AP UNITED STATES HISTORY COURSE DESCRIPTION

Transcription

1 AP UNITED STATES HISTORY COURSE DESCRIPTION SS (1 st Sem.) SS (2 nd Sem.) WG AP UNITED STATES HISTORY (11, 12) 1 Unit, All Year Prerequisite: A 3.5 GPA in Social Studies courses, teacher or department head recommendation, and parental permission. Should the student fail to meet any part of these criteria, the parents and the student must sign a waiver. The AP US history course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in US history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by a full-year introductory college course. 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. Students will work with political cartoons, artwork, music, architecture, speeches, essays, articles, graphs, film, maps, and books. Methods of instruction and evaluation include lecture, discussion, debates, a variety of written assignments, AP-style multiple-choice questions, and oral presentations. The grade for this course is weighted. Students are expected (although not required) to take the Advanced Placement United States History Exam. AP United States History

2 I. Core Conceptual Objective Students will describe the role of race, class, ethnicity, and gender in the formation of the American identity. By the end of the course, all students should know: 1. Pre-Columbian Societies. (E) Early inhabitants (E) American Indian Empires in Mesoamerican, the Southwest, and the Mississippi Valley. (E) American Indian cultures of North America at the time of European contact. (E) 2. transatlantic encounters and colonial beginnings. (E) First European contact with Native Americans (E) Spain s empire in North America (E) French colonization of Canada (E) 3. English settlement of New England, the Mid-Atlantic region, and the South. (E) 4. ideals of Domesticity in Antebellum America. (E) 5. the role of African Americans in politics, education, and the economy during reconstruction. (E) 6. the role of women, work, and family during the Second World War. (E) State and National Standards Correlations AP,, NCHE, SS 2 AP,, NCHE 2 AP,, NCHE SS 6 AP,, CIV, SS 2, SS 6, NCHE AP,, NCHE, NCSS, SS 2, SS 6 By the end of the course, all students should be able to: 2. exchange information while recognizing bias and points of view. (E) 3. organize information into useful forms of comprehension and retrieval such as note taking, outlining, and graphic organizers. (A) State and National Standards Correlations, SS 7.6, NGS, NCSS, SM 2.3, CIV, NSCG SM, SCANS, NCHE AP United States History

3 7. apply information, ideas, and skills to different contexts. (D), SM 1.10, NCSS, SCANS 8. interpret political cartoons. (A) AP, SS 7, NSCG 9. identify and use primary and secondary sources. (E) NCSS, SS use primary and secondary sources to answer AP, NHS a document based question at least six times a year. (E) 11. use vocabulary, concepts, and theories AP appropriately. (E) 12. relate concepts to specific examples. (A) SM 1.6, SCANS 13. analyze patterns and relationships of political CIV, AP processes and their consequences. (E) 14. analyze and interpret data from multiple sources. (E, A) maps graphs charts diagrams databases tables source documents 15. write expository essays that analyze and interpret US government and politics. (E) 16. answer high-level multiple choice questions. (E) 17. answer free response questions in a timed writing situation at least 12 times a year. (E) AP, SM 1.6, SS 1.1, 7.2, 7.3,, NCHE, NGS, NCSS AP, NSCG, CIV, SS, SM AP AP AP United States History

4 18. identify, describe, define, and evaluate problems from multiple perspectives. (A) 19. use technological tools to locate, select, organize, and present information. (A) 20. evaluate the accuracy of sources and materials. (A) 21. identify, research, and defend a point of view. (A), SM 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, NGS, SCANS, NCSS SCANS, NGS,, SM 1.4, 2.7 SS 1.7,, SCANS, NCSS SS 7.6, NCG, NCSS, SM review and revise communications. (A) NCSS, SM 2.2,, SCANS 23. explain reasoning using supporting details. (A) SM 4.1,, SCANS 24. compare and contrast. (A) SM 1.6, NCSS,, NCHE AP United States History

5 A. Facilitating Activities: CCO I: Students will describe the role of race, class, ethnicity, and gender in the formation of the American identity. ORGANIZING IDEA #1 How did exchanges between various groups influence the American identity? 1. analyze maps and writings of early European explorers to explain attitudes and motive in the conquest of Native American peoples. (I C2, I P2, I P9, I P14) 2. interpret various primary sources dealing with views on domesticity. (I C4, I P9) 3. analyze election statistics and racial voting patterns during Reconstruction. (I C5, I P14) 4. analyze American posters of Rosie the Riveter and discuss the role of women in World War II. (I C6, I P9) 5. defend a theory about the emergence of Pre-Columbian society in North America. (I C1, I P21) 6. provide examples of Spanish influence in the American Southwest. (I C2, I P12) 7. use the Internet to locate political cartoons of World War II (from sites such as home front issues. Interpret how the cartoons portray work and family issues. (I C6, I P8, I P19) 8. Debate whether or not the term robber barons was an accurate way to describe big business leaders like Carnegie, Vanderbilt, and Rockefeller. (V C10) ORGANIZING IDEA #2 How have cultural differences influenced United States regions? 1. read and compare charters of colonies and explain fundamental differences in types and goals of colonies. (I C3, I P24) 2. compare and contrast the North American colonial empires of European nations and evaluate their similarities and differences. (I C2, I P24) 3. create a graphic organizer that shows the economic resources of early regions of the United States. (I C3, I P3) 4. write an expository essay that examines the political role of African-Americans in the North and South using supporting details. (I C5, I P13, I P15, I P23) AP United States History

