Keyport High School AP United States History

Keyport High School AP United States History AP Audit for The College Board: Course Syllabus

Introduction:

Advanced Placement United States History is an accelerated and challenging introduction to American history for the motivated high school scholar. This class is similar to a college level freshman survey course; therefore, students should expect that the reading and writing load will be far heavier than most typical high school history classes. The intellectual skills and historical interests developed in this class, include, but are not limited to, critical thinking, analyzing dates, synthesizing evidence, and evaluating mainstream as well as varying historical perspectives. In addition, AP United States history students may be able to receive college credit and possible college scholarship offers and awards based upon their effort in this class and performance on the Advanced Placement United States History test.

*Special Note: This class is taught in a half year block schedule. Each class is 83 minutes long; and the course will be completed in January, 2011. This presents a considerable scheduling obstacle in that the actual Advanced Placement test is given in May, 2011. In an effort to circumvent this scheduling conflict, after school AP study sessions will be held twice a month on the first and third Thursdays. While these after school exam preparation sessions are not mandatory…they are strongly suggested.

Evaluation:

The majority of evaluations are objective, including DBQ’s, or free response questions, in conformance with the national AP test. All essays/writing evaluations are graded in accordance with the nine (9)-point rubric provided by The College Board. The College Board’s AP U.S. History rubric is available on their website and it is recommend all students become familiar with the rubric prior to attempting any assignments.

Students are provided an array of assessments, including tests and quizzes, including a midterm and final exam. Students are responsible for keep up with all reading assignments. Graded course work can include the items listed below, with additional requirements being incorporated throughout the school year.

 completion of summer assignments  chapter tests  homework including notes on each chapter, Varying Viewpoints, and short (2 page) position papers.  class interactive notebook on lectures, reflections, questions, This Day in History, and class activities  group work and reports  class participation in discussions  semester and final exams  historical note cards  essay writing including sample DBQ’s and free response questions  PowerPoint presentations  completion of DBQ and Free Response questions from previous AP national exams and teacher created tests  creation of DBQ questions with response  practice AP exam in January  research reports/position papers

AP National Exam:

The national AP Exam is given in early May. It is recommended that all students enrolled in this class attempt to take the national exam. This exam consists of 80 multiple choice questions, one document-based essay (DBQ) on an unannounced section of U.S. history, and two free response questions. The exam covers American history from Pre-Columbian Societies to the United States in the Post-Cold War World. The major themes of the examination include: American Diversity, American Identity, Culture, Demographic Changes, Economic Transformations, Environment, Globalization, Politics and Citizenship, Reform, Religion, Slavery and Its Legacies in North America, and War and Diplomacy.

Course Objectives: Keyport High School Advanced Placement United States History students will work to: - Master a broad body of historical knowledge - Use historical facts to support arguments and positions - Approach the study of history with a scholarly and mature attitude - Demonstrate an understanding of historical chronology - Interpret and apply data from original documents, including cartoons, graphs, and letters - Effectively use analytical skills of evaluation, cause and effect, compare and contrast - Work effectively with others to produce products and solve problems - Prepare for and successfully pass the AP U.S. History Exam - Put their very best effort into all assignments!

Major Themes of the Class: American Diversity American Identity and Citizenship Immigration Pluralism and Group Identity Political Ideologies War and Diplomacy Religious Trends Global Economies and Free Market Ideals

Selected Course Materials and Textbooks: (* denotes require texts for students)

The course’s main text is *A People and a Nation: A History of the United States, Sixth Edition Mary Beth Norton, Cornell University, David M. Katzman, University of Kansas et al.

Additional selected readings for handouts, power points, and class activities, to accompany daily lessons are listed below:

*Bullard, Sara. Free at Last: a History of the Civil Rights Movement and Those Who Died in the Struggle. New York: Oxford UP, 1993. Print.

Dershowitz, Alan M. America on Trial: inside the Legal Battles That Transformed Our Nation. New York: Warner, 2004. Print.

*Ellis, Joseph J. Founding Brothers: the Revolutionary Generation. New York: Alfred A. Knopf, 2000. Print.

Henry, Michael. Threads of History: a Thematic Approach to Our Nation's Story for AP U.S. History. Saddle Brook, NJ: Peoples Pub. Group, 2006. Print. Monk, Linda R. Ordinary Americans: U.S. History through the Eyes of Everyday People. Alexandria, VA: Close Up Pub., 2002. Print.

Patriots History of the United States From Columbus's Great Discovery to the War on Terror. Penguin USA, 2004. Print.

Terkel, Studs. "The Good War": an Oral History of World War Two. New York: New, 1984. Print.

