Chapin High School
AP® U.S. History Syllabus
Ms Whitmore
2016-2017
Course: AP U.S. History Length of Course: 1 yearInstructor: Ms Whitmore Credits: 1
E-Mail: Type: AP
Voice Mail:(803) 575- / South Carolina
Uniform Grading Scale:
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = 59 and Below
I. Course Description:
Advanced Placement U.S. History is a college level survey course of U.S. History from the pre-Columbian period to the present. It is designed to provide students with the analytical skills, factual knowledge and writing proficiency to deal critically within the context of U.S. history. This course will give students a foundation in the subject matter and in major interpretive questions that derive from the study of selected themes.
As AP U.S. History focuses on analytical thinking skills, mastery of key concepts and expository writing, students who fully participate and demonstrate academic growth throughout the year will also become college ready in terms of decoding a college text and being exposed to college skill sets. Students should expect an increased work load with an average of 1 1/2 to 2 hours of homework per class session. This course is also constructed to prepare students to take and pass the AP Exam in May. Students who pass the exam may receive both high school and college credit for taking the course (check with specific colleges for information regarding their exact policies). Students will take the AP U.S. History Exam on Friday, May5th.
II. Instructional Goals:
Themes:
These skills reflect the tasks of professional historians:
1. Identity (ID)
2. Work, Exchange, and Technology (WXT)
3. Peopling (PEO)
4. Politics and Power (POL)
5. America in the World (WOR)
6. Environment and Geography (ENV)
7. Ideas, Beliefs, and Culture (CUL)
Historical Thinking Skills
Chronological Reasoning
- Historical Causation
- Patterns of Continuity and Change Over Time
- Periodization
Comparison and Contextualization
- Comparison
- Contextualization
Crafting Historical Arguments from Historical Evidence
- Historical Argumentation
- Appropriate Use of Historical Evidence
Historical Interpretation and Synthesis
- Interpretation
- Synthesis
III. Textbook and Resources:
Students will have nightly reading assignments from Henretta, J.., et al. (2014), America’s History (8th ed.)., Boston, MA: Bedford/St. Martin’s. Secondary source assignments will be primarily found in Zinn, H., (2005). A People’s History of the United States, New York: Harper Perennial Modern Classic as well as Oakes, S. (2010) Portraitof America (10th ed), New York NY, Vintage. Additionally, students will read primary source documents, speeches, etc. (textual), in addition to examining and analyzing political cartoons, art, maps (images) and graphical information (quantitative), as well as secondary sources examining differing viewpoints and perspectives.
Students are expected to have a dedicated 3 ring binder (4 inch) with an ‘endless’ supply of binder paper for this class as well as number 2 pencils, black or blue ink pens (no felt tip pens) and hi-liters. Students also need to have a steady supply of binder paper for our numerous writing activities (short answer questions, essays, DBQs), as well as for note taking (only paper will be used for class note taking [no electronic notes due to availability of other apps and temptations]) and additional class activities. Students are expected to complete hard copies of homework assignments.
IV. Scope and Sequence:
Covered at the end of the syllabus
V. Assessment:
Grade Percentages:
Coursework (homework assignments, class work, projects, document analysis, etc.)25%
Multiple Choice Tests and Quizzes30%
Essays, DBQs, Short Answer Questions45%
Grade Components:
First Semester Grade: 1st quarter: 40% 2nd quarter: 40% semester mid-term: 20%
Second Semester Grade: 3rd quarter: 50% 4th quarter 50%
Year Grade: the year grade is determined by the two semester grades and the State End of Course Exam which accounts for 20 % of the student’s year grade.
1st Semester: 40% 2nd Semester: 40% End of Course Exam: 20%
Academic Integrity:
It is essential that students demonstrate the highest levels of academic integrity in the class. Students who have copied, cheated or plagiarized will have the assignment/exam/essay scored with a ‘0’. Not only will the student who copied from another student be penalized, but the student who allowed the copying will be penalized as well (as cheating also involves one who allows his/her own work to be copied by another). Please be aware that changing a ‘few words’ is still a form of plagiarizing. The using of another’s work and/or idea(s) is considered to be plagiarism. There is a growing trend of students using phones, electronic devices in order to cheat. Should a student be caught win unapproved electronic use during class, that student will not only have the device taken away, but will receive a ‘0’ on whatever activity the class in involved in at that time.
