Pleasant Valley School District s5

PLEASANT VALLEY SCHOOL DISTRICT

PLANNED COURSE CURRICULUM GUIDE

Advanced Placement United States History Grade 9-12

I. COURSE DESCRIPTION AND INTENT:

The AP U.S. History course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in U.S. history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should learn to assess historical materials—their relevance to a given interpretive problem, reliability, and importance—and to weigh the evidence and interpretations presented in historical scholarship. An AP U.S. History course should thus develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format.

II. INSTRUCTIONAL TIME:

Class Periods: 6 per 6day cycle Length of Class Periods (minutes):56 Length of Course: One (1) Year COURSE: GRADE(S): STRAND: Reading TIMEFRAME: PDE Standard Area:  1.2 Reading, Analyzing and Interpreting Text

PA ACADEMIC STANDARDS 1.2.11.A: Evaluate and critique text organization and content to determine the author’s purpose and effectiveness according to the author’s theses, accuracy, thoroughness, logic, and reasoning. 1.2.11.B: Distinguish among facts and opinions, evidence, and inference across a variety of texts by using complete and accurate information, coherent arguments and points of view. 1.2.11.C: Examine the author’s explicit and implicit bias and assumptions, beliefs about a subject, use of fact and/or opinion, and/or the author’s argument or defense of a claim as related to essential and non-essential information. 1.2.11.D: Analyze inferences and draw conclusions based on and related to an author’s implicit and explicit assumptions and beliefs about a subject. 1.2.11.E: Examine and respond to essential content of text and documents in all academic areas.

ASSESSMENT ANCHORS N/A

RESOURCES  PVHS Library Handbook

 PVHS Library Controversial Issues Planner

 Text/articles/novels

 Teacher created materials

 Student selected materials

 History Moodle Webpages

 Pleasant Valley High School Library Webpage

 PV Research and Assessment Handbook

OBJECTIVES PDE Big Idea(s): Comprehension requires and enhances critical thinking is constructed through the intentional interaction between reader and text Core Objectives:  Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole (CC.8.5.11-12.A)

 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. (CC.8.5.11-12.B)

 Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. (CC.8.5.11-12.C)

 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole. (CC.8.5.11- 12.E)

 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. (CC.8.5.11-12.G)

 Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources. (CC.8.5.11-12.I)

ESSENTIAL CONTENT PDE Essential Question(s):  How does interaction with text provoke thinking and response?

Core Content:  Use of graphs and data representations

 Reading of primary sources from various locations

 Reading of the secondary sources from various locations

 Use maps and charts as visual representations of data

INSTRUCTIONAL STRATEGIES  Teacher modeling

 Think- Pair- Share

 Usage of Reading Apprenticeship strategies  Usage of Best Classroom Practices

ASSESSMENTS  Teacher and peer evaluation.

 Teacher and peer response on written work.

 Rubrics/PV Research and Assessment Handbook

CORRECTIVES / EXTENSIONS  Explicit modeling followed by systematic guided practice of each skill

 Work in pairs to provide peer evaluation

 Use technological support COURSE: GRADE(S): STRAND: Writing TIMEFRAME: PDE Standard Area:  1.4 Types of Writing  1.5 Quality of Writing

PA ACADEMIC STANDARDS 1.4.12.B: Write complex informational pieces (e.g. research papers, literary analytical essays, evaluations)

 Make and support inferences with relevant and substantial evidence and well-chosen details.

 Identify and assess the impact of perceived ambiguities, nuances, and complexities within text. 1.4.12.C: Write persuasive pieces.

 Use rhetorical strategies (e.g., exposition, narration, description, argumentation, or some combination thereof) to support the main argument or position.

 Clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning. 1.5.12.A: Write with a clear focus, identifying topic, task, and audience. 1.5.12.B: Develop content appropriate for the topic.

 Gather, organize, and determine validity and reliability of information.

 Employ the most effective format for purpose and audience.

 Write fully developed paragraphs that have details and information specific to the topic and relevant to the focus. 1.5.12.C: Write with controlled and/or subtle organization.

 Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques. 1.5.12.D: Write with an understanding of style using a variety of sentence structures and descriptive word choices.

 Create tone and voice through the use of precise language. 1.5.12.E: Revise writing to improve style, word choice, sentence variety, and subtlety of meaning after rethinking how questions of purpose, audience, and genre have been addressed. 1.5.12.F. Use grade appropriate conventions of language when writing and editing.

 Spell all words correctly

 Use capital letters correctly

 Punctuate correctly

 Use correct grammar and sentence and formation

RESOURCES  PVHS Library Handbook

 PVHS Library Controversial Issues Planner

 Text/articles/novels

 Teacher created materials

 Student selected materials

 History Moodle Webpages

 Pleasant Valley High School Library Webpage

 PV Research and Assessment Handbook

OBJECTIVES PDE Big Idea(s):  Purpose, topic and audience guide types of writing

 Writing is a recursive process that conveys ideas, thoughts and feelings

 Writing is a means of documenting thinking

Core Objectives:  Write arguments focused on discipline-specific content. (CC.8.6.11-12.A)

 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. (CC.8.6.11-12.B)

 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (CC.8.6.11-12.E)  Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (CC.8.6.11-12.G)

 Draw evidence from informational texts to support analysis, reflection, and research. (CC.8.6.11-12.H)

ESSENTIAL CONTENT PDE Essential Question(s):  To what extent does the writing process contribute to the quality of writing

 How do we develop into effective writers?

