AP U.S. HISTORY Syllabus:

Mr. Jonathan Parker Jonathan.parker@guhsdaz.org (623)-915-8900 AP U.S. HISTORY Syllabus: 2012-2013 Overview: Welcome! Thank you for accepting the challenge of Advanced Placement United States History. The AP course is designed to provide students with a broad overview of central concepts and topics in American history. The readings and assignments are geared toward assisting students in developing a deeper understanding of the broad themes in the development of the nation as well as the influence and contributions felt by key people, groups, and events. Classroom Rules & Procedures: 1. Attendance: Attendance and tardy policies are consistent with those listed in the THS handbook. 2. Preparation and Classroom Behavior: Due to the rigorous curriculum and demands of the course, diligent and consistent preparation by the student is absolutely necessary for success. The class will operate as a seminar, with heavy emphasis on discussion, analysis, critical thinking and thoughtful writing. As a result, students will be expected to complete readings in advance in order to be prepared for classroom discussion. I reserve the right to quiz students over any reading material and I will exercise this right frequently. Disruptions of the learning environment are unacceptable and will not be tolerated. The course is taught as a college course, and I expect adult behavior and acceptance of responsibility from my students. 3. Grading: A student s grade will reflect his/her success in a variety of different areas. Assignment categories are weighted to reflect the significance of a given skill or assignment. The semester grade will be determined as follows: A= 100%-89.5% B= 89.49%- 79.5% C= 79.49%- 69.5% D= 69.49%- 59.5% F= 59.49% or less To eliminate a potential question in advance NO, grades will not be rounded. Also, any student who receives lower than a 3 at the semester will be asked to consider moving to a regular history class. 4. Assignments: Listed below are the assignment categories and their relative weight on the student s first semester grade : 1 st semester 2 nd semester Homework/Student Projects = 20% Homework/Student Projects = 20% Quizzes = 10% Quizzes = 10% Tests = 30% Tests = 25% Essays = 30% Essays = 25% Final Exam = 10% Final Exam = 10% Review Project 10%

(For second semester, these categories are slightly altered in order to reflect the addition of a review component as the AP Exam approaches near the end of the school year). 5. Late Work/Make-up Work: Credit will only be given to assignments received on time. If a student is absent when an assignment is given, the student will have 5 school days to complete the assignment. Even if a student is absent, long term assignments (defined here as anything given more than 5 school days before the due date) are due on the assigned date since they are given in advance. It is the responsibility of the student who has been absent to arrange a time for make-up tests or work to be done. If you are aware of a day where you will be absent, please alert me in order to make arrangements prior to your absence. Consistently missed test dates will be looked upon as a request to leave the class for non-advanced placement curriculum. Make up tests will cover the same content, but will not be the same test administered to the students who take the test on the assigned date. Extra Credit cannot be used in lieu of completing an assignment. Extra credit is rarely given, and opportunities for extra credit will be offered by the teacher, not suggested or requested by the student. 6. Plagiarism: Plagiarism is a serious offense and will not be tolerated in this class. Simply stated, plagiarism is considered to be any attempt by a student to steal the work or ideas of another and pass it off as his/her own work. Plagiarism includes, but is not limited to, copying the homework of another student, looking off the paper of a student during a test or quiz, or reproducing information from the internet. If a student is guilty of plagiarism on any assignment, the student (or students) will receive a 0 for the assignment and a U in citizenship. 7. Expanded Opportunity Period: Every Wednesday morning, from 8:20-9:00, THS provides students with additional time for make-up work or enrichment opportunities known as EOP. For AP History, students are encouraged to utilize EOP to review model essays, read additional texts, review previous exams and keys, or refine writing skills with additional practice questions. Moreover, students who miss a test, quiz, or essay are expected to meet these course requirements at the first available EOP session. 8. Electronic Devices: Due to the disruptive nature of electronic devices such as cell phones, ipods, MP3 players, etc., use of these devices will be prohibited in class. 9. Conferences: You are welcome to arrange an appointment to talk with me at any time outside of class. I am typically available before school starts from 7:15-8:00, but it is best to arrange a specific meeting time with me in advance. Parents may also reach me at 915-8900. Please feel free to call, and I will return your call as quickly as I can. AP U.S. History Exam: May 2013 (Preparation begins today!) I have read and understood this overview of AP U.S. History. (Student signature) (Parent signature)

Course Readings: The following is an outline of the course content and readings that will be covered during the each semester of this class. Although the schedule provided is subject to change, the syllabus nonetheless allows the students to become familiar with the major units and sub-units and the readings which correspond to the subject matter. Although not all of the readings for each unit are required readings, the students who will be most successful on the AP exam in the spring will be those who prepare thoroughly. All of the books listed will be available for students in my classroom: 1) Brinkley, Alan. American History: A Survey (11 th Edition) McGraw Hill Publishers (2003). This is the standard textbook that will be used in the course. In any survey course, a textbook is absolutely necessary. Students will be given a copy of this book for use at home. Careful reading of this text will help insure success in the course. 2) Davis, Kenneth. Don t Know Much About History. While many students may find the textbook a bit dry, Mr. Davis may be more accessible to students as a result of his wit and insight. Mr. Davis is brief but to the point in his discussion of key events in American history. While copies of the book will be available in the classroom, it is highly recommended that students purchase a copy for their own use. The page numbers listed below correspond with the 2003 edition of the book. 3) AP U.S. History.(8 th edition). Research & Education Association, Inc (2009): Provides an outstanding overview of units as well as practice tests for preparation and review. 4) Zinn, Howard. A People s History of the United States. Harper Collins Publishers (1995): While most texts are strong in political history, Zinn s book is exceptional for its examination of social history in the U.S. 5) Krieger, Larry. AP U.S. History Crash Course Research and Education, Inc.(2010). The single most outstanding resource for review on the AP History test. While the benefits of the book throughout the year are marginal, as the test approaches, this is an extraordinary resource. HIGHLY Recommended.

