ADVANCED PLACEMENT UNITED STATES HISTORY Vista Murrieta High School

ADVANCED PLACEMENT UNITED STATES HISTORY Vista Murrieta High School Mr. Even Daarstad Website: http://www.murrieta.k12.ca.us/domain/1741 Email: edaarstad@murrieta.k12.ca.us Required Text: Norton, et. Al: A People and a Nation Secondary Sources: Newman and Schmalbach: United States History: Preparing for the AP Exam, Amsco Publication Welcome to AP U.S. History! Much is expected of you in this college level survey course. You will read the entire textbook and additional primary and secondary resource materials. You will learn to analyze, reach conclusions, and to support those conclusions both orally and in writing. You will be expected to synthesize material in order to understand some of the new ideas about the history of the United States and its people. You will be expected to do more than memorize names, dates, and facts. You will use the factual information to construct a meaningful larger picture. The course will follow a chronological path, but some topics or issues will bridge and overlap chronological period for their political, economic, and social themes. You will look at trends and cycles over time. This course is meant to challenge your thinking about the history of this nation. This will be an extremely time consuming and demanding class. It will also be one of the best courses you take. Course Content: Advanced Placement United States History surveys the period beginning with pre-columbian Native American societies and ending with international affairs and domestic changes in the post 1945 period to the present day. The course is designed to provide a comprehensive overview of U.S. history and to provide students with the analytical skills and factual knowledge to deal critically with the problems and questions 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 weight the evidence and interpretations presented in historical scholarship. The course develops the skills necessary to reach conclusions on the basis of informed judgment and to present reasons and evidence clearly and persuasively in essay format. In addition, a goal is for students to be prepared to take the national college level Advanced Placement Examination administered in May. Students successfully completing this exam may receive advanced placement and/or credit at many colleges and universities. Preparation for this exam as well as course requirements will include striking a balance between learning factual knowledge and increasing critical thinking skills of analysis, interpretation, synthesis, and evaluation. The Advanced Placement Examination in United States History is on Friday at the beginning of May, morning session. Section I: Historical Thinking Skills The curriculum framework begins by describing the historical thinking skills that are central to the study and practice of history. These are organized into four types of skills: I. Chronological Reasoning 1. Historical Causation 2. Patterns of Continuity and Change over Time 3. Periodization II. Comparison and Contextualization 4. Comparison 5. Contextualization III. Crafting Historical Arguments From Historical Evidence 6. Historical Argumentation 7. Appropriate Use of Relevant Historical Evidence IV. Historical Interpretation and Synthesis 8. Interpretation 9. Synthesis

Section II: Thematic Learning Objectives While the course follows a narrative structure supported by the textbook and audiovisual materials, the following seven themes described in the AP U.S. History Course and Exam Description are woven throughout each unit of study: 1. Identity a. How has the American national identity changed over time? 2. Work, exchange, and technology a. How have changes in markets, transportation, and technology affected American Society? 3. Peopling a. How have changes in migration and population patterns affected American life? 4. Politics and power a. How have various groups sought to change the federal government s role in American political, social, and economic life? 5. America in the world a. How has U.S. involvement in global conflicts set the stage for domestic social changes? 6. Environment and geography physical and human a. How did the institutions and values between the environment and Americans shape various groups in North America? 7. Ideas, beliefs, and culture a. How have changes in moral, philosophical, and cultural values affected U.S. history? Section III: The Concept Outline The course is organized into nine historical periods that run from the pre-colonial era to the present, and the key concepts, supporting concepts, and historical developments that are required knowledge for each period are presented in an outline. Beginning with the May 2015 AP U.S. History Exams, no AP U.S. History Exam questions will require students to know historical content that falls outside this concept outline. Period Date Range Instructional Time Approximate % AP Exam 1 1491-1607 5% 5% 2 1607-1754 10% 3 1754-1800 12% 4 1800-1848 10% 45% 5 1844-1877 13% 6 1865-1898 13% 7 1890-1945 17% 45% 8 1945-1980 15% 9 1980-present 5% 5% Section IV: The A.P. EXAMINATION: The examination is three hours and fifteen minutes in length and consists of two sections. Section one contains a 55 multiple-choice questions to be answered in 55-minutes (40% of exam score) and a 45 minute section that includes four short answer questions (20% of exam score). Section two is 95 minutes that includes 60 minutes Document Based Question (25% of exam score) and a 35 minutes for a long essay question (15% of exam score). Section Question Type Number of Questions Timing I Part A: Multiple Choice Questions 55 Questions 55 Minutes 40% Part B: Short-Answer Questions 4 Questions 45 Minutes 20% II Part A: Document-Based Question 1 Questions 60 Minutes 35% Part B: Long Essay Question 1 Questions (chosen from a pair) 35 Minutes 15%

