Mr. Dunn
[email protected]
ADVANCED PLACEMENT IN UNITED STATES HISTORY
MR. DUNN
2015-2016 SYLLABUS
“Historical knowledge is no more and no less than carefully and critically constructed collective memory. As such it can
both make us wiser in our public choices and more richly human in our private lives.” --William H. McNeil, 1985
COURSE OVERVIEW
AP U.S. History covers American history from pre-European discovery to the present. The course exposes students to extensive
primary and secondary sources and to the interpretations of various historians. Class participation through discussions and debates
is required. Special emphasis is placed on critical, physically active reading and essay writing to help students prepare for the AP
examination. The course is structured chronologically, divided into 13 units. Each unit includes one or more of the nine periods
and/or key concepts outlined in the AP U.S. History curriculum framework.
PRIMARY COURSE TEXTBOOKS
*Eric Foner, Give Me Liberty!, 3rd Edition
*Paul S. Boyer, Clifford A. Clark, et al. The Enduring Vision: A History of the American People, Fifth Edition. Houghton
Mifflin, 2007.
ADDITIONAL TEXTS (CR1b & 1c).
Foner, Eric. Voices of Freedom: A Documentary History, 4th Edition, Volumes 1 & 2
Kennedy, David M. and Bailey, Thomas A. The American Spirit, 10th edition, Volumes 1 & 2
Fischer, David Hackett. Albion’s Seed: Four British Folkways in America 1989
Zinn, Howard. A People’s History of the United States (2010 ed.) New York, New York: Harper Collins
Schweikart, Larry and Allen, Michael. A Patriot’s History of the United States, 2004, Sentinel, Penguin Books, London, England
(Additional sources are identified on a unit-by-unit basis and the source includes a reference)
APUSH RESEARCH BINDER
All students are expected to maintain one 2” three-ring binder w/five dividers. Label the dividers in the following order:
1.
2.
3.
4.
5.
Curriculum
Notes/IDs
Handouts
Quizzes/Tests
Free Response Essays (FREs)
ONLINE RESOURCES
Mr. Dunn’s Email – [email protected]
Mr. Dunn’s LoudounVision.net website - HS-DHS Dunn-AP US History (The enrollment key is “buckeyes”)
Online StudySpace for Give Me Liberty!, at http://www.wwnorton.com/college/history/give-me-liberty4-brief/
Phoenix Gradebook
* For detailed information on the topics and themes that will be covered, please refer to the course textbook and the College Board Course
Description at https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-us-history-course-and-exam-description.pdf.
Mr. Dunn
[email protected]
CLASSROOM EXPECTATIONS – COME TO CLASS PREPARED
AP U.S. History is a college-preparatory course and students will be treated with college-level respect. It is expected that this
respect will be reciprocated. All students are expected to:
1.
2.
3.
4.
5.
Arrive to class on-time and prepared (bring text and binder to class everyday)
Keep pace with assignments and readings
Ask meaningful questions and participate in class discussions
Use the restroom facilities prior to class.
NO CELL PHONE USE WITHOUT PERMISSION
CLASSROOM POLICIES
Absences/Make-Up Work
Students who are absent from class should NOT wait until the beginning of their next class to find out what was missed. Below is
the procedure you should follow to determine what you missed during your absence:
1.
Log in to LoudounVision.net and access my calendar to see what topics were covered and/or to download any
documents that may have been distributed in class.
2.
Talk to another person in your APUSH class.
3.
Visit me when you FIRST arrive to school following your absence. At this time, we will review what you missed
and schedule a time, if necessary, to retake any quiz or test that you may have missed.
Mr. Dunn’s A-Day Schedule
Block
Location
Class/Activity
8:00 to 8:30
L312
Student Conferences
1st
L311
AP U.S. History (11th Grade)
Clubhouse
L305
CLUBHOUSE
nd
L311
AP U.S. History (11th Grade)
3rd
L312
PLANNING
2
LUNCH
L306
U.S. and Virginia History (11th Grade)
L312
Student Conferences
Block
8:00 to 8:30
Location
L312
Class/Activity
Student Conferences
5th
AUD
TITAN TIME
Clubhouse
4
th
3:50 to 4:10
Mr. Dunn’s B-Day Schedule
L305
CLUBHOUSE
6
th
L312
PLANNING
7
th
L306
AP U.S. History (11th Grade)
8
th
LUNCH
3:50 to 4:10
L311
U.S. and Virginia History (11th Grade)
L312
Student Conferences
* For detailed information on the topics and themes that will be covered, please refer to the course textbook and the College Board Course
Description at https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-us-history-course-and-exam-description.pdf.