MCCCD Official Course Competencies Dual Enrollment American History and Government/Political Science Courses (HIS103, HIS104, POS110, and POS130) HIS103: United States History to 1865 1. Describe the Pre-Columbian world on four continents, the Americas, Europe, and Africa. 2. Explain the factors behind European exploration in the 15th and 16th Centuries. 3. Describe the early colonization of North America by the English, French, and Dutch. 4. Describe and compare the permanent English settlements in North America, their relationship to Native Americans, and early slavery in the colonies. 5. Analyze the growing political and economic differences between Britain and the colonies, the role of the French and Indian War, and Imperial decrees that led to the American Revolution. 6. Describe the major political and military events of the American Revolution leading to the collapse of British military forces at Yorktown, Virginia. 7. Explain the events leading to the Constitutional Convention, the early Administrations, and the development of Hamiltonian federalism and Jeffersonian democracy. 8. Explain the rise of nationalism and expansion following the War of 1812. 9. Describe the meaning of Jacksonian Democracy and the Age of Jackson. 10. Analyze the economic expansion of the U.S. between 1820-60, in agriculture, transportation, manufacturing, population growth, and immigration. 11. Review social changes in the nation between 1820-60, including the emergence of a middle class, the reform movements, and a national literary renaissance. 12. Analyze slavery and the Ante-Bellum South, the plantation culture, and the Abolitionist/antislavery movement in the North. 13. Describe the doctrine of Manifest Destiny, the Oregon acquisition, Texas annexation, the Compromise of 1850, and the Kansas-Nebraska Act. 14. Review the increasing sectional tensions leading to Lincoln s election, the secession of southern states, and the formation of the Confederacy. 15. Explain the demographic and industrial advantages of the North. 16. Describe the salient features of the Civil War and the turning points at Antietam, Shiloh, Gettysburg, and Vicksburg, leading to the surrender at Appomattox in 1865. 17. Explain the impact of the assassination of Lincoln, and review the outcome of the War on the nation and its future.

HIS104: United States History 1865 to Present 1. Describe the problems of re-uniting the Union and Reconstructing the nation after the end of the Civil War, including differences between Presidential and Congressional Reconstruction. 2. Explain the failed promise of Reconstruction, the political and economic revival of the Redeemed white South, and the Compromise of 1877. 3. Describe the national shift of interest to westward expansion and development of the nation s potential in agriculture, cattle, and minerals. 4. Describe the nation s growing human resources resulting from industrialization, immigration and urbanization. 5. Explain the creation of a climate for political and financial development, promoting the growth of enormous corporations and capital formations. 6. Describe social reform during the Gilded Age leading to organized labor, populist agrarianism, and legislation to control big business and restrain political corruption. 7. Review American foreign policy, including reaching outward for trade, expansion, and empire. 8. Explain the Progressive Era, and the social, economic, and political reforms of Presidents T. Roosevelt, Taft and Wilson. 9. Describe the initial stance of American neutrality in World War I, the nation s early role in the war, and why the U.S. eventually joined the war in 1917. 10. Explain the defeat of the Central Powers, the Fourteen Points, and the Treaty of Versailles. 11. Explain the clash of values in the 1920s as reflected in the Red Scare, prohibition, speakeasies, evolution, and revival of the KKK. 12. Describe the economics of the Roaring Twenties as reflected by the automobile, the booming stock market, and the development of the consumer market, leading to the Great Crash of 1929. 13. Explain the causes of the Great Depression, and the effects of unemployment, loss of income, homelessness, and bank closures. 14. Describe the election of 1932, FDR and the New Deal, and their effect on the nation. 15. Explain American isolationism pre-world War II, the U.S. reaction to war, and eventual involvement in the War. 16. Assess American participation in the war in Europe and the Pacific. 17. Describe the factors creating the Cold War following World War II, and the nation s response to it in Europe and Asia. 18. Review domestic policy during the late 1940s and 1950s, including McCarthyism, and the consumer culture during the Eisenhower years. 19. Explain the background and struggle of the Civil Rights movement, desegregation of schools, the Civil Rights and Voting Rights Acts, and African-American activism. 20. Describe the Cold War at home and abroad during the presidencies of John Kennedy, Lyndon Johnson, and Richard Nixon, including the Vietnam War and its aftermath. 21. Explain the counter-culture and reform activism of the 1960s, economic problems of the 1970s, and the presidency of Ronald Reagan. 22. Describe the collapse of communism in Eastern Europe and the demise of the Soviet Union, ending the Cold War. 23. Review post Cold War politics, the Persian Gulf War, and the presidency of Bill Clinton. 24. Explain the controversy over the 2000 presidential election, the post 9/11 global response, and wars in Iraq and Afghanistan. 25. Review the election of the first African-American president, and the global challenges the nation faces in the future, including global warming and economic recession.

