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Advanced Placement United States History FREEHOLD REGIONAL HIGH SCHOOL DISTRICT OFFICE OF CURRICULUM AND INSTRUCTION SOCIAL STUDIES DEPARTMENT ADVANCED PLACEMENT UNITED STATES HISTORY Grade Level: 11 Credits: 5 BOARD OF EDUCATION ADOPTION DATE: AUGUST 31, 2015 SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS APPENDIX B: ASSESSMENT EVIDENCE APPENDIX C: INTERDISCIPLINARY CONNECTIONS FREEHOLD REGIONAL HIGH SCHOOL DISTRICT Board of Education Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President Mr. Vincent Accettola Mr. William Bruno Mrs. Elizabeth Canario Mr. Samuel Carollo Mrs. Amy Fankhauser Mrs. Kathie Lavin Mr. Michael Messinger Central Administration Mr. Charles Sampson, Superintendent Dr. Nicole Hazel, Chief Academic Officer Dr. Jeffrey Moore, Director of Curriculum and Instruction Ms. Stephanie Mechmann, Administrative Supervisor of Curriculum & Instruction Dr. Nicole Santora, Administrative Supervisor of Curriculum & Instruction Curriculum Writing Committee Mr. Kerry Eisman Ms. Laurie Floyd Mr. John Gibbs Ms. Stacy Nisman Mr. Derek Reichenbecher Ms. Victoria Quinn Supervisors Mr. Oscar Diaz Mr. Stanley Koba Mr. Peter Krais Ms. Michelle Lilley Mr. Scott Liptzin Ms. Judith Newins AP UNITED STATES HISTORY COURSE PHILOSOPHY Advanced Placement United States History helps students develop the historical thinking skills to examine, analyze, and evaluate major themes in American history from the late 1800s to the present day. Students will explore a variety of historical interpretations and perspectives as they assess the significance of historical events on modern American society and the global community. At the end of this course, students will emerge as confident, informed individuals who are able to meet the demands and challenges of 21st century life with the knowledge and skills required to be active and meaningful participants in a democratic society. COURSE DESCRIPTION In Advanced Placement United States History, students learn how to evaluate primary and secondary source materials, as well as how to weigh the evidence and interpretations presented in historical scholarship. This course will also teach students how to develop the skills necessary to arrive at conclusions on the basis of informed judgment and how to present their ideas in writing and/or verbally clearly and persuasively. While this course focuses on the history of the United States, it is also heavily geared towards helping students become 21st century learners by preparing them for college and their future careers. In order to achieve the goal of developing 21st century learners, students in this course will interact with various forms of technology throughout the course including online research databases and Web 2.0 applications. The themes students will study include American identity, work, exchange, and technology, peopling, politics and power, America in the world, physical and human geography and environment, ideas, belief, and culture. COURSE SUMMARY COURSE GOALS CG1: Students will analyze, critique, and in some cases, revise historiography by utilizing a variety of viewpoints and given evidence. CG2: Students will investigate major themes and patterns of American history and use this investigation to make connections between current and historical issues. CG3: Students will draw conclusions regarding bias, context, and message to formulate relevant and factually-based arguments. COURSE ENDURING UNDERSTANDINGS COURSE ESSENTIAL QUESTIONS CEU1: The study of history involves the investigation of multiple viewpoints, CEQ1a: What factors affect historiography? perspectives, and experiences that is ever-evolving as new evidence is discovered CEQ1b: Who determines what the "accepted" version of history is? and/or discarded. CEU2: Historical inquiry is complex and involves many skills like analysis, synthesis, CEQ2: What does it mean to think like a historian? contextualization, comparison, and causation. CEU3: History is cyclical with common themes present across geographical areas and CEQ3: How can we learn from the mistakes and successes of the past and apply them time. to current real-world situations? CEU4: Documents reflect attitudes and perspectives in the context of a particular CEQ4a: How can historical contextualization and periodization lead to the greater time period and can be used to extract varying viewpoints based on background, understanding of a document? experience, etc. CEQ4b: How do personal experiences color meaning and message of a text? UNIT GOALS & PACING UNIT TITLE UNIT GOALS RECOMMENDED DURATION Unit 1: Gilded Age Students will assess the economic, political, diplomatic, social, environmental, and cultural impacts of shifting from an agricultural 3-4 weeks (1865-1898) to an industrialized, urbanized society, while applying appropriate historical thinking skills. Unit 2: The Emergence Students will assess how political, social, and economic changes that resulted from an increasingly pluralistic society and new of Modern America global challenges led to the emergence of the United States as a modern world power, while applying appropriate historical 14-15 weeks (1890-1945) thinking skills. Unit 3: Postwar Challenges at Home Students will analyze how the post-World War II period significantly impacted America's role as a world power, relationships and Abroad (1945- abroad, and the rights of individuals and groups within the American populace, while applying appropriate historical thinking skills. 