SK BOOTHBY WashougalHighSchool
Washougal, WA
APUSHistory (APUSH)Syllabus 2017-2018
CR1a The courseincludes a college-level UShistorytextbook.(3)
CR1bThe courseincludediverseprimarysources consisting ofwritten documents, maps, images,quantitative data (charts, graphs, tables), authentic artifacts,and works of art.(4,5, 7, 9, 10, 11)
CR1c Thecourseincludes secondarysources written byhistorians or scholars interpreting the past.(4, 5,6, 8,
9, 11, 12, 13, 14)
CR2 Each of the coursehistorical periods receives explicitattention.(4, 5,6, 7, 8, 9, 10, 11, 12, 13)
CR3 The courseprovides opportunities for students to applydetailedand specificknowledge(suchas names, chronology, facts, and events) to broader historical understandings.(4, 5,6,7, 12)
CR4 The courseprovides students with opportunities forinstruction in thelearning objectives in each of the seven themes throughoutthe course,as describedin theAP U.S. Historycurriculum framework.(4,5, 9)
CR5 The courseprovides opportunities for students to develop coherent written arguments that haveathesis supported byrelevant historical evidence.– Historical argumentation(6, 7,8, 9)
CR6 The courseprovides opportunities for students to identifyand evaluatediversehistoricalinterpretations.–
Interpretation.(7)
CR7 The courseprovideopportunities forstudents to analyzeevidenceabout thepast from diversesources, such as written documents, maps, images, quantitative data (charts, graphs,tables) , and works of art.– Appropriateuseof historical evidence(4, 5,6, 7,8, 9, 10, 11, 12, 13)
CR8 The courseprovides opportunities for students to examinerelationships between causesand consequences of events or processes.– Historicalcausation(4, 10, 11)
CR9 The courseprovides opportunities for students to identifyand analyzepatterns of continuityand change over time and connect them to larger historical processes orthemes.– Patterns of change and continuityover time(8, 10)
CR10 The courseprovidesopportunities forstudents to investigate and construct different models ofhistorical periodization.– Periodization (6,7, 12, 13)
CR11 The courseprovides opportunities for students to comparehistoricaldevelopments across orwithin societies in various chronological and geographical contexts.– Comparison(4, 9)
CR12 The courseprovides opportunities for students to connect historicaldevelopments to specific circumstances of time and place, and to broader regional, national, or global processes.– Contextualization(4,
10, 11,13)
CR13a The courseprovides opportunities for students to combinedisparate, sometimes contradictoryevidence from primarysources and secondaryworks in order to createapersuasiveunderstanding of thepast.(6, 13)
CR13bThe courseprovides opportunities for students to applyinsights about thepast to otherhistorical context or circumstances,including thepresent.(7,11, 12, 13)
AP US History
This course is designed to provide the same level of content and instruction that students would face in a freshman-level college survey class and prepare students for the Advanced Placement (AP) Exam in May. An emphasis is placed on interpreting primary documents, mastering a significant body of factual information, and writing critical essays. Topics include life and thought in colonial America, revolutionary ideology, constitutional development, Jeffersonian and Jacksonian democracy, nineteenth-century reform movements, and Manifest Destiny. Other topics include the Civil War and Reconstruction, immigration, industrialism, Populism, Progressivism, World War I, the Jazz Age, the Great Depression, the New Deal, World War II, the Cold War, the post-Cold War era, and the United States at the beginning of the twenty-first century. A varietyof instructional approachesare employedand acollegelevel textbook is supplemented by primaryand secondarysources.
Themes
Inaddition to the topics listed above, the coursewill emphasizeaseries ofkeythemes throughout theyear.
Thesethemes havebeendetermined bythe CollegeBoard as essential to acomprehensivestudyofUnited
States historyand arewoven throughout each unitof study:
1.Identity(ID)
2. Work, Exchange, and technology(WXT)
3. Peopling (PEO)
4. Politics and Power (POL)
5. Americain theWorld(WOR)
6. Environment and Geography(ENV)
7.Ideas, Beliefs,and Culture(CUL)
The coursewilltracethesethemes throughout theyear, emphasizing theways in which theyareinterconnected and examining theways in which each helps to shapethe changes over timethat areso important to understanding United States history.
Historical Thinking Skills
Theseskills reflect thetasks of professional historians. Whilelearning to masterthesetasks, AP USHistory
students act as “apprenticehistorians.”
