HORNYAK, TABITHA AP UNITED STATES HISTORY

OVERVIEW SEMESTER 1 AND 2 (M, T, & TH: 1:12-1:56, F; 11:10-12:40) Advanced Placement US History (APUSH) is a college-level introductory course which examines the nation’s political,diplomatic, intellectual, cultural, social, economic history from 1491 to the present. E-MAIL: [email protected] A variety of instructional approaches are employed and a college-level PHONE: 702-499-2738 textbook is supplemented by primary and secondary sources. ROOM: 203B Students successfully mastering the course material may earn college credit by passing the annually administered AP United States History MATERIALS Exam. The individual college or university determines how many credits, if any, will be granted for the AP exam score. In addition, this Required Course Materials course satisfies the United States history requirement for high school • 1 inch 3 ring binder, devoted to APUSH graduation. • College-ruled loose leaf paper • Blue/Black pen Students should possess strong reading and writing skills in addition • Pencil to a willingness to devote substantial time to study as well as the • Red Pen completion of class assignments. This course emphasizes analytical • Orange, Pink, and Yellow Highlighters (All three colors will be utilized) reading, critical thinking, writing skills, and utilization of primary • Post-its resources in crafting historically sound arguments. Students will also form an understanding of historiography and participate in regular class discussions. APUSH will meet three times a week with an extra seminar session held after school taking place every two weeks. Seminar sessions (teacher led study sessions) are necessary to ensure successful test preparation and coverage of all course topics in the two semesters allotted prior to the College Board examination to be held on May 10, 2016.

Each unit of study will contain the following activities: LECTURE AND DISCUSSION: Students will participate in discussions based on course topics following lecture. Reading quiz material will come from lectures in addition to assigned readings. READING QUIZZES: Students will be routinely given reading quizzes to check for comprehension of key concepts and vocabulary from assigned readings. Reading quizzes will be given at least once a week. DOCUMENT LABS: • Primary Source Analysis: - Students will analyze primary sources to identify, analyze, and evaluate each of the sources. Students analyze the sources for two or more of the following features: historical context, purpose and intended audience, the author’s point of view, type of source, argument, and tone. (appropriate use of historical evidence.) • Author’s Thesis Paper (ATP): - Students may also be provided with opposing viewpoints GRADING expressed in either primary or secondary source documents 1. Celebration of and in writing, must determine the following: Knowledge = 25% ✦ The Thesis: 2. Document Labs - 25% What is the main argument of each author? 3. Reading Quizzes, Six ✦ The Evidence: Degrees, Chronological Looking at the supporting evidence, analyze Reasoning- 10% whether they are logically interpreted by the authors. Do they clearly support the thesis? 4. Projects (Simulations, Socratic Seminars,etc.)– • Critical Analysis: 25% - What do the sources add to your own understanding of the topic? 5. Notes (Reading Guides)- 15% - What points are strongly made and well documented? a. Reading Guides and • Final Analysis: (Your opinion is expressed here without the use of any form of the pronoun “I”.) any other note materials as required - Which of the sources makes the most convincing case and why? by the instructor • Document Based Question (DBQ) - Students will read sources and debate questions posed by the DBQ SIX DEGREES OF SEPARATION: • Students will be provided with two events spanning decades, but related by their theme. They will select six events in chronological order that link the first event in the series with the last. Students will write the name of each selected event, and use their research and knowledge of the time period to create an arguments to support the events selected. Students must emphasize both cause and effect and/or demonstrate continuity or change over time in their linking. There will be at least one Six Degrees assignment per unit. Some events can and will include environmental impact data. This assignment provides students with the opportunity to observe continuity and change over time.

SIMULATIONS: • Games in which students must assume historical roles and play a part in a game. The game could be a trial, a murder mystery, a college admissions procedure, etc. In any simulation game students must do research on their respective role and write a paper on their results prior to the game. Students also must write another paper at the end of the game stating their respective positions or solutions.

