Syllabus

AP US History

Instructor: Mr. McAfee480 558-1197

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Course Overview and Format

APUSH is an introduction to US History. It is a rigorous and intensive course that moves at a rapid pace. The scope of the course begins with the emergence of Colonial America (1400s), and continues through the end of the Cold War in the 20th Century. In this course, we will study patterns of social, religious, economic, technological, and political change. We will also be looking for the threads of continuity that tie each of these concepts together. (See attached Course Outline.)

This class will be demanding. Students enrolled in this course are expected to do a considerable amount of reading from both the major text and from supplementary sources. This reading will be done outside of class, and class time will be spent in applying the outside reading to the content and themes of this course. We will do this in a variety of ways, including analysis of Primary and Secondary sources, class discussions, writing, and other activities. All of these are designed to help students achieve success in their academic pursuits and in the Advanced Placement program.

Supplies

Positive AttitudeHigh lighters

Blue/Black ink pensFlash Drive (optional)

180 page spiral-bound notebookCollege-ruled notebook paper

1-1/2” three-ring binder

These supplies are to be brought with you to class every day. The Historian’s Handbook will be used to store unit study guides, lecture notes, handouts, etc. This will be turned in periodically to make sure students are getting the information they need to do well on the exams.

Objectives

  1. To develop an appreciation for the study of United States history
  2. To develop an understanding for processes and methods of historical inquiry
  3. To construct a personal understanding of United States history
  4. To improve writing, research, ad critical thinking skills
  5. To hone thinking skills, analyzing and identifying multiple sides to arguments
  6. To develop a better understanding of the present day United States and the relationship of the individual citizen to the country

Course Textbook

David M. Kennedy, Lizabeth Cohen, and Thomas A. Bailey. The American

Pageant: A History of the Republic 14th Edition (Boston: McDougal Littell/Houghton Mifflin, 2006). [CR1a]

Secondary Sources

Hillsdale College History Faculty, American Heritage: A Reader (Hillsdale, Michigan: Hillsdale College Press, 2011)

Grades and Assignment Policies (subject to change)

  • Grades will be earned using weighted categories as follows: Tests (25%), Quizzes (25%), Class Participation/Socratic Seminars (20%), Notebook (10%), Writing Assignments (20%).
  • Semester grades will be tabulated using a 40%, 40%, 20% formula. Each quarter is worth 40% of the semester grade and the final valued at 20%. A: 90-100% B: 80-89% C:70-79% D:60-69% F:0-59%.
  • If you are taking an excused absence when an assignment was due, you must hand in the assignment at the next class meeting.
  • If you take an excused absence when an assignment was given, you will have the same total number of days to complete the assignment.
  • If you are taking an excused absence when an exam or quiz is given, you must schedule a make-up time with the instructor. The make-up must occur within one week of the original date; otherwise students will earn a zero for the assignment.
  • Assignments turned in after the due date will only be worth PARTIAL credit.
  • If you are having trouble with time management, staying on top of things, or understanding work, come and talk to me before or after school. I can find ways to help you.

Assignments and Assessments

The most taxing component of APUSH is the reading schedule. Students are expected to have read text assignments thoroughly and attentively for homework. Each chapter will be assessed through Advanced Placement style multiple-choice questions. Class time will be spent analyzing perspectives of primary and secondary sources, relating content and ideas to the themes of the course. Unit exams will be comprehensive and include both multiple-choice questions and a document based question or a free response question.

AP Themes

The following themes will be used to categorize information throughout this course.

  • IDENTITY
  • WORK, EXCHANGE, and TECHNOLOGY
  • PEOPLING
  • POLITICS and POWER
  • AMERICA in the WORLD
  • ENVIRONMENT and GEOGRAPHY
  • IDEAS, BELIEF, and CULTURE

AP History Thinking Skills

These skills reflect the tasks of professional historians. While learning to master these tasks, AP U.S. History students act as “apprentice historians.”