6 B. Application Level Assessment: CCO I: Students will describe the role of race, class, ethnicity, and gender in the formation of the American identity. Student Task: 1. analyze Pre-Columbian Societies. (I C1) 2. evaluate transatlantic encounters and colonial beginnings. (I C2) 3. compare English settlement of New England, the Mid-Atlantic region, and the South. (I C3) 4. describe ideals of Domesticity in Antebellum America. (I C4) 5. analyze the role of African Americans in politics, education, and the economy during reconstruction. (I C5) 6. analyze the role of women, work, and family during the Second World War. (I C6) 7. exchange information while recognizing bias and points of view. (I P2) 8. interpret political cartoons. (I P8) 9. identify and use primary and secondary sources. (I P9) 10. use primary and secondary sources to answer a document based question at least six times a year. (I P10) 11. use vocabulary, concepts, and theories appropriately. (I P11) 12. analyze patterns and relationships of political processes and their consequences. (I P13) 13. analyze and interpret data from multiple sources. (I P14) 14. write expository essays that analyze and interpret US government and politics. (I P15) 15. answer high-level multiple choice questions. (I P16) 16. answer free response questions in a timed writing situation at least 12 times a year. (I P17) 17. identify, describe, define, and evaluate problems from multiple perspectives. (I P18) 18. evaluate the accuracy of sources and materials. (I P20) 19. identify, research, and defend a point of view. (I P21) 20. explain reasoning using supporting details. (I P23) 21. compare and contrast. (I P24) Teacher Notes: Please refer to the College Board s AP United States History Course Description Book and released items for appropriate AP level questions. Questions may be found at AP United States History

7 Suggested Student Prompt: 1. Answer AP multiple-choice questions such as the sample multiple-choice questions found in the AP United States History Course Description Book, questions #2 and # Answer document based questions such as: New England and the Southern colonies were both settled by the English. To what extent were they similar? Use the documents and your understanding of the colonial period up to 1680 to defend your answer. Document A: John Winthrop s A Model of Christian Charity city on a hill excerpt Document B and C: ships manifest list of passengers to New England the Chesapeake Document D: Articles of Agreement, Springfield, Massachusetts, 1636 Document E: wage and price regulations from 1676 Connecticut Document F: excerpts from John Smith s History of Virginia, 1624 Document G: Virginia Governor Berkeley s speech on Dutch attack, 1673 Document H: Nathanial Bacon s motivations for rebellion, Answer a free response essay question such as: Compare and contrast the treatment of Native Americans in colonial times by any two of the following groups: Spanish, British, French Assess the validity of the following statement: Women played a limited role during the Revolutionary era of American history. AP United States History

8 SCORING GUIDE CCO I: Students will describe the role of race, class, ethnicity, and gender in the formation of the American identity. Scoring criteria are thoroughly explained in the AP United States History Course Description Book or at AP United States History

9 II. Core Conceptual Objective Students will examine the nature of the American national character and ideas about American exceptionalism. By the end of the course, all students should know: 1. aspects of the eighteenth century frontier. (E) 2. the shaping of the national government by leaders such as Washington and Hamilton. (E) 3. emergence of political parties. (Federalists and Republicans) (E) 4. the importance of Republican motherhood and education for women from (E) 5. western migration and cultural interactions. (E) 6. the politics of segregation (Jim Crow and disfranchisement). (E) 7. competitors for western lands (such as miners, ranchers, homesteaders, and American Indians). (E) 8. the difficulties of surviving hard times (American society during the Great Depression.). (E) State and National Standards Correlations AP,, NCHE AP,, NCHE, CIV, NSCG AP,, NCHE, CIV, NSCG AP, AP, NGS,, NCHE AP,, NCHE By the end of the course, all students should be able to: 1. apply information, ideas, and skills to different contexts. (D) 2. use technological tools to locate, select, organize, and present information. (A) State and National Standards Correlations, SM 1.10, NCSS, SCANS SCANS, NGS,, SM 1.4, SM compare and contrast. (A) SM 1.6, NCSS,, NCHE 5. recognize regional differences. (E) AP, NGS 6. identify, research, and defend a point of view. (A) SS 7.6, NGS, NCSS, SM 2.3 AP United States History

10 9. civil liberties and civil rights during World War II. (E) 10. the impact of the Cold War on American society. (E) 11. the emergence of the modern civil rights movement. (E) 12. the emergence of the affluent society and the other America in the 1950 s. (E) 9. organize information into useful forms for comprehension and retrieval such as note taking, outlining, and graphic organizers. (A) SM, SCANS, NCHE 13. identify and use primary and secondary AP, SS 7.1, sources. (E) NHS, NCSS 14. use vocabulary, concepts, and theories AP appropriately. (E) 15. relate concepts to specific examples. (A) SM 1.6, SCANS 16. analyze and interpret data from multiple AP, SM 1.6, sources. (E, A) SS 1.1, 7.2, maps 7.3,, graphs NCHE, NGS, charts NCSS diagrams databases tables source documents 17. answer high-level multiple choice questions. AP (E) 18. identify, describe, define, and evaluate problems from multiple perspectives. (A), NGS, SCANS, SM 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, NCSS AP United States History

11 19. evaluate the accuracy of sources and materials. (A) 20. explain reasoning using supporting detail. (A) SM 1.7,, SCANS, NCSS SM 4.1,, SCANS AP United States History