Mr. Dunn
[email protected]
COURSE DESCRIPTION
AP U.S. History covers American history from pre-European discovery to the present. The course exposes students to extensive
primary and secondary sources and to the interpretations of various historians. Class participation through discussions and debates
is required. Special emphasis is placed on critical, physically active reading and essay writing to help students prepare for the AP
examination. The course is structured chronologically, divided into 13 units. Each unit includes one or more of the nine periods
and/or key concepts outlined in the AP U.S. History curriculum framework.
KEY THEMES
The course is structured thematically within the chronological framework. Themes include Identity, Work, Exchange and
Technology, Peopling, Politics and Power, America in the World, Environment and Geography, and Ideas, Beliefs, and Culture.
Elements of these themes are included in most unit assignments.
SKILLS DEVELOPED
In each unit, students will get practice developing the following content-driven skills: Crafting Historical Arguments from
Historical Evidence (including Historical argumentation and Appropriate Use of Relevant Historical Evidence), Chronological
Reasoning (including Historical Causation, Patterns of Continuity and Change over Time, and Periodization), Comparison and
Contextualization, and Historical Interpretation and Synthesis. In addition, class activities will address the following academic
skills; Reading for comprehension and recall, improving study skills in preparation for assessments, improving forma writing skills
(addressed below), improving public speaking skills in classroom discussions and activities, and improving skills of map reading
and interpretation.
WRITING FOCUS
Writing is emphasized in every unit of this course. Students are given essential questions for each unit that frame class discussions
and are often reflected in writing assignments. Assessments of essays are measured by the following: the degree to which they
fully and directly answer the question, the strength of their thesis statement, the level and effectiveness of their analyses, the
amount and quality of the supporting evidence they use, and the organizational quality of their response. DBQs are graded on the
basis of the degree to which a significant number of the documents have been used to support their thesis, and the amount and
quality of outside information included in their response.
PRIMARY AND SECONDARY SOURCE ANALYSIS ACTIVITIES: To be truly meaningful, the study of history requires primary and
secondary source analysis. All units in this course provide students the opportunity to read and interpret a diverse selection of
primary and secondary source materials. The teacher introduces each document, and then students read and interpret each
document. Then, in groups, they discuss each document noting the style, language, intent, and effect. Students are instructed to
use the Time and Place Rule and the Bias Rule in their analysis of the documents. The APPARTS process is the guideline to be
used.
GRADING AND ASSESSMENTS :
MASTERY GRADES (80 PERCENT OF QUARTER GRADE) – UNIT EXAMS, FREE RESPONSE ESSAYS, LONG-TERM PROJECTS
Students will take an exam upon the completion of each unit during a quarter. There will be at least two unit exams per quarter and
the grade on each component of the exam will count toward your mastery grade for the quarter. The format of each exam will be
modeled on the AP U.S. History Exam that students will toward the end of the course.
Multiple Choice: The multiple-choice section of each unit exam will consist of approximately 50 questions. Many of the questions
will be organized into sets of two to six questions that ask students to respond to stimulus material — a primary or secondary
source, a historian’s argument, or a historical problem. Each set of multiple- choice questions will address one or more of the
learning objectives for the course. While a set may focus on one particular period of U.S. history, the individual questions within
that set may ask students to make connections to thematically linked developments in other periods.
Short Answer Questions - Short-answer questions will directly address one or more of the thematic learning objectives for the
course. Questions will have elements of internal choice, providing opportunities for students to demonstrate what they know best.
These questions will require students to use historical thinking skills to respond to a primary source, a historian’s argument,
secondary sources such as data or maps, or general propositions about U.S. history. Each question will ask students to identify and
analyze examples of historical evidence relevant to the source or question; these examples can be drawn from the concept outline
or from other examples explored in-depth in classroom instruction.
* For detailed information on the topics and themes that will be covered, please refer to the course textbook and the College Board Course
Description at https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-us-history-course-and-exam-description.pdf.