VI. Attendance:
Consistent, timely attendance is essential for student success in AP U.S. History. Please consult the class schedule for all assignments and due date. If a student is absent, that student is able to access that night’s homework, etc., through the class schedule. Students who are out with an illness may make arrangements with the teacher upon their return for missed assessments.
If you will be out of class due to a previously approved/scheduled field trip, appointment, extracurricular activity (including sports), etc., you must turn in your assignment(s) and/or take the scheduled test/essay before you leave for the activity (i.e. before the day of the missed class).
Class Contacts: Students upon whom you may contact for help or information related to class
The AP Exam:
AP Score / Qualification5 / Extremely well qualified
4 / Well qualified
3 / Qualified
2 / Possibly qualified
1 / No recommendation
The AP U.S. History Exam is 3 hours and 15 minutes long and includes both a 100 minute multiple-choice/short-answer section and a 95 minute free-response section. Each section is divided into two parts, as shown in the table below. Student performance on these four parts will be compiled and weighted to determine an AP Exam score. The multiple-choice section accounts for 40% of a student’s score while the written components account for 60% of the score.
Section / Question Type / Number of Questions / Timing / Percentage of Total Exam ScoreI / Part A: Multiple-choice questions / 55 questions / 55 minutes / 40%
I / Part B: Short-answer questions / 4 questions / 45 minutes / 20%
II / Part A: Document-based question / 1 question / 60 minutes / 25%
II / Part B: Long essay question / 1 question (choice-2) / 35 minutes / 15%
Historical Periods:
Period / Date Range1 / 1491-1607
2 / 1607-1754
3 / 1754-1800
4 / 1800-1848
5 / 1844-1877
6 / 1865-1898
7 / 1890-1945
8 / 1945-1980
9 / 1980-present
Period 1:1491-1607
Readings: Textbook Chapters 1, 2; Secondary Sources: Chapter 1 (Columbus), A People’s History, Stannard “The American Holocaust: Columbus and the Conquest of the New World”; Primary Source Textuals: Columbus’ Journal, Columbus’ Letter to Ferdinand and Isabella of Spain; Virginia Company Charter; Map (images): New Spain, New France, British Colonies; Graph (quantitative): Columbian Exchange
Students will analyze demographic and economic changes among Native American populations as a result of European colonization. Students will complete a comparison chart on Native cultures/societies in North America.
Themes: ID, WXT, PEO, ENV, CUL
Period 2:1607-1754
Readings: Textbook Chapters 3, 4; Primary Source Textual Docs: Mayflower Compact, Fundamental Orders of Connecticut, Maryland Act of Toleration, Albany Plan of Union, Enlightenment Philosophes, etc.; Maps (images): British Colonies, Video: Massacre at Mystic (Pequot War); Graphs (quantitative): Middle Passage, Mercantilism (trade)
Students will compare European colonial development as well as the demographics of each region by completing comparison charts. Students will examine and analyze selected Enlightenment philosophers. Themes: ID, WXT, PEO, POL, ENV, CUL
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Period 3:1754-1800
Readings: Textbook Chapters 5, 6, 7 8; Secondary Sources: Chapters 5, 6 A People’s History (A Kind of Revolution and The Intimately Oppressed);Brands “Miracle at Philadelphia”; Primary Source Textuals: 2nd Treatise on Civil Government, Common Sense, Declaration of Independence, Articles of Confederation, Federalist 10, Federalist 78, the Constitution, Washington’s Farewell Address, the Alien and Sedition Acts; Video: Shay’s Rebellion; Maps (images): North America (leading to French/Indian War), Territorial Gains from French/Indian War.
Students will analyze and connect Enlightenment thought to the Declaration of Independence and the Constitution. Students will complete a cause and effect chart ‘Path to Revolution’. Students will debate seeking independence. Students will analyze the start and effects of the two party system. Themes: ID, PEO, POL, WOR, CUL
Period 4:1800-1848
Readings: Textbook Chapters 9, 10, 11, 12. 13; Secondary Sources: Chapter 7 A People’s History (As Long as Grass Grows or Water Runs), Berlin “I will be Heard: William Lloyd Garrison and the Struggle Against Slavery:Primary Source Textuals: Selected excerpts from Henry David Thoreau, Walt Whitman, etc.; Documents: Monroe Doctrine, Jackson on Nullification, American Anti-Slavery Society, Horace Mann Report #12, Seneca Falls Declaration; Video: Political Events and Changes; Maps (images): Land Acquisitions; Graphs (quantitative): Increase in Slavery, Demographics and Migration.