12 A. Facilitating Activities: CCO II: Students will examine the nature of the American national character and ideas about American exceptionalism. ORGANIZING IDEA #1 What events, ideas, and forces helped America develop a unique identity? 1. create a graphic organizer comparing and contrasting the views and values of Washington, Hamilton, and Jefferson. (II C2, II C3, II P9) 2. create a chart comparing the Red Scares of the 1920 s and 1950 s and discuss how each impacted society. (II C10, II P9, II P16) 3. write an essay evaluating the role of women in the Revolutionary Era of United States History. (II C4, I P17) ORGANIZING IDEA #2 In what ways did the quest for civil rights shape the American identity? 1. complete the Alabama Literacy Test and then discuss the issue of Jim Crow disenfranchisement. (II C6, II P1, II P15) 2. create a class list of liberties that were suspended during World War II and analyze the acceptance/acceptability of these suspensions. (II C9, II P18) 3. research and present the impact of a civil rights organization in American history. (II C11, II C12, II P6, II P20) ORGANIZING IDEA #3 How did the constant expansion of Americans into frontier zones lead to both conflict and co-existence between different groups in American society? 1. use primary source materials to compare perspectives of settlers and Native Americans. Compare and contrast their experiences. (II C7, II P3, II C5, II P13, II P18) 2. read and discuss the merits of Frederick Jackson Turner s frontier thesis. (II C1, II C5, II P14) 3. create a list of New Deal programs and assess their impact on the Depression stating their impact on regions of the United States. (II C8, II P5) AP United States History

13 B. Application Level Assessment: CCO II: Students will examine the nature of the American national character and ideas about American exceptionalism. Student Task: 1. analyze aspects of the eighteenth century frontier. (II C1) 2. describe the shaping of the national government by leaders such as Washington and Hamilton. (II C2) 3. trace emergence of political parties. (II C3) 4. analyze the importance of Republican Motherhood and education for women from (II C4) 5. evaluate western migration and cultural interactions. (II C5) 6. describe the politics of segregation. (II C6) 7. describe competitors for western lands. (II C7) 8. analyze the difficulties of surviving hard times. (II C8) 9. describe civil liberties and civil rights during World War II. (II C9) 10. evaluate the impact of the Cold War on American society. (II C10) 11. analyze the emergence of the modern civil rights movement. (II C11) 12. describe the emergence of the affluent society and the other America in the 1950 s. (II C12) 13. explain reasoning using supporting detail. (II P20) 14. evaluate the accuracy of sources and materials. (II P19) 15. identify, describe, define, and evaluate problems from multiple perspectives. (II P18) 16. answer high-level multiple choice questions. (II P17) 17. analyze and interpret data from multiple sources. (II P16) 18. relate concepts to specific examples. (II P15) 19. use vocabulary, concepts, and theories appropriately. (II P14) 20. identify and use primary and secondary sources. (II P13) 21. identify, research, and defend a point of view. (II P6) 22. compare and contrast. (II P3) Teacher Notes: Please refer to the College Board s AP United States History Course Description Book and released items for appropriate AP level questions. Questions may be found at AP United States History

14 Suggested Student Prompt: 1. Answer AP multiple-choice questions such as the sample multiple-choice questions found in the AP United States Course Description Book, questions #5 and # Answer a free response essay question such as: How revolutionary was the Revolutionary War? AP United States History

15 SCORING GUIDE CCO II: Students will examine the nature of the American national character and ideas about American exceptionalism. Scoring criteria are thoroughly explained in the AP United States History Course Description Book or at AP United States History

16 III. Core Conceptual Objective Students will analyze how culture and cultural conflicts have shaped American society. By the end of the course, all students should know: 1. intellectual movements such as the Enlightenment. (E) 2. transcendentalism and Utopian communities. (E) 3. expressions of art, literature, and popular entertainment. (E) State and National Standards Correlations AP,, NCHE AP,, NCHE AP,, NCHE, NCSS 4. social Darwinism and social gospel. (E) AP,, NCHE 5. conformists and nonconformists. (E) suburbia and middle class America social critics and cultural rebels AP,, NCHE, NCSS 6. politics in a multicultural society. (E) AP,, NCHE, NCSS 7. modernism and science. (E) impact of changes in science, technology and medicine responses to modernism (religious fundamentalism, nativism, prohibition) revolutions in biotechnology, mass communication, and computers. By the end of the course, all students should be able to: 1. identify, research, and defend a point of view. (A) 3. exchange information while recognizing bias and points of view. (E) State and National Standards Correlations SS 7.6, NGS, NCSS, SM 2.3, NGS, NCSS, NCSG, CIV, SS 7.6, SM compare and contrast. (A) SM 1.6, NCSS,, NCHE 5. apply information, ideas, and skills to different contexts. (D), SM 1.10, NCSS, SCANS 6. interpret political cartoons. (A) AP, NSCG, SS 7 7. identify and use primary and secondary AP, NCSS, sources. (E) NCHE, SS 7.1 AP United States History

17 8. use vocabulary, concepts, and theories AP appropriately. (E) 9. relate concepts to specific examples. (A) SM 1.6, SCANS 10. analyze and interpret data from multiple AP, SM 1.6, sources. (A) SS 1.1, 7.2, maps 7.3,, globes NCHE, NGS, charts NCSS diagrams databases tables source documents 11. answer high-level multiple choice questions. AP (E) 12. identify, describe, define, and evaluate problems from multiple perspectives. (A) 13. evaluate the accuracy of sources and materials. (A) 14. explain reasoning using supporting detail. (A), SM 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, NGS, SCANS, NCSS SM 1.7, NCSS,, SCANS SM 4.1,, SCANS AP United States History

