Advanced Placement United States History Syllabus

INTERNATIONAL BACCALAUREATE HISTORY SYLLABUS HL YEAR ONE 2012-2013 Mrs. Giordano a/k/a “Mrs. G.” Room 906 [email protected] 863-471-5500 ext. 265 This is a two year course with an average enrollment of 20 students. The academic calendar uses a 90 minute, alternating block schedule. The following covers year one SL only.

Teaching Strategies This course is divided between lecture, Socratic seminar and guided individual and collaborative research. Students are responsible for maintaining an awareness and understanding of current events, especially as they relate to the subject matter, as these are often discussed in class.

Course Description This course is designed to provide students with the analytic skills and knowledge required to understand History of the Americas from 1760-2000 focusing on Independence Movements, Nation Building Challenges and the Development of Modern Nations. 20th Century topics for HL Prescribed Subject 3, Communism in Crisis will focus on Causes, Practices and Effects of War and The Cold War. Students will learn to assess historical materials as to their relevance to a given interpretative problem, to weigh the evidence and interpretations presented in historical scholarships, to arrive at conclusions on the basis of informed judgments and to present these conclusions with articulate reasoning, supported by persuasive evidence. During the course of extensive research in preparation for the Internal Assessment Research Paper, students will learn to evaluate sources as to their origin, purpose, value and limitations, together with mastery of the Turabian citation method. The course is taught on a college level and it requires a substantial amount of reading and preparation for every class. As the International Baccalaureate examination covers a vast amount of information and requires critical analytical and writing skills, passage of the exam is not anticipated apart from asserted individual effort by the student on a continual basis. Historiography: Specific units will include discussion and written analysis of relevant historical scholarship, differing and changing interpretations of events over time and the impact of various historians on those who succeed them.

Content Historical topics of study for the three selected focus areas of the History of the Americas will include the following: Independence Movements: focusing on the various forces that contributed to the rise of the independence movements, the paths the movements followed, immediate effects of independence in the region and the intellectual and military contributions of the leaders together with other social and philosophical forces which shaped the emergence of the new nation. Nation-building Challenges: focusing on the new challenges and problems that independence brings. In depth analysis of the ways in which and reasons why the various countries attempted to build their nations, how they challenged or built on colonial heritage and the political, social and economic forces that redefined the concepts of nation and state. The Development of Modern Nations (1865-1929): focusing on an in depth analysis of two selected countries of the region regarding their particular process of “modernization” which resulted in a transformation of their political, social and economic institutions.

Historical Research Paper (a/k/a practice Internal Assessment) Mexican Revolution Practice IA due 5/3 To what extent was religion used as propaganda in the Mexican Revolution? Russian Revolution Practice Internal Assessment Due 5/17 To what extent were Marx goals realized in the Russian Revolution? Internal Assessment Topics Due May 21, 2013 Rough Draft Parts A,B, C and F due May 31, 2013 Internal Assessment Final Draft due September ____, 2013

Course Texts There are four required texts for this course:

 David M. Kennedy, Lizabeth Cohen and Thomas A. Bailey, The American Pageant: A History of the Republic, 13 ed. (Boston: McDougal Littell/Houghton Miflin, 2006).

http://college.cengage.com/history/us/kennedy/am_pageant/13e/site_index.html

 John Charles Chasteen, Born in Blood and Fire, W. W. Norton & Co., 2006 http://www.wwnorton.com/college/history/chasteen/welcome.htm (2ed)

 Dr. Jean-Claude Robert, Canadia in the Making, http://www1.canadiana.org/citm/index_e.html

 Wheeler, Becker, Discovering America’s Past, Houghton Mifflin, 2007

Grading will be as follows: Quizzes and Tests - 40%; historical essays – 40%; and Exams – 20%. All essays, except those written in class must be typed (double-spaced). Unless otherwise noted, essays will be graded on a rubric designed to measure the following factors: content; use of documentary and supporting evidence; grammar; spelling and depth of analysis. Reading or vocabulary quizzes will be assessed on a daily basis and a chapter quiz assessed upon the completion of each chapter, with test given upon completion of each unit.

Grading Scale: 90-100 A 80-90 B 70-80 C 60-70 D 0-60 F *Acceptance of assigned work after due date is at the sole discretion of the instructor and if accepted will be subject to an 11 point penalty per day for each day after due date.

