2012-2013 Course Syllabus Advanced Placement United States History APUSH Contact Information: Mr. Reldon Dawson Phone 619-656-2400 ext. 38417 Room 417 Cell 619-417-6044 Email: reldon.dawson@sweetwaterscools.org Course Title: AP United States History 2012-13. Course Description: This course is designed to provide a college-level experience and to prepare students for the AP exam. An emphasis is placed on interpreting documents, mastering a significant body if factual information, and writing critical essays. Topics include Transatlantic Encounters and Colonial North America, the American Era, the Early Republic, the Economic, Social, Political and Religious Transformation of Antebellum America, Territorial Expansion and Manifest Destiny; the Crisis of Union and the Civil War; Reconstruction and Origins of the New Progressivism; the Emergence of America as a World Power, the 1920s; the Great Depression and the New Deal; the Second World War (abroad and on the home front); The Cold War, the 1950s; the 1960s; Politics and Economics at the end of the 20th Century; Society and Culture at the end of the 20 th Century; the Post Cold War World. This course fulfills the United States History graduation requirement. Adopted Text: Brinkley, Alan. American History: A Survey (12 th Edition). New York: McGraw Hill, 2006. Brinkley, Alan. American History: A Survey Volumes I and II (12 th Edition). New York: McGraw Hill, 2006. Supplemental Resources: Kennedy, David M., Cohen, Lizabeth, and Bailey, Thomas A. The American Pageant (13 th Edition).Boston/New York: Houghton Mifflin Co., 2006. Shi, David E. and Mayer, Holly A. For the Record: A Documentary History of America. Bailey, Thomas and Kennedy, David M. The American Spirit Volumes I and II. Teacher Resources: Spoehr, Luther and Franker, Alan. Doing the DBQ, George, Jason and Brown, Jerald. AP Achiever. On-line Resources: www.apcentral.college.board.com www.mhhe.com/brinkley12ap www.digitalhistory.com www.gilderlehrman.org www.historyteacher.net Prerequisites: There are no specific curricular prerequisites for students taking APUSH; however, it is strongly recommended that Accelerated or AP World History be taken at the 10 th grade level.

Summer Requirement: Students read Brinkley Chapters 1and 2; Create a three column/box template on your computer with first box for names/terms, second box to identify the terms that are not underlined, and finally a third box to state the significance of names/terms that are underlined which are found on the Chapter Blue Print - ID sheet. Then after this process of analysis create a Top Ten list for your Journal in this you will synthesize your analysis and state how these terms helped in your understanding of Chapters 1/2 and their Learning Objectives. Additionally, take notes on Why historians disagree. College Preparation College Credit Habits of Mind - College Readiness Skills : The Advanced Placement United States History (APUSH) curriculum provides an opportunity for students to be exposed to the critical thinking, reading and writing skills that are essential for success in college. Students will build intellectual perseverance through daily activities that challenge each student to value a strong work ethic, and sustain that effort through repeated practice. Students will be introduced to a variety of learning strategies that build their mega-cognitive abilities. These strategies will encourage students to reflect on their own and other students thought processes. The APUSH curriculum will also provide a rich content that will promote intellectual curiosity and through a process of inquiry/investigation foster a desire for knowledge. To prepare students for success in both their high school and college experiences, it is essential that students develop academic literacy skills that prepare them for college Student Expectations (Participation): The APUSH course is meant to replicate a college-level introductory United States History Survey Course and thus gives you the skills and knowledge for more specialized courses. While there are an infinite variety of ways to present an APUSH course, there are certain things that everyone should get out of their course. These include an understanding of the chronological framework of American History, especially an understanding of how events and trends are related, rather than simply memorizing a collection of facts and dates. In addition, you should come out of an APUSH course with certain skills, including the ability to critically analyze both primary and secondary sources; to develop a thesis or argument and support it with concrete historical evidence and to understand the major interpretive frameworks that historians have used to explain the American past. The College Board and the Educational Test Service, which administer the APUSH Exam, survey over 100 college and university instructors across the country to get a sense of what is being taught in introductory college US History survey courses. A Test Development Committee, which consists of three college or university professors and three high school teachers, uses their information to crate an examination that reflects the experience that most undergraduate students receive. It is administered on the first Friday in May. The APUSH Exam is then scored by a group of nearly 1,000 AP high school teachers, and college and university professors who serve as AP Exam Readers. These teachers gather for a fun-filled, action-packed week in early June and receive training in how to score the exams and then spend the rest of the week reading and scoring your essays. Colleges and universities then grant credits equivalent to that which is offered for