Week # 1-2 American Colonial Period American History: Chaps. 2-3, 33-96 Don t Know Much About History: 2-59 A People s History of the United States: 23-38; 39-58 REA: 11-27 3-4 The American Revolution A) Growing Tension between Britain and her colonies American History: Chap. 4, 99-123 Don t Know Much About History: 60-105 A People s History of the United States: 59-75 REA: 31-43 B) The Revolutionary War American History: Chap. 5, 125-149 Don t Know Much About History : 60-105 REA : 31-43 5-6 Critical Period/Constitutional Period A) Articles of Confederation American History: Chap. 5, 149-155 Don t Know Much About History : 109-112 REA : 43-47 B) Establishing the Constitution American History: Chap.6, 159-168 Don t Know Much About History: 112-135 A People s History of the United States: 76-101 REA: 49-56 7-8 The New Nation A) Administrations of Washington and Adams American History: Chap. 6, 168-178 Don t Know Much About History: 135-143 REA: 59-65 B) The Age of Jefferson (1800-1816) American History: Chap. 7, 181-213 Don t Know Much About History: 143-160 REA: 65-72

C) The Era of Good Feelings, the Monroe Doctrine and the Corrupt Bargain American History: 217-233 Don t Know Much About History: 160-165 REA: 73-84 9-11 Jacksonian Democracy & The Era of the Common Man A) The rule of King Andrew American History: Chap.9, 235-258 Don t Know Much About History: 165-177 A People s History of the United States :124-146 REA; 87-95 B) Different economies between North & South/ Slavery in the South American History: Chap. 10 & 11; 261-316 DoREA: 101-112 C) Reforms of the 1840 s American History: Chap. 12, 319-341 Don t Know Much About History : 194-199 A People s History of the United States : 102-123 REA: 95-101 12 Manifest Destiny American History: Chap.13, 343-355 Don t Know Much About History: 177-194 A People s History of the United States: 147-166 REA: 112-123 13 Sectionalism: Road to conflict in the 1850 s American History: Chap. 13, 355-368 Don t Know Much About History: 199-215 A People s History of the United States: 167-205 REA: 125-140 14-16 Division and Uneasy Reunion A) The Civil War: Advantages & disadvantages, competing strategies, significant battles, and government action. American History: Chap. 14, 371-403 Don t Know Much About History: 215-243 REA: 143-154

B) Reconstruction American History: Chap. 15, 407-437 Don t Know Much About History: 244-251; 280-283 REA: 154-164 17 Farmers, the New South, and the West American History: Chap. 16, 441-470 Don t Know Much About History: 253-263 REA: 18 Final exams END OF FIRST SEMESTER

AP U.S. HISTORY Syllabus: 2 nd Semester Spring 2013 1 Industrialism and the rise of Labor American History: Chap. 17, 473-496 Don t Know Much About History: 264-280 A People s History of the United States: 247-289 REA: 167-188 2 Immigration, the growth of cities, reform, the Gilded Age, and the Populists The American People: Chap. 18, 499-528, Chap. 19 531-550 3-4 Imperialism, Empire, and Foreign Policy (1865-1914) American History: Chap. 20, 553-572 Don t Know Much About History: 283-296 A People s History of the United States: 290-313 REA: 187-196; 210-212 5 Progressive Period American History: Chap. 21, 575-599, Chap. 22, 601-618 Don t Know Much About History: 296-302 A People s History of the United States: 314-349 REA: 197-210 6 World War I American History: Chap. 23, 621-646 Don t Know Much About History: 303-318 A People s History of the United States: 350-367 REA: 221-236 7 The Roaring 20 s American History: Chap. 24, 649-672 Don t Know Much About History: 319-344 REA: 236-238; 241-263 8-9 Great Depression and New Deal American History: Chap. 25, 675-699; Chap. 26, 703-725 Don t Know Much About History: 344358 A People s History of the United States : 368-397 REA: 265-286

10-11 World War II American History: Chap. 27, 729-745, Chap. 28, 749-774 Don t Know Much About History: 358-396 REA: 286-297; 301-308 12 Postwar Foreign Policy/ The Cold War American History: Chap. 29, 777-796 Don t Know Much About History: 397-422 A People s History of the United States: 398-434 REA: 308-314 13 Postwar domestic policy and the 1950 s American History: Chap. 30, 799-829 Don t Know Much About History: 430-436 A People s History of the United States: 435-459 REA: 314-326 14 The Civil Rights Movement American History: Chap. 31, 836-841, 865-874 Don t Know Much About History: 422-430; A People s History of the United States: 435-459 REA: 320-322, 329-331, 334-336 15 Kennedy, Johnson and Vietnam American History: Chap. 31, 843-857 Don t Know Much About History: 440-490 A People s History of the United States: 460-492 REA: 321-326, 329-340 16 Johnson, 1968, Nixon & Watergate American History: Chap. 32 859-891 Don t Know Much About History: 490-507 A People s History of the United States: 493-550 REA: 340-344, 347-350 17 Post 74 America: Ford, Carter, Reagan, Bush, Clinton American History: Chapters 33-34, 893-950 Don t Know Much About History 507-545 A People s History of the United States: 551-588 REA: 350-373

AP HISTORY 2010 AMERICAN COLONIAL PERIOD: U.S. HISTORY (Assignment for 8/13-8/24) Directions: Throughout the week, you will read sections from Chapters 2 & 3 of your textbook and answer questions from each section in order to help you understand important events and themes during the American colonial period. The answers to the questions are due Friday, 8/24, at the start of class. However, I have broken the assignment into suggested work, so that you don t find yourself overwhelmed at 9:00 p.m. on Thursday evening. In other words, you won t be turning in the work until Friday, but following this schedule should help you tremendously. 1-2 American Colonial Period American History: Chaps. 2-3, 33-96 (note: 12 th edition of Brinkley book noted in parentheses below) Don t Know Much About History: 2-59 A People s History of the United States: 23-38; 39-58 REA: 11-27 Primary sources and document analysis: Colonial map study Impact of geography on development of colonial economies Sinners in the Hands of an Angry God Jonathan Edwards Chart: Growth of slavery in colonial America 1993 DBQ (first activity for interpreting, categorizing, incorporating documents) (Please see document at end of colonial period unit titled :Introduction to the DBQ) Monday (8/13): In class: Introduction to course In class: discuss reasons to study history (answer to popular student questions Why do I need to know this? and When am I ever going to use this? ) Distributed: syllabus (course timeline), course outline (from AP Board), Colonial Period study guide HW: read 28-30, 33-40 in textbook (27-30; 33-40), bring 3 ring binder Tuesday (8/14): In class: Mickey Mouse lied to you ; Immigration: always a hot topic (even in the 1600 s) ; (Motivations for settlement: Greed, Gold, and God); Settlement of Jamestown) Distributed: American History writing guide, 9 pt. Rubric, Steps in writing a DBQ HW: read 40-49 in textbook (40-48 in 12 th edition) Wednesday (8/15): In class: Building a City Upon a hill : Settlement of New England HW: read 49-54; (48-52) bring textbook to class on Thursday Thursday (8/16); In class: Your most valuable piece of paper from the colonial period. Distinguishing New England from the Chesapeake region. Distributed: colony placement sheet, colonies T-chart (worked on in class) HW: read 54-62; (52-61) review Chap. 2 for QUIZ on Friday