Chronological Reasoning
*Historical Causation
*Patterns ofContinuityand ChangeOverTime
*Periodization
ComparisonandContextualization
*Comparison
*Contextualization
Crafting Historical Arguments fromHistorical Evidence
*Historical Argumentation
*Appropriate Useof HistoricalEvidence
Historical InterpretationandSynthesis
*Interpretation
*Synthesis
Author’s ThesisPaper
Students areprovided with opposing viewpoints expressed in either primary/secondarysourcedocuments and
in writing must determinethe following:
TheThesis: What is the main argument of eachauthor?
TheEvidence: Looking at the supporting evidence,analyze iflogically/clearlyinterpreted bytheauthors. Critical Analysis: What do thesources addtoyour own understanding ofthe topic?
What points arestronglymade and welldocumented?
Final Analysis: Which ofthe sources makes the mostconvincing case andwhy?
Readings
Themain textbookTheAmerican Pageantprovides students with a basic overview ofthe evolving American
experience. Thetext is supplements byadiverseselection ofprimaryandsecondarysources.Using secondary works, students willanalyze essays byprominent historians. Throughout theyear, students willbe asked to write essays that aredesigned to develop skills in argumentation and theuseof evidence and interpretation.
Textbook:
Kennedy, David M.,Lizabeth Cohen, and ThomasBailey.TheAmerican Pageant.15th ed. Boston, Mass.:
Houghton Mifflin Co., 2012.
Primary Sources:
Kennedy, David M.,Lizabeth Cohen, and ThomasBailey.TheAmerican Spirit, Vol I andVol II.Boston,
Mass.:Houghton Mifflin Co., 2006.
Secondary Sources:
Madaras,Larryand James. M. SoRelle.Taking Sides: Clashing Views on Controversial Issues in American
History, VolumeII.Dubuque,IA: McGraw-Hill/Dushkin, 2005.
Maddox, Roberts.Annual EditionsAmerican History: VolumeI andII.Dubuque,IA: McGraw-Hill/Dushkin,
2007.
Schweikart,Larryand Michael Allen. A Patriot’sHistoryof theUnited States. New York: PenguinGroup,
2004.
Warden, Herbert W.III. American Courage:Remarkable TrueStories Exhibiting the BraveryThat Has Made
Our CountryGreat.NewYork: HarperCollins, 2006.
Zinn, Howard. A People's Historyof theUnited States. New York: Harper Perennial Modern Classics, 2003.
Hands on Primary Source Documents and Artifacts:
Boothby, Scott: Revolutionary War Officers Books (Matthias Beamon) State of Connecticut.
GRADING POLICY:
A+= 97.0%
A= 94.0%
A-= 90.0%
B+= 87.0%
B= 84.0%
B-= 80.0%
C+= 77.0%
C= 74.0%
C-= 70.0%
D+= 69.0%
D= 66.0%
D-= 65.0%
F= 0.0%
APContract
TheAdvanced Placement Contract is suggested bythe CollegeBoard, theorganization that oversees allAP courses. Thepurposeof the contractis to make clear to allparties involvedin U.S. History, what allis involved in an APcourse.
Thefollowing listis a briefoutline ofthe responsibilities &expectations ofthe APstudent: OVERVIEW– TheAP courseis designed to supplement a collegecourse. The amountof work
assigned, and the caliberof that work is expected,is to beof that level. Thecourseis designed to allow
studentsto pass theAP exam and receivecollegecredit. College creditis onlygiven iftheexam is passed.
BEHAVIOR– Students areexpected to behaveproperlyand follow anethical code. Cheating and plagiarism will notbetolerated. Anyinfraction ofanykind, or degree, willresultin disciplinary action, parent involvement, & possibly thegradeof F.
PARTICIPATION– A largepart ofthe class is based on participation. Thestudents will be expected to shareopinions &ideas, debate, discuss, answerquestions, and criticallythink.
EXAM – Wehopeallstudents takethe APexam in May, itis not mandatory (Page 3). MATERIALS– Studentswillbe expected to bringallmaterials to class everyday.
READING – Outsidereading is expected to bedonewhen assigned. Reading willcome from text book, secondarysourcestexts, on-linereadings. Thereadings will be ofacollegelevel and will be of above averagelength. Thereadings willbeassigned in advance andcan bebroken up ordonein one sitting.
WRITING – A keycomponent of the course, this includes applying knowledgeyou know, the knowledgeyou aregiven, and critical thinking skills.
ADDITIONAL MATERIALS – Hundreds of hours have gone into our online website, which contains many additional resources, scans of primary source documents, and power-points and reviews to help you with the classwork and preparation for the AP Exam.
