STATE STANDARDS, ESLRs and COLLEGE BOARD:

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1 Chino High School Social Science Department ADVANCED PLACEMENT UNITED STATES HISTORY SYLLABUS Ms. Mitchell, Instructor COURSE DESCRIPTION: This class is the equivalent of an introductory college course in U.S. History. The content of this class will span the discovery and settlement of the New World to the present. Advanced Placement United States History (APUSH) course is designed to teach you to think critically about American history, through a process of examining of facts, developing and applying analytical skills, and assessing of primary and secondary sources. The course will be taught thematically to best help you acquire historical thinking skills. COURSE OBJECTIVES: If you are in this class, you are making an intellectual and academic commitment to work with discipline, enthusiasm and vigor in order to be educated about U.S. History. You are expected to take and pass the AP exam as well as experience a college level class by learning: *The 500- year scope of U.S. History *Recurring and evolving themes throughout U.S. History *Analysis of primary- source documents *Recognizing cause and effect *Drawing inferences *Respecting conflicting viewpoints *Examining the past from multiple perspectives and from many types of sources *Making connections *Thinking contextually *Learning to write often and insightfully *Understanding that U.S. History is not a set of factual events, but a narrative of social, cultural, political, diplomatic, and economic set of themes *To form and express thoughtful opinions about the dynamic nature of history REQUIRED TEXT Henretta, James A., America s History, Bedford/St. Martin s, Boston, 2008, Sixth Edition. STATE STANDARDS, ESLRs and COLLEGE BOARD: This class is designed to teach all of the Grade Eleven American History Standards as required by the State of California. The class is also designed to satisfy the Expected School wide Learning Results (ESLR), preparing students to be responsible citizens, skilled communicators, and effective problem solvers. Critical Thinking, Creativity, Communication, and Collaboration (the 4 C s) will be an integral part of your learning process. Additionally, this class is authorized by the College Board.

2 STUDY COMMITMENT and REQUIRED WORK: This course is a college level course. The rule of thumb in college is that students spend two hours preparing for every one hour of lecture. Anticipate spending at least five hours a week to prepare for this class. The instructor will anticipate all students to attend class daily and to be prepared to discuss the assigned readings. Students should also demonstrate knowledge of current events and be able to discuss how past events have led to present events. The work in this class is carefully selected and designed to teach you about U.S. History. There will be frequent practice in writing analytical and interpretive essays. Your success in your English class will certainly help make you successful in APUSH. Each of the 32 chapters will be read, discussed and tested upon thematically during the course of the year, beginning with Pre- Columbian Societies and concluding with United States in Post Cold- War. You will write an essay for each unit covered to help you become proficient in formal writing for history. Each essay will consist of stating your thesis and proving your thesis using factual evidence using your textbook, hand outs, and relevant readings from primary and secondary sources. YOU will acquire skills of a historian and be expected to reason chronologically, compare and contextualize, craft historical arguments citing sources as evidence, synthesize and make historical interpretations. Upon reading the text for each unit you will also complete a formal outline synthesizing the pages and the history you have read and defining a list of historical terminology relevant to the unit under study. GRADING SYSTEM: Grading on all assignments is based upon a point system similar to the AP system. For every piece of work completed (outline, graphic organizer, essay etc.), students acquire points, ranging from 1 to 5. Earning less than a 3 is not acceptable. Tests and Quizzes will be graded on a traditional percentage system. ASSIGNMENTS: bi- weekly (to be turned in on day of test) TESTS: every Thursday AP5 = A (100-90%) AP5 = A (100-90%) AP4 = B ( 89-80%) AP4 = B ( 89-80%) AP3 = C ( 79-70%) AP3 = C ( 79-70%) AP2 = D ( 69-60%) AP2 = D ( 69-60%) AP1 = F ( 59- below) AP1 = F ( 59- below) GROUP, PARTNER and SOLO PRESENTATIONS: Each student will play an individual and collaborative role in various projects entailing a verbal, visual and a written component. Manage time wisely, plan effectively, review covered material consistently and have fun. A wide variety of instructional methods will be utilized for your learning throughout the entire year. Lectures, power point, class discussions, group activities, documentaries, case studies, political cartoons, propaganda posters, internet and guest speakers. For your benefit, keep all graded work, and lecture notes as it all will be used for quizzes and tests and for the national AP examination in May. The following is a thematic guide for the year to help you manage your time and read ahead!!