SOCRATIC SEMINARS: • Formalized group discussion activities in which students examine a topic in depth. Students are expected to come to class fully prepared to engage in these seminars. CHRONOLOGICAL REASONING LESSON: • Students will be provided with ten events, in no particular CLASSROOM chronological order, which they will then place in order, naming the BEHAVIOR decade in which each occurred. - Students will complete the exercise by providing the EXPECTATIONS: following: RULES 1. Period in which events occurred SOAR 2. Continuity and Change over time exemplified by the 1. Stay on task: Come to selections class prepared. Do not 3. The themes under which these issues and allow distractions to keep developments might be categorized. you from your goals. Do not become a distraction CELEBRATION OF KNOWLEDGE: for others. • An exam will be given at the end of each unit. The exam will have 2. Organization: three components: analytical multiple choice questions (MC), Organization is key for analytical short answer questions (SA), and either a free response success. Take pride in essay (FRQ) or a document based question (DBQ). each component your work and space. of the exam will emphasize the application of historical thinking skills 3. Always ask questions: to answer the question. Information from prior units is often a critical Whether it is for component of the response. permission or understanding, always NOTE: Instructor is not obligated to do each of the activities above; raise your hand and ask nor is he restricted to the above the list. the instructor for assistance. These activities are organized around APUSH’s seven major 4. Respect/Responsibility: themes- Identity (ID); Work, Exchange and Technology (WXT); Respect everyone’s time, Peopling (PEO); Politics & Power (POL); America in the World space, property, ideas, (WOR); Environment and Geography-Physical & Human (ENV); and and feelings. Take Ideas, Beliefs, and Culture (CUL)- and are designed to develop the responsibility for your student’s historical thinking skills. actions. CONSEQUENCES LATE WORK/ABSENCES/MISSING WORK APUSH is a challenging LATE WORK course that requires determination and focus. Late work will be accepted for partial credit at the discretion of the Failing to follow the class instructor. rules will negatively impact To submit late work students should fill out a late work submission your work. For specific request and have the request signed by their parents. consequences for Late work may not be submitted after two weeks past the original due behavior infractions please date. refer to the DT manual. MISSING WORK/ABSENT WORK Students have one week from the date of absence to submit work that was due. The assignment should have “ABSENT” written at the top of the paper with the date of absence recorded. Students who were absent during a quiz or test have one week to make up the assessment before COURSE RESOURCES: Required Textbook: Kennedy, David M., et al. The American Pageant: A History of the American People. 14th ed. Boston: Wadsworth Cengage Learning, 2010

Secondary Sources: Zinn, Howard. A People’s History of the United States (Required for all students) Ellis, Joseph J. Founding Brothers: The Revolutionary Generation. (Required for all students) McPherson, James. Battle Cry of Freedom: The Civil War Era. McPherson, James. For Cause and Comrades: Why Men Fought in the Civil War. McPherson, James. Abraham Lincoln and the Second American Revolution. Wilkerson, Isabel. The Warmth of Other Suns: The Epic Story of America’s Great Migration. Loewen, James W. Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. Larson, Edward L. Summer for the Gods: The Scopes Trial and America’s Continuing Debate Over Science and Religion. Ambrose, Stephen E. Band of Brothers: E Company, 506th Regiment, 101th Airborne From Normandy to Hitler’s Eagle’s Nest. Brokaw, Tom. The Greatest Generation. Wood, Gordon S. Radicalism of the American Revolution Kidd, Thomas S. God of Liberty: A Religious History of the American Revolution.

Primary Sources: Heffner, Richard C. A Documentary History of the United States. 8th ed. Dudley, William and Thomson Gale. Opposing Viewpoints in American History, Vol.1 & 2

Supplemental Materials: A Biography of America. Annenberg Media. Founding Brothers. History Channel and A&E Home Video