their introductory US History survey course for those students who successfully complete the AP Exam (6 units). The AP Exam is scored on the following 5/4/3/2/1 score, 5 is extremely well-qualified ; 4 is well-qualified ; 3 is qualified ; 2 is possibly qualified ; and 1 no recommendation. To have the designation of APUSH on your transcript and receive the weighted GPA you will be strongly encouraged to take the APUSH Exam in May. Homework Policy: A myth has developed about the enormous work-load a student has in any AP level class, especially APUSH because of all the reading. This has to be qualified in that you do not have more work, but do have work that is at a higher level and makes you think and make connections. Instead of paraphrasing the textual reading, you will be expected to analyze what you read, and then synthesize your thoughts drawing conclusions about what you thought. Your work will always be typed in its final form and attached to your raw notes. Work is due the day after it is assigned, but in some instances a specific date will be set. I do not accept partial work, it must be complete. For each day late it drops by 10%. The most difficult thing you will have to do in order to achieve success in this course and other AP level courses is to manage your time effectively. This will require you to reprioritize your lives as you will need to spend at least 5 hours minimum at home each week completing assignments. Also, your prioritizing of what you do with leisure time while at school comes into play also. Assessments: The Mastery Model for APUSH! Students in APUSH will NOT be allowed to re-take Summative Exams and - will NOT be allowed to re-write major written assessments. Assignment % of grade Examples Summative and Formative Exams 80% Chapter and Unit Exams All formal writing assignments: Take home essays Timed in class essays Class and Home work 20% Topical Id s/significance Top tens Lecture Notes + in note quizzes Final Semester Exam Final Score on APUSH Exam In the second semester assessments will drop to 60% and the Mock Final Exam will be 20% of your grade. Your Final will be a Mock- APUSH Exam which will be held on the Saturday before the APUSH Exam scheduled for May 15, 2013 all who score 3 on the APUSH Exam will have their grade changed to an A

APUSH - Grade Breakdown: Your grade in APUSH is adjusted down from the traditional percentage format: 90% = A 80% = B 70% = C To match the APUSH grading format: 83% = A 70% = B 55% = C 40% is the cutoff for Ds Scoring the APUSH Exam: The Multiple Choice Exam (MCE) is scored in the following manner: Number of correct answers (Out of 80 MC questions): X 1.1250 = MC raw score - Free Response Section: DBQ score 1-9 points - X 4.50 = your raw score - FRQ #1 score 1-9 points - X 2.75 = your raw score - FRQ #2 score 1-9 points - X 2.75 = you raw score - These three scores added together, are then added to the MC composite score which will place you in a composite range shown below: Composite Scoring Range: 5-111-180 pts. = 61.166667 to 100% 4-91-110 pts. = 50.055 to 61.11% 3-76-90 pts. = 42.222 to 50% 2-57-75 pts. = 31.6667 to 41.66% 1-0-56 pts. = 0 to 26%

Semester 1 APUSH Course Pacing Calendar: 7/24/12 Collect Summer Assignment Wednesday C1 Meeting of Cultures C2 Transplantations & Borderlands C3 Society and Culture in Provincial America Population Demographics Origin of Slavery Colonial Economies Patterns of Society: North and South Great Awakening &the Enlightenment 7/30/12 C4 Empire in Transition Glorious Revolution & the loosening of ties Salutary Neglect French & Indian War its impact on the British Empire New Imperialism Stirrings of Revolt Lexington & Concord Shot Heard Around the World 8/06/12 C5 The American Revolution Colonies decision on Independence No Taxation w/out Representation The War for Independence Weaknesses and Strengths both sides War & Society The Articles of Confederation & search for a new national gov t 8/13/12 C6 The Constitution & New Republic Framing a new gov t The Great Compromise Hamilton v Jefferson Bill of Rights Federalists and Republicans The Collapse of the Federalists 8/20/12 C7 Jeffersonian Era Rise of Cultural Nationalism Second Great Awakening Infant Industrialism President Jefferson Doubling/ National Domain Louisiana Purchase Napoleonic Wars/Embargo Unsuccessful Embargo War of 1812 Madison s War p33 Formal Writing Assignment: Written Assessment: Why do historians disagree? Written Assessment: The historical/demographic debate over the native population before Columbus? Compare/Contrast Chesapeake & New England Colonies Compare/contrast 3 colonial regions E/P/R characteristics Historical debate regarding which came first slavery or racism p101 Summative Exam Chapters 1-4 Formal Writing Assignment: DBQ Compare Chesapeake and New England re. motive for settlement/makeup of colonists/governing schemes developed p127 Document Analysis: Common Sense Declaration of Independence Written Assessment On the eve of the American Revolution what sense of unity had the colonists developed? Written Assessment; debate - American Revolution radical or conservative? DBQ The Articles of Confederation provided an effective form of governance. p159 Document Analysis: Bill of Rights necessary or unnecessary? Written Assessment; Constitution: Historical debate fixed or flexible? Summative Exam Chapter 5/6 p181 Written Assessment: Analyze the Great Awakening and the Second Great Awakening developing ability in writing topical sentences Written Assessment: Was the War of 1812 the Second War for Independence?