18 A. Facilitating Activities: CCO III: Students will analyze how culture and cultural conflicts have shaped American society. ORGANIZING IDEA #1 How did different cultural movements help shape American History? 1. analyze and discuss documents from the Enlightenment Era. (III C1, III P10) 2. research and present key aspects of a utopian community to the class. (III C2, III P13) 3. write an essay assessing the validity of the following statement: The ideas of Social Darwinism had a positive impact on society. (III C4, III P1, III P14) 4. compare and contrast the beatniks of the 1950 s and the hippies of the 1960 s. (III C5, III P5) ORGANIZING IDEA #2 In what ways is American literature and art distinct from European styles? 1. analyze slides of the art by major American artists and distinguish stylistic differences. (III C3, III P3) 2. compare and contrast the literature styles of various periods of American history. (III C3, III P5) ORGANIZING IDEA #4 How have aspects of American culture been reflective of contemporary events? 1. use primary source documents to analyze responses to modernism. (III C7, III P7, III P12) 2. study artistic expressions from the Harlem Renaissance and isolate points relating to social concerns of the day. (III C6, III P9) AP United States History

19 B. Application Level Assessment: CCO III: Students will analyze how culture and cultural conflicts have shaped American society. Student Task: 1. analyze intellectual movements such as the Enlightenment. (III C1) 2. explain transcendentalism and Utopian communities. (III C2) 3. evaluate expressions of art, literature, and popular entertainment. (III C3) 4. describe social Darwinism and social gospel. (III C4) 5. compare and contrast conformists and nonconformists. (III C5) 6. analyze politics in a multicultural society. (III C6) 7. analyze modernism and science. (III C7) 8. identify, research, and defend a point of view. (III P1) 9. exchange information while recognizing bias and points of view. (III P3) 10. apply information, ideas, and skills to different contexts. (III P5) 11. interpret political cartoons. (III P6) 12. identify and use primary and secondary sources. (III P7) 13. use vocabulary, concepts, and theories appropriately. (III P8) 14. analyze and interpret data from multiple sources. (III P10) 15. answer high-level multiple choice questions. (III P11) 16. explain reasoning using supporting detail. (III P14) Teacher Notes: Please refer to the College Board s AP United States History Course Description Book and released items for appropriate AP level questions. Questions may be found at Suggested Student Prompt: 1. Answer AP multiple-choice questions such as the sample multiple-choice questions found in the AP United States History Course Description Book, question # Answer a free response essay question such as: Compare and contrast American literature of the 1920 s and the 1950 s in terms of style and themes. AP United States History

20 SCORING GUIDE CCO III: Students will analyze how culture and cultural conflicts have shaped American society. Scoring criteria are thoroughly explained in the AP United States History Course Description Book or at AP United States History

21 IV. Core Conceptual Objective Students will evaluate how changes in demographics have shaped American history. By the end of the course, all students should know: 1. aspects of population growth and immigration from (E) 2. the expansion into the trans-appalachian West and American Indian resistance from (E) 3. the relationship between immigration and nativist reactions in the Antebellum period. (E) 4. the forced removal of American Indians to the trans-mississippi West. (E) 5. the role of gender, race, and ethnicity in the far West in the late nineteenth century. (E) 6. the causes of urbanization and the lure of the city in the late nineteenth century. (E) 7. the impact of urban migration and demographic changes during the Second World War. (E) 8. demographic change after (E) the surge of immigration after 1965 Sunbelt migration the graying of America State and National Standards Correlations, NCSS By the end of the course, all students should be able to: 1. evaluate the economic, social, and political effects of immigration and internal migration. (E) 2. organize information into useful forms for comprehension and retrieval such as note taking, outlining, and graphic organizers. (A) 4. identify, research, and defend a point of view. (A) 5. exchange information while recognizing bias and points of view. (E) 6. apply information, ideas, and skills to different contexts. (D) 7. analyze changes in birth, marriage, and death rates; life expectancy and family patterns, population size and diversity. (E) 8. use technological tools to locate, select, organize, and present information. (A) State and National Standards Correlations AP, NGS SM, NCHE, SCANS SS 7.6, SM 2.3, NGS, NCSS, SS 7.6, NGS, SM 2.3, NCSS, SM 1.10, NCSS, SCANS AP, NGS SCANS, SM 2.7, SM 1.4, NGS, AP United States History

22 9. identify and use primary and secondary sources. (E) NCSS, SS use vocabulary, concepts, and theories AP appropriately. (E) 11. relate concepts to specific examples. (A) SM 1.6, SCANS 12. analyze and interpret data from multiple AP, SM 1.6, sources. (E, A) SS 1.1, 7.2, maps 7.3,, graphs NCHE, NGS, charts NCSS diagrams databases tables source documents 13. answer high-level multiple choice questions. AP (E) 14. identify, describe, define, and evaluate problems from multiple perspectives. (A) 15. evaluate the accuracy of sources and materials. (A) 16. explain reasoning using supporting detail. (A) NCH, NGS, SCANS, NCSS, SM 3.1, 3.2, 3.3, 3.4, 3.6, 3.7 SM 1.7, SCANS,, NCSS SM 4.1,, SCANS AP United States History