3 SEMESTER I Unit I through Unit XII Period 1: (I, II, III) (European contact with American Indians results in fighting for dominance, control and security and produces the emergence of distinctive colonial and native societies) I. Pre- Columbian Societies (Ch. 1) A. Early inhabitants of the Americas B. American Indian empires 1) Mesoamerica 2) The Southwest 3) The Mississippi Valley 4) Am Indian cultures of North America at the time of European contact II. Transatlantic Encounters and Colonial beginnings, (Ch. 1,2,3) A. First European contacts with Native Americans B. Spain s empire in North America C. French Colonization D. English settlement 1) New England 2) The Mid- Atlantic Region 3) The South E. From servitude to slavery in the Chesapeake region F. Religious diversity in the American colonies G. Resistance to colonial authority 1) Bacon s Rebellion 2) The Glorious Revolution 3) The Pueblo Revolt Primary Source: Spanish Conquest of Mexico p & Causes of War of pp III. Colonial North America, (Ch. 3, 4) A. Population Growth and immigration B. Transatlantic trade and the growth of seaports C. The eighteenth- century backcountry D. Growth of plantation economics and slave societies E. The enlightenment and the Great Awakening F. Colonial governments and imperial policy in British North America Primary Source Analysis: Ethnic Customs and Conflict pp Rise of Representative Assemblies pp SEPTEMBER Period 2: (IV, V) (British Empire attempts to reassert control over its colonies and fails as it faces a new American Republic, birth of which creates struggles over national identity, social and political) IV. The American Revolutionary Era, (Ch. 4,5,6) A. The French and Indian War B. The Imperial Crisis and resistance to Britain C. The War for Independence D. State constitutions and the Articles of Confederation E. The federal Constitution Primary Source Analysis: Debate over Representation and Sovereignty pp First National Debate over Slavery pp

4 V. The Early Republic, (Ch. 7, 8) A. Washington, Hamilton, and the shaping of the national government B. Emergence of political parties 1) Federalists 2) Republicans C. Republican motherhood and education for women D. Beginnings of the Second Great Awakening E. Significance of Jefferson s presidency F. Expansion into the trans- Appalachian West, Am. Indian Resistance G. Growth of slavery and free Black communities H. War of 1812 and its consequences Primary Source Analysis: Factional Politics and the War of 1812 pp OCTOBER Period 3: (VI, VII, VIII) (The new Republic struggles to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes) VI. Transformation of the Economy and Society in Antebellum America (Ch. 8,9,12) A. The transportation revolution and creation of a national market economy B. Beginnings of industrialization and changes in social and class structures C. Immigration and nativist reaction D. The cotton South 1) Planters 2) Yeoman farmers 3) Slaves Primary Source Analysis: Trials of Married Life pp A Debate about Catholic Immigration pp Slaves and Masters pp VII. The Transformation of Politics in Antebellum America (Ch. 7, 10) A. Emergence of the second party system B. Federal authority and its opponents 1) Judicial federalism 2) The Bank War 3) Tariff controversy 4) States rights debates VIII. Religion, Reform, and Renaissance in Antebellum America (Ch. 9, 11) A. Evangelical Protestant reform B. Social reforms C. Ideals of domesticity D. Transcendentalism and utopian communities E. American Renaissance 1) Literary expressions 2) Artistic expressions Primary Source Analysis: Saving the Nation from Drink pp Period 4: (IX, X, XI, XII) (American society is transformed as a result of expanding population, regional tensions over slavery leading to the Civil War) IX. Territorial Expansion and Manifest Destiny (Ch. 10,13) A. Forced removal of American Indians to the trans- Mississippi West B. Western migration and cultural interactions C. Territorial acquisitions D. Early U.S. imperialism; the Mexican War Primary Source Analysis: Cherokees Debate Removal to Indian Territory