Friday (8/17): Quiz on Chap.2 In class: America s enduring scar: Emergence of the institution of slavery HW: Read 65-77 in textbook; (65-77 in 12 th edition) read 23-39 in Zinn Monday (8/20): In class: How to write an historical essay Activity: 30 minute essay; (You will not have any idea what the topic of the essay will be. Sorry.) Distributed: model essay packet HW: read 77-83; (78-83) model essays and evaluate them according to the 9 pt. rubric Tuesday (8/21): In class: discuss potential structures of essay and potential topics, concepts, people, and events to be included in the essay completed in class on Monday; evaluate model essays HW: read 83-89; (83-89) in text Wednesday (8/22): In class: Dreaded words in U.S. History : mercantilism, triangle trade, and salutary neglect; the origins of American political and economic independence. Economic development in the colonies. HW: read 90-96; (90-97) in text (end of chap.3) Thursday (8/23): In class: Uprisings, witches, and Hellfire: Accusations of witchcraft and the Great Awakening; the early role of religion in American life and government. HW: STUDY GUIDE DUE! TEST TOMORROW!!!!!!!!!!! Friday (8/24): Test & :30 minute essay on the American Colonial Period HW: read 99-111; (101-113)

COLONIAL PERIOD Directions: The purpose of this document is to highlight key terms, people, events, and themes from the American colonial period. Students will be expected to be familiar with all of the terms, people, and events listed here. For Friday, students must answer all of the questions provided. These questions measure student understanding of the main topics and themes from the American colonial period. As part of the assignment due on Friday, students DO NOT need to identify all of the terms provided below. Metacom Great Awakening Roger Williams Pueblo Revolt James Oglethorpe Anne Hutchinson Puritans City Upon a hill Jamestown Pilgrims Sir Walter Raleigh Roanoke Quakers St. Augustine William Penn George Whitefield Salem John Smith Enlightenment Nathaniel Bacon John Rolfe Jonathan Edwards Navigation Acts Powhatan House of Burgesses Benjamin Franklin Cotton Mather Mayflower Compact Zenger case Halfway Covenant Act of Toleration Starving time Lord Baltimore Pequot War King Phillip s War Indentured servants William Bradford John Winthrop New lights & Old Lights Glorious Revolution Mercantilism navigation Acts Harvard Stono Rebellion Pueblo Revolt Short Answer: Answer each of the following thoroughly. If the question has more than one part, be sure to answer all parts of the question. 1) Distinguish the Jamestown colony from the Plymouth colony in terms of objectives, types of settlers, early difficulties, relationships with Native Americans and reasons for success. (A T chart would work well here). 2) What was Bacon s Rebellion and why was it significant? 3) Discuss the relationship between Native Americans and settlers in both New England and the Chesapeake regions. Include specific vocabulary and cite specific conflicts. 4) Why did the original 13 colonies develop distinct economies and how might this affect their relationship with each other in the future? 5) Discuss the evolution of labor in the colonies from a dependence on indentured servants to a dependence on African slaves? Why did slavery take hold in the southern colonies? 6) How did the original motivation for settlement in New York and Pennsylvania subsequently shape the development of these regions? 7) Why were the issues of religion and education so closely intertwined in colonial Massachusetts? 8) Explain the major events and message of the Great Awakening, including its comparative impact on New England and the southern colonies and its effects on colonial political life. Past AP essay questions: The following questions have appeared on previous AP tests and relate to the era we have studied. Throughout this unit, we will use these questions as vehicles for studying the content, but also to introduce analytical skills and essay responses. At the end of this unit, two of these questions will appear on the test, from which you will choose one for a response. As the year continues and as your analytical skills improve, fewer and fewer questions will appear on the study guide, allowing you to train for responding to the unexpected questions you will receive on the AP exam. 1) In what ways did the ideas and values held by Puritans influence the political, economic, and social development of the New England colonies from 1630 through the 1660s? (2010 DBQ).