23 A. Facilitating Activities: CCO IV: Students will evaluate how changes in demographics have shaped American history. ORGANIZING IDEA #1 What periods saw major increases and decreases in immigration and how has immigration shaped the American identity? 1. interpret statistical data reflecting immigration and its impact on population growth. (IV C1, IV P12) 2. interpret political cartoons from the antebellum time period regarding immigration and explain how these reflect the nativist tone of the period. (IV C3, III P6) 3. create a class timeline of immigration to the United States (sources, countries, and destinations). (IV C1, IV C3, IV C6, IV C8) 4. analyze how immigration in the late 19 th century impacted American society and the economy. (IV C6, IV P1) 5. compare current immigration to immigration in the 1800 s. (IV C3, IV P6, IV P12) ORGANIZING IDEA #2 What factors caused major internal shifts in population within the United States and how did these internal migrations affect society? 1. use primary documents to write an analysis of Jackson s Cherokee removal policy and the related Supreme Court case. (IV C2, IV C4, IV P16, IV P9) 2. create a list of reasons why citizens chose to stay or move to the city in the late 1800 s. (IV C6, IV P2) 3. research demographic and population shifts since 1965 and create a graph to reflect change. (IV C8, IV P8, IV P2) 4. create a poster showing the problems created by mass migration to the cities? (IV C7, IV P1) 5. create a chart that shows changes in both birth and death rates and life expectancy for 1700 s and 1900 s. (IV P7, IV P12) AP United States History

24 B. Application Level Assessment: CCO IV: Students will evaluate how changes in demographics have shaped American history. Student Task: 1. analyze aspects of population growth and immigration from (IV C1) 2. describe the expansion into the trans-appalachian West and American Indian resistance from (IV C2) 3. explain the relationship between immigration and nativist reactions in the Antebellum period. (IV C3) 4. describe the forced removal of American Indians to the trans-mississippi West. (IV C4) 5. analyze the role of gender, race, and ethnicity in the far West in the late nineteenth century. (IV C5) 6. evaluate the causes of urbanization and the lure of the city in the late nineteenth century. (IV C6) 7. describe the impact of urban migration and demographic changes during the Second World War. (IV C7) 8. analyze demographic change after (IV C8) 9. identify and use primary and secondary sources. (IV P1) 10. identify, research, and defend a point of view. (IV P4) 11. exchange information while recognizing bias and points of view. (IV P5) 12. analyze changes in birth, marriage, and death rates; life expectancy and family patterns, population size and diversity. (IV P7) 13. identify and use primary and secondary sources. (IV P 9) 14. use vocabulary, concepts, and theories appropriately. (IV P10) 15. relate concepts to specific examples. (IV P11) 16. analyze and interpret data from multiple sources. (IV P12) 17. answer high-level multiple choice questions. (IV P13) 18. identify, describe, define, and evaluate problems from multiple perspectives. (IV P14) 19. explain reasoning using supporting detail. (IV P16) Teacher Notes: Please refer to the College Board s AP United States History Course Description Book and released items for appropriate AP level questions. Questions may be found at AP United States History

25 Suggested Student Prompt: 1. Answer AP multiple-choice questions such as the sample multiple-choice questions found in the AP United States History Course Description Book, question # Answer a free response essay question such as: Compare and contrast the experiences of two of the following nineteenth century immigrant groups: Northeast Irish, Mid-Western German, Western Chinese. AP United States History

26 SCORING GUIDE CCO IV: Students will evaluate how changes in demographics have shaped American history. Scoring criteria are thoroughly explained in the AP United States History Course Description Book or at AP United States History

27 V. Core Conceptual Objective Students will analyze economic change over time. By the end of the course, all students should know: 1. patterns of trade throughout United States history. (A) 2. transatlantic trade and the growth of seaports. (E) 3. the growth of plantation economy and slave societies. (E) 4. the transportation revolution, the linking of markets, and the rise of a national market economy. (E) development of railroads 5. technological innovations and industrialization. (E) State and National Standards Correlations JCEE JCEE AP, NCHE AP, NCSS, JCEE, EA, NCHE 6. agricultural/industrial economies. (E) NGS 7. economic effects of the Civil War. (E) AP, NCHE 8. expansion of manufacturing and industrialization in the new South. (E) 9. reconfiguration of Southern agriculture. (E) share cropping lien system 10. corporate consolidation of industry and capitalism in the late 19 th century. (E) By the end of the course, all students should be able to: 4. analyze patterns and relationships of political processes and their consequences. (E) 5. apply information, ideas, and skills to different contexts. (D) State and National Standards Correlations CIV, SM 1.10, NCSS, SCANS 6. compare and contrast. (A) SM 1.6, NCSS,, NCHE AP, NCHE 10. interpret political cartoons. (A) AP, SS 7, NSCG AP United States History

28 11. the effects of technological developments of the late 19 th century on the worker and the work place. (E) 12. the development of society and economy post World War I. (E) 13. the consumer economy and American business of the 1920 s. (E) 14. the Great Depression. (E) causes Hoover Administration The New Deal labor and union recognition 15. wartime economies during World War II. (E) 16. changes in the American economy at the end of the 20 th century. (E) energy crisis deindustrialization service economy 17. business in the era of mass information and communications at the end of the 20 th century. (E) 18. globalization and the American economy. (E) AP, NCHE JCEE, MCE, EA JCEE,, E, A AP, E, JCEE, EA, MCE 11. exchange information while recognizing bias and points of view. (E), NGS, NCSS, SS 7.6, SM review and revise communications. (A) NCSS, SM 2.2,, SCANS 16. identify and use primary and secondary sources. (E) 17. use vocabulary, concepts, and theories appropriately. (E) NCSS, SS 7.1 AP 18. relate concepts to specific examples. (A) SM 1.6, SCANS AP United States History

29 19. analyze and interpret data from multiple sources. (E, A) maps graphs charts diagrams databases tables source documents 20. answer high-level multiple choice questions. (E) 21. identify, describe, define, and evaluate problems from multiple perspectives. (A) 22. evaluate the accuracy of sources and materials. (A) 23. explain reasoning using supporting detail. (A) AP, NCSS, CIV, SS 1.1, 7.2, 7.3, SM 1.6, NGS, AP, NCSS, NGS, SCANS, SM 3.1, 3.2, 3.3, 3.4, 3.6, 3.7 SM 1.7,, NCSS, SCANS SM 4.1,, SCANS AP United States History