 What role does writing play in our lives? Core Content:  Develop essays with an introduction, 3 body paragraphs, and conclusion.

 Write clear, concise paragraphs using correct grammar, spelling, punctuation, usage, and mechanics.

 Use writing techniques to experiment and develop a personal writing style.

 Write creative and critically in response to literature-based assignments.

 Explore different styles and forms in poetry.

 Practice writing the four modes.

 Incorporate self-reflection into writing.

 Assign writing with several stages.

 Revise and edit.

INSTRUCTIONAL STRATEGIES  Teach grammar units in areas that require special emphasis as reflected in students’ papers.

 Employ a variety of writing techniques such as brainstorming, discussion, modeling, free-writing, and examining writing models.

 Examine and re-evaluate past assignments.  Incorporate Reading Apprentice techniques.

ASSESSMENTS  Teacher and peer evaluation.

 Teacher and peer response on written work.

CORRECTIVES / EXTENSIONS  Explicit modeling followed by systematic guided practice of each skill

 Work in pairs to provide peer edit.

 Use model writing.

 Use technological support COURSE: GRADE(S): STRAND: Research TIMEFRAME: PDE Standard Area:  1.8 Research  1.9 Information, Communication, and Technology Literacy

PA ACADEMIC STANDARDS 1.8.12.A: Formulate a clear research question and design a methodology for gathering and evaluating information on the chosen topic. 1.8.12.B: Conduct inquiry and research on self-selected or assigned topics, issues, or problems using a wide variety of appropriate media sources and strategies.

 Demonstrate that sources have been evaluated for accuracy, bias, and credibility.

 Synthesize information gathered from a variety of sources, including technology and one’s own research, and evaluate information for its relevance to the research question.

 Demonstrate the distinction between one’s own ideas from the ideas of others, and includes a reference page.

1.8.12.C: Analyze, synthesize, and integrate data, creating a reasoned product that supports and appropriately illustrates inference and conclusions drawn from research. 1.9.12.A: Use media and technology resources for research, information, analysis, problem solving, and decision making in content learning. Identify complexities and inconsistencies in the information and the different perspectives found in each medium. 1.9.12.B: Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness, importance, and social and cultural context.

RESOURCES  PV Research and Assessment Handbook

 MLA Handbook

 Chicago(Turabian) Handbook

 PVHS Library web pages and links

 Library Research Planner  Student selected materials

OBJECTIVES PDE Big Idea(s):  Information to gain or expand knowledge can be acquired through a variety of sources

Core Objectives:  Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content

 Students summarize, represent, interpret data on tables and graphs

ESSENTIAL CONTENT PDE Essential Question(s):  How can our knowledge and use of the research process promote lifelong learning?

 How do we use information gained through research to expand knowledge? Core Content:  Follow the MLA or Turabian process for conducting research of: evaluating sources, taking notes, outlining, and writing drafts

 Develop, with teacher guidance, an essential question

 Answer the essential question to formulate a thesis statement that addresses purpose and audience

 During the research process, submit a working annotated bibliography for the purpose of review by teacher and possible revision by student

 Differentiate between summarizing, paraphrasing, direct quoting, and using one’s own idea to prevent intentional and unintentional plagiarism

 Use a variety of tools to produce an individual critical research paper on a selected social issue with a minimum of five sources and one to five pages.

INSTRUCTIONAL STRATEGIES  The classroom teacher and librarians will collaborate and co-teach throughout the process of planning, conducting, and documenting research

 Model various forms of note taking  Peer review

 Reference individual research planner checklists for classroom and library activities

ASSESSMENTS  Teacher and peer evaluation

 The final paper

 Pre-research activities

CORRECTIVES / EXTENSIONS Correctives:  Explicit modeling followed by systematic, guided practice of each skill Extensions:  Provide opportunity for further inquiry

 Convert research paper into technology-enhanced research presentation

 Apply research to authentic, real-world scenarios COURSE: AP US History GRADE(S): 9-12 STRAND: Content TIME FRAME: One Year Unit 1: Colonial History to 1793 PDE Standard Area:  5.1 Principles and Documents of Government  5.2 Rights and Responsibilities of Citizenship  6.2 Markets and Economic Systems  8.1 Historical Analysis and Skills Development  8.3 United States History

PA ACADEMIC STANDARDS 5.1.U.D: Compare and contrast the basic principles and ideals found in significant documents: • United States Constitution 5.2.U.B: Analyze strategies used to resolve conflicts in society and government. 5.2.U.C: Examine political leadership and public service in a republican form of government 6.2.U.A: Analyze the flow of goods and services in the national economy 8.1.U.A; Evaluate patterns of continuity and change over time, applying context of events 8.3.U.A: Compare the role groups and individuals played in the social, political and economic development of the US

ASSESSMENT ANCHORS

RESOURCES Course textbook Teacher created materials Student selected materials Social Studies Moodle page PVHS Library website PV Research and Assessment Handbook OBJECTIVES PDE Big Ideas  Historical interpretation involves an analysis of cause and result.  The history of the United States continues to influence its citizens, and has impacted the rest of the world

CC.8.5.11-12.A. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

CC.8.5.11-12.E. Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.

CC.8.5.11-12.G. CC.8.5.11-12.G. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

CC.8.6.11-12.A. Write arguments focused on discipline-specific content.

CC.8.6.11-12.E.Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

CC.8.6.11-12.F. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

CC.8.6.11-12.H. Draw evidence from informational texts to support analysis, reflection, and research.

