American History (AP) COURSE OVERVIEW This yearling course is divided into four quarters consisting of a total of forty-two chapters broken down into sub-sections (units) ranging from two to three “subunits” per Unit. Each unit is then tested over using approximately one-hundred multiple-choice questions, a group of thirty to forty matching (People/Places and Events), a group of three to five identifications and a choice of one of three “thematic essay” questions. Each unit is introduced with a summary and listing of “People, Places and Events” relevant to that specific unit, these are to be defined and turned in on the day of the unit test. In addition, each student is divided into a study group that is responsible for the “Readings List” for classroom discussions, debates and written assignments. Students are also assigned a DBQ question that pertains to each individual unit. Primary Textbook Information: Kennedy, Cohen and Bailey (Advanced Placement Edition) The American Pageant, Boston & New York: Houghton Mifflin Company: copyright 2006 Supplemental Textbook Resources: Out of Many, A History of the American People: Faragher, Bulhe, Czitrorm & Armitage America, Pathways To the Present: Clayton, Perry, Reed, Winkler United States History: Preparing For The Advanced Placement Examination Primary Sources: Various primary sources are used throughout this course including, but not intended as an inclusive list below Carl J. Guarneri, America Compared, Second Edition, Vol., I & II. Kennedy & Bailey, The American Spirit, Eleventh Edution, Vol., I & II. Summer Readings John Lewis Graddis, The Cold War (A New History) Penguin Books 2005 Newman & Schmalbach, United StatesHhistory (Preparing for the Advanced Placement Examination) Amsco Publication, 2004 - Assorted reading sections, vocabulary, and essay questions. Document-Based Question Checklist Grading Rubric/Peer Evaluation Checklist: 1. Is the thesis clear and well-developed? ________ (1 Point) 2. Is the thesis statement distinguishable in the opening paragraph? _______ (1 Point) 3. Is the essay easy to read and follow, contain 3-5 paragraphs and free of significant errors? ________ (3 points) 4. Does the author use at least two substantial, meaningful quotes from the documents? ____________ (2 Points) 5. Does the author incorporate at least one piece of “outside” information into the main body of the essay? _________ (1 Point) 6. Does the closing paragraph contain the re-stated thesis statement and contain a concise conclusion to the essay? _________ (2 Points) Total Points: _________________ / 10 Points Possible Grading Scale: 9-8= Outstanding 5-4= Solid Effort 7-6= Great Effort 3-2= Needs some work... Comments: Please give a brief overview of both positive and negative comments concerning this essay: Positive Comment- Negative Comment- A.P. United States History Syllabus COURSE OVERVIEW COURSE OBJECTIVES The Advanced Placement American History course is designed to provide our students with a college-level experience. Preparation for the AP Exam in May provides the focal point and conceptual framework for this class. Special emphasis is placed on interpreting documents (primary sources), mastering a significant body of factual information, and the writing of critical essays (DBQ’s). Students will: - master a broad body of historical knowledge. - demonstrate an understanding of historical chronology. - use historical data to support an argument or position. - differeniate between historiographical schools of thought. - interpret and apply data from original documents, including cartoons, graphs, letters, etc. - effectively use analytical skills of evaluation, cause and effect, compare and contrast. - work effectively with others to produce products such as DBQ’s, Power Point Presentations, Review Sheets, and Group Review Study Packets. - prepare for and successfully pass the A.P. U.S. History Exam. 2007-2008 School Year A.P. Practice Testing Dates: A.P. Practice Test #1 October 18th Last Day of 1st Quarter A.P. Practice Test #2 January 9th Last Day of 2nd Quarter A.P. Practice Test #3 March 14th Last Day of 3rd Quarter A.P. Practice Test #4 May 2nd Study Group Sesssions: A.P. Cram Packet (Review Packet) Distribution- Friday, January 4th A.P. Group Study Sessions- Jan., 19th, Feb., 16th, March, 15th, April 19th & 26th, May 3rd & 10th DBQ Essays: DBQ Essays: Due at the end of each of the Seventeen Units A.P. American History Unit Outlines (First Semester) Unit One: Discovery and Exploration (33,000 B.C.