Academic Ethics Policy The faculty of SHS is committed to a policy of honesty in academic affairs. Conduct for which you may be subject to administrative and/or disciplinary penalties, up to and including suspension or expulsion, include: 1. Dishonesty consisting of cheating of any kind with respect to examinations, course assignments, or illegal possession of examination papers. If you help another to cheat, you will be subject to the same penalties as the student assisted. 2. Plagiarism consisting of the deliberate use and appropriation of another’s work without indentifying the source and the passing off such work as your own. If you fail to give full credit for ideas or materials taken from another, you have plagiarized. Consequences of cheating or plagiarism: The first offense of willful plagiarism or cheating (verified by the instructor) will result in a grade of "F" (0 value) for the specific assignment. All instances of plagiarism and other forms of cheating will be referred to the appropriate instructional supervisor and/or Dean.

All of the assigned readings from the indicated text should be completed by the beginning of the week during which they will be discussed. Readings from other sources, will either be assigned as appropriate, read and discussed in class or copies of readings will be distributed and assigned as directed. Assignments may be omitted, substituted or added as scheduling allows.

Reading Assignments and Course Calendar INDEPENDENCE MOVEMENTS First Semester, First Quarter Week One –Two (33,000 B.C.-1769 A.D)- New World Beginnings, Pre-Columbian cultures, early explorations, introduction of slavery, Spanish and French claims, the rise of mercantilism. Due this week: Summer Assignment Kennedy, Bailey: Chapter 1 Wheeler, Becker, vol.1, Chapter 1-selections from Cortes first letter to King Charles I of Spain and Native American Accounts of Cortes’ conquest Chasteen, Chapters 1 & 2 Robert, Aboriginal Peoples, New France Explorers All Star Team

Week Three-Four (1500-1733)-The Planting of Spanish and English America, the planting of Jamestown, the growth of Virginia and Maryland, settling the Carolinas, Georgia, settling the Northern Colonies, the Catholic and Puritan faith, Plymouth Colony, Rhode Island, Connecticut and New Hampshire, Puritans and Indians, Catholics and Indians, Pennsylvania, New Jersey and Delaware. Tutorial-Evaluation of documents by OPVL method. Due this week: Kennedy, Bailey: Chapter 2,3 Compare/Contrast Colonial Chart Mayflower Compact DBQ #1-Transformation of Colonial Virginia

Week Five-Six (1607-1775)-American Life in the 17th Century, Tobacco and Rice Colonies, African-American culture, colonial family life, dissent in New England, the Witch trials, Colonial Society on the Eve of the Revolution, immigration and demographic change, the Atlantic economy, the Great awakening, education, culture and colonial politics. Due this week: Kennedy, Bailey: Chapters 4, 5 Wheeler, Becker, vol.1, Chapter 4 -What really happened in the Boston Massacre: the deposition and Trial of Captain Thomas Preston Selected readings on Colonial Unrest (historical viewpoint) Roberts, 1749-1759 Nova Scotia Roberts, 1759-1763 Martial Law Unit 1 Test 9/26

Week Seven-Eight (1608-1775)-The Duel for North America, colonial involvement in British imperial wars, consequences of the French and Indian War and the Proclamation of 1763. The Road to Revolution, roots of revolution, the role of mercantilism, end of benign neglect, failure of diplomacy, first conflicts. Due this week: Kennedy, Bailey: Chapters 6, 7 Declaration of Rights and Grievances Common Sense Patrick Henry, Give Me Liberty or Give Me Death speech Declaration of Independence Canada-Articles of Capitulation 1760 Canada-Royal Proclamation, 1763 Quebec Act, 1764 DBQ #2-English Indian Relations Roberts, The Struggle for French Canadian Rights

Week Nine-Ten (1775-1790)- American Secedes from the Empire, the American Revolution, wartime diplomacy, life on the home front, women and the war, the impact of the war on the institution of slavery, the Confederation and the Constitution, the Articles of Confederation and the Constitution, the role of the Enlightenment, slavery and religion in the political process, wartime diplomacy. Due this week: Kennedy, Bailey: Chapters 8, 9 Internet Research-compare and contrast The Articles of Confederation with the Constitution Federalist No. 10, 51 Anti-Federalist 10, 51 Revolutionary War Battles Chart Shays’ Rebellion (historical viewpoint) Chasteen, Chapter 3, Independence DBQ#3- Thomas Jefferson and Philosophical Consistency Unit 2 Test