ESSENTIAL CONTENT PDE Essential Question(s)  How has social disagreement and collaboration been beneficial to American society?

 What role do multiple causations play in describing a historic event?

Focus / Inquiry Question(s):  What explains cultural differences among Native American groups before European conquest?  How did Europeans and Native Americans interact during the period of first contact?  What was the character of the West African societies European traders first encountered?  What factors explain Spain’s central role in New World exploration and colonization?  How did Spanish conquest of Central and South American transform Native American culture?  What was the character of the French empire in Canada?  Why did England not participate in the early competition for New World colonies?  Why did the Chesapeake colonies not prosper during the earliest years of settlement?  What role did differences in religion play in the founding of the New England colonies?  How did ethnic diversity shape the development of the Middle Colonies?  How was the founding of the Carolinas different from that of Georgia?  What factors explain the remarkable social stability achieved in early New England?  What factors contributed to political unrest in the Chesapeake region during this period?  How did African American slaves preserve an independent cultural identity in the New World?  Why did England discourage free and open trade in colonial America?  What difficulties did Native Americans face in maintaining their cultural independence on the frontier?  Why was the Spanish empire unable to control it northern frontier?  How did European ideas affect 18th century American life?  How did the Great Awakening transform the religious culture of colonial America?  Why were the 18th century colonial assemblies not fully democratic?  Why did colonial American support Britain’s wars against France?

INSTRUCTIONAL STRATEGIES Think-Pair-Share Model forms of note taking Peer review Participate in whole group lectures Participate in small group problem solving Incorporate reading apprenticeship framework and techniques Collaborative inquiry

ASSESSMENTS Tests and quizzes Teacher and peer response/evaluation Teacher observation Daily preparation for class as evidenced by written homework and class participation Rubrics / PV Research and Assessment Handbook

CORRECTIVES/EXTENSIONS Correctives: Explicit modeling followed by systematic guided practice of each skill Incorporate Reading Apprenticeship activities Work in pairs or groups to generate ideas, listen and evaluate ideas. Extensions: Provide opportunities for further inquiry Integrate technology Student-generated authentic creative projects COURSE: AP US History GRADE(S): 9-12 STRAND: Content TIME FRAME: One Year Unit 2: The American Revolution (1793-1783) PDE Standard Area:  5.1 Principles and Documents of Government  5.2 Rights and Responsibilities of Citizenship  8.2 Pennsylvania History  8.1 Historical Analysis and Skills Development  8.3 United States History

PA ACADEMIC STANDARDS 5.1.U.D: Compare and contrast the basic principles and ideals found in significant documents: • United States Constitution 5.2.U.B: Analyze strategies used to resolve conflicts in society and government. 5.2.U.C: Examine political leadership and public service in a republican form of government 8.2.U.A: Evaluate the role groups and individuals from Pennsylvania played in the social, political, cultural, and economic development of the U.S. 8.1.U.A; Evaluate patterns of continuity and change over time, applying context of events 8.3.U.A: Compare the role groups and individuals played in the social, political and economic development of the US

ASSESSMENT ANCHORS

RESOURCES Course textbook Teacher created materials Student selected materials Social Studies Moodle page PVHS Library website PV Research and Assessment Handbook OBJECTIVES PDE Big Ideas  Historical interpretation involves an analysis of cause and result.  The history of the United States continues to influence its citizens, and has impacted the rest of the world  The history of the Commonwealth continues to influence Pennsylvanians today, and has impacted the United States and the rest of the world.

 How has social disagreement and collaboration been beneficial to Pennsylvania society?

Focus / Inquiry Question(s):  Why did Americans resist parliamentary taxation?  What events eroded the bonds of empire during the 1760s?  What events in 1775 and 1776 led to the colonists’ decisions to declare independence?  Why did it take eight years of warfare for the Americans to gain independence?

CORRECTIVES/EXTENSIONS Correctives: Explicit modeling followed by systematic guided practice of each skill Incorporate Reading Apprenticeship activities Work in pairs or groups to generate ideas, listen and evaluate ideas. Extensions: Provide opportunities for further inquiry Integrate technology Student-generated authentic creative projects COURSE: AP US History GRADE(S): 9-12 STRAND: Content TIME FRAME: One Year Unit 3: The Republican Experiment (1781-1789) PDE Standard Area:  5.1 Principles and Documents of Government  5.2 Rights and Responsibilities of Citizenship  8.2 Pennsylvania History  8.1 Historical Analysis and Skills Development  8.3 United States History

ASSESSMENT ANCHORS

Focus / Inquiry Question(s):  What were the limits of equality in the “republican” society of the new United States?  Why did many Americans regard the Articles of Confederation as inadequate?  Why did Constitutional delegates compromise of representation and slavery?  What issues separated Federalists from Antifederalist during debates over ratification?