*Zinn, Howard. A People's History of the United States: 1492-present. New York: HarperCollins, 1999. Print. Curriculum Calendar: (The following calendar of course activities list only the major activities incorporated with each unit. *Also, be aware that each class meeting in our block schedule actually translates to the equivalent of two “traditional” class meetings.)

Unit 1 (Four Weeks)

Founding of the American Nation: Pre-Columbus to the End of the American Revolution (2,000 B.C.-A.D. 1783)

Key Topics:

Native-Americans before the arrival of the Europeans, Spanish, British, and French conquest, Jamestown and Plymouth settlements, Maryland settlement, regional differences, Puritan faith, New York settlement, tobacco, indentured servants, slavery and the Middle Passage, Salem Witch Trials, The Great Awakening, French and Indian War, New England, Middle Colonies, Southern Colonies, First and Second Continental Congress, Declaration of Independence, Saratoga, French Alliance, and the Revolutionary Crisis and War.

Readings/Activities:

Trace Lockean governmental theories and principles present in The Declaration of Independence.

Chapters 1-5 in Norton.

A People and a Nation Multiple Choice Test

DBQ questions; comparison of New England and the Chesapeake Region, as well as the level of unity before and during the period of 1754-1776.

“Columbus, the Indians, and Human Progress,” in Zinn.

“The Friendship,” in Founding Brothers, Ellis Unit 2 (Three weeks):

Building the New Nation: Articles of Confederation to Reform and Culture (1776-1860)

Key Topics:

Articles of Confederation, Northwest Land Ordinances, Shays Rebellion, Constitutional Convention, First Presidency, Hamilton’s Impact, Washington’s Farewell Address, Alien and Sedition Acts, Virginia and Kentucky Resolutions, “Revolution of 1800,” Jefferson’s Presidency, War of 1812 and Baltimore City, the big three (Clay, Calhoun, and Webster), John Marshall and the U.S. Supreme Court, Virginia dynasty, Monroe Doctrine, Jackson and visions of democracy, economic growth and disputes, Lowell factories, national bank, Clay’s American system, Hudson River School, and religious, social, and political reform.

Jefferson Activity: While in office Jefferson was called upon to perform some duties (i.e. The Louisianan Purchase) that simply were NOT specified under Article II of the U.S. Constitution. Which other president most significantly expanded his presidential powers, possibly to the detriment or benefit of the Nation at large?

DBQ: Jefferson and Madison

“The Intimately Oppressed,” in Zinn.

Chapter Test of A People and a Nation

Chapters 5-8 in Norton

“The Silence” in Founding Brothers, Ellis Unit 3 (Three weeks):

Testing the New Nation: Slavery to the end of Reconstruction (1820- 1877) with an Inclusion of the Civil Rights Movement (1877-2006)

Key Topics:

King Cotton, George Fitzhugh and The Sociology of the South, abolitionist movement, Underground Railroad, Frederick Douglass, Manifest Destiny, Mexican War, Lincoln’s Spot Resolutions, popular sovereignty, Uncle Tom’s Cabin, Dred Scott Case, John Brown, Maryland My Maryland, Civil War, Emancipation Proclamation, Gettysburg Address, Lincoln’s 2nd Inaugural Address, role of the African-American soldier, women and the war, New York draft protests, Antietam (Sharpsburg), Sherman, assassination of Lincoln, 13th, 14th, and 15th amendments, Reconstruction policies, Ku Klux Klan, impeachment of Johnson, Freedmen’s Bureau, military occupation, lynching, and the legacy of Reconstruction. Ida B. Wells, NAACP, Jim Crow, Plessy v. Ferguson, Birth of A Nation (film), African-Americans in World War I and II, Roosevelt’s New Deal, CORE, 1948 integration of the Armed Forces, Brown v. Board of Education, Rosa Parks, Montgomery Bus Boycott, Dr. Martin Luther King, Central High School in Little Rock, Elizabeth Eckford, SNCC, Freedom Rides, Birmingham protests, March of Washington 1963, Civil Rights Act of 1964, Freedom Summer, Bob Moses, Selma March, Stokely Carmichael, Watts Riot, 1968, Dr. King’s Assassination, Poor People’s March on Washington, Black Panthers, Affirmative Action, Rodney King and the Los Angeles Riots, and modern struggles for equality (including the development of the modern women’s movement)

Mid-term Exam

DBQ on Reconstruction and/or Civil Rights Movement of the 1950’s and/or 1960’s.

Class presentations on the history of slavery through the modern Civil Rights Movement. Included will be a review of the current struggles (last 40 years) for equality for women as well other minority groups.

