Advanced Placement United States History (APUSH) 15-16
“We are not the makers of history. We are MADE BY HISTORY.” –MLK Jr
Course Description:
Advanced Placement U.S. History is a college level introductory course which examines the nations’
political, diplomatic, intellectual, cultural, and economic history from 1491 to the present. A variety of
instructional approaches are employed and a college level textbook is supplemented by a wide variety
of primary and secondary sources.
This is an intense class with a rigorous reading workload. Students who take APUSH should expect to
spend time daily reading, reviewing, and/or filling out packets.
***2016 TEST DATE: Friday, May 6th at 7:25 am***
Textbook Used:
Kennedy, David M., Lizabeth Cohen, and Thomas A. Bailey. The American Pageant: A History of the Republic.
14th ed. Wadsworth/Cengage, 2010.
Secondary Sources:
A Biography of America. Annenberg Media: Produced by Oregon Public Broadcasting:
http://www.learner.org/biographyofamerica
Lehrman, Lewis E. The American Founders. United States: The Lehrman Institute, 2013
Stanford History Education Group. Reading Like A Historian. http://sheg.stanford.edu
Zinn, Howard. A People’s History of the United States. New York: Harper Collins, 2003.
Grading Policies:
Grades are calculated as 40 % per quarter and 20 % for the semester final.
 90-100% is an A; 80-89% is a B: 70-79% is a C; 60-69% is a D: 59% and below is a failing grade.
 AP US History is a weighted grade according to district policy.
 All students are expected to take the AP exam—even if taking dual credit.
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All students will take Final Exams.
Academic Integrity
You are expected to familiarize yourself with proper procedures for collaborating, doing research, and citing
sources. Should you have any questions, please feel free to contact me immediately. Any assignment you turn
in that I find to violate academic integrity, either through dishonesty, plagiarism, lack of appropriate sources, or
unauthorized collaboration, will receive a grade of 0 with a notation made in the grade book and possible
contact made to the home. Any further instance of violating academic integrity will follow procedures
outlined in the student handbook.
Page 1 of 18
Advanced Placement United States History (APUSH) 15-16
Class Policies:
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The policies outlined in the CHS handbook will be followed at a minimum
Attendance is expected.
Assignments are due by the due date. Assignments may be awarded up to half credit for one
week past the due date
Office hours for tutoring Tuesday and Thursday 7:00am – 7:20 am; 2:30pm-3:15pm
If a mark was in error, inform the teacher. Objective mistakes will be corrected immediately.
Subjective decisions will be held til the end of the semester
Do not disrupt the class. One discussion at a time; be courteous. Cell phones—snapchat, video,
texting during class— is rude, music listening and/or headphones out is rude, etc. No
electronics in use without explicit permission during class time.
Be respectful of others opinions and beliefs. Challenge ideas, not people.
Seven APUSH THEMES
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Beliefs, Ideas, and Culture (CUL)
America in the World (WOR)
Environment and Geography (ENV)
Peopling (PEO)
Identity (ID)
Politics and People (POL)
Work, Exchange, and Technology (WXT)
Acronym to remember the 7 Themes: BAGPIPE
Essential Concept Questions by Theme:
Beliefs, Ideas, and
Culture (CUL)
America in the World
(WOR)
Geography and
Environment (ENV)
Peopling (PEO)
Identity (ID)
Politics and People
(POL)
Exchange, Work, &
Technology (WXT)
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How have changes in moral, philosophical, and cultural values
affected U.S. history?
How has U.S. involvement in global conflicts set the stage for
domestic social changes?
How did the institutions and values between the environment and
Americans shape various groups in North America?
How have changes in migration and population affected American
life?
How has the American national identity changed over time?
How have various groups sought to change the federal government’s
role in American political, social, and economic life?
How have changes in markets, transportation, and technology
affected American society?
Advanced Placement United States History (APUSH) 15-16
Historical Periods *subject to change
Approximate Percentage of …
Instructional Time
AP Exam
1491-1607
Pre Contact
5 % (7 days)
5%
1607-1754
Colonial Trade
10 % (15 days)
45 %
1754-1800
Revolutionary War
12 % (17 days)
1800-1848
Westward Ho
10 % (15 days)
1844-1877
Civil War
13 % (19 days)
1865-1898
Gilded Age
13 % (19 days)
45 %
1890-1945
World Wars
17 % (25 days)
1945-1980
Cold War
15 % (22 days)
1980-present
Terrorism
5 % (7 days)
5%
The 13 additional years represent subfield crossovers
Block days equal two “days”
Remaining school days are allocated for testing, review, extensions, and as needed
Period
1
2
3
4
5
6
7
8
9
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Date Range
Video usage:
APUSH is not taught in a true flipped format; however, there is blended “sideways” instruction that
occurs both in class, after school, and at home with the use of both video clips, documentaries, and full
length films. Please be advised that ratings may include PG 13 viewing.
Study group information:
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Advanced Placement United States History (APUSH) 15-16
Period 1: 1491-1607 (5 %)