CORRECTIVES/EXTENSIONS Correctives: Explicit modeling followed by systematic guided practice of each skill Incorporate Reading Apprenticeship activities Work in pairs or groups to generate ideas, listen and evaluate ideas. Extensions: Provide opportunities for further inquiry Integrate technology Student-generated authentic creative projects COURSE: AP US History GRADE(S): 9-12 STRAND: Content TIME FRAME: One Year Unit 4: The Federalist Era (1788-1800) PDE Standard Area:  5.1 Principles and Documents of Government  5.2 Rights and Responsibilities of Citizenship  6.3: Functions of Government  8.1 Historical Analysis and Skills Development  8.3 United States History

PA ACADEMIC STANDARDS 5.1.U.D: Compare and contrast the basic principles and ideals found in significant documents: • United States Constitution 5.2.U.B: Analyze strategies used to resolve conflicts in society and government. 5.2.U.C: Examine political leadership and public service in a republican form of government 6.3.U.B: Analyze how conflict and cooperation among groups and organizations have impacted the growth and development of the U.S.  Ethnicity and Race  Working conditions  Immigration  Military conflict  Economic Stability 8.1.U.A; Evaluate patterns of continuity and change over time, applying context of events 8.3.U.A: Compare the role groups and individuals played in the social, political and economic development of the US

ASSESSMENT ANCHORS

RESOURCES Course textbook Teacher created materials Student selected materials Social Studies Moodle page PVHS Library website PV Research and Assessment Handbook

OBJECTIVES PDE Big Ideas  Historical interpretation involves an analysis of cause and result.  The history of the United States continues to influence its citizens, and has impacted the rest of the world

ESSENTIAL CONTENT PDE Essential Question(s)  How has social disagreement and collaboration been beneficial to American society?  What role do multiple causations play in describing a historic event?

 What role does analysis have in historical construction?

Focus / Inquiry Question(s):  Why was George Washington unable to overcome division within the new government?  Why did many Americans oppose Alexander Hamilton’s blueprint for national prosperity?  Why was it hard for Americans to accept political dissent as a part of political activity?  Why were some Federalists willing to sacrifice political freedoms for party advantages?

CORRECTIVES/EXTENSIONS Correctives: Explicit modeling followed by systematic guided practice of each skill Incorporate Reading Apprenticeship activities Work in pairs or groups to generate ideas, listen and evaluate ideas. Extensions: Provide opportunities for further inquiry Integrate technology Student-generated authentic creative projects COURSE: AP US History GRADE(S): 9-12 STRAND: Content TIME FRAME: One Year Unit 5: Republicans in Power (1801-1828) PDE Standard Area:  5.1 Principles and Documents of Government  5.2 Rights and Responsibilities of Citizenship  5.4: How International Relationships Function  8.1 Historical Analysis and Skills Development  8.3 United States History

PA ACADEMIC STANDARDS 5.1.U.D: Compare and contrast the basic principles and ideals found in significant documents: • United States Constitution 5.2.U.B: Analyze strategies used to resolve conflicts in society and government. 5.2.U.C: Examine political leadership and public service in a republican form of government 5.4.U.A: Explain how United States foreign policy is developed. 8.1.U.A; Evaluate patterns of continuity and change over time, applying context of events 8.3.U.A: Compare the role groups and individuals played in the social, political and economic development of the US

ASSESSMENT ANCHORS

 What role do multiple causations play in describing a historic event? Focus / Inquiry Question(s):  How did the Republic’s growth shape the market economy and relations with Native Americans?  How did practical politics challenge Jefferson’s political principles?  How did Jeffersonian deal with the difficult problems of party politics and slavery?  Why did the United States find it difficult to avoid military conflict during this period?  What key factors drove American expansion westward during this period?  How did developments in transportation support the growth of agriculture and manufacturing?  What decisions did the federal government face as the country expanded?

CORRECTIVES/EXTENSIONS Correctives: Explicit modeling followed by systematic guided practice of each skill Incorporate Reading Apprenticeship activities Work in pairs or groups to generate ideas, listen and evaluate ideas. Extensions: Provide opportunities for further inquiry Integrate technology Student-generated authentic creative projects COURSE: AP US History GRADE(S): 9-12 STRAND: Content TIME FRAME: One Year Unit 6: The Jacksonian Era PDE Standard Area:  5.1 Principles and Documents of Government  5.2 Rights and Responsibilities of Citizenship  5.3: How Government Works  8.1 Historical Analysis and Skills Development  8.3 United States History

PA ACADEMIC STANDARDS 5.1.U.D: Compare and contrast the basic principles and ideals found in significant documents: • United States Constitution 5.2.U.B: Analyze strategies used to resolve conflicts in society and government. 5.2.U.C: Examine political leadership and public service in a republican form of government 5.3.U.D: Evaluate the roles of political parties, interest groups, and mass media in politics and public policy. 8.1.U.A; Evaluate patterns of continuity and change over time, applying context of events 8.3.U.A: Compare the role groups and individuals played in the social, political and economic development of the US

ASSESSMENT ANCHORS

RESOURCES Course textbook Teacher created materials Student selected materials Social Studies Moodle page PVHS Library website PV Research and Assessment Handbook OBJECTIVES PDE Big Ideas  Historical interpretation involves an analysis of cause and result.  The history of the United States continues to influence its citizens, and has impacted the rest of the world  Historical context is needed to comprehend time and space.

 Why is time and space important to the study of history? Focus / Inquiry Question(s):  How did the relationship between the government and the people change during this time?  What political conflicts did Jackson face and how did he resolve them?  What were the arguments for and against the Bank of the United States?  What was the two-party system, and how were the parties different?  What factors made living conditions for southern blacks more or less difficult?  What were the divisions and unities in white southern society?  How was slavery related to economic success in the South?