Trace, using a thematic focus, not only the struggle for equality of African-Americans, but also the history of Native-Americans, immigration, labor, and women’s rights to the modern period.

Chapters 8-13 in Norton Free At Last: A History of the Civil Rights Movement and Those Who Died in the Struggle (entire book).

Unit 4 (Three Weeks):

Forging an Industrial Society (1865-1914)

Key Topics:

Grant, corruption and reform, transcontinental railroad, Chicago fire, labor movement, growth of urban America, strikes (1877 Railroad Strike to Ludlow Massacre of 1914, including the Triangle Shirtwaist Company fire of 1911), immigration, Ellis Island, nativist concerns, women and the new morality (Woodhull), Jane Addams and Hull House, Social Gospel, New York City Armory Show of 1913, Native-American history (Jamestown, Trail of Tears, Little Big Horn, Wounded Knee, Helen Hunt Jackson, Frederick Jackson Turner, citizenship, Navajo Code Talkers, Alcatraz Island and recent tribal changes), Populist movement, westward settlement, sodbusters, industrialization, captains of industry versus robber barons, Thomas Nast, Jacob Riis, child labor, tenements,. Progressive Movement, Roosevelt and trusts, consumer protection, muckrakers, women and the right to vote, Hawaii, expansionism, USS Maine, Spanish- American War, Philippines Insurrection, McKinley, Mark Twain, Panama Canal, Roosevelt Corollary, Social Darwinism, conservation, John Muir, and “trust busting.”

DBQ/Free Response Questions on immigration, labor, western movement, and the women’s struggle for equality in the marketplace, at home, or in politics.

Mock Trial: The Triangle Shirtwaist Factory Fire

“Robber Barons and Rebels’ and “The Empire and the People” in Zinn.

Excerpt from The Jungle, Upton Sinclair Unit 5: (Three Weeks)

Struggling for Justice at Home and Abroad (1914-1945)

Key Topics:

“New Freedom versus New Nationalism”, World War I, propaganda, draft, role of the African-American soldier and his return to American life, Langston Hughes, Harlem Renaissance, Fourteen Points, League of Nations, “Red Scare”, Palmer Raids, Marcus Garvey, Liberia, Prohibition, growth of organized crime, cultural changes, automobile, sports, radio, crash of the stock market, First and Second New Deal, Franklin D. Roosevelt, Social Security Act, labor sit-down strikes, John L. Lewis, CIO, internal migration, Republic of Steel Strike of 1937 (Memorial Day Massacre), Lead-Lease Act, Atlantic Charter, Pearl Harbor, World War II (home front and overseas), Japanese- American internment, U.S. and the Holocaust, D-Day, international conferences (Casablanca, Tehran, Yalta, and Potsdam), death of Franklin Roosevelt, atomic bomb development, and Hiroshima.

Selected DBQ’s: 1920’s, Depression, and the Atomic Bomb.

“Self-Help in Hard Times” in Zinn.

Rosie the Riveter in World War II: group presentation/activity.

Chapters 16-19 in Norton. Unit 6: (Four Weeks)

Creating Modern America and the Cold War (1945-present)

Key Topics:

Presidential administrations from Truman to Clinton, Truman Doctrine, Marshall Plan, NATO, Berlin Airlift, McCarthyism, Korean War, atomic race, Eisenhower’s Doctrine, Eisenhower’s Farewell Address and the military-industrial complex, beat generation, Kennedy’s election and Inaugural Address, Cuban Crisis, 11/23/1963, Johnson’s Great Society, Gulf of Tonkin, Vietnam, King and Robert Kennedy, countercultural movements of the 1960’s, Warhol, 1968, protests, Nixon’s failures, Watergate, Ford, Carter, energy problems, Star Wars, Camp David Accords, Iran hostage situation, rise of global terrorism, Reagan, New Right, Iran-Contra scandal, George Bush, Persian Gulf War, economic instability, LA Riots, Clinton’s domestic and foreign policy, impeachment, Columbine, 2000 election, 9/11,. Afghanistan and Iraqi, and Red/Blue states, modern economic life, and the age of modern terrorism.

Group activities include review of primary source documents on the Vietnam War, including perspectives of the American solider opposed and supportive of the war, politicians opposed and supportive of the war, protestors, Vietnamese, and the African- American soldier.

DBQ on the Regan administration.

Discussion: “Regan—A True Cold Warrior”

Review of primary source documents analyzing the Reagan presidency.

A final exam will be given to all students, whether or not they are taking the national exam, during the last week of the semester.

“The Fog of War” (film) and discussion.

“The Impossible Victory: Vietnam” in Zinn.

AP Review