PERIOD I: 1491-1607 Readings and materials: The American Pageant, Chapters 1-3 Selected drawings of John White and engravings of Theodor de Bry [CR1b] Bartolome de las Casas, A Short Account of the Destruction of the Indies (1542) Richard Hakluyt, “Discourse of Western Planting” (1584) The First Virginia Charter, (1606) Letter to Luis de Santangel, Columbus (1492) Eastward Ho, James Marston (1605) The Tragical Relation of the Virginia Assembly (1624) 1491, Charles Mann (2005) A People’s History of the United States, (1980) A Biography of America. Annenberg Media. Episode 1 PERIOD I: 1491-1607 cont. Content: Geography and environment; Native American diversity in the Americas; Spain in the Americas; conflict and exchange; English, french, and Dutch settlements; and the Atlantic economy. Activities: • Document Labs: • Free Response: Analyze the cultural and economic responses of TWO of the following groups to the Indians of North America before 1750: British, Spanish, French • Socratic Seminar: • Native American and European relationships with an emphasis on the causes and consequences of contact between the two groups • Six Degrees of Separation: 1491 to Jamestown • Period I Celebration of Knowledge

PERIOD II: 1607-1754 Readings and materials: The American Pageant, Chapters 2-4 “Sinners in the Hands of an Angry God.” Jonathan Edwards. (1741) Bacon’s Manifesto (1676) The Maryland Toleration Act (1649) Persistent Localism. T.H Breen (1975) When Cotton Mather Fought the Smallpox. Laurence Farmer (1957) “A Modell of Christian Charity” John Winthrop (1630) Lies My Teacher Told Me, James W. Loewen (1995) A Biography of America. Annenberg Media. Episodes 2-3 “Black People in a White People’s Country.” Gary Nash [CR1c] A Defense of the Salem Witch Trials. Cotton Mather (1692) An Attack of the Salem Witch Trials. Thomas Brattle (1692) The Great Awakening is a Welcome Religious Revival (1743) The Great Awakening Has Led to Harmful Religious Zealotry. Charles Chauncy. (1742) Content: Growing trade; unfree labor, political difference across the colonies; conflict with Native Americans; immigration; early cities; role of women, education, religion (The Great Awakening) and culture; and growing tensions with the British. Activities: • Document Labs: • Primary Source Analysis: “Sinners in the Hands of an Angry God” Jonathan Edwards; Bacon’s Manifesto; The Maryland Toleration Act; map of Puritan town; painting of colonial Virginia tobacco farm; colonial export chart; A Defense of the Salem Witch Trials. Cotton Mather (1692) ; An Attack of the Salem Witch Trials. Thomas Brattle (1692) ; The Great Awakening is a Welcome Religious Revival (1743) ; The Great Awakening Has Led to Harmful Religious Zealotry • DBQ: Although New England and the Chesapeake region were both settled largely by people of English origin by 1700, the regions had evolved into two distinct societies. Why did this difference in development occur? (1993) • Author’s Thesis Paper: Laurence, Breen. Analyze reasons for the development of different labor systems in any two of the following regions of British colonial settlement:New England, Chesapeake, Southernmost Atlantic Coast, and the British West Indies. • Salem Witch Trials Document Exercise - Students will craft argumentative essays to explain how the witchcraft trials help us understand Puritan society, specifically the nature of knowledge and gender roles. • Socratic Seminar on Colonization Patterns • Six Degrees of Separation: • Jamestown to the French and Indian War • Period II Celebration of Knowledge

PERIOD III: 1754-1800 Readings and materials: The American Pageant, Chapters 6-10 Ellis, Joseph J. Founding Brothers: The Revolutionary Generation. Declaration of Rights and Grievances Letters from a PA Farmer Articles of Confederation Common Sense The Declaration of Independence The US Constitution The Federalist #45, #10, and #51 A People’s History of the United States, Chapter 2 Linda Kerber’s “The Fears of the Federalists” Drew McCoy’s “The Fears of the Jeffersonian Republicans” “Radical Possibilities of the American Revolution” Gordon S. Wood Content: Colonial Society before the war for independence; colonial rivalries; the Seven Years War; pirates and other democrats; role of women; Articles of Confederation and the Constitution; early political rights and exclusions, British colonial policies; enlightenment ideas; war for independence; formation of republic and national identity; work and labor (free and unfree); and regional economic differences Activities: • Document Labs: • DBQ: In what ways did the French and Indian War (1754-1763) alter political, economic, and ideological relations between Britain and its American colonies? • Document Prompt Exercise: How did economic, geographic, and social factors encourage the growth of slavery as an important part of the economy of the Southern colonies between 1607 and 1775? • ATP: - America Must Seek Independence of Great Britain , Thomas Paine - America Must Reconcile with Great Britain, Charles Inglis - “The War for Independence was Not a Social Revolution” Howard Zinn - “The War for Independence Was a Social Revolution” Gordon S. Wood - Based on the arguments provided by Zinn and Wood as well as the primary source documents, to what extent did the American Revolution fundamentally change American society? In your answer, be sure to address the political, economic, and social effects of the Revolution in the period from 1775 to 1800. - FRQ: Evaluate the extent to which the Articles of Confederation were effective in solving the problems of the new nation. What promises of republicanism did the Articles offer? - Art Day: Using OPTICS as an analytical tool, students—working in small groups—will examine specific works of art by Paul Revere, Joseph Blackburn, Charles Wilson Peale, John Trumbull, John Singleton Copley, and Benjamin West. Students will then discuss what the work of these artists tells us about the role of class, race, gender, and nationality in late 18th century America. - Six Degrees of Separation: French and Indian War to the American Revolution - Period III Celebration of Knowledge