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Student Name (printed)
Student Signature Date
Parent/ guardian signature Date
Period1: 1491-1607 ColonialTimes
TheAmerican PageantChapters 1-3 (CR2)
Content: Geographyand environment;NativeAmerican diversityin theAmericas; Spain in the Americas;
conflict and exchange; English, French and Dutchsettlements;and the Atlantic economy.
Primary SourceAnalysis:
American Spirit“A SlaveIs Taken to Barbados”
American Spirit “TheStarving Time”
American Spirit“MaryRowland isCapturedby Indians”
American Spirit“BaconiteGrievances”
American Spirit“Slaveryis Justified”
“Sinners in theHands ofan AngryGod”byJonathan Edwards American Spirit“Growthof theColonial Population”(CR1b) American Spirit, “GeorgeWhitefield FascinateFranklin” American Spirit, “Jonathan Edwards Paints the Horrors ofHell”
Map of aPuritan town; painting of a colonial Virginiatobacco farm; and colonial export chart broken down byregion and products.(CR1b)
Using the SOAPSTonemethod, students willanalyzethe aboveprimarysources. (CR7)
Historical ScholarshipAnalysis:Howard Zinn,Columbus, theIndians and Human Progress. Students will analyze Zinn’s arguments, evaluatehis thesis, evidence, reasoning, andrespondto thesein an essayfocusing on the dismantling of NativesocietybytheEuropeans and thegrowth of theAmericancolonies. Students will participatein a seminar focusing on the readingand the student responses.(WXT-1) (WXT-4)(POL-1)
(WOR-1)(CUL-1)(CR1c) (CR8)
Inner-OuterCircle Seminar: Students will completeaColumbian ExchangeChart and participatein an Inner-Outer Circle Seminar on theColumbian Exchange. Thechart includes the exchangeof plants,animals, diseases and human migration with a special focus on smallpox, corn, sugar slaves, horses,and religion. (PEO-4)(POL-1)(ENV-1) (CR12)
Author’s ThesisPaper:Students read “ThePuritans and Sex”byEdmundMorgan, “PersistentLocalism” by T.H. Breen, and “WhenCotton MatherFought theSmallpox” byDr.LaurenceFarmer. Then,working in groups, students developa class presentation that analyzes reasons forthedevelopment of different labor systems in anytwo ofthefollowing regions of British colonial settlement: New England, theChesapeake, the southernmost Atlantic coast, and theBritish WestIndies.(WXT-4)(CR4)
Witchcraft in the Colonies: Students read andevaluate excerpts from theTryal of Bridget Bishop and read in American Spirit“TheSalem Witch Hysteria.” Students will document thekeyfacts of thewitchcraft trails. Students will write and argumentative essayand explain how thewitchcraft trials help us understand the nature of knowledge, genderroles, and patriarchyin thecolonial era.(CR3)
Analysis: Students will analyzethecolonization of theNorthern, Southern,and Chesapeake colonies by completing a colonization comparison chart. During this process, theywillanalyzepopulation and economic activitymaps ofallthreeareas.(CR11)
Unit 1 Exam: Multiplechoicequestions, short answer questions and onefreeresponseon colonial development (Modified DBQ).
Period 2:1607-1754American Revolution
TheAmerican PageantChapter 4-6 (CR2)
Content: Colonial societybeforethewarforindependence; colonialrivalries; theSeven Years War;pirates and otherdemocrats;roleof women before, duringand after 1776.
Primary SourceAnalysis:
American Spirit, “A Frenchman Reports Braddock’s Defeat”
American Spirit, “TheProclamation of1763” American Spirit, “Adam Smith’s BalanceSheet” American Spirit, “Adam Smith Criticizes the Empire” American Spirit, “Thomas Paine Talks CommonSense” American Spirit, “Vengeanceon the Tories”
American Spirit, “Hanging ofaLoyalist”
Two artists contrasting views of theBoston Massacre (CR1b)
TheDeclaration ofIndependence
Drawing on primarysources, students engagein adebate over thequestion,“Did the Revolution assert British
rights or did it createanAmerican national identity?”(ID-1)(CR4)
Secondary Sources:
American Courage TheDeclaration ofIndependence – “WeMust All Hang Together, or Assuredly
WeShallAll HangSeparately”(CR1c) DBQ: French andIndianWar (CR3)
DBQ: REVOLUTIONARY BATTLES (CR10) Students will examine primary and secondary sources document like the Revere Woodcut and make their case for which event(s) signified the greatest turning points in leading into the Revolutionary War.(CR10)
Unit 2 Exam: Multiple choicequestions, short answer questions and onefreeresponseon the Revolutionary
War.