CORRECTIVES/EXTENSIONS Correctives: Explicit modeling followed by systematic guided practice of each skill Incorporate Reading Apprenticeship activities Work in pairs or groups to generate ideas, listen and evaluate ideas. Extensions: Provide opportunities for further inquiry Integrate technology Student-generated authentic creative projects COURSE: AP US History GRADE(S): 9-12 STRAND: Content TIME FRAME: One Year Unit 7: Manifest Destiny and the Mexican War PDE Standard Area:  5.1 Principles and Documents of Government  5.2 Rights and Responsibilities of Citizenship  7.3: Human Characteristics of Places and Regions  8.1 Historical Analysis and Skills Development  8.3 United States History

PA ACADEMIC STANDARDS 5.1.U.D: Compare and contrast the basic principles and ideals found in significant documents: • United States Constitution 5.2.U.B: Analyze strategies used to resolve conflicts in society and government. 5.2.U.C: Examine political leadership and public service in a republican form of government 7.3.U.A: Analyze the human characteristics of places and regions using the following criteria:  Population  Culture  Settlement  Economic activities  Political activities 8.1.U.A; Evaluate patterns of continuity and change over time, applying context of events 8.3.U.A: Compare the role groups and individuals played in the social, political and economic development of the US

ASSESSMENT ANCHORS

OBJECTIVES PDE Big Ideas  Historical interpretation involves an analysis of cause and result.  The history of the United States continues to influence its citizens, and has impacted the rest of the world  Historical context is needed to comprehend time and space.

 Why is time and space important to the study of history?

Focus / Inquiry Question(s):  How did the evangelical revivalism of the early 19th century spur reform movements?  What was the doctrine of “separate spheres” and how did it change family life?  What were the major antebellum reform movements?  Why did the U.S. annex Texas and the Southwest?  How did developments in transportation foster industrialization and encourage immigration?

CORRECTIVES/EXTENSIONS Correctives: Explicit modeling followed by systematic guided practice of each skill Incorporate Reading Apprenticeship activities Work in pairs or groups to generate ideas, listen and evaluate ideas. Extensions: Provide opportunities for further inquiry Integrate technology Student-generated authentic creative projects COURSE: AP US History GRADE(S): 9-12 STRAND: Content TIME FRAME: One Year Unit 8: The Slave System and the Coming of the Civil War PDE Standard Area:  5.1 Principles and Documents of Government  5.2 Rights and Responsibilities of Citizenship  6.5: Income, Profit, and Wealth  8.1 Historical Analysis and Skills Development  8.3 United States History

PA ACADEMIC STANDARDS 5.1.U.D: Compare and contrast the basic principles and ideals found in significant documents: • United States Constitution 5.2.U.B: Analyze strategies used to resolve conflicts in society and government. 5.2.U.C: Examine political leadership and public service in a republican form of government 6.5.U.E: Define wealth and describe its distribution within and among the political divisions of the United States 8.1.U.A; Evaluate patterns of continuity and change over time, applying context of events 8.3.U.A: Compare the role groups and individuals played in the social, political and economic development of the US

ASSESSMENT ANCHORS

RESOURCES Course textbook Teacher created materials Student selected materials Social Studies Moodle page PVHS Library website PV Research and Assessment Handbook OBJECTIVES PDE Big Ideas  Historical interpretation involves an analysis of cause and result.  The history of the United States continues to influence its citizens, and has impacted the rest of the world.  Historical context is needed to comprehend time and space,.

 What role do multiple causations play in describing a historic event?  Why is time and space important to the study of history?

Focus / Inquiry Question(s):  How did territorial expansion intensify the conflict over slave ownership?  How did the two-party system change during of this period?  How did the institution of slavery go beyond political and economic debates?

CORRECTIVES/EXTENSIONS Correctives: Explicit modeling followed by systematic guided practice of each skill Incorporate Reading Apprenticeship activities Work in pairs or groups to generate ideas, listen and evaluate ideas. Extensions: Provide opportunities for further inquiry Integrate technology Student-generated authentic creative projects COURSE: AP US History GRADE(S): 9-12 STRAND: Content TIME FRAME: One Year Unit 9: The Civil War and Reconstruction (1861-1877) PDE Standard Area:  5.1 Principles and Documents of Government  5.2 Rights and Responsibilities of Citizenship  6.4 Economic Interdependence  8.1 Historical Analysis and Skills Development  8.3 United States History

PA ACADEMIC STANDARDS 5.1.U.D: Compare and contrast the basic principles and ideals found in significant documents: • United States Constitution 5.2.U.B: Analyze strategies used to resolve conflicts in society and government. 5.2.U.C: Examine political leadership and public service in a republican form of government 6.4.U.A: Explain how specialization contributes to economic interdepence on a national and international level. 8.1.U.A; Evaluate patterns of continuity and change over time, applying context of events 8.3.U.A: Compare the role groups and individuals played in the social, political and economic development of the US

ASSESSMENT ANCHORS

 What role do multiple causations play in describing a historic event?  How has social disagreement and collaboration been beneficial to Pennsylvania society?

Focus / Inquiry Question(s):  What developments and events drew the Union toward the Civil War?  What challenges did “total war” bring for each side?  How did the Union finally attain victory, and what role did emancipation play in it?  How did the outcome of the war affect America socially and politically?  What conflicts arose between Lincoln and Johnson and Congress during Reconstruction?  What problems did southern society face during Reconstruction?  Why did Reconstruction end?