Mr. Dunn
[email protected]
Free Response Essay - Document Based Questions: The document-based question (DBQ) emphasizes the ability to analyze and
synthesize historical data and assess verbal, quantitative, or visual materials as historical evidence. As with the long essay, the
document-based question will be judged on students’ ability to formulate a thesis and support it with relevant evidence. The
documents included on the document-based question are not confined to a single format, may vary in length, and are chosen to
illustrate interactions and complexities within the material. Where suitable, the question material will include charts, graphs,
cartoons, and pictures, as well as written materials. In addition to calling upon a broad spectrum of historical skills, the diversity of
materials will allow students to assess the value of different sorts of documents. The document-based question will typically
require students to relate the documents to a historical period or theme and, thus, to focus on major periods and issues. For this
reason, outside knowledge beyond the specific focus of the question is important and must be incorporated into the student’s essay
to earn the highest scores.
Long Essay Question: To provide opportunities for students to demonstrate what they know best, they will be given a choice
between two comparable long-essay options. The long-essay questions will measure the use of historical thinking skills to explain
and analyze significant issues in U.S. history as defined by the thematic learning objectives. Student essays will require the
development of a thesis or argument supported by an analysis of specific, relevant historical evidence. Questions will be limited to
topics or examples specifically mentioned in the concept outline, but framed to allow student answers to include in-depth examples
of large-scale phenomena, either drawn from the concept outline or from topics discussed in the classroom.
Long Term Projects: All students will be required to complete a 7 to 10 page research paper based on a topic related to a theme in
the U.S. History Curriculum that will be due at the beginning of the third marking period and a family history research project that
will be due at the end of the fourth marking period.
PRACTICE GRADES (20 PERCENT OF GRADE)
Students will take a number of assessments based on homework and classroom assignments. These assessments will count towards
your practice grade for the quarter. The assessments will include:
Open Note Quizzes - For homework, students will read an assigned chapter from the text and complete an outline of each chapter
that will highlight the important people, places, ideas, and events of a given historical era. Students will also receive a list of
identifications at the beginning of each chapter. Chapter outlines and identifications, which should be kept in the student’s
APUSH Research Binder, may be used by as a resource on open-note quizzes. An open-note quiz will be given at the end of each
chapter of study.
APPARTS Primary Source Analysis – Throughout the quarter, students will frequently write short-answers to questions that
directly address a primary source, a historian’s argument, secondary sources such as data or maps, or general propositions about
U.S. history. Each question will ask students to identify and analyze examples of historical evidence relevant to the source or
question; these examples can be drawn from the concept outline or from other examples explored in-depth in classroom instruction
Course Engagement - Active engagement in all classroom activities is an important part of succeeding in this course. Because
much of our course will proceed at an accelerated pace, students must come to class willing and prepared to participate in class
discussion and ready to collaborate with others. Students will be evaluated on both the quantity and quality of their verbal
contributions over the course of the semester. Distracting behavior such as, text messaging or sleeping in class will significantly
lower a student’s course engagement grade.
* For detailed information on the topics and themes that will be covered, please refer to the course textbook and the College Board Course
Description at https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-us-history-course-and-exam-description.pdf.
Mr. Dunn
[email protected]
ACADEMIC CALENDAR
1ST QUARTER
HISTORICAL PERIODS 1 – 3 - THE COLONIAL ERA TO THE WAR OF 1800 (1492-1800)
FONER, CHAPTERS 1-8 & BOYER, CHAPTERS 1-8
Unit 1Topics and Activities – The Colonial Era to the French and Indian War, 1607-1754 (Chapters 1-4)
Pre-Columbian Societies
• Early inhabitants of the Americas; American Indian empires in Mesoamerica, the Southwest, and the Mississippi Valley;
American Indian cultures of North America at the time of European contact
Transatlantic Encounters and Colonial Beginnings, 1492–1690
• First European contacts with American Indians; Spain’s empire in North America French colonization of Canada
• English settlement of New England, the Mid-Atlantic region, and the South
• From servitude to slavery in the Chesapeake region
• Religious diversity in the American colonies
• Resistance to colonial authority: Bacon’s Rebellion, the Glorious Revolution, and the Pueblo Revolt.