30 A. Facilitating Activities: CCO V: Students will analyze economic change over time. ORGANIZING IDEA #1 In what ways has the tension between agricultural and industrial economies shaped American history? 1. complete a t-chart to compare and contrast the economy of the North and South in 1860 and determine if one side had economic advantage. (V C2, V C3, V C6, V P6) 2. create a graphic organizer outlining major complaints of the Populists as well as their proposed solutions. (V C4, IV P3) 3. write an analysis of the economic effects of the Civil War. (V C7, V P14, V P17) 4. create a poster representing industrialization in the new South. (V C8) 5. write an analysis of share cropping considering the point of view of both the land owner and the tenant. (V C9, V P11) ORGANIZING IDEA #2 During what periods and in what ways has the federal government exerted influence over economies? 1. analyze the arguments of Alexander Hamilton in favor of the Bank of the United States. (V C4) 2. write an essay analyzing the causes of the Great Depression and describe how New Deal programs either resolved or failed to help the crisis. (V C14, V P4, V P23) 3. discuss how the Maysville Road veto shaped federal policy and the national economy. (V P14) 4. discuss how trust busting influenced the economy. (V C10) 5. create a graph showing consumer, business, and government interdependence. (V C13) 6. create a graphic organizer to show patterns in United States imports and exports throughout United States history. (V C1, V P19) AP United States History

31 ORGANIZING IDEA #3 How did transportation advances and technological innovations fuel economic growth? 1. examine price information for commodities before and after the invention of steamboats, canals, and railroads and explain the significance of the changes. (V C4, V P5, V P19) 2. compare and contrast actions taken by the United States government and citizens that had an effect on the economy during World War I and World War II. (V C12, V C15, V P6) 3. interpret political cartoons concerning the New Deal and its effects on society. (V C14, V P10) 4. explain five specific innovations of industrialization and how they impacted Northern society and the economy after (V C5, V P18, V C11) 5. create a timeline of the creation of labor unions in American industry including why the unions were formed and their impact on labor, industry, and the economy. (V C11, V C14) 6. write an analysis on how changes in communication have changed business. (V C17, V P16) AP United States History

32 B. Application Level Assessment: CCO V: Students will analyze economic change over time. Student Task: 1. evaluate patterns of trade throughout United States history. (V C1) 2. describe transatlantic trade and the growth of seaports. (V C2) 3. describe the growth of Plantation economy and slave societies. (V C3) 4. analyze the transportation revolution, the linking of markets, and the rise of a national market economy. (V C4) 5. describe technological innovations and industrialization. (V C5) 6. evaluate agricultural/industrial economies. (V C6) 7. analyze economic effects of the civil war. (V C7) 8. describe expansion of manufacturing and industrialization in the new South. (V C8) 9. describe reconfiguration of southern agriculture. (V C9) 10. analyze corporate consolidation of industry and capitalism in the late 19 th century. (V C10) 11. describe the effects of technological developments of the late 19 th century on the worker and the work place. (V C11) 12. analyze the development of society and economy post World War I. (V C12) 13. examine the consumer economy and American business of the 1920 s. (V C13) 14. describe the Great Depression (V C14) 15. analyze wartime economies during World War II. (V C15) 16. examine changes in the American economy at the end of the 20 th century. (V C16) 17. analyze business in the era of mass information and communications at the end of the 20 th century. (V C17) 18. analyze patterns and relationships of political processes and their consequences. (V P4) 19. compare and contrast. (V P6) 20. interpret political cartoon. (V P10) 21. exchange information while recognizing bias and points of view. (V P11) 22. identify and use primary and secondary sources. (V P16) 23. relate concepts to specific examples. (V P18) 24. analyze and interpret data from multiple sources. (V P19) 25. answer high-level multiple choice questions. (V P20) 26. identify, describe, define, and evaluate problems from multiple perspectives. (V P21) 27. evaluate the accuracy of sources and materials. (V P22) 28. explain reasoning using supporting detail. (V P23) AP United States History

33 Teacher Notes: Please refer to the College Board s AP United States History Course Description Book and released items for appropriate AP level questions. Questions may be found at Suggested Student Prompt: 1. Answer AP multiple-choice questions such as the sample multiple-choice questions found in the AP United States History Course Description Book, questions #1, #6, and # Answer a free response essay question such as: In what ways did transportation innovations transform American society in the first half of the 19 th century? To what extent was FDR successful in combating the Great Depression? AP United States History

34 SCORING GUIDE CCO V: Students will analyze economic change over time. Scoring criteria are thoroughly explained in the AP United States History Course Description Book or at AP United States History

35 VI. Core Conceptual Objective Students will evaluate issues related to the consumption and conservation of natural resources and the impact of population growth on the environment. By the end of the course, all students should know: 1. the impact of territorial acquisitions from (E) 2. the environmental impact of western settlement from (E) 3. impact of changes in science, technology, and medicine in the 1950 s. (E) State and National Standards Correlations, NCSS 4. urban issues of the late 19 th century. (E) NGS, NCSS 5. environmental issues in a global context in the Post Cold War world. (E) NGS, MCGE By the end of the course, all students should be able to: State and National Standards Correlations AP, CIV 1. analyze patterns and relationships of political processes and their consequences. (E) 2. compare and contrast. (A) SM 1.6, NCSS,, NCHE 3. write narrative and expository social studies documents. (A) 4. identify and use primary and secondary sources. (E) 5. exchange information while recognizing bias points of view. (E) NHS, NCHEW, SS, SM, AP, NCSS NCSS, SS 7.1, SS 7.6, NGS, SM 2.3, NCSS 6. use vocabulary, concepts, and theories AP appropriately. (E) 7. relate concepts to specific examples. (A) SCANS, SM 1.6 AP United States History