CORRECTIVES/EXTENSIONS Correctives: Explicit modeling followed by systematic guided practice of each skill Incorporate Reading Apprenticeship activities Work in pairs or groups to generate ideas, listen and evaluate ideas. Extensions: Provide opportunities for further inquiry Integrate technology Student-generated authentic creative projects COURSE: AP US History GRADE(S): 9-12 STRAND: Content TIME FRAME: One Year Unit 10: The Gilded Age (1865-1900) PDE Standard Area:  5.1 Principles and Documents of Government  5.2 Rights and Responsibilities of Citizenship  5.3 How Government Works  8.1 Historical Analysis and Skills Development  8.3 United States History

ASSESSMENT ANCHORS

 What role do multiple causations play in describing a historic event? Focus / Inquiry Question(s):  What were the challenges of settling the country west of the Mississippi?  How did white Americans crush the culture of the Native Americans as they moved west?  Why did Americans and other move to the West?  Why was the West a bonanza of dreams and get-rich-quick schemes?  What enabled the United States to build an industrial economy?  How and why did the railroad system grow?  What were the main characteristics of the new steel and oil industries?  Why were the new methods of advertising so important?  Who were the wage earners in the new economy?  How did wage earners organize in this period, and what demands did they make?  Why did cities expand in the United States between 1880 and 1900?  How did the growth of American cities affect social, cultural, and political life?  Why did Jim Crow laws spread across the South after Reconstruction?  How did life in the growing city lead to reform?  How did the Republican Party’s vision shape the “Billion-dollar Congress”?  What factors led to the formation and growth of the Farmers’ Alliance and People’s Party?  What were the main political and labor effects of the panic and depression of the 1890s?  What changes in outlook did the panic and depression of the 1890s bring about?  Why was the presidential election of 1896 so important?  What did McKinley accomplish that placed the results of the 1896 election on a solid basis?

ASSESSMENTS Tests and quizzes Teacher and peer response/evaluation Teacher observation Daily preparation for class as evidenced by written homework and class participation Rubrics / PV Research and Assessment Handbook CORRECTIVES/EXTENSIONS Correctives: Explicit modeling followed by systematic guided practice of each skill Incorporate Reading Apprenticeship activities Work in pairs or groups to generate ideas, listen and evaluate ideas. Extensions: Provide opportunities for further inquiry Integrate technology Student-generated authentic creative projects COURSE: AP US History GRADE(S): 9-12 STRAND: Content TIME FRAME: One Year Unit 11: The Progressive Era (1900-1917) PDE Standard Area:  5.1 Principles and Documents of Government  5.2 Rights and Responsibilities of Citizenship  8.1 Historical Analysis and Skills Development  8.3 United States History

PA ACADEMIC STANDARDS 5.1.U.D: Compare and contrast the basic principles and ideals found in significant documents: • United States Constitution 5.2.U.B: Analyze strategies used to resolve conflicts in society and government. 5.2.U.C: Examine political leadership and public service in a republican form of government 8.1.U.A; Evaluate patterns of continuity and change over time, applying context of events 8.3.U.A: Compare the role groups and individuals played in the social, political and economic development of the US

ASSESSMENT ANCHORS

Focus / Inquiry Question(s):  Why did Americans look outward in the last half of the 19th century?  What were the causes and results of the war with Spain?  What were the various viewpoints about the acquisition of empire after the war with Spain?  How did industrialism change after 1900?  How did mass production affect women, children, immigrants, and African Americans?  Why were there so many strikes in the period?  What happened to art and culture in these years so filled with change?  What were the six major characteristics of progressivism?  What methods did Progressives reformers use to attack problems in the cities and states?  How would you describe the personality and programs of Theodore Roosevelt?  What were the major measures of Theodore Roosevelt’s term from 1905-1909?  Why was the presidency of William Howard Taft so difficult for him?  What were the central principles of Woodrow Wilson’s New Freedom?

CORRECTIVES/EXTENSIONS Correctives: Explicit modeling followed by systematic guided practice of each skill Incorporate Reading Apprenticeship activities Work in pairs or groups to generate ideas, listen and evaluate ideas. Extensions: Provide opportunities for further inquiry Integrate technology Student-generated authentic creative projects COURSE: AP US History GRADE(S): 9-12 STRAND: Content TIME FRAME: One Year Unit 12: Foreign Policy (1898-1920) PDE Standard Area:  5.1 Principles and Documents of Government  5.2 Rights and Responsibilities of Citizenship  5.4 How International Relationships Function  8.1 Historical Analysis and Skills Development  8.3 United States History

ASSESSMENT ANCHORS

RESOURCES Course textbook Teacher created materials Student selected materials Social Studies Moodle page PVHS Library website PV Research and Assessment Handbook OBJECTIVES PDE Big Ideas  Historical interpretation involves an analysis of cause and result.  The history of the United States continues to influence its citizens, and has impacted the rest of the world  World history continues to influence Pennsylvanians, citizens of the United States, and individuals throughout the world today.

 How has social disagreement and collaboration in world history been beneficial or detrimental?

Focus / Inquiry Question(s):  Why did Americans look outward in the last half of the 19th century?  What were the causes and results of the war with Spain?  What were the various viewpoints about the acquisition of empire after the war with Spain?  What were the main events that showed the United States was becoming a world power?  What did Woodrow Wilson mean by “moral diplomacy”?  What were the reasons behind and dangers of Wilson’s neutrality policy?  How did the United States’ entry affect World War I?