2) Analyze the cultural and economic responses of two of the following groups to the Indians in North America before 1750. British French Spanish (2000 AP Test) 3) How did economic, geographic, and social factors encourage the growth of slavery as an important part of the economy of the southern colonies between 1607 and 1775? (2001 AP Test) 4) Analyze the ways in which two of the following influenced the development of American society: Puritanism during the seventeenth century The Great Awakening during the eighteenth century The Second Great Awakening during the nineteenth century (1994 AP Test). 5) For the period before 1750, analyze the ways in which Britain s policy of salutary neglect influenced the development of American society as illustrated in the following: Legislative assemblies Commerce Religion (1995 AP Test). 6) Analyze the extent to which religious freedom existed in British North American colonies prior to 1700. (1998). 7) Compare the ways in which religion shaped the development of colonial society (to 1740) in TWO of the following regions: New England Chesapeake Middle Atlantic (2002 AP Test ) 8) Compare the ways in which TWO of the following reflected tensions in colonial society: Bacon s Rebellion (1676) Pueblo Revolt (1680) Salem Witchcraft trials (1692) Stono Rebellion (1739) (2003 AP Test) 9) Geography was the primary factor in shaping the development of the British colonies in North America. Assess the validity of this statement for the 1600 s. (2005B AP Test). 10) Compare and contrast the ways in which the economic development affected politics in Massachusetts and Virginia in the period from 1607 to 1750. (2005 AP Test). 11) Analyze the differences between Spanish settlements in the Southwest and the English colonies in New England in the seventeenth century in terms of TWO of the following: Politics Religion Economic development (2006 AP test). 12) Early encounters between American Indians and European colonists led to a variety of relationships among the different cultures. 14) Analyze how the actions taken by BOTH American Indians and European colonists shaped those relationships in TWO of the following regions. Confine your answer to the 1600s. New England Chesapeake Spanish Southwest New York and New France

THE AMERICAN REVOLUTION (8/27-9/7) Readings American History: Chap. 4, 99-123; Chap. 5 125-149 Don t Know Much About History: 60-105 A People s History of the United States: 59-75 REA: 31-43 Primary sources and document analysis: Declaration of Independence Reading: Thomas Paine s Common Sense Interpreting Documents: Paul Revere s woodcut of the Boston Massacre 1999 DBQ: Identity vs. Unity Noteworthy assignment: Students craft their own Declarations of Independence from their teacher Monday (8/27) In class: Discuss causes and consequences of the Seven Years War Distributed: American Revolution Study Guide, DKM packet, British v. Colonist worksheet HW: read 111-123 (113-125); worksheet to be completed for discussion on Wednesday Tuesday (8/28): In class: work on British v. colonist worksheet (events leading to the Revolution) HW: review 111-123; (113-125)complete worksheet for class discussion on Weds. Wednesday (8/29): In class: Discuss events leading to war. Was this actually a Revolution? What constitutes a revolution? HW: read 125-131 (127-133) Thursday (8/30): Finish discussion of events leading to war In class: Don t believe what those rock bands tell you Anarchy is bad, and a long dead English philosopher will tell us why. John Locke, social contract theory and the Declaration of Independence. HW: begin preparing to Declare Independence (students will create their own Declaration of Independence resembling the original in both form and spirit from Mr. Parker s class. HW: read 131-141; (133-143) Bring textbooks for Friday Friday (8/31): Finish discussion of Locke, Jefferson, and Declaration of Independence HW: (unless of course you really believe you are actually now independent) prepare to discuss key people, events, and battles from the War for Independence Distributed: list of topics to be discussed on Tuesday HW: read 141-148 (143-149) (NOTE: The assigned reading ends before the conclusion of the chapter; this is intentional).

Monday (9/3): LABOR DAY NO SCHOOL HW: finish Declarations Tuesday (9/4) Submit Declarations of Independence In class: The Shadow of Shame ; Discussion of key people and events during the war, advantages and disadvantages of each side during the war, and factors that contributed to colonial success. HW: complete study guide Wednesday (9/5): Study guides due Multiple Choice test on the American Revolution Thursday (9/6): In class: How to do a DBQ (1999 DBQ) HW: read 149-156; (149-156) Friday (9/7): In class: read, evaluate, edit, and discuss DBQ responses in groups (1999 DBQ) HW: 159-168; (159-168) Answer related questions on Study Guide; complete page 1 of constitutional packet

AP U.S. HISTORY: AMERICAN REVOLUTION Identification Understand the significance of the following terms, people, or events. Stamp Act Thomas Jefferson John Locke Intolerable Acts Thomas Paine mercantilism Social Contract theory Townshend duties Dec. of Independence Lexington Battle of Bunker Hill Nathaniel Greene Battle of Saratoga George Washington Lafayette Battle of Yorktown Battle of Trenton Valley Forge Benjamin Franklin Benedict Arnold Boston Massacre Boston Tea Party Fort Duquesne Sugar Act Crispus Atticus George Rogers Clark Lord Cornwallis Patrick Henry William Pitt John Hancock John Paul Jones First Continental Congress King George III Second Continental Congress Treaty of Paris Writs of Assistance Proclamation of 1763 Quartering Act George Grenville Currency Act Sons of Liberty Samuel Adams Declaratory Act Quebec Act Tories/Loyalists Patriots Ethan Allen Baron von Steuben General Thomas Gage Pontiac s Rebellion Thomas Hutchinson Committees of Correspondence Gaspee incident Stamp Act Congress Short Answer: Answer each of the following thoroughly and thoughtfully, providing sufficient and appropriate detail. If the question has more than one part, be sure to answer all parts of the question. 1. What effect did the French & Indian War have on the relationship between the British and the colonists? 2. To the best of your ability explain the concept of salutary neglect. Why were the colonists upset by a change in this policy? 3. What roles did Common Sense and the Declaration of Independence play in the War for Independence? To whom did each appeal? 4. What role, if any, did the French play in determining the outcome of the war? Where and how did the War for Independence end? 5. Outline the steps in the crisis with England between 1763 and 1776 leading to the War for American Independence. 6. Identify the American leaders and organizations most significant in converting popular discontent into action from 1765 to 1775. Analyze their motives as well as their degrees of success. 7. From the outset, Massachusetts was a leader of anti-british protest. What was it in the economic, political, and intellectual climate of this colony that made it such a hotbed for revolution? What part did Puritanism play in creating this climate? 8. How did Americans justify their revolution? Discuss the sources and the development of the philosophy of revolt. 9. Compare and contrast the British and American conduct of the war. How did each side propose to win, how realistic was its assessment of the situation, and how did the pre-war assessment influence the outcome of the war? 10. Was the American Revolution a social as well as a political revolution? What effects did the Revolution have on the nature of the American economy and society?