Grading Policy: Your grade in this course will be decided by a combination of assignment and examinations. Examinations and essays will be more heavily weighted than homework assignments. It is imperative that you do all the assignments as you will fall behind and have trouble recovering. Remember the workload is enormous, if you don t do assignments the workload will quickly become unmanageable. The assignments will include ID/SIGS, research, essays, and DBQ s. A.P. history receives weighted points toward you G.P.A., therefore the workload is significantly greater and more difficult. Scale 92-100% A 78-79% C+ 59% & below F 90-91% A- 72-77% C 88-89% B+ 70-71% C- 82-87% B 68-69% D+ 80-81% B- 60-67% D Homework Policy: All assignments and readings are due on the date that is shown on the calendar. All late work must be turned in the day after it s due. For excused absences, assignments are due the day the student returns to class unless prior arrangements have been made for emergencies. Missed Exams & Quizzes: Students who are absent legitimately on a day a test is given must make up the test on the day they return to class. The exam will NOT be the same as your peers. Being absent on the day before the test does not excuse you from taking the test when scheduled. Work/tests missed due to an unexcused absence will be recorded as a 0. If a student is absent for an extended period (e.g., more than five days), an appointment for making-up the test will be made. Complete loss of credit for an exam may result if the exam is not completed in a timely fashion. (See also "Homework Policy" above). Quizzes must be made up the next day before school. Attendance: As in every class, attendance is extremely important. For AP classes, attendance is essential. I understand there will be emergencies and illness, but please keep absences to a minimum. Poor attendance will have a negative affect on the student s grade. All make-ups for quizzes and tests will be made up before school within a week of the absence. It will be the student s responsibility to confer with the teacher about the make-ups. The students will be given a different version of the quiz and/or exam. Please schedule all appointments and travel outside of school hours. Drop Policy: If the student drops prior to the quarter then s/he will be placed in regular U.S. History. If the student wishes to drop at the quarter then parent, counselor, and teacher consent will be required. If this is a concern contact your counselor. Please discuss dropping with me before the final decision is made. Cheating/Plagiarism: Cheating is always unacceptable and will result in zero points for the assignment. Plagiarism robs you of valuable learning, cheats your peers, and would get you kicked out of a university practice not plagiarizing in my class. See the Student Handbook for more details about the school s academic honesty policies. Benefits of AP 20% of US students entering 4- year colleges are eligible for credit through Advanced Placement. Once enrolled in college, nearly 35% of students fail to complete a full 4 years of college. Time magazine recently reported that 29% of college freshmen are taking one or more remedial courses in math, writing or reading. *A student with at least one AP course in high school increases his/her odds to over 56% at completing college. *A student with at least two AP courses on his/her transcript increases his/her odds to 76% college completion. What can you do to ensure that your student is prepared for college? Push them to be successful in as many AP classes as they can handle!

Expectations: The most important activity in this class will be the learning process. You will be required to think in this class, and I will expect you to raise the standards of your work. Thinking is hard work, but it is the only way for us to individually arrive at any conclusions or opinions that are truly our own. Write effective analytical historical essays with a strong thesis, supporting information, and develop a collegiate-level writing style. Analyze historical documents for meaning, context, and relationship to historical topics and issues. Develop techniques (essential questions, Socratic questioning, debates) to discuss and critically analyze historical topics and documents. Develop personal interpretations of different eras of history by reading and interpreting various historians work and participating in seminars requiring the students to demonstrate understanding. If you ever have problems you need to discuss with me, please see me as soon as possible. I will do my best to ensure that any individual needs you may have can be accommodated. I am looking forward to working with you this year. Parents: If you have any questions or concerns, feel free to contact me at the school. I will try to return your call as soon as possible. Thank you for your time and effort and I look forward to talking with you further. Cut Here Return bottom portion to teacher Advanced Placement United States History Student and Parent/Guardian Signatures I have read and understand Mr. Daarstad s course requirements and explanation of the academic requirements for AP United States History that is attached to this sheet. I understand the time commitment necessary and I agree to prepare for AND to take the AP United States History Exam. I have shared the course requirements with my parents/guardians. Student: Parent / Guardian:

AP US History Course Outline The following is the course outline and reading assignments for the first semester. I. Discovery and Settlement, 1491-1607 Ch. 1-2 On a North American continent controlled by American Indians, contact among the peoples of Europe, the Americas, and West Africa created a new world. A. North America before Exploration (PEO-1, ENV-1&2) B. Age of Exploration Motives and Methods Dutch (PEO-4&5, ENV-1&4, WXT-1&4, WOR-1, POL-1) C. 3 Worlds Collide (ID-4, POL-1, ENV-2, CUL-1) 1. Juan Ginés de Sepúlveda, A Second Democritus 2. Nicholas V, Papal Bull: Romanus Ponitfex (1455) 3. Bartolomeo de las Casas, Short Account of the Destruction of the Indies (1552) 4. John White, The Lost Colony (1590) Richard White, The Middle Ground Columbus, The Indians, and Human Progress (Zinn) Persons of Mean and Vile Conditions (Zinn) Activities: The Strange Death of Silas Deane Learning to think like an Historian Comparing Native American Creation Stories Discovering Columbus Re-reading The Past (Identification / Significance) Columbian Exchange Chart Three Worlds, Three Cultures Chart APPARTS Written Documents Writing a Thesis EXAM: Short-Answer Questions II. Framing the Republic, 1607-1754 Ch. 3-4 Europeans and American Indians maneuvered and fought for dominance, control, and security in North America, and distinctive colonial and native societies emerged. A. Colonizing America (ID-4, WXT-2&4, PEO-1&5, POL-1, WOR-1&2, ENV-1, 2, &4) B. Maturation of Colonial Society (ID-4, WXT-1, PEO-1,4,&5, POL-1, WOR-1, ENV-1, CUL-1) C. Colonial Society in the Atlantic World (ID-1, WXT-1&4, WOR-1&2, CUL-4) 1. The Trial of Anne Hutchinson (1638) 2. Navigation Act of September 13, 1660 3. George Alsop, The Importance of Tobacco (1660) Clash of Empires: The Fight for North America (Bill of Rights in Action) Jonathan Edwards and the Great Awakening in Colonial America (Bill of Rights in Action) Activities: Mapping the New World Why maps can show different information Examining Passenger Lists What passenger lists tell us about who settled in the New World Puritans Were the Puritans selfish or selfless? 1st Great Awakening Why was George Whitefield so popular? (Identification / Significance) Political Spectrum Chart APPARTS Political Cartoons Writing a Thesis

Seminar: Weathersfield DBQ EXAM: Multiple-Choice & Long-Essay Question III. Framing the Republic, 1754-1800 CH. 5-8 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. A. The Duel for North America (ID-4, POL-1, ENV-2&4, CUL-1) B. From Empire to Independence (ID-1, POL-5, WOR-2, CUL-4) C. Shaping the Federal Union (ID-4, WXT-6, WOR-2&5, POL-5, CUL-2) D. Challenging the New Nation (ID-5&6, WXT-2&4, PEO-4&5, POL-1&2, WOR-1&5, ENV-3, CUL-2) 1. John Dickinson, from Letters from a Farmer in Pennsylvania (1768) 2. The Boston Massacre or Victims of Circumstance? (1770) 3. J. Hector St. John Crevecoeur, What Is an American? (1782) 4. Thomas Paine Common Sense 5. Declaration of Independence 6. James Madison defends the Constitution (1788) 7. Hamilton vs. Jefferson 8. Washington's Farewell Address 9. Alien & Sedition Acts 10. Kentucky & Virginia Resolutions John Adams and the Boston Massacre Trials (Bill of Rights in Action) Tyranny is Tyranny (Zinn) A Kind of Revolution (Zinn) Were the Founding Fathers Democratic Reformers? (Taking Sides, Volume I) Activities: Why did the Founders write the Declaration of Independence? How did Americans react to Shays rebellion? What types of government did Federalists and Anti-Federalists prefer? Identification/Significance (ID/SIGS) Three Levels of Questions on Primary Source APPARTS Maps Seminar: Hamilton vs. Jefferson EXAM: Multiple-Choice & Document-Based Question IV. National and Economic Development, 1800-1848 Ch. 9-13 The new republic struggled to define and extend democratic ideals in the face of rapid economic, territorial, and demographic changes. A. Jeffersonian Democracy (ID-5, WOR-5&6, POL-2,5,&6) B. Growth of Nationalism (ID-1,2,&5, WOR-5&6, CUL-2&5) C. Jacksonian Democracy (POL-6, WOR-6) D. Era of Reform (WOR-2, POL-3&6, CUL-2) E. The Market Revolution (ID-5&6, WXT-2,5,6&7, PEO-2&3) 1. Thomas Jefferson s First Inaugural Address 2. The Constitutionality of the Louisiana Purchase 3. Marbury v. Madison 4. The Lowell Mill Girls Go on Strike 5. Report and Resolutions on the Hartford Convention 6. The Monroe Doctrine and a Reaction