Content: Geography and environment; Native American diversity in the Americas; Spain the Americas; conflict
and exchange; English, French, and Dutch settlements; and the Atlantic economy.
Reading Assignments:
 American Pageant text chapter 1, 2, 3
Activities:
 Guided Reading Packet—Students will complete a reading guide for each assigned chapter.
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Primary Source Analysis—Christopher Columbus: Letter to Ferdinand and Isabella of Spain. (POL)
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Map—Students will map the Paleolithic Migration Routes from Asia to America. (ID)
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Six Degrees of Separation—From 1492 to Jamestown – students will join these two thematically related
events by six research justified events that happened chronologically in between.
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Divergent Points of View—Students will complete a Columbian Exchange Chart including plants,
animals, diseases, and human migration with a special focus on small pox, corn, sugar, slaves, horses, and
religion. Who got the better end of the exchange? (WOR) (WXT)
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Audio Visuals: A Biography of America, Episode 1: New World Encounters. Students will complete a
Documentary Analysis chart.
Quote: “These people are very unskilled in arms... with 50 men they could all be subjected and made to do all
that one wished.” –Christopher Columbus
Review:
America in the World
(WOR)
Environment and
Geography (ENV)
Ideas, Beliefs, and
Culture (CUL)
Identity (ID)
Peopling (PEO)
Politics and People
(POL)
Work, Exchange, &
Technology (WXT)
Page 4 of 18
How did European attempts to dominate the Americas shape relations between Native
Americans, Europeans, and Africans?
How did pre-contact populations of North America relate to their environments? How
did contact with Europeans and Africans change these relations in North America?
How did cultural contact challenge the religious and other values systems of peoples
from the Americas, Africa, and Europe?
How did the identities of colonizing and indigenous American societies change as a
result of contact in the Americas?
Where did different groups settle in the Americas (before contact) and how and why did
they move to and within the Americas (after contact)?
How did Spain’s early entry into colonization in the Caribbean, Mexico, and South
America shape European and American developments in this period?
How did the Columbian Exchange—the mutual transfer of material goods,
commodities, animals, and diseases—affect interaction between Europeans and
indigenous populations in North America?
Advanced Placement United States History (APUSH) 15-16
Period 2: 1607-1754
Content: Growing trade; unfree labor; political differences across the colonies; conflict with Native Americans;
immigration; early cities; role of women, education, religion and culture; and growing tensions with the British.
Reading Assignments:
 American Pageant text Chapter 2-4
Activities:
 Guided Reading Packet— Students will complete a reading guide for each assigned chapter.
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Primary Source Analysis—Students will read “A Defense of the Salem Witch Trials” (1692) Cotton
Mather and “An Attack on the Salem Witch Trials” (1692). Students will discuss in small groups the
sourcing and contextualization.
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Map—complete a map showing the resources and products for different regions. Describe the settlement
of Northern, Middle, and Southern colonies showing motives, location, religious influences, political
system, economic structure, labor source, relations with natives, etc. Discuss in small groups the
environmental and geographic impact on the development of each region. (ID) (WXT)
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Six Degrees of Separation—From Jamestown to the French and Indian War
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Divergent Points of View— Students give an oral presentation explaining how the actions of specific
colonial leaders did or did not influence the outcome of the American Revolution. (POL)
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Audio Visuals: A Biography of America, Episode 2: English Settlement and Episode3: Growth and
Empire. Students will complete a Documentary Analysis chart.
Quote: “After winter comes the summer. After night comes the dawn. After every storm, there comes clear, open
skies.” –Samuel Rutherford
Review:
As a review for the unit, students will work in groups discussing and framing answers these essential questions:
America in the World
(WOR)
Environment and
Geography (ENV)
Ideas, Beliefs, and
Culture (CUL)
Identity (ID)
Peopling (PEO)
Politics and People
(POL)
Work, Exchange, &
Technology (WXT)
Page 5 of 18
How did the competition between European empires around the world affect relations
among the various peoples in North America?
How and why did the English North American colonies develop into distinct regions?
How did the expansion of cultural contact that took place with permanent colonization
alter conditions in North America and affect intellectual and religious life, the growth of
trade, and the shape of political institutions?
What were the chief similarities and differences among the development of English,
Spanish, Dutch, and French colonies in America?
Why did various colonists go to the New World? How did the increasing integration of