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

The Participation Grade

As is the case in all disciplines, class is not just about knowledge acquisition but is instead about learning a process. For my classes, this process is learning how to closely read literature and history, interpret it, make an argument–written or spoken–about the text in question. To my mind, one learns to do this by doing it yourself and watching others (classmates and the instructor) and getting feedback. In other words, if I’m grading the analytical papers you write for my class it makes just as much sense to me that I should be grading your in-class efforts at analysis.

The term class participation is a bit of a misnomer. A more accurate term might be “Student Engagement” or “Scholarship.” One of the greatest gifts we can bequeath to our students is the skillset that will set them up for success in their future academic endeavors. Consequently, this grade consists not only of participating in classroom discussions, but also: coming to class prepared, listening attentively to the teacher and other students when they are speaking, having a good attitude, being on task, asking quality questions, delivering quality and thoughtful answers, etc. When a student employs these techniques and is incentivized to do so, their academic skill set improves and thus they experience success.

This is a class based on collaborative discourse. As such, being prepared to participate in discussions is a course requirement. This entails having read, annotated, and thought about the complete assignment carefully before class starts. Furthermore, you must bring your copy of the text to class every day. Since we will be engaged in closely examining the texts we read and the language that they use, if you don’t have your text then you aren’t prepared for class, even if you have read the assignment. Naturally, this admonition applies to the texts that you will find online.

More broadly speaking: Ask questions. Be curious. You are more than welcome to have a different interpretation of a text than a classmate or me; just be sure to share your perspective in a productive and supportive manner. Since the course will be conducted in a Socratic nature, our class meetings will primarily consist of your responses to the course texts (such as general questions, impressionistic responses, or interpretations of particular passages) and, secondarily, my engagement with your responses. Your thoughts and questions will provide the starting point for our discussions. Your active participation will be consequently factored into your final grade for the course. If you’re reluctant to speak up, please talk to me and we’ll figure out a way for you to participate.

I want students to participate so they can learn from each other. We know that active involvement in learning increases what is remembered, how well it is assimilated, and how the learning is used in new situations. In making statements to peers about their own thoughts on a class topic, students must articulate those thoughts and also submit them to (hopefully constructive) examination by others. In listening to their peers, students hear many different ways of interpreting and applying class material, and thus are able to integrate many examples of how to use the information. Especially in a course that stresses application of material, extensive participation in class discussions is an essential element of students’ learning.

Our job as educators is to take students – whatever level they may be – and move them forward. We use time honored and tested techniques to do so. College-prep schools that employ the Socratic Method also follow this formula – because it works!

What is a Class Participation Grade?

-Bringing required materials to class

-Frequency and Quality of participation

-Prepared for classroom discussions due to having done his/her reading/studying

-Relevant comments based on assigned material

-Group dynamic is improved by student’s presence

-Engaged in classroom discussion and able to give cogent answers when called upon

-Does not disrupt class and classroom discussion

-Any notes that are required are complete and neat

-Comments in class and possible disagreements with the teacher and other students are handled with maturity and sensitivity

-shows an interest in and respect for others’ contributions

What Participation IS NOT

-Raising of the hand in an attempt answer every question whether or not you have anything of quality to offer

-Interjecting in class discussion purely to be “seen” or “counted”

-Talking incessantly, rambling or making tangential comments

What takes away from Class Participation?

-Coming to class ill prepared

-Being disrespectful to students or staff

-Disrupting the learning environment by actions or talking out of turn

-Belittles the opinions of others

-Not following the conversation and thus is not prepared to answer questions when called upon or is off topic

-Discourages and disrupts others that are attempting to participate

-Not taking notes

-Not having homework complete and thus not able to contribute to class discussion of said homework

Student/Parent Acknowledgement

PARENT

I have received a copy of Mr. McAfee’s syllabus and have discussed it with my student.

Parent Signature______Date______

STUDENT

I have received a copy of Mr. McAfee’s syllabus and know what is expected of me. I agree to contribute to a positive learning environment in this class.