CORRECTIVES/EXTENSIONS Correctives: Explicit modeling followed by systematic guided practice of each skill Incorporate Reading Apprenticeship activities Work in pairs or groups to generate ideas, listen and evaluate ideas. Extensions: Provide opportunities for further inquiry Integrate technology Student-generated authentic creative projects COURSE: AP US History GRADE(S): 9-12 STRAND: Content TIME FRAME: One Year Unit 13: The Roaring ‘20s PDE Standard Area:  5.1 Principles and Documents of Government  5.2 Rights and Responsibilities of Citizenship  8.1 Historical Analysis and Skills Development  8.3 United States History

ASSESSMENT ANCHORS

Focus / Inquiry Question(s):  What was new about the American economy in the 1920s?  How did life in the cities change after World War I?  How did conservatives resist the changes of the decade?  How did the politics of the 1920s reflect changes in the economy and in American society? INSTRUCTIONAL STRATEGIES Think-Pair-Share Model forms of note taking Peer review Participate in whole group lectures Participate in small group problem solving Incorporate reading apprenticeship framework and techniques Collaborative inquiry

CORRECTIVES/EXTENSIONS Correctives: Explicit modeling followed by systematic guided practice of each skill Incorporate Reading Apprenticeship activities Work in pairs or groups to generate ideas, listen and evaluate ideas. Extensions: Provide opportunities for further inquiry Integrate technology Student-generated authentic creative projects COURSE: AP US History GRADE(S): 9-12 STRAND: Content TIME FRAME: One Year Unit 14: The Great Depression (1929-1940) PDE Standard Area:  5.1 Principles and Documents of Government  6.2 Markets and Economic Systems  6.5: Income, Profit, and Wealth  8.1 Historical Analysis and Skills Development  8.3 United States History

PA ACADEMIC STANDARDS 5.1.U.D: Compare and contrast the basic principles and ideals found in significant documents: • United States Constitution 6.2.U.E: Analyze the impact of the business cycle on individual and group behavior over time. Analyze the characteristics of economic expansion, recession, and depression. 6.5.U.E: Define wealth and describe its distribution within and among the political divisions of the United States. 8.1.U.A; Evaluate patterns of continuity and change over time, applying context of events 8.3.U.A: Compare the role groups and individuals played in the social, political and economic development of the US

ASSESSMENT ANCHORS

Focus / Inquiry Question(s):  What were the causes and effects of the Great Depression?  How did Franklin Roosevelt fight the Depression?  How did the New Deal reform American life?  What was the lasting impact of the New Deal?  How and why did the New Deal end?

CORRECTIVES/EXTENSIONS Correctives: Explicit modeling followed by systematic guided practice of each skill Incorporate Reading Apprenticeship activities Work in pairs or groups to generate ideas, listen and evaluate ideas. Extensions: Provide opportunities for further inquiry Integrate technology Student-generated authentic creative projects COURSE: AP US History GRADE(S): 9-12 STRAND: Content TIME FRAME: One Year Unit 15: America and the World (1921-1945) PDE Standard Area:  5.1 Principles and Documents of Government  5.2 Rights and Responsibilities of Citizenship  8.2 Pennsylvania History  5.4 How International Relationships Function  8.1 Historical Analysis and Skills Development  8.3 United States History

PA ACADEMIC STANDARDS 5.1.U.D: Compare and contrast the basic principles and ideals found in significant documents: • United States Constitution 5.2.U.B: Analyze strategies used to resolve conflicts in society and government. 5.2.U.C: Examine political leadership and public service in a republican form of government 5.4.U.A: Explain how United States foreign policy is developed. 8.2.U.A: Evaluate the role groups and individuals from Pennsylvania played in the social, political, cultural, and economic development of the U.S. 8.1.U.A; Evaluate patterns of continuity and change over time, applying context of events 8.3.U.A: Compare the role groups and individuals played in the social, political and economic development of the US

ASSESSMENT ANCHORS

RESOURCES Course textbook Teacher created materials Student selected materials Social Studies Moodle page PVHS Library website PV Research and Assessment Handbook OBJECTIVES PDE Big Ideas  Historical interpretation involves an analysis of cause and result.  The history of the United States continues to influence its citizens, and has impacted the rest of the world  The history of the Commonwealth continues to influence Pennsylvanians today, and has impacted the United States and the rest of the world.  World history continues to influence Pennsylvanians, citizens of the United States, and individuals throughout the world today.

Focus / Inquiry Question(s):  What was isolationism and why was it so appealing to Americans in the 1920s and 1930s?  How did the United States go from neutrality in the 1930s to war in 1941?  How did America and its allies halt the advances of Germany and Japan?  How did American domestic life change during World War II?  How did the war end, and what were the consequences?

CORRECTIVES/EXTENSIONS Correctives: Explicit modeling followed by systematic guided practice of each skill Incorporate Reading Apprenticeship activities Work in pairs or groups to generate ideas, listen and evaluate ideas. Extensions: Provide opportunities for further inquiry Integrate technology Student-generated authentic creative projects COURSE: AP US History GRADE(S): 9-12 STRAND: Content TIME FRAME: One Year Unit 16: Truman, Ike, and JFK: The Cold Warriors (1945-1963) PDE Standard Area:  5.1 Principles and Documents of Government  5.2 Rights and Responsibilities of Citizenship  5.4: How International Relationships Function  8.1 Historical Analysis and Skills Development  8.3 United States History

ASSESSMENT ANCHORS

Focus / Inquiry Question(s):  How did the Cold War begin?  What was containment, and why was it adopted?  How did the Cold War expand from Europe to Asia?  How did the Cold War affect life in America?  How did the Cold War intensify under Kennedy?  What was the “New Frontier,” and what did it accomplish?  What were Johnson’s domestic priorities, and what were his achievements?  Why were their protests in the 1960s?  How did the Vietnam War influence American Politics?