8-9 weeks 1980) Unit 4: Globalization and New Challenges Students will assess how the U.S. experienced renewed ideological and cultural debates, sought to redefine its foreign policy , and Home and Abroad adapted to economic globalization and revolutionary changes in science and technology, while applying appropriate historical 7-9 weeks (1980-Present) thinking skills. HISTORICAL THINKING SKILLS* HISTORICAL SKILL TYPE DESCRIPTION THINKING SKILL The ability to identify, analyze, and evaluate the relationships among multiple historical causes and effects, 1. Historical Causation distinguishing between those that are long-term and proximate, and among coincidence, causation, and correlation. 2. Patterns of Continuity The ability to recognize, analyze, and evaluate the dynamics of historical continuity and change over periods of time of and Change over Time varying lengths, as well as the ability to relate these patterns to larger historical processes or themes. I. Chronological Reasoning The ability to describe, analyze, evaluate, and construct the models that historians use to organize history into discrete periods. To accomplish this periodization of history, historians identify turning points and recognize that the choice of 3. Periodization specific dates gives a higher value to one narrative, region, or group than to other narratives, regions or groups. How a historian defines historical periods depends on what the historian considers most significant – political, economic, social, cultural, or environmental factors. Changing periodization can change a historical narrative. The ability to describe, compare, and evaluate multiple historical developments within one society, one or more 4. Comparison developments across or between different societies, and in various chronological and geographical contexts. It also II. Comparison and involves the ability to identify, compare, and evaluate multiple perspectives on a given historical experience. Contextualization The ability to connect historical events and processes to specific circumstances of time and place and to broader 5. Contextualization regional, national, or global processes. The ability to define and frame a question about the past and to address that question through the construction of an argument. A plausible and persuasive argument requires a clear, comprehensive, and analytical thesis, supported by 6. Historical relevant historical evidence – not simply evidence that supports a preferred or preconceived position. In addition, Argumentation argumentation involves the capacity to describe, analyze, and evaluate the arguments of others in light of available III. Crafting Historical evidence. Arguments from The ability to describe and evaluate evidence about the past from diverse sources (including written documents, works Historical Evidence of art, archeological artifacts, oral traditions, and other primary sources) and requires students to pay attention to the 7. Appropriate Use of content, authorship, purpose, format, and audience of such sources. It involves the capacity to extract useful Relevant Historical information, make supportable inferences, and draw appropriate conclusions from historical evidence while also Evidence noting the context in which the evidence was produced and used, recognizing its limitations, and assessing the points of view it reflects. The ability to describe, analyze, evaluate, and construct diverse interpretations of the past, and being aware of how particular circumstances and contexts in which individual historians work and write also shape their interpretation of 8. Interpretation past events. Historical interpretation requires analyzing evidence, reasoning, determining the context, and evaluating IV. Historical points of view found in both primary and secondary sources. Interpretation and The ability to develop meaningful and persuasive new understandings of the past by applying all of the other historical Synthesis thinking skills, by drawing appropriately on ideas and methods from different fields of inquiry
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