Colonial North America, 1690–1754
• Population growth and immigration
• Transatlantic trade and the growth of seaports
• The eighteenth-century back country
• Growth of plantation economies and slave societies
• The Enlightenment and the Great Awakening
• Colonial governments and imperial policy in British North America
Unit 2 Topics– The American Revolution to the Early Republic, 1754-1800 (Chapters 5-8)
The American Revolutionary Era, 1754–1781
• The French and Indian War
• The Imperial Crisis and resistance to Britain
• The War for Independence
The Confederation Era (1781-1789)
• State constitutions and the Articles of Confederation
• The Constitutional Convention
• The Founders and Religion
The Early Republic, 1789–1800
• Washington, Hamilton, and shaping of the national government
• Emergence of political parties: Federalists and Republicans
• Republican Motherhood and education for women
• Election of 1800
* For detailed information on the topics and themes that will be covered, please refer to the course textbook and the College Board Course
Description at https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-us-history-course-and-exam-description.pdf.
Mr. Dunn
[email protected]
2ND QUARTER
HISTORICAL PERIODS 4-6 - ERA OF GOOD FEELINGS TO RECONSTRUCTION (1824 TO 1877)
FONER, CHAPTERS 8-15
Unit 3 Topics – The Jeffersonian Era and the Age of Jackson, 1800-1840 (Chapters 8-10)
The Jeffersonian Era
• Significance of Jefferson’s presidency – Jeffersonian Republicanism
• Expansion into the trans-Appalachian West; American Indian resistance
• Growth of slavery and free Black communities
• The War of 1812 and its consequences
Transformation of the Economy and Society in Antebellum America
• The transportation revolution and creation of a national market economy
• Beginnings of industrialization and changes in social and class structures
• Immigration and nativist reaction
• Planters, yeoman farmers, and slaves in the cotton South
The Transformation of Politics in Antebellum America
• Emergence of the second party system
• Federal authority and its opponents: judicial federalism, the Bank War, tariff
• controversy, and states’ rights debates
• Jacksonian democracy and its successes and limitations
Unit 4 Topics – Slavery, Freedom, and the Crisis of the Union, 1820-1877 (Chapters 11-15)
Religion, Reform, and Renaissance in Antebellum America
• Evangelical Protestant revivalism
• Social reforms; Ideals of domesticity
• Transcendentalism and utopian communities
• American Renaissance: literary and artistic expressions
Territorial Expansion and Manifest Destiny
• Forced removal of American Indians to the trans-Mississippi West
• Western migration and cultural interactions
• Territorial acquisitions; Early U.S. imperialism: the Mexican War
The Crisis of the Union
• Pro- and antislavery arguments and conflicts
• Compromise of 1850 and popular sovereignty
• The Kansas–Nebraska Act and the emergence of the Republican Party
• Abraham Lincoln, the election of 1860, and secession
Civil War
• Two societies at war: mobilization, resources, and internal dissent
• Military strategies and foreign diplomacy
• Emancipation and the role of African Americans in the war
• Social, political, and economic effects of war in the North, South, and West
Reconstruction
• Presidential and Radical Reconstruction
• Southern state governments: aspirations, achievements, failures
• Role of African Americans in politics, education, and the economy
• Compromise of 1877; Impact of Reconstruction
* For detailed information on the topics and themes that will be covered, please refer to the course textbook and the College Board Course
Description at https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-us-history-course-and-exam-description.pdf.