NATION BUILDING CHALLENGES First Semester, Second Quarter Week Eleven-Twelve (1789-1812)-Launching the New Ship of State, early national politics and economics, diplomacy during the French Revolution, the making of the office of the presidency. Due this week: Kennedy, Bailey: Chapters 10, 11 Essay, tba Due 11/8 Washington’s Farewell Address Roberts, Revolutionary Changes Canada-Constitution Act 1791 Roberts, A New Constitution Roberts, Agitating for Change

Week Thirteen-Fourteen (1800-1824)- Triumphs and Travails of Jeffersonian Democracy, the “Revolution of 1800,” the Marshall Court, diplomacy of Jefferson and Madison, the Embargo Act, acceleration of expansion west, the Second War for Independence/Nationalism , the War of 1812, the Era of Good Feeling, the American System, the diplomacy of expansion, forging a new national identity. (1824-1840)- The Rise of a Mass Democracy, Jacksonian democracy and the Whigs, national policy toward American Indians, the era of the “common man,” expansion with the Texas revolution, slavery and sectionalism. Due this week: Kennedy, Bailey: Chapters 12, 13 Kentucky and Virginia Resolutions Marbury v. Madison Roundtable Discussion-issues during presidencies of Washington, Adams and Jefferson War of 1812 Chart DBQ-How Democratic was Jackson Unit 3 Test 11/29

THANKSGIVING BREAK November 19-23, 2012

Week Fifteen-Sixteen (1790-1860)- Forging the National Economy, the rise of the market economy, immigration and the increase in nativism, women in the workplace, the factory system, the transportation revolution, expansion west. (1790-1860)- The Ferment of Reform and Culture, the Second Great Awakening and the growth of reform, women’s roles in reform movements, creation of a national culture, advances in education and the sciences, the South and the Slavery Controversy, Cotton culture, southern society and the impact of the plantation system, the rise of abolitionist movements. Due this week: Kennedy, Bailey: Chapters 14, 15 DBQ #4-The Changing Place of Women Excerpts from the Autobiography of Frederick Douglas DBQ#5-Slavery and Sectional Attitudes Religion and Reform Roundtable Discussion Chasteen, Chapter 4, Post-Colonial Blues Roberts, Rebellion Roberts, Union and Responsible Government Unit 4 Test 12/17

CHRISTMAS BREAK, December 20-January 8, 2013

Week Seventeen-Eighteen (1841-1848)- Manifest Destiny and its Legacy Expansion under Polk, Manifest Destiny, war with Mexico. Due this week: Kennedy, Bailey: Chapters 16, 17 Mexican-American War Chart Chasteen, Chapter 5, Progress Mexican War Quiz

REVIEW AND MIDTERM IB exam essay format/cumulative

Second Semester Week One-Two (1848-1861) - Renewing the Sectional Struggle, Popular sovereignty, the Compromise of 1850 and the Fugitive Slave Law, the economics of expansion, Drifting Toward Disunion, abolition in the 1850s, the impact of Dred Scott, the financial panic of 1857, political crisis in the election of 1860, the coming of the Civil War. Due this week: Kennedy, Bailey: Chapters 18, 19 DBQ-Dred Scott v. Sanford State Secession Ordinances Free response essay question-could the Civil War have been prevented? Free response essay questions-did states have the legal authority to secede?

Week Three-Four (1861-1865) - Girding for War, Wartime diplomacy, economic changes in both the North and South, women and the war, issues of civil liberties in wartime. Due this week: Kennedy, Bailey: Chapter 20 Abraham Lincoln’s First Inaugural Address The Corwin Amendment Civil War Chart DBQ#6-Abraham Lincoln and the Struggle for Union and Emancipation Roberts, On the Road to Confederation

Week Five-Six (1861-1877) -The Furnace of the Civil War, the Peninsula Campaign, the “Anaconda,” the war in the West, Sherman’s March, Appomattox, the Emancipation Proclamation, the legacy of war in both the North and South, the Ordeal of Reconstruction, the politics and economics of Reconstruction, experiences of freedmen, the rise of the Bourbon South and the fate of Reconstruction, impeachment politics and the balance of power. Due this week: Kennedy, Bailey: Chapters 21, 22 Lincoln’s Second Inaugural Address The Emancipation Proclamation Jefferson Davis’s response to the Emancipation Proclamation The Gettysburg Address Reconstruction Plans Chart Free response essay-Effects on the South of John Wilkes Booth arrest and incarceration on April 13, 1865 Internet Research on major interpretations of the Civil War: slavery, states rights, economic differences and poor leadership-students will research and summarize historical scholarship representing the significant differing schools of thought Unit 5 Test 2/28