the Atlantic world affect the movement of peoples between its different region?
In what ways did the British government seek to exert control over its American colonies
in the 17th and 18th centuries?
How did distinct economic systems, most notably a slavery system based on African
labor, develop in British North America? What was their effect on emerging cultural and
regional differences?
Advanced Placement United States History (APUSH) 15-16
Period 3: 1754-1800
Content: Colonial society before the war for independence; colonial rivalries; the Seven Years War; pirates and
other democrats; role of women before, during, and after 1776; Articles and a Constitution; and early political
rights and exclusions.
Reading Assignments:
American Pageant text chapters 5-10
Activities:
 Guided Reading Packet— Students will complete a reading guide for each assigned chapter.
 Writing—Students will write an essay with a thesis statement for the DBQ from the 2005 AP US History
Exam: “To what extent did the American Revolution fundamentally change American Society?” (WOR)
 Primary Source Analysis—Students will read and analyze the following sources for audience, purpose,
and argument limitations: The Declaration of Independence; James Madison Defends the Constitution;
Federalist #51; George Alsop: The Importance of Tobacco: Image: Paul Revere’s version of the Boston
Massacre; Image: John Trumbull: The Battle of Bunker Hill (POL) (component 7)
 Secondary Source Analysis—Using the Lehrman and Zinn secondary sources, students will identify and
evaluate different perspectives on the Seven Years War (component 6)
 Six Degrees of Separation—Drawing on assigned secondary sources, students will indicate the extent to
which there is both continuity and change of basic civil rights from the Declaration of Independence to
the Voting Rights Act of 1965. (WXT)
 Divergent Points of View—Debate: The American Constitution was a necessary change from the Articles
of Confederation. (ID)
 Audio Visuals: A Biography of America, Episode 4 and 5: The Coming of Independence and A New
System of Government. Students will complete a Documentary Analysis chart.
Review:
America in the World
(WOR)
(ENV)
Ideas, Beliefs, and
Culture (CUL)
Identity (ID)
Peopling (PEO)
Politics and People
(POL)
Work, Exchange, &
Technology (WXT)
How did the competition between European empires around the world affect relations among the
various peoples in North America?
How and why did the English North American colonies develop into distinct regions?
How did the expansion of cultural contact that took place with permanent colonization alter
conditions in North America and affect intellectual and religious life, the growth of trade, and the
shape of political institutions?
What were the chief similarities and differences among the development of English, Spanish,
Dutch, and French colonies in America?
Why did various colonists go to the New World? How did the increasing integration of the Atlantic
world affect the movement of peoples between its two regions?
In what ways did the British government seek to exert control over its American colonies in the
17th and 18th centuries?
How did distinct economic systems, most notably a slavery system based on African labor, develop
in British North America? What was their effect on emerging cultural and regional differences?
Quote: “Give me Liberty, or give me Death!” – Patrick Henry
America in the World
(WOR)
Environment and
Geography (ENV)
Ideas, Beliefs, and
Culture (CUL)
Identity (ID)
Peopling (PEO)
Politics and People
(POL)
(WXT)
Page 6 of 18
How did the revolution become an international conflict involving competing European and
American powers?
How did the geographical and environmental characteristics of regions opened up to white
settlement after 1763 affect their subsequent development?
Why did the patriot cause spread so quickly among the colonists after 1763? How did the
republican ideals of the revolutionary cause affect the nation’s political culture after independence?
How did different social group identities evolve during the revolutionary struggle? How did leaders
of the new United States attempt to form a national identity?
How did the revolutionary struggle and its aftermath reorient white – American Indian relations
and affect subsequent population movements?
How did the revolution become an international conflict involving competing European and
American powers?
How did the newly independent United States attempt to formulate a national economy?
Advanced Placement United States History (APUSH) 15-16
Period 4: 1800-1848
Content: Politics in the early republic; parties and votes; reforms and social movements; culture and religion;
market capitalism and slavery; growth of immigration and cities; women and Seneca Falls; and Territorial
expansion and the Mexican War.
Reading Assignments:
American Pageant text chapters 11-13
Activities:
 Guided Reading Packet— Students will complete a reading guide for each assigned chapter.
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Writing—Students do the 2005 DBQ on Republican Motherhood and Cult of Domesticity. (CUL)
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Primary Source Analysis—Court Case Mania: students will read selected Marshall Era decisions and
compete in a fantasy sweet 16 bracket using only their analysis. (PEO) (POL) (CUL)
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Map—Students will map how different social groups were affected by the Louisiana Purchase before
1860 by using region, race, and class as their tools of analysis. (ID) (PEO) (WOR) (ENV)
