Curriculum Outline
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Course & Level: AP US History
Department: Social Studies
Campbell High School
Character – Courage – Respect – Responsibility
Teacher: Heidi Paris
Grade level: 12
Description of Course:
This course is intended to be equivalent to a first year college history course. Students in this course are expected to complete in a high quality
fashion, an extensive number of difficult assignments. A serious commitment by the student to the rigorous study of United States History from
pre-colonial times to the present date is essential. Students who take this course are required to take the College Board Advanced Placement
United States History Exam in May. Students can expect to receive a required summer reading list and assignments. Students will take practice
College Board exams, write document based question responses and analytical essays, as well as formal papers each semester.
School – Wide Expectations:
Academic:
1.
Read, write, and speak effectively
2.
Exhibit critical thinking and problem solving skills
3.
Use resources to obtain information and facilitate learning
The school-wide expectations are incorporated into all courses at
Campbell High School. Underlined words in the following text
illustrate this alignment between the school-wide expectations and
the course curriculum.
Civic/Social:
1.
Exhibit personal responsibility
2.
Contribute to the stewardship of the community
Core Competencies as Aligned with State Standards:
1.
Comprehension: Students will recall and explain facts learned in class and from out of class assignments as well as recollect the sequence of factual events.
a.
SS:HI:12:1.4: Examine the impact of sectionalism on national crises and United States government policies, e.g., Hartford Convention or Brown v. Board of
Education
b.
SS:HI:12:2.1: Examine the role of New Hampshire in international diplomacy, e.g., the Webster-Ashburton Treaty or the Bretton Woods Economic Conference.
c.
SS:HI:12:2.5: Investigate United States involvement in and/or conflict with regional and international organizations, e.g., the League of Nations or the North Atlantic
Treaty Organization (NATO).
d.
SS:HI:12:4.3: Explain how the development of technology has both simplified and complicated work, e.g., the development of interchangeable parts or the
“paperless” office.
e.
SS:HI:12:4.4: Examine how economic interactions have occurred on an increasingly global scale, e.g., mercantilism or North American Free Trade Agreement (
NAFTA).
f.
SS:HI:12:4.5: Explain how the economy over time has shaped the distribution of wealth, e.g., the development of the middle class or the recent outsourcing of United
States’ jobs.
g.
SS:HI:12:5.1: Explore the tensions between the values of unity and pluralism in defining our national identity, e.g., the Puritans v Anne Hutchinson or the counterculture vs. the silent majority.
h.
SS:HI:12:5:3: Explore attitudes toward diversity held by groups and individuals.
i.
SS:HI:12:5.4: Examine the impact of social class on life in the United States, e.g., democracy in the Age of Jackson or public education.
2. Analysis: Students will use skills learned to analyze the relationship between cause and effect, how factual circumstances influenced behavior or decisionmaking, differing points of view, and competing theories.
a. SS:HI:12:1.1: Account for the rise and fall of political parties and movements and their impact, e.g., the Whig Party or the Progressive Movement.
b. SS:HI:12:1.2: Analyze how religion has influenced the political life of the nation, e.g., the separation of church and state in early New Hampshire or the rise of the Moral
Majority.
C. SS:HI:12:1.3: Analyze the roots and application of the federal system of government by examining key documents and events, e.g., the Articles of Confederation or the
New Deal.
d. SS:HI:12:2.2: Analyze how United States foreign policy has varied from periods of international involvement, to isolationism, to exerting power and dominance at
different time periods, e.g., the Era of the French Revolution and Napoleonic Wars or the two World Wars.
e.
SS:HI:12:3.2: Analyze how the arts and science often reflect and/or influence major ideas, values and conflicts of particular time periods, e.g., the impact of the
Enlightenment on the founding of our nation or the Harlem Renaissance. S
f.
SS:HI:12:3.4: Analyze the spread of American ideas and culture around the world using examples, e.g., the Bill of Rights or popular music.
g.
SS:HI:12:4.1: Analyze how westward movement led to increased personal opportunities and a more diverse economy as seen in events, e.g., the Northwest Ordinance
or Alaskan statehood.
h.
SS:HI:12:5.5: Analyze how religious ideas of morality have impacted social change, e.g., the Abolitionist Movement or the debate over legalized abortion.
3. Evaluation: Students will demonstrate the ability to identify problems, to articulate credible solutions, to evaluate the strengths and
weaknesses of the solutions, and to make reasoned judgments about the actual historical solution.
a.
SS:HI:12:2.3: Decide to what extent democratic ideals, economic motives and empire building have influenced U.S. foreign policy in events and policies, e.g.,
Jefferson’s Embargo Act or the Spanish American War.
b.
SS:HI:12:2.4: Determine the extent to which Manifest Destiny has been a driving force behind American ideology, e.g., Roger Williams and the founding of Rhode
Island and the Providence Plantations or the Roosevelt Corollary to the Monroe Doctrine.
c.
SS:HI:12:3.1: Evaluate how individuals have developed ideas that have profoundly affected American life, e.g., transcendentalism or relativism.
d.
SS:HI:12:3.3: Critique how the art, music and literature of our nation have been influenced by groups, e.g., the Spanish colonists in the Southwest or the 60s counter
culture movement.
e.
SS:HI:12:4.2: Evaluate the impact of major developments and changes in American economic productivity, e.g., the factory system or the emergence of a servicebased economy.
f.
SS:HI:12:5.2: Evaluate the changing roles of gender in society, e.g., the ideal of “Republican Motherhood” or Title IX.
4.
Research: Students will demonstrate the ability to gather pertinent facts through research, analyze those facts, formulate a thesis, prove his
or her thesis using accurate facts and his or her own words, and cite correctly the sources of his or her own facts.
5. Class Participation: while not a competency, is expected on a daily basis.
Suggested Texts and Media (Software, A/V, etc.):
1.
The American Pageant: A History of the Republic. David M. Kennedy, Lizabeth Cohen, and Thomas A. Bailey (Boston: Houghton Mifflin, 2006).
2.
The American Spirit. David M. Kennedy & Thomas A. Bailey Vol. I and II, Eleventh Edition. New York, New York, Houghton Mifflin Co., 2006.
3.
United States History—Preparing for the Advanced Placement Examination. John J. Newman & John M. Schmalbach. AMSCO publishers.
4.
Selected primary source readings.
We utilize a variety of instructional resources beyond the identified textbooks and materials throughout the school year to enhance your student’s educational
experience. Parents/Guardians are welcome to review the available resources throughout the school year by contacting their student’s teacher. Alternative
assignments may be available upon request. Please contact the classroom teacher for further details.
Suggested Instructional Strategies:
1.
Lecture.
2.
Daily tests reviewing assigned reading.
3.
Use of APPARTS to read, analyze, and discuss primary source readings.
4.
Examination & dissection of past AP US History DBQ (document-based questions) & FRQ’s (free-response questions).
5.
Socratic Seminar: student led discussion based upon the analysis of literature, primary sources, and other reading assignments.
6.
Research.
7.
To examine American history thematically. The AP US History program encourages students to consider issues involving historical change over time. Thus, the
course
is structured to reflect the following themes, developed by the U.S. History Development Committee:

