that you can stay in contact with me and for assignments in case you are not in class.
Discipline:
You have chosen to participate in a college level course so I do not anticipate dealing with discipline problems. In my eyes you are all college freshmen.
Respect:
This course will deal with very controversial issues. We will all work together to create an environment where everyone is comfortable sharing their ideas. I will need your help with this. Disrespect will not be tolerated.
Communication:
Every student must provide the instructor with an e-mail address. My e-mail address is ______. It is important that you communicate with me if an emergency should arise. This email address is for school related emails only. Your parents are welcome to email me with any questions or concerns.
Fees:
For this course there is a $75 fee to cover the cost of the AP Exam.
Important Web Sites:
AP US History historyteacher.net
AP Courses collegeboard.com
US Senate senate.gov
US House of Reps. house.gov
US Supreme Court supremecourtus.gov
White House whitehouse.gov
New York Times nytimes.com
Washington Post washingtonpost.com
USA Today usatoday.com
C-Span c-span.org
CNN cnn.com
Grading Scale:
Numerical Grade / Letter Grade100-93 / A
92-85 / B
84-77 / C
76-70 / D
69-0 / F
Textbook and Readings:
David M. Kennedy, Lizabeth Cohen, and Thomas Bailey. The American Pageant: A History of the
Republic, Advanced Placement Edition (Boston: Houghton Mifflin Co., 2006).
David M. Kennedy and Thomas Bailey. The American Spirit: United States History as Seen by Contemporaries (Boston: Houghton Mifflin Co., 2006).
Assessments:
Students will be given unit tests at the conclusion of each assigned unit to judge their comprehension and understanding. Throughout each unit students will be asked to complete various assignments including vocabulary, DBQ’s, graphic organizers, chapter themes, timelines, and thematic essays.
Course Outline:
1. The Age of Discovery and American Colonies (1492 – 1769):
Readings: American Pageant Ch 1-5
Theme(s):
- First Discoverers of America and their contact with Native Americans
- Territorial Expansion and Imperialism
- Religious discontent and divisions
- Advanced development of the Middle Colonies
- New England’s social dynamics
- Colonial culture taking on American qualities through education, free press, and self government
Primary Sources:
Cortes Conquers Mexico / Aztec Describe the Spanish Conquest / A Slave Taken to Barbados / The Starving Time / Governor William Berkeley Reports / The Great Indian Uprising / Persecution of Catholics / Framing the Mayflower Compact / Anne Hutchinson is Banished / A Contract for an Indentured Servant / The Baconite Grievances / Benjamin Franklin Analyzes the Population /
Important Historical Figures/Terms:
Columbus
Cortes
Montezuma II
John Smith
Pocahontas
Jamestown, VA
The "Starving Time"
Virginia Company
Lord De La Warr
Captain John Smith
Powhatan
Pocahontas
John Rolfe
Headright system
House of Burgesses
Royal colony
George Calvert
Proprietorship
Maryland Toleration Act
Indentured servant
Gov. William Berkeley
Nathaniel Bacon
English Reformation
"The Great Migration"
Puritan
Church of England (Anglican Church)
Congregationalists
"Middling sort"
Pilgrims [Separatists]
The "elect"
Mayflower Compact
Squanto
MA Bay Colony
John Winthrop
Covenant
Thomas Hooker
Fundamental Orders of CT
Fundamental Articles of New Haven
New England town meetings
Roger Williams
Anne Hutchinson
Antinomianism
Theocracy
Pequot War
Captain John Mason
Wampanoag
King Philip's War
Flintlock musket
Stuart Restoration
Peter Stuyvesant
Dutch Reformed Church
Sir George Carteret
Quakers
George Fox
Margaret Fell
"Inner Light"
Charters of Liberty
William Penn
Barbados
James Oglethorpe
John Locke
Two Treatises on Government
Atlantic trading system
Indigo
African "Rice Coast"
Gullah
Mercantilism
Board of Trade & Plantations
Dominion of New England
Sir Edmond Andros
Navigation Acts
Enumerated goods
Stono Rebellion
Rev. Increase Mather
Salem Witch Trials
Rev. Cotton Mather
Rev. George Burroughs
Essay Topics:
- Discuss the motives, expectations, problems, and rewards associated with the age of European expansion
- Discuss English treatment of the Irish and its consequences
- To what extent was the New England Confederacy a first step toward colonial unity
- What were the short term and long term consequences of the American colonists seeking foreign markets for their exports
Possible Assignments:
- Develop a chart comparing the relationship between Spain, France, and England with Native Americans
- Have students read pertinent documents relating to the Chesapeake and New England colonies (ex. indenture contract & “City Upon A Hill” speech) and make comparison notes on the two colonial societies
- Teach DBQ writing process with past DBQ comparing Chesapeake and New England colonies. Have students brainstorm responses, analyze documents with S.O.A.P.S method in groups, and report to class. Supervise writing of thesis statements
2. Conflict and Causes for a Revolution (1608 – 1783):
Readings: American Pageant Ch 6-8
Theme(s):
- Britain and France struggle for control in North America
- France is defeated in the Seven Years’ War
- Britain’s victory reveals long standing tensions between the Mother Country and her colonies in North America
- Tension increase between Britain and colonies based around the mercantile system
- Radicals in Boston test Britain’s authority and start to protest tightening control
- The war divides Americans, many whom remain loyal to Britain
- Americans, with assistance from France gain independence
Primary Sources:
Benjamin Franklin characterizes General Braddock / Pontiac Rallies His Warriors / A Lawyer Denounces Search Warrants / Two Views of the British Empire / Patrick Henry Demands Boldness / Thomas Paine Talks Common Sense (1776) / Tories Fear French Catholics / Vengeance on the Tories / The Hanging of a Loyalist
Important Historical Figures/Terms:
"Era of Salutary Neglect"
Albany Plan of Union
Iroquois Confederacy
Treaty of Utrecht
Fort Necessity
Fort Duquesne
General Edward Braddock
William Pitt
Seven Years' War
French and Indian War
The "Great War for Empire"
Fort William Henry
Treaty of Paris of 1763
King George III
George Grenville
Sugar Act (1764)
Currency Act (1764)
Stamp Act (1765)
Paxton Boys
Pontiac's Rebellion
Proclamation of 1763
Patrick Henry
Stamp Act Congress
Sons of Liberty
Samuel Adams
Declaratory Act (1766)
Mutiny [Quartering] Act (1765)
Townshend Acts (1767)
Boston Massacre
Crispus Attucks
Massachusetts Circular Letter
John Adams
John Dickinson
Letters from a Farmer in Pennsylvania
Actual representation
Virtual representation
Writs of assistance
Gaspeé Incident
Tea Act (1773)
Mercy Otis Warren
Daughters of Liberty
Non-importation
Boston Tea Party
Coercive [Intolerable] Acts (1774)
Quebec Act (1774)
First Continental Congress
Committees of Correspondence
Conciliatory Propositions
Lexington and Concord
General Thomas Gage
Patriots
Olive Branch Petition
Declaration on the Causes of Necessity of Taking Up Arms
Prohibitory Act (1775)
Thomas Paine
Common Sense
Declaration of Independence
Articles of Confederation
Marquis de Lafayette
Continental Army
Kazimierz Pulaski
Baron von Steuben
Battle of Trenton
Hessians
Valley Forge, PA
General William Howe
"Gentleman Johnny" Burgoyne
Fort Ticonderoga
Franco-American Alliance of 1778
Battle of Saratoga
Benedict Arnold
Nathaniel Greene
Count de Rochambeau
Admiral de Grasse
General Cornwallis
Battle of Yorktown
Peace of Paris, 1783
Loyalists
Manumission
Judith Sargent Murray
Abigail Adams
"Virtuous Republic"
Republicanism
"Critical Period"
Ordinance of 1784
Ordinance of 1785
Cadastral system
Northwest Ordinance of 1787
Little Turtle
Battle of Fallen Timbers
Treaty of Greenville
Shays' Rebellion
Newburgh Conspiracy
Annapolis Convention
Virginia Plan
New Jersey Plan
Great Compromise of 1787
Essay Topics:
- Washington, awful general or excellent leader?
- Was the Seven Years’ War a World War?
- To what extent did the Seven Years’ War contribute to the American Revolutionary War?
- Compare and Contrast the reasons for unity and the reasons for disunity in the American colonies before and after the Seven Years’ War.
- Why was the Ohio Valley and area of conflict for Britain and France?
- What role did pamphlets, boycotts, and mob action play in the American Revolution?
- Compare and Contrast the advantages and disadvantages of the British and colonists as the American Revolutionary War began.
- Explain the characteristics of a virtuous leader
- What qualities made George Washington a virtuous leader?
- Explain the importance of the Battle of Saratoga
Possible Assignments:
- Create a timeline of the various laws imposed on the colonists by England and the colonial reactions. Read pertinent colonial responses (ex. Resolution of the Stamp Act Congress) and summarize the arguments on taxation by both sides. Write an essay on whether the American Revolution was inevitable.