Student Signature______Date______

APUSH Semester 1 Course Outline:

Unit1: Colonial History 1491-1700 (2 Weeks –These times are approximate and subject to change)

Readings: Pageant Text Chapters 1-4

Mayflower Compact

A Model of Christian Charity – John Winthrop

Sinners in the Hands of an Angry God – Jonathan Edwards

“The Anatomy of Revolution” – Brinton

Guiding Questions:What were the political, economic, and social motives for colonization? What were the differences and similarities between the New England, Middle, and Southern colonies? What contributed to the development of American political, social, and economic culture?

Activities:

  • Chart Analysis

Students will analyze a chart titled “The Columbian Exchange” and be able to discuss the exchange of animals, plants, disease, and ideas between the Americas and Europe. {WXT-1, POL-1, ENV-1}

  • Construct Compare/Contrast chart “Colonial Regions”

Students will create a chart that demonstrates their understanding of the different economic foundations of the three colonial regions (New England, South, Middle Colonies) and highlights how Natives were affected by the influx of European Immigrants during the colonial period.To complete this chart they will analyze population density maps, maps showing economic activity in the different colonial regions, and maps showing natural resource development in each of the colonial regions. These maps are all in the Kennedy textbook. {WXT-1,PEO-5}

  • C3 Chart “Bacon’s Rebellion”

Students will create a chart that shows understanding of the Causes, Course, and Consequences of Nathaniel Bacon’s Rebellion. {WOR-1, POL-1, ENV-4, WXT-4}

  • Chapter Reading Quizzes (RQs)
  • Socratic Seminars on Readings

Themes:ID, WXT, PEO, POL, ENV

Unit2: Road to Revolution and Independence 1700-1783 (3 Weeks)

Readings: Pageant Text Chapters 5-8

Advice to a Young Tradesman – Benjamin Franklin

Autobiography – Benjamin Franklin

“Common Sense” – Thomas Paine

Causes and Necessities of Taking up Arms – Second Continental Congress

“Declaration of Independence”

Guiding Questions:What is Salutary Neglect? How did British Imperial policies and Colonial response to those policies result in rebellion? How did the Revolution manifest itself, and what was determined by the Treaty of Paris?

Activities:

  • Students will construct Annotated Timeline of British taxation Policies and Colonial response {WXT-2}
  • C3 Chart “French and Indian War”

Students will create a chart that shows understanding of the Causes, Course, and Consequences of the French and Indian War. Students will analyze maps (pp. 114-118 in the Kennedy text) and charts (p. 114 in the Kennedy text labeled “The Nine World Wars”) to show the war as part of a larger world conflict.

  • Chapter Reading Quizzes (RQs)
  • Answering a Free Response Question (FRQ) Essay
  • Thesis Outline
  • Socratic Seminars on Readings

Themes:ID, WXT, POL, WOR, CUL

Unit3: The New Republic and Critical Period 1776-1800 (4 Weeks)

Readings: Pageant Text Chapters 9-12

The Northwest Ordinance

“The Federalist” #1 – Alexander Hamilton

“The Federalist” #10 – James Madison

“The Federalist” #51 – James Madison

Bill of Rights

Washington’s Farewell Address

Kentucky Resolution – Thomas Jefferson

Marbury v Madison

Monroe Doctrine

Guiding Questions:How did the colonial experience influence the creation of the Articles of Confederation? What conditions existed that lead to the creation of the Constitution? What issues surrounded the Federalist debate?

Activities:

  • Students will read and annotate Jefferson’s “Declaration of Independence,” then after instruction on writing a AP Long Essay Question, students will write an essay that addresses the following prompt:

“The history of the present King of Great Britain is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute tyranny over these States.”