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Six Degrees of Separation—From Jefferson to the Reform Era.
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Divergent Points of View—Thomas Jefferson or Alexander Hamilton: Who Was Right? (POL)
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Audio Visuals: A Biography of America, Episode. Students will complete a Documentary Analysis chart.
Quote: “Determine never to be idle...It is wonderful how much may be done if we are always doing.” –Thomas
Jefferson
Review:
America in the World
(WOR)
Environment and
Geography (ENV)
Ideas, Beliefs, and
Culture (CUL)
Identity (ID)
Peopling (PEO)
Politics and People
(POL)
Work, Exchange, &
Technology (WXT)
Page 7 of 18
How did the US use diplomatic and economic means to project its power in the
western hemisphere? How did foreign governments and individuals describe and
react to the new American nation?
How did environmental and geographic factors affect the development of sectional
economics and identities?
How did the idea of democratization shape and reflect American arts, literature,
ideals, and culture?
How did debates over American democratic culture and the proximity of many
different cultures living in close contact affect changing definitions of national
identity?
How did the continued movement of individuals and groups into, out of, and within
the US shape the development of new communities and the evolution of old
communities?
How did the growth of ideals of mass democracy, including such concerns as
expanding suffrage, public education, abolitionism, and care for the needy affect
political life and discourse?
How did the growth of mass manufacturing in the rapidly urbanizing North affect
definitions of and relationships between workers, and those for whom they worked?
How did the continuing dominance of agriculture and slave system affect southern
social, political, and economic life?
Advanced Placement United States History (APUSH) 15-16
Period 5: 1844-1877
Content: Tensions over slavery; reform movements; politics and the economy; cultural trends;
Transcendentalism and Utopianism; the Civil War, rights of freedmen and women, Reconstruction, and
freedmen’s bureau; and the KKK. Focus on white supremacy before and after the Civil War.
Reading Assignments:
 American Pageant text chapters 4-21
Activities:
 Guided Reading Packet— Students will complete a reading guide for each assigned chapter.
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Primary Source Analysis—“Reading Like A Historian” lesson: Students chart the evolution of northern
attitudes toward freedman during Reconstruction by analyzing two Thomas Nast cartoons 10 years apart.
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Map—Students will analyze a map of the Election of 1860 and develop a thesis statement summarizing
the significance of the election results. (ID)
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Six Degrees of Separation—From the Liberator to the Compromise of 1877.
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Students will read the sources in a document based question on the Mexican-American War and engage in
a classroom debate on President Polk’s motives for entering the war. (WOR)
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Audio Visuals: A Biography of America, Episode10, 11, 12: The Coming of the Civil War, The Civil War,
and Reconstruction . Students will complete a Documentary Analysis chart.
Quote: “A house divided against itself cannot stand.” –Abraham Lincoln
Review:
As a review for the unit, students will work in groups discussing and framing answers these essential questions:
America in the World
(WOR)
Environment and
Geography (ENV)
Ideas, Beliefs, and
Culture (CUL)
Identity (ID)
Peopling (PEO)
Politics and People
(POL)
Work, Exchange, &
Technology (WXT)
Page 8 of 18
How was the American conflict over slavery part of larger global events?
How did the end of slavery and technological and military developments
transform the environment and settlement patterns in the South and the West?
How did the doctrine of Manifest Destiny affect debates over territorial
expansionism and the Mexican War? How did the Civil War struggle shape
Americans’ beliefs about equality, democracy, and national destiny?
How did migration to the US change popular ideas of American Identity and
citizenship as well as regional and racial identities? How did the conflicts that
led to the Civil War change popular ideas about national, regional, and racial
identities throughout this period?
How did the growth of mass migration to the US and the railroad affect
settlement patterns in cities and the West?
Why did attempts at compromise before the war fail to prevent the conflict?
To what extent, and in what ways, did the Civil War and Reconstruction
transform American political and social relationships?
How did the maturing of northern manufacturing and the adherence of the
South to an agricultural economy change the national economic system by
1877?
Advanced Placement United States History (APUSH) 15-16
Period 6: 1865-1898
Content: The rights of freedmen and women; Reconstruction; freedmen’s bureau; and the 1877 Railroad strike;
rise of labor unions and the Populist Party; general themes of industrialization, urbanization, immigration, and
imperialism; and Indian wars, the Spanish American War, and conquests in the Pacific.
Reading Assignments:
 American Pageant text chapters 22-28
Activities:
 Guided Reading Packet— Students will complete a reading guide for each assigned chapter.