5 NOVEMBER X. The Crisis of the Union (Ch. 12,13,14) A. Pro- and antislavery arguments and conflicts B. Compromise of 1850 and popular sovereignty C. The Kansas Nebraska Act and emergence of the Republican Party D. Abraham Lincoln, the election of 1860, and secession Primary Source Analysis: Civil Warfare in Kansas pp XI. Civil War (Ch. 14) A. Two societies at war 1) Mobilization 2) Resources 3) Internal dissent B. Military strategies and foreign diplomacy C. Emancipation and the role of African Americans in the war D. Social, political, and economic effects of war 1) North 2) South 3) West Primary Source Analysis: Blacks and Whites Describe the End of Slavery DECEMBER XII. Reconstruction (Ch. 15) A. Presidential and Radical Reconstruction B. Southern state governments 1) Aspirations 2) Achievements 3) Failures C. Role of African Americans 1) Politics 2) Education 3) The economy D. Compromise of 1877 E. Impact of Reconstruction Primary Source Analysis: Freedom pp SEMESTER II Unit XIII through Unit XXVIII JANUARY Period 5: (XIII, XIV) (Transformation of the U.S. from an agricultural to an increasingly industrialized and urbanized society brings about significant economic, political, diplomatic, social, environmental, and cultural changes) XIII. The Origins of the New South (Ch. 15,17,19) A. Reconfiguration of southern agriculture 1) Sharecropping 2) Crop lien system B. Expansion of manufacturing and industrialization C. The politics of segregation 1) Jim Crow 2) Disfranchisement Primary Source Analysis: Negro Domination pp

6 XIV. Development of the West in the Late Nineteenth Century (Ch. 16) A. Expansion and development of western railroads B. Competitors for the west 1) Miners 2) Ranchers 3) Homesteaders 4) American Indians C. Gender, race, and ethnicity in the far west D. Environmental impacts of western settlement Primary Source Analysis: Becoming White pp Period 6: (XV- XXII) (Increase of Pluralism challenges U.S. with profound domestic and global challenges, rising debates about balance of liberty and government control and a role in international affairs) XV. Industrial America in the Late Nineteenth Century (Ch. 17,18,19,20) A. Corporate consolidation of industry B. Effects of technological development on the worker and workplace C. Labor unions D. National politics and influence of corporate power E. The changing face of the nation 1) Migration 2) Immigration F. Proponents and opponents of the new order, e.g. Social Darwinism and Social Gospel Primary Source Analysis: Coming to America: The Downside pp FEBRUARY XVI. Urban Society in the Late Nineteenth Century (Ch. 18) A. Urbanization and the lure of the city B. City problems and machine politics C. Intellectual and cultural movements and popular entertainment XVII. Populism and Progressivism (Ch. 17,18,19,20) A. Agrarian discontent and political issues of the late nineteenth century B. Origins of progressive reform: municipal, state and national C. Roosevelt, Taft and Wilson as progressive presidents D. Women s roles 1) Family 2) Workplace 3) Education 4) Politics 5) Reform E. Black America 1) Urban migration 2) Civil rights initiative Primary Source Analysis: Working Women pp & Triangle Fire pp XVIII. The Emergence of America as a World Power (Ch. 20, 21) A. American imperialism 1) Political expansion 2) Economic expansion B. War in Europe and American neutrality C. The First World War at home and abroad D. Treaty of Versailles E. Society and economy in the postwar years Primary Source Analysis: Debating the Philippines pp Great Migration pp

7 XIX. The New Era: 1920 s (Ch. 23) A. The business of America and the consumer economy B. Republican politics 1) Harding 2) Coolidge 3) Hoover C. The culture of Modernism 1) Science 2) The arts 3) Entertainment D. Responses to Modernism 1) Religious fundamentalism 2) Nativism 3) Prohibition E. The ongoing struggle for equality 1) African Americans 2) Women Primary Source Analysis: Scopes Trial pp XX. The Great Depression and the New deal (Ch. 23, 24) A. Causes of the Great Depression B. The Hover administration s response C. Franklin Delano Roosevelt and the New Deal D. Labor and union recognition E. The New Deal coalition and its critics from the Right and the Left F. Surviving hard times: American society during the Great Depression Primary Source Analysis: Ordinary People Respond to the New Deal MARCH XXI. The Second World War (Ch. 25) A. The rise of fascism and militarism 1) Japan 2) Italy 3) Germany B. Prelude to war: policy of neutrality C. The attack on Pearl Harbor and U.S. declaration of war D. Fighting a multi front war E. Diplomacy, war aims, and wartime conferences F. The United States as a global power in the Atomic Age XXII. The Home Front During the War (Ch. 25) A. Wartime mobilization of the economy B. Urban migration and demographic changes C. Women, work, and family during the war D. Civil liberties and civil rights during wartime E. War and regional development F. Expansion of government power Primary Source Analysis: Women in the Wartime Workplace pp

