ADVANCED PLACEMENT UNITED STATES HISTORY (APUSH) 2017-2018 COURSE REQUIREMENTS TEACHER: Ms. Heading, University High School CONTACT: Engrade message (preferred) email: aheading@k12.wv.us TEXTBOOK: GIVE ME LIBERTY: An American History Review: AMSCO Review Book 2015 ed. Eric Foner 3rd ed., W.W. Norton Company, 2013 CLASS WEBSITE: apush-heading.weebly.com The class calendar, assignments, and other important class resources will be on this website. COURSE DESCRIPTION The Advanced Placement United States History course is a two-semester class that offers a survey of American History since the 15 th century at college-level pace. Extensive reading, writing, and study skills useful in college will be emphasized. The class concludes with a college level exam, prepared by the College Board, which, if passed, may result in college credit. The exam for 2018 will be given on Friday, May 11, at 8:00 am. There is a fee for this exam. http://apcentral.collegeboard.com/apc/public/exam/dates_fees/233071.html The course is designed to provide a comprehensive overview of U. S. History and to provide students with analytical skills and factual knowledge to deal critically with the problems and materials in United States history. Students should learn to assess historical materials their relevance to a given interpretive problem, their reliability and their importance and to weigh the evidence and interpretations presented in historical scholarship. College Board: AP for Students https://apstudent.collegeboard.org/exploreap EXAM FORMAT 55 multiple-choice questions (55 minutes, 40%) 4 short-answer questions (45 minutes, 20%) 1 document-based question (60 minutes, 25%) 1 long essay questions (35 minutes, 15%) Score: 3 to 5 usually gives you 6 college credits Total Time: 3 hours 15 Minutes AP Credit Policy Search (research colleges/universities that offer credit for AP scores): https://apstudent.collegeboard.org/creditandplacement/search-credit-policies STUDENT RESOURCES Study Space - Textbook Resource: Use this site to find outlines, videos, practice quizzes, and many other resources that will help you be successful. http://www.wwnorton.com/college/history/give-me-liberty3/ Apushreview.com You will use this to complete your video guides which are broken into 9 Periods. http://www.apushreview.com/ American History content provides a vast overview of US History http://www.ushistory.org/us/index.asp Gilder Lehrman Institute of American History - Use the History by Era and AP US History Study Guide https://www.gilderlehrman.org/
OBJECTIVES Students will develop: 1. their ability to understand and respect other points of view, both personal and cultural. Included within this should be the ability to understand peoples of different races and cultures and show respect for human diversity and for students varied talents and perspectives. Also, students should explore the interaction among peoples of different races and cultures and how such interaction has shaped United States and world history. 2. an informed historical perspective, including an understanding of how one's own society developed, and an awareness of how other societies developed. 3. their understanding the major ways that science and technology have affected humans and their world. 4. their understanding of the power and limitations of science and technology in a changing world; awareness of how societies, institutions, and individuals are responsible to see that technology is used ethically and appropriately. 5. their understanding of the influence of geographic characteristics, including climate, physical features and natural resources, on North America's major societies and cultures. 6. their understanding of the context of current events from a historical perspective with the ability to connect modern trends to past events. 7. their understanding of current events from an international perspective. 8. their ability to integrate into the curriculum a wide variety of materials as well as human and technological resources, including primary documents, texts, maps, graphs, charts, and other resources. 9. their understanding of the concept of change over time with the ability to relate past to present. 10. their understanding of the major events and movements in American history, the turning points of historical development, and their relationship to the present. 11. their understanding of cultural and individual diversity, and humankind s shared environment, heritage, and responsibility. 12. their ability to explore critical eras in the historical development of the world in the following spheres of human activity: social, political, scientific, military, technological, economic, and cultural (philosophical, religious, and aesthetic). 13. the ability to apply the techniques of historical interpretation including cause and effect, major trends, change over time, etc. 14. their ability to use knowledge of the civilization of the United States to develop in themselves the skills of thinking, reasoning, problem solving, and decision making. 15. an informed historical perspective, including an understanding of how one s own society developed and an awareness of how other societies developed.
HISTORICAL PERIODS Period 1: 1491-1607 On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world. Period 2: 1607-1754 Europeans and American Indians maneuvered and fought for dominance, control, and security in North America, and distinctive colonial and native societies emerged. Period 3: 1754-1800 British imperial attempts to reassert control over its colonies and the colonial reaction to these attempts produced a new American republic, along with struggles over the new nation's social, political, and economic identity. Period 4: 1800-1848 The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. Period 5: 1844-1877 As the nation expanded and its population grew, regional tensions especially over slaver, led to a civil war -- the course and aftermath of which transformed American society. Period 6: 1865-1898 The transformation of the United States from an agricultural to an increasingly industrialized and urbanized society brought about significant economic, political, diplomatic, social, environmental, and cultural changes. Period 7: 1890-1945 An increasingly pluralistic United States faced profound domestic and global challenges, debated the proper degree of government activism, and sought to define its international role. Period 8: 1945-1980 After World War II, the United States grappled with prosperity and unfamiliar international responsibilities while struggling to live up to its ideals. Period 9: 1980 to Present As the United States transitioned to a new century filled with challenges and possibilities, it experienced renewed ideological and cultural debates, sought to redefine its foreign policy, and adapted to economic globalization and revolutionary changes in science and technology.