8/27/12 C8 American Nationalism Growing Economy Expanding Westward Era of Good Feelings President Monroe No Political Opposition Sectionalism v Nationalism Missouri Compromise The Corrupt Bargain JQ Adams 9/07/12 Friday 1 st Progress Reports 9/03/12 Holiday Labor Day 9/03/12 C9 Jacksonian America The Rise of Mass Politics Calhoun and Nullification Tariff of Abominations Jackson Trail of Tears Jackson s War - US Bank Two Party System returns Van Buren- Panic/1837 C11 Cotton, Slavery Old South p215 Summative Exam Chapter 7/8 Document Analysis Written Assessment: Discuss the reasons for the dramatic surge in westward expansion after the War of 1812 Written Assessment: Sectionalism and Nationalism which will win out? p233 Summative Exam Chapter 9/11 DBQ Jacksonians Guardians of Liberty, Constitution, and equality in economic opportunity 9/10/12 C10 America/Economic Revolution p259 Text/map research on population density change 1820-1860 Written Assessment: Discuss how the American population changed between 1820 1860 what responses did Americans have to these changes? p. 293 Written Assessment: Review: Historical Debate: Slavery a result of racism; Racism a result of slavery? 9/17/12 C12 Antebellum Culture & Reform Literature & Arts Romantic Impulse Reform: Revivalism, Temperance, & Education Crusade against Slavery 9/24/12 10/05/12 Fall Break C13 Impending Crisis Manifest Destiny/Mexican War Sectional Debate/1850 Compromise Kansas to Lincoln p315 Written Assessment: What was the romantic impulse that characterized antebellum America Summary Written Reflection on: Ralph Waldo Emerson: self-reliance Research Antebellum reformers and their specific reform movement p339 Research Assignment: The process of enlarging the American National State Written Assessment: Manifest Destiny positive, progressive movement or aggressive imperialism? DBQ By the 1850s Constitution had gone from unifying instrument to a divisive one. p. 37 FRE John Brown hero or martyr (in the North) 10/08/12 in-service 10/09/12 C14 Civil War Secession Crisis Causes + Mobilization Written Assessment: to what extent was President Lincoln Responsible for the defeat of the Crittenden proposal

Course of Battle Gettysburg turning point Impact of North s victory 10/15/12 C15 Reconstruction of the South Problems of Peace Radical Reconstruction The South - Reconstruction Grant Scandals The Compromise of 1877 Research the historical debate what caused the Civil War Written Assessment: As to What caused the Civil War was it a moral conflict was it inevitable was it slavery? Summative Exam Chapters 10/12/13 p401 Summative Exam Chapters 14/15 Research the historical debate as to the nature of Reconstruction Written Assessment: Historical debate: Reconstruction what was the primary of disagreement on the nature of Reconstruction and - was the South a lost cause? 10/22/12 C16 Conquest of the West Tribal Societies Other societies West Changing Western Economy The Myth of the Cowboy Warfare & Tribal Dispersal (Dawes Act) Rise and Fall of the farmer 10/29/12 C17 Industrial Supremacy Causes of Industrial Rev in the US Industrial Titans consolidate Critics of unbridled Capitalism Industrial worker unions 11/02/21 Friday 2 nd Progress Report 11/05/12 C18 The Age of the City Urbanization of America The Urban Landscape Strains on Urban Life environmental degradation Rise of Mass Consumption Leisure/Consumerism High Culture - City p433 - Summative Exam Chapter 16 Research the historical debate as to what the West was and the impact it had on Americans Written Assessment: Analyze the ways the lives of the Plains Indians affected by government action or technological innovation? DBQ To what extent did the natural environment shape the development of the West and the lives of those who lived and settled there? How important were other factors? p463 Research the factors that transformed the American economy Written Assessment: Discuss the most influential factors in the late 19 th century transformation of the American economy and the consequences of this industrial transformation FRE Was the American working class both beneficiary and victims of rapid industrial growth? p489 Research Pledge of Allegiance Research Darwin s Theory of Evolution Global Migrations Immigration that transformed America end of the 19 th + beginning of the 20 th century Written Assessment: Late 19 th century growth of the American city degree to which it contributed to social, political, and economic changes both positive and negative.