Writing—“Reading Like A Historian” lesson: Students examine a political cartoon, a muckraker text, and
the defense of a political boss to determine the extent to which political bosses were corrupt. After a small
group discussion, students will individually write a response to the question. (PEO)
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Map—Students will analyze maps of major Indian battles and Indian reservation land between 1860-1900
and compose a thesis paragraph analyzing the effects of westward expansion on Native American
peoples. (ID)
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Six Degrees of Separation—From the Homestead Act to the Battle of Wounded Knee.
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Divergent Points of View—To what extent were the reform and utopian movements a reflection of
Jacksonian ideals, and to what extent where they a reaction to those ideals? (POL)
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Audio Visuals: A Biography of America, Episodes 13, 14, 15, 16, and 17: America at the Centennial,
Industrial Supremacy, The New City, The West, and Capital and Labor. Students will complete a
Documentary Analysis chart.
Quote: “There are two ideas of government. There are those who believe that, if you will only legislate to make
the well-to-do prosperous, their prosperity will leak through on those below. The Democratic idea, however, has
been that if you legislate to make the masses prosperous, their prosperity will find its way up through every class
which rests upon them. You come to us and tell us that the great cities are in favor of the gold standard; we reply
that the great cities rest upon our broad and fertile prairies. Burn down your cities and leave our farms, and your
cities will spring up again as if by magic; but destroy our farms and the grass will grow in the streets of every city
in the country.” –William Jennings Bryan
Review:
America in the World
(WOR)
Environment and
Geography (ENV)
Ideas, Beliefs, and
Culture (CUL)
Identity (ID)
Peopling (PEO)
Politics and People
(POL)
Work, Exchange, &
Technology (WXT)
Page 9 of 18
How did the search for new global markets affect American foreign policy and territorial
ambitions?
In what ways, and to what extent, was the West “opened” for further settlement through
connection to eastern political, financial, and transportation systems?
How did artistic and intellectual movements both reflect and challenge the emerging corporate
order?
How did the rapid influx of immigrants from other parts of the world than northern and western
Europe affect debates about American national identity?
How and why did the sources of migration to the United States change dramatically during this
period?
How did the political culture of the Gilded Age reflect the emergence of new corporate power?
How successful were the challenges to this power? Why did challenges to this power fail?
How did technological and corporate innovations help to vastly increase industrial production?
What was the impact of these innovations on the lives of working people?
Advanced Placement United States History (APUSH) 15-16
Period 7: 1890-1945
Content: The formation of the Industrial Workers of the World and the AFL; industrialization and technology,
mass production and mass consumerism, and radio and movies; Harlem Renaissance; Native American culture
and boarding schools; political parties and the transition from classical liberalism to New Deal liberalism with the
capitalist crisis of the 1930s; and WWII, demographic shifts, the role of women and nonwhites, and battles for
economic rights.
Reading Assignments:
 American Pageant text chapters 29-35
Activities:
 Guided Reading Packet— Students will complete a reading guide for each assigned chapter.
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Writing—Students will write an essay comparing Woodrow Wilson’s Neutrality document to George
Washington’s, and discuss the changes, if any, in the context in which US foreign policy was made.
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Primary Source Analysis—Franklin D. Roosevelt: The Four Freedoms and Norman Rockwell: The Four
Freedoms analysis. (CUL)
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Map—Digital History: The Great Depression Statistics in maps—maps include data from 1920, 1930, and
1940 that focus on wealth and income broken down by race and gender. What do the numbers say? Not
say? In small groups, students will draw conclusions and share results with the large group. (ID)
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Six Degrees of Separation—From the sinking of the Maine to Hiroshima.
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Divergent Points of View—Debate topic: The New Deal was an effective answer to the Great Depression.
(POL)
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Audio Visuals: A Biography of America, Episode18, 19, 20, 21, and 22: T.R. and Wilson, A Vital
Progressivism, The Twenties, F.D.R. and the Depression, and World War II. Students will complete a
Documentary Analysis chart.
Quote: "Speak softly and carry a big stick; you will go far." –Theodore Roosevelt
Review:
America in the World
(WOR)
Environment and
Geography (ENV)
Ideas, Beliefs, and Culture
(CUL)
Identity (ID)
Peopling (PEO)
Politics and People
(POL)
Work, Exchange, &
Technology (WXT)
Page 10 of 18
Why did US leaders decide to become involved in global conflicts such as the Spanish
American War, World War I, and World War II? How did debates over intervention reflect
public views of America’s role in the world?
Why did reformers seek for the government to wrest control of the environment and national
resources from commercial interests?
How did “modern” cultural values evolve in response to developments in technology? How
did debates over the role of women in American public life reflect changing social realities?
How did continuing debates over immigration and assimilation reflect changing ideals of
national and ethnic identity? How did class identities change in this period?
How did public attitudes towards immigration become negative during this time period? How
and why did people migrate within the US during this time period?
How did reformists goals change as they were taken up by reformers in different time periods?
Why did opposition emerge to various reform programs?
How did movements for political and economic reform that shape in this period, and how
effective were they in achieving their goals?
Advanced Placement United States History (APUSH) 15-16
Period 8: 1945-1980
Content: The atomic age; the affluent society and suburbs; discrimination, the Other America, and the African
American Civil Rights movement; Vietnam and US imperial policies in Latin America and Africa; the Beats and