Students will complete a chart of Early 19th Century Reform Movements, analyze Regional Developments (including Internal Improvements). Themes: ID, WXT, PEO, POL, WOR, ENV, CUL
Period 5:1844-1877
Readings:Textbook Chapters 14, 15, 16; Secondary Source: Chapter 8 A People’s History(We Take Nothing by Conquest); Primary Source Textuals: On Manifest Destiny, Dred Scott, A House Divided, Gettysburg Address, Lincoln’s Second Inaugural Address, Secession Proclamation, A Confederate Lady’s Diary; Video: Slave Narratives Civil War (The Causes), Lincoln, Up From Slavery (Emancipation Proclamation); Maps (images): Land Acquisitions, The Union and Confederacy, Military Districts; Art (images): review of artistic and literary movements from the Colonial Era to the Civil War; Graphs (quantitative): Population and Demographics Before and After the Civil War, Cotton as Basis of National Economy (antebellum).
Students will produce a photo-story analyzing the effects and effectiveness of Reconstruction (prompts provided by the teacher). Students will analyze and compare colonial religious intolerance with the nativist movements of the mid-1800s. Themes: ID, WXT, PEO, POL, WOR, ENV, CUL
Period 6:1865-1898
Readings:Textbook Chapters 17, 18, 19, 20; Secondary Sources: Ch. 11 A People’s History (Robber Barons and Rebels),Utley “Sitting Bull and the Sioux Resistance”; Primary Source Textuals: People’s Party Platform, Treaty of Fort Laramie, Amendments: 13, 14, 15, Plessy v. Ferguson; Video: The Textile Industry; Maps (images): Westward Expansion, Native Americans of the West; Political Cartoons (images): Boss Tweed and Tammany Hall, Standard Oil Monopoly; Graph(quantitative): Historical Patterns of Immigration
Students will complete a chart on westward expansion. Students will chart immigration patterns and resistance from the colonial era to the new immigration of the late 1800s. Students will debate either Are Freemen truly Free or on the Success of Reconstruction. Students will take the mid-term which will include an extended testing section on Period 6 as well as testing concepts and information starting with the summer assignment.
Themes: ID, WXT, PEO, POL, WOR, ENV, CUL
Period 7:1890-1945
Readings: Textbook Chapters 21, 22, 23, 24, 25; Secondary Source: Ch. 13, 15 A People’s History (The Socialist Challenge, Self-Help in Hard Times); Primary Source Textuals: The Jungle, Anti-Imperialist League, New Nationalism, Roosevelt Corollary; Maps (images): American Imperialism, WWI, WWII; Videos: J.P. Morgan, Presidential Policies, The Scopes Trial, WWI, Great Depression (Stock Market), Dust Bowl, WWII; Graphs (quantitative): Stock Market, Imports/Exports (Depression), Dust Bowl; Art (images, audio, textual): review of art movements, including performing arts as well as literary arts from Reconstruction to World War II.
Students will complete a worksheet of Progressivism and the New Deal. Students will complete a cause and effect chart of the economic developments of the 1920s. Students will compare the Sedition Act of 1917 with the Sedition Act of 1798. Themes: ID, WXT, PEO, POL, WOR, ENV, CUL
Period 8:1945-1980
Readings: Textbook Chapters 26, 27, 28, 29 30;Secondary Source:Chapters 17, 18 A People’s History (Or Does It Explode?, The Impossible Victory: Vietnam); Primary Source Textuals: The Marshall Plan, Brown v. Board of Education; Maps: Civil Rights, Vietnam; Videos: A Time for Justice, Vietnam, 1968, Presidential Policies; Graphs (quantitative): Changing Education Statistics for African-Americans, Tonnage of Bombs-WWII and Vietnam, Presidential Election Results
Students will chronicle the African-American Civil Rights movement from Reconstruction to the 1960s. Students will complete a worksheet on The New Frontier and the Great Society, create a continuum on Domestic Stability, a Chart on the second wave of Feminism, rights for Mexican-Americans and Native Americans, and a comparison worksheet on the domestic, social and foreign events during the Presidencies of Ford, Carter and Reagan. Themes: ID, WXT, PEO, POL, WOR, ENV, CUL
Period 9:1980-present
Readings: Textbook Chapters 31, 32;Secondary Source: Chapters 21, 24 A People’s History (Carter-Reagan-Bush, Clinton); Map (images): Conflicts in the Middle East. Video: Presidential policies; Graphs (quantitative): Political Party Participation, Migration Patterns
Students will chronicle governmental restrictions on rights and liberties from the Alien and Sedition Acts of 1789 to the Patriot Act of 2001. Students will compare of New Republicanism (Eisenhower) and New Conservatism (Reagan).