11/12/12 Holiday 11/13/12 C19 From Stalemate to Crisis Politics of Patronage 11/19/12 to 11/23/12 Thanksgiving and non-duty days C19 From Stalemate to Crisis The Cross of Gold p521 Research Populism and where historians disagree Written Assessment: Analyze the issues that divide historians about Populism and value of mass uprisings P521 Summative Exam Chapters 17/18/19 11/26/12 P543 Research the factors that pushed and pulled America to and from becoming a World Empire and World Power Written Assessment: Compare/contrast the goals of Manifest Destiny w/ that of the New Imperial Republic DBQ To what degree was New Manifest Destiny/Imperialism an extension of or a departure from Manifest Destiny of the early to mid- 1800s? Written Assessment: How did the conquest of Spain/Cuba change America s relation to the world and how did this change the self-image of the US? 12/03/12 C21 Rise of Progressivism The Progressive Impulse Women in Reform Sources of Progressive Reform Crusade for Social Reform Challenge- Capitalist Order 12/12/12 C22 Battle for National Reform Theodore Roosevelt Taft troubled succession Diplomacy TR s Big Stick Taft s Dollar - & Wilson s Missionary P565 Research the historical debate on the nature of the Progressive reform Mvt. Written Assessment: Assessing the historical debate the nature of the Progressive Movement was the movement a relatively small, privileged group of wealthy business leaders seeking reform that would benefit their political, economic, and social interests P593 - Summative Exam Chapters 20/21/22 Research TR s Big Stick, Taft s Dollar Diplomacy, and Wilson s Moral Diplomacy do these foreign have more in common or were they quite different? explain in summary paragraph Written Assessment: How did TR s Big Stick diplomacy differ from Taft s Dollar Diplomacy and Wilson s Moral Diplomacy Semester 2 Course Pacing Calendar: 12/222/12 to 1/15/13 Christmas Break C23 America and the Great War Europe s War What caused US entry?

1/14/13 In-service 1/15/13 WWI and American Society Wilson s New World Order 14 Points / League of Nations Senate rejects the treaty Postwar 20s turmoil C24 Roaring Twenties New Era: New Economy New Culture A Conflict of Cultures Republican Gov t Review for C 23/24 Unit Exam C25 The Great Depression The Causes of the Great Depression The Human Side hardships Effect on Cultures President Hoover 1932 FDR wins 1/21/13 Legal Holiday - MLK 1/22/13 C26 The New Deal The First New Deal The Only Thing to Fear Critics of the New Deal 1936 Second New Deal Legacies p613 Research the extent to which the US achieved its officially stated objective for entering the First World War + Written Assessment: Discuss the reasons the US entered WWI and assess the extent to which the US achieved its officially stated goals. DBQ/ Failure at Versailles due to Wilson s stubbornness or powerful forces arrayed against the President (Senate Republicans too powerful)? P641 Research the impact of the New Era on American Society Written Assessment: In reality, the decade of the 20s was a time of significant, even dramatic, social, economic and political changes. Summative Exam Chapter 23/24 P667 Timed Written Assessment: The Great Depressions was a direct result of America s participation in World War I and would not have occurred without that conflict. FRE: What impact did the Great Depression have on ordinary people, and American culture? topical sentences and a conclusion P693 Written Assessment: How did FDR s plan for national recovery offer ALL Americans a New Deal? 1/28/13 C27 Global Crisis 1921-1941 1920s New Era Diplomacy Arms Reduction and Kellogg-Briand P719 Prep for writing a concluding paragraph Research the extent to which the US