Mr. Dunn
[email protected]
3RD QUARTER
HISTORICAL PERIODS 6-7 AMERICA’S GILDED AGE TO WORLD WAR II (1865 TO 1945)
FONER, CHAPTERS 16-22
Unit 5 Topics – The Second Industrial Revolution and the Gilded Age, 1865-1898 (Chapters 16 & 17)
The Origins of the New South
• Reconfiguration of southern agriculture: sharecropping and crop-lien system
• Expansion of manufacturing and industrialization
• The politics of segregation: Jim Crow and disfranchisement
Development of the West in the Late Nineteenth Century
• Expansion and development of western railroads
• Competitors for the West: miners, ranchers, homesteaders, and American Indians
• Government policy toward American Indians
• Gender, race, and ethnicity in the far West
• Environmental impacts of western settlement
Industrial America in the Late Nineteenth Century
• Corporate consolidation of industry
• Effects of technological development on the worker and workplace
• Labor and unions
• National politics and influence of corporate power
• Migration and immigration: the changing face of the nation
• Proponents and opponents of the new order, e.g., Social Darwinism and Social Gospel
Urban Society in the Late Nineteenth Century
• Urbanization and the lure of the city
• City problems and machine politics
• Intellectual and cultural movements and popular entertainment
Unit 6 - The Emergence of American Economic and Global Intervention, 1898-1945 (Chapters 18-22)
Populism and Progressivism
• Agrarian discontent and political issues of the late nineteenth century
• Origins of Progressive reform: municipal, state, and national
• Roosevelt, Taft, and Wilson as Progressive presidents
• Women’s roles: family, workplace, education, politics, and reform
• Black America: urban migration and civil rights initiatives
The New Era: 1920s
• The business of America and the consumer economy
• Republican politics: Harding, Coolidge, and Hoover
• The culture of Modernism: science, the arts, and entertainment
• Responses to Modernism: religious fundamentalism, nativism, and Prohibition
• The ongoing struggle for equality: African Americans and women
The Great Depression and the New Deal
• Causes of the Great Depression
• The Hoover administration’s response
• Franklin Delano Roosevelt and the New Deal
• Labor and union recognition
• The New Deal coalition and its critics from the Right and the Left
• Surviving hard times: American society during the Great Depression
* For detailed information on the topics and themes that will be covered, please refer to the course textbook and the College Board Course
Description at https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-us-history-course-and-exam-description.pdf.
Mr. Dunn
[email protected]
American Imperialism and Military Interventions (1898-1945)
• American imperialism: political and economic expansion; Spanish American War
• War in Europe and American neutrality
• The First World War at home and abroad; Treaty of Versailles; Society and economy in the postwar years
The Second World War
• The rise of fascism and militarism in Japan, Italy, and Germany
• Prelude to war: policy of neutrality
• The attack on Pearl Harbor and United States declaration of war
• Fighting a multi-front war; Diplomacy, war aims, and wartime conferences
• The United States as a global power in the Atomic Age
The Home Front During the War
• Wartime mobilization of the economy; Urban migration and demographic changes
• Women, work, and family during the war; Civil liberties and civil rights during wartime
• War and regional development; Expansion of government power
4TH QUARTER
HISTORICAL PERIODS 8 & 9 COLD WAR TO PRESENT (1945 TO PRESENT)
FONER, CHAPTERS 23-28
Unit 7 – Global Leadership in the Post-War World, 1945- Present (Chapters 23-28)
The United States and the Early Cold War
• Origins of the Cold War; Truman and containment
• The Cold War in Asia: China, Korea, Vietnam, and Japan
• Diplomatic strategies and policies of the Eisenhower and Kennedy administrations
• The Red Scare and McCarthyism; Impact of the Cold War on American society
The 1950s
• Emergence of the modern civil rights movement
• The affluent society and “the other America”; Consensus and conformity: suburbia and middle-class America
• Social critics, nonconformists, and cultural rebels; Impact of changes in science, technology, and medicine
The Turbulent 1960s
• From the New Frontier to the Great Society; Expanding movements for civil rights
• Cold War confrontations: Asia, Latin America, and Europe; Beginning of Détente
• The antiwar movement and the counterculture
Politics and Economics at the End of the Twentieth Century
• The election of 1968 and the “Silent Majority”; Nixon’s challenges: Vietnam, China, and Watergate
• Changes in the American economy: the energy crisis, deindustrialization, and the service economy
• The New Right and the Reagan revolution, End of the Cold War
Society and Culture at the End of the Twentieth Century
• Demographic changes: surge of immigration after 1965, Sunbelt migration, and the graying of America
• Revolutions in biotechnology, mass communication, and computers
• Politics in a multicultural society
The United States in the Post–Cold War World
• Globalization and the American economy
• Unilateralism vs. multilateralism in foreign policy; Domestic and foreign terrorism; Environmental issues in a global
context
* For detailed information on the topics and themes that will be covered, please refer to the course textbook and the College Board Course
Description at https://secure-media.collegeboard.org/digitalServices/pdf/ap/ap-us-history-course-and-exam-description.pdf.