7. John Marshall Affirms the Power of the Federal Government 8. The Commander Takes Office 9. Andrew Jackson, First Annual Message to Congress 10. Memorial of the Cherokee Nation 11. A French Traveler Reports on American Society 12. A Lowell Mill Girl Tells her Story 13. Ralph Waldo Emerson Self Reliance Did Jefferson Abandon his Principles in Purchasing the Louisiana Territory? (Taking Sides, Volume I) The United States and the Barbary Pirates (Bill of Rights in Action) As Long as the Grass or Water Grows (Zinn) Jackson and Indian Removal (Bill of Rights in Action) Activities Structured Academic Controversy--Were Lewis & Clark respectful to Native Americans? Debates: 1. Was the Election of 1800 truly a revolution? 2. Bank War (Jackson v. Clay) Seminar: Era of Reform EXAM: Short-Answer & Long-Essay Questions V. Sectionalism and Uniting the Republic, 1844-1877 Ch. 14-16 As the nation expanded and its population grew, regional tensions, especially over slavery, led to a civil war the course and aftermath of which transformed American society. A. Manifest Destiny (ID-2&6, WXT-2&6, PEO-2,5,&6, WOR-5&6, ENV-3&4) B. Antebellum South (ID-5, POL-5&6, CUL-2&6) C. The Sectional Crisis (ID-5, PEO-5, POL-2&6) D. The Civil War (POL-5, ENV-3, CUL-2) E. Reconstruction (ID-2&5, POL-5&6) Primary Readings: 1. John L. O Sullivan The Great Nation of Futurity 2. William Lloyd Garrison from the Liberator 3. James K. Polk: Inaugural Address 4. Dred Scott v. Sanford 5. Abraham Lincoln A House Divided 6. Jefferson Davis, Address to the Provisional Congress of the Confederate States of America 7. Abraham Lincoln, Gettysburg Address 8. Mississippi Black Code 9. The Nation The State of the South The Intimately Oppressed (Zinn) We Take Nothing by Conquest Thank God (Zinn) Transcendentalists in Action (Bill of Rights in Action) Was Reconstruction a Success? (Taking Sides, Volume I) Emancipation without Freedom (Zinn) Take Home DBQ Slavery in America Debates: 1. Manifest Destiny was unjust 2. Were the abolitionists unrestrained fanatics? 3. Lincoln vs. Douglas 4. Was Reconstruction a total failure?

Seminar: Sectionalism EXAM: Multiple-Choice & Document-Based Question Midterm A. Comprehensive objective test covering material from exploration through Reconstruction Course Outline The following is the course outline and reading assignments for the second semester. VI. Gilded Age, 1865-1900 Ch. 17-20, 22 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. A. Rise of Industry (ID-2, WXT-3&6, WOR-3, CUL-3,5&6) B. Unionism & Immigration (ID-5, WXT-5-7, PEO-6) C. Gilded Age Politics (ID-6, PEO-2,3&6, POL-3) D. Transforming the Expansive West (WXT-6, PEO-2,5,&6) E. Populism (WXT-5&7, PEO-3&5, POL-3, ENV-5) Readings: 1. Helen Hunt Jackson A Century of Dishonor 2. The Omaha Platform of the Populist Party 3. From Plessy v. Ferguson 4. Benjamin Harrison Report on Wounded Knee Massacre 5. Booker T. Washington delivers the 1895 Atlanta Compromise Speech 6. W.E.B. Dubois Of Mr. Booker T. Washington and Others 7. William T. Riordon Plunkitt of Tammany Hall 8. Scientific Management 9. Edward Bellamy Looking Backward 10. The Robber Barons Bum Rap by Klein 11. Andrew Carnegie: The Gospel of Wealth, 1889 12. George, "Progress and Poverty 13. Bryan s Cross of Gold speech Were Nineteenth-Century Entrepreneurs Robber Barons? (Taking Sides, Volume II) Robber Barons and Rebels (Zinn) Rockefeller and the Standard Oil Monopoly (Bill of Rights in Action) Seminars: Robber Barons or Captains of Industry? Populist Revolt Debates: 1. Was John D. Rockefeller a Robber Barron? 2. Were the Populists democratic reformers? 3. Was the American Labor Movement radical? EXAM: Multiple-Choice & Short-Answer Questions