Themes: ID, WXT, PEO, POL, WOR, ENV, CUL
Students will take multiple choice tests, respond to short-answer questions, write Long Essays, and write Document Based Questions (DBQs) throughout all historical periods.
Key Concepts
Period 1: 1491-1607
On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world.
Key Concept 1.1
Native populations in North America developed social, political, and economic structures based on interactions with the environment as well as with each other.
1. Maize: present-day Mexico northward, supported economic development and social diversification
a. Foraging, hunting-northwest, west
Pueblo
2. Nomadic/mobile lifestyles due to lack of natural resources in the Great Basin and western Great Plains
3. Northeast (Atlantic Seaboard) a mixed agricultural and hunter-gather economy developed
Key Concept 1.2
European overseas expansion resulted in the Columbia Exchange
1. European arrival in the 15th and 16th centuries caused extensive demographic and social change on both sides of the Atlantic
a. Spanish/Portuguese exploration and conquest of the Americas led to epidemics, racially mixed populations, slavery and a caste system
b. Portuguese traders partnered with some African groups leading to slave labor for the Americas
Introduction of new crops and livestock
c. Encomienda system
2. Social/religious, political and economic competition in Europe; empire building
a. Desire for new sources of wealth, increased power and converts to Christianity
b. Crops from America stimulated European population growth
c. Mineral wealth facilitated shift from feudalism to capitalism
d. Mercantilism
e. Improved technology and methods of organization drove economic changes
Key Concept 1.3
Contacts among American Indians, Africans and Europeans challenged their worldviews
1. European views of social, political and economic relationships among and between white and nonwhite
a. Debates of how American Indians should be treated, and as to how ‘civilized’ they were
Bartolome de las Casas
b. European belief in white superiority as justification for subjugation of others
2. Native peoples and Africans strove to maintain political and cultural autonomy
a. Religion, gender roles, family, environment, etc.
b. Africans’ attempt to keep cultural preservation
Period 2: 1607-1754
Europeans and American Indians maneuvered and fought for dominance; distinctive colonial and native societies emerged.
Key Concept 2.1
Diverse patters of European patterns of colonization (imperial goals, cultures and environments)
1. 17th century European national goals resulted in varied models of colonization
a. New Spain: tight control over colonization; convert/exploit natives
b. French and Dutch involved fewer Europeans. Trade alliances and intermarriage with natives.
c. English eventually established colonies based on agriculture, sending relatively large numbers of people.
d. Generally hostile relations with Indians.
2. British-American system of slavery developed out of economic, demographic and geographic characteristics of colonies
a. Rigid racial hierarchy
b. Abundance of land, shortage of indentured servants, Bacon’s Rebellion, unable to enslave native population led to emergence of English Atlantic slave trade (Triangular Trade)
c. The British system enslaved blacks in perpetuity, altered African gender and kinship relationships, etc.
d. Africans developed overt and covert means to resist the dehumanization of slavery
3. British colonies developed regional differences based on environmental, geographic, climate, and natural resources
a. New England Colonies: Puritans, mixed economy
b. Middle Colonies: bread basket (cereal crops)
c. Chesapeake Colonies: cash crops, dependency on indentured servants and slaves
d. Southern Colonies: long growing seasons, cash crops (and staples crops)
e. Colonies in North America and the West Indies used slave labor to build an economy based on crops; in some areas, enslaved Africans were a majority of the population.
Key Concept 2.2
North American colonies stimulated intercultural contact and intensified conflict between various colonizers and natives.
1. Competition over resources led European rivals to conflict
a. Conflicts spread from Europe to North America
Colonies focused on labor sources and producing commodities for Europe
Goals of European leaders often diverges from those of colonists
Dissatisfaction with territorial settlements, defense, etc.
Molasses Act, Smuggling, etc.
2. Clashes between Europeans and Native social and economic values led to cultural changes
a. Role of Columbian Exchange
Goods, diseases, demographics
King Philip’s War
b. Effects of the Pueblo Revolt on New Spain
Europeans increase the intensity and destructiveness of American Indian Warfare
Key Concept 2.3
Increasing political, economic, and cultural exchanges within the “Atlantic World” impacted the development of colonial societies
1. Interactions among Europeans, Africans and Natives stimulated economic growth, social networks and labor systems