8 Period 7: (XXIII XXVII) (Post WWII, U.S. wrestles with prosperity and unfamiliar international responsibilities, while living up to its ideals) XXIII. The United States and the Early Cold War (Ch. 26, 27) A. Origins of the Cold War B. Truman and containment C. The Cold War in Asia 1) China 2) Korea 3) Vietnam 4) Japan D. Diplomatic strategies ad policies of the Eisenhower and Kennedy administrations E. The Red Scare and McCarthyism F. Impact of the cold War on American Society Primary Source Analysis: Hunting Communists and Liberals pp XXIV. The 1950 s (Ch. 26, 27) A. Emergence of the modern civil rights movement B. The affluent society and the other America C. Consensus and conformity 1) Suburbia 2) Middle- class America D. Social critics, nonconformists, and cultural rebels E. Impact of changes in science, technology, and medicine Primary Source Analysis: Challenging White Supremacy pp APRIL XXV. The Turbulent 1960 s (Ch. 28, 29) A. From the New Frontier to the Great Society B. Expanding movements for civil rights C. Cold War confrontations 1) Asia 2) Latin America 3) Europe D. Beginning of détente E. The antiwar movement and the counterculture Primary Source Analysis: Toll of War pp XXVI. Politics and Economics of the End of the Twentieth Century (Ch. 28,29,30,31) A. The election of 1968 and the Silent Majority B. Nixon s challenges 1) Vietnam 2) China 3) Watergate C. Challenges in the American economy 1) The energy crisis 2) Deindustrialization 3) The service economy D. The New Right and the Reagan revolution E. End of the Cold War Primary Source Analysis: Christianity and Public Life pp

9 XXVII. Society and Culture at the end of the Twentieth Century (Ch. 29,30,31,32) A. Demographic changes 1) Surge of immigration after ) Sunbelt migration 3) The graying of America B. Revolutions in biotechnology, mass communications, and computers C. Politics in a multicultural society Primary Source Analysis: Stem Cell Controversy pp Debating the ERA pp Period 8: Present (With the new century, U.S. experiences a renewed ideological and cultural debates, redefining its foreign policy, while adapting to economic globalization and revolutionary changes in science and technology) XXVIII. The United States in the Post Cold War World (Ch. 30,31,32) A. Globalization and the American economy B. Unilateralism vs. multilateralism in foreign policy C. Domestic and foreign terrorism D. Environmental issues in a global context Primary Source Analysis: Immigration and Globalization pp MAY Week 35: National Advanced Placement U.S. History (APUSH) Examination: Friday, May 6, 8:00 a.m. The Examination will consist of two parts for a total of three hours and 15 minutes Part I consists of 55m/c questions 55 minutes (40%) Part II consists of three sections: four short answers 45 minutes (20%) Document Based Question (DBQ) 60 minutes (25%) Free Response Essay (FRE) 35 minutes (15%) You will be writing a total of three essays (one essay out of two from each section.) The Examination will cover the following American themes: American Identity & Diversity (ID) Work, Exchange & Technology (WXT) Cultural ideas & beliefs (CUL) Demographic Changes (PEO) Economic Transformations Environment & Geography (ENV) Globalization & U.S. in the World (WOR) Politics, Citizenship & Power (POL) Reform Religion Slavery and Its Legacies in North America War and Diplomacy POST AP EXAMINATION: Week ) current events 2) competitive debate 3) final research project and presentation 4) more FUN!!