Period 3:Establishing the NewRepublic
TheAmerican PageantChapter7-10 (CR2)
Content: TheArticles of Confederation and theConstitution;, the role ofthe Enlightenment; slavery and religion in the political process; wartime diplomacy; The “Revolution of 1800; the MarshallCourt; diplomacyof Jefferson and Madison; TheWar of1812; TheEraofGood Feeling; TheAmerican System; forging a new national identity.
Primary SourceAnalysis:
TheConstitution ofthe United States
American Spirit, “TheConstitutionalityof theBank
American Spirit, “A President Bids Farewell”
American Spirit, “Marshall Assertsthe Supremacyof theConstitution” American Spirit, “Jefferson Stretches the Constitution to BuyLouisiana: American Spirit, “Causes of theWar(1812, 1813)
Using theSOAPSTonemethod, students willanalyzethe aboveprimarysources. (CR7) Secondary SourceAnalysis:TheHamiltonian Miracle(CR1c)
Audio-VisualAnalysis:10 Days thatUnexpectedly Changed America:Shays Rebellion
Author’s ThesisPaper:Students will readAmerican Spirit“A FederalistAttacks theEmbargo” and “A Jeffersonian Upholds theEmbargo” (CR13a)
ComparisonAnalysis:Students willcompare and contrast theArticles ofConfederation with theConstitution using aComparison Chart.(CR5)
Unit 3 Exam: Multiple choicequestions, short answer questions and onefreeresponseonthe Revolution of
1800.
DEBATE/ MOCK-TRIAL: Students will engage in classroom debate analyzing the extent to which the case of Marbury V. Madison was a major turning point in the history of our Government. The students will be divided by the instructor into each side (Marbury/Federalist) and (Madison-Jefferson/Republican). We will analyze the key events/facts of the landmark case. (CR10)
Breaking down the case: Students will complete a project (possibly optional and associated with the “Mock-Trial) which has them looking at later Supreme Court cases (Amistad v. New York, Plessy v. Fergusson, Brown v. Board of Ed) and add insight into how the Marbury v. Madison case influenced these others. (CR13b)(CR6)
Period 4: JacksonianDemocracy andManifest Destiny
TheAmerican PageantChapters 11-13 (CR2)
Content: Jacksonian democracyand the Whigs;national policytoward AmericanIndians; the eraof the “common man;” expansion with theTexas revolution, slaveryand sectionalism;the rise ofthe market economy, immigration and the increasein nativism;the factorysystem; thetransportation revolution; expansion west;TheSecond Great Awakeningand the growth ofreform; creation ofanational culture; advances in education and the sciences; ManifestDestinyand itsLegacy;war with Mexico.[CR4]
Primary SourceAnalysis:
American Spirit, “Jackson VetoestheBank Recharter”
American Spirit, “A Boston Journal Attacks Jackson” American Spirit, “Cartooning theBankCrisis”
American Spirit, “Jackson Endorses theIndian Removal” American Spirit,“TheodoreFrelinghuysenChampions Justice” American Spirit,“Impact of theErie Canal”
Two paintings of “Manifest Destiny”(CR1b)
Using theSOAPSTone method, students willanalyzethe aboveprimarysources. (CR7)
Evaluating DiverseHistorical Interpretations:Students will interpret the changing historiographyof the start of theMexican warpresented inHistoryin the Making, byKyle Wardand Chapter 8 ofHowardZinn’sA People’s Historyof theUnited States. Theywillalso research theeffect of thewar on thelives of Spanish Americans.(CR4)(CR6)
ImmigrationAnalysis: Students will compareand contrast theIrish and German immigrationmovements. Theywillthen writeashort compare/contrast essayin order to craft ahistorical argument and use evidence appropriately.(CR5)
AntebellumReform:Students will select one ofthe reform movements and prepareashort presentation on the background, people and changes thereform movement introduced.(CR3)
Unit 4 Exam: Multiple choicequestions, short answer questions and onefreeresponsequestion onManifest
Destiny.
Period 5:CivilWar
TheAmerican PageantChapters 14 & 15 (CR2)
Content: Cotton culture, southern societyand theimpact of theplantation system; Popular sovereignty, the Compromiseof 1850 and the FugitiveSlaveLaw; the impact of Dred Scott; political crisis in the election of1860; economic changes in theNorth and South; women and the war; theEmancipation Proclamation; thelegacyof war in both theNorth and South;Reconstruction; rights of freedmenandwomen.