American diversity
o
The diversity of the American people and the relationships among different groups. The roles of race, class, ethnicity, and gender in the history
of the United States

American identity
o
Views of the American national character and ideas about American exceptionalism. Recognizing regional differences within the context of
what it means to be an American.

Culture
o
Diverse individual and collective expressions through literature, art, philosophy, music, theater, and film throughout US history. Popular
culture and the dimensions of cultural conflict within American society.

Demographic changes
o
Changes in birth, marriage and death rates; life expectancy and family patterns, population size and density. The economic, social and political
effects of immigration, internal migration and migration networks.

Economic transformations
o
Changes in trade, commerce, and technology over time. The effects of capitalist development, labor and unions, and consumerism.

Environment
o
Ideas about the consumption and conservation of natural resources. The impact of population growth, industrialization, pollution, and urban
and suburban expansion.

Globalization
o
Engagement with the rest of the world from the 15th century to present day: colonialism, mercantilism, global hegemony, development of
markets, imperialism, and cultural exchange.

Politics and citizenship
o
Colonial and revolutionary legacies, American political traditions, growth of democracy, and the development of the modern state. Defining
citizenship; struggles for civil rights.

Reform
o
Diverse movements focusing on a broad range of issues, including anti-slavery, education, labor, temperance, women’s rights, civil rights, gay
rights, public health and government.

War and Diplomacy

Religion
Suggested Assessment Strategies:
1.
Tests in AP Format: Tests take the form of multiple choice, document based questions and free response questions. Tests are written in AP
language, and are timed.
2.
Take Home Essay Questions: Students are required to write several essays which analyze course material, outside of the classroom. For
example, “To what extent were Britain’s post-1763 policies justified?”
3.
Projects For example, students may be asked to create a political cartoon depicting the Federalist or Anti-Federalist view regarding the
ratification of the Constitution.
4.
Debate: With each selected topic, students will read background information (provided by 2facts.com), organize into groups, create their
debate arguments and discuss the topic with classmates. An example of a debate question may include: “ Did Jefferson Abandon His Political
Ideals in the Louisiana Purchase?”
5.
Class Participation. Participation in daily class discussion on course material is expected. While it is not a competency, students are asked
answer historical questions in either a small group or with the class as a whole.