PERIOD IV: 1800-1848 Readings and materials: The American Pageant, Chapters 11-17 Marshall Court Cases “The Jacksonian Revolution” Robert V. Remini “The Great Chief Justice” Brian McGinty “The Federal Government Is Supreme Over the States.” John Marshall “The Federal Government Is Not Supreme Over the States.” Spencer Roane Content: Definition of democratic practices; expansion of the vote; market revolution; territorial and demographic growth; two-party system; Andrew Jackson; and role of the federal government in slavery and the economy Activities: • Marshall Court Comic Strip • Sectionalism Simulation • Reformer Coffee House • Marshall Court Debate: Throughout our history, the Supreme Court has acted as a partisan political body rather than a neutral arbiter of constitutional principles. Support, modify, or refute this generalization for the period of the Marshall Court from 1801–1835. • Western Expansion Debate: Which group was impacted most negatively and which group was impacted most positively by expansion of U.S. territory? • Document Labs: - FRQ: To what extent did the debates about the Mexican War and its aftermath reflect the sectional interests of New Englanders, westerners, and southerners in the period from 1845 to 1855? • Period IV Celebration of Knowledge

PERIOD V: 1844-1877 Readings and materials: The American Pageant, Chapters 17-22 “Popular Sovereignty Should Settle the Slavery Question” Stephen A. Douglass “Slavery Should Not Be Allowed to Spread” Abraham Lincoln “White Southerners’ Defense of Slavery” (http://www.teacherlink.org/content/social/instructional/ defense/proslavewsht2.html) Koerner, “A German Newcomer on Immigration” Greeley, “The Hard Lot of the Irish” Tocqueville: Book I Chapter 18 “Ottawa, August 21, 1858 — Abraham Lincoln” “Abraham Lincoln’s First Inaugural Address” “Abraham Lincoln’s Letter to Horace Greeley” “Proclamation of Amnesty and Reconstruction” “Proclamation of Amnesty and Reconstruction” Andrew Johnson, May 29, 1865 The Emancipation Proclamation Reconstruction Amendments of the United States Constitution (1865-1870) Civil Rights Act of 1866 Content: : Tensions over slavery; reform movements; imperialism; women and nonwhites; public education; Mexican War; public education; Civil War; and Reconstruction. Activities: • Socratic Seminar: How and why did free and forced migration to and within different parts of North America cause cultural diversity, blending, and political and social conflicts in the period 1844–1877? How did migration patterns to and within the United States influence the growth of racial and ethnic identities and conflicts over ethnic assimilation and distinctiveness? • Document Labs: - ATP: Douglas, Lincoln - DBQ: Discuss the changing ideals of American womanhood between the American Revolution and the outbreak of the Civil War. What factors fostered the emergence of “republican motherhood” and the “cult of domesticity”? Assess the extent to which these ideals influenced lives of women during this period. In your answer, consider issues of class and race. • Six Degrees: Gold Rush to 1860 Election • Period V Celebration of Knowledge