I II III IV HISTORICAL THINKING SKILLS - 9 Skills Chronological Reasoning: 1. Historical Causation 2. Patterns of Continuity and Change over Time 3. Periodization Comparison and Contextualization 4. Comparison 5. Contextualization Crafting Historical Arguments from Historical Evidence 6. Historical Argumentation 7. Appropriate Use of Relevant Evidence Historical Interpretation and Synthesis 8. Interpretations 9. Synthesis 1. Historical Causation How & Why something happens? a. Why did stuff happen? What was the impact? 2. Patterns of Continuity and Change over Time What is the Same & Different over time? a. What stayed the same, what changed, why did it change, and how much did it change? (What in history has not changed over time?) 3. Periodization What time period/era does it fit into? a. How and why historians organize and prioritize events of the past into discrete/distinct time periods. 4. Comparison What are Similarities & Differences? a. The ability to identify differences and similarities within a society or between societies in terms of chronological, ideological, geographical, and demographic contexts. 5. Contextualization Why did it matter at that given time in history? a. Connecting events to their specific place and time in history. 6. Historical Argumentation What is your position given? a. Take a position on a historical question and support it with relevant specific evidence; address other positions on the same question. 7. Appropriate Use of Relevant Historical Evidence What is your argument and evidence for a historical issue? a. The ability to analyze sources for point of view, tone, motivation, etc. and extract relevant information, to answer questions, keeping in mind the limitations of the source. 8. Interpretation What does it mean? a. Students will be able to understand and evaluate various models of historical interpretation of different events and sources. 9. Synthesis What is the significance of the perspectives and historical information? a. The bringing together of various perspectives and information to formulate and understanding of an event or period in history. Very much like what happens in a DBQ.
THEMES OF AP US HISTORY COVERED IN THIS COURSE 1. IDENTITY (ID) nationality, groups, ethnicity, religion, gender, class, majority/minority How and why have debates over American national identity changed over time? How have gender, class, religious, regional, and other groups identities changed in different eras? 2. WORK, EXCHANGE, and TECHNOLOGY (WXT) agriculture, industry, exports, inventions, labor How have changes in markets, transportation, and technology affected American society from colonial times to the present day? Why have different labor systems developed in British North America and the United States, and how have they affected U.S. society? How have debates over economic values and the role of government in the U.S. economy affected politics, society, and the environment? 3. PEOPLING (PEO) demographics, groups, immigration, migration, interactions, politics & power, government, laws, lawmakers, voters Why have people migrated to, from, and within North America? How have changes in migration and population patterns affected American life? 4. POLITICS AND POWER (POL) How and why have different political and social groups competed for influence over society and government in what would become the United States? How have Americans agreed on or argued over the values that guide the political system as well as who is a part of the political process? 5. AMERICAN IN THE WORLD (WOR) foreign policy, conflict, trade, diplomacy How have events in North America and the United States related to contemporary developments in the rest of the world? How have different factors influenced U.S. military, diplomatic, and economic involvement in international affairs and foreign conflicts, both in North America and overseas? 6. ENVIRONMENT AND GEOGRAPHY - PHYSICAL AND HUMAN (ENV) How did interactions with the natural environment shape the institutions and values of various groups living on the North American continent? How did economic and demographic changes affect the environment and lead to debates over use and control of the environment and natural resources? 7. IDEAS, BELIEFS, AND CULTURES (CUL) movements, religion, art, music, literature How and why have moral, philosophical, and cultural values changed in what would become the United States? How and why have changes in moral, philosophical, and cultural values affected U.S. history?