36 8. analyze and interpret data from multiple sources. (E, A) maps graphs charts diagrams databases tables source documents 9. answer high-level multiple choice questions. (E) 10. identify, describe, define, and evaluate problems from multiple perspectives. (A) 11. explain reasoning using supporting detail. (A) AP, SM 1.6, SS 1.1, 7.2, 7.3,, NCHE, NGS, NCSS AP, NGS, SCANS, SM 3.1, 3.2, 3.3, 3.4, 3.6, 3.7, NCSS SM 4.1,, SCANS AP United States History

37 A. Facilitating Activities: CCO VI: Students will evaluate issues related to the consumption and conservation of natural resources and the impact of population growth on the environment. ORGANIZING IDEA #1 In what ways did the physical environment shape American society? 1. create a graphic organizer that compares and contrasts Indian tribes in the Western United States in the nineteenth century. (VI C2, VI P2) 2. list geographical areas, physical features, and natural resources that contributed to or hindered population shifts at various points in American history. (VI C1, VI C2, VI C4) 3. write an analysis of Carter s response to the energy crisis of the late 1970 s. (VI C5, VI P3) ORGANIZING IDEA #2 In what ways did Americans shape the physical environment? 1. analyze major territorial acquisitions by studying map changes during the eighteenth and nineteenth century. (VI C1, VI P8) 2. create a graphic organizer of major scientific technological and medical advances of the 1950 s and then determine how the innovations impacted society in both the short term and long term. (VI C3, VI P7, VI P8, VI P11) AP United States History

38 B. Application Level Assessment: CCO VI: Students will evaluate issues related to the consumption and conservation of natural resources and the impact of population growth on the environment. Student Task: 1. describe the impact of territorial acquisitions from (VI C1) 2. analyze the environmental impact of western settlement from (VI C2) 3. evaluate impact of changes in science, technology, and medicine in the 1950 s. (VI C3) 4. analyze urban issues of the late 19 th century. (VI C4) 5. analyze environmental issues in a global context in the Post Cold War world. (VI C5) 6. compare and contrast. (VI P2) 7. write narrative expository social studies documents. (VI P3) 8. identify and use primary and secondary sources. (VI P4) 9. exchange information while recognizing bias points of view. (VI P5) 10. use vocabulary, concepts, and theories appropriately. (VI P6) 11. relate concepts to specific examples. (VI P7 12. analyze and interpret data from multiple sources. (VI P8) 13. answer high-level multiple choice questions. (VI P9) 14. identify, describe, define, and evaluate problems from multiple perspectives. (VI P10) 15. explain reasoning using supporting detail. (VI P11) Teacher Notes: Please refer to the College Board s AP United States History Course Description Book and released items for appropriate AP level questions. Questions may be found at Suggested Student Prompt: 1. Answer multiple-choice questions such as the sample multiple-choice questions found in the AP United States History Course Description Book, questions # Answer a free response essay questions such as: How did transportation, technology, and economic motivations impact Indian tribes in the Great Plains in the later half of the 19 th century? AP United States History

39 SCORING GUIDE CCO V: Students will analyze economic change over time. Scoring criteria are thoroughly explained in the AP United States History Course Description Book or at AP United States History

40 VII. Core Conceptual Objective Students will examine the United States role in the world from the fifteenth century to the present. By the end of the course, all students should know: 1. transatlantic trade patterns. (E) Colonization (A) Mercantilism (A) 2. American imperialism and motivations for political and economic expansion. (E) 3. the United States as a global power in the nuclear age. (E) 4. global confrontations during the Cold War. (E) 5. unilateralism vs. multilateralism in foreign policy. (E) 6. globalization and the United States economy. (E) development of markets (E) State and National Standards Correlations NCSS, JCEE,, CIV, NSCG EA, JCEE By the end of the course, all students should be able to: 1. analyze patterns and relationships of political processes and their consequences. (E) State and National Standards Correlations AP, CIV 2. interpret political cartoons. (A) AP, SS 7, NSCG 4. compare and contrast. (A) SM 1.6, NCSS,, NCHE 5. apply information, ideas, and skills to different contexts. (D) 6. write expository and narrative social studies documents. (A) 7. domestic and foreign terrorism. (E) AP, NCHE 7. exchange information while recognizing bias and points of view. (E) 8. cultural exchange. (E) AP, NCSS, NGS 8. identify and use primary and secondary sources. (E) 9. use vocabulary, concepts, and theories appropriately. (E), SM 1.10, NCSS, SCANS NCH, NCSS, AP, W, SS, SM, SM 2.3, SS 7.6, NGS, NCSS NCSS, SS 7.1 AP 10. relate concepts to specific examples. (A) SM 1.6, SCANS AP United States History

41 11. analyze and interpret data from multiple sources. (E, A) maps graphs charts diagrams databases tables source documents 12. answer high-level multiple choice questions. (E) 13. identify, describe, define, and evaluate problems from multiple perspectives. (A) 14. evaluate the accuracy of sources and materials. (A) 15. explain reasoning using supporting detail. (A) AP, SM 1.6, SS 1.1, 7.2, 7.3,, NCHE, NGS, NCSS AP, NGS, SCANS, NCSS, SM 3.1, 3.2, 3.3, 3.4, 3.6, 3.7 SM 1.7,, SCANS, NCSS SM 4.1,, SCANS AP United States History