Essay: Listed below are essays which have appeared on past AP tests and have shown up in AP study books. Chances are, if you can build outlines to answer these questions successfully, you have learned the material of the unit very well. 1. Evaluate the relative importance of the following as factors prompting Americans to rebel in 1776: Parliamentary taxation Restriction of civil liberties British military measures The legacy of colonial religious and political ideas 2. Analyze the extent to which the American Revolution represented a radical alteration in American political ideas and institutions. Confine your answer to the period 1775-1800. (1997). 3. To what extent had the colonists developed a sense of their identity and unity as Americans by the eve of the Revolution? Use the documents and your knowledge of the period 1750-1776 to answer the question. (1999 DBQ). 4. Analyze the impact of the American Revolution on both slavery and the status of women in the period from 1775-1800. (2004). 5. To what extent did the American Revolution fundamentally change American society? In your answer, be sure to address political, social, and economic effects of the Revolution from 1775 to 1800. (DBQ 2005). 6. The French and Indian War (1754-1763) altered the relationship between Britain and its North American colonies. Assess this change with regard to TWO of the following in the period between 1763 and 1775. (2007B). 7. Analyze the political, diplomatic, and military reasons for the United States victory in the Revolutionary War. Confine your answer to the period 1775-1783. (2010).

CRITICAL PERIOD/CONSTITUTIONAL PERIOD (9/12-9/23) Critical Period/Constitutional Period A) Articles of Confederation American History: Chap. 5, 149-155 Pocket History of the U.S.: 97-103 Don t Know Much About History : 76-77, 82-84 REA : 43-47 B) Establishing the Constitution American History: Chap.6, 159-178 Pocket History of the U.S.: 103-133 Don t Know Much About History: 84-100 A People s History of the United States: 76-101 REA: 49-65 Primary sources and document analysis: Readings: excerpts from Federalist #10, Federalist #51 Preamble to the Constitution: How does the Preamble empower the national government and address the weaknesses of the Articles as displayed by Shays. Rebellion? Assignment on the Constitution: using the Constitution to identify specific powers provided to the various branches, method of election (direct v. indirect), and powers to check other branches Bill of Rights: examining initial intent of the Bill or Rights and discussing limits of First Amendment freedoms Introduction to the Beard thesis from An Economic Interpretation of the Constitution Friday (9/7): In class: read, evaluate, edit, and discuss DBQ responses in groups (1999 DBQ) HW: 159-168; Answer related questions on Study Guide; complete page 1 of constitutional packet Monday (9/10): In class: Notes on weaknesses of the Articles of Confederation Essay Bombardment Articles of Confederation essay HW: Complete pages 9 & 10 of constitutional packet Tuesday (9/11): In class: Study Rotation. Complete pages 11-13 in Constitution Packet Wednesday (9/12): Who were the Founding Fathers? Did they embrace democracy or fear it? Constitutional Compromises, separation of powers, checks and balances. Thursday (9/13): Review Checks and Balances, Terms & Constituencies Friday (9/14): Quiz on checks and balances In class: finish checks and balances, terms and constituencies

Monday (9/17): Discussion of Rights guaranteed by the Bill of Rights HW: 168-178 Tuesday (9/18): In class: notes on first political parties & controversial issues of 1790 s HW: read Washington s Farewell Address Wednesday (9/19): Continue discussion Washington Administration and Federalists vs. Anti-Federalists Thursday (9/20): In class: Shadow of Shame Key events from the Adams administration (Hints: election of 1796, XYZ Affair, Alien & Sedition Acts, Kentucky & Virginia Resolutions, nullification, revolution of 1800 ) HW: Finish Study guide Friday (9/21): :30 minute essay MC test HW: 181-193

AP U.S. HISTORY: CONSTITUTIONAL PERIOD. Identification: Recognize the significance of the following terms, people, or events. Articles of Confederation New Jersey Plan Judicial review U.S. Constitution Great Compromise Cabinet Thomas Jefferson Three-Fifths Compromise James Madison Alexander Hamilton Bill of Rights George Washington John Adams Electoral College Shays Rebellion Virginia Plan Elastic Clause Administration Northwest Ordinance John Jay Newburgh Conspiracy Land Ordinances of 1784-87 Nationalists Federalists Anti-federalists The Federalist Papers federalism Edmund Randolph Preamble Annapolis Convention ex post facto laws habeas corpus Society of Cincinnati XYZ Affair Alien & Sedition Acts Alexander Hamilton John Jay James Madison Thomas Jefferson George Washington Pinckney s Treaty Jay Treaty Marbury v. Madison Whiskey Rebellion Federalists Washington s Farewell address Election of 1796 Election of 1800 KY & VA Resolutions Citizen Genet Quasi-war w/ France Key concepts: Strengths and weaknesses of Articles of Confederation Purpose of Constitutional Convention Compromises when writing the Constitution Ratification issues Powers held by the three branches (separation of powers) Checks and balances Reasons for the inclusion of a Bill of Rights Key components of the Bill of Rights Other Founding Fathers : Gouvernour Morris, Robert Morris, George Mason Short Answer: Answer each of the following thoughtfully. If the question has more than one part, be sure to answer all parts of the question. 1. What were the provisions of the land laws of 1785 and 1787 and why were they significant? 2. What were the causes and what was the significance of Shays Rebellion? 3. What were some of the fundamental differences between the Articles of Confederation and the original U.S. Constitution? 4. In Federalist 51, James Madison argues that ambition must be made to counteract ambition. What does Madison mean? What structures exist in the Constitution so that ambition might counteract ambition? 5. Explain the reasons for the success of the Federalists in writing and securing the ratification of the Constitution. 6. Name one power each of the three branches has to check the other two branches. Executive Legislative Executive Judicial Judicial Legislative Judicial Executive Legislative Executive Legislative Judicial 7. Name three rights guaranteed by three different Amendments in the Bill of Rights and in which Amendment these rights can be found. (Complete sentences not necessary).