Primary SourceAnalysis:
American Spirit“A SlaveWoman’s Tale”
American Spirit“TheSundering ofFamilies”
American Spirit“AbrahamLincoln Appraises Abolitionism”
American Spirit“Tom Defies SimonLegree:
American Spirit“TheSouth Scorns Mrs. Stowe:
American Spirit“CharlesSumnerAssails the Slavocracy: American Spirit“ThePro-Southern Court Speaks” American Spirit“AbrahamLincoln Denies BlackEquality” American Spirit“Grant’sFarewellApology”
TheEmancipation Proclamation
Using theSOAPSTonemethod, students willanalyzethe aboveprimarysources. (CR7) Secondary SourceAnalysis:
Howard Zinn, “Slavery…without Freedom”(CR1c)
Chronological Reasoning Lesson:Students look at the evolution of publicpolices related to slaveryand racial inequalityto 1877.Aftermaking alist, students write an essayto explain the evolution andmoments when change occurred and why.(CR9)
DBQ: Civil War (CR5)
Unit 5 Exam: Multiple choicequestions, short answer questions and onefreeresponseonAbrahamLincoln.
Period 6: ModernAmerica Emerges
TheAmerican PageantChapter16-26 (CR2)
Content: Riseof big business and the role in politics, class and ethnic conflict; Populism;Eraof theRobber Barons; the lives oftheworking classes and thegrowth of unionism; government and politics ofregulation; the United States in theworld economy; new waves of immigration’renewed instances of nativism; theclose of
thefrontier and its impact; industrialization of agricultureandpolitical dissent among farmers.
Primary SourceAnalysis:
American Spirit“A Southern Senator Defends Jim Crow”
American Spirit“BookerT. Washington Portraysthe Plightof Black Tenant Farmers”
American Spirit“TheSupreme Court Declares that Separate is Equal”
American Spirit“A Cartoonist Criticizes the Tariff”
American Spirit“Cleaning Up New York” American Spirit “Jacob Riis Goes Slumming” American Spirit“Four Views of theStatueofLiberty”
American Spirit“Harper’s WeeklyDecries the Battle oftheLittleBighorn”
American Spirit“ChiefJoseph’sLament”
American Spirit“TheodoreRooseveltDowngrades theIndians”
American Spirit“Sodbusters in Kansas”
American Spirit“Starvation at Pullman”
American Spirit“William Jennings Bryan’s Cross of Gold”
Excerpt from Frederick Jackson Turner: TheSignificanceof theAmericanFrontierInAmerican
History
Jacob Riis Photos, Thomas Nast political cartoons(CR1b)
Using theSOAPSTonemethod, students willanalyzethe aboveprimarysources. (CR7) Secondary SourceAnalysis:
Howard Zinn and theRobber Barons(CR1c)
Author’s ThesisPaper:Students write an FRQ on therolethe acquisition ofnatural resources has played in the USforeign policydecisions sincethe late 19thcentury. Were resourcesthe driving forcein thisexpansion? (ENV-5)(CR4) (CR5)
GildedAgeScavengerHunt:Studentswillcollageavarietyof mediums– photos, political cartoons, excerpts from famous speeches,excerpts from famous books/muckrakers to accuratelyportraythe Gilded Age and Closing ofthe Frontier. (CR11) (CR9)
Unit 6 Exam: Multiple choicequestions, short answer questions and onefreeresponsequestion.
Period 7: Saving the WorldandAmerica
TheAmerican PageantChapters 27-36 (CR2)
Content: American expansion overseas; The Spanish-American War; theOpen Door; Americaon theworld stage; Progressivereformand the trusts; urbanization and the resulting political impact;“DollarDiplomacy;” environmental issues; WWI; propaganda andcivil liberties; Treatyof Versailles.
Primary SourceAnalysis: Zimmerman Note World WarIPosters
American Spirit“Joseph Pulitzer DemandsIntervention” American Spirit“RooseveltLaunchesaCorollary” American Spirit“TheGentlemen’s Agreement” American Spirit“Exposing theMeatpackers”
American Spirit“TheTriangle ShirtwaistCompanyFireClaims 146 lives”
American Spirit“Beautyas AgainstUse”
American Spirit“SenatorRoberts Owen SupportsWomen” American Spirit“A Woman Assails Woman Suffrage” American Spirit“Imagesof theSuffrageCampaign” American Spirit“GeorgeCreel Spreads Fear Propaganda”
American Spirit“Woodrow Wilson versus TheodoreRoosevelton the Fourteen Points”
American Spirit“LodgeBlames Wilson”
Map of overseas possessions of theUS and avarietyof ThomasNast political cartoons(CR1b)