Isolationism & Appeasement Japan moves into Manchuria War/Europe US Neutrality Acts Munich Pact failure of Appeasement Cash and Carry moving toward Intervention Pearl Harbor 2/04/13 C28 America WWII The Home Front Defeating the Axis War in the Pacific Atomic Warfare 2/11/13 C29 The Cold War Origins American Society and Politics postwar Korean War McCarthy internal subversion adopted an Isolationist Policy in the 1920s and 1930s + having been provided a thesis paragraph write your conclusion Research the attack on Pearl Harbor sneak attack or did FDR and his administration know in advance? What impact did the attack have on the American people and their position on entering WWII? Written Assessment: Assess the Revisionist position that FDR knew of that attack and allowed it to go forward because he wanted the US to enter WWII. P739 Analyze the documents provided relating to Executive Order 9066 passed in 1942 that ordered the relocation of Japanese Americans take a position: were these American citizens a security threat or were racism and the bombing of Pearl Harbor behind this decision? Research the historical debate regarding President Truman s decision to drop the two atomic bombs on Japan Aug. 1945 Written Assessment: Assess the historical debate surrounding President Truman s decision to drop the atomic bomb take a position it was necessary it was not necessary DBQ Truman s Decision to Drop the Atomic Bomb done for diplomatic reasons to threaten the Soviet Union in the post-wwii era. Summative Exam Chapters 25-28 P767 Create a FRE Rubric: In what ways did TWO of the following events undermine the wartime alliance between the United States and the Soviet Union and contribute to the development of the Cold War The Second Front issue the Use of the Atomic Bomb the Yalta Conference Written Assessment: Explain the historical debate as to the origin of the Cold War which interpretation would you agree with and why? Research the appeal of McCarthyism t Written Assessment: In the years after World War II, why did Americans support the goals and actions of Senator McCarthy?

2/15/13 2/18/13 Friday - Legal Holiday Lincoln Monday - Legal Holiday Washington C30 The Affluent Society Economic Miracle Explosion Science Tech. Sputnik the race for space People of Plenty The Other America Rise of Civil Rights Ike & Dulles Massive Retaliation 2/22/13 Progress Report 2/25/13 C31 The Story 60s Civil Rights/Vietnam/Political Liberalism John Kennedy Battle for Racial Equality Flexible Response Vietnam Quagmire Assassination and LBJ The Traumas of 1968 3/04/13 C32 Crisis of Authority The Youth Culture The New Feminism Environmentalism Nixon/Kissinger - Vietnam Kissinger s Multi-Polar World Politics Economy - Nixon The Watergate Crisis p789 Summative Exam Chapters 29/30 Written Assessment: The 1950s and 1960s were shaped by booming national prosperity explain how this development contributed to an era in which both affluence and inequality abounded. p821 Written Assessment: Historians argue that 1968 was a turning point year for the US assess the validity of this statement. p851 Written Assessment: Analyze the grievances, goals, and accomplishments of four groups who fought for their civil rights during the 1970s: Native Americans, Hispanic Americans, Women, and gays and lesbians. Written Assessment: Analyze the goals, accomplishments, and failures of the New Left in the 1960s and 1970s. Written Assessment: Analyze the Imperial Presidency of Richard Nixon and assess the validity of this statement: Much of the controversy and division in the 1970s was a product of Nixon s presidency itself. 3/11/13 C33 Age of Limits to the Age of Reagan Politics/Diplomacy under Ford and Carter The Rise of the New American Right Reagan Revolution American wins the Cold War 3/18/13-3/29/13 Spring/Easter Break 4/01/13 C34 The Age of Globalization The US in the modern world CST Testing window open OHS all school CST Testing P885 Written Assessment: Assess the various economic, social, and political factors that led to the so-called Reagan Revolution. p909 4/06/13 4/15/13-4/19/13 4/19/13 Progress Reporting 4/22/13 Continued APUSH Exam Review 4/29/13 Continued APUSH Exam Review Mock Exam on Saturday 5/06/13 Continued APUSH Exam Review

5/11/13 Mock Exam FINAL Saturday 20% of final grade 5/15/13 APUSH Exam 5/16/13 Movie Précis begins 6/03-13-6/07/13 Finals Week Final Grades