VII. Governments role changing in a Changing society, 1890-1945 Ch. 21, 23-27 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. A. Urbanization (ID-7, WXT-3&5, POL-3, WOR-3) B. Progressivism (WXT-6-8, POL-3, ENV-5, CUL-5) C. Growth of Empire (POL-6, WOR-6&7, ENV-5) D. World War I (ID-6&8, WXT-6, PEO-2,3,6&7, POL-7, WOR-4) E. Post WWI America (ID-6&8, WXT-3&5, CUL-3,6&7) F. Great Depression (ID-3, WXT-8, POL-2&4, CUL-5) G. Coming of War (ID-3, POL-6, WOR-4&7) H. America in WWII (ID-3&6, POL-5, WOR-4&7) 1. Theodore Roosevelt from The New Nationalism 2. Woodrow Wilson from The New Freedom 3. The Spanish American War 4. William McKinley Decision on the Phillipines 5. Theodore Roosevelt Third Annual Message 6. Eugene Kennedy A Doughboy describes the Fighting Front 7. Woodrow Wilson The Fourteen Points 8. The Revolution in Manners and Morals 9. Advertisments (1925, 1927) 10. Share the Wealth 11. Father Charles E. Coughlin A Third Party (1936) 12. Four Freedoms Speech 13. Decision to drop the bomb Historical Interpretation Readings Were the Progressives Imperialists? (Taking Sides, Volume II) Was Woodrow Wilson a Great President? (Taking Sides, Volume II) Take Home DBQ World War I: 20th Century Militarism Seminars: Expansionism Continuation or Change? 1920 s Tension between Old & New Dropping the A-Bomb End the War Quickly or Scare the Soviets? Debates: 1. Was the Progressive Movement a success? 2. 1920 s (Scopes Monkey Trial, Prohibition, Impact of Harlem Renaissance) 3. Was the New Deal an effective answer to the Great Depression? EXAM: Multiple-Choice & Long-Response Question VIII. Modern World 1945-1980 Ch. 28-32 After World War II, the United States grappled with prosperity and unfamiliar international responsibilities while struggling to live up to its ideals. A. Cold War (ID-3, POL-7, WOR-3,4,7&8, ENV-5) B. Age of Eisenhower (ID-3, POL-7, WOR-4, CUL-5, WXT-3&5, CUL-5,6&7, PEO-3) C. New Frontier & Great Society (ID-6, WXT-8, PEO-2,3&7, POL-2,5&7, ENV-5) D. Vietnam (ID-3, WOR-7&8) E. Counter Culture (WOR-4, POL-7, CUL-6&7) F. Civil Rights (ID-8, POL-2,3,4,5&7) G. Nixon & the 70 s (ID-7, POL-5, WOR-7&8, CUL-6&7) 1. Harry S. Truman, The Truman Doctrine (1947) 2. Joseph R. McCarthy 3. The Kinsey Report (1948) 4. Student Nonviolent Coordinating Committee, Statement of Purpose (1960)

5. Stokely Carmichael and Charles Hamilton, from Black Power (1967) 6. John F. Kennedy, Inaugural Address (1961) Rachel Carson and the Modern Environmental Movement (Bill of Rights in Action) The Watergate Scandal (Bill of Rights in Action) Seminars: 1950 s Age of Conformity 1960 s Society Debates: 1. Civil Rights, King v. Malcolm X 2. Should the United States have invaded Vietnam? 3. Should Richard Nixon be impeached? 4. Should there be affirmative action? EXAM: Multiple-Choice & Document-Based Question IX. Modern America 1980 Present CH 32-33 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. A. Reagan (ID-6&7, WXT-7&8, POL-3&4, WOR-7&8) B. Present Day America (WXT-3, PEO-2,3&7, POL-7, WOR-7&8, ENV-5, CUL-7) 1. Paul Craig Roberts, The Supply-Side Revolution (1984) 2. George Bush, Address to the Nation Announcing Military Action in the Persian Gulf (1991) Health Care (Bill of Rights in Action) The State of American Labor Unions (Bill of Rights in Action) Homework Spiced Sheets Debates: 1. Reagan Hero or Villian? 2. Should Clinton have been impeached? EXAM: Short-Answer Questions Finals Review Packet of key terms, people, events, wars, supreme court cases, themes, acts, and much more. After the Test The class studies one key concept of the US Government to prepare for AP Government