the student, counterculture, antiwar, women’s, Chicano, American Indian, and gay and lesbian movements;
summer riots and occupation of Alcatraz; LBJ’s Great Society and the rise of the New Right; Ronald Reagan and
the rise of poverty; and the Cold War and US role in the World.
Reading Assignments:
 American Pageant text chapters 36-39
Activities:
 Guided Reading Packet— Students will complete a reading guide for each assigned chapter.
 Writing—Students will compare and contrast public criticism of the Vietnam War with criticism of the
war efforts in World War I and World War II and the War on Terror. Drawing on Young Americans for
Freedom, SDS, folk music, and NY Times editorials, write an essay that argues which of the sources best
represented US values. (CUL)
 Primary Source Analysis—Students will watch “Duck and Cover” Commercials and evaluate the
effectiveness of the drills and find a present-day example to compare it to. (CUL)
 Map—Students will analyze the following maps: Divided Europe, Southeast Asian War Election of 1980.
(ID)
 Six Degrees of Separation— From Containment to “Tear Down This Wall.” Using notes and primary
sources, students conduct a time line of the civil rights movement from Reconstruction to the 1970s and
annotate key turning points in the movement.
 Divergent Points of View—Students write an essay debating the role of popular music in affecting public
attitudes toward the Vietnam War. (CUL)
 Divergent Points of View—Students will research and debate the following: There was a fundamental
contradiction between Lyndon Johnson’s efforts to stop Communism abroad and renew America through
the Great Society.”(PEO)(POL)
 Audio Visuals: A Biography of America, Episode 23 and 24: The Fifties, and the Sixties. Students will
complete a Documentary Analysis chart.
Quote: “I am become death, the destroyer of worlds.” –J. Robert Oppenheimer
Review:
America in the
World (WOR)
Environment and
Geography (ENV)
Ideas, Beliefs, and
Culture (CUL)
Identity (ID)
Peopling (PEO)
Politics and People
(POL)
Work, Exchange, &
Technology (WXT)
Page 11 of 18
Why did Americans endorse a new engagement in international affairs during the Cold
War? How did this belief change over time in response to particular events?
Why did public concern over the state of the natural environment grow during this period,
and what major changes in public policy did this create?
How did changes in popular culture reflect or cause changes in social attitudes? How did
the reaction to these changes affect political and public debates?
How did the African-American Civil Rights movement affect the development of other movements
based on asserting the rights of different groups in American society? How did American
involvement in the Cold War affect debates over American national identity?
How did the growth of migration to and within the US influence demographic change and
social attitudes in the nation?
How did the changing fortunes of liberalism and conservatism in these years affect
broader aspects of social and political power?
How did the rise of American manufacturing and global economic dominance in the years after
World War II affect standards of living among and opportunities for different social groups?
Advanced Placement United States History (APUSH) 15-16
Period 9: 1980-present
Content: Summary of Reagan’s domestic and foreign policies; Bush #41 and the end of the Cold War; Clinton as
a New Democrat; technology and economic bubbles and recessions, race relations, and the role of women;
changing demographics and the return of poverty; rise of the prison industrial complex and the war on drugs; 9/11
and the domestic and foreign policies that followed and Obama: change or continuity?
Reading Assignments:
 American Pageant text chapters 40-42
Activities:
 Guided Reading Packet— Students will complete a reading guide for each assigned chapter.
 Writing—Students write an essay that compares technological developments from 1800 to 2013, noting
the impact of technology on culture and politics. (WXT)
 Primary Source Analysis—Students use a graphic organizer to compare and contrast the causes and goals
of each act as described in excerpts from the 1924, 1965, and 1990 Immigration Acts. (ID)
 Six Degrees of Separation—From the Reagan Revolution to the Election of Barack Obama. Students will
investigate ways that the applicable historical events could be arranged differently for different results and
analysis (component 10)
 Divergent Points of View—Students write a mock op-ed article for or against drilling for oil in the Arctic
National Wildlife Refuge (or fracking) that cites precedents in US law and history to justify their position.
(WXT)
 Audio Visuals: A Biography of America, Episode 25 and 26: Contemporary History, and The Redemptive
Imagination. Students will complete a Documentary Analysis chart.
 Looking at economic data about employment, compensation, and household data broken down by race,
gender, and education from the 1970’s to 2010, each student will write an essay that makes an argument
about whether or note the American Dream existed.
Quote: “Mr. Gorbachev, tear down this wall!” –Ronald Reagan
Review:
As a review for the unit, students will work in groups discussing and framing answers these essential questions:
America in the World
(WOR)
Environment and
Geography (ENV)
Ideas, Beliefs, and
Culture (CUL)
Identity (ID)
Peopling (PEO)
Politics and People
(POL)
Work, Exchange, &
Technology (WXT)
Page 12 of 18
How did the end of the Cold War affect American foreign policy? How did the terrorist
attacks of September 11, 2001 impact America’s role in the world?
How did debates over climate change and energy policy affect broader social and
political movements?
How did technological and scientific innovations in areas such as electronics, biology,
medicine, and communications affect society, popular culture, and public discourse?
How did a more demographically diverse population shape popular culture?
How did demographic and economic changes in American society affect popular debates
over American national identity?
How did increased migration raise questions about American identity and affect the
nation demographically, culturally, and politically?
How successful were conservatives in achieving their goals? To what extent did
liberalism remain influential politically and culturally?
How did the shift to a global economy affect American economic life? How did
scientific and technological developments in these years change how Americans lived
and worked?
Advanced Placement United States History (APUSH) 15-16
.Subject:
11th Grade Social Studies Course: AP-IB US History
Quarter: 1
Learning Goal: I will be able to explain the major reasons why Europeans set sail during the Age
of Exploration and the impact of their arrival in the Americas
4.0
3.0
2.0
1.0
In addition to Score 3.0
The student will:

Evaluate the political stability European monarchs brought that launched an interest beyond their national
borders

Analyze the spirit of optimism and adventure nurtured by the Renaissance Era
The student will:

Assess why Columbus was the “most successful failure in history”

Discuss the role religion played in the Pilgrim migration to America

Differentiate the push and pull factors involved in America’s Colonial Era
The student recognizes and describes specific terminology such as:

Primogeniture

Caravel Sail

Renaissance
The student will:

Identify English, Spanish, and French colonies in America

Identify the economic interests European nations had in America
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Subject: 11th Grade Social Studies Course: AP-IB US History
Quarter: 1
Learning Goal: I will be able to describe the political, social, and economic conditions in Colonial
America.
4.0
3.0
2.0
In addition to Score 3.0
The student will:

Evaluate the economic importance of America to competing European nations

Evaluate the impact of Puritan’s strong religious faith on the New England colonies
The student will:

Discuss the role religion played in the colonization of the 13 colonies

Distinguish traits that made the colonists “more American” and “less European”

Present explanations exemplifying the growth of democracy in Colonial America
The student recognizes and describes specific terminology such as:

Mercantilism

Mayflower Compact

House of Burgesses
The student will:

Describe examples of early roots of democracy in America

Briefly explain the 13 British colonies
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
1.0
Page 13 of 18
Advanced Placement United States History (APUSH) 15-16
Subject: 11th Grade Social Studies Course: AP-IB US History
Quarter: 1
Learning Goal: I can distinguish the differences among the southern, middle, and New England
colonies
4.0
3.0
In addition to Score 3.0
The student will:

Distinguish how colonists in both the North and South established differences in patterns of settlement,
economies, political systems, and values

Compare and contrast the motives of the various founders of the Middle Colonies
The student will:

Analyze the initial advantages the Massachusetts Bay Colony enjoyed in settling in New England

Compare and contrast the New York and Pennsylvania colonies

Distinguish the varying viewpoints Quakers and Puritans had to native population
2.0
The student recognizes and describes specific terminology such as:

Half-way covenant

“City upon a Hill”

Salutary Neglect
The student will:

Identify economic alternatives due to farming difficulties in New England that led to a more diverse economy

Identify effects of over-farming practices and a lack of economic diversity in the Southern Chesapeake
colonies
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Subject: 11th Grade Social Studies Course: AP-IB US History
Quarter: 1
Learning Goal: I will be able to explain how the practice of indentured servitude failed to solve
the colonial labor problem and why colonists then turned to African slavery
4.0
3.0
2.0
1.0
Page 14 of 18
In addition to Score 3.0
The student will:

Analyze and evaluate reasons why Europeans indentured themselves into semi-bondage in exchange for
passage to America

Differentiate treatment and short and long-term impact of Indentured Servants vs African slaves on Colonial
America
The student will:

Explain and detail the numerous causes of Bacon’s Rebellion

Evaluate short and long term effects of Bacon’s Rebellion on labor forces in America

Assess regional differences in labor forces and discrepancies in opinions about slavery in America
The student recognizes and describes specific terminology such as:

Middle Passage

Headright System

Barbados Slave Code
The student will:

Trace development of racism and discrimination from economic beginning associated with slavery

Identify African-Americans slave societies’ contributions to American culture
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Advanced Placement United States History (APUSH) 15-16
Subject: 11th Grade Social Studies Course: AP-IB US History
Quarter: 1
Learning Goal: I can differentiate the political, social, and economic causes of the American
Revolution.
4.0
3.0
In addition to Score 3.0
The student will:

Synthesize how the French and Indian War impacted the start of the American Revolution

Appraise the economic costs and benefits of British Mercantilist economic policies in America
The student will:

Compare the concepts of “No Taxation without Representation” and “Virtual Representation” in Colonial
America

Examine the change in American Colonial actions, attitudes, and interests following Thomas Paine’s Common
Sense

Diagram Colonial dissatisfaction with British rule as demonstrated in Thomas Jefferson’s Declaration of
Independence
2.0
The student recognizes and describes specific terminology such as:

Boston Massacre

Boston Tea Party

Committees of Correspondence
The student will:

Identify American actions to protest the passage of the Stamp Act

Differentiate loyalist and patriot attitudes and roles in the American Revolution
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas
and processes.
Subject: 11th Grade Social Studies Course: AP-IB US History
Quarter: 2
Learning Goal: I can analyze the strengths and weaknesses of the Articles of Confederation
4.0
3.0
2.0
1.0
Page 15 of 18
In addition to Score 3.0
The student will:

Interpret the impact of The Federalist Papers on the decision of New York voters to ratify the US Constitution

Differentiate Madison’s and Jefferson’s interpretations of Shays’ Rebellion
The student will:

Compare and contrast Federalist and Anti-Federalists ideologies

Explain founding fathers’ interest in eliminating slavery but failure to include it in the writing of the US
Constitution

Justify how the US Constitution was a series of compromises
The student recognizes and describes specific terminology such as:

Republican Motherhood

Three-fifths Compromise

Northwest Ordinance of 1787
The student will:

Identify the strengths of the Articles of Confederation

Identify the weaknesses of the Articles of Confederation

Examine the US Constitution
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas
and processes.
Advanced Placement United States History (APUSH) 15-16
Subject: 11th Grade Social Studies Course: AP-IB US History
Quarter: 2
Learning Goal: I can describe and explain the growth of Mass Democracy in the early to mid
1800’s
4.0
3.0
In addition to Score 3.0
The student will:

Assess the struggles of a Federalist government that the US faced in the early years of nationhood.