8. How did Jefferson and Hamilton differ in their views about the proper role of government? 9. What were the main differences between the Federalists and the Jeffersonian Republicans? Highlight political, economic, and social philosophies and explain the nation each sought to create. 10. How did the government s response to the Whiskey Rebellion differ from the response to Shays Rebellion? What accounts for this difference? 11. What were the most important international problems facing the U.S. in the 1790 s? How well did the Federalists handle them? Essays: Analyze the degree to which the Articles of Confederation provided an effective form of government with respect to any two of the following: 1. Foreign relations 2. Economic conditions 3. Western lands (1996). Analyze the extent to which the American Revolution represented a radical alteration in American political ideas and institutions. Confine your answers to the period 1775-1800. (1997) Evaluate the need to balance liberty and order. What happens if there is too much liberty or too much order? How did the Articles of Confederation, the Constitution, and the Bill of Rights affect the balance between liberty & order? Evaluate the extent to which the Articles of Confederation were effective in solving the problems that confronted the new nation. (2003).To what extent was the U.S. Constitution a radical departure from the Articles of Confederation? (2005B) The United States Constitution of 1787 represented an economic and ideological victory for the traditional American political elite. Assess the validity of this statement from 1781-1789. (2006B) Each one of the following individuals expressed strong opinions concerning the policies of the new nation. What opinions were expressed by two of the following? Of the two, whose opinions had the greatest impact on the new nation? A) George Washington B) Alexander Hamilton C) Thomas Jefferson D) John Marshall Evaluate the relative importance of domestic and foreign affairs in shaping American politics in the 1790 s. (1994).

AP U.S HISTORY: FIRST POLITICAL PARTIES & THE AGE OF JEFFERSON: The New Nation A) The Age of Jefferson (1800-1816) American History: Chap. 7, 181-213 Don t Know Much About History: 100-116 REA: 65-72 B) The Era of Good Feelings, the Monroe Doctrine and the Corrupt Bargain American History: 217-233 REA: 73-84 Primary sources and document analysis: Tables: Election results of 1796, 1800, 1824 Corrupt Bargain Maps: Election results of 1796, 1800; America before & after Louisiana Purchase; America following the Missouri Compromise Readings: Washington s Farewell Address, Jefferson s Inaugural Address Readings: excerpts from Marbury v. Madison, McCulloch v. Maryland Noteworthy assignments: War of 1812 Children s book Illustrated timeline: U.S. Foreign Policy 1789-1825 Era of Good Feelings DBQ (2003B) Monday (9/24): :30 minute essay MC test HW: 181-193; (181-193) bring textbook to class Tuesday & Wednesday Tuesday (9/25): In class: Read & Discuss Marbury v. Madison and election of 1800 HW: read 194-204 (193-204) in textbook HW: read 204-214; Wednesday (9/26): Presidency of Thomas Jefferson (1801-1808) HW: Read 204-214; (204-213) SEE WAR of 1812 Assignment (due Wednesday 10/5) Thursday (9/27): In class: Essay practice - Presidency of Thomas Jefferson HW: 217-225; (215-222) Friday (9/28): In class: work on assignment on War of 1812 HW: War of 1812 assignment HW: read 225-233; (222-230)

Monday (10/1): ).In class: Era of Good Feelings? American System, Panic of 1819, Missouri Compromise, John Quincy Adams, the Monroe Doctrine, and Andrew Jackson Tuesday (10/2) In class: The supreme Court under John Marshall: McCulloch v. Maryland, Gibbons v. Ogden, Fletcher v. Peck Distributed: McCulloch v. Maryland Finish Study Guide; War of 1812 assignment Wednesday (10/3): Foreign Policy Assignment 1789-1825 Turn in War of 1812 assignment HW: Finish Study Guide Thursday (10/4) Catch-up Day Friday (10/5): STUDY GUIDE DUE TEST Read 235-244; (233-242) FALL BREAK

WAR OF 1812 You are responsible for telling the story of the War of 1812 in an upcoming children s book. Using the key terms provided below, construct a captivating and engaging account of the key people, moments, and events from the War of 1812. WRITE WELL! As you know, there are few things as awful as a boring history book or a boring history teacher! Utilize your skills and creativity to create a captivating account of the War and its significance. Let children everywhere know the story!!!!!!!!!!! Terms: Causes of the War Invasion of Canada Tecumseh Daniel Webster Andrew Jackson William Henry Harrison Hawks and doves James Madison John C. Calhoun Henry Clay Burning of D.C. New Orleans Hartford Convention Treaty of Ghent