UNIT CONTENT AND THEMATIC EMPHASIS The list of topics for each unit is not exhaustive. Though all 12 of the AP US History Themes are incorporated into most units, not all lend themselves to each one. The thematic emphases listed below each unit are the ones most relevant to that unit. The themes are indicated by the numbers listed in the elaboration of themes above. UNIT 1- AMERICAN COLONIES TO 1763 Before Columbus, Spanish, French and British Colonization, Push-Pull factors, Colonial Sections, Cultural Differences, Mercantilism, Awakenings, Patterns of Society, Seven Years' War. Thematic Emphasis: # 1, 4, 5, 7 UNIT 2- A NEW NATION, 1763-1840 Post-1763 British Policy, Loosening Ties, The Colonies United, The War for Independence, War and Society, Creation of State Governments, The Articles of Confederation, The Constitution, Federalists and Republicans, Hamilton vs. Jefferson, The Revolution of 1800, The War of 1812, The Marshall Court, Cultural Nationalism, Expansion, Era of Good Feelings, Sectionalism, Mass Politics, Indian Removal, The Bank War, Jacksonian Democracy, Manifest Destiny. Thematic Emphasis: # 1, 2, 3, 4, 7 UNIT 3- SLAVERY, FREEDOM, AND THE CRISIS OF THE UNION, 1840-1877 The Politics and Culture of Slavery, The Changing Population, Transportation, Commerce and Industry, Sectional Differences, Remaking Society, Abolition, Temperance, Women s Rights, The Crises of the 1850s, the Secession Crisis, Mobilization, Strategy and Diplomacy, Compromises, Dred Scott, Terrorism and Conflict, Types of Reconstruction Plans, Radical Reconstruction, Impeachment, Governmental Corruption, Abandoning Reconstruction, The New South. Thematic Emphasis: # 1, 4, 7 UNIT 4- TOWARD A GLOBAL PRESENCE, 1870-1920 Societies of the West, Dispersal of the Tribes, Urbanization, Agricultural Revolution, Leisure, The Rise of Unionism, Agrarian Revolt, DuBois vs. Washington, Consolidation, Progressivism, Women and Reform, TR and the Modern Presidency, the Big Stick, Muckrakers, Immigration, Imperialism in Cuba and the Pacific, Diplomacy, America and the World, The Road to War, War and Society, New World Order, New Cultures and Conflict, Wilsonian Idealism, KKK, Immigration Issues, Red Scare. Thematic Emphasis: # 1, 2, 4, 7 UNIT 5- DEPRESSION AND WARS, 1920-1953 Jazz Age, Boom Times, Depression. New Deal, Court Reactions, Society and Hard Times, Decline of the New Deal, Isolationism and Internationalism, Neutrality, Intervention, War on Two Fronts, Alliances, Origins of the Cold War, Korea, Containment. Thematic Emphasis: # 1, 3, 5, 7 UNIT 6- WHAT KIND OF NATION, 1953-2010 Science and Technology, Rise of the Civil Rights Movement, Flexible Response, Red Scare, Expanding the Liberal State, Vietnam, 1968, The Youth Culture, The New Feminism, Mobilization of Minorities, Environmentalism, Turbulent Society, Watergate, the Reagan Revolution, End of the Cold War, Globalization, the New Partisanship, the War on Terror. Thematic Emphasis: # 1, 2, 3, 4, 5, 7
HOMEWORK Advanced Placement courses are demanding and require daily homework. Students planning to earn a score of 4 or 5 will spend a MINIMUM of SEVEN hours per week studying. Begin planning and preparing now to take the A.P. exam in May. Homework includes reading your textbook, completing notecards, and other assigned work. The bonus to the student is that they can plan their own study time to more easily match their schedule. The pitfall is that the student can easily slack off and, after 7-10 days, fall rapidly behind. All assignments are given in advance to allow students to organize their time. The College Board s AP US History curriculum demands a tight schedule. Every effort will be made to strictly adhere to the syllabus. Snow Day Policy: In the case of inclement weather, it will be the student s responsibility to keep up with the published reading schedule. Also, updated information will be posted on Engrade. Assignments will be posted and must be completed by the set date. GRADING You will be graded for exams, writing assignments, participation, and classroom work. It is the student s responsibility to turn work in on time. Late work will receive half credit and will be accepted within reasonable time limits. Bonus work (including test corrections) will not be accepted late. Check your grades on Engrade on a regular basis to see that your grades are accurate and to ensure you have not missed work. Keep all of your work. A B C D 92.5 and up 84.5 and up 74.5 and up 64.5 and up Test Corrections: (Optional / Recommended) Find the instructions for test corrections on Engrade. You can receive 1 point back per question. All rules must be adhered to or these will not be accepted. Keep in mind that you not only earn points on a test grade, but relearn what wasn't understood or retained the first time. Bonus: I will discuss these opportunities that will be available often. Statement on Integrity: All work that you produce is expected to be your own original work. No student will engage in cheating, plagiarism, fabrication, obtaining an unfair advantage, aiding and abetting dishonesty, falsification of records and official documents, or unauthorized access to academic or administrative records or systems. Definition of cheating: An unfair or disallowed advantage over others. If you cheat on an assignment or plagiarize a source, you will receive a zero for the assignment, your parents/guardians will be notified, and a referral will be sent to your counselor and administrator. Cheating includes and is not limited to copying a friend s work. DO YOUR OWN WORK.