Evaluatethe validity of this accusation made against George III in the Declaration of Independence. {ID-1, ID-4, POL-1, WOR-2,}

  • Pro Se Court: Articles of Confederation

After reading Chapter 8 in the We the People book, students will debate the pros and cons of the Articles of Confederation in a pro se court. As the United States struggles to define itself, the first American constitution, the Articles of Confederation, are not up to the task of creating a lasting national unity as evidenced by Shays’ Rebellion. However, Congress did create a lasting legacy under the Articles of Confederation. This assignment allows students to explore the pros and cons of the Articles in a debate setting. {ID-5, POL-2, POL-5, CUL-2}

  • Chapter Reading Quizzes (RQs)
  • Thesis Outline
  • Socratic Seminars on Readings

Themes:ID, WXT, POL, WOR, CUL

Unit4: Jeffersonian, Jacksonian Democracy, and Manifest Destiny 1824-1860 (3 Weeks)

Readings: Pageant Text Chapters 13-17

Letter from the Alamo – Lieutenant-Colonel William Travis

Democracy in America – Alexis de Tocqueville

Sociology for the South – George Fitzhugh

What to the Slave is the Fourth of July? – Frederick Douglass

Guiding Questions:How did the US economy evolve? What were the major developments in the court system during this time? Understand the impact of the War of 1812. Assess the rise of the market economy, immigration patterns, and new production methods. What were the causes and impacts of reform movements in the early 19th century including social reform and abolitionism. How were the concepts of Manifest Destiny and Western expansion linked to the rise of sectionalism in the United States?

Activities:

.

  • Map work:

After comparing maps showing the spread of cotton production in the South between 1820-1860 (p. 376) and distribution of slaves between 1820-1860 (p. 377), students will be able to make inferences and connections between the two, showing how the spread of cotton production caused growth in the distribution of slave labor. {WXT-2}

  • Students will develop a written argument that includes a thesis and is supported by relevant historical evidence that addresses the prompt: “Analyze the ways in which the United States sought to advance its interests in world affairs between 1789 and 1823.” {WOR-5}
  • Students will develop a timeline of American history showing causation.
  • Chapter Reading Quizzes (RQs)
  • DBQ2
  • Socratic Seminars on Readings

Themes:ID, WXT, POL, WOR, CUL

Unit5: Sectionalism, Civil War, and Reconstruction 1848-1877 (5 Weeks)

Readings: Pageant Text Chapters 18-22

“Impending Crisis of the South” – Helper

Dred Scott v Sanford

Lincoln Douglas Debates

Declaration of Causes – South Carolina

First Inaugural Address – Abraham Lincoln

Letter to His Wife – Major Sullivan Ballou

Gettysburg Address – Abraham Lincoln

Emancipation Proclamation - Abraham Lincoln

Second Inaugural Address – Abraham Lincoln

Guiding Questions:How did sectional politics lead to the secession? What were some the influential pieces of legislation during the Civil War Era? What were the social, political, and economic impacts of the Civil War? How did the assassination of Lincoln impact the outcome of Reconstruction? What were the social, political, and economic impacts of Reconstruction on the South?

Activities:

  • Students will read and analyze excerpts from Abraham Lincoln’s First Inaugural Address by completing the APPART (Author, Place, Prior knowledge, Audience, Reason, Thesis) worksheet. In a class discussion, they will analyze his thesis about the “Perpetual Union” of the United States and identify his target audience. {CUL-2, ID-1, ENV-4}
  • Learning Team Assignment: Disunion Timeline

Students will work inLearning Teams to create a timeline that must address the major events during the time period assigned.The timeline will include Political, Economic, and Social issues that caused disruption and led to disunion in the United States. This assignment will give students the opportunity to observe continuity and change over time, as well as historical causation. {WXT-2, WXT-5, POL-2, WOR-5, WOR-6, ENV-4, CUL-2, CUL-5, ENV-2}

  • Learning Team Assignment: Cabinet Meeting

In this activity students will consider the economic, military, and diplomatic balance of the North and South in 1861. Based on these factors, students will compare the two sides and make a judgment as to which side possessed the overall advantage at the outset of the war. Students will analyze primary sources, maps, charts, and graphs.

They will put together a mock cabinet meeting to present their findings. {WXT-2, WXT-4, ENV-3, ENV-4}