42 A. Facilitating Activities: CCO VII: Students will examine the United States role in the world from the fifteenth century to the present. ORGANIZING IDEA #1 What factors have caused America to be both a world power and an isolated county at various points in history? 1. examine documents from the United States and the Soviet Union and compare and contrast Cold War perspectives. (VII C4, VII P4) 2. use maps and source documents to identify and analyze situations in which the Truman Doctrine was applied. (VII C4, VII P11) 3. discuss the pros and cons of unilateralism and multilateralism. (VII C5, VII P1) 4. write an analysis of how United States foreign policy has evolved since World War II. (VII C5, VII P6, VII C3) 5. write an analysis of the Olympics as an example of cultural exchange. (VII C8, VII P6) ORGANIZING IDEA #2 How did international and intranational trade bring America into conflict or cooperation with other nations? 1. study a map of eighteenth-century shipping routes and identify aspects of the triangle trade. (VII C1, VII P1) 2. write a position for or against the United States acquisition of islands in the Pacific and Southeast Asia in the early 1900 s. (VII C2, VII P15, VII P7) 3. debate whether policies of cash-and-carry and lend-lease were a violation of American neutrality in World War I. (VII C5, VII P10, VII P7) 4. create a timeline illustrating the United States involvement in the Middle East. (VII C6) 5. write an analysis of United States relations with developing nations. (VII C6, VII P6) AP United States History

43 B. Application Level Assessment: CCO VII: Students will examine the United States role in the world from the fifteenth century to the present. Student Task: 1. analyze transatlantic trade patterns. (VII C1) 2. describe American imperialism and motivations for political and economic expansion. (VII C2) 3. analyze the United States as a global power in the nuclear age. (VII C3) 4. describe global confrontations during the Cold War. (VII C4) 5. evaluate unilateralism vs. multilateralism in foreign policy. (VII C5) 6. analyze globalization and the United States economy. (VII C6) 7. describe cultural exchange. (VII C8) 8. analyze patterns and relationships of political processes and their consequences. (VII P1) 9. interpret political cartoons. (VII P2) 10. compare and contrast. (VII P4) 11. apply information, ideas, and skills to different contexts. (VII P6) 12. exchange information while recognizing bias and points of view. (VII P7) 13. identify and use primary and secondary sources. (VII P8) 14. use vocabulary, concepts, and theories appropriately. (VII P9) 15. relate concepts to specific examples. (VII P10) 16. analyze and interpret data from multiple sources. (VII P11) 17. answer high-level multiple choice questions. (VII P12) 18. identify, describe, define, and evaluate problems from multiple perspectives. (VII P13) 19. evaluate the accuracy of sources and materials. (VII P14) Teacher Notes: Please refer to the College Board s AP United States History Course Description Book and released items for appropriate AP level questions. Questions may be found at Suggested Student Prompt: 1. Answer multiple choice questions such as the sample multiple choice questions from the AP United States History Course Description Book, question #7. AP United States History

44 SCORING GUIDE CCO VII: Students will examine the United States role in the world from the fifteenth century to the present. Scoring criteria are thoroughly explained in the AP United States History Course Description Book or at AP United States History

45 VIII. Core Conceptual Objective Students will analyze the growth of democracy, American political traditions, citizenship, and the development of the modern American state. By the end of the course, all students should know: 1. colonial governments and British imperial policy in North America. (E) 2. the development of colonial state constitutions. (E) State and National Standards Correlations NCHE, AP,, MCG, CIV 3. the Articles of Confederation. (E), MCG, CIV, NSCG 4. the Federal Constitution. (E) CIV,, MCG, NSCC 5. resistance to federal authority. (E) anti-federalists (A) Bank War (A) tariff controversy (A) states rights debates (A) uprisings (A) 6. perspectives, policies, and accomplishments of American political leaders (such as Washington, Hamilton, Jefferson). (A) 7. the development of the two party system. (E) NCHE, AP,, CIV NSCG, AP, CIV AP, CIV, MCG, NCHE, By the end of the course, all students should be able to: State and National Standards Correlations AP, CIV 1. analyze patterns and relationships of political processes and their consequences. (E) 2. compare and contrast. (A) SM 1.6, NCSS,, NCHE 5. apply information, ideas, and skills to different contexts. (D), SM 1.10, NCSS, SCANS AP United States History

46 8. Jacksonian Democracy. (A) NCHE, AP, 9. Presidential and Congressional (Radical) reconstruction. (E) 10. political compromises. (E) Compromise of government policy toward Native Americans. (E) 12. corporate influence on national politics. (E) NCHE, AP, AP,, NCHE, CIV, NSCG AP,, NCHE AP,, NCHE, CIV, NSCG 13. Republican politics of the 1920 s. (E) CIV Coolidge Hoover Harding 14. Democratic Politics of the New Deal. (E) AP,, NCHE, CIV 15. expansion of government power during AP,, World War II. (E) NCHE, CIV 16. political change from the New Frontier to AP,, the Great Society. (E) 17. politics in the 1960 s. (E) Election of 1968 Silent Majority NCHE AP,, NCHE 8. write expository essays that analyze and interpret United States government and politics. (E) 9. organize information into useful forms for comprehension and retrieval such as note taking, outlining, and graphic organizers. (A) 12. exchange information while recognizing bias and points of view. (E) 13. identify, research, and defend a point of view. (A) AP SM, SCANS, NCHE, SS 7.6, NCG, NCSS, SM 2.3, CIV, NSCG SS 7.6, SM 2.3, NGS, NCSS AP United States History