PERIOD VI: 1865-1898 Readings and materials: The American Pageant, Chapters 23-26 Smith, “How the Other Side Lived” Petty, “History of the South: The Southern Revolt” Bierstadt,”Among the Sierra Nevada, California” New York: A Documentary Film, episode 3,4 George, “Concentrations of Wealth Harm America (1883)” Carnegie, “Concentrations of Wealth Help America (1889)” Content: Reconstruction; US imperialism, industrialization, immigration, urbanization; women’s movement; and working class culture and leisure. Activities: • Document Labs: - DBQ: In the post–Civil War United States, corporations grew significantly in number, size, and influence. Analyze the impact of big business on the economy and politics and the responses of Americans to these changes. Confine your answer to the period 1870 to 1900. - FRQ: Choose TWO of the following organizations and explain their strategies for advancing the interests of the workers. To what extent were these organizations successful in achieving their objectives? Confine your answer to the period from 1875 to 1925. A) Knights of Labor B) American Federation of Labor C) Socialist Party of America D) Industrial Workers of the World • Period VI Celebration of Knowledge

PERIOD VII: 1890-1945 Readings and materials: The American Pageant, Chapters 27-35 Wilson’s Neutrality Speech Washington’s Proclamation of Neutrality Great Depression Statistics Manchester, “The Cruelest Year” FDR Cartoon Archive Dr. Seuss Goes to War: The World War II Editorial Cartoons of Theodor Seuss Geisel Content: Progressive reform; radicalism; World War I and Russian revolution; first ; first great migration of African Americans; race riots; culture wars of the 1920s; Hoover and FDR in the capitalist crisis; New Deal; and World War II Activities: • Document Labs: - FRQ: Analyze the roles that women played in reforms from the 1880s through 1920. Focus your essay on TWO of the following: politics; social conditions; or labor and working conditions. - New Deal Debate: To what extent were the policies of the New Deal a distinct turning point in U.S. history, and to what extent were they merely an extension of Progressive Era policy goals? Confine your answer to programs/ policies that addressed the specific needs of American workers. - Essay:Explain three reasons why the year 1917 was an important turning point in U.S. history. - Document Analysis: Why were Japanese-Americans interned during the Second World War? • Period VII Celebration of Knowledge

PERIOD VIII: 1945 -1980 Readings and materials: The American Pageant, Chapters 36-39 McCarthy, “Communist Subversives Threaten America” (1950) The Tydings Committee, “McCarthyism Threatens America” (1950) Johnson, “U.S. Actions in Vietnam Are Justified (1965)” Kim, “U.S. Actions in Vietnam Are Not Justified 1968)” Students for a Democratic Society (SDS), “America’s Youth Must Lead a New Revolution (1962, 1968)” Toole, “Student Rebellion Leaders are a Disgrace (1969 America’s Civil Rights Movement: A Time for Justice Warren, “Racial Segregation in Public Schools Is Unconstitutional (1954)” The Southern Manifesto “The Supreme Court Should Not Interfere in Southern Racial Practices (1956) ’s, The Other America Content: Atomic age and the Cold War; suburban development and the affluent society; the other America; Vietnam; social movements of the long 1960s; programs; economic and political decline in the 1970s; and rise of conservatism. Activities: • Document Labs: - Cold War Map and Essay: Analyze the successes and failures of the U.S. Cold War policy of containment as it developed in TWO of the following regions during the period 1945 to 1975: A) Europe B) Asia and Southeast Asia C) Latin America D) Middle East - FRQ: Explain two ways the antiwar movement transformed U.S. society in the 1960s and 1970s, or To what extent did the Vietnam War impact one of the following in the period from 1961 to 1975: the presidency OR the U.S. population between 18 and 35 years old? - Period VIII Celebration of Knowledge

PERIOD IX: 1980-PRESENT Readings and materials: The American Pageant, Chapters 39 - 42 1924 Immigration Act 1964 Immigration Act 1990 Immigration Act Activities: • Document Labs: - Immigration Act Comparison - Technology Essay - Mock op-ed article for or against drilling for oil in the Arctic National Wildlife Refuge - The American Dream debate - Culminating Essay: The American Pageant vs. A People’s History - FRQ: The policies of Ronald Reagan were decisive in bringing about an end to the Cold War. Agree, disagree, or modify this statement using relevant historical evidence.