The New Nation Terms: Jeffersonian- Republicans Aaron Burr Louisiana Purchase Embargo of 1807 Barbary Pirates William Clark Meriwether Lewis Treaty of Ghent Hartford Convention Battle of New Orleans Andrew Jackson War Hawks Dolly Madison Tecumseh & the prophet Star Spangled Banner Francis Scott Key Erie Canal American System National Road Henry Clay John C. Calhoun John Marshall Marbury v. Madison midnight judges McCulloch v. Maryland national supremacy Dartmouth College V. Woodward Gibbons v. Ogden Eli Whitney interchangeable parts Robert Fulton Samuel Slater Washington Irving Deism Noah Webster Monroe Doctrine Missouri Compromise Protective Tariff of 1816 Panic of 1819 Adams-Onis Treaty Virginia Dynasty Era of Good Feelings Second Party System Toussaint L Overture Tariff of Abominations Corrupt Bargain Rush Bagot Agreement Key concepts: Reasons for the rise of two parties Importance of precedents established by Washington s administration Controversy over the establishment of a national bank Foreign policy and significant events in the presidency of John Adams Key events in the presidency of Thomas Jefferson Causes, events and results of the War of 1812 Foreign policy in the early republic and introduction of the Monroe Doctrine Short Answer: Provide thoughtful and thorough responses to each of the following questions. 1. How did American cultural life in the early nineteenth century reflect the Republican vision of the nation s future? 2. How was war with England and France avoided in the years 1798-1810? 3. What constitutional issues emerged during the period 1800-1820 and what was the role of John Marshall on the Supreme Court? 4. Jefferson called his election as President the Revolution of 1800. Assess the impact of this Revolution on domestic and foreign affairs. 5. Many historians have suggested that Jefferson the philosopher behaved differently than Jefferson the President. Assess the validity of this statement. 6. What were the causes and effects of the Second Great Awakening? In what ways did renewed religious enthusiasm mesh with the cultural and political optimism of the Jeffersonian era? 7. What happened to the Federalists? During the Critical Period, they held the nation together and established precedents still used today, yet 20 years later, they had disappeared as a viable political party. Why? What caused the fall of this powerful party? 8. What were the social, political, and economic causes of the War of 1812? What were the advantages and disadvantages of the Americans against the British in 1812? 9. What were the social, political, and economic results of the War of 1812? How did the War reveal sectionalism? 10. What sectional crisis threatened to destroy the unity of the U.S. during the so-called era of good feelings? Was the issue resolved or merely postponed? Essays: Consider thoughtful and thorough responses for each of the following essay questions. Why were political parties formed in the new nation and what were the major differences among political parties in the years 1791-1820?

Analyze the ways in which TWO of the following influenced the development of American society: 1. Puritanism during the seventeenth century 2. The Great Awakening during the eighteenth century 3. The Second Great Awakening during the nineteenth century Analyze the contributions of TWO of the following in helping establish a stable government after the adoption of the Constitution: John Adams George Washington Thomas Jefferson (2002) Analyze the impact of the American Revolution on both slavery and the status of women in the period from 1775-1800. (2004) To what extent was the election of 1800 aptly named the Revolution of 1800? Respond with reference to TWO of the following areas: Economics Foreign Policy Judiciary Politics (2004B) Although the power of the national government increased during the early republic, this development often faced serious opposition. Consider the motives and effectiveness of those opposed to the growing power of the national government in TWO of the following: Whiskey Rebellion, 1794 Virginia & Kentucky Resolutions, 1798-1799 Hartford Convention, 1814-1815 Nullification Crisis 1832-1833

ERA OF JACKSON & REFORMS OF THE 1830 S AND 1840 S U.S. HISTORY (Assignment 10/4-10/28) Primary sources and document analysis: Election results of 1824 Readings: Frederick Douglass Independence Day Address (1852) contrasted with excerpts from Dr. Martin Luther King, Jr. s Letter from a Birmingham City Jail (1963) Declaration of Rights and Sentiments (Seneca Falls) contrast with Declaration of Independence and Declarations written by students during American Revolution unit Noteworthy assignments Reforms and Reformers of the 1840 s Essay Review one prompt per chapter Monday (10/15): Overview of Jacksoniain Era or the era of the common man Corrupt Bargain, Alexis de Tocqueville, Spolis system, universal white male suffrage, kitchen cabinet, The Dorr Rebellion, and the Second Party system HW: read 244-251 (242-249 in 12 th edition) Tuesday (10/16) In class: Crises of the Jackson Administration: Webster-Hayne debate, Tariff of Abominations, nullification crisis, Transplanting the Tribes and the Trail of Tears HW: read 251-258; (249-256 in 12 th edition) Wednesday (10/17): PSAT HW: read chap. 11, 299-306; (293-303 in 12 th edition) Thursday (10/18): In class: Jackson and the Bank War Nicholas Biddle, pet banks, specie circular, and the Panic of 1837 Quiz on Chapter 9 HW: Finish Chapter 11: 306-316; (303-312 in 12 th edition) Friday (10/19): Review Chap. 9 and Study guide notes on Andrew Jackson HW: READ Chapter 10 over break 261-295; (259-290 in 12 th edition) (approx. 4 pages a day)

Monday (10/22): Early industrialization in America (Chap. 10) HW: read 320-334; (315-330 in 12 th edition) Use note sheet in packet while reading Tuesday (10/23): In Class: Finish Discussion of Chapter 10 Open Note quiz on Chapter 10 HW: read 334-341; (330-336 in 12 th edition)use note sheet in packet while reading Wednesday (10/24): Essay Practice from Chap. 10/Chap.9 Thursday (10/25) Essay practice from Chap. 11 Friday (10/26): Reform movements of the 1840 s (see assignment) Note: Throughout the week 0f 10/22-10/26, many students will embrace the opportunity to improve their AIMS scores. In an effort to accommodate and encourage this endeavor, I have chosen to manipulate the schedule for the week, recognizing that the class population will vary significantly from day to day. Monday (10/29): Finish discussion of Reform movements of the 1840 s Douglass Independence Day Address Tuesday (10/30): Open Note quiz on Chapter 12 HW: Finish and Study your Study Guides Wednesday (10/31): Essay Practice from Chap. 12 Thursday (11/1): :30 minute essay MC test Read 344-355 (339-351) Friday (11/2): Retention strategies & Peg Words Read 355-359 (351-355)