CORRECTIVES/EXTENSIONS Correctives: Explicit modeling followed by systematic guided practice of each skill Incorporate Reading Apprenticeship activities Work in pairs or groups to generate ideas, listen and evaluate ideas. Extensions: Provide opportunities for further inquiry Integrate technology Student-generated authentic creative projects

COURSE: AP US History GRADE(S): 9-12 STRAND: Content TIME FRAME: One Year Unit 17: From the Fair Deal to the Great Society: The Triumph of Reform (1945-1968) PDE Standard Area:  5.1 Principles and Documents of Government  5.2 Rights and Responsibilities of Citizenship  5.3: How Government Works  8.1 Historical Analysis and Skills Development  8.3 United States History

ASSESSMENT ANCHORS

Focus / Inquiry Question(s):  How did the American economy evolve after World War II?  How did American culture change after the war?  How did the civil rights movement develop in the 1940s and 1950s?

CORRECTIVES/EXTENSIONS Correctives: Explicit modeling followed by systematic guided practice of each skill Incorporate Reading Apprenticeship activities Work in pairs or groups to generate ideas, listen and evaluate ideas. Extensions: Provide opportunities for further inquiry Integrate technology Student-generated authentic creative projects COURSE: AP US History GRADE(S): 9-12 STRAND: Content TIME FRAME: One Year Unit 18: Protest and Turmoil: Vietnam and Watergate PDE Standard Area:  5.1 Principles and Documents of Government  5.2 Rights and Responsibilities of Citizenship  8.1 Historical Analysis and Skills Development  8.3 United States History

ASSESSMENT ANCHORS

OBJECTIVES PDE Big Ideas  Historical interpretation involves an analysis of cause and result.  The history of the United States continues to influence its citizens, and has impacted the rest of the world  World history continues to influence Pennsylvanians, citizens of the United States, and individuals throughout the world today.

Focus / Inquiry Question(s):  How did the Cold War intensify under Kennedy?  What was the “New Frontier,” and what did it accomplish?  What were Johnson’s domestic priorities, and what were his achievements?  Why were their protests in the 1960s?  How did the Vietnam War influence American Politics?  What were the major accomplishments and failures of the Nixon presidency?  How were oil and inflation linked during the 1970s?  How did private life change during this period?  Why did the presidencies of Ford and Carter largely fail?  What was the “Reagan revolution”?  How did Reagan reshape American foreign relations?

COURSE: AP US History GRADE(S): 9-12 STRAND: Content TIME FRAME: One Year Unit 19: Malaise: Ford, and Carter in the Seventies PDE Standard Area:  5.1 Principles and Documents of Government  5.2 Rights and Responsibilities of Citizenship  6.4: Economic Interdependence  8.1 Historical Analysis and Skills Development  8.3 United States History

PA ACADEMIC STANDARDS 5.1.U.D: Compare and contrast the basic principles and ideals found in significant documents: • United States Constitution 5.2.U.B: Analyze strategies used to resolve conflicts in society and government. 5.2.U.C: Examine political leadership and public service in a republican form of government 6.4.U.D: Explain how the level of development of transportation, communication networks, and technology affect economic interdependence. 8.1.U.A; Evaluate patterns of continuity and change over time, applying context of events 8.3.U.A: Compare the role groups and individuals played in the social, political and economic development of the US

ASSESSMENT ANCHORS

 What role do multiple causations play in describing a historic event?  How has social disagreement and collaboration in world history been beneficial or detrimental?

Focus / Inquiry Question(s):  How were oil and inflation linked during the 1970s?  How did private life change during this period?  Why did the presidencies of Ford and Carter largely fail?  What was the “Reagan revolution”?  How did Reagan reshape American foreign relations?

CORRECTIVES/EXTENSIONS Correctives: Explicit modeling followed by systematic guided practice of each skill Incorporate Reading Apprenticeship activities Work in pairs or groups to generate ideas, listen and evaluate ideas. Extensions: Provide opportunities for further inquiry Integrate technology Student-generated authentic creative projects COURSE: AP US History GRADE(S): 9-12 STRAND: Content TIME FRAME: One Year Unit 20: Modern United States (1980- Present) PDE Standard Area:  5.1 Principles and Documents of Government  5.2 Rights and Responsibilities of Citizenship  8.2 Pennsylvania History  8.1 Historical Analysis and Skills Development  8.3 United States History

ASSESSMENT ANCHORS

RESOURCES Course textbook Teacher created materials Student selected materials Social Studies Moodle page PVHS Library website PV Research and Assessment Handbook OBJECTIVES PDE Big Ideas  Historical interpretation involves an analysis of cause and result.  The history of the United States continues to influence its citizens, and has impacted the rest of the world  The history of the Commonwealth continues to influence Pennsylvanians today, and has impacted the United States and the rest of the world.  World history continues to influence Pennsylvanians, citizens of the United States, and individuals throughout the world today.

Focus / Inquiry Question(s):  What were the important issues in George H.W. Bush’s presidency, and how were they handled?  How did the American population shift and grow between 1990 and 2010?  What were the accomplishments and failures of the Clinton administration?  How did George W. Bush become president, and what did he do in the White House?  What challenges faced Barack Obama and the American people during the first decade of the 21st century?