-1769) Chapter One (Kennedy) Unit Two: Colonization (1500-1775) Chapters Two, Three, Four and five Unit Three: From Empire to Independence (1608-1783) Chapters Six, Seven, Eight Unit Four: The Formation of the United States Government Chapters Nine and Ten Unit Five: Jeffersonian Republic & War of 1812 (1800-1824) Chapters Eleven and Twelve Unit Six: Mass Democracy, National Economic, and Reform (1824-1860) Chapters Thirteen, Fourteen and Fifteen Unit Seven: Manifest Destiny, Sectionalism and Disunion (1841-1861) Chapters Sixteen, Seventeen, Eighteen and Nineteen Unit Eight: Division, Civil War and Reconstruction (1861-1877) Chapters Twenty, Twenty-One, and Twenty-Two Unit Nine: The Gilded Age (1869-1900) Chapters Twenty-Three, Twenty-Four, Twenty-Five and Twenty-Six Unit Ten: Imperialism and Progressivism (1890-1912) Chapters Twenty-Seven and Twenty-Eight Unit Eleven: Progressivism and World War I Chapters Twenty-Eight, Twenty-Nine and Thirty (Second Semester) Unit Twelve: Politics and Economics of the “Roaring Twenties” (1920-1932) Chapters Thirty-One and Thirty-Two Unit Thirteen: The Great Depression and the New Deal (1928-1940) Chapters Thirty-Four and Thirty-Five Unit Fourteen: The Cold War and Eisenhower Era (1945-1960) Chapters Thirty-Six and Thirty-Seven Unit Fifteen: The 1960’s (1960-1968) Chapter Thirty-Eight Unit Sixteen: The 1970’s & 80’s (1968-1992) Chapters Thirty-Nine and Forty Unit Seventeen: The 1990’s –21st Century (1968-1992) Chapters Forty-One and Forty-Two A.P. United States History Unit One Outline Course Outline Semester One (Unit One) Unit One: Discovery and Exploration (33,000 B.C.-1769) Textbook Readings: Textbook, Bailey & Kennedy, The American Pageant (A.P. Edition) Chapter One: Textbook, John J. Newman and John M. Schmalbach: United States History Chapter One: Textbook, Faragher, Buhle, Czitrom and Armitage: Out of Many (A.P. Edition) Chapter One: Project Assignment / Assessments: Develop a Country of Exploration Chart explaining each of the following concepts: motive for exploration, primary geographical location of exploration, political, social, and economic organization for each of the following countries: England, Spain, France, The Dutch, Italy, and Portuguese. Create a chart of the primary Cultural Exchanges between Europe, Africa Asia and the Americas. DBQ / Essay Writings: Guide to Writing an Essay: Stating Your Thesis Textbook: United States History: Preparing for the A.P. Exam Pages: 16-22 DBQ- Assemble and present proofs that the Native Americas of North America possessed a varied and diverse collection of cultures. Make certain that you present evidence in your essay regarding religious beliefs, social structure, and economic organizations of each. Global Themes & Objectives - Summarize the conditions of the Americas prior to European Discovery. - Outline the reasons for European exploration (including conditions in Europe that influenced exploration) and subsequent discovery of the Americas. - Identify the major Native American tribes (and their important characteristics) that inhabited North and Central America at the time of European discovery. - Explain the role that the European Renaissance played in the exploration of the Americas. - Summarize West African culture(s) and the influence that they played in this period of Exploration. - Describe the role that early slave trade played in the development of European, West African and American cultures and societies. - Provide an overview of the early life of Christopher Columbus and summarize the important events surrounding his voyages to the Americas. - Identify both positive and negative impacts of Columbus’s voyages to the Americas. Important Vocabulary: Nomad, kinship, clan, oral history, barter, feudalism, crusades, middle class, (New) Technologies, Magna Carta, Renaissance, Reformation, Lineage, Scarce, Columbian Exchange, Treaty of Tordesillas, Cash Crop, Moors, Technology, Prince Henry, Amerigo Vespucci, Conquistadores, Asiento System, Joint-Stock Company, Royal Colony, Puritans, Separatists, Pilgrims, Mayflower Compact, Virginia House of Burgesses, Ferdinand & Isabella, Cabral, Balboa, Ponce de Leon, Cortes, Pizarro, Coronado, de Soto, Cabot, Verrazano, Cartier, Champlain, Marquette, de le Salle, Hudson, Serra, John Smith, Rolfe, Winthrop and Great Migration. Readings List Packet: (Primary Sources) Christopher Columbus, Letter to Luis de Sant’Angel (1493) Alvar Nunez Cabeza de Vaca, “Indians of the Rio Grande” (1528-1536) Bartolome de Las Casas, “Of the Island of Hispaniola” (1542) Jacques Marquette, from The Mississippi Voyage of Jolliet and Marquette (1673) Readings List: (Articles) Malcolm Jones, Jr., When The Horse Came (Newsweek) Sharon Begley, The First Americans (Newsweek) U.S. News and World Report: (July 1991) American Before Columbus John Schwartz, The Great Food Migration (Newsweek) David Gates, Who was Columbus? (Newsweek) A.P. United States History Unit Two Outline Course Outline Semester One (Unit Two) Unit Two: Colonization (1500-1775) Textbook Readings