Compare and contrast John C. Calhoun’s South Carolina Exposition to the Kentucky and Virginia Resolutions
The student will:

Show how Andrew Jackson and his Presidency reflect the ascendancy of the masses

Illustrate the changes America experienced during the Era of Mass Democracy in terms of campaigning and
the political party

Demonstrate how Andrew Jackson expanded the power of the Presidency
2.0
The student recognizes and describes specific terminology such as:

Spoils System

“Corrupt Bargain” Election of 1824

Indian Removal Act
The student will:

Explain Andrew Jackson’s justification for vetoing the Bank Re-charter

Describe the hardships associated with the Trail of Tears
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas
and processes.
Subject: 11th Grade Social Studies Course: AP-IB US History
Quarter: 2
Learning Goal: I understand the consequences of westward expansion and how these new
acquisitions explosively opened the slavery question
4.0
3.0
2.0
1.0
Page 16 of 18
In addition to Score 3.0
The student will:

Interpret how the Mexican War and its aftermath connected to the start of the Civil War.

Appraise how the US victory in the Mexican War impacted the Whig, Democrat, and Republican Political
Parties
The student will:

Detail the terms of the Treaty of Guadalupe-Hidalgo ending the Mexican War

Explain the various reasons why the US went to war with Mexico and compromised with Britain over land
disputes

Discuss and evaluate James K Polk’s Presidency based on his 4 campaign goals
The student recognizes and describes specific terminology such as:

Manifest Destiny

Wilmot Proviso

“Spot Resolutions”
The student will:

Describe the concerns American’s had for annexing Texas

Describe the interests American’s had for annexing Texas
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas
and processes.
Advanced Placement United States History (APUSH) 15-16
Subject: 11th Grade Social Studies Course: AP-IB US History
Quarter: 2
Learning Goal: I can describe the economic, social, and political causes of the Civil War
4.0
3.0
2.0
1.0
In addition to Score 3.0
The student will:

Compare and contrast Abe Lincoln’s leadership as head of the United States versus Jefferson Davis’s
leadership as head of the Confederacy

Evaluate the differences between compact and contract theories of union
The student will:

Analyze how the Compromise of 1850, though not solving the issues of slavery, helped the North win the
Civil War

To what extent was President Lincoln justified in his violations of civil liberties during the Civil War

Evaluate the importance of keeping the Border States loyal to the Union
The student recognizes and describes specific terminology such as:

Popular Sovereignty

Dred Scott Case

John Brown
The student will:

Describe the impact of Harriet Beecher Stowe’s Uncle Toms Cabin on the start of the Civil War

Explain how Lincoln won the Election of 1860 without being on many southern states ballots and how this
influenced southern secession
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas
and processes.
Subject: 11th Grade Social Studies Course: AP-IB US History
Quarter: 2
Learning Goal: I will be able to analyze aspects of the Civil War including changes in technology,
importance of resources, leadership, and its effects on the civilian populations and nations.
4.0
3.0
In addition to Score 3.0
The student will:

Evaluate the importance of foreign diplomacy for both the north and south during the Civil War

Assess how advancements in technology impacted how the Civil War was fought and influenced how future
wars would be fought
The student will:

Appraise the significance of Lee’s 2 attacks onto Northern soil at the Battles of Antietam and Gettysburg

Explain how Lincoln’s issuance of the Emancipation of Proclamation changed the war

Assess how King Cotton was “dethroned”
2.0
The student recognizes and describes specific terminology such as:

Total War

Emancipation Proclamation

Habeas Corpus
The student will:

Describe how the North won the war

Illustrate how the South was impacted by the war and long road to recovery
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas
and processes.
Page 17 of 18
Advanced Placement United States History (APUSH) 15-16
Chandler High School
Student Expectations Agreement
Date:
__________________________________
Student Name, ID # :
_____________________________#_______________
Course:
_AP United States History________
Parent/Guardian Name:
_____________________________
Teacher:
Mrs. Howell___________________
I, ______________________, agree to the conditions outlined in the Student Expectations Agreement. I plan to
take the AP test and may concurrently earn dual enrollment. I will make payment to the Bookstore by the deadline:

______ register for the AP test * ($92.00 due __________)

______ CGCC Dual Credit (HIS 103/104)
o
Accuplacer taken on _______________________
THE AP US HISTORY TEST IS FRIDAY MAY 6th, 2015 IN THE MORNING
Please return this form to the Teacher listed above by Friday.
*The orange AP order form must be filled out and turned in to the Bookstore for each student wishing to take AP
exams. This form will be available from your AP teacher and the Bookstore; only those orders that are processed
and completed through Total Registration and the Bookstore will be placed.
In addition, my signature indicates that I have read and understand the course syllabus, requirements, expectations,
procedures, and signed up for the following technology.
Remind Code: _______________________ at 81010
Google Classroom: ______________________
Turnitin.com class id: 10233397 pw: _____________________
_______________________________________
____________________
____yes, I want to order
Student Signature and ID number
Date
an APUSH 15-16 class shirt
_______________________________________
____________________
COST is $______ SIZE:
Parent/Guardian Signature
Date
______________________
_______________________________________
____________________
Advanced Placement Teacher Signature
Date
*This is not a test order form
Page 18 of 18
Non-refundable.