THE DEVELOPMENT OF MODERN NATIONS (1865-1929): Week Seven-Eight (1869-1896)-Political Paralysis in the Gilded Age, the rise of big business and the role of business in politics, class and ethnic conflict, the rise of Jim Crow, Populism. (1865-1900)- Industry Comes of Age, Era of the Robber Barons, the lives of the working classes and the growth of unionism, government and politics of regulation, the United States in the world economy. Due this week: Kennedy, Bailey: Chapters 23, 24 Wheeler, Becker, vol.1, Chapter 11, Excerpts from Horatio Algier, Acres of Diamonds speech, and other inspirational literature of the period Populists and Progressives (recent scholarship) Progressive Reforms Chart DBQ#7- The Role of Capitalists Walt Whitman, Democratic Vistas Andrew Carnegie, Wealth Research Assignment-bibliography of sources discussing Native American culture in the Americas during the 1800s, focusing on one particular geographical area or tribe. Six total sources are required. A summary must be provided of each source together with an evaluation of the value of the work in explaining the region or tribe DBQ on business in the late nineteenth century Chasteen, Chapter 6, Neocolonialism

SPRING BREAK March 11-15, 2013

Week Nine-Ten (1865-1900) - America Moves to the City, Urbanization, new waves of immigration, renewed instances of nativism, cultural life in urban America, the “New Woman,” African-American push for expanded civil rights, the Great West and the Agricultural Revolution, the close of the frontier and its impact, industrialization of agriculture and political dissent among farmers. Due this week: Kennedy, Bailey: Chapters 25, 26 William Jennings Bryan, Cross of Gold speech Populist Party Platform DBQ#8-The Farmer’s Movement Canada-British North American Act, 1867 Roberts, Becoming a Nation Roberts, Territorial Expansion Unit 6 Test 4/5 Week Eleven-Twelve (1890-1909) - Empire and Expansion, American expansion overseas, a new age of imperialism, The Spanish-American War, the Open Door, America on the world stage. (1900-1912) - Progressivism and the Republican Roosevelt, Progressive reform and the trusts, demographics of urbanization and the resulting political impact, “Dollar Diplomacy,” environmental issues. (1900-1912) - Progressivism and the Republican Roosevelt, Progressive reform and the trusts, demographics of urbanization and the resulting political impact, “Dollar Diplomacy,” environmental issues. Due this week: Kennedy, Bailey: Chapters 27, 28 Chasteen, Chapter 7, Nationalism Theodore Roosevelt, Corollary to the Monroe Doctrine Debate over the Philippines-Documents In-class DBQ on imperialism Theodore Roosevelt, The New Nationalism Unit 7 Test 4/19

Week Thirteen-Fourteen The Mexican Revolution 1920-1940 Reading-The Mexican Revolution http://www.mexconnect.com/articles/2824-the-mexican-revolution-1910 all parts http://www.mexonline.com/revolution.htm also-Pancho Villa, Emiliano Zapata, Porfirio Diaz http://www.emersonkent.com/wars_and_battles_in_history/mexican_revolution.htm http://www.ic.arizona.edu/ic/mcbride/ws200/mex-davi.htm Mexican Revolution Photo identification Internal Assessment tutorial, Turabian tutorial Practice IA due 5/3 "To what extent was religion used as propaganda in the Mexican Revolution?" Group assignment and debate-The Cause of the Mexican Revolution Was. . .

Week Fifteen-Sixteen The Russian Revolution and the Civil War 1917-1918 Reading: http://www.st-petersburg-life.com/st-petersburg/1917-russian-revolution http://depts.washington.edu/baltic/papers/russianrevolution.htm http://www.fordham.edu/halsall/mod/modsbook39.asp http://www.barnsdle.demon.co.uk/russ/rusrev.html Russian Revolution Practice Internal Assessment Due 5/17 To what extent were Marx goals realized in the Russian Revolution? Internal Assessment Topics Due May 21, 2013 Rough Draft Parts A,B, C and F due May 31, 2013

REVIEW AND FINAL EXAM IB essay format/cumulative

*Internal Assessment Final Draft due September ____, 2013