CHAPTER READING SCHEDULE **Tentative Schedule / Follow Calendar on apush-heading.weebly.com WEEK DATE READINGS or EARLY DISMISSAL Periods 1-9 1 August 17-18 Introduction UNIT 1: AMERICAN COLONIES TO 1763 Chapter 1 A New World 1-2 2 August 21-25 3 Aug 28 Sept. 1 4 Sept. 4-8 5 Sept. 11-15 6 Sept. 18-22 7 Sept.25-29 8 Oct. 2-6 9 Oct. 16-20 10 Oct. 23-27 11 Oct. 30 Nov.3 12 Nov. 6-10 Chapter 2 Beginnings of English America, 1607-1660 Chapter 3 Creating Anglo-America, 1660-1750 Chapter 4 Slavery, Freedom, and the Struggle for Empire to 1763 Mon., Sept. 4 Labor Day 2-3 (Finish CH 4) UNIT 2: A NEW NATION, 1763 1840 3 Chapter 5 The American Revolution, 1763-1783 (Finish CH 5) Chapter 6 3 The Revolution Within (Finish CH 6) Chapter 7 3 Founding a Nation, 1783-1789 Chapter 7 Founding a Nation, 1783-1789 3 (Finish CH 7) Chapter 8 Securing the Republic, 1790-1815 (Finish CH 8) Chapter 9 The Market Revolution, 1800-1840 (Finish CH 9) Chapter 10 Democracy in America, 1815-1840 UNIT 3: SLAVERY, FREEDOM, AND THE CRISIS OF THE UNION, 1840 1877 (Finish CH 10) Chapter 11 The Peculiar Institution Fri., Nov. 10 Veterans Day 2 3-4 4 4 4
13 Nov. 13-17 14 Nov. 20-24 15 Nov. 27 Dec. 1 16 Dec. 4-8 17 Dec. 11-15 18 Dec. 18-22 MIDTERM FINALS (Finish CH 11) Chapter 12 4 An Age of Reform, 1820-1840 THANKSGIVING RECESS 4-5 Chapter 12 5 An Age of Reform, 1820-1840 Chapter 13 A House Divided, 1840-1861 5 (Finish CH 14) Chapter 14 A New Birth of Freedom: The Civil War, 1861-1865 5 5 19 Dec. 25-29 20 Jan.1-5 WINTER RECESS WINTER RECESS Jan. 1-2 Chapter 15 "What is Freedom?": Reconstruction, 1865 1877 6 JAN. 1-2 6 21 Jan. 8-12 22 Jan. 15-19 23 Jan. 22-26 Chapter 15 "What is Freedom?": Reconstruction, 1865 1877 UNIT 4: TOWARD A GLOBAL PERSPECTIVE, 1870-1920 Chapter 16 America's Gilded Age, 1870-1890 Chapter 17 Freedom's Boundaries, at Home and Abroad, 1890-1900 Mon., Jan. 16 MLK, Jr. Day 6 6-7 7 24 Jan. 29 Feb. 2 Chapter 18 The Progressive Era, 1900-1916 7 25 Feb. 5-9 26 Feb. 12-16 27 Feb. 19-23 28 Feb 26 March 2 Chapter 19 7 Safe for Democracy: The United States and World War I, 1916 1920 UNIT 5: DEPRESSION AND WARS, 1920-1953 Chapter 20 7 From Business Culture to Great Depression: The Twenties, 1920 1932 Chapter 21 The New Deal, 1932-1940 7 Chapter 22 Fighting for the Four Freedoms: World War II, 1941-1945 7
29 March 5-9 30 March 12-16 31 March 19-23 (Finish CH 22) Chapter 23 8 The United States and the Cold War, 1945-1953 Chapter 23 The United States and the Cold War, 1945-1953 8 UNIT 6: WHAT KIND OF NATION? 1953-2010 Chapter 24 An Affluent Society, 1953-1960 8 32 March 26-30 33 April 2-6 34 April 9-13 Chapter 25 The Sixties, 1960-1968 (Monday / Tuesday) (Finish CH 25) Chapter 26 The Triumph of Conservatism, 1969-1988 (Finish CH 26) Chapter 27 Globalization and its Discontents, 1989-2000 Spring Break: March 29-30 Spring Break: April 2-3 8 8 9 35 April 16-20 Chapter 28 September 11 and the Next American Century 36 April 23-27 Begin to Review for AP Exam in class Review for AP Exam in class May 8 37 April 30 May 4 Election Day 9 38 May 7-11 Review for AP Exam in class APUSH EXAM, FRIDAY, MAY 11, 8AM Post Exam Lessons